Names: Ethan Nachazel and Ben Yeomans

GRADE CONTENT INTEGRATION TITLE OF LESSON

6th Mathematics in the Arts
ESSENTIAL QUESTION
What is the correlation between art and math?
DESCRIPTORS THE ART -
Standards ART.VA.II.6.5 Demonstrate reflective thinking
practices at a developing level.
ART.VA.I.6.5 Produce and exhibit a final product
that demonstrates quality craftsmanship and
technique at a developing level.
Symmetry in Art
INTEGRATED STUDENT OBJECTIVE
Students will be able to make art based off of a
coordinate plane and coordinate pairs.
THE CONTENT AREA - Math
6.G.3 Draw polygons in the coordinate plane given
coordinates for the vertices; use coordinates to find
the length of a side joining points with the same first
coordinate or the same second coordinate. Apply
these techniques in the context of solving real-world
and mathematical problems.

6.G.4 Represent three-dimensional figures using

nets made up of rectangles and triangles, and use
the nets to find the surface area of these figures.
Apply these techniques in the context of solving
real-world and mathematical problems.

Student Objectives Students will be able to color within patterns and Students will be able to graph coordinate planes
borders. and be able to connect the points with a
straightedge.
Assessment Did the students give an effort at this symmetry in Exit Ticket: On a scrap piece of paper name a
the art project? coordinate pair.
KEY KNOWLEDGE
Prior Knowledge Patterns Coordinate Plane, Graphing, Origin, Coordinate Pair
New Concepts N/A Functions
New Vocabulary N/A Function, Quadrants in a Coordinate Plane
(Q1,Q2,Q3,Q4), Slope, Range, X and Y Intercepts
SKILLS
Prerequisite Skills Being able to color within a pattern. Graphing coordinate pairs.
Drawing line segments.
New Skills N/A N/A

College of Education and the Liberal Arts

EDUC 423 Arts Methods for Elementary Teachers
 MATERIALS / RESOURCES
Rulers
Graphing Paper
Pencils
Choice of colored pencils, crayons, markers.
Geogebra

Resources:
https://www.ck12.org/c/geometry/rotation-symmetry/lesson/Rotation-Symmetry-BSC-GEOM/
https://www.geogebra.org/?lang=en
https://www.michigan.gov/documents/mde/VPAA_Standards_Accessible_Final_599577_7.pdf
https://www.michigan.gov/documents/mde/K-12_MI_Math_Standards_REV_470033_7_550413_7.pdf
https://www.youtube.com/watch?v=9nLKVss63hE
Classwork:
https://doc-04-8s-apps-viewer.googleusercontent.com/viewer/secure/pdf/ac3r407luq1qscr7t4c0c6u9kkvrm3oi/
32tm1e9mcncmngfmdsb5525b798saci8/1647614625000/drive/09835186363834232080/
ACFrOgAd9K01ODpMmwZfBHGyV7o4M6qOIysdtxUSQ9YOiBsXej6n7dbEiHpmOu-RJyinpY-
CdoMjHdH0oprICCABF01Si5OTxGkeODiplIF8Iz35U25Uf3NXxYr94pKhreUt5S6oJolsybTPIjjH?
print=true&nonce=b3of7cs7o4b4g&user=09835186363834232080&hash=f5tl7k4rl8srmcs25e9oa6vcbkh4tehn

EDUC 423 Arts Methods for Elementary Teachers KAN Jan 2022 2
EDUC 423 Arts Methods for Elementary Teachers KAN Jan 2022 3
 PHASE LESSON
Student Engagement Students will work on their art, teachers will circulate around and guide/help students when needed.
(30 minutes with
Creative Expression)
Aesthetic Exploration Students will be able to pick out the colors of their choice whenever they want to, and they are encouraged
(10 minutes) to explore their options before starting the assignment.
Demonstration Procedures:
(10 minutes) Step 1. Have the paper length way and count from the right corner of the page down 17 lines and draw a line
through the page horizontally.
Step 2. Count from the right corner of the page left 22 lines and draw a line through the page vertically.
Step 3. Plot points (1,1), (1,-1),(-1,1),(-1,-1)
Step 4. Connect the point (1,1) to (1,-1). Connect the point (1,-1) to (-1,-1). Connect the point (-1,-1) to (-
1,1).
Step 5. Plot points (16,16),(16,-16),(-16,16),(-16,-16)
Step 6. Connect the point (16,16) to (16,-16). Connect the point (16,-16) to (-16,-16). Connect the point (-
16,-16) to (-16,16).
Step 7. Plot points starting from the origin where x increases by 1 and y decreases by 1 each for point till
(16,-16).
Step 8. Plot points starting from the origin where x increases by 1 and y decreases by 1 each for point till (-
16,16).
Step 9. Plot points starting from the origin where x and y increases by 1 each for point till (16,16).
Step 10. Plot points starting from the origin where x and y decreases by 1 each for point till (-16,-16).
Step 11. Connect those points in square formation starting from point (15,15) to (15,-15). Connect the point
(15,-15) to (-15,-15). Connect the point (-15,-15) to (-15,15).
Step 12. Plot points starting from (0,-16) where x value increases by 1 for each point till (0,16).
Step 13. Plot points starting from (-16,0) where y value increases by 1 for each point till (16,0).
Step 14. Connect those points in square formation starting from point (0,16) to (16,0). Connect the point

EDUC 423 Arts Methods for Elementary Teachers KAN Jan 2022 4
 (16,0) to (0,-16). Connect the point (0,-16) to (16,0).

Creative Expression Teachers will walk around the classroom to see how students are doing. In the meantime, the teachers will
(30 minutes with also be helping students with any questions they have, and going out of their way to help students who
Student Engagement) seem to be “messing up” but may not realize it.
Reflection General discussion about how they felt it went, and if they had fun. Students will be expected to be able to
(10 minutes) name one other coordinate pair on the graph as an example of their knowledge.
Connections Math (Coordinate Planes, Graphing)
Extensions Create a different pattern at home/during free time. Geogebra (building their own)
Differentiation Partially Completed Template, Fully Completed Template (Coloring Only)
Vocabulary Function, Quadrants in a Coordinate Plane (Q1,Q2,Q3,Q4), Slope, Range, X and Y Intercepts, Coordinate
Plane, Graphing, Origin, Coordinate Pair, Patterns

EDUC 423 Arts Methods for Elementary Teachers KAN Jan 2022 5