Richards Middle School
Ledwick/Sands – Meagan Cascone
Learning Objective/Exit Outcomes:
- Students will be able define positive integers, negative integers, and absolute value.
- Students will be able to work together to create an equation.
- Students will be able to present an artistic visual representation of that equation.
Math & Visual Art
MGSE6.NS.6 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
MGSE6.NS.6a Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g.,–(–3) = 3, and that 0 is its own opposite.
MGSE6.NS.7c Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation.
VA5.CN.3 Develop life skills through the study and production of art (e.g.collaboration, creativity, critical thinking, communication).
VA6PR.2 Creates artwork reflecting a range of concepts, ideas, and subject matter.
- Plain computer paper, tri-folded
The teachers pre-folded the computer paper into three (or four) boxes, labeling each box 1, 2, 3, (and 4), from top to bottom. For Relay Drawing, the paper is passed around the class, so, at the end, a single piece of paper has the work of three artists on it. The paper can be passed a final time, so that a student who had no hand in the creation of the art can assess it and explain what they see in the artwork created by their peers. Mrs. Sands had paper that was divided into three parts and Mrs. Ledwick had paper that was divided into four parts.
The teachers asked the students to write 5 different positive integers in box 1. Once all students were finished, we passed the papers one person to the right (depending on the setup of the classroom, the way you pass the papers will vary). The teachers then instructed the students to write 5 different negative integers in box 2. Once again, we passed the papers. (For Mrs. Ledwick’s class, they then wrote 5 absolute value integers in box 3 and then passed the papers.)
In the final boxes, the teachers asked students to write different equations. For example, a number in box 1 plus a number in box 2 and what it equals or a number in box 3 minus a number in box 1. The only rules were that a number could only be used once in any of the equations (For example, once you used the positive 5 that was written in box 1, a positive 5 could not be used in any other equations) and they had to use at least 2 different signs in their equations (+, -, x). Once the students had written 4 different equations, we passed the papers one last time.
Once they received the paper after the last pass, the students had to choose an equation from box 4 and draw a visual representation on the back of the paper. Several students were then called on to show their visual representation and explain it to the class.
It is important, as much as possible, to use visual art to assist in teaching the content, not just relaying it. In the reverse, the same is true: use the core content to assist in teaching the visual art. When looking at the visual representations drawn, discuss color, line, shading, pattern, etc. Be sure to discuss how collaboration on math led to the artwork being created. These two ideas should be taught hand in hand.