Tara Nieuwenburg, Kevan Bryant, Ashley Peters

Art Integration into Grade 6 Math Unit Plan

Kevan Bryant, Tara Nieuwenburg, Ashley Peters
St. Pats Assignment

February 10, 2010

Tara Nieuwenburg, Kevan Bryant, Ashley Peters

Established Goals

Students will:
Create a polygon
collage and
measure the
perimeter of
shapes
Measure area of
framed artwork in
the school
Construct a clay
rectangular prism
and measure the
volume within in
Fold an origami
cube, practicing
formulas to find
perimeter, area,
and volume

TRANSFER GOAL
Students will be able to develop and apply formulas for determining the perimeter of polygons, area
of rectangles, and volume of right rectangular prisms while integrating art objectives.
MEANING
Enduring Understandings:
Students will understand that
U1 Perimeter is the distance around the
outside
U2 Area is the quantity that represents the
space inside a 2D shape

Essential Questions:
Students will keep considering
Q 1 What is perimeter, area, volume?
Q2 How do artists know what size of frame to
purchase or build for their artwork?
Q3 How can we depict space in 3D?

U3 Volume is the space occupied in a 3D

shape
U4 Art techniques and practices involve
knowing these mathematical formulas
ACQUISITION OF KNOWLEDGE & SKILLS
Students will know
Students will be skilled at
How to measure the distance around polygons.

Applying formulas to polygons to find the

perimeter

How to measure the quantity of a 2D plane

How to measure the space occupied in 3D
objects

Finding the area to determine what size of frame

is necessary for artwork
Creating a clay sculpture to represent volume
Constructing an origami cube to review
mathematical concepts

Evaluative Criteria
Performance is judged in
terms of -Worksheets
- Critique

STAGE 2 Evidence
Assessment Evidence
Students will need to show their learning by:
Transfer Task:
As a result of these studies, students move from a simple view of perimeter, area, and volume to
being able to visualize the mathematical concepts through art integration.
Presentation Options:
Demonstrations, hands on art activities

Tara Nieuwenburg, Kevan Bryant, Ashley Peters

ART INTEGRATION INTO MATH UNIT PLAN

Unit Topic: Measurement (Perimeter, Area, Volume)
By: Tara Nieuwenburg, Kevan Bryant, Ashley Peters
Grade 6
Rationale:
At this age students should be experiencing hands-on activities while developing specific
mathematical skills. Connecting the visual perceptions of 2D shapes to 3D objects is an important
concept for Grade Six students to develop. The purpose of integrating art into measurement is so
that students can look at the formulas theyre using with a different perspective. These art
activities provide motivation and engagement for students to take an interest in learning math, and
provide different ways of looking at things (learning styles).
The series of lessons will flow from basic skill development of each mathematical formula
progressing from perimeter, to area, to volume. The unit will end in a culminating activity that
practices all three concepts by using origami as a kinaesthetic tool.
Lesson 1 Summary:
The idea behind this lesson is to create a non-overlapping collage of polygonal shapes using
coloured paper. The students will cut out different shapes (circles, squares, rectangles, triangles,
etc.) and glue them onto a larger piece of paper. They will measure the perimeter of each shape,
and write it in the middle of it. They can use their creativity to develop a visually pleasing
arrangement.
Lesson 2 Summary:
The goal of this lesson is to apply area to a real world application. Students will go
throughout the school, measuring the area of framed artworks (if the school does not have any,
students can measure any frame, poster, or bulletin board).
Lesson 3 Summary:
This lesson is intended to get students to build a 3D rectangular prism from a 2D image.
They will use clay to build their shape, and then measure the volume of it.
Lesson 4 Summary:
This is a culminating activity in perimeter, area, and volume. Students will use the technique
of paper folding (Origami) to further practice their mathematical formulas of perimeter, area, and
volume. They will record their mathematical findings on a worksheet.

Tara Nieuwenburg, Kevan Bryant, Ashley Peters

Integrating Art into Math Lesson

Grade: 6

Subject: Math

Topic: Measurement

Length of Lesson: 60 Minutes Date: Feb 10

Related General Learning Outcomes from Program of Studies:

Math: Use direct and indirect measurement to solve problems.
Art: CRAFTSMANSHIP: Students will perfect images through economical use of material and
efficiency of effort.
Related Specific Learning Outcomes from Program of Studies:
Math: Develop and apply a formula for determining the:
- perimeter of polygons
- area of rectangles
- volume of right rectangular prisms
Art: Minimal actions and limited media result in stronger forms, as in Chinese painting, cartoons or
Inuit sculptures.
Lesson Objectives:
Students will...
1)
2)
3)
4)

Understand perimeter, area, and volume using 2D and 3D shapes

Construct an origami cube while learning mathematical formulas
Record their observations on a worksheet
Appreciate origami as an art form

Resources Consulted:
The Art of Origami by Gay Merrill Gross
Materials:
-

300 squares of origami paper (red, white, pink)

Worksheet
Rulers
Whiteboard

Procedure:
Introduction (15 Minutes):
-

Can anyone tell me what art technique we used to create this cube or rectangular
prism? Hold up the origami cube.

Tara Nieuwenburg, Kevan Bryant, Ashley Peters

Today we are going to explore perimeter, area, and volume as we create our own cubes
that you can give to someone as a Valentines Day gift if you want or you can keep it for
yourself.
Demonstration of paper folding and filling in the worksheet throughout the steps from
The Art of Origami to create a cube.
We are going to number you off 1 through 3. If you are with number 1, go with Mrs.
Peters, number 2s go with Miss N, and number 3s go with Miss B to your station. You
will need to bring your ruler with you.

Body (40 Minutes):

-

The students will work in their small groups creating their own cube and measuring
perimeter, area, and volume of the paper and shape. The teachers will help students
fold and assemble their cubes.
Students who have previous experience folding origami may like to try folding smaller
squares (which will be more difficult). Encourage those who may have difficulty to use
the larger squares of paper.

Closure (5 Minutes):
-

Students go back to their desks.

Review the worksheet to ensure all students understand perimeter, area, and volume,
and filled their worksheets in with the correct answers.
By doing this origami activity, were you able to gain a deeper understanding of how
the formulas in math can be used on an actual shape?

Sponge Activity: All students should be finishing at a similar time, but they can create
another cube if they are finished early.
Formative Assessment Methods:
o
o

Students ability to follow instructions and complete the origami cube

Completion of worksheet 100% correct measuring the perimeter, area, and
volume of the paper and cube

Tara Nieuwenburg, Kevan Bryant, Ashley Peters

Measuring and Origami

Directions
Formula
Measure the
P=
perimeter of the
square piece of
origami paper
Measure the area A=
of the square piece
of origami paper
Measure the
P=
perimeter of the
rectangular piece
of origami paper
after your first
fold
Measure the area A=
of the rectangular
piece of origami
paper after your
first fold

Measurement

Tara Nieuwenburg, Kevan Bryant, Ashley Peters

Measure the
volume of your
rectangular prism

V=

Reflections
Kevan:
Today I learned that art can truly be used as a motivational tool and an aid within other
subjects. Overall, I felt that our lesson went extremely well. Students measured the perimeters
and areas of the pieces of paper used in the paper folding (initial square and folding rectangle), and
then were able to find the volume of the origami cube they created. This visual of a 3D object
helped to see what volume is, and why the units are centimetres cubed.
Getting the opportunity to teach the same lesson twice was interesting. Students in the
first group were so engaged in the origami, they were able to each make multiple boxes (and by
themselves after the first box). They seemed to have a better base knowledge of what formula we
could use to find perimeter, area, and volume that the second group. We also had almost an hour
and a half together. We were only expecting an hour, so we had to improvise a bit. We didnt want
them to use up all the origami paper for the second group, so we had them start to decorate their
boxes with pencil crayons. They also had the opportunity to make origami hearts and boats with
them. This had nothing to do with math, but gave them additional practice of origami.
The second group seemed to have a bit more difficulty with the construction of the cubes.
We went a bit slower with the math formulas and the demonstration portion at the beginning, so it
took almost the whole class for most students to finish their first cube and worksheet. We felt
unsure of why this was. I asked Derek if he grouped his students in a certain way (thinking maybe
there was a top and bottom group), but he said it was random. Therefore, I think it may have
been a teaching change. We may have rushed through the math parts with the first group too
quickly (giving them more of the formulas), and decided to focus more on that in the second group.
Every student learns so differently, and it may have been good to quickly show different
approaches to perimeter, area, and volume to show what they are (a string going around the outside
to show the total distance, drawing square centimetres within the paper to show area, and filling
the cube with something to show volume).
Classroom management was fairly easy since there were three teachers and only 10
students in each group (and we split into three even smaller groups). I found it difficult to demand
attention though while giving instructions when we hardly have any relationship with these students.
My peers and I both agreed that an activity like origami would be difficult to do as the only teacher
with a full class. Each student needed individual help at some point, and it may become a bit
chaotic.
When we started the lesson, we were unsure of their background knowledge of perimeter,
area, and volume. It was good that this lesson could have been used as an introductory lesson or a

Tara Nieuwenburg, Kevan Bryant, Ashley Peters

culminating review. A visual on the while board of the sections on the worksheet was helpful. Going
through formulas and measurements as we demonstrated making the cube seemed to help them
understand the mathematics part better.
Overall, I felt that it was a great morning. I enjoyed seeing such a wonderfully laid out
school that has a very positive atmosphere. I have never seen a fine arts elementary school before,
but think it is wonderful to encourage such creativity in each subject from an early age. I will take
away the importance of engaging students. Art can be used to explore creativity and give students
an opportunity to visualize and express their work within other subjects like math, science, and
language arts. I think it is crucial to encourage creativity, since I feel that education can actually
destroy creativity (especially as you get older). If teachers could continue to do this past the
elementary stage, I think it could have great benefits on students learning.
Therefore I am wondering: How could high school teachers implement art into the
subjects? Is art the focus, or is it just simply used as a supplement to the core subject?

Tara:
Overall, the experience was very informative and rewarding. I felt that the lesson went
along smoothly but one thing I immediately noticed was that because we choose such a hands-on
activity, it would have been difficult to teach the lesson by myself. Having three teachers there
definitely helped keep the classroom management under control, and allowed the students to the
individual attention that they needed. The lesson itself would have to be modified in order to for
each student to get the most out of the experience. Perhaps dividing the class into groups and
setting up other stations that students could do independently so the teacher could focus on the
origami.
The first group was very attentive and interested in the lesson, but the second group
seemed to have a significant change in comparison. They were a bit restless and not as focused. My
first thought was that it was just after recess, and the students must still be a bit hyperactive for
playing outside. Then when we broke up into smaller groups, I noticed that the students I was
working with before had different learning style than the second group. The second group to longer
to understand and needed more guidance and assistance than the first group. I had to change the
approach I took to accommodate for the second group who needed more time to figure out the
worksheet and the origami.
I thought the lesson helped the student visual see how perimeter and area can be applied to
3-D objects. The lesson incorporated visual, auditory and kinaesthetic learning styles together,
which I felt benefitted the students understanding of the topic.
One important thing I learned was focusing on what I am saying and how I am saying it. I
felt that because the second group was not as quick to grasp the subject, I babied them more. My
voice changed and the way I was speaking could have been directed to a grade one student, not a
grade six. Ange made a great point in saying that the students will respect you more if you talk to
them as if they were adults. I realized that I have to watch how I am speaking, and think back to
when I was a student and the frustration I felt from teachers who treated you like a child. It was a

Tara Nieuwenburg, Kevan Bryant, Ashley Peters

very educational experience for me because this problem had never come up before until now. I
taught a grade six class in PSI and never felt that the way I taught to those students was
different from these students. With the second group, I changed my teaching style to fit their
needs, but I do not think I changed in the right way. I can still give them more support and
guidance, without mollycoddling them. I need to learn to read the class and alter my teaching style
accordingly in the best way that will benefit the students.

Ashley:
Our lesson went very well overall. Both groups of students seemed very engaged in the
activity. Some students didnt give us their full attention in the beginning of the lesson when we
demonstrated how to use the formulas and fill in the worksheet, but I wasnt sure how demanding
we should have been because we were visitors who were there to show the students a fun activity. I
think if I were their regular teacher, I wouldve been stricter with my classroom management and
behavioral expectations.
The students were able to use the given formulas effectively and learned the origami
folding techniques quite quickly. It was extremely beneficial to have several small groups, each with
their own instructor. I dont think that this lesson would be possible to do successfully with a large
group of students and only one teacher. It would be much too overwhelming to try to show the
entire class how to fold the paper and assemble the cube.
Our time management for this lesson was also very good. We planned for a 60 minute lesson,
and that is the amount of time that the lesson took for both groups. However, we were unaware
that we had an hour and a half with the first group of students, so we had to find ways to fill the
extra time. That wasnt a problem in this case because the students enjoyed the activity and
wanted to make more cubes, and we also showed some students how to make origami hearts and
boats as well. Everything considered, I am very pleased with the success of this lesson.