Quilts and Equivalent Forms: Fraction, Decimal, Percent

Math & Visual Art Grade 6

Math Common Core Standard(s) Grade 6 6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.” Essential Skills and Knowledge

• Knowledge of ratio as a comparison of any two quantities • Knowledge of a ratio is not always a comparison of part-to-whole; Can be part-to-part or whole-to-whole

6.RP.3.c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30100 times the quantity); solve problems involving finding the whole given a part and the percent.

• Ability to introduce percent as a special rate where a part is compared to a whole and the whole always has a value of 100 • Ability to solve problems using equivalent ratios. (NOTE: Proportions are not introduced until Grade 7.) This is developing proportional reasoning without formal proportions.

VISUAL ARTS Standard(s) Grade 6 1.3.a. Identify and describe how artists use design concepts to organize the elements of art and principles of design to convey ideas, thoughts, and feelings 3.1. b. Select and use a variety of tools, materials, processes, and techniques safely to solve specific visual problems

CONNECTED OBJECTIVES Students look at different types of quilts to identify and describe how artists use design concepts and determine what the artist is trying to convey. They design a quilt block and analyze the quilt square to determine the color ratio in equivalent forms: as a fraction, a decimal and a percent.

MATERIALS & R E S O U R C E S

Quilt Power Point

100 grid – Quilt Square

Worksheet/Directions

Colored Pencils, Markers or Crayons

K E Y C O N T E N T V O C A B U L A R Y

Equivalent Forms

Fraction

Decimal

Percent

Ratio

Part to Whole

Simplified Fraction

Geometric patterns

K E Y A R T S V O C A B U L A R Y

Quilt

Convey

Visual Space

Geometric Patterns

Traditional Patterns

A S S E S S M E N T Each Quilt Square will be collected, along with

the worksheet – students must have followed directions and completed all calculations correctly on their corresponding worksheet.

L E S S O N S T E P S Steps to Learning

Students will be introduced to quilts as an art form through a Power Point presentation or other resources.

Students will look at and analyze several different types of quilts, discussing the design concepts and try to determine what the artist may have been conveying through his/her artwork.

Students will complete an Artful Thinking Routine, Connect, Extend, Challenge to analyze a quilt/quilt piece and connect it to math concepts studied.

Students will read/listen to information regarding quilts and their meanings.

Students will be introduced to traditional quilt patterns.

Show an example of a 10 x 10 quilt square (see below) and show how the students will determine the ratio of colors used in their design. This is written in several equivalent forms: 24/100 = 6/25 = 0.24 = 24%

Students are then given directions to complete their own quilt square. They must also complete the worksheet that

goes along with it – giving them space to complete a table with equivalent forms.

E X T E N S I O N S & O P T I O N S Have students choose a traditional pattern and complete their

quilt square using this design – some squares will be divided by different colors, making it more challenging to count and determine the ratio of the part to the whole.

Give the simplified fraction – determine what fraction of the square you want a specific color and have the students figure out the amount out of 100 that they need to color.

S O U R C E S & R E S O U R C E S Artful Thinking Routine @

http://www.pzartfulthinking.org/routines.php

G E T S M A R T T H R O U G H T H E A R T S

A U T H O R ( S ) : L i s a H e a t h , W i l e y H B a t e s M i d d l e S c h o o l , A n n a p o l i s , M D

S u p p o r t i n g D o c u m e n t s

ARTFUL THINKING: Connect Extend Challenge

Equivalent Fractions and Decimals and Percents (10 by 10)

Directions: Using six different colors, completely color in the grid. Each square can only be one color. When you are done coloring the grid, count the squares in order to determine total number. This number will be the denominator of your first fraction for each color. Write

a fraction representing how much of the color is in the grid. Find the equivalent decimal and percent.

Color (6 colors)

Simplified Fraction

Original Fraction

Decimal Percent %

How is the artwork presented CONNECTED to what you already know?

What new ideas did you get that EXTENDED or pushed your thinking in new directions?

What is still CHALLENGING or confusing for you? What questions, wonderings or puzzles do you now have?

A l t e r n a t e D e s i g n w i t h o u t A r t f u l T h i n k i n g

Name:_______________________________________ Date:______________ Period:_________________ Equivalent Fractions and Decimals and Percents (10 by 10)

Directions: Using six different colors, completely color in the grid below. Each square can only be one color. When you are done coloring the grid, count the squares in order to determine total number. This number will be the denominator of your first fraction for each color. Write a fraction representing how much of the color is in the grid. Find the equivalent decimal and percent.

Color (6 colors)

Original Fraction

Simplified Fraction

Decimal Percent %