EDCI 301: Lesson Plan #1Name: Courtney Fike

Lesson Title: Colors for Decimals, Percents, and Fractions

Grade: 5

Subject (ELA, SS, Sci, Math): Mathematics/Decimals, Percents, and Fractions

Fine Art (Visual Art, Music, Dance, Theatre): Visual Art

Connection (Artist): Ellsworth Kelly

Lesson SummaryStudents will learn about Ellsworth Kelly and use his painting “Colors for a Large Wall” to influence their decimal, percent, and fraction art project in a 45 minute lesson. Students will choose colors to create a work resembling “Colors for a Large Wall” using a 10x10 grid paper. Students will use mathematical knowledge to count the number of colored squares for each color and make that number into a decimal, percent, and fraction. This project will be used to integrate art and demonstrate what students have learned about decimals, percents, and fractions.Essential Question (what is the central inquiry explored in this lesson)How can we create a piece of art to reinforce our knowledge of decimals, percents, and fractions?

Plan for Previous Lesson(s) Plan for Next Lesson(s)Finish instruction on fractions, using grid models focusing on two digit numbers, making fractions equal to percents equal to decimals.

Have an assessment on decimals, percents, and fractions.

Learning Objectives Students will use a 10x10 grid paper and the influence of Ellsworth Kelly’s “Colors for a Large Wall” to demonstrate their understanding of decimals, fractions, and percentages.

Subject Area Standard(s) Grade 5: Mathematics, Operations and Algebraic Thinking, Write and interpret numerical expressions5.OA.2 Write simple expressions that record calculations with numbers

Grade 5: Mathematics, Number and Operations in Base Ten, Understanding the place value system5.NBT.1 recognize that in a multi-digit number, a digit in one place represents in the place to its right and 1/10 of what it represents in the place to its left.

Art Standards(s) Grade 5: Visual Arts: Standard 2.0 Historical, Cultural, and Social Context1. Compare processes used in the visual arts and other content areas to express ideasDemonstrate how visual arts processes are used to interpret and express ideas in the visual arts and other content areas

Grade 5: Visual Arts, Standard 3.0 Creative Expression and Productionc. create artworks that explore the uses of the elements of art and selected principles of design. (color)

Materials/Resources (Instructional, Supplies, Technology)*Attach additional resources such as images, handouts,

Vocabulary (terminology and definitions)

music etc.Art Supplies:-Crayons for rough draft-Cut construction paper (5 cm squares) in red, orange, yellow, green, blue, purple, brown, black-Elmer’s glue-colored pencils OR crayonsInstructional:-two 10x10 grids (one for rough draft, one for final project)-exit cardTechnology:-PowerPoint for introducing artist and showing work

Ellsworth Kelly-- American painter, sculptor, and printmaker, color field painting movement, used grid system for his work

Previously taughtFraction— a numerical quantity that is not a whole number (e.g., 12, 0.5Decimal— relating to or denoting a system of numbers and arithmetic based on the number ten, tenth parts, and powers of ten.Percentage— a rate, number, or amount in each hundred.Grid Model—a framework of criss-cross and parallel bars used to model fractions and decimals on when teaching math.

Assessment: Rubric

Evaluation Criteria 0(Does not meet expectations)

1(Approaches Expectations)

2 (Meets Expectations)

3(Exceeds Expectations)

I. Use of at least 4 colors to create a balanced and visually interesting artwork.

Student uses 1 or 2 color squares in artwork, not visually interesting.

Student uses 2 or 3 color squares in artwork.

Student uses 4 color squares in artwork, is visually interesting and balanced.

Student uses more than 4 color squares in artwork to create a balanced and visually interesting artwork.

II. Student’s percentages, decimals, and fractions are accurate.

Three or more of the student’s percentages, decimals, and fractions are inaccurate.

Two or three of the student’s percentages, decimals, and fractions are inaccurate.

Student’s percentages, decimals, and fractions are accurate except for one.

All of the student’s percentages, decimals, and fractions are accurate.

III. Student provided teacher with a rough draft completed in color before beginning final draft.

Student did not complete a rough draft.

Student began final draft without providing a rough draft.

Student completed rough draft without percentages, decimals, and fractions.

Student provided completed rough draft with percentages, decimals, and fractions.

Instructional Sequence

Approximate Time

Procedure

Set Up: N/A Teacher should prepare materials before students arrive. There will be one bin of Elmer’s glue (two glues per table). There will be 8 bins for color squares (each bin has their own color). There will be two stacks of 10x10 grids, one labeled rough draft, and one labeled final draft.

Introduction:

Core activity:

Clean up:

Closure/Reflection:

12 minutes

27 minutes

2 minutes

4 minutes

Teacher will present “Colors for a Large Wall” by Ellsworth Kelly on the board. Students will have one minute (Picture this!) to write about what they see. After that minute, students will think pair share (talk with a partner, 2 students will share their ideas to the class).Teacher will introduce this artwork and artist through a PowerPoint about Ellsworth Kelly. (notes attached)Teacher will note that his work is very mathematical and if we examine the colors and grid, it looks similar to the models we have been using for our decimals, percentages, and fractions! In this way, we can actually connect art to math!Students will be using his work to influence their own piece of artwork to demonstrate their knowledge about percentages, decimals, and fractions. This work will be on a 10x10 grid and include different colors and how often we use those colors in the work we can represent with percentages, decimals, and fractions.

Directions for Activity: 1. “I would like the materials managers at each table to get their table two

bottles of Elmer’s glue.”2. “Paper passers will pass out Rough Draft grids, and Final Draft grids, PUT

YOUR NAME ON BOTH.”3. “You will complete the rough draft using the blank grid and the colors

you would like to use using crayons or colored pencils (list colors they can use: red, orange, yellow, green, blue, purple, black, brown). You must use at least four colors. If you would like to use white that is fine, just leave the box blank. Remember when we spoke about balance in artwork? Who can tell me what balance is? (call on one student) Be sure to keep that in mind when creating your work, just like Ellsworth Kelly did. You may also want to consider making a pattern in your work, but that’s up to you. Also, remember to complete the fraction, decimal, and percents for each color on the rough draft.”

4. “You are using a 10 x 10 grid, how many total squares are there? (call on one student) Great! So if I decided to use 30 red squares, what would my fraction be? Decimal? Percent? (call on one to two students)”

5. When you are finished please come up to my desk and I will check it and let you move on to your Final Draft. You will use a new grid and follow your rough draft but this time you will use cut paper squares to create your artwork.”

6. “When you are finished, put it on the front table to dry with the rough draft underneath it. If you have time left, please begin to work on your exit card.”

Students will put work on racks to allow glue to dry.Materials managers will make sure all glue is closed and return them to glue bin and return color squares to their respective bins.

Students will complete exit card with two things they learned about Ellsworth Kelly, how they believe we connected math to art, and answer one decimal, fraction, or percentage problem.

Plans to Display/Exhibit Student Work

Student work will be displayed on a bulletin board outside the classroom with a black background. I will have a small summary of Ellsworth Kelly and his work “Colors for a Large Wall” in the center, then the students work will be hung on the rest of the board in rows, including their fraction, decimal, and percentage work. Students’ names will be shown on their work.

Analysis:What did the data from the assessment tools indicate about student learning? (include quantitative data- analyze class rubric outcomes)

To what extent did the students explore the essential question and meet the lesson objectives?(include qualitative data –your observations and student feedback)

Data from the assessment tools (final project and exit ticket) indicated that students understood decimals, fractions, percentages, and that they learned at least two facts about Ellsworth Kelly, and understood how it connected to math. Because this was a wrap-up project, it is clear that all students are ready to move on to the next math unit.Almost everyone received a 9/9 on the project, about three received an 8/9 by using 4 colors. The requirement was four colors but to receive a 3 in that section the student had to exceed the expectations by using more than four colors.

I presented the essential question at the beginning of the lesson then asked students about it 3 more times during the lesson (one when they saw the artwork before they knew what it was, exit ticket, and sharing out about the connection to math) Students met the lesson objective by making the connection between art and decimals, fractions, and percents by creating a work influenced by “Colors for a Large Wall.” Each student was able to tell me through the exit card how this project connected to math.

Reflection:What worked in this lesson? Why?

What did not work well? Why?

What adjusts did you make to the lesson while teaching? Why?

What changes would you make to your lesson based on your experience of teaching it?

How effective were your assessment tools?

What insights about yourself and your teaching did this experience help you develop?

Overall I believe my lesson was successful. I think the clear directions worked very well because when there are more than three directions it is hard for students to remember them if they are not presented visually. I also liked the paper passer roles for Rough Draft and Final Draft papers so I could still talk as papers were being passes out. I liked how I presented the essential question at the beginning to get students’ minds thinking about it early and throughout the lesson.

I should have added lines or numbered 1 through 4 to the final draft for the math section so students remembered to use 4 colors or more. I also should have collected the picture this notes to see how the students knowledge progress from the beginning to the end of the lesson. I also would have explained warm and cool colors, and not really included symmetry and pattern (as they did not really apply to the project). Having an activity for students who finish early would have also been a good idea.

I originally planned for a one minute picture this and think pair share. I let students have two minutes because I still saw people writing and talking.

I would definitely explain warm and cool colors and have the students tell me what balance is. I would also play music during the work time because the room was really quiet

My assessment tools were effective. Including the math part on the bottom of the page on the Final Draft was necessary because it reinforced the math knowledge and made students show their knowledge using the artwork.

This lesson helped me develop an insight about the importance of clear directions, repeating criteria, and allowing for wait time when asking students to respond. I caught myself not really knowing how to respond to a student’s answer except for general verbal praise “good job, nice, great.”

Ellsworth Kelly. Colors for a Large Wall. 1951.

Exit Card

Name: ____________________ Date: _________

1. Name two things you learned about Ellsworth Kelly:2. How do you think the “Colors for Math” lesson helped us connect math to art?3. Make .40 into a percentage4. Make 7/10 into a decimal5. Make 65% into a decimal

PowerPoint