# Da Vinci Project – Color by Number with Equations for High School

Subject
Resource Type
Format
PDF (3 MB|19 pages)
Standards
\$1.50
\$1.50

#### Also included in

1. Da Vinci Projects combine ingenuity, math, and art. Leonardo Da Vinci was one of the greatest minds that ever lived. He is famous for his art, but he was also one of the most prolific inventors and mathematicians of the Renaissance Era. Da Vinci Projects require students to create something wholly o
\$5.00
\$9.00
Save \$4.00

### Description

Da Vinci Projects combine ingenuity, math, and art. Leonardo Da Vinci was one of the greatest minds that ever lived. He is famous for his art, but he was also one of the most prolific inventors and mathematicians of the Renaissance Era. Da Vinci Projects require students to create something wholly original, complete rigorous mathematics, and use art as a part of their creation or an example of their understanding.

The purpose of this Da Vinci project is to allow students the opportunity to use creativity to invent a color by number activity that demonstrates mastery of equation operations. This project focuses on finding solutions for a variable using distribution, absolute value, and radicals. Students will create equations with variables on both sides of the equal sign and use real-world scenarios. Students will then complete the activity created by a peer and grade the work of the peer using the rubric provided.

- Da Vinci Project – Color by Number Instructions for Teachers

- Da Vinci Project – Color by Number Instructions & Answer Key

- Da Vinci Project – Color by Number Rubric

- Supplies list

- Differentiation Suggestions for struggling students

- Extension Task Ideas based on Multiple Intelligences pairings

- Student Sample of a Completed Project

**************************************************************************************************

Customer Tips: How to get TPT credit for future purchases:

Go to your “My Purchases” page. Next to each purchase, you'll see a “Provide Feedback” button. Simply click it and you will be taken to a page where you can give a quick rating and leave a short comment for the product. Each time you give feedback, TPT gives you feedback credits that you may use to lower the cost of your future purchases. I'd really love it if you'd rate the resource after downloading! Feedback is so VERY important!

**************************************************************************************************

Click on the green star next to my store logo to receive upcoming sales, freebie and product launches, and email updates!

Here's to a successful year!

Absolute Value

Wendy Petty

Petty415@gmail.com

For more Project Based Learning with Mathematics available at my store: https://www.teacherspayteachers.com/Store/Absolute-Value. This project was created and provided by Absolute Value.

Total Pages
19 pages
Rubric only
Teaching Duration
50 minutes
Report this Resource to TpT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TpT’s content guidelines.

### Standards

to see state-specific standards (only available in the US).
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
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.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
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.