Painting Polynomials Unit Plan

UNIT TITLE: Painting Polynomials

GRADE LEVEL(S): 9/10
ENDURING UNDERSTANDINGS:
How to mix colors to find equal contrasts
How to manipulate water colors
How to manipulate acrylic paint
How multiplying polynomials is the same as using an area model
Mixing a scheme of colors can create harmony
How generic rectangles can be used to translate the area model for more frequent use.
How math can create order in an abstract work of art.

ESSENTIAL QUESTIONS:
How do I mix colors using watercolors and acrylics?
How can I use an area model to multiply polynomials?
What are like terms and how do I combine them?
What patterns appear in multiplying polynomials?
How can I generalize the multiplication of polynomials?
How does adding one color affect the color harmonies the entire piece?
How does math create order in an abstract work of art?

GOALS AND EXPECTATIONS:
Art:
26B4D- Demonstrate knowledge and skills that communicate clear and focused ideas based on planning,
research and problem solving.
26A. 3E- Describe how the choices of tools/technologies and processes are used to create specific effects in the
arts.
Research topics and materials to create art.
Explore new materials to create art.

Math:
6.A- Demonstrate knowledge and use of numbers in their many representations in a broad range of theoretical
and practical settings.
6.B- Investigate, represent and solve problems using number facts, operations, and their properties, algorithms
and relationships.
7.C-Select and use appropriate technology, instruments and formulas to solve problems interpret results and
communicate findings.
8.D.- Use algebraic concepts and procedures to represent and solve problems.
4 Formulate and solve linear and quadratic equations and linear inequalities algebraically and investigate
nonlinear inequalities using graphs, tables, calculators and computers
MATERIALS, RESOURCES, AND TECHNOLOGY
Note cards for word wall (Vocabulary: monomial, binomial, polynomial)
Pencils
Scissors
Straight edge
Watercolors
Paint brushes
Newsprint
Watercolor paper
Mixing tray
Apron
Water cups
Algebra tiles
Overhead projector


CONNECT (or LESSON #1)
STAGE ONE: DESIRED RESULTS:
Students will know:
Area is the space taken up inside of a shape.
Areas of rectangles are found by multiplying the sides together.
Students will be able to:
Find many rectangles that have the same area.
Find area of rectangles using variables and constants.
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STAGE TWO: ASSESSMENT EVIDENCE
Students will show many shapes that have the same areas both using constants and variables and turn it in for feedback.

STAGE THREE: LEARNING PLAN
Students will find many shapes and need to find the area of them. Students will also review the definition of
area, and be reminded of how to find area for many different shapes and figures.
Students will work with their groups to match the figures to each area. Students will then choose an area and
create at least four more figures that have the same area.
Some students will be challenged to do the same exercise with variables.
Students will check the work of their group, and then turn them in for a grade and feedback.



ATTEND (or LESSON #2)
STAGE ONE: DESIRED RESULTS:
Students will know:
That primary colors mix to secondary colors.
That secondary and primary colors can mix to tertiary colors
Which colors are complementaries of each other
That complementary colors mix to neutrals
That an ideal color mixing has equal contrast between each of the analogous colors (ie. Mixing blue and green
does not ensure blue green, so the contrast to blue and to green needs to be equal)
The qualities of using watercolors and acrylic paints

Students will be able to:
Identify primary, secondary, tertiary, and complimentary colors.
Mix all secondary and tertiary colors from the
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STAGE TWO: ASSESSMENT EVIDENCE
Students will turn in a color wheel, and the reference sheet they have made of each color scheme to be graded on a
rubric.

STAGE THREE: LEARNING PLAN
o Students will create a color wheel by making a circle and dividing it into twelve sections.
o Students will use primary colors in the appropriate places, and teacher will explain primary, secondary, and
tertiary colors. For the first activity they will be using watercolors.
o Students will then mix the secondary colors and put them into their appropriate places, making sure to use the
same amount of contrast between the primary colors.
o Students will mix tertiary colors making sure to show equal contrast between the secondary and primary in each
combination.
o Students will create the same exercise using acrylic colors.
o Teacher will explain each color scheme including complimentary, analogous, split complimentary, and
monochromatic.
o Students will use the media of their choice to show samples on a reference sheet.


IMAGINE (or LESSON #3)
STAGE ONE: DESIRED RESULTS:
Students will know:
o That finding the area involves multiplying, and to make an area model, a sum can be broken up and multiplied
appropriately.
o The area and dimensions of each algebra tile.

Students will be able to:
o Use algebra tiles to multiply binomials.
o Multiply variables and constants.
o Add like terms.
o Show any given binomial multiplication using algebra tiles.
o Effectively apply a negative to a problem
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STAGE TWO: ASSESSMENT EVIDENCE
Students will find binomial multiplication using algebra tiles, draw out the pictures, and turn it in for feedback as an exit
ticket.

STAGE THREE: LEARNING PLAN
o Teacher will introduce new vocabulary for this unit: monomial, binomial, trinomial, polynomial.
o Teacher will model doing a two digit number times a two digit number on the board using a generic rectangle
(so 13 times 16 by splitting 13 up to 10 and 3, and 16 to 10 and 6) and demonstrate how we can break things up
and multiply.
o Teacher will explain the lengths and areas of each algebra tiles.
o Teacher will demonstrate how to do a binomial multiplication problem using tiles on the overhead projector.
Students will follow along with their tiles and ask questions.
o Students will practice problems with their groups. Teacher will check answers with class and clarify
misunderstandings.
o Students will practice problems on their own and check them with an answer key.


INFORM (or LESSON #4)
STAGE ONE: DESIRED RESULTS:
Students will know:
o What a generic rectangle is and how to use it.
o That a multiplication problem done using algebra tiles can be translated to generic rectangles.

Students will be able to:
o Multiply polynomials using generic rectangles.
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STAGE TWO: ASSESSMENT EVIDENCE
o Students will turn in three problems as an exit ticket at the end of class for a grade. The exit ticket will include a
few variations of polynomials that need to be multiplied with a generic rectangle.

STAGE THREE: LEARNING PLAN
o Teacher will demonstrate another problem using tiles, and show how it can be translated to a generic rectangle,
much like our two digit multiplication problem.
o Students will try problems as a group.
o Students will work on generic rectangles on their own.

Differentiation:
o Students can continue doing problems with the tiles, or begin to draw out the tiles if the generic rectangles
arent making sense.


PRACTICE (or LESSON #5)
STAGE ONE: DESIRED RESULTS:
Students will know:
o That variations of polynomial problems can be done using generic rectangles.
Students will be able to:
o Do many variations of generic rectangle problems including monomials by binomials, trinomials by binomials,
trinomials by trinomials, using negatives, multiple variables, etc.
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STAGE TWO: ASSESSMENT EVIDENCE
Students will take a quiz at the end of class to turn in for a grade.
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STAGE THREE: LEARNING PLAN
o Teacher will demonstrate many forms of variation that can be used to multiply.
o Students will do Math Art where they are given a sheet of paper, and several practice problems. One student
will choose one problem, which everyone will do on his or her paper using some art material. The teacher will
check the problem for the class, and students will pass their papers, but not their art material, to another paper,
and complete the next problem. Students will do a total of 8 problems with their tables in this fashion.
o Students will choose five more problems to do on their own and check with the answer key. The teacher will
circulate during this time to clarify misunderstandings.


EXTEND (or LESSON #6)
STAGE ONE: DESIRED RESULTS:
Students will know:
o That the same problem can be done using many methods.
Students will be able to:
o Show polynomial multiplication in many ways.
o Measure out tiles and spaces consistently.
o How to create their own problem and find the answer.
o How to adjust their dimensions to use the most of their paper space.
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STAGE TWO: ASSESSMENT EVIDENCE
o Turn in a rough draft plan of their project for feedback.

STAGE THREE: LEARNING PLAN
o Students will create problems that incorporate negatives, constants, and multiple variables.
o Students will plan out sketches and decide what colors and dimensions they will decide to use on their final
project.
o Students will check each others problems before beginning their finals.

Enrichment Students can begin showing how to solve or evaluate equations using polynomials if they understand the
multiplication easily. They will also be pushed to work backwards. Given a polynomial, what would the two factors be?
Students can also choose from a list of problems instead.

REFINE (or LESSON #7)
STAGE ONE: DESIRED RESULTS:
Students will know:
o The advantages and disadvantages of each of the media.
o The components of finishing a piece of art
Students will be able to:
o Make a rough draft of their final problem in both acrylic and watercolor.
o Conduct a mini-critique
o Decide which material will be better for them to convey the problem
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STAGE TWO: ASSESSMENT EVIDENCE
Students will turn in their final project to be graded on a rubric.

STAGE THREE: LEARNING PLAN
o Students will create a smaller version of their project in both watercolor and acrylic paint.
o Students will conduct a mini-critique in order to decide which medium they want to use.
o Students will lightly measure and draw out their plan for the final project in pencil.
o Students will paint their final projects.
o Students will write an artist statement and turn it in.

PERFORM (or LESSON #8)
DESIRED RESULTS:
Students will know:
o That the thoughts and ideas of other observes strengthens and often guides artists.
Students will be able to:
o Critique other students work
o Self-assess and reflect on their own work.
o Multiply polynomials.
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STAGE TWO: ASSESSMENT EVIDENCE
o Students will turn in the factors and product of every students artwork.
o Students will be graded on their participation during the class critique.


STAGE THREE: LEARNING PLAN
o Students will mount their own work and artist statement throughout the room.
o Students will be given ten minutes as a mini-quiz, to walk around the room and observe work, writing down
both the factors and the product of the polynomial multiplications.
o Students will come back together and critique each students work. Each artist will be featured for five minutes.
Students will be allowed to share thoughts they had while they were walking around independently observing,
as well as what color schemes are represented, what elements and principles stand out, what aspects are
working well, and how the piece could improve.