Brewer, Year One
Rowe/Hill/Johnson – Addie Newcomer
Learning Objective/Exit Outcomes:
To encourage independence; to solidify the difference between addition and subtraction word problems.
MGSE2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems by using drawings and equations with a symbol for the unknown number to represent the problem. Problems include contexts that involve adding to, taking from, putting together/taking apart (part/part/whole) and comparing with unknowns in all positions.
ESD1.CR.2 Demonstrate an understanding of dance as a form of communication.
- Create movement based on ideas, feelings, and personal experiences.
- Recognize how movement quality impacts meaning.
ESD1.CN.3 Identify connections between dance and other areas of knowledge.
- Compare and contrast dance to other art forms and subject areas.
Math & Dance
One player enters the playing area and becomes part of a large object or organism (animal, vegetable, or mineral). Examples include a machine, clockworks, abstract mechanisms, animals, natural elements. As soon as the nature of the object becomes clear to another player, he or she joins as part of the whole. Play continues until all are participating and working together to form the complete object. Players may assume any movement, sound, or position to help complete the whole.
To create a Word Problem Machine, give the students a simple addition problem, and encourage each part of the machine to create a motion and a sound. When you start to create the part of the machine that indicates either addition or subtraction, emphasis this point and help craft a motion and sound that is relatable. Move on to create the reverse of the problem – subtraction. Once both machines are created, emphasise the parts of the machine that are either, “how many in all,” (addition) or “how many more,” (subtraction) to show the difference.