I’VE GOT YOUR NUMBER – Geometry, Number, Contrast

Students use coloured pencils and watercolour paints to create a game for practicing number facts.

Required Time

180 Minutes

Grade Level

Grade 2 to Grade 5

Subject

Language Arts
Mathematics
Visual Arts

Vocabulary

colour contrast isosceles triangle rectangle square tessellation

Materials

Watercolour Paints Coloured Pencils Paint Brushes White Glue Water Containers Paper Towels Rulers Pencils Erasers Markers Bristol Board - 30.5 cm x 30.5 cm (12" x 12") Tag Manilla or White Cardstock Paper - 22.9 cm x 30.5 cm (9" x 12") Scissors

Steps

I’VE GOT YOUR NUMBER – Geometry, Number, Contrast - Step One

Step One

  1. Draw a house that includes an isosceles triangle, squares and rectangles on the tag manilla paper. 
  2. Draw the outline of 10 windows and the outline of a door on the house.
  3. Use regular tessellations to decorate the walls of your house.
  4. Use coloured pencils to colour the walls of the house. 
  5. Leave the windows blank.
I’VE GOT YOUR NUMBER – Geometry, Number, Contrast - Step Two

Step Two

  1. Cover the whole house with watery watercolour paint.
I’VE GOT YOUR NUMBER – Geometry, Number, Contrast - Step Three

Step Three

  1. Cut the house out.
I’VE GOT YOUR NUMBER – Geometry, Number, Contrast - Step Four

Step Four

  1. Cut from the bottom of the house along a line that connects the right-hand side of the windows in that row.
  2. Stop at the top window.
  3. Cut the top and bottom of each window so they all open like flaps.
I’VE GOT YOUR NUMBER – Geometry, Number, Contrast - Step Five

Step Five

  1. Make sure all the windows will open like a flap.
I’VE GOT YOUR NUMBER – Geometry, Number, Contrast - Step Six

Step Six

  1. Use Crayola Washable Glue to glue the house to the Bristol board.
  2. Make sure there is lots of glue around the edges of each window.
  3. Do NOT put glue on the flaps so the windows will open properly. 
I’VE GOT YOUR NUMBER – Geometry, Number, Contrast - Step Seven

Step Seven

  1. Number the windows from 1-10.
  2. Write the multiplication number on the door.
  3. Write the answer to each multiplication fact inside the window, e.g.,
    - The number on the door of this house is 4.
    - It is the house of number 4 multiplication facts
    - 4 x 5 = 20 so write 20 inside the number 5 window.
  4. Use your number house to practice your multiplication facts.

Learning Goals

Students will be able to:

  • create a house that includes accurate number facts from 1 to 10, an isosceles triangle, squares and rectangles;
  • create regular tessellations;
  • construct windows that open like flaps;
  • identify and use contrasting colours; 
  • demonstrate technical accomplishment and creativity.

Extensions

Have students:

  • write rhyming couplets (a set of lines, back to back, that rhyme) for each window in their house;
  • combine all the couplets to form one poem for each house;
  • create illustrated poetry books for the strange goings on in the Houses on Computation Lane', e.g.,
    AT HOUSE #4
    Peek in window number 5 - 20 bees surround a hive.
    Window 6 seems very nice - cozy and comfy for 24 mice.
    Look in window number 7 - 28 birds fly up to heaven.
  • share their books with their peers.

Prepare

  1. Prior to the lesson have students learn their multiplication facts.
  2. Review, or introduce regular tessellations and geometric shapes.
  3. Download and display the Colour and Shape posters available on this website.
  4. Use the posters to introduce or review the design elements colour and shape – contrasting colours and geometric shapes.
  5. Make a semi-finished sample.

Introduction

  1. Show your sample and talk about the way this project can be used.
  2. Introduce the challenge.

Activities

The Challenge

  1. Create a house that includes accurate number facts from 1 to 10 an isosceles triangle, squares and rectangles.
  2. Create regular tessellations.
  3. Construct windows that open like flaps.
  4. Identify and use contrasting colours.
  5. Demonstrate technical accomplishment and creativity.

The Process

  1. Ensure that everyone understands the challenge.
  2. Establish success criteria with your students, for example,
    I know I am successful when my number house:
    ​- includes 1 isosceles triangle
    - includes rectangles and squares
    - includes regular tessellations 
    - has windows that open like flaps
    - is carefully constructed
    - includes accurate number facts from 1 to 10
    - includes contrasting colours
  3. Guide students through the steps outlined in this lesson plan.
  4. Observe students as they work.
  5. Provide individual assistance and encouragement.

Sharing

  1. Once all the number houses are complete display them for a group discussion. 
    Look closely at the houses.
    - Choose one that interests you for some reason.
    - Share thoughts about the work.
  2. During the discussion include references to:
    colour – How do contrasting colours contribute to the effectiveness of the overall design?
    - tessellations – How are the patterns different? How are they similar? 
    - shapes – How does the placement and size of the shapes affect the overall design of the house?

    - technical accomplishment – How does careful construction contribute to the overall enjoyment of the game?

Assessment

  1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
  2. Observe students as they discuss their artworks – speaks with a clear voice, looks at audience while speaking, points to areas in the work, provides accurate information, answers questions from the audience effectively.
  3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
  4. Use a checklist to track progress. (Downloads - Number_tracking.pdf)
  5. Have students reflect on their own artworks in their sketchbooks. Ask students:                                                          
    - What worked well in your game? Why?                                                                                                                         
    - What would you change or do differently next time?                                                                                                          
    - What did you learn by making this game?