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7.GM.1 Determine the scale factor and translate between scale models and actual
measurements (e.g., lengths, area) of real-world objects and geometric
figures using proportional reasoning.
Technology Standard:
Lesson Objective: Students will calculate scale factor, and use scales to translate between
dimensions of scale drawings and models.
Warm-Up:
1. Watch the YouTube Video on Proportions and Scale Drawings independently.
2. Verso Submission – Log into Verso, and answer the prompt below. Make sure to write a
full paragraph of at least 3 or more complete sentences and use
proper punctuation in your post. When you are finished, respond to
at least 2 of your classmates. All responses should be courteous and
reference the content discussed in the initial post.
Prompt: Where in the real-world are scale drawings or models used? Provide at least
two examples, and explain the purpose of scale drawings/models.
Procedure:
Direction Instruction
1. Students will be take notes on scales and scale factors from the PPT presentation.
2. Students will participate in a class discussion and complete guided practice problems
found on the presentation.
Group 1 will log into Google Classroom in order to access the GeoGebra activities. The
three activities focus on proportional relationships, scales on maps, area scales, and real-
world scale factors. Students will submit these activities directly through GeoGebra
submission feature on Google Classroom. The three activities are linked below.
Group 2 will work collaboratively with partners to create a scale drawing blue print of a
house. They will need to follow specific guidelines illustrated in the handout, and use the
scale provided to accurately construct their blue print. Once they’ve sketched a two-
dimensional scale drawing, they will log onto www.floorplanner.com and build a 3D
model of their blue print, making sure to keep everything to scale. Students will also add
furnishings and decorations to their house, abiding by a given budget and other
requirements specified in the project instructions linked above.
Group 3: Independent Practice Station – Page 227, #1-8 in your Pre-Algebra Textbook
Group 3 will independently complete practice problems 1-8 on page 227 of their Pre-
Algebra Textbook in their math composition notebooks. If they do not finish, they
should complete these problems for homework. The answers to this assignment will be
checked for completion and accuracy the following day during warm-up.
Closure: Google Forms Exit Slip – Students will log into Google Classroom and access the
Form posted as their exit slip. In this form, they will answer the following questions:
1. A map has a scale of 1 inch = 8 miles. Two towns are 3.25 inches apart on the map.
What is the actual distance between the two towns?
2. The length of a model of a bridge is 16 inches. The actual length of the bridge is 50 yds.
What is the scale of the model?
3. On a scale of 1-10, how well did you understand the lesson? Explain your response.
*Data will be analyzed from student responses to determine how well students understood
the content from the lesson in order to create small groups and offer remediation the next day
in class.
Homework: Complete page 227, #1-8 in your Pre-Algebra Textbook if you are not already
finished. Also, review your notes as needed.
MaryAnn Molesky EDIT 610 Final Project
Assessment: There are several assessments built into this lesson. First, students will receive a
low-level participation grade on their Verso post and responses. They will also
receive a low-level participation grade for their GeoGebra activities and Google
Forms exit slip. The Independent Practice assignment will be assessed for
completion and accuracy, and will be considered a mid-level classwork grade.
Students who have incomplete or incorrect work will be pulled the next day in
small groups for remediation during warm-up time to make corrections and
improve their grade. Finally, students will be assessed on their Blue Print activity,
which will be a high-level project grade. The rubric for this project is below.
I think that my revised lesson now incorporates a good mix of technology and traditional
learning. Students get to engage in an introductory video, digital and verbal discussions, a PPT
presentation with their preferred style of note-taking, GeoGebra simulations and activities, scale
drawings and online 3D model productions, independent paper/pencil practice, and a Google
Form exit slip with immediate feedback and data. There are opportunities for independent work
and collaborative learning, as well remediation and enrichment built into the lesson. I believe
that every great lesson should be engaging and provide a mix of self-practice, collaboration,
traditional learning, and opportunities for students to practice digital citizenship through the use
of technology.