TEACHERS:
Tetreault / SUBJECT:
7th Grade Math
STANDARD:
  • 7.G.A.1. Solve problems involving scale drawings of geometric figures, such as computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

OBJECTIVE (EXPLICIT):
  • TSW compute lengths and areas form scale drawings and different scales.

EVIDENCE OF MASTERY (MEASURABLE):
SUB-OBJECTIVES, SWBAT (SEQUENCED FROM BASIC TO COMPLEX):
  • I can calculate the scale drawing of a similar object.
  • I can calculate the area of a scale drawing from difference scales.

KEY VOCABULARY:
Scale Drawings
Area
Length
Perimeter / MATERIALS:
Pattern blocks
  • Triangles, squares, 2 different sized rhombus
  • 14 of each shape
Worksheet
(this is virtual pattern blocks you can use)
ENGAGE (MAKE CONTENT AND LEARNING RELEVANT TO REAL LIFE AND CONNECT TO STUDENT INTEREST)
BEFORE / TEACHER WILL:
Ask
When we look at a map of Arizona, is Arizona really that size? How do they make it that size?
Write their thoughts on the board. / STUDENT WILL:
Think, Pair, Share.
CO-TEACHING STRATEGY IF APPLICABLE
Have pictures printed of AZ, so they can have their own copy.
DURING / TEACHER WILL:
Give students (groups)14 of each shape.
Then have them put out one triangle and copy the information onto the chart. Then have them create a 2 sided triangle, and 3 sided triangle.
  • They should see a pattern and be able to create a formula for each.
  • Tell them to us n as their variable for the side length.
Here is what the students pattern blocks will look like after creating them.

They will repeat the previous step with the other 3 shapes.



As they are creating the shapes they are filling out the worksheet.
Example of the triangles:

1 3 1
2 6 4
3 9 9 / STUDENT WILL:
Students will work in groups for 25 minute. Creating the shapes and filling out the tables on the worksheet.
CO-TEACHING STRATEGY IF APPLICABLE
AFTER / TEACHER WILL:
Ask:
What is a scale factor and what happens to perimeters and areas?
Ask:
Did the formulas change? What did change?
Ask:
When we look at a map of Arizona, is Arizona really that size? How do they make it that size? / STUDENT WILL:
Think, Pair, Share
Think, Exit Ticket
Journal/Summary Entry
CO-TEACHING STRATEGY IF APPLICABLE

Name:______Date:______Period:______

Scale Drawings

Fill out for the Triangles

Fill out for Squares

Fill out for the Rhombus

Fill out for the long Rhombus

  1. What equations did you create to figure out the area and perimeter?
  1. What did you notice about the different shapes?