Task Details
Fractions and Cubism (Visual Arts and Math Integration Unit)
In this 3rd grade math and visual arts integration unit, students review how to divide circles into fractions, add fractions with common denominators, and use fractions of circles to create artwork. The denominators of the fraction circles included in this unit are 2, 3, 4, 6, and 8. In lesson one, students color and cut out manipulatives of circle fractions and create a fish collage using fraction pieces. In the second lesson, they color and cut out manipulatives of circle fractions, create a cubist portrait using fraction pieces, and add fraction pieces with common denominators.
This unit was created in collaboration with Safari Montage and Arts Grow SC. Every public school teacher in South Carolina has access to Safari Montage through their school district. To view the full unit and resources, log into your Safari Montage account and search for the "Fractions and Cubism" lesson.
Proficiency Level(s)
- Novice
Document(s)
Targeted Grade Level(s)
- Upper Elementary
Prompt(s)
- No prompts
Classroom Piloting Status
- Piloted
Standard(s)
| Content Area | Artistic Process | Standard |
|---|---|---|
| Visual Arts | Connecting | 7. I can relate visual arts ideas to other arts disciplines, content areas, and careers. |
| Visual Arts | Creating | 1. I can use the elements and principles of art to create artwork. |
Benchmark(s) and Indicator(s)
| Benchmark | Indicator |
|---|---|
| VA.C.NH.7 - I can apply visual art concepts and skills among arts disciplines other content areas and related careers. | VA.CR.NM.1.2 - I can combine several elements of art to construct 2D or 3D artwork. |
Rubric and Sample Student Work
| CUBIST PORTRAIT & WRITING FRACTIONS CHECKLIST | |||
| Proficiency Level | Description | Sample Student Work | Justification |
|---|---|---|---|
| Explanation of Proficiency Levels | The full checklist is organized into three sections:
One point is awarded for each criterion with a maximum score of 14. The full checklist is available on page 5 of the Student Booklet.
The student work samples below represent high, middle, and low proficiency levels for this project. Scores are not assigned to the student work samples, and justifications are provided to explain each student's demonstrated proficiency level. |
||
| High | Students who demonstrated a high proficiency level showed strong understanding across all areas of the checklist. Creating Facial Features with Fraction Pieces All or most of the facial features were created using fraction pieces with the same denominator, included a variety of fraction pieces, and showed an understanding of cubism. Writing Fractions with Numerators and Denominators All or most of the fractions were written with the correct numerator and denominator to represent each facial feature. Neatness & Overall Appearance All or most aspects of the portrait were created neatly, and creative details were added to the portrait. |
High Proficiency Sample 1 High Proficiency Sample 2 |
High Proficiency Sample 1 This cubist portrait demonstrates artistic creativity and a comprehensive understanding of fractions as numbers. The fraction pieces were used correctly to create the facial features. All of the fractions were written correctly. The portrait is very neat in craftsmanship. Details include the pupils, pizza, and pepperoni. Creativity is demonstrated by the folded piece for the nose and the use of the additional fraction pieces to make a pizza that is being eaten. High Proficiency Sample 2 Creativity and a proficient understanding of fractions are demonstrated in this student’s work. The fraction pieces were used correctly and creatively: placement of 3 pieces for the nose, the addition of horns, and the use of multiple fractions for the mouth. The shape of the face shows imagination, and additional details were added with a marker. Most of the fractions were written correctly. The 1/8 pieces for the horns were mistakenly identified as 2/7’s, and the student did not label one fraction piece (1/8) used to create the mouth. |
| Middle | Students who demonstrated a middle proficiency level showed moderate understanding across several areas of the checklist or limited understanding in one area of the checklist. Creating Facial Features with Fraction Pieces Many of the facial features were created using fraction pieces with the same denominator, included a limited variety of fraction pieces, and/or showed a limited understanding of cubism. Writing Fractions with Numerators and Denominators Many of the fractions were written with the correct numerator and/or denominator to represent each facial feature. Neatness & Overall Appearance Many aspects of the portrait were created neatly, and/or some details were added to the portrait. |
Middle Proficiency Sample 1 Middle Proficiency Sample 2 |
Middle Proficiency Sample 1 This collage shows a middle proficiency level because of the lower artistic qualities of the piece. The student used examples of all fractions and identified all facial features with the correct fraction. The face does not take up most of the page as instructed in the directions, and the collage looks more whimsical than cubist. The student added details, but did so by drawing a shirt rather than using fraction pieces on the face. Middle Proficiency Sample 2 The student demonstrated some knowledge of fractions but only a minimal understanding of cubism. Although the fractions were written correctly, only 3 different types of fraction pieces were used. This does not indicate a comprehensive understanding. The fraction pieces were placed more in a traditional fashion than in a cubist style. For example, the 1/2 piece used for the mouth was placed where a student would normally draw a mouth. The student did include a few additional details, including the nostrils, teeth or braces, and lines on the horns. |
| Low | Students who demonstrated a middle proficiency level showed limited understanding across several areas of the checklist. Creating Facial Features with Fraction Pieces Few of the facial features were created using fraction pieces with the same denominator, included a very limited variety of fraction pieces, and/or showed little understanding of cubism. Writing Fractions with Numerators and Denominators Few of the fractions were written with the correct numerator or denominator to represent each facial feature. Neatness & Overall Appearance Few aspects of the portrait were created neatly, and/or few details were added to the portrait. |
Low Proficiency Sample 1 Low Proficiency Sample 2 Low Proficiency Sample 3 |
Low Proficiency Sample 1 The student has substantial errors in both the math and visual art portions of the assignment. Several fractions were identified incorrectly. The fractions written for hair and eyes were switched, indicating that the student does not understand the concept of smaller pieces for larger denominators. The pieces for the nose, hat, and teeth have been folded or cut so that they no longer represent their original fractions. The application of the pieces does indicate an understanding of cubism. The student did add some details, but the shape and size of the face does not adhere to the instructions. Low Proficiency Sample 2 The student demonstrated some knowledge of fractions and correctly identified a portion of the hair and the eyes. The fractions written for the mouth, nose, and cheeks are incorrectly identified as seventh’s instead of eighths. There is also some confusion in the naming of the facial features: the nose is a circle, a 1/2 piece is used but is not identified, and the mouth is drawn on a shape. Additionally, the student did not fill the space with a cubist portrait. The body shape, rather than the face, takes up most of the page. Despite those problems, the collage does demonstrate an understanding of cubism. Low Proficiency Sample 3 This college shows some understanding of fractions and cubism. The fractions were identified correctly, but since there were only a few fraction pieces used, this student did not demonstrate a comprehensive understanding of fractions. Also, the limited use of fraction pieces does not provide a convincing example of cubism. The student did not draw an outline for the face, and the facial features only take up half of the space provided. A hairclip and pupils were included, but no other details were added to the facial features. |
