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Mathematics K Through 6

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Mathematics K Through 6 Building fun and creativity into standards-based learning Mathematics K through 6 Ron De Long, M.Ed. Janet B. McCracken, M.Ed. Elizabeth Willett, M.Ed. © 2007 Crayola, LLC Easton, PA 18044-0431 Acknowledgements Table of Contents This guide and the entire Crayola® Dream-Makers® series would not be possible without the expertise and tireless efforts Crayola Dream-Makers: Catalyst for Creativity! ....... 4 of Ron De Long, Jan McCracken, and Elizabeth Willett. Your passion for children, the arts, and creativity are inspiring. Thank you. Special thanks also to Alison Panik for her content-area expertise, writing, research, and curriculum develop- Lessons ment of this guide. Garden of Colorful Counting ....................................... 6 Set representation Crayola also gratefully acknowledges the teachers and students who tested the lessons in this guide: In the Face of Symmetry .............................................. 10 Analysis of symmetry Barbi Bailey-Smith, Little River Elementary School, Durham, NC Gee’s-o-metric Wisdom ................................................ 14 Geometric modeling Rob Bartoch, Sandy Plains Elementary School, Baltimore, MD Patterns of Love Beads ................................................. 18 Algebraic patterns Susan Bivona, Mount Prospect Elementary School, Basking Ridge, NJ A Bountiful Table—Fair-Share Fractions ...................... 22 Fractions Jennifer Braun, Oak Street Elementary School, Basking Ridge, NJ Barbara Calvo, Ocean Township Elementary School, Oakhurst, NJ Whimsical Charting and Checking ............................... 26 Chart, estimate, analyze data Pat Check, Spring Garden Elementary School, Bethlehem, PA Shaping Up With Shapes .............................................. 30 Spatial measurement Trish Davlante, Michael Jordan Community School, Chicago, IL Toying Around With Geometry ................................... 34 Geometric forms Regina DeFrancisco, Liberty Corner Elementary School, Basking Ridge, NJ Measure Twice, Create Once ....................................... 38 Measurement and scale Beth Delaney, Fredon Township School, Newton, NJ It’s About Time…Average Time! ................................. 42 Elapsed time Carly Doughty, Little River Elementary School, Durham, NC Purchasing Flower Power! ........................................... 46 Money and estimates Amanda Warner Grantz, Oakhurst Elementary School, Fort Worth, TX Personal Math Motto Banners ...................................... 50 Equations and proofs Barbara Grasso, John J. Jennings Elementary School, Bristol, CT Animals: A Brood, a Clutter, a Drift, and More! ........... 54 Algebraic relationships Craig Hinshaw, Hiller Elementary School, Madison Heights, MI Keeping Track of Time ................................................ 58 Time measurement Janice House, Little River Elementary School, Durham, NC Spin a Radial Design ..................................................... 62 Radial symmetry Charlotte Ka, PS 132K, Brooklyn, NY Nancy Knutsen, Triangle School, Hillsborough, NJ Balls: Classify, Roll, and Bounce ................................... 66 Measurement Kay La Bella, Foothills Elementary School, Colorado Springs, CO Secret Castles: Solve the Number Mysteries! ............... 70 Problem solving Kamyee Ladas, Mount Prospect Elementary School, Basking Ridge, NJ Mazes and Labyrinths: Design Your Pathway .............. 74 Geometric patterns Cara Lucente, Gayman Elementary School, Plumstead, PA The Math of Maps ......................................................... 78 Coordinate geometry Jenna Makos, Catholic Charities After- School Program, Phillipsburg, NJ Estimate a Pot’s Capacity ............................................. 82 Volume and capacity Elyse Martin, Michael Jordan Community School, Chicago, IL What Are the Chances? ................................................ 86 Probability Annette Mauer, Freeman Elementary School, Phillipsburg, NJ Symmetrical Starburst .................................................. 90 Transformational symmetry Marge Mayers, Barley Sheaf School, Flemington, NJ Stock-Smart Art ............................................................ 94 Value and investments Val Negra, Mountain Way Elementary School, Morris Plains, NJ Geometric Weaving ..................................................... 98 Relationships of patterns Jen O’Flaherty, Sandy Plains Elementary School, Baltimore, MD Alison Panik, Trinity Kids Club, Trinity Wesleyan Church, Allentown, PA Choosing Crayola Art Supplies .................................... 102 Jennifer Parks, T. J. Lee Elementary School, Irving, TX Kathy Prichard, Feeeman Elementary School, Phillipsburg, NJ Nancy Rhoads, Curlew Creek Elementary School, Palm Harbor, FL Lynn Schatzle, Wood Creek Elementary School, Farmington Hills, MI Karen Sommerfeld, Foothills Elementary School, Colorado Springs, CO Neila Steiner, CS 102, Bronx, NY Tom Tschumper, Princeton North Elementary School, Princeton, MN The language and concepts of mathematics and art are intrinsically linked, with both using symmetry, proportion, geometry, symbols, reasoning, linear perspective, and more. From Greek and Roman architects, to arts and inventors such as Leonardo do Vinci, Roy Lichtenstein, Kendall Shaw, and the Gee’s Bend quilters, students explore our world, nature, and order in principles of art and design based on these concepts. We hope that these lessons will aid you in building children’s creative problem-solving skills, and a deeper, memorable understanding of mathematics by experiencing and seeing these concepts through visual arts learning activities. Nancy A. De Bellis Director, Education Marketing Crayola Crayola Dream-Makers is a series of standards-based supplemental ©2007 Crayola, LLC. All rights reserved. curriculum resources that contain lesson plans for educators Permission inquiries should be directed to: teaching kindergarten through 6th grade. Each guide uses visual Crayola art lessons to stimulate critical thinking and problem-solving for Attn: Content Editor individual subject areas such as Math, Language Arts, Science, and 1100 Church Lane Social Studies. Students demonstrate and strengthen their knowledge Easton, PA 18044-0431 while engaging in creative, fun, hands-on learning processes. www.crayola.com/educators Printed in the United States of America ISBN: 0-86696-327-8 Building fun and creativity into standards-based learning 2 Mathematics Mathematics 3 Crayola® Dream-Makers®: Catalyst for Creativity! Each Crayola Dream-Makers guide provides elementary classroom and art teachers with 24 arts-focused lessons that extend children’s learning and enhance academic skills. Align these lessons with your school district and state curriculum standards. Stay flexible in your teaching approaches with adaptations like these. • Be prepared. Read through the lesson first. Create an art sample so you understand the process. Children learn in many different ways • Discover new resources. Each lesson contains background information, fine art and craft examples, representative student artwork, vocabulary builders, and discussion ideas. Use these suggestions as a spring- Howard Gardner has identified eight types of intelligences and board to find resources that address your students’ interests and are pertinent to your community. Search may add others. Arts-integrated learning experiences enable Web sites such as Google Image to locate fine art. Stretch student imaginations and their awareness of the children to more fully develop a wide range of skills and world around them. understandings. • Seek creative craft materials. Ask children’s families and local businesses to recycle clean, safe items • Linguistic intelligence involves sensitivity to spoken and for project use-and take better care of the environment, too. Recycle, Reuse, Renew! written language, the ability to learn languages, and the • Showcase student achievements. Create banners to accompany curriculum project displays in your capacity to use language to accomplish certain goals. class, school, or community. Post the lesson’s standards-based objectives with displays to demonstrate • Logical-mathematical intelligence consists of the capacity broad-based student learning. Demonstrate how children’s accomplishments have personal meaning and to analyze problems logically, carry out mathematical promote life-long learning through portfolio documentation. operations, and investigate issues scientifically. • Make this book your own. Jot down your own ideas as you plan and reflect on students’ learning • Musical intelligence involves skill in the performance, experiences. Combine art techniques and lesson content to fit goals for your students and classroom. composition, and appreciation of musical patterns. Substitute other transformative craft materials. With students, make content webs of possibilities for • Bodily-kinesthetic intelligence entails the potential of using extending learning opportunities. one’s whole body or parts of the body to solve problems. • Build connections. Collaborate with your students, other teachers, administrators, artists in residence, • Spatial intelligence involves the potential to recognize and and community groups to plan lessons that are unique. Work together to promote creative thinking! use the patterns of wide space and more confined areas. • Write DREAM statements. As part of the assessment process, students are asked to reflect on their • Interpersonal intelligence is concerned with the capacity work in a dream journal. Before the
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