This math problem is one in which students are using their knowledge of different kinds of angles (supplementary, complimentary, vertical, adjacent) to find as many angles as they can within some sort of abstract art.

The main idea is to locate as many angles of each time as they can within the art-piece, as well as give reasoning in written form of how they know they are correct, based on the different laws of angles and not just a protractor.  Students can also be expected to identify patterns during discussions as well as in written forms, and can present their arguments to the class.  Students can be given various samples of art to work with, and be separated into groups, so that at the end of the lesson the groups can present their art and which angles they found and where.

This lesson is an integration of math into art, and a great way for students to explore how math really is a part of more than most would believe.  This lesson could also lead into the idea that there are different kinds of math within all art, and students could begin trying to identify the various mathematics involved in art and widen their understanding of mathematics in the real world.

CCSS.MATH.CONTENT.7.G.B.5
Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.

CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.

CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.

CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.

CCSS.MATH.PRACTICE.MP6 Attend to precision.

CCSS.ELA-LITERACY.W.7.1.B
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.