Deliverable
🧩 Welcome Space Concept Sprint
Product
Assessment
Reflection
Core Content
Project Launch
Community Partners
Essential Question
Critique and Revision
Submission Required
Grading Required
Teams use the site map, stakeholder notes from earlier phases, measurement cards from the parks planner or city engineer, grid paper, and movable layout pieces to sketch three different community space concepts. Students must label each option with at least one scale choice, one unit-rate comparison, and one brief note about who the design serves well. They then choose one direction using a quick evidence filter that weighs fairness, access, and efficient use of materials before creating a clean concept board for the next phase.
Plan day
Day 1
Duration
55 min
Grouping
Small Group
Steps
7 steps
Lesson plan
7 steps · 55 min| # | What teachers do |
|---|---|
| 1 | Launch the sprint with a quick Design Dash Kickoff: introduce the challenge, display the essential question, review the site map and stakeholder notes, and have teams do a one-minute scan of the measurement cards from the parks planner or city engineer to name one design need and one math consideration. (8 min) |
| 2 | Assign team roles and build three rapid concept sketches using grid paper and movable layout pieces; each team creates three different options and labels each with a scale choice, one unit-rate comparison, and one note about who the design serves well. (15 min) |
| 3 | Use a quick evidence filter to compare the three options for fairness, access, and efficient use of materials; teams calculate or revise ratios, unit rates, and scale decisions, then select one concept to develop. (10 min) |
| 4 | Post selected concepts for a mid-activity gallery walk; students rotate, leave one sticky-note suggestion about unit rates or proportions on another team’s plan, and add one sticky note naming one academic strength and one social skill they notice in their own work and in others' work. (8 min) |
| 5 | Revise the chosen concept board based on feedback by updating labels, recalculating at least one math element, and making visible before-and-after changes that improve fairness, access, or material efficiency; if available, a local architect, contractor, or city staff member briefly confers with teams. (10 min) |
| 6 | Hold a short comparison conference in which each team shows its original and revised plan, explains what changed after feedback, and states how the revision improved the welcoming space; teams then submit one strong example of math reasoning and one social skill used during revision. (5 min) |
| 7 | Close with reflection: students record a short audio reflection about how ratios, unit rates, or rational number calculations changed their design decisions after feedback, then complete an exit chart with one claim about how math improved the plan and one goal for contributing more thoughtfully next time. (4 min) |
Preparation (10 items)
- Print or organize one site map, one set of stakeholder notes, and one set of measurement cards for each team using authentic community space data from a parks planner or city engineer when available.
- Prepare team materials: grid paper, rulers, calculators, pencils, colored pencils or markers, sticky notes, tape, and movable layout pieces that can represent features such as paths, seating, gardens, play areas, and gathering zones.
- Create a visible launch slide or board with the design challenge, the essential question, team role options, and the required labels for each concept: scale choice, unit-rate comparison, and who the design serves well.
- Set up a simple evidence filter for teams to use when choosing among concepts, with criteria for fairness, access, and efficient use of materials.
- Prepare a concept board template or blank display space where teams can show their selected plan, math labels, stakeholder notes, and visible before-and-after revisions.
- Post gallery walk prompts that direct students to leave one suggestion about unit rates or proportions and to identify one academic strength and one social skill they observe.
- Arrange the room for quick movement between team workspaces and gallery walk stations, with enough wall or table space for every team to display work.
- Coordinate in advance with any available community partner so they can share site maps, measurement data, or brief realistic design advice during concept selection or revision.
- Prepare an exit chart and a method for recording short audio reflections, such as classroom devices, tablets, or a teacher station.
- Review likely math trouble spots in advance and prepare supports such as sample scale conversions, unit-rate sentence frames, and a ratio checklist for teams that need scaffolds.
Student-facing instructions
You will work with your team to design three possible concepts for a welcoming community space using the site map, stakeholder notes, measurement cards, grid paper, and movable layout pieces. Your task is to compare the options using math and choose one concept to carry into the next phase. For each of the three concepts, you will sketch a layout, choose and label a scale, calculate at least one unit-rate comparison, and add a short note explaining who the design serves well. Then your team will use fairness, access, and efficient use of materials as an evidence filter to select one concept. During the gallery walk, you will give another team one sticky-note suggestion about unit rates or proportions and notice one academic strength and one social skill in the work you see. After feedback, you will revise your chosen concept board, show visible before-and-after changes, and be ready to explain how the revision improved the space. You will finish by sharing one strong example of your math reasoning, naming one social skill you used, recording a short audio reflection, and completing an exit claim and goal.