Grade 7.unit 1-Student Task Statements

GRADE 7 MATHEMATICS
Unit 1
Student Task Statements
Scale Drawings
Click on a title in the list below to scroll directly to that lesson.
Lesson 1: What are Scaled Copies?

Lesson 2: Corresponding Parts and Scale Factors
Lesson 3: Making Scaled Copies
Lesson 4: Scaled Relationships
Lesson 5: The Size of the Scale Factor
Lesson 6: Scaling and Area
Lesson 7: Scale Drawings
Lesson 8: Scale Drawings and Maps
Lesson 9: Creating Scale Drawings
Lesson 10: Changing Scales in Scale Drawings
Lesson 11: Scales without Units
Lesson 12: Units in Scale Drawings
Lesson 13: Draw It to Scale
Unit 1: Scale Drawings Download for free at openupresources.org

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Unit 1, Lesson 1
What are Scaled Copies?
Let’s explore scaled copies.
1.1 Printing Portraits

Interactive digital version available
a.openup.org/ms-math/en/s/ccss-7-1-1-1
Here is a portrait of a student.
1. Look at Portraits A–E. How is each one the same as or different from the original
portrait of the student?
2. Some of the Portraits A–E are scaled copies of the original portrait. Which ones do you
think are scaled copies? Explain your reasoning.

Lesson 1: What are Scaled Copies? 1
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3. What do you think “scaled copy” means?
1.2 Scaling F
Here is an original drawing of the letter F and some other drawings.

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1. Identify all the drawings that are scaled copies of the original letter F. Explain how you
know.
2. Examine all the scaled copies more closely, specifically the lengths of each part of the
letter F. How do they compare to the original? What do you notice?

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3. On the grid, draw a different scaled copy of the original letter F.
1.3 Pairs of Scaled Polygons

Your teacher will give you a set of cards that have polygons drawn on a grid. Mix up the
cards and place them all face up.
1. Take turns with your partner to match a pair of polygons that are scaled copies of one
another.

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a. For each match you find, explain to your partner how you know it’s a match.
b. For each match your partner finds, listen carefully to their explanation, and if you
disagree, explain your thinking.
2. When you agree on all of the matches, check your answers with the answer key. If there
are any errors, discuss why and revise your matches.
3. Select one pair of polygons to examine further. Draw both polygons on the grid. Explain
or show how you know that one polygon is a scaled copy of the other.
Are you ready for more?

Is it possible to draw a polygon that is a scaled copy of both Polygon A and Polygon
B? Either draw such a polygon, or explain how you know this is impossible.

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Lesson 1 Summary
What is a scaled copy of a figure? Let’s look at some examples.
The second and third drawings are both scaled copies of the original Y.
However, here, the second and third drawings are not scaled copies of the original W.
The second drawing is spread out (wider and shorter). The third drawing is squished in
(narrower, but the same height).
We will learn more about what it means for one figure to be a scaled copy of another in
upcoming lessons.
Glossary Terms
scaled copy

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Unit 1, Lesson 2
Corresponding Parts and Scale Factors
Let’s describe features of scaled copies.
2.1 Number Talk: Multiplying by a Unit

Fraction
Find each product mentally.
2.2 Corresponding Parts

Here is a figure and two copies, each with some points labeled.
1. Complete this table to show corresponding parts in the three figures.

Lesson 2: Corresponding Parts and Scale Factors 1
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original copy 1 copy 2
point
segment
segment
point
angle
angle
2. Is either copy a scaled copy of the original figure? Explain your reasoning.
3. Use tracing paper to compare angle with its corresponding angles in Copy 1 and
Copy 2. What do you notice?
4. Use tracing paper to compare angle with its corresponding angles in Copy 1 and
Copy 2. What do you notice?

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2.3 Scaled Triangles

Here is Triangle O, followed by a number of other triangles.
Your teacher will assign you two of the triangles to look at.
1. For each of your assigned triangles, is it a scaled copy of Triangle O? Be prepared to

explain your reasoning.
2. As a group, identify all the scaled copies of Triangle O in the collection. Discuss your
thinking. If you disagree, work to reach an agreement.
3. List all the triangles that are scaled copies in the table. Record the side lengths that
correspond to the side lengths of Triangle O listed in each column.

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Triangle O 3 4 5
4. Explain or show how each copy has been scaled from the original (Triangle O).

Choose one of the triangles that is not a scaled copy of Triangle O. Describe how you could
change at least one side to make a scaled copy, while leaving at least one side unchanged.
Lesson 2 Summary
A figure and its scaled copy have corresponding parts, or parts that are in the same
position in relation to the rest of each figure. These parts could be points, segments, or
angles. For example, Polygon 2 is a scaled copy of Polygon 1.

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• Each point in Polygon 1 has a corresponding point in Polygon 2.

For example, point corresponds to point and point corresponds to point .
• Each segment in Polygon 1 has a corresponding segment in Polygon 2.
For example, segment corresponds to segment .
• Each angle in Polygon 1 also has a corresponding angle in Polygon 2.
For example, angle corresponds to angle .
The scale factor between Polygon 1 and Polygon 2 is 2, because all of the lengths in
Polygon 2 are 2 times the corresponding lengths in Polygon 1. The angle measures in
Polygon 2 are the same as the corresponding angle measures in Polygon 1: for example,
the measure of angle is the same as the measure of angle .
Glossary Terms
corresponding
scale factor

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Unit 1, Lesson 3
Making Scaled Copies
Let’s draw scaled copies.
3.1 More or Less?

For each problem, select the answer from the two choices.
1. The value of is:
a. More than 205
b. Less than 205
2. The value of is:
a. More than 10
b. Less than 10
3. The value of is:
a. More than 0.2
b. Less than 0.2
3.2 Drawing Scaled Copies


Lesson 3: Making Scaled Copies 1
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1. Draw a scaled copy of either Figure A or B using a scale factor of 3.
2. Draw a scaled copy of either Figure C or D using a scale factor of .

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3.3 Which Operations? (Part 1)

Diego and Jada want to scale this polygon so the side that corresponds to 15 units in the
original is 5 units in the scaled copy.
Diego and Jada each use a different operation to find the new side lengths. Here are their
finished drawings.

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1. What operation do you think Diego used to calculate the lengths for his drawing?
2. What operation do you think Jada used to calculate the lengths for her drawing?
3. Did each method produce a scaled copy of the polygon? Explain your reasoning.
3.4 Which Operations? (Part 2)

Andre wants to make a scaled copy of Jada's drawing so the side that corresponds to 4
units in Jada’s polygon is 8 units in his scaled copy.
1. Andre says “I wonder if I should add 4 units to the lengths of all of the segments?” What
would you say in response to Andre? Explain or show your reasoning.

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2. Create the scaled copy that Andre wants. If you get stuck, consider using the edge of an
index card or paper to measure the lengths needed to draw the copy.

The side lengths of Triangle B are all 5 more than the side lengths of Triangle A. Can
Triangle B be a scaled copy of Triangle A? Explain your reasoning.
Lesson 3 Summary
Creating a scaled copy involves multiplying the lengths in the original figure by a scale
factor.
For example, to make a scaled copy of triangle where the base is 8 units, we would
use a scale factor of 4. This means multiplying all the side lengths by 4, so in triangle
, each side is 4 times as long as the corresponding side in triangle .

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Unit 1, Lesson 4
Scaled Relationships
Let’s find relationships between scaled copies.
4.1 Three Quadrilaterals (Part 1)

Each of these polygons is a scaled copy of the others.
1. Name two pairs of corresponding angles. What can you say about the sizes of these
angles?
2. Check your prediction by measuring at least one pair of corresponding angles using a
protractor. Record your measurements to the nearest .

Lesson 4: Scaled Relationships 1
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4.2 Three Quadrilaterals (Part 2)

Each of these polygons is a scaled copy of the others. You already checked their
corresponding angles.
1. The side lengths of the polygons are hard to tell from the grid, but there are other
corresponding distances that are easier to compare. Identify the distances in the other
two polygons that correspond to and , and record them in the table.
distance that distance that

quadrilateral corresponds to corresponds to
2. Look at the values in the table. What do you notice?
Pause here so your teacher can review your work.

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3. The larger figure is a scaled copy of the smaller figure.
a. If , how long is the corresponding distance in the second figure? Explain or

show your reasoning.
b. If , how long is the corresponding distance in the first figure? Explain or

show your reasoning.

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4.3 Scaled or Not Scaled?

Here are two quadrilaterals.
1. Mai says that Polygon is a scaled copy of Polygon , but Noah

disagrees. Do you agree with either of them? Explain or show your reasoning.
2. Record the corresponding distances in the table. What do you notice?
quadrilateral horizontal distance vertical distance
3. Measure at least three pairs of corresponding angles in and using a

protractor. Record your measurements to the nearest . What do you notice?

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4. Do these results change your answer to the first question? Explain.
Here are two more quadrilaterals.
5. Kiran says that Polygon is a scaled copy of , but Lin disagrees. Do you
agree with either of them? Explain or show your reasoning.

All side lengths of quadrilateral are 2, and all side lengths of quadrilateral
are 3. Does have to be a scaled copy of ? Explain your reasoning.
4.4 Comparing Pictures of Birds

Here are two pictures of a bird. Find evidence that one picture is not a scaled copy of the
other. Be prepared to explain your reasoning.

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Lesson 4 Summary
When a figure is a scaled copy of another figure, we know that:

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1. All distances in the copy can be found by

multiplying the corresponding distances
in the original figure by the same scale
factor, whether or not the endpoints are
connected by a segment.
For example, Polygon is a

scaled copy of Polygon . The
scale factor is 3. The distance from to
is 6, which is three times the distance
from to .
2. All angles in the copy

have the same measure
as the corresponding
angles in the original
figure, as in these
triangles.
These observations can help explain why one figure is not a scaled copy of another.
For example, even though their corresponding

angles have the same measure, the second
rectangle is not a scaled copy of the first rectangle,
because different pairs of corresponding lengths
have different scale factors, but
.

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Unit 1, Lesson 5
The Size of the Scale Factor
Let’s look at the effects of different scale factors.
5.1 Number Talk: Missing Factor

Solve each equation mentally.
5.2 Scaled Copies Card Sort

Your teacher will give you a set of cards. On each card, Figure A is the original and Figure B
is a scaled copy.
1. Sort the cards based on their scale factors. Be prepared to explain your reasoning.
2. Examine cards 10 and 13 more closely. What do you notice about the shapes and sizes
of the figures? What do you notice about the scale factors?
3. Examine cards 8 and 12 more closely. What do you notice about the figures? What do
you notice about the scale factors?

Lesson 5: The Size of the Scale Factor 1
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Triangle B is a scale copy of Triangle A with scale factor .
1. How many times bigger are the side lengths of Triangle B when compared with Triangle
A?
2. Imagine you scale Triangle B by a scale factor of to get Triangle C. How many times
bigger will the side lengths of Triangle C be when compared with Triangle A?
3. Triangle B has been scaled once. Triangle C has been scaled twice. Imagine you scale
triangle A times to get Triangle N, always using a scale factor of . How many times
bigger will the side lengths of Triangle N be when compared with Triangle A?
5.3 Scaling A Puzzle

Your teacher will give you 2 pieces of a 6-piece puzzle.
1. If you drew scaled copies of your puzzle pieces using a scale factor of , would they be
larger or smaller than the original pieces? How do you know?
2. Create a scaled copy of each puzzle piece on a blank square, with a scale factor of .
3. When everyone in your group is finished, put all 6 of the original puzzle pieces together
like this:
Next, put all 6 of your scaled copies together. Compare your scaled puzzle with the
original puzzle. Which parts seem to be scaled correctly and which seem off? What
might have caused those parts to be off?

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4. Revise any of the scaled copies that may have been drawn incorrectly.
5. If you were to lose one of the pieces of the original puzzle, but still had the scaled copy,
how could you recreate the lost piece?
5.4 Missing Figure, Factor, or Copy

1. What is the scale factor from the original triangle to its copy? Explain or show your
reasoning.
2. The scale factor from the original trapezoid to its copy is 2. Draw the scaled copy.

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3. The scale factor from the original figure to its copy is . Draw the original figure.
4. What is the scale factor from the original figure to the copy? Explain how you know.
5. The scale factor from the original figure to its scaled copy is 3. Draw the scaled copy.

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Lesson 5 Summary
The size of the scale factor affects the size of the copy. When a figure is scaled by a scale
factor greater than 1, the copy is larger than the original. When the scale factor is less than
1, the copy is smaller. When the scale factor is exactly 1, the copy is the same size as the
original.
Triangle is a larger scaled copy of triangle , because the scale factor from
to is . Triangle is a smaller scaled copy of triangle , because the
scale factor from to is .

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This means that triangles and are scaled copies of each other. It also shows
that scaling can be reversed using reciprocal scale factors, such as and .
In other words, if we scale Figure A using a scale factor of 4 to create Figure B, we can scale
Figure B using the reciprocal scale factor, , to create Figure A.

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Unit 1, Lesson 6
Scaling and Area
Let's build scaled shapes and investigate their areas.
6.1 Scaling a Pattern Block

Your teacher will give you some pattern blocks. Work with your group to build the scaled
copies described in each question.
1. How many blue rhombus blocks does it take to build a scaled copy of Figure A:
a. Where each side is twice as long?
b. Where each side is 3 times as long?
c. Where each side is 4 times as long?
2. How many green triangle blocks does it take to build a scaled copy of Figure B:
a. Where each side is twice as long?
b. Where each side is 3 times as long?

Lesson 6: Scaling and Area 1
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c. Using a scale factor of 4?
3. How many red trapezoid blocks does it take to build a scaled copy of Figure C:
a. Using a scale factor of 2?
b. Using a scale factor of 3?
c. Using a scale factor of 4?
4. Make a prediction: How many blocks would it take to build scaled copies of these
shapes using a scale factor of 5? Using a scale factor of 6? Be prepared to explain your
reasoning.
6.2 Scaling More Pattern Blocks

Your teacher will assign your group one of these figures.

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1. Build a scaled copy of your assigned shape using a scale factor of 2. Use the
same shape of blocks as in the original figure. How many blocks did it take?
2. Your classmate thinks that the scaled copies in the previous problem will each take 4
blocks to build. Do you agree or disagree? Explain your reasoning.
3. Start building a scaled copy of your assigned figure using a scale factor of 3. Stop when
you can tell for sure how many blocks it would take. Record your answer.
4. How many blocks would it take to build scaled copies of your figure using scale factors
4, 5, and 6? Explain or show your reasoning.
5. How is the pattern in this activity the same as the pattern you saw in the previous
activity? How is it different?
1. How many blocks do you think it would take to build a scaled copy of one yellow
hexagon where each side is twice as long? Three times as long?
2. Figure out a way to build these scaled copies.
3. Do you see a pattern for the number of blocks used to build these scaled copies?
Explain your reasoning.

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6.3 Area of Scaled Parallelograms and

Triangles
1. Your teacher will give you a figure with measurements in centimeters. What is the area
of your figure? How do you know?
2. Work with your partner to draw scaled copies of your figure, using each scale factor in
the table. Complete the table with the measurements of your scaled copies.
scale factor base (cm) height (cm) area (cm2)
3. Compare your results with a group that worked with a different figure. What is the same
about your answers? What is different?

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4. If you drew scaled copies of your figure with the following scale factors, what would
their areas be? Discuss your thinking. If you disagree, work to reach an agreement. Be
prepared to explain your reasoning.
scale factor area (cm2)
Lesson 6 Summary
Scaling affects lengths and areas differently. When we make a scaled copy, all original
lengths are multiplied by the scale factor. If we make a copy of a rectangle with side
lengths 2 units and 4 units using a scale factor of 3, the side lengths of the copy will be 6
units and 12 units, because and .
The area of the copy, however, changes by a factor of (scale factor)2. If each side length of
the copy is 3 times longer than the original side length, then the area of the copy will be 9
times the area of the original, because , or , equals 9.

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In this example, the area of the original rectangle is 8 units2 and the area of the scaled copy
is 72 units2, because . We can see that the large rectangle is covered by 9 copies
of the small rectangle, without gaps or overlaps. We can also verify this by multiplying the
side lengths of the large rectangle: .
Lengths are one-dimensional, so in a scaled copy, they change by the scale factor. Area is
two-dimensional, so it changes by the square of the scale factor. We can see this is true for
a rectangle with length and width . If we scale the rectangle by a scale factor of , we
get a rectangle with length and width . The area of the scaled rectangle is
, so . The fact that the area is multiplied by the
square of the scale factor is true for scaled copies of other two-dimensional figures too, not
just for rectangles.

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Unit 1, Lesson 7
Scale Drawings
Let’s explore scale drawings.
7.1 What is a Scale Drawing?

Here are some drawings of a school bus, a quarter, and the subway lines around Boston,
Massachusetts. The first three drawings are scale drawings of these objects.
The next three drawings are not scale drawings of these objects.
Discuss with your partner what a scale drawing is.

Lesson 7: Scale Drawings 1
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7.2 Sizing Up a Basketball Court

Your teacher will give you a scale drawing of a basketball court. The drawing does not have
any measurements labeled, but it says that 1 centimeter represents 2 meters.
1. Measure the distances on the scale drawing that are labeled a–d to the nearest tenth of
a centimeter. Record your results in the first row of the table.
2. The statement “1 cm represents 2 m” is the scale of the drawing. It can also be

expressed as “1 cm to 2 m,” or “1 cm for every 2 m.” What do you think the scale tells
us?
3. How long would each measurement from the first question be on an actual basketball
court? Explain or show your reasoning.
(a) length (b) width (c) hoop (d) 3 point line

of court of court to hoop to sideline
scale drawing
actual court
4. On an actual basketball court, the bench area is typically 9 meters long.
a. Without measuring, determine how long the bench area should be on the scale
drawing.
b. Check your answer by measuring the bench area on the scale drawing. Did your
prediction match your measurement?

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7.3 Tall Structures

Here is a scale drawing of some of the world’s tallest structures.
1. About how tall is the actual Willis Tower? About how tall is the actual Great Pyramid? Be
2. About how much taller is the Burj Khalifa than the Eiffel Tower? Explain or show your
reasoning.
3. Measure the line segment that shows the scale to the nearest tenth of a centimeter.
Express the scale of the drawing using numbers and words.

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The tallest mountain in the United States, Mount Denali in Alaska, is about 6,190 m tall. If
this mountain were shown on the scale drawing, how would its height compare to the
heights of the structures? Explain or show your reasoning.
Lesson 7 Summary
Scale drawings are two-dimensional representations of actual objects or places. Floor
plans and maps are some examples of scale drawings. On a scale drawing:
• Every part corresponds to something in the actual object.

• Lengths on the drawing are enlarged or reduced by the same scale factor.
• A scale tells us how actual measurements are represented on the drawing. For
example, if a map has a scale of “1 inch to 5 miles” then a -inch line segment on
that map would represent an actual distance of 2.5 miles
Sometimes the scale is shown as a segment on the drawing

itself. For example, here is a scale drawing of a stop sign
with a line segment that represents 25 cm of actual length.
The width of the octagon in the drawing is about three

times the length of this segment, so the actual width of the
sign is about , or 75 cm.
Because a scale drawing is two-dimensional, some aspects

of the three-dimensional object are not represented. For
example, this scale drawing does not show the thickness of
the stop sign.
A scale drawing may not show every detail of the actual

object; however, the features that are shown correspond to
the actual object and follow the specified scale.

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Glossary Terms
scale
scale drawing

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Unit 1, Lesson 8
Scale Drawings and Maps
Let’s use scale drawings to solve problems.
8.1 A Train and a Car

Two cities are 243 miles apart.
• It takes a train 4 hours to travel between the two cities at a constant speed.
• A car travels between the two cities at a constant speed of 65 miles per hour.
Which is traveling faster, the car or the train? Be prepared to explain your reasoning.
8.2 Driving on I-90

1. A driver is traveling at a constant speed on Interstate 90 outside Chicago. If she traveled

from Point A to Point B in 8 minutes, did she obey the speed limit of 55 miles per hour?
Explain your reasoning.

Lesson 8: Scale Drawings and Maps 1
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2. A traffic helicopter flew directly from Point A to Point B in 8 minutes. Did the helicopter
travel faster or slower than the driver? Explain or show your reasoning.

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8.3 Biking through Kansas

A cyclist rides at a constant speed of 15
miles per hour. At this speed, about how
long would it take the cyclist to ride from
Garden City to Dodge City, Kansas?
“Cyclist” by skeeze via Pixabay. Public

Domain.
“Map of Kansas” by United States Census Bureau via American Fact Finder. Public Domain.

Jada finds a map that says, “Note: This map is not to scale.” What do you think this means?
Why is this information important?

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Lesson 8 Summary
Maps with scales are useful for making calculations involving speed, time, and distance.
Here is a map of part of Alabama.
Suppose it takes a car 1 hour and 30

minutes to travel at constant speed
from Birmingham to Montgomery.
How fast is the car traveling?
To make an estimate, we need to

know about how far it is from
Birmingham to Montgomery. The
scale of the map represents 20
miles, so we can estimate the
distance between these cities is
about 90 miles.
Since 90 miles in 1.5 hours is

the same speed as 180 miles
in 3 hours, the car is
traveling about 60 miles per
hour.
Suppose a car is traveling at a constant speed of 60 miles per hour from Montgomery to
Centreville. How long will it take the car to make the trip? Using the scale, we can estimate
that it is about 70 miles. Since 60 miles per hour is the same as 1 mile per minute, it will
take the car about 70 minutes (or 1 hour and 10 minutes) to make this trip.

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Unit 1, Lesson 9
Creating Scale Drawings
Let’s create our own scale drawings.
9.1 Number Talk: Which is Greater?

Without calculating, decide which quotient is larger.
or
or
or
9.2 Bedroom Floor Plan

Here is a rough sketch of Noah’s bedroom (not a scale drawing).
Noah wants to create a floor plan that is a scale drawing.

Lesson 9: Creating Scale Drawings 1
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1. The actual length of Wall C is 4 m. To represent Wall C, Noah draws a segment 16 cm

long. What scale is he using? Explain or show your reasoning.
2. Find another way to express the scale.
3. Discuss your thinking with your partner. How do your scales compare?
4. The actual lengths of Wall A and Wall D are 2.5 m and 3.75 m. Determine how long these
walls will be on Noah’s scale floor plan. Explain or show your reasoning.

If Noah wanted to draw another floor plan on which Wall C was 20 cm, would 1 cm to 5 m
be the right scale to use? Explain your reasoning.

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9.3 Two Maps of Utah

A rectangle around Utah is about 270 miles wide and about 350 miles tall. The upper right
corner that is missing is about 110 miles wide and about 70 miles tall.
Make a scale drawing of Utah where Make a scale drawing of Utah where
1 centimeter represents 50 miles. 1 centimeter represents 75 miles.
How do the two drawings compare? How does the choice of scale influence the drawing?
Lesson 9 Summary
If we want to create a scale drawing of a room's floor plan that has the scale “1 inch to
4 feet,” we can divide the actual lengths in the room (in feet) by 4 to find the corresponding
lengths (in inches) for our drawing.

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Suppose the longest wall is

15 feet long. We should draw
a line 3.75 inches long to
represent this wall, because
.
There is more than one way to express this scale.
These three scales are all equivalent, since they represent • 1 inch to 4 feet
the same relationship between lengths on a drawing and
actual lengths:
• inch to 2 feet
• inch to 1 foot
Any of these scales can be used to find actual lengths and scaled lengths (lengths on a
drawing). For instance, we can tell that, at this scale, an 8-foot long wall should be 2 inches
long on the drawing because .
The size of a scale drawing is influenced by the choice of scale. For example, here
is another scale drawing of the same room using the scale 1 inch to 8 feet.
Notice this drawing is smaller than the previous

one. Since one inch on this drawing represents
twice as much actual distance, each side length
only needs to be half as long as it was in the first
scale drawing.

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Unit 1, Lesson 10
Changing Scales in Scale Drawings
Let’s explore different scale drawings of the same actual thing.
10.1 Appropriate Measurements

1. If a student uses a ruler like this to measure the length of their foot, which choices
would be appropriate measurements? Select all that apply. Be prepared to explain your
reasoning.
A. inches
B. inches
C. 23.47659 centimeters
D. 23.5 centimeters
E. 23.48 centimeters

Lesson 10: Changing Scales in Scale Drawings 1
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2. Here is a scale drawing of an average seventh-grade student's foot next to a scale

drawing of a foot belonging to the person with the largest feet in the world. Estimate
the length of the larger foot.
10.2 Same Plot, Different Drawings

Here is a map showing a plot of land in the shape of a right triangle.
“Logan Square map” by United States Census Bureau via American Fact Finder. Public
Domain.

GRADE 7 MATHEMATICS
NAME DATE PERIOD
1. Your teacher will assign you a scale to use. On centimeter graph paper, make a scale
drawing of the plot of land. Make sure to write your scale on your drawing.
2. What is the area of the triangle you drew? Explain or show your reasoning.
3. How many square meters are represented by 1 square centimeter in your drawing?
4. After everyone in your group is finished, order the scale drawings from largest to
smallest. What do you notice about the scales when your drawings are placed in this
order?

Noah and Elena each make a scale drawing of the same triangular plot of land, using the
following scales. Make a prediction about the size of each drawing. How would they
compare to the scale drawings made by your group?
1. Noah uses the scale 1 cm to 200 m.

2. Elena uses the scale 2 cm to 25 m.

GRADE 7 MATHEMATICS
NAME DATE PERIOD
10.3 A New Drawing of the Playground

Here is a scale drawing of a playground.
The scale is 1 centimeter to

30 meters.
1. Make another scale drawing of the same playground at a scale of 1 centimeter to

20 meters.
2. How do the two scale drawings compare?
Lesson 10 Summary
Sometimes we have a scale drawing of something, and we want to create another scale
drawing of it that uses a different scale. We can use the original scale drawing to find the
size of the actual object. Then we can use the size of the actual object to figure out the size
of our new scale drawing.
For example, here is a scale drawing of a park where the scale is 1 cm to 90 m.

GRADE 7 MATHEMATICS
NAME DATE PERIOD
The rectangle is 10 cm by 4 cm, so

the actual dimensions of the park
are 900 m by 360 m, because
and .
Suppose we want to make another scale drawing of the park where the scale is 1 cm to 30
meters. This new scale drawing should be 30 cm by 12 cm, because and
.
Another way to find this answer is to think about how the two different scales are related
to each other. In the first scale drawing, 1 cm represented 90 m. In the new drawing, we
would need 3 cm to represent 90 m. That means each length in the new scale drawing
should be 3 times as long as it was in the original drawing. The new scale drawing should
be 30 cm by 12 cm, because and .
Since the length and width are 3 times as long, the area of the new scale drawing will be 9
times as large as the area of the original scale drawing, because .

GRADE 7 MATHEMATICS
NAME DATE PERIOD
Unit 1, Lesson 11
Scales without Units
Let’s explore a different way to express scales.
11.1 One to One Hundred

A map of a park says its scale is 1 to 100.
1. What do you think that means?
2. Give an example of how this scale could tell us about measurements in the park.
11.2 Apollo Lunar Module

Your teacher will give you a drawing of the Apollo Lunar Module. It is drawn at a scale of 1
to 50.
1. The “legs” of the spacecraft are its landing gear. Use the drawing to estimate the actual
length of each leg on the sides. Write your answer to the nearest 10 centimeters.
Explain or show your reasoning.
2. Use the drawing to estimate the actual height of the Apollo Lunar Module to the nearest
10 centimeters. Explain or show your reasoning.

Lesson 11: Scales without Units 1
GRADE 7 MATHEMATICS
NAME DATE PERIOD
3. Neil Armstrong was 71 inches tall when he went to the surface of the moon in the
Apollo Lunar Module. How tall would he be in the drawing if he were drawn with his
height to scale? Show your reasoning.
4. Sketch a stick figure to represent yourself standing next to the Apollo Lunar Module.
Make sure the height of your stick figure is to scale. Show how you determined your
height on the drawing.

The table shows the distance between the average distance (millions of
sun and 8 planets in our solar system. planet miles)
1. If you wanted to create a scale model of Mercury 35

the solar system that could fit Venus 67
somewhere in your school, what scale
Earth 93
would you use?
2. The diameter of the Earth is Mars 142
approximately 8,000 miles. What would Jupiter 484
the diameter of the Earth be in your
scale model? Saturn 887
Uranus 1,784
Neptune 2,795
11.3 Same Drawing, Different Scales

A rectangular parking lot is 120 feet long and 75 feet wide.
• Lin made a scale drawing of the parking lot at a scale of 1 inch to 15 feet. The drawing
she produced is 8 inches by 5 inches.

GRADE 7 MATHEMATICS
NAME DATE PERIOD
• Diego made another scale drawing of the parking lot at a scale of 1 to 180. The
drawing he produced is also 8 inches by 5 inches.
1. Explain or show how each scale would produce an 8 inch by 5 inch drawing.
2. Make another scale drawing of the same parking lot at a scale of 1 inch to 20 feet. Be
3. Express the scale of 1 inch to 20 feet as a scale without units. Explain your reasoning.
Lesson 11 Summary
In some scale drawings, the scale specifies one unit for the distances on the drawing and a
different unit for the actual distances represented. For example, a drawing could have a
scale of 1 cm to 10 km.
In other scale drawings, the scale does not specify any units at all. For example, a map may
simply say the scale is 1 to 1,000. In this case, the units for the scaled measurements and
actual measurements can be any unit, so long as the same unit is being used for both. So if
a map of a park has a scale 1 to 1,000, then 1 inch on the map represents 1,000 inches in
the park, and 12 centimeters on the map represent 12,000 centimeters in the park. In other

GRADE 7 MATHEMATICS
NAME DATE PERIOD
words, 1,000 is the scale factor that relates distances on the drawing to actual distances,
and is the scale factor that relates an actual distance to its corresponding distance on
the drawing.
A scale with units can be expressed as a scale without units by converting one
measurement in the scale into the same unit as the other (usually the unit used in the
drawing). For example, these scales are equivalent:
• 1 inch to 200 feet

• 1 inch to 2,400 inches (because there are 12 inches in 1 foot, and )
• 1 to 2,400
This scale tells us that all actual distances are 2,400 times their corresponding distances on
the drawing, and distances on the drawing are times the actual distances they
represent.

GRADE 7 MATHEMATICS
NAME DATE PERIOD
Unit 1, Lesson 12
Units in Scale Drawings
Let's use different scales to describe the same drawing.
12.1 Centimeters in a Mile

There are 2.54 cm in an inch, 12 inches in a foot, and 5,280 feet in a mile. Which
expression gives the number of centimeters in a mile? Explain your reasoning.
A.
B.
C.
D.
E.
12.2 Scales Card Sort

Your teacher will give you some cards with a scale on each card.
1. Sort the cards into sets of equivalent scales. Be prepared to explain how you know that
the scales in each set are equivalent. Each set should have at least two cards.
2. Trade places with another group and check each other’s work. If you disagree about
how the scales should be sorted, work to reach an agreement.
Pause here so your teacher can review your work.
3. Next, record one of the sets with three equivalent scales and explain why they are
equivalent.

Lesson 12: Units in Scale Drawings 1
GRADE 7 MATHEMATICS
NAME DATE PERIOD
12.3 The World’s Largest Flag

As of 2016, Tunisia holds the world record for the largest version of a national flag. It was
almost as long as four soccer fields. The flag has a circle in the center, a crescent moon
inside the circle, and a star inside the crescent moon.
1. Complete the table. Explain or show your reasoning.
height of
flag length flag height crescent moon
actual 396 m 99 m
at 1 to 2,000 scale 13.2 cm
2. Complete each scale with the value that makes it equivalent to the scale of 1 to 2,000.
a. 1 cm to ____________ cm e. 5 cm to ___________ m
b. 1 cm to ____________ m f. ____________ cm to 1,000 m
c. 1 cm to ____________ km g. ____________ mm to 20 m
d. 2 m to _____________ m

GRADE 7 MATHEMATICS
NAME DATE PERIOD
3. a. What is the area of the large flag?
b. What is the area of the smaller flag?
c. The area of the large flag is how many times the area of the smaller flag?
12.4 Pondering Pools

Your teacher will give you a floor plan of a recreation center.
1. What is the scale of the floor plan if the actual side length of the square pool is 14 m?
Express your answer both as a scale with units and without units.
2. Find the actual area of the large rectangular pool. Show your reasoning.
3. The kidney-shaped pool has an area of 3.2 cm2 on the drawing. What is its actual area?

GRADE 7 MATHEMATICS
NAME DATE PERIOD
1. Square A is a scaled copy of Square B with scale factor 2. If the area of Square A is 10
units2, what is the area of Square B?
2. Cube A is a scaled copy of Cube B with scale factor 2. If the volume of Cube A is 10
units3, what is the volume of Cube B?
3. The four-dimensional Hypercube A is a scaled copy of Hypercube B with scale factor 2.
If the “volume” of Hypercube A is 10 units4, what do you think the “volume” of
Hypercube B is?
Lesson 12 Summary
Sometimes scales come with units, and sometimes they don’t. For example, a map of
Nebraska may have a scale of 1 mm to 1 km. This means that each millimeter of distance
on the map represents 1 kilometer of distance in Nebraska. The same scale without units
is 1 to 1,000,000, which means that each unit of distance on the map represents 1,000,000
units of distance in Nebraska. This is true for any choice of unit.
To see that these two scales are equivalent, notice that there are 1,000 millimeters in 1
meter and 1,000 meters in 1 kilometer. This means there are or 1,000,000
millimeters in 1 kilometer. So the actual distances in Nebraska are 1,000,000 times as far as
the distances on the map.
A scale tells us how a length on a drawing corresponds to an actual length, and it also tells
us how an area on a drawing corresponds to an actual area.
For example, if 1 centimeter on a scale drawing represents 2 meters in actual distance,

what does 1 square centimeter on the drawing represent in actual area? The square on the
left shows a square with side lengths 1 cm, so its area is 1 square cm.
The square on the right shows the actual dimensions represented by the square on the
left. Because each side length in the actual square is 2 m, the actual square has an area of
or 4 square meters.

GRADE 7 MATHEMATICS
NAME DATE PERIOD
We can use this relationship to find the actual area of any region represented on this
drawing. If a room has an area of 18 cm2 on the drawing, we know that it has an actual
area of or 72 m2.
In general, if 1 unit on the drawing represents actual units, then one square unit on the
drawing represents actual square units.

GRADE 7 MATHEMATICS
NAME DATE PERIOD
Unit 1, Lesson 13
Draw It to Scale
Let’s draw a floor plan.
13.1 Which Measurements Matter?

Which measurements would you need in order to draw a scale floor plan of your
classroom? List which parts of the classroom you would measure and include in the
drawing. Be as specific as possible.
13.2 Creating a Floor Plan (Part 1)

1. On a blank sheet of paper, make a rough sketch of a floor plan of the classroom. Include
parts of the room that the class has decided to include or that you would like to
include. Accuracy is not important for this rough sketch, but be careful not to omit
important features like a door.
2. Trade sketches with a partner and check each other’s work. Specifically, check if any
parts are missing or incorrectly placed. Return their work and revise your sketch as
needed.
3. Discuss with your group a plan for measuring. Work to reach an agreement on:
• Which classroom features must be measured and which are optional.
• The units to be used.
• How to record and organize the measurements (on the sketch, in a list, in a
table, etc.).
• How to share the measuring and recording work (or the role each group
member will play).

Lesson 13: Draw It to Scale 1
GRADE 7 MATHEMATICS
NAME DATE PERIOD
4. Gather your tools, take your measurements, and record them as planned. Be sure to
double-check your measurements.
5. Make your own copy of all the measurements that your group has gathered, if you
haven’t already done so. You will need them for the next activity.

Your teacher will give you several paper options for your scale floor plan.
1. Determine an appropriate scale for your drawing based on your measurements and
your paper choice. Your floor plan should fit on the paper and not end up too small.
2. Use the scale and the measurements your group has taken to draw a scale floor plan of
the classroom. Make sure to:
• Show the scale of your drawing.
• Label the key parts of your drawing (the walls, main openings, etc.) with their
actual measurements.
• Show your thinking and organize it so it can be followed by others.
1. If the flooring material in your classroom is to be replaced with 10-inch by 10-inch tiles,
how many tiles would it take to cover the entire room? Use your scale drawing to
approximate the number of tiles needed.
2. How would using 20-inch by 20-inch tiles (instead of 10-inch by 10-inch tiles) change
the number of tiles needed? Explain your reasoning.

GRADE 7 MATHEMATICS
NAME DATE PERIOD

1. Trade floor plans with another student who used the same paper size as you. Discuss
your observations and thinking.
2. Trade floor plans with another student who used a different paper size than you.
Discuss your observations and thinking.
3. Based on your discussions, record ideas for how your floor plan could be improved.


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GRADE 7 MATHEMATICS

Lesson 1: What are Scaled Copies?

Unit 1: Scale Drawings Download for free at openupresources.org

NAME DATE PERIOD

1.1 Printing Portraits

Here is a portrait of a student.

Unit 1: Scale Drawings Download for free at openupresources.org

NAME DATE PERIOD

3. What do you think “scaled copy” means?

Here is an original drawing of the letter F and some other drawings.

Unit 1: Scale Drawings Download for free at openupresources.org

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Unit 1: Scale Drawings Download for free at openupresources.org

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3. On the grid, draw a different scaled copy of the original letter F.

1.3 Pairs of Scaled Polygons

Unit 1: Scale Drawings Download for free at openupresources.org

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Are you ready for more?

Unit 1: Scale Drawings Download for free at openupresources.org

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Unit 1: Scale Drawings Download for free at openupresources.org

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2.1 Number Talk: Multiplying by a Unit

2.2 Corresponding Parts

1. Complete this table to show corresponding parts in the three figures.

Unit 1: Scale Drawings Download for free at openupresources.org

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original copy 1 copy 2

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2.3 Scaled Triangles

1. For each of your assigned triangles, is it a scaled copy of Triangle O? Be prepared to

Unit 1: Scale Drawings Download for free at openupresources.org

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Are you ready for more?

Unit 1: Scale Drawings Download for free at openupresources.org

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• Each point in Polygon 1 has a corresponding point in Polygon 2.

Unit 1: Scale Drawings Download for free at openupresources.org

NAME DATE PERIOD

3.1 More or Less?

1. The value of is:

a. More than 205

b. Less than 205

2. The value of is:

3. The value of is:

a. More than 0.2

b. Less than 0.2

3.2 Drawing Scaled Copies

Unit 1: Scale Drawings Download for free at openupresources.org

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1. Draw a scaled copy of either Figure A or B using a scale factor of 3.

2. Draw a scaled copy of either Figure C or D using a scale factor of .

Unit 1: Scale Drawings Download for free at openupresources.org

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3.3 Which Operations? (Part 1)

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