Lesson Plan
Course Title:
Principles of Architecture and Construction
Session Title:
Estimate Material Quantities
Performance Objective:
According to the TEKS, “The student identifies the relationship between available resources and
requirements of a problem to accomplish realistic planning. The student is expected to: estimate
correct amount of required resources and materials.”
In other words, the student knows how to calculate the quantity (or amount) of building materials
needed for a project.
Specific Objectives: (Refer to Outline below for further information)
• Square Footage: Student will accurately measure the square footage, or area, of a
space to determine the total square footage of a material that is needed.
• Volume: Student will accurately measure the volume of a space to determine the total
volume of a material needed.
• % Waste: Student will estimate the percentage of waste of the material to be expected
on site.
• Units: Student will differentiate the different units of measurement used for the
materials.
• Converting: Student will accurately convert units of measurement.
• Standards units of materials: Student will relate material quantities to basic industry
standards for quantifying building material.
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1
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following: TEKS 130.42.c.10.B. states that “The
student identifies the relationship between available resources and requirements of a
problem to accomplish realistic planning. The student is expected to: estimate correct
amount of required resources and materials.”
Any changes/alterations to the activities may result in the elimination of any or all of the TEKS
listed.
Interdisciplinary Correlations:
Related Industries that utilize the skill set in this lesson:
Architecture and Design, Interior Design, Construction Trades, Facilities Management,
Landscape Architecture, Engineering, Construction Management, Real Estate, Property
Development, Parks and Wildlife, Environmental Systems, Zoning and Regulations, Building
Codes, among others.
Relevant Core Curriculum Concepts:
• Math: fractions, addition, subtraction, multiplication, division, rounding, net vs. gross,
units, area, volume, percentage, conversion, charts and graphs, time, circumference,
arc, radius, diameter, exponents, nets (as 3D surfaces).
• Science: units, surface area, spatial volume, material identification, time, charts and
graphs.
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Teacher Preparation:
PRIOR TO THIS LESSON, Students should already be able…
• … to identify the difference between feet ( ft or ‘ ) and inches ( in or “ ) and be able to
write dimensions accurately (e.g., 3’-10 ½”, 11’-6 ¾”, etc.)
• … to identify the difference between square and cubic measurements. (e.g., difference
between 1 ft2 and 1 ft 3).
• ... to use an Architectural and/or Engineering Scale.
• … to measure lengths, distances, and areas.
• … to use a Standard (imperial) and/or Metric Ruler.
• … to know how to read charts and graphs.
• … to discern between standard (imperial) and metric increments. (e.g., inch vs.
centimeter, yard vs. meter.)
PRIOR TO THIS LESSON, Teacher should have knowledge and experience with…
•
…Site Plan, Building Plan, Elevation, Section, Reflected Ceiling Plan, and Detail
construction documents.
•
… Specifications Manuals.
•
… Material usage.
•
… Standards of incremental measurements.
•
… HVAC and Lighting calculations.
•
… Building Code, ADA, Structural, and other building assembly increments of
measurement standards.
•
… Zoning regulations.
•
… Mathematical calculations involving percentage, area, volume, circumference, etc.
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3
References:
Ramsey/Sleeper. Architectural Graphic Standards (Student Edition). New York, John Wiley &
Sons, Inc. 1994. ISBN 0-471-01284-X (or most currently published edition).
Nichols and Schwartz. Mathematics Dictionary and Handbook. Pennsylvania, Nichols Schwartz
Publishing. 1999. ISBN 1-882269-07-1 (or most currently published edition).
Instructional Aids:
1. Student generated CAD documents of a simple structure, such as a small residential
home of a single room structure. Students should be able to generate printed floor plan
and elevation drawings at a specific and identifiable scale factor.*
2. Student Handout, refer to the Microsoft Word document found in this folder titled:
“Estimate Material Quantities Student Handout 4”
3. Teacher PowerPoint Presentation, refer to PowerPoint document found in this folder
titled: “Estimate Material Quantities Presentation”
4. A Sample .PDF of the Printfreegraphpaper.com at ¼” scale is provided.
5. A sample spreadsheet of materials to calculate is also found in this folder. “Estimate
Material Quantity Sample Spreadsheet.”
*NOTE: If students do not have access to print such documents, you may use the ones
provided.
“Estimate Material Quantity Student Handout 1” which is a simple floor plan.
“Estimate Material Quantity Student Handout 2” which is a simple elevation.
“Estimate Material Quantity Student Handout 3” which is another simple elevation.
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Materials Needed:
1. Architectural and/or Engineering scale.
2. Graph Paper, @ ¼” scale.*
3. Pencils with erasers.
4. A collection of various sized cardboard boxes.
• Suggestions: a deck of cards, a pizza box, a facial tissue box, a children’s fast food
meal box, a copy paper box, a large storage box, etc…
* NOTE: Graph Paper, of most grid sizes and variations, can be found at this website:
www.printfreegraphpaper.com. If you don’t have pads of graph paper but have a computer with
internet access and a printer, this could be a source for this required material.
Equipment Needed:
1. Teacher computer workstation.
2. Printer, black and white 8 ½” x 11”
3. Overhead projection screen that can exhibit teacher’s monitor.
4. Flat bed scanner (or a copy machine in the teacher’s work room will do).*
* NOTE: Quite often, when copying scaled drawings, the scale of the original gets reduced ever
so slightly. Take caution with copying scaled documents that you intend students to take
measurements from as they often are inaccurate representations. Using a graphic scale when
reproducing documents eliminates the inaccuracies caused by the shrinking/expanding of the
copy machine. Suggestion: Test your documents first before running classroom sets and
student copies. Make adjustments to the scaling as necessary.
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Learner Preparation:
• Each student is placed in a Team of 3-4 students; these groups are preferably balanced
with students of varied skill levels and learning styles. Also, if there is a group of
students with much slower learning processes or difficulty with English proficiency, you
would place them accordingly.
•
Refer to “Teacher Preparation” above for list of specific lessons students should already
be versed in.
•
Each student receives proper Materials and Handouts after the “Introduction” as scripted
below.
•
Definition of various vocabulary words should be prominently placed in a visible location
in the room:
Building Materials: The substance of what the project is made of. For example, a
house is built of concrete, masonry, wood, glass, fiberglass, shingles, etc.
Quantity: A specific amount and/or an exact number.
Quantity Survey: A detailed list of all materials and equipment for a project.
Estimate: To calculate approximately. A rough calculation of quantity or size.
Square footage: Also referred to as “area” in math terms.
The multiplication of width x length.
Volume: The multiplication of length x width x height.
Scale factor: a ratio that compares the size of an object in real life to the size as it is
seen on a document.
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Introduction
Introduction (LSI Quadrant I):
Students enter and find a collection of cardboard boxes (of various shapes and sizes) spread
around the focal point of the classroom. Each box is labeled “A”, “B”, “C”, etc. Students are to
gather at their assigned work stations, which are already arranged in small work groups of 3-4
students each.
SAY: Our goal today is to determine the material quantities for our small house design. We’ve
got the documents from CAD printed to scale. It’s like a recipe for building a house! Figure out
what ingredients you need, how to measure them, and then finally how much you need of each
ingredient we are “cooking” with.
ASK: How are we supposed to measure the parts of the house? (Prompt and wait for student
responses. Then discuss correct answers.) What parts need to get measured, and how do we
know how to measure them correctly? (Prompt and wait for student responses. Then discuss
correct answers.)
SHOW: These boxes represent simplified versions of our house. They will help us practice our
math skills at estimating volume and area.
SAY: Let’s take a look at area first. (Teacher grabs a small box from the collection.)
ASK: Who can demonstrate how to calculate the area of the top of this box? (Teacher waits for
student response.)
SHOW: In Architecture and Construction, what else do we call “area”? (Responses can vary…
square inches, square feet, etc.)
ASK: Let’s take a look at volume, using this same box. How is the volume different from the
area?
SAY: So area and volume, both simple math concepts, can help us determine the amount of
materials we need for our project.
ASK and SHOW: What sort of materials do we need to calculate on our house? Let’s take a
look. (Refer to sample spreadsheet of building materials to get an idea of what quantities you
investigate: “Estimate Material Quantity Sample Spreadsheet”.)
SAY: When we estimate materials, we have to know what increment of measurement the
materials are sold in.
ASK and SHOW: How do you think we should calculate a material like paint? (Prompt and wait
for student responses. Then work through a demonstration.) How about window glass? (Prompt
and wait for student responses. Then work through a demonstration.) How about concrete?
(Prompt and wait for student responses. Then work through a demonstration.)
SAY: I think we are ready to begin! Let’s tackle this together in teams. Every Team, please
nominate 1 representative to come get supplies for your Team now, as we are ready to begin.
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Outline
Outline (LSI Quadrant II):
• Instructor uses the PowerPoint presentation to help with the activities pace and
sequencing.
• Instructor will ensure that all Student Teams (STs) receive the required materials:
• Printed copies of the Floor Plan and at least 1 Elevation to work with. (Estimate
Material Quantity Handout 1-3)
• Scale and/or a standard ruler.
• Graph paper- 1 sheet for each student.
• One of the cardboard boxes from the Introduction.
• Estimate Material Quantities Student Handout 4. This is the handout they must
turn in for the grade.
•
Instructor Reviews the “Notes to Instructor” below that correlate with the sequencing and
Pacing, the Handout, and of course the Objectives Outline.
MI
I.
Outline
Square Footage: Student will accurately
measure the square footage, or area, of a space
to determine the total square footage of a
material that is needed.
A.
B.
C.
D.
Reading a Ruler and/or Architectural Scale.
Discern between feet and inches.
Linear dimensions.
Accurate mathematical computations of
multiplication. (Length x width)
E. Rounding amounts to nearest whole number.
F. Using correct increment.
II. Volume: Student will accurately measure the
volume of a space to determine the total volume
of a material needed.
.
A. Reading a Ruler and/or Architectural Scale.
B. Discern between square inches and cubic
inches.
C. Discern volume as the measurement of a
space inside an object or as a solid object
itself.
D. Accurate mathematical computations of
multiplication. (Length x width x height)
E. Rounding amounts to nearest whole number.
F. Using correct increment.
Notes to Instructor
STs respond to
Question 1 prompted
on the Handout. STs
must calculate the
number of square
inches for both the
cardboard box their
Team has, and the
interior floor area for
the house plan.
STs mark their
responses on their
Handouts accordingly.
STs respond to
Question 2 prompted
on the Handout. STs
must calculate the
volume of cubic
inches for both the
cardboard box their
Team has, and the
interior floor area for
the house plan.
STs mark their
responses on their
Handouts accordingly.
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III. % Waste: Student will estimate the percentage
of waste of the material to be expected on site.
A. Most building materials require a % of waste.
Expected waste varies by the product.
Wise building material estimation requires
judicious estimation of materials to ensure the
project does not buy too little (causing delays
on the job site) and does not buy too much
(causing excessive spending and
inappropriate usage of budgeted funds).
B. Example given for this exercise is Flooring.
Suggested % of waste for this material is 10%.
STs respond to
Question 3 prompted
on the Handout. STs
must calculate the %
of waste of material
expected for both the
cardboard box their
Team has, and the
interior floor area for
the house plan.
STs mark their
responses on their
Handouts accordingly.
If the exact Required Building Material to
complete the project is 100%, then the
Building materials that need to be ordered
would be 10% more than that, or 110%.
Multiply exact area by 1.1 to find the total
amount to order. The difference between
this figure and the exact required figure is
the waste.
C. Rounding amounts to nearest whole number.
D. Accurate mathematical computation of
multiplication.
E. Using the correct increment.
IV. Units: Student will differentiate the different units
of measurement used for the materials.
A. What units, or increments, are we using?
B. What units could we use instead?
Yards or
Meters
Centimeters
But those are METRIC! Yes! They are!
C. How do we discern the difference between
SQUARE units and CUBIC units?
D. Use the correct increment of measurement.
STs respond to
Question 4 prompted
on the Handout. STs
must describe what
units, or increments,
of measurement they
are using. Then what
other types they think
could be used that
measure the same
types of
measurements.
STs mark their
responses on their
Handouts accordingly.
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V. Converting: Student will accurately convert units
of measurement.
A. How many square inches are in a foot? How
many square feet are in a square yard? Etc.
B. Cross multiplication and fractions.
C. Rounding to whole numbers.
D. Accurate mathematical computation of cross
multiplication and division.
E. Examine the difference between converting
from smaller increments to larger increments,
and vice versa.
VI. Standards Units Of Materials: Student will
relate material quantities to basic industry
standards for quantifying building material.
A. Refer to document “Estimate Material
Quantity Sample Spreadsheet” to get ideas
on what materials COULD be measured.
B. Different products are sold in different
quantities for various reasons such as size,
typical volume usage, and ease of
transportation.
C. Some materials are sold as individual items,
others in groups of convenient quantities, and
others are sold as partners with other pieces
that are relative.
D. Unit of measurement we take may not be the
same incremental unit that the building product
is sold in, so we must be skilled at converting
units in order to calculate costs of materials
and quantities of units to be ordered.
Verbal
Linguistic
Logical
Mathematica
l
Visual
Spatial
Musical
Rhythmi
c
Bodily
Kinestheti
c
Intrapersonal
STs respond to
Question 5 prompted
on the Handout. STs
must convert the
areas of their box tops
and their interior
dimensions of the
house’s floor plan
from square inches to
square feet.
STs mark their
responses on their
Handouts accordingly.
STs respond to
Question 6 prompted
on the Handout. STs
must list other
materials they think
we need to quantify in
order to build this
project.
STs mark their
responses on their
Handouts accordingly.
Teacher follows up on
these in End of Class
Wrap Up, and gives
examples.
Interpersona
l
Naturalis
t
Existentialis
t
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10
Application
Guided Practice (LSI Quadrant III): Student Teams Activity, as described above in the
“Introduction, Outline, Student Handout, and PowerPoint Presentation.”
Independent Practice (LSI Quadrant III): On Graph Paper, the students will answer 3 common
concept questions that were covered in the Student Team Activity and Handout. At the end of
class Wrap Up, these answers will be discussed
Summary
Review (LSI Quadrants I and IV):
Students will gather for guided group discussion, topics to include the correct answers from the
Independent Graph Paper Questions as well as the 6th and final Objective from the Outline and
the correlating Student Handout. Teacher guides discussion to summarize what was learned
today.
Evaluation
Informal Assessment (LSI Quadrant III):
During the 30 minutes or so of group activity when students are working together in teams,
teacher practices active classroom monitoring and regular checking for understanding by
individuals while moving around from team to team.
Formal Assessment (LSI Quadrant III, IV):
Students should be able to exhibit knowledge independently - with drawings, numbers, and
words - the completeness of their understanding of building material calculation. The most
common math concepts involved are “multiplication” and “division.”
Formal assessments should take place regularly so as not to overload them, suggesting several
mid-unit projects where students must draw their own documents or decipher ready-made
documents. Rubrics can be supplemented by peer-to-peer “criteria charts.”
Refer to the “Estimating Material Quantity Rubric” document for assessment of the group
Student Team activity with the Student Handouts, as well as the assessment of individual
comprehension with the Graph Paper exercise.
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Extension
Extension/Enrichment (LSI Quadrant IV):
Advanced students can take it further in their knowledge of basic building material quantity
estimations by posing more difficult queries to them.
A rigorous approach might be supplying the students more complicated and advanced
documents which incorporate various geometrical shapes and complicated adjacent spaces.
Students can also be challenged by converting units to metric.
Students can be prompted to find material prices by unit, then return to the construction
documents and measure for those units.
Students can be challenged to observe the special arrangement, and thus asked to separate
large areas and volumes (by utilizing percentages) into smaller areas and volumes based on
special usage. This way, they can determine the amount of building materials being used in
spaces such as Circulation, Office, Mechanical, etc.
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Estimate Material Quantity
Student Handout to be turned in for Daily Work Group Exercise
Principles of Architecture and Construction
What do we need to estimate and how much will we have? It’s a Recipe for Building.
Team Members: 1
4
Assignment Summary:
The concepts learned in math class carry over into
everyday problems in the fields of Design and
Construction. Area. Volume. These may be words
you’re used to hearing in math class, but today we
are going to begin to see just how important they
are to workers and tradesmen! They will help us
make accurate and educated estimations as to how
much of the various building materials we need to
build our project.
Column 1
Question
#
Question(s) for the Team to Answer:
Square Footage
1
2
5
3
6
Instructions:
Each Team will start with their cardboard box, and take specific measurements from it.
Use the Ruler, the Scale, and this Handout to work through each Question.
As a Team, when you finish with the cardboard boxes, you will take your Floor Plan and
Elevation and make similar calculations off of the documents that you took from the
boxes.
Cardboard Box
Write out your calculations here:
Floor Plan and Elevation Documents
Write out your calculations here:
Calculate the number of SQUARE INCHES
you find for:
• the top of the box
and
• the interior floor area.
You can round these figures to the
nearest whole number for this exercise!
(Example: 3 ½ in x 3 ½ in = 12 square
inches)
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Page 1 of 4
Estimate Material Quantity
Student Handout to be turned in for Daily Work Group Exercise
Question
#
Question(s) for the Team to Answer:
Volume
2
Principles of Architecture and Construction
Cardboard Box
Write out your calculations here:
Floor Plan and Elevation Documents
Write out your calculations here:
Cardboard Box
Write out your calculations here:
Floor Plan and Elevation Documents
Write out your calculations here:
Calculate the number of CUBIC INCHES
you find for:
• the entire box
and
• the interior of the house.
You can round these figures to the
nearest whole number for this exercise!
(Example: 3 ½ in x 3 ½ in x 3 ½ in = 43
cubic inches)
3
Question(s) for the Team to Answer:
% Waste
Let’s pretend we are using hardwood
flooring. For this material, use 10% of
material as waste.
What is 110% of your total area of your
cardboard box and your house’s interior
floor area?
Hint: Multiply your Total Area by 1.1.
Calculate the % waste for:
• the top of the box
and
• the interior floor area.
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Page 2 of 4
Estimate Material Quantity
Student Handout to be turned in for Daily Work Group Exercise
Question
#
Question(s) for the Team to Answer:
Units
4
What units are you measuring the AREA and
VOLUME in for your box and for your house?
Principles of Architecture and Construction
Cardboard Box
Write out your answers here:
Floor Plan and Elevation Documents
Write out your answers here:
What other units do you think you could
measure them in?
5
Cardboard Box
Question(s) for the Team to Answer:
Converting
Write out your calculations here:
Floor Plan and Elevation Documents
Write out your calculations here:
Convert the Square footage for:
• the top of the box
and
• the interior floor area
from SQUARE INCHES to Square FEET.
There are 12 inches in a foot.
Example: 3 inches = 3/12 foot
-or- .25 feet
If
3 in x 3 in = 9 square inches
Then
.25 ft x .25 ft = .0625 square feet
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Page 3 of 4
Estimate Material Quantity
Student Handout to be turned in for Daily Work Group Exercise
6
Question(s) for the Team to Answer:
Standards units of materials
Some materials are purchased in different
increments of measurement than what we’ve
calculated them as.
Principles of Architecture and Construction
Floor Plan and Elevation Documents
Write your list of materials to be measured here:
In the column to the right, list some materials
you think we will need to measure and we
will discuss them in the End of Class Wrap Up.
When your Team has completed this exercise, you will turn it in.
SUMMARY AND REFLECTION:
Individually, you will take a piece of the Graph paper provided; and write your name at the top.
Draw a grid of 12 squares by 12 squares. Each Square represents ¼ inch x ¼ inch.
Answer these questions:
1. How many Square Inches can we fit inside this square?
2. How many Square Feet does this entire square represent?
3. How many of these shapes would we need to make a whole square foot?
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Page 4 of 4
Teacher Instructional Reference
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
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20
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1
ID
General
GN1
GN2
GN3
GN4
GN5
GN6
Subfloor
SF1
SF2
SF3
3
Floor Size
1
1
1
1
1
1
1
1
1
Estimate Material Quantity
4
97 1/8 high wall
3/4" thick
2x12" 16" OC
2x6" 16" OC
5
Description
6
7
8
9
10
11
12
Count Extra Unit Price % Mark up Labor Equipment
Siding-6
heated ceiling area
heated floor area
heated wall area
heated glass area
heated door area
78
0
ft
374.00 0.00 sq ft
374.00 0.00 sq ft
587.00 0.00 sq ft
24.00 0.00 sq ft
20.00 0.00 sq ft
Hickory2r(30)
floor joists
ceiling joists
1
4x12"
door/window header
10
Siding
S1
S2
S3
1
1
1
7" wide
4'x8'x5/8"
Siding Tan1
Plywood-hrz
house wrap
1285
0
ft
22
0
687.00 0.00 sq ft
Roofing
R1
R2
R3
R4
R5
R6
R7
R8
R9
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Insulation
IN1
1
1x4-16ft+
1x4-16ft+
1x7-36"
1x4-16ft+
7 in
4x8' sheets
2x6" 16" OC
2x8"
12x16x48" batts
exterior sill
ext. window casing
door threshold
ext. door casing
ext. door jamb
gutter: Default Gutter
ridge cap
hip ridge cap
roofing material
roof sheathing
rafters - fir
eave fascia
metal drip edge
downspout
ceiling insulation
7
24
1
17
17
91
9
55
561.00
18
512
91
91
4
70
0
0
0
0
0
0
0
0
0
0
0
0
0
0
13
14
15
16
17
Total Cost Supplier Code Comment Manufacturer
Subtotal:
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
Subtotal:
$0.00
$0.00
$0.00
$0.00
374.00 0.00 sq ft
340
0
ft
340
0
ft
Framing
F1
Ext Trim
EX1
EX2
EX3
EX4
EX5
Building Material Quantity Sample Spreadsheet
ft
$0.00
Subtotal:
$0.00
$0.00
$0.00
$0.00
Subtotal:
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
Subtotal:
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
ft
ft
ft
ft
ft
ft
ft
0.00 sq ft
ft
ft
ft
0
$0.00
Page 1 of 2
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Teacher Instructional Reference
1
1
43
44
45
46
47
48
49
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68
69
Estimate Material Quantity
ID
IN2
IN3
3
4
Floor Size
1
12"x16"x48" batts
1
6"x16"x93" batts
5
Description
floor insulation
wall insulation
Flooring
FL1
1
Carpet-A2(20)
Wall Brd
WB1
WB2
1
1
4'x8'x1/2"
4'x8'x1/2"
Sheetrock
Sheetrock 1/2"
Building Material Quantity Sample Spreadsheet
6
7
8
9
10
11
12
Count Extra Unit Price % Mark up Labor Equipment
70
0
55
0
Subtotal:
335.00
20
10
0.00 sq ft
$0.00
0
0
Subtotal:
Windows
W1
1
36"x48"
Doors
D1
D2
D3
D4
1
1
1
1
36"x80"x1 3/4R
Int Trim
T1
T2
T3
T4
1
1
1
1
1x4-16ft+
1x4-16ft+
1x4-16ft+
1x4-16ft+
double hung
ext. 2 Panel 2 Glass
handle: knob
handle: lever (ext.)
hinge: hidden
window apron
sill
interior casing
base molding
2
1
1
1
3
7
7
42
76
$0.00
$0.00
$0.00
0
$0.00
0
Subtotal:
$0.00
$0.00
$0.00
$0.00
$0.00
Subtotal:
$0.00
$0.00
$0.00
$0.00
$0.00
Total:
$0.00
0
0
0
0
0
0
0
13
14
15
16
17
Total Cost Supplier Code Comment Manufacturer
$0.00
$0.00
$0.00
ft
ft
ft
ft
Page 2 of 2
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24'-6"
10'-9"
3'-0"
10'-9"
15'-3"
3'-0"
10'-4 3/8"
15'-3"
3068
1'-10 5/8"
3040
3040
10'-9"
3'-0"
24'-6"
10'-9"
Student’s Name
1. How many Square Inches can we fit inside this shape?
9 square inches
2. How many Square Feet does this entire shape
represent?
9 square inches
.0625 square ft
144 square inches
X
1 square ft
3. How many of these shapes would we need to make a
whole square foot?
144 square inches in a square foot
=
16
9 square inches in this shape
UNT in partnership with TEA. Copyright ©. All rights reserved
PrintFreeGraphPaper.com
Estimate Material Quantity
Student Handout to be turned in for Daily Work Group Exercise
Principles of Architecture and Construction
Did the students work as a Team?
Team Members: 1
Assignment Summary:
The concepts learned in math class carry over into
everyday problems in the fields of Design and
Construction. Area. Volume. These may be words
you’re used to hearing in math class, but today we
are going to begin to see just how important they
are to workers and tradesmen! They will help us
make accurate and educated estimations as to how
much of the various building materials we need to
build our project.
Column 1
Question
#
Question(s) for the Team to Answer:
Square Footage
1
Calculate the number of SQUARE INCHES
you find for:
• the top of the box
and
• the interior floor area.
Completely=10 pts Somewhat=5 pts Not at all=1 pt
4
2
5
3
6
Instructions:
Each Team will start with their cardboard box, and take specific measurements from it.
Use the Ruler, the Scale, and this Handout to work through each Question.
As a Team, when you finish with the cardboard boxes, you will take your Floor Plan and
Elevation and make similar calculations off of the documents that you took from the
boxes.
Cardboard Box
Floor Plan and Elevation Documents
Write out your calculations here:
Write out your calculations here:
Did Students in the Group
calculate the number of
Square Inches of the top of
their cardboard box correctly?
Did Students in the Group calculate the number of
Square Inches of their house’s floor plan correctly?
Completely=5 pts
Almost had it=3 pts
Not at all=1 pt
Completely=5 pts
Almost had it=3 pts
Not at all=1 pt
You can round these figures to the
nearest whole number for this exercise!
(Example: 3 ½ in x 3 ½ in = 12 square
inches)
UNT in partnership with TEA. Copyright ©. All rights reserved.
Page 1 of 5
Estimate Material Quantity
Student Handout to be turned in for Daily Work Group Exercise
Question
#
Question(s) for the Team to Answer:
Volume
2
Calculate the number of CUBIC INCHES
you find for:
• the entire box
and
• the interior of the house.
Principles of Architecture and Construction
Cardboard Box
Write out your calculations here:
Floor Plan and Elevation Documents
Write out your calculations here:
Did Students in the Group
calculate the number of cubic
Inches of the entire cardboard
box correctly?
Did Students in the Group calculate the number of cubic
Inches of interior of their house correctly?
Completely=5 pts
Almost had it=3 pts
Not at all=1 pt
Completely=5 pts
Almost had it=3 pts
Not at all=1 pt
You can round these figures to the
nearest whole number for this exercise!
(Example: 3 ½ in x 3 ½ in x 3 ½ in = 43
cubic inches)
3
Question(s) for the Team to Answer:
% Waste
Let’s pretend we are using hardwood
flooring. For this material, use 10% of
material as waste.
What is 110% of your total area of your
cardboard box and your house’s interior
floor area?
Hint: Multiply your Total Area by 1.1.
Cardboard Box
Write out your calculations here:
Floor Plan and Elevation Documents
Write out your calculations here:
Did Students in the Group
Did Students in the Group calculate the number of 10%
calculate the 10% waste of the waste of their house’s floor plan correctly?
top of their cardboard box
Completely=5 pts
correctly?
Almost had it=3 pts
Completely=5 pts
Not at all=1 pt
Almost had it=3 pts
Not at all=1 pt
Calculate the % waste for:
• the top of the box
and
• the interior floor area.
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Page 2 of 5
Estimate Material Quantity
Student Handout to be turned in for Daily Work Group Exercise
Question
#
Question(s) for the Team to Answer:
Units
4
What units are you measuring the AREA and
VOLUME in for your box and for your house?
What other units do you think you could
measure them in?
Principles of Architecture and Construction
Cardboard Box
Write out your answers here:
Floor Plan and Elevation Documents
Write out your answers here:
Did Students in the Group
write out the units (or
increments) being used in this
lesson? Did they write out
other types of units (even
metric ones) that could be
used instead?
Did Students in the Group write out the units (or
increments) being used in this lesson? Did they write
out other types of units (even metric ones) that could
be used instead?
Completely=10 pts
Almost had it=5 pts
Not at all=1 pt
Completely=10 pts
Almost had it=5 pts
Not at all=1 pt
5
Cardboard Box
Question(s) for the Team to Answer:
Converting
Convert the Square footage for:
• the top of the box
and
• the interior floor area
from SQUARE INCHES to Square FEET.
There are 12 inches in a foot.
Floor Plan and Elevation Documents
Write out your calculations here:
Write out your calculations here:
Did Students in the Group
convert the area of the top of
their cardboard box from
square inches to square feet
correctly?
Did Students in the Group convert the area of the
interior floor of their house’s floor plan from square
inches to square feet correctly?
Completely=10 pts
Almost had it=5 pts
Not at all=1 pt
Completely=10 pts
Almost had it=5 pts
Not at all=1 pt
Example: 3 inches = 3/12 foot
-or- .25 feet
If
3 in x 3 in = 9 square inches
Then
.25 ft x .25 ft = .0625 square feet
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Page 3 of 5
Estimate Material Quantity
Student Handout to be turned in for Daily Work Group Exercise
6
Question(s) for the Team to Answer:
Standards units of materials
Some materials are purchased in different
increments of measurement than what we’ve
calculated them as.
In the column to the right, list some materials
you think we will need to measure and we
will discuss them in the End of Class Wrap Up.
Principles of Architecture and Construction
Floor Plan and Elevation Documents
Write your list of materials to be measured here:
Did Students in the Group make a list of materials they think will need to be measured?
Wrote a list of numerous materials and put some thought into it=10 pts
Attempted a list, but did not get very far=5 pts
Didn’t even attempt to write a list=1 pt
When your Team has completed this exercise, you will turn it in.
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Page 4 of 5
Estimate Material Quantity
Student Handout to be turned in for Daily Work Group Exercise
Principles of Architecture and Construction
SUMMARY AND REFLECTION:
Individually, you will take a piece of the Graph paper provided; and write your name at the top.
Draw a grid of 12 squares by 12 squares. Each Square represents ¼ inch x ¼ inch.
Answer these questions:
1. How many Square Inches can we fit inside this shape?
9 square inches
2. How many Square Feet does this entire shape represent?
9 square inches
.0625 square ft
X
144 square inches
1 square ft
3. How many of these shapes would we need to make a whole square foot?
144 square inches in a square foot
9 square inches in this shape
=
16
Did each Student INDEPENDENTLY and successfully write down his/her answers to these three questions on their Graph Paper, with their name at
the top, and turn it in before the Wrap Up at the end of class?
Completely answered all three questions correctly = 10 pts
Attempted all three questions, but didn’t quite get the right answers = 5 pts
Didn’t even attempt or did not turn it in = 1pt
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Page 5 of 5