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Piet Mondrian Basic Facts Art

Focus: Integrating Sheets meaningfully into the maths programme while building basic facts knowledge

Level 3/4

What is the maths learning outcome?

What is the Digital Technology outcome?

Achievement Objectives:
Number knowledge

Know basic multiplication and division facts.

Specific Learning Outcomes:

*I know my multiplication facts

DDDO: Progress Outcomes 1

In authentic contexts and taking account of end-users, students participate in teacher-led activities to develop, manipulate, store, retrieve and share digital content in order to meet technological challenges.

In doing so, they identify digital devices and their purposes and understand that humans make them.

They know how to use some applications, they can identify the inputs and outputs of a system, and they understand that digital devices store content, which can be retrieved later


Specific Learning Outcomes:

*I know how to use some functions with Google Sheets:

Outline an area

Choose a width for my line border

Fill cells with colour

•I can use a digital device to store and get back (retrieve) my digital content

•I can share my digital content with other people

Activity sequence

Piet Mondrian was born in 1872 and died in 1944. He was Dutch and born into an aristocratic family who ended up escaping World War II and heading to New York City around 1940.

He was an artist and Cubism was a big influence on him after seeing an exhibition that featured Braque and Picasso around 1910. In 1912 he moved to Paris to work on his painting style. More and more and he became focused on making the color in his paintings as pure as possible.

He wanted simple purity to come across and this is when he began to change from trying to do what other painters did and do his own thing. In his last few years of life his paintings used primarily primary colors along with black and white and echoed the city streets and patterns.

Examples of his work:


You can create your own Mondrian art by using 2 dice and your knowledge of arrays - and at the same time you can learn a bit more about how Google Sheets work also.

(If you want to find out more about Mondrian art you might like to visit this link: Piet Mondrian, A life in 10 snippets (You Tube) or use the Advanced Search features in Google to find a suitable article to read.)


Make sure you have 2 dice for this activity. Play with a buddy and see who creates their art work first.

You could use physical dice or use an online dice tool.

The Dice Thrower Chrome extension is great too.

Follow the instructions below to see how it could be done:


Create a new Google Sheet.

Remember to create it in the folder you want it to live in.

Add a title to your sheet - what would be an appropriate name for it?

Resize the columns so they are square and all the same size.

Choose how big you want the canvas size to be.

Decide with your buddy how many rows and columns you want to start with.

Roll your dice.

You might choose to create an array with the 2 numbers that are on the dice.

Or you might like to multiply the dice together and create your own array that equates to answer.

Choose the array of cells and outline the border with a thick black line.

Repeat - making sure you and your buddy take turns.

As you have your turn think about creating your Mondrian art and the colours you will use.

If you would like to you could add a space to the side for each player to record their moves and their thinking.

If you would like to - you could also set up one tab and then duplicate it so both players can play on the same sheet.

Decide on the rules before you begin.

If you can’t complete an array miss a turn.

The person who takes the least number of turns to complete their artwork is the winner.

Simplify the activity and use a sheet with larger cells.

For younger students you could add the dice - or use three dice to add.

Colour the number of cells in any way to create your art work.


Who will the student’s work be shared with?

What learning outcomes will be shared?

Have students reflect - provide a scaffold for their thinking:

Today I was learning to…

I was successful with…

I did well with ….

I enjoyed …        because……..

Something I didn’t really like was……  because…….

I need to work on….

My next step is to….

How will you provide feedback on this task?

What is the learning outcome that you will provide back on - is the maths outcome or is it the digital outcome.

Will you provide feedback on both?

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