![]() They should try to have this finished by the end of the day.Students will begin to organize and plan out their designs for each side of the equation Students will cut, color, and measure the shapes that they need for their project They will need to plan out the equivalent equations prior to building.Students will be shown a demonstration of how to record their equations prior to beginning their sculptures balance, movement, pattern, symmetry, color, and shape) Provide examples of graphic design considerations (ex.Students will use the words when creating, writing about, and discussing their projects Art language: sculpture, movement, balance, pattern, symmetry, color, shape, form.Subject area language: expressions, equivalent.For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them).For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y) apply properties of operations to y + y + y to produce the equivalent expression 3y Apply the properties of operations to generate equivalent expressions.Write and evaluate numerical expressions involving whole-number exponents.Apply and extend previous under standings of arithmetic to algebraic expressions ![]() Objective PR1.2 Convey meaning through their presentation/performance.Objective PR1.1 Combine knowledge and understanding from two or more disciplines to present/perform their original or interpreted works for an audience.Slide show to introduce project and related artwork (see outline at the end of the lesson plan)Īrts and Humanities: Anchor Standard 4: Convey meaning through the presentation/performance/production of an original work or unique interpretation of a work.Students present their sculpture as a part of a class gallery.On the final workday for sculptures, students begin their written reflection.Students begin cutting and structuring their sculptures.Students plan and design each side of their sculpture.Introduce symbols and demonstrate recording, planning, and forming equivalents.Students will increase their understanding of equations through the development and creation of their art.Students use equivalent expressions to design different patterns on each side of their sculpture.Students will consider movement, balance, and color in their sculptures.Students will develop patterns using symbols.Students will learn to plan compositions.Symbols represent numerical values, giving students a key from which to base their designs and equations. This graphic design project uses symbols to create various expressions of the same equation on each side of a cube. Students explore how to decompose and recompose equations and how equivalent expressions can be expressed differently.
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