OBJECTIVES:
The Learner will:
• Model the concepts of thirds, fourths, fifths, and sixths using regions, sets, and fraction words with 85% accuracy. (Application)
• Create fractions integrating visual arts concepts of thirds, fourths, fifths, and sixths using regions, sets, and fraction words. (Application)
TIME: 60 minutes
MATERIALS
Pizza
Unfix cubes
Hershey candy bars
Fraction word cards
LCD projector
Crayons
Hershey Fraction Book
Power Point (click here)
KidPixs
Color LaserJet Printer
Flag pages (click here)
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will walk into the classroom with a pizza. She will tell the students that this pizza is going to be for dinner. In her family for dinner, there are six people. The teacher will ask the students, “How can I divide the pizza equally between the members of her family?” The teacher will tell the students that six people will be eating the pizza. The teacher will divide the pizza into six pieces so everyone can have a piece. The teacher will tell the students that each will get one-sixth of the pizza. The teacher will discuss the visual art components of the pizza with the students. (i.e.; texture, geometric shape, size, color, etc…) The teacher will read Hershey Fractions book.
ACTIVITY:
Teach/Model: The teacher will show the students a whole sheet of paper. Then, she will fold it in half. The teacher will then fold it in half again. She will then ask the students how many parts she has after the last fold (four parts). The teacher will instruct the students to color one fourth of the parts with a warm color. (Prior knowledge: French teacher used warm color activities prior to this lesson.) The teacher will show fraction word cards of thirds, fourths, fifths, sixths, numerator, and denominator. The teacher will create on KidPixs several fractions using geometric shapes and use texture, curvilinear lines, hatching, implied line, contour lines, cross hatching, or rectilinear lines, to model several examples for students to imitate.
HOTS
How are we going to cut it?
The teacher will show the students a Hershey candy bar. The teacher will then ask the students what part of the Hershey candy bar they would want. (i.e. One –third, one-fourth, one-fifth, etc…) The teacher will use unfix cubes to show several fractions and then draw several fractions on the board demonstrating the use of texture, curvilinear lines, hatching, implied line, contour lines, cross hatching, or rectilinear lines. The teacher will draw a geometric shape and divide it into fifths. Then, the teacher will use texture, curvilinear lines, hatching, implied lines, contour lines, cross hatching, or rectilinear lines to model several examples for students to imitate.
HOTS
Who got the bigger piece of candy?
What happens to the piece of candy as the denominator gets bigger?
What other shape could you make to represent a fraction?
Guided Practice: The teacher will put the students into groups of varying abilities to create fractions. The teacher will give each group of students a set of unfix cubes to show fractions of thirds, fourths, fifths, etc… The group will show several fractions using the unfix cube. Then, the students will draw their fractions and use texture, curvilinear lines, hatching, implied lines, cross hatching, rectilinear lines, or contour lines. The group will show several fractions and tell the fraction that is shown and the lines or shapes used to create their fractions.
HOTS
How can you show me one-sixth with your unfix cubes?
What happens if I take one cube away? What does the fraction become?
The teacher will guide the students using KidPixs to create fractions and integrating art concepts learned. The students will create two fractions (thirds, fourths, fifths, or sixths) using Kidpixs. The students will be required to use texture, curvilinear lines, hatching, implied lines, cross hatching, rectilinear lines, or contour lines in their fractions. Assisted by the teacher, the students will be allowed to save their picture. The student’s will be allowed to print it in the computer lab on a colored laser printer. (Formative Assessments)
HOTS
What kind of lines did you use to create your fractions?
Independent Practice: The teacher will have a short discussion on the state’s flag and our country’s flag. The teacher will show pictures of flags from other states and countries and discuss the characteristics of these flags. The teacher will tell the students they will create their own flag using fractions and integrating arts concepts they learned. The teacher will tell the students they will use thirds and fourths to create their flags. The students will choose either a one-third or the one-fourth flag. The teacher will tell the students,” If you use the one-third flag, you must use in one part your favorite number in a warm color, an initial of your name in a cool color, and your favorite animal paw print in the third part. If you use the fourths flag, you must use a star, the moon, or the sun in the fourth part. Now you can use texture, curvilinear lines, hatching, implied line, cross hatching, rectilinear lines, or contour lines in your flags.
Closure: The teacher will show a PowerPoint on to review fractions thirds, fourths, fifths, and sixths and a discussion will follow. The teacher will give the students a fraction of the Hershey candy bar. The students will tell her the fraction he/she received.
EVALUATION/ASSESSMENT:
Pretest and Posttest
Formative assessment is ongoing throughout the lesson.
Summative assessment will be given at the end of the week’s lesson.
ART CONTENT/CONCEPTS:
none?
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
GLE: 2
GLE #2 Model the concepts of thirds, fourths, fifths, and sixths using regions, sets, fraction words (N-1-E)
National Content Standard #1
Understanding and applying media, techniques, and processes
A. Know the differences between materials, techniques, and processes
B. Describe how different materials, techniques, and processes cause different
responses
C. Use different media, techniques, and processes to communicate ideas, experiences, and stories
D. Use art materials and tools in a safe and responsible manner
National Content Standard #3
Choosing and evaluating a range of subject matter, symbols, and ideas
B. Select and use subject matter, symbols, and ideas to communicate meaning
National Content Standard #5
Reflecting upon and assessing the characteristics and merits of their and the work of others
Understand there are various purposes for creating works of visual art
Describe how people’s experiences influence the development of specific artworks
National Content Standard #6
Making connections between visual arts and other disciplines
B. Identify connections between the visual arts and other disciplines in the curriculum
VA-CE-E1 Explore and identify imagery; (2, 3)
VA-CE-E2 Explore and discuss techniques and technologies for visual expression and
communication; (1, 2, 3)
VA-CE-E3 Use art vocabulary and the elements and principles of design to convey the language of art (create and discuss own artwork); (1, 2, 3)
VA-CE-E5 Draw on imagination, individual experience, and group activities to generate ideas for visual expression; (1, 4, 5)
MODIFICATIONS | ACCOMODATIONS:
Adjusting instruction: Students that are struggling will be paired with another student. The struggling students will be given extended time when needed. Classroom assignments will be shorten for those needing modifications. The teacher will limit the number of fractions the student will be required to create for his classroom assignment.
TEACHER'S REFLECTION:
The objective for my lesson was fractions and integration of visual arts into the lesson. The first thing I did was administrator the pre-test. Some students did well, but most of the students didn’t do so good. The first day of the lesson went well. The students were all excited when they saw the pizza. Then their excitement began to fade when they realized the pizza was going to be my family’s dinner that night. As the lesson progressed on the first day, most of the students were able to identify thirds, fourths, fifths, and sixths parts. Although at times, it was a difficult concept for some students. Some students were just counting the shaded parts. I continued to stress that the shaded part was the numerator in the fraction and the total parts was the denominator in the fraction.
I was more pleased with the second day. The students did a really good job with the paper folding activity and integrating the visual arts, such as, hatching, cool colors, cross hatching, implied lines, warm colors, etc… I should have given them a ruler beforehand to draw the lines. For the other activities, I handed out the rules and stressed that this should help to draw straighter lines. The students did do a better using the ruler.
The third did not go as well as it should have. This was my observation day. The students were familiar with the fractions and the visual arts integration. The art integration was practiced before in other curriculum work like social living and a mini-lesson on visual arts two weeks before I was going to be observed. But, I had a harder time with this lesson than the other days’ lesson. I decided that I would not incorporate as much next time. I would start with two directions. This should be a lot better for the students to handle than the five or six lines I was trying to do. Therefore, KidPixs had to be done during their recess, or French time. These came out alright.
Then final product was really a challenge for some students. Although we went step by step with the directions on how to do the flag, some students had gone ahead without waiting for the next instruction. I had already explained that this would have to be done together and then they could personalize their flags with lines to make them distinct from the other flags. Most of the students followed the directions. I know that with second graders I need to give only one or two instructions at a time. This helps with eliminating some confusion for some students. Finally, I administrated the post-test. I actually met my 85% accuracy on the post-test.
RESOURCES:
District Comprehension Curriculum Mapping
National Standards for Arts Education
State and National Content and Achievement Standards
http://www.flagco.com/stateflags.shtml
TO DOWNLOAD THE FLAG HANDOUTS FOR THIS LESSON, PLEASE CLICK HERE
GALLERY
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