A few months ago, my students (Sarah Hampton here) were able to design and build a parking lot for our school. In their own words, here’s how it happened. This blog post was written by them.
Parking Lot: What’s the problem?
In order to address these problems, Mr. Mark Hill, the Head of the Building and Grounds Committee, tasked our Geometry class to design a parking lot. We had to fulfill the needs of a counterclockwise flow of traffic, follow local regulations, and maximize the number of parking spaces, all while making safety our number one priority. This fell into a two part project, first, we designed a blueprint for the parking lot, and secondly, we laid out the actual parking lot.
The three judges came to a conclusion that there were positive elements in both teams’ designs. As a result, there was a draw and Mr. Hill made a new blueprint combining ideas of both teams. On a cool day, the class went up to the track to start marking the parking lot. We built a curb stop template and an angled line template and took all of our other supplies: string, stakes, measuring tapes, a speed square, and a few sharpies. Then we measured out the correct angle and distances for each parking spot, which used our knowledge in geometry and basic math to figure out where to put everything.
Throughout this project, we learned how to use an engineer scale, create a blueprint, and include trigonometry in real life situations. Most importantly, we learned the significance of proportionality in similar figures. In the end, we realized how much work and math really go into constructing a parking lot!
How to cite this work
CIRCL Educator posts are licensed under a Creative Commons Attribution 4.0 International License. If you use content from this site, please cite the post and consider adding: "Used under a Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/)."
Suggested citation format: [Authors] ([Year]). [Title]. CIRCLEducators Blog. Retrieved from [URL]