Mathematics in Visual Arts
Objectives
STUDENTS WILL BE ABLE TO:
1) Associate giraffes with measurement data
2) Use a ruler in order to measure correctly in both centimeters and inches
3) Create a visual representation of a giraffe
4) Finger-paint a number of spots on their giraffe's body (less than 10)
5) Pair up with a partner in order to correctly multiply their spots together
1) Associate giraffes with measurement data
2) Use a ruler in order to measure correctly in both centimeters and inches
3) Create a visual representation of a giraffe
4) Finger-paint a number of spots on their giraffe's body (less than 10)
5) Pair up with a partner in order to correctly multiply their spots together
National Standards
Standards for Visual Arts
Content Standard 1: Understanding and applying media techniques and processes
Content Standard 2: Using knowledge of structures and functions
Content Standard 6: Making connections between the visual arts and other disciplines. (Mathematics)
Content Standard 1: Understanding and applying media techniques and processes
Content Standard 2: Using knowledge of structures and functions
Content Standard 6: Making connections between the visual arts and other disciplines. (Mathematics)
Introduction to Giraffes in Mathematics
MATERIALS NEEDED:
Teacher -Youtube Video on giraffes as the tallest land animal in the world I will introduce this video as an explanation to the students that giraffes are measurable.
I will ask students questions such as: 1) "How many of you knew that giraffes are the tallest land animal in the world?" 2) "Does anyone remember the measurement of an average giraffe in height?" Since we have been focusing on measurement, the students will be reminded/re-taught measurement units on a regular ruler, as well as how to use the ruler, and giraffes will be integrated into a measure activity. |
Measurement Mania! Lesson
MATERIALS NEEDED:
Teacher: -"The Long Giraffe" Story by Guy Belleranti -Chart Paper -Demonstration Ruler -I will begin the lesson by reading the first two paragraphs of "The Long Giraffe" written by Guy Bellerati. -I will ask the students: 1) "How do you think giraffes are measured in real life?" 2) "How do you think we are going to measure giraffes today?" -I will explain that the class will be creating their own giraffes that they will measure. They will draw their giraffes and will be responsible for measuring their giraffe with a ruler. -As a review, I will ask the children: 1) How many centimeters are in an inch? -The students will say about 2.5 centimeters. -I will pull out my ruler and demonstrate to the children how to measure different lines that I will draw on a chart paper using a ruler. -I will show how I can measure in both inches and centimeters. I will call children up to use the ruler and I will ask them to either measure the lines that I draw in centimeters or inches. |
Activity One: Creating Their Own Giraffe/Measuring the Neck
MATERIALS NEEDED:
Teacher -Large yellow sheets of cardboard paper -Ruler -Black marker -Traceable sheets (excluding neck) Students -Markers -Ruler -Coloring Materials -Scissors -Glue -Math notebooks -I will demonstrate how to create the giraffe that the children will be making.
-I will start by cutting out the tracers on the sheet. I will tell the children NOT to cut out the neck, because they will be creating their own neck. -I will begin to trace the legs, tail, and body pieces of the giraffe onto my yellow sheet of cardboard paper. I will tell the children to do these pieces first. -I will then draw my neck. The children will take their rulers and draw two parallel lines for the neck. They are allowed to make the neck however long they wish to -I will trace the head and ears on top of the neck. I will draw an eye on the giraffes head, but I will tell the children not to include the spots on the giraffe yet -I will ask if the children have any questions -I will tell the children that they are to record the measure of their giraffes neck in both centimeters and inches in their math notebooks. After everyone has finished their giraffe, the children will be required to measure three other giraffe necks and record the measurements in both centimeters and inches in their notebooks -The children will go back to their seats and will begin the activity -I will walk around and assist any child if they need help |
An example of someone completing a similar activity:
I will include this traceable sheet. The neck will not be included. The children will draw their own giraffe neck.
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Activity Two: Giraffe Spots
MATERIALS NEEDED:
Teacher -Finger-paints -Multiplication Sheets (click) Children -Their giraffe |
-The children have already learned simple multiplication from 1-10.
-I will review the multiplication facts with the children before the activity -The children will get out their measurable giraffes -I will pass out different colors of puffy paint -The children will be asked to create spots on their giraffe, I will advise them to do no more than 10. -The children will finger-paint their giraffe with spots and they will count up how many spots are on their giraffe -The student will pair up with another student and will count the amount of spots on the other giraffe -The students will create a multiplication problem between the two numbered dots, and they will solve the multiplication problem -The students will stay in their pair and will share their multiplication problem and solution with the class. ***For students who need assistance in multiplication problems, I will pass out multiplication sheets*** |