Blue Print

Task

Recently we had a social studies fair in our classroom and had to move our furniture out to make room for displays. Students asked if they could put the furniture back the way they wanted to, after the fair. I told them we would have a contest to see who could design a classroom plan that would best meet our needs. The winning plan would be chosen as our classroom set-up. After completing the project, we decided to physically arrange our classroom according to each map so students could see their work and ideas brought to life. This gave students practice in map reading and following a plan. We worked as a group to reach consensus on the best plan and then kept the classroom set-up in this fashion.

What This Task Accomplishes

This task gets students to practice measurement skills in a real-life situation. It provided students with a real-life task, as well as mathematically empowered students and developed spatial sense.

What the Student Will Do

Students first measured the perimeter of our classroom and drew a sketch. Next, the scale was decided. This resulted in a fabulous discussion about reasonableness and workability of scale sizes. One student in my class thought we should divide the task of measuring the perimeter among our class members, so we did. Students then looked at whether the results made sense and made verifications. Students worked with partners, and after drawing the perimeter, students had good experience with understanding the scale and were able to proceed with measuring and creating furniture to scale. We have round tables in our classroom, so students were required to use compasses to ensure appropriate scale sizes. We also have trapezoid tables that were more difficult to measure than rectangular or square tables. Students then arranged the furniture as they saw fit.

Time Required for Task

It took about a week of one hour math classes to complete this project.

Interdisciplinary Links

Students can create scale representations of any object they are studying. For instance, when studying oceans, students used pictures of sea-creatures to create life-size models using a grid and coordinate system. This assisted students in gaining a better understanding of just how big or small these creatures are, as well as their relative sizes. Students can also create scale models of their bedrooms, or create scale models of their dream classrooms. My teaching partner had her class design the classroom set-up for next year adding some special areas that are not presently a part of her classroom. Students are including such additions as another computer cart, a carpet for a reading area and other furniture pieces in their representations. Models can be two or three dimensions depending on what you want to get into. Computer programs can also be purchased to accomplish this task using technology.

Teaching Tips

I encouraged students to use as a scale the size of the graph paper to make the project less complicated. We used 1/2 cm graph paper. I wanted students to experience the metric system since we had previously used standard units of measure, but you can design the scale to meet your unit objectives. As a class we discussed what a 1/2 centimeter should be equal to in order to have a map of an appropriate size. The students chose 10 centimeters or one decimeter. For homework I asked students to look at home for scale models or blue prints they could bring in to share in order to broaden student understanding of the concept of scale. Inviting an interior designer or architect to speak with your students would be great!

Suggested Materials

• Graph paper


• Yard/meter sticks


• Rulers


• Compasses


• Calculators

Possible Solutions

The solutions will vary.

Benchmark Descriptors

Novice
The student misunderstands the term and use of scale, does not justify decisions, makes inaccurate measurements and/or is unable to create an accurate mathematical representation.

Apprentice
The student has basic understanding of scale, but makes some inaccurate measurements and has inaccuracies in creating a mathematical representation. The student is able to create to scale rectangle and square objects, but cannot accurately create circles, trapezoids and other more complicated shapes. The student makes decisions in placing furniture in a random fashion.

Practitioner
The student has a good understanding of scale and applies it accurately and appropriately. The student creates an accurate mathematical representation and clearly describes strategy.

Expert
The student generalizes knowledge of scale from previous mathematical experiences and elaborates on the process and strategy used. Decisions for furniture placement are justified and well thought-out. The student makes observations and generalizations about their process and solution.