F-10 | Mathematics, Art.
This Numeracy unit on Geometric Reasoning and Space (angles, location, shape and symmetry) was created with the aim of meaningfully linking the content descriptors of Art, HASS Celebrations, Dance and Mathematics through the theme: ‘Patterns in Nature, Maths and Art’.
- Curriculum Links
- Teaching and Learning Sequence
- Why this activity?
This unit will investigate
Teaching Method: Inquiry-Based Maths.
Teaching Model: 5Es, HITTS, Launch, Explore, Discuss.
Teaching Strategy: Representations.
Skills: Metacognitive thinking.
2. Curriculum Links
F-10 | Year 2/3
- Explore and describe patterns resulting from performing multiplication (ACNA081).
- Compare and describe 2D shapes that result from combining and splitting common shapes, create 2D shapes from written or verbal instructions (ACMMG088).
- Make models of 3D objects and describe key features.
- Describe number patterns resulting from multiplication (ACMMG063).
- Create symmetrical patterns, pictures and shapes with and without digital technologies (ACMMG091).
- Identify symmetry in the environment (ACMMG066).
- Use materials, techniques, and processes to explore visual connections when making artworks (ACAVAM111).
- Celebrations and commemorations in places around the world (ACHASSK065).
3. Teaching and Learning Sequence
Teaching Strategy: Engage, Questioning, Feedback.
- What do you know?
- Teacher identifies students prior knowledge on the subject, including misconceptions.
- Place name on SOLO chart.
- Students write all that they know about shapes.
2. Fibonacci sequence
Teaching Strategy: Engage, explore, multiple exposures.
- Understand connection between the number sequence and spiral shape
- Teacher guides short discussion on number sequences and art.
- Students create their own Fibonacci Sequence artwork.
3. 2D shapes
Teaching Strategy: Explore, Explain, Multiple exposures, Collaborative learning.
- Identify 2D shapes from verbal instructions (fluency).
- Teacher leads discussions and shape bingo.
- Teacher assists students at their tables to construct the 2D shapes table, working closer with students who need extra assistance.
- Students create and use a 2D shape chatterbox
- Students play 2D shape bingo
- Students create table of 2D shape properties.
4. 3D shapes
Teaching Strategies: Explore, Elaborate, metacognitive strategies.
- Identify features of 3D shapes (edges, faces, vertices). Name shape using 2D base shape (fluency, reasoning, problem-solving).
- Teacher directed discussion at end of activity.
- Table of 3D properties, discussion of number patterns.
5. Perspective drawing
- Create realistic and proportionate 3D world (shape and perspective).
- Teacher demonstration of how to draw 3D perspective art.
- Student draws a creative 3D art piece.
Teaching strategy: Engage, Questioning, Collaborative learning.
- Draws symmetrical objects and simple transformations from verbal instructions (fluency).
- Understand that there is more than one type of symmetry, identify number of symmetries.
- Give feedback to students as they work collaboratively.
- Use manipulatives to identify rotational and reflective symmetry.
8. Rangoli artwork
Teaching Strategies: Elaborate, Worked examples, Structuring lessons.
- Apply knowledge of symmetry to creating Rangoli Patterns (problem solving).
- Give feedback on drawings.
- Create Rangoli Pattern artwork piece.
9. Math games
Teaching Strategies: Evaluate, Metacognitive strategies, Multiple exposures.
- Recall mathematical names/concepts in new context. Ext.: define quadrilaterals using relational properties
- Participate in games!
- LEGO, Rangoli pattern challenge, Swamp hunt, measuring angles, ext.: properties of quadrilaterals.
4. Why this activity?
van Hiele argued that children need to be exposed to five scaffolded levels of geometric understanding through deliberate instruction appropriate for their development. Students move from a visual-based system (they are the same shape because they look the same) to a property-based system (a square is a four-sided shape) through to a relational system (if shape has property X it also has property Y).
The integration of maths and art allows students to see connections between shape and form and move into the higher van Hiele levels. This is especially evident in the link between the ‘Fibbonici Number Sequence’ and the relational properties of 2D and 3D shapes.