Name: Date: Lesson Start and End Time:

Susan Riggleman 2/8/23 9:35-10:17

Academic Area: Grade Level: Co-op Initials with Date:

Math Seventh

Pre-Instruction Planning

Topic Scale Drawings and Cost

PA Anchor/Standard or M07.C-G.1.1.1 Solve problems involving scale drawings of

Eligible Content geometric figures, including finding length and area.

Lesson Objectives SWBAT calculate the cost to floor or paint a given surface in a
scale drawing
(informal, during discussion)

Materials Handout: Scale Drawings #4

Handout: Scale Drawings - Cost
Handout: Bell Ringer

Planning for Learners Differentiation (Learning Environment): Collaborative Learning

Differentiation:
Modifications/Accommod
ations:

Lesson Presentation

Introduction ● Review Homework

● Go over Bell Ringer
● Vocabulary Review
○ When you’re finding 1 dimension, how many proportions
should you have?
 ■ 1
○ When you’re finding 2 dimensions, how many proportions
should you have?
■ 2
○ How many labels do you need in every proportion?
■ 8
○ If you have 2 proportions, how many labels do you
need?
■ 16/14
○ How many dimensions do you need to calculate to go
from an old scale to a new scale?
■ 4
○ How many proportions do you need to solve them?
■ 4
○ Which dimensions will an old scale and new scale have
in common?
■ The actual/real life dimensions

Sequence of activities ● I have handed out Notes: Scale Drawings Cost

including assessments ● I want you to take a couple minutes and try to solve this on
your own
○ Monitor student progress
○ Don’t answer questions
● Pair students up to discuss how they solved the question
Collaborative Learning
○ Have pairs then pair up with one another to discuss
○ Have those groups pair up to discuss
○ Class decision
● Discuss as a class
○ Find dimensions
○ Find area
 ○ Multiply area by price
■ (on notes)
● Pass out homework
○ How many proportions will you need in each problem?
■ 2, finding l & w to then find area
○ How many formulas will be in this problem?
■ 2, finding area, then finding cost
○ What will be our final answer?
■ The cost
○ What will be in our sentence?
■ The cost
● Go ahead and get started

Lesson Wrap-up ● Review Homework

● Vocabulary Review
○ When you’re finding 1 dimension, how many proportions
should you have?
■ 1
○ When you’re finding 2 dimensions, how many proportions
should you have?
■ 2
○ How many labels do you need in every proportion?
■ 8
○ If you have 2 proportions, how many labels do you
need?
■ 16/14
○ How many dimensions do you need to calculate to go
from an old scale to a new scale?
■ 4
○ How many proportions do you need to solve them?
■ 4
 ○ Which dimensions will an old scale and new scale have
in common?
■ The actual/real life dimensions

Self-Evaluation The collaboration in this lesson was so cool. I had them start in
groups of two then combine with another group of two then
another group of four until everyone was in the same group
together. I want to use some creative group work layouts to
see how they work. Before I came, they never did group work
so it’s kind of a blank canvas for experimenting. They did well
with the group concept, then we were able to discuss it as a
class.
I didn’t get as far in this lesson as I would’ve hoped because I
ended up entertaining a question about how to solve
something that took a long time to answer. The question was
about whether you had to solve for a total area first or if you
could find the cost of the areas separately then add them
together.
I thought it would be most helpful for them to see both and
they could then choose whichever method made more sense
to them. I don’t know if this will benefit them or if they’ll be
more confused but I wanted to try it. I’ll find out in the coming
days which it was.