Key Elementary, Year One
Delgado – Jen Weisphal
Learning Objective/Exit Outcomes:
- Students will be able to correctly answer addition and subtraction problems including the operations of fractions.
- Students will contribute to peer learning and collaboration.
- Students will work on soft skills, such as team work, collaboration, empathy.
MGSE4.NF.3 Understand a fraction 𝑎 𝑏 with a numerator >1 as a sum of unit fractions 1 𝑏 .
- Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
- Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. 21 Grade 4 expectations in this domain are limited to fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100.
- Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
TA5.RE.1 Engage actively and appropriately as an audience member.
- Participate as audience.
- Demonstrate appropriate theatre etiquette.
TA5.CN.1 Explore how theatre connects to life experience, careers, and other content.
- Analyze how theatre experiences reflect and connect with life and other content areas.
Math and Dance
The PAIR Specialist explained the goals of Minefield to the classroom, which centered around getting one blindfolded student from point A (the door to the classroom) to point B (the opposite corner of the room where a print of the Georgia flag hung on the wall) by providing a single direction (take two small steps forward, turn your body from 12:00 on the clock to 10:00, lift your arm above your head, etc) each time a group of students answers a fraction problem correctly.
The teacher chose a student to be blindfolded and walk through the “Minefield” in the classroom. This student was asked to step outside and either put on a blindfold or close their eyes depending on the students’ comfort level. The teacher instructed the rest of the students to create “landmines: in the classroom by moving desks, chairs, etc around to make a completely new space to get the blindfolded student through.
Students were kept in the groups their desks normal sit in and each group would take a turn answering a fraction problem the teacher would write on a dry erase board as she walked around the room with the blindfolded student, adding extra guidance on each move. If the group answering the problem got it correct, they would collaborate on what instruction they would give the blindfolded student and once the direction was given and the blindfolded student moved, the teacher would present a new problem to the next group of students. If a group did not get the answer correct, they would lose their turn to give direction to the blindfolded student and the next group would get the opportunity to answer to problem.
The game will continue with students answering fraction addition and subtraction problems and giving directions to get the blindfolded student through the created Minefield, until the student reaches the goal (reaching up and putting his hand on the flag of Georgia).
It’s important to discuss how the game went because, while the topical goal of this art strategy is practicing operations of fractions, the underlying goal is creating unity in the class, collaborating to reach a goal, supporting each other through difficult situations, communicating clearly and precisely, and developing empathy.
- Ask the student who was blindfolded what the experience was like for them. You may ask follow up questions about how they felt during the exercise, what it was like to trust the communication given by their peers, etc.
- Ask the students giving direction what it was like to watch one of their peers go through the Minefield. Did it stir up feelings of excitement, concern, etc? Do they understand the feelings of the student who was blindfolded?
The teacher used a small dry erase board to write down the problems so she could be IN the Minefield with the blindfolded student, which was helpful for this particular student, who had the wiggles and struggled to stay still while waiting for the next instruction. Being able to adjust the student during the game helped the class stay on track with giving directions.
Since fractions were part of getting the student through the Minefield, it would also be great to encourage the larger group of students to use fractions in their direction to the blindfolded student (turn your body ¼ to the right, walk 1 ½ times the length of a desk forward).