USING THE SIMS 3 TO TEACH GEOMETRY

Andrew Still

SUBJECT: APPRENTICESHIP AND WORKPLACE MATH 11

ESTIMATED TIME: 3-4 CLASSES
MATERIALS laptop, projector, Smartboard*, tape measure, graph paper (enlarged)
* advised but not necessary

LEARNING OUTCOMES
STUDENTS SHOULD BE ABLE TO
a. Solve problems that involve SI and imperial units in surface area measurements
and verify the solutions.
b. Solve problems that involve scale.
c. Solve problems by applying proportional reasoning and unit analysis.
d. Draw and describe exploded views, component parts and scale diagrams of
simple 3-D objects.

HANDOUTS
1. ESTIMATE SHEET for recording estimates of room dimensions and surface area
2. MEASURED SHEET for recording actual measurements of the room and surface area
3. VIRTUAL SHEET for recording measurements of the virtual model and calculating scale

OVERVIEW
This lesson plan follows a brief introduction to surface area. It assumes students are
already comfortable working with formulas and for the solving surface area of basic shapes. Not
all learning occurs within the game nor should it necessarily happen this way under ideal
circumstances. Rather than replacing lesson plans, use of the game complements the learning
process, learning which is already occurring during traditional instruction. The plan consists of 5
parts, all of which may be done separately or combined together as needed; and whereas Part A
and B occur on the same day in the current set up, they could just easily remain separate.

PART A Estimating and Calculating Surface Area

FOCUS

Solve problems that involve SI and imperial units in surface area

measurements and verify the solutions.

1. Handout the ESTIMATE sheet. Working in pairs or individually, students must measure an
object such as a standing lamp, to estimate the rooms dimensions (in m) They may use any
object as a referent, such as their feet, so long as it doesnt involve calculations or taking actual
measurements.
Hint: Youll need to estimate more than just the perimeter dimensions.
2. Next, students solve for the estimated surface area (in m2). Split the diagram into workable,
basic shapes.
Hint: A trapezoid can be split into two triangles and rectangle

TOTAL ESTIMATED SURFACE AREA = _____________________________(meters)

3. Show students how to calculate the imperial equivalent of their estimate (square feet) using
a simple conversion. * Record this estimate.

TOTAL ESTIMATED SURFACE AREA = _____________________________(feet)

4. Discuss the difference between Square feet and Square Footage, which is a term used by
realtors to estimate value of estate.

PART B Actual Dimensions and Surface Area

FOCUS

Solve problems that involve SI and imperial units in surface area

measurements and verify the solutions.

5. Explain the purpose of today. We are now going to determine the actual dimensions and
calculate how close our estimate was to this measured value.
6. Handout the MEASURED sheet. Working together in pairs/teams and using a tape measure,
record the actual dimensions of the classroom.
* Hint: Be sure to do this in imperial units (feet or inches)
7. Using the formula:

% ERROR =

ESTIMATE MEASURED X

100 %

MEASURED

Calculate % ERROR for todays activity.

* Note: Use the absolute value, meaning if the answer is negative, change it to positive.

Percent error for todays activity: ___________ %

PART C Virtual Dimensions and Surface Area

FOCUS

Draw and describe exploded views, component parts and scale

diagrams of simple 3-D objects.

1. Using the projector and laptop, show students a virtual model of the classroom (which I built
using The Sims 3).
2. As a class, we look at the model, and students must record or draw any discrepancies they
notice by adding it to their VIRTUAL diagram. We then go around the room and I add these
missing objects, materials, etc. and move on to step 6.
3. As a class, we count and (record on VIRTUAL diagram) the number of wall units (dimensions)
I used to create each side of the room.
4. Calculate the total surface area of the virtual classroom. Again, by splitting the diagram into
basic shapes.
CALCULATED SURFACE AREA OF VIRTUAL ROOM = _________________________

*Depending on time* move right into PART D

PART D Working With Scale

FOCUS

Solve problems that involve scale

Solve problems by applying proportional reasoning and unit analysis.

1. NOTES - Give an overview of ratio and proportions and how to solve for an unknown
measurement using cross multiplication (see Appendix).
* It is equally as important to demonstrate what NOT to do, such as mixing up the order during
initial setup.
2. At maximum zoom, measure the front wall of the classroom in the virtual model. Record
this value on your virtual sheet.
3. Using the knowledge just learned, students must go back to their ACTUAL and VIRTUAL
sheets. By comparing the ratio of the rooms wall to the virtual one, students can calculate the
scale I used to create the model.
Calculated Answer: Ratio of ACTUAL TO VIRTUAL = ______________

FYI: Important information for the teacher to know the theoretical value:
1 wall section = 3 feet; 1 quarter-square = 1 1/2 feet each; 1 tile = 80/90cm

Part E Build a Home

1. It is now time for students to work together and create a floor plan for their home. Handout
Graph Paper (large).
2. Split the class into 3-4 teams and handout the Dream Home assignment sheet. Things to
include:

living room
bath room
kitchen
2 bedrooms
Dining room
* For the sake of simplicity, keep rooms separate and closed as opposed to open

3. When the blueprint is complete fill in the number of squares for each room this is the area
of the floor, which doesnt account for the walls or ceilings.
4. Groups then take turns coming up to the front of the class and using Build and Buy mode,
building a virtual model of their blueprint. Using the Smartboard is highly advised here as it
allows students to create their home through tactile means.
* and encourage teams to quickly build a rough outline of their plan.
* STEPS 5 AND 6 MAY OCCUR IN EITHER ORDER
5. Once this process is complete, groups will then use the scale to calculate the surface area of
their design
6. As a final step, choose one member from each team to walk the rest of the class through
their floor plan.

The Sims 3
Pros

Architectural tools allows for realistic recreation of known lands and buildings
Build Mode is conducive to recreation
Aesthetically much more superior; beautiful graphics with microscopic, realistic detail
Hundreds of designs and patterns to select from
The instructor is familiar with the game and can adapt the lesson as needed

Cons

Less conducive to creativity

Resources - Less conducive to public education due to cost
Resources - need for high-powered computer processor
Does not connect with younger generations, especially ones prior to the games development
Predefined parameters - cookie-cutter approach to personalizing gaming experiences

Minecraft
Pros

Crafting process easier and for all ages. The creative process is block-like and has transparent
outlines indicating where the user will build.
Crafting process interactive. Players feels more involved and immersed in the learning
because building occurs while playing the game
Playing process a lesson may involve playing the game in survival mode, challenging players to
build their model under time constraints and the threat of being attacked
Both conducive to education by being more affordable
Both conducive to learning by allowing for individual learning differences
Both More familiar immersive; the game is played by children of all ages, worldwide. Thus,
there is likely not as much of a learning curve. If anything, students could guide the instructor to
build a better design.

Cons

Less realistic graphics; grainy, pixelated environment

Less accurate replication of models and buildings
Potentially habit-forming

ANALYSIS OF SIMS 3 UNIT PLAN

This unit plan uses a hands-on, multifaceted approach to cover the learning outcomes, and it
does so just as effectively as a traditional, non-virtual setup. For example, students solve problems with
SI and imperial units when they estimate the rooms dimensions and surface area. This is first done in
meters, and then converted to feet. Students then verify the solution by measuring the actual
dimensions of the room, calculating the surface area and comparing it to their initial guess.
Students are also drawing and describing exploded views and component parts using the
simulation. In Part C, the additional information to their diagram that the model overlooked; the
diagram purposely contains missing objects, so that students must draw the objects in freehand threedimensionally, and as they see them. Similarly, in Part E students work together in groups to create a
floor plan of their dream home, which is first on graph paper, and then built within the simulation.
During the final phase, Part D, students are also working with scale and solving problems by
applying proportional reasoning. By comparing a ratio of two sides of the room, students use crossmultiplication to calculate the scale (ratio value) I used to create the model.

To facilitate learning during these activities, plenty of scaffolding is required. During the
conversion from metric to imperial units, I give a brief overview of the process. Even a simple
breakdown of why we use this formula helps solidify the concept for many students. Moreover, when I
give a lesson on proportionality and ratios, I also provide instruction and rationale for what NOT to do,
such as mixing up the order during initial setup.
In order for students to calculate the total surface area of the virtual model, they must already
be comfortable with basic area calculations. Nevertheless, I also provide hints during this activity and in
addition to explaining the need to split the diagram into basic shapes, demonstrate how to do so
visually. Using the game itself, I draw extra (temporary) walls along the floor, sectioning the trapezoidal
room into two triangles and a rectangle, all the while explaining the importance of doing so.

ANALYSIS OF THE SIMS 3 AS AN EDUCATIONAL TOOL

As mentioned in the video portion, I have often wondered whether Minecraft would work as
well for this lesson. After spending some time learning about both games, I feel that, from my limited
viewpoint, my choice of the Sims was more appropriate in this case.
Although playing a game in real-time is not part of this lesson, manipulation is certainly a key
component of the game, as every single choice and action affects how the overall story unfolds.
However, perhaps above all else, the games charm and relevance to learning lies within its
customization, as within it, users have the power to create entirely new identities and worlds.
For example, in order to start building, the player must first create a character, or Sim. During
this introductory stage, the user is supplied with an overwhelming abundance of options to choose
from. The amount of detail made available may depending on the user, make this quite timeconsuming. It offers a myriad of decisions, from simple but necessary choices such as gender and body
type, to seemingly more trivial ones like choosing to have tattoos and ankle bracelets. Adding to the
personalization of learning is the power to select traits for your character. For example, players may
craft their Sims personality by selecting, Evil, Narcoleptic, Athletic, and Good Kisser, a combination
which may hurt or help the Sim, depending on the requirements of each scenario.
The next step involves creating a house and the Sims Buy and Build Modes provide a similar
variety of selection. The basic shop - which is free - offers many assets available in the real world,
allowing the creation or recreation of entire worlds. Build Mode is extremely sophisticated, boasting a
number of architectural tools such as gridlines, depth measurements, land alteration, and a seeminglyendless assortment of patterns to decorate with. It is also worth highlighting the color palette and
Create-a-Style features, as together they offer yet another way to personalize learning. After selecting a
pattern, for example, players may use the color wheel to refine specific parts of the design, and within
virtually any given pattern, at least some portion is available for color alteration. Perhaps even more
compelling is the Create a Style tool, which lets one apply this pattern to not only a wall, but virtually
any object in the players household and inventory; as such, a wood grain pattern may be applied to a
pair of jeans, and so on. With these two tools, students have the power to replicate familiar settings.
with these options, one may, quite literally, refashion this virtual world to encompass as little or as
much of the real one.
Its hard to miss the cross-curricular value and its application in subject areas other than Math
and Science. For example, creating Sims is a somewhat God-like process and as such, may make for a
more interactive approach to creating and studying narratives in Language Arts. Students could create
their Sim and write a character analysis, or play the game to experience a few interactions, and then
compose a synopsis of the event. Themes related to social justice and discussions on identity, racial
profiling, and gender stereotype are also distinct possibilities.
The Sims 3 combines beautiful aesthetics with mathematical precision, making for the ultimate source
of personalization in a video game. Because of certain constraints, however, this lesson plan only makes
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use of the Buy and Build modes, and does not take full advantage of these personalization features. The
game requires a high-performance processor and graphics card and, as such, currently only runs on my
personal laptop. This, of course, creates the difficulty of making learning available to every student at all
times. That being said, the game will become more accessible as technology advances. It is also an off
the shelf game, which lends itself to the issue of copyright, and depending on the lesson, certain
permissions may need to be obtained from Electronic Arts.
Furthermore, although the Sims 3 bestows all these unique ways to customize the gaming
experience, the lesson plan does not allow for individual learning differences. In fact, as it is applied in
the lesson plan, the game is biased towards students who are more familiar with software and
programming, or have fine motor skills and excellent visual-spatial capability. It is for this reason, I
recommend nominating only 1-2 members to build the virtual model for Part E, while the other
members begin their self-evaluation sheets
Despite these restrictions, both the lesson plan and game it is based upon work quite well in an
educational setting. However demanding the game appears pales in comparison to its power to
transform and individualize learning. It allows users to experience and participate in the learning
process, whilst shaping worlds according to their desires. I only wish we could take further advantage
of this opportunity, for although the games appeal will likely become stronger and more accessible as
technology progresses, students require this kind of poignancy now.

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Notes on Scale (Sample)

Think of scale as a magnification, or zooming in on something. If we have the dimensions of both the
original object and the representation, we can solve for the scale (or ratio).

EXAMPLE #1
See this lesson at: https://www.educreations.com/lesson/view/solving-for-scale/30828978/?ref=app

A man in a photograph is 2 cm tall. His actual height is 1.8 m. Calculate the scale used in the
photograph.
STEP ONE: First we must convert the units for both to be the same.
Since 100 cm = 1 m, 180 cm = 1.8m Therefore, the height of the man is 180 cm.

STEP TWO: Find the ratio by cross multiplication

= photograph: original
= 2 cm: 180 cm
= 1 cm: 90 cm

The scale of the photo to actual object is 1/90.

In other words, the photo would have to be enlarged by a factor of 90

EXAMPLE #2
A wall measures 20 feet wide in a classroom. In a photo, the same wall is 2 inches. What scale was used
to create the photograph?

STEP ONE: First we must convert the units for both to be the same.
Since 100 cm = 1 m, 180 cm = 1.8m Therefore, the height of the man is 180 cm.
STEP TWO: Find the ratio used by cross multiplication

= photograph: original
= 2 cm: 180 cm
= 1 cm: 90 cm

The scale of the photo to actual object is 1/90.

In other words, the photo would have to be enlarged by a factor of 90.

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USING THE SIMS 3 TO TEACH GEOMETRY

Andrew Still

Apprenticeship & Workplace Mathematics 11-Geometry and Measurement:

Solve problems that
involve SI and imperial
units in volume and
capacity measurements
and verify the solutions
Solve problems that
involve scale

Solve problems that

involve SI and imperial
units in surface area
measurements
Draw and describe
exploded views,
component parts and
scale diagrams of
simple 3-D objects

1
little or no
understanding evident

2
demonstrates limited
knowledge and
application of math
skills

3
demonstrates general
knowledge and
application of math
skills

4
demonstrates clear
knowledge and
application of math
skills

little or no
understanding evident

demonstrates limited
knowledge and
application of math
skills
demonstrates limited
knowledge and
application of math
skills
demonstrates limited
knowledge and
application of math
skills

demonstrates general
knowledge and
application of math
skills
demonstrates general
knowledge and
application of math
skills
demonstrates general
knowledge and
application of math
skills

demonstrates clear
knowledge and
application of math
skills
demonstrates clear
knowledge and
application of math
skills
demonstrates clear
knowledge and
application of math
skills

little or no
understanding evident

little or no
understanding evident

Additional information:
Students knowledge is demonstrated through a combination of formative and summative assessments. Formative assessment includes group
discussions and work with the interactive whiteboard, hands on activities (including but not limited to exploring concepts through manipulatives
and iPad activities), and 1 on 1 interviews etc.

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