FIRST NAME(s): ……………………………………………………………………..

SURNAME: ……………………………………………………………………………

CANDIDATE NUMBER: …………………………………………………………….

SCHOOL: GLEN VIEW 8 PRIMARY SCHOOL

CENTRE NUMBER: ………………………………………………………………….

GRADE: 7 ……………………………………………………………………………….

PROJECT TITLE:

SUBJECT AREA: MATHEMATICS

TEACHER’S NAME: ……………………………………………………………………

 Chapter One: Introduction

1.1. Introduction

Mathematics is essential in planning and building structures like a tuck-shop for Glen View 8
Primary School, an urban school in Zimbabwe. Following the Grade 6 project where students
designed a tuck-shop using perimeter, area, and surface area, this Grade 7 project focuses on
creating a Bill of Materials (BOM) to list and calculate the quantities and costs of materials
needed. Therefore, this project builds from the previous project by using basic mathematical
operations which are addition, subtraction, multiplication, and division students will learn
how math ensures a building project is practical and cost-effective.

1.2. Problem Description

Building a tuck-shop requires knowing exactly what materials are needed and how much they
cost. Without accurate calculations, the school might order too few or too many materials,
leading to delays or wasted money. Grade 7 students will use math to plan the construction of
the tuck-shop, ensuring it is affordable and suitable for the school’s needs.

1.3. Statement of Intent

This project aims to develop a Bill of Materials for the tuck-shop designed in Grade 6 (or a
similar design chosen by students). Students will:

 List materials needed (e.g., bricks, cement, sand, paint, wood).

 Calculate quantities using multiplication and division, including 10% extra for
wastage.
 Estimate costs using multiplication and addition.
 Present findings in a clear table and a labeled sketch. This project demonstrates how
math is used in construction planning.
1.4. Design Specification

The project follows these requirements:

 Use the Grade 6 tuck-shop design e.g., 6m length, 4m width, 3m height, flat roof,
brick walls, and concrete floor or create a similar rectangular design.
 BOM: Include materials like bricks, cement, sand, paint, and wood for the roof.
Calculate quantities and costs, including 10% wastage.
  Use addition, subtraction, multiplication, and division to determine quantities and
total costs in Zimbabwean dollars (ZWL).
 Create a table showing materials, quantities, unit costs, and total costs. Include a short
paragraph explaining calculations and a simple sketch labeling materials.
1.5. Project Aims

By the end of this project, students will:

 Understand how to use mathematical operations to calculate material quantities and

costs.
 Create a detailed Bill of Materials for a tuck-shop.
 Develop skills in teamwork, problem-solving, and clear presentation.
 Recognise the role of mathematics in construction planning.
 Produce a practical plan that could help the school build a tuck-shop.
 Chapter Two: Research on the Application of Mathematics in Construction Planning

2.1. Introduction

Mathematics is critical in construction, from calculating materials to estimating budgets. This

chapter explores how math is used to create a Bill of Materials and why construction
professionals need strong math skills.

2.2. Applications of mathematics in construction planning

Mathematics is used in construction in the following ways:

 Multiplication and division determine how many bricks, bags of cement, or liters of
paint are needed based on the building’s dimensions.
 Multiplication calculates the cost of each material, and addition sums up the total
budget.
 Adding a percentage (e.g., 10%) ensures enough materials are ordered to account for
breakage or errors.
 Accurate measurements of area and volume ensure the right amount of materials, like
sand or wood, are used.
 Math helps keep costs within the school’s budget, making the tuck-shop affordable.

2.3. Why construction personnel need a strong mathematics background

 Accurate calculations prevent shortages or excess materials, saving time and money.
 Math ensures budgets are realistic, avoiding overspending.
 Correct quantities mean construction runs smoothly without delays.
 Math helps solve challenges, like adjusting plans if materials are limited. For
example, a builder uses division to calculate how many bricks cover a wall’s surface
area and multiplication to find the cost, ensuring the project is practical.

2.4. Conclusion

Mathematics is the backbone of construction planning, therefore by creating a Bill of

Materials, Grade 7 students will act like construction planners, using math to make the tuck-
shop a reality.
 Chapter Three: Data Collection

3.1. Introduction

To create an accurate Bill of Materials, we gathered information about materials and costs.
This chapter outlines the steps taken to collect data.

3.2. Data Collection Methods

In this study I:

 Spoke with a parent who is a builder, a hardware store worker, and our math teacher
to learn about materials and costs.
 Visited local hardware stores or checked online (with teacher guidance) to find
approximate costs of materials in Zimbabwean dollars (ZWL).
 Used the tuck-shop design (6m × 4m × 3m) to base our calculations on accurate
dimensions.
 Talked with classmates about what materials a small tuck-shop needs, like bricks for
walls and wood for the roof.

3.3. Interview Questions

We asked:

 What materials are needed to build a small tuck-shop?

 How do you calculate the number of bricks or bags of cement needed?
 What are the current costs of bricks, cement, sand, paint, and wood?
 Why do builders add extra materials for wastage?
 How does math help make construction affordable and efficient?

3.4. Conclusion

The data collected from interviews and research provided the information needed to create a
realistic Bill of Materials, ensuring our calculations are practical and aligned with
construction practices.
 Chapter Four: Findings and Calculations
4.1. Introduction
Using the data from Chapter Three, we created a Bill of Materials for the tuckshop. This
chapter presents our findings and calculations using mathematical operations.
4.2. Findings from Data Collection
From our research, we learned:
A tuck-shop needs bricks for walls, cement and sand for mortar and the floor, paint for walls,
and wood for the roof.

Approximate costs (as of June 30, 2025, in USD):

 Bricks: $1 each, 50 per square meter of wall.

 Cement: $20 per bag, 5 bags per 10 square meters of wall.
 Sand: $10 per cubic meter, 0.5 m³ per 10 square meters of wall.
 Paint: $15 per liter, 1 liter per 10 square meters.
 Wood for roof: $50 per cubic meter, 0.2 m³ per square meter of roof.

Adding 10% extra materials accounts for wastage, ensuring enough supplies.

Math operations like multiplication and addition are key to calculating quantities and costs.

4.3. Tuck-shop Design

We used in Grade 6 tuck-shop design project:
 Dimensions: Length = 6 meters, Width = 4 meters, Height = 3 meters.
 Structure: Rectangular building with brick walls, a concrete floor, and a flat wooden
roof.
4.4. Calculations
Using the wall surface area (60 m²) and roof area (24 m²) from the Grade 6 project, we
calculated:
1. Bricks for Walls
 Wall surface area: 60 m² (two walls: 2 × 6m × 3m = 36 m²; two walls: 2 × 4m × 3m
= 24 m²).
 Quantity: 60 m² × 50 bricks/m² = 3000 bricks.
 Wastage (10%): 3000 × 1.1 = 3300 bricks.
 Cost: 3300 × $1 = $3300.
2. Cement for Walls and Floor
  Quantity for walls: (60 m² ÷ 10 m²) × 5 bags = 6 × 5 = 30 bags.
 Wastage (10%): 30 × 1.1 = 33 bags.
 Cost: 33 × $20 = $660.
3. Sand for Walls and Floor
 Quantity: (60 m² ÷ 10 m²) × 0.5 m³ = 6 × 0.5 = 3 m³.
 Wastage (10%): 3 × 1.1 = 3.3 m³.
 Cost: 3.3 × $10 = $33.
4. Paint for Walls
 Quantity: 60 m² ÷ 10 m² per litre = 6 litres.
 Wastage (10%): 6 × 1.1 = 6.6 litres (round up to 7 litres).
 Cost: 7 × $15 = $105.
5. Wood for Roof
 Roof area: 6m × 4m = 24 m².
 Quantity: 24 m² × 0.2 m³/m² = 4.8 m³.
 Wastage (10%): 4.8 × 1.1 = 5.28 m³ (round up to 6 m³).
 Cost: 6 × $50 = $300.
6. Total Cost
$ 3300(bricks)+ $ 660(cement )+$ 33(sand)+ $ 105( paint )+$ 300 (wood)=$ 4398.

4.5. Bill of Materials Table

Material Quantity Unit Cost (ZWL) Total Cost (ZWL)

Bricks 3300 bricks $1 $3300

Cement 33 bags $20 $660

Sand 3.3 m³ $10 $33

Paint 7 litres $15 $105

Wood (Roof) 6 m³ $50 $300

Total $4398

This project designed a Bill of Materials for a tuck-shop measuring 6 meters by 4 meters by 3
meters for Glen View 8 Primary School. We used multiplication to calculate quantities, like
3300 bricks for the walls, and added 10% for wastage to ensure enough materials. Division
helped determine cement and sand per square meter, and addition gave us the total cost of
$4398. This plan shows how math helps make a tuckshop affordable and practical for our
school.
 Chapter Five: Conclusion

5.1. Summary

This project showed how to create a Bill of Materials for a tuck-shop using mathematical
operations. Therefore, by calculating quantities and costs for bricks, cement, sand, paint, and
wood, we planned a realistic construction project. The process showed how math ensures
accuracy and affordability in building.

5.2. What We Learned

 Multiplication and division calculate material quantities based on area and volume.
 Addition sums up costs for a total budget.
 Adding 10% for wastage prevents shortages during construction.
 Clear tables and sketches make plans easy to understand.
 Math is essential for construction planning and budgeting.

5.3. Recommendations

 The school should review our BOM to ensure the tuckshop fits its budget.
 Students could visit a hardware store to confirm material costs.
 The class could present their BOMs and vote on the most cost-effective plan.