Richards Middle School
Sands – Meagan Cascone
Learning Objective/Exit Outcomes:
- Students will be able to combine like terms.
- Students will be able to simplify an equation.
- Students will be able to use their bodies to represent a given equation and that equation in its simplest form.
- Students will be able to add and subtract fractions.
Integration Area/Subject:
Math & Dance
State Standards:
MGSE6.EE.1 Write and evaluate numerical expressions involving whole-number exponents.
MGSE6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers.
MGSE6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers.
MSD.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer.
- Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning and performance environment.
- Demonstrate concentration and focus with respect to self and others in the performance of skills.
- Exhibit initiative in modeling appropriate behaviors and skills as an audience member and dance observer.
Materials/Playing Space:
Open space at the front of the classroom
Description:
The PAIR Specialist explained the activity as using our bodies to display a math equation, rather than writing the equation out. For example, “How would you show ‘equals’ with your body?” The student representations may vary. Then we made it a little bit more complex. We explained to the students that we would use two people to represent a fraction. The person representing the denominator would kneel and the person representing the numerator would stand behind them.
We made a sample equation as a class. The equation was “3/4 + n= 1/4+ 2n.” The teacher called up 9 students to represent the equation. One student standing represented a 3 while their partner who was kneeling represented a 4. Someone was the plus sign. Someone was the “n.” Someone was the “=.” Then the next partner pair was a 1 standing and a 4 kneeling. We had another “+” and then someone representing “2n.”
We then asked the students what would change in the equation as we take the first step to solve it. The partnership representing 3/4 stayed where they were, the “+” changed to a “-” and the 1/4 moved next to it. The equal sign and 2n remained. The “+’ became “-” and the n followed next to it. This made the new representation read as 3/4-1/4=2n-n.
The teacher then asked the people on each side of the “=” to simplify. This meant that 4 people now represented 1/2 and 3 people represented n. Our final representation was 1/2=n.
Once the students understood what their role was, the teacher gave them a new equation and a new group of students and told them they had 20 seconds to create that equation with their bodies. The students had to work together to make sure all parts of the equation were represented and none were repeated.
Once the teacher and PAIR specialist broke down the expectations of the activity, helping the students through this first equation, the students were able to do the following equations faster and with less assistance. At this point, the teacher was able to say “make this equation…Now show me the first step to solving it…Show me in its simplest form.” Making the students more self sufficient.
Notes:
The set up is key. Take the time to go through each step. Once you do that, the students will have a better understanding and be able to do it faster and more independently the next time.