Students, over the last three weeks have
been working and experiencing proportions in real life situations.
Students selected an occupation and were able to spend 15% of the national
average towards designing a room. Students had the freedom to pick the
type of room, dimensions, and decorations such as carpet, paint, and
furniture.
Students developed a drawing based upon their initial thoughts. This was not to scale, but a way to combine ideas and make preliminary decisions as to their space. From there, students were able to have a walkthrough of all projects in their class and give feedback in the format of "I like" and "I wonder". Students moved back to their project and read the feedback to make any changes that they decided upon. The next step was to use proportions and scale blueprint of the actual room they were developing. Scales were typically one foot would equal x number of squares on graph paper. Students cut out their blueprint and gave it to me for cutting of matt material to make a sturdy structure. Students then took their space, painted it, carpeted it, and furnished it to scale. This process required them to use IPads to find prices and amounts of carpet, paint, and furniture to meet their budget. Students were given a class newspaper identifying important pieces of information such as types of paint, carpet, as well as discounts they could use on certain products. Final projects included: completed scale model of their space and a completed summary of their project expenses including discounts and tax.
The first slideshow below, shows the process of 24 projects based around Design on a Dime. The second slideshow displays final projects!
Pictures of Hard Work!!!
Students developed a drawing based upon their initial thoughts. This was not to scale, but a way to combine ideas and make preliminary decisions as to their space. From there, students were able to have a walkthrough of all projects in their class and give feedback in the format of "I like" and "I wonder". Students moved back to their project and read the feedback to make any changes that they decided upon. The next step was to use proportions and scale blueprint of the actual room they were developing. Scales were typically one foot would equal x number of squares on graph paper. Students cut out their blueprint and gave it to me for cutting of matt material to make a sturdy structure. Students then took their space, painted it, carpeted it, and furnished it to scale. This process required them to use IPads to find prices and amounts of carpet, paint, and furniture to meet their budget. Students were given a class newspaper identifying important pieces of information such as types of paint, carpet, as well as discounts they could use on certain products. Final projects included: completed scale model of their space and a completed summary of their project expenses including discounts and tax.
The first slideshow below, shows the process of 24 projects based around Design on a Dime. The second slideshow displays final projects!
Pictures of Hard Work!!!
Final Projects at Home Depot for the public to see!!!