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Below is my lesson plan for this activity!

St. Thomas University - School of Education

School of Education
Lesson Plan
Name: Angela Brown

Date: October 22, 2014

Grade Level: 4

Subject: Math (visual art integration)

I.

Time: 10-15 minutes for the artwork and


discussion, the last math portion may
need to be continued in math class
at a later time

Provincial Curriculum Outcome (s): (e.g. Professional Standards from Discipline)


Math curriculum outcome:
N6 Demonstrate an understanding of multiplication (2- or 3-digit by 1-digit) to solve problems by:
using personal strategies for multiplication with and without concrete materials
using arrays to represent multiplication
connecting concrete representations to symbolic representations
estimating products.
Art curriculum outcome:
Discuss simple compositional elements in their art work and the art work of others, e.g., horizontal line, area of emphasis,
symmetrical balance, repeating shapes.

II.

Learning Objective(s) / Goal (s) written in student friendly language (i.e. I can statements):

III.

I can use different types of art tools together to create new effects
I can visualize how multiplication works
I can use units in a grid as a multiplication array
I can connect artistic representations to mathematical thinking
I can estimate that larger and wider shapes will equal a larger number amount and describe it with multiplication
I can visualize and problem solve multiplication questions from 1-9 in more than just numerical expressions

Lesson Rationale:
Why are you teaching this lesson?
Students will learn how to apply visuals in a mathematic way. They will learn a strategy of applying their knowledge of
numerical multiplication strategies to Multiplication arrays to allow students the opportunity to see the numerical equations
visually.
What requisite skills do students need in order to access the lesson & participate fully in this lesson?
Students need to have had an introductory class on multiplication and a practice lesson before furthering their knowledge of
multiplication with this style of art.
How does this lesson fit in the prescribed curriculum?
It teaches students to multiply numbers of 1-9 by using prior knowledge to aid them in determining how multiplication will help
them find the total cubes in the shape without counting each one separately. The units in each shape make up an array to
represent multiplication. Students can also estimate how many units are in each shape by counting the units of each shape in
length and width and using doubles or regrouping to solve the problem.

IV.

Materials & Resources (teacher materials, student materials etc.):


Light coloured crayon
Primary colours, and black acrylic paint (or water colour can be used)
Bristol board with a grid (thick paper/canvas with a grid on it would work best)
Paint brushes
St. Thomas University - School of Education

Paint palettes or cups


Newspaper or garbage bags to cover tables
Pencils
Paper
V.

Technology Used (if appropriate):


Powerpoint. Smart board can also be used to help describe the lesson if preferred.

VI.

Learning Cycle: (Engaging Questions, Exploration, Explanation, Expansion, Evaluation)

What is the teacher doing?

What are students doing?

The teacher is describing how to do the lesson.

Students are listening to the teacher as the process is


explained.

Giving time for students to ask questions and try it out.

They are drawing, painting, discussing, and solving how many


Depending on the group, the teacher should delegate who
units are in each shape.
does what if a group seems to be arguing on a certain task or
helping them understand that sharing can take place so all can Helping each other understand how to solve each problem,
do each task.
and discussing how the artwork is related to math
While the students are doing their artwork the teacher will
circulate around the room to ensure they are on task, and
understand what to do.

They will write down their answers to at least 10 shapes on


their own sheet and helping each other determine how the
answer can be solved without counting all of the units in the
shapes.

The teacher will answer any questions regarding the project in


terms of the math or art involved in the lesson.
Students are keeping their paint brushes angled toward their
artwork so as to not flick paint on others.
They are sharing the materials, and helping each other by
giving explanations with their answers.

VII.

Accommodation(s) for Diverse Learner(s):


Students will work collectively to help each other create art in groups. They can choose to take on the role of drawing,
painting, writing, or explaining.
The purpose is for students to work together, and allow for students to use their strengths in art and math to help others in
their group understand.
This project involves movement, and the bristol board can be painted on the table or on the floor, depending on where the
students feel most comfortable.
For someone with OCD who needs structure, we can allow them to become the instruction sharer of the group. This means
that they can tell their group members what process is needed next, and where the shapes might go on the page.
If someone is visually impaired, the teacher or trustworthy student may assist in the art making process, and the student
should be encouraged to become an active member in the discussion of their group.
Students in need of a more challenging task can create their own grid and help the group learn the process. They may also
go farther in depth with their individual sheet in multiplication equations and by perhaps multiplying multiple shapes with
each other to create larger more complex numbers. They could also find out the amount of units on the whole page through
various multiplication and addition processes.
With the universal model of learning, all students will engage in some part of the process to help them learn artistic and
mathematical techniques as well as thought processes, spontaneity, and decision making.

VIII.

Evaluation/Assessment of Student Progress:

The teacher will monitor the class as they paint and proceed to mathematical equations. Observations will be made.
Artwork will be evaluated in both subject areas. For the art portion, the use of lines, emphasis on some objects by making
some larger or more texturized, and repetition of shapes will be the main focus.
Students will write down their own arrays in some of the shapes and determine the multiplication equation needed to count
all of the units in a quicker fashion.
St. Thomas University - School of Education

IX.

On a separate sheet of paper, all students will individually document how to do multiply the units within at least 10 shapes
on the board and show how they get their answers (either through regrouping, drawing what they see, etc). They may help
each other, and the teacher will monitor their group work.
All artwork and written documents will be left for the teacher to evaluate and assess the students appropriately.

Home Learning Assignment (if applicable):


Students can create this on their own at home on smaller sheets of paper if they would like their own copy to practice on. They
can also be encouraged to create multiplication arrays in other ways. This could involve drawing a house or building and
drawing windows as the units of the equation, or examine the arrays on chocolate bars, etc. To look around their environment,
find arrays, and apply multiplication techniques to these 3d visuals can also be a fun way to incorporate visual art thinking, and
drawing, into mathematics.
This home assignment would cover another factor of the visual art curriculum outcomes

use a variety of sources to stimulate ideas on art work, e.g., poems, songs, the environment
It also allows for practice of math multiplication concepts!

St. Thomas University - School of Education

References
Piet Mondrian and his paintings (2011). Piet-Mondrian.org. http://www.piet-mondrian.org
http://artgrok.org/browse/decorative-arts/objet-darte/objet-d-arte-2d-panels/composition-red
yellow-blue-and-black
Tate.org (2004). Piet Mondrian: No. VI / Composition No.II. http://www.tate.org.uk/art/artworksmondrianno-vi-composition-noii-t00915
Direct Links to Images Used:
http://www.artcyclopedia.org/art/piet-mondrian-gray-brown.jpg
http://alexandoria.deviantart.com/art/Grid-PNG-file-transparent-300008694
http://www.artchive.com/artchive/m/mondrian/mondrian_composition_a.jpg
http://www.thecolor.com/images/piet-mondrian-composition-with-red-yellow.gif

St. Thomas University - School of Education

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