Enumclaw School District -
Dance
January and February
Sample Target Learning
Assessment Criteria
Target: Moves in varied
directions through space.
!=
IR
Dance
Standard
Direction in Dance
Criteria: l"1oves forward,
backward, sideways, up and
down through space.
AEll.! concepts:
directions in space
AEl 1.2 skills and
techniques:
Improvisation
AEL 1.4 : applies
audience skills
AEL 2.2: artistic
process, organizes,
rehearses, performs
AEL 2.3: describes
January and February
Target: Solves basic addition
number strings.
AEl 1.2 skills:
creates
choreography
Dance Focus Lesson 1a:
Dance Infused Lesson 1b:
Number Strings
Criteria: Groups movement
with locomotor and nonlocomotor movements in selfspace and general space that
correspond to grouped
numbers from number strings
within solved equations.
GR DE ARTS CURRIC J IJ
Math Standard
N/A
Dancel Math
Vocabulary
Dance:
forward
backward
up/down
side/side
1.2.1:
Dance:
Recognize, extend
and create number
patterns
general space
locomotor movements
non-locomotor
movements
rehearsal
self-space
shape
1.2.F:
Apply and explain
strategies to compute
addition facts and
related subtraction
facts for sums to 18.
Math:
chunking
doubles
doubles piUS one
doubles plus two
equation
number string
Enduring Understanding
Moving the body in different
directions can direct the viewers
attention.
By grouping numbers, dancers, or
movements, students can
understand and solve number
strings.
ABIS..J.MPACT INSTITUTE LESSON pLAN
Core Program Year 1 Arts foundations
DANCE LESSOI\J - Direction in Dance
Author: Eric Johnson
Grade Levels: K - fifth Grade
Examples:
Enduring Understanding
Moving the body in different directions (e.g. forward, backward) can direct a viewer's attention.
Target: Moves in varied directions through space.
Criteria: Moves forward, backward, sideways, up and down through space.
Target: Makes choreography by using varied directions.
Criteria: Creates and performs a planned sequence of movement using 4-6 changes in spatial
movement.
Teaching and Learning Strategies
1. leads students in BrainDance warm-up. (Originally developed by Anne Green Gilbert,
video reference: BrainDance, Variations for Infants through Seniors). Music: Eric Chappelle, #20
"Potpourri" from Music for Creative Dance, Volume III. Demonstrates the dance using the
following sequence of movement patterns:
Tactile: Rub hands. Tap body lightly from head to toe. Stomp feet;
Breath and Core-Distal: Breathe in through the nose and out the mouth. Repeat. Gradually
increase the size of the breath, growing from the center of the body when you inhale, and
shrinking when you exhale;
Head-Tail: Curl the body fOrl"lard from head to tailbone. Curl it backwards. Repeat fOrl"lard and
back. Curve from side-to-side several times;
Upper Half: Stabilize the lower half of the body and only the top half dances;
Lower Half: Stabilize the upper half of the body. Only the bottom half dances, staying in one
spot;
Body-Half Right Stabilize the left side of the body and only the right side dances;
Body-Half Left: Stabilize the right side of the body and only the left side dances;
Swin9.: Swing upper body up and down several times;
Cross-Lateral: Reach across the body with one hand and then the other. Repeat several Umes.
Explore other cross-lateral movements, e.g. elbow to opposite knee or hand to opposite foot;
Spin and Jump: Spin clockwise. Stop and jump in place. Spin counterclockwise. Stop and jump
in place for 4 counts.
Student: Participates in warm-up according to teacher prompts.
2. Introduces the concept of directions and shows/displays dance word card. leads
students in a warm-up of the six directions. Prompts: Up and down and SIde and side and
forward and back. Move your nose up and down. Move your elbows forwards and backwards.
Say these words rhythmically while demonstrating each of the directions with one body part
(e.g. alms) then repeat the rhyme with a different body part,
Student: Moves body parts in specific directions when prompted by teacher.
Arts Impact Core I - Arts Foundations Summer Institute - Dance - Direction in Dance
3. Leads students through a movement exploration of the directions: up, down,
forward, backward, sideways with shapes and movement on one spot and around the room.
Cue downward movements: Prompts: You're melting, folding, stomping. Guides students (using
one direction at a time) to move in many different ways. Move fOlWard with big movement. ..
move fOlWard on hands and knees. ... move fOlWardjumping in the air.
show me how your
move with smooth
arms are stretching fOlWard on one spot, now your legs, now your chin
movements forward into the room, with quick movements, with powerful movements. Follow a
similar varied selection of movements with each of the directions in this order: up, sideways,
forward, down, backward.
Student: Makes shapes, and moves on one spot around the room as cued by teacher.
Embedded Assessment: Criteria-based teacher checklist-room scan, reverse checklist; peer
critique
4. Introduces and models exercise Points to Space. Prompts: I make a shape which
shows a clear direction (e.g. sideways) and hold it. My partner moves around the room showing
the direction my shape is telling. Then we trade. After you've used up all the directions, start
again. Watch your partner to make sure their movement is clear. Person A: Makes a shape
which shows a clear direction (e.g. sideways). Person 8: Moves through the room
demonstrating the shape's direction with the whole body, and returns to partner; then copies
their shapes. Persons A and 8: Reverse roles numerous times.
Student: One partner makes a shape shoWing a direction (e.g. backward); the other student
moves through the room using the direction demonstrated by the partner's shape. Reverses role
and repeats man times.
Embedded Assessment: Criteria-based teacher checklist-room scan, reverse checklist; peer
critique
5. Leads class in reflecting on use of the directions in daily life, or on various liVing
creatures and the directions in which they move. Prompts: When do you move up in everyday
living? Down? Sideways?
Student: Participates in class discussion
6. Models, then guides choreography and rehearsal process. Prompts: My partner and I
have cards for each direction. Choreography is planned movement We take turns picking the
cards andplanning our movements. Make sure you use at least four directions. What should we
do here? Where should we do it? Which way should we face? We need a shape for the end.
What shape will it be? Plan/create. Practice/rehearse. Present.
g. Models it: 1) Asks for a student volunteer. The two ofyou will have a set offive index
cards-one direction written on each card.' fOlWard, backward, side, up, and down. 2) Plan the
choreography: lay the cards in a vertical rol1t, bottom to top. Make the sequence ofmovement
interesting. Use at least four of the directions. 3) Create a series ofmovements that
demonstrates your chosen directions clearly. You must be able to perform the entire sequence
beginning to end without stopping. 4) Afterperforming your sequence take a bow and guide the
class to clap.
Q. Guides class in creating the chorography. Divides the class into pairs. Hands cards to
groups that are shoWing they are ready to listen. Guides the class through creating their
movements in a specific order. 1) Puts the cards in an order; 2) Plans movements; 3) Practices
the movements until they can do them beginning to end without stopping; 4) Guides the pairs
to sit down when they have completed steps a-c.
Student: Plans sequence of movement with a partner; rehearses sequence of movement.
Arts Impact Core I - Arts Foundations Summer Institute - Dance - Direction in Dance
7. Leads students through a performance process. Prompts: I'm going to pair groups to
perform for each other. When you are the performers/ tell your audience which directions you're
using-then perform your work. When you're the audience keep your eyes open to see whether
the performers were clear with their movement directions. 1) Pairs partners with another set of
partners; numbers the groups #one and #two. 2) Asks the #one groups to describe the
sequence of movement to their audience; All #one groups perform simultaneously; #two
groups respond to #one performance by describing what they saw them perform, if the
performances needs more clarity, and what changes might be made; #two groups describe the
sequence of movements to their audience; All #two groups perform simultaneously. #one
groups respond to #two performances with what directions they saw them perform, if the
performances needs more clarity, and what changes might be made.
Student: Performs work with partner.
Embedded Assessment: Criteria-based teacher checklist; peer critique.
Vocabula
Materials and Resources
Performing Arts:
forward/backward,
up/down, /side/side
Performing Arts:
Tacoma, WA
Broadway Center for the Performing Arts
Do Jump, Peking Acrobats
Seattle. WA
University of Washington World Series of Dance
MOM/X, Lar Lubovitch Dance Company, Compagnie La
Ca/ebasse
WA Essential Learnin s & Frameworks
AEL 1.1 concepts: directions in space
AEL 1.2 ski/Is and techniques: improvisation
AEL 1.4 applies audience skills
AEL 2.2 altistic process: organizes, rehearses,
performs
AEL 2.3 describes
Pacific Northwest Ballet
Eyes on Dance. Jewe/s
Music: Eric Chappelle, Music for Creative Dance: Contrast
and Continuum, Volume III
Classroom: Dance Word card: six 5 x 8 in. cards with
vocabulary words: up, down, side, side, forward, backward;
two cards with vocabulary words: shape
BrainDance chart
Arts Impact Core I - Arts Foundations Summer Institute - Dance - Direction in Dance
ABIS IMPACT...m5TITUTE-=L=E&:5S~O~N.:..:...PLA=:..:.:.N-=---
_
DANCE LESSON - Direction in Dance
PERSONAL ASSESSMENT WORKSHEET
PEER REVIEW
Partners:
Observed by:
What I Saw:
Second
First
Last
Directions
Student Name:
Directions
Moves forward, backward, sideways,
up and down through space
Choreoqraphy
Creates and performs a planned sequence of
movement using 4-6 changes in spatial movements
Total
2
Personal Checklist
Movements I
Made:
------~----~ut
ffere------------------------------------------------------------------------------------------------------------------
PEER REVIEW
Observed by:
Partners:
What I Saw:
First
Second
Last
Directions
Student Name:
Directions
Moves forward, backward, Sideways,
up and down through space
Choreoqraphy
Creates and performs a planned sequence of
movement using 4-6 changes in spatial movements
Personal Checklist
Movements I
Made:
Arts Impact Core I - Arts Foundations Summer Institute - Dance - Diredion in Dance
Total
2
ARTS IMPACT INSTITUTE LESSON PLAN
DANCE LESSON - Direction in Dance
ASSESSMENT WORKSHEET
Directions
Moves forward, backward, sideways, up
and down through space
Students
Choreography
Creates and performs a planned sequence of movement
using 4-6 changes in spatial movements
Total
2
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
Total
Percentage
Criteria-based Reflection Questions: (Note examples of student reAections.)
Self-Reflection:
How did you decide the order of directions you would dance?
Peer to Peer: DeSCribe the directions ofmovements selected by the performers you watched
Thoughts about Learning:
Which prompts best communicated concepts? Which lesson dynamics helped or hindered learning?
Lesson Logistics:
Which classroom management techniques supported learning?
Teacher:
Date:
Arts Impact Core I - Arts Foundations Summer Institute - Dance - Direction in Dance
_
ARTS IMPACT FAMILY LETTER
DANCE LESSON - Directions in Dance
Dear Family:
Today your child participated in a movement lesson. We talked about directions in space
(forward/backward, up/down, side/side).
•
We made shapes, and moved on one spot and around the room using our spatial directions. We
worked with a partner.
•
We talked about the different directions we use in our daily lives.
At home you could talk about the different directions your family moves in space in their daily activities.
Enduring Understanding
Moving the body in different directions (e.g. forward, backward) can direct a viewer's attention.
Arts Impact Core I - Arts Foundations Summer Instttute - Dance - Direction in Dance
ARTS IMPACT
SUMMER SCHOOL
MATH/DANCE LESSON - SECOND GRADE
Number Strings
Artist/Mentor. Debbie Gilbert, Teacher. Colleen Tumlin
Corresponds movement to group numbers from
number strings.
Problem to Solve: How can corresponding movements with grouped numbers help solve a string of
numbers?
Understanding: By grouping numbers, dancers, or movements, students can understand and solve
number strings.
Brief Description of Task/ProjectStudents solve addition number strings using a variety of danced and written strategies.
Target Learning and Assessment Strategies
Knowledge and skills: The student:
Target: Solves basic addition number strings.
Criteria: Groups movement with locomotor and non-locomotor
Evidence of Student
Learning
choreographed movement phrase
math worksheets
movements in self-space and general space that correspond to grouped numbers from number strings within
solved equations.
'tnstructional Strategies for the Teacher and Student
1. Teacher: Introduces the dance concepts of self-space and general space, shape, and locomotor and non-locomotor
movement. Demonstrates the concepts. Prompt What is the difference between self-space and general space? Locomotor
movements move the body through space; so are they general space or self-space movements? Actions ofthe body that do not cover
space and stay in one spot are non-locomotor movements. Are non-locomotor movements self-space or general space movements?
Student: Analyzes and explores the concepts.
2. Teacher: Directs Move and Freeze with self-space and general space, shape, and locomotor and non-locomotor movements.
Plays the drum and cues the students. Prompt: When you hear the music you move and when it stop~ you freeze in a shape.
Student: Moves and freezes using dance concepts as directed by teacher.
3. Teacher: Reviews understanding of doubles facts with 16 Counts exploration and Doubles Dance Stretches. PlVmpts.
What doubles fact will give you a total of 16? (8 + 8 = 16). Let's stretch wIth 8 counts in each direction.
Student: Explores self and general space with 16 Counts. Uses doubles strategies to determine time to return to partner for 16
Counts. Determines the number of stretches for Doubles Dance Stretches and does them.
4. Teacher: Reviews prior knowledge of number strings.
Student: Shares understanding of number strings.
5. Teacher: Guides the creation and rehearsal process for Number String Choreography. Demonstrates process and criteria
with whole class for Chunked or Grouping Dance. Prompts: Today were going to dance number strings. Each student in a group will
stand for a number in the number string and the number of times you repeat a non-locomotor movement wi/I show what the number
is. Divides class into groups of three. Reviews criteria. Supports students throughout the process. Prompts: We are going to do a
great experiment. I am wondering ifit is possIble to understand number strings and the strategies to solve them by using your whole
body to dance them, just as dancers do. We'll explore some dance strategies and a/so some paper and pencil strategies.
Student: 1) Begins by writing a number string with one double (e.g. 4 + 4 + 2 + _ ). 2) Decides Wllich dancer will
represent each number. 3) Selects a non-locomotor word card for each different number in the string (doubles must be the
same movement). 4) Decides which card will go with each number. 5) Writes (notates) the dance. 6) Practices the dance.
6. Teacller: Leads students through the performance process. Prompts: Performer~ what do you want from your audiences?
Audience, what do you want from your performers?
Student: Performs dances. Uses groupingjchunking to solve all the other groups' number strings in writing. Embedded
Assessment Criteria-based self-assessment and peer assessment, criteria-based assessment worksheet and rubric. Prompt Is
the total number ofmovements equal to the sum of the numbers you have added?
Teacher: Reflects with students. Prompt: What discoveries did you make about number strings by dancing them?
Student: Reflects and responds.
8. Teacher: Assesses student progress by using math worksheets. Embedded Assessment Criteria-based teacher worksheet
Student: Solves addition number strings by using groupingjchunking strategies on math worksheets.
Vocabulary
• chunking
• doubles
• doubles plus one
• doubles plus two
• equation
• general space
• locomotor movements
• non-locomotor
movements
• number string
• rehearsal
• self-space
• shape
selected Resources
Classroom Resource:
drum, another percussion
instrument, Music for Creative
Dance, Contrast and
Continuum, Volume In. dance
worksheets (student number
string worksheets for
performers and audience),
math worksheets, dance
concept charts, movement
word cards
doubles, doubles plus one,
tens combinations cards or
charts
2+2=4;2+3=5
3+3=6;3+4=7
4+4=8;4+5=9
5+5=10; 5+6=11
6+6=12;6+7=13
7+7=14;7+8=15
8+8=16; 8+9=17
9+9=18; 9+10=19
10+10=20
Student Applications of Learning
Student combines numbers for ease in
computation.
Essential Learnings
MEL 1.1 number sense: computation:
string numbers
AEL 1.2 skills: creates choreography
ARTS IMPACT
Assessmentpage 1 (organized by groups)
MATH/DANCE LESSON
"umber Strings
Target Learning and Assessment Strategies
Knowledge and skills: The student:
Target: Solves basic addition number strings.
Criteria: Groups movement with locomotor and non-locomotor movements in self-space and general space that
correspond to grouped numbers from number strings within solved equations.
CHOREOGRAPHY
Number StrinQs
Uses basic addition
number strings in
dance choreography
4
Groups
nonlocomotor
movements in
corresponding
responses
(eauations)
3
Makes
nonlocomotor
movements in
corresponding
responses
(eauations)
2
Relates numbers to
frequency of
nonlocomotor
movements
1
Makes
nonlocomotor
movements
ASSESSMENT WORKSHEET
Student
Total
Points
6
Computation: Number Strings
Rubric (Weighted Score)
ARTISTIC RESPONSE
groups numbers in dance
MATHEMATICAL RESPONSE
groups numbers on
number string dance worksheet
MATHEMATICAL RESPONSE
solves equation correctly
1-4
V
V
I
I
l.
,
4.
5.
6.
7.
8.
9.
10.
ll.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Total
PercentaQe
Mean
Median
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ARTS IMPACT
Assessment page 2 (for reporting)
MATH/DANCE LESSON
~umber
Strings
Target Learning and Assessment Strategies
Knowledge and skills: The student:
Target: Solves basic addition number strings.
Criteria: Groups movement with locomotor and non-locomotor movements in self-space and general space that
correspond to grouped numbers from number strings within solved equations.
CHOREOGRAPHY
Number Strings
Uses basic addition
number strings in
dance choreography
4
Groups
nonlocomotor
movements in
corresponding
responses
(equations)
I
1
2
Relates numbers to
frequency of
nonlocomotor
movements
3
Makes
nonlocomotor
movements in
corresponding
responses
(equations)
Makes
nonlocomotor
movements
I
ASSESSMENT WORKSHEET
Total
Points
6
Student
Computation: Number Strings
Rubric (Weighted Score)
MATHEMATICAL RESPONSE
MATHEMATICAL RESPONSE
ARTISTIC RESPONSE
groups numbers on
number string dance worksheet
solves equation correctly
groups numbers in dance
1-4
..;
..;
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1.
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4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Total
Percentage
Mean
Median
Teacher Comments:
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ARTS IMPACT
Number Strings
Dear Family:
Your child participated in a math lesson and used dance locomotor and non-locomotor
movements and understandings of space to help them learn to group numbers to add number
strings.
We did a Brain Dance Warm-up to prepare us for our study. We reviewed number
strings.
1.
2.
We reviewed our understanding of double facts (8 + 8 = 16) and reinforced this with
movement.
3.
We danced in self-space (in one spot) and general space (throughout a given area)
using locomotor and non-locomotor movements.
4.
We chunked or grouped numbers and dancers to understand ways to think about
gathering and adding numbers together.
5.
We created choreography by working in small groups to connect groups of nonlocomotor movements and so add groups of numbers together.
6.
We reflected on ways we could use movement in the future to help us add strings of
numbers.
At home you could consider all the times you need to add a string of numbers together: at the
grocery store, at the cash register, etc.
UNDERSTANDING
By grouping numbers, dancers or movements, students
can understand and solve number strings.
SEQUENCE FOR TEACHING STRA TEGIES
FOR NUMBER STRINGS
'N INTRODUCTION TO DANCE (on the first day of summer school)
1) Creates agreements/rules for dance behavior. Charts agreements. Prompt: How can we be safe and creative at the
same time?
2) BRAIN DANCE WARM-UP
Teaches Brain Dance Warm-up. (originally developed by Anne Green Gilbert, video reference: Brain Dance, Variations for
Infants through Seniors) Music: 'Potpourri" from Music for Creative Dance, Volume IlL The dance uses the following
sequence of movement patterns: Tactile, Breath and Core-Distal, Head-Tail, Upper Half, Lower Half, Body-Half Right, BodyHalf Left, Swing, Cross-Lateral, Spin and Jump.
LINK-LIPS FOR REFLECTION
3) Guides reflection: Prompts: Cross your ankles. Hold your arms out in front ofyou. Tum your thumbs down. Cross one
hand over the other so the palms are facing each other. Link up (interlace) your fingers. Bring your hands down and into your
chest ('tum inside out"). Take a quiet moment to listen to your breath and think ofyour answer to the retiection question.
Think about how you were safe and creative at the same time. How did you do that?
DAY ONE
1) Demonstrates the dance concepts - self-space (dancing in one spot) and general space (moving through all
the empty space in the room). Asks the students to describe what they see. Prompt What is the difference between selfspace and general space?
MOVE AND FREEZE
2) Uses Move and Freeze to explore the concepts of self and general space and shape with the students. Prompt: When you
hear the music you move and when it stops- you freeze in a shape. Ifyou use your whole body, you can make a fantastic
shape.
3) Cues students to dance in self-space and then in general space. Plays the drum for general space and another instrument
(shaker, bell, etc.) for self-space.
4) Describes locomotor movement (movement in general space like walk or skip) and non-locomotor
movement (movement in self-space like twist or stretch). Prompts: Locomotor movements move the body through
space; so are they general space or self-space movements? Actions ofthe body that do not cover space and stay in one spot
are non-locomotor movements. Are non-locomotor movements self-space or general space movements? Repeats Move and
Freeze using locomotor or non-locomotor words from the word cards to cue movement. Uses all the word cards so that
students become familiar with each one. Prompt: Walk in general space. Freeze. Stretch in self-space. Freeze. Leap in general
space. Freeze. Tum in self-space. Freeze.
LINK-UPS FOR REFLECTION
5) Guides reflection: Describes Link-Ups for reflecting. (Reference: Brain Gym by Dennison) Prompts: Cross your ankles.
Hold your arms out in front ofyou. Tum your thumbs down. Cross one hand over the other so the palms are facing each
other. Link up (interlace) your fingers. Bring your hands down and into your chest ('tum inside out"). Take a quiet moment to
listen to your breath and think ofyour answer to the retiection question. Reflection questions: What dance concepts did you
use today? Describe one time you used a non-locomotor movement in self-space. What movement did you do? Describe one
time you used a locomotor movement in general space. What movement did you do?
DAY TWO
MOVE AND FREEZE
1) Uses Move and Freeze to review the concepts of self and general space, shape, and non-locomotor and locomotor
movements with the students. Uses the word cards to select locomotor and non-locomotor movements and a drum and
another percussion instrument for accompaniment. Prompts: What is a locomotor movement? Can you give me an
example ofa locomotor movement? What is a non-locomotor movement? Can you give me an example ofa nonlocomotor movement?
16 COUNTS EXPLORATION
2) Demonstrates the 16 Counts exploration: This is a partner exploration of self and general space.
a) One dancer moves in self-space (in one spot) for 16 counts, ending in a freeze. Prompt: The self-space dancer can
use anyone ofour non-locomotor movements like stretching, twisting, or bending.
b) The partner moves in general space (all the empty spaces in the room) for 16 counts. Prompts: The general space
dancer can use anyone ofour locomotor movements like skipping, walking, or hopping. Running is also a locomotor
movement but we won't run because we don't have enough space to do it safely here. The general space dancer WIll
end next to the self-space partner and in the same shape on count 16. Makes math connection. Prompts: We'll need
to use doubles facts to help us get back to our partners on time without rushing or crashing. What's the doubles fact
for 16? So you'll need to go away from your partner for 8 counts and come back for 8 counts. Reverse roles.
3) Experiments with other numbers (e.g. 18, 14, 12, 10...). Refers to the double chart. To emphasize the doubles fact, points
to the doubles chartl use number string cardsl and/or writes the equation on the board. Uses a percussion instrument to
accompany the exploration.
Note: the 16 count exploration can be used as quick dance break at any time.
DOUBLES DANCE STRETCHES
4) Reviews understanding of doubles facts with Doubles Dance Stretches. Uses Dancing Digi~ Music for Creative
Dance, Contrast and Continuum, Volume III for music. Prompts: We are going to be dancing and using doubles facts at the
same time. Were dancing math.
5) Leads students in stretches for 2 counts in each direction (Sideways, up, forward/back, down). What's 2 + 2?
4 + 4?
6) Repeats the stretches for 4 counts in each direction. What
~
7) Repeats the stretches for 8 counts in each direction. What
~8
+ 8?
8) Repeats the stretches for 16 counts in each direction.
LINK-UPS FOR REFLECTION
9) Guides reflection: Describes Link-Ups for reflecting. (Reference: Brain Gym by Dennison) Prompt: Cross your ankles.
Hold your arms out in front ofyou. Turn your thumbs down. Cross one hand over the other so the palms are facing each
other. Link up (inter/ace) your fingers. Bring your hands down and into your chest ('turn inside out'). Take a quiet moment to
listen to your breath and think ofyour answer to the reflection question. Reflection questions: What dance concepts did you
use today? Describe one time you used a locomotor movement Which movement did you use? Describe one time you used a
non-locomotor movement. Which movement did you use? How do dancers use doubles facts?
MATH REVIEW
10) Reviews doubles facts more traditionally in writing, or with charts, or cards. (Feel free to jump up and dance any doubles
fact.) Student practices writing and solving number strings on math worksheets.
DAY THREE
DOUBLES DANCE STRETCHES
1) As a brief warm-uPI repeats Doubles Dance Stretches from day two. For variation l you could use a different non-locomotor
movement like shaking.
MOVE AND FREEZE
2) Uses Move and Freeze to explore and refine the concepts (self and general space, non-locomotor and locomotor
movementsl fantastic shape) with the students. Prompt: When you hear the music you move and when it stops- you freeze in
a fantastic shape.
3) Cues students to dance in self-space and then in general space. Plays the drum for general space and another instrument
(shaker, belli etc.) for general space.
4) Adds locomotor movements (movement in general space like walk or skip) and non-locomotor movements (movement in
self-space like twist or stretch) from the word cards to cue movement. Prompt: Skip in general space. Freeze. Bend in selfspace. Freeze. Hop in general space. Freeze. twist in self-space. Freeze.
MATH REVIEW
5) Reviews prior knowledge of number strings. Prompts: We are going to do a great experiment I am wondering ifit
is possible to understand number strings and the strategies to solve them by using your whole body to dance them, just
as dancers do. We'll explore some dance strategies and also some paper andpencil strategies. Before we begin, I have a
question for you: What do you know about number strings?
NUMBER STRING DANCE
5) Introduces Number String Dance. Prompt: Today were going to dance number strings. Each student in a group will stand
for a number in the number string and the number oftimes you repeat a non-locomotor movement will show what the
number is.
6)
Demonstrates the strategy with a small group.
a. Write a number string (e.g. 4 + 4 + 2 =__). Begin with three numbers, two of which are doubles. You can use
the doubles chart to help create number strings. As you do each step below, you can write the numbers on the
board.
b. Pick a word card for each number. Use non-locomotor word cards.
c. For a demonstration, choose three students. Each child will represent a number in the number string. Ask the
students to stand in a line in the order of the numbers in the number string. Beginning with the student on the left,
each student will repeat his/her non-locomotor movement to represent his/her number. Count as you do them. A
clap can represent the "plus" sign. Prompts: "1,2,3,4" (as shakes), clap/o/us, "1,2,3,4" (as shakes), c/aplp/us "1,2"
(as twists).
d. Demonstrates step one of chunking/grouping strategy. Asks the first two students (the 4's) to move slightly
forward and together (locomotor movement: walk) and the other student to move slightly forward. Now the first two
students will do eight counts together. Followed by the third students doing his/her movements. Counts. Prompts:
"1,2,3,4,5,6,7,8" (as shakes), clap/plus "1,2" (as twists).
e. Demonstrates step two of chunking/grouping strategy. The group will chunk for the final time and we'll use the
"counting on" strategy to find our sum. Asks all three students to move slightly forward and together (locomotor
movement: walk). Counts on (the counting on strategy). Prompts: "1,2,3,4,5,6,7,8" (as shakes), claolplus "9,10" (as
twists). So our sum is 10.
f. In order to remember your movement phrase, you can notate it by writing the movement word from the word card
on the paper just below your number string.
number string:
+
+
_
non-locomotor
movements:
----.) (.----) (---_.
chunked
number string
step one:
chunked
number string
step two:
V
+
= ---
7) Divides class into groups of three and leads them in the number string dance. Uses the same number string as in the
demonstration. Repeats exploration with a few different number strings.
LINK-UPS FOR REFLECTION
8) Guides reflection: Prompt: Cross your ankles. Hold your arms out in front ofyou. Turn your thumbs down. Cross one
hand over the other so the palms are facing each other. Link up (inter/ace) your fingers. Bring your hands down and into your
chest ('turn inside out"). Take a quiet moment to listen to your breath and think ofyour answer to the reflection question.
Reflection questions: What dance concepts did you use today? Which locomotor movements did you do? Which non-locomotor
movements did you do? Does dancing number strings help you understand how to solve them? Why?
DAY FOUR
DOUBLES DANCE STRETCHES
1) As a brief warm-up, repeats Doubles Dance Stretches from day two. For variation, you could use a different non-locomotor
movement like bending.
MOVE AND FREEZE
2) Uses Move and Freeze to explore and refine the concepts (self and general space, non-locomotor and locomotor
movements, fantastic shape) with the students.
NUMBER STRING DANCE
3) Reviews the number string dance. Divides class into small groups of three students to create their own number string
dances:
a. Begin by writing a number string with three numbers including one double.
b. Pick up two non-locomotor word cards so you have one for each number in your string.
c. Decide which card will go with each number.
d. Write (notate) your dance.
e. Practice it. First time: whole number string; second time: chunk/group your double; third time: final chunk/group
to find sum.
f. Guides students in the performance of the first draft of their dances. Prompts: Dancers, what do you want
from your audience? Audience/ what do you want from your dancers?
REFLECTION
4) Guides student reflection. Uses Link-ups. Prompt: What discoveries did you make about number strings by dancing them
today?
MATH REVIEW
5) Reviews doubles facts more traditionally in writing, or with charts, or cards. Practices solving number strings on math
worksheets.
)AY FIVE
DOUBLES DANCE STRETCHES
1) As a brief warm-up, repeats Doubles Dance Stretches. For variation, you could use a different non-locomotor movement
like reaching.
MOVE AND FREEZE
2) Uses Move and Freeze to explore and refine the concepts (self and general space, non-locomotor and locomotor
movements, fantastic shape) with the students.
NUMBER STRING DANCE
3) Guides students in rehearsing and refining their dances (e.g. Students hold a fantastic shape when not moving. Students
begin and end the dance in a shape. Students maintain concentration throughout the dance. Students perform all movements
clearly and with commitment).
4) Leads students in the performance of their dances. Ask students to perform the dances two times (once for the audience to
watch and the second time for the audience to write).
•
Asks audience to write down the number strings as they are performed by each small group.
•
Student uses grouping/chunking to solve all the other groups' number strings in writing.
EmbeddedAssessment Criteria-based teacher assessment worksheets, student worksheets, rubric
REFLECTION
4) Guides student reflection. Uses Link-ups. Prompt: Can you describe the dances you have seen?
MATH REVIEW
5) Reviews doubles facts more traditionally in writing, or with charts, or cards. Practices solving number strings on math
worksheets.
DAY SIX
Repeat Day Five. If more rehearsal and refinement is needed for mastery use same number sentences. If not, create new number
sentences and dance them. If you would like to add four digits, work in groups of four.
Number string student dance worksheets - The Chunking (Grouping) Dance
)r
each group performing:
date:
Student names:
_
number string: - - - - - + - - - - - + - - - - - = - - - non-locomotor
movements:
C----) C----) C.----)
chunked
number string
step one:
chunked
number string
step two:
+
Number string student dance worksheets - The Chunking (Grouping) Dance
For each student in the audience:
date:
Student name:
_
Group one
number string:
chunked
number string
step one:
+
+
=
V
=
+
~
chunked
number string
step two:
=
date:
Student name:
Group two
number string:
chunked
number string
step one:
chunked
number string
step two:
+
+
=
V
+
~
=
=
_
I
date:
Student name:
_
Group three
number string:
chunked
number string
step one:
+
+
=
V
+
=
~
chunked
number string
step two:
I Student name:
=
date:
Group four
number string:
chunked
number string
step one:
chunked
number string
step two:
+
+
=
V
+
~
=
=
_
date:
Student name:
Group five
number string:
chunked
number string
step one:
+
=
+
V
I
=
+
"'V
chunked
number string
step two:
=
date:
Student name:
Group six
number string:
chunked
number string
step one:
chunked
number string
step two:
+
=
+
V
I
+
=
"'V
=
I Student name:
date:
Group seven
number string:
chunked
number string
step one:
=
+
+
V
I
=
+
~
chunked
number string
step two:
=
date:
Student name:
Group eight
number string:
chunked
number string
step one:
chunked
number string
step two:
+
+
V
=
I
+
~
=
=