Driving Question

What should the new school parking lot look like?

Students will be asked to design a parking lot layout based on the specifications and requirements provided by the architect behind the actual design.

Unit Title:

Parking Lot Project

For Students:

9th/10th grade


3 Weeks



Unit Launch

This unit was designed while the school was under construction. It begins with showing an aerial shot of the school, where the parking lot is and where it will be. Students then look at examples of parking lot designs, discuss constraints provided by the architect, and look at the size and angle options for different parking spot styles.

Students work in partners to begin brainstorming ideas for their parking lots. Partnerships may set their own scale or the scale may be set globally as a class.

Students receive a parking lot proposal document that includes the rubric and expectations for the project.

Parking Lot Proposal

Midpoint Check
Culminating Experience
  • Gallery walk to look at final presentations and vote
  • Have students fill out peer critique and reflection
  • Review for the unit test
Differentiation (e.g. Special Education, English Language Learners)

[downloads category=”Category” tag=materials]

Students use a template to give each other peer critique. Student drawings are sent to the architect for his review and are graded by the teacher using an established rubric.

Geometry GroupGrades

Peer Critique Form and Reflection

Students also take a unit test assessing their mastery of the content and skills taught during the unit.

Teacher Reflection

Here’s what I really enjoy about this unit:


Here’s what I’m still working on making better about this unit:

Student Reflection

Here’s what I really enjoy about this unit:


Here’s how this unit could help me learn more effectively:

Outside Expert Reflection

Here’s how this unit connects really well to my work:


Here’s where I think there are opportunities for growth:

Authentic Problem

Creating this parking lot is relevant to the students because it is at the school they attend, and the problem is a real challenge that the architects are currently designing for. It also has multiple solutions, so there is not one right answer the students are looking for.

Authentic Assessment

We had a gallery walk during which students assessed other groups as well as sending the proposals to the architect for his personal review.

Student Voice

Students are able to include their personal preferences for the new parking lot, and be a part of the assessment.


Many students demonstrated an understanding of what a parking lot should include and what would be best for the new lot based a lot on prior knowledge and experiences in parking lots. We also had the architect send a video describing the project and asking the students for the proposals.

Culturally Responsive Instruction

Students work in partners to create their parking lot designs, and review peers’ work at the end of the project.

Academic Discourse

Common Core State Standards – Math


G.2.A: Know, prove, and apply theorems about parallel and perpendicular lines.

G.2.B: Know, prove, and apply theorems about angles, including angles that arise from parallel lines intersected by a transversal.

G.2.C: Explain and perform basic compass and straightedge constructions related to parallel and perpendicular lines.

HSG-MG.A.3: Apply geometric methods to solve design problems.

About the Authors

Whitney Rosenberg

Don Burress

Becky Quay

The Bellevue School District acknowledges that we learn, work, live and gather on the Indigenous Land of the Coast Salish peoples, specifically the Duwamish and Snoqualmie Tribes. We thank these caretakers of this land, who have lived and continue to live here, since time immemorial.