Hill – Addie Newcomer
Learning Objective/Exit Outcomes:
Students will be able to choose a number between 1-10, find the corresponding number, and create an equation sculpture equaling ten. They will be able to discuss line, space, gravity and design while also giving a number sentence and reversing and inverting that number sentence.
Math & Visual Art
MGSE1.OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
MGSE1.OA.6 Add and subtract within 20.
- Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
- Fluently add and subtract within 10.
VA1.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.
- Generate visual images in response to open ended prompts, themes, and narratives.
VA1.CR.2 Create works of art based on selected themes.
- Create works of art emphasizing one or more elements of art and/or principles of design.
- Create works of art that attempt to fill the space in an art composition.
VA1.CR.4 Understand and apply media, techniques, and processes of three-dimensional art.
- Create sculpture using a variety of media and techniques.
- Create three-dimensional composition using traditional and/or contemporary craft materials and methods (e.g. paper sculpture, found object assemblage, jewelry).
VA1.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy.
- Use a variety of strategies for art criticism.
- Explain how selected elements of art are used in works of art to convey meaning.
- Demonstrate an appreciation for art and art making processes by communicating thoughts and feelings.
- Many strips of yellow and red paper
- A half sheet construction paper per student
The PAIR Specialist introduced the concept of Paper Chase. The PAIR Specialist explained that the paper sculptures made should be 3D shapes, and that students shouldn’t glue the paper flat to the construction paper matting. Each student chooses any number of different sized strips of yellow and red paper, which may only total 10 strips of paper, to create their own paper sculpture by gluing those strips to a base piece of paper. They were encouraged to explore line, shape, space, and design as they created their own paper sculpture.
Students were given about 10 minutes to complete their works of visual art. The students then traded sculptures and the students now how the task of identifying how many yellow and red strips of paper were used to create their peers’ sculpture and create an addition sentence with the information derived from the paper sculpture. Students were also encouraged to express any thoughts they had about the sculpture they were looking at using Visual Thinking Strategy questions including “What do you see?”, “What makes you say that?”, and “What else can you find?”.