Lesson Title:
Multiplication Movement
Content Area & Arts
Discipline: (Non-Arts
Subject & Arts Subject)
Math, Dance
Overview of the lesson:
(Short description)
Students will work in groups to create an original choreographed sequence to explain a multiplication fact of threes.
Grade Level:
3rd
Proposed Time Frame:
(Hours, Days, Weeks, etc.)
45 minutes
Date Lesson Created:
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Lesson Author: (Teacher or Teaching Artist)
Ann Nelson, Oak Grove
Lower Elementary School
Edited by Megan Hines
BIG IDEA & LEARNING OBJECTIVES
Students will be able to know and/or do… create an original choreographed sequence to explain a multiplication fact of threes.
Students will… work collaboratively to plan a dance within a group.
Students will… accurately express a multiplication fact of three.
PROCEDURES
List the steps of the lesson by following the outline below:
The teacher/teaching artist will engage students (“the hook”) by:
The teacher will explain that they will be expanding upon their knowledge of multiplication to form sequenced dances to help them remember their facts of three. The teacher should demonstrate an example dance to the students.
The teacher/teaching artist will build knowledge by:
The teacher will have students practice their facts of three to ensure that they are all clear on what facts they are trying to present in their dances. The teacher will the provide a set of instructions to the students that includes criteria that the dance should include, such as motor and non-locomotor movement, varying levels, and dynamics such as sustain, suspend, swing, percussive, vibratory, and collapse.
The teacher/teaching artist will model the experience:
The teacher should guide the students in a demonstration of the dance vocabulary that the students will be using to create their dances.
The teacher/teaching artist will guide the practice with the students by:
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The teacher will provide student feedback on using the correct body movement and vocabulary used.
The students will apply understanding by:
Room Requirements &
Arrangement: (Location of chairs, classroom or gym, etc.)
Classroom or gym
The students will be divided into groups of four to five to choreograph a movement or dance to teach other students the multiplication facts of threes. Allow 10 - 15 minutes for the students to design, plan, and practice their performances. Allow time for the students to take turns to perform the movements in class.
Materials/Equipment:
(Arts supplies, tech equipment, etc.)
The teacher/teaching artist will create opportunities for reflection
(Closing) by:
Speakers
Grade Level Appropriate
Music
As the students are sharing their dances, they should explain how they made collaborative choices in their groups about what types of movement to use and how they were able to come to decisions. The students should also reflect on how they felt about explaining the multiplication facts through their bodies.
Resources: (Additional books, website addresses, images, etc.)
The teacher/teaching artist will as sess the students’ learning by:
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Vocabulary: (Key words for both the non-arts and arts subjects)
Teacher observation and ability for students to follow the set criteria for the dances.
Motor Movement
Non-locomotor movement
Levels
Sustain
Suspend
Swing
Percussive
Vibratory
Collapse
STANDARDS & PRINCIPLES
Please list the competency from the following:
State Content Standards (i.e. CCSS , Mississippi Frameworks
Math Operations and Algebraic Thinking 3.OA
):
Represent and solve problems involving multiplication and division.
1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
Understand properties of multiplication and the relationship between multiplication and division.
5. Apply properties of operations as strategies to multiply and divide .
Multiply and divide within 100.
7. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations.
Arts Standards (i.e. MS Visual & Performing Arts Frameworks ):
Dance
1. Acquire a basic understanding of movement skills with increasing proficiency. (CP, CA, C)
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c. Show a variety of combinations of basic motor skills and locomotor movement.
2. Exhibit movement problem-solving experiences while demonstrating kinesthetic awareness of movement. (CP, CA) a. Use improvisational skills to problem solve through assembling movements of creating new movement. c. Discuss and justify movement choices.
3. Develop and utilize elements of dance in movement. (CP, CA) b. Explore movement qualities of dynamics: sustain, suspend, swing, percussive, vibratory, and collapse.
4. Compose and describe movement with guided criteria. (CP, CA) a. Formulate and sequence locomotor and non-locomotor movement for levels in space using directions and pathways.
Principles of Universal Design for Learning (at least one from each of the three guiding principles):
Provide Multiple Means of Representation
1.2 Offer alternatives for auditory information
1.3 Offer alternatives for visual information
2.3 Support decoding of text, mathematical notation, and symbols
3.4 Maximize transfer and generalization
Provide Multiple Means of Action and Expression
6.3 Facilitate managing information and resources
6.4 Enhance capacity for monitoring progress
Provide Multiple Means of Engagement
7.1 Optimize individual choice and autonomy
8.2 Vary demands and resources to optimize challenge
8.3 Foster collaboration and community
APPENDIX
Extended Learning Activities:
Have students create dances for other multiplication sets. Extend to include division as well by breaking down the set.
TIPS/FAQs:
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References: (i.e. Works cited, etc.)
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