Math // Ratio & Proportion
Scale and similar shapes
Solve problems involving similar shapes where the scale factor is known or can be found
Quick check
If the learner has a scale drawing where 1 cm represents 5 m, and a room measures 3.5 cm on the plan, can they work out the real length of the room?
Ask this to see whether the topic is secure.
Topic // Mastery
What mastery looks like
- Find the missing side of a similar rectangle given a scale factor of 3
- Determine the scale factor between two similar triangles from given side lengths
- Use a scale factor to enlarge or reduce a shape and verify that all sides are in the same ratio
Topic // Map
Where this fits
- RequiredMust come first
- HelpfulHelps, but not essential
Before this
5 topics- Percentages (age 9+)Required
Ratio & Proportion // Ages 9 to 11
Similar shapes and scale requires 'scale', 'equivalent', and 'proportion' as defined terms
- Classifying shapes by propertiesRequired
Geometry // Ages 10 to 11
Similarity requires understanding shape properties — equal angles, proportional sides
- Ratio ProblemsRequired
Ratio & Proportion // Ages 10 to 11
Scale factor problems are a specific application of ratio/proportion
- Estimating answers (age 9+)Helpful
Measurement // Ages 9 to 10
Scale factor problems often involve computing scaled lengths/perimeters/areas
- Bar Models for RatiosHelpful
Ratio & Proportion // Ages 9 to 12
Scale factor problems for similar shapes can be represented as ratio bar models
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Scale and similar shapes
Ages 10 to 11 // Method
Leads to
3 topicsRatio & Proportion // Ages 11 to 13
Scale diagrams and maps extend KS2 scale-factor work with similar shapes
- Similarity and enlargementRequired
Geometry // Ages 12 to 14
Enlargement extends KS2 scale factor work with similar shapes
Mathematical Thinking // Ages 10 to 11
Scale factor problems are key Y6 modelling contexts
Topic // Research-informed
Teaching notes
From the Marble Skill Taxonomy. These notes have not been validated in classrooms, so treat them as a starting point for your own judgement.
The approach
Similar shapes are scaled copies: corresponding angles are equal and every pair of corresponding sides shares one ratio (the scale factor). Learners find the scale factor from a known matched pair (new ÷ old), then multiply the other sides by that same factor (a factor greater than 1 enlarges; a factor less than 1, such as 1/3, reduces — equivalently, when reducing you can divide by the enlargement factor). The pedagogical crux is that enlargement is MULTIPLICATIVE, not additive — adding a constant to each side generally distorts the shape (e.g. any non-square rectangle; a square or equilateral triangle is an exception) — and that a length scale factor k scales area by k² (and volume by k³ for solids).
Common misconceptions
- Additive enlargement — adding the same amount to each side instead of multiplying by the scale factor (distorts the shape; the classic Hart/CSMS rectangle error).
- Treating 'similar' as 'roughly the same shape' or as 'congruent/identical', not checking that all sides share one ratio.
- Believing that doubling the lengths doubles the area (area actually scales by k²; MAP Enlargements documents this as a persistent error).
- Applying the scale factor to only one side, or using new÷old for one pair and old÷new for another (inconsistent direction).
Useful representations
- Ratio table pairing corresponding sides (old side | new side), scale factor as the column multiplier
- Overlaid/nested shapes on a grid showing the enlargement from a centre
- Area grid showing k² tiling (double sides → four sub-rectangles)
- The scale-factor arrow (×k) applied to every corresponding side
Teaching practices
- Establish 'same shape, sides in the same ratio, equal angles' as the definition of similar before any calculation; contrast a genuine enlargement with a stretched (distorted) copy.
- Find the scale factor first from a matched pair of corresponding sides (new ÷ old), then apply it to every other side — make 'multiply by the SAME number' explicit.
- Confront the additive error directly: show that adding the same amount to each side changes the shape (a 2×5 rectangle + 4 to each side is 6×9, no longer similar), whereas multiplying keeps it similar.
- When perimeter/area appear, build the k² result from a diagram: doubling the sides of a rectangle makes FOUR copies fit inside, so area ×4 not ×2 (MAP Enlargements).
- Use a ratio table / double number line pairing corresponding sides so the constant multiplier is visible across all pairs.
Activities to try
- 1
Enlargement studio: grab, scale, and compare with additive mode
Why it works: Enlargement multiplies every corresponding side by the SAME factor, preserving shape and angles; adding the same amount to each side of a non-square rectangle distorts it. Because the shape grows in two dimensions, area scales by k², not by k.
- Work on a grid with a non-square rectangle or triangle whose aspect ratio is locked. Drag a corner to enlarge it and watch a live scale-factor readout while every side multiplies by the same factor and the angles stay unchanged; for a rectangle enlarged from a fixed corner, notice the dragged opposite corner moves along the original's diagonal, showing it is the same shape.
- Fill a ratio table alongside (old side | new side for each pair) and check that the same column multiplier appears for every pair of corresponding sides.
- Flip to an 'additive mode' that instead ADDS your chosen number to each side of the non-square rectangle; observe it stretch lopsided and fall off the original's diagonal — it is no longer similar. Compare directly with the multiplicative result.
- Turn on a grid-tiling overlay: with a scale factor of 2, see FOUR copies of the original tile the new shape; with a factor of 3, nine copies fit — connect this to area × k².
- If a scaling touches only one side, use the flag that highlights the unchanged side and correct it so every corresponding side is scaled.
- 2
Confront the additive error on paper
Why it works: Adding a constant to every side changed the proportions of the 2×5 rectangle (as it does for any non-square rectangle); multiplying every side by a common factor always keeps corresponding sides in a single ratio and preserves the shape.
- Take a 2×5 rectangle. Add 4 to each side to get a 6×9 rectangle, and draw both. Check whether the side ratios match: 2:5 versus 6:9 — they do not, so the shapes are not similar.
- Now enlarge the same 2×5 rectangle by a scale factor, multiplying each side by 3 to get 6×15, and confirm 2:5 and 6:15 are the same ratio.
- State in your own words why 'add the same to each side' changes the shape while 'multiply each side by the same number' keeps it.
- 3
Solve and judge similar-shape problems
Why it works: Problem solving means finding the scale factor from a known pair, applying it in the correct direction to every side, checking similarity by shared ratio, and using k² for area.
- Given a rectangle 6×9 enlarged so 6→18, find the scale factor (18 ÷ 6 = 3) and the missing side (9 × 3 = 27 cm). Beware of adding the difference 12 to get 21 — that is the additive error, not a valid answer.
- Find the scale factor between two similar triangles from a matched pair of side lengths, keeping new ÷ old consistent for the comparison.
- Judge whether two given shapes are similar by testing EVERY pair of corresponding sides for the same ratio, not by appearance, and by checking that corresponding angles are equal (for triangles, matching side ratios are enough; for other polygons they are not, e.g. a square and a non-square rhombus). One mismatched ratio means not similar.
- For a REDUCTION (e.g. 18 back to 6), decide first whether the answer should be bigger or smaller than the side you start from; then divide by the enlargement factor (÷3), which is the same as multiplying by the new ÷ old factor (6 ÷ 18 = 1/3).
- On an area follow-up for the 6×9→18×27 rectangle, reason that area scales by k² = 3² = 9 (54 cm² → 486 cm²), not by 3.
Topic // Standards
Curriculum standards
- The national curriculum in England: Key stages 1 and 2 framework document
- Ma6/2.4c
Math // Ratio & Proportion
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