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- Creativity
- Critical Thinking

Please note that students should use their existing world file from Making Homes: Lesson 2.

- CCSS.MATH.CONTENT.4.MD.A.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

Go through the pictures on the slideshow and brainstorm any thoughts and observations about how math can create walls and discuss the distributive property.

Use the students’ brainstorm comments to get them to understand of distributive property and how to find the amount of blocks that are in the walls. Once the students have made these connections, unveil the Big Idea.

**Math is needed to construct all buildings and measuring the area and perimeter of shapes are its tools. **

**Blueprint **

Pass out the Blueprint Worksheet and help the students as they design their rooms and plans for the walls. As students finish have them peer review each other's work then enter the Home Prototype World.

**Developing a Prototype**

To begin, have students load their world file from Making Homes - Lesson 1.

Students will have three activities to complete that will follow the worksheet:

1. Solve and build a math model on distributive property.

2. Change their biggest room into two rooms; a living room and kitchen. They will find the area for each room.

3. Design and build their walls, as well as find the number of blocks that are in the walls.

4 . Decorate the inside.

**Debrief **

1. What is the distributive property?

2. How can it help you make rooms?

3. How can perimeter help you make walls?

**Debrief: Fly up and look at your home**

Show off different students’ work and let them talk about how they did it.

**The student did all of the following: **

1. The student was able to create walls on their foundation by stacking loops of perimeters on top of one another and explain how walls = perimeter x height.

2. The student was able to design prototypes of floor plans on the worksheet and in creative mode.

3. The student was able to build and explain models on how Ax(B+C)=(AxB)+(AxC) and how it relates to their floor plan.

4. The student was able to find and explain the area and perimeter of a two-room floor plan.

5. The student was able to explain strategies on how they did the math, such as measuring and the length and width to find the area.

6. The student was able to build walls and rooms for a home in Survival World.

7. The student was able to show higher level thinking skills by changing equations to make new looks in their homes or realized and accounted for the difference between the measured perimeter and the amount of blocks in the perimeter.

- Creativity
- Critical Thinking

Please note that students should use their existing world file from Making Homes: Lesson 2.