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Math & Art Project-Based Learning: Monet, Perimeter, Area,& Metric Measurement

Rated 4.86 out of 5, based on 38 reviews
38 Ratings
;
Wild Child Designs
1.1k Followers
Grade Levels
4th - 6th
Subjects
Resource Type
Standards
CCSS4.MD.A.1
CCSS4.MD.A.2
CCSS4.MD.A.3
CCSS5.MD.A.1
CCSSMP1
Formats Included
  • Zip
Pages
47 pages
$6.50
Wish List
$6.50
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Wild Child Designs
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Description

Standards

12

Reviews

38

Q&A

1
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Description

Welcome to Monet Math! This 3 part-project is an interdisciplinary one that combines area, perimeter, metric linear measurement, art history, reading, research, and drawing and design. This investigation began when we posed the questions, “If we were going to design your own garden, how would we design it? What would we plant in our garden? What features would we include in your garden?”

This product includes step-by-step directions for investigating Claude Monet, garden planning using centimeter, millimeter, and decimeter grids. Students will investigate scale, area and perimeter. They convert centimeter measurements into millimeter measurements. They produce a scale model using decimeter squares and research plants to plant in their scale models.

This 47 page product includes the following:

1. Teacher Talk directions for each part of the project.

2. Original colored photography of Claude Monet's garden in Giverny.

3. Colored examples of Claude Monet's paintings.

4. Centimeter, millimeter, and decimeter grid paper.

5. Examples of centimeter and millimeter plans.

6. Photographs detailing the steps of the actual projects.

7. Student recording sheets for centimeter and millimeter area and perimeter.

8. Student comparison sheet and reflection to compare centimeter and millimeter areas.

9. Centimeter and millimeter conversion practice worksheet and answer key.

10. Planting research sheets for student use.

11. Writing sheets for student use.

12. Project reflection sheet for student use.

13. A Claude Monet mini-biography and glossary nonfiction text.

Total Pages
47 pages
Answer Key
Included
Teaching Duration
1 Week
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Standards

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CCSS4.MD.A.1
Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36),...
CCSS4.MD.A.2
Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
CCSS4.MD.A.3
Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
CCSS5.MD.A.1
Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
CCSSMP1
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.

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