##
* *Reflection: Real World Applications
Design Your Dream House - Section 3: Independent Work

It was very important for me to model the recording in this activity so that it was meaningful. Students got to be creative with their designs, but then they had to find ways to find area when they had a lot of smaller parts to their design. I think when I teach this lesson again I will include questions like ‘how many square units of tile will you need to cover your bathroom? How many square units of carpet will you need for your bedroom?’ etc so that I reinforce the fact that the area of the room is the total space it takes up and you will need the exact amount of tile, carpet etc in order to cover that space. I feel that reinforces the real world relevance of knowing and understanding area and how they will could it.

*Extension*

*Real World Applications: Extension*

# Design Your Dream House

Lesson 6 of 13

## Objective: SWBAT design a dream house and determine the area and perimeter of the spaces

*55 minutes*

#### Lesson Introduction

*5 min*

*Today we are going to put our knowledge of area to work designing a dream house. I have a few examples that I want to share with you to get your ideas really going! *

I'm going to show them examples of homes and home designs. Many of my students don't have any idea how large and grand houses can be, and so it's important for me to build some context for them as we introduce the activity.

#### Resources

*expand content*

#### Guided Practice

*10 min*

*What are the ways we can find the area of a space? What does area represent? *

Here I think it is important to review strategies for finding area (adding the squares up, multiplying, and finding smaller arrays within the space to make multiplying easier)

*I’ve made a list of the things I would love to have in my dream house, that way I can be sure I include all of it. I’ve drawn it out, but I’m not sure how big it is going to be. I’m going to need your help to figure out how big each room is! I have each room labeled, so my builder will know what they need to do when they build my house. Who can help me figure out the area of my bedroom? What about the kitchen? When would it be easier for me to multiply instead of counting the square units?*

I allow students to help me find and record the area so they are clear on the recording expectations for their independent work. I want to ensure we model multiple strategies for finding area so students understand they can use whatever strategy is easiest to understand at this time.

*expand content*

#### Independent Work

*35 min*

*You guys will be the designers of your own dream house today! Each room much be labeled and remember that each square on your grid paper represents what? (*one square unit). *You will need to area for each room! You can have as many rooms as you want as long as your house fits on your grid paper!*

Key questions to ask as students are working: What is the area of your bedroom? Which way did you choose to find the perimeter? And the area? Why did you choose to add a particular room? Make sure students are using the correct vocabulary (my bedroom is 25 square units).

*expand content*

#### Share Out

*5 min*

*One of the ways I love to get more ideas or incorporate something new is by sharing my ideas and work with my peers. I want you all to leave your home design on your table and we’re going to do a gallery walk to observe other students work. This may spark an exciting idea or change that you might want to make to your house! *

Who noticed something that another student did? Who can share with me a change that they might make?

#### Resources

*expand content*

This is the most awesome website and I particularly love this lesson. We are approaching a unit on measurement, area and perimeter and I think this lesson will really engage my students. Thank you!

| one year ago | Reply*expand comments*

##### Similar Lessons

Environment: Suburban

Environment: Suburban

###### Using Area as an Architect (Stations Day 1)

*Favorites(6)*

*Resources(36)*

Environment: Urban

- UNIT 1: Crazy About Fractions
- UNIT 2: Sharing Equally with Division
- UNIT 3: The Relationship Between Multiplication and Division
- UNIT 4: Number Lines
- UNIT 5: Multiply or Divide with Word Problems
- UNIT 6: Telling Time
- UNIT 7: Problem Solving
- UNIT 8: 2-Digit by 1-Digit Multiplication
- UNIT 9: Measurement and Data
- UNIT 10: Math in the Real World
- UNIT 11: More Problem Solving Practice
- UNIT 12: Addition & Subtraction
- UNIT 13: 3rd Grade Expectations
- UNIT 14: Geometry
- UNIT 15: Surveys and Graphing
- UNIT 16: Fun with Multiplying and Dividing

- LESSON 1: Standard and Non-Standard Units of Measurement
- LESSON 2: What is the Perimeter?
- LESSON 3: Perimeter is All Around Us!
- LESSON 4: My Unique Perimeter Performance Task
- LESSON 5: Graphing with M&M's
- LESSON 6: Design Your Dream House
- LESSON 7: Comparing Lengths
- LESSON 8: What is Area?
- LESSON 9: Length x Width
- LESSON 10: Design Your Dream House- Day 2
- LESSON 11: Area With Halves
- LESSON 12: Area Assessment
- LESSON 13: The Difference Between Mass and Customary Weight