*Brewer Elementary*

*Jones – Jen Weisphal*

**Learning Objective/Exit Outcomes:**

- Students will be able to demonstrate understanding of multiplication.
- Students will be able to arrive at the correct answer to a multiplication problem in their head.
- Students will use their bodies to show their agreement with a multiplication statement.
- Students will create group movement based on mathematic knowledge.
- Students will use spacial awareness to derive information based on a theme.

**Integration Area/Subject:**

Math & Dance

**State Standards:**

MGSE3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

MGSE3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

ESD3.CR.1 Demonstrate an understanding of the choreographic process.

- Collaborate with others to create and perform movement phrases.
- Create a sequence of three or more movements utilizing body, space, time, and energy.
- Explore how personal feelings and experiences influence choreography and performance.
- Respond to a variety of stimuli through movement (e.g. literature, visual art, props).

ESD3.CR.2 Demonstrate an understanding of dance as a form of communication.

- Recognize and describe how movement quality impacts meaning.

ESD3.RE.1 Demonstrate critical and creative thinking in dance.

- Demonstrate an understanding of dance as a means of communication, expression, and interaction.

**Materials/Playing Space:**

All open space around the room

**Description:**

The teacher had students stand in a circle around the center of the room. The teacher explained that, should you agree that the answer of a multiplication problem is correct, you should move to the center of the room, to the person sharing a problem. If the answer to the multiplication problem is way off, they should move to the walls of the room. If the person in the center of the room is close to the correct answer, you should move closer to the center and the person, but still keeping distance to show the answer is close though incorrect.

Students who did not immediately know the answer to the problem were encouraged to take the time to figure it out before they made their move, rather than just following the crowd. To really enhance the movement part of this strategy, make sure students pay attention to each other’s movements to infer the meaning of people gathered and people separated within a given space.