*Brewer, Year One*

*Peterson – Meagan Cascone*

**Learning Objective/Exit Outcomes:**

- Students will be able to determine if a number is greater than or less than 5, 10, and 20.
- Students will be able to give an example of a number that is greater than or less than 5, 10, or 20.
- Students will use their bodies to express knowledge of core subject information.
- Students will show an appropriate underhand throw on the teacher’s cues.

**State Standards:**

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

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

- 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).

PE1.1 The physically educated student demonstrates competency in a variety of motor skills and movement patterns.

Manipulative Skills:

- Demonstrates underhand throwing techniques following teacher cues.
- Catches various sized objects.

**Integration Area/Subject:**

Math/Theatre/Physical Education

**Materials/Playing Space:**

The students remained next to their desks for this activity.

**Description:**

We started this activity with Why I Wiggle. The students were instructed to wiggle the upper part of their body only, if the number the teacher or PAIR Specialist gave was greater than 10. They had to wiggle the lower part of their body if the number was less than 10.

We then did the same thing, except with the number 20 instead of 10.

After those two rounds, we moved onto Catball. The teacher or PAIR Specialist would pass the ball to a student asking for a number that was less than 10. Then greater than 10. Then did the same for 20.

This allowed the students to know the difference between greater and less than and also be able to give an example of those numbers.

**Notes:**

You can make Why I Wiggle a bit more tricky by telling students to wiggle until they reach a number more than 10, but less than 15. You can do this by clapping, so the students are counting in their heads and seeing if any students stop to early or too late.