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 rhyming couplet square tessellation

Materials

Bristol Board 30 cm x 30 cm (12" x 12") Tag Manilla or Heavy Weight Paper 22.9 cm x 30 cm (9" x 12") Rulers Pencils Coloured Pencils Watercolour Paints Scissors Paint Brushes Glue

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

Step Three

  1. Cut out the house.
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, but not on the flaps, so the windows open properly. 
I’VE GOT YOUR NUMBER! – Geometry, Number, Contrast - Step Seven

Step Seven

  1. Design a contrasting background for your house and colour it with coloured pencils.
I’VE GOT YOUR NUMBER! – Geometry, Number, Contrast - Step Eight

Step Eight

  1. Write a different number from 1 to 10 on each window.
  2. Write a number on the door. This will be the multiplication number of the house.
  3. Write the answer to each multiplication fact inside the window. For example, the number on the door of this house is 4 so 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:

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

Extensions

Have students:

  1. Make rhyming couplets (a set of lines, back to back, that rhyme) for each window in their house.
  2. Combine all the couplets to form one poem for each house.
  3. Make illustrated poetry books for the strange goings on in the 'Houses on Computation Lane'. For example, 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.

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.
    Posters
  4. Use the posters to introduce or review the design elements colour and shape. Discuss geometric shapes and contrasting colours.
  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, and 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,
    ​- house design includes 1 isosceles triangle
    - house design includes rectangles and squares
    - house design includes regular tessellations 
    - windows open like flaps
    - number house is carefully constructed
    - house design includes accurate number facts from 1 to 10
    - house design 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 effectiveness of the game?

Assessment

  1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting
  2. Observe students as they discuss the artworks – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.
  3. Use a checklist to track progress. (Download - Number_tracking.pdf)
  4. 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?