J.D Davis Elementary Year One
Griffin/Reese/Goodwin- Austin Sargent
Learning Objective/Exit Outcomes:
Students will begin learning about the process of simple division.
Students will demonstrate understanding of division using multiple strategies.
Students will represent division through visual art (turkeys/feathers).
Math/ Visual Art
MGSE3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.
MGSE3.OA.2 Interpret whole number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares (How many in each group?), or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each (How many groups can you make?).
MGSE3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers using the inverse relationship of multiplication and division. For example, determine the unknown number that makes the equation true in each of the equations, 8 × ? = 48, 5 = □ ÷ 3, 6 × 6 = ?.
VA3MC.1 Engages in the creative process to generate and visualize ideas. a. Creates a series of thumbnail sketches to alter visual images, such as magnifying, reducing, repeating or combining them in unusual ways, to change how they are perceived and interpreted.
VA3MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning.
- Generates different viewpoints for making and interpreting a visual image.
- Develops open-ended themes/topics in unique and innovative ways (e.g., modifying or combining visual images).
- Observes how visual relationship of objects and ideas (e.g., contrast, proportion, placement) affects appearance and how arrangements may affect meaning and/or significance.
Students sat at their desks for the entirety of the activity.
This was an introductory lesson for students who were just beginning to learn division.
After papers were handed out and folded, students were asked to darken in the creased lines to make 3 distinct boxes.
PAIR Specialist introduced the lesson by talking about Turkeys and Feathers (it was one week before Thanksgiving break) and telling students that they had to help the PAIR Specialist solve a mystery. In Box One, students were to draw 60 feathers. Now these feathers could look like anything, but students were responsible for establishing what the feathers will look like.
- Teacher or PAIR Specialist could put an example on the board saying your feathers may look like this, or like this or like this. Its up to the students!
Next, in Box Two students were to draw 5 naked turkeys. Again, students can draw them anyway they like, as long as these turkeys had no feathers. Maybe their turkeys were just squares, or ovals, or any combination of shapes. As long as they are deciding what the turkeys are going to look like.
- Again, an example is always good. And then give students their own time to work.
After Box One and Box Two are completed, THEN I would have students switch papers. It doesn’t really matter who they switch with, as long as they have different artistic ideas rather than your own. This is where the artistic standard comes into play.
In Box 3, students have a two-part challenge. 1) They have to figure out how many feathers would go on each turkey. 2) They have to use the artistic ideas already given to them. For instance, if a students got a paper where the Feathers are Stars, and the Turkeys are circles, it is the challenge of Box 3 to draw 5 Circles with the appropriate amount of stars.
If the feathers are lines, and the turkeys are squares then the new artists should draw 5 Squares with the correct number of lines.
An example is included.