Math Art Design Ideas – Math and art go together like peanut butter and jelly! You have to know where to look and be a little creative in creating lessons that make sense for both content areas. You never want to sacrifice skills and processes in every area when creating an arts integration or STEAM subject.

Although at first glance the integration of math and art may seem like trying to mix oil and water, there are many important ways to connect these two disciplines. Children can use colors and shapes to increase their understanding of mathematics. They can also apply mathematical theory to pictures and objects. When you think of math not only in terms of math, but also in terms of problem solving, geometry, and visualization, the ideas of integrated lesson plans come into play. Here is a list of art projects that make real connections to mathematical ideas and concepts.

Math Art Design Ideas

Radial symmetry is ubiquitous in ancient tapestries, especially in Islamic art. Check out some of these ribbon examples and note the similarities shown. Then, have students create their own radial symmetry design using number rules. Give different students the number rules (+3, +4, +5). Students can then use a 10-point circle, a ruler or straight edge, and a pencil to create their shape designs using their number principles.

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Students draw a clock and color in two circles around the clock wheel. Make the inner circle blue. This is according to the clock hours. Make the outer circle red. This fits in a nutshell. Do not write in numbers. Just write the line markers instead of the minute hands. Create an hour and minute hand, paint them in matching blue and red, and attach them to the center clock so they can rotate freely. This lesson helps students visualize abstract numbers on a clock. Ask the students which numbers correspond to the position of the hands on the clock and ask them to count from 5 to 60.

Create an abstract art tissue paper collage using different sizes of the same shape. Ask students to cut each rectangle or square into a different size. Then, they can create a collage of one of the shapes. After connecting, ask students to measure each shape on their paper that is placed next to or on top of each other (connected pieces). For each connected shape, have students glue down the label connecting the two pieces and write the difference between the lengths of the two connected shapes.

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Emphasize the measurements students make using a ruler to measure grids or cut frames for art projects. Also, students can bring their own rulers and measure various materials in the classroom, such as paper, stones, blackboards, books, paint brushes and their desk. Students can also organize their art supplies by size.

When mixing and matching colors, teach students the proportions used in mixing, such as “2 parts blue + 1 part green” and “4 parts white + 1 part gray.”

Explore examples of contemporary rope art. Ask the students to talk about what they discovered about the drawing and the art process. Give students a square piece of cardboard with several pieces of different colors, and scissors. Students should create inch-long strips around the edge of the plate at equal intervals (they must measure this). Then, tie one piece of thread from one knot to the other end on the other side of the board and tie it at the back so that the thread is tight. This is a number line. Write one side as 0 and the other side as 100. Then, ask students to figure out where 25 will be on their number line. Have them make another piece of yarn over this area and tie at the ends. Enter each label as “25”. Continue at different times on the number line. Next, place a piece of tin foil on the table and string and paint in natural criss crosses.

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Ask students to look at examples of fractals and fractal art. Explore the idea that a fractal is a small part of the whole source. For example, you can start with a triangle and then

Draw an inverted triangle inside the original one. This will be a quarter of the original triangle, but still the same shape. Then you can create another triangle inside your 2nd triangle, which can be another 1/4 (or 1/8 of the first triangle). Create a piece of Fractal Art by selecting a shape and then measuring pieces of the same shape onto other pieces of paper and cutting them out. Label each fractal as its corresponding part of the original shape. Then, create a piece of art using the original shape and its fractals.

Create a mosaic of tiles using rectangular rows up to 100. Give each student one digit number and a piece of grid paper. Ask them to put a shade on their spreadsheet that represents that number multiplied by 10. For example, if the number is 6, they can fill in 60 blocks. Ask students how they used their understanding of arrays to help them with this. Then,

Students can draw a pattern within the shaded blocks. Finally, they can create a mosaic of tiles based on their grid series images. They can only use as many tiles as the sum of the multiplication equation and each tile can only have one object and/or color.

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Give each student a different Escher printable. Ask them to measure as before and find out how many squares are in their print. Then, create their own Escher-inspired tessellation print. Decide on something to use for tiling. Then, measure its square unit. Create a tile that has no gaps and uses colors to match the pattern.

Combine your 100th day of school celebration with tenth grade research. Create a 100 dot tile mosaic. Give each student one tile. Students study nature art and then design a picture they would like to create (such as a turtle or a river). Divide the image into 10 equal parts. Decide which part of the art each tile best represents. Students must create that part of the drawing on their own tile. There are only 10 dots in each tile. Combine 10 tiles to create a mosaic.

Create a shadow mark. Place an object (such as a Lego block) on a piece of paper and then shine a light on it to create a shadow. Examine the size of the shadow compared to the size of the object (it is larger than the original object). Then, measure the size of the shadow in length and width. The teacher gives each student a fraction greater than 1, such as 20/5 or 16/4. The student must create a shadow of the shadow symbol that represents the original length and width x the part he found. For example if my shadow marker measured 3″ x 1″ and I found a 20/5 section, my new shadow pattern for my shadow must be 3″ x 20/5 (12″) and 1″ x 20/5 ( 4″ )

Using Kandinsky’s work, measure the different shapes he used in his work. Compare all the characteristics and draw conclusions about P2 statistics in each division represented in the work. Next, create a piece of Kandinsky-style artwork that maintains these unique characteristics and label each area of the artwork with the attributes assigned to it.

Relation Between Math And Art Explained

There are many fun and educational ways to connect math and art with elementary students. If you’re looking for a way to liven up your classroom, Arts Integration is it