Difference between revisions of "Scale drawing - Part 1"
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| − | + | This activity explores representation of actual distances on paper using proportional distances. | |
| − | = | + | |
| + | ===Objectives=== | ||
| + | * Representing actual distances on paper using proportional distances. | ||
| + | * Understanding meaning of scale | ||
| − | ==Estimated Time== | + | ===Estimated Time=== |
1 hour | 1 hour | ||
| − | = | + | |
| − | + | ===Prerequisites/Instructions, prior preparations, if any=== | |
| − | ==Prerequisites/Instructions, if any== | + | * Skill of measuring and tabulating accurately. |
| − | + | * Knowledge of ratio and proportions. | |
| − | + | ||
| − | == | + | ===Materials/ Resources needed=== |
| − | + | Non digital : Scale, pencil, graph paper. | |
| − | ==Process== | + | |
| + | ===Process (How to do the activity) === | ||
| + | __FORCETOC__ | ||
# This activity can be done in groups by grouping 3 students in each. | # This activity can be done in groups by grouping 3 students in each. | ||
# The students should measure distances of library, dinning hall, principal's room, entrance gate, playground etc from their class room using a measuring tape in metres. | # The students should measure distances of library, dinning hall, principal's room, entrance gate, playground etc from their class room using a measuring tape in metres. | ||
| Line 22: | Line 27: | ||
# After this activity she can spell out the term scale and discuss about the blue print of a house, mapping distances, atlas maps, model constructions and so on. | # After this activity she can spell out the term scale and discuss about the blue print of a house, mapping distances, atlas maps, model constructions and so on. | ||
# This activity can be done to introduce the students to the concept of scale drawing. | # This activity can be done to introduce the students to the concept of scale drawing. | ||
| − | + | * Developmental Questions | |
# What did you measure ? | # What did you measure ? | ||
# What measuring instrument did you select ? Why ? | # What measuring instrument did you select ? Why ? | ||
# What was your reading ? | # What was your reading ? | ||
# which unit do you use ? | # which unit do you use ? | ||
| − | + | * Evaluation | |
# Were the students able to comprehend which measuring instrument should be used for particular items ? | # Were the students able to comprehend which measuring instrument should be used for particular items ? | ||
# Were they taking measurements accurately ? | # Were they taking measurements accurately ? | ||
# Were they able to document their observations appropriately in a tabular form ? | # Were they able to document their observations appropriately in a tabular form ? | ||
| − | + | * Question Corner | |
# Discuss the applications of scale drawing ? | # Discuss the applications of scale drawing ? | ||
# What is a scale factor ? | # What is a scale factor ? | ||
| − | + | [[Category:Mensuration]] | |
| − | [[Mensuration | ||
Latest revision as of 11:16, 7 November 2019
This activity explores representation of actual distances on paper using proportional distances.
Objectives
- Representing actual distances on paper using proportional distances.
- Understanding meaning of scale
Estimated Time
1 hour
Prerequisites/Instructions, prior preparations, if any
- Skill of measuring and tabulating accurately.
- Knowledge of ratio and proportions.
Materials/ Resources needed
Non digital : Scale, pencil, graph paper.
Process (How to do the activity)
- This activity can be done in groups by grouping 3 students in each.
- The students should measure distances of library, dinning hall, principal's room, entrance gate, playground etc from their class room using a measuring tape in metres.
- The teacher can mark reference points for each and explain to the students.
- The students should accurately measure and note down.
- After coming to the classroom let the teacher tabulate all distances on the blackboard.
- Next ask the students to represent their observation of distances by drawing their school model on paper.
- Ask them how will they go about it so that the distances are represented proportionately.
- The teacher can then elicit from the students that a proper equivalent unit has to be used for the purpose.
- After this activity she can spell out the term scale and discuss about the blue print of a house, mapping distances, atlas maps, model constructions and so on.
- This activity can be done to introduce the students to the concept of scale drawing.
- Developmental Questions
- What did you measure ?
- What measuring instrument did you select ? Why ?
- What was your reading ?
- which unit do you use ?
- Evaluation
- Were the students able to comprehend which measuring instrument should be used for particular items ?
- Were they taking measurements accurately ?
- Were they able to document their observations appropriately in a tabular form ?
- Question Corner
- Discuss the applications of scale drawing ?
- What is a scale factor ?