Lesson plan

Shapes to Scale

Teach your students to predict and explain features of scaled regular shapes.
Grade Subject View aligned standards

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Students will be able to predict and explain features of shapes that are scaled by factors greater than one.

(5 minutes)
  • Show your class two pictures: A model of something, and a picture of the actual item.
  • Ask, “Which one is the is the real item?” Allow for student responses.
  • Reveal which picture was a model. Note how a model is a version of something, but wouldn’t be very realistic, if it weren’t ‘to scale,’ or have the same features in proportion to the real thing.
  • Explain that establishing features in proportion to scale means to multiply all of the dimensions by the same factor.
(10 minutes)
  • Explain that today’s lesson will focus on scaling regular figures (those with equal side lengths) while showing your class a paper cut-out square with 4-inch sides.
  • Then, show your students another square with 8-inch sides. Have your class turn and share with a partner how both square compare to one another.
  • Allow several students to share their ideas with the whole class. Tell your students that the two squares are ‘to scale.’ The smaller square side length has been scaled by 2 (or multiplied by 2) to create the larger square.
  • Allow for students to turn and tell a neighbor how they might explain this idea in their own words.
(5 minutes)
  • Hand out copies of the Scaling More Regular Shapes worksheet.
  • Preview the entire sheet and review the example with your class. Answer any clarifying questions.
(15 minutes)
  • Have your students complete the exercises for the Scaling More Regular Shapes worksheet.

Enrichment: Students can make scaled diagrams of non-regular angular shapes like rectangles, triangles and trapezoids.

Support: Students can start off by practicing up-scaling regular shapes by two, moving on to three and four times.

(5 minutes)
  • Show your students two shapes labeled A and B. Shape A is scaled by a factor of 5 to create B. Ask students to show fingers that show the scale factor used from shape A to create shape B.
(10 minutes)
  • Have students share out their answers, and if others disagree, allow for challenges. Allow for at least two before clarifying correct answers, if necessary.

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