Samantha Krueger ED381
Problem Solving/Holistic Lesson Plan
Building a Dream House
Grade Level: 10th Grade Geometry
Aim: Students will experience a project and to use tools that are directly related
to geometry and other areas of study.
Students will learn how to use basic geometry and calculation skills to
design their dream house.
- Students will use calculation to design the home and estimate the price
within a budget of $150,000.
Affective - Students will improve necessary interpersonal
skills when working with a partner when researching product prices and
materials' availability. This portion of the exercise might require phone
conversations with stores and companies. Students
will develop their house according to their dreams, desires, imaginations.
- Students will improve their skilled movements
by using drafting skills to design their house and document it on graph paper.
Statement: You have just won $120,000 and you can finally build that
dream house you’ve always wanted. Design
your dream house adhering to the conditions and parameters specified.
will draw their dream house to scale on graph paper.
will present their project neatly
will include an expenditure sheet with their project (use estimation when
assignment will be worth 45 points of the student’s final grade.
assignment will be due on _______
student’s costs for the dream house cannot exceed $150,000.
student’s scaled drawing cannot exceed 2000 square feet. (The graph
paper will help you keep track of this.)
student cannot use graph paper that exceeds 19x24.
student cannot use more than three sheets of graph paper (upstairs,
downstairs, basement if finished).
following skills will be demonstrated:
ability to use their own creativity and imagination.
ability to use their own knowledge of geometry.
ability to use their own skills of drafting, designing, and architectural
ability to use their interpersonal skills to research and estimate prices.
ability to use their skills of budgeting and calculating.
ability to work with ratios, geometry, and their own spatial skills.
*Note: This would be given as a project for
the second nine weeks of class after we have covered some basic geometric
principles. It would be an
out-of-class project. We will allow
partners, but no more than two students per group.
We left the parameters and conditions fairly vague so that we don’t
hinder the students' creativity. We
have to put some limits so that we get acceptable results and to provide a
framework for grading projects.
Form: Rubric for Grading
You have just won $150,000 and you can finally build that dream house
you’ve always wanted. Design your
dream house adhering to the conditions and parameters specified.
1. Drawn to scale and on graph paper
2. Expenditure sheet attached
3. Neatness (on scale of 1-10)
3 4 5
8 9 10
1. Costs less than $150,000
2. Total area less than 2000 sq. ft. yes___ no___
3. Paper is no larger than 19x24 and no more than 3 sheets used
We would like the student’s input on
the grading of this project. The criteria that they come up with could be included on this
sheet. What has been stated above
are the criteria that must be met. All
of the parameters and conditions must be met.
The parameters will be fairly obvious, but the conditions will be a bit
more subjective (such as neatness). We
will allow for the students to redo their projects within a certain time period
if they are not satisfied with their grade.