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Maggie Estabrooks
Subject: Math and Art (will span over two Date: March 2nd 2017
classes)
Lesson Rationale:
Students will learn about mosaic artwork and apply mathematical concepts to their creation.
They will observe fraction, measurement and geometric concepts during the lesson.
Prior Knowledge: Students will have already done fraction unit in math. They are currently in
the middle of working on measurement/shapes (perimeter).
ex:
-Ask students what they notice about this type of artwork (colorful, created with little pieces,
squares).
-Give definition of mosaic: Mosaic is the art of creating images with an assemblage of small
pieces of colored glass, stone, or other materials
-Describe to students that this type of art was found in Ancient Greece and Ancient Rome.
Over the year it has grown to be used by different religions and artist all over the world.
-Show them that this type of art is still being discovered with news article.
http://www.bbc.com/news/world-europe-29589427
-Giving instructions and making sure students -Listen to the teacher explain instruction.
are clear on what they will be doing. -Ask questions if they are not clear on
-Modeling the process of creating a draft so something.
students can see what they will be doing. -Watch as teacher models the process of
-Walking around to observe students work as creating a draft.
they create their draft. -Think of an idea they want to do for their
-Checking students completed drafts to make mosaic.
sure they are able to calculate the perimeter. -Color the graph squares to represent how
If so then students can proceed to their their mosaic will look.
mosaic. If not discuss ways to change the -Check to make sure they are following the
draft with students. requirements (perimeter and color).
-Teacher will observe, take anecdotal notes -Students will follow their plan to create their
and help out students that need assistance. mosaic
-They must be sure to follow their plan and
meet the requirements.
-Instructions are always left up during the -Anecdotal notes: Teacher will walk around
project. They are said orally and then and take anecdotal notes on students
modeled. progress/struggles/and improvements.
-Manipulatives will be around for students to
use if they need to. -Checklist: Teacher will assess students final
-Students who are more advanced can do mosaic based on a checklist. Main
tougher calculation such as the area of their components of the checklist were given to
mosaic. If they get done before then they can students at the start of the assignment.
also do research on mosaics. Ex: Perimeter is at least 70cm. Used more
-For students who have some fine motor skill than 3 colors but less than 6. Students were
trouble they can use graph paper for their able to calculate final perimeter/factions
final product as well. involved in their mosaic. Checklist will also
look at how well students followed plan.
References
http://www.bbc.com/news/world-europe-29589427
Ministry Document: NB department of Education, Mathematics Grade 3 Curriculum.
Retrieved from:
http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Math/Math-
Grade3.pdf
Ministry Document: NB department of Education, Visual Arts Grade 3 Curriculum.
Retrieved from:
http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Arts/VisualArts-
Grade3.pdf
National Council of Teachers of Mathematics. (2016). Standards for School Mathematics:
Numbers and Operations. Retreived from: http://www.nctm.org/Standards-and-
Positions/Principles-and-Standards/Number-and-Operations/