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Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to choose a type of tiny house and design the spaces inside it by partitioning the rectangular floor plan into smaller areas. The Activity Synthesis provides time to share and to ask questions about each others’ designs.

As students design the different living needs for their home, thinking about the amount of space needed for each part and the available space, they model with mathematics (MP4).

MLR8 Discussion Supports. Synthesis: At the appropriate time, provide students 2–3 minutes to plan what they will say when they present their design. “Practice what you will say when you share your design with the class. Practice what is important to say, and if you are part of a group, decide who will share each part.”
Advances: Speaking, Conversing, Representing

Engagement: Provide Access by Recruiting Interest. Invite students to share connections between the activity context/content and their own lives.
Supports accessibility for: Attention, Visual-Spatial Processing

Launch

Groups of 1–4
Display the images.
“The second image is a drawing that we could use to show the layout of the school bus. How are the images the same? How are they different?” (Both show the furniture, like the driver’s seat and the couch. The picture is taken from inside the bus, but the drawing shows what the inside looks like if we're looking at it from above.)
1 minute: partner discussion
Share responses.
“You can work independently, in partners, or in a small group to design your tiny house. Independently or with your partner or group, read the details of the choices you have for your tiny house and choose 1. Be prepared to explain your choice.”
2–3 minutes: independent or group work time
Share responses.
Consider asking: “What is the area of the house type you chose?”

Activity

“Partition the type you choose into different rooms. You’ll have time to include furniture, labels, and other details so others can understand your plan for a tiny house.”

10–15 minutes: independent or group work time

Here is an image of the inside of a converted school bus.

Choose the type of rectangular tiny house you will design. Be sure to consider the advantages and disadvantages of each type and how you’ll use the area.

shipping container

cabin

school bus

8 feet 20 feet

8 feet 10 feet downstairs

8 feet 8 feet upstairs

7 feet 14 feet
Create a design for your tiny house. Be sure to include:
- Different rooms.
- Windows and a door.
- Furniture and any other details you think are important.

Student Response

to access Student Response.

Advancing Student Thinking

If students don’t include a reasonable amount of space for a specific room in their design, consider asking:

“Tell me how you decided on the amount of space you included for ________.”
“How could we use a yardstick (or a ruler or a tape measure) to get a sense of the size of the space?”

Activity Synthesis

Display the student designs around the room.
Ask half of the students to stand with their designs and share their ideas or answer questions as the other half of the class visits them.
2–4 minutes: students visit designs
Remind students to move to a new design after 2 minutes if they haven’t already, so they see at least a couple of designs.
Switch student roles and repeat.

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Materials from a previous activity

Activity Narrative

The purpose of this activity is for students to generate questions involving area and perimeter that can be answered with their tiny house design (MP2). To confirm that their questions make sense and can be answered with their design, students work with a partner to answer their own questions before posing the questions to others (MP3).

Launch

Groups of 2
“Work independently to write two questions that could be answered using your tiny house design. One question should be about area and the other about perimeter.”
3–5 minutes: independent work time

Activity

“Share your questions with your partner and answer them together. Revise your questions if needed.”
5 minutes: partner work time
“Find a new partner and answer each other’s questions. Be sure to share your tiny house design with your new partner.”
5 minutes: partner work time

Write 2 questions about your tiny house design.
1. One question should involve area.
2. One question should involve perimeter.
Work with a partner to answer your own questions about your tiny house design. Make any revisions to your questions if needed.
Find a new partner. Answer their questions about their tiny house design.

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Settings

Language

Audience

Assessment Access

Lesson 4

Tiny House: Design and Solve

Warm-up

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 1

Standards Alignment

Building On

3.MD.C.7.d

Addressing

Building Toward

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 2

Standards Alignment

Building On

Addressing

3.MD.C.7.d

3.MD.D.8

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Lesson Synthesis

Standards Alignment

Building On

3.MD.C

3.MD.D

Addressing

Building Toward