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    Lesson Title: Scale Drawing Creator: Mary Mcclung Grade Level: 5 Big Idea: Geometry Essential Question: Why Do We Need Scale Drawings? Cso - Ls

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    melicyn higoy
    This lesson plan teaches students about scale drawings through reading a story, discussing examples, and creating their own scale drawing of the classroom. Students will use a scale of 2 cm = 1 foot to draw a scaled version of the classroom that shows the proper lengths and widths of walls, doors, and windows. The lesson activates prior knowledge of scale drawings, introduces key vocabulary, and has students complete a table of equal ratios to determine the measurements for their own drawing. The goal is for students to understand why scale drawings are useful when objects are too large or small to draw at actual size.

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    Lesson Title: Scale Drawing Creator: Mary Mcclung Grade Level: 5 Big Idea: Geometry Essential Question: Why Do We Need Scale Drawings? Cso - Ls

    Uploaded by

    melicyn higoy
    66 views4 pages
    This lesson plan teaches students about scale drawings through reading a story, discussing examples, and creating their own scale drawing of the classroom. Students will use a scale of 2 cm = 1 foot to draw a scaled version of the classroom that shows the proper lengths and widths of walls, doors, and windows. The lesson activates prior knowledge of scale drawings, introduces key vocabulary, and has students complete a table of equal ratios to determine the measurements for their own drawing. The goal is for students to understand why scale drawings are useful when objects are too large or small to draw at actual size.

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    Mary Mcclung

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    This lesson plan teaches students about scale drawings through reading a story, discussing examples, and creating their own scale drawing of the classroom. Students will use a scale of 2 cm = 1 foot to draw a scaled version of the classroom that shows the proper lengths and widths of walls, doors, and windows. The lesson activates prior knowledge of scale drawings, introduces key vocabulary, and has students complete a table of equal ratios to determine the measurements for their own drawing. The goal is for students to understand why scale drawings are useful when objects are too large or small to draw at actual size.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    66 views4 pages

    Lesson Title: Scale Drawing Creator: Mary Mcclung Grade Level: 5 Big Idea: Geometry Essential Question: Why Do We Need Scale Drawings? Cso - Ls

    Uploaded by

    melicyn higoy
    This lesson plan teaches students about scale drawings through reading a story, discussing examples, and creating their own scale drawing of the classroom. Students will use a scale of 2 cm = 1 foot to draw a scaled version of the classroom that shows the proper lengths and widths of walls, doors, and windows. The lesson activates prior knowledge of scale drawings, introduces key vocabulary, and has students complete a table of equal ratios to determine the measurements for their own drawing. The goal is for students to understand why scale drawings are useful when objects are too large or small to draw at actual size.

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    Lesson Title: Scale Drawing

    Creator: Mary McClung

    Grade Level: 5

    Big Idea: Geometry

    Essential Question: Why do we need scale drawings?

    CSO –
     M.O.5.3.5 draw a similar figure using a scale, given a real world situation
    LS –
     21C.O.5-8.2.LS.1 Student engages in a critical thinking process that supports
    synthesis and conducts evaluations by applying comprehensive criteria.
     21C.O.5-8.2.LS.2 Student draws conclusions from a variety of data sources to
    analyze and interpret systems.
     21C.O.5-8.2.LS.3 Student engages in a problem solving process that divides
    complex problems into simple parts in order to devise solutions.

    Launch/Introduction: (suggested time: 15 – 25 minutes)

    Activating Prior Knowledge


    1. Launch the lesson by reading Cut Down to Size at High Noon, a Math Adventure,
    by Scott Sundby aloud to students.
    2. As you read the book, display the illustrations of scale drawings used throughout
    the story using a document camera.
    3. After completing the story, review the scaled-down drawing of the Jersey Cow on
    page 7. Ask students the following questions:
     What scale was used? (4 inches = 1 square)
     How long is the tail? (48 inches) How many squares did it take to draw
    the tail? (12 squares) How did you find your answer? (48 ÷ 4 = 12) Did
    anyone find the answer another way?
     How many squares did it take to draw the face? (5 squares) Why?
    (Because the face is 20 inches long.)
    4. Repeat the same process with the scaled-up drawing of the grasshopper on
    page 27.

    1
    Specialized Vocabulary Development:
    Note: Students should begin working on the specific vocabulary necessary for
    this lesson two days prior to the lesson.
    1. Give students a set of four 3 by 5 inch note cards.
    2. Working together as a class, put the vocabulary word on the front of the note
    card. Discuss possible meanings of the word. Use a dictionary if necessary.
    3. After agreeing upon a definition, write it beneath the word on the front of the note
    card.
    4. On their own, students are to use the word in context. Have them use the word
    in a sentence on the back of the card. (Check to see that all students write an
    appropriate sentence in context. Provide help as needed.)

    Vocabulary Words

    ratio
    Definition: A ratio is a comparison of two numbers.
    Possible example used in context: Since we have twice as many boys as girls in our
    class, the ratio of boys to girls is 2 to 1.

    proportion
    Definition: A proportion is a statement that two ratios are equal.
    Possible example used in context: 1 to 2 and 3 to 6 are equal ratios; therefore, they
    form a proportion.

    equivalent
    Definition: Being the same or equal.
    Possible example used in context: The width of our classroom windows are equivalent
    to the width of our classroom door.

    scale
    Definition: The ratio of the size of a model to the actual size of the object.
    Possible example used in context: By looking at the scale, we could tell that one inch
    was equal to twenty miles on our map.

    Investigate/Explore: (suggested time: varies from 30 – 40 minutes)


    1. Explain to students that they are going to make a scale drawing of their
    classroom. They will use the scale 2 cm:1 foot (2 cm = 1 foot).
    2. Divide students into pairs, and provide each pair with a ruler and sheets of 1 cm
    graph paper.

    2
    3. Follow these steps:
     Step 1: Explain to students that in order to complete a scale drawing, we
    will be using equal ratios, or a proportion, for the dimensions. The scale
    they are to use is 2 cm = 1 foot.
    Example 1: if 2 cm = 1 foot, what does 4 cm equal? Answer: 2 feet
    2 = 4
    1 ?
    Example 2: if 2 cm = 1 foot, what does 6 cm equal? Answer: 3 feet
    2 = 6
    1 ?
     Have students share strategies for finding the missing numbers. Be sure
    everyone is clear on how to do this.

     Have students complete the table of equal ratios (located below) to find
    the length of the corresponding sides to be used in the scale drawing.

    Table of Equal Ratios


    drawing (cm) 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30
    actual (ft) 1 2

    drawing (cm) 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60
    actual (ft)

     Step 2: Measure the length of each side of your classroom to the nearest
    foot. Record the measurements for your scale drawing.
     Step 3: Additionally, measure all doors and windows to the nearest foot
    and record the measurements. These objects are to be included in your
    scale drawing.
     Step 4: Construct the scale drawing. Tape together sheets of the
    centimeter graph paper as needed.
     Step 5: Write the scale on the drawing and label each object, including
    doors and windows, in the drawing so that others understand.

    4. Walk around and help students as needed. Check students’ work.

    Summarize/Debrief the Lesson: (suggested time varies from 30- 40 minutes)

    Summarize the lesson by asking students the following questions verbally:


    1. What scale might you have used if you wanted the scale drawing to be larger?
    Smaller? (Sample answers: 1 cm = 1 foot; 3 cm = 1 foot)
    2. Could you make a scale drawing of your classroom that would fit on one sheet of
    centimeter graph paper? Explain. (Yes; by changing the scale, you could make
    your drawing fit on one sheet of graph paper.)
    3. Return to the essential question: Why do we need scale drawings? Allow
    students to respond. A possible answer might be: We need scale drawings

    3
    because some things are too large (or too small) to be drawn to actual size. If
    you know the actual length of an object and you know the scale, you can
    make a scale model.
    4. What are some examples of scale drawings that we often use in everyday life?
    (Maps, blueprints, model airplanes, model trains, cars, etc.) Is accuracy
    important? Why or why not?

    Writing in Math
    Have students answer this question in writing in their own words:
    1. Suppose you want to use the scale 3 cm =1 foot to make a drawing of your room.
    How could you use a table of equal ratios to decide what length and width the
    drawing should be?
    Answers may be similar to this: Make a table using the scale 3 cm = 1 ft. Continue
    the table until you have included the actual length and width of your room. Then the
    number of centimeters that corresponds with the actual length and width is the
    length and width that the drawing should be.

    Materials:
    A copy of the book, Cut Down to Size at High Noon, a Math Adventure, by Scott
    Sundby.
    Document Camera
    LCD Projector
    1 cm graph paper, tape
    Rulers

    Duration: 90 minutes

    Teacher Discussion:

    Students often have difficulty determining the actual measurement when given the
    distance on the scale drawing or vice versa. Encourage them to write the scale as a
    ratio, and then write the known and missing information in a ratio, for example:
    1 inch and 4 inches
    3 feet ? feet

    Scale drawing units offer a good opportunity for cooperative learning.

    Note: *This lesson has been adapted from Pearson/Scott Foresman Mathematics.

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