common core connection: mathematical landscapes · 2019. 6. 21. · common core connection:...

COMMON CORE CONNECTION: MATHEMATICAL LANDSCAPES WORKS OF ART: An Encampment in the Atlas Mountains by Eugene Fromentin, 1865 Landscape by Jules-Ferdinand Jacquemart, 1879 COMMON CORE CONNECTION: Standards for Mathematical Practice: MP4—Model with Mathematics. Apply mathematics to solve everyday life society and workplace. Analyze relationships mathematically and map the relationships using models such as diagrams, tables graphs and equations OVERVIEW: Students will use the skills of estimation and measurement to better understand the composition of the two landscape paintings. Note to teacher: Each student will need a copy of each image, a pencil and a ruler. ACTIVITY: ➊ Ask students to look at Landscape by Jules-Ferdinand Jacquemart and describe what they see. What details do they observe? ➋ Ask students to examine An Encampment in the Atlas Mountains by Eugene Fromentin. What details do they observe? Ask students how this painting is different than the first landscape they examined. ➌ Ask students: What do you think the artist considered when planning the composition of these paintings? What math skills, if any, do you think they would have needed to successfully create these pictures? Support your answers with visual evidence. ➍ Revisit Landscape by Jacquemart with students. Lead students through the following steps: Estimate what fraction or percentage of the painting is occupied by the sky. What fraction or percentage of the painting do you think is occupied by mountains? What fraction or percentage do you think is occupied by houses? Record your guesses on the attached worksheet. Now look at An Encampment in the Atlas Mountains by Eugene Fromentin. Estimate what percentage or fraction of the painting is occupied by sky. What percentage or fraction of the painting do you think is occupied by mountains? What percentage or fraction of the painting is occupied by grass? What percentage or fraction of the painting is occupied by the man on the horse? Now, take your ruler and draw a one inch grid over each image. Measure the actual percentages for each item in the chart and record your answers on the worksheet. Compare your estimates to the actual numbers. OPTION: Ask students to figure out how they are going to check their answers instead of telling them to grid the painting. This will encourage them to solve the problem and make them think about the process by which they would figure out the answer. ➎ Discuss with students why they think the artist chose the percentages that he did. How did the amounts chosen help to convey the meaning of the work of art. If the amounts were different, how would the meaning of the painting change?

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COMMON CORE CONNECTION: MATHEMATICAL LANDSCAPES

WORKS OF ART:An Encampment in the Atlas Mountains by Eugene Fromentin, 1865Landscape by Jules-Ferdinand Jacquemart, 1879

COMMON CORE CONNECTION: Standards for Mathematical Practice: MP4—Model with Mathematics. Apply mathematics to solve everyday life society and workplace. Analyze relationships mathematically and map the relationships using models such as diagrams, tables graphs and equations

OVERVIEW:Students will use the skills of estimation and measurement to better understand the composition of the two landscape paintings.

Note to teacher: Each student will need a copy of each image, a pencil and a ruler.

ACTIVITY:➊ Ask students to look at Landscape by Jules-Ferdinand Jacquemart and describe what they see. What details do

they observe?

➋ Ask students to examine An Encampment in the Atlas Mountains by Eugene Fromentin. What details do they observe? Ask students how this painting is different than the first landscape they examined.

➌ Ask students: What do you think the artist considered when planning the composition of these paintings? What math skills, if any, do you think they would have needed to successfully create these pictures? Support your answers with visual evidence.

➍ Revisit Landscape by Jacquemart with students. Lead students through the following steps:

Estimate what fraction or percentage of the painting is occupied by the sky. What fraction or percentage of the painting do you think is occupied by mountains? What fraction or percentage do you think is occupied by houses? Record your guesses on the attached worksheet.

Now look at An Encampment in the Atlas Mountains by Eugene Fromentin. Estimate what percentage or fraction of the painting is occupied by sky. What percentage or fraction of the painting do you think is occupied by mountains? What percentage or fraction of the painting is occupied by grass? What percentage or fraction of the painting is occupied by the man on the horse?

Now, take your ruler and draw a one inch grid over each image. Measure the actual percentages for each item in the chart and record your answers on the worksheet. Compare your estimates to the actual numbers.

OPTION: Ask students to figure out how they are going to check their answers instead of telling them to grid the painting. This will encourage them to solve the problem and make them think about the process by which they would figure out the answer.

➎ Discuss with students why they think the artist chose the percentages that he did. How did the amounts chosen help to convey the meaning of the work of art. If the amounts were different, how would the meaning of the painting change?