VOLUME OF RIGHT RECTANGULAR PRISMS : CREATING STILL LIFE ART WITH RIGHT RECTANGULAR PRISMS 5

CREATING STILL LIFE ART WITH RIGHT RECTANGULAR PRISMS

VOLUME OF RIGHT RECTANGULAR PRISMS: CREATING STILL LIFE ART WITH RIGHT RECTANGULAR PRISMS

Learning Description

In this lesson, students will apply their knowledge of how to solve for volume of right rectangular prisms to create a still life artwork inspired by the artist Giorgi Morandi.

 

Learning Targets

GRADE BAND: 5
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can find the volume of right rectangular prisms.
  • I can create a still life drawing using right rectangular prisms.

Essential Questions

  • How can I find the volume of right rectangular prisms?
  • How can I create a still life drawing using various right rectangular prisms?

 

Georgia Standards

Curriculum Standards

5.GSR.8: Examine properties of polygons and rectangular prisms, classify polygons by their properties, and discover volume of right rectangular prisms.

Arts Standards

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.
VA5.CR.2 Create works of art based on selected themes.
VA5.CR.3 Understand and apply media, techniques, processes, and concepts of two-dimensional art.

 

South Carolina Standards

Curriculum Standards

5.MDA.3 Understand the concept of volume measurement.
a. Recognize volume as an attribute of right rectangular prisms;
b. Relate volume measurement to the operations of multiplication and addition by packing right rectangular prisms and then counting the layers of standard unit cubes;
c. Determine the volume of right rectangular prisms using the formula derived from packing right rectangular prisms and counting the layers of standard unit cubes.

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

  • Two-dimensional shape - An object with height and width
  • Volume - The amount of space occupied by a three-dimensional object or shape
  • Height - The perpendicular distance from the base of a shape or object to its topmost point
  • Length - The distance from one end of an object to the other along its longest side
  • Width - The measurement of the shorter side of an object or shape when compared to its length; it is usually the horizontal dimension
  • Right rectangular prism - A three-dimensional geometric shape with the following characteristics:
    • Faces: It has six faces, all of which are rectangles.
    • Right Angles: Each of its edges meets at a right angle (90°), making it a "right" prism.
    • Parallel and Perpendicular: Opposite faces are parallel, and adjacent faces are perpendicular.
    • Vertices and Edges: It has 8 vertices (corners) and 12 edges.

Arts Vocabulary

  • Form - An object that is three-dimensional and encloses volume (cubes, spheres, and cylinders are examples of various forms)
  • Value - This describes the lightness or darkness of a color. Value is needed to express volume.
  • Composition - How an artist arranges the Elements of Art (line, shape, form, value, color, space, texture) to create an artwork
  • Still life - A genre of art in which the subject is an arrangement of non-moving/non-living objects
  • Subject - What the artwork is about
  • Proportion - The size relationships between different parts of an artwork. It determines how each element relates to the others in terms of size, scale, and placement.

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • Display Natura Morta by Giorgio Morandi. Engage students in the Colors / Shapes / Lines Artful Thinking Routine.
    • Instruct students to look at the artwork for at least 30 seconds. Then, have students turn to a partner and discuss:
      • What colors do you see?
      • What shapes do you see?
      • What lines do you see?
  • After students have shared what they see, ask them what three-dimensional forms they recognize. Tell students that some objects are composites of two or more forms. Students should identify right rectangular prisms.
  • Introduce students to the artist Giorgio Morandi. Explain that Morandi was a still life artist who used many basic geometric forms as the basis of his artwork.
  • Explain to students that a still life is an artwork in which the subject is an arrangement of non-moving/non-living objects. Show students additional examples of Morandi’s still lives.
  • Ask students how Morandi creates the illusion of three dimensions on a two-dimensional surface. Students should notice that some areas of the objects are darker than others to create the illusion that light is hitting a three-dimensional object. In art, this is called Value.

Work Session

  • Tell students that they will be creating a still life drawing using right rectangular prisms. Students will be able to create their own composition consisting of three right rectangular prisms.
    • Composition in art is how the artist chooses to put the elements of art (such as Form and Value) together in his or her artwork.
  • Students should randomly select three sets of measurements from a bag (example: right rectangular prisms: h: 2 in., w: 3 in., l: 5 in.). Explain to students that these three sets of dimensions for right rectangular prisms will be the subject for their still life drawings. Students can arrange them however they like.
    • Show them examples of Morandi’s still lives again so that they can see how he used the space on his canvas and arranged his forms (some are in front of others, some side by side, etc.).
  • Students should solve for the volume of their three right rectangular prisms.
  • Show students the Shape to Form handout. Allow students to practice creating the forms they will need for their composition.
  • Then, students should draw their three right rectangular prisms on their artwork.
    • Remind students to use the space on their paper and draw BIG!
    • Remind students to use proportion in their drawings.
      • For example, if one right rectangular prism’s dimensions are h: 2 in., w: 3 in., l: 5 in., it should be proportional to another prism’s dimensions that are h: 3 in., w. 1 in, l: 2 in.
    • Remind students to add value like Morandi to create the illusion of three dimensions. Show students the handout Forms with Value as a guide. Students can use regular pencil, colored pencil, or charcoal for their artwork.
      • Tell students that the harder they press down with their pencils, the darker the value will be.
      • Holding the pencil almost horizontal to the paper when shading and adding value will create a smooth texture.

 

Closing Reflection

  • On a separate paper, students should write their formulas with dimensions for volume of their three right rectangular prisms and their solutions to the problems. Students should attach this to their artwork so that it is visible.
  • Students should then engage in a gallery walk of each other’s work. Students should reflect on the following questions:
    • How did the artist create his/her composition using the three right rectangular prisms?
    • How did the artist use the space on his or her paper?
    • How did the artist use value to create the illusion of form?
    • How is the artist’s work similar and different to your own? To Morandi’s?

 

Assessments

Formative

  • Teacher will assess throughout the lesson:
    • Are students able to solve for volume?
    • Are students able to practice drawing their three right rectangular prisms using the Shape to Form handout as a guide?
    • Are students able to identify various prisms in Morandi’s artwork?

 

 

Summative

  • Did students’ final artwork:
    • Proportionally display the three prisms they were given?
    • Show value to create the illusion of form?
    • Show that they understood how to draw right rectangular prisms using shape?
    • Show the formulas and correct calculations for volume of all three prisms?


Differentiation

Accelerated: 

Students can use card stock or chipboard (thin cardboard) to build their right rectangular prisms before drawing their still lifes (students will need rulers). Then, students can arrange their prisms in an interesting way and draw from observation.

Remedial:

  • Assign students one prism to calculate volume for. Students can then draw this prism three times in their still life.
  • Allow students to work in pairs to solve equations. Each student will then make their own still life.


Credits

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

Ideas contributed by: SAIL Grant Teacher Leaders; 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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VOLUME OF RIGHT RECTANGULAR PRISMS : CREATING A CITYSCAPE WITH RECTANGULAR PRISMS 5

CREATING A CITYSCAPE WITH RECTANGULAR PRISMS

VOLUME OF RIGHT RECTANGULAR PRISMS: CREATING A CITYSCAPE WITH RECTANGULAR PRISMS

Learning Description

In this lesson, students will develop skills to create and analyze right rectangular prisms and understand the concept of volume. Students will apply their knowledge of volume of right rectangular prisms to creating a collaborative class cityscape sculpture.

 

Learning Targets

GRADE BAND: 5
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create a rectangular prism that has six rectangular faces.
  • I can find the volume of a rectangular prism by multiplying the length, width, and height.
  • I can use my understanding of volume and dimensions to design and create a building for a cityscape.

Essential Questions

  • How can I create a building for a cityscape using the formula for finding the volume of a right rectangular prism?
  • How can I find the volume of a rectangular prism?

 

Georgia Standards

Curriculum Standards

5.GSR.8.3 Investigate volume of right rectangular prisms by packing them with unit cubes without gaps or overlaps. Then, determine the total volume to solve problems.

Arts Standards

VA5.CR.4.b Create sculpture that demonstrates a design concept using a variety of methods (e.g. papier-mâché, paper sculpture, assemblage, found object sculpture).

 

South Carolina Standards

Curriculum Standards

5.MDA.3 Understand the concept of volume measurement.
a. Recognize volume as an attribute of right rectangular prisms;
b. Relate volume measurement to the operations of multiplication and addition by packing right rectangular prisms and then counting the layers of standard unit cubes;
c. Determine the volume of right rectangular prisms using the formula derived from packing right rectangular prisms and counting the layers of standard unit cubes.

Arts Standards

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

 

Key Vocabulary

Content Vocabulary

  • Volume - The amount of space occupied by a three-dimensional object or shape
  • Height - The perpendicular distance from the base of a shape or object to its topmost point
  • Length - The distance from one end of an object to the other along its longest side
  • Width - The measurement of the shorter side of an object or shape when compared to its length; it is usually the horizontal dimension
  • Three-dimensional figure - A figure that has length, width, and height

Arts Vocabulary

  • Form - An object that is three-dimensional and encloses volume (cubes, spheres, and cylinders are examples of various forms)
  • Sculpture - A three-dimensional work of art that can be made from a variety of materials, such as wood, clay, metal, or stone
  • Cityscape - A visual representation or depiction of an urban environment, often showing the buildings, streets, and other features of a city; it can be an artwork, photograph, or a model that captures the overall layout, architecture, and atmosphere of a city

 

Materials

  • Graph paper
  • Tape
  • Colored pencils and/or fine line markers
  • Scissors
  • Pencils
  • Cardstock or thin cardboard
  • Examples of cityscapes

 

Instructional Design

Opening/Activating Strategy

  • Show students examples of cityscapes.
    • Ask students to make observations about how the buildings are arranged.
      • Students should notice that they are a variety of heights and are arranged close together.
    • Ask students to make observations about the designs they see on the buildings.
      • Students might notice that many buildings have windows covering the outsides.
    • Ask students what they notice about the structures? How would they describe their shape?
      • Allow students to share their observations and discuss the fact that these structures are all rectangular in shape.
      • Review how to find the volume of a right rectangular prism.

 

Work Session

  • Tell students that they will be creating a three-dimensional cityscape as a class. Each student will design and build their own building.
    • Show them an example of a rectangular structure on graph paper and explain how each square on the paper represents a unit of measurement.
      • Anticipate the misconception that students might think that the number of squares on graph paper represents the volume of the structure. Clarify that the graph paper is just a tool for visualizing and measuring, and the actual volume is calculated using multiplication.
    • Show them the dimensions of an example building: l = 8, w = 6, h = 15.
    • Show students how to use these dimensions to draw out each face of the right rectangular prism on graph paper.
    • Then, demonstrate how to cut out each shape on the graph paper and use that shape as a template to trace on either cardstock or thin cardboard.
    • Next, show students how to cut out each shape and assemble them together using tape.
    • Finally, students will be able to add designs to their buildings using fine line markers and/or colored pencils.
  • Pass out dimensions, rulers, and graph paper to students.
  • Circulate the classroom and monitor student work, providing support and clarification as needed.
  • As students complete their templates on graph paper, pass out cardstock/thin cardboard, colored pencils/markers, and tape to construct their buildings.
  • The final step students should complete is to calculate the volume of their building using the formula for volume.
  • Have students write their equation and solution on a notecard.
  • Students should place their buildings with their notecards together in a designated area to create the class cityscape.

 

Closing Reflection

  • Have the class conduct a gallery walk observing the connection between the dimensions and volume of each structure and its form.
  • Close the lesson with class reflection questions:
    • How did you calculate the volume of your building? Why is it important to use multiplication to find the volume instead of just counting the squares on the graph paper?
    • How do you think your building fits into the overall cityscape you created as a class?
    • How might you apply what you've learned about volume and design in future projects or real-world situations?

 

Assessments

Formative

Use guided questions and student check-ins throughout the lesson to check for students’ understanding of how to calculate volume and use the tools provided to create their buildings.

 

Summative

A rubric table for grading right rectangular prism sculptures as part of a cityscape, with four criteria—creativity, accuracy, volume calculation, and craftsmanship—graded on a 3, 2, or 1 point scale; each level has detailed descriptors.


Differentiation

Accelerated: 

Have students research skyscraper designs and create more complex buildings by combining several right rectangular prisms together. Students can then solve for the volume of the prisms and add them together to find the total volume of their building.

Remedial:

  • Provide students with pre-cut shapes with dimensions that they can then construct. Students should still calculate the volume of the structure.
  • Allow students to work with a partner..


Credits 

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

Ideas contributed by: SAIL Grant Teacher Leaders; 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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VOLUME OF RIGHT RECTANGULAR PRISMS CEREAL SHOWDOWN 5

CEREAL SHOWDOWN

VOLUME OF RIGHT RECTANGULAR PRISMS: CEREAL SHOWDOWN

Learning Description

Students will demonstrate an understanding of volume by writing and performing scripts where siblings argue about which cereal box to purchase based on volume.

 

Learning Targets

GRADE BAND: 5
CONTENT FOCUS: THEATRE & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use theater techniques to explore volume.
  • I can write and perform a script to help communicate volume.

Essential Questions

  • How can we use theater techniques to explore volume?
  • How can writing and performing a script help us communicate volume?

 

Georgia Standards

Curriculum Standards

5.GSR.8: Examine properties of polygons and rectangular prisms, classify polygons by their properties, and discover volume of right rectangular prisms.

Arts Standards

Grade 5:

TA5.PR.1 Act by communicating and sustaining roles in formal and informal environments.
TA5.CR.2 Develop scripts through theatrical techniques.

 

South Carolina Standards

Curriculum Standards

5.MDA.3 Understand the concept of volume measurement.
a. Recognize volume as an attribute of right rectangular prisms;
b. Relate volume measurement to the operations of multiplication and addition by packing right rectangular prisms and then counting the layers of standard unit cubes;
c. Determine the volume of right rectangular prisms using the formula derived from packing right rectangular prisms and counting the layers of standard unit cubes.

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

  • Volume - The amount of space occupied by a three-dimensional object or shape
  • Height - The perpendicular distance from the base of a shape or object to its topmost point
  • Length - The distance from one end of an object to the other along its longest side
  • Width - The measurement of the shorter side of an object or shape when compared to its length; it is usually the horizontal dimension
  • Three-dimensional figure - A figure that has length, width, and height

Arts Vocabulary

  • Script - The written version of a play, movie, or other acted performance
  • Dialogue - A conversation between two or more persons
  • Scene - a single situation or unit of dialogue in a play
  • Character - An actor or actress in a specified role
  • Voice - Actors use their voice to be heard by the audience clearly. Actors must also apply vocal choices such as pitch, tempo, and volume to the character they are dramatizing.
  • Gesture - An expressive movement of the body or limbs
  • Facial expression - Using your face to show emotion
  • Props - Items that actors use in a performance to depict real-life objects; props can also be used to help students brainstorm for their writing or character study
  • Voice - Actors use their voice to be heard by the audience clearly. Actors must also apply vocal choices such as pitch, tempo, and volume to the character they are dramatizing.


Materials

  • Various empty cereal boxes of different sizes (ask students to bring these in prior to the lesson)
  • Measuring tools (ruler, tape measure, etc.)
  • Paper and pencils for script writing
  • Performance space


Instructional Design

Opening/Activating Strategy

Tell students that you will say several different emotion words. When they hear the word they should create a facial expression for that word. After a few examples, have students add in gestures and sounds with the facial expressions.

 

Work Session

  • Tell students that they will work in pairs or small groups to write a short script where siblings argue about which cereal box to purchase based on volume.
  • Briefly review the concept of volume with the class, emphasizing how it relates to the amount of space inside a 3D object.
  • Each group will choose two cereal boxes to compare by measuring their dimensions and calculating their volume.
  • Discuss what a script is with students. Make sure that students understand that scripts have dialogue that is written in first person. It is not like a story written in third person.
  • Ask students to consider what type of voice their character would have and how their voice might change if they’re trying to convince someone of something. Ask students to consider what gestures and facial expressions their character might use to communicate their point of view.
  • Allow students time to work on their scripts. Encourage them to incorporate mathematical reasoning into their arguments. For example, they might discuss which box holds more cereal or which is a better value for the price.
  • Have students peer-review each other's scripts, focusing on how well they incorporate mathematical reasoning and theatre elements. Students should provide feedback based on the clarity of their arguments and the effectiveness of their use of volume concepts.
  • After writing their scripts, give students time to rehearse their performances. They should use the actual cereal boxes as props.
  • Have each group perform their script for the class. After each performance, facilitate a brief discussion about the volume comparison made in the script. Ask the audience to weigh in on which cereal box they think would be the best choice based on the arguments presented.

 

Closing Reflection

  • Ask students to reflect on the activity.
    • Did writing and performing the script help them understand the concept of volume better?
    • How did they incorporate math into their arguments?
    • How did incorporating theatre elements, like gestures, voice, and facial expressions add to their performances?


Assessments

Formative

  • Observe students’ ability to use facial expressions, voice, and gestures to communicate emotions.
  • Conference with students as they calculate volume and write their scripts to check for understanding.
  • After each performance, facilitate a class discussion where students can reflect on the mathematical concepts presented in the scripts.

 

Summative

A rubric titled

Differentiation

Accelerated: 

  • Students can create a visual aid, such as a chart or graph, comparing the volumes of various cereal boxes.
  • Students can write a reflection on how they could use volume calculations in real-life situations.

Remedial:

  • Provide students with a pre-written script or sentence stems for writing a script so that students can focus on finding the volume. Students will still perform the pre-written script and should use their voices, facial expressions, and gestures as tools for communication.


Credits

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

Ideas contributed by: SAIL Grant Teacher Leaders

*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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PLACE VALUE: DYNAMIC NUMBERS 3

DYNAMIC NUMBERS

PLACE VALUE: DYNAMIC NUMBERS

Learning Description

Students will be able to read and write multi-digit whole numbers up to 10,000 using theatre techniques to model base-ten numerals and expanded form. Students will use vocal elements (e.g. pitch) to communicate a digit’s value in numbers.

 

Learning Targets

GRADE BAND: 3
CONTENT FOCUS: THEATRE & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use my voice and body to represent place value.
  • I can explain what place value is.
  • I can tell the value of digits in different place value positions.
  • I can express numbers in standard form, expanded form, and word form.
  • I can represent place value in multiple ways (concrete and abstract).

Essential Questions

  • How do actors use their voices and bodies as tools of communication?
  • What is place value?
  • What is standard and word form?
  • How can I represent place value in expanded form?
  • How can I represent place value using theatre techniques?

 

Georgia Standards

Curriculum Standards

3.NR.1 Use place value understanding to represent, read, write, and compare numerical values up to 10,000 and round whole numbers up to 1,000.How can we compare numbers?
3.NR.1.1 Read and write multi-digit whole numbers up to 10,000 to the thousands using base-ten numerals and expanded form.
3.NR.1.2 Use place value reasoning to compare multi-digit numbers up to 10,000, using >, =, and < symbols to record the results of comparisons.

Arts Standards

TA3.PR.1 Act by communicating and sustaining roles in formal and informal environments.
a.Use vocal elements (e.g. inflection, pitch, volume, articulation) to communicate a character’s thoughts, emotions, and actions.
c. Collaborate and perform with an ensemble to present theatre to an audience.
TA3.RE.1 Engage actively and appropriately as an audience member.
a. Participate as an audience.
b. Demonstrate appropriate theatre etiquette.

 

South Carolina Standards

Curriculum Standards

3.NSBT.5 Compare and order numbers through 999,999 and represent the comparison using the symbols >, =, or <.

Arts Standards

Anchor Standard 3: I can act in improvised scenes and written scripts.
Anchor Standard 5: I can interpret and evaluate live or recorded dramatic performances as an active audience member.

 

Key Vocabulary

Content Vocabulary

  • Place value - The value of each digit in a number based on its position
  • Ten-thousands - The fifth position represents the number of ten-thousands
  • Thousands - The fourth position represents the number of thousands
  • Hundreds - The third position represents the number of hundreds
  • Tens - The second position represents the number of tens
  • Ones - The rightmost position (1st place) represents the number of ones
  • Expanded form - A way of writing numbers to show the value of each digit according to its place value; it breaks down a number by expressing it as the sum of each digit multiplied by its place value
  • Standard form - The way of writing numbers using digits, without breaking them down by place value or expanding them
  • Numerical - Using digits to represent quantities, values, or amounts
  • Digits - Symbols used to represent numbers in a numeral system

Arts Vocabulary

  • Pitch - The highness or lowness of an actor’s voice
  • Voice – An actor’s tool, which we shape and change to portray the way a character speaks or sounds
  • Body – An actor’s tool, which we shape and change to portray the way a character looks, walks, or moves
  • Ensemble - All the parts of a thing taken together, so that each part is considered
  • Audience - The group of people who watch and experience the performance
  • Levels - One of the aspects of movement (there are three basic levels: high, middle, and low)


Materials

  • Pre-made "commas" (paper cut-outs) for students to hold
  • Note cards (one per student)
  • Pencils
  • Single digit numbers (one per student)
  • What is Characterization video
  •  


Instructional Design

Opening/Activating Strategy

  • Introduce the "Count Up" game to students.
  • Instruct students to close their eyes and call out numbers by counting on. Start with 1-2-3. Then move on to counting by tens and hundreds.
    • Example:
      • Student one says, “One”.
      • Student two says, “Two”.
    • If two students say the same number, the activity must start over.
    • Now tell students that they will play again. This time they will change the pitch of their voice to represent the value of the number.
      • The higher the voice level, the larger the number.
      • The lower the voice level, the smaller the place value.

Work Session

  • Students will be put into groups of five students.
  • Each student in the group will be given a digit. Each group should create a five digit number.
  • Give each group a note card and pencil. Once students determine their number, they should write their number in expanded form.
    • Example: If students received the digits, 2, 5, 3, 9 and 7, they might create the number 25,397.
      • Students should write this number in standard form, placing the comma in the correct spot.
    • Each student will then write the expanded form of their digit on their individual notecard.
      • Example:
        • Card 1: 20,0000
        • Card 2: 5,000
        • Card 3: 300
        • Card 4: 90
        • Card 5: 7
      • The students will model the values of each digit using different voice levels (pitch), body levels, and placement.
        • Example:
          • Pitch: The higher the voice level, the larger the place value; the lower the voice level, the smaller the place value
          • Body level: The taller the student stands (high level), the larger the place value; the lower the student stands/crouches, the smaller the place value
          • Placement: Students should order themselves according to where their place value is located
        • When students perform their number, the number should be read in word form: “Twenty-five thousand three hundred ninety-seven”.
      • Tell students that they will repeat the process again; this time they should rearrange the digits in their number so that no digit is in the same place value.
      • Example: 25,397 becomes 79,352.

Closing Reflection

  • Each group will share their performances of each number. The class will then help them determine which number performed is greater by recording each number on scratch paper and writing a “<” or “>” symbol in between the two numbers.
  • Students will reflect on their process and how they used their voices and bodies to represent place value in their STEAM journals.


Assessments

Formative

  • Teachers will assess student learning by observing whether students can:
    • Use their voices and bodies to represent the place value of each digit in a five digit number
    • Write numbers in standard and expanded form
    • Say numbers in word form
    • Compare two numbers using place value reasoning

Summative

  • Rubric:

A rubric table with five categories and four performance levels, detailing criteria for Group Collaboration, Create a Number, Theater Vocabulary, Understanding of Concept, and Group Participation.

 

Differentiation

Accelerated: 

Who am I?  Students will be given unknown numbers in name badges.  The badge will be pinned to their back. Students will ask yes/no questions regarding the digits and places for their "unknown" number. They will characterize and demonstrate understanding of multi-digit numbers represented in name badge (ie- 57,329). 

Remedial:

 Students can be given badges with single digits and grouped into smaller groups (less digits) to demonstrate understanding of place value of numbers less than 1,000.

 

Credits

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

Ideas contributed by: SAIL Grant Teacher Leaders, Barry Stewart Mann

*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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PLACE VALUE: 2D MIXED MEDIA DRIP ARTWORK 3

2D MIXED MEDIA DRIP ARTWORK

PLACE VALUE: 2D MIXED MEDIA DRIP ARTWORK

Learning Description

Students will be able to read and write multi-digit whole numbers up to 10,000 using mixed media, patterns, line, and size to model different place value digits in a number. Students will demonstrate their understanding by creating a 2D line artwork with different media to represent the different place values with each media will represent a different place value.

 

Learning Targets

GRADE BAND: 3
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can explain what place value is.
  • I can tell the place value of digits in numbers up to 10,000.
  • I can write numbers in expanded form, word form, and standard form.
  • I can represent place value up to 10,000 using mixed media and line weight.
  • I can use warm, cool, and neutral colors to create a mixed media art piece

Essential Questions

  • What is place value?
  • What is the standard and word form?
  • How can I represent place value in expanded form?
  • How can we compare numbers?
  • How can I represent place value using base ten blocks?
  • How can we use line weight to show different place values?

 

Georgia Standards

Curriculum Standards

3.NR.1.1 Read and write multi-digit whole numbers up to 10,000 to the thousands using base-ten numerals and expanded form.

3.NR.1.2 Use place value reasoning to compare multi-digit numbers up to 10,000, using >, =, and < symbols to record the results of comparisons.

Arts Standards

VA3.CR.2 Create works of art based on selected themes.

b. Create works of art emphasizing multiple elements of art and/or principles of design.

VA3.CR.3 Understand and apply media, techniques, processes, and concepts of two-dimensional art.

a. Develop drawings and paintings with a variety of media (e.g. pencil, crayon, pastel, tempera, watercolor).

VA3.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

a. Apply art skills and knowledge to improve understanding in other disciplines.

 

South Carolina Standards

Curriculum Standards

3.NSBT.5 Compare and order numbers through 999,999 and represent the comparison using the symbols >, =, or <.

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

  • Place value - The value of each digit in a number based on its position
  • Ten-thousands - The fifth position represents the number of ten-thousands
  • Thousands - The fourth position represents the number of thousands
  • Hundreds - The third position represents the number of hundreds
  • Tens - The second position represents the number of tens
  • Ones - The rightmost position (1st place) represents the number of ones
  • Expanded form - A way of writing numbers to show the value of each digit according to its place value; it breaks down a number by expressing it as the sum of each digit multiplied by its place value
  • Standard form - The way of writing numbers using digits, without breaking them down by place value or expanding them
  • Numerical - Using digits to represent quantities, values, or amounts
  • Digits - Symbols used to represent numbers in a numeral system

Arts Vocabulary

  • Color
    • Warm - Red, pink, orange, and yellow
    • Cool - Blue, green, purple, teal
    • Neutral colors - Gray, brown, tan, black
  • Value - The lightness or darkness of a color
  • Pattern - The repeated use of elements like shapes, lines, colors, textures, or forms in a consistent and organized manner
  • Line - A path connecting two points
  • Line weight - How thick or thin a line is
  • Texture - How something feels or looks like it feels
  • Two-dimensional - Containing height and width
  • Three-dimensional - Containing height, width, and depth

 

Materials

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Instructional Design

Opening/Activating Strategy

  • Teacher will show students an example of a paper chain link that represents a number with four values. Each place value will be represented with a different color of paper.
    • Example: 1,427
      • One link of green paper
      • Four links of yellow paper
      • Two links of blue paper
      • Seven links of red paper
    • Teacher will show students how to create a paper chain using tape and strips of colored paper.
    • Project a key for which place values are represented by which color.
    • Students will be put into small groups. Students will be given a number that they will represent with their chain links.
      • Each place value will be represented with its corresponding color.
    • Teacher will model how to write the expanded form and word form of a number. Students will then write the expanded form and word form of their number on a note card.
    • Chain links will then be displayed in the classroom.
      • During sharing time, groups will compare their chain sculptures with each other using visuals to understand greater than and less than based upon the value of digits represented.
    • Students will identify the place value of another group’s chain link and compare their paper chain links.
      • Students should notice the longest chain does not always represent the largest number!
      • The chain links will be hung in the classroom such as the picture below.

Colorful paper chains in yellow, purple, and pink hang from the ceiling like 2D mixed media. Attached beneath are numbered math cards showing addition problems 10 to 29 for place value practice. A chalkboard sign below reads,

 

Work Session

  • Next, lead students through the See, Think, Wonder artful thinking routine about Jen Stark’s artwork (images below).
    • First, students will identify what they see in the image. Emphasize that they should make objective observations about the image (i.e. physical features, colors, textures, etc.).
    • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the image.
    • Finally, ask students what they wonder about the image.
  • Facilitate a class-wide discussion around students’ observations, inferences, and questions.
  • Show students a color wheel and draw their attention to cool colors, warm colors, and neutral colors. Ask them to observe the kinds of colors that Jen Stark uses in her work. Does she only use one color scheme?

Two colorful abstract 2D mixed media artworks with wavy, zigzag patterns. The left features vibrant rainbow colors, while the right combines similar hues with bold black-and-white zigzags. Both create a swirling, dynamic effect.

A woman with braided blonde hair smiles in front of a vibrant, multicolored, drip artwork wall. She is wearing a floral top with bright red, purple, and green colors.

  • Teacher note: The purpose of introducing Jen Stark is for students to see how she creates two-dimensional pieces using pattern, line, and color. She uses warm, cool, and neutral colors with a drip pattern. Her work also catches the eye of students and serves as a great way to show how different line weights can represent different place values.
  • Tell students that they will use Jen Stark’s artwork as inspiration to create 2D mixed media artwork, using different thicknesses of lines and different media to represent place values.
  • Review place value with students. Ask students how thicker lines and thinner lines can be used to represent the place value of digits.
  • Teacher and students will work together to identify the value of a given number.
    • Draw three lines of different weight (thickness). Ask students which line would represent the hundreds place? Tens place? Ones place?
      • Students should make the connection that the line will get thicker as the place value gets larger.
    • Using markers, students will draw different thicknesses of lines in their STEAM journals in a wavy pattern to show how the lines in our 2D Mixed Media Drip Artwork will show the difference between each place value of a number.
      • For example, if the number is 463, students would draw four thick wavy lines, six medium wavy lines, and three thin wavy lines.
    • Then students will write the number in standard form, expanded form, and word form under their mini art piece.
  • Students will be provided with mixed media paper, colored pencils, thin markers, thick markers, different sized paint brushes, and paint.
  • Together the class will create a guide to what each media will represent when they get to the artmaking portion of the lesson.
    • For example: Colored pencils represent the ones place, thin markers represent tens place, thick markers represent hundreds place, paint using a thin paintbrush to represent the thousands place, and paint using a thick paintbrush to represent the ten thousands place.
  • Students will then be given a number and will plan their artwork in their STEAM journals. Students should draw out a prototype of what their artwork would look like labeling the line sections with colors and mediums.
  • Students will then begin by drawing the outline of their drip artwork in pencil on their paper. Students will need to fill in most of the space of the paper, remembering that the colored pencils represent the ones place, thin markers represent tens place, thick markers represent hundreds place, paint using a thin paintbrush to represent the thousands place, and paint using a thick paintbrush to represent the ten thousands place.
  • Students will be able to choose the color scheme for their artwork. Remind students of the different color schemes using a color wheel.
  • Provide students with a notecard to write their number in standard form, expanded form, and word form.

Closing Reflection

Students share their artwork and discuss their creation process. They will also discuss and reflect on the creation process, the place value significance of the task, their personal feelings, and what they learned from the task in their STEAM journals.

 

Assessments

Formative

  • Informal teacher observation and questioning throughout the lesson
  • Observations of students’ drawings and reflections in their STEAM journals
  • Students will create a key for their drip artwork in their STEAM journals to demonstrate their knowledge and understanding of place value as represented in their artwork through line weight.

Summative

A 2D mixed media drip artwork checklist with sections for name and comments. It lists three expectations: line weight for numbers within 10,000, writing numbers in standard and word form, and visual place value.

 

 

Differentiation

Accelerated: 

  • Students will incorporate technology to model any "number" and its "place values" by representing the value of digits using pixel art.
  • Students will cut the drip out of their paper. Then starting at the bottom, place the drips on a butcher paper, overlapping each other, and create a collaborative artwork.

Colorful, wavy, drip-like patterns in layered rainbow shades blend with black-and-white zigzag lines, creating a vibrant mixed media art piece with psychedelic flair.

Remedial:

Students will be given three digit numbers to create drip art.

 

 

Additional Resources

 

Credits

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

Ideas contributed by: SAIL Grant Teacher Leaders, Shannon Green, 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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