Didactic resources - Lesson Plans

MATHS IN ART
ERASMUS+ PROGRAMME
2016 – 2018
DIDACTIC
RESOURCES

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TABLE OF CONTENTS
LESSON PLANS 3
Lesson Plans From 2nd High School Of Vari, Greece 3
Lesson Plan 1 - Theodoros Papagiannis - Sculptor 3
Lesson Plan 2 - GEOMETRIC ART 5
Lesson Plan 3 - LEARNING MATHS WITH THE TOWER OF PIZA 6
Lesson Plan 4 – Study and visual depiction of a Cycladic figurine 7
Lesson Plan 5 - Opy Zouni - Sculptures 8
Lesson Plan 6 - Opy Zouni - Painting 9
Lesson Plan 7 - Alexis Akrithakis - Painting 10
Lesson Plan 8 - Cycladic figurines-Sculpture 12
Lesson Plan 9 - Architecture dimensional mapping of important buildings 13
Lesson Plans From Wiestorschule Überlingen, Germany 14
Lesson Plan 1 - Travelling around Europe 14
Lesson Plan 2 - Famous Composers and musicians 15
Lesson Plan 3 - Half-timbered buildings in Germany 17
Lesson Plan 4 - Discovering artists 18
Lesson Plan 5 - Platonic Solids 20
Lesson Plans From Meram Anadolu Lisesi, Turkey 21
Lesson Plan 1 - The graph of quadratic functions (Parabolas) 21
Lesson Plans From ''Saule“ Private Gymnasium, Lithuania 23
Lesson Plan 1 - Paper Puzzle according to the geometric form 23
Lesson Plan 2 - Distaff decoration with coffee. Eco-design technologies 24
Lesson Plan 3 - European buildings 25
Lesson Plan 4 - Mathematics in architecture 26
Lesson Plan 5 - Simple machines 27
Lesson Plans From Dimotiko Scholeio Chryseleousas K.B’, Cyprus 28
Lesson Plan 1 - Building Bridges 28
Lesson Plan 2 - Geometry in Fyti Weavings 30
Lesson Plan 3 - Snowflake inspired designs 33
Lesson Plan 4 - Appropriation 34
ART ACTIVITIES AND GAMES
Art Activities and games to talk about Math concepts 37
Activities and games to use in a Museum to talk about Math concepts 38
Maths and Art workshop with stations 40
Station 1 – Mondrian Inspired Designs 41
Station 2 – Symmetry 44
Station 3 – Patterns with Fibonacci numbers 48
Station 4 – Coordinates 50
Station 5 – Art Auction Game 55

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LESSON PLANS
A collection of lesson plans developed by teachers from the 7
partner schools, in order to teach Math using Art.
LESSON PLANS FROM 2ND HIGH SCHOOL OF VARI, GREECE
Lesson Plan 1
Subject/Title: Theodoros Papagiannis - Sculptor
Grade/age of students: 1st Grade– 12-13yrs
School: 2nd High School of Vari
Duration: 3 months
Short Description of Unit:
Study and presentation of the most important sculptural artists and use modern
trends in their works, combining elements from prehistoric figurines with
expressionist forms and Henry Moore removal.
An analysis of the most important Greek artists who elaborated in their works,
expressionist elements in sculpture
Case study of the sculptures by Th. Papagiannis - Socio-cultural context of the works
of art and the time.
The sculptures of Th. Papagiannis and their relationship with the public space and
the urban landscape.
Ways and uses of sculptural materials - analysis of examples by artists using different
techniques in their work.
Creation of three-dimensional visualization by students at an individual level
influenced by the sculptural works of Th. Papagiannis.
Creation of three-dimensional visualization by the students at the group level of
important sculptures by Th. Papagiannis.
Exhibition of three-dimensional structures (sculptures) at school and creation of
digital copies.
Objectives:
1. Understanding the different socio-cultural contexts of his time using modern
trends in his works, combining elements from prehistoric figurines with expressionist
forms and abstraction.

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2.Development of aesthetic judgment for sculptures in art.
3. Development of visual artistic and creative expression through the case study of
sculptures by Th. Papagiannis.
4. Critical analysis and study of the works of Th. Papagiannis
Materials/Resources:
Clay, Acrylic Paints, Tempera, Pencils, Eraser, Design Block, Paper, Glue, Computer,
Projector, Cd, DVD.
Activities
Lesson 1
1. Presentation of purpose and objectives in the group.
Lesson 2
1. Study and presentation of the most important sculptural artists, using modern
trends in their works, combining in their work elements from prehistoric figurines
with expressionist forms and the abstraction of Henry Moore.
Lesson 3
1. Analysis of the most important Greek artists who elaborated in their works
expressionist elements in sculpture.
Case study of the sculptures by Th. Papagiannis - Socio-cultural context of the works
of art and the time
Lesson 4
1. The sculptures of Th. Papagiannis and their relation to the public space and the
urban landscape.
Lesson 5
1. Ways and uses of sculptural materials - analysis of examples by artists who use
different techniques in their work.
Lesson 6
1. Creation of three-dimensional visualization by the students at an individual level
influenced by the sculptures by Th. Papagiannis.
Lesson 7-8
1. Creation of three-dimensional visualization by students at the group level of
Lesson 9
Lesson 10
1. Exhibition of three-dimensional structures (sculptures) in the school area and
creation of digital copies.

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Lesson Plan 2
Subject/Title: GEOMETRIC ART
Grade/age of students: 1st gr-12-13yrs
School: 2nd High Schoolof Vari
Duration: 3 months
Historical case study of the Geometric period.
Socio-cultural context of works of art and time.
Comparison with modern art forms.
Brainstorming and visual depiction of a standard artwork on the geometric era.
Objectives:
1. Understanding the different socio-cultural frameworks of the Geometric era with
modern times.
2.Development of aesthetic judgment for artworks
3. Development of artistic verbal and creative expression through the case study of
the Geometric period.
4. Critical analysis and study of the Geometric period.
Acrylic paints, temperes, markers, oil paints, pencils, eraser, design blocks, PC,
projector, Cd, DVD.
Activities
Lesson 1
Lesson 2
1. A reference to the socio-cultural context of the time.
Lesson 3
1. Case study of artworks and Geometric art (Geometric patterns - patterns).
Lesson 4
1. The artworks of today that have been influenced by the Geometric era
Lesson 5
1. Student work and classroom presentation
Lesson 6-7-8
1. Creating masterpieces by pupils.
Lesson 9
1. Exhibition of works of art on the premises of the school.
Lesson 10
1. Brainstorming and presentation of works by students.

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Lesson Plan 3
Subject/Title: LEARNING MATHS WITH THE TOWER OF PIZA
Grade/age of students: 14
School: 2ο High School of Vari
Duration: 2 didactic hours(45 min/each)
The students tried to solve the problem "What is the slope of the tower of Pisa"? The
teacher made a connection to a real problem with Mathematics to change the
attitude of the students towards them. It was considered necessary, for pedagogical
reasons, not to use technological instruments but to use tools / materials of the era
when the tower was built.
Objectives:
1. Trigonometry
2. Use of trigonometric tables
Transparencies in .pdf format, construction of the tower of Pisa, rope, ruler
Activities
Lesson 1
1. Getting acquainted with trigonometry and what it is about.
2. Presentation of trigonometric numbers.
3. Solving exercises with trigonometry.
Lesson 2
1. Presentation of the tower of Pisa to students. (photos, information about it)
2. Presentation of the problem "How could we calculate the slope of the tower?"
Class brainstorming about the ways that we could use to answer the
problem
3. Coming to a decision: "we will try with the help of a rope to create a rectangular
triangle"
4. Calculate the slope of the construction tower, using a rope and ruler for the
measurements.
5. Use trigonometric numbers to calculate the slop

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Lesson Plan 4
Subject/Title: Cycladic culture and its relationship with today - Study and visual
depiction of a Cycladic figurine
Grade/age of students: 1st gr – 12-13 yrs
Duration: 3 months
Historical case study of the Cycladic civilization. Socio-cultural context of works of art
and time. Comparison with modern art forms. Brainstorming and visual depiction of
a masterpiece of Cycladic culture.
Objectives:
1. Understanding the different socio-cultural contexts of the Cycladic civilization era
with modern times.
2. Development of aesthetic judgment for artworks
3. Development of visual and creative expression through the case study of Cycladic
culture.
4. Critical analysis and study of Cycladic culture.
projector, Cd, DVD.
Activities
Lesson 1
Lesson 2
1. A reference to the socio-cultural context of the time.
Lesson 3
1. Case study of the works of art and the style of the Cycladic civilization
Lesson 4
1. The artworks of today that have been influenced by Cycladic culture.
Lesson 5
Lesson 6
1. Visual creation through the design of the technique of shading.
Lesson 7-8
1. Creating a masterpiece of pupils.

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Lesson 9
1. Exhibition of works of art on the premises of the school.
Lesson 10
1. Brainstorming and presentation of works by students.
Lesson Plan 5
Subject/Title:Opy Zouni - Sculptures
Grade/age of students: 3rd grade,14-15 yrs
Duration: 3 months
Study and presentation of the most important artists dealing with geometric art in
sculpture.
Analysis of the most important Greek artists who have worked in their works, the
geometric art in sculpture, from antiquity to the present day.
Opy Zouni's case study as a representative of geometric art in Greece.
Analysis of the sculptures of Opy Zouni.
The sculptures of Opy Zouni and their relationship with the public space and the
urban landscape.
Ways and uses of sculptural materials - analysis of examples by artists using different
techniques in their work.
Creation of three-dimensional visualization by students at the individual level of
major sculptures by Opy Zouni.
Creation of three-dimensional visualization by students at a group level of important
sculptures by Opy Zouni.
Exhibition of three-dimensional structures in the school area and creation of digital
copies.
Objectives:
1.Understanding of the most important artists dealing with geometric art in
sculpture.
2.Development of aesthetic judgment for works of art and three-dimensional
constructions in geometric art.
3. Development of pupils' creative expression
4. Critical analysis and study of the sculptures carried out.
Graphics cards, glue, corrugated papers (ontoule), acrylic paints, colored cardboards,
tempera, markers, oil paints, pencils, eraser, design blocks, PC, projector, Cd, DVD.

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Activities
Lesson 1
1. Presentation of purpose and objectives of the work to be carried out, in the
group.
Lesson 2
1. Study and presentation of the most important artists engaged in geometrical art in
sculpture.
Lesson 3
1. Analysis of the most important Greek artists who have worked in their works the
geometric art in sculpture, from antiquity to the present day.
Lesson 4
1. Case study of Opy Zouni as a representative of geometric art in Greece.
Analysis of the sculptures by Opy Zouni.
Lesson 5
1. The sculptures of Opy Zouni and their relationship to the public space and the
urban landscape.
Ways and uses of materials to create sculptures by analyzing examples from artists
who use different techniques in their work.
Lesson 6
1. Creation of three-dimensional visualization by students /at the individual level, of
important sculptures by Opy Zouni.
Lesson 7-8
Lesson 9
Lesson 10
1. Exhibition of three-dimensional structures in the school apremises and creation of
digital copies.
Lesson Plan 6
Subject/Title: Opy Zouni - Painting
Grade/age of students: 3rd Grade ,14 -15YRS
Duration: 3 months
Study and presentation of the most important artists dealing with geometric art.
Analysis of the most important Greek artists who have worked on geometrical art in
their works, from antiquity to the present day.
Case study by Opy Zouni as representative of geometric art in Greece.
Analysis of the works of Opy Zouni.
Artworks by students on an individual level on geometric art.
Artworks by pupils at a group level on geometric art.

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Exhibition of works at school and digital printing.
Objectives:
1. Understanding the most important works that worked on geometric art
2. Development of aesthetic judgment for artworks.
3. Developing creative expression.
4. Critical analysis and study of geometric art.
Watercolor papers, glue, cardboard, acrylic paints, tempera, markers, oil paints,
pencils, eraser, design blocks, PC, projector, Cd, DVD.
Activities
Lesson 1
Lesson 2
1. Citation of the most important works that were worked out on geometrical art.
Lesson 3
1. Analysis of the most important Greek artists who have worked on geometrical art
from antiquity to the present day.
Lesson 4
1. Case study of Opy Zouni as a representative of geometric art in Greece. Analysis of
the works of Opy Zouni.
Lesson 5
1. Visual artworks by students on an individual level on geometrical art.
Lesson 6
1. Visual artworks by students on an individual level on geometrical art
Lesson 7-8
1. Visual works by students on a group level on geometrical art.
Lesson 9
1. Visual works by students on a group level on geometrical art.
Lesson 10
1. Exhibition of works in the school area and creation in digital format.
Lesson Plan 7
Subject/Title: Alexis Akrithakis - Painting
Grade/age of students: 1st Grade– 12-13 yrs
Duration: 3 months
 Study and presentation of the most important artists engaged in Modernism.
 Analysis of the most important Greek artists who worked on Modernism in

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their works.
 Case study of painter Alexis Akrithakis as representative of modernism in
Greece.
 Analysis of the works of Alexis Akrithakis - Comparison with modern art
forms.
 The technique of the works of Alexis Akrithakis, his famous visual writing,
 and his knitting "chekki-cheiki".
 Artworks by the students on an individual level on the work of Alexis
Akrithakis.
 Exhibition of works at school and digital printing.
Objectives:
1. Understanding the different socio-cultural contexts that led A. Akrithakis to
modernism.
2.Development of an esthetic judgment for the artist's works of art.
3. Development of visual artistic and creative expression through the case study of A.
Akrithakis' works.
4. Critical analysis and study of modernity and student works.
projector, Cd, DVD.
Activities
Lesson 1
1. Presentation of purpose and objectives in the group
Lesson 2
1. Study and presentation of the most important artists engaged in Modernism.
Lesson 3
1. Analysis of the most important Greek artists who worked on Modernism, in their
works.
Lesson 4
1. Case study of painter Alexis Akrithakis as representative of modernism in Greece.
Lesson 5
1. Analysis of the works of Alexis Akrithakis - Comparison with modern art forms
Lesson 6
1. The technique of the works of Alexis Akrithakis, his famous visual writing,
and his knitting "chekki-cheiki"
Lesson 7-8-9
1. Artworks by the students on an individual level, on the work of Alexis Akrithakis

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Lesson 10
1. Artworks by the students on an individual level on the work of Alexis Akrithakis.
Lesson Plan 8
Subject/Title: Cycladic figurines-Sculpture
Grade/age of students : 2nd grade – 13-14 yrs
Duration: 3 months
Historical case study of the Cycladic civilization. Socio-cultural context of works of art
and time.
Comparison with modern art forms.
Creation of Cycladic figurines with clay.
Exhibition of works - Brainstorming of the techniques used for the sculpting of
sculptures.
Objectives:
1. Understanding the different socio-cultural contexts of Cycladic culture with
modern times.
2.Development of aesthetic judgment for sculptures in art.
3. Development of visual and creative expression through the case study of Cycladic
culture.
4. Critical analysis and study of Cycladic culture in sculpture.
Clay, Acrylic paints, temperes, pencils, eraser, design blocks, PC, projector, Cd, DVD.
Activities
Lesson 1
Lesson 2
1. A reference to the socio-cultural context of that period.
Lesson 3
1. Case study of work of arts arts and the style of Cycladic Civilization
Lesson 4
1. The contemporary artworks that have been influenced by the Cycladic civilization
(eg Modiliani, Brancusi, etc.).
Lesson 5
Lesson 6
1. Creation of Cycladic figurines with clay.
Lesson 7-8

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1. Creation of Cycladic figurines with clay.
Lesson 9
1.Exhibition of sculptures on the school premises.
Lesson 10
1. Brainstorming and presentation of projects by students.
Lesson Plan 9
Subject/Title: Architecture dimensional mapping of important buildings
Grade/age of students: 1st grade-12-13 yrs
School: 2nd High Schoolof Vari
Duration: 3 months
Study and presentation of historic buildings in Architecture.
The socio-cultural framework for the creation of these buildings.
Ways and uses of materials for creating Architectural Maquette
Create a three-dimensional representation of major buildings
Exhibition of three-dimensional structures.
Objectives:
1.Training the most important works in the history of Architecture
2.Develop aesthetic judgment about the artwork and three-dimensional structures
3. Developing creative expression
4. Critical analysis and study of the buildings we have built
Graphics cards, glue, corrugated paper, acrylics, tempera, markers, oil pastel, pencil,
eraser, project blocks H / PC, a projector, Cd, DVDs.
Activities
Lesson 1
1.Presentation of the purpose and objectives to the team.
Lesson 2
Report of the most important works in the history of architecture
Lesson 3
1. Case study of the buildings chosen by students
Lesson 4
1. Ways and use of the materials to create the 3D building maquette. - Study of great
architects and their drafts (sketches) for building the created infrastructure.
Lesson 5
1. Asign and study in groups the buildings that will be constructed : Pisa -
Brandenburg Gate - Temple of Poseidon - House - OTE Tower Lithuania- Eiffel Tower.
Lesson 6

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1. Construction of three-dimensional architectural design.
Lesson 7-8
Lesson 9
Lesson 10
1. Exhibition and presentation of three-dimensional architectural structures by
students.
LESSON PLANS FROM WIESTORSCHULE ÜBERLINGEN,
GERMANY
Lesson Plan 1
Subject/Title: A8 Mini project “Travelling around Europe”
Grade/age of students: 5th class, 10-11 years old
School: Wiestorschule Überlingen, Germany
Duration: 4 weeks
Finding information how to travel topartner school towns, listing interesting
places to visit, typical food to eat, calculating the budget (transport fares,
accommodation, daily expences in national currency and in Euro)
Objectives:
1. Students should hold a presentation in a small group in front of an audience.
2. Students should plan a school trip to partner school towns and think about what
they can do there.
Computer with internet access, printer, posters, edding pens
Activities
Lesson 1
1. Explain the project (procedure and aim)

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2. Generate six groups with max. 3 to 4 students (Turkey, Lithuania, Poland, Italy,
Greece, Cyprus)
3. Work in groups
Lesson 2
1. Create an overview about important information based on your country/ school
town
2. Use the internet to research necessary data
3. Write down useful information and create a short concept
Lesson 3
1. Poster design (print nice pictures, label poster,…)
2. Practice to introduce the presentation
Lesson 4
1. Present the result in front of the class
2. Hang up posters in the school building
Lesson Plan 2
Subject/Title: Famous Composers and musicians
Grade/age of students:10/11/12
School: GMS Wiestor, Überlingen, GER
Duration: 4-5 lessons
Short Description of Unit: To find out characteristics of different music styles
6 informative texts about composers (Bach, Mozart, Clara Schumann, Beethoven,
Schubert, Beatles), To listen to different kinds of music
Objectives:
1. To find out information
2. To put it into a chart
3. To calculate
4. To listen to the music
5. To create posters

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6 texts (working sheet), Internet, pencils, workbook, ruler, music , posters
Activities
Lesson 1
1. Reading, to make notes- everybody on his own
2. To share the notes with shoulder partner, to discuss, what is important
3. To think about the chart, to share with shoulder partner: Drawing the chart
Lesson 2: Think- Pair- Share
1. To calculate the tasks, everybody on his own
2. To share with s.b., discuss, making sure, everything is right
3. To fill in the chart
4. Presentation
Lesson 3
1. Listen to 6 different kinds of music
2. Try to find out charateristics of each composer’s music, make notes, share
3. Write down what is specific for each kind of music
Lesson 4
1. Remember the different kinds of music
2. Create a poster together with 2 other students about one of the musicians
3. Presentation
Lesson 5
Music contest- Quiz: Find out who is the composer!

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Lesson Plan 3 (A20/A21)
Subject/Title: Half-timberedbuildings inGermany
Grade/age of students: 14-15 Jears Old
School: Wiestorschule Überlingen Germany
Duration: 12-14 h
Typical South German half-timbered houses are photographed, then parts of the
façade are drawn on a poster on a scale of 1: 100. Here track lengths must be
estimated and matched appropriately. The diagonals can be calculated with the
Pythagoras
Objectives:
1.Photograph
2. Drawings on posters
3. Wooden strips for the truss model
Photograph, posters, Wooden strips
Activities
Lesson 1
1. Select photo
2. Estimate distances and lengths. and convert to scale
3. Divide the surfaces and lengths appropriately.
Lesson 2
1. Find and determine mathematical surfaces
2. Calculate example areas (scope, area)
3. Draw

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Lesson 3
1. Convert lengths and distances to scale 1:100
2. Draw to scale
Lesson 4: Work with Wood
1. Saw wood strips
2. Select and saw wood connections
3. Join woods
Lesson Plan 4
Subject/Title: Discovering artists (A 12 – A 19)
Grade/age of students: International preparation class
Age: 6 – 10
School: Wiestorschule Überlingen/Germany
Duration: 8 weeks (weekly one or two one hour lessons)
1. The pupils get to know some international artists and discover geometrical
elements in their works.
They have a special look at the colours and the art of paintig.
2. The students try to comprehend the artists intensions and their art of
painting.
3. Each lesson we look especially at one painter and try to copy his work.
4. There ´s an exhibition at the end oft he unit and the best works get a prize.
Objectives
1. The pupils get to know some international artists and discover geometrical
elements in their works.
They have a special look at the colours and the art of paintig.
2. The students try to comprehend the artists intensions and their art of
painting.
Reproductions of the works of famous artists
Coloring pages of the famous works
Coloured pencils

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Activities
Lesson 1
1. We look at the work oft he artists and try to figure out, what ist he connecting
element in all of this works.
2. We look at the geometric forms and name them.
3. We find out that although there are geometric elements in all of the works the
art of painitin and the art of how the painter uses the colour is very different.
Lesson 2
1. Vincent van Gogh: Tulip fields
Lesson 3
1. Paul Klee: Head of m man
Lesson 4
Piet Mondrian: Composition with red, yellow. blue and black
Lesson 5
Frank Stella: Flin Flon
Lesson 6
Wassily Kandinsky: Composition VIII
Lesson 7
Joan Miro: Figures and dog in front oft he sun
Lesson 8
Friedensreich Hundertwasser : The Blob grows in the beloved gardens
Lesson 9
Victor Vasarely: Duo 2
Lesson 10
Tangram
The pupils cut out geometrical forms and try to combine them representing figurs,
animals, boats, people .......
Lesson 11
Making a exhibition and a competition whose works hit the painters intensions and
his art of painting best.

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Lesson Plan 5
Subject/Title: Platonic Solids
Grade/age of students: 14 - 16
School: GMS Wiestor, Überlingen/ GER
Duration: 3-4 lessons
Watching the pieces of Art of Ina Michalski in three-dimensional space students will
find out that Platonic Solid is a regular, convex polyhedron. It is constructed
by congruent (identical in shape and size) regular (all angles equal and all sides
equal) polygonal faces with the same number of faces meeting at each vertex.
Objectives:
1. Platonic Solids: Working on pieces of Art
2. Construction of one out of five
3. Table about all five
Paper, worksheets, scissor, pencil, Internet
Activities
Lesson 1
1. Watching pieces of art, making notes
2. Exchange of findings:
- What is special?
- What do they have in common?
Lesson 2
1. Print out the grids, enlarge them and build one of the Platonic solids!
2. Find out (for each of the Platonic Solids) the number of faces, edges and vertices.
3. Present your tables

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4. Try to find out: What is the spirit behind the 5 Platonic Solids?
Lesson 3
1. Work on the tasks of
http://www.schule-bw.de/faecher-und-schularten/mathematisch-
naturwissenschaftliche-
faecher/mathematik/unterrichtsmaterialien/sekundarstufe1/geometrie/plat
on
2. Find a definition.
LESSON PLANS FROM MERAM ANADOLU LISESI,
TURKEY
Lesson Plan 1
Subject/Title:The graphof quadratic functions (Parabolas)
Grade/age of students:10 th grade andage 15
School: MeramAnadoluLisesi
Duration:2 lessons (2 x 40 min)
The unit ‘Quadratic Equations’ is prerequisitefor parabolas. Thereforea
small revision about this subjectwill be done interactively. Then we will
get the formula of the vertex of o parabola and by doing the x-y chart we
will optain the x and y intercepts of the parabola. After all we will sketch
the graph. And by using our tablets or smartphones we will check our
graph. This is going to be the application of the math programme
‘GEOGEBRA’.
Objectives:
1. Find the vertex of a parabola.
2. Find the x and y intercepts of a parabola

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3. Sketch the graph of a parabola
InteractiveWhite board , tablets, Smart phones ,Maths book, Geogebra
Activities
Lesson1
1.Optaining the formula of the coordinates of the vertex of a parabola
2. We should probably do a quick review of intercepts before going
much farther. Intercepts arethe points where the graph will cross the x
or y-axis.
Lesson2
1. Sketching Parabolas
1. Find the vertex. We’ll discuss how to find this shortly. It’s fairly
simple, but there are several methods for finding it and so will
be discussed separately.
2. Find the y-intercept,
Solve to find the x coordinates of the x-intercepts if
they exist. As we will see in our examples we can have0, 1, or 2
x-intercepts.
3. Make surethat you’vegotat least one point to either sideof
the vertex. This is to make surewe get a somewhataccurate
sketch. If the parabola has two x-intercepts then we’ll already
have these points. If it has 0 or 1 x-intercept we can either just
plug in another x value or usethe y-intercept and the axis of
symmetry to get the second point.
4. Sketch the graph. At this point we’vegotten enough points to
get a fairly decent idea of what the parabola will look like.

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LESSON PLANS FROM ''SAULE“ PRIVATE GYMNASIUM,
LITHUANIA
Lesson Plan 1
Subject/Title: Technologies / ”Paper puzzle according tothe geometric form”
Grade/age of students: grade 6th / 12-13
School: ''Saule“ private gymnasium
Duration: 45 min.
1. According to the chosen plan and the geometric form (triangle, square,
pentagon etc.) students put or glue coloured (cut or torn) paper strips on the
working base in order that has been explained by the teacher.
2. When students finish, the center of the geometric form is chosen and glued.
3. The glued puzzle is fixed onto another paper with the object that has been
planned and cut beforehand. It might be a circle, a Christmas tree, a present,
a cup of coffee etc.
4. Finishing according to the purpose. It might become a postcard or a picture.
Guests will have a possibility to work together with the students. Students will be
advisors and consultants.
Objectives:
1. Do the puzzle from the cut paper strips according to the provided scheme.
2. Use the puzzle to create a postcard or a picture.
Materials/Resources: coloured paper, duct tape, paper for decoration and
background, scissors.

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Activities
Lesson 1
1. Discussion of the workflow.
2. Implementation of the task.
3. Presentations of works and a class discussion.
4. Reflection, sharing experiences and results.
Lesson Plan 2
Subject/Title: Technologies / “Distaff decoration with coffee. Eco-design
technologies”
Grade/age of students: Grade 9th / 15
School: “Saule” private gymnasium
Duration: 45 min.
1. Preparing the forms of distaffs and coffee-grounds.
2. Students paint on the prepared forms of distaffs using coffee decoction.
3. The work is dried.
4. The work is ironed to fix the elements.
5. The work is being framed.
Objectives:
1. Nurture the nationality in the process of education.
2. Apply eco-design in technology lessons.
1. Linen or cotton fabric.
2. Prepared sketches.
3. Used dry coffee.

25
4. Glue.
5. Brushes.
6. Coffee decoction.
7. Palettes.
8. Dishes to contain the coffee decoction.
9. Corrugated paper.
Activities
Lesson 1
1. Continuous lesson.
2. Distaffs are being painted with different concentration of coffee decoction.
3. Shaping the work.
Lesson Plan 3
Subject/Title: European buildings
Grade/age of students: 7th grade
Duration: 45 min
The lesson is devoted to the modeling of buildings’ parts using LaQ Basic set.
During the lesson students will learn how to build spatial blocks modeling principal
parts of buildings – corners, columns, roof joints.
Students will do measurements of their models and solve geometry math
problems for 3D shapes.
Objectives:
1. Learn how building parts can be modeled using LaQ basic parts.
2. Exercise math problems on 3D shapes built by the students themselves.

26
Pictures of the modeled buildings, fully assembled models, LaQ Basic set, ruler,
pen, notebook
Activities
Lesson 1
1. Students get assignments for particular parts of the buildings.
2. Looking at the full models, students pick the right parts from LaQ set box and
create their models.
3. Students read math problems about their shapes, take measurements and solve
the problems.
Lesson Plan 4
Subject/Title: Mathematics/ Mathematics in architecture
Grade/age of students: 8th grade / 14
Duration: 1 h 30 min
During the lessons students will analyse the importance of mathematics in
architecture and will do the exercises related to applying mathematics in
architecture. While working in pairs students will calculate not only the expenses of
changing the roof of the house, but they will also measure the models of the most
famous buildings from the partner countries (of the project ERSAMUS+ Maths in Art)
and compare them to the buildings in reality.
Objectives:
1. While working in pairs students will be able to calculate the expenses of
building the house together with its volume and the surface area according
to the given measurements.
2. While working in pairs students will be able to measure the separate parts of
the model building and compare the measurements with the real building
after doing the calculations.

27
1. MS Power Point presentations “Maths in Art”;
2. Handouts "Building a house”;
3. Measuring instruments (ruler, tape measure, calculator);
4. Models of buildings;
5. Interactive program “Kahoot”.
Lesson 1
1. The analysis of the presentations “Maths in Art”.
2. Forming aims of the lesson.
3. Pair work: students work on the handout "Building a house”.
Lesson 2
1. Pair work: Doing the exercises after measuring the models of the most
famous buildings from the partner countries.
2. Interactive game “Kahoot”.
3. Feedback.
Lesson Plan 5
Subject/Title: Simple machines
Grade/age of students: demo class for teachers
Duration: 60 min
The lesson is devoted to the modeling of simple machines and mechanisms parts
using “WE DO2” LEGO EDUCATION set. During the lesson students will build a
LEGO model, connect a Smarthub totheir device, program a LEGO model and run
it.
Objectives:
1. Build a LEGO model.
2. Program the LEGO model.
3 Run and test the LEGO model.

28
WE DO2 LEGO EDUCATION set, Android tablets, WE DO2 application installed on
the tablet.
Activities
Lesson 1
1. Students get assignments for particular mechanisms to be built.
2. Students assemble mechanisms following instructions in the guide book.
3. Students program operational cycles of their models.
4. Students run the models and test them.
LESSON PLANS FROM DIMOTIKO SCHOLEIO CHRYSELEOUSAS
K.B’, CYPRUS
Lesson Plan 1
Subject/Title: Building Bridges
Grade/age of students: 4th Grade (Age 9-10)
School: Dimotiko Scholeio Chryseleousas K.B’
Duration: 80 minutes
Participants are separated intotwo teams and their task is to create a bridge using
simple materials. Two teams create one bridge together having only a few chances
of communication.
Objectives:
1. Concentrate.
2. Show respect their fellow students and be part of the team.
3. Communicate effectively.
4. Accomplish their work within a certain time frame and according to certain
criteria.
5. Use mathematics to make their communication and work result more

29
precise.
6. Use correct mathematical terminology.
Materials/Resources: For each team
Materials for the bridge: half of a box, 3 paper clips, 2 pipe cleaners, 3 rubber
bands, 1 piece of corriflute, 2 paper cylinders, 1 roll of coloured paper, 1 baloon
(You can use others according to availability)
Tools: 1 ruler, 1 geometrical set, 1 pencil, 1 rubber, scissors, blu tack, 1 adhesive
strip, 1 glue
Activities
Lesson 1
A. Energizers
1. Counting loudly and silently: We try to count from 1 to 20. We begin by saying the
numbers loudly up to 4, we continue counting silently until 19 and we say 20
loudly again. It’s a success if we say 20 at the same time. The activity is repeated
until we manage.
Variation: We change the pace of counting. We can also use the multiplication
tables or adding / subtracting and do it for ten times (e.g. adding 2 beginning
from 11: 11, 13, 15, 17, 19, 21, 23, 25, 27, 29).
2. One on a time – Counting: We count from 0 to 10. Whoever wants speaks up and
says the next number trying not to coincide with someone else. Since one voice
(number) should be heard each time, when two or more coincide, the counting
starts from the beginning.
Variation: We do the activity using the multiplication tables.
B. Main activity
1. Students are divided into big teams (around 12 people). Every team is divided into
two groups (of approximately six people). The task for each team is to create a
bridge and each group will create the half of it. The two groups:
 Have exactly the same materials and must use all of it (for building or
decorating their part of the bridge).
 Work in different places, where they cannot see each other.
 Can communicate with each other ONLY using the following ways (once each
for every group):
- Write a letter and get an answer.
- Send a representative to a neutral place to talk for 1 minute with a
representative from the other group of their team.

30
- Send a representative to watch (without talking or asking) the other group
working for 1 minute.
The groups are given a certain time limit to accomplish theirtask, as well as a
list of evaluation criteria.
Variation: The task can be more mathematically oriented asking the
participants e.g. to decorate their bridge with shapes or use exactly half of the
material given e.t.c. according to their age and capacity.
2. One of the groups of each team moves to the other, they are given a couple of
minutes to put the two parts together and bring their bridge to the assembly.
C. Conclusion
1. We test the bridges with a toy car.
2. A discussion is held regarding the procedure of the main activity. The discussion
is based on questions, such as:
- How did you find the activity in general?
- What would you do the same / differently if you did the activity again?
- Which skills did you need to apply?
- How did this activity help you? / What was its added value for you and your
team?
- What went wrong and why? (if something)
- How could the activity be better / enriched?
3. Pass the pulse: The students hold hands. The teacher gives a pulse to the child
sitting next to her by pressing his/her hand on a pattern. The pulse has to pass
from one child to the other and come back to the teacher. The wanted result is
for the pulse to return on the same pattern.
Variation: The teacher gives a pulse to the child on the left and a different one
to the child on the right. The pulses move simultaneously. (This variation needs
a high level of concentration).
Lesson Plan 2
Subject/Title: Geometry in Fyti Weavings
Grade/age of students: 6th grade (Age 11- 12)
School: Dimotiko Scholeio Chryseleousas K.B’
Duration: 5 x 80 minutes
Observe motifs from Cypriot folk weaving tradition understand how they are made
and why they are connected to geometry. They follow the footsteps of an artist that

31
gets inspired by nature and everyday life and then try to develop their own nature
inspired motifs and designs starting from observing the nature, developing their
sketches into geometric motifs and then turning the motifs into original unique
artworks. In this procedure they experience how measurements and calculations are
important to create a symmetrical composition with the repetition of a motif.
Objectives:
1. Observe and recognize motifs in Cypriot Folk Fyti weaving
2. Understand how a fabric is weaved and why geometry is present in the weaving
motifs
3. Develop artwork ideas inspired by Fyti weaving
4. Use measurements and calculations in order to make their artwork symmetrical
and repeat the same drawing many times in a given space
Museum visit, Fyti weaving images, cardboard, paper, yarn, geometric shapes,
watercolour for printing, sketchbook, drawing and painting material, rulers
Activities
Lesson 1 – Museum Visit at the Cyprus Handicraft Centre
1. Treasure hunt: Students are given a photo of an embroidery motifs
and try to locate them. They observe how these motifs are inspired by nature and
that they have a lot of geometry in them. They go around the room and try to collect
more geometric details in motifs by drawing or photographing them.
Question: Why is there so much geometry in embroidery design (this question has to
be answered by them by the end of the visit).
2. They visit the weaving and embroidery workshop where they learn how the
designs are embroidered as fabric is being made. During their visit they can
prepare a small booklet (zine) with the motifs they like best.
3. Short discussion about the importance of marketing for the museum before
visiting the museum shop. They can then chose from a number of tasks to do

32
a. Create an idea for a poster to incorporate one of the motifs in a poster
that advertises “The mathematical event of the month at the Folk
museum”.
b. Brainstorm ideas for how motifs can be used in the design of objects that
can be sold in the shop.
Lesson 2 – In class
1. Make their own looms using paper, cardboard or other found objects
2. Create a geometric weaving design
Lesson 3
1. Discussion about where the folk artists get their inspiration, assisted by
photographs from the Cyprus Handicraft Centre.
2. The students have 20 minutes out in the garden to collect images of plants by
drawing details of them in their sketchbook.
3. Back in class they try to transform one of their drawings into a symmetric
geometric one on a squared paper.
Lessons 4 - 5
1. The students brainstorm ideas on how they can create artworks inspired by
the Fyti weavings and the geometric motifs inspired by nature. Each group
can develop their own idea. Here follow some indicative ones:
a. They use small square, triangle and parallelogram foamboard shapes to
create a motif to be glued on a piece of wood to create a stamp. They can
then experiment with using the stamp to print on paper, fabric etc.
b. They take pieces of paper or cardboard and try to repeat their motif an
exact number of times by drawing it or by creating a stencil of it. They can
then make compositions using these cardboard pieces.
2. During the development of their work they need to make measurements and
calculations so that the distances are exact and their finished work is
symmetrical.
3. Presentation of their ideas and artistic procedure: problems, solutions and
how they used math in the making of their artwork

33
Lesson Plan 3
Subject/Title: Snowflake inspired designs
School:Dimotiko ScholeioChryseleousas K.B’
The students observe the symmetry in the structure of snowflakes. They try to make
a design that looks like a snowflake by using their math knowledge of symmetry,
geometry and trigonometry.
Objectives:
1. Calculate the angles of a triangle
2. Observe and understand symmetry on a snowflake
3. Create a design that imitates the symmetry of a snowflake
Snowflake images, ruler, protractor, black marker, copy machine
Activities
Lesson 1
1. The students observe some photos of snowflakes taken by microscope. They
notice that what they have in common is their 6 axes of symmetry. And they
conclude that they need to rotate 12 triangles in a circle to make a design
that looks like a snowflake (6 of them are exactly the same and the other 6
are it’s symmetrical mirror image)
2. The students have to calculate the angles of the triangle they are going to
use, and depending on their level, they can either construct a right angle
triangle using a ruler and protractor or be given a triangle (90 – 30 – 60
degrees).

34
3. They create a design on their triangle with shapes, lines and motifs using a
black marker, making sure there is a balance of black, white and patterned
space. When they are happy with their design they turn the triangle around.
If they used thin normal thin copy paper their design should show through at
the backside. They go over their backside of the design with the marker, so
that they complete the symmetrical mirror image of their design. They can
put their paper against the window if they can’t see clearly.
At the end of the class the teacher makes copies of each triangle: 6 copies of the
front side and 6 copies of the back side.
Lesson 2
1. The students take a large piece of paper and measure and mark twelve 30-
degree angles put in a circle.
2. They get their 12 copied triangles, cut them around and try to place them on
a piece of paper alternating the symmetrical ones so that they create their
hexagon snowflake design
Lesson Plan 4
Subject/Title: Appropriation
Grade/age of students: 3rd -6th grade (Age 8- 12)
School: School:Dimotiko ScholeioChryseleousas K.B’
The students get to know the concept of appropriation in Art. How artist use, adopt,
borrow pre-existing images and apply to them a little transformation to convey a
different meaning . Then they develop their own version of a famous artwork by a
European artist, experimenting with reproduction techniques.

35
Objectives:
1. Learn about the concept of appropriation in Art
2. Get to know famous paintings and appropriated versions of them
3. Develop their own appropriation of a famous painting
4. Experiment with reproduction techniques
Photos of famous artworks and reproductions of them, projector, copier, mixed
media.
Activities
Lesson 1
1. Students share famous paintings they know. Then they look at some appropriated
versions of them and learn about the term “appropriation”.
2. They look at different paintings (Guernica by Picasso, Starry Night by Van Gogh,
The Birth of Venus by Boticelli) and discover some historic facts, symbolisms,
techniques in the artworks.
3. They discuss on ways they can appropriate the artwork and make it their own.
They can reproduce the artwork using different material or altering the image so it
can convey a different meaning than the original one. Each class of students chooses
which painting they want to reproduce.
Lessons 2 - 3
Each group/class of students develops their technique of reproduction. Here follow
some of the procedures that were used:
a. For ‘Guernica’ by Pablo Picasso
We looked at the original painting “Guernica” by Picasso and compared it
with Ron English’s appropriation “Bombing Begins in 5 Minutes” in a short
discussion. The students then decided they wanted to make their own
version of a peaceful Guernica. We projected a line version of the original
“Guernica” on a big piece of cardboard. The students drew the outlines with

36
chalk on the cardboard. They then took it back to their workspace and tried
to alter some of the features by erasing some of the chalk lines and replacing
them with different features. They then discussed about how they will color
it (which colors on which areas) and painted their work.
b. For ‘Starry Night’ By Vincent van Gogh
 Print a line version of the artwork and color it, either trying to imitate
the colors in the original painting or develop their own color scheme.
 Print a colored print of the artwork. The print is divided in 16 equal
pieces and given to one student. Each student has to enlarge his or
her piece by drawing it on a piece of A4 paper. At the end all 16
colored pieces are composed together to create an enlarged version
of the artwork
c. For ‘The Birth of Venus’ by Boticelli
The class was divided into 4 groups and they were assigned to copy a section
of the painting (a. Venus on the shell, b. the winged wind god Zephyr and
Aura, c. the female figure holding the cloak and d. the background) . Each
group took turns copying their section of the painting from the projected
image on the wall on a A2 piece of paper. They then returned to their
workspace and tried to finish their piece using mixed materials. At the end
they combined their pieces to create their own version of the artwork.
d. For the World of Cyprus by Adamantios Diamantis
 The original painting depicts figures of the people of Cyprus from the
mid 20th century. The students of a 3rd grade looked at photos of
people of Cyprus from the early 20th century and painting of folk artist
Kkasialos, that show people doing their everyday work. Each student
drew one figure of an early 20th century Cypriot on their A4 paper,
and then cut around it. All the figures were then combined on a large
cardboard surface where they had drawn a country side background.
 The students of another 3rd Grade decided they wanted to make a
collaborative painting depicting the world of Cyprus today. After a
short discussion on differences of today’s life compared to 100 years

37
ago, they each drew a figure of a Cypriot on a daily activity in the city
on their A4 paper, and then cut around it. All the figures were then
combined on a large cardboard surface where they had drawn
background showing the city.
Lesson 4
1. Each group presents their work and the procedure they followed, together with
problems and solutions during the course of their work.
2. Discussion about organizing an exhibition. In groups they discuss:
 Which information should accompany each artwork and prepare their labels.
 Where they can make their exhibition
 How they can advertise it
3. The students prepare what is needed for the exhibition
Lesson 5
1. Setting up the exhibition space
ART ACTIVITIES AND GAMES
A collection of Art activities and games used in class or
workshops to talk about Math concepts
1. Art Auction - Bingo Board (see Appendix 1)
A bingo type game designed to produce persuasive talk in the context of
some well-known paintings. The highest bid i.e. the most convincing
argument wins the label.
The original game is designed as a way for the students to look at and talk
about artwork while focusing on art concepts like colour, subject, technical
terms, art history etc.
It is very easy to produce your own versions with pictures of artwork that
entail math concepts. Or perhaps with pictures from your nearest gallery or
museum.

38
You can find the original catalogue of pictures used for reference at
http://www.collaborativelearning.org/artauction.pdf
2. Cue card game
Give students postcards/printouts of artwork
Have them choose a postcard and explain to their pair why they like it.
You can give them strips of paper to help them with their use of language
(cue cards):
Give them prompt cards to speak about specific subjects
Tell me about the lines/shapes/colours/3D shapes/angles etc
You can turn this into a game if the other has to guess which postcard each
student is talking about. Set limitations like “Each student is allowed to use
two cue cards and one prompt card”.
MUSEUM ACTIVITIES AND GAMES
A collection of Art activities and games to use in a Museum/Art
Gallery to talk about Math concepts
1. Mathematical Treasure Hunt
A way to get acquainted with a museum space and introduce the
mathematical concept you want to deal with.
Give the students a detail of a picture (or a sheet with a number of details
from different artworks) and ask them to look for it and find the artwork that
contains it. The detail of the picture can be something that contains the
mathematical concept you want to talk about and it can initiate talking about
it and working on it.
They can make their own Mathematical Treasure Hunt map. You can give
each student an empty sheet of paper with spaces to draw 6 details. Then
their pair needs to go and find them and note where they came from.
I like it because… I can see…
Think of 6 words to describe the artwork.
The artwork reminds me of…

39
2. Themed trail
Give the students an instruction to go and look at the artworks exhibited in a
room. Give them a booklet or a paper with 6 squares and ask them to collect
and draw specific mathematical details from artwork in that room.
Their goal is to look for and recognize specific mathematical concepts, e.g. a
geometrical shape, types of lines, a geometrical motif etc.
3. Curators organizing a way to look at a gallery
You can also give the students a task to make their own mathematical trail
for somebody else to follow. You ask the students to come up with a
mathematical concept that is present in at least 3 artworks and then send
somebody else to find and draw the mathematical details.
4. Make a mathematical gallery guide
Have the students chose 6 pictures they like best in the gallery and write a bit
of information about them in a small zine* booklet.
The guide could be a mathematical themed one with a specific concept-title
that can be given from the teacher, or developed by the students e.g. “Most
Popular Geometrical Motifs in Cypriot Embroidery”, or “A Collection of Types
of Lines in Ancient Pottery”.
*A zine (/ziːn/ ZEEN; short for magazine or fanzine) is a self-published booklet
usually reproduced via photocopier. You can fold a piece of copy paper in a special
way and form a booklet, draw images or write text on each page. Then you can open
it up and reproduce it by using a photocopier.
5. Marketing Expert
The students are given viewfinders and then are asked to select a small detail
from an artwork that best represents a mathematical concept they are given.
Then they have to use that detail to either make a bookmark or a greeting
card to be sold at the museum shop, or use it to design a poster to advertise
the “Mathematical Event of the Month” happening at the gallery.
6. Pairs games
The students form pairs. One of the two describes the painting and the other
has to find it. E.g. “I’m looking at a picture with black shapes, they have
straight edges”.
Alternatively the one has to give directions so that the other can draw the
shape without looking at it.
7. Sketch sculptures from different angles.
Translate 3D shapes to 2D shapes and compare.
Each student stands on a different spot around a sculpture and has 2-3
minutes to draw what he is looking at. Repeat from a different spot. Have
the students:

40
a. Compare their own sketches from different angles
b. Compare the sketches of different students drawn from the same angle
8. More or less
Each student gets 3 sticky-note-papers and they have to stick it in front of an
artwork that contains one Math concept. See how many students chose the
same artwork and have them explain why.
MATHS IN ART WORKSHOP WITH
STATIONS
Activities that were developed to be used in a workshop with
students and parents working together. Here you will find
material for 5 stations with 5 different sets of activities. Each
one of the stations can take a mixed group of parents and
students. The stations are placed on tables with all the needed
material and instructions. Each group of students and parents
has 10 minutes on each station to finish the activity.
School:Dimotiko ScholeioChryseleousas K.B’
Duration of each activity: 10 minutes

41
Station 1 – Mondrian Inspired Designs
Α. Squares and Rectangles
Level of Difficulty: 1 simple
Let’s create a drawing that resembles Mondrian’s paintings.
Instructions
1. Draw 8 -10 strainght lines using a black marker on the square white paper
provided. Make sure that some of the lines are horisontal and PARALLEL and
some lines meet them VERTICALLY.
2. Look at the shapes created by the lines! Use a red crayon to colour 2 squares.
3. Colour a yellow rectangle.
4. Colour a blue rectangle that is smaller than the yellow rectangle.
Note:If youcan’t findthese shapes,youcandraw another1-2 lines
5. Now glue your drawings next to each other on the big black paper to create a
larger artwork that has some similarities with of Mondrian’s paintings.
Β. Trapeziums, parallelograms, triangles
Level of Difficulty: 2 medium
Instructions
provided. Some of the lines should be horisontal and parallel and some
should meet diagonally.
2. Look at the shapes created by the lines! Use a red crayon to colour 1
trapezium.
3. Colour 1 blue parallelogram.
4. Colour 2 yellow triangles.

42
C. Triangles, rombus
Level of Difficulty: 3 complex
Instructions
provided. The lines should meet diagonally.
2. Look at the shapes created by the lines! Use a red crayon to colour 2 obtuse
triangles.
3. Colour 1 yellow acute-angled triangles.
4. Colour 1 blue rombus
D. Trapeziums, parallelogram, rectangle, square
Level of difficulty: 2 medium
Instructions
provided. Make sure that some of the lines are PARALLEL and some lines
meet them VERTICALLY and others meet DIAGONALLY.
2. Look at the shapes created by the lines! Use a red crayon to colour 2
trapeziums.
3. Colour 1 yellow parallelogram.
4. Colour 2 blue rectangles.
5. Colour 1 black square.

43
Mondrian’s paintings have a very specific
style.
 They are made by squares and
rectangles.
 He only uses the three basic colours
(red, yellow, blue) and sometimes
black to colour the shapes that are formed. He leaves a
lot of white space.
 The lines are black and meet vertically.
style.
rectangles.
lot of white space.
style.
rectangles.
lot of white space.

44
Station 2 – Symmetry
Use your ruler to complete the following symmetrical image.

45
Shade and completethe following symmetrical shapes.

46
Use the pattern blocks to complete the following
symmetrical shapes.

47
Use the pattern blocks to make your own symmetrical image.

48
Station 3 – Patterns with Fibonacci numbers
PATTERNS WITH SQUARES
Let’s create a pattern by drawing squares with different dimensions.
What’s the trick?
The SIDE of the NEW SQUARE created, must be the SUM of the SIDES of the
TWO PREVIOUS SQUARES.
Follow the instructions carefully
1. Start by colouring in one square. This is a (1x1) square, because it is one
length on each side.
Now add another (1x1) by using a different colour pencil, so it looks like
this:
2. Now add a (2x2) square next to it, so it looks like this:
3. Now add a 3x3 square next to it like the image below.
4. Did you figure out the pattern? Where do you think you should draw a
5x5 square to continue with the pattern?
5. What’s the size of the next square of the pattern? How did you come up
with the length of the square’s side?
6. Continue by drawing as many squares as you can in the next 5-6 minutes
following the pattern.
7. When you are done, you can write in sequence the numbers that show
the length of the side of each square.
We started the sequence for you:
1, 1, 2, 3, ____ , ____ , ____ , ____ , ____ , ____ , ____ , ____
8. Try to find the pattern, the mathematical relation that connects these
numbers.

51
Instruction:
Reassemble the scrambled image using the grid coordinates
Difficulty
Level:
1 easy

52
Instruction:
Difficulty
Level:
2 medium

53
Instruction:

54
Instruction:
Difficulty
Level
3 difficult

55
Station 5 – Art Auction Game
Instructions
A game for 3-4 people and one caller. Each player has a board with 6 artworks.
The caller does not have a board.
The caller turns over a label card and reads it or shows it.
Everyone listens to or reads the card and decides if they can use it for one of
their pictures.
A player must say “mine” if they think it belongs to them.
If more than one person wants it, each must explain why they should have it and
the caller decides who has the best explanation.
Each artwork can only get one label.
The winner is the first one to label all their pictures.

56
Instructions
their pictures.

57
Instructions
their pictures.

58
Instructions
their pictures.

59
Labels with math concepts
analogy
laterally
intersecting
straight lines
symmetry Prime
numbers
hexagon parallel
straight lines
cube area
symmetry
axis
oxygonal
triangle
Right angle division
repetition motif cyrcles half
cylinder pyramid rhombus radius
rectangle sphere obtuse angle Odd
number
lines regular
polygon
fraction equal
multiply reflection smaller

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