Picture Board

Goal: Divide a bulletin board or poster board so each child has the same area to decorate

1. Explain the project

Show children the board and choose a theme. Explain that each child will contribute one rectangular piece. The final result will be like a quilt.

2. Brainstorm layouts

Start out by giving some examples.

We could…
… divide the board into thin strips—one for each person;
… put in some extra spaces/rectangles;
… arrange rectangles in rows and columns, as on a   calendar (show this).

3. Decide on a layout

After a few minutes, call the group together to explain the different ways they came up with. As a group, choose one.

4. Find the dimensions of each child's contribution

Involve the children in:

• measuring the board

• dividing up the space

• marking off rows and columns with pencil-drawn lines or with string.

5. Unleash creativity!

Children design and assemble their board sections.

Variations

 

Choose the Total (Grades 3, 4)
For less challenge, try the activity with a total number that’s easy to divide up: 4, 6, 8, 9 or 10 (include yourself if needed).

 

 

Different Shapes, Same Area (Grades 3, 4)
Children divide the board so that everyone contributes a different shape piece. One person might have a square, another a long thin rectangle, and another an L-shape, but all are the same area.

 

Picture Quilt (Grades 3, 4)
Design the quilt for a space on the wall. Involve children in measuring the wall, figuring out what size rectangles each person should contribute, and how to arrange the finished rectangles to fit the space on the wall.

Books and Other Resources

Cloak for the Dreamer (Grades 3–5)
Freidman, Aileen. NY: Scholastic, 1995.

Shota and the Star Quilt (Grades 3–5)
Bateson-Hill, Margaret. NY: Zero to Ten, 2001.

Spotlight

Multiplication and area

As children plan how to divide the board, they work with an “area model” of multiplication: the number of rows times the number of columns equals the total number of little rectangles within the grid. 

To develop a solid understanding of multiplication, children need a variety of experiences with multiplying. The area model may be especially helpful for children who take a visual approach to learning.

Connections

Estimating area

Adults work with area when doing tasks such as determining how much paint is needed for a room, finding the amount of wall-to-wall carpeting needed to cover a floor, and deciding on the quantity of seed for a garden plot.  In many such situations, estimates are sufficient.

Ability to estimate area develops from practical experience connecting size and shape with measurements.  Children build area estimation skills as they engage in hands-on activities such as making book covers out of paper bags, finding the right size tablecloth to fit a certain table, and dividing up a bulletin board into equal parts.

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