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Line 31: − − − − ==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 ?
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# Write down the sequential steps for the calculations.
# Write down the sequential steps for the calculations.
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