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.

Understanding area and perimeter can help children work on solutions to very important, real world problems.

**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.

60 minutes

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.