Lesson Plan
Course Title: Principles of Architecture and Construction
Session Title: How much is this house?
Performance Objective:
After completing this lesson the student will be able to explain what is involved in developing an
estimate of building costs. Student will be able to estimate the basic costs of a house using the
square foot or cubic method. Students will estimate the cost of a house according to the
parameters given to them in the following lesson.
Specific Objectives:
•
•
•
•
•
•
The student will identify various methods to estimate the cost of building a house.
The student will define basic estimating vocabulary.
The student will identify basic materials used to build a house.
The student will solve a cost estimating problem by using different methods.
The student will identify variables that affect costs of building a house.
The student will evaluate and compare various cost estimating methods.
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.
130.42 (c)(1)(A)
…use appropriate geometric formulas and calculations to determine areas and volumes of
various structures and estimate materials and supplies…
130.42 (c)(1)(D)
…use dimensions, spaces, and structures calculations to estimate materials and supplies…
130.42 (c)(5)(A)
…complete reports and documents to comply with project requirements…
130.42 (c)(5)(B)
…compose an accurate and organized diary or log of work…
130.42 (c)(5)(C)
…write reports and documents such as estimates, permits, memos, and technical reports…
130.42 (c)(5)(D)
…write reports and work orders that meet industry standards…
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Interdisciplinary Correlations:
Math:
111.36 (c)(1)(a)
…compare and analyze various methods for solving a real-life problem…
111.36 (c)(1)(b)
…use multiple approaches (algebraic, graphical, and geometric methods) to solve problems
from a variety of disciplines…
111.36 (c)(1)(c)
…select a method to solve a problem, defend the method, and justify the reasonableness of the
results…
111.36 (c)(3)(a)
… formulate a meaningful question, determine the data needed to answer the question, gather
the appropriate data, analyze the data, and draw reasonable conclusions…
111.36 (c)(3)(b)
… communicate methods used, analyses conducted, and conclusions drawn for a data-analysis
project by written report, visual display, oral report, or multi-media presentation…
Teacher Preparation:
Teacher will review the terms in the outline, PowerPoint and handouts to become familiar with
lesson.
Teacher should attempt to solve several different versions of the given estimating problem to
compare their given results.
Teacher can have the given websites prepped and ready for display during the lesson.
References:
www.building-cost.net
http://www.byoh.com/costestimating.htm
Utilize search engine for various pictures of houses.
Instructional Aids:
1. Display for PowerPoint, websites, pictures
2. Reference books
3. Reference websites
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Materials Needed:
1.
2.
3.
4.
Pen, pencils
Paper
Poster paper for display
Markers
Student results will be written on the poster paper for display and discussion at the end of
lesson. Poster board, matte board, butcher paper, etc., would be an acceptable substitute.
Equipment Needed:
1.
2.
3.
4.
Calculators
Poster board or material to write on and present student results
Board to display student work
Tape or magnets to hold up results
Learner Preparation:
Discuss material distribution and collection; clean up expectations, behavior and team
guidelines.
Introduction
Introduction (LSI Quadrant I):
SHOW: Throughout the introduction, show pictures of different houses of various sizes and
locations. Allow students to ask questions and discuss about pictures if they are unclear or
curious.
ASK: How many students live in a house? Do you know how much your parents paid for the
house?
SAY: Houses are a big investment of time and money. It takes many things to create a house
and to get it built. One of the big factors is money. We are going to investigate the basic costs
involved in building a house.
ASK: Have you ever seen a house being built? Do you ever wonder what are all the different
types of materials needed to build a house?
SAY: There are many different elements to a house: electrical, plumbing, structure, foundation,
etc. Each one has a certain cost and planning involved. You do not want your walls to be
enclosed before you put in the electrical wiring.
ASK: Have you ever thought about how all that material gets to a house jobsite?
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SAY: Most of the time, the materials are brought in by a truck from a local warehouse. But,
those materials may have come from somewhere else before they were at the warehouse.
ASK: Where are materials made or manufactured? How do they get from there to the house?
SAY: Sometimes materials may come from across the country or even overseas. They may
come by plane or trains. This is important because it can add to the overall cost of that particular
material.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
MI
Outline
Notes to Instructor
I. Cover the concept of cost estimating and how it
relates to the field of architecture.
Use PowerPoint and
websites as aid.
II. Define the terms used in the field.
Use PowerPoint as
aid.
III. Cover the two basic cost estimating methods and
the advanced method of cost estimating.
Use PowerPoint as
aid.
IV. Have a class discussion over the materials and
define basic materials for construction and give some
variables for 3 different houses.
(Sizes, lengths, heights, etc.)
Use PowerPoint as
aid.
V. Explain that each student (or groups) are to use
one of the given house scenarios, then choose a
method and estimate the cost of the house.
This is where the most
time will be used. Give
a definite stop time to
allow for discussion
and evaluation.
A. Assign teams (if needed)
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B. Hand out materials
C. Cover house criteria
D. Give time for independent work and
observe
E. Refocus class for discussion and findings
VI. Discuss with students how the different house
variables affected the outcome along with the various
methods utilized.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Evaluation can even
be homework
assignment if time
does not allow.
Allow students to lead
discussions. Point out
differences in methods
and which was easier
to use.
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Teacher will lead the students in a discussion of houses and their sizes. Students should be
asked to use houses they have seen in real life. Teacher can assign a scribe to write the
findings on the board. There should be at least 3 different scenarios.
Students will use one of the different scenarios for the exercise.
Optional: Students can be broken into small teams or groups for this exercise.
Independent Practice (LSI Quadrant III):
Students will have time to select one of the house options and calculate the cost using one of
the methods. Use the handouts as a guide for this exercise.
This is an excellent time for teacher to observe students and document with camera or other
device. This type of documentation is important for displays or reference.
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Summary
Review (LSI Quadrants I and IV):
Question: What method do you find to be the easiest? Why?
Question: What other factors can affect the cost of the house?
Answer: Weather, locations, distances materials travel, time of construction, etc.
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 addressed or brought up during summary time.
Formal Assessment (LSI Quadrant III, IV):
Students can describe what they feel can affect the final cost of the house.
Student can describe factors that could occur during construction that would affect cost.
Student can receive a grade for participation during the class discussions during the introduction
or evaluation time.
Student can receive a grade for turning in their work.
Extension
Extension/Enrichment (LSI Quadrant IV):
This lesson could be expanded into a longer time frame project. Students could have the time to
develop and create their own individual houses and estimate the costs.
Students could also be asked to use both methods to estimate the costs of the house and note
the differences.
Students can establish current rates for labor (carpenter, plumbers, etc.) and utilize that
knowledge to re-figure costs.
Students can utilize the information learned to further investigate careers in this field. Cost
estimators and specification writers are two areas related to this exercise.
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Principles of Architecture and Construction
How much is this house?
Handout
Vocabulary:
Structure: usually refers to any large, man-made object permanently fixed to Earth's surface, as a
result of construction. Structures can be made from different materials such as steel,
wood, or stone.
Estimating: refers to an organized effort to determine the costs of materials and labor and other
services required to build a house.
Specifications: are an explicit set of requirements to be satisfied by a material, product, or service
Drawings: These are construction drawings; usually architectural drawings with keyed notes
detailing the work required and types of materials to be used in constructing the
improvements; these are synonymous with Working Drawings.
Insurance: This is a promise of reimbursement in the case of loss; paid to people or companies so
concerned about hazards that they have made prepayments to an entity
Permit:
a legal document giving official permission to do something
Labor:
is productive work, especially physical work done for wages
Rise:
the vertical height of the ceiling to ridge of roof
Cost Methods:
Square Foot Method:
a method of estimating the cost of building a home by multiplying the
length of the house by the width.
Cubic Foot Method:
a method of estimating the cost of building a home by finding the area
of the house, then multiplying by the height
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Samples:
Square Foot Method:
Let’s say a house is 24’ x 60’ and has a garage of 20’ x 20’
The area of living would be 1,440 sq. ft. and the garage space would be 400 sq. ft.
Let’s assume a cost per square foot of $50
Then, area of living is 1,440 x 50 = $72,000
Garage, 400 x 25 = $10,000
So the estimated cost would be $82,000
Note: price does not include the land value
Cubic Foot Method:
Again, 24’ x 60’ house, with 20’ x 20’ garage
1,440 sq. ft. living area with height of 8’
1,440 x 8 = 11, 520 cu. ft. without attic
Attic rise is 4 ft., then 1,440 x 2 = 2,800 cu. ft.
11,520 + 2,800 = 14,440 cu. ft.
Assume cost per cubic foot is $5, then 14,440 x 5 = $72,200
Garage is 400 x 8 = 3,200 cu. ft., attic is 400 x 1 ½ (rise is 3 ft.) = 600 cu. ft.
3,200 + 600 = 3,800 x 2 ½ = $9,500
$72,200 + $9,500 = $81,700
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Rubric Template
Task Statement: __Cost Estimating_______
Task Assignment: _______________________________________
Criteria Concepts/Skills to be Assessed
Followed directions
(Possible 4 points)
Use of given house scenarios
Novice
1
Exemplary
4
No understanding and
not follow directions for
lesson
Understood and
followed some
directions for lessons
Understood and
followed most
directions for lesson
Understood and
followed all directions
for lesson
Did not utilize any of
the scenarios given
Did not fully use all the
data given for the
different house
scenarios
Utilized most of the
data given for the
different house
scenarios
Utilized all the data
given for the different
house scenarios
Did not use one of the
house estimating
formulas
Improperly used one of
the house estimating
formulas
Properly used one of
the house estimating
formulas
Accurately used one of
the house estimating
formulas
Did not understand or
utilize vocabulary
during tower lesson
Limited use of proper
vocabulary terms
Used vocabulary terms
improperly
Demonstrated proper
use of vocabulary
Students did not
identify any materials
Students identified
some materials
Students identified
most materials
Students accurately
identified and utilized
materials
(Possible 4 points)
Utilized one of the estimating
methods
Developing
2
Criteria Categories
(Novice to Exemplary)
Accomplished
3
(Possible 4 points)
Utilized technical vocabulary
(Possible 4 points)
Student identified materials
(Possible 4 points)
Total Points: 20
A = 20 – 17 points
B = 16 – 13 points
C = 12 – 9 points
D = 8 – 5 points
F = 4 – 0 points
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Points
Earned