Deliverable

🗺️ Sticky-Note Park Plan Testing

Product Assessment Reflection Core Content Community Partners Essential Question Critique and Revision Submission Required Grading Required

Teams display their scaled park sketch or model with labeled unit rates, material estimates, and one fairness claim. A local parks planner, city engineer, or architect joins the gallery walk while students rotate to two peer plans, leaving one sticky-note suggestion about unit rates or proportions and one note about user needs or access. Teams then receive feedback from 2 peers and the guest, sort comments into math, usability, and feasibility, and record at least two changes directly on their revision tracker.

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 testing round by posting the essential question, introducing the guest reviewer, and modeling how to give two specific sticky notes: one suggestion about unit rates or proportions and one suggestion about user needs, fairness, or access. Have teams set out their scaled sketch or model, labeled unit rates, material estimates, fairness claim, and revision tracker. (8 min)
2	Have each team do a quick internal check of its display before the gallery walk: verify scale labels, confirm at least one unit rate and one multistep calculation are visible, and assign roles such as speaker, recorder, and rotation partner. (7 min)
3	Run Gallery Walk Round 1. Half of the teams stay with their displays to explain their plan and answer questions from peers and the guest, while the other half rotates to one assigned plan and leaves two sticky notes that reference math evidence and community use. (12 min)
4	Run Gallery Walk Round 2. Switch roles so remaining teams host and visitors rotate to a second peer plan. Invite the guest to add feedback on measurement data, realistic building choices, safety, and workable proportional layouts. (12 min)
5	Bring teams back to their own display to read all peer and guest comments, sort feedback into math, usability, and feasibility categories, and discuss which suggestions are strongest using evidence from their ratios, rates, proportions, and rational number calculations. (8 min)
6	Have teams record at least two specific revisions on their revision tracker and mark the related place on the sketch or model. Each team must note what changed, which feedback prompted the change, and how the revision improves fairness, access, or practicality. (7 min)
7	Facilitate a brief before-and-after comparison conference in pairs of teams. Students explain one original choice, one revision, and how feedback improved the space. Then complete an exit task by adding one claim to the class chart about how math improved the plan and one goal for contributing more thoughtfully next time. (6 min)

Preparation (9 items)

Arrange display spaces for each team with room for a gallery walk and label rotation paths so students can visit two peer plans efficiently.
Prepare color-coded sticky notes or clearly labeled note prompts for two feedback categories: unit rates/proportions and user needs/access.
Print or place at each station a revision tracker with sections for math, usability, feasibility, chosen changes, and reason for change.
Confirm the community partner visit, share the activity purpose in advance, and provide a simple feedback guide focused on scale, proportions, material rates, safety, and realistic design choices.
Create a short feedback model or anchor chart showing sentence stems such as 'Your unit rate suggests...' and 'A user need to consider is...'.
Check that each team has its scaled sketch or model, labeled measurements, unit rates, material estimates, fairness claim, pencils, and tape or markers for revisions.
Post the essential question and set up a class exit chart with two columns: 'How math improved our plan' and 'My next collaboration goal.'
Prepare a timing slide or board agenda with rotation cues, role reminders, and expectations for concise speaking and respectful critique.
Identify support materials for students who need them, such as a scale-reference card, ratio sentence stems, calculator access, and a checklist for giving feedback.

Student-facing instructions

You will display your team's park sketch or model with your scale, labeled unit rates, material estimates, and one fairness claim. During the gallery walk, your task is to study two other park plans and leave two sticky notes at each one: one note must suggest an improvement related to unit rates, proportions, scale, or calculations, and one note must address user needs, fairness, access, or usability. When you are hosting, you will briefly explain your plan and answer questions using your math evidence. After the rotations, you will return to your own display, sort all comments into math, usability, and feasibility, and decide which ideas should lead to changes. Your team will record at least two revisions on the revision tracker and mark them on your sketch or model. To finish, you will explain a before-and-after change to another team and add one claim to the class chart about how math improved your plan and one goal for how you will contribute more thoughtfully next time. You will need your sketch or model, revision tracker, sticky notes, pencil, and any calculation tools your team has been using.

Success criteria

You are successful when your team has displayed a scaled park plan with visible labels for measurements, at least one unit rate, material estimates, and a fairness claim; left two specific sticky-note comments on each of two peer plans, including one math-focused suggestion and one user-needs or access suggestion; reviewed feedback from at least two peers and the guest; sorted comments into math, usability, and feasibility; recorded at least two clearly described revisions on the revision tracker; marked those revisions on the sketch or model; explained one before-and-after change using proportional reasoning, ratios, rates, or rational number calculations; and completed the exit chart with one math claim and one collaboration goal.

Facilitator notes

Keep the pace brisk and visible with a posted timer because this activity depends on short, focused rounds. Model one strong and one weak sticky-note example before starting so students avoid vague comments like 'Looks good.' Push for evidence-based feedback tied to unit rates, scale, fairness, access, or feasibility. Encourage hosts to keep explanations under one minute so visitors have time to inspect math labels. If the guest reviewer is present, route them strategically to teams that need the strongest realism check and ask them to pose questions rather than solve problems for students. Watch for a common pitfall in which students focus only on appearance instead of proportions, area use, cost tradeoffs, or material rates; redirect by asking, 'What math evidence supports that suggestion?' Support students who need structure with sentence stems, role cards, and a checklist for required feedback. Extend learning for students ready for more challenge by asking them to compare two possible revisions and justify which one is more fair or efficient using proportional reasoning. For adolescent engagement, keep movement active, assign meaningful team roles, and validate strong listening and respectful critique as visible parts of success. Reserve the final minutes carefully so every team documents revisions and completes the before-and-after comparison rather than ending with feedback only.

Resources

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