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Visual Art Addition Within 100
Arts Integrated Lesson Launch for Grade 2 Addition Within 100 with Differentiated Options for Grade 1
Visual Art Addition Within 100
Pairs with Reveal Math Lessons 2nd Grade: 5-3, 5-4, 5-5, 5-7, 5-8
In this lesson launch, students analyze a piece of jewelry by Douriean Fletcher to practice looking for groups, patterns, and quantities. Through Notice & Wonder and partner discussion, students connect what they see to strategies for adding two-digit numbers within 100.
Standards
Getting Ready
Downloads
TEACH!
Brain Connections
Creators
MARYLAND STATE STANDARDS
MD Math Standards:
- 2.NOS.C.8 – Fluently add and subtract within 100. a. Use strategies based on counting (e.g., counting on, counting back) and place value (e.g., partial sums, making tens, etc.) to add and subtract. b. Use properties of operations, and the inverse relationship between addition and subtraction to add and subtract. c. Determine and explain when a strategy is most efficient.
A student’s relationship with mathematics is shaped not only by what they learn but by how they learn it. This activity supports enduring understanding because students will be engaging in the core 2nd grade competency of adding within 100 with flexibility. By engaging with Douriean Fletcher’s Jewelry of the Afrofuture, students begin by observing, discussing, and making sense of the artwork before transitioning to mathematical reasoning.
MD Arts Standards:
- VA.AS7.I:P-2:2 – Communicate clearly how to determine how selected artwork represents what people see, know, feel, and imagine.
This particular standard aligns with the arts-integrated framework around analysis and interpretation, which provides students a chance to demonstrate their understanding of adding within 100 by first making a connection to Douriean Fletcher’s Jewelry of the Afrofuture for the purpose of higher-order thinking and deriving various strategies independently.
Afrofuturism, as it pertains to Black Panther, is a cultural and artistic movement that imagines a future of Africa thriving through innovation, technology, culture, and self-determination while remaining deeply connected to its true history and traditions.
In Black Panther, Afrofuturism is represented through Wakanda, a fictional African nation that was never colonized and became the world’s most technologically advanced civilization while preserving its cultural heritage.
OUTSIDE OF MD?
Common Core State Standards:
- 2.NBT.B.5 – Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
National Arts Standards:
-
VA:AS6.Pr6.1.2a – Analyze how art exhibited inside and outside of schools (such as in museums, galleries, virtual spaces, and other venues) contributes to communities.
ARTS INTERATED LEARNING OBJECTIVE
I can use what I notice in a piece of art to find groups, patterns, and strategies for adding two-digit numbers within 100.
MATH DOMAIN
- Number Sense and Operation → Use place value understanding and properties of operations to add and subtract → Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction
COHERENCE
- Before: Students should be able to fluently add within 20 using mental strategies (Grade 1).
- After: Students will solve two-step word problems with four operations (Grade 3).
MATH & ART SKILLS
- Math: Adding two digit numbers using place value strategies.
- Art: Explain mathematical thinking through visual artwork and use visual artwork to explore mathematical concepts creatively.
MATERIALS
- Slides with images
- Dry-erase board/or surface
- Dry erase marker
FACILITATION STEPS
This activity should take no more than 7 minutes and is designed for the beginning of the lesson.
Connect to Visual Art:
Teacher: “Raise your hand if you’ve ever seen the movie Black Panther or another superhero movie.”
Possible Student Responses:
- “I have!”
- “I’ve seen Black Panther.”
- “I’ve seen other superhero movies.”
Teacher: “Movies are one type of visual art. We can also experience art in museums, neighborhoods, and galleries. Today we’re going to look closely at a piece of artwork to begin our math lesson.”
Ask: What is an art museum? Who has been to an art museum before?
Possible Student Responses:
- “It’s a place with art.”
- “You can look at paintings.”
- “People make art there.”
- “I’ve been to one!”
- “I’ve never been before.”
Introduce the artist:
“Today we’ll look at artwork by artist and jewelry designer Douriean Fletcher. Jewelry can be art too!
Her work is inspired by something called Afrofuturism. Afrofuturism is a style of art that mixes African history, culture, and traditions with imagination and ideas about the future. Think about the world of Wakanda in Black Panther; it honors African culture while imagining amazing future technology and beautiful designs. That’s the kind of inspiration you’ll see in this artwork.”
Display the artwork on slide 1 without mentioning the math objective.
Notice & Wonder:
“Take one quiet minute to look closely at the artwork. Record anything you notice or wonder on your dry-erase board.”
Ask: “What do you notice?”
Possible Student Responses:
- “I notice feathers.”
- “I see shells.” Note: *The shells on the given necklace are cowrie shells.*
- “There are beads.”
- “It’s colorful.”
- “Some objects repeat.”
- “It looks like a necklace.”
Ask:
“What do you wonder?”
Possible Student Responses:
- “Why did the artist use shells?”
- “How long did it take to make?”
- “What are the feathers for?”
- “How many shells are there?”
- “Who would wear it?”
Ask:
“What do you notice about the number or quantity of objects?”
Possible Student Responses:
- “There are a lot of shells.”
- “I think there are more shells than feathers.”
- “Some parts have the same number.”
- “The objects are grouped together.”
Ask:
“Do you notice any groups, patterns, or repeated colors that might help you count more efficiently?”
Possible Student Responses:
- “I see groups.”
- “The shells are lined up.”
- “The colors repeat.”
- “I could count by groups.”
Ask:
“If you wanted to find the total number of shells, feathers, or other objects, how could you do it without counting one at a time?”
Possible Student Responses:
- “I could count groups.”
- “I could add the groups together.”
- “I could count by tens.”
- “I could break it into parts.”
Acknowledge Student Thinking
Ask:
- “Who noticed something similar?”
- “Who noticed something different?”
- “What made you think that?”
- “Can someone build on that idea?”
Move into the Math
“Let’s imagine this piece of jewelry has 38 cowrie shells and 14 feathers.”
Ask:
“Without solving it yet, what is one strategy you could use to find the total number of objects?”
Allow 30 seconds of think time.
Partner Discourse:
“Turn and tell your partner one strategy you could use to find the total. Explain why you think your strategy would work well.”
Possible Student Responses:
- “I’m going to add the tens first, then the ones.”
- “I like using base-ten blocks because I can see the numbers.”
- “I’ll draw the numbers to help me.”
- “I’ll break apart the numbers before adding.”
Transition
“Today you’ll explore strategies like the ones you just discussed to find the total. You don’t need to solve this problem yet; we’re getting our brains ready to think like mathematicians by looking closely at art and noticing patterns, groups, and quantities.”
Extend: Use the following slides with additional images to repeat this visual thinking strategy.
ASSESSMENT & REFLECTION
Formative:
Observe students as they answer questions, showcase understanding, and attempt to solve math problems on dry-erase boards/surfaces. Provide moments for discourse and affirmations.
DIFFERENTIATION
This lesson launch can be adjusted for 1st grade students as they work on understanding place value (1.NBT.C.4, 1.NBT.C.5, 1.NBT.C.6).
Accommodations that can be offered during this launch include students having the option to use manipulatives of their choice when moving into the math.
Extension could include students solving the problem and justifying their thinking on the strategy they use. Students can do this verbally or in writing.
The teacher can extend even further by asking, “If you were designing a necklace, what would it include?”
- Students can create a design to include Math.
- An effective and easy extension could be having students draw the necklace and complete the given math that matches their design.
BRAIN TARGETED TEACHING IN THE CLASSROOM
While students may be practicing adding two-digit numbers using place value strategies in a more traditional way, this activity allows them to engage with this mathematical concept in a different way by connecting with and responding to visual artwork. This approach builds thinking habits through artful repetition, leading to long-term memory and automaticity.
Using Visuals to Build Thinking Habits – Visual Thinking Routines:
Artful Repetition for Long Term Memory – Engaging Repetition:
The Emotional Climate:
The Physical Space:
Learn More:
Learn more about Brain Targeted Teaching via Dr. Mariale Hardiman’s site.
ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
JAZSMINE MCDONALD
A certified K–12 dance educator and advanced professional, Jazsmine is passionate about the power of visual and performing arts. She launched her teaching career in New York City, earning her Bachelor’s degree in performing arts from Long Island University and her Master’s in education from CUNY Hunter College. Now in her seventh year of teaching, Jazsmine has centered her career on arts integration, backed by an Administration I certification and impactful collaboration with Arts Every Day. Her expertise combines technical dance training with culturally responsive teaching, resulting in a pedagogy grounded in the Danielson Framework and Universal Design for Learning. Through arts enrichment, she reshapes how young minds approach expression, translating dance into vital life skills and character development.
ALEXANDRIA FORGIONE
Alexandria Forgione is an Instructional Math Coach at Moravia Park Elementary School in Baltimore City Public Schools. With over 11 years of experience in education, she has served as both a classroom teacher for grades K-4 and instructional leader, supporting teachers and students in strengthening mathematics instruction and achievement. Alexandria is passionate about building teacher capacity through coaching, collaborative planning, and meaningful classroom support. She is currently pursuing a degree in Educational Leadership at Towson University, where she focuses on equity-centered leadership and school improvement. Her work is grounded in the belief that all students can be successful mathematicians when provided with meaningful learning experiences and strong support systems. Outside of education, Alexandria enjoys spending time with her family and friends, supporting her 6 year old in her soccer journey, and seeking out new adventures near and far.
