*Richards Middle School*

*Ledwick – Meagan Cascone*

**Learning Objective/Exit Outcomes:**

- Students will be able to solve a one-step equation.
- Students will be able to represent different parts of a one-step equation with their bodies.
- Students will be able to work together, using appropriate communication and empathy.

**Integration Area/Subject:**

Math & Dance

**State Standards:**

MGSE6.EE.1 Write and evaluate numerical expressions involving whole-number exponents.

MGSE6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers.

DMSPFD.2 Understands and models dance etiquette as a classroom participant, performer, and observer.

**Materials/Playing Space:**

Open space at the front of the classroom

**Description:**

The teacher explained the activity as using our bodies to display a math equation, rather than writing the equation out. For example, “How would you show ‘equals’ with your body?” The student representations may vary. We made a sample equation as a class. The teacher called up 5 students to represent the equation “x-4=10.” One student was the “x”, one student was the “-” and so on.

Once the students understood what their role was, she gave them a new equation (y+3=5) and told them they had 20 seconds to create that equation with their bodies. The students had to work together to make sure all parts of the equation were represented and none were repeated.

After the equation had been formed, she asked the students in the equation to solve for “y.” This meant that the “y”, “=” and “5” stayed where they were, and the “+” became a “-” next to the “5” and the “3” followed. This made the new formation “y=5-3.” Finally, to solve the equation, the “-” left the picture, and the two people representing the 5 and 3 made a new picture that represented 2.

Once the teacher and PAIR Specialist broke down the expectations of the activity, helping the students through this first equation, the students were able to do the following equations faster and with less assistance. At this point, the teacher was able to say “make this equation…Now solve for x…” Making the students more self sufficient.

**Notes:**

The set up to this activity is key! With a strong set up of instructions, the lesson should run smoothly.