Learning Activity

Comic Strip Math

Subject Area

Arts Education
Mathematics

Grade(s)

4

Overview

In this learning activity, the students will review the elements of a comic strip. Students will collaboratively create their own comic strip demonstrating step by step procedures to solve a math equation involving fractions. Finally, students will create their final comic strip in Make Beliefs Comix website. A copy of each group's comic strip will be printed and posted on the classroom bulletin board for class viewing. 

This activity was created as a result of the Arts COS Resource Development Summit.

Mathematics (2019) Grade(s): 4

MA19.4.13

Using area and length fraction models, explain why one fraction is equivalent to another, taking into account that the number and size of the parts differ even though the two fractions themselves are the same size.

Unpacked Content

UP:MA19.4.13

Vocabulary

  • Fraction
  • Numerator
  • Denominator
  • Equivalent
  • Fraction model
  • Area model -Length model

Knowledge

Students know:
  • Fractions can be equivalent even though the number of parts and size of the parts differ.
  • Two fractions are equivalent if they are at the same point on a number line or if they have the same area.

Skills

Students are able to:
  • Use area and length fraction models to explain why fractions are equivalent.
  • Recognize and generate equivalent fractions.

Understanding

Students understand that:
  • equivalent fractions are fractions that represent equal value.
Arts Education (2017) Grade(s): 4 - Media Arts

AE17.MED.4.3

Arrange varied content and components to convey purpose and meaning in different media arts productions, applying associated artistic principles.

Unpacked Content

UP:AE17.MED.4.3

Vocabulary

Conceptualize
  • imagine
  • visualize
  • unified ideas
  • theme
  • brainstorm
Original
  • unique
  • synthesize
  • model
Artistic Goals
  • intent
  • message
  • aesthetic
Purpose
  • your "why"
  • intent
Artistic Concepts
  • balance
  • contrast
Elements of Design
Principles of Media Arts
Elements of Design
Figurative Language
  • analogy

Essential Questions

EU: The forming, integration, and refinement of aesthetic components, principles and processes creates purpose, meaning and artistic quality in media artwork.
EQ: What is required to produce a media artwork that conveys purpose, meaning, and artistic quality? How do media artists improve/refine their work?

Skills Examples

  • Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use a storyboard to capture and organize ideas.
  • In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meet the group's artistic goals. Challenge the model by getting feedback from classmates and revise the storyboard.
  • After researching choose many and varied images and l for a media arts production that convey a chosen purpose. Images and sounds will use balance and contrast.
  • Refine a media arts project to address a chosen purpose, communicating through metaphor.

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Phase

After/Explain/Elaborate
Learning Objectives

Learning Objectives

Students will collaboratively create a four- to eight-frame comic strip demonstrating step by step how to solve a math equation involving fractions.

Activity Details

This learning activity is best used after a lesson on fractions.

Show the students the following comic: Garfield.

Lead a discussion with the class to review the important elements of comic strips.  Explain that comic strips are used to tell a story. They have three main parts: setting, characters, and plot. Comic strips use a series of frames to show how the story moves or flows and words and pictures are used equally throughout the comic strip. 

Place students in small groups (three students per group). Each group will create a four- to eight-frame comic strip demonstrating step by step procedures to solve a math equation involving fractions. Groups will complete a draft on their comic strip template before putting the lesson into Make Beliefs Comix website. 

Each group will print out their comic strip and all comic strips will be posted on the classroom bulletin board for class viewing.

Assessment Strategies

Assessment Strategies

The student will be assessed on successful completion of a four- to eight-frame comic strip appropriately demonstrating step by step procedures of the math equation. The comic strip will also be posted on the bulletin board for classroom viewing. 

Variation Tips

The comic strips can be created individually, in pairs, or in small groups (three students in each group).

Background and Preparation

Background / Preparation

The teacher will need a projector, interactive whiteboard, and internet connected computer. The teacher will need to develop a math equation involving fractions for each group to illustrate or allow students to develop their own equation. The students will need internet connected devices (one per group). The teacher will need to print and make enough copies of the comic strip template in advance one per group.

Digital Tools / Resources

Make Beliefs Comix
https://www.makebeliefscomix.com/

Approved Date

Owner (Author)

mgsaboyd
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