*J.D Davis, Year One*

*Peterson – Meagan Cascone*

**Learning Objective/Exit Outcomes:**

- Students will be able to recognize basic addition sentences.
- Students will be able to solve basic addition sentences.
- Students will use improvised movement to express mathematical equations.

**State Standards:**

MGSE1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

MGSE1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

ESD1.CR.1 Demonstrate an understanding of the choreographic process.

- Collaborate with others to create and perform movement phrases.
- Explore basic partnering skills through guided instruction (e.g. copy, lead, mirror, follow).
- Create shapes and levels through movement.
- Identify and create a dance sequence with a beginning, middle, and end.
- Explore dance elements through improvisation and play (e.g. body, space, time, energy).

**Integration Area/Subject:**

Math/Dance

**Materials/Playing Space:**

The students came up to the front of the classroom where there was open space to create their addition machines.

**Description:**

For this activity, the teacher gave the class an addition sentence like “2+2.” The students would solve the equation and then we would make a machine that was the physical representation of the equation.

We had two students represent the number two. They came up with a way to say and show the number two. Then we had someone do a motion and sound for the plus sign, two more people for the second number two, someone for the equal sign and then four people for the answer. Each part of the equation had a sound and movement that represented the number.

We showed how each part of the equation related to the other parts. We showed how this machine would work if it was a library machine, a slow motion machine, and super fast machine.

Once we created one machine, we were able to change equations and create multiple machines after that.

**Notes:**

Add theatre standards to solving word problems as a machine as well. Perhaps you have an apple picker with 5 apples in a basket and 2 apples on the tree. How many apples will the apple picker have once they pick the apples off the tree? Show the apples in the basket by having one student hold an imaginary basket and repeat the motion of picking up an apple and showing it 5 times. Then, after a plus sign, have another student repeat the motion of picking an apple from a tree two times, and placing those apples in an imaginary basket. Then, after the equal sign, have a student show how many apples are now in the basket by performing the same motion as the student counting from their basket in the equation machine. The students watching the machine should be able to tell the story of the word problem based off of the motions the machine is making.