Course 1

Quarter 2 - Math Project

Shopping Mall Math-Shops at the Mall
Date Assigned: _________________________ Due Date: ______________________________

Objective: Students will create a floor plan for a shopping mall that is 3000 square feet in order to find percents and determine the area of quadrilaterals.

Materials:
Tag Board Grid paper ( or centimeter graph paper) Ruler
Color paper or construction paper Scissors Tape, glue or paste
Markers Color pencils Pencils
Plain white paper

Introduction

1. Create a floor plan for a new shopping mall

Begin by generating a list of stores typically found in the shopping mall. Challenge students to group the stores into general categories such as clothing,
food service, Women’s, etc. Ask students which types of stores seem to be most prevalent and least prevalent at the mall. Discuss the word “lease” with
students. What does it mean to lease something? (To rent or hire.) Compare and contrast “leasing” and “purchasing” and ask students why leasing is
important/beneficial to shopping centers or mall operators.

Tell students that the International Council of Shopping Malls recommends that malls allocate a certain percent of the total square footage of leasable
retail space using the following guidelines:
• Women’s Clothing—25% • Men’s Clothing—10%
• Food—15% • Service—5% (salons, shoe repair, etc)
• Shoes—10% • Family Items—7% (toys, etc.)
• Gifts—17%

**NOTE**- The International Council only recommends space allotments and does not specify specific allotments for all 100% of the space within the
mall. Ask students why they think this is.

Curriculum Framework Progress Guide-Mathematics-Math 6--July 2009 33

Prince George’s County Public Schools
 1. Task: Students will work to create a diorama simulating a shopping mall.

A) Review the concept of percents with students. Using a 10X10 grid, have students shade the recommended space allotments above to represent how
much space should be used for each type of store.
B) Have students generate a list of at least 10 stores (one from each store category) to place in their mall. Using squares and rectangles, students will
need to create a draft of their shopping mall, outlining the placement of each store and its dimensions. Students will then find and label the area of each
store.
C) Students will need to be sure that the total area of all 10 of the stores combined totals at least 3000 square feet. Additionally, students will need to be
sure that their store selection is in compliance with the International Council of Shopping Mall Regulations. (Women’s clothing represents 25% of their
stores, shoes represents 10% etc.)

2. Transferring information to tag board

A) Have students complete a rough draft of their mall design using grid paper. Drafts should mimic store placement in mall, dimensions of the store, and
the total area of the space. Once the draft is approved, have students transfer their mall design to tag board, using a larger scale to illustrate their
drawing.
B) Students should use the necessary materials to construct a 3-D model of their shopping mall, and model/imitate the areas and stores of
mall using tangible materials
C) Students should turn in both their rough draft drawing and final project to their teacher.

3. Summary

A) Write a summary that explains the floor plan of your shopping mall. The explanation must include the dimensions of each store along with the areas of
each room and how they were calculated. Be sure that a total of 2000 square feet is represented in the summary. Also, discuss how decisions were made
regarding store placement and square footage of the store area.

Curriculum Framework Progress Guide-Mathematics-Math 6--July 2009 34

Prince George’s County Public Schools
 Quarter 2 – Math Project – Floor Plan – 6th Grade
TEACHER PLANNING AND PACING CALENDAR

Element Due Dates Possible Points

Project Introduced 1-15-10 0

Signed Parent Letter 1-18-10 10

Rough Draft of floor plan 10

1-22-10
Mathematical Calculations 1-25-10 10

Floor plan Tag Board Diorama 2-2-10 10

Written Summary 2-2-10 10

Overall neatness n/a 10

Total 60

Notes:
Late items will not be accepted.
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Curriculum Framework Progress Guide-Mathematics-Math 6--July 2009 35

Prince George’s County Public Schools
 Quarter 2 – Math Project –Shopping Mall-- 6th Grade
10
Floor Plan Floor plan contains all
required information,
dimensions, and units, and
area labeled. Stores are
labeled appropriately and the
area is given. All required
shapes are included in the
plan.
Mathematical All individual Store areas are
Calculations calculated correctly. The total
area of 3000 square feet is
represented.
Summary An explanation of how the
area of each store was
determined and includes the
calculation of the total area. It
also includes a discussion of
the store placement within the
mall and an explanation of
how the square footage of the
rooms was determined.
Overall Project is neat.
Neatness
Curriculum Framework Progress Guide-Mathematics-Math 6--July 2009
Prince George’s County Public Schools
GRADING SHEET
POINTS AND CRITERIA
8 7
Floor plan contains all of the
stores and shapes. It may be
missing some labels.
Most of the store calculations
are accurate. The process is
correct, but there may be a
calculation error.
An explanation of how the
area of most stores was
determined and includes the
calculation of the total area. It
also includes a discussion of
the room placement and how
the square footage of the
store was determined.
Project has one to two areas
that are sloppy.
The floor plan may not include
all of the required stores or
shapes. It may be missing
some labels.
Some of the store’s
calculations are inaccurate.
An explanation of how the
area of some store was
determined and includes the
calculation of the total. It may
or may not include a
discussion of the store
placement or how the square
footage of the stores was
determined.
Project has three to four areas Project is unorganized and
that are sloppy.
6
The floor plan does not
include the required stores,
shapes, and labels.
Few of the calculations are
correct due to incorrect
processes (i.e. using incorrect
area formulas)
An explanation of how the
area of few stores was
determined may not include
the calculation of the total
area. It does not include a
discussion of the store
placement or how the square
footage of the stores was
determined.
sloppy.
37