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Lesson Objective(s): What mathematical skill(s) and understanding(s) will be

developed?
7.G.A.1 Solve problems involving scale drawings of geometric figures, including
computing actual lengths and areas from a scale drawing and reproducing a scale
drawing at a different scale.
MP4: Model with mathematics.
MP5: Use appropriate tools statically.
MP6: Attend to precision.

Lesson Tasks, Problems, and Activities:


1. Introduce to students that today they will be working with a scale drawing. Then,
present students with the following scenario: In efforts to increase school spirit,
you and your friends have been asked by your principal to paint a mural of your
mascot on the gym wall. You will be given the 20:1 scale drawing of the tiger
image your principal would like to use. The scale drawing will also contain an
approximate 1 cm grid overlay to help you paint the tiger more accurately. To
determine how much paint you will need for the project, calculate the
rectangular area of the space you will need to paint.
Note: In order make the activity more authentic for students the actual schools
mascot can be used for this activity by copying a transparency of grid paper over
an image or by drawing the grid by hand. If time allows, students can choose to
use the mascot of their favorite team. Also, you may want to point out that the
1-cm grid paper is slightly off, since the copy machine does not copy the image
1:1. It does print the image slightly smaller, approximately 0.9 cm by 0.9 cm.
2. Divide the students into groups of 2-3 and pass out the scale drawing. Before
they begin, give them 2-3 minutes to plan out a strategy to use to accomplish
the task. When the time is up, allow students to ask any clarifying questions and
then let them begin. When they finish, discuss:
Did other groups have the same solution? Why or why not?
What where the similar strategies that you used?
What were some different strategies used?
Which group do you think had the most efficient strategy and why?
Solutions:
Dimensions of the scale drawing: 8.375 in by 8.375in
Dimensions of the actual mural:

8.375 20 167.5

in or 13.96 ft

This makes the actual dimensions of the mural to be 13.96 ft by 13.96 ft.
Actual Area of the Mural:
in2

13.96 13.96 194.88

ft2 or

167.5 167.5 28056.25

3. Discuss the questions as a class and clear up any misconceptions.


4. Then, present students with the second scenario: Since you did such a
wonderful job with the mural, your principal would like you to make posters to
put up around the school. You will be provided with the poster paper, but you
need to come up with the dimensions of the poster using the same scale
drawing you were provided. Be sure to determine the scale factor and area of
the actual poster. Remember to use as much of the poster board as possible.
5. Give students time to discuss their strategy in groups before beginning to solve
the problem. After about 2-3 minutes, give them time to ask any clarifying
questions and then let them begin.
6. Pass out the graph chart paper for them to use as their poster paper. Have
students first determine the dimensions of the poster board using the scale and
then determine the scale factor. If they finish early, they can begin drawing
each part of the mascot by drawing each grid at a time. (Some students may be
familiar with a similar activity they did in art class.) To challenge students,
provide them with plain chart paper and have them create the grid on their own.
(Look for evidence of MP4.)
Possible solution:
The typical graph chart paper uses 1 inch square boxes. Some students may
choose to create the 1 in. by 1 in. square on the poster equal to the 1cm by
1cm. square on the grid of the mascot. Therefore, the scale factor of the
scale drawing would be approximately 2.54:1, since there are approximately
2.54 cm in 1 inch.
Area of poster board:
17 in. by 17 in. or 43.18 cm by 43.18 cm
= 289 in2 or

1864.5 cm2

7. After about 15-20 minutes, have students discuss their work and prepare the
answers to the following questions:

Did other groups have the same solution? Why or why not?
What where the similar strategies that you used?
What were some different strategies used?
Which group do you think had the most efficient strategy and why?
8. Allow groups to answer these questions as you discuss as a class. Compare the
strategies used and clear up any misconceptions.