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* *Reflection: Standardized Tests (PARCC/Smarter Balanced)
Designing a Restaurant - Section 2: Evauating the Size - Is the area of my restaurant 800 square meters or less?

This is a complete task and the thinking it requires is solid preparation for the types of questions they will be asked on the new Common Core aligned assessments. They need to think both creatively and practically in the design of their restaurant. Students apply basic computation skills (multiplication facts), and an understanding of area as an array in the planning an analysis of their model.

Opportunities for extension and enrichment arise in the opportunity to apply scale to the model. Higher level analysis occurs when they evaluate their model for mathematical precision and logical choices. A task on the new assessments wouldn’t be this involved but this is the type of thinking our students are now being asked to do (thank goodness!) where they both apply the skill/concept in a creative and/or practical away and then evaluate the reasonableness and precision of their mathematical choices.

*Students Evaluate Their Work*

*Standardized Tests (PARCC/Smarter Balanced): Students Evaluate Their Work*

# Designing a Restaurant

Lesson 7 of 8

## Objective: SWBAT design the floor plan for a restaurant, either a real plan for a refugee family living in Kampala or an imaginary floor plan for a community restaurant.

**This activity can be used as a project-based assessment for MD.6 and MD.7.**

**Connection to Prior Assignment:**

The students were given a task for homework about a week ago, during a lesson on area of an orphanage (or other building of your choosing). They were to draw the floor plan of a restaurant in Kampala, Uganda (for a refugee family) or a restaurant in their community.

If you did not teach this lesson, here is a description of the assignment:

I give the students a piece of blank graph paper (small grid, medium grid, or large grid) and challenge them to draw a small starter restaurant with an area no greater than 800 square units meters. The restaurant needs a kitchen and a dining room.. This project has a real world context. My students raise funds for a refugee family in Kampala, Uganda. Right now, our funds help keep them housed, but we hope to help them start this small business so that they can be self-supporting. An alternative is to have them design a restaurant for their community. You can specify the type, location, or target clientele as well - perhaps a healthy food restaurant or a make your own pizza place just for children!"

Prior to teaching this lesson, I've looked over their floor plans and had students with incomplete work go back and add on.

*expand content*

I provide the students with these pages (Restaurant in Kampala Dimensions or Restaurant Activity Dimensions) to assist them in evaluating the size of their rooms. In addition to calculating the area (priority task) and perimeter (enrichment/supplemental) for each room and making sure they don't exceed the limits you set (example, 800 m^{2} for the restaurant in Kampala or 2000 m^{2 }for the community restaurant). If they are working with a 1-1 scale this is a straightforward task but I would encourage you to have them work with a scale drawing if possible, possibly 1 square = 2 m^{2}, or 5 m^{2. }If they are working with the larger grid, they will have to work with scale because if they don’t, their restaurant will likely be far too small.

After they perform the initial calculations I also ask them to think about the relative sizes of the rooms, which involves some practical thinking. For example, does it make sense for the kitchen to be larger than the dining room or should one be trying to maximize the number of customers by making the kitchen as small as possible?

Here are several examples of students' restaurant floor plans. This activity is open-ended enough to provide room for a variety of interpretations.

*expand content*

##### Similar Lessons

Environment: Suburban

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Environment: Urban

- UNIT 1: 1st Week: Getting to Know Each Other Through Graphs
- UNIT 2: Addition and Subtraction
- UNIT 3: Multiplication
- UNIT 4: Introduction to Basic Division
- UNIT 5: Division in Context
- UNIT 6: Time
- UNIT 7: Rounding
- UNIT 8: Place Value Practice
- UNIT 9: Fractions
- UNIT 10: Math and Me: Nutrition, Health and More
- UNIT 11: Geometry in Architecture
- UNIT 12: Time Cycle 2
- UNIT 13: Patterns in Math
- UNIT 14: Area and Perimeter
- UNIT 15: Solving Mult-Step Word Problems Using the Four Operations
- UNIT 16: Musical Fractions
- UNIT 17: Volcanoes (Data Collection, Graphs, Addition & Subtraction)

- LESSON 1: Measuring Our Classroom's Perimeter and Area!
- LESSON 2: Area of a Room: Basic Practice
- LESSON 3: Using Area as an Architect (Stations Day 1)
- LESSON 4: Using Area as an Architect (Stations Day 2)
- LESSON 5: Using Area as an Architect (Stations Day 3)
- LESSON 6: Area as an Architect (Stations Day 4 & Discussion)
- LESSON 7: Designing a Restaurant
- LESSON 8: Area & Perimeter Basic Assessment