**Subject Area:**Mathematics

**Grade:**7

**Domain-Subdomain:**Geometry

**Cluster:**Level 2: Basic Application of Skills & Concepts

**Cluster:**Draw, construct, and describe geometrical figures and describe the relationships between them. (Additional Cluster) -

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

**Date Adopted or Revised:**02/14

**Date of Last Rating:**02/14

**Status:**State Board Approved - Archived

**Assessed:**Yes

**Assessment Limits :**

Geometric figures must be two-dimensional polygons.**Calculator :**yes

**Context :**allowable

**Test Item #:**Sample Item 1**Question:**A rectangle with its dimensions, in inches (in.), is shown.

Use the Connect Line tool to create a scale drawing of the rectangle.

**Difficulty:**N/A**Type:**GRID: Graphic Response Item Display

**Test Item #:**Sample Item 2**Question:**Lisa drew a picture of a boat. She used the scale shown.1 inch : 6 feet The boat in her picture is 7 inches long.

What is the length, in feet, of the actual boat?

**Difficulty:**N/A**Type:**EE: Equation Editor

**Test Item #:**Sample Item 3**Question:**Lisa drew a picture of a boat. She used the scale shown.1 inch : 6.5 feet The boat in her picture is 7.25 inches long.

What is the length, in feet, of the actual boat?

**Difficulty:**N/A**Type:**EE: Equation Editor

**Test Item #:**Sample Item 4**Question:**Eric wants to create a scale drawing of a house.

The scale drawing needs to fit on a piece of paper that is 6 inches wide. The drawing itself must be ate least 3 inches wide.

A. Drag numbers into the box to show an appropriate scale for the drawing.

B. Use the Connect Line tool to create a drawing based on the scale you chose in Part A.

**Difficulty:**N/A**Type:**GRID: Graphic Response Item Display

## Related Courses

## Related Access Points

## Related Resources

## Formative Assessments

## Lesson Plans

## Original Student Tutorial

## Perspectives Video: Teaching Idea

## Problem-Solving Tasks

## Teaching Ideas

## Tutorial

## Unit/Lesson Sequence

## Virtual Manipulatives

## STEM Lessons - Model Eliciting Activity

This MEA requires students to formulate a comparison-based solution to a problem involving finding the fastest driving routes from home to work considering different aspects. Students are provided the context of the problem, a request letter from a client asking them to provide a recommendation, and data relevant to the situation. Students utilize the data to create a defensible model solution to present to the client.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

In this lesson, students create a fish tank for a fish supply company for a future sales campaign. They will use scale drawings and proportions to design the perfect fish tank.

- First, students have to complete a ranking activity of items that will be included in their scale drawing along with three types of fish.
- Next, students will conduct a pH lab activity to gain knowledge about how pH levels will affect population and the ecosystem within the tank.
- Finally, students will adjust their item selection and re-engineer their tank drawing to support their findings and additional information provided by the client. Students must determine what objects would be beneficial to the living things that the students chose in relation to available space and pH balance.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

## MFAS Formative Assessments

Students are asked to find the length and area of an object when given a scale drawing of the object.

Students are asked to find the ratio of the area of an object in a scale drawing to its actual area and then relate this ratio to the scale factor in the drawing.

## Original Student Tutorials Mathematics - Grades 6-8

Learn to use architectural scale drawings to build a new horse arena and solve problems involving scale drawings in this interactive tutorial. By the end, you should be able to calculate actual lengths using a scale and proportions.

## Student Resources

## Original Student Tutorial

Learn to use architectural scale drawings to build a new horse arena and solve problems involving scale drawings in this interactive tutorial. By the end, you should be able to calculate actual lengths using a scale and proportions.

Type: Original Student Tutorial

## Problem-Solving Task

The purpose of this task is for students to translate between measurements given in a scale drawing and the corresponding measurements of the object represented by the scale drawing. If used in an instructional setting, it would be good for students to have an opportunity to see other solution methods, perhaps by having students with different approaches explain their strategies to the class. Students who can only solve this by first converting the linear measurements will have a hard time solving problems where only area measures are given.

Type: Problem-Solving Task

## Tutorial

In this lesson, students will be viewing a Khan Academy video that will show how to convert ratios using speed units.

Type: Tutorial

## Virtual Manipulative

Explore the effect on perimeter and area of two rectangular shapes as the scale factor changes.

Type: Virtual Manipulative

## Parent Resources

## Problem-Solving Task

The purpose of this task is for students to translate between measurements given in a scale drawing and the corresponding measurements of the object represented by the scale drawing. If used in an instructional setting, it would be good for students to have an opportunity to see other solution methods, perhaps by having students with different approaches explain their strategies to the class. Students who can only solve this by first converting the linear measurements will have a hard time solving problems where only area measures are given.

Type: Problem-Solving Task