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From Music To Math: Cross-Curricular Notes, Fractions, and Decimals!

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This activity comes with a helpful guide to bridge the gap between music and math! This activity is most appropriate for 4th or 5th grade, in alignment with their learning about fractions and decimals from their math teachers. ...

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ISSUE 15 | DEC. 2020

Many teachers strive to incorporate interdisciplinary teaching and learning into their instructional planning.

Superkids unit topics, individual character interests, and text topics are ideal for creating extensions into science, social studies, math, or other content areas. In this issue, we will share resources within the program to assist with cross-curricular planning and explore creative ideas from teachers.

1.

Superkids informational text is perfect for cross-curricular teaching. Topics can easily be connected to science, social studies, and math extension activities using a resource found on the Teacher Portal Resources tab. Click Informational Text Topics to find handy documents that list topics and content area connections for Super Smart, Super-Duper, and SUPER Magazine.

2.

The Index for the Teacher's Guides is another valuable document that can assist with planning. This index is in the Teacher Portal Resources tab. You will find specific pages within your Teacher's Guides that point to cross-curricular activities. For example, the first-grade index directs a teacher to page 29 in the Unit 2 Teacher's Guide for a math extension activity. Students can participate in a coin categorizing activity after reading What Can You Get With a Nickel?

3.

In kindergarten, every unit has suggestions for setting up a Project Corner where children can explore materials related to the topic of the unit. Instructions for each Project Corner describe several activities you can do to extend children's learning across the curriculum to art, music, science, social studies, math, or physical education. Project Corner suggestions can be found in the back of each Teacher's Guide and in the Materials tab of the Teacher Portal.

4.

The Independent Activity suggestions will include cross-curricular activities tied to the text you are reading with your students. In kindergarten, these can be found at the end of each library book lesson. In first and second grade, these activities are located daily in the Reading section of your Teacher's Guide.

5.

Did you know every unit in kindergarten and each week in grades 1 and 2 has a new focus topic? Topics can be found on the Suggested Teacher Read-Aloud page in your Teacher's Guide. For example, in second grade, Unit 6 has a focus on fall and farms as the Reader stories highlight the adventures of Ms. Blossom's class visiting a farm. This would be a great time to plan science instruction around the four seasons, fall, or farm animals.

We all know Golly loves to sniff garbage. Erin Haynes shared this "Smell Like Golly" activity. Students were asked to smell inside a numbered bag that had a scented cotton ball inside. They had to determine the smell, find the picture that represents the determined smell, then cut and paste the correct picture in the numbered box on the recording sheet.

If you have a great idea to share, submit a description-and photos if you have them-via e-mail.

Sara McMahon's students stretched their problem-solving muscles when they were asked to assemble this boat as they learned about Frits. When they were successful, they were able to go on an adventure with Frits!

Janel Sasser's students use classroom supplies to invent and build items tied to the Superkids characters. Students have made new ovens for Cass, paintbrush holders to keep Oswald organized, dog houses for Golly's friends, bridges for Alf to safely cross, and tool hangers for Doc's shop!

During independent work time, this teacher provides two stacks of decodable words printed on small, plastic portion cups. Partners take turns reading the words on the cups. If their partner says they have read the word correctly, they can use the cup to create a tower. The winner of the game is the partner who creates the tallest tower.

We bet kids in this class love this partner center with a focus on spelling practice. To create the activity, the teacher writes encodable words on craft sticks and provides a cup of play clay. To play the game, a student will pull a stick, read the word to their partner, and ask the partner to spell the word. If the child spells the word correctly, they can use the stick and dough to create a structure of their own. The partner with the structure that stands the longest wins the game.

Download fun
Superkids postcards with winter and holiday scenes! These can be used for students to practice their letter writing skills in class or at home. Or, a fun idea for teachers who are teaching remotely would be to mail individual notes to each student as they begin their winter break.

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🐞 🌎 ➗️ Cross-Curricular Activities 🎨 🎹 🏀

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In this issue: Extending Superkids topics into other content areas, teachers' ideas, and a winter freebie!

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Weaving together maths and science: Cross-curricular mastery

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Linking maths and science helps learners see connections and develop their curiosity. Learn how to consolidate maths skills in your Year 1 science lessons.

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This fun song can also be used in having students measure the notes (1/4, 1/2, etc) and also learn about timing and rhythm. I love mixing math and the arts because the appear like they are on opposite sides when that is further from the truth!

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Music
Learning Activity

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.

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

Explore hand-picked collections of resources tailored to your learning journey.

Explore hand-picked collections of resources tailored to your learning journey.

Explore hand-picked collections of resources tailored to your learning journey.

Explore hand-picked collections of resources tailored to your learning journey.

Stay Connected

Sign up for the TVO Learn Newsletter. Discover engaging ways to support learning. Connects families to the Ontario K-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 - The Arts - Music Learning Activity 2

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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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This activity can be adapted for all grade levels by adjusting expectations, such as providing numbers, formulas, guided examples, or more open‑ended creative challenges. Through the activity, students can choose to work toward different art skills. First, they will apply different color theory, such as, primary colors, secondary, and additional mixed colors. Second, students can choose to practice their blending and mixing techniques, and creating new colors with their own hands. Last but not least, students can demonstrate their understanding of lines and shapes as they complete their artwork. -Wing Lau

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Lesson Plan: Color By Numbers
Teacher: Mr. Essex Garner, Saint Joseph Catholic School, Jefferson City, Missouri
Cooperating Teacher: Mrs. Suzy Weber
Unit: Making Art - Use of Color and Blending Techniques - math integration.
Grade Level: Elementary and Middle School (K through 4th Grades) - Adaptable to higher grades.
Missouri Standards for Teacher Education Programs (MoSTEP)

Strengthens prior knowledge with new ideas. 1.2.2.2
1.2.1.4 Engages students in the methods of inquiry used in the subject(s).
1.2.2.3 Encourages student responsibility.
1.2.5.2 Engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.
Standards:
Performance Indicators:
1.2.6.2 Manages time, space, transitions, and activities effectively.

1.2.9.2 Uses resources available for professional development. Strand: (Know about Art), (Making Art) and Elements of Art

Color By Numbers: Essex Garner
Objective Students will be working on three goals: 1) Using only primary colors to make secondary colors from basic color theory, 2) Use blending and mixing techniques to create new colors; they can only bring three colors to class (Red, Yellow and Blue) and create with their own hands new colors and enjoy working on the crayon basketball players.

3) Use of lines and shapes.

Supplies Needed Only the three basic primary crayons (Red, Yellow and Blue). Note: Do not use colors like indigo blue, or different shades of yellow or red. This project works much better if you only use the true base primary colors
Introduction: Begin talking to the students about their prior knowledge of colors and associate those colors with different things in the every day life. Explain how color effects moods, and how they see these colors everyday, and everywhere. Also associate this technique with beginning painting.
Attached to this lesson plan is a scan of three versions of this particular game. 8 ½ x 14 paper. You can make this on the copy machine. The math problems associated with this project can be adapted per grade level. Yellow = 1, Red = 2, Orange = 3, Blue = 4, Green = 5, Blue = White have a value of = 0.

Using this math formula all Primary and Secondary Colors can be covered by the student. Especially the lower grades, this will enhance their ability to understand color blending and will inevitably help them in mixing colors when they start painting.

1 + 0 = 1 Yellow
0 + 1 = 1 Yellow
2 + 0 = 2 Red
0 + 2 = 2 Red
1 + 2 = 3 Orange2 + 1 = 3 Orange4 + 0 = 4 Blue0 + 4 = 4 Blue 1 + 4 = 5 Green
4 + 1 = 5 Green
2 + 4 = 6 Purple
4 + 2 = 6 Purple
0 + 0 = 0 White

Vocabulary: Primary and Secondary colors. Mixing, Blending, Warm Colors (Sun, heat, noon day sky, hot, etc). Cool Colors (Evening Sky, clouds, water, etc). Horizon, Sun Rays, Rain Bows. Adding, math and the fact that zero have no value like the color white. Neutral Colors (White especially). Sky and the ground in relationship to warmth and coldness. Light verses dark. Horizon line and complete the drawing. This scene can be altered in many ways; just use your imagination. The right side of this sheet has the math tables. You can advance the math problems into intermediate colors as well. The higher the math, the more advance the grade levels. Kindergartens have a much simpler diagram and colors or just identified with one number 1-6

Second version of the basketball game.

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Lesson Plan: Color By Numbers Teacher: Mr. Essex Garner, Saint Joseph Catholic School, Jefferson City, Missouri Cooperating Teacher: Mrs. Suzy Weber Unit: Making Art - Use of Color and Blending Techniques - math integration. Grade Level: Elementary and Middle School (K through 4th Grades) - Adaptable to higher grades.

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There are so many math and art projects on this PBS Learning Media Site. Take a look... something for everyone! - Victoria Ross

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Math + Arts | Graph a Dance | PBS LearningMedia

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In this lesson, students will choreograph a figure for a square dance, graph it, and perform it.

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I am a big visual arts fan. I ususally like to link my art lessons to the works of various artists but I also like to link it to what we are reading. I see students read about dragon's all the time. This lesson looks interesting. - Victoria Ross

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Math + Arts | Dragon Scales | PBS LearningMedia

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In this lesson, students create a class mural by using scale, ratio, and proportion.

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

Creating patterns through beadwork.

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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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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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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 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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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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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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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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This lesson integrates geometry and science curriculum.

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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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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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Array City: Ideas to Integrate Math Curriculum

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

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

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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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Intermediate Grades - Measurement/Angles integrated into Art 

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

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Uploaded by Lorraine Moras

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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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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:

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.

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

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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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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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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:

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.

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.

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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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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:

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.

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.

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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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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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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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3D shapes Drawing: Geometry  shapes, characteristics, angles 

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3D shapes Drawing: Geometry  shapes, characteristics, angles 

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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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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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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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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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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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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 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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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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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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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:

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.

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