J.D Davis, Year One
Peterson – Meagan Cascone
Learning Objective/Exit Outcomes:
- Students will be able to estimate the length of different lines.
- Students will be able to measure different lines using math cubes.
- Students will be able to compare their two measurements.
- Students will create a collaborative work of art.
- Students will connect their visual art back to math standards.
MGSE1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
MGSE1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. (Iteration)
VA1.CR.2 Create works of art based on selected themes.
- Create works of art that attempt to fill the space in an art composition.
VA1.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.
- Explore spatial relationships.
VA1.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).
Math & Visual Art
- Students remained at their desks for this activity.
- Each partnership was given a sheet of paper and crayons.
- Each table group was given a box of math cubes.
The students are partnered with the person sitting directly across from them. Each pair received one piece of paper to use for their kinetic drawing.
The teacher then instructed the students to grab a blue crayon. The partners started at one point on their paper and drew a straight line to meet in the middle of the paper. The PAIR specialist then asked the students to look at their straight, blue line and guess how many math cubes they could fit on the line and write that number next to the straight line.
The students were then instructed to pick up a green crayon and each start at one end of the paper, drawing a zig-zag line, meeting in the middle. They did the same thing with this line (estimated the number of cubes).
The students then used a read crayon to draw a squiggly line and estimate that one as well.
From there, the students were asked to see how many math cubes actually fit on each line and write the actual measurement in black next to their estimated number.
Once the students had completed that task, we shared our numbers to see if any of the groups estimated the correct number or a number close to what the real measurement was.