Students will enter the project by physically testing a pizza shop layout on a floor coordinate plane, using positive and negative coordinates, decimal costs, and distance language to notice what makes a map accurate and easy to use. They will record an early draft with extra white space, complete a brief reflection and progress check, and conference with the teacher to set up the next phase of user-centered revision work.

Students will gather quick user evidence about what makes a pizza-shop coordinate map clear, turn that evidence into an empathy artifact and How Might We statement, and use feedback plus teacher conferences to revise a criteria checklist for accurate plotting, decimal measurements, and ratio-based decisions.

Students will present their finished pizza shop coordinate maps and annotated exhibit materials to classmates and visiting teachers, explain their coordinate reasoning and decimal calculations, gather brief audience feedback, and complete a before-and-after reflection showing how one part of their math work improved.