Frank Lloyd Wright Math Lesson
August 30, 2013
Domain: Geometry
Prior to this lesson, students would have heard the picture book The Three Little Pigs An architectural
Tale by Steven Guarnaccia.
Cluster: Draw and identify lines and angles, and classify shapes by properties
of their lines and angels.
Math Standard: 4.G.1 Draw points, lines, line segments, rays, angels (right, acute,
obtuse), and perpendicular and parallel lines. Identify these in two dimensional figures.
Mathematical Practices:
 Reason abstractly and quantitatively.
 Construct viable arguments and critique the reasoning of others.
 Model with mathematics.
 Use appropriate tools strategically.
Materials Needed:
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Art glass video clip https://www.youtube.com/watch?v=N_NI8UrWBBg
Frank Lloyd Wright video clip https://www.youtube.com/watch?v=OUYiQOQbc-U
Architectural Tools (Templates of geometric figures)
Paper containing one inch grid dot paper
Three Little Pig book and Frank Lloyd Wright For Kids His Life and Ideas – 21 Activities by
Kathleen Thorne-Thomsen
Ruler
Protractor
Several sheets of colored origami or construction paper
Large sheet of white construction paper
Scissors
Glue stick
Compass
Ruler and tools
Pencils
Black marker
Building Background (10 minutes)
Inform students that today they will begin their adventures of being an amazing architect that some
may consider an artist. Pose the situation. Say: Our class has been given an assignment to design “art
glass” for some of our windows. We will begin by learning from what some people consider “The Best”
Frank Lloyd Wright.
Since our students live in Mason City, Iowa, we will begin with Park Inn Hotel Video clip
https://www.youtube.com/watch?v=OUYiQOQbc-U
After a quick video tour, we will view the video clip of Frank Lloyd Wrights “Art Glass”
https://www.youtube.com/watch?v=N_NI8UrWBBg
After viewing the videos, pose the question for discussion. What geometric shapes did you see? Have
students think for one minute to self. Then share with a partner or small group. Share out.
Math Background: This lesson teaches students how to name and describe angels as well as concepts
related to rays and line segments.
A line segment is part of a line and is named by its two endpoints. The order of the letters does not
matter. For example, AB is the same as BA. A ray has only one endpoint. To name a ray, begin with the
letter naming the endpoint. The choose a letter naming any other point on any ray.
Angles are made up of two different rays that share a common endpoint, or vertex. An angle is named
by three points: a point on one of the rays(other than the end point), the common endpoint of the rays
(or vertex), and a point on the other ray (other than the endpoint). When you name an angle, the letter
of the vertex is always the middle letter.
Angles are also described by the measures. Two perpendicular lines from right angles by making square
corners. An acute angle is smaller than a right angle and an obtuse angel is larger than a right angle. A
straight angle forms a straight line – the two rays that form the angle are on the same line.
Set the Purpose: You know the names for different types of pairs of lines. Today, you will learn the special
names for different types of angles.
Connect; The hands on a clock meet at a point in the center of the clock. As they move, the size of the opening
they make changes from minute to minute. Ask students, “what are some words you can use to describe the
different opening? (Possible answers: wide, narrow, big, small)
Pose the Problem: A ray is part of a line that has one endpoint and goes on forever in one direction.
When two rays are drawn on dot paper to extend outward from the same point, they are said to share
the same endpoint. Make a square corner with two rays sharing one endpoint.
Allow students time and then check their work.
Make two more pairs of rays sharing one endpoint. Make one pair with an opening smaller that a
square corner and one pair with an opening larger than a square corner. Write a description of each
pair of rays.
Give students time to work together, then have them share their work with the class.
Academic Vocabulary
As you introduce the vocabulary, write the terms on the board. Invite students to display their drawing
of the angles as you discuss them.
How many rays does each of your pairs have” (2)
Two rays sharing the same endpoint make an angle. A square corner is a right angle. Angles that are
less than a right angle are acute angles. Angles that are larger than a right angle are obtuse angels.
Check if any students drew straight angels. If so, display their angles. Otherwise say: Draw two rays
from the same point to form a straight line. Straight angles form a straight line.
Small-group Interaction
Use the directions found on page 71-73 of Frank Lloyd Wright For Kids His Life and Ideas – 21 Activities
by Kathleen Thorne-Thomsen to complete this task.
Have students take what they have learned and design a window using their geometric tools. It would be
best if they use a pencil first to sketch out their work. You may want to show examples of Wright’s art glass
prior to beginning. This assignment could take two sessions to create.
Writing: Have students explain their “Art Glass” using mathematical terms.
Large Group Wrap Up Real World Connection.
Have students come back together and identify examples of angles: right, acute, obtuse, and straight that they
have created in their “Art Glass Picture”