Scale drawing - Part 2

Activity - Scale Drawing - Part 2

Estimated Time

45 minutes

Materials/ Resources needed

Graph sheets, scale, pencil,

Prerequisites/Instructions, if any

1. The students should have knowledge about scale drawing.
2. They should know about scale factor.
3. They should understand that a scaling factor should be maintained as constant throughout the sketches.
4. Students should be able to read and understand a scaling factor.
5. They should be able to find a scaling factor and create a scale drawing.
6. The activity on using standard measuring instruments should be done prior to this activity.
7. The students should have been introduced to area, calculations and unit conversions.

Process

1. In the above blue print each individual unit is 4 feet.
2. Explain the meaning of 1 unit.
3. Each ceramic tile costs Rs 80 per square foot.
4. How much would it cost to tile the bathroom ?
5. How much would it cost to tile Kitchen, Living room and bedroom?

Developmental Questions

1. Along with knowing the length and width of the scale model, what additional information do you need to know ?
2. What is the scale factor here.

Evaluation

1. What is 1 unit in the given blue print.
2. What does '1 unit = 4 feet mean' ?
3. What are the actual dimensions of each room ?

Question Corner

1. What all factors do you need to know to estimate the painting costs for each of the rooms.
2. Write down the sequential steps for the calculations.

Estimated Time

1 hour

Materials/ Resources needed

1. Scale, pencil, graph paper.

Prerequisites/Instructions, if any

1. Skill of measuring and tabulating accurately.
2. Knowledge of ratio and proportions.

Process

1. This activity can be done in groups by grouping 3 students in each.
2. 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.
3. The teacher can mark reference points for each and explain to the students.
4. The students should accurately measure and note down.
5. After coming to the classroom let the teacher tabulate all distances on the blackboard.
6. Next ask the students to represent their observation of distances by drawing their school model on paper.
7. Ask them how will they go about it so that the distances are represented proportionately.
8. The teacher can then elicit from the students that a proper equivalent unit has to be used for the purpose.
9. 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.
10. This activity can be done to introduce the students to the concept of scale drawing.

Developmental Questions

1. What did you measure ?
2. What measuring instrument did you select ? Why ?
3. What was your reading ?
4. which unit do you use ?

Evaluation

1. Were the students able to comprehend which measuring instrument should be used for particular items ?
2. Were they taking measurements accurately ?
3. Were they able to document their observations appropriately in a tabular form ?

• Question Corner:

1. Discuss the applications of scale drawing ?
2. What is a scale factor ?

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