## Stained Glass Window Project.pdf - Section 2: Stained Glass Activity

*Stained Glass Window Project.pdf*

# Assessment of Graphing Lines through Art!

Lesson 11 of 20

## Objective: SWBAT Graph oblique, horizontal, and vertical lines from an equation using the method of their choice, a t-table, slope intercept form, or x and y intercept method.

## Big Idea: The purpose of this lesson is for students to master graphing lines, and, to clear up the confusion that x= and y= can represent the equations of vertical and horizontal lines, respectively.

*50 minutes*

#### Warm up

*10 min*

In today's Warm Up I am checking for students' prior understanding of the equation for a horizontal and a vertical line. For today's Stained Glass Activity, it is important for students to recognize** x = a** and **y= b** as equations for horizontal and vertical lines. In the past I have found that students easily get confused, representing x = a as a single point instead of a line.

After I have given students about 5 minutes to complete the Warm Up, I display the task using a projector and clarify any remaining misunderstandings.

In the video below, I demonstrate the discussion during the review of the Warm Up of the different representations of x and y. In the review, I emphasize for students to pay attention to the context of the question.

#### Resources

*expand content*

#### Stained Glass Activity

*35 min*

Math can play an important role in art. In many works of art lines play a big role in the representation of figures, landscapes, and abstract works of imagination. This slide show from the NY Times shows several abstract works of art in which lines play a prominent role.

**Materials needed for the Stained Glass Project:**

- Large piece of graph paper- some students used regular size
- Coloring supplies- markers, colored pencils
- Rulers

After showing students the slide show from the NY Times, I ask students to read the Instructions for the Stained Glass Window Activity on their own. I also show the students the Feedback Form before they start the activity to go over the checkpoints of the exercise that I think will help them be more successful on this activity. After answering any questions that come up, I set them off to follow the instructions.

While students are working, I am walking around to monitor and to complete the teacher part of the Feedback Form for students early on in the activity. An important point of the Instructions that I reiterate to students throughout the activity is the importance of writing the equation for each of the lines used in their design. I allow students to work about 10 to 15 minutes before stopping the class to have students get some peer feedback on their Feedback Form. I find that this activity works better when my students receive feedback while the lines are in pencil and can be easily erased.

I expect most of my students will complete graphing the 12 required lines before leaving class. Many will complete the coloring of their design for homework.

*expand content*

#### Feedback Form

*5 min*

I provide students with this Feedback Form to help identify student misunderstandings early in the activity. In addition to receiving feedback from me, the students will receive feedback from a peer. The Feedback Form also provides checkpoints that will help students to self-assess their work.

At the start of the lesson, I encourage students to request feedback if they are unsure of graphing a particular line. I also encourage them to get feedback from more than one student or from me more than once if possible. This form helps students be more successful by finding mistakes made before the finished product. Some students made better use of this scaffold than others and were more successful with the project.

When I teach this lesson, it is not unusual for some students to not finish. In this case, it is appropriate to let the students complete the activity for homework.

*expand content*

##### Similar Lessons

###### What is Algebra?

*Favorites(41)*

*Resources(19)*

Environment: Suburban

###### Where are the Functions Farthest Apart? - Day 1 of 2

*Favorites(3)*

*Resources(13)*

Environment: Suburban

###### Graphing Parallel and Perpendicular Lines (Day 1 of 2)

*Favorites(31)*

*Resources(16)*

Environment: Urban

- UNIT 1: Introduction to Functions
- UNIT 2: Expressions, Equations, and Inequalities
- UNIT 3: Linear Functions
- UNIT 4: Systems of Equations
- UNIT 5: Radical Expressions, Equations, and Rational Exponents
- UNIT 6: Exponential Functions
- UNIT 7: Polynomial Operations and Applications
- UNIT 8: Quadratic Functions
- UNIT 9: Statistics

- LESSON 1: Introduction to Sequences
- LESSON 2: The Recursive Process with Arithmetic Sequences
- LESSON 3: Recursive vs. Explicit
- LESSON 4: Increasing, Decreasing, or Constant?
- LESSON 5: Change Us and See What Happens!
- LESSON 6: Why are lines parallel?
- LESSON 7: Get Perpendicular with Geoboards!
- LESSON 8: Dueling Methods for Writing the Equation of a Line
- LESSON 9: Comparing Linear Combinations in Ax +By= C to y=mx +b
- LESSON 10: Equations for Parallel and Perpendicular Lines.
- LESSON 11: Assessment of Graphing Lines through Art!
- LESSON 12: Are x and y Directly or Inversely Proportional? (Day 1 of 2)
- LESSON 13: Are x and y Directly or Inversely Proportional? (Day 2 of 2)
- LESSON 14: Writing, Graphing, and Describing Piecewise Linear Functions
- LESSON 15: Introduction to Scatter Plots, Line of Best Fit, and the Prediction Equation
- LESSON 16: Predicting the Height of a Criminal (Day 1 of 2)
- LESSON 17: Predicting the Height of a Criminal (Day 2 of 2)
- LESSON 18: Predicting Bridge Strength via Data Analysis (Day 1 of 2)
- LESSON 19: Predicting Bridge Strength via Data Analysis (Day 2 of 2)
- LESSON 20: Linear Assessment