Fair Playground Designers

Overview

Students design a fair, accessible playground using measuring tools, scale drawings and mathematical reasoning. Working in teams, they test their plans against space, pathway and accessibility constraints, then present and justify their decisions using accurate mathematical language.

Learning intentions

• WALT use measuring tools accurately and choose an appropriate scale.
• WALT create and interpret a scale drawing using length, area and shape.
• WALT solve a design problem by testing constraints and revising ideas.
• WALT communicate mathematical thinking clearly and respond to questions.

Success criteria

• I can measure and record lengths using appropriate units.
• I can use the scale 1 cm represents 1 m to draw a playground plan.
• I can check that my design fits the available space and includes an accessible route.
• I can explain my calculations and justify at least one design choice.

Curriculum links

• Mathematics and Statistics — Mathsteasers: higher-order thinking questions that challenge advanced learners and deepen understanding.
• Mathsteasers: Additional resources for advanced learners — applying mathematical reasoning to a complex, open-ended task.
• Mathsteasers: Alignment — connecting challenge with familiar mathematics learning.
• Mathematical communication, problem-solving, measurement, spatial reasoning and working collaboratively.

Lesson structure (40 minutes)

1. 0–5 min · Hook and purpose. Teacher displays the playground design hook showing a crowded playground and asks, “How can we make sure everyone can play safely and fairly?” Students notice possible problems, then share one feature an inclusive playground should have.

2. 5–11 min · Teach the tools and constraints. Teacher uses the scale and constraints slides to model measuring a rectangle, converting 12 m by 8 m into a 12 cm by 8 cm plan, and checking a 1 m-wide accessible path. Students estimate, measure a short classroom length, and explain why a scale drawing is useful. Clarify that the design must:

• fit inside a 12 m by 8 m rectangular site;
• include at least three play features;
• include a continuous, 1 m-wide accessible route from the entrance to each feature;
• include a quiet space and open space;
• avoid overlapping features and leave safe movement space.

3. 11–14 min · Form teams and plan. Teacher places students in five mixed-readiness teams and distributes the fair playground design brief. Students assign roles such as measurer, scale-drawing artist, calculator/checker and presenter, while agreeing on a first design idea.

4. 14–27 min · Design and calculate. Teacher circulates, prompting, “What does this length represent in real life?” and “How will you prove your route is continuous?” Students measure and draw the site to scale, add labelled play features, record real and drawing measurements, and calculate at least two lengths or areas. They use a ruler, tape measure and square grid, checking that paths and features fit.

5. 27–33 min · Test and improve. Teacher pauses the class and displays the testing and revision prompts. Students swap plans with a neighbouring team and use the worksheet checklist to test the design against every constraint, identifying one success and one possible improvement. Design teams revise their plan or calculations where needed.

6. 33–38 min · Present and justify. Teacher displays the presentation prompts and invites three or four teams to give a one-minute presentation. Students present their scale, measurements, calculations, accessibility decisions and one revision; listening teams ask one mathematical question or offer evidence-based feedback.

7. 38–40 min · Exit reflection. Teacher displays the plenary question and asks students to complete the final reflection on the worksheet: “Our design is fair because…” and “One calculation that proves our design works is…”. Students hand in the worksheet as they leave.

Resources

• the complete playground design slide deck
• the fair playground design brief
• Rulers and 1 m tape measures
• Pencils, coloured pencils and erasers
• A4 or A3 paper with square grids
• Calculators, where appropriate
• Large paper or whiteboard for modelling
• Five team role cards or labels
• Access to a clear floor or table space for collaborative work

Assessment

• Observe whether students measure accurately, apply the scale consistently and explain what each measurement represents.
• Use team-plan testing to assess whether students can identify and correct a constraint violation, including an interrupted or narrow accessible route.
• Collect the worksheet and reflection. Check for a correctly labelled scale drawing, at least two supporting calculations and a reasoned explanation of fairness.

Differentiation

• Support learners with a prepared 12 cm by 8 cm rectangle, a scale reminder card on the worksheet, a worked example and a reduced requirement of one length and one area calculation. Provide sentence starters such as “The real length is…” and “Our design meets the constraint because…”.
• Offer tactile measuring with tape measures, verbal rehearsal before writing and a peer or adult scribe where needed. Read instructions aloud, use a clear sans-serif font, generous spacing, short chunks of text and tinted paper or a digital copy for dyslexic learners.
• EAL learners may label features with pictures and bilingual dictionaries, rehearse explanations with a partner and use the sentence frames during presentations.
• For advanced learners, require a second scale or a perimeter/area comparison, a budget for features using teacher-supplied prices, or a written proof that the route reaches every feature without crossing an unsafe zone.
• Use mixed-readiness teams with clearly assigned roles, while ensuring each student contributes a measurement, calculation or explanation.

Extension

• Challenge students to redesign the playground using a different scale and explain which scale is more practical.
• Ask students to compare two teams’ designs using evidence about usable area, accessibility and fairness, then recommend one design to a school council.