A Mother’s Day Gift
Subject: Math and Art
Grade Level: 4
Standards Alignment:
Mathematics
Standard: Geometry and Spatial Sense
Benchmark: Characteristics and Properties
Indicator: 1.Identify, describe and model
intersecting, parallel and perpendicular lines and
line segments.
Indicator: 2. Describe, classify, compare and
model two- and three-dimensional objects using
their attributes.
Art
Standard: 2. Creative Expression and Communication
Benchmark: 2-A. Demonstrate knowledge of visual art materials,
tools, techniques and processes by using them expressively and
skillfully.
Indicator: 2-3 Initiate and use strategies to solve visual
problems (e.g., construct three-dimensional art objects that
have structural integrity and a sense of completeness).
Standard: 5. Connections, Relationships and Applications
Benchmark: 5-B Use the visual arts as a means to understand
concepts and topics studied in disciplines outside the arts.
Indicator: 5-4 Demonstrate technical skill by creating an art
product that uses common materials and tool from different
subject areas (e.g., ruler, compass, graph paper and
computer).
Description:
Students will begin this lesson by discussing the shape of the pentagon
and learning how to construct one. Students will then construct one-half of a
dodecahedron and decorate. This makes a very nice bowl to give as a Mother’s
Day gift. Students will use precut pentagons and decorate them with crayons or
markers using designs and colors that would please their mothers.
Taken from The Geo-Art Workbook: Conceptualizing in Three Dimensions
Chapter 5.
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Duration: Two to three one-hour class sessions. (This is a good follow up to the
lesson: Making the Perfect Triangle)
Vocabulary:
Intersecting lines
Parallel lines
Perpendicular lines
Dodecahedron
Line Segments
Pentagon
Elements of Design
Vessel
Pattern (repetition and variation)
Objective: To model a three-dimensional object (one-half dodecahedron), work
with a compass and straight edge, and become familiar with geometric
vocabulary.
Procedure:
1. Have examples of basic shapes with different numbers of
lengths of sides. (Triangle, square, pentagon, octagon, decagon, etc.)
Discuss the fact that these figures are named by the number of sides they
have.
2. See directions and diagrams from The GeoArt Workbook, Chapter 5.
Demonstrate on the board (or overhead, if a compass is available): a
single dot (point) X on board. Draw a circle around point X with the
diameter AB, and the perpendicular CD. Divide the radius AX by
constructing a perpendicular using points A and X to inscribe arcs which
intersect at E and F. A line drawn from E to F will divide the radius in half
at G.
3. Set the compass point at G with the pencil tip set at C, and sweep an arc
down to point H on radius XB. The line CH is the correct length needed to
make the pentagon. To transfer it to the circle set the compass point at C
with the pencil tip at G, and sweep a small arc out to the circle at I. Draw a
straight line from C to I. Chord CI is one-fifth of a circle, and by repeating
this chord around the circle with the compass at points C, I, J, K, and L,
the pentagon is complete.
4. Distribute compasses to each student and have them attempt to duplicate
steps as teacher again demonstrates them on the board.
5. Allow students the opportunity to continue practicing this construction.
(From this point on, we’ll be using pre-cut pentagons from the Geo-Art Kit,
which can be obtained from The Canton Museum of Art, 330-453-7666)
Lead a teacher demonstration to show the construction of the six-sided
bowl, or allow for student inquiry of the construction. (Inquiry may take a
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few minutes longer, but allows students the opportunity for problem
solving, and self direction.)
6. Distribute 6 pre-cut pentagons, made from heavy poster board, to each
student. Have them mark one with their name and that will be the bottom.
Discuss how they would like this to look when completed. Make
suggestions of colors, each panel telling a part of a story, designs, etc.
7. Have them decorate only the outsides for the bowl or allow them to
decorate both sides (this would take more class time).
8. With a partner, have students tape the bottom of the five decorated
pentagons to the pentagon they are using as the base, decorated side out.
Then raise two pentagons at a time until the points meet and tape five
more times until a bowl is formed.
Note: The decorating steps could actually be done with the art teacher or a team
teacher.
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Below Basic: An aide or peer tutor might be used for this group to help the
students tape the shapes in the right order.
Gifted and Talented: Turn this project into that of a full dodecahedron. Have
them make the two halves and then tape the two halves together. These are
particularly nice to hang.
Assignments: Have the students write a letter to their mother about what they
have constructed.
Supplies:
Plain paper, straight edge, compass for each student
Six pre-constructed pentagons, made from heavy poster board
Crayons or markers
Clear tape
Link Related Materials (resources)
Assessment:
Rubric (ART STANDARDS)
1
Creative
Unable to
Expression &
complete the
Communication project
Connections,
Unable to
Relationships & complete the
Applications
form
Author:
2
Minimal use
of elements of
design, some
ideas or
patterns.
Form built
with some
misalignment
3
Use of
elements of
design,
general
design
concept, few
mistakes.
Form built
has good
alignment,
but is loose
or wobbly.
4
Cohesive
design. Good
use of artistic
qualities,
creativity and
use of media.
Very well
constructed,
straight and
strong.
Sharon M. McConnell - Plain Local Schools, Warstler Elementary
Terri Bradshaw - Canton Local Schools, Walker Elementary
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