mathematical expressions art museum

SES Third Grade

Project Idea:

3rd grade students will use mathematical concepts in class and link those concepts to art and architecture seen in the real world.

Driving Question/Challenge Statement:

How can I express mathematical expressions through art and architecture?


I can see how the math that I learn at school is used in the world around me.

Key Knowledge:

Interpret products of whole numbers. [3-OA1]

Interpret whole-number quotients of whole numbers. [3-OA2]

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. [3-OA3]

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. [3-OA7]

Use place value understanding to round whole numbers to the nearest 10 or 100. [3-NBT1]

Fluently add and subtract within 1000 using strategies and algorithms based on the relationship between addition and subtraction. [3-NBT2]

Multiply one-digit whole numbers by multiples of 10 in the range 10 - 90 using strategies based on place value. [3-NBT3]

Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts and size 1/b. [3-NF1]

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. [3- NF3c]

Tell and write time to the nearest minute, and measure time intervals in minutes. [3-MD1]

Measure and estimate liquid volumes and masses of objects using standard units of grams (g),

kilograms (kg), and liters (l). [3-MD2]

Recognize area as an attribute of plane figures, and understand concepts of area measurement. [3- MD5]

Measure areas by counting unit squares. [3-MD6]

Relate area to the operations of multiplication and addition. [3-MD7]

Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. [3-MD8]

Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. [3-G2]

Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [RI.3.5]

Conduct short research projects that build knowledge about a topic. [W.3.7]

Culminating Products:

The students created multiple artistic products ranging from flat to 3D. They used a variety of art media including watercolors, markers, crayons, card stock, construction paper shapes, grid paper, leaves, water, food coloring, and glasses to create their products. Students also wrote Haiku poems and short stories using mathematical ideas.

Assessment:

The project assessments were a series rubrics combined with observation to evaluate understanding of mathematical concepts and the production of artistic products. Students were also assessed on their creativity, artistic expression, and collaboration.