Scale drawing - Part 2
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Activity - Scale Drawing - Part 2
Estimated Time
45 minutes
Materials/ Resources needed
Graph sheets, scale, pencil,
Prerequisites/Instructions, 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.
Multimedia resources
Website interactives/ links/ / Geogebra Applets
Process
- In the above blue print each individual unit is 4 feet.
- Explain the meaning of 1 unit.
- Each ceramic tile costs Rs 80 per square foot.
- How much would it cost to tile the bathroom ?
- How much would it cost to tile Kitchen, Living room and bedroom?
Developmental Questions
- Along with knowing the length and width of the scale model, what additional information do you need to know ?
- What is the scale factor here.
Evaluation
- What is 1 unit in the given blue print.
- What does '1 unit = 4 feet mean' ?
- What are the actual dimensions of each room ?
Question Corner
- What all factors do you need to know to estimate the painting costs for each of the rooms.
- Write down the sequential steps for the calculations.
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 ?