Enumclaw School District - FOU" (H GRADE ARTS CURRICULUM
Dance
January and February
Sample Target Learning
Assessment Criteria
Target: Moves in varied
directions through space.
Dance Focus Lesson 1a:
Direction in Dance
Criteria: Moves forward,
backward, sideways, up and
down through space.
January and February
Target: Notates
choreography, showing
understanding of polygons,
reflections, and translations.
Dance Infused Lesson 1b:
Translations and
Reflections:
Dancing Slides and
Flips
Criteria: Labels, draws and
describes the polygon, the flip
and slide from the dance
Dance
Standard
Math Standard
Dancel Math
Vocabulary
Enduring Understanding
AEl 1.1 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
N/A
Dance:
forward
backward
up/down
side/side
Moving the body in different
directions can direct the viewers
attention.
AEl1.1 concepts:
shape, space, slide
flip
AEL 1.2 skills and
techniques:
Performs sequences
4.3.A:
Determine
congruence of twodimensional figures.
Dance:
locomotor
non-locomotor
shape
Flipping a figure into a mirror
image creates a reflection. Sliding
a figure without turning or flipping
creates a translation.
Math:
congruent
flip
hexagon
lines of symmetry
parallel
parallelogram
pentagon
perpendicular
polygon
rectangle
reflection
slide
square
symmetrical
translation
triangle
transformation
ARTS IMPACT IN..sIITUTE LESSON
LAN
Core Program Year 1 Arts Foundations
DANCE LESSON - 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
j
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 forward from head to tailbone. Curl it backwards. Repeat forward 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;
Swing: SWing upper body up and down several times;
Cross-Lateral: Reach across the body with one hand and then the other. Repeat several times.
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 dOlvn and side and side and
fOlWard 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. arms) 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 Instttute - 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/ foldinfh 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 fOlWard 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 B: Moves through the room
demonstrating the shape~ direction with the whole bod~ and returns to partner; then copies
their shapes. Persons A and B: 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: fOlWarct backwarct side/ up/ and down. 2) Plan the
choreography: lay the cards in a vertical roJrtj 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-Co
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: 1m 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 lone and #two. 2) Asks the lone groups to describe the
sequence of movement to their audience; All lone groups perform simultaneously; #two
groups respond to lone 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. lone
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, jsidejside
Performing Arts:
Tacoma. WA
Broadway Center for the Performing Arts
Do Jump, Peking Acrobats
Seattle, WA
University of Washington World Series of Dance
WA Essential Learnin s & Frameworks
AEL 1.1 concepts: directions in space
AEL 1.2skills and techniques: improvisation
AEL 1.4 applies audience skills
AEL 2.2 art/sUc process: organizes, rehearses,
performs
AEL 2.3 describes
MOMIX, Lar Lubovitch Dance Company, Compagnie La
Calebasse
Pacific Northwest Ballet
Eyes on Dance, Jewels
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
BralnDance chart
Arts Impact Core I - Arts Foundations Summer Instttute - Dance - Direction in Dance
ARTS 1M ACT INSTITUT LESSON PLAN
DANCE LESSON - Direction in Dance
PERSONAL ASSESSMENT WORKSHEET
PEER REVIEW
Observed by:
Partners:
What I Saw:
Second
First
Last
Directions
Student Name:
Directions
Moves forward, backward, sideways,
up and down through space
Choreography
Creates and performs a planned sequence of
movement using 4-6 changes in spatial movements
Total
2
Personal Checklist
Movements I
Made:
------;t-----~ut
ffere-------------------------------------------------- ----------------------------------------------------------------
PEER REVIEW
Observed by:
Partners:
First
What I Saw:
Second
Last
Directions
Student Name:
Directions
l"1oves 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 - Direction in Dance
Total
2
ARTS IMPACT
_
NSll.I.UIf..L=ESz.:S~Q~N.:..:...PLA=:;;:,:,N~
DANCE LESSON - Direction in Dance
ASSESSMENT WORKSHEET
Directions
Moves forward, backward, sideways, up
and down through space
Students
Choreoqraphy
Creates and performs a planned sequence of movement
using 4-6 changes in spatial movements
Total
2
l.
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
Percentaqe
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 LETTE
DANCE LESSON - Directions in
ance
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 Institute - Dance - Direction in Dance
ARTS ~MPACT -ARTS-ltiFUSED INSTITUTE ESSON LA ClR2-A MIXU
LESSON TITLE: Translations and Reflections: Dancing Slides and Flips
Dance and Math Lesson
Artist-Mentor - Debbie Gilbert and Joanne Petroff
Grade Level:
Fourth Grade
Examples:
Enduring Understanding
Flipping a figure into a mirror image creates a reflection.
Sliding a figure without turning or flipping creates a translation.
Target: Creates a dance with partners and a prop that shows a polygon with two transformations:
reflection and translation.
Criteria: With a small group and stretchy bands, selects a shape, flips the shape, and slides the
shape.
Target: Notates choreography, showing understanding of polygons, reflections, and translations.
Criteria: Labels, draws and describes the polygon, the f1lQ and slide from the dance.
Teaching and Learning Strategies
Arts-Infused once ts:: Lines of Symmetry; Parallel and erpendicular Lines, Translations
and Reflections, Attributes of Polygons
o
o
o
Do the BrainDance
Introduce dancing safely with stretchies.
Introduce how to label po'lygons to show flips/reflections.
If time is available/ explore concepts in everyday life:
o Translations: slide sideways across the gym or playground.
o Reflections: notice when you do flips with aU or part of your body during the day. Think of flips in a
mathematical sense (mirror image) rather than a gymnastic sense.
1. Prepares students for dancing flips and slides by discussing translations and reflections in
dance, math, and everyday living. Prompts: This is an arts-infused lesson about slides and flips. We'll
be doing dance and math at the same time. What do you know about slides? (translations: sliding a
figure from one position to another without turning or flipping the figure) Do a slide/translation with
your hands. What do you know about flips? (reflections: flipping a figure to produce a mirror image) Do
a flip/reflection with your hands. Where do you see slides/translations in this room? Flips/reflections?
When you reflect or translate a shape/ mathematicians call that a transformation.
Student: Considers and discusses the shared concepts ofslides and flips in math and dance and life.
Bases the discussion on prior knowledge.
2. Leads students in BrainDance warm-up. (Originally developed by Anne Green Gilbert,
reference: Brain-Compatible Dance Education video: BrainDance/ Variations for Infants through
Seniors). Music: "Geometry BrainDance (4th grade)" #4, Geometry Dances. Prompts: The BrainDance
Fourth Grade-Dance and Math-Translations and Reflections
4-16
is designed to warm up your body and make your brain work better at the same time. We'll use a few
examples ofour dance and math words Flips/reflections and slides/translations as we do the
BrainDance. We'll also use other math terms like symmet~ parallel andperpendicular lines.
Demonstrates the dance using the following sequence of movement patterns:
Breath: Inhales and exhales. Repeats. Prompts: Your muscles and your brain need oxygen so
inhale through your nose and exhale through your mouth.
Tactile: Rubs hands. Taps body lightly from head to toe. Stomps feet. Prompts: Use both hands
tapping together equally on each side ofyour body creating symmetrical movement. When
you stomp your feet are you doing symmetrical movement?
Core-Distal: Gradually increases the size of the body, growing from the center of the body into a
large symmetrical shape and then shrinks back into a small shape. Repeats. Prompts: Make
a big symmetricalsquare shape. Shrink into a small shape. Grow into a big symmetrical
rectangle shape. Shrink into a small shape. Grow into a big symmetrical rhombus shape.
Shrink into a small shape.
Head-Tail: Curls the body forward and backward with head and tailbone. Repeats. Curls from
side to side. Repeats. Prompts: Curl fo/Ward and back. That's symmetrical movement Curl
from side to side. Is that symmetrical?
Upper Half and Lower Half: Stabilizes the lower half of the body and only the upper half dances,
drawing parallel and perpendicular lines with different body parts. Prompts: The top halfof
your body is in motion while the lower halfis frozen. Draw parallel lines in the air with your
hands, then with your elbows. Draw perpendicular lines with your arms. Stabilizes the upper
half of the body, and only the lower half dances, staying in one spot, drawing parallel and
perpendicular lines with different body parts. Prompts: The lower halfofyour body is in
motion, while the upper halfis frozen. Draw parallel lines on the ground with your feet, with
your knees. Draw perpendicular lines on the ground with your feet, then in the air with your
legs.
Body-Half Rightand Left: Stabilizes the left side of the body and only the right side dances,
drawing parallel and perpendicular lines with an arm and a leg. Repeats on the opposite
side. Prompts: Your left side is frozen and only the right side dances. Draw parallel and
perpendicular lines with your right arm and leg. Now the right side is frozen and the left half
dances. Draw parallel and perpendicular lines with your left arm and leg.
Cross-Lateral: Reaches across the body with one hand and then the other. Crosses the center of
the body, drawing parallel lines with the arms. Repeats several times. Crosses the center of
the body, drawing perpendicular lines with the arms. Repeats several times. Prompts: Use
your hands to draw parallel lines crossing in front ofyour body. Now let's draw perpendicular
lines.
Vestibular: Makes a triangle shape with whole body. Slides/translates the shape twice to
the right. Flips/makes a reflection of the shape two times (180° turn to the right/clockwise).
Repeats two slides and two flips to the left. Does the same with a rectangle and a pentagon.
Prompts: Make a triangle shape. How many vertices does it have? We'll move to the right first.
Slide. Slide. Flip. Flip. To the left. Slide. Slide. Rip. Flip. Make a rectangle shape. How many
vertices does it have? We'll move to the right first. Slide. Slide. Flip. Flip. To the left Slide.
Slide. Flip. Flip. Make a pentagon shape. How many vertices does it have? We'll move to the
right first Slide. Slide. Rip. Flip. To the left Slide. Slide. Flip. Rip.
Inhale. Exhale. Inhale. Exhale.
Prompts: When did you use flips/reflections and slides/translations in the BrainDance?
Student: Participates in warm-up according to teacher prompts.
3. Introduces dancing with a prop: stretchy bands. (The stretchies are strips of 4-way stretch
fabric about 3 inches wide and 4-6 feet long and tied tightly together to make a loop.) Discusses how
Fourth Grade-Dance and Math-Translations and Reflections
4-16
to move safely and appropriately with them. Prompts: How can we dance safely with the stretchy
bands? When you start moving, remember to keep empty space around you. Find different ways of
working with the prop. Do not wrap it around your neck. What should we do with our props when we
are listening to directions (e.g. on the floor in front of you, or "sit criss-cross and make the stretchy
disappear'')? Hands a stretchy band to each student.
Student: Shares strategies for dancing safely with the stretchies.
Embedded Assessment: Criteria-based room scan
4. Directs students in making polygon shapes, slides, and flips with the stretchies.
a. Leads shape-making. Prompts: What is a parallelogram? (four sides, four angles, four vertices,
two pairs ofparallel sides) How would you make a parallelogram with the stretchy? Think about the
four angles in the parallelogram. How can you use your body with the stretchy to show those
angles? Describes a few of the different parallelograms created by the students. Repeats the same
process (define the shape, make the shape with the prop, describe student shapes) with triangles,
rectangles, squares, pentagons, and hexagons.
b. Guides exploration of slides/translations and flips/reflections of the polygons. Prompts:
Make a shape with your stretchy. Slide the shape two times. Make sure you are moving in empty
space. Now flip your shape into a reflection. Flip again. Make sure your shape stays congruent
during and after your transformation movement Optional: Uses a drum for accompaniment.
Student: Explores making parallelograms, triangles, rectangles, squares, pentagons, and hexagons with
the prop. Slides and flips the polygon shapes.
Embedded Assessment: Criteria-based room scan; criteria-based self-assessment
5. Assists students in Slide/Translation and Flip/Reflection Choreography. Prompts: In a
small group, you are going to choreograph an instant dance with your stretchies. Yourjob is to choose
a polygon and slide/translate it and flip/reflect it You can decide if the slides come first or the flips
come first. You'll do two ofeach (slide/translate, slide/translate, flip/reflect, flip/reflect or flip/reflect,
flip/reflect, slide/translate, slide/translate). When you choose your polygon, think about how many
vertices it has and how you can keep it congruent as you flip and slide it. Divides students into groups
of 3-5. Directs them to make their choices and practice. Music: "Skippy Skaff #8, Music for Creative
Dance, Volume II, or Shape Choreography no vocal, Geometry Dances #10.
Student: Chooses a shape. Decides the order of flipping and sliding. Rehearses.
Embedded Assessment: Criteria-based room scan; criteria-based self-assessment
6. Guides students in an informal showing of Slide/Translation and Flip/Reflection
Choreography followed by a responding process. Reviews performer and audience behavior.
After each group performs, asks the audience to analyze the dance. Prompts: Audience-What polygon
did you see? How do you know? Did the performers do slides/translations first or flips/reflections first?
How do you know? After all groups have performed, asks the audience a question about their
performance. Prompt· How can dancing slides/translations and flips/reflections help you understand
and use them in math? Hint: As students perform, you could make a master sheet, noting who is in
each group and what their polygons and translations are. That will help you fill out the assessment
worksheet later.
Student: Performs and responds.
Embedded Assessment: Criteria-based teacher checklist; criteria-based class critique; criteria-based
group reflection (thoughts about performance)
7. Directs the students to draw and describe the polygon and transformations from the
dance to help students transfer their dance learning into math learning. Distributes SlidejTranslation
and Flip/Reflection Choreography Worksheet. Demonstrates how to fill out the worksheet.
Fourth Grade-Dance and Math-Translations and Reflections
4-16
Hint: An effective strategy to clearly show a flip is to label each vertex of the polygon with a capital
letter. Then when the polygon has been reflected, the labels can show that the figure has been flipped.
trianale
f1io
f1io
slide
slide
B
B
B
B
B
ADc cDA ADc ADc· ADc
Prompts: Now you'll have a chance to show what you know in writing. Draw and descnbe your polygon
from the dance and draw your slides/translations and flips/reflections or flips/reflections and
slIdes/translations.
Student: Draws and describes the shape and transformation from the dance.
Embedded Assessment: Criteria-based teacher checklist; criteria-based self-assessment
IAfter DANCE lesson and before INDEPENDENT PRACTICE:
Math
1. Repeat the BrainDance to reinforce the learning.
2. Explore the math concepts using your math curriculum.
Math
If time is available/ explore the concepts in other ways:
3. Use "hand dances" to help remember slides/translations, flips/reflections, parallel,
perpendicular, symmetry.
4. Repeat Slide/Translation and Flip/Reflection Choreography with other polygons.
5. Create SlidejTranslation and Flip/Reflection Choreography with more repetitions or
more complicated patterns.
Independent Practice: Hand dance it! Draw it! Slide to make a Translation! Flip to make a
Reflection!
Fourth Grade-Dance and Math-Translations and Reflections
4-16
Vocabula
Arts:
locomotor movement
non-locomotor movement
shape
Arts Infused:
congruent
flip
hexagon
lines of symmetry
parallel
parallelogram
pentagon
perpendicular
polygon
rectangle
reflection
slide
square
symmetrical
translation
triangle
transformation
Materials and Communi
WA Essential Learnin s & Frameworks
Resource
Museum Artworks or Performance:
Broadway Center for the Performing Arts, Tacoma,
AEL 1.1 concepts: shape, space, slide, flip
AEL 1.1.2 principles of organization: improvises,
WA: Do Jump, Peking Acrobats
creates movement sequences
AEL 1.2 skills and techniques: performs sequences
AEL 1.4: audience skills
AEL 2.1 applies creative process: organizes elements
into a creative work
AEL 2.3: descnbe~ analyzes
AEL 4.2: dance and math connection
Art Materials or Performance Materials:
stretchies
CD player
Music for Creative Dance, Volume II
Geometry Dances
drum
BrainDance chart
locomotor and non-locomotor movement chart
Slide and Flip Choreography worksheets
pencils
assessment checklist
I
MEL 1.3.2 geometric sense: applies understanding
of congruence to two-dimensional shapes and
figures
MEL 1.3.4 geometric sense: understands and applies
single transformations using a translation (slide) or
reflection (flip)
Math State Frameworks
Grade 4: solves problems involving congruence;
records results of a translation (slide) or reflection
(flip), identifies and draws a single translation
(slides) or a single reflection (flips)
Fourth Grade-Dance and Math-Translations and Reflections
4-16
Name:
_
polygon
first type of movement
What type of polygon did you
use in your dance?
Are your first two movements
slides/translations or flips/reflections?
Date:
last type of movement
Are your last two movements
slides/translations or flips/reflections?
1 point
Draw your polygon.
(your starting shape)
Describe your polygon.
1 point
Draw your shape after the first and
the second transformation.
Draw your shape after the third and
fourth transformation.
(after first move) (after second move)
(after third move) (after fourth move)
1 point
1 point
Explain why the first two moves are
slides/translations or flips/reflections.
Explain why the last two moves are
slides/translations or flips/reflections.
1 point
1 point
Explain how your two transformations are different.
Fourth Grade-Dance and Math-Translations and Reflections
4-16
ARTS IMPACT-ARTS-INFUSED INSTITUTE LESSOfU.L.AN (YR2-A Mmll
LESSON TITLE: Translations and Reflections: Dancing Slides and Flips
ASSESSMENT WORKSHEET
Disciplines
Concept
Students
DANCE AND MATH
TRANSLATIONS AND
REFLECTIONS
With a small group and
stretchy bands, selects a
shape, flips the shape, and
slides the shape.
MATH
TRANSLATIONS AND REFLECTIONS
Total
8
Labels, draws and describes the polygon, the flip and slide
from the dance.
Choreography worksheet
Slide and flip choreography
Translations
(Slides)
Reflections
(Flips)
Translations (Slides)
Labels
Draws
Describes
Labels
Reflections (Flips)
Draws
Describes
l.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ll.
12.
13.
14.
15.
16.
17.
18.
19.
20.
2l.
22.
23.
24.
25.
26.
27.
28.
Total
Percentage
Criteria-based Reflection Questions: (Note examples of student reflections.)
Self-Reflection: How can dancing slides and flips help you in math?
Peer to Peer: What polygon did you see? How do you know? Did the performers slide first or flip first? How do you
know?
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:
Fourth Grade-Dance and Math-Translations and Reflections
4-16
_
ARNING
FA~IL Y LEU=.:R:..:-
_
DANCE AND MATH LESSON - Translations and Reflections-Dancing Slides and
Flips
Dear Family:
Today your child participated in a dance and math lesson. We talked about how you can flip or slide
shapes in dance and in math.
•
We made polygons with giant stretchy bands and explored flipping them (making reflections)
and sliding them (making translations).
•
We worked with a small group to create a dance with a polygon and flips (reflections) and a
slides (translations).
•
We labeled the polygon, drew the shape, the flips (reflections), and the slides (translations),
and explained our dance in writing.
•
We learned how dancers and mathematicians reflect a figure by flipping it into a mirror image
and translate a figure by sliding it without turning or flipping.
You could look for slides and flips in patterns in your kitchen or on your clothing.
Enduring Understanding
Flipping a figure into a mirror image creates a reflection.
Sliding a figure without turning or flipping creates a translation.
Fourth Grade-Dance and Math-Translations and Reflections
4-16