Domain/Standard Code: Geometry K.G.3 and K.G.6 Measurement and Data K.MD 3 Author Name: A Swan Title of Task: Shapes the Kandinsky way!
Exploration: Students will have prior knowledge of two dimensional shapes before doing this lesson
Adapted from: Smith, Margaret Schwan, Victoria Bill, and Elizabeth K. Hughes. “Thinking Through a Lesson Protocol: Successfully Implementing High-Level Tasks.” Mathematics Teaching in the Middle School 14 (October 2008): 132-138.
PART 1: SELECTING AND SETTING UP A MATHEMATICAL TASK (PREPARE)What are your mathematical goals for the lesson? (i.e., what do you want
students to know and understand about mathematics as a result of this lesson?) / Students will be able to identify shapes as two-dimensional. Square, circle, triangle and rectangle.
Students will be able to compose simple shapes to from larger shapes.
Students will be able to count the number of objects in each category.
What are your expectations for students as they work on and complete this task?
What resources or tools will students have to use in their work that will give them entry into, and help them reason through, the task?
How will the students work—
independently, in small groups, or in pairs—to explore this task?
How will students record and report their work? / Students will be engaged in creating an art piece that reflects the artist Wassily Kandinsky.
Precut small two-dimensional shapes (Give each student a random amount of shapes. No more than 10 per student)
Oil pastels
Large construction paper
Glue sticks
Book: Wassily Kandinsky: 1866-1944 a Revolution in Painting (Basic Art) [Paperback] By: Hajo Duchting.
ISBN-13: 978-3822859827
Tally sheet or graph to count how many of each shape they used
Chart paper
Students will work individually after a whole group lesson.
Students will record how many of each shape that they used for their art.
hhh
How will you introduce students to the activity so as to provide access to all
students while maintaining the cognitive demands of the task? / LAUNCH
Students will meet at the carpet. Teacher will do a picture walk or selective reading of the book Wassily Kandinsky. Teacher will engage the students in questioning their prior knowledge about shapes. How many sides does a triangle have? How many sides does a circle have? etc.
Display a picture created by Wassily Kandinsky that shows a variety of two-dimensional shapes. Keep students engaged by asking questions and having them point to shapes that they see....Can you point to a circle? Can you point to a square?
Notice that Kandinsky might stack shapes or join shapes together to make a bigger one.
Domain/Standard Code: Geometry K.G.3 and K.G.6 Measurement and Data K.MD 3 Author Name: A Swan Title of Task: Shapes the Kandinsky way!
Exploration: Students will have prior knowledge of two dimensional shapes before doing this lesson
PART 2: SUPPORTING STUDENTS’ EXPLORATION OF THE TASK (EXPLORE)As students work independently or in small groups, what questions will you ask to—
• help a group get started or make progress on the task?
• focus students’ thinking on the
key mathematical ideas in the task?
• assess students’ understanding of
key mathematical ideas, problem- solving strategies, or the representations?
• advance students’ understanding
of the mathematical ideas? / EXPLORE Give each student a large piece of construction paper, oil pastels, glue and multiple shapes to create their own Kandinsky creation. (Teacher may want to give different amounts to each child so that the art doesn't come out the same.)
Before they start creating you could ask...
Did Kandinsky put shapes close together or far apart?
Did Kandinsky use long lines or short lines in his drawings?
Did Kandinsky use two dimensional shapes or three dimensional shapes?
What do you think Kandinsky was feeling when he created this?
Can you put shapes together to make new shapes?
On your table, practice putting more than one shape together to make another one.
Did anyone make a "new" shape that we are familiar with?
Did anyone make a "new" shape that we haven't seen before?
Teacher will model how to tally or graph the shapes that Kandinsky used in his picture on chart paper.
Students will do the same on their own work..
*Extension* Make a class graph to show which shapes were used the most
How will you ensure that students remain engaged in the task?
• What assistance will you give or what questions will you ask a
student (or group) who becomes
quickly frustrated and requests more direction and guidance is
solving the task?
• What will you do if a student (or group) finishes the task almost
immediately? How will you
extend the task so as to provide additional challenge? / Fast finishers could turn the paper over and try drawing a circle, square, rectangle and triangle. Color them in with oil pastels.
Domain/Standard Code: Geometry K.G.3 and K.G.6 Measurement and Data K.MD 3 Author Name: A Swan Title of Task: Shapes the Kandinsky way!
Exploration: Students will have prior knowledge of two dimensional shapes before doing this lesson
PART 3: SHARING AND DISCUSSING THE TASK (DISCUSS/DEBRIEF)
What part of making your art did you like the most?
When you turn your art the other way does it look different?
Why?
In the art that we have made today some of the shapes are on their vertices. Could we put a shape on their vertices if that shape was on the floor?
Why not?
Who made a new shape by joining shapes together?
Did you use two dimensional shapes or three dimensional shapes in your art?