Math-in-CTE Lesson Plan
Lesson Title: Drawing to Scale
Author(s):
Lesson # ACDKS-17-09
Phone Number(s):
E-mail Address(es):
Ed Bambick
620-665-4525
bambicke@usd308.com
Janet Davis
620-665-4506
davisj@usd308.com
Occupational Area: Computer Aided Drafting
CTE Concept(s): Scale Drawings
Math Concepts: Ratios (Measurement taught previously)
Lesson Objective:
The student will be able to measure the CAD classroom & its contents, then draw it to
scale (1’ = ¼”) by hand using the Drafting Machine, or using the CAD program.
Supplies Needed:
Hand drawings & CAD-created drawing of Ms Davis’s classroom, blueprints, tape
measures, scale/ruler, paper & pencil, CAD program, drafting machine & table.
Pictures of various objects needed in element 1.
Math-in-CTE Technical Assistance
THE "7 ELEMENTS"
TEACHER NOTES
(and answer key)
1. Introduce the CTE lesson.
How many of you have ever seen a picture of something that is either larger or
smaller than its actual size? Have you seen a blueprint design of a house, a
structure or even a football field? Did you notice that is was not drawn even
close to its actual size? This is called a scale drawing. A scale drawing is a 2dimensional drawing of an object in which the dimensions of the drawing are
in proportion to the dimensions of the object. If an object is drawn in quarter
scale, this means that ¼ inch equals one foot. This scale can be written as 1 to
4, 1:4 or ¼. In this lesson, we are going to learn how to measure a structure and
draw it to a set scale.
Hand out various items:
*a picture of the Mona Lisa
http://en.wikipedia.org/wiki/Mona_Lisa
*a picture of Arrowhead Stadium
http://www.stadiumsofnfl.com/afc/Arrowh
eadStadium.htm
*a house blueprint
Discuss the pictures of various items handed out. In what scale might they be http://www.houseplans.com/2136-squaredrawn? Are objects always drawn smaller than their actual size? Can you think feet-3-bedroom-2-bathroom-Countryof something that would need to be drawn to a larger scale than its actual size? house-plans-0-garage-(32308)
Why do objects need to be drawn in different scale?
*Maps
2. Assess students’ math awareness as it relates to the CTE lesson.
Have you heard the word ratio before? What is a ratio? Can you give an A ratio is one quantity divided by another.
example of when or where you might see or write a ratio?
Students give examples of where they
have seen a ratio written.
If you had 6 oranges and 3 apples, what is the ratio of oranges to apples? Note The ratio is 6 oranges/3 apples, which is
that this would not be the case for apples to oranges. Units in ratios are written as
important if they are not the same (inches/feet).
6:3, 6 to 3 or 6/3.
http://www.brainpop.com/math/ratioproportionandpercent/ratios
This short video introduces ratios, explains
how to write and reduce ratios, then gives
a 10 point review quiz which only goes to
the next question if you answer correctly.
3. Work through the math example embedded in the CTE lesson.
Take a look at the blueprint of Ms. Davis’s classroom. What scale is it drawn Classroom blueprint is drawn in ¼ scale
to? We are going to walk over to her room, do some measuring and then with 2 errors. Students should discover the
we’ll see if the blueprint has any errors or if it has been drawn correctly. 2 errors in the blueprint.
Why is it important to know to what scale the room is drawn beforehand?
Math-in-CTE Technical Assistance
4. Work through related, contextual math-in-CTE examples.
Scale Drawing Activity 1 (attached below)
5. Work through traditional math examples.
Ratio Worksheet (attached below)
6. Students demonstrate their understanding.
Students will be provided with a sample drawing with measurements and
¼” = 1’ scale given.
Students will find the actual height or
length of specific objects and write them
using different scale
Students will
worksheet.
complete
the
attached
Students are given a floor plan and will be
asked to draw the given plan to the correct
scale.
Students will be able to draw the given object to scale.
7. Formal assessment.
Students will measure the CAD classroom, and sketch it using ¼” = 1’ scale Advanced students will also include all
using graph paper.
classroom furnishings as is using the same
scale. Will use CAD program.
This assessment will be scored using a
rubric.
Math-in-CTE Technical Assistance
Scale Drawings Activity 1
In this activity, you will find the actual height of skyscrapers or the actual length of bridges and tunnels
and write them using different scales. Round all answers to the nearest hundredth. Click on the name
of the structure to find its actual height or length. Remember to keep the order the same (feet/inches).
This activity copied from http://www.iit.edu/~smart/dvorber/activity1.htm
Write the first 5 objects using a 1” = 50’ scale.
Write the next 5 objects using a .25 = 50’ scale.
Write the next 5 objects using a 5” = 50’ scale
Name of structure
1. John Hancock Center
2. Chrysler Building
3. Petronas Tower
4. Sears Tower
5. Citicorp Center
6. Sunshine Skyway Bridge
7. Firth of Forth Bridge
8. Golden Gate Bridge
9. Akashi Kaikyo Bridge
10. New River Gorge Bridge
11. Channel Tunnel
12. New York Third Water
Tunnel
13. Central Artery/Tunnel
Project
Math-in-CTE Technical Assistance
Actual height or length
Scale
14. Seikan Tunnel
15. Underground Canal
Criteria
In
Progress
5
4
3
2
1
Exemplary
Exceeds
Meets
Approaches
Academic
5 pts
Standards
Standards
Standards
Warning
4 pts
3 pts
2pts
1 pt
Student
clearly
demonstrates
understanding
of
Student
demonstrates
a reasonable
Student
Student
demonstrates demonstrates a
an
misunderstanding
understanding
Student fails
to
demonstrate
an
understanding
Perfectly
illustrated the
concept in
Acceptably
illustrated the
concept in
Made an error Made minor
in illustrating errors in the
the concept in concept in
Made
significant
errors in the
Demonstrates
a clear
understanding
and can
explain to
other class
members
Demonstrates
a
understanding
and can
reasonably
explain to
other class
members
Demonstrates
a limited
understanding
and can
somewhat
explain to
others
Demonstrates a
limited
understanding
and can explain
either to others
Demonstrates
no
understanding
and cannot
explain to
others
Correctly
used all given
Correctly
used most of
Correctly
used some of
Incorrectly used
Did not
include
well drawn
and all text is
easy to read
neatly drawn
and text is
easy to read
neatly drawn
and fairly
easy to read
somewhat
cluttered and
difficult to read
not neatly
drawn nor is
it easy to read
understanding
SCALE DRAWING RUBRIC
Name_________________________________________________________________Hr____
Math-in-CTE Technical Assistance
Ratios
1)
Name __________________________Hr___
The HHS volleyball team plays 13 home matches and 10 away matches.
Find the ratio of home matches to away matches. __________________
Find the ratio of home matches to all matches. __________________
2)
Derek and his brother Marc decide to combine their DVD collections. Derek has 43
DVDs and Marc has 52 DVDs.
Find the ratio of the number of Derek’s DVDs to the number of his Marc’s DVDs.
__________________
Find the ratio of the number of Marc’s DVDs to the number of all the DVDs.
__________________
3)
Count the number of females and males in our class.
Find the ratio of males to females. __________________
Find the ratio of females to everyone in the class. __________________
4)
Use the examples in the previous questions to write your own ratio problem.
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5)
A drawing of a floor plan is drawn to a scale of ¼” = 1’. Explain in complete sentences
what each of these measurements represent. ___________________________________
_______________________________________________________________________
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Math-in-CTE Technical Assistance
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Math-in-CTE Technical Assistance