Pink Walls?!?
By D. Assael, February 27, 2017
Grade Level
 Middle School
Category
 Summer Design Institute
Subject Area
 Mathematics
Lesson Time
Three 60 minute classes
Introduction
The following lessons provide students an opportunity to be interior designers! In this lesson, students will use measurements and surface area to create a budget for painting the classroom walls. Students will have to create a plan for identifying how much wall space is to be painted (surface area!), what materials they will need, how much paint they will need and how they can maximize their budget.
National Standards
7.G: Solve reallife and mathematical problems involving angle measure, area, surface area, and volume.
l 7.G.6: Solve realworld and mathematical problems involving area, volume and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
7.G: Draw, construct, and describe geometrical figures and describe the relationships between them.
l 7.G.1: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
7.NS: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
SL.7.1 Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacher led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.7.5
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
Standards for extension:
7.R.P: Analyze proportional relationships and use them to solve realworld and mathematical problems.
l 7.R.P.1: Compute unit rates associated with ratios of fractions, including ratio of lengths, areas and other quantities measured in like or different units.
Objectives
SWBAT use appropriate tools to measure the dimensions of the classroom.
SWBAT calculate surface area
SWBAT create a budget
Resources
 Internet connection
 Home Depot, Lowes or other hardware website to determine price of items needed.
 Scale Drawing Examples:
Materials
 Tape measures
 Rulers
 Graph paper
 Colored pencils
 Budget Template (attached)
Vocabulary
Surface area: The sum of the areas of all the sides of a 3 dimensional figure.
Budget: A plan used to decide the amount of money that can be spent and how it will be spent
Brainstorm: A spontaneous group discussion to produce ideas and ways of solving problems.
Procedures
 Introduction
 Explain the following scenario to students:
 i. “After much pleading, your teacher has convinced your principal that your classroom needs a new paint job! But there’s a catch. Your teacher must provide a detailed budget (ie. Cost of primer, paint, brushes, ladder, etc) to your principal before the painting begins. It is your job to help your teacher create the most effective budget possible.”
 Explain the following scenario to students:
 Identifying the information
 After explaining the scenario, present students with an opportunity to identify some information needed to tackle the scenario.
 i. “What information will we need to know in order to create a detailed budget for painting the classroom?”
 ii. Allow students to brainstorm all questions they believe they need answered.
 iii. Allow students to work in small groups to combine questions and see if peers can answer some of the questions.
 iv. Allow all ideas to be shared (record ideas board and in student notes),
 v. Provide leading questions to help determine any information that students did not address themselves.
 Ex: “Would we want 30 gallons of paint or would we want to determine how much wall space 1 gallon of paint covers to keep our budget low?”
 From this scenario, the teacher must guide student inquiry to gather the information necessary to create the budget. “How might we create a budget for painting the classroom?” “What information do we need to know?”
 i. From the teacher led questions, more student questions should arise.
 Information we need (discovered by students or led by teacher)
 i. Surface area of wall space to be painted
 ii. Size of doors and windows
 iii. Will we paint the ceiling?
 iv. The amount of area 1 gallon of primer/paint covers
 v. How many coats of primer/paint?
 vi. Cost of paint
 vii. Cost of brushes
 viii. Do we need a ladder?
 ix. Time commitment
 x. Scale to use for drawing
 xi. Any other relevant information for you specific classroom.

 Using the list of necessary information that students created, begin finding the answers to the missing information that cannot be found in the classroom: (Having a small group of students look this up and report back to the class may be an option) – All information should be recorded in student notebooks
 i. Look up the cost of 1 gallon of primer
 ii. Look up the cost of 1 gallon of paint (specific to brands and colors)
 iii. Look up the cost of 1 paint brush
 iv. Look up the cost of 1 roller paint brush
 v. Look up the cost of blue painters tape cover
 vi. Provide number of coats necessary to prime and paint walls (2 coats each)
 vii. Look up the amount of area 1 gallon of primer/paint can
 Using the list of necessary information that students created, begin finding the answers that can be found in the classroom using a tape measurer: (Having a small group of students look this up and report back to the class may be an option) – All information should be recorded in student notebooks
 i. Dimension of the walls of the classroom.
 ii. Dimension of any object on the walls that will not be painted (ie. White boards, bulletin boards, clock, etc.)
 iii. Dimension of the windows and doors.
 Calculating the surface area of the room
 After the room’s dimensions have been measured (in inches and feet) present another question to students so that they can problem solve:
 i. “How do we determine how much area will be painted?”
 ii. Allow students an opportunity to think about this question on their own.
 iii. Allow students an opportunity to work in small groups to discuss their thoughts.
 iv. Have groups share out their thoughts.
 After the room’s dimensions have been measured (in inches and feet) present another question to students so that they can problem solve:
 Explain that surface area is the sum of the areas of all the sides of a 3dimensional figure.
 Have students find the surface area of all the wall space
 Have students find the area of all the objects on the walls that will not be painted.
 Have students subtract the surface area of the walls in the classroom and subtract the total area of all the objects on the walls not to be painted.
 Scale drawings
 Blue prints of buildings
 Paintings of objects
 Floor plans
 http://www.google.com/search?q=scale+drawings&client=safari&rls=en&source=lnms&tbm=isch&sa=X&ei=cqXFUuTfKLPlsASxvoCgDQ&ved=0CAkQ_AuoAQ&biw=1268&bih=648

 Scale models
 Toy cars (if you have any to bring in to show off, do so!)
 Model airplanes (if you have any to bring in to show off, do so!)
 Model buildings (souvenirs from major landmarks and attractions, ie. Eiffel Towner, Empire State building, etc.)
 Explain scale: The relationship between drawing’s or model’s dimensions and the actual dimensions of the object being modeled
 Teach how to use the scale to find dimensions of scale drawings:
 Using the following process, on a separate sheet of graph paper, have students create a scale drawing of the walls of the classroom:
 i. Students determine the measurement of their models using their chosen scale. Have students determine the best scale to use in relation to the materials they will be working with. (Have students explain why they chose their scale).
 Example: 1 foot = 2 inches
 ii. Include appropriate scale measurement for walls, windows, doors, etc.
 iii. Students may color walls to match the desired color scheme selected in groups.

 Putting together a budget
 Have students create their budget for the painting project.
 i. Groups of 34
 ii. All members must participate the “painting” (this should add some more details for the budget creation),
 iii. Based on how much area is being painted and how much area a gallon of primer/paint can cover, have students calculate the necessary amount of paint/primer to purchase.
 Have students make calculations on a the back of their budget report
 iv. Students should fill out a their budget on the provided budget report template.
 Have students create their budget for the painting project.
 Present
 Have students set up scale drawings and do a gallery walk!
 Putting together a budget
 i. Students determine the measurement of their models using their chosen scale. Have students determine the best scale to use in relation to the materials they will be working with. (Have students explain why they chose their scale).
 Using the list of necessary information that students created, begin finding the answers to the missing information that cannot be found in the classroom: (Having a small group of students look this up and report back to the class may be an option) – All information should be recorded in student notebooks
 After explaining the scenario, present students with an opportunity to identify some information needed to tackle the scenario.
Assessment
Students will have to write a proposal for the repainting of the classroom via a budget.
 Budget:
 Cost of paint
 Cost of paint brushes
 Cost of additional supplies
 Scale drawing of all walls of the classroom to be painted (Optional: Provide scale 2 feet = 1 inch)
 Scale provided on drawing
 All objects (whiteboards, bulletin boards, windows, doors, etc) counted for and appropriately drawn to scale.
Enrichment Extension Activities
#1: Making the scale model
 Using measurements calculated, have groups create their own scale model of the classroom (no furniture necessary)
 Use cardboard boxes to cut out necessary wall sizes
 Glue white paper on model’s walls
 Make sure students have some way of representing the objects on the walls not to be painted.
 Color paper the desired color scheme selected by your group
 Glue all walls together on top of a cardboard base
 Using surface area, how could you maximize the space in your bedroom?
 Would you like to buy new furniture?
 Would it help if you door opened out of your bedroom instead of into your bedroom?
 How could you rearrange your current furniture to maximize your space?
Teacher Reflection
It might be powerful to have an administer come into the class room and "act out" the debate over whether or not we can repaint the classroom.
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