Difference between revisions of "Scale drawing - Part 1"
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__FORCETOC__ | __FORCETOC__ | ||
| − | =Activity - | + | =Activity - Scale Drawing= |
==Estimated Time== | ==Estimated Time== | ||
| − | + | 1 hour | |
| − | ==Materials/ Resources needed== | + | ==Materials/ Resources needed== |
| + | # Scale, pencil, graph paper. | ||
==Prerequisites/Instructions, if any== | ==Prerequisites/Instructions, if any== | ||
| + | # Skill of measuring and tabulating accurately. | ||
| + | # Knowledge of ratio and proportions. | ||
==Multimedia resources== | ==Multimedia resources== | ||
| − | + | *Website interactives/ links/ / Geogebra Applets | |
| − | == | + | ==Process== |
| − | ==Developmental Questions | + | # This activity can be done in groups by grouping 3 students in each. |
| − | ==Evaluation | + | # 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== | ==Question Corner== | ||
| − | + | # Discuss the applications of scale drawing ? | |
| + | # What is a scale factor ? | ||
'''To link back to the concept page''' | '''To link back to the concept page''' | ||
| − | [[ | + | [[Mensuration|Back]] |
Revision as of 10:16, 13 August 2015
Activity - Scale Drawing
Estimated Time
1 hour
Materials/ Resources needed
- Scale, pencil, graph paper.
Prerequisites/Instructions, if any
- Skill of measuring and tabulating accurately.
- Knowledge of ratio and proportions.
Multimedia resources
- Website interactives/ links/ / Geogebra Applets
Process
- 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 ?
To link back to the concept page Back