PBL Overview

Title: Designing Your Dream Room Est. Start Date: Duration

Teacher: Dany Mao Dara
Grade level: 7th
Grade
Content Focus: Proportion Other subject
areas to be
included:
Project Ideas:
Summary of the
issue, challenge,
investigation,
scenario, or
problem
Students will explore the concept of proportion by designing their dream room. They will create a scale
drawing of the room. They will research the cost of furnishings, wall ,and floor coverings and decorations
Essential
Question:
How could you use mathematics to solve real life
situation? Driving Question
If you could design your own dream
room what would it look like?
Content and
Skills Standards
to be addressed
(CCCSS, NGSS,
Calif.)
CCCSS Mathematics 7.NS Apply and extend previous understandings of operations with fractions to add,
subtract, multiply, and divide
rational numbers.
CCCSS Mathematics 7.NS1d. Apply properties of operations as strategies to add and subtract rational
numbers.
CCCSS Mathematics 7.NS2c. Apply properties of operations as strategies to multiply and divide rational
numbers.
CCCSS Mathematics 7.NS3. Solve real-world and mathematical problems involving the four operations with
rational numbers.
CCCSS Mathematics 7.RP. Analyze proportional relationships and use them to solve real-world and
mathematical problems.
CCCSS Mathematics 7.RP 2. Recognize and represent proportional relationships between quantities.
CCCSS Mathematics 7.G Draw, construct, and describe geometrical figures and describe the relationships
between them.
CCCSS Mathematics 7.G1. 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.
CCCSS Mathematics 7.G. Solve real-life and mathematical problems involving angle measure, area, surface
area, and volume.
CCCSS Mathematics 7.G4. Know the formulas for the area and circumference of a circle and use them to
solve problems; give an informal derivation of
the relationship between the circumference and area of a circle.
T+A E T+A E
21st Century
Skills and MPS
to be explicitly
taught and
assessed (T+A)
or that will be
encouraged (E)
by project work
but not taught or
assessed
Communication x x MP4 Model with mathematics. x x
Collaboration x MP6 Attend to precision. x x
Presentation
x
x MP5 Use appropriate tools strategically x
Critical Thinking x x
MP1 Make sense of problems and
persevere in solving them. x x
MP2 Reason abstractly and
quantitatively. x x
Presentation Audience
Culminating
Products and
Performances
Group:
Students will collaborate and design their dream bedroom.
They will decide the size of the dream bedroom and what
furnishings they will need. They will also discuss and
develop a plan and a time line for completing their dream
bedroom project. They will discuss and develop a list of
items that they will need for their dream room and research
the costs involved. They will collaborate and develop a
PowerPoint presentation on the their dream bedroom
project.
Class x
School
Community
Individual: Peer Evaluation. Each member of the group will evaluate
other team members and their performance within the
group. Assessment will also be based on individual
interaction within group discussions, observation of work
periods, critique, and written reflection.
Experts
Interior
Designer
Web
Other
Project Overview
Entry event to
launch inquiry
engage students:

Outline or
Conceptual Flow
Include
assessment point:
Teacher will create letters stating that students have been chosen to participate in a decorating contest.
Students will be given $90,000 monopoly money to use toward decorating their dream room. Teacher will
show video clip of Extreme Home Makeover and famous singers/actors rooms on power points to give
students idea for decoration and furniture. Next students will discuss what room they will choose to design
and what size the room will be. This would give students a chance to brainstorm what furniture they will need
and how the furniture will fit in the room.

I. Project Journal
A. Students submit their application for the Dream Room including the costs associated with designing and
furnishing their dream room. They wil also write a weekly reflection on their project.
i. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences (CCSS.ELA-
LITERACY.WHST.6-8.10)
ii. Conduct short research projects to answer a question (including a self-generated question), drawing on
several sources and generating additional related, focused questions that allow for multiple avenues of
exploration. (CCSS.ELA-LITERACY.WHST.6-8.7)
Assessment Point - Research the cost of items listed for Dream Room, researching how design a room that is
functional and stylist, floor plan, and Response to Journal question 1.

II. Students will create scale drawing. They will submit floor plan and Area and Perimeter tracking sheet to
teacher for review
A. 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. (CCCSS.MATH.7.G.1)
Assessment Point - Response to Journal question 2 and 3, scale drawing of floor plan, and Area and Perimeter
tracking sheet.

III. Students will create 3D model for their Dream Room and submit to teacher for review.
A. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-
dimensional objects
composed of triangles, quadrilaterals, polygons, cubes, and right prisms. (CCCSS.MATH.7.G.6)
Assessment Point - 3D model of the Dream Room and Response to Journal 4

V. Students will submit final 3D model including calculation for volume and surface area.
A. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-
dimensional objects
composed of triangles, quadrilaterals, polygons, cubes, and right prisms. (CCCSS. MATH.7.G.6)
Assessment Point- Final 3D model and calculation of volume and surface are and Response to Journal 5.

VI. Students will present their final product using power point. They will be graded according to the final
rubric.
A. Model with mathematics (Mathematical Practice Standard 4)
B. Use appropriate tools strategically (Mathematical Practice Standard 5)
Assessment Point - Final Response to Journal, project presentation, and peer evaluation.

Entry event to
launch inquiry
engage students:

Outline or
Conceptual Flow
Include
assessment point:
Teacher will create letters stating that students have been chosen to participate in a decorating contest.
Students will be given $90,000 monopoly money to use toward decorating their dream room. Teacher will
show video clip of Extreme Home Makeover and famous singers/actors rooms on power points to give
students idea for decoration and furniture. Next students will discuss what room they will choose to design
and what size the room will be. This would give students a chance to brainstorm what furniture they will need
and how the furniture will fit in the room.

I. Project Journal
A. Students submit their application for the Dream Room including the costs associated with designing and
furnishing their dream room. They wil also write a weekly reflection on their project.
i. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences (CCSS.ELA-
LITERACY.WHST.6-8.10)
ii. Conduct short research projects to answer a question (including a self-generated question), drawing on
several sources and generating additional related, focused questions that allow for multiple avenues of
exploration. (CCSS.ELA-LITERACY.WHST.6-8.7)
Assessment Point - Research the cost of items listed for Dream Room, researching how design a room that is
functional and stylist, floor plan, and Response to Journal question 1.

II. Students will create scale drawing. They will submit floor plan and Area and Perimeter tracking sheet to
teacher for review
A. 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. (CCCSS.MATH.7.G.1)
Assessment Point - Response to Journal question 2 and 3, scale drawing of floor plan, and Area and Perimeter
tracking sheet.

III. Students will create 3D model for their Dream Room and submit to teacher for review.
A. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-
dimensional objects
composed of triangles, quadrilaterals, polygons, cubes, and right prisms. (CCCSS.MATH.7.G.6)
Assessment Point - 3D model of the Dream Room and Response to Journal 4

V. Students will submit final 3D model including calculation for volume and surface area.
A. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-
dimensional objects
composed of triangles, quadrilaterals, polygons, cubes, and right prisms. (CCCSS. MATH.7.G.6)
Assessment Point- Final 3D model and calculation of volume and surface are and Response to Journal 5.

VI. Students will present their final product using power point. They will be graded according to the final
rubric.
A. Model with mathematics (Mathematical Practice Standard 4)
B. Use appropriate tools strategically (Mathematical Practice Standard 5)
Assessment Point - Final Response to Journal, project presentation, and peer evaluation.

Assessments Formative
Assessments
(during project)
Quizzes/Tests
Journaling/Learning Log x
Preliminary
Plans/Outlines x
Rough Drafts x
Online Tests/Exams
Summative
Assessments
(End of Project)
Written Product(s), with
rubric x Other Products
Oral Presentation, with
rubric x Peer Evaluation x
Multiple Choice/Short
Answer Test Self-Evaluation x
Essay Test Other
Resources
Needed
On-site people,
facilities Guest Speaker - Interior Designer
Equipment Video Player, Computer, projector, calculator, rulers, scisscors
Materials
Extreme Makeover Video, Floor Planner (online), Project Organizer (online), Magazines,
Ads, Graphing Papers, color pencils, foam board, cardboard
Community
Resources Interior Designer Expert
Reflection
Methods
(Individual,
Group, and/or
Whole Class)
Journal/Learning
Log
Individual
and
group Focus Group
Whole-class
Discussion
whole
class
Fishbowl
Discussion
Survey Other
Project Teaching and Learning Guide
Knowledge and Skills Needed by Students (to successfully complete culminating projects and to do well on summative
assessments)
Student needs to be able to: Write and solve a proportion Student needs to be able to: Compute area of regular and
irregular figures
Student needs to be able to: Compute building costs with
square footage
Student needs to be able to: Use technology to create
PowerPoint Presentations
Student needs to be able to: Create scale drawings Student needs to be able to: Use ratios and proportions to create
scale drawings.
Questions to be Provided by the Project Teacher
(to successfully complete culminating products and to do well on summative assessments)
Teacher asks questions to recall facts, make observations, or
demonstrate understanding:
What is scale?
What is proportion?
How do you find area of different objects?
How do you find perimeter of different objects?
How do you find the volume of an object?
How do you find the surface area of an object?
Teacher asks questions to summarize, analyze, organize, or
evaluate.How did you change from one scale to another?
Explain how you figured out your scale.
Teacher asks questions to apply or relate:
What type of room do you want to design?
What furniture and quipment do you need for your room?
How big is your dream room?
How do you draw a space plan for your room?
Teacher asks questions to predict, design, or create:
How much space do you think you will need for windows and
doors?
How could you turn a 2- dimensional drawing into a 3-
dimensional model?
Teacher Reflection:
How did the unit flow? What worked well? What needs to be changed for next time? What did the students learn? What
evidence do you have to support student's learning?