Polynomial Painting Lesson Plan

Common Core/ Illinois Art Standards

Established Goal:
Art:
26B4D- Demonstrate knowledge and skills that communicate clear and focused ideas based on planning,
research and problem solving.
26A. 3E- Describe how the choices of tools/technologies and processes are used to create specific effects in the
arts.
Research topics and materials to create art.
Explore new materials to create art.

Math:
6.A- Demonstrate knowledge and use of numbers in their many representations in a broad range of theoretical
and practical settings.
6.B- Investigate, represent and solve problems using number facts, operations, and their properties, algorithms
and relationships.
7.C-Select and use appropriate technology, instruments and formulas to solve problems interpret results and
communicate findings.
8.D.- Use algebraic concepts and procedures to represent and solve problems.
4 Formulate and solve linear and quadratic equations and linear inequalities algebraically and investigate
nonlinear inequalities using graphs, tables, calculators and computers.

Students will know (knowledge):
Identify and combine like terms
Accurately depict an equation using color.
Multiply monomials.
The terms monomial, binomial, trinomial and polynomial
How to effectively mix watercolors and acrylic paints.
How to accurately measure and plan for their piece.
That negative and positive like terms combine to make zero.
That a depiction using area models can be translated back to an algebraic equation using polynomials.

Essential Understandings:
1. How to mix colors to find equal contrasts
How to manipulate water colors
How to manipulate acrylic paint
How multiplying polynomials is the same as using an area model
Mixing a scheme of colors can create harmony
How generic rectangles can be used to translate the area model for more frequent use.
How math can create order in an abstract work of art.

Essential questions:
How do I mix colors using watercolors and acrylics?
How can I use an area model to multiply polynomials?
What are like terms and how do I combine them?
What patterns appear in multiplying polynomials?
How can I generalize the multiplication of polynomials?
How does adding one color affect the color harmonies the entire piece?
How does math create order in an abstract work of art?

Pre Assessment:
Quick worksheet on multiplying polynomials. This worksheet should only take five to seven minutes to complete
and grade. Students will be in charge of grading their own paper based on the answer key on the back. They will
then find out their level and this will help match each student with an appropriate equation.


Formative Assessment:
Gallery critique of their own and their peers work
A one page typed artist statement discussing choice of color, things to improve upon, reflection of the
project, etc
Working out other students multiplications and checking answers

Performance Tasks:
Completion of one small painting of an equation in watercolor
Completion of one small painting of an equation in acrylic
Students will complete one larger final painting in either watercolor or acrylic. This piece will be ready for
the gallery show

Materials:
Note cards for word wall (Vocabulary: monomial, binomial, polynomial)
Pencils
Scissors
Straight edge
Watercolors
Paint brushes
Newsprint
Watercolor paper
Mixing tray
Apron
Water cups


Differentiation:
Students can combine patterns along with their colors to practice creating pattern
Students can use analogous colors or split complementaries to make more neutrals
Students can add more variables.
Students can use another form of showing when a particular term will be negative
Students can create an area model that works using another shape. Would anything else work?


Plan:
Demo how an area model works
Demo of color mixing in both watercolor and acrylic
Students will be assigned a problem
Students will assign a color and a length with each variable
Students will measure out their paper and make all lines with a straightedge in pencil, and label
Use a color scheme to choose colors for the boxes.
Students will fill in one color with both the watercolor and the acrylic and then let them dry.
Students fill in the rest of the colors, allowing time to dry (the colors will be correlated between the two)
Students will summarize what they learn using the generic rectangle and an equation. Then get approved.
Students will decide which medium one they want to make into their final project. (They can choose a
different polynomial multiplication)
Create the final
Display the final
Math Test/ Critique/ Gallery walk