Math at Work 11 Pacing Guide - This pacing guide replaces the previous yearly plan. It has been updated to reflect removed outcomes and provide flexibility for responsive instruction.
Math at Work 10 - 12 and related Math 7 - 9 Outcomes *Updated May 2024*
G02 Students will be expected to solve problems that involve scale. [PS, R, T, V]
G02.01 Describe contexts in which a scale representation is used.
G02.02 Determine, using proportional reasoning, the dimensions of an object from a given scale drawing or model.
G02.03 Construct a model of a 3-D object, given the scale.
G02.04 Draw, with and without technology, a scale diagram of a given object.
G02.05 Solve a contextual problem that involves scale.
G03 Students will be expected to model and draw 3-D objects and their views. [CN, R, V]
G03.01 Draw a 2-D representation of a given 3-D object.
G03.02 Draw, using isometric dot paper, a given 3-D object.
G03.03 Draw to scale top, front, and side views of a given 3-D object.
G03.04 Construct a model of a 3-D object, given the top, front, and side views.
G03.05 Draw a 3-D object, given the top, front, and side views.
G03.06 Determine if given views of a 3-D object represent a given object, and explain the reasoning.
G03.07 Identify the point of perspective of a given one-point perspective drawing of a 3-D object.
G03.08 Draw a one-point perspective view of a given 3-D object.
G04 Students will be expected to draw and describe exploded views, component parts, and scale diagrams of simple 3-D objects. [CN, V]
(It is intended that the simple 3-D objects come from contexts such as flat-packed furniture or sewing patterns.)
G04.01 Draw the components of a given exploded diagram, and explain their relationship to the original 3-D object.
G04.02 Sketch an exploded view of a 3-D object to represent the components.
G04.03 Draw to scale the components of a 3-D object.
G04.04 Sketch a 2-D representation of a 3-D object, given its exploded view.
Additional Resources and Activities for G02 (Solve problems that involve scale):
*Note: Scale diagrams resources from Math 9 G03 may be useful to assess prior knowledge.
Estimating Scale - This Google slides has a number of images from photographer Tatsuya Tanaka. For each image, have students estimate the scale of the figures in the photo. Additional images are available on Tanaka's website https://miniature-calendar.com/.
Marcellus the Giant Desmos Activity - This activity will help your students understand the definition of a proportional relationship. They'll create a giant and then make sure all of his features are proportional. They'll see the representation of his proportions on a graph and manipulate the graph to see the giant change dynamically.
Scale Drawing Measurement Practice Grid and Design Practice Grid - These two grids support students to practice scale concepts and calculations. These are from Dr. Austin Maths.
Scaled Copies Investigation - Do you have a square tile floor in the hallway? Ask groups of students to create 2D shapes using painters tape. Have groups switch and create scaled copies (reductions and/or enlargements) of these shapes.
Drawing to Scale: Designing a Garden from Mathematics Assessment Project (MAP) - A project for students to design and draw a scale model of a backyard garden.
Grid Drawing - Students learn about scale and scale factors by doing grid drawings. Students select an digital image/logo and paste it on a small 7x7 grid. They then draw an enlargement of of the image on a larger 7x7 grid. Here is a template that could be used.
How Big is the Vehicle That Uses Those Tires? - You are driving on the freeway when you see a large truck carrying these enormous tires. Use estimation and your understanding of scale to determine size.
How Much Bigger Should they Make Zoolander's School? - Watch a clip from the movie Zoolander and determine how many times bigger Zoolander's school should actually be.
Ponzo Illusions - The Ponzo Illusion was first demonstrated by Italian psychologist Mario Ponzo in 1911. Ponzo suggested that the way we judge an object's size is highly dependent on its background. Indeed, you can take a ruler and measure the heights of the three cars but even after you *know* that the cars are of the same size, your brain simply refuses to see it that way.
Additional Resources and Activities for G03 (draw 3-D objects and their views: orthographic diagrams (front, top and side views), isometric drawings and one-point perspective):
Note : G03 has been removed from Mathematics at Work 11 Curriculum.
Additional Resources and Activities for G04 (draw and describe exploded views, component parts and scale diagrams of simple 3‑D objects):
Note: G04 has been removed from Mathematics at Work 11 Curriculum.