Essential Mathematics 30s

Strand
Drawing and Design

Learning Outcomes:

Model and draw 3-D objects and their views

 Draw a 2-D representation of a 3-D object.
 Draw, using isometric dot paper, a 3-D object.
 Draw to scale top, front, and side views of a 3-D object.
 Construct a model of a 3-D object, given the top, front, and side
views.
 Draw a 3-D object, given the top, front, and side views.
 Determine if views of a 3-D object represent the object, and explain
the reasoning.
 Identify the point of perspective of a one-point perspective drawing
of a 3-D object.
 Draw a one-point perspective view of a 3-D object.

Draw and describe exploded views, component parts, and scale diagrams
of simple 3-D objects.
 Draw the component parts of an exploded diagram, and explain their
relationship to the original 3-D object.
 Sketch an exploded view of a 3-D object to represent the component
parts.
 Draw to scale the component parts of a 3-D object.
 Sketch a 2-D representation of a 3-D object, given its exploded view.
 Solve a contextual problem that involves scale.
Working with Scales

What is a scale?

 Ex. 1 cm:1m means, 1 cm on the diagram represents 1m in real life

 1 cm = 1m

Scales are represented as ________________ of two numbers:

Ex. 1:2 1:200 1:72 1:1000
Diagram Length : Real Length

Scales can also include ______________ of measure

Ex. 1cm: 1m 1cm: 1km
Diagram Unit : Real Unit

Scales can also be given as ___________________

Ex. 1cm =10m 1=50 1=32
Diagram Distance = Real Distance
Using Scales
We can use scales to ________________ between real life and
drawing/diagram lengths.

To use a scale we must set up a ratio.

Example 1 – Finding Model Length

A box car on a train has a length of 50 feet (600 inches). If we were to make
a 1:87 scale model of the box car, how long would the box car be?

Example 2 – Finding Real

A model of the Millennium Falcon measures 48.26 cm in length. How long is

the Millennium Falcon?
Example 3 – Finding Scale

It is 325m in a straight line from here to Vicky’s. If the distance from here to
Vicky’s on a map is 5 cm, what is the scale of this map?

If you are scaling up from a smaller figure to a larger one, use the ratio:
Scale Factor = Larger Length : Smaller Length

If you are scaling down from a larger figure to a small one, use the ratio:
Scale Factor = Smaller Length: Larger Length
Determining Scale Factor

Scaling Up:
Larger Length
Smaller Length

Ex. S=180/36
 Orthographic Projections/ Isometric Perspective Notes

Being Technical
 Precise
 Clean and Neat
 Detailed

How?
 Using rulers, pencils, appropriate dot paper

Orthographic Projections

 Orthographic Projections are used to represent a 2 dimensional (2D)

view of a 3 dimensional (3D) object
 They show what an object looks like from the ______, the _______,
and a _________ (left or right).
 When all 3 of these projections are shown it is called an
____________________________.

Examples.
Your turn

Draw an orthographic multi-view of this object. Make sure to label each

view.

Activity: Click Blocks

 Get into groups of 4
 Each person in each group needs 6 blocks, a ruler, pencil, and paper
(graph if you have)
 Each person will use their blocks to make a shape
 Pass your shape to one person in your group
 Create a orthographic multi-view for the shape you received, label
each view (top, front, side)
 Make sure that you are drawing each block (show where the blocks
connect)
 Pass the shape you have to the person to your right
 Repeat until you have drawn everyone in your group’s shapes
Isometric Perspective

 Isometric 3-D drawings simulate _________ by _____________the

object and drawing the “depth” at an___________ on the page.
 We can use ______________________ to help us make these
drawings.

Use isometric dot paper to draw a cube.

Now try drawing this object.

Practice
Pg 76-77, #1-10
Pg. 82-83, #1-4

Assignment #2
 Component Diagrams/ Exploded Diagrams

Component Diagrams

• Component Diagrams show all of the ____________ that are used to

build something.
• Think: a graphical list of parts.
• Can be _____________ or ___________
• The list of items shows ____________ of each piece is present in the
object

Your Turn!
Make a component diagram of this object
Exploded Diagrams (Views)
 Exploded Diagrams are very much like component diagrams, but they
show how the parts ________________.
 Because they show how the parts go together, exploded diagrams
are in _____________.
 _______________ -__________________ diagrams are very often
used in assembly instructions.
Like Lego, or Ikea!

An exploded view diagram is:

 They are often used to show the sequence of steps for assembling an
object
 They are usually shown as a set of isometric drawing
 They often have lines indicating where the parts fit together
Your Turn!
Draw an exploded view (as best as you can) of this chair

Assignment #3
 One-Point Perspective Notes

One-Point Perspective

This is done by using a _________________.

A vanishing point is a point toward which parallel lines appear to

____________________________________.

Identifying the Vanishing Point

To find the vanishing point:

 Extend straight lines on the picture or object by drawing them
further then they exist
 Continue to draw straight lines on top of other straight lines
The _____________________ of these lines is the vanishing point
Where is the vanishing point?

Drawing Using One-Point Perspective

• Draw the face of the shape on your page

• Choose a spot in the background to be your vanishing point
• Draw a straight line from each corner of the face to the vanishing
point
• Draw lines parallel to the face between the lines drawn towards the
vanishing point
• Connect the corners of the parallel lines and the corners of the face
• Erase what would be hidden from the shape, the vanishing point, and
the vanishing lines
Ex. Draw a cube using one-point perspective.

Your Turn
Try to draw a triangular prism using one-point perspective.

Point of Perspective

The point of perspective is the ___________ from which an ____________

is being _______________.

Another way to think of this is the _____________ of the ______________

in relation to the object.
Pg. 88-89. #2,3,5
Assignment #4