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This is the cumulative assignment for Grade 4, incorporating the Measurement math strand (area, perimeter and metric units) with the Science unit on Habitats and Communities.

Angela Finnegan Fulson

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Grade 2-5 FREE Earth Day Math/Science/Language/Geography Activity

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Grade 2-5 FREE Earth Day Math/Science/Language/Geography Activity

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Fun activity to prepare for Earth Day on April 22!

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This is a 20 card Scoot Game with an Earth Day theme. Task cards cover a variety of topics:

Language Arts: Syllables, Parts of Speech, Contractions, Possessives, Affixes
Math: Word Problems, Fractions, Rounding, Time
Science: Renewable Energy, Nonrenewable Energy, Wind Power, Conservation, Hydropower, Solar Power
Geography: Continents, Oceans, Cardinal Directions

Recording sheet and answer key included.

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Follow Me so you can be notified about my latest products! (Click the star near The Techie Teacher icon)

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This is a 20 card Scoot Game with an Earth Day theme. Task cards cover a variety of topics: Language Arts: Syllables, Parts of Speech, Contractions, Possessives, Affixes Math: Word Problems, Fractions, Rounding, Time Science: Renewable Energy, Nonrenewable Energy, Wind Power, Conservation, Hydropow...

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http://mkn-rcm.ca/lesson-plans/

This URL has an abundance of math lessons for primary and junior students with integration to many different subjects. It is worth the exploration if you are looking to revamp your approach to teaching math!

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See below for math activities for Teachers and Parents!

Some lesson plans were developed from a collaboration between the MKN and London District Catholic School Board.

Count on MKN filmed videos for a teacher to go along with the Lesson Plans! Click the links below to watch:

For teachers and parents, see below for weekly 15 minute drop-in video sessions designed to help you understand how to implement the lessons and to allow you to ask any questions you may have!

If you are a teacher and would like to have one of our teacher candidates join your virtual classroom to help out with the implementation of any of our lesson plans, please send an email to bdickso9@uwo.ca for English classrooms and kjohn283@uwo.ca for French classrooms.

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Lesson Plans for Primary, Junior and Intermediate!

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See below for math activities for Teachers and Parents! Some lesson plans were developed from a collaboration between the MKN and London District Catholic School Board. Count on MKN filmed videos for a teacher to go along with the Lesson Plans!

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Grade 2 Science and Math: Design a Rain Catcher

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Grade 2 Science and Math: Design a Rain Catcher

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This Learning Activity is divided into three sections. Adults should guide children through it in the following order:

1. Minds On: Introduces the learning concepts to be explored in the Learning Activity.

2. Action: Offers a focused activity to explore the content and discover key concepts.

3. Consolidation: Provides students with an opportunity to deepen understanding and reflect on learning.

Stay Connected

Sign up for the TVO Learn Newsletter. Discover engaging ways to support learning. Connects families to the Ontario 1-12 curriculum.

choosing a selection results in a full page refresh

press the space key then arrow keys to make a selection

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Grade 2 Science And Technology Global Focus Learning Activity 7

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This Learning Activity is divided into three sections. Adults should guide children through it in the following order: Minds On: Introduces the learning concepts to be explored in the Learning Activity. Action: Offers a focused activity to explore the content and discover key concepts.

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Math & Science (States of Matter & Data Management)

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Math & Science (States of Matter & Data Management)

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https://www.science4us.com/elementary-physical-science/matter/states-of-matter/

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Kindergarten through second grade students have experience with matter in its three states: solid, liquid and gas. In the States of Matter module, students further explore the unique properties used to characterize each phase, and learn that anything on earth that has mass and takes up space is matter.
SillyBulls Aroma Maze Support Document
Science4Us provides the essentials that teachers need to confidently and effectively lead a classroom in any science lesson. This demo shows:

One section of the "Teacher Explain"

One of the 40 teacher support documents

Animated and live video clips in the games and instructional video engage and inform students about the states of matter. In addition, students will listen to a song reinforcing the three states of matter, while included language activities allow students to explore the nouns in the song. In the interactive notebook activity, students practice and record what they've learned and strengthen their math skills by presenting the information using a chart and a graph.

To help you expand on the online material, printable teacher guides are available as part of professional development. These teacher guides include hands-on activities, discussion questions and more.

Additional professional development comes in the form of Teacher Lessons that provide information such as best practices for extending knowledge, cross-content and vocabulary connections and common misconceptions specific to each lesson. For example, students learning the States of Matter usually have the misconception that objects that are hollow are not solid, when in fact, any type of matter that keeps its shape is a solid, whether or not it is hollow.

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Kindergarten through Grade 2 students have experience with matter in its three states: solid, liquid and gas. In the Science4Us States of Matter lessons, students further explore the concept that anything on earth that has mass and takes up space is matter.

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Primary Outdoor Education/Physical Education and Math 

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Primary Outdoor Education/Physical Education and Math 

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Lesson integrating primary outdoor education/physical education with mathematics; Count on Me Book Walk

I saw this lesson being used in the primary classes at my school in the outdoor education classes and the physical education classes. It is a book walk, so students go outside and read page by page of this story. The staff spread out the large pages of this book around the schoolyard. Each page prompts the students to look for math around them, like what different shapes you can find in the schoolyard: trees, play equipment, building, how many steps it takes to get from one page to another, etc.

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https://www.oercommons.org/authoring/7876-climate-change-cross-curricular-math-english-scien/view

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Created Jan. 28, 2016 by Joanna Schimizzi, Christine Sheffler, Rob Leichner, Theodore Mueller, Yilmaz Yoruk

Lesson Focus and Instructional Purpose

Students analyze the melting of the polar ice caps and its effects on the Earth and humanity

Unifying Essential Question(s)

How fast are the polar ice caps melting, and why is this rate important to human life on Earth?

Subject Area Question(s)

Math

What type of function is best to predict the rate of melting of the polar ice caps?

Math

When will the polar ice caps be gone, and what effect will this have on the Earth and humanity?

Science

Why is the Arctic sea ice melting at an exponential rate?

Science

What are the potential outcomes for the biosphere if the polar sea ice continues to melt?

Science

Is there an evidence-based relationship between the amounts of greenhouse gases to the annual temperature change?

English

What are the existing perspectives on climate change and global warming?

Collaborative Learning Objective(s)
Arctic Sea Ice Decline
Students will analyze the cause and/or effect of the melting of the polar ice caps over the last 40 years and determine if and when it will have a significant effect on the Earth and humanity.

Standards Addressed

CCSS.MATH.PRACTICE.MP3

CCSS.ELA-LITERACY.CCRA.R.1

NCES. Bio.2.2.1 - Infer how human activities (including population growth, pollution, global warming, burning of fossil fuels, habitat destruction and introduction of nonnative species) may impact the environment.

F.BF.1 Write a function that describes a relationship between two quantities.

CCSS.ELA-Literacy.RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

NCES.Bio.2.2.2 - Explain how the use, protection and conservation of natural resources by huma ns impact the environment from one generation to the next.

F.LE.4 For exponential models, express as a logarithm the solution to abct=d where a, c, and d are numbers and the base is 2, 10, or e; evaluate the logarithm using technology.

CCSS.ELA-Literacy.SL.9-10.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

NGSS.HS.LS.2.7 - Design, evaluate, and refine a solution for reducing the impact s of human activities on the environment and biodiversity. *

Close Reading Text Set

Anchor Text

Supporting Texts
English
Organized Text Set

1. Math - Earth Underwater video

Introduction to the ice cap situation

2. Math - Arctic Sea Ice Decline

SWBAT create and solve linear, quadratic, exponential, and cubic functions from given data on the polar ice caps. SWBAT evaluate functions to assess their accuracy on when the polar ice caps will melt.

3. Science - The Great Melt - BBC Video

Intro Video

4. Science - Primary Text - Arctic Sea Ice Decline

SWBAT examine the impact of the melting icecaps on the biosphere by completing research and a one-page reflection.

5. Science - Did Climate Change Kill the Hoosier Butterfly?

SWBAT examine the impact of climate change to the biosphere by participating in the discussion.

6. English - Marc Morano and Bill Nye Debate on Climate Change

SWBAT construct an argument (claim, evidence, reasoning) for their perspective on climate change in relation to global warming, and specifically on Arctic Sea ice decline by citing evidence from the primary text and the Marc Morano/Bill Nye debate.

7. Science - Relationship between Polar Bear and decline of Icecaps

SWBAT examine the impact of climate change to the biosphere by participating in the discussion.

Student Activities and Tasks

Begin with discussion of article: Why is the ice melt an issue? What has led to the problem? Do you believe that it's an issue? Where in the article did you see math that could relate to determining the problem? Why is this important?

Then, getting to the math functions from the graph: What functions can we calculate that relate the values from the graph to predict when the ice will be completely gone? Ultimately, what function best predicts the ice melt?

On Day 2, as students solve functions algebraically: Do you still believe that your function best predicts the ice melt? Why or why not? Also, why will the exponential function never predict that the ice levels are 0?

Math

After the hook video, ask: What may be causing the ice caps to melt more now than previously? We will share out & create a list. Students will repeat a turn & talk: What are the potential consequences on increased melting of the arctic ice? - We will share out and add to the list. (This list will be used to generate our conversations the next two lessons)

Key questions to gather from text: What factors play a role in the melting of Arctic sea ice? (paragraph 3) How is the amount of ice present directly to the Earth's climate? (P4) Difference between "new ice" and "multi-year" (or old) ice? (P5) Why is paragraph 10 titled "A Man made Problem"? Students will be asked to pay close attention to the impacts of disappearing ice, as these will lay the foundation for our task today (p 15 - 20)

Science

Teacher will begin inquiry through a post-video discussion on the implications of global warming and climate change.

Teacher will then introduce perspectives on the debate through texts and also provide evidence through the primary text.

Text-Dependent Questions:

What are the existing perspectives on the issue of global warming and climate change?

What is some specific evidence to support given perspectives?

What kind of diction or persuasive techniques are used to support given perspectives?

What is your perspective on the issue, and how can you support it using relevant evidence?

Formative Assessment Strategies and Tasks

Teacher uses cold call and higher-level questioning during whole-class instruction, and observes group discussion and responses on activity sheet during guided/independent practice.

Furthermore, teacher will collect and evaluate responses after Day 1 to determine depth of Day 2 whole-class vs. group instruction.

Sharing out on text dependent questions after allotted time of reading, using cold-call and volunteer responses

Students annotations of text, including summaries

Circulation and conversation during the research portion of the independent practice

Use day one's discussion to drive instruction on day two.

Teacher facilitates Socratic Seminar on the debate in which students will come prepared with notes, claims, evidence.

Completed graphic organizer with claim statement, and three reasons/evidence to support thesis in preparation for the argumentative essay on climate change.

Culminating Assessment

Math

Students will write a letter to their Congressman/Congresswoman explaining why it is so important to take action to prevent the melting of the polar ice caps, based on their math. The letter will include the algebraic and graphical solutions to the function the student decided is best, an explanation of why that is the best function, an explanation of when the ice caps will melt completely, and what this could mean for the Earth and humanity.

Science

In order to assess my students on the Arctic Sea Ice decline, students will be responsible for writing a one page assignment. Students will review the five impacts of disappearing sea ice noted in the article. Students will utilize the article and online resources to research their specific impact. Students will write a one page reflection based on the two main aspects of today's lesson: 1) identifying causes of sea ice disappearance 2) specific description of their chosen impact of loss of sea ice - including the potential consequences if the sea ice continues to disappear.

English
Math
Students will utilize all notes, annotations, and collection of claim statements, reasoning, and evidence gathered from the texts and refined through discussion and the Socratic Seminar to develop their own thesis statement and at least 3 pieces of evidence to support their claim statement. The summative assessment will be an argumentative essay in which they use gathered evidence from texts to support their claim on global warming. This task will assess their skills with articulating an argument in a formal essay

Background Knowledge and Prerequisite Skills

Pre-requisite Learning

Students will need to be able to graph functions on a calculator and adjust scale to see values.

Students will need to understand solving equations as a means of isolating a variable to find a value.

Students will need to be able to interpret a graph, including the meaning of the x/y axis and scale, to determine values and gather data in a given situation.

Students will need to be able to evaluate a text for claim, reasons, and evidence to support the claim, and also be aware of persuasive techniques in writing and speaking

Math
Pre-assessment of Readiness for Learning

Informal assessment through cold call, whole-class questioning, and observing extensive group work will determine need for mini-lessons in math.
After Day 1, collection of sheets will allow teacher to assess readiness for Day 2 solving functions.

Math Day 1
Informal assessment through cold call, whole-class questioning, review aligned questions from diagnostic test (students averaged 68% in obj 2.2.1 and 74% in 2.2.2)
Students have prior knowledge in these objectives from previous science classes, and from the consistent exposure to the topic - this allows for more student led, teacher facilitated instruction

English

Math Day 2
Students will have prior exposure to argumentative and persuasive writing through practice articles and online writing workshops aligned to the English 10 Holt McDougal textbook
Science
Organization of Instructional Activities

Lesson Plan: https://drive.google.com/file/d/0BxNS7_KVLjNUaG9LRkladDZQZVE/view?usp=sharing

Activity Sheet: https://drive.google.com/file/d/0BxNS7_KVLjNUZ1RjckNRemprU28/view?usp=sharing
English English Day 1

Video/Text Reading and Analysis (20-25 min, questions on activity sheet)

Whole-class discussion of issue and math relationships (15-20 min)

Students write and graph functions using TI-83 or higher regression capabilities. Then, use to evaluate for given years. (20-30 min, depending on level of students and necessity for skills review, questions/resources on activity sheet)

Students predict when ice level will reach 0. (5 min, based on closing question from Day 1)

Teacher introduction, students calculate algebraically and graphically solutions = 0 for all four functions (30-50 minutes, depending on level of students)

Students analyze functions and begin summative assessment - letter to Congressman/Congresswoman (30 - 40 minutes)

Lesson plan: https://docs.google.com/document/d/
1NA74fPBodfu3nizb21xq3wTlM05Zdlm47YDuWM_UcB8/edit

warm up

video & discussion

reading & annotating text

class discussion to analyze text

research & reflection on consequences

warm up

instructional notes (relating ozone layer, greenhouse gases to temperature change discussed yesterday)

students calculate own carbon footprint

students create and analyze graphs to determine relationship between gases and temperature

philosophical chairs - Do you think the United States should adapt policies to regulate greenhouse emissions?

Teacher introduces the topic if global warming and climate change through a short video.
Will show up to minute 3:40 to leave at the question: "is rising sea level (melting polar ice) myth or reality?" This question will engage students and open them up for further investigation through debate and texts.

Teacher shows students the Marc Morano and Bill Nye Debate on climate change. While watching, students must take Cornell notes on evidence from both sides of the argument.

Students (broken up by reading level) will read and annotate the primary text.

English Day 2

Teacher will instruct students to take out their primary text articles that were annotated and analyzed for evidence, along with their Cornell notes on the climate change debate video.

Teacher then organizes students into a Socratic seminar to engage in a discussion about climate change with a focus on the Arctic Ice melting.

Students use their notes and annotated texts to share and listen through discussion. Students in the inner circle will do most of the discussing and sharing of textual evidence to support their claims, while students on the outer circle will take notes they might have missed, or articulate their thoughts and reactions in writing.

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Climate Change: Cross-Curricular Math, English, Science Lesson

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This unit provides Common-Core aligned lessons based for Math 3, English 10, and Biology (NGSS Standards). The subjects are linked by a text on climate change, and they hit the standards of argumentation for English, comparing functions in Math 3, and human effects on environment in Biology.

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This project uses measurement, scaling, division by 10's and the blending and smudging art forms!

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Hello again everybody! Sorry for the long hiatus..... I meant to post this over a month ago when school was just out, but things have been pretty busy around here (and by busy I mean basically just totally chillin out and relaxing focusing on family, friends and my health--but c'mon, can ya blame me?! It is summer break after all!

But back to the art lesson I'm posting about-- Grid drawings inspired by the amazing artist Chuck Close!

This was my last art lesson of the school year for 5th grade. I have taught this lesson now for 5 years (4 years at the schools I'm teaching in now, and 1 year within another district). I think it's one of the more challenging lessons for 5 th grade.

The images I print out aren't super easy and although students have a choice on what image they want to draw, the lesson requires a lot of attention to detail and focus. Usually it takes students about 6 (sometimes even 7 (40 minute) classes to complete.

So with that in mind, I have NO IDEA why I planned on teaching it with only about 4 art classes left in the school year.... (you'd think by now I'd of realized doing so would mean kids probably wouldn't finish. Well... that is what happened. BUT -art isn't always about the final product. It's about the PROCESS. Learning about new techniques, learning about different artists, creative decision-making, discovering things about yourself, learning from mistakes and persevering through challenges.

Many students did finish, and I'd say most were probably ½ way finished. I DID however, have them draw on WAY smaller paper. In previous years kids drew on 9×12" or 8×10", but this time round, I had them draw on 5×7" to help speed things up a bit, while still keeping the same learning goals in mind.
Students worked so hard and I'm truly impressed with their beautiful drawings! Even if unfinished.
Ok, sorry....that was a lot of text to read... so here's the artwork!! 🙂

Students selected one black and white photo of an animal. They could choose from about 15 different pictures.

I looked for images on Google that had a variety of value changes, were challenging enough in that they had some nice details, but tried to find ones with a simple background. Then I printed each of them as a 5×7" on 8.5" x11" printer paper.

When making a selection, I laid out each image in stacks of about 10 along a long table, then called groups of kids up (5 or 6 kids at a time) to make a choice.

Students used a 1" strip of cardboard to create their grids. I've had them use actual rulers before, but it proved to be too tricky getting accurate measurements and straight lines.

They drew a grid on their chosen black and white animal picture, then numbered each square, then drew the same exact grid on a piece of 5×7" drawing paper and numbered that grid as well.

Here's some pics of students doing just that!

I explained to draw very lightly on the white drawing paper (so later on the grid lines and numbers wouldn't show as much) but they could draw pressing much harder on their black and white animal pic in order to see the grid lines and numbers better.

To help students draw with a lighter touch, I showed them how to hold the pencil so their fingers gripped near the eraser rather than towards the pencils tip. The closer your fingers are towards the tip of the pencil, the more likely it is you will draw darker lines.

Once their grids were drawn and numbered, they drew just the contour lines of their animal, while observing just one box at a time. Like so.....

Once all the contour lines are complete, we reviewed what VALUE meant and after doing a demo under the doc camera, they started shading using various drawing pencils. I had them use just 2B, 3B, 4B and 6B.

I also had small handouts to refer to on a value scale with references on what pencil would probably work best for each value within their picture.

We also reviewed how you can change the value of the pencil marks by simply pressing harder or lighter as well.

Students also learned how to use a TORTILLION or aka a blending stump to soften/blur lines and create lighter values.

You can see the tortillion (not tortilla! Tortillion I joked with the kids) on this students picture of a giraffe.

Kids were amazed at how much detail they acheived and how accurate they could draw what they were seeing--just by simply slowing down, and really paying attention to all the little details and nuances within each and every square!!
To view a great video and interview with Chuck Close himself- click on the video below!!
And another if you like!....

To view additional Grid drawings by my 5th graders in the past-- go HERE and then scroll down until you see it! This is also where you can view the learning goals of my lesson.

Thanks for stopping by!! I will be posting again within the next week or so-so Stay Tuned!! 🙂

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GRID DRAWINGS inspired by Chuck Close! -5th GRADE

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Hello again everybody! Sorry for the long hiatus..... I meant to post this over a month ago when school was just out, but things have been pretty busy around here (and by busy I mean basically just totally chillin out and relaxing focusing on family, friends and my health--but c'mon, can ya blame me?!

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This website has quite a few great lessons for different grade levels!

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Check out the interdisciplinary lessons from the Critical Transitions COP with a different lesson posted every week! One lesson is posted per week starting at the beginning of March through to mid-June (12-14 total lessons) rotating between posting a lesson for primary, junior, and intermediate in both French and English. These lessons will be specifically cross curricular in nature, incorporating mathematics into science, social studies and English lesson plans.

The lessons are designed to combine mathematics with other subjects such as art, science, history and many more, to promote interdisciplinary learning. Interdisciplinary learning has shown to support students learning across the various curriculum and it's fun too!

The interdisciplinary lessons continue from the lesson plans for primary, junior and intermediate.

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Check out the interdisciplinary lessons from the Critical Transitions COP with a different lesson posted every week! One lesson is posted per week starting at the beginning of March through to mid-June (12-14 total lessons) rotating between posting a lesson for primary, junior, and intermediate in both French and English.

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Such a great way to get your students moving while exploring coding!

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In this activity created by "The Teaching Chick" students get to explore the affects of friction on the distance that a toy car can travel. While engaging in this fun, hands-on exploration of friction and materials, students also get to practice their measurement skills and represent their results on a data table that will be interpreted at the end of the activity to determine if their hypothesis was supported.

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working with coins and identifying them through colouring it out

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ACM 2nd Grade: Coin Rubbing and Print Composition

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DOWNLOAD THIS LESSON PLAN: armoryarts.org/CR1

ABOUT THIS LESSON 
What are the artistic and mathematical attributes of money? This lesson's goal is for students to create a layered composition consisting of coin rubbings, a watercolor wash, and ink prints of coins they design.

GRADE LEVEL: 2nd Grade

ABOUT THIS VIDEO SERIES
This video is brought to you as a free public service courtesy of a three year collaboration between Armory Center for the Arts and Pasadena Unified School District. Made possible by a grant from the US Department of Education with additional support from the Clarence E. Heller Charitable Foundation.

Artful Connections with Math © has been formally evaluated by CRESST: The National Center for Research on Evaluation, Standards, and Student Testing at the University of California, Los Angeles.

For more video lessons, or to learn more about professional development opportunities through Armory Center for the Arts, visit armoryarts.org/math.

ABOUT ARTFUL CONNECTIONS WITH MATH ©
Artful Connections with Math harnesses the power of art to advance learning and achievement among struggling student populations. The arts open the door for learning in math, by helping to make abstract concepts more concrete, understandable, and approachable. The curriculum takes a hands-on, experiential learning approach that helps students appreciate the relevance of their math studies. Lessons are designed to engage and motivate all styles of learners, particularly visual and kinesthetic. The visual arts-math integrated lessons advance student understanding of grade level mathematics, in a way that enhances instruction and provides students with the building blocks for proficiency at higher grade levels.

With the support of a U.S. Department of Education three year Professional Development for Arts Educators grant, Artful Connections with Math has been developed as a professional development model for the 2nd and 3rd grade levels. The program provides sustained, rigorous professional development training for multi-subject classroom teachers, instilling in them the skills and knowledge necessary to deliver standards-based visual arts-math integrated instruction to students attending high poverty schools, as well as providing key instructional materials and lessons to use in their classrooms. The curriculum has been designed by a seasoned team of Armory trained teaching artists and arts administrators, in partnership with the Pasadena Unified School District. Over the last three years, the Armory’s program has trained 60 classroom teachers and reached over 1,800 students in the PUSD.

This visual arts-math integrated approach to instruction provides the classroom teacher with experience in developing more conceptual learning frameworks, emphasized as best practices by the Common Core Standards for Mathematics. Moreover, the lessons rigorously embody the California Visual Arts Standards to broaden in-school opportunities for meaningful and substantive visual arts instruction. Curriculum will include alignment with the National Core Arts Standards upon final adoption. In the coming years, several additional changes to the program will be made: development of curriculum for the 4th grade; alignment with the Common Core Standards for English Language Arts and Literacy standards; and the addition of a technology component supportive of ELA and visual arts instructional objectives. The technology component will employ a user-friendly app designed by Caltech Classroom Connections for iPads. The Armory’s plan is to take the redesigned program into Los Angeles Unified School District classrooms over the next four years.

Over the last three years with the support of a USDOE grant, the program has been formally evaluated as a professional development model by the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at UCLA. Each year of the program and informed by the evaluation, the Project Team has worked to increase the programs impact by fine-tuning lesson design and instruction. The resulting portfolios of standards-based lessons and accompanying instructional videos guide the classroom teacher through the lesson, and are being disseminated to the education community with the goal of bringing the power of art into classrooms across the nation.

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Combine this with procedural writing for a fun cross-curricular lesson!

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https://www.artwithmrsfilmore.com/radial-symmetry-printmaking-4th-grade/

I am currently working through this project with my class! So far, it has been a blast but a lot of work :)

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Read below to find out how we created these, see step-by-step pics and watch my YouTube tutorial on this lesson!

Printmaking is one of my favorite things to teach in art. I love it because it always has an element of surprise with the results each time. Getting all the "Ooooh's" and "Ahhh's" after printing is so fun and magical and is always fun to see!

4th Graders used their previous knowledge on printmaking from when they were in 3rd grade when creating their "Complementary Creature Prints". 3rd grade students used markers to print... and this time, as 4th graders... used black tempera paint to print. We used liquid watercolors to create the background before printing a symmetrical radial design on top using black tempera paint.

I love how colorful they are and loved showing students a variation in printmaking. They did a fantastic job!

This lesson took 4 to 5 (40 minute) art classes to complete.

DAY 1 - PAINTING THE RADIAL RAINBOW DESIGN

On the first day of the lesson, we reviewed symmetry (images that are the same on both sides) and students were introduced to radial design (a design that can include any lines, shapes or colors that starts in the center, and radiates outwards in a circular way). I explained we'd be making a symmetrical radial rainbow painting.

After demonstrating, and reviewing the order of the rainbow, students then measured to locate the center of their paper, using a ruler and marked the 6″ spot with pencil. From the center out, they then painted a radial rainbow design on their 12×12″ tagboard with liquid watercolors.

DAY 2 - DRAWING THE RADIAL DESIGN

Students drew curving lines (with some space between each line) on a 6″ square piece of copy paper that had been folded into a triangle, in pencil.

Then drew different lines and/or shapes between each curving line. Making sure not to draw too small or too detailed. Simple is best. They could be a pattern of lines and shapes, but didn't have to be.

Then students opened the paper up, and traced over their pencil lines with a black sharpie.

Then students flipped up the blank bottom half over the top half that had been traced in sharpie like below.

The drawing can be seen through the paper (as shown on the picture to the right above). Then students traced over their lines with a pencil like below.

TIP: Place a sheet of white paper underneath your work while tracing so the lines can be seen more clearly. OR place the paper on a window to allow light to shine through the backside to see more clearly as you trace. OR- rather than using copy paper folded into a triangle, use tracing paper.
Once ALL the lines have been traced, THEN unfold, by taking the bottom half out like below. You should be able to see the pencil part on top, and the backside of the sharpie part below. Here you can now see the entire design is continuous on both halves of the paper.

From here, take the paper and tape it to a 6″ square cut piece of styrofoam (the printing plate). Use clear tape and only tape it to the top in 2 areas so the paper can open and close like below. Don't worry about the tape covering your drawing a bit.

Once the drawing is taped onto the printing plate, students started tracing over ALL the lines with a dull colored pencil. (The colored pencil lets you know where you have traced since it leaves a colored line). Press firmly as you trace. This step transfers your drawing onto the printing plate.

It's a good idea to check to see if its transferring well enough, so flip up the taped down drawing to check how it's coming along. As long as you can see the lines indentations on your printing plate well enough, you're good!

Continue tracing with a dull colored pencil until the entire design is traced.

Once that's done, students flipped over the paper they were tracing. Here you should be able to see the drawing completely transferred onto the printing plate like below.

Next, students traced over their indentations of their design on the styrofoam printing plate with a dull colored pencil. (Tracing again pressing firmly). This step is crucial and creates a nice deep indentation which creates a clear print later on. If it's not pressed in twice (once with paper over the styrofoam, and again a second time on just the styrofoam the overall print wouldn't be as clear when time to print.)

From here, students then colored in *some* of their shapes they created within their design with colored pencil. Again pressing firmly! Areas where it is colored in, will reveal more rainbow from the painting created. Students could fill in as much as they wanted or as little as they wanted. This step was the final step before printing, so kids were very anxious to get printing! Teacher example on left, student example on right.

Once shapes were filled in, students flipped over the styrofoam printing plate, and drew an arrow with sharpie pointing to the corner where they started their drawing.

*Technically, to print a symmetrical radial design, the arrow could be drawn pointing in ANY one chosen corner, as long as it's in just one corner. For a complete circle design like we created, we drew the arrow in the corner where we originally started the curving lines.

HOWEVER, no matter where you place the arrow, this arrow is necessary to know where to position the printing plate on the paper each time you print. The arrow should always point to the center of the paper each time it's printed. Doing this creates the symmetrical radial design. ( More on this below). They also wrote their name and class in sharpie on the back somewhere as well.

Then the paper that was taped on gets taken off and thrown away and students were ready to print!

DAY 3 - PRACTICE PRINTING ON 12X12″ WHITE PAPER FIRST

After a printing demonstration, students created a practice print on white paper before moving onto their final copy (on their rainbow painting).

Students shared plates of black tempera paint and brayers and rolled out their brayer onto the plate of black paint a couple times. Since the paint has a slippery texture, it's important to THEN roll the brayer onto a sheet of scrap paper to get the paint evenly distributed onto the brayer. This also gets rid of any excess paint before rolling onto the printing plate.

Then the brayer gets rolled onto the printing plate.

Once students evenly coated their printing plate with black tempera paint, they carefully lifted it up and printed onto 12×12″ white 80# paper. It's important to have the printing plates edges lined up with the papers edges and have the arrow pointing to the center of the paper.

Then students pressed down with the flat of their hands and then used a CLEAN brayer, and rolled over the backside of their printing plate all over to transfer the design to create the first print like below.

Then, lifted it off to repeat those steps 3 more times, rotating the printing plate so the arrow pointed towards the center of their paper each time they printed.

DAY 4 - 5 FINAL STEP! PRINTING ON THE RAINBOW PAINTING!

Students reviewed the printing process and continued to print their design onto their rainbow painting that they painted on day 1!

It was fun... but very messy!!!

This is why we drew a BIG arrow! So you can see it!

If you haven't see it yet, Here's my YouTube video tutorial below. I hope you like it!

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Read below to find out how we created these, see step-by-step pics and watch my YouTube tutorial on this lesson! Printmaking is one of my favorite things to teach in art. I love it because it alway...

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https://drive.google.com/file/d/1y_s_khBAYtSVVc9LnQihlWa-s5scubch/view?usp=sharing

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Christina Pavao

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Share with your friends!

This post is part of a blog series Amazing Math Art Project for Kids, hosted by Karyn Tripp at Teach Beside Me. The blog series is in conjunction with the launch of the book Math Art & Drawing Games for Kids.

Ever since a preschool conference I attended this past summer, I've been inspired to bring more natural elements into my home and classroom. A few weeks ago, a fellow preschool teacher brought some "tree cookies" to school for the kids to use to play and build. In case you're only familiar with the edible kind of tree cookie, let me explain a little further. A tree cookie is a tree stump or limb cut into this slices. At preschool, my students enjoyed building, imagining, and experimenting with them. As I watching my class play with the natural wood, I also realized the tree cookies would be a great way for my own kids to enhance their math skills by making a geoboard!

The conference I attended also drew my attention to some life skills kids are missing today. Due to many factors (safety concerns, modern comforts, and lack of access), our kids are growing up not gaining skills that were part of everyday life two generations ago. Building something we need is one of those skill. Most items can be picked up from a store, instead of us needing to take time to make them on our own. So while my mom and dad grew up using a hammer and nails, my own kids could be lacking in this once common skill. I thought making our own geoboard was a perfect way for them to practice this skill, and have something to play with after!

Building our Geoboard

Post contains affiliate links. Please see disclosure for more detail.

Supplies:

1 tree cookie
1 pencil
1 ruler
1 packet of upholstery tacks
hammer

STEP 1: Make a 1 inch grid on the face of the tree cookie.

Draw a horizontal line on the face of the tree cookie.

Starting at the left end, dot the line every 1 inch.

At the first dot, draw a line perpendicular to the first line, all the way down the tree cookie.

Draw another horizontal line 1 inch below the previous line, making sure it is parallel to the line above it.

Draw a dot where the perpendicular and second horizontal line intersect, and every inch down the horizontal line from there.

Continue to draw and dot lines 1 inch apart, all the way down the tree cookie.

STEP 2: Add nails. Hammer a nail into the tree cookie at each dot from STEP 1. All my sons joined in hammering the nails in. They used their pincer grasp to hold onto the tiny nails, then carefully hammered each nail into the wood.

STEP 3: With all the nails in, our natural wood geoboard was complete!

Creating art on our Geoboard

With our geoboard complete, my 3 year old wanted to play with it first. So I gave him this bag of colorful rubber bands, and he started creating.

He also practiced naming the shapes, each time he made one. Here's his creation!

Then my oldest son joined in on the fun and created his own design. When he was finished, we calculated the area of different parts of his creation.

And I even created my own art piece later that day!

We've all had fun playing with our natural wood geoboard (the kids are even fighting over it!). Everyone in the family has created their own beautiful designs, while practicing shapes and exploring geometry!

For more ideas to using math and art together, be sure to try Karyn Tripp's new book " Math Art & Drawing Games for Kids". Also be sure to visit some of the other bloggers involved in this blog series here!

Related

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Geoboard Art on Natural Wood - Homeschool Momgineer

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Share with your friends! This post is part of a blog series Amazing Math Art Project for Kids , hosted by Karyn Tripp at Teach Beside Me. The blog series is in conjunction with the launch of the book Math Art & Drawing Games for Kids.

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Grades 2,4,6 &7 Symmetry and Visual Arts

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Grades 2,4,6 &7 Symmetry and Visual Arts

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Shelby Power

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On this page you will find a selection of fully-resourced lessons with a 'mathematical art' theme. The activities in these lessons will help to reinforce many important mathematical skills such as accurate measuring and constructing, visual problem solving and strategic forward planning.

Each resource is accompanied by brief instructions and photos of students' work. If you have any questions about these resources, please do not hesitate to contact me.

I hope you have found something here to try out with your students. I would love to see photos of your students' work if you do. If you post anything on social media, perhaps use the hashtag #mathsart. And do watch this space for new ideas - I have plans for a 'constructing a mandala' lesson, and one on Islamic tiling patterns too... oh, and maybe one on fractals... So much mathematical art, so little time!

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Fully resourced lessons with a mathematical art theme.

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4th graders study Native American history in Social Studies. They also study Pennsylvania history. In art we are learning about the tribe th...

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On this page you will find a selection of fully-resourced lessons with a 'mathematical art' theme. The activities in these lessons will help to reinforce many important mathematical skills such as accurate measuring and constructing, visual problem solving and strategic forward planning.

Each resource is accompanied by brief instructions and photos of students' work. If you have any questions about these resources, please do not hesitate to contact me.

I hope you have found something here to try out with your students. I would love to see photos of your students' work if you do. If you post anything on social media, perhaps use the hashtag #mathsart. And do watch this space for new ideas - I have plans for a 'constructing a mandala' lesson, and one on Islamic tiling patterns too... oh, and maybe one on fractals... So much mathematical art, so little time!

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Fully resourced lessons with a mathematical art theme.

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https://www.armoryarts.org/education/for-schools/lessons/

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Artful Connections with Math

Art makes abstract math concepts concrete, understandable, and approachable. Artful Connections with Math harnesses the power of art to advance learning and achievement in math among struggling student populations. This hands-on curriculum engages and motivates all styles of learners, particularly visual and kinesthetic.

These lesson plans and training videos for 2nd and 3rd grade teachers are brought to you as a free public service, courtesy of a three year collaboration between the Armory and Pasadena Unified School District. Follow the links below to access these engaging training videos and download PDFs for each lesson plan. We encourage you to use these lessons in your classroom and share this resource with your colleagues.

2nd Grade Videos
How can we use sculpture to depict a number? This lesson's goal is for students to group objects in ones, tens and hundreds in order to count to a 3-digit number. They'll use color and length to visually differentiate between place values, and create an abstract wire sculpture that depicts their 3-digit number. What are the artistic and mathematical attributes of money? This lesson's goal is for students to create a layered composition consisting of coin rubbings, a watercolor wash, and ink prints of coins they design. How can we visually depict regrouping? This lesson's goal is for students to add 3-digit numbers by examining ones, tens, and hundreds and regrouping when necessary. Then, using different sizes of paper to visually differentiate between place values, they will create an abstract paper collage that depicts the sum of their 3-digit numbers both with and without regrouping.
How do artists purchase materials for creating a project? In this lesson, a goal is for students to work within a given budget, create proposals, purchase materials from a classroom "store", and create a sculpture on a base.
How can fractions and colors be understood as parts and wholes? This lesson's goal is for students to correlate fraction families with color families by mixing secondary colors and cutting paper circles and rectangles into fractional parts. Then, students will create a mobile that demonstrates how fractional parts combine to make a whole.
Polygon Stencil Painting How can we combine and divide shapes to create new shapes? This lesson's goal is for students to use pattern blocks to create overlapping designs of repeated polygons. What is the relationship between place value and the concept of scale? This lesson's goal is for students to create a collage that represents a 4-digit number, by assigning specific colors, sizes, and textures of paper to different place values. How do we use math and art to represent our living spaces? This lesson's goal is for students to create a floor plan collage, using graph paper to calculate area and sewing with embroidery floss to calculate perimeter. How can we use math and art to show the same data in different ways? This lesson's goal is for students to create an abstract painting based on the amounts of color in their bar graphs.
3rd Grade Videos

Area Perimeter Blueprint Collage
How are inverse relationships used in math and art? This lesson's goal is for students to explore positive and negative space and create a stamp. They will repeatedly print the stamp as an array on top of a watercolor wash.

How do artists purchase materials for creating a project? This lesson a goal is for students to work within a given budget, create proposals, purchase materials from a classroom "store", and create a sculpture on a base. How can we arrange polygons to show rhythm and movement? This lesson's goal is for students to create a bilaterally symmetrical design with various types of polygons and repeatedly print their design to create radial symmetry.
Multiplication Array Prints
How can we manipulate fractional parts of a whole to form a new whole? This lesson's goal is for students to create an imaginative clay sculpture using fractional geometric and organic pieces of clay.
The Art Store

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Math & Art Integration Videos & Lesson Plans

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Art makes abstract math concepts concrete, understandable, and approachable. Artful Connections with Math harnesses the power of art to advance learning and achievement in math among struggling student populations. This hands-on curriculum engages and motivates all styles of learners, particularly visual and kinesthetic.

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Grade 3,4&5 Integrating Writing and Math

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Grade 3,4&5 Integrating Writing and Math

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https://www.readingrockets.org/article/integrating-writing-and-mathematics

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Teachers often find it difficult to integrate writing and mathematics while honoring the integrity of both disciplines. In this article, the authors present two levels of integration that teachers may use as a starting point. The first level, writing without revision, can be worked into mathematics…

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Cheryl Temple - Countryside Village PS (1513)

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This cross curricular art activity is great to do with junior classes. The website has stated learning objectives, videos on tessellations, and an informative slide about what shapes can be used in tessellations. When completing this lesson with my students, I was amazed by all their creations. Hope you give this a try!

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Create a pattern design based on a tessellation.

Start with creating a tessellation shape using the "translation pattern" ( see the steps below). Your tessellation should be a recognizable (not abstract) object - animals, birds, insects, fish, etc.

Pick a starting shape - square or hexagon.

Use your handout to plan and practice your tessellation.

Cut the base shape out of your handout.

Draw and cut out details.

Use masking tape to attach the pieces.

You are going to work on a 12"x12" paper.

First - create an 1.5" border

Then draw a grid - as it shows in your handout.

Trace your tessellation onto a drawing paper.

Draw the details inside each tessellation,

Use Prismacolor pencils to complete the tessellations:

Each shape should be different inside - use different color schemes, designs, details, etc.

Apply the coloring technique that would incorporate different shades of a color, color gradations, blending the colors.

Color with short strokes!!!

Grading:

Project is finished

Complexity of the tessellation shape

Shape is recognizable

Details inside each tessellation

Creativity and originality of the tessellation

Coloring technique:

blending colors

small strokes

paper is not seen through shading

variety of colors

tessellation looks 3-D, not flat

There are few patterns that you can follow to construct a tessellation.

The basic one is "translation" pattern - where you attach the cut out pieces to an opposite side of your shape:

After you sketched the shape - cut out the pieces.

Do not ever throw away any cutouts! They should be attached to the opposite sides.

Slide down the top piece and tape it to the bottom side of the square.

Slide the left cutout to the right side of the square and tape it.

Trace your tessellation onto a drawing paper.

Outline the contour of the tessellation s with a thin marker.

Add details!

This is an example of a "translation" tessellation pattern,

The bird shape was based on a square.

This tessellation was based on a hexagon.

Another example of a square-based tessellation

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Create a pattern design based on a tessellation. Start with creating a tessellation shape using the "translation pattern" ( see the steps below). Your tessellation should be a recognizable (not abstract) object - animals, birds, insects, fish, etc. Pick a starting shape - square or hexagon.

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Sign up at the start of the year with Let's Talk Science. They send you free resources, including a micro:bit and COZIR sensor. Use it to measure the temperature, CO2 levels and Relative Humidity of rooms around the school.

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Mathletics is the most engaging and comprehensive mathematics program for schools and homes

Loved by over 3 million students and children and adored by teachers and parents, Mathletics has been inspiring a love of learning mathematics for 15 years. Start a free trial and see how Mathletics can:

Deliver engaging mathematics learning

Build math confidence and knowledge in all learners

Inspire a lifelong love of mathematics

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Mathletics is the most engaging and comprehensive mathematics program for schools and homes Loved by over 3 million students and children and adored by teachers and parents, Mathletics has been inspiring a love of learning mathematics for 15 years.

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6th grade lesson bundle. Planning a Visit to the Royal Botanical Gardens
In this lesson we use graphing, comparison, measurement, money, map reading and drawing, and more to create a plan for a day at the Botanical Gardens.

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http://mkn-rcm.ca/wp-content/uploads/2021/03/K-3Week26-.docx

This is a lesson that combines 2D shapes and art. I think you could easily adjust this activity to add in other elements of design as well (i.e. cool/warm colours, texture, lines, etc.)

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Kindergaten - Integrating Math into Dramatic Play

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Kindergaten - Integrating Math into Dramatic Play

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Nov 11, 2014 - Grocery Store dramatic play! How to set it up & add literacy and math opportunities to the grocery store in your preschool, pre-k, & kindergarten classroom.

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Improving the Quality of Writing through Revision which transitions to inquiry investigations in math.

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Part 1 - Improving the Quality of Writing through Revision
This resource addresses the following writing purposes: persuade/recount (biography)/entertain (comic and prose). Included are criteria designed to guide the teacher's instruction and monitor student progress. Mini-lessons, anchor charts and rubrics developed from the criteria focus on the following revision strategies: good leads, appropriate vocabulary, voice, focus, organization and elaboration of ideas. Feedback prompts and a checklist for conferencing with students are also included.

Part 2 - Numeration Investigations
This resource includes inquiry investigations for the junior grades addressing fractions, decimals, multiplication, division and algebra. The investigative process is based on Van de Walle's work and uses a selection of resources to create open ended investigations for each grade level expectation. This resource has established criteria, teacher feedback questions and checklists to monitor student progress. Whole group, small group and individual investigations are included as well as some literature connections.

Key Words: Revision, Writing Purposes, Teacher Feedback, Investigation, Fractions and Decimals, Multiplication and Division

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Planning for Success in Literacy and Numeracy | Ontario Teachers' Federation

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Part 1 - Improving the Quality of Writing through Revision This resource addresses the following writing purposes: persuade/recount (biography)/entertain (comic and prose). Included are criteria designed to guide the teacher's instruction and monitor student progress. Mini-lessons, anchor charts and rubrics developed from the criteria focus on the following revision strategies: good leads, appropriate vocabulary, voice, focus, organization and elaboration of ideas.

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Intermediate Math with Social Studies (Social Justice theme)

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Intermediate Math with Social Studies (Social Justice theme)

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This resource is intended to assist teachers in demonstrating that mathematics exists in all aspects of life and in multiple areas of learning, especially in the area of social justice. A curriculum connects map is provided. This resource includes a series of lessons that will help students to:
* Understand that math is evident is all aspects of life;
* Research, analyse and present statistical trends in data on a social justice topic;
* Compare costs involved in hosting a summit at various community locations;
* Determine and justify the best location for hosting a summit at a community location;
* Apply knowledge and understanding of everyday math problems to organize and produce a summit on Social Justice.

Key Words: Cross-curricular, Social Studies, Social Justice

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Where's the Math? | Ontario Teachers' Federation

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This resource is intended to assist teachers in demonstrating that mathematics exists in all aspects of life and in multiple areas of learning, especially in the area of social justice. A curriculum connects map is provided.

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http://mkn-rcm.ca/interdisciplinary-lesson-plans/

Such a great lesson that combines science, learning about the human body, health, and math - measurement and data management into one lesson. I attached the specific lesson but you will find lessons for all grade levels if you click on the link!

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As I am currently teaching Fractions in my Grade 1/2 class, I came across this super cute fraction art idea while looking for ways to make our fraction classes fun. While this is a little too advanced for my group, I bookmarked it for future years if/when I teach older grades. I wanted to share with you as it looks really fun and with the current love of kids for Minecraft and Roblox, I think kids would really enjoy making themselves into fractions.

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I love integrating art into my classroom whenever possible. This year, I was introduced to a great project by my 4th grade team. It's called Fractional Me.

Fractional Me is a portrait created out of small squares. (I taught a few students to use the di-cut machine and they just went to town.) Students are only allowed to use whole and half squares for ease of counting later on. They construct their portrait and are then responsible for determining the fractional amounts of squares for each color. They turn out really cute and with so much personality. We added googly eyes just to make them more fun.

Don't you just love the belt in the last picture?

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I love integrating art into my classroom whenever possible. This year, I was introduced to a great project by my 4th grade team. It's called Fractional Me. Fractional Me is a portrait created out of small squares. (I taught a few students to use the di-cut machine and they just went to town.)

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Grade 1-2 Language Arts and Mathematics Lesson

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Grade 1-2 Language Arts and Mathematics Lesson

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This lesson states that it's for preschool but I have used it for grades 1 and 2 in a previous year.

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Printable Lesson Plan On How Many Patterns Can We Make?

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Explain to students what a pattern is and different ways patterns can be created. Talk about the patterns in the book.Create another pattern on Smart Board. Ask students what the pattern is and then have them add on to the pattern. Show students the different shapes.

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Making Tracks Math, Science Outdoor Ed. and more. 

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Making Tracks Math, Science Outdoor Ed. and more. 

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This is great winter outdoor education lessons for Junior and Intermediate science and math as well as FNMI history. It was created by Jane Good a teacher and math coach with RCDSB. For math curriculum you will find lessons for measurement, patterning, surface area and more. The snowshoe section is an excellent link to FNMI history.

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Making  Tracks! Junior/Intermediate Lessons

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https://teachers.net/lessons/posts/3982.html

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Mathematics, level: Kindergarten
Posted Sat May 5 14:44:18 PDT 2007 by Sarah King ( sarahking@vandals.uidaho.edu).
University of Idaho, Coeur d'Alene, ID, USA
Materials Required: Over on the Farm by Christopher Gunson, Poster board, dot stickers, markers, crayons, pencils
Activity Time: 1 hr.
Concepts Taught: Counting, Rhyming, Connecting Objects with Numbers

Over on the Farm: An Integrated Math and Literacy Lesson
Grade Level: Kindergarten

Purpose:
TLWBAT:
count to twenty
represent objects physically, symbolically, and verbally
understand the connection between written numbers and the objects they represent

Objectives:
TLW:
count objects and pictures verbally up to twenty
represent groups of animals symbolically, verbally, and in picture form via a poster

Materials:
Book: Over on the Farm
Sheets of poster board, size 12x18, broken into a grid of 10 squares (use a Sharpie to draw the lines for the grid.)
Dot stickers, markers, crayons
Pencils

Anticipatory Set:

1. Begin by asking students to think of animals they might see on a farm. Use a graphic organizer on a piece of chart paper to help students brainstorm and collect their ideas. (This graphic organizer will later be tied into the counting lesson.)

Example:

FARM
ANIMALS

2. Next, explain to students that you will be reading a book about farm animals today. Tell them to look for the pattern in the book. (As you read, see if the students can predict the number of animals that will be on the next page.)

Presentation:

1. Begin to read the story Over on the Farm. Ask: "Did anyone hear any rhyming words on this first page?" (sun, one.) Ask: "Who can give me another word that rhymes with sun and one?" (This should be a quick conversation with your students. Rhyming words should not be the focus of the lesson.)

2. Continue to read the story. Stop after page three and ask: "Does anyone think they know the math pattern in this book?" Give students a few minutes to think. Take a few different answers from students.

3. Most students should recognize that the book is a counting book by page 4. At this point, have them predict how many animals will be on the next page. ("Show me on your fingers how many animals you think will be on the next page.")

4. Continue reading the book, stopping at each page to count the animals. Have students count aloud with you.

5. At the completion of the book, ask students if there were any animals in the book that they didn't think during their brainstorm. Fill in the graphic organizer accordingly.

6. Tell the students that they are going to use their brainstorming web to help them make a counting poster.

Check for Understanding/Modeling:

1. Before beginning the poster project, make sure students understand the concept of representing a number through a drawing. Say: "Before we start our poster, I'd like us to practice drawing, writing, and saying numbers. I'm going to draw six dogs on the board." Draw six simple dogs on the white board, then say: "Hmm...I think that's six dogs, but I better check." Count the dogs out loud. Then, write the number six next to your drawing.

2. Have three volunteers come up to the white board and practice what you just modeled. Give them an animal and a number to represent in their drawing. Then, have all students count along with the volunteer after they've completed their drawing. Also, have all students air-write the number in symbol form.

Guided Practice:

1. Have students return to their seats. Explain the poster that you will be making: "We are going to make a poster using the farm animals from the book we just read. Each of you is going to get a poster with ten squares on it. In each square, I'd like you to draw a group of animals from the book. If you need help remembering which animals were in the book, you can look at our brainstorming web. You may use markers, crayons, and dot stickers to make your animals. Also, you don't need to use the same numbers from the book, but you do need to use a different number of animals in each box. Let me show you an example."

2. Have students put a piece of poster board in front of them. (These should be in a pile on their tables.) Show students how to complete one of the boxes. (Have them complete this along with you.) Take a piece of the poster board you've prepared and tape it to the board. Tell students, "I think the first animal I'll draw will be the owl. I'm going to draw 11 owls. Use the dot stickers, markers, or crayons to draw eleven owls along with me." Quickly draw eleven owls on the poster. Circulate around the room and watch as students complete their drawings. Then, say, "Now, I'm going to check and make sure I drew eleven owls." (Have students count out loud along with you, while looking at their owls.) "Yep! That's eleven owls on my poster! If you didn't have eleven owls on you poster, you can fix it now." Allow about a minute for students to check/correct their posters. "Now I'm going to write the number eleven next to my owls. Do it along with me." (Write "11.") "Now that I've used the number eleven in this box, I need to think of a new number to use for the next box. What number could I use next?" (Take ideas from students.)

3. Tell students that, for this poster, they need to use the numbers 12, 13, 15, and 20. The rest of the numbers they can come up with themselves.

4. After showing an example to students, have them gather their supplies from the Tools Table. Send one student from each table to get the poster boards. (Stand at the table as they do this -- they will need a little bit of assistance.)

5. Give students the guidelines one last time. (Write them on the board.)

a. Use a different number of animals in each box.
b. Use numbers 12, 13, 15, and 20
c. Come up with the rest of the numbers yourself.

Independent Practice:

1. Allow students to work quietly on their posters while you circulate and observe what they are doing. Take notes on each student, watching for any students who seem to be struggling with this activity.

2. Hints:
a. "How can you check to see if you've drawn the correct number of animals?" (
b. "How could you help yourself remember what animals you've already counted?" (Mark it with a pencil, etc.)
c. "Count along with me...."

3. If students finish their posters early, give them the challenge activity:
a. Think of a number even bigger than 20.
b. Think of an animal you haven't drawn yet. (It doesn't have to be from the book.)
c. Draw the number and animal you've chosen on the backside of your poster. Share your poster with a partner when you're finished. Count all the animals out loud as you're sharing.

Closure:

1. Possible discussion questions:
a. "What was the hardest part of this project?"
b. "Did anyone have a hard time keeping track of what you counted? What did you do to help yourself count the numbers of animals correctly?"
c. "What did the numbers that we wrote next to our pictures mean?"
d. "Why is it important to know how to count?"
e. "What kinds of things do we use counting for?" (You might have to give a few examples first before students will be able to contribute.)
2. Sharing:
a. "Would anyone like to present one of their squares from the poster to the rest of the class?" (Allow for about ten minutes of sharing.)

3. "Today, we practiced counting, and we practiced drawing pictures of numbers. Groups of objects, like the farm animals, can always be represented by a number."

Assessment:

Students will be assessed using:
1. Their posters (Do their written numbers and pictures correspond with each other?)
2. My informal notes from observations made during the activity.

Accommodations:

Students with special needs can complete a one page poster that demonstrates their knowledge of numbers 1 -10. Prepare a poster board similar to the one being used for the normal project, but label each box with a number 1 -- 10. Have the student(s) draw a picture that shows the number in the box. Tell them they can draw anything they'd like, as long as the picture matches the number in the box.

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Lesson Plan #3982. Over on the Farm: An Integrated Counting Lesson

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Mathematics, level: Kindergarten Posted Sat May 5 14:44:18 PDT 2007 by Sarah King ( sarahking@vandals.uidaho.edu). University of Idaho, Coeur d'Alene, ID, USA Materials Required: Over on the Farm by Christopher Gunson, Poster board, dot stickers, markers, crayons, pencils Activity Time: 1 hr.

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Kiercin Pavao

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Every time a new set of standards are rolled out to educators, it seems that legislators continue adding more and more concepts into the various frameworks. To best explore and investigate these topics rather than simply "cover them," educators must engage in cross-curricular teaching. Under this model, teachers integrate various standards from various disciplines into one lesson or unit. Not only is this a more effective use of an educator's time, it is more realistic. Unlike how we teach in "block of time," in real life, everything is connected. When was the last time you performed a mathematical exercise without needing to interpret a reading passage? Art pieces are often influenced by historical events. Science and math are so closely linked, it's sometimes hard to tell the two apart. Cross-curricular teaching is not only about maximizing instructional times; it's preparing students for the future ahead.
My #XCurricular Lesson Plan uses Hot Wheels to teach applicable science and math concepts. I think it will be a lesson that sticks with my students for a long time. I hope this is useful in your classroom, too!

Below is Mr. B's Cross-Curricular Lesson Plan. You can find a Google Docs version here, or by clicking on the document below. If you'd like to enter the contest for a chance to win some amazing resources for your classroom, learn more here!

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Cross-Curricular Lesson Plan: The Runaway Truck - Kids Discover

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Every time a new set of standards are rolled out to educators, it seems that legislators continue adding more and more concepts into the various frameworks. To best explore and investigate these topics rather than simply "cover them," educators must engage in cross-curricular teaching.

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This is a great simple lesson for kindergarten and grade 1; focus on shapes with integration of literacy (reading, printing, oral).

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We have launched the new ReadWriteThink.org and we would love to get your feedback: Give Feedback

Integrating mathematics and literacy allows students to develop an understanding of the place of mathematics in their world. Students are introduced to the idea of shapes through a read-aloud session with an appropriate book. They then use models to learn the names of shapes, work together and individually to locate shapes in their real-world environment, practice spelling out the names of shapes they locate, and reflect in writing on the process. This lesson provides opportunities to engage students using many different learning modalities.

Literacy and mathematics require development of many of the same skills, including pattern recognition, classifying, organizing thoughts, and solving problems.

Literature can provide a means for mathematics and literacy skills to develop simultaneously as students read, write, listen, and talk about math.

Engagement with literature allows students to connect the abstract language of mathematics to their personal world in a natural way.

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

The Greedy Triangleby Marilyn Burns (Scholastic, 1995)

Round Tripby Ann Jonas (Greenwillow, 1983)

Eight Hands Roundby Ann Whitford Paul (HarperCollins, 1991)

Chart paper or overhead projector

Computers with Internet access

Clipboards or other portable writing surface

Two- and three-dimensional geometric models

1.

Obtain a copy of The Greedy Triangle by Marilyn Burns, Round Trip by Ann Jonas, or Eight Hands Round by Ann Whitford Paul. The first book tells the story of a triangle who wants to experience life as other shapes and is transformed into various ones. The second tells the story of a trip into the city and then back home again, encouraging readers to look at shapes in the scenery. The third book uses quilt patterns (one for each letter of the alphabet) to illustrate facts about pioneer life.

These three books are recommended by Hunsader (2004). You may wish to substitute one of your own favorite read-aloud stories that address the lesson objectives.

3.

Have two- and three-dimensional models of shapes selected for the lesson. These can be purchased from a teacher-supply store or created by you. If you are using empty containers as teaching examples, cover them with plain paper so that students can focus on the shape as opposed to the contents. For example, cover a soup can with plain paper to use as a cylinder.

4.

Pick out some classroom items that are shapes you will use in the lesson such as the door, windows, shelves, or the clock. Create labels on cardstock that can be easily read from a distance naming the items and place these labels next to them.

5.

Review the Sammy's Shapes website and bookmark it on the classroom computers.

6.

If the student handouts are appropriate for your class, make two copies of the Two-Dimensional Task Sheet and the Three-Dimensional Task Sheet and one copy of the Shape Hunt Reflection Sheet for each student. You can also modify the handouts as necessary to make them more appropriate.

Students will

Identify specific two-dimensional and three-dimensional geometric shapes appropriate for their grade level

Practice pattern recognition and classification by locating shapes in their environment

Develop literacy and critical-thinking skills by using words and pictures to describe the location of shapes

Use a variety of strategies to spell and write words

Synthesize what they have learned using a written reflection sheet

2.

Read aloud the book that you have selected. The story should be read aloud in its entirety, pausing only to allow students to predict upcoming events. Predicting allows students to focus attention on reasoning, patterns, and problem solving while incorporating what they already know about geometric shapes with the ideas presented in the book.

It is important for this first reading to focus on enjoyment of the story and not on the mathematical content in order to take full advantage of literature's motivating influence on students.

3.

Following the story, have students pair up and visit the Sammy's Shapes website where they can identify specific shapes appropriate for their grade level and locate and describe the shapes.

3.

Introduce the Shape Hunt Chant. As you say the chant, hold up the model of a circle you have prepared for student reference. When you reach the line that says, "Do you see a circle?" ask students to point to a circle in the classroom. Finish the song.

You may wish to have students get up and move to the object they have selected instead of sitting on the carpet pointing. For example, when you say, "Do you see a circle?" pause and allow them to move to a location in the classroom where a circle is located. Once almost everyone is sitting by something, go on with "Yes, we see a circle." This is especially beneficial for students who are kinesthetic learners.

4.

Start a list of objects that are circles in the classroom on chart paper. Model various strategies for spelling words. For example, "Maria is pointing at the clock. Can you all point to the word clock in our classroom? Right, it's on a red card beside the clock. You read the letters while I print them on the chart. Jose is pointing at a plate in our house center. I don't see that word anywhere in our classroom. Let's try to write it together. P-p-plate. What letter do I need to print at the beginning of the word plate?" Another strategy is to point out words that are on the classroom word wall or located on posters or in other environmental print.

5.

Repeat the shape hunt chant. You can use the same shape and ask them to choose different objects. Or you can change the shape. If you do this, start a new list on another piece of chart paper.

You may want to limit the number of shapes to four or five, depending on how long each "hunt" takes the students. You might also choose to focus only on two-dimensional or only on three-dimensional shapes.

6.

When you have gone through four or five shapes, you may choose to have students complete either the Two-Dimensional Task Sheet or the Three-Dimensional Task Sheet, depending on what is most appropriate. Remind them to use classroom labels, the word wall, personal dictionaries, the charts just created, and their ability to sound out words to help them complete their work.

Note: This session will take at least 60 minutes.

3.

You may choose to give each student a clipboard or portable writing surface, a pencil, and either the Two-Dimensional Task Sheet or the Three-Dimensional Task Sheet or both, depending on what they used in Session 2. Review with them how to complete the sheets.

Ask students to choose different objects on this shape hunt than they chose during Session 2. Bring along the models of the shapes you used in Session 2.

Note: As a courtesy, you may wish to send an e-mail or note to teachers and other staff to let them know about the timing and objective of this lesson. Some teachers will close their doors so you don't disturb them, while others will welcome you to visit their classrooms. Office and custodial staff usually enjoy these visits by students but will appreciate the advance warning.

6.

If it is appropriate for your class, have students complete the Shape Hunt Reflection Sheet, which you can then discuss as a group. You might also choose to simply gather students together and complete the reflection sheet orally, recording some of their responses on a piece of chart paper or on an overhead copy of the reflection sheet.

Send home copies of the Two-Dimensional Task Sheet or the Three-Dimensional Task Sheet and have students go on a shape hunt at home.

Use geometric cutouts to create pictures.

Use a digital camera to take pictures of all the shapes found in your classroom or your school and create a book of shapes. The book could have a section for each shape and each student could be responsible for writing the text for one page of the book.

Student Assessment / Reflections

Observe students during all sessions. You want to see if they:

Can correctly identify shapes in the story you read

Understand the connection between the shapes in the book and the real-life shapes in the classroom

Can correctly match the shapes you model with objects in the classroom

Are able to apply the spelling strategies you model

Review any handouts you had students fill out. You will want to check not only their spelling, but also whether they have selected appropriate objects for each shape.

File the Shape Hunt Reflection Sheets in each student's portfolio for use in assessing math objectives as well as evidence of his or her ability to use a variety of strategies to spell and write words. You may wish to have a conference with each student to review the strategies he or she used.

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Going on a Shape Hunt: Integrating Math and Literacy

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We have launched the new ReadWriteThink.org and we would love to get your feedback: Give Feedback Integrating mathematics and literacy allows students to develop an understanding of the place of mathematics in their world. Students are introduced to the idea of shapes through a read-aloud session with an appropriate book.

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https://www.nearnorthschools.ca/wp-content/uploads/2018/04/Indigenous-Pedagogy-for-Early-Mathematics-Algonquin-Looming-in-a-Grade-2-Classroom.pdf

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Math and Visual Art - Tessellations (integrated lesson)

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Math and Visual Art - Tessellations (integrated lesson)

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Tessellations are a fun, hands-on way to explore geometry. Tessellations are patterns resulting from positioning the same shape, using the operations of translation, rotation or reflection. Once students have covered their sheet of paper by repeatedly tracing their template using an operation, ensuring no gaps, they choose colours for their design and colour with markers, pencil crayons, crayons or paint.

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Create a pattern design based on a tessellation.

Start with creating a tessellation shape using the "translation pattern" ( see the steps below). Your tessellation should be a recognizable (not abstract) object - animals, birds, insects, fish, etc.

Pick a starting shape - square or hexagon.

Use your handout to plan and practice your tessellation.

Cut the base shape out of your handout.

Draw and cut out details.

Use masking tape to attach the pieces.

You are going to work on a 12"x12" paper.

First - create an 1.5" border

Then draw a grid - as it shows in your handout.

Trace your tessellation onto a drawing paper.

Draw the details inside each tessellation,

Use Prismacolor pencils to complete the tessellations:

Each shape should be different inside - use different color schemes, designs, details, etc.

Apply the coloring technique that would incorporate different shades of a color, color gradations, blending the colors.

Color with short strokes!!!

Grading:

Project is finished

Complexity of the tessellation shape

Shape is recognizable

Details inside each tessellation

Creativity and originality of the tessellation

Coloring technique:

blending colors

small strokes

paper is not seen through shading

variety of colors

tessellation looks 3-D, not flat

There are few patterns that you can follow to construct a tessellation.

The basic one is "translation" pattern - where you attach the cut out pieces to an opposite side of your shape:

After you sketched the shape - cut out the pieces.

Do not ever throw away any cutouts! They should be attached to the opposite sides.

Slide down the top piece and tape it to the bottom side of the square.

Slide the left cutout to the right side of the square and tape it.

Trace your tessellation onto a drawing paper.

Outline the contour of the tessellation s with a thin marker.

Add details!

This is an example of a "translation" tessellation pattern,

The bird shape was based on a square.

This tessellation was based on a hexagon.

Another example of a square-based tessellation

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Create a pattern design based on a tessellation. Start with creating a tessellation shape using the "translation pattern" ( see the steps below). Your tessellation should be a recognizable (not abstract) object - animals, birds, insects, fish, etc. Pick a starting shape - square or hexagon.

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Grade 4/5 (Art & Fractions)

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Math and Science (Students examine the survival rates of the at-risk turtle population [produced in collaboration with the Renfrew County Stewardship Council and the Ontario Ministry of Natural Resources]). 

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Math and Science (Students examine the survival rates of the at-risk turtle population [produced in collaboration with the Renfrew County Stewardship Council and the Ontario Ministry of Natural Resources]). 

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such a fun lesson that combines math and art and even storytelling for little ones

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Cooking together can be a fun (and delicious!) activity for families with young children. It can also be an opportunity to explore important early math concepts. Whether counting the number of strawberries for a fruit smoothie or guessing the number of pancakes on a plate, time spent cooking together can go a long way to promoting children's math learning.

How Can Family Cooking Time Support Early Math Learning?

Our research team spent the last year exploring how family cooking time can be used to support early math learning. We wanted to understand whether and how often families talk about math as part of their everyday cooking routine, what math topics they discuss, and whether there are ways to encourage even more conversations around math.

We recruited more than 50 preschool families from different ethnic, racial, and socioeconomic backgrounds and gave them cookbooks full of easy, kid-friendly recipes. Check out some of the most popular recipes on the DREME Family Math website.

Along with the cookbooks, half of the families also received tips for talking about math while cooking with young children. The tips focused on numbers and counting, because research has shown that understanding these concepts can predict later academic success. [1] [2]

Families followed the recipes and tips at home, and we asked that they record the time spent cooking together. The recordings shed light on the ways in which families talk about numbers in the kitchen, and how suggestions for talking about early math could help shape the conversation.

Families Enjoy Cooking Together

One of the most important findings from the recordings-and from families' own feedback-is that families enjoyed making the recipes together!

Another important finding is that all of the families, regardless of whether they received the tip sheet, spent some time talking with their children about early math. However, families who received the cookbooks with tip sheets talked about the key counting concepts in our tips more than twice as much as families who did not receive the tips.

Moreover, the conversations among families who received the tip sheet focused on the kinds of concepts that support math learning beyond early childhood. For example, when children are learning to count how many pieces of food there are all together, they need to learn that the last number they count is in fact the total number of pieces. Families who received the tips helped their children to understand this concept more often than families who didn't receive the tips.

When Parents Talk About Math, Kids Start Talking About Math

We found that the more parents talked about numbers and specific counting concepts-using the suggestions in the tip sheet as a guide-the more their children began to talk about math on their own, without prompting from parents. For example, after parents asked questions about counting, their children often counted the ingredients again later in the interaction, without being asked to do so.

Talking About Math Doesn't Add Extra Cooking Time

Because all families are busy, we wanted to understand whether talking about numbers would add significant cooking time. We found that families who received the tips for talking about math spent the same amount of time making the recipes as those who did not receive the tips.

Cooking and Learning Together: Let's Make a Fruit Smoothie!

One of the most-enjoyed recipes from the cookbook was the berry smoothie. In this recipe, we use strawberries and blueberries, but families can use their favorite fruits or whatever fruit is on hand. Simply cut the fruit into bite-sized pieces for children to practice counting. Here are some suggestions for talking about math while following the berry smoothie recipe:

1. Put a few strawberries in front of the child and ask them to count the pieces one by one before putting them in a measuring cup.

2. After the child counts the strawberries, ask, "How many are there in all?"

3. Try also counting some blueberries or another favorite fruit one by one and ask how many there are all together.

4. If the child easily counts the pieces, try a larger number. If the child struggles to count the pieces, stick with a smaller number until they grow more comfortable with counting.

5. Practice simple addition by making a pile of two strawberries and a pile of three strawberries. Ask, "How many strawberries do we have in all?"

Tips for Talking About Math While Cooking with Young Children

There are easy ways that families can practice talking about math while cooking any meal together. Families can use our recipes or their own favorites-the tips for talking about math work across any meal or recipe.

Count ingredients one by one. Start with a small number (three or four) and ask children to count the number of pieces of food, using a finger to point to each piece. Children often don't realize that each piece only gets counted once, or they try to count too quickly and skip numbers. Help them to keep track by moving the already counted pieces into a new pile.

Count the total number of ingredients. Ask children to count two, three, or four pieces of food and then say how many pieces there are all together. After they finish counting, ask, "How many do we have in all?" Or simply, "How many?" Move up to larger numbers as the child grows more comfortable with counting.

Guess which pile has more ingredients. Create two small piles of food and ask children which one has more in it. Then have them count the number of pieces in each pile to see if they are correct. Try asking them which pile has fewer pieces-something that many children find more challenging than estimating which pile has more.

Add or take away ingredients. After young children are able to correctly count the total number of pieces, they can be asked to do simple addition and subtraction. Add a piece of food to the pile and ask, "Now how many do we have?" Or take one piece away and ask, "How many do we have left?" Many children will need to count all of the pieces again in order to get the answer. As children grow more comfortable, families can try adding or taking away more than one piece of food at a time.

Easy Recipes That Kids Can Help Make

Talking about math while cooking together can increase the likelihood that children will talk and think about numbers on their own, without taking a lot of extra time for busy families. Here are recipes and tips to engage families around math learning while cooking together.

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Easy Recipes That Will Get Your Family Talking About Math - DREME

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Cooking together can increase the likelihood that young children will talk and think about early math on their own, without taking a lot of extra time for busy families. We offer easy recipes that children can help make and suggestions for talking about math while families cook together.

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Ophea is one of my favourite websites for physical education games and ideas.

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Resource: Activity Counts

Activity Counts is a series of 27 activity cards that introduce fundamental math concepts and skills to students in a fun, active way.

Activities are grouped according to divisions (Primary, Junior) and address fundamental mathematics concepts and skills in the Ontario Math curriculum (2020) including: numbers, algebra, data, spatial sense, and financial literacy.

Order the full resource.

Activities

Number

Spatial Sense

Algebra

Data

Financial Literacy

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Resource: Activity Counts Activity Counts is a series of 27 activity cards that introduce fundamental math concepts and skills to students in a fun, active way. Activities are grouped according to divisions (Primary, Junior) and address fundamental mathematics concepts and skills in the Ontario Math curriculum (2020) including: numbers, algebra, data, spatial sense, and financial literacy.

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Incorporating literacy into math

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https://docs.google.com/document/d/1gT8zp_dVZ08ouyjysU6l0AZOkeSgTkn4QZQhWHjOtbE/edit
Credit to: Greg Clarke (Ontario Association for Mathematics Education)

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Lesson and Assessment Plan - Dancing on fractions

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Paper Baskets - STEM & Art (shared by Christine Kennedy)

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Paper Baskets - STEM & Art (shared by Christine Kennedy)

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This is an excellent unit for kindergarten (could also be used for 1&2) involving STEM and Art (STEAM). The students get to design paper baskets that can hold rocks to help make enough baskets for the visitors at a nature centre. This unit can be extended into literacy by having students draw plans, label drawings, write about what they did, etc.

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Max and Lola are going to display their rock collection at a local nature center. They want to give people who visit their display a basket to help them collect their own rocks; however, they will not be able to make enough for everyone.

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https://www.naeyc.org/resources/pubs/tyc/feb2017/creating-coding-stories-and-games

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Coding stories and coding games are playful, hands-on ways for children to explore and experiment with early coding. They offer opportunities for interactions and collaborative learning. If coding is new to you, you will find that it builds on many early math and literacy concepts you are familiar with.

What is coding?

Coding (or programming) is a basic language of the digital age. It involves the process of creating step-by-step instructions a computer understands and needs in order for its programs to work. Gaming systems, tablets, cars, cell phones-even washing machines!-all use coding to function properly.

Early coding, or precoding, offers children experiences that integrate communication, thinking, and problem solving. These are 21st century skills that are valuable for children's future success in our digital world.

There are many learning activities preschool children already engage in that relate to coding. I started to think about some aspects of precoding that would be meaningful to preschoolers, and I began to develop a series of activities where children create their own coding stories. Children learn about creating commands, or using directional language, when they make and use maps to locate a treasure during dramatic play and when they give each other instructions while playing with toy cars. Activities related to creating and following commands can be gamelike in nature, such as moving a gaming piece a specific number of spaces on a grid (think Candyland or Chutes and Ladders). Children are naturally drawn to adventurous experiences in which they can explore movement, direction, and location. Many of the same concepts supported in these activities, such as spatial reasoning and number sense, are a foundational part of coding that children can practice without a computer.

Early coding is fun and exciting. The earlier children explore the basics of coding, the more easily they will be able to learn, understand, and apply coding later in life. Many preschoolers are just the right age to begin learning!

What do children need to know?

Coding is more accessible to young children than you may think. To participate successfully in precoding activities, children should be introduced to directional language, like up and down, backward and forward, left and right. They need to become familiar with how to count using ordinals ( first, second, third) and understand one-to-one correspondence. Some children will have mastered these concepts and others will still be learning. If children are just beginning to understand and follow directional language and use ordinals, the precoding activities that follow will reinforce that learning.

Activities involving location and movement, such as playing board games and giving directions to peers in pretend play, offer some background knowledge and provide entry points for children into coding activities.

Why introduce coding to preschoolers?

Coding is like a game. It's very engaging for children who enjoy telling stories and using grids and maps. Children ages 3 to 5 are able to create drawings of maps that represent relationships between objects and places. When we incorporate programming into early learning settings, we immerse children in versatile activities that align with standards in multiple areas, like math, problem solving, communication, and literacy. Precoding activities offer children opportunities for interaction and collaborative learning, as well.

Coding stories and games use math

Coding involves spatial reasoning and logic. Helping children to think about direction, location, and movement strengthens their math skills. Children need to count the number of spaces they must move and indicate in which direction they are headed as they relate objects and locations to one another. Coding integrates a number of math skills into one meaningful experience.

Coding stories and games encourage problem solving

When activities like coding provide a challenge for the user or when there are several ways of solving the same problem, children can consider multiple paths for arriving at a solution and choose the most efficient strategy. In these activities, planning ahead is the key to success.

Coding stories and games strengthen communication

When a child codes, she needs to indicate directions to another person (or to a computer). Her communications need to be succinct-that is, they cannot be wordy. When two children play coding games, the child receiving the instructions needs to be an active listener in order to move the coding pieces in the correct way. Clear communication and turn taking are essential to coding.

Coding stories and games promote literacy

Coding games often tell a story-there is a path the programmer takes to move an object through different obstacles and settings, eventually arriving at a destination. Children's imaginative stories or favorite retellings can be used as the base for coding games. This helps children develop vocabulary and a greater comprehension of texts. Children can make connections between literature and their lives. They can even change the outcome of a favorite story by exploring different endings in the coding activity. Teachers can lead innovative read-alouds with a gaming board by changing the sequence of a story or reinventing the ending.

Getting started

First, make a grid

You can create a grid of squares using masking tape on the floor or on a tabletop. A grid can also be drawn on a large plastic tablecloth, making it easy to use, transport, and store. For children who want to explore coding further, make large grid paper by tracing black lines on graph paper. This way, a child can draw his own coding story and take it home to share with family members.

Choose your story and gather the corresponding props

Decide if the children are going to retell a favorite story ( The Three Little Pigs, Goldilocks) or invent their own tale. For example, if the children choose to explore The Gingerbread Man, they will need a mini gingerbread figure, a wolf, and pictures to represent the places the gingerbread man travels to in the story.

Ensure that children understand the story line and the path they are coding

Determine the starting and ending points of the path the character is going to take. In The Gingerbread Man, the character starts in a cottage, then moves down a lane, through a field, and into the woods. He finally arrives at a stream, where he meets a wolf. If the children are retelling a favorite story, be sure their retelling is in the proper sequence and makes sense. If they are inventing their own story, children can place different settings or obstacles around the grid for a character to maneuver through.

How Children Play

Set up the grid. The teacher or children place the character at the starting point on the grid and put the settings or obstacles on the grid in the order they occur.

Establish the commands. As a group, the children determine the commands for moving the character along the grid. Directional arrows (which can point up, down, left, or right when placed on the grid) are visual symbols to represent the commands. Children can easily make and use lots of arrows on mini cards or sticky notes.

Choose a programmer and a gamer. The programmer-or programmers-gives the coding commands. The gamer is the child-or children-who follows the coding commands and moves the figure on the grid.

Code the story! The programmer is now responsible for giving commands-"Go up 1," "Go forward 2," "Go down 3,"-to the gamer so that the gamer can move the character along the grid, from start to finish. (The first few times a group codes, an adult might model the roles for the children.) As a new command is followed, the coder places a symbol card in each square the gaming piece travels through, representing the direction of the move on the grid. Code all the moves until the ending point is reached.

Encourage and support children so they can complete the entire path, giving and following correct directions without skipping squares on the grid. Ensure that the directional arrows are left in place during the game to represent the path the character has taken. When the character arrives at the final destination, the path is complete! Other children can change the story and have a turn.

Extending the Coding Play

Once children become confident with early coding, they can use it independently in many different ways. Coding naturally and easily complements other learning opportunities in the preschool classroom!

Children can . . .

Code outdoors by drawing grids on the pavement with chalk and retelling stories using corresponding props

Create their own coding stories using grid paper by establishing a story line, determining a starting and ending point, and drawing coding symbols directly on the grid

Create scavenger hunts for one another, placing treasures in the squares of a grid; children can direct one another using a coded message to reach a certain square and then claim the treasure

Incorporate elements of precoding into their dramatic play, both indoors and out, by drawing or placing grids on top of maps and directing each other using commands to move to different locations (going on an adventure, searching for treasure)

Invite family or community members to visit the classroom and share ways adults use coding in real life

Coding Terms

Code: A set of instructions for a computer

Coding: The process of creating step-by-step instructions a computer understand and needs in order for its programs to work.

Precoding activities: Developmentally appropriate games and activities in which children explore some of the concepts involve in coding in ways that are meaningful to them.

"Playful Learning in the Early Years"
mrsmclennan.blogspot.ca/search/label/coding

"Playing, Coding, and Higher Order Thinking: Experiences to Support
Children's Learning," by Tamara Kaldor
www.NAEYC.org/blogs/early-coding-higher-thinking

"Let's Make a Map: The Developmental Stages of Children's Mapmaking,"
by Eugene Geist. Young Children, May 2016, pp. 50-55.

"Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8"-NAEYC position statement
www.naeyc.org/files/naeyc/file/positions/PS_technology_WEB2.pdf

Photos courtesy of the author

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Coding stories and coding games are playful, hands-on ways for children to explore and experiment with early coding.

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Integrating Math & Science (shared by Emily Simpson)

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Integrating Math & Science (shared by Emily Simpson)

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The lesson I am sharing would work for grades 1 & 2 and connects Language (reading, writing, oral communication), Science: Understanding Life Systems and Math: Spatial Sense E2.1. Students choose an animal and research (PebbleGo) their habitats and how humans can protect their habitats. Students then draw a 2 dimensional model of their habitat, construct the habitats, and write and/or orally describe the habitats they created, focusing on the length and area that the animal would need to live comfortably.

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4 Engaging Science and Math Lessons for Kids

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Maths and Science lessons don’t need to be dull. Here are some ideas for an interest injection.

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Math Across the Curriculum (shared by Cindy Pouget-Ouimet)

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Math Across the Curriculum (shared by Cindy Pouget-Ouimet)

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The lesson I would like to try is using a timeline to track Early settlers in 1800. (Math/Social Studies) and the option to record how much they could make per week then to now as a comparison and money problem (Financial Literacy)

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I was a math kid. I did well in class, but the type of math I loved came from doing things I enjoyed. I loved reading the stats on the back of my baseball cards (I understood how great Mickey Mantle's .298 lifetime batting average was). I helped my father measure down to the sixteenth of an inch as we worked on projects. I liked figuring out discounts at comic book stores. Only later, when I began teaching, did I realize that my most meaningful understanding of math came when it was part of other things that interested me. After all, that's how math occurs in real life.

Teachers who intentionally bring math into other subject areas, or who bring other subjects into math, love the results. Audrey Trapolsi, an early childhood teacher in Chapel Hill, North Carolina, says, "I love cross-curricular integration. I think it strengthens all the areas of study by applying them in new ways. Applying a new skill within a different content area strengthens and deepens the skill."

Kevin Costley, an associate professor of early childhood education at Arkansas Tech University, agrees. In his recent research, he found that "students in integrated curriculum courses perform better than [those] in nonintegrated courses...[showing] increased critical thinking skills, self-confidence, and love for learning."

And what about math achievement specifically? In a 2015 article on Mindshift, KQED's education news site, Katrina Schwartz found that great things were happening with math and the arts at the Integrated Arts Academy at H. O. Wheeler School in Burlington, Vermont. The school was failing before it became an arts-integrated magnet school in 2009, Schwartz reported, with only 17 percent of its third graders proficient in math. But by 2014, "66 percent met and achieved the standards."

"Not only is achievement better," says IAA principal Bobby Riley, "but students' ability to collaborate and cooperate is enhanced. During integrated arts times, discipline referrals drop to basically zero."

Both the research and educators' personal experience make one thing clear: Integration helps to make math meaningful. Kids can relate to it, and may even decide it's fun. Read on for tips on how to make math a companion to any subject, from writing to social studies to music.

Social Studies Loves Stats

Jo-Ann Trifiro, a fourth-grade teacher at Millstone Township Elementary School in New Jersey, uses math to help her students better appreciate and understand the differences between life in the 1800s and today. She does this by creating a simple chart or table in which key facts tell an important story about what life was like more than 130 years ago: Using multiplication, students figure out how much money a typical worker would make in a week, a month, or a year. The numbers help them better understand just how hard life was back then.

Planners and architects creating spaces for communities also use math in their work. Michael Jackson, a social studies teacher at Community Middle School in Plainsboro, New Jersey, helps students experience this in a project where they design schools that meet the needs of their community. Using centimeter graph paper and Cuisenaire rods, they determine a perimeter and then manipulate the rods to explore all of the possible arrangements to meet the area requirements while accommodating the needs of the school community.

The Art of Mathematics

Judy Klima, the integration arts coach at IAA, brings math into a study of famous artists. She begins by showing kindergartners Vincent van Gogh's painting of sunflowers. They discuss their observations of the painting, including the colors, composition, and parts of the flowers. They then count the petals. Next, using large art paper and tempera paints, students create their own sunflower paintings and check to see if their number of petals match up with the original.

Another early elementary activity that brings together math, art, and, yes, space aliens comes from my book Special Delivery: Putting Math to Work. Shapey is an alien who wants kids to help him make a portrait of himself for his mom. He describes himself as symmetrical, made up of four rectangles, five triangles, and so on. Students create a portrait of Shapey out of construction paper, using their geometry knowledge and their own creativity. The complete lesson plan, including a letter from Shapey, can be found here.

Writing Math

To really empower kids in math, have them write their own math word problems. First, lay out specific criteria. In a second-grade class they might be: "Write a word problem that makes us add, makes us regroup, uses two double-digit numbers, and has one distractor." (A distractor is an incorrect answer on a multiple-choice test.) Students write the problem and the solution. Emphasize that they should take care with punctuation, clarity, spelling, and other ELA standards.

Explaining one's thinking in math is difficult for many students. Often they don't know how to begin, so ask them to imagine that a new student has joined their class and doesn't know anything about the topic they're studying (e.g., adding with regrouping). They're to write down a step-by-step instruction guide or how-to booklet on whatever the math concept is, or another of their choice. These are fun to publish and can be saved in a math resource writing center.

Music and Numbers

Patterns are foundational for math and for systems of notation, like those found in music.

To demonstrate the power of patterns, take your kids to the theater with Cyberchase for Real, a video showcasing the off-Broadway production Stomp, where the dancer-drummers make rhythm-infused music with everyday objects like brooms, garbage can lids, and tin cans. After students watch the video, have a volunteer clap out a pattern and then invite other students to repeat it. Challenge everyone to record and explain the pattern using letters, numbers, or symbols, then try other clapping patterns and compare notation systems with others.

To practice ordinal numbers and serial order with young students, recite "There Was an Old Lady Who Swallowed a Fly" together. Make simple cutouts of the items the old lady swallows. As you sing, pause at each new item and have volunteers place the cutout on the board in linear order. Number the items, and write the ordinal words first, second, third, and so on beside each item.

Reading Grids and Graphs

Diana Kaiser, a fifth-grade teacher at John F. Kennedy Elementary School in Jamesburg, New Jersey, uses a variety of charts for organizing data about book characters. For example, Kaiser has students create a grid for analyzing character traits while reading Because of Winn-Dixie, by Kate DiCamillo. "After analyzing their findings," she says, "I encourage them to write a composition comparing these characters by citing examples from the book."

Trapolsi, the early childhood teacher, uses chart paper to record events in fairy tales and fables. (Older kids can do this themselves.) She draws a line graph and annotates it as she reads. As the tension in a plot rises, so does the line on the graph. At the resolution of the story, the tension is gone, and the line returns to 0. Students see change over time recorded in a simple, understandable form, and they see how a line graph can describe how a favorite story is constructed.

Getting Physical With Math

Beverley Lynk, a first-grade teacher at Town Center Elementary School in Plainsboro, New Jersey, helps her students learn about shapes by physically experiencing them. When a shape-for example, a triangle-is introduced, students use their bodies to form it. The characteristics of the shape are reviewed on the board (closed figure, three straight lines, three corners), and students check their "work" (i.e., bodies) to make sure the shapes they're making meet the criteria. She takes photos of the student shapes and compiles them in a class geometry book.

To build on Lynk's idea, IAA's Riley shares a lesson called "dancing geometry." Fourth graders come up with singular moves for geometry terms: polygon, perpendicular, intersecting, obtuse angle, quadrilateral, and so on. Teachers choose one or two moves to combine to create one dance move for each word. Later, students find three or four terms to combine with transitions into a movement phrase that has individual and group moves. Now that's truly math in action!
Bob Krech is a math consultant and author. He is a former elementary teacher and math supervisor and a recipient of the Presidential Award for Excellence in Math and Science Teaching.
Photo: Courtesy of Judy Klima
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I was a math kid. I did well in class, but the type of math I loved came from doing things I enjoyed. I loved reading the stats on the back of my baseball cards (I understood how great Mickey Mantle's .298 lifetime batting average was).

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Math Art Part 1: Fraction circle art (3rd-5th) | OK Math and Reading Lady (edublogs.org)

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Math Art Part 1: Fraction circle art (3rd-5th) | OK Math and Reading Lady

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This is a graphing assignment that can be used when engaging in outdoor education and exploring the science unit of living and non living things. The first activity involves sorting leaves and the second activity is using a scavenger hunt and then sorting the things listed on the scavenger hunt into living and non living and then graphing them.

Emily Collis

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https://www.teacherspayteachers.com/Product/Dress-Up-Procedural-Writing-and-Coding-Activity-8794349

Students are able to learn how to write a procedural peice and learn about coding (i.e., sequenced events, repeating events, directions).

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Winter is here! Snow pants, jackets, hats and mittens are a great opportunity to introduce your students to procedural writing and coding using a real-life experience that supports life skills development!!

This lesson will help you to deliver cross-curricular learning to primary and special education classes.

This resource includes:

Beautiful easy-to-read mini-book

Differentiated templates for all writing activities

Differentiated templates for unplugged coding

Word list to support writing

Colouring templates to create patterning activities

You will keep your students engaged and learning without breaking a sweat! It doesn't get better than this.

Are you looking for more resources to support diverse classrooms?
Check Visual Instructions for Writing and Math

For more creative ideas, follow me on social media : ) FB Explore, Laugh and Learn IG #explorelaughandlearn Looking for MORE fun and low-prep activities? Visit us at Explore, Laugh and Learn

Thank you for visiting! Questions? Comments? Let me know what you are looking for at explorelaughandlearn@gmail.com

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Dress Up! Procedural Writing and Coding Activity

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Winter is here! Snow pants, jackets, hats and mittens are a great opportunity to introduce your students to procedural writing and coding using a real-life experience that supports life skills development!! This lesson will help you to deliver cross-curricular learning to primary and special educati...

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Here is a number of lessons which integrates mathematics and health. This allows students to use their knowledge regarding healthy choices, their understanding of nutrition and concepts of math to create a menu based on healthy choices at fast food restaurants. This activity allows for a real life examples which students can use when eating out.

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Project based learning can help you transform your 2nd or 3rd grade place value unit into a wildly engaging cross-curricular learning experience! Imagine sending your students on a wildlife expedition to find amazing information about animals that interest them in the habitat of their choice.

While your students are fully immersed in their fun animal research, they can also practice essential place value skills as they represent the weight, size, and average lifespan of these animals in word form, expanded form, standard form, and rounded form. You can even have them compare the sizes of the animals from their habitat using place value knowledge.

The good news is all the work of creating a project based learning unit that weaves in place value, nonfiction research, and public speaking has been done for you. This year, your students will absolutely love practicing their place value skills as they work through the simulation Place Value in the Wild!

This resource is perfect for differentiating in both second and third grade classrooms.

Let's take a closer look at this place value project based learning resource.

Project Overview

During this project based learning (PBL) unit, your students will work toward becoming expedition scouts for Wildlife Explorers International. As part of their job application process, they must create an expedition field guide filled with information about animals from the habitat of their choice.

This math project requires the application of students' knowledge of place value. Throughout the process of the Place Value In The Wild simulation, students will have the opportunity to apply their knowledge through creative design, engage in informational research that incorporates their math knowledge, and build organization skills as they plan and execute this multi-day project.

Math Skills Students Will Practice During This Place Value Project

The main focus of this math simulation is on second and third grade place value standards. Throughout the project, students will:

Understand that the digits of a number represent amounts like hundreds, tens, and ones.

Read and write numbers using base-ten numerals, number names, and expanded form.

Compare two numbers based on meanings of the hundreds, tens, and ones digits.

Use place value understanding to round whole numbers to any place.

In addition to these important math skills, students will also practice their expository writing & research skills as they report on amazing facts about the eight animals they choose to feature in their Place Value in the Wild Field Guide.

Students will then use their public speaking skills to present their final research either in-person or through a video recording that culminates this project.

Place Value in the Wild Project Steps

During this cross-curricular math project, your 2nd and 3rd graders will work towards being hired as an expedition scout for Wildlife Explorers International. Here are the steps they will take during the course of the project:

★ Select one natural habitat from around the world. Students will select a habitat they are interested in learning more about. Eleven suggested habitats are included in the resource along with space for any other habitat students may brainstorm. After selecting their habitat, students will provide a brief explanation as to why they made their selection and list several specific animals that live in that habitat before narrowing their list down to their top 8 favorite animals.

★ Compare and order the size/weight of each animal researched. During this process, students write the animal's weight in word form, expanded form, standard form, and rounded form. They also model the weight using place value blocks. Next, students order the weights of these animals from least to greatest (or lightest to heaviest).

★ Write an "Animal Profile" page for each of the eight animals. These profile pages require informational research skills so students can gather facts about each animal's diet, size, lifespan, and any other amazing information they want to share with young explorers. As students write their interesting facts about the eight animals, they must also provide 2-3 supporting details that give more information about each fact.

★ Create a video clip in which they reflect on the learning and growth they made throughout the project. If digital equipment is unavailable, a live presentation can also be done.

★ Complete a self-assessment of their project using a three-part rubric. Each of the project deliverables described above has its own section on the rubric so students can participate in a very specific and fair assessment process as they demonstrate their learning.

Saving You Time & Making Differentiation Possible

Want to incorporate a project into your place value unit, but crunched for instructional time?

This resource makes prepping for project based learning a breeze and makes implementation seamless. The detailed visual instructions on each page of the guide make it possible for students to complete their unique project with maximum independence so you have the time you need to teach or reteach essential place value skills to small groups.

Scoring and providing students with feedback is also easy when using the included rubric. Each of the important pieces of the project: preparation, field guide creation, and project assembly have its own rubric so students can participate in the assessment process as they demonstrate learning, and you can provide them with specific feedback about their work.

Ideas for Using This Place Value Project Based Learning Guide

Every step of the Place Value in the Wild experience is outlined in a project guide that includes clear visuals and step-by-step instructions. Rubrics and reflection prompts will encourage your students to reach their learning goals.

The format of this math project guide makes it an ideal resource for:

★ At your seat & hands-on enrichment during math workshop or guided math

★ Math center work

★ Digital learning (a Google Slides version of the entire project is included)

★ Parent volunteer or teacher's aide enrichment station

★ A focal point for a place value room transformation

★ An alternative assessment that allows you to measure student understanding on a deeper level as a culmination to your place value unit.

Bring This Place Value Project to Your Classroom

Whether you're searching for an activity that provides enrichment to your high flyers while you teach small groups during your place value unit, you're looking to bring a little life to your end-of-unit assessment, or you just want a creative way to switch up your math routine, you and your students will love Place Value in the Wild!

Visit the Place Value in the Wild resource page to see a full preview so you can learn more about this fun math project.

If you have any questions about this math simulation, let me know in the comments below.

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Place Value In The Wild Cross-Curricular Project - A Math & Science Learning Adventure

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Project based learning can help you transform your 2nd or 3rd grade place value unit into a wildly engaging cross-curricular learning experience! Imagine sending your students on a wildlife expedition to find amazing information about animals that interest them in the habitat of their choice.

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Recognizing Shapes and Patterns in Wampum Belts

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Recognizing Shapes and Patterns in Wampum Belts

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This will be a great hands on learning activity for Treaty Recognition Week!

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Recognizing Shapes and Patterns in Wampum Belts Gr 4-6 Math

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Simple Cross-curricular Phys Ed elements

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Simple Cross-curricular Phys Ed elements

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Some easy to implement activities to keep students thinking about Math during Phys Ed

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This Kindergarten Survey would be a great cross curricular activity for students. Students can ask questions to their friends interact, communicate, and record responses.

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Browse surveys and collecting data resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.

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This lesson integrates Social Studies (celebration of Diwali), Art (tissue paper rangoli), and Math (symmetry) to create a memorable decoration.

Carolyn Dunwoodie

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Tissue Paper Rangoli Craft | Diwali Craft

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Choose from seven different rangoli template designs and decorate them with colourful scrunched-up tissue paper. This rangoli craft is the perfect opportunity to introduce rangoli to children by exploring different designs and colours. Explore how different colours work together to create vibrant designs.

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Grade 3 - Incorporating Mathematics with Healthy Eating

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Grade 3 - Incorporating Mathematics with Healthy Eating

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https://www.peterboroughpublichealth.ca/wp-content/uploads/2019/08/Canada-Food-Guide-Grade3-Lesson-Plans.pdf

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3D shapes Drawing: Geometry  shapes, characteristics, angles 

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3D shapes Drawing: Geometry  shapes, characteristics, angles 

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The quilt and board games connections really spoke to my personal interests and are things I could see students buying in to!

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I love Visual Art. It was always one of my favourite subjects in school and I was fortunate to have several teachers who engaged me in unique and exciting art projects. Tragically, I can't have my students do Visual Arts all day, every day - bummer! Over the last few years, I've tried to find ways to integrate a bit of Visual Arts into many other subjects in ways my students don't expect. Here are a few of my favourite projects from the last four years:
1) Quilts
What the project was: Working in groups, my class and another class of Grade 4/5 Middle French Immersion students designed, cut, and assembled baby quilts. At our annual art show, we ran a raffle for parents ($1/ticket). The proceeds from the raffle (over $300!) were donated to a charity. All of the material we used was donated by parents - much of it fabric ends from household projects, but some also salvaged from old pyjamas and blankets that were no longer wanted or needed.

What it taught my students: This project was a joint Visual Art and Mathematics project. From the VA side, it taught the use of tools (including electric sewing machines), complementary colours, patterning, and adapting to/solving design challenges. From the Mathematics side, it taught area and perimeter, measurement, and patterning.

What was challenging: We had 50 students cutting fabric, assembling quilts, and using sewing machines at the same time. The project took months (working one day a week) and the help of a few parent volunteers. I ended up giving up a few of my lunch breaks towards the end so that my students could finish their quilts before our art show.

2) Graphic Novels
What the project was: Students in my Grade 4/5 class each chose a fairy tale to retell in the form of a graphic novel. Their story had to be different in some way from the original without changing the overall message. They started by brainstorming, then created storyboards, then moved from storyboards to the actual comic panels.

What it taught my students: This was a joint VA/Language Arts project. From the VA side, it taught students composition, shading, line, perspective, and creating a narrative work of art. From the LA side, the expectations are always a little different depending on the grade level and program I'm teaching.

What was challenging: This project takes a long time. There are a lot of steps involved in getting to the final product, and students need a bit of guidance not to get too caught up in their storyboards. Many of them also needed to be encouraged to scale back their story so that it wasn't 20 pages long - because 20 pages of comic panels is a LOT of drawing and colouring!

3) Carcassonne Variations
What the project was: Students in my Grade 4/5 Middle French Immersion class worked in groups to create their own versions of the board game Carcassonne. They had to plan/draw/colour their tiles and design a scoreboard. If they added any extra tiles that weren't in the original game, they had to explain them with written rules.

What it taught my students: This was a joint VA/Mathematics project. I've used it to teach a variety of concepts in both areas. It changes a bit each year! For VA, I've used it to teach line, shape, colour, and texture. For Mathematics, I've mainly used it to teach probability (as the game involves drawing tiles from a bag) and fractions.

What was challenging: The first year that I did this project, I let students choose their own groups. Whoops! I ended up with several imbalanced groups - some with lots of artistic talent but who struggled with the mathematics side, others with lots of mathematical aptitude but who struggled with the artistic side, and everything in between. The next time I did this, I put students into groups, trying to balance artistic ability and mathematical aptitude... but as with any group put together by a teacher, occasionally my students had difficulty working together to plan and design a project like this.

Without going into too much detail, here are a few other Visual Arts activities I've done over the past few years:

Oliver Jeffers-inspired Picture Books (Visual Arts/Language Arts): We love Oliver Jeffers. His stories are whimsical, funny, colourful, and poignant. One of my favourite things to do with my students is have them create their own stories in the style of Oliver Jeffers. They get very creative!

Collaborative Mural (Visual Arts/community building): Each student received a piece of the mural without knowing what the final design would be. Their page had only black linework on it, with some areas coded to be coloured with hot colours and others coded to be coloured with cold. When they finished, we assembled them according to the numbers I had put on the back of each page.
Melted Crayon Art (Visual Arts/Science)
Grade 4/5 Middle French Immersion teacher from Ottawa. Passionate about teaching (naturally!), board games, video games, music, and TTRPGs. Former member of the ETFO New Members provincial standing committee. Current member of the OCETFO Collective Bargaining Committee, among approximately one thousand other things that I am always doing. No, I do not actually have spare time, I am just perpetually putting off things that I *should* be doing. @rollforlearning on Twitter. View all posts by Shawna Rothgeb-Bird

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My Favourite Cross-Curricular Visual Arts Activities

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I love Visual Art. It was always one of my favourite subjects in school and I was fortunate to have several teachers who engaged me in unique and exciting art projects. Tragically, I can't have my students do Visual Arts all day, every day - bummer!

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The Robertson Program for Inquiry-based Teaching in Mathematics and Science

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Students make connections between mathematics, history and visual arts, through origami. Primary. Geometry and Spatial Sense.

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This lesson on FRACTIONS integrates MUSIC!

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This lesson on FRACTIONS integrates MUSIC!

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Rhonda :)

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This Learning Activity is divided into three sections. Adults should guide children through it in the following order:

1. Minds On: Introduces the learning concepts to be explored in the Learning Activity.

2. Action: Offers a focused activity to explore the content and discover key concepts.

3. Consolidation: Provides students with an opportunity to deepen understanding and reflect on learning.

Stay Connected

Sign up for the TVO Learn Newsletter. Discover engaging ways to support learning. Connects families to the Ontario 1-12 curriculum.

choosing a selection results in a full page refresh

press the space key then arrow keys to make a selection

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Grade 3 Mathematics - Number - Learning Activity 10

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Support your child's learning with straightforward, engaging and free resources that align with the Ontario curriculum, from Kindergarten to Grade 12.

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I'm using this lesson plan along with geometry in math and persuasive writing with my Grade 2s.

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Scientific Innovations
Learning Activity

This Learning Activity is divided into three sections. Adults should guide children through it in the following order:

1. Minds On: Introduces the learning concepts to be explored in the Learning Activity.

2. Action: Offers a focused activity to explore the content and discover key concepts.

3. Consolidation: Provides students with an opportunity to deepen understanding and reflect on learning.

Stay Connected

Sign up for the TVO Learn Newsletter. Discover engaging ways to support learning. Connects families to the Ontario 1-12 curriculum.

choosing a selection results in a full page refresh

press the space key then arrow keys to make a selection

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Grade 2 Science And Technology Scientific Innovations Learning Activit

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Support your child's learning with straightforward, engaging and free resources that align with the Ontario curriculum, from Kindergarten to Grade 12.

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City Skyline Art with Arrays integrates math with art. It can be used for any grade in P/J grades as students can work on their individual levels. We created these in our grade 4/5 class this year and students really enjoyed the art and math integrated together.

Navneet :)

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https://www.pbslearningmedia.org/resource/95a17733-f131-4dcf-858e-04067e0da063/shapes-into-sculptures/

Students explore 3D shapes and create a sculpture.

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Math + Arts | Shapes into Sculptures | PBS LearningMedia

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In this lesson, students will identify 2- and 3-dimensional shapes as well as create shape drawings and sculptures.

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https://www.dpcdsb.org/Documents/Freedom%20Quilts.pdf

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Grade 2-3

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Grade 3 students will plan and build a strong and stable structure that would be suitable for supporting playground equipment and creating play structures inspired by simple machines studied in Grade 2. Grade 2 students, will plan and use a simple machine (or a combination of simple machines) to create a play structure. Both grades will combine their models to create a larger playground in groups of 3 to 5.

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Grade 3 students will plan and build a strong and stable structure that would be suitable for supporting playground equipment and creating play structures inspired by simple machines studied in Grade 2. Grade 2 students, will plan and use a simple machine (or a combination of simple machines) to create a play structure.

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3 origami activities in the resource covering topics such as geometry, spatial sense, patterns, fractions and measurement and connect to Language, Social Studies, and Science.

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Integrate origami into your classroom as a tool to teach Geometry using Barbara Pearl's origami lessons! Barbara's Ten Teaching Techniques on page 3 will help teachers who may be inexperienced in using origami in a classroom environment be successful inspiring the creative spirit of maths.

Integrate origami into your classroom as a tool to teach Geometry using Barbara Pearl's origami lessons! Barbara's Ten Teaching Techniques on page 3 will help teachers who may be inexperienced in using origami in a classroom environment be successful inspiring the creative spirit of maths.

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Origami Tasks with Barbara Pearl - YouCubed

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Integrate origami into your classroom as a tool to teach Geometry using Barbara Pearl's origami lessons! Barbara's Ten Teaching Techniques on page 3 will help teachers who may be inexperienced in [...]

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Grade 6 Art & Math: Symmetry and Asymmetry with Tessellations

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Grade 6 Art & Math: Symmetry and Asymmetry with Tessellations

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This is a Grade 6 art lesson that focuses on tessellations. While tessellations themselves aren't necessarily a mathematical process, the manipulation of different shapes on a piece of art is, especially if using symmetrical or asymmetrical shapes. Furthermore, it also incorporates patterning.

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This Learning Activity is divided into three sections. Adults should guide children through it in the following order:

1. Minds On: Introduces the learning concepts to be explored in the Learning Activity.

2. Action: Offers a focused activity to explore the content and discover key concepts.

3. Consolidation: Provides students with an opportunity to deepen understanding and reflect on learning.

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Grade 6 - The Arts - Visual Arts Learning Activity 2

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This Learning Activity is divided into three sections. Adults should guide children through it in the following order: Minds On: Introduces the learning concepts to be explored in the Learning Activity. Action: Offers a focused activity to explore the content and discover key concepts.

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A grade resource for grade 6 teachers to make connections with the science unit Earth and Space Systems!

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Uploaded by Lorraine Moras

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This collection of lesson plans uses dance, drama, music, and visual arts to teach math concepts.

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Intermediate Grades - Measurement/Angles integrated into Art 

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A great read aloud for students in grade 2 or 3 about fractions. Can have fun after reading by giving 3 cookies to a group of 4 students.

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My Name in Fractions Activity by Miss Catley’s Classroom | TPT

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Coding and the Digestive System - Grade 5

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Coding and the Digestive System - Grade 5

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Grade 5 Science And Technology Scientific Innovations Learning Activit

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Support your child’s learning with straightforward, engaging and free resources that align with the Ontario curriculum, from Kindergarten to Grade 12.

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A great way to connect fractions in math with art and social studies in a grade 3 class.

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This is an art project that could be used for a variety of grades. It does a great way of touching on the patterning expectations, while creating a calming and enjoy art activity.

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These heart tessellations make a relaxing art project, especially for kids who like patterning, and repetitive doodling. Art doesn't always have to mean drawing still life, after all. Combine this math art project idea with Möbius strip hearts and you and your kids can celebrate Valentine's Dayin style.

Made famous in popular culture by M.C. Esher, tessellations are repeated patterns in which shapes fit exactly together. Esher's tessellating patterns are composed of fantastical shapes. Floor tiles or brick patterns are examples of commonly found tessellations. Honeycomb is a good example of a tessellation found in nature. All kinds or tessellations are examples of the way mathematics makes the world fancy!

So for the love of math art, try this heart tessellations art project with your kids! (Note: this post contains affiliate links)

We've made tessellations before, and if you want to get a feel for what the process is like, you can watch our video:

How to Make Heart Tessellations with a template
What you need: Instructions:
Step 1. Create the heart template. This took a bit of experimentation on our part to find the right angle for the bottom point of the heart. We finally decided on an 80 degree angle, which we drew with our protractor. Be sure that the measurement of side of the heart is twice as long as one of the top "sides" or your tessellations will be off. Our measurements were approximately 6 cm and 3 cm.

Cut out the template on thin cardboard and trace a couple of practice tessellations to make sure your template is accurate. Trim template as needed.

(Somehow I forgot to take a photo of tracing the template. Sorry 'bout that ( but you can see it in action in the video above.)

If you are creating the template in a classroom, this is a good place to discuss how to create a perfectly symmetrical heart and how exact measurements are necessary to make perfect tessellations. Creating the template by hand and not a computer means it is very difficult to make a perfect angular heart.

But perfection is not necessary! The slight imperfection of the template and the resulting traced tessellations are a good lesson in how mathematics works in real life.

Step 2. Trace your heart template on paper and tessellate!

Step 3. Color as desired.

Heart Tessellations on Graph Paper

In contrast to the above heart template method, these tessellations will be mathematically perfect. Children can even create them using a computer if you have an appropriate program. However, drawing the heart math art out on paper is also very satisfying.
What you need:

Graph paper

Pencil

Art supplies such as colored pencils, markers, etc.

Instructions:
Step 1. Draw the outline of the heart tessellation as shown and fill the paper.

Step 2. Color as desired.

Step 3. Admire your handiwork.

Heart and Square Tessellations

I really wanted to make tessellations that more closely resembled a traditional heart shape than the designs above. So with some experimentation this heart and square design emerged.
What you need:

Graph paper

Scissors

Art paper

Pencil

Watercolors or other coloring medium. I love this tray of paints. Perfect for both kids and adults.

Instructions:
Step 1. Create a template using the graph paper and cut out. Trace template onto thin cardboard as in the first example, if desired.

Step 2. Tessellate hearts as shown. Notice that as you match the sides of the hearts, a square "hole" forms between the hearts.

Step 3. Color as desired!

Step 4. Admire your beautiful math artwork!

There you have it! Heart tessellations three different ways! Even though I encourage you to try this mathematical wonder any time of the year, this math art idea makes a great STEAM project for Valentine's Day. Know what also makes for great Valentine STEAM inspiration? The STEAM Kids book I co-authored! Chock full of other super duper fun love and heart themed STEAM projects for kids ages 4-10. Learn more about it here: STEAM Kids Valentine's Day ebook.

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Heart Tessellations: Three Lovely Different Math Designs

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These heart tessellations make a relaxing art project, especially for kids who like patterning, and repetitive doodling. Art doesn't always have to mean drawing still life, after all. Combine this math art project idea with Möbius strip hearts and you and your kids can celebrate Valentine's Dayin style.

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This weekend, I had seen some really cute array cities in some of the Facebook groups I belong to, and I wanted to give it a try. I decided to extend the activity, since we are well into our "array" studies. I decided to use division story problems instead of multiplication. I also wanted to have students create their own building and then after they finished, match up with the person who had the building that fit within the same fact family. Once they were able to determine their related multiplication facts they were able to see how the commutative property effects the shape of the array.

Since we only have about 20 minutes for morning work while students are coming in, I decided to cut out the story problems, squares, and math fact strip ahead of time. When students arrived, I had created a slide and had it on the SmartBoard.

This enabled students to work more indendently to create their buildings. I was able to check in with anyone I thought might need a little guidance, but at this point, everyone was able to work their way through the steps. Once their buildings were completed and paired, we glued the pairs next to each other on large decorative paper (I found abandoned in the copy room). It was great to watch students discuss how the commutative property applied to their buildings.

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This weekend, I had seen some really cute array cities in some of the Facebook groups I belong to, and I wanted to give it a try. I decided to extend the activity, since we are well into our "array" studies. I decided to use division story problems instead of multiplication.

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Array City: Ideas to Integrate Math Curriculum

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Lesson Summary:

Students learn about and explore the work of famous artist Piet Mondrian and use math terminology (horizontal, perpendicular, right angle etc.) to describe his art.

Students review primary colours

Student roll a die 3 times to create a 3 digit number. They then trace base 10 blocks onto paper to create that number and in turn their own Mondrian art.

Students use primary colours to paint their blocks.

Students try to guess each others number by counting using the base 10 blocks drawn.

(I have seen an alternative version of this for older student where they use larger numbers and calculate the area and perimeter of the base 10 blocks they traced).

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Place Value meets Mondrian Art!! | St Bernard’s Primary School

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On this page you will find a selection of fully-resourced lessons with a 'mathematical art' theme. The activities in these lessons will help to reinforce many important mathematical skills such as accurate measuring and constructing, visual problem solving and strategic forward planning.

Each resource is accompanied by brief instructions and photos of students' work. If you have any questions about these resources, please do not hesitate to contact me.

I hope you have found something here to try out with your students. I would love to see photos of your students' work if you do. If you post anything on social media, perhaps use the hashtag #mathsart. And do watch this space for new ideas - I have plans for a 'constructing a mandala' lesson, and one on Islamic tiling patterns too... oh, and maybe one on fractals... So much mathematical art, so little time!

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Fully resourced lessons with a mathematical art theme.

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This lesson integrates geometry and science curriculum.

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Place Value In The Wild Cross-Curricular Project – A Math & Science Learning Adventure

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Place Value In The Wild Cross-Curricular Project – A Math & Science Learning Adventure

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This lesson is designed for Grade 2 or Grade 3 for place value (Math) with growth and changes in animals (Science).

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Project based learning can help you transform your 2nd or 3rd grade place value unit into a wildly engaging cross-curricular learning experience! Imagine sending your students on a wildlife expedition to find amazing information about animals that interest them in the habitat of their choice.

While your students are fully immersed in their fun animal research, they can also practice essential place value skills as they represent the weight, size, and average lifespan of these animals in word form, expanded form, standard form, and rounded form. You can even have them compare the sizes of the animals from their habitat using place value knowledge.

The good news is all the work of creating a project based learning unit that weaves in place value, nonfiction research, and public speaking has been done for you. This year, your students will absolutely love practicing their place value skills as they work through the simulation Place Value in the Wild!

This resource is perfect for differentiating in both second and third grade classrooms.

Let's take a closer look at this place value project based learning resource.

Project Overview

During this project based learning (PBL) unit, your students will work toward becoming expedition scouts for Wildlife Explorers International. As part of their job application process, they must create an expedition field guide filled with information about animals from the habitat of their choice.

This math project requires the application of students' knowledge of place value. Throughout the process of the Place Value In The Wild simulation, students will have the opportunity to apply their knowledge through creative design, engage in informational research that incorporates their math knowledge, and build organization skills as they plan and execute this multi-day project.

Math Skills Students Will Practice During This Place Value Project

The main focus of this math simulation is on second and third grade place value standards. Throughout the project, students will:

Understand that the digits of a number represent amounts like hundreds, tens, and ones.

Read and write numbers using base-ten numerals, number names, and expanded form.

Compare two numbers based on meanings of the hundreds, tens, and ones digits.

Use place value understanding to round whole numbers to any place.

In addition to these important math skills, students will also practice their expository writing & research skills as they report on amazing facts about the eight animals they choose to feature in their Place Value in the Wild Field Guide.

Students will then use their public speaking skills to present their final research either in-person or through a video recording that culminates this project.

Place Value in the Wild Project Steps

During this cross-curricular math project, your 2nd and 3rd graders will work towards being hired as an expedition scout for Wildlife Explorers International. Here are the steps they will take during the course of the project:

★ Select one natural habitat from around the world. Students will select a habitat they are interested in learning more about. Eleven suggested habitats are included in the resource along with space for any other habitat students may brainstorm. After selecting their habitat, students will provide a brief explanation as to why they made their selection and list several specific animals that live in that habitat before narrowing their list down to their top 8 favorite animals.

★ Compare and order the size/weight of each animal researched. During this process, students write the animal's weight in word form, expanded form, standard form, and rounded form. They also model the weight using place value blocks. Next, students order the weights of these animals from least to greatest (or lightest to heaviest).

★ Write an "Animal Profile" page for each of the eight animals. These profile pages require informational research skills so students can gather facts about each animal's diet, size, lifespan, and any other amazing information they want to share with young explorers. As students write their interesting facts about the eight animals, they must also provide 2-3 supporting details that give more information about each fact.

★ Create a video clip in which they reflect on the learning and growth they made throughout the project. If digital equipment is unavailable, a live presentation can also be done.

★ Complete a self-assessment of their project using a three-part rubric. Each of the project deliverables described above has its own section on the rubric so students can participate in a very specific and fair assessment process as they demonstrate their learning.

Saving You Time & Making Differentiation Possible

Want to incorporate a project into your place value unit, but crunched for instructional time?

This resource makes prepping for project based learning a breeze and makes implementation seamless. The detailed visual instructions on each page of the guide make it possible for students to complete their unique project with maximum independence so you have the time you need to teach or reteach essential place value skills to small groups.

Scoring and providing students with feedback is also easy when using the included rubric. Each of the important pieces of the project: preparation, field guide creation, and project assembly have its own rubric so students can participate in the assessment process as they demonstrate learning, and you can provide them with specific feedback about their work.

Ideas for Using This Place Value Project Based Learning Guide

Every step of the Place Value in the Wild experience is outlined in a project guide that includes clear visuals and step-by-step instructions. Rubrics and reflection prompts will encourage your students to reach their learning goals.

The format of this math project guide makes it an ideal resource for:

★ At your seat & hands-on enrichment during math workshop or guided math

★ Math center work

★ Digital learning (a Google Slides version of the entire project is included)

★ Parent volunteer or teacher's aide enrichment station

★ A focal point for a place value room transformation

★ An alternative assessment that allows you to measure student understanding on a deeper level as a culmination to your place value unit.

Bring This Place Value Project to Your Classroom

Whether you're searching for an activity that provides enrichment to your high flyers while you teach small groups during your place value unit, you're looking to bring a little life to your end-of-unit assessment, or you just want a creative way to switch up your math routine, you and your students will love Place Value in the Wild!

Visit the Place Value in the Wild resource page to see a full preview so you can learn more about this fun math project.

If you have any questions about this math simulation, let me know in the comments below.

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Place Value In The Wild Cross-Curricular Project - A Math & Science Learning Adventure

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Project based learning can help you transform your 2nd or 3rd grade place value unit into a wildly engaging cross-curricular learning experience! Imagine sending your students on a wildlife expedition to find amazing information about animals that interest them in the habitat of their choice.

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Here are some ideas for integrating math with literacy. She offers some options for read alouds, how to use exit tickets and math journals to encourage writing about math, and having students develop their own word problems to build reading comprehension.

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As teachers, the amount of content we need to teach in a year can be overwhelming. But integrating subject areas is one way to work smart in the classroom. Literacy and math may not seem easy to integrate, but there are some simple ways that you can encourage reading and writing in your math class!

Reading In Math Class

One way to incorporate literacy with math is to do a math-based read-aloud with your students. While reading, stop to ask questions and discuss the book. This can spark problem-solving conversations among students. They will have so much fun with math-related conversations!

Some great math read alouds for your students:

Math-Themed Reader's Theaters

My students love reader's theater plays. They have the chance to act out different roles and pretend to be another person. Reader's theaters are a great way to introduce and practice math academic vocabulary. They can also be good review for comprehension and fluency.

Exit Tickets

Another great way to incorporate literacy and mathematics is to use exit tickets. Exit tickets work well at the end of math units or lessons and can be used as informal assessments to drive future instruction.
How to Introduce Exit Tickets in the Classroom
It will take time for your students to understand your expectations for their exit tickets. Demonstrate how to respond to questions thoughtfully. Model what a answer looks like as compared to a answer. Have your students practice this! Over time, use exit tickets as a way to grow your students' writing skills and conceptual knowledge about math strategies. After using the tickets for a few lessons, challenge your students to write longer paragraphs.

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Wondering How You Can Integrate Literacy and Math? Here are SIX Easy Ways!

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As teachers, the amount of content we need to teach in a year can be overwhelming. But integrating subject areas is one way to work smart in the classroom. Literacy and math may not seem

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Cross-Curricular Integration using the Fibonacci Sequence

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Cross-Curricular Integration using the Fibonacci Sequence

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This site uses the Fibonacci sequence as an entry point for a variety of cross-curricular activities!

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20 Fascinating Fibonacci Activities - Teaching Expertise

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The golden ratio of 1.618, is also known as the Fibonacci sequence and is important to scientists and naturalists alike. The Fibonacci sequence can be used to describe the number of petals on a flower, paintings, structural design, human anatomy, and more. Providing students opportunities to learn about the Fibonacci sequence through art, food, and …

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This integrated lesson is inspired by this YouTube video: https://www.youtube.com/watch?v=adR4uk5YVI8

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Lesson Plan - Exploring Angles Through Visual Art

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The overall expectations best pair with Grade 6. Specifically constructing angles under E2. The circle bit is more grade 7, but they can easily just find a circle template to trace and form the equilateral triangle (60 degree acute angles, all sides the same length).

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This content is not available in your area. We apologize for any inconvenience. Please explore our other educational materials that are available to you. We provide free digital learning resources for Kindergarten through Grade 12. All our content is created or curated by Ontario educators and is aligned with the Ontar

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There are 10 activity ideas that integrate math into science lessons. Man Yee, Gladys, Lee

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Are you looking for creative ways to engage your students in science lessons while also reinforcing their math skills? Integrating math into primary school science lessons can be a fun and effective way to enhance learning. Here are some tips to help you seamlessly embed math into your science curriculum. Why is it i

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Grade 2 - The Arts - Visual Arts Learning Activity 4 | TVO Learn

Creating patterns through beadwork.