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Marisol Terrones October 27, 2016

Lesson 1
Grade Level: Fifth Activity Type: Art/Math Math Topic: Data Analysis
Key Content Standard(s) Addressed:
MATH TEK:
(9) Data analysis. The student applies mathematical process standards to solve problems by
collecting, organizing, displaying, and interpreting data. The student is expected to:
(C) solve one- and two-step problems using data from a frequency table, dot plot, bar
graph, stem-and-leaf plot, or scatterplot.
ART TEK:
(2) Creative expression. The student communicates ideas through original artworks using a
variety of media with appropriate skills. The student expresses thoughts and ideas creatively
while challenging the imagination, fostering reflective thinking, and developing disciplined
effort and progressive problem-solving skills. The student is expected to:
(C) produce drawings; paintings; prints; sculpture, including modeled forms; and other
art forms such as ceramics, fiber art, constructions, digital art and media, and
photographic imagery using a variety of materials.
Academic Learning goals/objectives aligned with the standards:
Students will get a choice of four foods and create one art model of the food of their
choice.
Students will use class data to make a table and make a bar graph.
Students will solve problems regarding the data provided by the class.
Materials
Construction paper
Glue
Scissors
Markers
Color Pencils
Crayons
Worksheet /Questions
Phrase I (Introduction)
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Students in this 5th grade class will be collecting data and using this information to graph as
well as construct their art piece based on their favorite food. Students will get to experience a
hands on approach to using math and art at the same time.
I will introduce this video from a Nickelodeon TV show.
o https://www.youtube.com/watch?v=3gK_DD_et28
As a class we will discuss the video and I will ask students to name some of their
favorite food. I would ask students why they like that food. I will share my favorite
food.
The teacher will then discuss the point of asking about their favorite food and how
this will tie into math and art.
o Together with math and art, students will collect data with the common foods
that everyone likes such as pizza, hamburgers, pasta, and or hotdogs. Then
students will create their food out of art supplies.
Phrase II (Procedure)
Students will be asked who likes pizza, hamburgers, pasta, and or hotdogs. They
can only pick one food choice.
Students will choose one of these four foods and will make an art model out of the
art supplies.
Students will be given 20-25 minutes to work on their art model or sculpture of
their choice.
The teacher will create a chart on the board.

Favorite Foods Number of Foods

Pizza

Pasta

Hamburgers

Hot Dogs

Once students have finished their art piece of their given choice, they will stick a
magnet on the bottom of their art piece. Students will be asked to place their food
on the board beside the correct category.
Once students have all placed there pieces on the board, the teacher will lead the
students in taking tally of the total number of foods in each category.
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The teacher will write the total number on the side. Students will have a
worksheet to follow along with the teacher.
After the students have filled in the chart, the students will create a bar graph
using the information collected.
Once the bar graph is made students will analyze the data as a class.
The teacher will then have students solve problems that use the data from the
chart and the bar graph.
Example below:
1. If seven more students joined this class, two students choose
pizza, one student choose hotdogs, one student choose hamburgers
then changed her mind to pizza, and three students choose pasta.
o How many are in each category now? How did you
get the answer?
o How many are in the classroom in total? How did it
change the bar graph and the table?
The class will be put in groups and each group will get a question similar to this.
The structure of the question stays the same but the number changes.
Students will have to work with one another to get the answer and explanation.
Students will be given ten-fifteen minutes to solve the problem. Once everyone
has finished, each group will go up to the board and show the problem they got
and solve it for the class.
Once everyone has finished, as a class we will discuss the similarities and the
differences between the ways of solving the problems.
Phrase III (Math Assessment)
The students will be assessed informally by a checklist for both the math activity and the art
activity. This assessment will identify if students used materials from the art supply and if
students understood what they had to do for the art activity in making their favorite food. As for
the math assessment, for one students will be assessed if they can work together in a group as
well as if the student can identify how they answered these questions and the explanation behind
how they solved these kinds of problems.
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References:
Texas Education Agency. (2016). Texas Essential Knowledge and Skills for Grade 5. [Data File].
Retrieved from http://tea.texas.gov/index2.aspx?id=6148