Living Room Redecoration Lesson Plan Information | Lesson Plan Activities | Printable version (including handouts) (PDF)

Standard: Use Math to Solve Problems and Communicate Outcomes The student is asked to calculate area and perimeter based on the dimensions of a living room. These calculations are then used to respond to questions about supplies needed for painting and carpeting the room.

Classroom Information

GED Descriptors:      Math Roles:      Family, Worker Program Type(s)      ABE, GED, Family Literacy, Workforce Education, Urban, Rural NRS Learner levels (ABE/GED)       4 Time frame:      2.0 to 3.0 hours

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Standard: Use Math to Solve Problems and Communicate

Component of Performance How activity addresses component Understand, interpret, and work with pictures, numbers, and symbolic information. Use square tiles or graph paper to demonstrate the difference between area and perimeter. Make calculations for perimeter, area, and surface area. Choose room dimensions (length, width and height) for correct values and substitute the values for length, width, and height into formulas. Use formulas and write equations for perimeter and area for different parts of the living room. Apply knowledge of mathematical concepts and procedures to figure out how to answer a question, solve a problem, make a prediction, or carry out a task that has a mathematical dimension Add, subtract, multiple and divide to answer questions in Part 2. Choose appropriate formulas for Part 1, then select appropriate information and strategies when determining redecoration project. A calculator can be used to solve problems or check paper calculations. Define and select data to be used in solving the problem Use the chart in Part 1 to decide which dimensions are needed to answer the questions. Determine the degree of precision required by the situation Rounding is used for determining amount of paint and wall paper to purchase. Solve problem using appropriate quantitative procedures and verify the results are reasonable Check each answer to see if it is reasonable. Communicate results using a variety of mathematical representations, including graphs, charts, tables, and algebraic models The completed chart and activity sheet can be placed in the portfolio for evidence of successful completion of activity.

Purposeful, Transparent, Building Expertise

Purposeful and Transparent ABLE students are normally interested in working towards their GED. Many are developing life skills while working towards that goal. Mathematical problem solving and the skills necessary to compute problems are critical to both and students need to understand this. Contextual Putting mathematics to use in a real life context of home repair gives a sense of usefulness to the student. When using math to solve every day problems, learning becomes meaningful. Though this activity took place in the classroom, the knowledge gained could be used outside of these boundaries. Building Expertise Working through the process of problem solving while developing computational skills builds mathematical expertise. Increasing number sense and problem solving strategies will serve as a guide for the students to following the future.

Lesson Designer Paula Mullet WilloughbyEastlake (216) 382-2820 prmullet@att.net

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