Beacon Lesson Plan Library

Draw to Scale the E-Z Way

Stuart Brannon


In this lesson, students draw a rough floor plan of a house to scale without using a ruler to determine measurements.


The student devises nonstandard, indirect ways to compare lengths (for example, compare the height of a cylinder to the distance around it).


-2 pieces of lined notebook paper
-Ruler or straight edge (to draw straight lines)


1.The teacher should have introduced the concept of scale before the lesson.
2. If available, show the class a floor plan or blueprint of a real house or building.


1. Tell the students that the purpose of today's lesson is to learn how to make a drawing that is exactly to scale, meaning that it is a miniature version of something large.

2. Review with the students what scale on a map means, and how architects use scale to draw blueprints, math problems with area can be solved using scale, and anything that is large can be drawn as long as you know the size of the object.

3. Tell the students to get out two sheets of lined notebook paper.

4. Place the first sheet vertically on the desktop.

5. Turn the second sheet horizontally on top of the first on the top line of the bottom paper.

6. Each space between the lines is going to represent two feet, just like using the space between the numbers of a ruler.

7. Using the top sheet as a guide, draw the length of your house, count by 2's for each space, go over approximately twenty spaces (40 ft.) on the bottom sheet.

8. Now draw the width of your house again using each space as two ft. Go down fifteen spaces.

9. Using the same system, draw lines inside the house to make rooms inside the house with the measurements written inside the rooms. (Example: 10 x 12)

10. Collect the drawings and give appropriate feedback on any difficulties in using scale to draw larger objects.


Collect the floor plan drawings and assess whether the student has accurately used the scale as instructed. The student should staple the piece of notebook paper they used as their scale to the drawing since some paper has different widths, and you must use their paper to check. If 80 percent of the class can make drawings that are measured correctly (within 2 feet on dimensions) then the skill has been mastered, and I would then move on to using rulers to draw other items to scale. I would only use this as an introduction and not for a grade.


The students need to have been introduced to the concept of scale.
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