DANCING NUMBERS
Learning Description
Students will be able to read and write multi-digit whole numbers up to 10,000 using choreography to model base-ten numerals and expanded form. Students will demonstrate their understanding by creating leveled choreography to represent the different place values in a number. Each level will represent a different place value.
Learning Targets
"I Can" Statements
“I Can…”
- I can explain what place value is.
- I can tell the value of digits in different place value positions.
- I can write numbers in standard form.
- I can represent place value in multiple ways (concrete and abstract).
- I can use levels to express place value.
- I can create a movement or shape with my body to represent a number.
Essential Questions
- What is place value?
- How can I create a movement to represent a number?
- How can levels in dance be used to represent place value?
Georgia Standards
Curriculum Standards
Grade 3:
3.NR.1.1 Read and write multi-digit whole numbers up to 10,000 to the thousands using base-ten numerals and expanded form.
3.NR.1.2 Use place value reasoning to compare multi-digit numbers up to 10,000, using >, =, and < symbols to record the results of comparisons.
Arts Standards
Grade 3:
ESD3.CR.1 Demonstrate an understanding of the choreographic process. a. Collaborate with others to create and perform movement phrases. b. Create a sequence of three or more movements utilizing body, space, time, and energy. ESD3.CR.2 Demonstrate an understanding of dance as a form of communication. ESD3.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance. ESD3.RE.1 Demonstrate critical and creative thinking in dance.
South Carolina Standards
Curriculum Standards
Grade 3:
3.NSBT.5 Compare and order numbers through 999,999 and represent the comparison using the symbols >, =, or <.
Arts Standards
Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works. Anchor Standard 2: I can choreograph a dance. Anchor Standard 3: I can perform movements using the dance elements.
Key Vocabulary
Content Vocabulary
- Place value - The value of each digit in a number based on its position
- Ten-thousands - The fifth position represents the number of ten-thousands
- Thousands - The fourth position represents the number of thousands
- Hundreds - The third position represents the number of hundreds
- Tens - The second position represents the number of tens
- Ones - The rightmost position (first place) represents the number of ones
- Expanded form - A way of writing numbers to show the value of each digit according to its place value; it breaks down a number by expressing it as the sum of each digit multiplied by its place value
- Standard form - The way of writing numbers using digits, without breaking them down by place value or expanding them
- Numerical - Using digits to represent quantities, values, or amounts
- Digits - Symbols used to represent numbers in a numeral system
Arts Vocabulary
- Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers
- Body - The physical instrument through which movements and expressions are conveyed; it encompasses how dancers use their whole body or specific body parts to perform movements and communicate ideas, emotions, or stories
- Space - An element of movement involving direction, level, size, focus, and pathway
- Level - One of the aspects of the movement element space; in dance, there are three basic levels: high, middle, and low
- Shape - This refers to an interesting and interrelated arrangement of body parts of one dance; the visual makeup or molding of the body parts of a single dancer; the overall visible appearance of a group of dancers
- Dance sequence - A specific order of movements or steps performed in a particular pattern or progression
Materials
- Music
- Sound source and speakers
- Cards with four digit numbers written on them (one per group of four students)
- Name tags with four digit numbers written on them (one per student)
Instructional Design
Opening/Activating Strategy
- The teacher will lead students in the Freeze Game.
- Give students name tags with different numbers 1-999.
- Turn the music on and have students walk through space.
- When the music stops, students must find someone near them to partner with and freeze in a pose to show who has the higher number.
- Continue so students have multiple opportunities to compare numbers and pose on a high and low level depending on which number is greater than or less than.
- Pause periodically to make observations and discuss how students are demonstrating the value of a number using their bodies.
- Have students return to their seats. Facilitate a discussion around how students compared the values of two numbers using their bodies.
- Tell students that when we pose at different levels, we are using a concept called “levels” in dance.
- Have students stand at their desks.
- Model different levels of dance–high, middle, and low. Have students mirror your movements.
Work Session
- Introduce place value in math.
- Once students are familiar with the concept, provide directions for creating Place Value Choreography.
- Model the activity to show what is expected of the students during the work session time.
- Students will be put into groups of five.
- Each group will be assigned a five digit number written on a card.
- Students will first determine the place value of each digit.
- Next, students will use the number cards to choreograph a dance sequence that shows each digit in its place value. Each student will represent one digit and its place value (ten thousands, thousands, hundreds, tens, ones).
- Students should use levels to demonstrate the place value and should create a shape or movement with their body to represent the digit.
- The higher the movement or shape, the greater the value of the corresponding digit.
Closing Reflection
- Students will perform their dance sequences. Discuss appropriate audience participation and etiquette prior to performances.
- While groups perform, the audience members will use their peer reflection form to record the performing group’s number.
- After two performances, the audience will compare the groups’ numbers.
- They will reflect on their choreographic choices in their STEAM journals.
Assessments
Formative
- Teachers will assess students’ understanding of place value by observing how students use their bodies and levels in dance to represent place value.
- Provide students with a copy of the self-checklist to use as they choreograph their sequences.
Summative
- Students can accurately use levels to represent place value.
- Students can create movements and shapes with their bodies to represent digits.
- Students can compare two numbers and determine which is larger using place value.
- Provide students with a copy of the peer-checklist to evaluate their peers during the performances.
Differentiation
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Accelerated:
Remedial:
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Credits
U.S. Department of Education- STEM + the Art of Integrated Learning
Ideas contributed by: SAIL Grant Teacher Leaders, Melissa Joy
*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.
Revised and copyright: June 2025 @ ArtsNOW