Cooks – Jen Weisphal
Learning Objective/Exit Outcomes:
- Students will be able to identify equivalent fractions.
- Students will be able to show fractions through visual art.
- Students will understand that multiplying the numerator and denominator by the same number is how you create an equivalent fraction.
- Students will collaborate on creating visual art about equivalent fractions.
Math & Visual Art
MGSE4.OA.1 Understand that a multiplicative comparison is a situation in which one quantity is multiplied by a specified number to get another quantity.
MGSE4.NF.1 Explain why two or more fractions are equivalent 𝑎/𝑏 = 𝑛 × 𝑎/𝑛 × 𝑏. ex:
1/4 = 3 × 1/ 3 × 4 by using visual fraction models. Focus attention on how the number and size of the parts differ even though the fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.
- Utilize multiple approaches to plan works of art incorporating imaginative ideas, universal themes, and symbolic images.
VA4.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art.
- Explore multiple spatial concepts to create works of art (e.g. one point perspective, atmospheric perspective, positive and negative space).
VA4.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.
- Apply art skills and knowledge to improve understanding in other disciplines.
- For the Relay Drawing, the teacher pre-folded papers into thirds, labeling each third 1, 2, and 3, from the top of the page to the bottom, giving a sheet of paper to each student.
The teacher first modeled how to create equivalent fractions using visual art with Relay Drawing on the white board. The teacher showed 1/4 as a circle, dividing the circle into 4 and shading one fourth of it. The teacher then showed 2/8 as eight heart shapes with two hearts shaded in. Then again, with 3/12, using a large rectangle with 3 rectangles shaded in.
The teacher then divided the students into four sections, giving each section a different fraction to work on. The first student drew whatever image they wanted to represent the given fraction. Students then passed the paper around their section to the right. Students then had a new sheet of paper to write an equivalent fraction on in box 2 and create a visual art image to show that equivalent fraction. Students passed the paper around again, repeating the process, coming up with another equivalent fraction in box 3.
Students passed their papers around once more and this time, the teacher asked for a volunteer to share the three fractions on the paper they ended up with to work through as a class to confirm if they were all equivalent fractions.
The teacher asked students to explain how we can check if fractions are equivalent. Students answered that the numerator and denominator are multiplied by the same number. Working from the top of the first equivalent fraction to 2/5, which was 4/10, students were asked what number multiplied by 2 equals 4. Then, taking that answer, the class multiplied the denominator, 5, by 2 to equal 10, showing that the fraction, in whole, was equivalent, thus correct. Some papers were incorrect, so working through the multiplication of numerators and denominators helped students understand the concept of equivalent fractions.
Depending on where your students are with understanding basic fractions and their equivalent fractions, instead of having students create different artistic images from each other on each section of the relay drawing, you may want to have them copy the same artistic image, so they can more clearly see the similarity with equivalent fractions. If a circle is divided into 4/4 with one section shaded in, then the easiest way to show the equivalent is to start with that same 4/4 and divide the sections into 8/8, thus showing that two sections are shaded in now instead of one, but the amount of shading never changed.
Alternatively, if you have students who need a challenge, give each student a different fraction at the beginning of the Relay Drawing, so each time they trade papers, they are working on a new fraction to create an equivalent.