Students use maps where each grid line represents a unit of real distance (e.g., "each grid line represents one mile" on the bus-stop map and "each grid line represents one city block" on the town map) and calculate travel distances by adding horizontal and vertical distances. Students plot and use coordinates to locate corners of a rectangular garden given two diagonal corners and determine the horizontal and vertical side lengths (8 and 6 units). Students work with activity pages that ask them to find distances on scaled coordinate grids (e.g., "How many miles does the bus travel from A to B?" and "How many blocks is it from the bank to the school?").

Students draw triangles on a coordinate grid with specified side lengths (Activity 3) and construct triangles from given side and angle measures using a ruler and protractor (Activity 2). Students identify corresponding parts of triangles and distinguish congruent versus similar figures (Activity 4) and compare triangles that have the same angles but different side lengths (several activities and the bridge truss example in Activity 5).

Students compute actual lengths from scale drawings using proportions and given scales (for example, Luca's fort uses 1 in = 5 ft to find a 30 ft by 20 ft wall and the architect/photograph problems convert drawing units to real units). Students compute how perimeter and area change under scaling (Mrs. Yee's fenced area: linear scale 2:1 produces perimeter doubled and area quadrupled), and complete tables comparing original and scaled measures including circles' radius, circumference, and area. Students reproduce scale drawings at different scales by drawing on grids and in the coordinate plane (Activity 4 and the Interactive Notebook tasks where rectangles and triangles are enlarged/reduced and a scale drawing of a scale drawing is produced).

Students are asked to find scale factors from real-to-drawing and drawing-to-real situations (e.g., Heath's bird's nest: actual diameter 12 in and photo radius 2 in; Jeremy's kite: diagram 6×4 in vs actual 30×20 in). Students reproduce scale drawings (Question 16 asks students to draw a rectangle using a scale factor of 1/3 and later to create a scaled triangle using 1/3). Students compute how scaling affects perimeter and area (questions ask for the scale factor of the perimeter and the scale factor of the area, and the answer key shows calculations using squared scale factors for area).

Students are asked to "Create a Scale Drawing" by making a scale drawing of a shape based on a given scale factor and sketching it on a separate paper using a laminated grid. The Parent Plan explicitly lists "Reproduce a scale drawing at a different scale" as a skill students should demonstrate. The planning and setup steps require students to prepare and reset a scale drawing station (e.g., erasing drawings on the laminated grid), indicating hands-on practice reproducing drawings at specified scales.

Students use nets and a pictured grid where each small square is labeled as 1 cm² and are instructed to calculate the area of each face using that scale. Students measure nets with a centimeter ruler and write areas on the faces, then add the areas to find total surface area (examples and answer keys show areas computed from given 2D net dimensions). Several activity pages present nets with numerical dimensions and require students to compute areas of faces and sum them.

Students work with scale factors when finding areas and lengths of cross sections: the pyramid cross-section example uses a scale factor of 1/4 to find the cross-section side lengths (2 in.) and area (4 in.2), and the text shows the alternative method using the square of the scale factor (1/16) to get the same area. Student activity problems explicitly ask students to find cross-section dimensions and areas using given scale factors (e.g., a square pyramid problem with scale factor 2 and Learning Gates item with scale factor 1/2). The Parent Plan and review sections also note practicing how scaled areas relate to base areas and remind students to review solving problems involving scale factor.

Students are instructed to make reduced or enlarged copies of nets using the Scale setting in the print dialog box or a photocopier, and to print additional copies as needed. Students measure pre-printed nets on graph paper (each square equals one unit) and calculate surface area and volume for selected solids using provided formulas. The project requires assembling nets of different sizes for a model, so students physically reproduce nets at different scales and work with their measurements.

Students practice scale drawing concepts in the "Circles and Scale Drawings" activity: Problem 3 asks students to enlarge a triangle using a scale factor of 2/1 and compute the new side lengths. Problem 4 has students find the scale factor by comparing corresponding parts of two rectangles (12x6 and 4x2). Problem 5 requires students to scale a real object (a 2-inch postcard lighthouse) up by 800% and compute the new height.

The Art in Proportion activity directs students to reproduce a small grid image onto a larger grid that is 2× bigger, with step-by-step instructions to copy each small square into corresponding larger squares. The Student Activity Page titled "Scaling an Image" provides a concrete task where students transfer a house drawing from a small grid to a larger grid. The optional "Scale City" video and parent notes mention using scaling to compare sizes (e.g., dinosaur fossils to real animals) and refer to maps and blueprints as scaling examples.

Students solve map-scale problems that convert lengths on a drawing to actual distances (e.g., a problem where 1 inch = 5 miles and students find how many miles 7 inches represent, and a similar problem where 1 inch = 6 miles and students find miles for 9 inches). Several worksheet items ask students to use a scale from a drawing/graph to calculate real-world lengths, showing explicit practice with linear scaling and unit-rate conversion on scale drawings.

Students calculate scale factors and use them to find missing side lengths (for example, finding scale factor 6 ÷ 3 = 2 and using it to compute a missing height x). Multiple student activity pages ask students to find scale factors and solve for unknown side lengths in pairs of similar figures (several problems explicitly prompt "find scale factor and x"). Students also identify corresponding sides (e.g., AB → DE) and set up proportional relationships between matching sides to compute lengths.

Students practice reproducing figures at different scales by multiplying each point's x- and y-coordinates by a given scale factor and plotting the resulting points (Activity 2 and examples showing (x, y) → (kx, ky)). Students compute new side lengths using the rule new length = original length × scale factor and apply it in examples (Activity 3 and several worked examples). Students also set up and solve equations for unknown lengths or unknown scale factors using the relationship new = original × scale factor (Activity 4 and related practice problems).

Students perform dilations on coordinate points (e.g., multiply x and y by scale factors of 2, 1.5, 0.5, 2.5, 0.25) and then plot the images on provided coordinate grids. Students reproduce shapes at new scales by computing and plotting new vertex coordinates (answer key shows transformed coordinates after dilations). Several activities require students to apply a dilation centered at the origin as one step in a two-step sequence and to label successive images (A', A'', etc.).

The lesson includes quiz problems and activities that ask students to find scale factors and to dilate figures (e.g., "Find the scale factor from Triangle Y to Triangle X," "scaling a triangle with side lengths of 3 cm, 4 cm, and 5 cm by a factor of 2," and coordinate dilation/reflection problems). The answer key shows students compute new side lengths by multiplying by a scale factor (3×2 = 6, etc.) and determine a scale factor from two similar triangles (6 ÷ 2 = 3). Several quiz items require reproducing or reasoning about scaled copies of triangles on a coordinate grid.

Students perform dilations and identify scale factors in multiple activities (e.g., determine x when a 5×5 square is scaled by factor 3, compute A'B' when AB = 5 and triangle is dilated by factor 2). Students reproduce scaled figures on coordinate grids by plotting dilated vertices (several problems ask students to dilate triangles by given scale factors and then graph the images). Students also determine whether two figures are related by a dilation and state whether the image is an enlargement or reduction and the numerical scale factor.

Students create figures on a coordinate grid and perform a dilation about the origin by a factor of 3 (Part 3), then transfer both the original and dilated figures to tracing paper. Students draw shapes on graph paper, perform reflections, rotations, and translations on the coordinate plane (Part 2), and identify pairs of similar shapes in the "Design with Meaning" activity. The parent/teacher notes explicitly direct students to explore dilations and describe effects of dilations using coordinates.

Activity 4 includes a map-scale problem that asks students to determine how many miles are represented by 9 inches on a map given a scale of 1 inch = 6 miles. Across activities students solve proportional real-world problems (e.g., unit rates, percent, and simple interest) that require setting up and computing proportional relationships, which supports converting measurements using a given scale.

Students are asked directly about a scale drawing in problem 25: "A scale drawing uses 1 inch = 4 miles. How many miles is 7 inches?" The answer key gives the computed actual length: 28 miles, showing students convert measurements from a drawing to real-world lengths.

Students calculate scale factors and missing side lengths in similar figures (e.g., given triangles with sides 5, 7, 9 and a similar triangle with corresponding side 10, students find scale factor = 2 and compute the other sides). Students perform coordinate dilations (e.g., plotting Triangle LMN at L(2,1), M(4,1), N(3,3) and dilating by a scale factor of 3 about the origin to produce L'(6,3), M'(12,3), N'(9,9)). Students identify whether a dilation is an enlargement or reduction and determine scale factors from side-length changes (for example, recognizing a scale factor of 2.5 when a 6 cm side becomes 15 cm).