Description
This is a 5-6 day project for students in Grades 4-6. The steps are simple and clear enough for students of all ability levels while allowing flexibility for students with geometric and artistic flair to improvise.
Students start with a circle. After drawing a radius or diameter, they measure and draw central angles which divide the circle into a specified number of equal parts. This allows them to inscribe a polygon in the circle. They then measure and mark points on the sides and connect points with markers or colored pencils to create line designs.
The project makes explicit the relationship between angles and circles. It includes 14 pages of student work on measuring and drawing angles within circles and using the clock and compass rose as a context. Students need to be able to measure and draw both angles and lines (using metric units) before beginning the project.
The designs are simple enough that students can choose their own. A detailed step-by-step procedure is outlined and illustrated. Many examples of line designs are included, as well as a procedure for creating numbering patterns which clearly show students which points need to be connected.
Common Core Standards:
4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc...
4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
Subject: Math, Geometry, Art
Level: Grades 4 – 6
Length/Duration: 5-6 days
Smart Notebook 10 files are also included.
Students start with a circle. After drawing a radius or diameter, they measure and draw central angles which divide the circle into a specified number of equal parts. This allows them to inscribe a polygon in the circle. They then measure and mark points on the sides and connect points with markers or colored pencils to create line designs.
The project makes explicit the relationship between angles and circles. It includes 14 pages of student work on measuring and drawing angles within circles and using the clock and compass rose as a context. Students need to be able to measure and draw both angles and lines (using metric units) before beginning the project.
The designs are simple enough that students can choose their own. A detailed step-by-step procedure is outlined and illustrated. Many examples of line designs are included, as well as a procedure for creating numbering patterns which clearly show students which points need to be connected.
Common Core Standards:
4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc...
4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
Subject: Math, Geometry, Art
Level: Grades 4 – 6
Length/Duration: 5-6 days
Smart Notebook 10 files are also included.
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.
Geometric Art: Line Designs, Angle Measure, and Circles
Math Things -- Paul Murray's TPT Store
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$5.00
Highlights
Grades
4th - 6th
Subjects
Standards
CCSS4.MD.C.5a
CCSS4.MD.C.6
Tags
Pages
20
Teaching Duration
1 Week
Description
This is a 5-6 day project for students in Grades 4-6. The steps are simple and clear enough for students of all ability levels while allowing flexibility for students with geometric and artistic flair to improvise.
Students start with a circle. After drawing a radius or diameter, they measure and draw central angles which divide the circle into a specified number of equal parts. This allows them to inscribe a polygon in the circle. They then measure and mark points on the sides and connect points with markers or colored pencils to create line designs.
The project makes explicit the relationship between angles and circles. It includes 14 pages of student work on measuring and drawing angles within circles and using the clock and compass rose as a context. Students need to be able to measure and draw both angles and lines (using metric units) before beginning the project.
The designs are simple enough that students can choose their own. A detailed step-by-step procedure is outlined and illustrated. Many examples of line designs are included, as well as a procedure for creating numbering patterns which clearly show students which points need to be connected.
Common Core Standards:
4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc...
4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
Subject: Math, Geometry, Art
Level: Grades 4 – 6
Length/Duration: 5-6 days
Smart Notebook 10 files are also included.
Students start with a circle. After drawing a radius or diameter, they measure and draw central angles which divide the circle into a specified number of equal parts. This allows them to inscribe a polygon in the circle. They then measure and mark points on the sides and connect points with markers or colored pencils to create line designs.
The project makes explicit the relationship between angles and circles. It includes 14 pages of student work on measuring and drawing angles within circles and using the clock and compass rose as a context. Students need to be able to measure and draw both angles and lines (using metric units) before beginning the project.
The designs are simple enough that students can choose their own. A detailed step-by-step procedure is outlined and illustrated. Many examples of line designs are included, as well as a procedure for creating numbering patterns which clearly show students which points need to be connected.
Common Core Standards:
4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc...
4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
Subject: Math, Geometry, Art
Level: Grades 4 – 6
Length/Duration: 5-6 days
Smart Notebook 10 files are also included.
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.
Reviews
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Many of my students struggled to complete this independently. I think I need some more practice with it before presenting it to the class again.
Great resource for open house
Great!
I have done these activities before with my elementary art students. The end results are amazing! Thank you!
I was happy to find it when I was in a squeeze...but required a lot of DI for my special ed students.
Great resource - thanks!
Thank you!
Awesome resource
Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS4.MD.C.5a
An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.
CCSS4.MD.C.6
Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
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