Lesson plan

Lesson 13: Draw It to Scale

teaches Alabama State Standards 7-17.
teaches Arizona State Standards 7.G.A.1
teaches Common Core State Standards MP1 http://corestandards.org/Math/Practice/MP1
teaches Common Core State Standards MP4 http://corestandards.org/Math/Practice/MP4
teaches Common Core State Standards MP3 http://corestandards.org/Math/Practice/MP3
teaches Common Core State Standards 7.G.A.1 http://corestandards.org/Math/Content/7/G/A/1
teaches Colorado State Standards 7.G.A.1.
teaches Georgia State Standards MGSE7.G.1.
teaches Kansas State Standards 7.G.1.
teaches New York State Standards NY-7.G.1.
teaches Ohio State Standards 7.G.1.b.
teaches Ohio State Standards 7.G.1.
teaches Pennsylvania State Standards CC.2.3.7.A.2.

Lesson 13: Draw It to Scale

This culminating lesson is optional. Students use what they have learned in this unit to create a scale floor plan of their classroom.

The lesson is organized into three main parts:

  • Part 1: Plan and measure. Each student sketches a rough floor plan of the classroom. In groups, they decide on necessary measurements to take, plan the steps and the tools for measuring, and carry out their plan (MP1).

  • Part 2: Calculate and draw. Students select the paper to use for drawing, decide on a scale, and work individually to create their drawings. They choose their scale and method strategically, given their measurements and the constraints of their paper.

  • Part 3: Reflect and discuss. In small groups, students explain their work, discuss and compare their floor plans (MP3), and evaluate the decisions they made in creating the scale drawing (MP4). As a class, they reflect on how the choice of scale, units, and paper affected the drawing process and the floor plans created.

Depending on the instructional choices made, this lesson could take one or more class meetings. The amount of time needed for each part might vary depending on factors such as:

  • The size and complexity of the classroom, and whether measuring requires additional preparation or steps (e.g., moving furniture, taking turns, etc.).
  • What the class or individual students decide to include in the floor plans.
  • How much organizational support is given to students.
  • How student work is ultimately shared with the class (not at all, informally, or with formal presentations).

Consider further defining the scope of work for students and setting a time limit for each part of the activity to focus students’ work and optimize class time.

This activity can be modified so that students draw floor plans for different parts of the school—the cafeteria, the gym, the school grounds, and
so on—and their drawings could later be assembled as a scale floor plan of the school. If this version is chosen, coordinate the scale used by all students before they begin to draw.

Lesson overview

  • 13.1 Warm-up: Which Measurements Matter? (5 minutes)
  • 13.2 Optional Activity: Creating a Floor Plan (Part 1) (15 minutes)
  • 13.3 Optional Activity: Creating a Floor Plan (Part 2) (15 minutes)
    • Includes "Are you Ready for More?" extension problem
  • 13.4 Optional Activity: Creating a Floor Plan (Part 3) (15 minutes)

Learning goals:

  • Compare, contrast, and critique (orally) scale drawings of the classroom.
  • Generate an appropriate scale to represent an actual distance on a limited drawing size, and explain (orally) the reasoning.
  • Make simplifying assumptions and determine what information is needed to create a scale drawing of the classroom.

Learning goals (student facing):

  • Let’s draw a floor plan.

Learning targets (student facing):

  • I can create a scale drawing of my classroom.
  • When given requirements on drawing size, I can choose an appropriate scale to represent an actual object.

Required materials:

  • blank paper
  • graph paper
  • measuring tools

Required preparation:

  • Make any available linear measuring tools available, which might include rulers, yardsticks, meter sticks, and tape measures, in centimeters and inches.
  • Prepare at least three different types of paper for each group, which could include:
    • \(8\frac12\)×11 printer paper
    • 11×17 printer paper
    • centimeter graph paper
    • \(\frac14\)-inch graph paper
    • \(\frac15\)-inch graph paper

Glossary:

  • Access the complete Grade 7 glossary.

 

 

 

 

 

IM 6–8 Math was originally developed by Open Up Resources and authored by Illustrative Mathematics, and is copyright 2017-2019 by Open Up Resources. It is licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). OUR's 6–8 Math Curriculum is available at https://openupresources.org/math-curriculum/.

Adaptations and updates to IM 6–8 Math are copyright 2019 by Illustrative Mathematics, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).

Adaptations to add additional English language learner supports are copyright 2019 by Open Up Resources, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).

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