Name: Danielle Silvaggio Date: 10/3/18

School: Wangenheim Middle School

Subject: 7th Grade Common Core Mathematics
Grade Level: 7th Number of Students: 36
Objectives:
Content: Students will be able to find the scale, given lengths on a drawing and the actual
lengths.
Students will be able to create a scale drawings given the scale with units and understand how
different scales affect the size of the drawing.
Language/Key Vocabulary: Students will describe in complete sentences their drawings
using appropriate academic vocabulary, such as scale, length, width, and dimensions.
Standards:

Practice: CCSS.MATH.PRACTICE.MP4, CCSS.MATH.PRACTICE.MP5

Content: CCSS.MATH.CONTENT.7.G.A.1

Launch (8 min)

Number Talk: Students will begin with a number talk on comparing two division problems.
Students will be given 1 minute to think of different strategies to solve this problem. Students
are encouraged to solve this problem mentally, but can write their strategies down in their
math notebooks if needed. Students will be given 1 minute to compare their strategies with
their neighbor. Teacher will then lead group discussion on what strategies students used.
Teacher will ask students questions such as, “Can someone explain ___’s strategy in their own
words?”, “How do ___’s strategy and ___’s strategy similar? How are they different?”
(Student response: Using ½ as a benchmark, 7/13 is bigger because it is over ½, while 11/23 is
less than ½)

Motivation/ Activate Prior Knowledge:

Students will be told that today they are going to be given the opportunity to create their own
scale drawings. Teacher will review the activity from yesterday, and check that students were
able to find the scale and another way to express the scale. Teacher will call on volunteers to
share the answers from yesterday’s discussion.
(Student responses: our scale was 16cm = 4m, another way to express this was 4cm = 1m)

Instruction: (15 minutes)

Students will login to Google Classroom and be instructed to click on the link for Unit 1
Lesson 9. Teacher will ask one student to read problem #4. Teacher will ask for student
volunteers for important phrases or information in the problem. Teacher will do the same thing
for problem #5. Students will be given 1 minute to write down any ideas they have for how to
solve these 2 problems in their math journals. Teacher will then call on student volunteers to
share their ideas. Teacher will use student ideas to model how to solve for the first wall
dimension in question 4, and how to draw this on their grid. Students will continue to solve for
the other dimensions with their partners. Teacher will monitor partner work and discussions.
After all partner pairs are completed with #4, the class will pause and different pairs of
students will come to the board and share how they found their answers. Teacher will ask
guided questions to check for class understanding such as, “Did anyone solve this problem in a
similar way?”, “Did anyone solve this problem differently?”, “Can someone re-state what ___
just said in their own words?”
(Student Reponses: look for students who either divided the dimensions by the scale, or
students who used a double number line approach)

Guided Practice: (15 minutes)

Students will be given the opportunity to now create their own scale drawings of a bedroom
using different scale factors. Students will be grouped randomly into partners and will be
allowed to sit anywhere around the room to work. Teacher will monitor partner work and
discussions until almost all groups have completed both drawings. Teacher will also select
specific students to share their drawings later on with the class.

Students will then be given 3 minutes for a stand and talk. Students will be instructed to stand
and talk to as many people as possible, not including their partner they worked with. Students
will compare their scale drawings orally to the people they meet. They will be asked to take
notes and notice how the drawings compare. A timer will be place on the front screen for
students to monitor. Students will be instructed to return to their seats once they hear the timer
go off. Once 3 minutes are up, the timer alarm will go off and students will return to their own
seats.

Summary of Learning (10 min):

Students will then be first asked if any volunteers would like to share their drawings on the
doc-u-cam. Once volunteered students share, the selected students will be prompted to share
their drawings.

Teacher will lead a class discussion about the drawings that were just shared. Teacher will ask
the questions “How do our drawings compare?”, “Which is larger and why?”, and “How does
the choice of our scale influence our drawing?”
(Student responses: the scale of 4m to 20cm will be larger because for every 4m we need
20cm, versus only needing 2cm for the same length with the other scale)
Emphasize that the difference in scale choice can determine how big or small our picture is,
and that it is common to write a scale so that it tells what one unit on the scale drawing
represents (ex. 1cm = 2m).

Independent Practice/Summative Assessment (3 min): Students will spend the last 3

minutes of class completing an exit slip that consists of 1 question. Students will pass exit slips
to the end of the rows to be collected by the teacher before leaving class.
Assessment:
Formative: Monitored Group Conversations and work. Students work displayed on doc-u-cam
and/or student work shown on front board with explanation
Summative (10 minutes): Completed Cool Down Question that will be turned in as an exit
slip
Plan for Differentiated Instruction/Modification:
Access to digital version of activity via Chrome Books
Provided Sentence Frames
Use of online calculators
Materials/Resources:
Cool Down Worksheet, PowerPoint, Pencils, Grid Paper, Rulers, Doc-u-Cam