Wesley Heights Year One
McFarland- Jen Weisphal
Learning Objective/Exit Outcomes:
- Students will be able to visually represent fractions from a verbal command.
- Students will work together to non-verbally create a physical representation of fractions.
- Students will understand that fractions are created with a numerator and denominator.
- Students will use their imagination and their bodies to accurately represent fractions.
MGSE3.NF.1 Understand a fraction 1/???? as the quantity formed by 1 part when a whole is partitioned into b equal parts (unit fraction); understand a fraction a b as the quantity formed by a parts of size 1/????. For example, 3/4 means there are three 1/4 parts, so 3/4 = 1/4 + 1/4 + 1/4.
MGSE3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
ESD3.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer. a. Demonstrate attentiveness, full participation, and cooperation with others in the dance learning environment. b. Demonstrate focus and concentration in the performance of skills. c. Apply knowledge of appropriate behaviors and skills as an observer and performer.
Math and Dance
Space for students to stand in a circle.
The PAIR Specialist introduced the concept of Bibbity Bibbity Bop, a quick-thinking ensemble game. Players stand in a circle with the leader in the center. The leader points to a player and calls out various commands:
When the leader calls, “Bippity, bippity, bop,” the player pointed to must say “Bop” before the caller does.
If the leader just says “Bop” the player must say nothing.
The leader points to a player and calls out a shape. That player, plus the two players on either side of him or her, rushes to make the shape before the leader counts to ten.
While establishing the game, it is important to share dance etiquette standards we are incorporating into the content. Being attentive and cooperative within the game is important for the game to work. Because the game should proceed rapidly, students need to demonstrate focus and concentration so they are ready to perform if the leader comes to them.
Once the game is established, we also add math content into the movement. Fractions would be represented by the person being pointed to being the division line and the people on either side showing the numbers with their fingers. It’s important, as the performers, that the people on either side assess whether they should represent the top or bottom number based on which diagonal the person in the middle is holding with their arms.
It is important to express to students that when they are in the circle, they are both the observer and the performer. When they are not the ones actively participating in the movement, they become the audience and as an audience member, they are silent and focused on their classmates who are performing..
For example, if the leader calls “Bowl of Jello,” the player pointed to wobbles like jello, while the players on either side form the bowl around the middle person. Another shape introduced is “Rabbit”: The player pointed to turns around and creates a cottontail with their hands together behind their back. Players on either side make ears by putting a finger straight up on either side of his/her head.