Grade 7 Mathematics, Quarter 3, Unit 3.

Geometric Drawing and Scaling

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Overview
Number of instructional days: Content to be learned
Solve problems involving scale drawings of geometric figures. Reproduce a scale drawing at a different scale. Compute actual lengths and areas from a scale drawing. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

13

(1 day = 4560 minutes)

Mathematical practices to be integrated

2. Reason abstractly and quantitatively Make sense of quantities and their relationships Contextualize and decontextualize problems and situations Know and flexibly use different properties of operations

3. Construct viable arguments and critique the reasoning of others Make conjectures and build a logical progression of statements to explore the truth of their conjectures Recognize and use counterexamples Justify their conclusions, communicate them to others, and respond to the arguments of others.

5. Use appropriate tools strategically. Consider the available tools when solving a mathematical problem (including pencil and paper, concrete models, ruler, protractor, calculator, and dynamic geometry software). Select appropriate tools to use when constructing geometric figures and scale drawings. Detect possible errors by using estimation and other mathematical knowledge.

6. Attend to precision Specify units of measure and label axes to clarify the correspondence with quantities in a problem. Calculate accurately and efficiently

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Essential questions
How do you use a scale drawing to find actual lengths? How do you calculate actual areas from a scale drawing? What steps do you take to reduce or enlarge a scale drawing? What measures must be given when drawing geometric shapes? How do you construct triangles from three measures of angles or sides? What conditions determine a unique triangle, more than one triangle, or no triangle?

Written Curriculum
Common Core State Standards for Mathe matical Content Geometry
Draw, construct, and describe geometrical figures and describe the relationships between them. 7.G.1 7.G.2 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

7.G

Common Core Standards for Mathe matical Practice

2 Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualizeto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 3 Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and if there is a flaw in an argumentexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 6 Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

Clarifying the Standards

Prior Learning In previous grades, students learned concepts of angles, measured angles, classified polygons, and constructed polygons in the coordinate plane given coordinates for the vertices. Students found the lengths of a side using the coordinates and applied these techniques to solve real-world problems.

Current Learning This additional cluster includes drawing, constructing, and describing geometrical figures and describing their relationships. Solving problems involving scale drawings and informal geometric constructions are critical areas. Students reason about relationships among two-dimensional figures using scale drawings and informal geometric constructions. In future units, students gain familiarity with the relationships between angles formed by intersecting lines and work with three-dimensional figures, relating them to twodimensional figures by examining cross sections (slicing).

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Future Learning In grade 8, students will understand that translations, rotations, and reflections are congruent figures. They will also extend their understanding of scale drawings to similar figures. In high school, students will make geometric constructions with a variety of tools and methods.

Additional Findings
According to Principals and Standards for School Mathematics, Students should come to the study of geometry in the middle grades with informal knowledge about points, lines, planes, and a variety of two- and three-dimensional shapes; with experience in visualizing and drawing lines, angles, triangles, and other polygons; and with intuitive notions about shapes built from years of interacting with objects in their daily lives. In middle-grades geometry programs based on these recommendations, students investigate relationships by drawing, measuring, visualizing, comparing, transforming, and classifying geometric objects. (p. 233) All students in grades 68 should draw geometric objects with specified properties, such as side lengths and angle measures. In addition, in grades 68, all students precisely describe, classify, and understand relationships among types of two- and three-dimensional objects using their defining properties. (p. 397).

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014