# Enduring Understanding Ratio and proportional relationships can guide accurate portrayal of human figures of any size.

Save this PDF as:

Size: px
Start display at page:

Download "Enduring Understanding Ratio and proportional relationships can guide accurate portrayal of human figures of any size."

## Transcription

1 ARTS IMPACT LESSON PLAN Visual Arts and Math Infused Lesson Lesson One: Math Action Figures: Human Body Proportion Author: Meredith Essex Grade Level: Seventh Enduring Understanding Ratio and proportional relationships can guide accurate portrayal of human figures of any size. Lesson Description (Use for family communication and displaying student art) Students apply understandings of fractions, scale, and ratio to create a human figure in proportion. Head and total height of a human figure is drawn on grid paper based on a 1:8 ratio multiplied by a scale factor. Students then divide the figure horizontally into 8 equal parts and place parts of the figure in those fractional areas guided by a proportion diagram. Last, students use math tools and colorful pens to transform their figure into a Math Action Figure character with special math powers. Learning Targets and Assessment Criteria Target: Uses understanding of ratio and scale to map out a human figure. Criteria: Uses ratio of 1:8 (head to body) multiplied by a scale factor to establish proportional head and body height in drawing. Target: Documents proportion calculations. Criteria: Records ratio multiplied by scale factor equation on drawing. Target: Uses understanding of proportion to represent additional parts of a human figure. Criteria: Divides height of figure into 8 equal parts. Sketches head in top 1/8 and sketches parts of figure in other fractional areas guided by diagram and prompts. Target: Creates a math action figure using craftsmanship. Criteria: Defines contour of figure and adds invented geometric elements using pen, grid squares, and straight edge to suggest human and math-inspired characteristics. Vocabulary Arts Infused: Horizontal Proportion Ratio Scale Symmetry Vertical Height Math: Fraction Grid Arts: Figure Craftsmanship Contour Materials Museum Artworks or Performance Seattle, WA Seattle Art Museum Tacoma, WA Tacoma Art Museum Materials Arts Impact sketchbook; Wooden proportion manikins; Drawing pencil: 4H; Vinyl erasers; Gel pens: variety of colors; ½ grid paper: 5.5x8.5, one per student; Human body proportion diagram: one per student; Protractor; Ruler; Geometry template; Class Assessment Worksheet continued Learning Standards WA Arts State Grade Level Expectations For the full description of each WA State Arts Grade Level Expectation, see: Elements: Shape Principles of Design: Proportion Skills and Techniques: Drawing Creative Process Responding Process Connection between Visual Arts and Math Common Core State Standards (CCSS) in Math For a full description of CCSS Standards by grade level see: 7.G. Draw, construct, and describe geometrical figures and describe the relationships between them. 7.G.1. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. continued 1

2 Seattle Art Museum images: Amphora, B.C. Greek, Antimenes Painter, CCSS Mathematical Practices MP.4. Model with mathematics. MP.5. Use appropriate tools strategically. MP.6. Attend to precision. Victor/Victim, 1982, Randy Hayes, Anthony of Padua, 2013, Kehinde Wiley, Fig. 3, 1986, C. T. Chew,

3 3 = Indicates note or reminder for teacher ICON KEY: þ = Embedded assessment points in the lesson Pre-Teach Ask students to search for and share examples of human figures that represent a reduced scale while maintaining human proportion: toys, illustrations, diagrams. Discuss the idea of using a human figure compared to buildings, animals, or other objects to demonstrate scale relationships. Compare the proportion of the same photograph or image of a human figure seen on different electronic devices: phone, tablet, smart board, movie screen. Lesson Steps Outline 1. Introduce proportions of the human body. Introduce and guide art analysis of Amphora by Antimenes Painter, Victor/Victim by Randy Hayes, Anthony of Padua by Kehinde Wiley, and Fig. 3 by C. T. Chew from the Seattle Art Museum collection. þ Criteria-based teacher process assessment: Participates in analyzing art and human figure diagram. 2. Analyze using ratio and fraction concepts to accurately scale up or down human figure proportions. Connect concepts of ratio, proportion, and fractions. þ Criteria-based teacher process assessment: Analyzes how scale, ratio, and fractions relate to representing human proportion. 3. Demonstrate and guide the process of using ratio, fraction, and scale factor concepts to accurately map out the proportions of the human body in pencil on ¼ grid paper. þ Criteria-based teacher checklist: Uses ratio of 1:8 (head to body) multiplied by a scale factor to establish proportional head and body height in drawing. Records ratio multiplied by scale factor equation on drawing. 4. Demonstrate and guide drawing parts of the human figure aligned with fraction guidelines. Emphasize that this is an exercise and that the figures are invented; they have human proportion, but they do not need to be photographically realistic. 3

4 þ Criteria-based teacher checklist: Divides height of figure into 8 equal parts. Sketches head in top 1/8 and sketches parts of figure in other fractional areas guided by diagram and prompts. 5. Demonstrate and guide creatively merging human proportion and mathematical elements to create a Math Action Figure using gel pens. Emphasize using straight lines and/or geometric shapes for parts of the figure and/or for details, shapes, or patterns inside of the figure. þ Criteria-based teacher checklist: Defines contour of figure and adds invented geometric elements using pen, grid squares, and straight edge to suggest human and math-inspired characteristics. 6. Facilitate criteria-based peer and group math and art reflection. þ Criteria-based peer assessment and group reflection: Checks for proportional accuracy, describes mathematical characteristics and special powers of figure. 4

5 LESSON STEPS 1. Introduce proportions of the human body. Introduce and guide art analysis of Amphora by Antimenes Painter, Victor/Victim by Randy Hayes, Anthony of Padua by Kehinde Wiley, and Fig. 3 by C. T. Chew from the Seattle Art Museum collection. 3 The Seattle Art Museum s collection is available on-line at: To find the images in this lesson, enter the accession number for the work of art in the search box on the collections page of SAM s website. Accession numbers for these works of art are listed in the materials box at the beginning of the lesson. 3 Refer to human figure proportion diagram included in lesson. The human figure has been portrayed in art for thousands of years. There is a basic formula of proportional relationships or fractions relative to a whole that has been developed over time to help artists represent the human figure realistically. Proportions change from babyhood to adulthood. Every body is different, but these basic proportions can form a guide. What do you think is the proportion of head height to body height? (The ratio of head height to body height of an adult figure is approximately 1:8 or 1/8.) Compare the human proportion diagram with the SAM artworks. What do you notice? 5

6 Explore other ratio relationships of the human figure seen on the diagram: bottom of chin to hip, waist to knee, knee to foot. Which fraction and ratio represents each of these parts of the figure relative to the whole? þ Criteria-based teacher process assessment: Participates in analyzing art and human figure diagram. 2. Analyze using ratio and fraction concepts to accurately scale up or down human figure proportions. Connect concepts of ratio, proportion, and fractions. Using our proportion diagram as a guide, think about ratio, scale, and proportion. If you are the sculptor of an 80 foot sculpture of a human, or if you were making a tiny figure that is 4 millimeters high that would go on a piece of jewelry, you would be using the same ratio of head to body: 1:8. How tall would the head be in that sculpture? (10 feet). How tall would the head be on the jewelry? (.5 millimeters) þ Criteria-based teacher process assessment: Analyzes how scale, ratio, and fractions relate to representing human proportion. 3. Demonstrate and guide the process of using ratio, fraction, and scale factor concepts to accurately map out the proportions of the human body in pencil on ¼ grid paper. 3 Lesson can be differentiated by assigning a scale factor that yields a certain number of units (factor of 4 for 32 unit height for instance) for height of human figure or students can choose different factors for enlarging using the same ratio. Since you are dividing this area from top of head to bottom of feet into fractions that represent the 1:8 head to body ratio, think about what the scale factor will be when you map out the figure on your grid paper. What number of squares will you use? If your factor is 3 how many units high will your figure be? (24) Orient your paper vertically. Multiply the body proportion ratio of by the scale factor that has been assigned or that you have chosen (makes sure that you are enlarging/scaling up so that your figure fits on the paper). Note the equation representing scale factor multiplied by ratio in the upper right corner of your paper. Make a mark horizontally towards the top of your paper to indicate the top of the head then count and mark the bottom of the feet. This number of units should be the same as the product of your equation noted in the last step. Now divide the height of the figure into equal parts or fractions using horizontal lines in pencil guided by a straightedge and grid lines. Switch papers with a partner and check for accuracy. Correct multiplication of ratio by a scale factor and horizontal division of figure height into eight equal amounts. þ Criteria-based teacher checklist: Uses ratio of 1:8 (head to body) multiplied by a scale factor to establish proportional head and body height in drawing. Records ratio multiplied by scale factor equation on drawing. 6

7 4. Demonstrate and guide drawing parts of the human figure aligned with fraction guidelines. Emphasize that this is an exercise and that the figures are invented; they have human proportion, but they do not need to be photographically realistic. Note the other ratio relationships represented by body proportions. What is the ratio of chin to belly button compared with whole figure? (2:8) How does that translate into fractions? (from chin to waist represents ¼ of the total height of the figure) Use the diagram to help you draw a head shape in the top 1/8 section. Notice the second fraction section includes part of the neck, shoulders, and part of the chest. Lightly draw in a shape for the torso above the waist. It can have soft oval like edges or can be more of a polygon shape. The fourth section starts at about the belly button and extends to close to the top of the legs/hip area. Lightly sketch in a shape that represents that part of the figure. Again, it can have soft oval like edges or can be more of a polygon shape. The fifth section starts at the top of the legs/hip area and extends to the mid-thigh; the sixth section starts mid-thigh and extends to the knee. Lightly sketch in oval or polygon shapes for the thighs. The seventh section starts at the knee and extends to the shin area, and the eighth section extends from shin to bottom of foot. Lightly sketch shapes for lower leg and feet. Using the diagram as a guide sketch in ovals or polygon shapes for upper and lower arm and hands. Do not worry about being super-realistic. þ Criteria-based teacher checklist: Divides height of figure into 8 equal parts. Sketches head in top 1/8, and sketches parts of figure in other fractional areas guided by diagram and prompts. 5. Demonstrate and guide creatively merging human proportion and mathematical elements to create a Math Action Figure using gel pens. Emphasize using straight lines and/or geometric shapes for parts of the figure and/or for details, shapes, or patterns inside of the figure. Sometimes mythical or imaginary beings from literature or movies (think science fiction or superheroes) have human and machine or robotic qualities. Sometimes human-like qualities/proportions combined with geometric shapes elements makes those characters especially interesting, creepy, or seemingly powerful. Define and highlight the shape of your figure by tracing over pencil lines in color gel pen. If you created polygon shapes for body parts in proportion, use a straight edge to draw over your lines for craftsmanship and mathematical precision. Color in grid squares, add geometric shapes for features, or details to emphasize the math of your Math Action Figure. Give your Math Action Figure a great name and note if he/she has any special math powers on your artwork. þ Criteria-based teacher checklist: Defines contour of figure and adds invented geometric elements using pen, grid squares, and straight edge to suggest human and math-inspired characteristics. 7

8 6. Facilitate criteria-based peer and group math and art reflection. Switch Action Figures with a partner and check placement of parts of the figure for proportional accuracy. Describe the effect of figures in human proportion embellished with mathematical machine-like shapes or lines. Share the name and possible special math powers of your character. þ Criteria-based peer assessment and group reflection: Checks for proportional accuracy, describes mathematical characteristics and special powers of figure. 8

9 Math Action Figures: Human Body Proportion Human Proportion Diagram 9

10 ARTS IMPACT LESSON PLAN Visual Arts and Math Infusion Seventh Grade Lesson One: Math Action Figures: Human Body Proportion 3 Teachers may choose to use or adapt the following self-assessment tool. STUDENT SELF-ASSESSMENT WORKSHEET Disciplines VISUAL ARTS AND MATH ARTS Total Concept Ratio and Proportion Craftsmanship/ Characterization 4 Criteria Student Name Uses ratio of 1:8 (head to body) multiplied by a scale factor to establish proportional head and body height in drawing. Records ratio multiplied by scale factor equation on drawing. Divides height of figure into 8 equal parts. Sketches head in top 1/8, and sketches parts of figure in other fractional areas guided by diagram and prompts. Defines contour of figure and adds invented geometric elements using pen, grid squares, and straight edge to suggest human and math-inspired characteristics. 10

11 ARTS IMPACT LESSON PLAN Visual Arts and Math Infusion Seventh Grade Lesson One: Math Action Figures: Human Body Proportion CLASS ASSESSMENT WORKSHEET Disciplines VISUAL ARTS AND MATH ARTS Total Concept Ratio and Proportion Craftsmanship/ Characterization 4 Criteria Student Name Uses ratio of 1:8 (head to body) multiplied by a scale factor to establish proportional head and body height in drawing. Records ratio multiplied by scale factor equation on drawing. Divides height of figure into 8 equal parts. Sketches head in top 1/8, and sketches parts of figure in other fractional areas guided by diagram and prompts. Defines contour of figure and adds invented geometric elements using pen, grid squares, and straight edge to suggest human and math-inspired characteristics Total Percentage What was effective in the lesson? Why? What do I want to consider for the next time I teach this lesson? What were the strongest connections between visual arts and math? Teacher: Date: 11

12 ARTS IMPACT FAMILY LETTER VISUAL ARTS AND MATH LESSON: Math Action Figures: Human Body Proportion Dear Family: Today your child participated in an Arts and Math lesson. We looked at human figures created by different artists. We discovered that all of the figures we looked at showed similar proportional relationships of parts to the whole height of figure from feet to head. We talked about the role of fractions, ratio and proportion in making an image bigger or smaller (scaling it up and down). We talked about how a set of guidelines based on dividing the human figure into 8 equal parts from top to bottom has been developed to help artists portray figures in proportion. The ratio of height of head to height of body guiding proportion is 1:8. We multiplied our ratio by a scale factor to determine how many grid squares the height of our head and figure should be to help us draw our human figure in proportion. We wrote this as an equation on our drawing. We divided the entire height of our figure into 8 equal parts horizontally then lightly sketched in the head in the top section. Next we used a traditional proportion diagram with guidelines for aligning sections of the body with marks showing fractions to help us sketch our figure in proportion. We defined the contour or edge of our figure using pens. We embellished upon our figures using math tools, grid lines, and colorful pens to create a Math Action Figure with human proportion and machine or robotic-like characteristics. We gave our character a great name and identified some of their special math powers. At home, you could draw proportional human figures in different poses using your understanding of proportion as a guide. You could also use your knowledge of figure drawing to invent and draw characters for comics or storyboards. Enduring Understanding Ratio and proportional relationships can guide accurate portrayal of human figures of any size. 12

### Problem of the Month: Cutting a Cube

Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:

### MD5-26 Stacking Blocks Pages 115 116

MD5-26 Stacking Blocks Pages 115 116 STANDARDS 5.MD.C.4 Goals Students will find the number of cubes in a rectangular stack and develop the formula length width height for the number of cubes in a stack.

### Discovering Math: Exploring Geometry Teacher s Guide

Teacher s Guide Grade Level: 6 8 Curriculum Focus: Mathematics Lesson Duration: Three class periods Program Description Discovering Math: Exploring Geometry From methods of geometric construction and threedimensional

Ohio Standards Connection Geometry and Spatial Sense Benchmark E Use proportions to express relationships among corresponding parts of similar figures. Indicator 1 Use proportional reasoning to describe

### Volume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms.

Volume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game

### Making tessellations combines the creativity of an art project with the challenge of solving a puzzle.

Activities Grades 6 8 www.exploratorium.edu/geometryplayground/activities EXPLORING TESSELLATIONS Background: What is a tessellation? A tessellation is any pattern made of repeating shapes that covers

### ART I: UNIT FIVE FIGURE DRAWING

Unit ART I: UNIT FIVE FIGURE DRAWING CONTENTS I. THE HEAD.................................. The Grid..................................... Outline...................................... 7 Proportions..................................

### Area and Perimeter Man

Area and Perimeter Man MA.C.3.2.1.3.1 and.2; MA.B.3.2.1.3.3 LESSON FOCUS Using counting procedures to determine perimeter and area of rectangles, squares, and other figures. COMPANION ANCHORS LESSONS Perimeter;

### Assessment Management

Areas of Rectangles Objective To reinforce students understanding of area concepts and units of area. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family

### Geometry Solve real life and mathematical problems involving angle measure, area, surface area and volume.

Performance Assessment Task Pizza Crusts Grade 7 This task challenges a student to calculate area and perimeters of squares and rectangles and find circumference and area of a circle. Students must find

### Contextual Relevancy

North Carolina s Kindergarten Visual Arts Note on Numbering/Strands: V - Visual Literacy, CX Contextual Relevancy, CR Critical Response Visual Literacy K.V.1 Use the language of visual arts to communicate

### Lesson #13 Congruence, Symmetry and Transformations: Translations, Reflections, and Rotations

Math Buddies -Grade 4 13-1 Lesson #13 Congruence, Symmetry and Transformations: Translations, Reflections, and Rotations Goal: Identify congruent and noncongruent figures Recognize the congruence of plane

Ohio Standards Connection Geometry and Spatial Sense Benchmark I Describe, identify and model reflections, rotations and translations, using physical materials. Indicator 7 Identify, describe and use reflections

### Modeling in Geometry

Modeling in Geometry Overview Number of instruction days: 8-10 (1 day = 53 minutes) Content to Be Learned Mathematical Practices to Be Integrated Use geometric shapes and their components to represent

### COORDINATE GEOMETRY AND TRANSFORMATIONS

COORDINATE GEOMETRY AND TRANSFORMATIONS i 2 t 2 Final Project 5-Day Unit Plan 8 th Grade Math Lab Helen Roseler December 1, 2003 1 Preface Math Lab is an additional math class designed to deliver Academic

### WHAT IS AREA? CFE 3319V

WHAT IS AREA? CFE 3319V OPEN CAPTIONED ALLIED VIDEO CORPORATION 1992 Grade Levels: 5-9 17 minutes DESCRIPTION What is area? Lesson One defines and clarifies what area means and also teaches the concept

### Author(s): Hope Phillips

Title: Fish Aquarium Math *a multi-day lesson Real-World Connection: Grade: 5 Author(s): Hope Phillips BIG Idea: Volume Designing and building aquariums includes mathematical concepts including, but not

### Performance Based Learning and Assessment Task

Performance Based Learning and Assessment Task Tiling a Kitchen Floor I. ASSESSSMENT TASK OVERVIEW & PURPOSE: Students will use a variety of geometrical concepts and skills as they work with a partner

### Unit 6 Grade 7 Geometry

Unit 6 Grade 7 Geometry Lesson Outline BIG PICTURE Students will: investigate geometric properties of triangles, quadrilaterals, and prisms; develop an understanding of similarity and congruence. Day Lesson

### Measuring with a Ruler

Measuring with a Ruler Objective To guide children as they measure line segments to the nearest inch, _ inch, _ inch, centimeter, _ centimeter, and millimeter. www.everydaymathonline.com epresentations

### Standard 1: Learn and develop skills and meet technical demands unique to dance, music, theatre/drama and visual arts.

ART CONTENT STANDARDS FOR VISUAL ARTS Grades K-5 Note: Each standard requires the application of the elements of art and principles of design. Strand: Visual Arts Standard 1: Learn and develop skills and

### NEW MEXICO Grade 6 MATHEMATICS STANDARDS

PROCESS STANDARDS To help New Mexico students achieve the Content Standards enumerated below, teachers are encouraged to base instruction on the following Process Standards: Problem Solving Build new mathematical

### The Fibonacci Sequence Lesson Plan

The Fibonacci Sequence Grade Level: 9-12 Curriculum Focus: Algebra, Geometry Lesson Duration: Two class periods Student Objectives Materials Understand the Fibonacci sequence (numerically, algebraically,

### Color Wheel Mobile. Subject: Visual Art and Math. Grade Level: 7

Color Wheel Mobile Subject: Visual Art and Math Grade Level: 7 Standards Alignment: Visual Arts Standard: Creative Expression and Communication Benchmark A: Apply knowledge of materials, tools, media,

### HACKETTSTOWN, NEW JERSEY. Computer Animation Grades 10-12 CURRICULUM GUIDE FINAL DRAFT. July 2014

HACKETTSTOWN, NEW JERSEY Computer Animation Grades 10-12 CURRICULUM GUIDE FINAL DRAFT July 2014 Mr. David C. Mango, Superintendent Ms. Nadia Inskeep, Director of Curriculum & Instruction Developed by:

### Fractions and Decimals

Fractions and Decimals Objectives To provide experience with renaming fractions as decimals and decimals as fractions; and to develop an understanding of the relationship between fractions and division.

### Mathematics as Reasoning Students will use reasoning skills to determine the best method for maximizing area.

Title: A Pen for Penny Brief Overview: This unit is a reinforcement of the concepts of area and perimeter of rectangles. Methods for maximizing area while perimeter remains the same are also included.

### Such As Statements, Kindergarten Grade 8

Such As Statements, Kindergarten Grade 8 This document contains the such as statements that were included in the review committees final recommendations for revisions to the mathematics Texas Essential

Fourth Grade Mathematics Unit Scaffolding Task: Angle Tangle STANDARDS FOR MATHEMATICAL CONTENT MCC4.MD.5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint,

### Unit 8 Geometry. Introduction. Materials

Unit 8 Geometry Introduction In this unit, students will learn about volume and surface area. As they find the volumes of prisms and the surface areas of prisms and pyramids, students will add, subtract,

### Problem of the Month: Fair Games

Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:

### Review: Comparing Fractions Objectives To review the use of equivalent fractions

Review: Comparing Fractions Objectives To review the use of equivalent fractions in comparisons. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters

### Drawing Portraits. Instructional Modifications

Drawing Portraits Instructional Modifications Focus on Grade Six Indiana Art Standards Cathy Bullington Visual Arts Instructor Bedford Middle School Dear Teacher: I am an art teacher at Bedford Middle

### The Walters Art Museum. Mathematics STAINED GLASS DRAWING

The Walters Art Museum Mathematics STAINED GLASS DRAWING ACTIVITY GUIDE [ STAINED GLASS DRAWING ] Creating a stained glass panel takes great care and planning. You use drawing and artistic talents as well

### Math syllabus Kindergarten 1

Math syllabus Kindergarten 1 Number strand: Count forward and backwards to 10 Identify numbers to 10 on a number line Use ordinal numbers first (1 st ) to fifth (5 th ) correctly Recognize and play with

### MATHEMATICS TEST. Paper 1 calculator not allowed LEVEL 6 TESTS ANSWER BOOKLET. First name. Middle name. Last name. Date of birth Day Month Year

LEVEL 6 TESTS ANSWER BOOKLET Ma MATHEMATICS TEST LEVEL 6 TESTS Paper 1 calculator not allowed First name Middle name Last name Date of birth Day Month Year Please circle one Boy Girl Year group School

### LEGO Math Activities

LEGO Math Activities By Teri Ann Berg Olsen www.littlebrickschoolhouse.com The first educational manipulatives designed to suit a child s development were invented by Friedrich Fröebel (1782-1852), founder

### Volume of Pyramids and Cones

Volume of Pyramids and Cones Objective To provide experiences with investigating the relationships between the volumes of geometric solids. www.everydaymathonline.com epresentations etoolkit Algorithms

### Free Pre-Algebra Lesson 3 page 1. Example: Find the perimeter of each figure. Assume measurements are in centimeters.

Free Pre-Algebra Lesson 3 page 1 Lesson 3 Perimeter and Area Enclose a flat space; say with a fence or wall. The length of the fence (how far you walk around the edge) is the perimeter, and the measure

### NS6-50 Dividing Whole Numbers by Unit Fractions Pages 16 17

NS6-0 Dividing Whole Numbers by Unit Fractions Pages 6 STANDARDS 6.NS.A. Goals Students will divide whole numbers by unit fractions. Vocabulary division fraction unit fraction whole number PRIOR KNOWLEDGE

Overview of Mathematics Task Arcs: Mathematics Task Arcs A task arc is a set of related lessons which consists of eight tasks and their associated lesson guides. The lessons are focused on a small number

### Lesson 3: Behind the Scenes with Production

Lesson 3: Behind the Scenes with Production Overview: Being in production is the second phase of the production process and involves everything that happens from the first shot to the final wrap. In this

### Grade 4 Mathematics Measurement: Lesson 2

Grade 4 Mathematics Measurement: Lesson 2 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and all information outside

### 7.4A/7.4B STUDENT ACTIVITY #1

7.4A/7.4B STUDENT ACTIVITY #1 Write a formula that could be used to find the radius of a circle, r, given the circumference of the circle, C. The formula in the Grade 7 Mathematics Chart that relates the

### math journal or lesson plans from the teacher edition.

Connected McGraw-Hill My Math Mobile App Billie s Quick Start Guide You have the flexibility of viewing the student math journal or lesson plans from the teacher edition. *Lessons plans from the teacher

### Warning! Construction Zone: Building Solids from Nets

Brief Overview: Warning! Construction Zone: Building Solids from Nets In this unit the students will be examining and defining attributes of solids and their nets. The students will be expected to have

### Lesson 11: Volume with Fractional Edge Lengths and Unit Cubes

Lesson : Volume with Fractional Edge Lengths and Unit Cubes Student Outcomes Students extend their understanding of the volume of a right rectangular prism with integer side lengths to right rectangular

### RYMAN ARTS FOUNDATION OTIS CAMPUS SPRING 2016 INSTRUCTOR: CATHY STONE. SUNDAY, 1:00 4:30 EMAIL:cathy@cathystone.com

RYMAN ARTS FOUNDATION OTIS CAMPUS SPRING 2016 INSTRUCTOR: CATHY STONE SUNDAY, 1:00 4:30 EMAIL:cathy@cathystone.com COURSE DESCRIPTION. Foundation; studio class in drawing and composition will acquaint

### Freehand Sketching. Sections

3 Freehand Sketching Sections 3.1 Why Freehand Sketches? 3.2 Freehand Sketching Fundamentals 3.3 Basic Freehand Sketching 3.4 Advanced Freehand Sketching Key Terms Objectives Explain why freehand sketching

### Overview. Essential Questions. Precalculus, Quarter 3, Unit 3.4 Arithmetic Operations With Matrices

Arithmetic Operations With Matrices Overview Number of instruction days: 6 8 (1 day = 53 minutes) Content to Be Learned Use matrices to represent and manipulate data. Perform arithmetic operations with

### Unit 8 Angles, 2D and 3D shapes, perimeter and area

Unit 8 Angles, 2D and 3D shapes, perimeter and area Five daily lessons Year 6 Spring term Recognise and estimate angles. Use a protractor to measure and draw acute and obtuse angles to Page 111 the nearest

### Comparing and Ordering Fractions

Comparing and Ordering Fractions Objectives To review equivalent fractions; and to provide experience with comparing and ordering fractions. www.everydaymathonline.com epresentations etoolkit Algorithms

### Area, Perimeter, Surface Area and Change Overview

Area, Perimeter, Surface Area and Change Overview Enduring Understanding: (5)ME01: Demonstrate understanding of the concept of area (5)ME02: Demonstrate understanding of the differences between length

### Charlesworth School Year Group Maths Targets

Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve

### G3-33 Building Pyramids

G3-33 Building Pyramids Goal: Students will build skeletons of pyramids and describe properties of pyramids. Prior Knowledge Required: Polygons: triangles, quadrilaterals, pentagons, hexagons Vocabulary:

### Standard 1(Making): The student will explore and refine the application of media, techniques, and artistic processes.

Lesson 9 Picasso and Cubism: Self-Portraits How are many sides of an object expressed at once? How is a subject reconstructed into planes, forms and colors? LESSON OVERVIEW/OBJECTIVES This lesson focuses

### Geometry of Minerals

Geometry of Minerals Objectives Students will connect geometry and science Students will study 2 and 3 dimensional shapes Students will recognize numerical relationships and write algebraic expressions

### DAIRY BARN TARGET COMMON CORE STATE STANDARD(S) IN MATHEMATICS A.CED.2

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National

### Slope Investigation. Grade 8, Algebra 1, or Math 1 in a unit with rate of change and slope

NATIONAL MATH + SCIENCE INITIATIVE Mathematics Slope Investigation LEVEL Grade 8, Algebra 1, or Math 1 in a unit with rate of change and slope MODULE/CONNECTION TO AP* Rate of Change *Advanced Placement

### Grade 1 Geometric Shapes Conceptual Lessons Unit Outline Type of Knowledge & SBAC Claim Prerequisite Knowledge:

Grade 1 Geometric Shapes Conceptual Lessons Unit Outline Type of Knowledge & SBAC Claim Prerequisite Knowledge: Standards: Lesson Title and Objective/Description Shape names: square, rectangle, triangle,

### Mathematics Common Core Sample Questions

New York State Testing Program Mathematics Common Core Sample Questions Grade6 The materials contained herein are intended for use by New York State teachers. Permission is hereby granted to teachers and

### Quadratic and Square Root Functions. Square Roots & Quadratics: What s the Connection?

Activity: TEKS: Overview: Materials: Grouping: Time: Square Roots & Quadratics: What s the Connection? (2A.9) Quadratic and square root functions. The student formulates equations and inequalities based

### Problem of the Month: William s Polygons

Problem of the Month: William s Polygons The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common

### Place Value in Whole Numbers

Place Value in Whole Numbers Objectives To provide practice identifying values of digits in numbers up to one billion; and to provide practice reading and writing numbers up to one billion. www.everydaymathonline.com

### Explore architectural design and act as architects to create a floor plan of a redesigned classroom.

ARCHITECTURAL DESIGN AT A GLANCE Explore architectural design and act as architects to create a floor plan of a redesigned classroom. OBJECTIVES: Students will: Use prior knowledge to discuss functions

### Interactive Teacher s Lesson Guide, Grade 3

Interactive Teacher s Lesson Guide, Grade 3 Overview The Grade 3 Interactive Teacher s Lesson Guide is an electronic book (ebook) containing each of the core program components found in the Classroom Resource

### MA.7.G.4.2 Predict the results of transformations and draw transformed figures with and without the coordinate plane.

MA.7.G.4.2 Predict the results of transformations and draw transformed figures with and without the coordinate plane. Symmetry When you can fold a figure in half, with both sides congruent, the fold line

### NC DEPARTMENT OF PUBLIC INSTRUCTION

Rectangle Riddles Common Core Standard: Work with equal groups of objects to gain foundations for multiplication. 2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find

### SMART NOTEBOOK 10. Instructional Technology Enhancing ACHievement

SMART NOTEBOOK 10 Instructional Technology Enhancing ACHievement TABLE OF CONTENTS SMART Notebook 10 Themes... 3 Page Groups... 4 Magic Pen... 5 Shape Pen... 6 Tables... 7 Object Animation... 8 Aligning

### My Favourite Room: One-Point Perspective Drawing

Visual Arts Lesson Plan 2 Year level: Year 3 (AusVELS Level 3) Lesson duration (mins.): 4 x 40 minute sessions My Favourite Room: One-Point Perspective Drawing Learning Outcomes and specific purpose: Adaption

### Lesson Plan. Graphic Design & Illustration

Lesson Plan Course Title: Session Title: Graphic Design & Illustration Micrography Portrait Lesson Duration: Approximately five 90-minute class periods. [Lesson length is subjective and will vary from

### Drawing Lines of Symmetry Grade Three

Ohio Standards Connection Geometry and Spatial Sense Benchmark H Identify and describe line and rotational symmetry in two-dimensional shapes and designs. Indicator 4 Draw lines of symmetry to verify symmetrical

### NF5-12 Flexibility with Equivalent Fractions and Pages 110 112

NF5- Flexibility with Equivalent Fractions and Pages 0 Lowest Terms STANDARDS preparation for 5.NF.A., 5.NF.A. Goals Students will equivalent fractions using division and reduce fractions to lowest terms.

### GRADE 6 MATH: GROCERY SHOPPING AND THE QUILT OF A MATH TEACHER

GRADE 6 MATH: GROCERY SHOPPING AND THE QUILT OF A MATH TEACHER UNIT OVERVIEW This unit contains a curriculum- embedded Common Core aligned task and instructional supports. The task is embedded in a 2 3

### Using Microsoft Word. Working With Objects

Using Microsoft Word Many Word documents will require elements that were created in programs other than Word, such as the picture to the right. Nontext elements in a document are referred to as Objects

### CHAPTER 8: ACUTE TRIANGLE TRIGONOMETRY

CHAPTER 8: ACUTE TRIANGLE TRIGONOMETRY Specific Expectations Addressed in the Chapter Explore the development of the sine law within acute triangles (e.g., use dynamic geometry software to determine that

### Self-Portrait Painting

SUBJECT: VISUAL ART GRADE: 8TH TEACHER: CHRISTINA LOVERING Unit Overview: Self-Portrait Painting Introduction Students will engage in a 2-3 week unit in which the end result will be a self-portrait using

### Design of a six Degree-of-Freedom Articulated Robotic Arm for Manufacturing Electrochromic Nanofilms

Abstract Design of a six Degree-of-Freedom Articulated Robotic Arm for Manufacturing Electrochromic Nanofilms by Maxine Emerich Advisor: Dr. Scott Pierce The subject of this report is the development of

E XPLORING QUADRILATERALS E 1 Geometry State Goal 9: Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes and space. Statement of Purpose: The activities in this

### 2009-2010 CURRICULUM MAPPING

Unit/duration: Introduction to Drawing 2 days (Unit 1) Formative Summative What is the purpose of drawing? Knowledge; Comprehension Define drawing Define medium Explain reasons for drawing Describe ways

### Grade 7/8 Math Circles November 3/4, 2015. M.C. Escher and Tessellations

Faculty of Mathematics Waterloo, Ontario N2L 3G1 Centre for Education in Mathematics and Computing Tiling the Plane Grade 7/8 Math Circles November 3/4, 2015 M.C. Escher and Tessellations Do the following

### Unit 6. Five daily lessons. Year 3 Autumn term. Unit Objectives Year 3. Resources needed to teach this unit: Shape and space Reasoning about shapes

Unit 6 Shape and space Reasoning about shapes Five daily lessons Year 3 Autumn term Classify and describe 3-D and 2-D shapes, referring to reflective symmetry, faces, sides/edges, vertices, angles. (pages

### Grade 4 - Module 5: Fraction Equivalence, Ordering, and Operations

Grade 4 - Module 5: Fraction Equivalence, Ordering, and Operations Benchmark (standard or reference point by which something is measured) Common denominator (when two or more fractions have the same denominator)

### Basic Understandings

Activity: TEKS: Exploring Transformations Basic understandings. (5) Tools for geometric thinking. Techniques for working with spatial figures and their properties are essential to understanding underlying

### Read the Directions sheets for specific instructions.

Read the Directions sheets for specific instructions. SUMMARY Parent Guide, page 1 of 2 During this activity, your child will create his or her own Abraham Lincoln hat using mathematical and creative skills.

A Correlation of to the Minnesota Academic Standards Grades K-6 G/M-204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley

### Three daily lessons. Year 5

Unit 6 Perimeter, co-ordinates Three daily lessons Year 4 Autumn term Unit Objectives Year 4 Measure and calculate the perimeter of rectangles and other Page 96 simple shapes using standard units. Suggest

### Title: Place Value Made Simple

Title: Place Value Made Simple Brief Overview: This concept development unit will provide students with the knowledge and understanding of place value of whole numbers (0-1,000,000). s will be able to

### Kristen Kachurek. Circumference, Perimeter, and Area Grades 7-10 5 Day lesson plan. Technology and Manipulatives used:

Kristen Kachurek Circumference, Perimeter, and Area Grades 7-10 5 Day lesson plan Technology and Manipulatives used: TI-83 Plus calculator Area Form application (for TI-83 Plus calculator) Login application

### Unit 6 Direction and angle

Unit 6 Direction and angle Three daily lessons Year 4 Spring term Unit Objectives Year 4 Recognise positions and directions: e.g. describe and find the Page 108 position of a point on a grid of squares

### Practical Applications of Fractions, Percents, and Decimals SIOP Lesson Plan

Practical Applications of Fractions, Percents, and Decimals SIOP Lesson Plan This plan was created by Ivonne Govea as a part of the Two-Way SIOP (TWI SIOP) project conducted at CAL and was later adapted

### Differentiated Instruction & Understanding By Design Lesson Plan Format

Differentiated Instruction & Understanding By Design Lesson Plan Format Title: Data Analysis Subject Matter Emphasis and Level: Math, 5 th grade Author: Jolene (Oftedahl) Thompson School District: Mitchell

### In-Class Reference Sheet

Big Idea 8: Multiplication with fractions is similar to multiplication with whole numbers in that you are often finding the product of groups of items. They are different in that you can multiply with

### 1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH

1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH Calendar The following tables show the CCSS focus of The Meeting activities, which appear at the beginning of each numbered lesson and are taught daily,

### Lesson Plans 2/4/13 2/8/13. Art 1: Self Portraits Painting & Drawing: Alternative Self Portraits

Lesson Plans 2/4/13 2/8/13 Art 1: Self Portraits Painting & Drawing: Alternative Self Portraits Mon 2/4/13 A2, A4 Warm up: We looked at 7 artists who made different self portraits. Who was Your favorite

### OA3-10 Patterns in Addition Tables

OA3-10 Patterns in Addition Tables Pages 60 63 Standards: 3.OA.D.9 Goals: Students will identify and describe various patterns in addition tables. Prior Knowledge Required: Can add two numbers within 20

### Lesson Plan for Second Year Maths class

Lesson Plan for Second Year Maths class For the lesson on 24 th February 2015 At: St.Joseph s SS, Ballybunion, Co.Kerry Teacher: Siobhan Hayes, Marina Mulvihill Plan developed by: Siobhan Hayes, Marina