Math

1st Grade: Addition, Sculptor/Clay

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.

1st Grade: Addition, Paper Chase

Brewer Elementary

Hill – Addie Newcomer

Learning Objective/Exit Outcomes:

Students will be able to choose a number between 1-10, find the corresponding number, and create an equation sculpture equaling ten. They will be able to discuss line, space, gravity and design while also giving a number sentence and reversing and inverting that number sentence.

Integration Area/Subject:

Math & Visual Art

State Standards:

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.

VA1.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

Generate visual images in response to open ended prompts, themes, and narratives.

VA1.CR.2 Create works of art based on selected themes.

Create works of art emphasizing one or more elements of art and/or principles of design.
Create works of art that attempt to fill the space in an art composition.

VA1.CR.4 Understand and apply media, techniques, and processes of three-dimensional art.

Create sculpture using a variety of media and techniques.
Create three-dimensional composition using traditional and/or contemporary craft materials and methods (e.g. paper sculpture, found object assemblage, jewelry).

VA1.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy.

Use a variety of strategies for art criticism.
Explain how selected elements of art are used in works of art to convey meaning.
Demonstrate an appreciation for art and art making processes by communicating thoughts and feelings.

Materials/Playing Space:

Many strips of yellow and red paper
A half sheet construction paper per student
Gluesticks

Description:

The PAIR Specialist introduced the concept of Paper Chase. The PAIR Specialist explained that the paper sculptures made should be 3D shapes, and that students shouldn’t glue the paper flat to the construction paper matting. Each student chooses any number of different sized strips of yellow and red paper, which may only total 10 strips of paper, to create their own paper sculpture by gluing those strips to a base piece of paper. They were encouraged to explore line, shape, space, and design as they created their own paper sculpture.

Students were given about 10 minutes to complete their works of visual art. The students then traded sculptures and the students now how the task of identifying how many yellow and red strips of paper were used to create their peers’ sculpture and create an addition sentence with the information derived from the paper sculpture. Students were also encouraged to express any thoughts they had about the sculpture they were looking at using Visual Thinking Strategy questions including “What do you see?”, “What makes you say that?”, and “What else can you find?”.

3rd Grade: Fractions, Body Percussion

Blanchard Elementary, Year One

Stafford/Martin – Beth Reeves

Learning Objective/Exit Outcomes:

Students will be able to explain the process of rationalizing fractions and their equivalency.
Students will demonstrate comprehension of rhythmic patterns.
Students will be able to understand fractions as a smaller part of a whole.
Students will be able to collaborate to create a musical version of fractions.
Students will be able to use body percussion to understand that a numerator is a smaller part of the denominator.

State Standards:

MGSE3.NF.3 Explain equivalence of fractions through reasoning with visual fraction models. Compare fractions by reasoning about their size.

ESGM3.CR.1 Improvise melodies, variations, and accompaniments.

Improvise rhythmic question and answer phrases using a variety of sound sources.

ESGM3.CN.1 Connect music to the other fine arts and disciplines outside the arts.

Describe connections between music and the other fine arts.
Describe connections between music and disciplines outside the fine arts.

Integration Area/Subject:

Music & Math

Materials/Playing Space:

Open classroom space

Description:

PAIR Specialist introduced body percussion, telling students all the instruments needed for the lesson were already in the room. After a few suggestions of where these instruments were hiding, students figured out the instruments in the class were our bodies. Students learned to use claps, laps (hands to thighs), snaps, and stomps as four instruments we would use during the lesson.

The PAIR Specialist then told students that denominators would be represented by the lower half of their bodies (laps and stomps) and numerators would be represented by the upper half of their bodies (claps and snaps). The class was already divided up into groups of 4-5. The PAIR Specialist suggested each group divide themselves into numerator instruments and denominator instruments, so 2 people would be the numerator and 2 people would be the denominator.

The PAIR Specialist asked the teacher to give each group a fraction to “play” through body percussion. Groups were given three minutes to practice their fraction with their group and then each group performed their fraction while the other groups listened and watched to guess the correct fraction. The idea is to make sure students understand that the numerator is a smaller part of the denominator, rather than a separate number.

The PAIR Specialist told students that, just like their smaller fraction songs, all songs are created with fractions. Their favorite singer doesn’t sing throughout their entire song, but rather, the band plays an intro and the singer only sings for a fraction of the song. You could even listen to a piece of classical music and pick out how often the piano plays compared to how often the violin plays, etc. It is still a whole and complete song, but each song is individual and unique because of the fractions inherent within it.

Notes:

To come back to integrating the creativity within music and body percussion, encourage the students to figure out a new way to play their fraction, perhaps using different rhythms or combining different body percussion instruments.

If students are ready to simplify, the sound can then match the result. For example, if the students are given the fraction is 2/8, students will present the simplified fraction of ¼ through body percussion.

3rd Grade: Fractions, Body Percussion

Brewer Elementary, Year One

Brown – Beth Reeves

Learning Objective/Exit Outcomes:

Students will be able to explain the process of rationalizing fractions and their equivalency.
Students will demonstrate comprehension of rhythmic patterns.
Students will be able to understand fractions as a smaller part of a whole.
Students will be able to collaborate to create a musical version of fractions.
Students will be able to use body percussion to understand that a numerator is a smaller part of the denominator.

State Standards:

MGSE3.NF.3 Explain equivalence of fractions through reasoning with visual fraction models. Compare fractions by reasoning about their size.

ESGM3.CR.1 Improvise melodies, variations, and accompaniments.

Improvise rhythmic question and answer phrases using a variety of sound sources.

ESGM3.CN.1 Connect music to the other fine arts and disciplines outside the arts.

Describe connections between music and the other fine arts.
Describe connections between music and disciplines outside the fine arts.

Integration Area/Subject:

Music & Math

Materials/Playing Space:

Open classroom space

Description:

The teacher then wrote or drew images of fractions on the white board. The students treated the numerator as a rest and the denominator as specific counts. Therefore, if the fraction written was ⅜, the students would count three rests and play body percussion for 4, 5, 6, 7, 8.

The PAIR Specialist then divided the students into groups of 2-3 per group. The teacher gave each group a different fraction. Each group then created their own body percussion based on the fraction given. Students were given 5 minutes to practice playing their fractions using body percussion, then each group performed their fraction for the class. The class then had to figure out, from the body percussion, what the fraction was.

Notes:

Teachers are encouraged to color in shapes that represent a visual fraction. Students can then create a sound representation, including how many claps, snaps, etc. one should do and how many rests exist in the fraction.

To include art interpretation, use different shades of color. Ask students “what does that do to the way that you recite this fraction? Does it make you want to snap/clap harder? Analyze how the shade is actually colored in.” The students’ quality of sound can be dependent on how the shape is colored. Students should look at the color inside the shape of the colored fraction in order to interpret emotion, which will affect the volume and tempo of their body percussion.

VA3.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

Use a variety of approaches to engage in verbal and/or written art criticism.

Kindergarten: Shapes, Kinetic Drawing

Dimon Elementary, Year One

Johnson/White – Meagan Cascone

Learning Objective/Exit Outcomes:

Students will be able to identify shapes.
Students will be able to create shapes within a bigger drawing.
Students will work together for a common go.
Students will work on leading and following in equal parts.

State Standards:

MGSEK.G.2 Correctly name shapes regardless of their orientations or overall size.

VAK.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

Develop manual dexterity to develop fine motor skills.

VAK.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy.

Use a variety of strategies for art criticism.
Discuss works of art using art vocabulary with an emphasis on the elements of art.

Integration Area/Subject:

Math & Visual Art

Materials/Playing Space:

Sheets of paper with a line drawn across the middle of the page
Crayons

Description:

The students partnered with the person sitting directly across from them. Each pair received one piece of paper to use for their kinetic drawing. This piece of paper had a black line down the middle, dividing the sheet of paper.

The teacher then instructed the students to mirror each other’s drawing, making random lines, curves, and points. We had the students switch off being the leader and the follower. After a few minutes of doing this, we had the students put the crayons away.

The PAIR specialist then asked the teacher to pick one of the pieces of paper. As a class, we looked at the picture and picked out the different shapes that we saw. We did this for a couple pieces of paper.

We then had the pairs of students look at their own drawings. We had them point to different shapes that we called out. Some students didn’t have those shapes on their piece of paper and that was okay. It was all about being able to identify the shapes that they did have.

Notes:

You could expand this into a game of ‘Shape Bingo’, seeing what pairs of students can find six shapes that are called out by the teacher first in their drawing. For this, have students use a different color crayon to trace the outline of the shape they have found. This game will also encourage counting. Count to as few or as many as you like. This is also a great introduction to addition, having students notice that when there are three shapes traced out on each side of the black line, that means there are six total shapes.

Kindergarten: Number Recognition, Snowball

Dimon Elementary, Year One

Johnson/White – Meagan Cascone

Learning Objective/Exit Outcomes:

Students will be able to recognize numbers 1-9.
Students will be able to write numbers 1-9.
Students will be able to draw a representation of numbers 1-9.
Students will be able to develop their manual dexterity to develop fine motor skills.

State Standards:

MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

MGSEK.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

VAK.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

Develop manual dexterity to develop fine motor skills.

Integration Area/Subject:

Math & Visual Art

Materials/Playing Space:

This activity looked different in each classroom. In one classroom, the students remained at their desks while writing on the snowballs and then threw them onto different parts of the rug. While the other class had students up and moving the whole time.

Description 1:

In one class, the students were given a number by the teacher and they had to write that number down on a piece of paper. They did this a few times. Then they were given a different number and had to draw that many circles on their paper.

For a challenge, the students drew three circles on their paper and balled it up. The teacher and PAIR Specialist went around and moved snowballs from table to table, so everyone received a new snowball. On the new snowball, they were told to make those three circles into five circles. Some students understood that they were just adding two more circles to the sheet of paper, however, some students put their own five circles on the paper. This extra challenge helped the teacher see where each student was in the critical thinking phase of math.

Description 2:

In the other class, the teacher gave each student something different to put on their paper. By the end of the finished tasks, nine pieces of paper had a number 1 through 9 written on them and nine pieces of paper had one through nine circles drawn on them. The students then crumpled their sheets of paper and moved to the carpet. The teacher told the students the could have a “snowball fight” until the teacher said “Freeze!”

At this time, the students would each pick up one snowball and have to find their partner. The person with the number 4 on their paper had to find the person with the paper that had the four circles on it. Once all students have found their partner, the teacher had them get into numerical order, 1 through 9. They did this same process three times so that students were hopefully getting different numbers each time.

Notes:

Both classes were learning the same things, the activity was simply adapted to what would best suit the class and the teacher.