Innovative Teaching for the 21st Century: An Arts Integration Seminar - August 2011
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YOUR NAME
Joyce David
SCHOOL NAME
WILLIAM PACA OLD POST ROAD ELEMENTARY
LESSON TITLE
REVIEW FRACTIONS WITH A COLLAGE
MD STATE STANDARDS
FINE ART
GRADE: 4
Visual Arts
Standard 1.0 Perceiving and Responding: Aesthetic Education – Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences,
and the environment through visual art.
Indicator 3. Analyze the use of the elements of art and principles of design in order to plan and develop compositions that convey personal meaning
Objective b. Select and use principles of design, such as pattern, contrast, repetition, rhythm/movement, balance, emphasis, variety, harmony/unity,
and proportion, to give personal meaning to visual compositions
Mathematics
Standard 6.0 Knowledge of Number Relationships AND Computation/ARITHMETIC – Students will describe, represent, or apply numbers or their relationships or
will estimate or compute using mental strategies, paper/pencil or technology.
Topic A. Knowledge of Number and Place Value
Indicator 2. Apply knowledge of fractions and decimals
Objective b. Read, write, and represent proper fractions of a set which has the same number of items as the denominator using symbols, words, and models
CONTENT
AREA
MARYLAND COMMON CORE STATE CURRICULUM FRAMEWORK/ MATHEMATICS (MDCCSSM.4.NF.1)
Domain: Number Operations – Fractions (limited to fractions denominators 2,3,4,5,6,8,10,12, and 100)
Cluster: Extend understanding of fraction equivalence and ordering)
Standard 4.NF.1
Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models, with attention to how the number and size of the parts differ even
though the two fractions themselves are the same. Use this principle to recognize and generate equivalent fractions.
Essential Skills and Knowledge

Ability to use concrete materials to model fraction number concepts and values.
LESSON PLAN
KNOWLEDGE
OBJECTIVES
(STUDENTS WILL
KNOW)
Definitions of
proportion, balance,
harmony/unit, and
collage.
FINE ART
Elements of Art
SKILL
OBJECTIVES
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
21st CENTURY SKILLS
(TO BE ABLE TO DO)
How to use
proportion, balance,
harmony/unity to
give personal
meaning to a
collage.
Use/Identify
Elements of Art in
collage.
Informal
Assessment
Discussion
Informal poll
Teacher
observation
Product:
Collages
Critical Thinking &
Problem Solving
Students problem solves as
they use available space to
create collages, students
analyze collages.
Creativity & Innovation:
Students design collages
with fractional
representations.
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Identify fractions of
a set and fractions
of an area.
CONTENT
AREA
Show fractions of a
set and fractions of
an area.
Informal
Assessment
Discussion
Informal poll
Teacher
observation
Product: Collages
Collaboration Teamwork
and Leadership:
Students cooperate as they
design collages and critique
each others’ efforts.
Communication:
Students communicate
fractional representations
with collage.
Vocabulary:
collage
proportion
fraction
set
balance
harmony
unity
area
Materials & Resources for the Class:
Sturdy Paper for the collage “canvas” – construction paper, large sheets of heavy white paper, cardstock, etc.
Items to use for collage printing (cut apples, stamps, cut out shapes, leaves, flowers, petals, etc.)
Optional: relatively flat 3D objects such as paperclips, leaves, string, etc.
Ink pads
Paint
Glue if using 3D objects for collage.
Materials & Resources for the Teacher:
Posters, PowerPoint or Flipchart showing various collages by artists (some can be found at http://www.collageart.org/links/) or show teacher
examples from Resource Sheet 1. Make sure the chosen collages represent fractions of a set and/or fractions of an area.
The teacher may need information about the art terms. These can be found at: The Maryland Fine Arts Toolkit:
http://www.mfaa.msde.state.md.us/source/MDFA_index.asp
Prior Knowledge: (Talk to the teacher: What do students need to know in order to participate in your lesson? How can you tap into their
experiences?)
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Students need to be able to define “collage.” Students need to know that fractions are part of a whole.
Procedures:
MOTIVATION/INTRODUCTION
Show students some examples of interesting collages (see Resource Sheet 1). Ask students to see if they can find the fractions in the collages.
Tell them that artists use fractions when they compose collages.
Discuss the “rule of thirds” (The rule of thirds is a compositional rule of thumb in visual arts such as painting, photography and design.[1] The rule
states that an image should be imagined as divided into nine equal parts by two equally-spaced horizontal lines and two equally-spaced vertical
lines, and that important compositional elements should be placed along these lines or their intersections.[2] Proponents of the technique claim that
aligning a subject with these points creates more tension, energy and interest in the composition than simply centering the subject would. - Go to
this page for a great visual representation flash animation of the rule of thirds for your own info – don’t show this to students as it might be
confusing) http://en.wikipedia.org/wiki/Rule_of_thirds
MODELING
Show how one or two of the collages can be divided into thirds according to the rule of thirds (see resource sheet1).
Have students explain what you mean by one third of an area (one part out of an area that is divided into three parts). Introduce the word
proportion – we’re looking at one third of the whole picture. Proportion is the relative size of an object compared to another, so, in term of proportion
the part we’re looking at is one third as large as the whole collage.
Next, show a collage that has sets of objects. Define a fraction for the set of objects (one fifth of the shapes are circles means that one out of every
five objects is a circle). Ask students whether the objects are arranged to create balance or harmony/unity. Draw the class’ attention to the
elements that create balance, harmony and unity.
GUIDED PRACTICE
Using the blackboard, a flipchart or objects on an overhead projector, show students how to create collages that show fractions. Divide the area
being used into thirds using background patterns or colors. Arrange sets of objects on the area to show fractions of a set. For example, place six
(6) leaf shapes, three (3) flower shapes and three (3) circles on the area. Ask students what fraction of the objects is made of leaf shapes? (6/12 –
if you are reviewing equivalent fractions also name the fraction as ½) Model various fractions of the set.
Ask one or two students to create a fraction of the area and fractions of the set using the demonstration materials.
INDEPENDENT PRACTICE
Distribute resources or allow students to choose objects for their collages. Circulate as students work, noting those who are having difficulty with
the fraction concepts.
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If the class needs more direction, hand out the labels in Resource Sheet 1 which give students a fraction of an area and a fraction of a set to show
on their collages.
Assessment: Performance Task(s), Key Criteria and/or Other Evidence
Assess student collages for the ability to name the fractions represented on their collages.
Look for student use of Elements of Visual Arts.
FORMATIVE
Informal Assessment: Discussion; Informal poll; Teacher observation
SUMMATIVE
Product: Collages
Closure
Allow students to share collages in pairs, groups or whole class. Allow the presenting student to call on others who will name the fraction of the
area and fractions of the set displayed on the presenter’s collage. (e.g. “What fraction of the set of objects on my collage is circles?”)
Create a bulletin board with fraction collages, labeling collages with the fractions represented as a visual review for the class.
Relate the collages to Number Name boxes.
Adaptations
Have students create collages in cooperative pairs.
Special Education: Provide students with pre-made sets of cut out shapes and a ready-made “canvas” with fractional areas already delineated.
Ask the student to name the fractions represented by the area and the sets. Allow the student to arrange the objects.
GT: Students may use several characteristics to create fractions of a set by color, shape, where the object is found, how it is used, and any other
classifications.
Technology: Students can create collages using software such as KidPix, Kidspiration, PowerPoint, ActivStudio, Word, Paint, etc.
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