I’ve written about the connections in math and art before. The visual nature of Geometry lends itself quite nicely to this. I found that the right pairing could bring in the engagement of the visual arts while maintaining fidelity to the content.
Exhibit A: Sarah Laurens, 5th grade teacher at North Elementary in Lansing. Mrs. Laurens reached out to me excitedly while I was in her building to see a math activity that she was leading her students through. They involved quilts hand sewn by Sarah’s grandma.
The activity went like this: Students were in groups of threes and fours gathered around one of grandma’s quilts. Each quilt was made of a series of geometric shapes. Sketch the primary “unit” shape of each quilt and identify each of the polygons that are contained within it. On the surface, it is a fairly simple activity, but listening to the students talk to each other.
[Students looking at the black and blue quilt above left]
Student 1: “Those are just a bunch of hexagons.”
Student 2: “Hexagon’s, no… no… those are octagons”
Student 1: “Yeah, yeah… same thing.”
Student 2: “They’re not the same, one’s got six sides and one’s got eight.”
Student 1: “Well… wait… one… two… three… four… five… six… six sides! See I told you!”
[Students looking at the purple and while quilt on the above left]
Student 1: “That’s an octagon with kites around the outside.”
Me: “Are they kites?”
Student 2: “They look like kites.”
Me: “They sure do. How many sides do they have?”
Student 1: “One… t, th, f… oh! five…. They’re pentagons!
Ms. Laurens and her students were comfortably saying and hearing words like “regular”, “tessellation”, and using definitions to make sense of what these shapes are, and using the definitions to settle disagreements (the foundations of proof…)
Interesting images like these were leading to some interesting conversations as well. I’m thinking of a conversation I heard between two students who were trying to make sense of the shapes they were in the picture directly above to the right. They were trying to to determine if the purple section in the middle was one big shape or two smaller shapes put back-to-back.
Then after some discussion, they realized that their answer would be the same either way. (Quadrilateral was their choice for the shape name. The word “trapezoid” was getting thrown around, but the students were having to be prompted for it).
I very much enjoyed getting to see these fifth graders exploring. Ms. Laurens was excited, the students were engaged (and this was clearly not the first time they were expected to be a self-directed and collaborative).
I’m just bummed that my schedule forced me out the door before I got to see Ms. Laurens’ closure of the activity. The students were wrapping up their discussions as I had to head out the door.