ARTFUL MATH MAP – Geometry, Map Making, Contrast

Students use coloured pencils and fine line markers to create a map that demonstrates their understanding of mathematical concepts.

Required Time

100 Minutes

Grade Level

Grade 4 to Grade 6

Subject

Language Arts
Mathematics
Visual Arts

Vocabulary

angle cardinal directions colour contrast neatlines parallel transversal

Materials

Crayola Fine Line Markers Crayola Coloured Pencils Crayola Marker & Watercolour Paper - 22.9 cm x 30.5 cm (9" x 12") Pencils Erasers Rulers

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Steps

ARTFUL MATH MAP – Geometry, Map Making, Contrast - Step One

Step One

  1. Make a diagram that shows parallel lines crossed by a transversal.
  2. Label the lines - parallel and transversal.
  3. Label the alternate interior angles.
  4. Label the alternate exterior angles.
ARTFUL MATH MAP – Geometry, Map Making, Contrast - Step Two

Step Two

  1. Plan how you want to make your map.
  2. Be sure you have placed the buildings and tree in the correct spots. Refer to your labelled diagram to check the angles.
  3. Remember to include the following parts on your map:
    - neatlines
    - cardinal directions
    - title
    - street names
  4. Add lots of detail and a variety of contrasting colours.
ARTFUL MATH MAP – Geometry, Map Making, Contrast - Step Three

Step Three

  1. Check to see that you have included all the math requirements in your map.
    - 2 parallel streets 
    - 1 transversal street cutting across the 2 parallel streets
    - a community centre and soccer field in alternate interior angles
    - a farm and tree in an alternate exterior angles
  2. Check to see that you have included all the map components in your map.
    - neatlines
    - cardinal directions
    - title
    - street names 
    - coloured details

Learning Goals

Students will be able to:

  • create an artful map that contains the following components:
    - 2 parallel streets 
    - 1 transversal street cutting across the 2 parallel streets
    - a community centre and soccer field in alternate interior angles
    - a farm and tree in alternate exterior angles
    - title
    - cardinal directions
    - neatlines; 
  • demonstrate technical accomplishment and creativity.

Extensions

Have students work with 3 other people to:

  • attach their individual maps to one large piece of Bristol board leaving spaces between the maps;
  • fill in the spaces in an imaginative way so that the roads and communities connect;
  • use a variety of media to complete the map, for example, pictures/photographs; textured papers; found objects; etc.;
  • write a saga that tells the story of the 4 students' travels in the land they have created;
  • share the map and the saga with classmates.

Prepare

  1. Review or teach parallel lines, transversal lines, alternate interior and exterior angles.
  2. Review or teach the parts of a map, in particular neatlines, title and cardinal directions.
  3. Download map images from the Internet, for example,
    Old Picture Map
    Harburg Old Map
    Street Map
  4. Gather and make available books about maps, for example, Maps, by Aleksandra Mizielinska; My Map Book, by Sara Fanelli; The Complete Book of Maps and Geography, Grades 3 - 6, by American Education Publishing; City Maps: A coloring book for adults, by Gretchen N. Peterson
  5. Create a large diagram of 2 parallel lines crossed by a transversal. (If you have a magnetic white board in your class just use that.)
  6. Cut out a variety of images and glue them to construction paper. 

Introduction

  1. View and discuss the images of maps. Have students point out parts of the maps such as:
    - neatlines
    - cardinal directions/ compass rose
    - titles (cartouches)

    - how maps record information
    - the variety of ways cartographers have added details, pictures and colour to their maps.
  2. Display your diagram of parallel lines crossed by a transversal. Select students to place a picture of an object in an alternate interior or alternate exterior angle.
  3. Introduce the challenge. 

Activities

The Challenge

  1. Create an artful map that contains the following components:
    - 2 parallel streets 
    - 1 transversal street cutting across the 2 parallel streets
    - a community centre and soccer field in alternate interior angles
    - a farm and tree in alternate exterior angles
    - title
    - cardinal directions
    - neatlines
  2. 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 i have created a map that:
    - accurately shows 2 parallel streets crossed by a transversal street
    - has streets labelled 

    shows a community centre and soccer field in alternate interior angles
    - shows a farm and tree in alternate exterior angles
    - has neatlines
    - shows cardinal directions
    - has a title
    ​- shows details in colour

    - is in good condition
  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 the maps are complete ask students to share them in small groups.
    Ask them to:
    - Look closely to determine whether the map meets the requirements of the task.
    - Share thoughts and opinions about what works and what can be improved.
    - Talk about how detail and colour contribute to the overall effectiveness of the map.
  2. Ask some students to share their ideas with the whole class.
  3. Display the images in and around the classroom so students can view them as a body of work throughout the next few weeks.

Assessment

  1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
  2. Observe students as they discuss their maps – speaks with a clear voice, looks at audience while speaking, points to areas in the map, 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 - Map_tracking.pdf)
  5. Have students use the self-assessment form to reflect on their work. (Downloads - Map_self-assessment.pdf)