Design Your Dream House

14 teachers like this lesson
Print Lesson


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

Big Idea

Area and perimeter come alive when you design your own space

Lesson Introduction

5 minutes

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. 

Guided Practice

10 minutes

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.


Independent Work

35 minutes

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). 

Share Out

5 minutes

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?