The Art of Mathematics
By the end of Year 4, students describe and discuss similarities and differences between artworks they make, present and view. They discuss how they and others use visual conventions in artworks. Students collaborate to plan and make artworks that are inspired by artworks they experience. They use visual conventions, techniques and processes to communicate their ideas.
(This unit links to the Mathematics unit for Term 1: Patterns in Numbers)
Students examine the patterns in both the number sequences resulting from multiples of 3,4,5,6,7,8 and 9 as well as the digital sums of these multiples. They translate the numerical patterns to a visual pattern on circles.
Students examine the patterns in both the number sequences resulting from multiples of 3,4,5,6,7,8 and 9 as well as the digital sums of these multiples. They translate the numerical patterns to a visual pattern on grid paper (both square and isometric).
Students find multiples in Pascal's triangle and highlight the resulting visual patterns
Paul Klee Inspired Maths Facts
Students draw a grid of 3cm squares onto an A4 sheet of paper (opportunity to practice 3s sequence). They choose a multiplication fact they need to practise and create a design inspired by Paul Klee's Once Emerged From the Grey of Night.
(See these sites for inspiration and instructions: One Happy Art Teacher, Mrs Picasso's Art Room)
Art of Mathematics Display
Students reflect on the way that they have used the Principles of Design (repetition, unity, emphasis etc) in the various exercises they choose to display. They write explanations to accompany their work.