Coordinate Graphing Math, Art, Literacy & Science Project

Coordinate Graphing Math, Art, Literacy & Science Project
Coordinate Graphing Math, Art, Literacy & Science Project
Coordinate Graphing Math, Art, Literacy & Science Project
Coordinate Graphing Math, Art, Literacy & Science Project
Coordinate Graphing Math, Art, Literacy & Science Project
Coordinate Graphing Math, Art, Literacy & Science Project
Coordinate Graphing Math, Art, Literacy & Science Project
Coordinate Graphing Math, Art, Literacy & Science Project
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(9 MB|59 pages)
Standards
  • Product Description
  • StandardsNEW

The Vincent Van Gogh Coordinate Math, Literacy, Science & Art Project is a multi-disciplinary project. Students read a Van Gogh biography and quotation biography, develop a theory about Vincent based on his biography and his own words. They view "Starry Night" and engage in a visible thinking routine to explore the painting.

They read a nonfiction article about constellations, complete a graphic organizer to review main idea and supporting detail concepts. They also research constellations and the myths about them.

After reviewing coordinate graphing concepts, students learn to apply rules to coordinates. By influencing the X or Y axes, they can change the size of their lines. They practice this skill and notice how their line changes.

Finally, they are given a real world situation in which they are contracted to created a Van Gogh-inspired art piece using a real constellation. They choose one of their researched constellations, graph it and record the coordinates they used. Then their employer sends them a letter stating that it needs to be double the original size that was communicated. Students apply two rules (X * 2) and (Y*2) to accomplish the task. They cover their coordinate graph using oil pastels or crayons, and cut a night time silhouette to mimic Van Gogh's village in the painting.

The project ends with a student reflection!

Here's what you get with this download:

1. 7 pages of Teacher Talk directions, tips, and photos.

2. 2 page biography (colored).

3. 2 page biography (black and white).

4. A GORGEOUS quotation biography (6 pages, colored).

5. 2 black and white reader response sheets.

6. A copy of the "Starry Night" painting.

7. 1 black and white art response sheet.

8. 1 black and white constellation nonfiction article.

9. 1 black and white main idea/supporting details student response sheet.

10. 10 black and white (with minimal color) constellation cards.

11. 4 black and white coordinate graphing student sheets.

12. 3 answer keys

13. 2 black and white constellation data table and rule sheet.

14. Colored Young Artist Assignment sheet.

15. Black and white Young Artist Assignment sheet option.

16. 1 postmarked employer envelope and letter. (minimal color)

17. Colored Young Artist Customer Request Assignment sheet.

18. Black and white Young Artist Customer Request Assignment sheet option.

19. 2 student reflection direction pages (one colored, the other black and white).

20. 2 student reflection pages (one colored, the other black and white).

21. 10 black and white 11" X 17" landscape photos for silhouette tracing.

22. 1 black and white 11" X 17" coordinate graph

23. 1 (8 1/2" X 11") coordinate graph, black and white.

Looking for more ways to practice this coordinate graphing skill? You should check out this game: https://www.teacherspayteachers.com/Product/Math-Game-Dueling-Rules-Coordinate-Graphing-for-Upper-Elementary-4800728

Log in to see state-specific standards (only available in the US).
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Total Pages
59 pages
Answer Key
Included
Teaching Duration
1 Week
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