Dylon Starr Curricular Material Development 9 Art Unit Plan Unit Name: Fraction/Ratio Art

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1 Dylon Starr Curricular Material Development 9 Art Unit Plan Unit Name: Fraction/Ratio Art This unit will be great to accompany the standards/unit going along with learning fractions. I have worked with fraction circles before, which are the first art project in the unit, and I know they are very effective tools for teaching fractions. Fractions are very tough for students to learn. The concept of being bigger than zero but smaller than one is sometimes hard for students to grasp. I think that by using artistic manipulatives, the students will better their understanding of the concept though. The unit does a good job of incorporating other disciplines as well. From social studies to health, most subject areas get covered at some point. To incorporate more reading, a teacher might consider finding a book about fractions or Native American beading (to accompany the last lesson).

2 Lesson Name: A Piece of the Pie Lesson Description: Students create fraction circle pizzas from construction paper and crayons/markers/colored pencils. Suggested Grade Level: Third or fourth Length of Time: 45 minutes Interrelated Disciplines: Math, health science Motivation After teaching students the basics about fractions, introduce the concept of a pie or a pizza being cut into slices fractions of the whole pie. Tell students that they will be making fraction pies, just like a real pizza or pie, in today s class. Many artists use circles in their work. Wassily Kandinsky was a Russian painter. He used bright colors and lots of circles in some of his most famous work. Pass around pictures of Kandinsky s circle art. While the class will not be recreating a painting like Kandinsky s, they will be making parts of circles. Resources Fraction circles, M. Markegard Images from Google Images Materials Construction paper in different colors (12 per student) Scissors Markers/crayons/colored pencils Preparation Print the fraction circles pages onto construction paper for each student. Objectives Students will be able to utilize circles to make art. Students will be able to cut sections from circles correctly and proportionally. Students will be able to add fractions to make 1 correctly ten times. Students will be able to integrate their knowledge of fractions to effectively use fraction circles. Procedure 1. Distribute the construction paper with fraction circles printed on it to all students. 2. Direct students to cut out the fraction circles. 3. Allow time for students to draw pizza or pie toppings onto their fraction circles using markers/crayons/colored pencils. They should draw the following toppings to make the lesson involve more than just the colors of the circles: a. Whole pizza: no toppings b. Half pizza: one big anchovy on each part

3 c. Thirds pizza: one big pepperoni on each part d. Fourths pizza: one big slice of tomato on each part e. Fifths pizza: one big green pepper on each part f. Sixths pizza: one green olive on each part g. Sevenths pizza: one black olive on each part h. Eighths pizza: one piece of pineapple on each part i. Ninths pizza: one piece of sausage on each part j. Tenths pizza: one slice of onion on each part k. Elevenths pizza: one slice of orange on each part (fruit pizza?) l. Twelfths pizza: one blue LifeSaver on each part (candy pizza?) 4. Use the fraction circles guide to develop questions and assess students abilities in using fraction circles. 5. Use the terms for what the students drew on the pizzas to assess their fraction skills. For example, ask how many slices of pepperoni and green olive pizza it takes to make up a whole pizza instead of asking how many greens and reds (or whatever color thirds and sixths gets printed on) it takes. Assessment Informal: Assess students abilities to cut shapes properly and to draw on the correct pizzas. Formal: Students can make 1 correctly ten times using their fraction pizzas. Vocabulary Fraction: a part of a whole unit Fractions (such as one- half, one- third, etc.) Extensions Actually make a few pizzas for students and cut them into different sizes of slices. This would be a good way to incorporate health education. School/Personal Reference None used Special Accommodations Help students cut if they are unable to do so on their own. Have some circles pre- cut.

4 Lesson Name: Mixed Up Paintings Lesson Description: Students mix paints using ratios and fractions to create multi- colored paintings. Suggested Grade Level: Third or fourth Length of Time: 45 minutes Interrelated Disciplines: Math, family/consumer science Motivation Remind students of the discussion on fractions from the previous days. Do a short review with their fraction circle pizzas. Then ask students what else fractions may be used for. Lead the discussion towards mixing/cooking. To make a cake you have to add certain amounts of different ingredients together. For example, maybe half of the cake is flour, one fourth of it is eggs, and the rest is sugar and vanilla. The class will be applying this concept of mixing to paints and colors today. Show pictures of paintings with rainbows in them and remind the students of the primary colors mixing together. Resources None used Images from Google Images Materials Red, yellow, blue, white, and black paint Bowls or other containers to mix paint in Paint brushes Large spoons for measuring Paper Preparation Have the paints out and ready to be mixed. Objectives Students will be able to mix new colors of paint including green, orange, purple, pink, light blue, and light yellow. Students will be able to use their knowledge of fractions and ratios to correctly measure the paints for mixing. Students will be able to imitate rainbows in their paintings by mixing colors. Students will be able to stay on task and manage time appropriately. Procedure 1. Have directions written on the board for correct color mixing. a. Orange: one half yellow and one half red b. Green: one half yellow and one half blue c. Purple: one half red and one half blue d. Pink: three fourths white and one fourth red e. Light blue: three fourths white and one fourth blue

5 f. Light yellow: three fourths white and one fourth yellow 2. Instruct students to mix all of the colors using the directions on the board and the spoons and paint provided. They should use half- spoonfuls since the spoons should be fairly large. 3. Once the students all have the paint mixed correctly, they should create a painting using all of the colors. It could be of a rainbow like from the examples already shown or it could be something using all of the colors that the students design themselves. Assessment Informal: Watch as students mix paint and begin their paintings. Be sure they are staying on task and following directions correctly. Formal: Assess students color making abilities by having them turn in their paintings. Vocabulary Fraction: see previous lesson for definition Primary colors: red, yellow, blue Secondary colors: green, orange, purple Extensions Have students experiment mixing darker colors such as indigo or dark red. The students could also create a large mural using all of the colors they mixed. School/Personal Reference None used Special Accommodations Help students with mixing if they are unable to handle the spoons.

6 Lesson Name: Extreme Beading Lesson Description: Students use ratios to divide up beads to create bracelets. Suggested Grade Level: Third or fourth Length of Time: 25 minutes Interrelated Disciplines: Math, social studies Motivation Discuss fractions and ratios again. Tell students about Native American beadwork. They have elaborate patterns in their beads, and sometimes certain colors of beads mean different things accomplishments, age, etc. Explain that they will be making beaded bracelets today using ratios and fractions. Resources None used Images from Google Images Materials Assorted colored beads String or yarn Objectives Students will be able to create bracelets using fractions to count out the number of beads they use. Students will be able to create bracelets bearing in mind Native American artwork as they partake in the artistic process. Procedure 1. Distribute a length of string or yarn to each student, slightly longer than what would normally fit his/her wrist. 2. Instruct the students to gather twenty beads, and then write the following on the board (use fraction symbols i.e., ½- - instead of words): a. One- fourth of your beads should be a primary color or colors. b. One- tenth of your beads should be black. c. One- tenth of your beads should be white. d. One- twentieth of your beads should be your favorite color. e. One- fourth of your beads should be a secondary color. f. One- fifth of your beads should be clear. g. One- twentieth of your beads should be (your school color). 3. The students will have to figure out what the correct number of beads is for each fraction. Assist them in this task. 4. If the teacher is aware of interesting ways to bead, he/she can teach them to the students. Otherwise, the students should simply string the beads onto the piece of yarn. 5. The students can either use patterns in their beading or not; it is completely up to the discretion of the teacher and the students.

7 Assessment Informal: Watch as students solve the problems with the fractions. Have them work alone so that each student has an understanding. Formal: Look at each student s bracelet to make sure it has the correct number of beads. If it does, the student has a good understanding of fractions. Vocabulary Fractions: see above Primary/secondary colors: see above Extensions Have the students use creative string or more beads for their artwork. They could make different bracelets for different people, for example. Another extension would be to have the students create the fractions for themselves knowing they have a certain number of beads to work with. School/Personal Reference It would be neat to get an artist who does work with beads (especially a Native American) to come and show the students how the actual beading process works. Special Accommodations Help students string the beads if they need it.

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