Professional Documents
Culture Documents
School of Education
Lesson Plan
Name: Angela Brown
Grade Level: 4
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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.
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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.
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!
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