Laurel+Highlands+Middle+School+(LHSD)

LHMS Documentation need to work on math a little bit so they can make the ayp they are onley 200 points away so work on the pssa scores alittle more if you mmake the ayp you will get a pizza party after the test Scale Drawings and Scale Models

1. Title: Similar Figures ---Transtions from 2-D to 3-D 2. Subject/Course: Integrated Mathematics/Art/Grade 7 3. Standard/Eligible Content
 * Subject - Mathematics/Art
 * Course-Grade 7
 * Standards/Eligible Content 2.1.7F, 2.2.7.C, 2.5.7.A, M7.A.2.1.1, M7.A.2.2.1, M7.A.2.2.2, M7.A.2.2.3, M7.A.2.2.4, M7.A.2.2.5, M7A.2.2.6, M7.3.2.1, M7.A.3.2.2, 9.1.8A, 9.1.8B, 9.1.8C
 * Assesment Anchors: M7.A.2.2.1, M7.A.2.2.2, M7.A.2.23, M7.A.2.2.4, M7.A.2.2.5, M7.A.2.2.6, M7,B.2.2.2, M7.C.1.1.3, M7,C.1.2.1, M7.C.1.2.2


 * BigIdea: Similarity relationships between objects are a form of proportional relationships. Congruence describes a special similarity relationship between objects and is a form of equivalence. Installation art can be utilized to teach math skills in a unique and creative way.


 * Concept(s)* Installation art, proportionality: similar figures and objects, scale factors, unit rates


 * Competencies*Apply a variety of strategies for proportional reasoning and use them to solve real world problems, including problems dealing with similarity and rates of change.

4. Vocabulary: installation art, LRP, scale model, scale factor, scale drawing, 2 dimensional, 3 dimensional, pyramid, cone, cube, rectangular prism, ratio, proportion, corresponding sides, corresponding angles, paralell, perpendicular and skew lines, cross products,installation artists ( David Hammons, Christo, Marcel Duchamp, and Claus Oldenburg (whose installation is exhibited at Frank Lloyd Wright's Kentuck Knob in close proximity to LHMS))

5. Objectives: a. Students will develop an understanding of installation art. b. Students will become familiar with selected installation artists. c. Students will become familiar with the Mattress Factory Art Museum. d. Given a 2 dimensional figure, the student will construct a 3 dimensional figure (model). e. Given a 3 dimensional model, the student will construct a similar 3 dimensional model that is "x" times larger. f. Given the model and similar 3 dimensional figure, student will identify corresponding sides and angles. g. Given the corresponding sides, the student will use proportions and cross products to check for similarity between the model and larger figure they constructed. h. Given projected images, the student will identify parallel, perpendicular, and skew lines on 3 dimensional figures. i. Given the LRP, students will create an art installation exhibiting their 3 dimensional figures.

6. Essential Question(s): How can we use proportionality represented through models of and models for ratio tables, factor-of-change (scale factor), a unit rate, and cross-multiplication to solve real world problems? How can installation art be utilized to develop these math skills?

7. Duration: one week

8. Materials: LRP (four walls), lap top, slide projector, camera (Smart Technologies SDC-330), extension cords, slides, acetate, scissors, tape, white roll paper, white drawing paper, nets, glue

9. Instructional Procedures: a. Introduce installation art. b. Visit Mattress Factory website and view installation art exhibits. c. Discuss selected installation artists and types of exhibits. d. Students will create an installation........d. Provide each student with a sheet with nets (2-D) (pyramid, cone, cube, rectangular prism). e. Student will construct a 3 dimensional figure (model) from the 2 dimensional net. f. Student will construct a new 3 dimensional figure that is "x" times larger than the model. g. Teacher will review concepts of corresponding sides and angles h. Students will identify corresponding sides and angles on the two figures. i. Teacher will review procedures for using proportions and cross products to identify similarity between 2 figures. j. Students will use proportions and cross products to check the similarity between their two objects. k. Students will display their 3 dimensional figures in the LRP. l. Teacher will review parallel, perpendicular, and skew lines.mj. Students will create slides to illlustrate parallel, perpendicular and skew lines. n. Students will project slides onto the 3 dimensional objects in the LRP. o. Students will use a SDC-330 camera to project their own image on their figures. p. Prints from installation will be displayed in the Laurel Highlands Annual Art Show in May. q. Students will tour the Mattress Factory Art Museum. 10. Suggested Instructional Strategies: strategies embedded within instructional procedures (this will include check boxes to select from universal principles and other strategies). 11. Formative Assessment: Pre and post evaluations of objectives, reflective notes, display of installation at an art show 12. Related Materials & Resources: other materials, links, etc. which support the lesson [|www.mattress.org], [|www.senteacher.org] 13. Keywords: words or phrases that are entered for tagging/search purposes – these will NOT be displayed to the end user.


 * Big Ideas, Concepts, and Competencies will be automatically populated based on the standard and eligible content alignment if you choose to upload your lesson for vetting in the SAS portal. []

LHMS Uses Art Project to Boost Math Achievement At a time when teachers are focused on standards and testing, some research suggests that the arts can boost student achievement. Middle school teachers, Susan Wilson (art) and Dianna Williams (math), decided to put the research to the test. With funding from a grant awarded by the Mattress Factory Museum and Intermediate Unit I, Wilson and Williams developed and implemented lesson plans that connect math concepts with the visual arts. Lesson plans and pretests were designed to address math skills identified as areas of weakness based on data from 4-Sight testing. First students were introduced to installation art (site specific, three dimensional works designed to transform a viewer’s perception of space) and exposed to various installation artists and exhibits. Students began to recognize elements of geometry as they viewed the exhibits. Students were then challenged to use their creativity and math skills to create their own installation art piece. Students were given 2-dimensional figures and used the figures to construct proportionally larger 3-dimensional pyramids, cubes, and rectangular prisms. Math calculations including measurement, radius, diameter, circumference, scale factor, ratios, proportions, cross products, and corresponding sides were required for completion of the construction. Color-line slides were then developed using acetate to illustrate parallel and perpendicular lines. Portraits of students were captured by a Smart Document camera and transferred and saved as a power point document. Students then arranged their 3-dimensional figures into an installation art piece. The portraits of the students were then projected onto their geometric shapes in the installation making them a part of the sculpture. Their portraits became distorted because of diffraction created by the edges of the geometric shapes. Their color-line slides were also projected into the installation to give an added dimension of color and line to the students’ sculptural arrangement. Math post tests revealed significant improvement. Wilson and Williams reported that the students were very engaged and enjoyed the project. This project proved that installation art can be utilized to teach and reinforce math skills in a unique and creative way. Special thanks are given to Mr. Larry Frank and Mrs. Carla Vernon for their assistance with the project.

FCES Documentation