Name: Taylor Halland

Date: February 25, 2016

Lesson Number: 1 2 3
Grade Level: K 1 2 3 4 5 6

Objectives (Learning Goals)

Arizona Art Standards
Arizona Visual Arts Standard, Strand 1: Create, Concept 2: Materials, Tools, and
Techniques, PO 201. Identify and experiment with materials, tools, and techniques
appropriately and expressively in his or her own artwork.

Other Arizona Standards (Interdisciplinary)

Arizona Mathematics Standards

3.NF.A.1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is
partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts
of size 1/b.

Arizona English Language Arts Standards

3.L.2. Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing.
3.L.3. Use knowledge of language and its conventions when writing, speaking, reading,
or listening.

Required Background Information (What should they know before they begin?)
-Before the students begin, they need to understand the proper way to use scissors. I will briefly
discuss scissor safety with the students in order to create a safe environment. They also need to
understand how stamps work. If you put too much paint or too little paint of the stamp, the
shape will not turn out. They should have an understanding of primary and secondary colors.
Students should be able to identify if they are using primary or secondary colors.

-As far as math is concerned, students should have a basic understanding of fractions. They
should know that all of the parts put together equal the whole. They should also know how to
write fractions (i.e. 2/9).

Materials and Supplies

-1 sponge per student -at least 3 different colors of poster paint per table
-class set of scissors -1 water container per table group
-1 large sheet of paper per student -A few paper towels per table group
-pencil -fraction worksheet (attached)

Introduction (Hook/ Bell Work)

-Before beginning the lesson, I would ask students think-pair-share questions about fractions. To
begin, I would ask the question what is a fraction?. Students would have one minute to think
and one minute to discuss with their partners. Then, we would come back as a group to discuss.
After writing their answers on the board and discussing them, I would move on to the next
discussion topic. I would then draw some circles on the board and color in a few of them. I
would pose the question what fraction is represented by the shaded circles? After one minute
to think and one minute to discuss with their partners, we would come back as a class to solve
the problem together.

Success Criteria (SWBAT) Based on Objectives in "kid-friendly" language

-Students will be able to identify primary and secondary colors
-Students will be able to master the technique of creating their own stamp and stamping.
-Students will be able to write fractions as parts of a whole.
-Students will be able to explain their thinking using appropriate capitalization, spelling, and
punctuation.

Vocabulary
-Fraction -Stamp
-Equal Parts -Design
-Parts of the Whole -Artwork
-Numerator -primary colors
-Denominator -secondary colors

Explaining and Modeling:

Instruction (I Do)
-First, I would show the students all of the colors that have been set out in the class. Each
table has either primary colors or secondary colors. I would show them the primary
colors and then show them the secondary colors to make sure that they know the
difference. Then, I would pick up my scissors and my sponge to begin creating my
stamp. As I am cutting my design, I will be thinking out loud so that they understand the
complete process. I would make sure that they understand that they should draw their
design before cutting and that they can make whatever they desire since its their own
artwork. I would talk them through scissor safety once again and make sure that I over-
exemplify how to correctly use scissors as I am cutting. I would then dip my sponge in
the first color that I want to use. I would talk about the appropriate amount of paint to
use to make sure that their stamps turn out. Then, I would discuss space and how they
should use the entire sheet of paper. After stamping the first color a few times, I would
wash and dry my sponge with my little water bowl and paper towels before going to the
next color. I would repeat this process until I filled my paper with stamps.

Practice (We Do)

-I would ask students if I used primary or secondary colors. Together, we would count
the total number of stamps that were on the page. We would discuss how this is our
whole and the number that belongs in the denominator of our fractions. Then, I would
have students come up to the board to write the fraction of color #1, color #2, and color
#3 from the stamps that I just made. We would discuss potential shapes that they are
thinking of using and walk through the worksheet together in order to avoid confusion.

Independent Practice, Assessment, and Feedback:

Independent Work (You Do)
 -Students will create their own stamps and complete the fraction worksheet. Students
will cut their own stamps in whatever shape they please. They will then use all three of
the colors on the table to create their artwork. The paint and water will already be set up
on their tables for them. After stamping the different colors on their papers, they will fill
out the fraction worksheet. Once finished with the worksheet, they will clean up their
area and help their tablemates if they are having trouble.

Conclusion (Wrap Up/ Exit Ticket)

-Based on what youve learned today, answer the following questions with your table group:
1. What are the primary colors?
2. What are the secondary colors?
3. What is a fraction?
-As a class, we would share our answers aloud in order to ensure complete understanding.
Students should use proper English language conventions as they share their responses.

Notes to Self: demonstrate how to use scissors properly when cutting sponge, make sure to allow
adequate time for clean up, have paint on plates already to make the transition easier

Please consider: set-up and clean up time. Be very straightforward with cleanup procedures.

Common misconceptions students might have: might think that pink, turquoise, etc. are
primary/secondary colors. Change the denominator each time they go to a different color. Use
one color the whole time.

How you will gather evidence of learning? Collect and grade the worksheets from the stamp
work. Gather evidence of learning from final group discussion.

What interdisciplinary activities will be embedded in your lesson? Art, Math and English
Language Arts

Differentiation: Read directions aloud multiple times if necessary. Show students the different
colors and name them aloud and in writing, especially for ELLs.
Name: _______________________________________ Date: _______________

Stamping Fractions
Directions: After you have finished stamping, fill out this side of
the worksheet if you have the colors yellow, red, and blue.

Circle the correct answer in the parentheses and write it

on the blank.

1. The colors yellow, red, and blue are _______________ (primary

or secondary) colors.

2. The colors orange, purple, and green are _________________

(primary or secondary) colors.

Fill in the following information based off of your stamp

masterpiece.

3. There are ________ total stamps on my paper.

4. There are _______ yellow stamps, ________ red stamps, and
________ blue stamps.
5. What fraction of your total stamps are yellow? ____________
6. What fraction of your total stamps are red? _____________
7. What fraction of your total stamps are blue? ____________
8. Do you notice any patterns in your fractions? Explain.
________________________________________________

________________________________________________

________________________________________________.

Name: _______________________________________ Date: _______________

Stamping Fractions
Directions: After you have finished stamping, fill out this side of
the worksheet if you have the colors orange, purple, and green.

Circle the correct answer in the parentheses and write it

on the blank.

9. The colors yellow, red, and blue are _______________ (primary

or secondary) colors.

10. The colors orange, purple, and green are

_________________ (primary or secondary) colors.

Fill in the following information based off of your stamp

masterpiece.

11. There are ________ total stamps on my paper.

12. There are _______ orange stamps, ________ purple
stamps, and ________ green stamps.
13. What fraction of your total stamps are orange?
____________
14. What fraction of your total stamps are purple?
_____________
15. What fraction of your total stamps are green?
____________
16. Do you notice any patterns in your fractions? Explain.
________________________________________________

________________________________________________

________________________________________________.