lesson+plan


 * These are just brainstorming--I like your idea of starting with one of the 3-D sculptors, just didn't take the time to look at your links yet. I do think we include the concept attainment lesson, because these kids (most kids) don't know the connections between a scientist/engineer/artist/mathematician. The scaled cube generational popup lesson would go great with one of the 3-D sculptors--the cubits guy, can't remember his name. **


 * Nov. 7 I will be at school and only have 2 conferences so far--9:30 and 1:30, I think. Do you have any time to come out that AM to begin setting some definite lessons/standards?? I have to do math plans, so think I will move into circles for the next week or so, to avoid anything we might include here. Let's craft the lessons outline together tomorrow. I am going to hold off on brainstorming additional ideas. Once we have definitive lesson topics, I will start writing the lessons. I will also bring a copy of the assessment. Given the 2D-mobile portion, we will also likely need to add some additional items (but I don't want to make it too long). **

Sure. What about 10:30 on Monday? I am going to work on the unit on Saturday. ** 10:30-12 I have free at this point. :-) See you then! **

What role does math play in artistic endeavors?
 * Essential Questions:**

How might math (or engineering) help us communicate through art?

♦Preassessment ♦Concept attainment lesson (with pics) on artist, engineer, mathematician (kids respond on blogs about what does a do, or differences between them, or T-charts with similarities/differences? pics of flowers, buildings, sculptures, mobiles, blocks, pop-ups, etc) ♦Scaled cube generational popup lesson, discovering and building understanding of ratio. Kids then try to make rectangular one, then triangular one is assessment of that lesson--all cut by hand. Vocab/work to include similarity, same, congruency (especially of angles in the triangle work), non-congruent, measuring angles, ♦Explore Robert Sabuda books and others of popups to explore how shapes and proportions build art. Make sure several of the pics draw in architecture (leaning tower of Piza, pentagon, Washington Monument) and begin to ask questions about engineers (types of--civil, mechanical, etc.) Pull out that math builds and so do artists, etc. ♦Use snap cubes to build "buildings" and draw from top, side, front views onto dot paper. Discuss perspective, and have kids work with surface area, perimeter, area (perimeter, area will be review). Does the surface area change if you take one cube off one place and put it another? Can you find a way to move it without changing your drawings? ♦Buildings are often built based on available space--how do the builders use area/perimeter/surface area/volume? Set a design challenge with an unusual piece of land and parameters that require kids to practice with surface area and volume to show need to move to the volume activities. They design on fabricator? ♦Pack it in activities--split kids into 3 groups and have them choose 2 shapes to work with--a triangle and one other. I can pull triangles out of pattern blocks or my power blocks for them to use with the centimeter cubes to design their shapes. Their fabrication will show understanding of similarity if they use similar shapes. ♦ ♦ ♦ ♦
 * Outline of unit:**

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♦Take linear measurements to an accuracy of 1/4th, 1/8th and 1/16th of an inch using a common scale (ruler). ♦Use linear measurements to build cube popups using centimeter paper. ♦Identify and describe the diameter, radius, chord, and circumference of a circle. ???? ♦Describe and measure these types of angles (right, acute, obtuse, and straight) and these types of triangles (right, acute, obtuse, equilateral, scalene and isosceles). ♦Find perimeter, area, and volume in standard units of measure; ♦Differentiate among perimeter, area, and volume and identify whether the application of the concept of perimeter, area, or volume is appropriate for a given situation; ♦Identify equivalent measurements within the metric system; ♦Convert factions to decimal and metric equivalents using a conversion table ♦Estimate and then measure to solve problems, using U.S. Customary and metric units; ♦Choose an appropriate unit of measure for a given situation involving measurement using U.S. Customary and metric units ♦Use plane figures (square, rectangle, triangle, parallelogram, rhombus and trapezoid) to develop definitions of these plane figures ♦Investigate and describe the results of combining and subdividing plane figures. ♦Identify and explore congruent, non-congruent, and similar figures; ♦Identify and describe a line of symmetry; ♦Recognize the images of figures resulting from geometric transformations such as translation (slide), reflection (flip), or rotation (turn); ♦Identify, compare and analyze properties of three-dimensional (solid) geometric shapes (cylinder, cone, cube, square pyramid, and rectangular prism.
 * At the completion of this lesson, the student will be able to:**

♦Lecture ♦Spatial reasoning problems (hand cut, fabricator cut and 3-D fabricated) ♦Measurement and math calculation problems ♦Self-study reading and application demonstrations (individual and group) with real-world examples ♦Examination of a variety of balancing toys and tools ♦Co-creating various examples of solids and plane figures for use in the various activities ♦ ♦ ♦ ♦
 * Methods of Instruction:**

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 * Methods of Evaluation:**

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 * Lesson Outline:**
 * Lesson Materials:**

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 * Lesson Topics & Content Outline:**

♦ Measurements Types of Measurements (linear, angular and circular) Measuring Length, Width, Height and Depth English System and Metric System (conversion tables) Measuring Circles (circumference, diameter and radius) ????? Measuring Angles. ♦ Measuring Tools Common Rule, Scales and Tape Measure Take Linear Measurements Measure Angles (inside and outside) using a Protractor ♦Visualization and Spatial Reasoning Shape Description (length, width, height and area) Perspective and Scale Sketching ♦Describing Shapes and Solids