MOVING WITH MATHEMATICS
Learning Description
In this lesson, students will explore the concepts of fractions, percentages, and decimals by creating dances using locomotor and non-locomotor movements.
Learning Targets
"I Can" Statements
“I Can…”
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I can choreograph dances that match mathematical and movement criteria.
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I can correctly solve math problems involving fractions and percentages.
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I can identify the fraction/percentage and movement type in performances.
Essential Questions
- How can movement and choreography enhance understanding of fractions, decimals, and percentages?
Georgia Standards
Curriculum Standards
Grade 4:
4.NR.4: Solve real-life problems involving addition, subtraction, equivalence, and comparison of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100 using part-whole strategies and visual models.
4.NR.5: Solve real-life problems involving addition, equivalence, comparison of fractions with denominators of 10 and 100, and comparison of decimal numbers as tenths and hundredths using part-whole strategies and visual models.
Grade 5:
5.NR.3: Describe fractions and perform operations with fractions to solve relevant, mathematical problems using part-whole strategies and visual models.
Arts Standards
Grade 4:
ESD4.CR.1 Demonstrate an understanding of the choreographic process.
ESD4.CR.2 Demonstrate an understanding of dance as a form of communication.
ESD4.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance
ESD4.RE.1 Demonstrate critical and creative thinking in dance.
Grade 5:
ESD5.CR.1 Demonstrate an understanding of the choreographic process.
ESD5.CR.2 Demonstrate an understanding of dance as a form of communication.
ESD5.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance
ESD5.RE.1 Demonstrate critical and creative thinking in dance.
South Carolina Standards
Curriculum Standards
Grade 4:
4.NSF.2 Compare two given fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2 and represent the comparison using the symbols >, =, or <.
Grade 5:
5.NSF.3 Understand the relationship between fractions and division of whole numbers by interpreting a fraction as the numerator divided by the denominator
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.
Anchor Standard 7: I can relate dance to other arts disciplines, content areas, and careers.
Key Vocabulary
Content Vocabulary
- Fraction - A number representing part of a whole
- Numerator - Represents the number of parts out of the whole that are being considered
- Denominator - Represents the total parts of something
- Percentage - A way to express a number as a fraction of 100
Arts Vocabulary
- Choreographer - A person who creates dances
- Beat - Basic unit of musical time; can be heard as a regular pulse underlying music
- Dance composition/choreography - Creating the movements in dances
- Chassé - A gliding dance step with a pattern of step-together-step
- Locomotor - A movement that travels through space
- Non-locomotor - A movement that does not travel through space
- Pathway - The designs traced on the floor as a dancer travels across space; the designs traced in the air as a dancer moves various body parts
Materials
- Sound source and music
- Paper and pencils
- Written criteria for choreography on cards
Instructional Design
Opening/Activating Strategy
- Begin the lesson by engaging students in movement that introduces students to the locomotor and non-locomotor movement.
- Have students arrange themselves in a circle with enough personal space to move freely without touching a neighbor.
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- Turn on instrumental music with a steady beat.
- First, have students bring awareness to their bodies by leading them through gentle stretches starting from the head and moving to the toes (e.g., head circles, shoulder shrugs, toe touches, etc.).
- Introduce non-locomotor movements to students by directing them in the following movements.
- Bending and Stretching: Bend the knees and stretch up high.
- Twisting: Twist the torso to the left and right.
- Swinging: Swing the arms gently from side to side.
- Swaying: Sway the body from side to side with feet planted.
- Turning: Spin in place, both directions.
- Invite students to create their own movement.
- Introduce non-locomotor movements to students by directing them in the following movements.
- Walking: Walk around the room with different styles (tiptoeing, heel walking, big steps, small steps).
- Jumping: Jump in place, then move forward and backward.
- Chassé: Step-together-step by gliding.
- Invite students to create their own movement.
- Combine locomotor and non-locomotor movements.
- Traveling with Twists: Walk across the room while twisting the torso.
- Sway and slide: Sway the upper body while sliding sideways across the room.
- Step and turn: Take three steps forward, then turn in place (repeat, moving in different directions).
- Invite students to create their own movement.
- Debrief the difference between locomotor and non-locomotor movements with students. Check for understanding by stating different types of movements and see if students can identify which type of movement it is.
Work Session
- Tell students that in this lesson they will be using locomotor and non-locomotor movements to choreograph a dance that they will perform for the class.
- Turn on music and help students find the steady beat by walking in place.
- Now, count the beats into eight beat sections.
- Have students count the eight beats along with you.
- Practice adding some locomotor and non-locomotor movements as you complete the eight count.
- Divide the sections into fractions or percentages (i.e., 50% of eight beats is four beats, 25% of eight beats is two beats, 3/4 of four beats, 1/4 of four beats, etc).
- Guide students in choreographing a dance in which 50% or ½ uses locomotor movements and ½ uses non-locomotor movements. Help students think about the different patterns they could use to arrange movements.
- Break students into groups and pass out cards with criteria on them.
- Students will create a movement sequence or dance using the learned movements from the warm-up (or movements that they create) and the criteria assigned to them.
- Example 1: Create a four-step dance combination that is 3/4 non-locomotor movement and 1/4 locomotor movement.
- Example 2: Create a 32 beat dance in which 25% of your dance must be locomotor movement, 50% of your dance must be locomotor, and 25% of your dance must combine locomotor and non-locomotor movements.
- Students should express their choreography math equation using >, <, or =.
- Students will create a movement sequence or dance using the learned movements from the warm-up (or movements that they create) and the criteria assigned to them.
Closing Reflection
- The students will perform their choreography for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
- After each group performs, the audience will identify the fractions, percentages, or decimal equivalents that the group illustrated using locomotor and non-locomotor movements.
Assessments
Formative
Teachers will assess students’ learning by observing students’ ability to identify locomotor and non-locomotor movements in the activator, understanding of fractions and percentages, and collaboration with their groups to choreograph a dance based on fractions that uses locomotor and non-locomotor movements.
Summative
CHECKLIST
- Students can choreograph dances that correctly match mathematical and movement criteria (fractions and locomotor/non-locomotor movements).
- Students can identify the fraction/percentage and movement type being performed.
DIFFERENTIATION
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Acceleration:
Remediation:
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Ideas contributed by: Melissa Dittmar-Joy. Updated by Katy Betts.
Revised and copyright: June 2024 @ ArtsNOW