Re-Designing a Living Room Jason Gnegy, St. Johns High School Introduction : While you appreciate tie-dye, bell bottoms, big collars, shag carpet, olive green appliances, and all the other fashion and design trends of the 1970’s, a young couple has decided it is time to update their living room from the out- dated décor to a more modern look. The young couple is looking to save money and is quite handy, they decide that they are going to do all the work themselves. They have hired you and your team to design their new living room and let them know what it will cost to transform their 1970’s room. It is time for this young couple to throw out the carpet rake and get up to date! Introduction Task Process Resources Evaluation Conclusion Credits Teacher’s Pa ge
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Re-Designing a Living Room
Jason Gnegy, St. Johns High School
Introduction:
While you appreciate tie-dye, bell bottoms, big collars, shag carpet, olive green appliances, and all the other fashion and design trends of the 1970’s, a young couple has decided it is time to update their living room from the out-dated décor to a more modern look. The young couple is looking to save money and is quite handy, they decide that they are going to do all the work themselves. They have hired you and your team to design their new living room and let them know what it will cost to transform their 1970’s room. It is time for this young couple to throw out the carpet rake and get up to date!
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TaskJason Gnegy, St. Johns High School
You and your partners are to completely redesign a living room giving it a more modern day appearance. This redesign will require you to paint the walls with an updated color, to install crown molding, and to install a new laminate floor replacing that old shag carpet.
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ProcessJason Gnegy, St. Johns High School
You and your partners will decide who will complete each “job.”Job #1: DesignerYou are to decide on what color to paint the walls, what type of
crown molding to install, and what kind of laminate floor will be installed. You will also need to make a scale drawing of the floor plan and each wall to show your new design. Let your artistic skills flourish as you give this room a much needed makeover.
Job #1Job #2Job #3
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Job #2: Shopper Extraordinaire
You will be shopping for all of the materials needed to transform this room. You will work closely with the designer to buy the proper materials and tools to transform the room. You will need to calculate precisely the cost for each individual part of the project by creating an itemized list of materials and supplies.
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Job #2
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ProcessJason Gnegy, St. Johns High School
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ProcessJason Gnegy, St. Johns High School
Job #3: Computer TechnicianYou are to develop a PowerPoint slide show that shows your team’s plan for re-design. This should include pictures of the materials used and include the calculations used to compute the cost of each part of the project. This should also include a total cost of the complete re-design.
compile all of your information into a nice presentation to be presented to the home owners. You are to work cooperatively and coordinate all of your work. Below is how you will be graded on this entire project
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Group RubricDesigner RubricShopper Extraordinaire RubricComputer Technician Rubric
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Group Rubric
E x p e r t A d v a n c e d In te r m e d ia te B e g in n e r 6 4 2 0
W o r k in g w ith O th e r s
S t u d e n t w a s a n e n g a g e d p a rt n e r,
lis t e n in g t o su g g e s t io n s o f
o t h e rs a n d w o rk in g c o o p e ra t iv e ly
S t u d e n t w a s a n e n g a g e d p a rt n e r b u t h a d t ro u b le lis t e n in g
to o t h e rs a n d /o r w o rk in g
c o o p e ra t iv e ly .
S t u d e n t c o o p e ra t e d w it h o t h e rs , b u t
n e e d e d p ro m p t in g t o s t a y o n - t a sk .
S t u d e n t d id n o t w o rk e ffe c t iv e ly
w it h o t h e rs .
N e a tn e ss a n d O r g a n i z a tio n
T h e w o rk is p re se n t e d in a n e a t ,
c le a r, o rg a n iz e d fa sh io n t h a t is e a sy
to re a d .
T h e w o rk is p re se n t e d in a n e a t
a n d o rg a n iz e d fa sh io n t h a t is
u su a lly e a sy t o re a d .
T h e w o rk is p re se n t e d in a n
o rg a n iz e d fa sh io n b u t m a y b e h a rd to
re a d a t t im e s .
T h e w o rk a p p e a rs s lo p p y a n d
u n o rg a n iz e d . It is h a rd to k n o w w h a t in fo r m a t io n g o e s
to g e t h e r.
P r e se n ta tio n
Y o u r p re se n t a t io n w a s c le a r,
p e rsu a s iv e , o rg a n iz e d , a n d
e ffe c t iv e .
Y o u r p re se n t a t io n w a s m o s t ly c le a r,
p e rsu a s iv e , o rg a n iz e d , a n d
e ffe c t iv e .
Y o u r p re se n t a t io n p re se n t e d t h e
in fo r m a t io n b u t a t t im e s w a s d iffic u lt
to u n d e rs t a n d .
Y o u r p re se n t a t io n d id n o t p re se n t a ll o f t h e in fo r m a t io n . It la c k e d o rg a n iz a t io n
a n d w a s n o t e ffe c t iv e .
T h is w ill b e u se d to e v a lu a t e h o w w e ll yo u r g ro u p w o rk e d to g e t h e r a n d o n t h e g ro u p p re se n t a t io n c o m p o n e n t . T h is w ill c o n s is t o f 5 0 % o f yo u r g ra d e .
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Designer Rubric
E x p e r t A d v a n c e d In te r m e d ia te B e g in n e r 6 4 2 0
M a th e m a tic a l C o n c e p ts
E x p la n a t io n sh o w s c o m p le t e
u n d e rs t a n d in g o f t h e m a t h e m a t ic a l
c o n c e p t s .
E x p la n a t io n sh o w s su b s t a n t ia l
u n d e rs t a n d in g o f t h e m a t h e m a t ic a l
c o n c e p t s .
E x p la n a t io n sh o w s so m e u n d e rs t a n d in g o f t h e m a t h e m a t ic a l
c o n c e p t s n e e d e d .
E x p la n a t io n sh o w s v e r y lim it e d
u n d e rs t a n d in g o f t h e u n d e r ly in g c o n c e p t s
n e e d e d
M a th e m a tic a l E r r o r s
9 0 -1 0 0 % o f t h e s t e p s a n d so lu t io n s
h a v e n o m a t h e m a t ic a l e rro rs .
A lm o st a ll (8 5 - 8 9 % ) o f t h e s t e p s a n d
so lu t io n s h a v e n o m a t h e m a t ic a l e rro rs .
M o st (7 5 -8 4 % ) o f t h e s t e p s a n d
so lu t io n s h a v e n o m a t h e m a t ic a l e rro rs .
M o re t h a n 7 5 % o f t h e s t e p s a n d
so lu t io n s h a v e m a t h e m a t ic a l e rro rs .
N e a tn e ss a n d O r g a n i z a tio n
T h e w o rk is p re se n t e d in a n e a t ,
c le a r, o rg a n iz e d fa sh io n t h a t is e a sy
to re a d .
T h e w o rk is p re se n t e d in a n e a t
a n d o rg a n iz e d fa sh io n t h a t is
u su a lly e a sy t o re a d .
T h e w o rk is p re se n t e d in a n
o rg a n iz e d fa sh io n b u t m a y b e h a rd to
re a d a t t im e s .
T h e w o rk a p p e a rs s lo p p y a n d
u n o rg a n iz e d . It is h a rd to k n o w w h a t in fo r m a t io n g o e s
to g e t h e r.
C o m p le tio n A ll p ro b le m s a re
c o m p le t e d .
A t le a s t 8 0 % o f p ro b le m s a re
c o m p le t e d
A t le a s t 6 0 % o f t h e p ro b le m s a re
c o m p le t e d .
L e ss t h a n 6 0 % o f t h e p ro b le m s a re
c o m p le t e d
T h is ru b r ic w ill b e u se d to e v a lu a t e h o w w e ll yo u c o m p le t e d yo u r p o rt io n o f t h e p ro je c t . T h is w ill b e t h e re m a in in g 5 0 % o f yo u r g ra d e .
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Shopper Extraordinaire Rubric
E x p e r t A d v a n c e d In te r m e d ia te B e g in n e r 6 4 2 0
M a th e m a tic a l C o n c e p ts
E x p la n a t io n sh o w s c o m p le t e
u n d e rs t a n d in g o f t h e m a t h e m a t ic a l
c o n c e p t s .
E x p la n a t io n sh o w s su b s t a n t ia l
u n d e rs t a n d in g o f t h e m a t h e m a t ic a l
c o n c e p t s .
E x p la n a t io n sh o w s so m e u n d e rs t a n d in g o f t h e m a t h e m a t ic a l
c o n c e p t s n e e d e d .
E x p la n a t io n sh o w s v e r y lim it e d
u n d e rs t a n d in g o f t h e u n d e r ly in g c o n c e p t s
n e e d e d
M a th e m a tic a l E r r o r s
9 0 -1 0 0 % o f t h e s t e p s a n d so lu t io n s
h a v e n o m a t h e m a t ic a l e rro rs .
A lm o s t a ll (8 5 - 8 9 % ) o f t h e s t e p s a n d
so lu t io n s h a v e n o m a t h e m a t ic a l e rro rs .
M o st (7 5 -8 4 % ) o f t h e s t e p s a n d
so lu t io n s h a v e n o m a t h e m a t ic a l e rro rs .
M o re t h a n 7 5 % o f t h e s t e p s a n d
so lu t io n s h a v e m a t h e m a t ic a l e rro rs .
N e a tn e ss a n d O r g a n i z a tio n
T h e w o rk is p re se n t e d in a n e a t ,
c le a r, o rg a n iz e d fa sh io n t h a t is e a sy
to re a d .
T h e w o rk is p re se n t e d in a n e a t
a n d o rg a n iz e d fa sh io n t h a t is
u su a lly e a sy t o re a d .
T h e w o rk is p re se n t e d in a n
o rg a n iz e d fa sh io n b u t m a y b e h a rd to
re a d a t t im e s .
T h e w o rk a p p e a rs s lo p p y a n d
u n o rg a n iz e d . It is h a rd to k n o w w h a t in fo r m a t io n g o e s
to g e t h e r.
C o m p le tio n A ll p ro b le m s a re
c o m p le t e d .
A t le a s t 8 0 % o f p ro b le m s a re
c o m p le t e d
A t le a s t 6 0 % o f t h e p ro b le m s a re
c o m p le t e d .
L e ss t h a n 6 0 % o f t h e p ro b le m s a re
c o m p le t e d
T h is ru b r ic w ill b e u se d to e v a lu a t e h o w w e ll yo u c o m p le t e d yo u r p o rt io n o f t h e p ro je c t . T h is w ill b e t h e re m a in in g 5 0 % o f yo u r g ra d e .
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Computer Technician Rubric E x p e r t A d v a n c e d In te r m e d ia te B e g in n e r 6 4 2 0
C o n te n t- A c c u r a c y
A ll c o n t e n t t h ro u g h o u t t h e p re se n t a t io n is a c c u ra t e . T h e re a re n o fa c t u a l e rro rs .
M o st o f t h e c o n t e n t is a c c u ra t e b u t t h e re
is o n e p ie c e o f in fo r m a t io n t h a t
m ig h t b e in a c c u ra t e .
T h e c o n t e n t is g e n e ra lly a c c u ra t e , b u t o n e p ie c e o f in fo r m a t io n is c le a r ly fla w e d o r in a c c u ra t e .
C o n t e n t is t yp ic a lly c o n fu s in g o r
c o n t a in s m o re t h a n o n e fa c t u a l e rro r.
S e q u e n c in g o f In fo r m a tio n
In fo r m a t io n is o rg a n iz e d in a c le a r, lo g ic a l w a y. It is e a sy t o a n t ic ip a t e t h e t yp e o f m a t e r ia l t h a t m ig h t b e o n t h e n e x t c a rd .
M o st in fo r m a t io n is o rg a n iz e d in a c le a r, lo g ic a l w a y. O n e c a rd o r it e m o f in fo r m a t io n se e m s o u t o f p la c e .
S o m e in fo r m a t io n is lo g ic a lly se q u e n c e d . A n o c c a s io n a l c a rd o r it e m o f in fo r m a t io n se e m s o u t o f p la c e .
T h e re is n o c le a r p la n fo r t h e o rg a n iz a t io n o f in fo r m a t io n .
S p e llin g a n d G r a m m a r
P re se n t a t io n h a s n o m issp e llin g s o r g ra m m a t ic a l e rro rs .
P re se n t a t io n h a s 1 - 2 m issp e llin g s , b u t n o g ra m m a t ic a l e rro rs .
P re se n t a t io n h a s 1 -2 g ra m m a t ic a l e rro rs b u t n o m issp e llin g s .
P re se n t a t io n h a s m o re t h a n 2 g ra m m a t ic a l a n d /o r sp e llin g e rro rs .
E ffe c tiv e n e ss
P ro je c t in c lu d e s a ll m a t e r ia l n e e d e d to g a in a c o m fo rt a b le u n d e rs t a n d in g o f t h e to p ic . It is a h ig h ly e ffe c t iv e s t u d y g u id e .
P ro je c t in c lu d e s m o s t m a t e ria l n e e d e d to g a in a c o m fo rt a b le u n d e rs t a n d in g o f t h e m a t e r ia l b u t is la c k in g o n e o r t w o k e y e le m e n t s . It is a n a d e q u a t e s t u d y g u id e .
P ro je c t is m iss in g m o re t h a n t w o k e y e le m e n t s . It w o u ld m a k e a n in c o m p le t e s t u d y g u id e .
P ro je c t is la c k in g se v e ra l k e y e le m e n t s a n d h a s in a c c u ra c ie s t h a t m a k e it a p o o r s t u d y g u id e .
T h is ru b r ic w ill b e u se d to e v a lu a t e h o w w e ll yo u c o m p le t e d yo u r p o rt io n o f t h e p ro je c t . T h is w ill b e t h e re m a in in g 5 0 % o f yo u r g ra d e .
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Conclusion• In this WebQuest, you took two mathematical concepts
and used them to re-decorate a living room. You should have learned, by now, that the concepts of area and perimeter have real life applications. In actuality, all math learned in school has real life applications, some of which is easy to see some of which is not so evident at first glance. Many concepts that you learn in a math class you personally may never use in your lifetime, but someone somewhere is using that math concept in conjunction with a whole lot of other math concepts to do a job. Since at this point in your educational career no one is 100% certain on their life’s path, it is essential to prepare you for the unknown. In addition, learning is not always about the individual concept being taught but rather you may be learning exactly how to learn, and that is the education that you are receiving. Learning does not stop when you are no longer in school.
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Credits
• This WebQuest is the original design of Jason Gnegy, St. Johns High School developed through an online course at Fresno Pacific University.
• PermissionsWe all benefit by being generous with our work. Permission is granted for others to use and modify this WebQuest for educational, non-commercial purposes as long as the original authorship is credited. The modified WebQuest may be shared only under the same conditions
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Teacher's Page• This WebQuest is used in a course called “Worldly Math”
at St. Johns High School in St. Johns, MI. It is used for a 11th and 12th grade student.
• The “Worldly Math” course is a class created by Jason Gnegy to address the question of “When are we ever going to use this?” It is a course that prepares students for their every day lives.
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Assessment
Lesson PlanTitle: Re-Designing of a Living Room
Grade Level: 11th and 12th
Standards Addressed:
State of Michigan Standards and Benchmarks:
A2.4.1 Identify the family of function best suited for modeling a given real-world situation.
G.SR.08.04 Find area and perimeter of complex figures by sub-dividing them into basic shapes (quadrilaterals, triangles, and circles)
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Assessment
Objectives• Students will be able to understand and apply their
knowledge of Area.
• Students will be able to understand and apply their knowledge of Perimeter.
• Students will be able to calculate the cost of materials and supplies for home improvement.
• Students will be able to work cooperatively with other students.
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Materials
• All students will need access to the Internet and a presentation software program (i.e PowerPoint or OpenOffice Impress).
• Students will also need to use a data projector to make their final presentation.
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Procedure
• Allow students at least 4-5 hours of class time to gather and prepare their information. Then allow enough for students to give their final presentations.
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Assessment
• See the WebQuest's assessment section for the grading rubrics.
• The number values can be changed to give more or less points. Another variation is to use the rubrics as they are and then multiply their score by a set number (i.e, 2, 3, or 2.5) thus making the assignment worth more points.
