Richards Middle School
McDowell – Meagan Cascone
Learning Objective/Exit Outcomes:
- Students will be able to solve a fraction division equation.
- Students will be able to represent fractions with their bodies.
- Students will be able to show how their body positions change as the problem is solved.
- Students will be able to practice teamwork and communication with their peers.
Math & Dance
MGSE6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, including reasoning strategies such as using visual fraction models and equations to represent the problem.
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.
Open space at the front of the classroom
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 teacher called up 5 students to represent the equation “2/3 divided by 1/3.” One student standing represented a 2 while their partner who was kneeling represented a 3. Someone was the division sign. Then the next partner pair was a 1 standing and a 3 kneeling.
We then asked the students what would change in the equation as we take the first step to solve it. The partnership representing 2/3 stayed the same. The division sign had to turn into a multiplication sign and the 1/3 partnership had to switch places, making the 1 kneel and the 3 stand. The teacher then asked them what the answer to this equation would be.
Once the students understood what their role was, the teacher gave them a new equation 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…And what would the answer be?” Making the students more self sufficient.
Set up is key for this activity. The students will be more successful with a full practice round where the teacher demonstrates what they are doing with their bodies and how they should change for the second equation. If the students had really mastered this process, you could ask them to represent the answer with their bodies using all people in the group.