Development draft · local review needed

Day 8 · A simple scale connects paper and model distanceYear 11 Essential Maths · T1 W1–2 · Day 8 lesson

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Year 11 / Essential Mathematics / Term 1 / Weeks 01 02

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Worked swaps · Fresh learner checks · Aids and text routes.

Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner choices

Goal: use Card F's drawing:wall scale to convert plan lengths with matching units. 25 = 2 + 5 + 6 + 7 + 5.

0–2: Read “1 cm paper : 200 cm model wall”; name drawing and wall sides. It is an invented sketch, not a real measurement.
2–7: Model 1:200 in cm; for 4 cm on paper, 4×200=800 cm=8 m on model wall. Reverse 800÷200=4 cm.
7–13: Learners calculate 3 cm plan →600 cm=6 m; explain why the 200 applies to every paper centimetre.
13–20: Routes: extend the scale ribbon four equal paper steps with 200-cm model blocks; annotate a two-column plan/wall table; use unit-labelled multiplication and speak/type/AAC the conversion and reverse. All routes state both units and the fictional-plan limit.
20–25: Exit “Does 4 cm on the paper mean 800 m?” Key: no; first 800 centimetres, then 8 metres. Move: attach the unit to the 200 before multiplication and divide by 100 only after.

Alternative domains: imaginary mural sketch or stage-floor model. Optional/home: draw 2 cm representing 100 cm per paper cm; label both units. Two more cases.

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