Deliverable
🖼️ Before-and-After Expo Board
Product
Assessment
Exhibition
Reflection
Core Content
Community Partners
Essential Question
Critique and Revision
Submission Required
Grading Required
Teams assemble a compact expo display with the original sketch or model photo, revised scaled plan, two highlighted sticky-note feedback notes, and a final claim about how ratios, unit rates, or proportional reasoning improved the space. During a short open-house style rotation, students explain one change prompted by critique and one change supported by calculations from site map, material, or cost data. They then complete a brief comparison conference at their station to show exactly what changed and why the revision better serves users.
Plan day
Day 1
Duration
55 min
Grouping
Small Group
Steps
6 steps
Lesson plan
6 steps · 55 min| # | What teachers do |
|---|---|
| 1 | Launch the task by posting the essential question, reviewing the expo board requirements, and assigning team roles for materials manager, math checker, speaker 1, and speaker 2. Model a quick example of a strong before-and-after explanation that names one critique-based change and one calculation-based change. (8 min) |
| 2 | Teams assemble their expo board using the original sketch or model photo, revised scaled plan, two highlighted sticky-note feedback notes, and a final claim about how ratios, unit rates, or proportional reasoning improved the space. Students add labels that show at least one unit rate, one proportional relationship, and one multistep ratio, percent, or rational-number calculation connected to a revision. (18 min) |
| 3 | Hold a mid-activity gallery walk in which half the teams stay with their board and half rotate. Visitors leave sticky notes with one suggestion about unit rates or proportions, one academic strength, and one social skill they noticed. Teams switch roles halfway through so all students both present and review. (10 min) |
| 4 | Teams reconvene to sort feedback, choose one suggestion to act on, and update their board or revised plan before final display. Students prepare a 30- to 45-second station script that explains what changed after feedback, what math supports the revision, and how the update better serves community users. (10 min) |
| 5 | Run the open-house style expo rotation. In short rounds, teams present to peers or invited visitors and explain one change prompted by critique and one change supported by site map, material, cost, or measurement data from community partner sources. Listeners ask one question about fairness, usefulness, or math evidence. (8 min) |
| 6 | End with a brief before-and-after comparison conference at each station, followed by individual reflection. Each team points to the original and revised plan to show exactly what changed and why. Each student then records a short audio reflection and completes an exit chart with one claim about how math improved the plan and one goal for contributing more thoughtfully next time. (6 min) |
Preparation (9 items)
- Print or gather each team's original sketch or model photo, revised scaled plan, prior sticky-note feedback, and any site map, measurement, material, or cost data they used.
- Prepare expo board materials for each team: poster paper or tri-fold section, tape or glue, markers, rulers, colored sticky notes, and labels for math evidence.
- Create and post a simple board checklist that includes original plan, revised plan, two highlighted feedback notes, one unit rate, one proportional relationship, one multistep ratio/percent/rational-number calculation, and a final claim.
- Post the essential question and sentence frames for presentations such as 'We changed ___ because ___' and 'Our math shows ___, so the space is more fair/useful because ___.'
- Set up the room for a compact gallery and open-house rotation with clear traffic flow, station numbers, and a place for visitors to leave sticky-note feedback.
- Prepare feedback prompts for the gallery walk: one suggestion about unit rates or proportions, one academic strength, and one social skill observed.
- If available, display or print short reference notes from a parks planner, city engineer, or architect so students can cite realistic site, measurement, or design guidance during presentations.
- Test any devices or apps needed for short audio reflections and prepare a backup paper reflection option.
- Prepare an exit chart or half-sheet with two prompts: one claim about how math improved the plan and one goal for stronger collaboration next time.
Student-facing instructions
You will work with your team to create a compact before-and-after expo board that shows how your community space plan improved. Use your original sketch or model photo, your revised scaled plan, two sticky-note feedback notes, and clear math evidence from your design work. Your task is to show one revision that happened because of critique and one revision that happened because of calculations with ratios, unit rates, proportions, percent, or rational numbers. You will need your draft plans, feedback notes, board materials, markers, ruler, and any site map, cost, material, or measurement data your team used. During the gallery walk, you will give other teams feedback about their math and presentation. After receiving feedback, you will update your board before the open-house rotation. At your station, you will explain what changed, which math supports the change, and why the new plan is fairer, more useful, or more welcoming for community users. Finally, you will record a short audio reflection and complete an exit chart with one claim about how math improved your plan and one goal for how you will contribute more thoughtfully next time.