Difference between revisions of "Scale drawing - Part 2"

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(Created page with "=Activity - Scale Drawing= ==Estimated Time== 1 hour ==Materials/ Resources needed== # Scale, pencil, graph paper. ==Prerequisites/Instructions, if any== # Skill of measuring...")
 
 
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=Activity - Scale Drawing=
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Activity investigates actual how a blue print represents actual dimensions.
  
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==Estimated Time==
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===Objectives===
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1 hour
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Measuring actual dimensions from a blueprint
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==Materials/ Resources needed==
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===Estimated Time===
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# Scale, pencil, graph paper.
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45 minutes
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==Prerequisites/Instructions, if any==
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# Skill of measuring and tabulating accurately.
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===Prerequisites/Instructions, prior preparations, if any===
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# Knowledge of ratio and proportions.
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* The students should have knowledge about scale drawing.
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==Multimedia resources==
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* They should know about scale factor.
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==Website interactives/ links/ / Geogebra Applets==
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* They should understand that a scaling factor should be maintained as constant throughout the sketches.
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==Process==
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* Students should be able to read and understand a scaling factor.
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# This activity can be done in groups by grouping 3 students in each.
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* They should be able to find a scaling factor and create a scale drawing.
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# 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.
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* The activity on using standard measuring instruments should be done prior to this activity.
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# The teacher can mark reference points for each and explain to the students.
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* The students should have been introduced to area, calculations and unit conversions.
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# The students should accurately measure and note down.
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# After coming to the classroom let the teacher tabulate all distances on the blackboard.
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===Materials/ Resources needed===
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# Next ask the students to represent their observation of distances by drawing their school model on paper.
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Non digital: Graph sheets, scale, pencil
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# Ask them how will they go about it so that the distances are represented proportionately.
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# The teacher can then elicit from the students that a proper equivalent unit has to be used for the purpose.
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===Process (How to do the activity)  ===
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# 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.
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# In the above blue print each individual unit is 4 feet.
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# This activity can be done to introduce the students to the concept of scale drawing.
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# Explain the meaning of 1 unit.
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==Developmental Questions==
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# Each ceramic tile costs Rs 80 per square foot.
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# What did you measure ?
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# How much would it cost to tile the bathroom ?
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# What measuring instrument did you select ? Why ?
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# How much would it cost to tile Kitchen, Living room and bedroom?
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# What was your reading ?
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* Developmental Questions
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# which unit do you use ?
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# Along with knowing the length and width of the scale model, what additional information do you need to know ?
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==Evaluation==
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# What is the scale factor here.
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# Were the students able to comprehend which measuring instrument should be used for particular items ?
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* Evaluation
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# Were they taking measurements accurately ?
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# What is 1 unit in the given blue print.
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# Were they able to document their observations appropriately in a tabular form ?
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# What does '1 unit = 4 feet mean' ?
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*Question Corner:
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# What are the actual dimensions of each room ?
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# Discuss the applications of scale drawing ?
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# What all factors do you need to know to estimate the painting costs for each of the rooms.
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# What is a scale factor ?
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# Write down the sequential steps for the calculations.
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[[Category:Mensuration]]

Latest revision as of 05:47, 7 November 2019

Activity investigates actual how a blue print represents actual dimensions.

Objectives

Measuring actual dimensions from a blueprint

Estimated Time

45 minutes

Prerequisites/Instructions, prior preparations, if any

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

Materials/ Resources needed

Non digital: Graph sheets, scale, pencil

Process (How to do the activity)

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