1. Room Renovation Proposed Budget
High School Geometry
Ms. Alissa Krug

2. Room Renovation Proposed Budget
Within this unit you will experience the correlation between geometry, technology, family and consumer sciences as well as Language Arts.
The purpose of this presentation is to inform you of the importance of surface area and area in real world situations. You will use this presentation to help you successfully meet the requirements of the final proposed budget for a room renovation. Feel free to any questions you may have along the way or ask in class. Good luck to all!!
Ms. Krug

3. Room Renovation Proposed Budget Overview
Students will be able to understand that:
Area is used to calculate the amount of space covered with a shape of single dimension.
Surface area is used to calculate the amount of space covered with a three dimensional shape.
Students will know:
Vocabulary: area and surface area formulas
Mathematical skills
How to determine which formula they will need to use for their calculations.
Conversions of inches, yards and feet.
Determine cost efficiency (Business)
Create a visual representation of final project (Art and Technology)
Create a written summary of their findings (Language Arts)

4. Standards or Established Goals
New Jersey Core Curriculum Content Standards:
4.2.E.2- Use a variety of strategies to determine perimeter and area of plane figures and surface area of 3D figures.
4.2.A.1- Use geometric models to represent real world situations and objects and to solve problems using those models.
4.2.A.3- Apply the properties of geometric shapes.
4.2.A.4- Use reasoning and some form of proof to verify or refute conjectures or theorems.
4.5.A.1- Learn mathematics through problem solving, inquiry, and discovery.
4.5.A.2- Solve problems that arise in mathematics and in other contexts.
4.5.A.3- Select and apply a variety of appropriate problem solving strategies.
4.5.A.4- Pose problems of various types and levels of difficulty.
4.5.A.5- Monitor their progress and reflect on the process of their problem solving activity.
4.5.B.1- Use communication to organize and clarify their mathematical thinking.
4.5.B.2- Communicate their mathematical thinking coherently and clearly to peers, teachers, and others, both orally and in writing.
4.5.B.3- analyze and evaluate the mathematical thinking and strategies of others.
4.5.B.4- Use the language of mathematics to express mathematical ideas precisely.

5. Standards or Established Goals Continued..
4.5.C.1- recognize recurring themes across mathematical domains.
4.5.C.2- Use connections among mathematical ideas to explain concepts.
4.5.C.3- Recognize that mathematics is used in a variety of contexts outside of mathematics.
4.5.C.4- Apply mathematics in practical situations and in other disciplines.
4.5.C.6-Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
4.5.E.1- Create and use representations to organize, record and communicate mathematical ideas.
4.5.E.2- Select, apply and translate among mathematical representations to solve problems.
4.5.E.3- Use representations to model and interpret physical, social, and mathematical phenomena
F.3 Select and utilize resources that have been modified by digital tools (e.g., CNC equipment, CAD software) in the creation of a technological product or system.
A.9 Reflect on own writing and establish goals for growth and improvement.
C.1 Use Standard English conventions in all writing (sentence structure, grammar and usage, punctuation, capitalization, spelling).
E.5. Use comparative shopping techniques for the acquisition of goods and services.
D.2 Perform various methods and techniques used in the production of works of art.

6. Standards or Established Goals Continued…
National Mathematics Standards:
Analyze properties and determine attributes of two and three-dimensional objects.
Explore relationships (including congruence and similarity) among classes of two and three-dimensional geometric objects, make and test conjectures about them, and solve problems involving them.
Establish the validity of geometric conjectures using deduction, prove theorems, and critique arguments made by others.
Draw and construct representations of two and three-dimensional geometric objects using a variety of tools.
Use geometric models to gain insights into, and answer questions in, other areas of mathematics.
Use geometric ideas to solve problems in, and gain insights into, other disciplines and other areas of interest such as art and architecture.

7. Learning Goals Students will be able to identify and define shapes
Students will be able to successfully calculate area of shapes
Students will be able to successfully calculate the surface area of a given shape
Students will be able to apply understanding of formulas to real world situations
Students will be able to calculate the total area of rooms in their home and students will be able to calculate the total surface area of rooms in their home
Students will be able to determine how much material will be needed to complete a renovation
Students will be able to calculate total expenses for renovations, and students will be able to create a proposed budget for the room renovation.

8. Essential Questions
When am I going to use area and surface area in real life situations?
How do you determine how much material you will need as well as the final costs?
How else can I use area and surface area around the home?
How do you calculate area and surface area and what is the difference between them?

9. Assessments

10. Diagnostic Assessments
Questionnaire
This questionnaire is designed for you to answer first. You will then take the questionnaire home to your parents of guardians to see how their answers are similar or different from your responses. The questions will pertain to real world examples of surface area and area. This will not be a graded assignment.
Brain Drain
This is designed for you to write down all that you already know about area and surface area before beginning discussion of the unit. This will aid in a deeper understanding of what you already know and how you learn. This will not be a graded assignment.
Surface Area and Area Pretest
You will be given a pretest on solving for the area or surface area of basic shapes. Again, this pretest will not be a graded assessment. This will allow me to assess how prepared you already are and what shapes you are already familiar with.

11. Formative Assessments
Formative assessments are for me to gain an understanding of
topics that may need re-teaching.
Class work
You will be given ample class time to work collaboratively in completing class work as well as homework using the surface area and area formulas. You will display and explain your work on the board in the classroom.
Open-ended Question
You will complete an open-ended question using a rubric that we have co-created to guide you. After completing the open-ended question you will break off into small groups and assess each other using the same rubric. You will be able to provide suggestions to your classmates and reflect upon what it is they could do to improve their work for the next assessment.
Surface Area and Area Quizzes
You will be expected to complete quizzes on finding area and surface area of shapes. The quizzes given will be in the form of short answer responses and show your work. You will be able to use your quizzes as a self assessment tool to help attain the knowledge to better prepare yourself for the next assessment task.

12. Performance Assessment
Goal of the assessment:
Your task is to put yourself in the eyes of a contractor in order to create a proposed budget for a room renovation.
Obstacles:
The obstacles to overcome are using surface area and area to find out how much material you will be using and what is the most cost efficient way to renovate the room with the materials the homeowner would like (for example: wallpaper, paint, carpet, wood flooring).
Role, Audience, and Situation:
You have been asked to complete a room renovation and provide a budget in which you will be able to accomplish this project. You need to convince the home owners that the budget you have calculated will be the most cost efficient way of completing the room renovation. The challenge involves dealing with shopping at multiple retailers to find the best buy, calculating the amount of the material you will need to complete the room renovation and discussing with the homeowners why your budget is the most cost efficient.

13. Performance Assessment Continued…
Overall Product and Performance:
You will create a cost efficient proposed budget in order to complete the room renovation within the customer’s home. The customers you will be using are your parents or guardians in order to determine the materials that will be used in your budget. You will present your proposed budget to your classmates through use of visual representation. You may use a power point, slide show of your work, diorama, or data display using the information to support your findings. Finally, you will journal what it is you have learned throughout this assessment about real world applications. Your work will be judged based on the rubric we have co-created.

14. Examples of Formulas Surface Area of a Rectangular Prism
Area of a rectangle

15. Room Renovation Rubric
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time
(1 point)
Mathematical Calculations
Student will have completed calculations for surface area and area with no mathematical errors
Students will have completed calculations for surface area and area with few mathematical errors
Students will have completed calculations for surface area and area with many mathematical errors
Real World Application
Student was able to successfully apply surface area and area concepts to real world situation. Students were able to prepare a proposed budget of material for a room renovation with no errors.
Student was able to apply surface area and area concepts to real world situation. Students were able to prepare a proposed budget of material for a room renovation with few errors.
Student was able to apply surface area and area concepts to real world situation. Students were able to prepare a proposed budget of material for a room renovation with many errors.

16. Room Renovation Rubric Continued…
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time
(1 point)
Visual Presentation
Student will have supported their findings through visual representation. Student incorporated creativity and technology into the visual presentation.
Student will have supported their findings through visual representation. Student incorporated little creativity and technology into the visual presentation.
Student will have supported their findings through visual representation. Student incorporated no creativity and technology into the visual presentation.

17. Room Renovation Rubric Continued…
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time
(1 point)
Journal
Students discussed what they have learned about surface area and area in real world applications.
Students provided a detailed written description of their room renovation including measurements of the length/width/height, how much material was needed as well as cost per unit.
Students provided a written description of their room renovation excluding one of the following: measurements of the length/width/height, how much material was needed as well as cost per unit.
Students provided a written description of their room renovation excluding more than one of the following: measurements of the length/width/height, how much material was needed as well as cost per unit.

18. Paper and Pencil Assessment Surface Area and Area Test
Stated Proposition
To calculate the costs involved in painting and carpeting a room we can use the formulas for area and surface area to assist in our procedure.
Test Items
True/False questions(5)
Short answer questions (10)
Multiple choice questions (5)
Essay (2)

19. Student Scores and Reflections
Assessment
Points Earned
Possible Points
Reflection
Pretest- surface area and area
Open-ended question
Surface Area Quiz
Area Quiz
Room Renovation Proposed Budget
Surface Area and Area Test

20. Assessment Photo Album Rubric
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time
(1 point)
Learning goals matched to assessment methods
Incorporates 21st century skills of thinking critically and creatively while obtaining information/evidence of student learning.
Multiple assessments (pictures) that vary in type to make inferences from evidence.
Authentic opportunities of real-life application of knowledge and skills that gives students the opportunity to work in their own learning preferences.
Various methods and approaches for obtaining information/evidence of student learning.
Includes a variety of assessments to make inferences from evidence; a photo album, not a single picture.
Provide opportunities for authentic application of knowledge and skills.
One method or approach of obtaining information/evidence of student learning.
A single picture.
Non-authentic opportunities for application of knowledge and skills.

21. Assessment Photo Album Rubric Continued..
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time
(1 point)
Diagnostic assessments (pre-assessments)
Multiple pre-assessments that involve a student’s family or community.
Multiple opportunities of reflection.
Used in multiple forms more than at the beginning of a unit.
At least one that provides information about a student’s family or community.
Enables reflection on the student’s part.
Ungraded.
Given at the beginning of the unit, identify misconceptions, skill levels, interests, reveals learning preferences.
Purposeful with a clearly focused identified target.
May include: pre-tests, skill checks, concept maps, drawings, KWL charts
Does not include information about the student’s family.
Does not provide reflection for the students.
Graded.
Does not identify misconceptions or skills levels, interests, or learning preferences.
Not focused on an identified target.

22. Assessment Photo Album Rubric Continued..
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time
(1 point)
Descriptions of formative assessments
Multiple assessments in multiple forms to reach the multiple learning preferences of the students.
Involve the students in the formation of the assessment mechanism by suggestions or the test, performance assessments, co-constructing rubrics, and record keeping.
Descriptive feedback related to the criteria is given.
Followed up with high-quality corrective instruction to help students remedy whatever learning errors are identified
Ongoing assessments that are used to constantly monitor the progress of the students and to inform the instruction of the teacher.
Involve the students in the formation of the assessment mechanism in at least one way so that students know their learning goals.
Students self-assess their own performance.
Feedback related to the criteria is given.
Followed up with corrective instruction.
Are not ongoing assessments.
Does not involve students in the formation of the assessment mechanism. Students do not have clear learning goals.
Students are not given an opportunity to self-assess their own performance.
Non-specific feedback (A, 82%, etc.).
Not followed up with corrective instruction.

23. Assessment Photo Album Rubric Continued..
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time
(1 point)
Outline of performance assessment (summative assessment)
Build upon the knowledge students already have in order for transfer to take place.
Includes backward mapping.
Students are involved in regular feedback and experience constructive corrective teaching.
Includes scaffolding.
Adapted to all different learning styles (ex. Visual, auditory, kinesthetic).
Includes a broad mixture of testing components (ex. constructed response, multiple choice, performance, fill in the blank).
Authentic application related to a real-world situation that engages all students and allows for deeper understandings to be shown.
Given at the beginning of the unit.
Frame the essential questions.
Includes the ability for students to transfer knowledge.
Provides regular feedback to the student.
Adapted to most all areas of learning styles.
Includes at least two testing components (ex.: constructed response, multiple choice, performance, fill in the blank).
The assessment is mostly authentic and students are engaged.
Not given at the beginning of the unit.
Not focused on the essential questions.
Lack of regular feedback.
Focuses mainly on one learning style.
Only one testing component is incorporated into assessment.
The assessment is not authentic and has no relevance to a real-world situation. Assessment pieces do not provide engaging activities for students.

24. Assessment Photo Album Rubric Continued..
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time
(1 point)
Rubric for performance assessment
Provides clear and focused goals that are well explained.
Written in kid language.
Students take part in co-writing the rubric.
Students are given an opportunity to self-evaluate, and adjust.
Provide students feedback comments that include action steps to improve the assessment.
Multiple models of students work at varying ability levels (excellence and poor) are provided and discussed with students.
Specifically aligned with learning goals.
Understandable to students.
Students are informed for what is expected.
Students are given an opportunity for self-adjustment.
Feedback comments are incorporated.
Models of student work are provided and discussed with students.
Vague relation to learning goals and enduring understandings.
Written in adult language.
Uninformed receiver.
Lacks the opportunity for students to gain insight from feedback and adjust.
Feedback is not incorporated.
No models of student work are provided.

25. Teacher Revisions