Use a Floor Plan to Design a Room
Use a Floor Plan to Design a Room
Learners must select furniture from various print and online sources to furnish a single room in their home,
and then create a floor plan for the room.
- “Room design” handout
- List of furniture items with dimensions
- Floor Plan of a living room
- Ruler, pencil, eraser
![application/vnd.openxmlformats-officedocument.wordprocessingml.document](/modules/file/icons/x-office-document.png)
![application/pdf](/modules/file/icons/application-pdf.png)
A2. Interpret documents
Competency A: Find and Use Information
Task Group A2: Interpret documents
Level: 2
At this level, learners: Interpret simple documents to locate and connect information
Performance Descriptors
The learner:
- Performs limited searches using one or two search criteria
- Extracts information from tables and forms
- Locates information in simple graphs and maps
- Uses layout to locate information
- Makes connections between parts of documents
- Makes low-level inferences
- Begins to identify sources and evaluate information
Task Descriptors
- Scope of task is clearly defined
- Involves one document
- Uses a simple format
- Displays a limited amount of information
- Is typically up to one page in length
- May include unfamiliar elements (e.g. vocabulary, context, topic)
- Documents at this level may contain a paragraph or more of text
Examples:
- Forms
- Tables
- Simple graphs
- Street maps
- Simple flow charts
- Floor plans
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – A2.2
B3. Complete and create documents
Competency B: Communicate Ideas and Information
Task Group B3: Complete and create documents
Level: 2
At this level, learners: Create simple documents to sort, display, and organize information
Performance Descriptors
The learner:
- May draw on additional simple sources, such as a list
To complete documents, the learner:
- Uses layout to determine where to make entries
- Begins to make some inferences to decide what information is needed, where and how to enter the information
- Makes entries using a limited range of vocabulary
- Follows instructions on documents
To create documents, the learner:
- Follows conventions to display information in simple documents (e.g. use of font, colour, shading, bulleted lists)
- Sorts entries into categories
- Displays one or two categories of information organized according to content to be presented
- Identifies parts of documents using titles, row and column headings, and labels
Task Indicators
- Scope of task is clearly defined
- Involves one document up to two pages in length
- Has a simple format
- Requires multiple entries
- May contain entry fields that are not clearly labeled
- May include unfamiliar elements (e.g. vocabulary, context, topic)
- Documents at this level may require entering a paragraph or more of text
Examples:
- Forms
- Tables
- Hand-drawn maps
- Floor plans
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B3.2
C3. Use measures
Competency C: Understand and Use Numbers
Task Group C3: Use measures
Level: 1
At this level, learners: Measure and make simple comparisons and calculations
Performance Descriptors
The learner:
- Adds and subtracts whole number measurements
- Recognizes values in number and word format
- Recognizes simple, common shapes (e.g. circle, square, rectangle, triangle)
- Measures distance, length, width, height, weight, liquid volume, angles, and temperature
- Uses common measuring tools, such as rulers, scales, and thermometers
- Understands numerical order
- Makes simple estimates
- Begins to interpret integers (e.g. temperature, elevation)
- Chooses appropriate units of measurement (e.g. centimetres, metres, kilometres)
- Uses common standard units (e.g. metres, inches) and non-standard units (e.g. paces, cupfuls, scoops)
- Identifies and performs required operation
- Interprets and represents measures using whole numbers, decimals, and simple, common fractions (e.g. ½, ¼)
- Interprets and represents measures using symbols and abbreviations (e.g. inches as “, centimetres as cm, pounds as lbs, kilograms as kilos or kg)
- Follows apparent steps to reach solutions
- Rounds to the nearest whole unit (e.g. kilos)
- Uses strategies to check accuracy (e.g. estimating, using a calculator, repeating a calculation, using the reverse operation)
Task Descriptors
- Scope of task is limited
- Has a concrete and familiar context
- May require adding or subtracting measurements; operation is apparent
- May require the same operation to be performed more than once
- Requires up to a few steps to complete
- Has a set procedure
- Uses common units of measurement within the same system
- May involve one simple document, such as an office supply flyer
- Has a highly explicit purpose
- Uses whole numbers and/or simple common fractions or decimals
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – C3.1