GEOMETRY: EXPLORE GEOMETRY WITH ABSTRACT ART 4

EXPLORE GEOMETRY WITH ABSTRACT ART

GEOMETRY: EXPLORE GEOMETRY WITH ABSTRACT ART

Learning Description

Delve into the abstract world of Wassily Kandinsky! Allow your imagination to soar as you discover mathematical connections within Kandinsky images. Students will be inspired by the work of Kandinsky to create their own abstract art that incorporates geometric concepts and the elements of art.

 

Learning Targets

GRADE BAND: 4
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create artwork inspired by Wassily Kandinsky that demonstrates my understanding of mathematical concepts.
  • I can describe my artwork in terms of mathematical concepts.
  • I can interpret my Stabile sculpture in a two-dimensional format.

Essential Questions

  • How can you utilize visual images to learn about mathematical concepts?
  • How are two-dimensional and three-dimensional artworks different?

 

Georgia Standards

Curriculum Standards

4.GSR.7.1 Recognize angles as geometric shapes formed when two rays share a common endpoint. Draw right, acute, and obtuse angles based on the relationship of the angle measure to 90 degrees

4.GSR.8.1 Explore, investigate, and draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, parallel lines, and lines of symmetry. Identify these in two-dimensional figures.

4.GSR.8.2 Classify, compare, and contrast polygons based on lines of symmetry, the presence or absence of parallel or perpendicular line segments, or the presence or absence of angles of a specified size and based on side lengths.

Arts Standards

VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA4.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA4.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

VA4.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

VA4.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 

South Carolina Standards

Curriculum Standards

4.G.1 Draw points, lines, line segments, rays, angles (i.e., right, acute, obtuse), and parallel and perpendicular lines. Identify these in two-dimensional figures.

4.G.2 Classify quadrilaterals based on the presence or absence of parallel or perpendicular lines.

4.G.3 Recognize right triangles as a category, and identify right triangles.

4.G.4 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line symmetric figures and draw lines of symmetry.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Right angle - An angle whose measure is exactly 90°
  • Acute angle - An angle whose measure is between 0° and 90°
  • Obtuse angle - An angle whose measure is between 91° and 180°
  • Equilateral triangle - A three-sided figure with sides of equal length
  • Isosceles triangle - A three-sided figure with two sides of equal length
  • Scalene triangle - A three-sided figure with no sides equal in length
  • Parallelogram - A quadrilateral with both pairs of opposite sides parallel
  • Pentagon - A five-sided polygon
  • Rectangle - A parallelogram with four right angles
  • Rhombus - A parallelogram with four sides of equal length
  • Square - A plane figure with four equal straight sides and four equal angles
  • Trapezoid - A quadrilateral with at least one pair of parallel sides
  • Parallel lines - Lines that will never touch
  • Perpendicular lines - Lines that intersect forming a 90 degree angle

Arts Vocabulary

  • Non-objective - Process of art-making that has no reference to the real world; strictly composed of design elements
  • Contrast - The arrangement of opposite elements in a composition (light vs. dark, rough vs. smooth, etc.) Similar to variety, which refers to the differences in a work, achieved by using different shapes, textures, colors and values.
  • Line – One of the seven elements of art; a mark made by a pointed tool such as a brush pen or stick; a moving point
  • Shape (Geometric and Organic) – One of the seven elements of art; a flat, enclosed area that has two dimensions, length and width
  • Negative space - Empty space; the background
  • Color scheme - A limited number of colors used in an artwork
  • Warm colors - Red, pink, orange and yellow
  • Cool colors - Blue, green, purple/violet
  • Primary colors - Blue, yellow, red
  • Secondary colors - Orange, green, purple/violet
  • Neutral colors - Brown, tan, black, gray

Materials

Instructional Design

Opening/Activating Strategy

  • Introduce this lesson by having students look at images of “Composition 8” and “Red, Blue and Yellow” by Russian artist, Wassily Kandinsky.
  • Have students engage in the Looking: Ten Times Two artful thinking routine.
    • Students will work collaboratively to identify ten things that they recognize in the image. Then, they’ll repeat the process; the second time, however, ask students to focus specifically on the colors and shapes that they see.
    • Facilitate a class-wide discussion around students’ observations.

Work Session

  • Looking at Kandinsky’s “Composition 8” and “Red, Blue and Yellow”, direct students to work collaboratively to use math vocabulary and concepts to describe the angles, lines, and shapes found within these abstract and non-objective masterpieces.
    • Students should draw and/or write their responses on sticky notes.
    • Direct students to identify the polygons within these images and their defining attributes.
    • Students should also look for examples of types of angles, types of triangles, and line relationships (parallel and perpendicular).
  • Project or draw a large Venn diagrams for students to use to compare and contrast the two different Kandinsky artworks. Students can place their sticky notes in the appropriate section of the Venn diagram.
  • Next, tell students that they will create their own non-objective artwork in the style of Kandinsky. Their two-dimensional artwork will be a 2D interpretation of their Stabile sculptures (from lesson two in this unit).
  • Project “Composition 8” and “Red, Blue and Yellow”
    • Ask students to make observations about how the space is used in the artwork. Students should notice that there isn’t much negative space or “empty space”.
    • Students may also notice that Kandinsky overlaps elements in his artwork.
  • Next, discuss the colors that Kandinsky used.
    • Project an image of a color wheel and discuss different types of color schemes: Warm, cool, neutral, primary and secondary.
  • Tell students that they will be using color to “color code” their artwork. How they do this is up to them.
    • For example, all polygons might be warm colors and all lines might be cool colors.
      • Students can then further categorize by making all triangles red and all quadrilaterals orange. Or, each type of triangle or each type of quadrilateral could be a different warm color.
      • All lines that intersect at right angles might be blue and all lines that intersect at obtuse and acute angle might be green. All lines that don’t intersect might be purple/violet.
      • These are just a sampling of ideas–encourage students to choose how they want to use color intentionally in their art rather than telling them how to do it.
    • Students should divide a page in their STEAM journals or on plain paper into four sections. Students should lightly sketch four ideas for their compositions–one per section.
      • Remind students that they are interpreting their Stabile sculptures in a two-dimensional format. This means that they must show the polygons from their sculpture in their two-dimensional artwork.
    • Students will choose their favorite and draw their designs lightly on paper in pencil.
      • Students will add color using oil pastels or crayons.
    • Next, using a color that is different from the ones already used in their artwork, students should paint an even coat of paint (watercolor wash) using watercolor or tempera cakes over their entire artwork. The crayon or oil pastel will resist the water in the paint.
    • In their STEAM journals, have students reflect on how their artwork changed when they changed mediums from a 3D sculpture to a 2D drawing/painting. Next, ask students to describe their art using mathematical vocabulary.  

Closing Reflection

  • Students will display their 2D artwork next to their 3D Stabile sculptures. Give students a “scavenger hunt” to find mathematical concepts in each other’s artwork.
  • See if students can figure out how other students used color in their artwork.

Assessments

Formative

  • Teachers will assess students’ understanding of the content throughout the lesson by observing students’:
    • Participation in the activator
    • Discussion of the mathematical concepts evident in Kandinsky’s artwork
    • Discussion of Kandinsky’s use of color and space
    • Ability to apply mathematical concepts to creating a two-dimensional interpretation of their Stabile sculptures

Summative

  • Students can create an artwork inspired by Kandinsky that demonstrates their mastery of geometry standards.
  • Students can describe their artwork in terms of mathematical concepts.
  • Students can use color and space intentionally in their art.
  • Students can interpret their 3D Stabiles as a 2D drawing/painting.

DIFFERENTIATION 

Accelerated: 

  • Have students identify the area and perimeter of the polygons in their artwork.

Remedial:

  • Provide students with specific concepts to look for in Kandinsky’s artwork using a word bank.
  • Provide visuals with examples of concepts to support students.
  • Allow students to work with a partner to create artwork.

 

CREDITS

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Darby Jones, Shannon Green, and Katy Betts

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  June 2025 @ ArtsNOW

 

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GEOMETRY: CHARACTERIZATION & GEOMETRY 4

CHARACTERIZATION & GEOMETRY

GEOMETRY: CHARACTERIZATION & GEOMETRY

Learning Description

In this lesson, students will use their voices and bodies to create the characters of an artist and museum curator. Students will collaborate with each other to write and perform a script where one student playing the role of artist will pitch their geometric Stabile sculpture (from lesson two in this unit) to the other student playing the museum curator. Students will demonstrate understanding of geometric concepts through their scripts.

 

Learning Targets

GRADE BAND: 4
CONTENT FOCUS: THEATRE & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use my voice and body to create a character.
  • I can explain my artwork using mathematical concepts.

Essential Questions

  • How do actors use their voices and bodies to create characters?
  • What are the different types of polygons and what are their defining characteristics?
  • What are the different types of angles and what are their defining characteristics?

 

Georgia Standards

Curriculum Standards

4.GSR.7.1 Recognize angles as geometric shapes formed when two rays share a common endpoint. Draw right, acute, and obtuse angles based on the relationship of the angle measure to 90 degrees

4.GSR.8.1 Explore, investigate, and draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, parallel lines, and lines of symmetry. Identify these in two-dimensional figures.

4.GSR.8.2 Classify, compare, and contrast polygons based on lines of symmetry, the presence or absence of parallel or perpendicular line segments, or the presence or absence of angles of a specified size and based on side lengths.

Arts Standards

TA4.CR.1 Organize, design, and refine theatrical work.

TA4.CR.2 Develop scripts through theatrical techniques.

TA4.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

South Carolina Standards

Curriculum Standards

4.G.1 Draw points, lines, line segments, rays, angles (i.e., right, acute, obtuse), and parallel and perpendicular lines. Identify these in two-dimensional figures.

4.G.2 Classify quadrilaterals based on the presence or absence of parallel or perpendicular lines.

4.G.3 Recognize right triangles as a category, and identify right triangles.

4.G.4 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line symmetric figures and draw lines of symmetry.

Arts Standards

Anchor Standard 1: I can create scenes and write scripts using story elements and structure.

Anchor Standard 3: I can act in improvised scenes and written scripts

 

Key Vocabulary

Content Vocabulary

  • Right angle - An angle whose measure is exactly 90°
  • Acute angle - An angle whose measure is between 0° and 90°
  • Obtuse angle - An angle whose measure is between 91° and 180°
  • Equilateral triangle - A three-sided figure with sides of equal length
  • Isosceles triangle - A three-sided figure with two sides of equal length
  • Scalene triangle - A three-sided figure with no sides equal in length
  • Parallelogram - A quadrilateral with both pairs of opposite sides parallel
  • Pentagon - A five-sided polygon
  • Rectangle - A parallelogram with four right angle
  • Rhombus - A parallelogram with four sides of equal length
  • Square - A plane figure with four equal straight sides and four equal angles
  • Trapezoid - A quadrilateral with at least one pair of parallel sides

Arts Vocabulary

  • Body – An actor’s tool, which we shape and change to portray the way a character looks, walks, or moves
  • Posture – Body position; how a character sits or stands
  • Pose - A deliberate and often stationary position or posture that an actor assumes on stage
  • Voice - An actor’s tool, which we shape and change to portray the way a character speaks or sounds
  • Pitch – How high or low a voice is
  • Volume – How loud or quiet a voice is
  • Improvisation - A creation that is spoken or written without prior preparation
  • Scene – The dialogue and action between characters in one place for one continuous period of time
  • Script - The written text that provides the blueprint for a performance including dialogue between the characters
  • Dialogue - A conversation between two or more persons
  • Art curator - A professional responsible for managing, organizing, and overseeing collections of artwork a museum, gallery, or other institutions
  • Exhibit - A public display of artwork, typically held in galleries, museums, or other cultural venues

Materials

  • Paper and writing utensils (or student devices)

Instructional Design

Opening/Activating Strategy

  • Start with a general physical warm-up to get the students' bodies ready. Use exercises such as:
    • Stretching: Stretch all major muscle groups.
    • Shaking out limbs: Shake out arms, legs, and the whole body.
    • Energy Passes: Stand in a circle and pass a clap or a simple motion around to build group focus and energy.
  • Breathing and voice exercises: Have students stand in a circle and practice breathing from the diaphragm to project their voices. Have them say a simple sentence like, “I have an amazing idea!” and project it to the back of the room.
  • Body language practice: Have students walk around the room, alternating between different emotional states (confident, shy, excited, nervous). Then, discuss how body language changes depending on their state.

Work Session

  • Explain to students that just like actors perform in character, business professionals also perform when pitching ideas. They must engage, persuade, and leave a lasting impression on their audience
    • Briefly discuss:
      • The importance of body language: Gestures, posture, and eye contact to convey confidence and clarity
      • Voice projection and tone: Varying the voice to emphasize key points and using projection to ensure clarity
      • Character in business: Presenting as a confident, knowledgeable expert in the subject matter
    • Have students partner with the student with whom they made their Stabile sculptures.
    • Tell students that one partner will imagine that they want their Stabile sculpture to be displayed in a new art exhibit in a famous art museum. The focus of the exhibit is how artists use math to create artwork. The other partner will be the museum’s curator.
      • Students must write and present a short pitch to try to convince the museum curator to feature their artwork in the exhibit. Because the focus of the exhibit is how artists use math to create their artwork, students must be able to explain what mathematical concepts are used in their artwork. Students should work together on the script regardless of which role they play.
      • The museum curator must ask relevant questions of the artist about how math is used in the design of their artwork.
      • Students will write a script and will practice performing it using their voices and bodies to embody each character.
      • As students develop each of their characters, as them to consider:
        • How does your character stand? Sit? Walk?
        • What is their speaking style: Authoritative, friendly, enthusiastic?
        • What are their facial expressions and gestures while speaking?
        • Remind students to write the script as their characters, which means that they should use first person and dialogue.

Closing Reflection

  • Students will perform their scenes for the class. Discuss appropriate audience participation and etiquette prior to performances.
  • After each performance, have the audience discuss how the actors used their voices and bodies to demonstrate their characters.

Assessments

Formative

  • Teachers will assess understanding throughout the lesson by:
    • Observing whether students can use their voices and bodies to act out a character
    • Explain their artwork using mathematical concepts
    • Collaborate with their group to write a script

Summative

CHECKLIST:

  • Students can use their voices and bodies to create a character.
  • Students can explain their artwork using mathematical concepts.

DIFFERENTIATION 

Accelerated: 

  • After students have performed their scenes, have them create characters using their voices and bodies for the actual polygons represented in their artwork.
  • Have students create props and incorporate them in their performances.

Remedial:

Scaffold the lesson by providing a graphic organizer and/or sentence starters to help students write their scenes.

 

CREDITS

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Katy Betts

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  June 2025 @ ArtsNOW

 

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FRACTION FUSION–WHERE ART AND NUMBERS COLLIDE: FRACTION SCULPTURES 4

FRACTION SCULPTURES

FRACTION FUSION–WHERE ART AND NUMBERS COLLIDE: FRACTION SCULPTURES

Learning Description

In this lesson, students will explore fractions through a hands-on, arts-integrated math activity inspired by the sculpture "Seven Magic Mountains". This hands-on activity encourages collaboration, creativity, and the application of mathematical concepts.

 

Learning Targets

GRADE BAND: 4
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can build a sculpture using colored materials and identify the fraction of each color used in my design.
  • I can add fractions with like-denominators.
  • I can work collaboratively with my group to design and build a balanced sculpture inspired by "Seven Magic Mountains”.

Essential Questions

  • How can I describe the parts of a sculpture using fractions?
  • How can I use fractions to design a sculpture?
  • How do we add and subtract fractions with like denominators?

 

Georgia Standards

Curriculum Standards

4.NR.4.6 Add and subtract fractions and mixed numbers with like denominators using a variety of tools.

Arts Standards

VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA4.CR.2 Create works of art based on selected themes.

VA4.CR.4 Understand and apply media, techniques, processes, and concepts of three-dimensional art.

 

South Carolina Standards

Curriculum Standards

4.NSF.3 Develop an understanding of addition and subtraction of fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) based on unit fractions.

a. Compose and decompose a fraction in more than one way, recording each composition and decomposition as an addition or subtraction equation; b. Add and subtract mixed numbers with like denominators; c. Solve real-world problems involving addition and subtraction of fractions referring to the same whole and having like denominators.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art. 

 

Key Vocabulary

Content Vocabulary

  • Fraction - A number that represents a part of a whole
  • Numerator - The number above the line that indicates how many parts of a whole are being counted
  • Denominator - The number below the line that indicates the total number of equal parts in the whole
  • Addition - Combining two or more numbers to find a total or sum
  • Equation - A mathematical sentence that has two equal sides separated by an equal sign
  • Equivalent – Have equal value
  • Like denominator – A denominator that is found in two or more fractions
  • Unlike denominators – Denominators in two or more fractions that are different from each other

Arts Vocabulary

  • Sculpture - A three-dimensional work of art that can be made from a variety of materials, such as wood, clay, metal, or stone.
  • Form - An object that is three-dimensional and encloses volume (cubes, spheres, and cylinders are examples of various forms)
  • Color - An element of art with three properties: 1) Hue: the name of the color, e.g. red, yellow, etc., 2) Intensity: the purity and strength of the color (brightness or dullness), 3) Value: the lightness or darkness of the color (shades and tints)
  • Pattern - Repetition of specific visual elements such as a unit of shape or form

Materials

Instructional Design

Opening/Activating Strategy

  • Introduction to "Seven Magic Mountains": Show images of Ugo Rondinone's sculpture "Seven Magic Mountains" to students. Have students go through the See, Think, Wonder Artful Thinking Routine.
    • Instruct students to look at the artwork for a moment. Then ask students:
      • What do you see?
      • What do you think about what you see?
      • What do you wonder about?
    • Show the following video to students: The Making of Seven Magic Mountains.
    • Discuss the process of creating a sculpture. Ask students: How does Rondinone use color and form?
      • Discuss how each sculpture can be seen as a “whole,” made up of smaller parts (colors). Ask students how this is like fractions.
    • Review adding fractions with like-denominators.
    • Tell students that they will be using fractions to design and create their own sculptures inspired by “Seven Magic Mountains”.

Work Session

  • Divide students into small groups. Each group will receive colored corn packing peanuts and a damp sponge.
  • Students will first design their sculpture. Tell students that they will sketch out a design for their sculpture inspired by “7 magic Mountains” and label the colors that they will use.
    • Students must use at least four colors of packing peanuts.
    • Students then need to check how many peanuts of each color they need by writing an addition equation, such as: 5/20 yellow peanuts + 7/20 green peanuts + 4/20 blue peanuts + 4/20 orange peanuts = 20/20 peanuts.
  • Students will then build their sculpture based on their design by pressing each peanut onto the damp sponge and then adhering it to another peanut.

Identifying Fractions:

  • After completing their sculptures, groups will count the total number of peanuts used in their design.
  • They will then count how many peanuts of each color were used and express this as a fraction of the total sculpture (e.g., if there are twenty peanuts and four are blue, then 4/20 or 1/5 of the sculpture is blue).

Adding Fractions:

  • Students will then write a word problem to explain how to recreate their sculpture.
  • The word problem should express an addition problem to show how they created their sculpture. For example, if the students used 20 packing peanuts, they would include the following equation in their word problem: 5/20 yellow peanuts + 7/20 green peanuts + 4/20 blue peanuts + 4/20 orange peanuts = 20/20 peanuts.

Closing Reflection

  • Discuss and reflect on the following with students:
    • Reflect on how the sculptures are similar or different in their color compositions.
    • Highlight how fractions are a way to describe these differences mathematically.
    • Discuss how each sculpture can be expressed in terms of a mathematical equation.
    • Have students write a brief reflection on how they used fractions in their sculpture and what they learned about adding fractions.

Assessments

Formative

  • Observe student responses during See, Think, Wonder.
  • Observe students during the creation of their sculptures and their discussions within groups about fractions.
  • Use questioning to assess their understanding of fractions as parts of a whole and their ability to add fractions with like-denominators.

Summative

  • Each group will record the total number of peanuts, the fraction of each color, and an addition word problem that expresses the composition of the sculpture.
  • Sculpture reflection: Students’ brief reflection on how they used fractions in their sculpture and what they learned about adding fractions

DIFFERENTIATION 

Accelerated: 

Have students swap their word problems with another group. Each group should then try to follow the word problem to recreate the sculpture. Then, the groups should compare the finished products.

Remedial:

Allow students to express their sculpture in terms of an addition equation without requiring them to write it in the context of a word problem.

 

ADDITIONAL RESOURCES 

https://sevenmagicmountains.com

CREDITS

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Shannon Green. Edited by: Katy Betts

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  June 2025 @ ArtsNOW

 

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FRACTION FUSION–WHERE ART AND NUMBERS COLLIDE: BE THE FRACTION 4

BE THE FRACTION

FRACTION FUSION–WHERE ART AND NUMBERS COLLIDE: BE THE FRACTION

Learning Description

Students will bring fractions to life by becoming characters, such as ¼, setting off to find others who will complete their "fraction family" and help them add up to one whole. Through this role-play, students will work together to form complete “wholes” by joining with the right fractional parts.

 

Learning Targets

GRADE BAND: 4
CONTENT FOCUS: THEATRE & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can determine the best way to add and subtract fractions based on their denominators.
  • I can imagine being a fraction and interacting with other fractions to convey math concepts.

Essential Questions

  • How do we add and subtract fractions with like denominators?
  • How do we work with partners to actively embody and express math concepts?

 

Georgia Standards

Curriculum Standards

4.NR.4.6 Add and subtract fractions and mixed numbers with like denominators using a variety of tools.

Arts Standards

TA4.PR.1  Act by communicating and sustaining roles in formal and informal environments.

 

South Carolina Standards

Curriculum Standards

4.NSF.3 Develop an understanding of addition and subtraction of fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) based on unit fractions.

a. Compose and decompose a fraction in more than one way, recording each composition and decomposition as an addition or subtraction equation; b. Add and subtract mixed numbers with like denominators; c. Solve real-world problems involving addition and subtraction of fractions referring to the same whole and having like denominators.

Arts Standards

Anchor Standard 3: I can act in improvised scenes and written scripts.

 

Key Vocabulary

Content Vocabulary

  • Fraction - A number that represents a part of a whole
  • Numerator - The number above the line that indicates how many parts of a whole are being counted
  • Denominator - The number below the line that indicates the total number of equal parts in the whole
  • Addition - Combining two or more numbers to find a total or sum
  • Equation - A mathematical sentence that has two equal sides separated by an equal sign
  • Equivalent – Have equal value
  • Like denominator – A denominator that is found in two or more fractions
  • Unlike denominators – Denominators in two or more fractions that are different from each other

Arts Vocabulary

  • Recite – To speak or read a text out loud in a formal or performative manner
  • Role – A part played by an actor in a play, scene or drama activity
  • Unison – All together at once

 

Materials

  • Name tags with fractions written on them
  • Individual dry erase boards or note paper and utensils, if needed

 

Instructional Design

Opening/Activating Strategy

  • Explain that fractions are parts of a whole. Today, they’ll “become” fractions and work together to add up to one whole.
  • Tell the students that each of them will take on the role of a fraction and work with classmates to add up to a whole. Explain that fractions with the same denominator can be added by adding the numerators together.
  • Fraction warm-up game: Play a game where students must “freeze” in shapes that represent different fractions. For instance, a “1/2” could be a shape taking up half the space, while a “1/4” might be a quarter circle. This encourages them to visualize fraction sizes.

Work Session

Like Denominators Chant

  • Discuss/review how to add and subtract fractions. Introduce the following chant (as a projection, handout, or both):

With like denominators, we just add our numerators

And keep the original shared denominator.

With like denominators, we subtract the lesser numerator

From the greater, and keep the same denominator.

  • Work with students to find the best rhythm for the language of the chant. Establish a beat and recite the chant in unison.
  • Possibly, assign lines to individuals or pairs to recite rhythmically.

Role-Play

  • Hand out a fraction card to each student and ask them to wear it on their shirt or hold it visibly.
  • Explain that each student is part of a fraction family but each family has been separated. They must work to find the rest of their fraction family so that when added together, they total one whole.
    • For example, a student with ¼ will need to find others in the “fourths family” with fractions like ¾ or two students with ¼ and 2/4.
  • Have students practice introducing themselves using dialogue. “Hi, I’m ¼”. Students should articulate clearly and project their voices.
  • Allow students time to experiment by joining up with different classmates, testing if their fractions add up to a whole. Encourage them to double-check their math each time they form a new group.
    • Instruct students to stay in character and introduce themselves as the fraction every time they encounter a new student. Students can use dialogue, such as, "I am ¼. Are you the piece I need to make a whole?"
    • Once a group thinks they’ve completed their fraction family, they should write down their fractions in an addition sentence (e.g., ¼ + ¼ + 2/4 = 4/4 or 1).

Closing Reflection

  • Ask each group to share how they reached their solution and explain their thought process. If they made mistakes, ask them to talk about those too and how they adjusted.
    • Ask students: “What was the most challenging part of finding your whole?”.
  • Talk about different ways to make one whole with fractions (e.g., two students with ½, four students with ¼). Write these examples on the board and let students observe the patterns.

Conclude the lesson with the chant:
            With like denominators, we just add our numerators
            And keep the original shared denominator.

            With like denominators, we subtract the lesser numerator
            From the greater, and keep the same denominator.

Assessments

Formative

  • Assess students based on their ability to collaborate, add fractions correctly, and explain their thought process.
  • Observe whether students use their voices to speak the couplets clearly and readily assume the roles of fractions.

Summative

  • Students can accurately write out the equations that reflect their process.
  • Students can create complete fraction families that when added together, equal one whole.

DIFFERENTIATION 

Accelerated: 

  • Challenge students to try making fractions that add up to numbers other than 1, like ½ or ¾.
  • Challenge students to create an illustration of their fraction group adding up to one whole, like a pie chart or bar graph representation.
  • Have students add fractions with unlike denominators.

Remedial:

  • Direct several pairs in front of the class to model the process clearly.
  • Limit the number of denominators so that the focus is on addition.
  • Have students draw a fraction image on their name tag to help with visualization.

 

CREDITS 

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Barry Stewart Mann and Katy Betts

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  June 2025 @ ArtsNOW

 

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FRACTION FUSION–WHERE ART AND NUMBERS COLLIDE: FRACTIONS IN MOTION 4

FRACTIONS IN MOTION

FRACTION FUSION–WHERE ART AND NUMBERS COLLIDE: FRACTIONS IN MOTION

Learning Description

In this lesson, students will create addition equations using fractions with like denominators. They will work in groups to express this equation in written form and through a movement sequence. The lesson will close with a self-reflection on the project.

 

Learning Targets

GRADE BAND: 4
CONTENT FOCUS: DANCE & MATH
LESSON DOWNLOADS:

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"I Can" Statements

“I Can…”

  • I can create and express a fraction addition problem (with like denominators) in a written equation and a movement sequence that utilizes body shapes, levels, and different types of movements.

Essential Questions

  • What different types of body shapes, levels, and movements can I use to express a mathematical concept like adding fractions?
  • How can I represent the addition of fractions with like denominators?

 

Georgia Standards

Curriculum Standards

4. NR.4.6 Add and subtract fractions and mixed numbers with like denominators using a variety of tools.

Arts Standards

ESD4.CR.1 Demonstrate an understanding of the choreographic process.

ESD4.CN.3 Integrate dance into other areas of knowledge.

 

South Carolina Standards

Curriculum Standards

4.NSF.3 Develop an understanding of addition and subtraction of fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) based on unit fractions.

a. Compose and decompose a fraction in more than one way, recording each composition and decomposition as an addition or subtraction equation; b. Add and subtract mixed numbers with like denominators; c. Solve real-world problems involving addition and subtraction of fractions referring to the same whole and having like denominators.

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

Anchor Standard 2: I can choreograph a dance.

Anchor Standard 7: I can relate dance to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Fraction - A number that represents a part of a whole
  • Numerator - The number above the line that indicates how many parts of a whole are being counted
  • Denominator - The number below the line that indicates the total number of equal parts in the whole
  • Addition - Combining two or more numbers to find a total or sum
  • Equation - A mathematical sentence that has two equal sides separated by an equal sign
  • Equivalent – Have equal value
  • Like denominator – A denominator that is found in two or more fractions
  • Unlike denominators – Denominators in two or more fractions that are different from each other

Arts Vocabulary

  • Movement sequence - A series of movements; a short dance
  • Levels - One of the aspects of movement (there are three basic levels in dance: high, middle, and low)
  • Body shape - Refers to an interesting and interrelated arrangement of body parts of one dancer; the visual makeup or molding of the body parts of a singular dancer; the overall visible appearance of a group of dancers (they may be curved/angular, symmetrical/asymmetrical, positive/negative)
  • Locomotor movement - A movement that travels through space
  • Non-locomotor movement - A movement that does not travel through space (e.g. shaking, bending, stretching, twisting, turning & more)

 

Materials

  • Upbeat instrumental music
  • Speaker or other device with the ability to play music
  • Index cards with various fractions written on them (grouped in pairs by fractions with like denominators)

 

Instructional Design

Opening/Activating Strategy

Move It! Shape It!

  • Provide a vocabulary word or concept to express through movement (see below).
  • When the music plays, students move in their personal space, to express vocabulary given.
    • Upbeat instrumental music is best.
  • When the music stops, students will freeze in a body shape.
  • Repeat as needed.

Vocabulary to utilize: Numerate, denominator, addition, towards, away, equation, various locomotor movements, various non-locomotor movements, low level, middle level, high level

Work Session

  • Review adding fractions with like denominators.
  • Divide the class into groups of three to four students.
    • Give each group a pair of fraction cards.
    • Each group will write an addition equation with their fraction cards including the sum.
    • Each group will choreograph a movement sequence that expresses their equation including the following:
      • Movement for Fraction A
      • Movement for Fraction B
      • Movement for the sum
      • At least two non-locomotor movements
      • at least one locomotor movement
      • All three levels (high, middle, and low)
    • After designated work time, all groups will have a ‘dress rehearsal’. (All groups will perform at the same time and may need two dress rehearsals so that the teacher can assess their work.)
      • After the performances, have each group share their equation.
    • Review audience etiquette with students: Still, silent, supportive.
    • Invite groups that would like to perform their dance for the whole class to do so.
      • Students can comment on:
        • Interesting movements
        • Where they saw certain sequence requirements, etc.
        • How the group used the dance concepts to communicate the mathematical concepts

Closing Reflection

  • Have students complete the following Exit Ticket by answering one or more of the following reflection prompts/questions:
    • Describe how your movements expressed the fraction addition equation.
    • What was the easiest and most challenging part of this task?
    • What did your group do to be successful in this project?
    • What would you change or improve to be more successful?
    • Describe what you learned in this project.

 

Assessments

Formative

  • Teacher observation of students during “Move It! Shape It!” to check for understanding of vocabulary
  • Individual group check-ins during group work time
  • Exit Ticket

Summative

Checklist for ‘Fraction Addition Equation and Movement Sequence”:

  • Was the fraction addition equation written accurately?
  • Was the sum of the fraction equation correct?
  • Did the movement sequence include a movement for each part of the equation? (Fraction A, Fraction B, and Sum)
  • Did the sequence include at least two non-locomotor movements?
  • Did the movement sequence include at least one locomotor movement?
  • Did the movement sequence include all three levels (low, middle, and high)?

DIFFERENTIATION 

Accelerated: 

  • Include mixed fractions
  • Reduce group size

Remedial:

  • Simplify fractions given
  • Intentional grouping
  • Model an example as a class

 

CREDITS 

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Christopher Crabb

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  June 2025 @ ArtsNOW

 

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