## Floor Plan Analysis - Section 3: Activity: Final Station Rotation

*Floor Plan Analysis*

# Area as an Architect (Stations Day 4 & Discussion)

Lesson 6 of 8

## Objective: SWBAT calculate the area of the 3 floor plans they created and debate the merits of different room locations, sizes, and relative sizes.

#### Review the Stations

*3 min*

On this last day of the stations, I reviewed very briefly simple details (such as remembering to use a consistent - teacher chosen- naming convention on their files) and left further assistance up to student helpers or to be addressed by me as I circulated throughout the room.

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As this is the final day of station rotation, most of the kinks have been worked out and students have a solid grasp of the designated task. This provides me with an opportunity to really confer with students about their work instead of just trouble-shooting, which always takes up some time in the initial stages of any lesson involving tech.

I use this Area as An Architect Student Checklist to keep track of my conversations because then I have a record to which I can easily refer when it comes time for progress reports, report cards or parent conferences. My primary use for this form is for myself though, to monitor student progress and make adjustments to how I am teaching and to modify for individual student needs. This kind of record is very helpful to me in planning groups for reteaching or enrichment mini-sessions, which I use throughout all my lessons.

Here are examples of completed student work for one of the stations:

Student Work Example 1: Layout of Orphanage Area

##### Resources (7)

#### Resources

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#### Wrap-up

*15 min*

I asked the students to answer the following questions:

1. What is something about the making the (orphanage) floorplan that you found helpful?

2. Which station did you like the best and why?

3. Which station did you like the least and why?

4. What is something mathematical you can do now that you couldn't do a week ago?

Here are some examples of their answers and how I responded to them (verbally).

#### Resources

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##### Similar Lessons

Environment: Suburban

Environment: Suburban

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Environment: Urban

- UNIT 1: 1st Week: Getting to Know Each Other Through Graphs
- UNIT 2: Addition and Subtraction
- UNIT 3: Multiplication
- UNIT 4: Introduction to Basic Division
- UNIT 5: Division in Context
- UNIT 6: Time
- UNIT 7: Rounding
- UNIT 8: Place Value Practice
- UNIT 9: Fractions
- UNIT 10: Math and Me: Nutrition, Health and More
- UNIT 11: Geometry in Architecture
- UNIT 12: Time Cycle 2
- UNIT 13: Patterns in Math
- UNIT 14: Area and Perimeter
- UNIT 15: Solving Mult-Step Word Problems Using the Four Operations
- UNIT 16: Musical Fractions
- UNIT 17: Volcanoes (Data Collection, Graphs, Addition & Subtraction)

- LESSON 1: Measuring Our Classroom's Perimeter and Area!
- LESSON 2: Area of a Room: Basic Practice
- LESSON 3: Using Area as an Architect (Stations Day 1)
- LESSON 4: Using Area as an Architect (Stations Day 2)
- LESSON 5: Using Area as an Architect (Stations Day 3)
- LESSON 6: Area as an Architect (Stations Day 4 & Discussion)
- LESSON 7: Designing a Restaurant
- LESSON 8: Area & Perimeter Basic Assessment