LESSON PLAN TEMPLATE A ED 3501 2012

Lesson Plan
Grade/Subject: Math 9 Unit: 7.2 Scale Diagrams and Reductions Lesson Duration: 30 mins

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
Describe and analyze position and motion of objects and shapes.
Specific Learning Outcomes:
4.0 Draw and interpret scale diagrams of 2-D shapes.
LEARNING OBJECTIVES
Students will:
 Students will identify a scale diagram
 Students will calculate scale diagrams
 Students will identify a reduction
 Students will calculate a reduction
 Students will understand position and movement of objects in space.
ASSESSMENTS
Observations: Key Questions:
 Students understanding of How do 2-D objects move in space?
scale diagrams and reductions Where can we use scale diagrams in the real
 Students ability to calculate world?
scale reduction
Written/Performance Assessments:
Math 9 Makes Sense Text: Page 329 5,6,7,11,13,20
Mini Review
Exit Slips
LEARNING RESOURCES CONSULTED
Resource #1: Math 9 Makes Sense Text Book
MATERIALS AND EQUIPMENT
Powerpoint
PROCEDURE
Introduction (5 min.):
Review:
 Take marks in from previous homework and take attendance.
 Address units in SF. SF doesn’t have units & show units in equation.
 Hand out Sticky Notes. Do a Quick 3 question quiz for formative assessment.
 - Have them hand it in and review questions as a class.

Transition to Body: We talked about Enlargements yesterday. Today we are going to talk about Reductions.
Body (30min.):
Learning Activity #1: Example Questions
1. Map
Ask students to pull out their notebooks and take notes.
Ask Students what the scale of the map is? (1cm = 400 km)
What is the Scale Factor? Does anyone remember the SF equation?
There is one step before you can calculate the scale factor. What is it?
In your notebooks convert the units.
Do it in your notebooks. Then have a student walk you through it on the board. * give them time*
Now calculate the scale SF of the map to the actual size of the island. * give time to do it in notebook*
Ask a student to walk through how do calculate scale factor.
2. Drawing a scale diagram that is a reduction.
Give them each a ruler and piece of paper.
Have them measure out and draw the octagon shape that is the original.
Give them the scale factor .25. Tell them they need to calculate the reduction and draw it in their notebooks.
Have to show me when you’re done and your work.
Then have one student bring up theirs and explain what they did to the class.

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LESSON PLAN TEMPLATE A ED 3501 2012
3. Using a Scale diagram of the top view of a truck.
The Scale is 1:50, what does that mean? It means that the actual truck is 50 times larger than the image.
The front and back wheels of the truck are 3.85 m apart. How far apart should the wheels be on the scale
diagram?
What is the scale factor in a decimal? 0.2
What information do I have? What am I trying to calculate? I have to actual length and the sf. Want to find
reduction.
3.85m x .02 = .077 m or 7.7 cm
Let’s measure the truck and make sure the scale factor is correct. Truck is 8 cm x 50 = 400 cm or 4 m
Whats the width? 3.2 cm x 50 = 160 cm or 1.6 m

Assessments/Differentiation: Students work on Scale reduction drawing and participation.

Learning Activity #2: Homework
Pg 329 5, 6, 7, 11, 13.
Show your work and due for tomorrow.

Assessments/Differentiation: Students answers, and work shown.

Closure (5min.):
Consolidation/Assessment of Learning: Exit Slip

Before they leave – do a quick exit slip and hand it in.

Sponge: Read a book, finish other homework, help a classmate.