Michigan Curriculum Framework Standards and Benchmarks
II. Geometry and Measurement
Content Standard 2: Students identify locations of objects, identify location relative to other objects, and describe the effects of transformations (e.g., sliding, flipping, turning, enlarging, reducing) on an object. (Position)
Benchmark 2:  Locate and describe objects in terms of their orientation, direction and relative position, including up, down, front, back, N- S- E- W, flipped, turned, translated; recognize symmetrical objects and identify their lines of symmetry.
Benchmark 3:   Explore what happens to the size, shape and position of an object after sliding, flipping, turning, enlarging or reducing it.
Content Standard 3: Students compare attributes of two objects, or of one object with a standard (unit), and analyze situations to determine what measurement(s) should be made and to what level of precision. (Measurement)
Benchmark 1:  Compare attributes of objects; develop standard units of measurement; and select and use standard tools for measurement.
Benchmark 2:  Identify the attribute to be measured and select the appropriate unit of measurement for length, mass (weight), area, perimeter, capacity, time, temperature and
money.
Benchmark 4:  Explain the meaning of measurements and recognize that the number of units it takes to measure an object is related to the size of the unit.
Benchmark 5:  Explore scale drawings, models and maps and relate them to measurements of real objects.
Benchmark 6:  Apply measurement to describe the real world and to solve problems.

National Education Standards
NM-GEO.3-5.3: Apply transformations and use symmetry to analyze mathematical situations
NM-MEA.3-5.1: Understand measurable attributes of objects and the units, systems, and processes of measurement
NM-MEA.3-5.2: Apply appropriate techniques, tools, and formulas to determine measurements

National Educational Technology Standards for Students Grades 3-5
Content Standard 1:  Basic operations and concepts
Benchmark 1:  Use keyboards and other common input and output devices efficiently and effectively.
Content Standart 2:  Social, ethical, and human issues
Benchmark 3:  Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use.
Content Standard 3:  Technology productivity tools
Benchmark 5:  Use technology tools for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.
Content Standard 4:  Technology communications tools
Benchmark 5:  Use technology tools for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.
Benchmark 6:  Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests.
Content Standard 5:  Technology research tools
Benchmark 7:  Use telecommunications and online resources to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom.
Content Standard 6:  Technology problem-solving and decision-making tools
Benchmark 8:  Use technology resources for problem solving, self directed learning and extended learning activities.
Benchmark 9:  Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.
Benchmark 10:  Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources.

Objectives
Students will be able to create scaled rubber band enlargements of simple drawings (balloon, triangles).
Students will be able to create scaled rubber band enlargements of the drawings of their inventions.
Students will be able to use a number of tools to create their drawings.

Materials and Technology
Rubber bands
11 X 18 drawing paper
pencils
rulers
calculators
AIMS 2000 Proportional Reasoning Activities Grades 6-9
Mocrosoft Paint program

Safety
Discuss the importance of using rubber bands as a tool today.  No popping or shooting of rubber bands will be tolerated.

Engage
Last time, we created scale drawings of our inventions.  However, we used a piece of regular computer paper.  What if I wanted to make my drawing bigger and do it by hand?  What could I do?   I’m trying to figure out how I can use rubber bands to enlarge a simple drawing I have.  Show students balloon drawing (from AIMS 2000 Proportional Reasoning pgs 93-94: pg. 93) Allow for responses.  Note all ideas.  Continue by telling students that this is what we are exploring today.  How can rubber bands be used to enlarge a drawing?

Explore
Begin by doing Rubber Band Enlargements together (AIMS 2000 Proportional Reasoning pgs 93-94.). Distribute a chain of rubber bands to each pair. After doing the first drawing together, release students to do pg. 94 in pairs.

Summary of pg. 94
Students will tape a 3cm X 4cm X 5cm on to the table 6-8 inches away from the edge of the drawing paper.  Mark a point to the left of the triangle that is more than one rubber band length away from the closest point on the triangle.  One student puts the point of a pencil through the loop of the last rubber band to hold the end of the chain of rubber bands an the marked positoin.  The second student will trace the triangle with the first knot while drawing an enlargenent with the pencil in the second rubber band.  Students will draw three more triangles in the same way but adding another rubber band each time.  Students should measure and record the lengths of the sides of each triangle to the nearest centimeter.

Explain
Ask students what the notice about their drawings.  The rubber bands are the scale factor we are using this time.  We increased things by using 2, 3, 4, and 5 rubber bands.  This was another way for us to enlarge drawings.  Was this method more or less accurate than the first one we did using numbers and multiplying.  This method is less accurate because the rubber bands can be of different lengths.  The other method used our math skills.

Extend/Apply
The rubber band method is just one of many that can be used to create enlargements of drawings.  What are some other ways you can think of to make a picture or drawing larger?

I’m trying to figure out how I can use rubber bands to enlarge my drawing of my invention.  Instead of it being the size of the 8 ½ X 11 computer printer paper we used last time, I want it to be the size of the drawing paper we have that is 11 X 18.

Evaluate/Assess
Today, we are going to use these rubber bands to enlarge our invention blueprints.  Release students to work in pairs to create their drawing.  Remind students that they have many tools to use such as rulers and calculators.

Add technology
Allow students to draw their inventions on the computer using the Paint program.  Students already knew how to use this program.  Print black and white copies of computer drawing.