Express Yourself! Math Expressions

Students explore how to decompose and recompose equations and how equivalent expressions can be expressed differently.

This graphic design project uses symbols to create various expressions of the same equation on each side of a cube. Symbols represent numerical values, giving students a key from which to base their designs and equations.

Objectives:

Students will learn to plan compositions
Students will develop patterns using symbols
Students will consider movement, balance, and color in their sculptures
Students use equivalent expressions to design different patterns on each side of their sculpture
Students will increase their understanding of equations through the development and creation of their art

Basic Lesson Outline:

Introduce the project
Introduce symbols and demonstrate recording, planning, and forming equivalents
Students plan and design each side of their sculpture
Students begin cutting and structuring their sculptures
On the final workday for sculptures, students begin their written reflection
Students present their sculpture as a part of a class gallery

Art Supplies:

Construction paper
Shape templates for 3D structures
Templates for symbols
Glue
Scissors
Envelopes

Other Resources:

Example of designed sculpture
Slide show to introduce project and related artwork (see outline at the end of the lesson plan)

Express Yourself! Math Expressions Art Integration Lesson at Sun Valley Museum of Art

Idaho State Learning Standards

Arts and Humanities: Anchor Standard 4: Convey meaning through the presentation/performance/production of an original work or unique interpretation of a work.

Objective PR1.1 Combine knowledge and understanding from two or more disciplines to present/perform their original or interpreted works for an audience
Objective PR1.2 Convey meaning through their presentation/performance

Math 6.EE. Apply and extend previous under standings of arithmetic to algebraic expressions

Write and evaluate numerical expressions involving whole-number exponents
Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y
Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for

Academic Language:

Subject area language: expressions, equivalent
Art language: sculpture, movement, balance, pattern, symmetry, color, shape, form

Student Use of Vocabulary:

Students will use the words when creating, writing about, and discussing their projects

Student Grouping:

Students will work independently

Instructions

Day 1 – Introduction

Introduce the project with a slide show

Describe how art and math are related
Provide examples of graphic design considerations (ex. balance, movement, pattern, symmetry, color, and shape)

Day 2 – Artmaking

Students will be shown a demonstration of how to record their equations prior to beginning their sculptures

They will need to plan out the equivalent equations prior to building

Students will cut, color, and measure the shapes that they need for their project

Students will begin to organize and plan out their designs for each side of the equation

They should try to have this finished by the end of the day

Students should sketch or take a photo of their layout for reference

At the end of class, students should put all of their work and papers in a large envelope to save their work for the next class

Day 3 – Artmaking

After students have chosen a color scheme and cut, colored, and measured their shapes, they should build their cube and then adhere their designs
At the end of class, students should put all of their work and papers in a large envelope to save their work for the next class

Day 4 – Artmaking

Students should finish gluing their projects together

Students will write an artist statement, which should include:

A description of their piece, including the colors and materials they used
An explanation of how art and math are related
The equations they used, and how they are equal
A description of how their piece shows movement, balance, color, and symmetry

Day 5 – Presentation

Students take turns presenting their work to the class, talking about:

Their design and their use of symmetry, balance, color, movement, and rhythm
Their mathematical equation
How they discovered art and math are related

Additional Resources

The Intersection of Math and Art
The Golden Rule

Lesson Plan Video

Slide Show Outline

Slide examples:

Our goal for this project is to use expressions and equations to create graphically designed 3D shapes

How are art and math related?

Students will create a 3D sculpture with a different design on each side. Each side will incorporate symbols to create designs that are mathematically equivalent equations. Consider the elements below in your design.

Rhythm—repetition and placement of similar colors, shapes and lines throughout
Balance—colors, shapes and lines placed symmetrically or asymmetrically so the design looks evenly distributed
Movement—colors, shapes and lines that lead the viewer’s eye in and out of and around the art
Symmetry—when it is the same on both sides

To complete the project:

Develop an equation and create equivalent equations for each side of the sculpture
Create a design that corresponds to each equation
Assemble the structure and make designs using construction paper cut-outs
Write a brief artist statement (3 sentences) about the process, equations, and the combination of art and math
Present the artist statement and sculpture

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