Guiding Question/Grade Level: How can we show multiplication through the arts? Standards: Content Area: 3PAR3.2Reprevent singe dg mutiicton and dvon facts using a variety of strategies, Math and Art SPAR3.3 Appl propeties of operations fe, commutalive property, sesocatve property eitrburive property) to mull and hide within 100 503.08. Demonstrate an understanding af the choreographic process. 2 Colaborte wh others to ereat ae perform movement pases bcratea sequence of tree or more mavens ung bod, space time 2nd ener - SECER: Generate and coneptuoue msc eas nd wore. Ines npc ‘Art Area: hth nd mode patterns Crest bal rythm and moe ‘scompaniments to support ater elements of ruses perfomance (estat). Crate phycal movements for wart-ups and repertoveto tng various ‘musa dead Se shor poet phases nd tes to musi ©. Compose oil Dance, Music, or Visual Arts ‘tins and meio S8C.CR2 Organi, develo, an revise musical as and woes. 2 Share Improvised, composed, or arange pees b Use teacherereatd criteria to refine Improvised or composed ples. subject rattan symo 0 communi meaning Community Partner: . | ‘VALOR. Engage nthe creative proces to generate and vse eas by wing | Focus Artist(s): Anni Albers ELA Connection ‘Hooray! Arrays! By Jason Powe (Can be found on Reading A-2) Vocabulary Math: factors, product, multiply, commutative property, array ‘Art: pattern, repetition, value, texture, line, shape, color, form, dimensions, form, levels (visual arts); phrase, beat, ostinato (music); time, space, energy, swinging, percussive, tempo, rhythm, beat (dance) ‘Lesson Components 1. Content Area: Math and Arts 2. Art Area: Either music, dance, or visual arts‘Visual Arts and Math: Students will be using their knowledge of multiplication, commutative property, and pattern to create a display. Each student will get one math fact. After creating a template (6 or 7 5x6 squares, shifting one square over two times and back two times to make the arrow shape), students will be writing a number or symbol from the fact in each of the squares. Afterwards, we will be discussing pattern. Students will be tasked with taking each section of their arrow and incorporating each of the following elements in their pattern design: (color, line, shape, and value). After making their pattern, students will repeat the pattern on the same section of the fact throughout their work. Each student's fact will be put together to create a large pattern from the entire class. Knowledge of S points: Stadent @points: Stadentincades | 1 point Student includes Muiltipiication and accurately includes all _| most elements of their few elements of their Commutative Property _| elements of their assigned | assigned math fact nthe | assigned math fact in the math fact (number or appropriate squares of the | appropriate squares of the symbol) in the appropriate | template and shows some | template and squaresofthe template —_| understanding of demonstrates litle and demonstrates a clear | multiplication and the understanding of understanding of commutative property. | multiplication and the multiplication and the commutative property. commutative property. Pattern Design 3 points: Student 2 points: Student T point Student incorporates all required _| incorporates most incorporates few required elements ofcolor, line, _| required elements of elements of color, line, shape, and value into their | color, line, shape, and shape, and value into their pattem design and value into their pattem —_| pattern design and demonstrates a clear design and shows some —_| demonstrates litle understanding of creating | understanding of creating | understanding of creating patterns. patterns. patterns. ‘Repetition of Pattern ‘8 points: Student @ points: Student partially | T point: Student does not successfully repeats their | repeats their pattem on _| repeat their pattem on the pattern on the same the same section of the fact | same section of the fact section of the fact throughout their work, with | throughout their work or throughout their work, some inconsistencies or | shows little effort in doing showing consistency and | inaccuracies, 80. I attention to detail‘Music and Math: Students will practice putting together beats with programs on Quaver. Once students feel comfortable, they can begin testing their knowledge of identifying the beat in "This Land is Your Land,” Students will compose pattems to accompany the recording, Students may add, subtract, multiply, and divide to arrive at the number thirty-two. A. more simple song and number can be used to make this assignment more accessible if students are struggling. ‘Students will use note knacks to help them create an eight-beat pattern, Students will work in groups of three to create their own eight-beat patterns. Criteria Score 3 Score 2 Score 1 ‘fication [S™CeMt accurately identifies Student demonstrates partial Student struggles to identify [Beat Identification Hine beatin the song junderstanding of the beat beat (Composition of ;dent composes an eight- [Student composes an eight- [Student struggles to compose Pattems eat pattern that effectively _|[peat pattern that partially __|an eight-beat pattem [Collaboration and Student actively participates _|{Student partially participates panes aie eee Group Work land contributes to the group _/and contributes to the group fine group. bseeuseretnetet ‘Visual Arts and Math: Students wil be using their knowledge of multiplication and arrays to create a display. Each student will get a multiplication fact. The students will he given Legos to complete this activity. The students will construct an array with, the Legos to show their multiplication fact. All of the arrays will be displayed together to create a Lego Town of Arrays, The students wil discuss sculptures and 3-D forms along with arrays in multiplication, ‘Construction of Array Spoinis - The student 2 points - The student T point - The student accurately constructs an | constructs an array using | attempts to construct an array using Legos that Legos, butitmay notbe —_ array using Legos, but it clearly represents the completely accurate in _| does not accurately given multiplication fact. | representing the given _| represent the given iE multiplication fact. multiplication fact. ‘Presentation of Array Spoints-The student's | 2 points-The student's | 1 point - The student's array is neatly organized | array is somewhat array is messy and not and visually appealing, | organized and visually _| visually appealing, with with Legos securely appealing, with some many loose Legos. ‘connected. loose Legos. Understanding of -D 3 points - The student 2 points - The student 1 point - The student Forms and Arrays demonstrates a clear demonstrates some shows limited understanding of 3-D understanding of 3-D understanding of -D forms and arrays, andis | forms and arrays, but may | forms and arrays, and is able to explain the struggle to explain the unable to explain the relationship between relationship between relationship between them. them. them.‘Dance and Math: Students will review the multiplication facts 0-5 and then will view a video of different dance/movement techniques. Students will be asked to work in small groups and create their own coreography for demonstrating the different factors and products. The students will review different dance elements and will incorporate pathways, time, tempo, space, levels, and locomotor in their choreography. Each group will then demonstrate their choreography for the entire class and the other students will be given the opportunity to guess the different facts being shown, ‘Success Criteria: Criteria 1: Accuracy of Multiplication Facts (30 points) 3 points; The choreography accurately demonstrates all multiplication facts from 0-6, with clear and correct movements for each factor and product. 2 points: The choreography mostly demonstrates the multiplication facts from 0-6, with some minor errors or inconsistencies in the movements for factors and products. 1 point: The choreography demonstrates only a few multiplication facts from 0-5, with significant errors or inconsistencies in the movements for factors and products. O points: The choreography does not demonstrate any multiplication facts from 0-6, or the movements for factors and products are completely incorrect or uncleer. Criteria 2: Incorporation of Dance Elements (30 points) 3 points: The choreography effectively incorporates pathways, time, tempo, space, levels, and locomotor movements, enhancing the overall presentation and understanding of the multiplication facts, 2 points: The choreography somewhat incorporates pathways, time, tempo, space, levels, and locomotor movements, but some elements may be missing or not fully utilized. | point: The choreography minimally incorporates pathways, time, tempo, space, levels, and locomotor movements, With limited irspact on the overall presentation and understanding of the multiplication facts. Opoints: The choreography does not incorporate any pathways, time, tempo, space, levels, or locomotor movements, or the use of these elements detracts from the understanding of the multiplication facts. Criteria 3: Presentation and Engagement (40 points) 3 points: The group presents their choreography confidently and engages the audience through clear movements, expressive gestures, and effective communication of the multiplication facts 2 points: The group presents their choreography with some degree of confidence and engages the audience ‘through mostly clear movements, gestures, and communication of the multiplication facts. 1 point: The group presents their choreography with limited confidence and struggles to engage the audience through unclear movements, gestures, and communication of the multiplication facts O points: The group does not present their choreography or fails to engage the audience, making it difficult to understand the multiplication facts being demonstrated, Total Score: 100 points