Thiebaud's Cake Math

Learning Resource Type

Classroom Resource

Subject Area

Mathematics
Arts Education

Grade(s)

2, 3, 4

Overview

Students will analyze the painting, Cakes, by Wayne Theibaud.  They will practice fractions and paint a decorated cake.  

Mathematics (2019) Grade(s): 3

MA19.3.13

Demonstrate that a unit fraction represents one part of an area model or length model of a whole that has been equally partitioned; explain that a numerator greater than one indicates the number of unit pieces represented by the fraction.

UP:MA19.3.13

Vocabulary

  • Unit fraction
  • Area model
  • Interval
  • Length (Linear) model
  • Partition
  • Numerator
  • Denominator
  • Part
  • Point
  • Whole

Knowledge

Students know:
  • Fractional parts of a whole must be of equal size but not necessarily equal shape.
  • Denominators represent the number of equal size parts that make a whole.
  • The more equal pieces in the whole, the smaller the size of the pieces.
  • The numerator represents the number of equal pieces in the whole that are being counted or considered.

Skills

Students are able to:
  • Use an area model and length model to show a unit fraction as one part of an equally partitioned whole.
  • Explain that given a fraction with a numerator greater than one, the numerator indicates the number of unit fraction pieces represented by the fraction.
    Example: 3/4 is the same as 3 units of 1/4 size, or three 1/4 pieces, 3 copies of 1/4, or 3 iterations of 1/4.
  • Identify and describe the fractional name given a visual fraction model.
  • Identify and demonstrate fractional parts of a whole that are the same size but not the same shape using concrete materials.

Understanding

Students understand that:
  • Given the same size whole, the larger the denominator, indicating the number of equal parts in the whole, the smaller the size of the pieces because there are more pieces in the whole.
  • Fractions are numbers that represent a quantity less than, equal to, or greater than 1.
  • Fractions represent equal partitions of a whole.
Mathematics (2019) Grade(s): 4

MA19.4.15

Model and justify decompositions of fractions and explain addition and subtraction of fractions as joining or separating parts referring to the same whole.

UP:MA19.4.15

Vocabulary

  • Decomposition
  • Unit fraction
  • Area model
  • Length model
  • Equation
  • Mixed number
  • Visual fraction model
  • Whole
  • Sum
  • Difference
  • Recomposition

Knowledge

Students know:
  • Situation contexts for addition and subtraction problems.
  • A variety of strategies and models to represent addition and subtraction situations.
  • The fraction a/b is equivalent to the unit fraction 1/b being iterated or "copied" the number of times indicated by the numerator, a.
  • A fraction can represent a whole number or fraction greater than 1 and can be illustrated by decomposing the fraction.
    Example: 6/3 = 3/3 + 3/3 = 2 and 5/3 = 3/3 + 2/3 = 1 2/3.

Skills

Students are able to:
  • Decompose fractions as a sum of unit fractions.
  • Model decomposition of fractions as a sum of unit fractions.
  • Add and subtract fractions with like denominators using properties of operations and the relationship between addition and subtraction.
  • Solve word problems involving addition and subtraction using visual models, drawings, and equations to represent the problem.

Understanding

Students understand that:
  • A unit fraction (1/b) names the size of the unit with respect to the whole and that the denominator tells the number of parts the whole is partitioned, and the numerator indicates the number of parts referenced.
  • A variety of models and strategies can be used to represent and solve word situations involving addition and subtraction.
  • The operations of addition and subtraction are performed with quantities expressed in like units, and the sum or difference retains the same unit.
Arts Education (2017) Grade(s): 2 - Visual Arts

AE17.VA.2.3

Extend skills by individually following sequential steps to create works of art on subjects that are real or imaginary.

UP:AE17.VA.2.3

Vocabulary

  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist

Essential Questions

EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?

Skills Examples

  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
    • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
    • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 3 - Visual Arts

AE17.VA.3.1

Elaborate on an individual or prompted imaginative idea.

UP:AE17.VA.3.1

Vocabulary

  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image

Essential Questions

EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?

Skills Examples

  • Use a variety of materials to create a three-dimensional mask showing a student's personality.
  • Use torn paper scraps to create rhythm in a landscape.
  • Plan a community/city; then, build a model of it with recyclable materials, such as cardboard, boxes, containers, and tubes.
  • Collaborate with a group to demonstrate how to care for tools used in class (such as paintbrushes).
  • After looking at Vincent van Gogh's painting, Bedroom, create a narrative painting depicting a memory of a student's personal bedroom.
  • Use appropriate visual art vocabulary during the art-making process of two-and-three-dimensional artworks.
  • Collaborate with others to create a work of art that addresses an interdisciplinary theme.
  • Read and explore books like Imagine That by Joyce Raimondo or Dinner at Magritte's by Michael Garland and then create a Surrealistic style artwork.
  • Recognize and identify choices that give meaning to a personal work of art.
  • Create a drawing using monochromatic colors (paint, oil pastels, etc.).
  • Explore individual creativity using a variety of media.
  • Understand what effects different media can have in a work of art.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 4 - Visual Arts

AE17.VA.4.3

Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

UP:AE17.VA.4.3

Vocabulary

  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades

Essential Questions

EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?

Skills Examples

  • Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork.
  • Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork.
  • Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies.
  • Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.).
  • Design a two-dimensional drawings of a futuristic art room, town, or planet
  • Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form.
  • Locate business logos in the community and explore the visual arts skills and materials that were used to create these works.
  • Engage in group critiques of one's work and the work of others.
  • Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning.
  • Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
  • Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color.
  • Use the design principles of repetition and alignment to add visual unity to an artwork.
  • Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

CR Resource Type

Lesson/Unit Plan

Resource Provider

Other

License Type

CUSTOM

Resource Provider other

National Gallery of Art
https://www.nga.gov/education/teachers/lessons-activities/counting-art/thiebaud…

Custom License Type (URL)

https://www.nga.gov/notices/terms-of-use.html

Approved Date

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