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Launch

Groups of 2
Display the image.
“What is an estimate that’s too high? Too low? About right?”
1 minute: quiet think time

Activity

“Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.

Student Task Statement

What is the total cost of all the labeled items in the bus?

Record an estimate that is:

too low	about right	too high

Student Response

to access Student Response.

Advancing Student Thinking

Are You Ready for More?

Activity 1

35 mins

What’s the Cost?

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Materials from a previous lesson

Activity Narrative

The purpose of this activity is for students to calculate the cost of finishing a room in the tiny house they designed. Students will have a cost sheet with common items, but, if time permits, students could research the cost of additional items that are not listed. Also, the lesson could be extended by having students finish a second room in their tiny house design.

When students decide which room to work on and which items to purchase for the room, with a constraint of $1,000, they model with mathematics (MP4).

MLR8 Discussion Supports. Prior to solving the problem, invite students to make sense of the items on the cost sheet. Monitor and clarify any questions about the context.
Advances: Reading, Representing

Action and Expression: Internalize Executive Functions. Synthesis: To support working memory, provide students with access to sticky notes or mini whiteboards.
Supports accessibility for: Memory, Organization

Launch

Groups of 2
“Work independently to calculate the cost of finishing a room in the tiny house you designed. You have a budget of $1,000. You’ll have some time to work with a partner after you’ve spent some time working independently.”

Activity

10–12 minutes: independent work time
“Now, you can spend some time working with your partner or continue working independently. If you choose to work independently, still be available to your partner if they need help thinking about their design.”
10–15 minutes: partner or independent work time
Monitor for what students use to finish their rooms and encourage them to include critical items, such as flooring and plumbing, in rooms where they’re required.

Student Task Statement

Choose a room from your tiny house to finish. Use the cost sheet to calculate the cost of finishing the room in your tiny house. Your budget is $1,000.

item	cost
flooring: tile wood carpet	$5 for each square foot $4 for each square foot $2 for each square foot
paint	$25 for each gallon (up to 400 square feet)
bathroom plumbing	$379
toilet	$138
bathroom sink and faucet	$112
kitchen plumbing	$253
kitchen sink and faucet	$227
cabinets	$90 for each foot
shelving	$20 for each foot

item	cost
dishes, cups, forks, spoons, etc.	Prices vary. Research or estimate cost.
dishwasher	$389
portable stove	$174
furniture	Prices vary. Research or estimate cost.
compact washer/dryer combination	$225
bed	$189

Activity Synthesis

Display students' work.
“Take some time to walk around and see what room your classmates chose to finish and how they finished the room. Write down something that you notice and something that you wonder.”
3–5 minutes: independent work time
1 minute: partner discussion
Share responses.

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Course

Unit

Lesson

Settings

Language

Audience

Assessment Access

Lesson 5

Tiny House: Cost

Warm-up

Estimation Exploration: Cost of a Room

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

What’s the Cost?

Standards Alignment

3.NBT.2

3.OA.8

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Lesson Synthesis

Have feedback on the curriculum?

Standards Alignment

3.OA.8

Student Response

Advancing Student Thinking

Are You Ready for More?