*Dimon Elementary, Year One*

*Sutherland – Jen Weisphal*

**Learning Objective/Exit Outcomes: **

- Students will be able to correctly identify place value.
- Students will be able to use addition and subtraction in measurement.
- Students will contribute to peer learning and collaboration.
- Students will work on soft skills, such as teamwork and empathy.

**Standards:**

MGSE4.NBT.1 Recognize that in a multi-digit whole number, a digit in any one place represents ten times what it represents in the place to its right. *For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.*

MGSE4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

MGSE4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place.

MGSE4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.

- Understand the relationship between gallons, cups, quarts, and pints.
- Express larger units in terms of smaller units within the same measurement system.

TA4.RE.1 Engage actively and appropriately as an audience member.

- Participate as audience.
- Demonstrate appropriate theatre etiquette.

**Integration Area/Subject:**

Math and Theatre

**Materials/Playing Space:**

Blindfold, optional

**Description: **

The PAIR Specialist explained the goals of Minefield to the classroom, which centered around getting one blindfolded student from point A (the middle of the room) to point B (the answer to a problem hanging on one of the four walls in the room) 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).

The teacher put a math problem on the board (this review focused on place value and measurement) and every student wrote the answer down. The teacher chose a student at random (assigned a number in the classroom) and the first student to have the correct answer would be the student chosen to walk through the minefield. That student would be placed in the center of the room and blindfolded to be walked through the Minefield to the correct answer.

Students would be called on to have their answer checked by the teacher. If the answer was correct, the student would earn the opportunity to give a direction to the blindfolded student to help them reach the correct answer in the room.

The game would continue this way until the blindfolded student reached the correct answer and placed their hand on it.

**Debrief:*** *

It’s important to discuss how the game went because, while the topical goal of this art strategy is practicing place value and units of measurement, 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?

**Notes:**

- Playing Minefield this way allowed for the teacher to quickly check work and see who was understanding the content (place value, units of measurement, etc) and allowed for multiple quick rounds and a few different students to be blindfolded.
- Another suggestion I would pose is to have the students answer the first question on their paper to know what direction to send the blindfolded student (without shouting out the answer), but give each student called on an additional problem that they solve to earn the right to give a direction. In this way, the teacher is allowing for more individual practice and review, while also allowing the blindfolded student to be misdirected on occasion, which creates a bit of additional fun to the game and elongates the game, making the learning more substantial.