Look at this map of a local park. Down in the corner there is a little scale bar. A scale bar is a small ruler-like marker on a map that shows how much real distance a short paper length stands for. Two trees are drawn close together on the paper, but in real life they might be far apart. How could that tiny scale bar tell us the real distance between the two trees without ever walking it?
Look at this classroom plan. It shows paper lengths and the scale above it. The same rule turns each paper length into a real distance.
This plan is drawn at 1:100, so one cm on the plan stands for 100 cm, which is one metre, on the ground. The rule never changes: paper length × scale number = real length. Before we check together, can anyone tell me how far 4 cm on this plan would be in real life?
Today we work through this together: convert each wall of a real classroom into a plan at 1:100. We measure a wall in real life, divide by the scale, and write the paper length. Then we sketch the plan on the board as a class.
In your maths copy, sketch a scale plan of the classroom we just worked through at 1:100 — one cm on the page stands for 100 cm, which is one metre, in real life. Label each side in both paper units (cm) and real units (m), and write the scale (1:100) clearly above your drawing.
Groups of four or five, one metre stick, copybook and pencil per group. Work wherever your school has a long wall — corridor, hall, covered area, or the classroom itself. Before the lesson, choose one long wall for each group to measure.
If you cannot use a corridor or hall wall, run the same measure-divide-draw task on the longest classroom wall instead.
Why do mapmakers use scale at all? What would go wrong if we tried to draw every map at full size?
Next we turn our data-handling skills to drawing and reading bar charts, turning a tally of real class data into a chart we can read at a glance.
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