Course Title: Architectural Design
Session Title: Designing by Areas
Performance Objective: After completing this lesson the student will be able to create area diagrams and demonstrate knowledge about space relationships between the rooms of a house and the associated fixtures and appliances.
Specific Objectives:
•
Show how designing by areas facilitates good residential design.
•
Illustrate how residence can be divided into three specific areas.
•
Determine how to lay out areas to meet specific design requirements.
•
Demonstrate the use of the internet to perform specific research.
•
Demonstrate freehand sketching skills.
•
Optional extended--Demonstrate the ability to divide areas into specific rooms.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed.
130.46 (c)(1)(D)
.. apply the competencies related to resource, information, systems and technology in appropriate settings and situations
130.46 (c)(2)(A)
.. self-monitor learning needs and seek assistance when needed
130.46 (c)(2)(D)
.. complete and master tasks
130.46 (c)(3)(A)
.. demonstrate knowledge of architectural design principles
130.46 (c)((3)(B)
.. determine building code and zoning requirements for building types in a selected area
130.46 (c)(5)(A)
.. use problem-solving skills to analyze a situation and identify a problem to be solved
130.46 (c)(5)(AB
.. break a complex problem into component parts that can be analyzed and solved
130.46 (c)(5)(D)
.. work independently
130.46 (c)(5)(E)
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.. work collaboratively
130.46 (c)(5)(F)
.. research an architectural project
130.46 (c)(5)(J)
.. develop preliminary sketches of a commercial or residential architectural design.
Interdisciplinary Correlations:
English:
110.31 (c)(21)(B)
.. organize information gathered from multiple sources to create a variety of graphics and forms
110.31 (c)(22)(B)
.. evaluate the relevance of information to the topic and determine the reliability, validity and accuracy of sources (including internet sources) by examining their authority and objectivity
110.31 (c)(23)(C)
.. use graphics and illustrations to help explain concepts where appropriate.
Teacher Preparation:
This lesson is designed to introduce the student to the concept of designing by areas. The teacher should have a list of textbook references relating to the lesson. This will give the students opportunity to independently verify information.
References:
Harvey Waffle, Architectural Drawing, Revised Edition, The Bruce Publishing Company.
Alan Jefferis and David Madsen, Architectural Drafting and Design, Delmar Publisher.
International Building Code, International Conference of Building Officials.
Clois Kicklighter and Joan Kicklighter, Residential Housing, Goodheart-Willcox
Company.
Instructional Aids:
1. Display for PowerPoint, websites
2. Reference books (current course text or architectural text)
3. Reference websites for designing by areas (optional)
4. Charts illustrating basic room sizes and code specifications for fixtures and appliances
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Materials Needed:
1. Tracing paper
2. Pencils (colored pencil may be used for highlighting the three basic areas)
3. Designing by Areas data sheet
4. Reading Questions and Quiz
3. Graphic Standards book if available. If this book is not available, students can search for information on the internet.
Equipment Needed:
1. Method to present PowerPoint
2. Computers for using the internet for research
3. Printer
Learner Preparation:
Have students read the introduction for area design in the text book. This exercise should be done ahead of time and can be done in small groups. Verify that students know how to use the internet for independent research. (optional)
Introduction
Introduction (LSI Quadrant I): (10-15 minutes)
ASK: Does anyone know what the three areas of a house are?
SAY: If you think about what you do in a day's time, you have the answer. You eat. You sleep.
You live.
SHOW: At appropriate times during the introduction and slide show, discuss the methodology in designing by areas. Show illustrations or sketches of area design.
ASK: Have you ever thought about how all the rooms in a house fit into these three areas?
SAY: You probably had a hard time putting every room in the appropriate area. That is because each area may have similar rooms. For instance closets are found in all three areas.
You may have a guest bath in or adjacent to the living area. And of course there will be some eating in the kitchen.
ASK: How much space is required for the activities in each of the three areas of a house?
SAY: Let's look at what the city building codes and graphic standards say about space requirements for different activities.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in conjunction with the following outline:
MI Outline
Part One--Area Concept
I. A blueprint for Residential Design
A. Do not start with a favorite room
B. Consider the house by areas
Notes to Instructor
Use data sheet pages
1 and 2 for reference.
Lead students in discussion about the three areas.
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.
C. We eat
D. We sleep
E. We live
II. Preliminary Considerations
A. The building site
B. Architectural style
C. The family
1. Size
2. Age of each member
3. Activities
D. Budget
III. Designing by Areas--From the outside in
A. Develop area or planning diagram
B. Type and location of sleeping areas
1. All rooms together
2. Split sleeping areas
3. Front, side or rear
4. Left or right side
C. Location of service area
1. Garage--front, side or rear
2. Kitchen--front, rear, side or middle
3. Laundry (utility or mud room) with bedroom or garage
D. Location of living area
1. Single area or split
2. Front or rear
IV. Sketch the Areas
A. Service area
1. Rectangular
2. "L" shaped
3. Split
B. Sleeping area
1. Rectangular
2. "L" shaped
3. "C" shaped
C. Living
1. Split
2. "L" shaped
3. "C" shaped
Use text book to reference each consideration.
Use marker board to demonstrate how drawing individual rooms is difficult to connect rooms and creates undesignated, unusable pockets of space.
Demonstrate how areas can create a rectangular, "L" shaped or "C" shaped house.
V. Overlapping Areas is OK
A. Dining can be in the living or service area
B. Utility can be in sleeping area
Demonstrate on the marker board how areas can overlap.
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C. Secondary bedroom can be in service area
Part Two --Division of Areas Into Rooms
I. Sleeping Area
A. Bedrooms
B. Closets
C. Bath rooms
D. Hallways
E. Storage
Use data sheet pages
3-5 for reference.
Use data sheet to go over space and code requirements.
II. Service Area
A. Garage
B. Kitchen
C. Utility (laundry or mud room)
D. Work room (sewing, hobby, office)
E. Storage
F. Mechanical
Use data sheet to go over space and code requirements
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intra- personal
Inter- personal
Naturalist Existentialist
Application
Guided Practice (LSI Quadrant III):
Teacher will distribute data sheets.
Teacher will distribute the reading questions.
Teacher will distribute activity sheets.
Teacher will demonstrate the criteria for completing the activities.
Optional: Students may be divided into small groups for Activity 2.
Teacher will administer the lesson quiz
Independent Practice (LSI Quadrant III):
Students will be given approximately 12-15 minutes to complete the reading assignment and reading questions.
Students will be given approximately 15-20 minutes to complete the criteria given in activity sheet.
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Teacher should observe the students as they complete exercises 1 and 2 and document behavior using a camera and/or monitoring software if located in a lab environment.
Summary
Review (LSI Quadrants I and IV):
Question: Was the organization of the information such that it was easy to comprehend?
Question: Do you understand how accurate and complete information makes it easier to successfully complete a job?
Evaluation
Informal Assessment (LSI Quadrant III):
Instructor should observe the students' independent practice time and note the issues or questions that arise. These should be brought up during summary time.
Formal Assessment (LSI Quadrant III, IV):
Student should receive a grade for completing the assignment. Documents should be turned in for evaluation.
Student should receive a grade for active participation.
Optional: Teacher will administer the “Quiz" (or use teacher written quiz) to check for understanding and as an evaluation tool for the independent exercises.
Extension
Extension/Enrichment (LSI Quadrant IV):
This lesson could easily be expanded into a longer time frame project. Additional research points could be added as enumerated in the student data sheet.
The activity could first be done individually then randomly group students in groups of three.
Each student presents his design, then the students combine elements of each design to create a new design proposal.
Groups or individuals could present their design concept which could be supported with independent or internet research.
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Requirements : Designing by Areas data sheet (optional: textbook)
Teacher : Read the Designing by Areas data sheet and fill in the answers to the questions below. Optional: Have student independently verify information using the class textbook.
Student : Use the Designing by Areas data sheet and your textbook if assigned to answer the questions below.
1. What common error is typically made by beginning designers? a.
2. What are the three areas of a house? a. b. c.
3. List four preliminary considerations before starting to design a house. a. b. c. d.
4. What are three primary rooms found in the service area of a house? a. b. c.
5. What are three primary rooms found in the sleeping area of a house? a. b. c.
6. List two primary rooms found in the living area of a house? a. b.
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Requirements : Word processor
Internet access
Tracing paper and pencil (ink pens not allowed)
Graph paper (1/4")
Computer printer and paper
Teacher : Hand out Activity Sheet. Explain and/or demonstrate advanced research procedure to locate samples as listed below. Demonstrate procedure for copying and pasting information from the internet into a word document. Verify that students know how to apply headers to word documents.
Student : Use the internet to find two samples of residential floor plans to meet the following criteria.
1600-2000 square feet
3 bedroom
2 bath
Kitchen with nook/breakfast area
Living room (2 living rooms OK)
Dining room
Utility
Attached garage
Procedure 1 : Create a word document with Header as assigned.
1. Launch word processor.
2. Insert standard class header with name, class information and date.
Procedure 2: Launch your internet browser.
1. Search for two samples which meet the above criteria.
2. Copy and paste the plans in your word document.
3. Label plans "Plan 1" and "Plan 2".
4. Print your document (make sure you name is on the document).
Procedure 3: Trace an area diagram using plan 1.
1. Place a sheet of tracing paper over the above print out.
2. Sketch the outline of the service area. Do not trace individual rooms, doors, windows, etc. You should just outline the service area. If service areas are located in two parts of the plan make two service area outlines.
Note: The lines should have slightly rounded corners and should be freehand sketched lines.
3. Repeat steps 1 and 2 for the sleeping and living areas.
4. Remove the printed plans. Study the area sketch you have just made.
Procedure 4:
1. Look at the plan labeled "Plan 2". Visibly identify the three areas of the plan.
2. Without tracing, sketch an area diagram for the second plan.
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3. Place your area sketch over the plan to see how well you were able to identify and sketch the three areas.
4. Compare the two sketches. Was your second sketch as good as the first?
Procedure 5:
1. Study Plan 1 and Plan 2 and area diagram sketches your created. Note how much of the total space each area takes up. Although the garage is attached to the house, it is not considered when calculating areas. Only air-conditioned space is used for this purpose. The garage is listed separately.
2. Select one of the plans. What would you like to change about the plan?
3. Use graph paper to create a new area diagram sketch which will reflect the changes you would like to make.
4. Make sure all your work has a heading with your name and class information as instructed.
5. Turn in all your work for evaluation.
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D
B
A
--D
S
A common error in home designing is to start with a determined conception of a favorite room then add other rooms around it. This tends to be haphazard with little regard to design principles and cost. By the time everyone's favorite room has been added there is no well defined shape for the house. Instead of planning from the inside out, plan from the outside in. This method makes it easier to reconcile the space so it meets the needs of functionality and economy.
Consider the house to be divided into areas. Each area of the house supports one of three main functions of living. The areas are then divided into rooms which have a common function. Using three main areas for house design has been a widely accepted practice for decades. These three areas support three main life activities...we eat, we live, we sleep. The areas are the living area, the sleeping area and the service area.
The first step in designing a house is to select the lot or site where the house will be constructed. The restrictions of the site often require certain parts of the house to be located in specific areas. If there is no automobile access to the back of the lot, the garage will need to be in the front or the side.
If you have ever seen what you considered to be an ugly car, you probably wondered why someone would buy it much less design it. Houses are much the same. Different people like different architectural styles. Sometime the architectural style of a house demands a certain room arrangement. Southern Colonial style almost always has living areas at the front of the house and service areas toward the back. The flexibility of
Modern style allows for the kitchen (part of the service area) to be at the front. The architectural style should be considered before designing the house.
Houses are designed to accommodate families. More family members means more space is required. Young children can often share rooms while older children may need more privacy. Different activities require different amounts of space. If the parents do not like to cook, a smaller kitchen may be needed. If children are involved in music studies, a dedicated music room may be needed. Good design accommodates the needs of all family members.
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The overriding factor in the final design is the cost of construction. Decisions must be made according to what is affordable. Many factors determine cost. Houses should be built to meet existing building codes; however, there is a lot of opportunity to increase cost by selection of higher priced goods and service.
As stated earlier, it is a good idea to design from the outside in. In other words design by areas then divide the areas into rooms. One way to do this is to develop an area diagram. The three areas are sleeping, living and service (service is the area where the household work (cooking, laundry, etc.) is done. The sleeping area is usually the largest area. The living area is usually the second largest area and the service is usually the smallest. Area sizes depend on family preferences.
The rooms of the sleeping area are the bedrooms, bathrooms, closets, hallways and storage facilities. Sometime specific service items such as laundry, water heater and/or
HVAC unit are located in the hallway of the sleeping area.
The rooms of the service include the garage, if attached, kitchen, laundry or utility room, storage and required passageways. An informal eating area known as the nook or breakfast room is sometime associated with the service area.
The rooms of the living area include the formal living room, the informal living room, dining room, storage and necessary hallways or passageways. Living rooms are often called by a variety of rooms. Music rooms, media rooms, dens, family rooms, libraries, offices, etc. are considered to be a part of the living area.
Most people have an idea of where in the house they want the individual rooms to be.
Some like front kitchens others like kitchens toward the back of the house. Some people want all bedrooms to be in the same general area. Other people want a separated master bedroom. With the family in mind the first step is to sketch areas similar to the samples below. The sketches show the general shape, size and location of the three areas of the house.
Notice, no individual rooms are shown at this stage of design. Also, some areas may overlap.
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The sleeping area is usually the largest combined area of the house. A typical house has three or more bedrooms. One of the bedrooms is generally considerably larger and is called the master bedroom or primary bedroom. The other bedrooms are secondary bedrooms. All bedrooms must have a door of at least 2'-8" wide and 6'-8" tall. The standard header height for doors is 6'-8" above the finished floor (AFF). The minimum size for a bedroom is 100 square feet with a minimum width of 9'-6". Minimum sizes are subject to the local building code.
All bedrooms must have a secondary means of exiting the room in case of an emergency. This emergency exit is called an egress. The typical egress is provided by a window. The window must have an operable sash which when opens provides at least 5.7 square feet of clear opening. The opening must be at least 18"wide and no more than 42" from the floor. The standard header height for a window is 6'-8" above the finished floor (AFF).
The bedroom window also provides natural lighting. Bedrooms must have a natural light source which equals 10% of the total room area. A 100 square foot room would need a natural light source of 10 square feet.
All bedrooms must have a clothes closet. Most building codes require a clothes closet to have a minimum inside clear measurement of 24" deep and 36" wide. A closet this small would not be generally found in a bedroom. Most people prefer a closet of 4-6' wide for secondary bedrooms. Walk-in closets are popular closets for those who require larger closets. Walk-in closets must be at least 5' wide with a minimum depth of
3' up to 12'. The minimum size door for a closet is 2'-0". The return wall on either side of the door cannot exceed 24". Door must be at least 2'-6" to be in compliance with the
American Disabilities Act (ADA).
All bedrooms must have reasonable access to a bath room. Bath rooms in the sleeping area must have hand washing, bathing and toilet facilities. The Graphic Standards book has diagrams which show the amount of space needed for sitting, standing, bending and laying down. The amount of space needed for a standard tub is 2'-6" x 5'-0". A toilet, or water closet (WC) as it is referred to in architectural terms, must have 1'-3" of space, measured from the center of the WC, on either side unless there is an obstruction. If there is a wall or obstruction on the side, a space of 1'-6" from the center of the WC to the obstruction is required. Lavatories require a space of 2'-6" in front.
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The most economical bathroom has all the plumbing on one wall and has a minimum space of 5'-0" x 8'-0" clear space.
All bedrooms and bathrooms should have a private entry area away from other rooms in the house. Hallways provide access to the bedrooms. Hallways in bedroom areas must be 3'-4" wide and should be as short as possible. The opening going in to the bedroom area must be at least 2'-8" wide and 6'-8" tall. The opening may have a door or it may have wood trim or casing or it may just be a wall opening.
Garages can be attached to the house or freestanding. The standard size for a garage door is 8'-0" wide and 7'-0" tall for a single car. A double car garage can have two standard doors or one 16'-0" wide door. Garages should be large enough for cars plus
18" space on the sides for doors to open and 2'-0" in front and back for access around the car with the door closed. A good size for a single car garage is 12' x 22'. A good size for a double car garage is 22' x 22'. Garages can be smaller but be careful to allow enough space for a luxury size car. The pedestrian door either to the outside or into the house must be at least 2'-8" x 6'-8". Additional space can be added to provide a workspace or water heater space in the garage.
There are many types of kitchen designs. Refer to your architectural text book for samples of kitchen arrangements. The primary components of the kitchen are the sink, the refrigerator and cooking unit. A well designed kitchen will have approximately 22' from the refrigerator to the sink to the cooking unit back to the refrigerator. This is referred to as the work triangle. While this is a good designing point, it is very common today to have larger kitchens to accommodate the cooking hobbyist.
In addition to the basic appliances it is customary to add a dishwasher. Many designers use a cabinet mounted cook top in place of the old standard range. The use of this type cook unit requires a separate oven unit.
Kitchens should have adequate space for the cabinets, to include a pantry cabinet or closet, and for reasonable access to all major appliances. Base cabinets are a standard
24" deep with 12" deep wall hung cabinets. If the counter top for a cabinet is accessible from both sides, i.e. a peninsula, the counter top is usually 3' wide. Another addition to the kitchen is an informal eating area. This could be a peninsula or bar counter or a space for a small breakfast table. Eating space should take up approximately 9'-6" of space. This allows adequate access to counter or table chairs.
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The standard sink is 32" wide by 21-2" and must be 9" from the corner; the standard dishwasher is 24" wide and trash compactors are 15-19" wide. Both of these appliances must be at least 3" from a corner. The standard cook unit is 32" wide and must have 9" of space on either side; a standard refrigerator is 36" wide and requires 3" of air space on each side and 12" of counter space on the opening side; and standard oven units are 30" wide. A microwave can be placed over the range or cook top utilizing the same 30" wide space. Always check the manufacturer’s specifications for all appliances. A minimum of 32" is required as passage in front of the cabinets. An additional 4" may be required in front of appliances.
When planning a kitchen it is a good idea to know exactly what brand and size of appliances will be used. Consult the manufacturer’s specification for additional installation and space requirements.
Utility rooms range from a closet just big enough for the washer and dryer to full size rooms with additional appliances and work areas. Though washer and dryer models and sizes are changing, using the old standard of 2'-6" wide and 2'-2" deep with 3" of air space behind and on any obstructed side will ensure adequate space.
Additions to the utility include freezer space, cabinets with or without a sink, ironing space, sewing space and an area for drip drying hand washable clothes. Storage space is also a part of the utility which may be an included broom closet or linen closet or simply wall and/or base cabinets. Utilities are as simple or as elaborate as the home buyer chooses.
An outside covered porch at the front entry is required. The minimum front porch should be 4'x3'. Larger covered porches are a popular design feature. A separate inside entry area at the front door should be provided. The front door must be at least
3'-0" x 6'-8". There should be a minimum of about 6" of space on either side of the door. There should be 2'-0" of space in front of the door when it is open. This results in an entry area of approximately 4' x 6'. Hallway and other rooms should exit from this area. Entries may be open areas or they can be made larger and enclosed as separate rooms. There should be a coat closet near the entry.
As you develop the plan you should also develop a traffic pattern. Refer to your text book for additional information on traffic patterns. Adequately planned traffic patterns create a sense of continuity to the house.
Formal living rooms tend to be small and are generally located at the front of the house next to the entry area. There is no set size for living rooms. The home owner decides
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how big living areas should be. If the house has only one living area it will be one of the largest rooms in the house.
Builders often give living areas different names. Family room, entertainment center, den, media room or some other creative name. Living room sizes vary from 11' x 12' to up to 22'. Additional living areas for office space, guests and special activities is often added to the design of the house. These special rooms often have raised ceilings.
Dining rooms can be located anywhere in the house. They should be located close to the kitchen. The size of the dining room will vary depending on home owner preference. It should be large enough to accommodate a dining room table and six chairs. Most dining rooms will accommodate a table, six chairs and a buffet. Standard dining room tables are approximately 3' x 6' with one or two 18" extensions. Chairs take up an additional 12-14". A space of 18" should be allowed for moving a chair away from the table. A small dining room would be 11' x 12'. Additionally there may be a transitional area or butler's pantry between the dining room and kitchen.
Harvey Waffle, Architectural Drawing, Revised Edition, The Bruce Publishing Company
Alan Jefferis and David Madsen, Architectural Drafting and Design, Delmar Publisher
International Building Code, International Conference of Building Officials
Clois Kicklighter and Joan Kicklighter, Residential Housing, Goodheart-Willcox
Company
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15

Directions: Read the data sheet and complete the following. Fill in the blank with the word or phrase from the reading assignment that best completes the statement.
1. A common error in home designing is to start with a ______ room.
2. Each area of the house supports one of the _____ main functions of living.
3. A house can be divided into living space, sleeping space and _____ space.
4. The first step in designing a house is to select the ______ where the house will be built.
5. Some architectural styles _____ a certain room arrangement.
6. Different ______ require different amounts of space to accommodate it.
7. The overriding factor in the final design is the _____ of construction.
8. One way to develop a plan is to start with a(n) _____ diagram.
9. The entry way is considered to be a part of the ______ area.
10. Area sketches do not show individual _____.
11. The _____ area is usually the largest combined area of the house.
12. _____ are often included in each of the three areas of the house.
13. The garage is not considered to be a part of the ____ space of the house.
14. Kitchens often have an eating area called a _____ included off to one side.
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Directions: Read each statement carefully. If the statement is completely true place a printed, capital "T" in the blank to the left of the statement. If any part of the statement is false, place a printed capital "F" in the blank to the left of the statement. Use standard block lettering.
__________ 1. There are four main areas in a house.
__________ 2. The three main functions of people are eating, sleeping and running.
__________ 3. Before designing a house, one of the first considerations is the site where it will be built.
__________ 4. The number of family members does not really matter in the beginning stages of residential design.
__________ 5. The architectural style of the house is usually one of the last things to consider when designing a house.
__________ 6. Unlike Southern Colonial architectural style which has the kitchen at the back of the house, the flexibility of Modern architectural style allows kitchens to be in the front of the house.
__________ 7. Room sizes depend on the preferences of the home owner.
__________ 8. The overriding factor in the final house design is the cost of construction.
__________ 9. Most people have a good idea of where they want individual rooms to be located.
__________ 10. A typical house has only one bedroom.
__________ 11. Garages must be attached to the house so you can go directly from the garage to the house.
__________ 12. Closets are generally found in all areas of the house.
__________ 13. Utility rooms range in size from a closet type with only a washer and dryer to one which has additional appliances, fixtures and appliances.
__________ 14. The entry area is usually considered part of the living area of the house.
__________ 15. Dining rooms can be located anywhere in the house, however, they should be close to the kitchen.
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Part 1
1.
favorite
2.
three
3.
service
4.
site (lot) (location)
5.
demand
6.
activities
7.
cost
8.
area
9.
living
10.
rooms
11.
living
12.
closets
13.
air conditioned
14.
nook
Answers to Reading Questions and Quiz
5.
F
6.
T
7.
T
8.
T
9.
T
10.
F
11.
F
12.
T
13.
T
14.
T
15.
T
Part 2
1.
F
2.
F
3.
T
4.
F
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Task Statement: Designing by Areas
Task Assignment: _______________________________________
Criteria -
Concepts/Skills to be Assessed
Demonstrates understanding of the area concept
Novice
1
Criteria Categories
(Novice to Exemplary)
Developing
2
Accomplished
3
No understanding
Some understanding
Good understanding
Exemplary
4
Fully understands
(P ibl 20 three main functions of a house
(P ibl 20 proper procedure in solving problems
(1-3 points)
Unable to identify
(1-3 points)
Unable to solve problems
(4-10 points)
(4-10 points)
Improperly solves problems
Able to identify one type
(11-15 points)
Identifies each type in some cases
(11-15 points)
Sometimes solves problems properly
(16-20 points)
Identifies each type in most cases
(16-20 points)
Accurately and effectively solves problems
(Possible 20
Demonstrates the ability to appropriately research data
(1-3 points)
Does not use research data
(4-10 points)
Applies research data inappropriately
(11-15 points)
Utilizes some data appropriately
(16-20 points)
Utilizes most data appropriately
(Possible 20 (1-3 points) (4-10 points) (
11-15 points) (
16-20 points)
Identifies and describes the important preliminary
Unable to identify
Able to identify and describe some considerations
Identifies and describes most considerations
Identifies and describes most considerations considerations some of the most of the of residential (1-3 points) (4-10 points) time time
A = 80-100 points; B = 55-79 points; C = 20-54 points; D = 5-15 points Maximum points = 100
Total Points:
Points
Earned
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