Creating the Blueprints
Overview
 This lesson is intended to further students’ knowledge about the process of design, focusing on the mathematics and procedures of creating floor plan blueprints.
Estimated Time
Materials
 Graph paper
 Rulers
 Protractors (optional)
 Compasses (optional)
 Pens or pencils
 Example of a blueprint (links included below)
Objectives
 The students will learn the process and procedures of designing a onestory building.
 Student designs should be correctly proportional, drawn to scale, labeled properly. Straightedges and compasses should be used.
National Standards Addressed
 Math (Presented by National Council of Teachers of Mathematics in 2000)
 Geometry
 Specify locations and describe spatial relationships using coordinate geometry and other representational systems
 Use visualization, spatial reasoning, and geometric modeling to solve problems
 Measurement
 Apply appropriate techniques, tools, and formulas to determine measurements
 Problem Solving
 Solve problems that arise in mathematics and in other contexts
 Apply and adapt a variety of appropriate strategies to solve problems
 Communication
 Communicate their mathematical thinking coherently and clearly to peers, teachers, and others
 Use the language of mathematics to express mathematical ideas precisely
 Connections
 Recognize and apply mathematics in contexts outside of mathematics
 Science (Presented by National Research Council in 1996)
 Unifying Concepts and Processes
 Evidence, models, and explanation
 Science and Technology
 Abilities of technological design
 Technology (Presented by the International Society for Technology in Education in 1998)
 Social, ethical, and human issues
 Students understand the ethical, cultural, and societal issues related to technology
 Technology productivity tools
 Students use technology tools to enhance learning, increase productivity, and promote creativity
Engagement Activity (optional)
 Using the aerial photographs from Google Earth of Yankee Stadium and the
Orange Bowl Stadium, have students find distinguishing marks of both fields (e.g.: 1st base, 2nd base, 3rd base, home, infield,
outfield, 50 yard line, end zones, etc.).
 We want the students to picture an object from an aerial point of view, and then to freehand draw it.
 Instruct the students to picture themselves being in an airplane, looking out the window, and looking down on their house, playground, or schoolyard.
 Suggest the fly's perspective from the ceiling looking down on a dining, living room, or bathroom, or from the top of a tall building looking down at the
street.
Instructional Plan
Ask students what architects might consider when designing a building. Discuss the need to consider the weather and other natural phenomena (hurricanes,
tornados, earthquakes). Tell students they are going to create the plans for an office building. The plan is called a blueprint. It is usually drawn by architects and used by engineers and interior designers. Explain that a blueprint is an aerial view of a building without a roof. (Other sections of the blueprint show the roofline, front
view, and side view of the building.) Students will draw an aerial view on graph paper. The actual building is 50 feet by 50 feet. The blueprint will be drawn to a scale
that fits the graph paper. Have students determine an appropriate scale. Each drawing should contain the following:
Entrances, exits, windows, doors, and supports should be labeled. The drawing should also contain a key to indicate the scale used. Students should calculate
area and perimeter for each room. Post areas should be deducted where needed.
Sustaining, Concluding, or Extending Activities (optional)
 Concluding

 Students will share their drawings with their classmates, explaining why they used a particular design.
 Extending

 Students create the design made in this lesson on a computer.
 Add electrical outlets, lights, switch plates, furniture and office appliances (e.g. photocopiers) to the design.
 Create a blueprint of their original idea from the engagement activity.
Evaluation and Assessment

 Teacher will collect the students’ blueprints as an evaluation tool, looking at the following criteria
 Student design fulfills required guidelines for number of doors, windows, and rooms. Student design fulfills required placement guidelines for support
column placement and exterior doors
 Student design uses an appropriate scale factor
 Student accurately determines perimeter and area in the design
 Higher points can be given for creativity and accuracy in details
EResources, Print Materials, and Handson Activities

 Example Floor plan:
 Aerial Photography for engagement activity:

 Though not necessary for this lesson plan, Google Earth can be
downloaded free to find more aerial views of worldwide locations: