*Brewer Elementary*

*Rowe/Hill/Waters – Addie Newcomer*

**Learning Objective/Exit Outcomes:**

- Students will be able to choose a number between 1-10.
- Students will be able to find the corresponding number that equals 10.
- Students will be able to arrange classmates in a ‘living equation.’
- Students will be able to create a number sentence on the white board illustrating their equation.
- Students will be able to reverse the number sentence to show how it equals 10 when starting with the second number.
- Students will be able to invert the number sentence to show subtraction problems.
- Students will be able to practice appropriate communication and empathy skills.

**Integration Area/Subject:**

Math & Theatre

**State Standards:**

MGSE1.OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

MGSE1.OA.6 Add and subtract within 20.

- Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
- Fluently add and subtract within 10.

TA1.CR.1 Organize, design, and refine theatrical work.

- Use imagination to create, revise, and/or add to ideas.
- Demonstrate skills of the mind (e.g. imagination, focus, concentration).
- Follow directions and contribute to planning in theatre experiences.
- Listen to others with respect and courtesy in an ensemble.

TA1.PR.1 Act by communicating and sustaining roles in formal and informal environments.

- Use voice to communicate ideas and emotions.
- Use body to communicate ideas and emotions.
- Cooperate in theatre experiences.
- Assume roles in a variety of dramatic forms (e.g. narrated story, pantomime, puppetry, dramatic play).

TA1.PR.2 Execute artistic and technical elements of theatre.

- Identify and use personal and partner space.

**Materials/Playing Space:**

Open space at the front of the class

**Description:**

In Ms. Hill’s classroom:

One student ‘sculptor’ moved a group of 10 ‘clay’ classmates. Their job was to arrange the clay in two groups and then verbalize to the teacher how the number of clay on one side of the group plus the number of clay on the other side of the group equaled 10. The sculptor led the clay by asking each clay to follow as they moved around the rug. As Ms. Hill’s class rotated through different students acting as the sculptor, their challenge was to not repeat and number combinations to reach 10.

In Ms. Rowe’s classroom:

Ms. Rowe was the sculptor, and she set out a stack of yellow and red paper. 10 of her students came forward and chose a paper to hold up in front of their bodies. As a group, they ‘wrote’ a number sentence with their bodies by clustering yellows together ‘plus’ reds together, equaling 10. Ms. Rowe wrote the number sentence on the white board, then asked a certain color group to sit down, illustrating the reversed subtraction problem.

In Ms. Waters’s classroom:

All students remained seated, and Ms. Waters passed out a sheet of red or yellow paper to an assortment of students, being careful to always total ten sheets but asking the class to count along and help keep track. When everyone was in agreement on the total sum equaling ten, Ms. Waters’s wrote the number sentence on the board while the class helped

**Notes:**

The strategy can be greatly scaled up or down. Remember, if your class needs to stay seated, you can use this strategy to enforce classroom behavior and attentiveness by remaining seated but engaging students to help solve the equation. If your class is ready to step it up, you can let a student ‘sculptor’ direct the equation and physically lead the ‘clay’ students around the room as they write the equation.