Unit Title: Patterning Lesson Title: Checker Board Style Repetitive Patterns (OP-Art)

Curriculum Area (s): Visual Arts & Mathematics Grade Level: Grade 2 & 3 Time Required: 45-50 minutes Standards:

Author: Jason King Author Contact: STU Education Program R.205 Instructional Groupings: pairs

NCTM
Content Standards: Algebra Standard Process Standards: Understand patterns, relations, and functions

New Brunswick Mathematics Curriculum Grade 2 & 3

Content Strand: Algebra GCO: Patterns & Relations (PR): Use patterns to describe the world and solve problems SCO: PR1: Demonstrate an understanding of repeating patterns

New Brunswick Art Outcome

CGO 1: Students will explore, challenge, develop, and express ideas, using the skills, language, techniques, and processes of the arts. explore colour, shape, line, and texture and the principles of pattern and repetition in the visual
environment visually communicate stories, ideas, and experiences, using a variety of materials explore basic art skills, techniques, and vocabulary explore a range of materials, tools, equipment, and processes

GCO 2: Students will be expected to create and/or present, independently and collaboratively, expressive products in the arts for a range of audiences and purposes. create art for a variety of reasons and recognize that there are many kinds of visual arts

Materials: Two-three different coloured sheets of construction paper per student, scissors, glue Overview: The students will create a checkerboard pattern using two sheets of coloured construction paper. The student will cut one of the pieces of paper into squares. They will then cut a shape out of each of the squares. The squares will then be glued on the solid sheet of paper in a checker board pattern and the shapes that will be cut out will go on the squares that are the solid underneath colour. So, you will have blue square with triangle cut out of it followed by yellow square with triangle glued on it. (See attached example for further clarification. What will I differentiate? Content Process Product In order to differentiate for advanced learners, extra colours, shapes, rows, or columns can be added to the pattern. Additionally the positive and negative images can be put in opposing orientations. How will I differentiate? For readiness interest learning profile affect/learning environment combination

Students who are not ready for this task can work in pairs if necessary. Additionally, the teacher can help the student cut the shapes and squares. Advanced learners will be given additional colours and can, if they wish, work with more than one cut-out shape. As a result of this lesson/unit students will Demonstrate their knowledge of patterns and repetition Know (facts, vocabulary, how-to's, information that Do(Skills) (thinking skills, skills of the discipline is memorisable) skills you will assess) Demonstrate an understanding of repeating describe, extend, and make generalizations patterns about geometric and numeric patterns; represent and analyze patterns and functions, using words, tables, and graphs.

Pre-Assessment (How will you find out about where your students are at for this lesson? What will your pre-assessment look like?) Time: 5 Minutes Students will be encouraged to discuss the meanings of pattern and repetition. Students will then be shown an example of the product and be asked to discuss what kinds of patterns are evident. Students will be asked if they can predict how the pattern will be created. Steps in the Lesson: Include ideas for whole-class instructions, if any; differentiated activities; sharing etc.

Time: 40-45 Minutes 1. Students start with two different coloured sheets of paper. 2. The students will be demonstrating their knowledge of patterns by creating an art project that demonstrates a repeating pattern. 3. Students take one of the coloured sheets and fold the paper in half widthwise and then unfold. 4. Next, they fold the paper in half lengthwise and unfold again. 5. Then fold the outside edges into the center lengthwise. They should now have 8 squares of the same size folded into their paper.

6. Students then cut out the squares. 7. Fold one of the squares in half (Horizontally or vertically) and draw a simple design away from the fold. Fold

8. Cut out the design from the fold leaving a symmetrical hole in the middle of the paper. 9. Using the first square, with cut-out shape as a pattern, trace the design onto 6 of the seven remaining squares (you only need six positive and negative shapes to complete the pattern. 10. Cut out the shapes. 11. Take the second coloured sheet of paper and place one of the cut-out squares in one corner of the second sheet of construction paper. 12. DO NOT GLUE YET Wait until the pattern is established before gluing. 13. Arrange the remaining squares on the paper in a checker board style. 14. Next arrange the pattern that was cut out in spaces between the squares/rectangles. 15. When the squares and shapes are all arranged properly, begin gluing them in place. 16. To make the pattern more interesting the cut-out shapes can be arranged in a different orientation than the squares. 17. Below is an example using a 3x4 pattern and opposing orientation to demonstrate how this task could be made more complicated to enrich the experience. Follow-up & Assessment Have some of the students demonstrate their creations to the class and talk about the patterns they created. Students will then fill out an exit slip explaining their pattern and how they felt they did on the project.

References: 1. Education New Brunswick, Mathematics Grade 2 Curriculum (September 2009) 2. Dodge, Judith, Differentiation in Action, 2005, Scholastic Inc., New York, NY

What did I learn from this activity?

Circle the number below that indicates your level of understanding (1 is the lowest; 4 is the highest). 1 2 3 4 Circle the number below that indicates your satisfaction with the completed product (1 is the lowest; 4 is the highest). 1 2 3 4