Math Art Projects

Math Art Projects

Common Core Alignment

Every Math Art lesson is mapped to one or more Common Core State Standards for Mathematics. Each standard below links out to its entry on corestandards.org, and lists the Math Art lessons that teach it.

The standards span grades 2 to 8 because several projects deliberately introduce concepts that Common Core formally places in later grades, so a 4th-grade lesson can be a hands-on first encounter with a 7th- or 8th-grade idea.

Grade 2

See all 2nd grade Math Art lessons →

  • CCSS.MATH.CONTENT.2.G.A.1

    Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

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  • CCSS.MATH.CONTENT.2.G.A.3

    Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths.

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  • CCSS.MATH.CONTENT.2.MD.A.1

    Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

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  • CCSS.MATH.CONTENT.2.MD.A.2

    Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.

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  • CCSS.MATH.CONTENT.2.MD.C.7

    Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

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  • CCSS.MATH.CONTENT.2.MD.C.8

    Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

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  • CCSS.MATH.CONTENT.2.MD.D.10

    Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

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  • CCSS.MATH.CONTENT.2.NBT.A.1

    Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.

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  • CCSS.MATH.CONTENT.2.NBT.B.7

    Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.

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  • CCSS.MATH.CONTENT.2.NBT.B.8

    Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

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  • CCSS.MATH.CONTENT.2.OA.C.4

    Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

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Grade 3

See all 3rd grade Math Art lessons →

  • CCSS.MATH.CONTENT.3.G.A.1

    Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals).

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  • CCSS.MATH.CONTENT.3.MD.B.3

    Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.

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  • CCSS.MATH.CONTENT.3.MD.B.4

    Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.

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  • CCSS.MATH.CONTENT.3.MD.C.5

    Recognize area as an attribute of plane figures and understand concepts of area measurement.

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  • CCSS.MATH.CONTENT.3.MD.C.6

    Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

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  • CCSS.MATH.CONTENT.3.MD.D.8

    Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

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  • CCSS.MATH.CONTENT.3.NF.A.1

    Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

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  • CCSS.MATH.CONTENT.3.OA.A.1

    Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.

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  • CCSS.MATH.CONTENT.3.OA.A.2

    Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.

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  • CCSS.MATH.CONTENT.3.OA.C.7

    Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations.

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  • CCSS.MATH.CONTENT.3.OA.D.9

    Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

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Grade 4

See all 4th grade Math Art lessons →

  • CCSS.MATH.CONTENT.4.G.A.1

    Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

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  • CCSS.MATH.CONTENT.4.G.A.2

    Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

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  • CCSS.MATH.CONTENT.4.G.A.3

    Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

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  • CCSS.MATH.CONTENT.4.MD.A.2

    Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals.

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  • CCSS.MATH.CONTENT.4.MD.C.5

    Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.

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  • CCSS.MATH.CONTENT.4.MD.C.6

    Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

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  • CCSS.MATH.CONTENT.4.NBT.A.1

    Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.

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  • CCSS.MATH.CONTENT.4.NBT.B.6

    Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

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  • CCSS.MATH.CONTENT.4.NF.B.4

    Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

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  • CCSS.MATH.CONTENT.4.NF.C.6

    Use decimal notation for fractions with denominators 10 or 100.

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  • CCSS.MATH.CONTENT.4.OA.B.4

    Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.

    Math Art lesson:

Grade 5

Grade 6

Grade 7

  • CCSS.MATH.CONTENT.7.G.A.1

    Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

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  • CCSS.MATH.CONTENT.7.G.B.4

    Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

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Grade 8