Teacher’sGuide - Clay Community Schools: Home Page might be a business plan, a bake sale, or a field trip. The units are intended to be both teacher and student directed. Students

Teacher’s Guide

MATH FOR THE REAL WORLD™

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MIT

ONE

M01M70Z00Z0T15Z0© Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

Designand

Layout

PamWissinger

Authors

Rosalind Emmett

Julia Hernandez

Editor

Joe

Skelley

Math for the

Real World

Reproduction of these pages by the classroom teacher for use in the classroom is permissible. The reproduction of any part of thisbook for an entire school or school system or for commercial use is strictly prohibited.

© Knowledge Adventure, Inc. and its licensors. All Rights Reserved. Math for the Real World is a trademark of Knowledge Adventure, Inc. and its licensors. All Rights Reserved.

All trademarks referenced herein are the property of their respective owners.

Math for the Real Worldi© Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

iii Introduction: Real-World Math Projects

vi Program Overview: Math Skills Matrix

vii Cross-Curricular Extensions for Each Unit

Unit 1: Planning a Business – 24 Pages

Milestone 1 – Planning a Business

Milestone 2 – Estimating Material Expenses

Milestone 3 – Estimating Utility Costs

Milestone 4 – Hiring Employees

Milestone 5 – Picking Your Property

Milestone 6 – Estimating Start-up Expenses

Milestone 7 – Estimating Profits

Milestone 8 – Presenting Your Business Plan

Unit 2: Planning a Field Trip – 15 Pages

Milestone 1 – Determining Destinations

Milestone 2 – Calculating Costs

Milestone 3 – Mapping the Trip

Milestone 4 – Watching the Weather

Milestone 5 – Timing the Trip

Milestone 6 – Presenting the Field Trip Plans

Milestone 7 – Following Up the Field Trip


Table of Contents

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Table of Contents (cont.)

Unit 3: Planning a Bake Sale – 18 Pages

Milestone 1 – Designing a Survey

Milestone 2 – Distributing the Survey

Milestone 3 – Tallying the Survey Results

Milestone 4 – Estimating Cooking Costs

Milestone 5 – Coming Up With Capital

Milestone 6 – Preparing for the Bake Sale

Milestone 7 – Conducting the Bake Sale

Milestone 8 – Evaluating the Bake Sale

Unit 4: Designing a Structure – 15 Pages

Milestone 1 – Determining a Scale for Drawing

Milestone 2 – Making a Scale Drawing

Milestone 3 – Determining Dimensions and Details

Milestone 4 – Building a Model

Milestone 5 – Creating a Timeline

Milestone 6 – Calculating the Costs

Milestone 7 – Presenting Your Project Portfolio

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Overview

There are four units included in these class-room materials. Each unit is a stand-aloneproject that integrates curriculum skills andreal-world experiences. Whether you have timeto complete just one unit or perhaps all four,students will benefit from the process of work-ing cooperatively to explore the world aroundthem.

Each unit is made up of a series of milestonesthat must be completed sequentially. The mile-stones are steps toward the culminating goalof the unit. As students progress through themilestones, they will gather the informationand knowledge they need to create a cohesiveend product. Depending on the unit, their endproduct might be a business plan, a bake sale,or a field trip.

The units are intended to be both teacher andstudent directed. Students should work coop-eratively and take responsibility for their ownresearch and planning, while teachers shouldhelp facilitate student discussion and encour-age in-depth exploration. The teacher and stu-dent roles should be tailored to fit the classsize, grade level, and activity at hand.

Unit Timeline

The time it takes to complete a unit may varysignificantly from one class to another. Themilestones in each unit are thorough explo-rations that may last anywhere from one dayto several weeks, depending upon the amountof research and planning involved, and howmuch class time is available.

ClassroomEnvironment

Prior to teaching aunit, the teachershould review the stu-dent booklet (dis-cussed below) and plan for each milestoneaccordingly, deciding which tasks are best suit-ed for whole-class discussion, small coopera-tive groups, or individual work. Some tasksmay need to be adapted to meet the specialneeds of a class or student.

The units work best with groups of 3-5 stu-dents. If you choose to form cooperativegroups, we recommend that students work inthe same group throughout the unit. Unit 3,

Real–World

Math

Projects

Levels:For ages

10 and above

INTRODUCTION

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Materials

Each unit provides students with a booklet ofmilestones that they are to accomplish. Everystudent should have his or her own copy ofthe booklet, which includes the tasks, checklists,worksheets, and charts for that unit. Theteacher will need to make a copy of the book-let for every student before beginning the unit.

If students are working in cooperative groups,each group should have a group binder orfolder where they can record and compile theirinformation. This will be especially useful forplanning their culminating presentations.

Before beginning a unit, make sure your classlibrary has reference books, magazines, andother resources that relate to the unit. Theclass can work together to decide what materi-als are needed for the unit, and how to findthem for your library. As the teacher, you maywant to do your own search for materials tobring in as well. The class resources will con-tinue to grow throughout the unit, as studentswill need to collect maps, telephone books,newspapers, catalogs and other informativematerials.

Planning a Bake Sale, is the only unit in whichsmall groups may not be the most effectiveway to work. Students may want to regroupfor different tasks, or work individually or as awhole class. The teacher and students shoulddecide what works best for their class situation.

Within each cooperative group, individual stu-dents may wish to be in charge of differenttasks. Groups may be given the autonomy todivide up the work as they choose. If studentsare new to cooperative group work, they mayneed some team-building activities to helpthem work together more productively.

Whole-class discussions are recommendedbefore each milestone to discuss the goalsand tasks in the booklet. Also, allow time toreview the work students have completed foreach previous milestone, as class discussionswill be an important way to move studentsfrom one milestone to the next.

Many tasks will require a large work space, asstudents will be using catalogs, newspapers,printouts, charts, and maps, doing research,building models, and preparing posters andcharts. Tables are preferable to desks. If tablesare not available, you may wish to have stu-dents move their desks together or use floorspace.

INTRODUCTION

The Internet is also a greatresource for finding infor-mation on each unit. Makesure students are awarethat anyone can publishinformation on the Internet,so students should collectmaterial with a critical eye.

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INTRODUCTION

Home-School Connection

Since each unit requires students to doresearch using sources outside of the class-room, it is very important to get parents andthe community involved from the beginning.We have several suggestions:

❥ Send a letter home prior to the start of eachunit. The letter could include a unit overview,descriptions of tasks, a request for volun-teers to help with certain projects, and/or arequest for donations of supplies.

❥ Encourage parents to provide their childrenwith access to books, magazines, encyclope-dias, a telephone, maps, recipes, the locallibrary, or the Internet.

❥ Invite parents or community members tospeak as guest lecturers on a topic related tothe unit, and encourage the speakers toaccentuate the use of math and other cur-riculum skills in their own experiences andprofessions.

❥ Invite parents to the final presentations, thebake sale, or the class field trip.

❥ Publicize your projects in the schoolnewsletter, on the school marquee, or inlocal newspapers. Design a flyer about yourproject.

Incorporating Technology

Computer access can be beneficial for record-ing information, writing drafts and doingresearch. Each unit lends itself to use ofspreadsheet, word processing and presenta-tion applications.

For creating spreadsheets, The Cruncher byDavidson & Associates, or similar spreadsheetsoftware, is recommended. Research resultsand cost estimates can be entered into aspreadsheet, printed out, and shared with thewhole class.

For creating presentations or word processing,The Multimedia Workshop by Davidson &Associates, or a similar software application, isrecommended. Encourage students to do sev-eral drafts of their written work. Drafts can beprinted, shared between groups, then revised.With access to a word processor, students can(1) plan, (2) write, (3) revise, (4) proof, andfinally (5) publish their written work.

Internet access is also encouraged for researchand communication. Students can gatherinformation related to their unit by searchingthe Internet or exchanging electronic mail.

In a one-computer classroom, small groups ofstudents can alternate using the computerwhile other students work on different tasks. Ifyour class has access to a computer lab, werecommend working with the computerteacher or lab technician to help students cre-ate spreadsheets, charts and graphs, writedrafts, and prepare presentations.

The CruncherThe MultimediaWorkshop

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Unit 2 –Field Trip

Logic andPatterns

Money

Fractionsand

Percents

Time

Charts,Graphs,Maps

Measure-ment,

Weight, Volume

? Do research and makecomparisons to deter-mine the most desirablelocation for a business.

Unit 1 – Business

? Learn to manage moneyand make estimates.

? Balance a budget includ-ing income and expenses.

? Create a pie graph show-ing how much capital isspent on each of theexpenses.

? Calculate expenses andearnings per month andper year.

? Consider hourly wagesvs. annual salaries.

? Use and create maps,spreadsheets, graphs,and charts relating to thebusiness.

< Observe patterns inweather conditions andmake predictions.

< Prepare a detailed budgetof field trip expenses.

< Plan a trip itineraryscheduling all the activi-ties for the day.

< Calculate travel times forthe trip.

< Draw a map showing thedestination and route.

< Create a graph to com-pare the costs of severalfield trips.

< Use a map to estimatetravel distances.

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5 Create a survey that tar-gets the market.

5 Find and analyze patternsin the market researchdata to help plan the sale.

E Observe patterns inarchitecture.

5 Learn to manage money.5 Decide where to get the

money for supplies.

E Prepare a detailed bud-get and justify expenses.

E Research and estimatethe cost of labor andmaterials.

Unit 3 – Bake Sale Unit 4 – Structure

5 Use fractions to createand modify recipes.

5 Use percentages to cal-culate discount prices.

E Use fractions and ratiosin preparing scale draw-ings and models.

E Create a pie chart show-ing a breakdown of thebuilding expenses.

5 Set up a schedule withwork shifts for the day ofthe sale.

E Estimate the total build-ing time of the structure.

E Create a timeline show-ing each step in thebuilding process.

5 Use charts and graphs tocompare and analyze themarket research and thebake sale.

5 Estimate weight and vol-ume of ingredients andbaked goods.

E Create an accurate scalemodel.

E Create a pie chart com-paring building expenses.

E Precisely measure length,width, height, and area ofthe building.

E Create an accurate scalemodel.

MATH SKILLS FOR EACH UNIT

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Unit 1

Planning

Your

Business

Reading and Language Arts Social Studies Science and Technology

Unit 2

Planning

a Field

Trip

Unit 3

Planning

a Bake

Sale

Unit 4

Designing a

Structure

b Have students record theirbusiness experiences in ajournal.

b Have students write letters toa person in a similar business,describing their business planand asking for feedback.

❅ Conduct interviews with otherbusinesspeople via e-mail.

❅ Find information on theInternet that relates to thebusiness students are starting.

❅ Take a field trip to a sciencemuseum or exploratorium.

❅ Go to a park and explore thenatural environment.

❅ Use the Internet to researchfield trip locations.

❃ Take a field trip to a museumor cultural event.

❃ Visit a historical site in yourcommunity.

b Have students write a reportafter planning their field trip.

b Have students write about afantasy trip they would like totake, then research and planthe trip following the mile-stones in the unit.

b Make a class recipe book with allthe recipes from the bake sale.

b Have students write a descriptionof their experience cooking andpreparing for the bake sale.

b Have students write a “how to”paper that explains their recipe.

❃ Bake goods from differentcountries, cultures, and ethnicgroups.

❃ Have the class bring theremaining baked goods to afoster home or homelessshelter in your community.

❅ Find recipes on the Internet.

❅ Advertise your bake sale usinge-mail.

❅ Make cooking a science experi-ment. Every ingredient must bemeasured precisely (or no onewill want the final product!).

❅ Conduct an interview with acontractor or architect on-line.

❅ Have a building contractor orarchitect talk to the classabout the infrastructure ofbuildings and the materialsthat are used.

❃ Study historical structures orarchitecture from regionsaround the world.

❃ Have each group build astructure using a differentarchitectural style.

b Write letters to contractors orarchitects.

b Conduct interviews with peo-ple in the field of architectureand record the information.

Cross-Curricular Extensions for Each Unit

❃ Have students act as busi-nesspeople during a specifictime period or in a particulargeographical region.

❃ Create a community in yourclassroom in which studentsstart needed businesses.

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REAL-WORLDPROJECTS

Math for the Real Worldix© Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

UNIT 1 – PLANNING A BUSINESS

This activity will help students understand what is involved in starting and running asmall business. They will actually research and compile a business plan to present tothe class.

Objectives

❉ To gain an overall understanding of starting a business

❉ To learn about real-life costs and business expenses

❉ To estimate start-up expenses and learn about capital

❉ To create a budget including income, expenses, and profits

❉ To use maps, charts, and graphs in the context of their business plan

❉ To investigate cost per square foot for office space

❉ To present a well-researched business plan to the class

Accomplishments

By the end of this project, students should be able to answer the following questions:

☛ 1. How much money would I need to start this business?

☛ 2. How much does it cost to operate this business?

☛ 3. What are the predicted sales and profits of our business?

Math

Re a l Wo r l d

for the

Math for the Real Worldx© Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

UNIT 1: PLANNING A BUSINESS MILESTONES

Milestone 1 – Planning Your Business

Using the resources in your classroom, such as business magazines, books, catalogs, andnewspapers, students will decide what they will sell, how they will sell it, and to whom.They will also conduct research for their business outside the classroom. Students willcomplete the tasks in their Business Plan booklet:

? Activity sheets pp. 1-2, Planning Your Business.? Activity sheet pg. 3, Informational Interview.

Milestone 2 – Estimating Material Expenses

Students will discuss what kinds of materials and supplies are needed to start and main-tain a business, and estimate the costs. They should use resources such as office supplycatalogs, newspapers, and telephone books to help them gather information. Students willcomplete the tasks in their Business Plan booklet:

? Activity sheets pp. 4-5, Operating Expenses.? Activity sheets pp. 6-7, Start-up Expenses.

Milestone 3 – Estimating Utility Costs

Students will research costs for utilities needed to run their business and estimate theirstart-up and operating expenses. Students will use utility bills (telephone, electric, gas, andwater) from homes and businesses and call utility companies to help estimate theirexpenses. Students will complete the tasks in their Business Plan booklet:

? Activity sheet pg. 8, Utility City.? Activity sheet pg. 9, Let Your Fingers Do the Walking for Telephone Service.

Milestone 4 – Hiring Employees

Students will need to make decisions about employees, wages, and benefits. They will esti-mate the number of employees they plan to hire and how much they will spend onemployee salaries. Students should gather information from classroom materials and peo-ple in the community. Students will complete the tasks in their Business Plan booklet:

? Activity sheet pg. 10, Human Resources.? Activity sheets pp. 11-12, Employee Compensation.

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UNIT 1: PLANNING A BUSINESS MILESTONES

Milestone 5 – Picking Your Property

Students will decide on the size and location of the office space they would like to leasefor their business. Students will gather information from real estate ads in newspapers,magazines, and other resources they can find. Students will complete the tasks in theirBusiness Plan booklet:

? Activity sheets pp. 13-15, Location, Location, Location.

Milestone 6 – Estimating Start-up Expenses

Based on their start-up expense estimates, students will calculate the total amount of capi-tal they will need to start their business. Students will discuss the definition of capital anddifferent ways to come up with capital. Students will complete the tasks in their BusinessPlan booklet:

? Activity sheet pg. 16, Calculating Capital.

Milestone 7 – Estimating Profits

Based on the operating expenses they have recorded on their spreadsheets, students willmake expense estimates. They will make sales predictions and estimate their sales income,then calculate their profit. Students will complete the tasks in their Business Plan booklet:

? Activity sheets pp. 17-18, Show Me the Money! – Parts 1 and 2.

? Activity sheet pg. 19, Cash Flow Spreadsheet.

Milestone 8 – Presenting Your Business Plan

Students will compile the information they have gathered for each milestone and prepare apresentation for the rest of the class. Students will communicate their business plans usinggraphs, charts, diagrams, and other materials to help demonstrate the different aspects of theirbusiness. Students will complete the tasks in their Business Plan booklet:

? Activity sheet pg. 20, Your Plan.

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BUSINESS PLAN

for

___________________________Name of Business

Group Members:______________________________

______________________________

________________________________

______________________________

$ ¢ $ ¢ $Date: ______________

$ $

$$

Math for the Real Worldxiii© Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

PLANNING A BUSINESS PROGRESS

Check Your Progress✓

❐ Milestone 1 Planning Your Business

❐ Milestone 2 Estimating Material Expenses

❐ Milestone 3 Estimating Utility Costs

❐ Milestone 4 Hiring Employees

❐ Milestone 5 Picking Your Property

❐ Milestone 6 Estimating Start-up Expenses

❐ Milestone 7 Estimating Profits

❐ Milestone 8 Presenting Your Business Plan

Math for the Real World1© Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

PLANNING YOUR BUSINESS MILESTONE 1

❐ Imagine that you and a partner (or a smallgroup of classmates) are going to start asmall business. Decide what your small busi-ness will sell. It can be a product or a service.Record your decision in Space 1 on pg. 2.

❐ Decide on a name for your business. Firstwrite down all the names that come to mind,then discuss the names with your group.What’s in a name? Think about the peoplewho will do business with you. You may needto vote if the group can’t decide on a name.Record your decision in Space 2 on pg. 2.

❐ Who will want to buy your product? Thepeople you are selling to are called your “tar-get market.” Record your decision in Space 3on pg. 2.

❐ Design a sign for your business storefront.Do a sketch of your sign. You may want usea computer graphics program or posterboard to design a model of your sign. Figureout the dimensions of the sign and decidewhat materials you’ll need. Estimate howmuch you think it would cost to have theactual sign made. Record your decision inSpace 4 on pg. 2.

❐ Find out if you will need any type of licenseor permit to operate your business. You mayneed to call City Hall to ask about any cityregulations. Record your decision in Space 5.

❐ Design an advertisement for the local news-paper to publicize the grand opening of yourbusiness. Decide on the size of your ad. Findout how much it will cost to run the ad for aweek. Record your decision in Space 6 onpg. 2.

❐ Besides your newspaper ad, what other pub-licity will you use to encourage people to dobusiness with you? Think of at least threeother ways to publicize your business.Estimate how much you think the additionalpublicity will cost. Record your decision inSpace 7 on pg. 2.

❐ Interview a businessperson in a businesssimilar to the one you want to start. Writedown ten questions about this business. Askthese questions and record the informationon your Informational Interview sheet onpage 3. Share it with your group.

As you discuss the following topics

with your group, record your

decisions on the following pages.

To Do:

✓ ✓

Let’s Get to Work…


Milestone 1

Planning Your Business

1. Type of Business: ______________________________________________

Product: ______________________________________________________

2. Name of Company: ____________________________________________

3. Who will you sell to? Who is your target market? ____________________

4. Sketch your company sign on the back of this paper. Label the materials

you’ll use and the dimensions. ____________________________________

Estimated Cost of Your Company Sign: ____________________________

5. Permit Type: ______________________

Cost of Permit: ____________________

6. Description of Newspaper Advertisement: __________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Cost of Newspaper Advertisement: ________________________________

7. List Three Other Ways to Publicize:

1. ____________________________________________________________

2. ____________________________________________________________

3. ____________________________________________________________


Interviewee ________________Interviewer (you) ____________

Informational Interview1. Q: __________________________________________________________

A: __________________________________________________________

2. Q: __________________________________________________________

A: __________________________________________________________

3. Q: __________________________________________________________

A: __________________________________________________________

4. Q: __________________________________________________________

A: __________________________________________________________

5. Q: __________________________________________________________

A: __________________________________________________________

6. Q: __________________________________________________________

A: __________________________________________________________

7. Q: __________________________________________________________

A: __________________________________________________________

8. Q: __________________________________________________________

A: __________________________________________________________

9. Q: __________________________________________________________

A: __________________________________________________________

10. Q: __________________________________________________________

A: __________________________________________________________

Milestone 1


✓

❏ Make a list of materials and supplies youwill need to purchase throughout the yearin order to operate your business.

❏ Record your list of materials on a spread-sheet called Operating Expenses. It shouldhave a section called Materials andSupplies. Use a computer to create thespreadsheet, or record your data on theOperating Expenses spreadsheet, pg. 5.Later, you will add other expenses to yourspreadsheet as you research your business.

❏ Think about how much of each item you’llneed to buy each month. Estimate the totalmonthly costs for your materials and sup-plies. Record the cost for each item in acolumn labeled Costs per Month.

✓

❏ Record your total monthlycost for materials and sup-plies. Just add together themonthly costs for all theitems listed on yourspreadsheet.

❏ Now that you know all themonthly costs, it’s mucheasier to find the yearlycosts for materials andsupplies. Record the yearlycost for each item. What isyour total annual (yearly)expense for all your mate-rials and supplies?

❏ As you do more research about your busi-ness, you will complete the other sectionson the Operating Expenses spreadsheet.

ESTIMATING MATERIAL EXPENSES MILESTONE 2

Get the Real–World Picture: Operating Expenses

❉ Raw materials are not limited to sushi and uncooked meat. Raw materials are the supplies

necessary to run your business. Some businesses require more materials than others.

❉ A restaurant would need food ingredients, drinks, cleaning and bathroom supplies, etc. A con-

struction company would need building materials, while a clothing company would need cloth,

thread, buttons, labels, etc.

❉ Most companies also need to replenish their office supplies (pens, envelopes, fax paper, floppy

disks, etc.) on a regular basis.




Operating Expenses

Materials and Supplies

Costsper

Month

1

2

3

4

5

6

7

8

9

10

Total Cost of Materials $ $

Grand Total of Operating Costs $ $

Utilities

Salaries and Benefits

Costsper

Year

Total Cost of Salaries and Benefits $ $

Total Cost of Utilities $ $

Miscellaneous

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

Total Cost of Miscellaneous $ $

Operating Expenses SpreadsheetM

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✓

❏ Make a complete list of all the materials thatyou will need to start operating your busi-ness. These should be items that you willneeed to buy only once.

❏ When you feel that your list is complete,exchange it with another classmate in yourgroup. See if your group can come up withany additional items by discussing andcomparing your lists.

❏ Estimate the cost of each item and howmany (the quantity) of each item you’llneed.

✓

❏ Create a spreadsheet where you recordyour list of materials. You can create aspreadsheet on the computer using aspreadsheet program, or use the grid onthe following page. This will be your Start-up Expenses spreadsheet, to which youwill add other start-up expenses as youresearch your business.

❏ Specify the cost and quantity of each itemon your Start-up Expenses spreadsheet.

❏ Figure out the total cost for all materialsand record it on your spreadsheet.


Get the Real–World Picture: Start-up Expenses

❉ Start-up Expenses are items that you purchase to begin the operation of your business.

These items do not get used up in the process of making the product or providing the

service.

❉ A few examples of material expenses you will have when you start your business are furniture,

equipment, machines, vehicles, and signs.

❉ Also included in Start-up Expenses are one-time deposits of money which are required to

lease or rent a site or equipment.




Start-up Expenses Spreadsheet

Start-up Expenses

List of Materials

QuantityCost

per Unit

TotalCost

1

2

3

4

5

6

7

8

9

10

Total Cost of Materials $

Grand Total of Start-up Costs $

Deposits – Utilities

Deposits – Leases

1

2

1

2

Total Cost of Deposits $

Miscellaneous

Total Cost of Miscellaneous $

1

Mile

ston

e 3

Mile

ston

e 5

Mile

ston

e 2

Mile

ston

e 6


Get the Real–World Picture: Utility Costs

❉ Every time you flip on the light switch or flush the toilet or answer the phone, you are using a service that costs money. These costs will have to be absorbed by your business, and they will affect your profits.

Directions: Estimate the monthly cost for each of the following services. Research tofind out the current rates at various utility companies. Ask some businesses whattheir monthly bills are for utilities. Add your monthly utility estimates to yourOperating Expenses spreadsheet. Are there start-up fees? If so, don’t forget to addthese utility costs to your Start-up Expenses spreadsheet.

Gas 1. How are monthly gas bills determined? ______________________________________________

2. What does the gas company measure every month? ____________________________________

3. Estimated monthly gas bill: $__________ Explain your estimate: __________________________

4. Start-up fee: $_______________

Electricity 1. Do certain kinds of lighting use different amounts of electricity? __________________________

2. Which are cheaper and why? ________________________________________________________

3. How will electricity be used in your business? __________________________________________

4. Estimated monthly electric bill: $__________ Explain your estimate: ________________________

5. Start-up fee: $_______________

Water 1. How many bathrooms will your company have? ________________________________

2. Will it have a kitchen? ______________________________________________________

3. Estimated monthly water bill: $__________ Explain your estimate:__________________

4. Start-up fee: $_______________

ESTIMATING UTILITY COSTS MILESTONE 3

Utility City


ESTIMATING UTILITY COSTS MILESTONE 3

Let Your Fingers Do the Walking for Telephone Service

1. What is the monthly cost? $_________

2. Is there a start-up fee? _____ What is the cost? $_________

3. Will you have an 800 number? _____ What is the cost? $__________

4. Will you advertise in the yellow pages? _____ What is the cost? $__________

5. Do you need more than one phone line? _____ What is the cost? $__________

6. Who will be your long-distance carrier? Why did you select that company?

________________________________________________________________________

7. Do you plan to have an Internet connection? _____What is the cost? $_________

8. Do you need an answering machine or answering service when your business

is closed or all lines are busy?_____

9. Do you need a cellular phone?_____

10. Describe any research you conducted on phone or Internet services and their costs below. Estimate the total monthly costs of these services and add them to your Start-up Expensesand Operating Expenses spreadsheets. (Later, you will then add each total to the CashFlow spreadsheet, pg. 19.)

________________________________________________________________________________

________________________________________________________________________________

11. What is the total of the start-up costs for all your utilities? $__________

12. What is the monthly cost for all your utilities (operational cost)? $__________

Get the Real–World Picture: Telecommunication Costs

❉ Before you try to estimate the monthly cost for your telephone service, you will want to

consider the following questions. Record the cost for each item or service you plan to have.



Employee Profile

What will the job title be for your employee? ______________________________________

What is the job description? ____________________________________________________

____________________________________________________________________________

What qualifications will you look for in your job applicants? ________________________

____________________________________________________________________________

____________________________________________________________________________

What is the salary range for this type of employee? ________________________________

How much will you pay this employee? ______________________

What kinds of employee benefits will this person receive?

__________________________________________________________

__________________________________________________________

__________________________________________________________

Read the classified ads for jobs offered. Write your own classified adto advertise your job opening.

__________________________________________________________

__________________________________________________________

Find out the cost to place your classified ad in the local newspaperfor one week. $__________

HIRING EMPLOYEES MILESTONE 4

Get the Real–World Picture: Human Resources

❉ You will most likely need to hire employees for your business. The term human resources

refers to the people who work in your business.

❉ Choose one type of employee that you know you will need to hire and complete the

employee profile below.



1. How many employees will work in your company? __________________________________Make a weekly chart showing the hours you and your employees will work each day. See the sample below:

2. How many workdays will your employees be responsible for each year? ________________

3. Will you pay hourly, or will you pay a yearly salary?__________________________________

4. Record each of your employees and their monthly salaries on a chart like the one below. Figure out how much you will pay your employees per hour, per day, per week, and per year.

5. How much money will your company spend on salaries each month? __________________


Employee Compensation Name ______________________Part 1

Work Hours for Weeks of

Name of Employee Monday Tuesday Wednesday Thursday Friday Saturday Sunday

1

2

3

4

5

You

Salary Rates

Name of Employee

Pay per

1

2

3

4

5

You

Month Hour Day Week Year

Pay per Pay per Pay per Pay per

Total Cost per Month $



Employee CompensationPart 2

6. List the employee benefits you will provide. See the sample below. Estimate how much youthink your total benefit package will cost for each employee (including paid vacation days, health benefits, etc.). Explain your estimate. ________________________________________

7. Figure out how much your employees will cost you per month, by combining their benefitsand salary compensation. See the sample below:

8. Add each of your employees’ monthly salaries and benefits to your Operating Expenses spreadsheet. (Later, you will add the grand total to your Cash Flow spreadsheet, pg. 19.)

Benefits Schedule

Name of Employee Pay Benefits per Year per Month

1

2

3

4

5

Vacation Health Total Cost Total Cost

Monthly Cost Schedule

Name of Employee per Month

1

2

3

4

5

You

Salary Benefits Total Cost

per Month per Month

Total Cost per Month $


3. Make a list of the furniture, fixtures, hardware, appliances, etc., you will need for your business. ____________________________________ ________________________________________

____________________________________ ________________________________________

____________________________________ ________________________________________

____________________________________ ________________________________________

4. Look at advertisements or visit actual stores to price the things you will need to furnish yourshop. Estimate the costs for these items, then add them to your Start-up Expenses spreadsheet.

Get the Real–World Picture: Real Estate❉ Realtors say that the three most important things to consider when buying

property are (1) location, (2) location, and (3) location. Choose a location for your business that you think would help you to be a success.

1. Look in the newspaper for commercial property to lease. Find the monthly costto lease the property of your choice. ____________________________________

2. Is there an initial down payment that you have to pay? Most building managerswill require a deposit before you can rent space from them. ________________

__________________________________________________________________

PICKING YOUR PROPERTY MILESTONE 5

Location, Location, LocationPart 1


5. Find the location of your property on a city or street map. Write a paragraph describing its loca-tion. Give the nearest major cross streets. Explaing how to get to your business from two differentdirections. Use the words north, south, east, and west when you are giving directions. ________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________Draw a map of the location.

6. Describe why you chose that location for your business. ________________________________

________________________________________________________________________________

7. Design a detailed floor plan for your shop. Label the dimensions wherever possible. Use the fol-lowing page or your own graph paper.

8. Be sure to add any Operating Expenses (such as monthly rent) and Start-up Expenses (such asrent deposit and furniture) to your spreadsheets.



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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

15

14

13

12

11

10

9

8

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6

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4

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2

1


Get the Real–World Picture: Calculating Capital

❉ How much money (capital) will you need to start your business? To figure out your own capitalexpenses, all you need to do is add up all the Start-up Expenses you’ve been recording. It isalways safe to add in a miscellaneous expense amount to your bud-get. In case you have forgotten to include something, you will havesome extra money set aside. Most business people do this.


1. What is capital? Write a definition. ________________________________

__________________________________________________________

2. Where do some people get capital to start a business? __________________________________

____________________________________________________________________________

3. First find the total for each category of Start-up Expenses you estimated (for example, materials, utilities, property, etc.). Add any extra costs you can think of, then include somemoney for error. Find the total for all categories. This is the total amount of capital you willneed to start your business. $__________

4. Make a pie graph to show how youwill spend your capital. Each section ofyour pie graph should accurately rep-resent the fraction of your total start-up fees spent on that category. Makeeach category a different color andlabel the fraction or percent spent oneach section.

ESTIMATING START-UP EXPENSES MILESTONE 6


Get the Real–World Picture: Sales Income

❉ Hopefully your business will be very profitable. Make a list ora table of what you will be selling and the price for each itemor service. If there are too many items to list, you couldgroup things together in categories.


1. Estimate what you will sell in a day, a week, and a month. Then, figure your projected sales income for a day, a week, and a month. You may sell only one item, or you may sell many different items. You can record them below, or you may needa second page.

2. Create a final spreadsheet titled Cash Flow, or refer to pg. 19. This spreadsheet should have a sec-tion called Sales Income, another section called Operating Expenses and, at the bottom, a sec-tion called Profit.

3. Record your monthly sales income on your Cash Flow spreadsheet in the section called Sales Income. $_______________

4. Based on your monthly sales income, estimate what your annual sales income will be.$_______________

ESTIMATING PROFITS MILESTONE 7

Show Me the Money!Part 1

Sales Income

Item /ServiceSales Price

Per Day Per Week Per Month

1

2

3

4

5

Quantities Sold Sales Income

Per Day Per Week Per MonthPer Item


5. Put the total monthly and yearly costs that you recorded on your Operating Expenses spread-sheet in the appropriate sections on your Cash Flow spreadsheet.

Sales Income – Operating Expenses = Profit

Get the Real–World Picture: Profit

❉ Use your Cash Flow spreadsheet to figure out your profit. The profit is the money you makeafter you’ve paid for all your operational expenses, so you’ll want to subtract your operationalexpenses from your sales income. You can use the above equation to calculate your profit.


1. What is your monthly profit? $_______________

2. What is your annual (yearly) profit? $_______________

3. What ways could you cut costs without hurting the morale of your employees or affecting thepossibility for long-term profits? Write down your cost-cutting ideas:

________________________________________________________________________________

________________________________________________________________________________

4. How much money do you think you could save? $ _______________

5. Sometimes it takes several years before a business can turn a profit. The first few years of operat-ing a business are often the most difficult. Do you think your business will be profitable during the first year?______________________________________________________________

ESTIMATNG PROFITS MILESTONE 7

Show Me the Money!Part 2

Sales

Income

Operating

Expenses

Cash Flow

Sales Income

Amountper Year

Operating Expenses

Profit

Amountper Month

$ $


ESTIMATING PROFITS MILESTONE 7

Cash Flow Spreadsheet

Amountper Month

Amountper YearCash Flow

Sales Income

Profit

Operating Expenses

$ $


PRESENTING YOUR BUSINESS PLAN MILESTONE 8

❉ Each group will present its business plan to the rest of the class. Presentations should be done in a way that fits your group and your business. Show the class what your business is all about. Use as many visuals as you can to communicate all the information you have collected (for example, charts, graphs, tables, multimedia). Be creative and have fun!

Your Plan

The presentation should cover the following five topics:

❏ 1. Business Overview - What’s your business all about? Introduce yourcompany and your product, and describe your location, office space,number of employees and other important information.

❏ 2. Start-up Expense Report - Present your start-up expenses, includingraw materials, advertising, utilities, etc. Describe how you came up withthese items and figures. Give your estimate for the total amount ofcapital you’ll need to start your business.

❏ 3. Operational Expenses - Explain your monthly budget to the class,including your expenses, earnings and profits. Describe how you cameup with these estimates and whether you think your company will beprofitable.

❏ 4. Summary and Self-Evaluation - Evaluate your group’s business andthe overall plan. Think about what you would have done differently,what worked and what didn’t work very well. Would you want to startthis business in real life?

❏ 5. Questions and Feedback - This is a time for the group to answerquestions from the rest of the class. The group should think about whythey made the decisions they did.

© Knowledge Adventure, Inc. and its licensors. iAll Rights Reserved.

Math for the Real World

UNIT 2 – PLANNING A FIELD TRIP

Students will prepare for a class field trip. They will decide on several possible destinations,then divide into groups to research and plan different field trip options. They will researchtravel routes, decide on a mode of transportation, budget for the cost of the trip, and take careof any miscellaneous arrangements that might arise for each unique destination.

If possible, students will actually select and participate in one of the field trips they haveplanned. They will evaluate the field trip, report on their successes, and describe any revi-sions that should be made in the future.

Objectives

❉ To create, evaluate, and revise a budget

❉ To plan a route using a map

❉ To calculate distances and times

❉ To graph costs and temperatures

❉ To plan an itinerary

Accomplishments

By the end of the project, students should:

☛ 1. Know the total cost of their field trip.

☛ 2. Know what it costs per person.

☛ 3. Have a detailed itinerary to present to the class.

Math

Re a l Wo r l d

for the

© Knowledge Adventure, Inc. and its licensors. iiAll Rights Reserved.


PLANNING A FIELD TRIP MILESTONES

Milestone 1 – Determining Destinations

Students will generate a list of possible field trip destinations and divide into groups toresearch the different options. If there are any limitations regarding the time, place or dis-tance of the field trip, students will need to take them into account. Students will completethe tasks on the activity sheet for Milestone 1.

✐ Activity sheet pg. 1, Determining Destinations.

Milestone 2 – Calculating Costs

Students will research the destination possibilities and transportation options to determinecosts, hours of availability, supervision requirements, etc., then create a detailed budget oftheir field trip expenses. Students will complete the tasks on the activity sheet forMilestone 2.

✐ Activity sheet pg. 2, Field Trip Finances.

Milestone 3 – Mapping the Trip

Students will locate their destination on a map, then draw their own map showing theirfield trip location and travel route(s). They will estimate the travel distance and travel time.Students will also complete the tasks on the activity sheet for Milestone 3.

✐ Activity sheet pg. 3, Show Me the Way.

Milestone 4 – Watching the Weather

Students should look in the newspaper for weather information so they can observe andpredict the weather conditions at their destination. They will record their research andforecasts, then recommend appropriate trip attire. Students will complete the tasks on theactivity sheet for Milestone 4.

✐ Activity sheet pg. 4, Field Trip Forecast.

© Knowledge Adventure, Inc. and its licensors. iiiAll Rights Reserved.


PLANNING A FIELD TRIP MILESTONES

Milestone 5 – Timing the Trip

Students will come up with a detailed itinerary that outlines the activity schedule for theday of the trip. Students will use the information they have gathered to help them plan theitinerary. Students will complete the tasks on the activity sheets for Milestone 5.

✐ Activity sheet pg. 5, Field Trip Itinerary.✐ Activity sheet pg. 6, Planning Ahead.✐ Activity sheet pg. 7, Travel Time Word Problems.

Milestone 6 – Presenting the Field Trip Plans

Students will compile their field trip information and prepare a presentation. Each groupwill present a detailed budget and itinerary for their trip. The class will vote on which des-tination they think is the best and create a bar graph comparing all of the field trip costs.Students will complete the tasks on the activity sheets for Milestone 6.

✐ Activity sheets pp. 8–9, May the Best Trip Win! – Parts 1 and 2.

Milestone 7 – Following Up the Field Trip

The class will discuss the project and evaluate their own work as individuals and as mem-bers of a group. If the class is able to take one of the field trips, the students shouldrecord their experiences and the day’s events to compare with the field trip plan after tak-ing the trip. Students will complete the tasks on the activity sheet for Milestone 7.

✐ Activity sheet pg. 10, Field Trip Summary.

Away we go!

© Knowledge Adventure, Inc. and its licensors. ivAll Rights Reserved.


MM aa tt hh ff oo rr tt hh eeRR ee aa ll WWoo rr ll dd ™

PPPllaannnniinngg aa FF iiee lldd TTrr iipp

Group Members:

__________________________________________

__________________________________________

__________________________________________

__________________________________________

Date: _______________

© Knowledge Adventure, Inc. and its licensors. vAll Rights Reserved.


PLANNING A FIELD TRIP PROGRESS


❏ Milestone 1 Determining Destinations

❏ Milestone 2 Calculating Costs

❏ Milestone 3 Mapping the Trip

❏ Milestone 4 Watching the Weather

❏ Milestone 5 Timing the Trip

❏ Milestone 6 Presenting the Field Trip Plans

❏ Milestone 7 Follow Up the Field Trip

© Knowledge Adventure, Inc. and its licensors. 1All Rights Reserved.



1. Brainstorm possible destinations for a field trip.

____________________ ____________________

____________________ ____________________

2. It is not likely that you are able to go anywhere you want at any time. What are your limitationsin choosing a field trip destination?__________________________________________________

________________________________________________________________________________

3. When can you take the field trip? ____________________________________________________

4. Is there a purpose for this field trip (education, fun, community service, other)? ____________

________________________________________________________________________________

5. How long can you be gone? ________________________________________________________

6. How far can you travel? ____________________________________________________________

7. What are your options for transportation (car, bus, walking, etc.)? ________________________

________________________________________________________________________________

8. What kinds of places can you visit?__________________________________________________

________________________________________________________________________________

9. How much money can you spend on the trip? ________________________________________

10. Discuss whether you will actually take a field trip at the end of the project. What are some of the reasons why your class may or may not be able to take a field trip?

__________________________________________________________________

__________________________________________________________________

Let’s Go

DETERMINING DESTINATIONS MILESTONE 1



CALCULATING COSTS MILESTONE 2

Get the Real-World Picture: Field Trip Finances

❉ Most field trips cost money. With your group, plan a

budget for your field trip. Include the costs of transporta-

tion and admission. Decide if there are any other expenses

that need to be included in the budget (for example, parking,

admission fees, meals or snacks, supplies or equipment, etc.)

❉ As you complete the tasks below, record your expenses on a spreadsheet or table.


1. How many students will be going on the field trip? __________________________________

2. How many chaperons will be going on the field trip? ________________________________

3. Is there an admission fee? If so, how much per person? ______________________________

4. Are there any group discounts? Student discounts? __________________________________

5. What is the cost for transportation: by bus? ____________________________ by car or van? ____________________________

by walking? ________________________ by other means? __________________________

6. How much will the trip cost per student? $ __________

7. How much will it cost for all the students?$ __________

8. Determine the cost for chaperons. (parents, teachers, and other adults).

________________________________

9. What is the total cost of the trip?

________________________________

________________________________

10. Record all your costs and calculations toshow your budget to the class. Put yourfinal cost estimates and calculations onposter board or an overhead trans-parency for your final group presentation.

Field Trip BudgetItem

1

2

3

4

5

Cost Per Person Total Cost

Total Cost $

Transportation

Admission

Parking

Paid Supervision

Meals or Snacks

Supplies or Equipment6

7

8

Number of People

Other Costs



✓

❏ On a map, locate your field trip destination.

❏ Create your own map showingyour field trip location in relation to your school.

❏ Plan a preferred route and an alternate route to that destina-tion. Mark the routes on yourmap.

❏ Give written instructions for each route. Use North, South, East, and West to indicate direction.________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

✕ Estimate your travel distance. ______________________________________________________

❏ What mode of transportation would be most appropriate for your destination: walking, driving by car or bus, etc.? ________________________________________________________________

❏ If you are planning to travel by bus, car, or van, how many vehicles will you need totransport all the students? What is the ratio of vehicles to students? ____________________

______________________________________________________________________________

❏ Estimate your travel time. If necessary, revise your departure and return times. _____________

MAPPING THE TRIP MILESTONE 3

Show Me the Way

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Get the Real-World Picture: Field Trip Forecast

❉ Research the weather conditions at your field trip destination for the week prior to your trip.

Watch or read the news for the five-day or long-range forecast. Predict the weather

conditions for the field trip.


1. Make a bar graph to show the temperatures of your field tripdestination over a five-day period. Add symbols to your five-day weather graph showing sunny, cloudy, rainy, or windyweather, and a key that defines each symbol.

2. Predict what the weather conditions and temperature will be forthe day and time of your field trip. Put your prediction in writingand justify the prediction. Refer to your weather graphs to helpjustify your prediction. ________________________________________________________

________________________________________________________

3 Will you be mostly indoors or outdoors on the field trip? __________________________________

4. Will you be doing a lot of walking or other physical exercise? ______________________________

5. Should you bring a sack lunch, a snack, or water? ________________________________________

6. Based on your weather predictions for your field trip destination, recommend appropriate trip attire.Do you need any special shoes or clothing such as a swimsuit, a hat, gloves, boots, sunglasses, etc.?Make a list of things to bring on the field trip to make you more comfortable. Keep in mind that youwill probably need to carry whatever you bring, .

__________________________________________________________________________________

____________________________________________________

7. During the field trip, notice the actual weather conditions andtemperature. After the field trip, compare the actual weatherconditions and temperature with your prediction.

WATCHING THE WEATHER MILESTONE 4

1 2 3 4 5

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110

100

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70

60

50

40

30

20

10



TIMING THE TRIP MILESTONE 5

Field Trip Itinerary

1. What time will you depart? ________________

2. What time will you return? ________________

3. How long will you be gone? ______________

4. How much time will you spend at your destination, not including traveltime? ________________________________________________________

5. What are your plans for lunch? __________________________________

6. Will you need to arrange alternative plans to get students home after school? ______________

________________________________________________________________________________

7. What time should students be picked up from school? __________________________________

Trip Itinerary

An itinerary is a detailed schedule of the day’s events. Create an itinerary for your field trip. Usethe space below or a separate sheet of paper. Break down the field trip into hourly (or smaller)increments and account for all the activities of the day.

7:30 ______________________________

8:00 ______________________________

8:30 ______________________________

9:00 ______________________________

9:30 ______________________________

10:00 ______________________________

10:30 ______________________________

11:00 ______________________________

11:30 ______________________________

12:00 ______________________________

12:30 ______________________________

1:00 ______________________________

1:30 ______________________________

2:00 ______________________________

2:30 ______________________________

3:00 ______________________________

3:30 ______________________________

4:00 ______________________________

What timeis it?




Planning Ahead

❉ You will most likely need a permission slip to be signed by a parents or guardian. Write a

letter to your parents or guardians that includes important trip information: destination,

date, time, what to bring, and the cost (if students need to bring their own money). Also,

you may want to ask for parent chaperon volunteers. If you have access to a computer, try

typing out the permission slip.

DRAFT



1. If you depart from school at 8:45 a.m. and arrive back atschool at 3:15 p.m., how long have you been gone?

2.. If you depart from school at 8:15 a.m. and return to school at 12:50 p.m., and the bus trip took 35minutes each way, how much time did you spend at your destination?

3. If you begin traveling at 7:30 a.m. and arrive at your destination 20 miles away at 8:15 a.m.,approximately how fast were you traveling in miles per hour?

4. How fast can you walk in miles per hour?

5. If you are walking ten blocks to the Train Museum, approximately how many miles have youwalked?

6. If your class is walking 3 miles to the Nature Center, approximately how much time do you needto allow to get there?

7. If the tide pools are 32 miles away and your tide pool tour is scheduled from 9:30 a.m. to 11:30a.m., what time should you depart? Allow extra time for traffic, parking, unloading, and walkingto the tour starting point.

8. If you are traveling 25 miles to the County Fair but may get stuck in heavy traffic for half anhour, how much time should you allow to get there?

9. Create two original travel time word problems to exchange with your classmates.


Travel Time Word Problems

Show your work and explain how you got your answers.

Are we there yet?



PRESENTING THE FIELD TRIP PLANS MILESTONE 6

May the Best Trip Win!Part 1

Get the Real-World Picture: Group Presentations

❉ Each group will prepare an oral presentation, 10–15 minutes long, describing your group’s field

trip to the rest of the class.

Let’s Get to Work…❏ Be sure to include your research about cost, time, transportation, and weather. Present your trip

itinerary, your map, and other information about your trip. Prepare visual aids such as posters,overhead transparencies, graphs, charts, and brochures to share with the class.

❏ Include detailed information on the total cost for the trip as well as the cost per person. All costinformation should be detailed in a chart for the class and in a detailed written budget for theteacher.

❏ Explain why you chose this destination and why you think it’s a good option, if you do. How willthe class benefit from this trip?

❏ When all the oral presentations have been made, eliminate any trips that are no longer feasible,and vote to determine the top choices for a class field trip.

Which destination is the most expensive per student? __________________________________

Which destination is the cheapest per student? ________________________________________

How much money will you need for the most expensive trip? ____________________________

How will you pay for the trip? ______________________________________________________

________________________________________________________________________________

Which trip sounds like the most fun? Why? ____________________________________________

________________________________________________________________________________

Presentation Summary

Record your notes about the presentations onthe form provided pg. 9. Review your notes toanswer the following questions:



Destination #1: ______________________ Destination #2: ______________________

Cost: ________________________________ Cost: ________________________________

Travel Notes:__________________________ Travel Notes:__________________________

Weather Notes: ________________________ Weather Notes: ________________________

Destination #3: ________________________ Destination #4: ________________________

Cost: ________________________________ Cost: ________________________________

Travel Notes: ________________________ Travel Notes: ________________________

Weather Notes: ______________________ Weather Notes: ______________________


Cost: ________________________________ Cost: ________________________________

Travel Notes:__________________________ Travel Notes: ________________________

Weather Notes: ______________________ Weather Notes: ______________________


Cost: ________________________________ Cost: ________________________________

Travel Notes:__________________________ Travel Notes: ________________________

Weather Notes:________________________ Weather Notes: ______________________

PRESENTING THE FIELD TRIP PLANS MILESTONE 6

May the Best Trip Win!Part 2

Notes on Presentations



FOLLOWING UP THE FIELD TRIP MILESTONE 7

Field Trip Summary

This is to be completed only if you are able to go on a field trip with your class.

Destination: ____________________________

Date: __________________________________

Departure Time: ________________________

Duration of Trip: ________________________

Number of Students Attending: ____________

Number of Chaperons: __________________

Cost per Student: ________________________

Cost per Chaperon: ______________________

Transportation Mode and Cost: ____________

______________________________________

Total Cost of the Trip: ____________________

Funding Sources: ________________________

Weather Conditions: ____________________

______________________________________

Total Travel Distance: ____________________

Route: __________________________________

______________________________________

Travel Time (One-Way)to Destination:

______________________________________

Write a complete summary of the field trip.

1. Include any details that might be helpful to know in planning a similartrip in the future.

2. Describe how mathematics was involved in planning the trip.

3. What would you do differently the next time you plan a field trip?

4. What did you learn from this project?

5. Present your field trip summary (#1-4) to the class.



UNIT 3 – PLANNING A BAKE SALE

Students will plan and put on a bake sale. They will design and conduct a survey to helpthem predict which baked goods will be the top sellers. They will discuss pricing strate-gies, then price the baked goods by weight and/or volume. They will predict how muchprofit they will make, then conduct an actual bake sale. The class should vote to decidehow the proceeds will be spent.

Objectives

❉ To create and implement a survey

❉ To compile and analyze data

❉ To estimate and calculate profits

❉ To learn to manage money

❉ To use fractions to create and modify recipes

❉ To estimate weight and volume

❉ To conduct an election and make a decision democratically

Accomplishments

By the end of the project, students should know:

☛ 1. How their survey results helped them plan their bake sale.

☛ 2. What items they sold, how many of each they sold, and how much money they made.

☛ 3. What the difference is between their predicted sales and their actual sales.

Math

Re a l Wo r l d

for the



PLANNING A BAKE SALE MILESTONES

Milestone 1 – Designing a Survey

Students will select recipes they would like to use for the bake sale. They will design a marketsurvey to help them gather information about the people who will come to the bake sale.Students will complete the tasks on the activity sheets for Milestones 1 and 2.

✐ Activity sheet pg. 1, Designing a Survey.✐ Activity sheet pg. 2, Sample Survey.

Milestone 2 – Distributing the Survey

Students will take their survey home to survey several people. They should get feedback andsuggestions as to how they can improve the survey. The class should finalize the survey,then distribute it to other classes, teachers, neighbors, and members of the school communi-ty. Students may want to break into small groups to distribute the class survey.

✐ Distribute the Bake Sale Survey to classmates, teachers, and neighbors.

Milestone 3 – Tallying the Survey Results

After collecting all the surveys, students will tally the results and record them on a large chartor poster board. The class will use the survey results to help them plan for the bake sale andpredict how much money they will make. Students will complete the tasks on the activitysheets for Milestone 3.

✐ Activity sheets pp. 3–4, The Survey Says… – Parts 1 and 2.✐ Activity sheet pg. 5, Recipe Research Results.

Milestone 4 – Estimating Cooking Costs

Students will investigate the cost to make their recipes. They will price the ingredients andestimate the total cost. They will also decide how much of each recipe they should cook, sothat they make the amount they plan to sell. Students will complete the tasks on the activitysheets for Milestone 4.

✐ Activity sheets pp. 6–7, Estimating Cooking Costs – Parts 1 and 2.



PLANNING A BAKE SALE MILESTONES

Milestone 5 – Coming Up With Capital

Students will decide how much money the class needs in order to purchase all the ingredientsfor their recipes. Students should decide how they will cover their expenses. They could getparents to donate the ingredients, or they could raise money by selling coupons that can beused at the bake sale. Students will complete the tasks on the activity sheets for Milestone 5.

✐ Activity sheets pp. 8–9, Coming Up With Capital – Parts 1 and 2.

Milestone 6 – Preparing for the Bake Sale

Based on their cooking costs and survey responses, students will decide how they willprice all of their goods. They will create a chart listing the types of goods, the price and thequantity. Students will advertise in the school community and assign duties for the day ofthe sale. Students will complete the tasks on the activity sheets for Milestone 6.

✐ Activity sheets pp. 10–11, The Price Is Right – Parts 1 and 2.✐ Activity sheet pg. 12, Make and Bake Inventory.

Milestone 7 – Conducting the Bake Sale

After baking their recipes at home and then wrapping and pricing their goods, studentswill be ready for the bake sale. They should go through the Make and Bake planningchecklist to make sure they have completed all the tasks. Recording information through-out the sale will be important for evaluating themselves after the sale. Students will com-plete the tasks on the activity sheet for Milestone 7.

✐ Activity sheet pg. 13, Bake Sale Observation.

Milestone 8 – Evaluating the Bake Sale

Using the information they recorded during the bake sale, students will discuss and evalu-ate the results. They will compare their predicted sales to their actual sales, and discusswhat they could have done to improve the process of planning and conducting the sale.Students should also write thank-you notes to those who donated items or ingredients forthe bake sale. Students will complete the tasks on the activity sheet for Milestone 8.

✐ Activity sheet pg. 13, Bake Sale Observation.

© Knowledge Adventure, Inc. and its licensors. ivAll Rights Reserved.


MMaatthh ffoorr tthhee RReeaall WWoorr lldd™

Belongs to:________________________

PPPllaannnniinngg aa BBaakkee SSaallee

© Knowledge Adventure, Inc. and its licensors. vAll Rights Reserved.


PLANNING A BAKE SALE PROGRESS


❏ Milestone 1 Designing a Survey

❏ Milestone 2 Distributing the Survey

❏ Milestone 3 Tallying the Survey Results

❏ Milestone 4 Estimating Cooking Costs

❏ Milestone 5 Coming Up With Capital

❏ Milestone 6 Preparing for the Bake Sale

❏ Milestone 7 Conducting the Bake Sale

❏ Milestone 8 Evaluating the Bake Sale



DESIGNING AND DISTRIBUTING A SURVEY MILESTONES 1 & 2

Get the Real-World Picture: Market Research

❉ A survey is a form of market research. It is a way to find out about the people who will come to

your bake sale. Knowing about the market, what the customers want, and what is likely to sell will

make your bake sale more successful.

❉ Design a survey in order to find out what people will be most likely to buy. Your survey should

help you predict what items, in what quantity, should be included in your bake sale. The survey

you create could be a checklist, a ranked survey, or a questionnaire.

Milestone 1✓

❏ Choose one person to be the note-taker. Asyou discuss the following issues, have thenote-taker record your ideas: ✎ Who will come to the bake sale?

(This is your target market.)✎ What do they like to eat most? ✎ List the kinds of baked goods people

like to eat.✎ How much money will they spend?

❏ Write a list of what you want to learn fromyour target market. Brainstorm with yourgroup to decide what information you wantto gather with your survey.

❏ Use your list to help you design your bakesale survey. Include questions that will helpyou get the information you want. Thinkabout how to tally the survey results.

❏ Did you include a question about how muchmoney each person would spend at yourbake sale?

❏ Decide who you will survey. For example,you could survey students in their class-rooms, students in the lunch area, teachers,or neighbors. Discuss how the sample willbe an accurate representation of the cus-tomers who will come to your bake sale.

❏ Decide when you will conduct the survey.

❏ How will you attract your customers? Thinkof ways to increase the number of peoplewho come to the bake sale.

Milestone 2✓

❏ Type a draft of your survey and take severalcopies home. Give the survey to people youknow and get feedback and suggestions onhow to improve it.

❏ Finalize your survey and decide how manypeople you plan to give it to; then conductthe survey.

What Should We Bake?Let’s Get to Work…



DESIGNING AND DISTRIBUTING A SURVEY MILESTONES 1 & 2

Sample Survey

We are planning a

Bake Sale on (date)

at (location) , from (time) to

✎ Are you male or female? _______ How many people live in your home? _________

✎ Are you: younger than 20 _______ 21 to 40 _______ over 40 _______

✎ What would you be most likely to buy? Choose as many items as you like.

Cake (slice) ________ flavor ______________________________

Cake (whole) ________ flavor ______________________________

Pie (slice) ________ flavor ______________________________

Pie (whole) ________ flavor ______________________________

Cookies ________ flavor ______________________________

Bar Cookies ________ flavor ______________________________

Lemon Bars ________ Crispy rice treats ________

Brownies ________

Bread ________ kind ____________________

Sweet Bread ________ kind ____________________

Other favorite baked goods (describe) ____________________________

✎ How many items will you most likely buy? ________

✎ How much money do you usually spend at a bake sale? $________



Rank the baked goods from most popular to least popular.

1. _______________________________ ____________

2. _______________________________ ____________

3. _______________________________ ____________

4. _______________________________ ____________

5. _______________________________ ____________

6. _______________________________ ____________

7. _______________________________ ____________

8. _______________________________ ____________

9. _______________________________ ____________

10. _______________________________ ____________

TALLYING THE SURVEY RESULTS MILESTONE 3

The Survey Says…Part 1

Part 2

1. Tally the survey results with your group. Make sure to record your results in the correct category.Sort the surveys by gender. How many surveys are in each category?

Male _______ Female _______

2. Sort the surveys by age group. How many surveys are in each category?

Under 20 _______ 20-40 _______ Over 40 _______

3. How many people plan to come to the bake sale? _______

6. What fraction of all the people you surveyed plan to come to the bake sale? __________

7. Calculate the average amount of money usually spent by each person at a bake sale.

______________________________________________________________________________

Number of Times SelectedType




The Survey Says…Part 2, cont.

8. Using your survey results, predict the total number of people who will come to your bake sale. ____________________________________________________________________________

9. Predict how much money will be earned at the bake sale. Justify your prediction using the

survey results.____________________________________________________________________

10. Decide which items you should make for the bake sale, and how many of each you will need.

Justify your decision using the survey results. ________________________________________

11. Calculate the average amount of money spent by people in the following categories:

Males Females

Males under 20 ____________ Females under 20 ____________

Males 21-40 ____________ Females 21-40 ____________

Males over 40 ____________ Females over 40 ____________

12. According to your survey, who is most likely to spend more money at your bake sale?Males or females? __________; under 20? _______; 21-40? _______; over 40? ________

13. Make a bar graph based on the survey results, showing what types of baked goods people will be most likely to buy. Present your graph and a report of the survey results to the class.

1 2 3 4 5 6 7 8 9 10 Number of Bags or Pieces Purchased

Chocolate Cake Slices

Brownies

Dipped Strawberries

Bake Sale Items

Bar graphs can be vertical or

horizontal (such as this example).



❏ The class should decide how many of eachtype of baked goods you should make. Ifhalf of the surveys showed chocolate cookiesas the #1 choice and brownies as the #2choice, then you should make a lot of thosetwo items. If lemon bars and peanut buttercookies also got several votes, then one ortwo students should bake these items. Makea chart that represents your survey results.Your chart should reflect your plans for thebake sale.

❏ With your group, collect and sort favoriterecipes by category (for example, cookies,cakes, pies, bar cookies, brownies, and mis-cellaneous). Make a chart showing therecipes that have been submitted. Comparethis chart to the chart you made from yoursurvey results. Do you have enough recipes

for the right kinds ofgoods?

❏ Finally, each pair of students should select afavorite recipe suitable for your bake sale.The recipe you select should be based onyour survey results. Once everyone hasselected a recipe to cook, make sure youhave covered all the baked goods that yourmarket wants to buy. You may want to bakea cake, but if no one plans to buy it, then youmay have to reconsider.

BAKED ITEM BAKER

1. __________________ ____________

2. __________________ ____________

3. __________________ ____________

4. __________________ ____________

5. __________________ ____________

6. __________________ ____________

7. __________________ ____________

8. __________________ ____________

9. __________________ ____________

10. __________________ ____________


Recipe Research Results



Get the Real-World Picture: Cooking Expenses

❉ How much does it really cost to bake cookies from scratch or to make a cake from a mix?Take the recipe you plan to make and find out.

❉ When you buy the ingredients for a recipe, you often have to buy more of some ingredientsthan you need for the recipe. For example, you may have to buy a pound of sugar, eventhough the recipe calls for just one cup.

❉ Choose a recipe and price each of the ingredients needed. Use ratios and estimation to find thecost of the ingredients for your recipe. For example, if your recipe calls for one teaspoon of vanillaand you paid $2.75 for a bottle of vanilla containing approximately 8 teaspoons, you could usethe following proportion:

1:8 = x:$2.758x = $2.75

x = $0.344 The approximate cost for one teaspoon of vanilla is 34 cents.


Choose a recipe and price each of the ingredients needed for the recipe. Find the total cost ofthe ingredients needed. Write out your work and your final estimate, and bring it to class.

Ingredient Cost Quantity

__________________________ ____________ ____________

__________________________ ____________ ____________

__________________________ ____________ ____________

__________________________ ____________ ____________

__________________________ ____________ ____________

__________________________ ____________ ____________

Total Cost $____________

ESTIMATING COOKING COSTS MILESTONE 4Part 1



Get the Real-World Picture: Multiplying Recipes

❉ Caution: Some bread and cake recipes do not lend themselves to doubling. The quality of thebread or cake will suffer. However, most cookies and bar cookies can be successfully doubledas long as you cook them in the type of pan indicated on the recipe — just use two pans!


❏ Divide into small groups according to what you plan to bake.

❏ Using the recipe you have chosen, double or triple the recipe and rewrite it in the larger quantity.

Ingredient Single Double Triple

__________________________ ____________ ____________ ____________

__________________________ ____________ ____________ ____________

__________________________ ____________ ____________ ____________

__________________________ ____________ ____________ ____________

__________________________ ____________ ____________ ____________

__________________________ ____________ ____________ ____________

__________________________ ____________ ____________ ____________

__________________________ ____________ ____________ ____________

__________________________ ____________ ____________ ____________

❏ Decide if you will be baking the original recipe or the doubled or tripled version. ________

❏ If your are doubling or tripling your recipe, how much will your total cost be?____________

ESTIMATING COOKING COSTS MILESTONE 4Part 2





Get the Real-World Picture: Calculating Capital

❉ Capital is the money you’ll need to buy the raw materials for your bake sale.Raw materials are all the cooking ingredients listed in your recipes, such asflour, eggs, sugar, etc. Capital also includes money for other supplies youmay need, such as napkins, forks, or a tablecloth. You will need to decidehow much capital will be needed to purchase ingredients and supplies.


❏ Combine the cost estimates for all the recipes the class will bake. Refer to your Estimate CookingCosts sheets. What is the total cost to make all of the recipes for the bakesale?_____________________

❏ Make a complete shopping list of ingredients that need to be purchased. Estimate the quantities.

❏ Make a list of supplies that you need to conduct the bake sale. For example, a table, tablecloth,plastic bags, napkins, plastic wrap, bags for bulk purchases, and a sign might be useful. Discusshow the class will get these resources. They might be donated or purchased with money earnedfrom ticket sales. Put your list of ingredients, supplies, estimated costs, and who will provide eachitem on a spreadsheet.

❏ If you can’t find people to donate supplies, then you’ll need to buy them. Calculate the total costof supplies and record it on your spreadsheet.

COMING UP WITH CAPITAL MILESTONE 5Part 1

Sample Shopping List

Who Will Purchase Estimated

Ingredients Quantity or Donate Cost

(if not donated)

__________________________ ____________ ____________ ____________

__________________________ ____________ ____________ ____________

__________________________ ____________ ____________ ____________

Supplies

__________________________ ____________ ____________ ____________

__________________________ ____________ ____________ ____________



COMING UP WITH CAPITAL MILESTONE 5Part 2

Total Cost

❏ How will you raise the funds to buy the ingredients and supplies needed for a successful bakesale? First, discuss several options:

✎ Parents could donate the ingredients for the recipes, or they could donate some ingredients in bulk.

✎ You could work in pairs or teams, so all families would not necessarily have to donateingredients.

✎ You could pre-sell tickets each worth $1.00 in baked goods. Theteacher could buy all the ingredients in bulk using the money earned from selling tickets. The ingredients could be measured in class to bring home for baking.

✎ Discuss any other feasible options for coming up with capital.

❏ Your plan: ________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Preparing for Milestone 6

❏ Finalize the time, date, and location for your bake sale.

❏ Publicize the bake sale with parents, at school, and in the neighborhood.

❏ Ask for parent volunteers to contribute additional baked goodsfor the bake sale. You may wish to have a sign-up sheet, so youwill know what types of baked goods will be donated.

❏ Decide how the proceeds from the bake sale will be used.



PREPARING FOR THE BAKE SALE MILESTONE 6

The Price Is RightPart 1


❏ Decide on a pricing strategy. First, decide on prices per serving (for example, the price for onecookie, one brownie, one cupcake, or one slice of pie or cake). Then decide on prices for wholecakes or whole pies by determining how many slices you could get from each whole cake or pie.You may want to give customers a discount if they purchase in bulk (for example, one for $0.15,two for $0.25, or a dozen for $1.25).

❏ List all of the goods you plan to sell and the cost per item. Record your prices on a spreadsheetor table (see the following page for an example). Also include the quantity of each item the classplans to bake. If you plan to have a discounted price for your large quantities, include a columnthat lists the quantity and the discounted price.

❏ Prepare price stickers ahead of time.

❏ Call to remind parents of what they volunteered to donate.

❏ Don’t forget to spread the word around school and the community. Advertising can be a big partof having a successful sale. Make banners or fliers, or if you have acces to e-mail, send messagesto people you know.

Make and Bake…

M ake and Bake

Before you start baking, discuss the following:

✎ Washing hands before handling ingredients.

✎ Never lick the bowl or spoon when raw egg was aningredient.

✎ The difference between measuring wet and dry ingredients.

✎ Various cooking terms in your recipes.

✎ How to use electric appliances such as mixers, and how to plug in and unplug them safely.

✎ How to use the stove and/or oven, and how to turn them on and off safely.

Prior to baking at

home, discuss good

health and safety

habits.




The Price Is RightPart 2

Here are some sample charts that will help you get ready for the bake sale. You may want to put them on

poster board so everyone can see them.

Baked GoodsPrice for

OneQuantity

BakedPrice Per Quantity

Brownies $.60 2/$1.00 200

:00- :20

Servers

2.

Money Takers

Recorders

1.

1.

2.

1.

2.

:20- :40 :00- :20:40- :00 :20- :40

Work Schedule in 20–Minute Shifts

Example:




Make and Bake Inventory

✓❏ Plan to take inventory of all the items baked for the bake sale.

Make a spreadsheet listing all the items so you can record yoursales during the bake sale.

❏ Make sure that the food is well wrapped and priced ahead oftime. Have extra plastic wrap, aluminum foil, plastic bags, andnapkins available.

❏ Have a crew assigned to set up the tables, chairs, and signs, and assign a crew to clean upwhen the bake sale is over.

❏ Make a schedule of workers in 20-minute shifts (see the sample on pg. 11). Assign peopleto sell and serve the food and other people to take money and make change. Do not havefood handlers also handle money. Also assign people to record the bake sale results andthe number of people who come to the sale. Take note of how many people attend, howmany items they buy, how much they spend, and what they buy. Make a table or chart torecord this information.

❏ Have a money box available with a predetermined amount of change inside.

❏ When each shift ends, one worker must count the money and record the profits made dur-ing the shift on the spreadsheet.

❏ Decide if you will discount any leftover items during the last hour of the sale. If so, whatpercentage discount will you give—10%, 30%, 50%? Practice calculating percents, so you willbe able to give accurate prices. Practice your mental math addition skills and your estima-tion skills, so that you don’t make mistakes during the bake sale.

❏ Have a calculator available for large-quantity purchases and discounted purchases.

Good luck! Smile and say “thank you” a lot.



Homework

Graph predicted sales and actualsales for each category of bakedgoods.

Class Discussion and Review

This is a great place to learn from your accomplishments and mistakes.

1. Did the survey include useful and relevant questions?

2. Were people’s survey responses good predictions of their actions?

3. Were students able to record accurate data during the sale?

4. What would you do differently next time based on your research?

EVALUATING THE BAKE SALE MILESTONE 8

Bonus Question

What is the difference betweenyour predicted sales and youractual sales for the bake sale?

What Happened at the Bake Sale?

How many people came to the sale? ____________________

How many items did you sell? __________________________

How much money did you earn? ________________________

What items were your best sellers? ______________________

What would you make more of next time? ________________

What would you make fewer of next time? ________________

Bake Sale

Observation

CONDUCTING THE BAKE SALE MILESTONE 7



UNIT 4 – DESIGNING A STRUCTUREThe teacher will act as a developer who wants to build a specific type of building (for example,a recreation center, a new school, a dream house, a resort hotel, or a museum). Students willact as contractors bidding for the job. They will design a structure, build a scale model, create atimeline, and present a budget and a detailed description of the building, its form, and its func-tion. The developer will give certain specifications and limitations to the contractor teams. Thegoal of each student group is to design the best building at the most reasonable cost and gethired for the building job.

Objectives

❉ To research the cost of labor and materials for a structure

❉ To create a detailed budget and justify expenses

❉ To make reasonable estimates and to create a timeline

❉ To make precise measurements of length, width, height, and area

❉ To accurately create a scale drawing and model of a structure

❉ To use a variety of geometric shapes in a realistic context

Accomplishments

After completing this unit, students will have:

☛ 1. Designed, drawn, and built a model of a building they hope to construct.

☛ 2. Gained an understanding of how money, time, research and planning are involvedthe building of a structure.

☛ 3. Learned how to complete and present a detailed business plan.

Math

Re a l Wo r l d

for the



DESIGNING A STRUCTURE MILESTONES

Milestone 1 – Determining a Scale for Drawing

Students should begin by browsing library books on architecture and buildings, and look-ing at blueprints for a variety of structures. If possible, have an architect or draftspersonspeak to the class, or have students interview an architect. Students will begin drawingbuildings on graph paper using different size scales. They will decide on a scale to use fortheir drawing. Students will complete the tasks on the activity sheets for Milestone 1:

✎ Activity sheets pp. 1–2, Determining a Scale for Drawing – Parts 1 and 2.

Milestone 2 – Making a Scale Drawing

Using graph paper, rulers, and other drawing instruments, students will make a scaledrawing of their building. They should refer to sample blueprints and sketches of build-ings. Students should be given building specifications, including the maximum dimensionsof the building, the size of the lot, the height of the building, and the maximum cost of thebuilding. Students will complete the tasks on the activity sheets for Milestone 2:

✎ Activity sheets pp. 3–4, Figuring Ratios, Fractions, and Decimals – Parts 1 and 2.

Milestone 3 – Determining Dimensions and Details

Using books, catalogs, and other resources, students will find information about the buildingmaterials they will need for their structure. They will identify all the materials they plan to usefor the interior and exterior of the building. If possible, arrange a field trip to a local buildingsupply store. Students will complete the tasks on the activity sheets for Milestone 3:

✎ Activity sheets pp. 5–6, Determining the Dimensions and Details – Parts 1 and 2.

Milestone 4 – Building a Model

Students will make a list of the materials they will use to build their scale model, then gather the materials and build their structure. Students will need supplies such as card-board, glue, tape, construction paper, scissors, paint, pens, paintbrushes, rulers, T-squares,protractors, modeling clay, etc. Students will complete the tasks on the activity sheet forMilestone 4:

✎ Activity sheet pg. 7, Building a Model.



DESIGNING A STRUCTURE MILESTONES

Milestone 5 – Creating a Timeline

Students will determine how much time will be needed to construct their building, and willcreate a long-term schedule showing when different parts of the building would be com-pleted. Students will need to do research outside of the classroom to get realistic informa-tion about the building process. Students will complete the tasks on the activity sheet forMilestone 5:

✎ Activity sheet pg. 8, Creating a Timeline.

Milestone 6 – Calculating the Costs

After discussing the costs of various buildings that are familiar to them, students will beginestimating how much their building will cost to build. They can call contractors and otherbuilding professionals to get cost estimates for materials and labor, and can use catalogswith prices of home and building materials. They will record their information on a spread-sheet. Students will complete the tasks on the activity sheet for Milestone 6:

✎ Activity sheet pg. 9, Calculating the Costs.

Milestone 7 – Presenting Your Project Portfolio

Groups will put together a complete portfolio of their building plan, design, and budget.Each group will present their building portfolio to the teacher and the rest of the class. Atthe end of the project, the teacher will select the group to hire, based on the groups’ finalpresentations. Students will complete the tasks on the activity sheet for Milestone 7:

✎ Activity sheet pg. 10, Presenting Your Project Portfolio.



MMMaatthh ffoorr tthhee RReeaall WWoorr lldd™

DDDeess iiggnniinngg aaSSttrruuccttuurree

Belongs to: _____________________



DESIGNING A STRUCTURE PROGRESS


❏ Milestone 1 Determining a Scale for Drawing

❏ Milestone 2 Making a Scale Drawing

❏ Milestone 3 Determining Dimensions and Details

❏ Milestone 4 Building a Model

❏ Milestone 5 Creating a Timeline

❏ Milestone 6 Calculating the Costs

❏ Milestone 7 Presenting Your Project Portfolio



DETERMINING A SCALE FOR DRAWING MILESTONE 1Part 1

Get the Real-World Picture: Sketches With Scales

❉ If you look at books on architecture or building structures, you will most likely find sketches of buildings. Look at blueprints or plans to familiarize yourself with the scales that tell you the ratio of the drawing to the actual size of the building.

❉ If you were going to draw the actual size of your school or your city on a sheet of paper, it

wouldn’t fit (unless your paper was HUGE!). You would need to draw everything smaller

than its actual size. This is called a scale drawing.

❉ You’ve probably noticed the scale on a map. It could look like this: | | = one mile.The scale means that a distance of one inch on the map, in any direction, represents one mile in the actual city. The scale remains consistent throughout the whole map.


1. If you were going to draw your classroom on an 8 1/2” by 11” sheet of graph paper, what woulda reasonable scale be? (Remember, the whole room must fit on the paper.)___________________

❏ First, sketch the shape of your classroom onto a piece of paper (preferably graph paper). Then, measure your classroom.

❏ Add a scale to the map of your classroom (it usually goes in a corner of the page). You will need to decide how big you want the scale.

How many feet does 1 inch represent on this scale drawing? ______________________________

How many feet do 5 inches represent on this scale drawing? ______________________________

How many inches would a 20–foot by 30–foot rectangle be on this scale drawing? ____________



2. If you were going to draw your entire school on an 8 1/2” by 11” sheet of paper, what would a reasonable scale be? ____________________________________________________________

How many feet does 1 inch represent on this scale drawing? __________________________

How many feet do 5 inches represent on this scale drawing? __________________________

How large would a playground appear on this scale drawing? __________________________

3. If you were going to draw your city on an 8 1/2” by 11” sheet of paper, what would a reason-able scale be? Discuss with your classmates and estimate. ______________________________

How many feet does 1 inch represent on this scale drawing?____________________________

How many feet do 5 inches represent on this scale drawing?____________________________

How large would your school appear on this scale drawing? ____________________________

4. You are going to make a scale drawing and a scale model of a building. You will need to decide on a reasonable scale, so that your drawing will be small enough to fit on a piece of paper. Discuss the dimensions of the building, and the paper available for your scale drawing. Discuss a reasonable scale with your teacher and your classmates. What scale will you use? Explain why you chose this scale.

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

DETERMINING A SCALE FOR DRAWING MILESTONE 1Part 2, cont.



MAKING A SCALE DRAWING MILESTONE 2

Figuring Ratios, Fractions, and Decimals

Part 1

Get the Real-World Picture: Sketching a Structure

❉ You should have already decided on the scale you plan to use for your drawing. For exam-

ple, one inch on the scale model could represent ten feet of the actual structure. Include

the scale you have chosen for your drawing in the

corner of the page.


❏ On graph paper, outline the perimeter of the lot. Remember,your building must fit inside this space, but it does not haveto be exactly this size. If you are putting a small building ona large piece of land, you may not want to include all thesurrounding land.

❏ Have each member of your group sketch a floor plan for the scale model on graph paper. This isa rough draft. You may need to do several drafts before you are satisfied. Keep all your drafts. Forthe first draft, you can sketch freehand. After the first draft, use a ruler and other appropriatedrawing tools, such as a protractor and T-square, to make the drawing precise and professional.

❏ If the structure has more than one story, you will need to make a floor plan for each level. Youmay want to divide up the drawing for each level among your group members.

❏ Give a written description of the front view, side views, and rear view.

❏ Compare your drawing with the drawings of the other members of your group.

❏ Decide which drawing you prefer as a group. You can use parts of different drawings and createone final scale drawing to represent the work of the whole group.

❏ Revise and finalize your group’s scale drawing. Your final drawing should be very neat and thor-ough, since you will build your model building using your drawing as a guide.



MAKING A SCALE DRAWING MILESTONE 2

Figuring Ratios, Fractions, and Decimals

Part 2

1. In the table below, list the lengths of six different edges on your scale drawing, then list the corresponding lengths for the actual building. For example, one wall might be 3 inches in yourscale drawing but 144 inches (or 12 feet) in the actual building.

☛ Make sure the units of measurement are consistent for all the scale drawingsand the actual building measurements. You’ll have to do conversions so that each length uses the same unit of measurement.

☛ Remember: 12 inches = 1 foot. So if the actual lenght of a wall is 20 feet, thenit is 20 x 12, or 240 inches long. Do your conversions carefully!

2. Write a ratio comparing each scale distance and the corresponding actual distance. For exam-ple, if the scale drawing shows 1/2 inch and the actual building distance is 5 feet, the ratio would be .5:60 inches, since 60 inches is the same as 5 feet.

3. Write a fraction comparing each scale distance and the corresponding actual distance. Use the scale distance as the numerator (top number) and the actual distance as the denominator (bottom number) of the fraction.

❏ Use a calculator to do conversions from fractions to decimals.

4. What do you notice about each of the resulting decimals? Is there a pattern or a connection between the numbers? Discuss and record your findings. ______________________________

________________________________________________________________________________

________________________________________________________________________________

Conversions

Description of Lengths

Scale LengthActual

Length

Ratio

Scale:Actual

1

2

3

4

5

6

Fraction Decimal

Scaling a Drawing



Get the Real-World Picture: Building Materials

❉ Have a class discussion on the various types and

quantities of materials used in different struc-

tures. Research building materials and labor

costs. Check out books and other resources to

help find information on building materials.

❉ Record all of your estimates for materials on a

spreadsheet or table.

Let’s Get to Work…Record your answers on the chart on the next page, or create your own version:

❏ Determine the dimensions of the various rooms in your structure. Calculate the area of the floor,the walls, and the ceiling. Consider the interior surfaces and the exterior surfaces. Decide whatmaterials you will use for floor, wall, and ceiling coverings.

❏ How many total square feet of flooring will you need? First figure out what you want on the floorof each room, then estimate how many square feet of material you need. You may wish to usecarpet, wood, tile, or linoleum. Try to determine the costs as accurately as possible.

❏ Estimate the quantities of each type of material you will need. How much wood, concrete, drywall,plaster, tile, paint, stucco, roofing material, etc., do you think you will need?

❏ Decide how many windows and other glass surfaces you will have. Estimate how much glass(for windows and doors) you will need.

❏ Estimate how many doors, interior and exterior, you will need. Justify your estimates.

❏ How many bathrooms will you have? Will you have a kitchen or other facilities? Determine howmany fixtures you will need for your building. This includes faucets, toilets, sinks, etc.

❏ Consider your landscaping. What will you want to plant around your building? How many treeswill you want and where will they go? Trees and landscaping cost money. Estimate what this willcost.

DETERMINING DIMENSIONS AND DETAILS MILESTONE 3Part 1



DETERMINING DIMENSIONS AND DETAILS MILESTONE 3Part 2

Building Materials

Area

Number

of UnitsLocations – Descriptions

Room 1

Floor Area

Ceiling Area

Wall 1 Area

Wall 2 Area

Wall 3 Area

Wall 4 Area

Floor Covering

For Example: Carpet

Ceiling Covering

Price per

Unit Total Cost

Wood, Tile or Linoleum

Drywall

Paint

Wall Coverings

Stucco

Plaster

Roofing Materials

Windows

Size of Glass

Doors

Interior

Exterior

Bathroom Fixtures

For Example: Toilets, Sinks

Kitchen Fixtures

For Example: Sinks, Faucets

Landscaping

Trees

Scrubs and Other



BUILDING A MODEL MILESTONE 4

❏ Make a list of all the materials you will need to build your model. If the materials are not availablein your classroom or school, decide where you will get them. See if a hardware store or lumberyard can donate scraps of material.

❏ Before you begin building, figure out the measurements for each side of your structure. Use thesame scale you decided on in your scale drawing.

❏ Once you have gathered and measured all your materials, build a scale model of your structure.Make the scale model as detailed and as accurate as possible. You may want to assign differentmembers of your group to build different parts of the building.

❏ All distances and angles in the scale model should match the distances and angles in the scaledrawing. The model should accurately represent your building sketch.



CREATING A TIMELINE MILESTONE 5

Get the Real-World Picture: Timing Is Everything

❉ Create a schedule that organizes the time needed for the building process. You will need to pre-sent this to your developer. If you want the job, you must be very organized and plan all thesteps. Your employer will want to know exactly how long it will take to complete the project.

❉ If you can, talk to a contractor, an architect, or someone who has built his or her own house orbuilding to get an estimate for your own timeline.

1. List all the building steps in order and estimate how long it will take to complete each step. Youmay wish to use a spreadsheet application. Label each step and show when it begins and when itends. The steps may overlap, as in the following example.

Timeline

According to your estimates:

2. How many months will it take to complete the building?________________________________

3. How many weeks will it take to complete the building? __________________________________

4. How many days will it take to complete the building? __________________________________

5. How many hours will it take to complete the entire building ? ____________________________

1 2 3 4 5

1

2

3

4

5

6

7

Week 1 Week 2 Week 31 2 3 4 5 1 2 3 4 5

Foundation

Plumbing

Electrical

Walls

Windows

Doors

Roofing



CALCULATING THE COSTS MILESTONE 6

1. Create a spreadsheet with a computer spreadsheet program. Record all your building costs and totals. You will need to do some research to find the information you need.

❏ Calculate the cost for materials. Be as detailed as possible. __________________

______________________________________

❏ Estimate the cost for labor. Be as detailed as possible. __________________________

______________________________________

❏ Estimate the costs for plumbing and electrical wiring. Where did you find this information? __________________________

______________________________________

2. Make a pie graph showing howyour building expenses will beallocated. For example, what frac-tion of your money will be spenton building materials? What per-cent will be spent on abor costs?What percent will be spent onlandscaping? Label each sectionof your pie graph.

❏ Decide how your group will pre-sent your building plan so thatyou will get the job. Remember,you are bidding for a contract. Your plan should look good and reflect the true design and cost-sof your structure. Provide visual aids (graphs, charts, sketches, models) to clearly communicateyour information. You may want to use a computer design program to create your presentation,if one is available.



PRESENTING YOUR PROJECT PORTFOLIO MILESTONE 7

Class Presentation

❏ Present your building plan, your projected costs, and your timeline to the class. Justify your timeand dollar estimates. Share your scale drawing and your scale model.

❏ Remember to be clear and precise. Be prepared to answer any questions that the developer or theother contractors might have.

Follow-up Discussion

1. What did you learn from designing your own building? __________________________________

__________________________________________________________________________________

2. If the developer (your teacher) selected one of the building plans, why do you think he or shechose that one? ____________________________________________________________________

__________________________________________________________________________________

3. What would you do differently if you had to design another building? ______________________

__________________________________________________________________________________

__________________________________________________________________________________

Documents

Teacher’sGuide - Clay Community Schools: Home Page might be a business plan, a bake sale, or a field trip. The units are intended to be both teacher and student directed. Students