EDI 632 Dance Integration Lesson Plan

Teacher: Brian Scott, Brittany Zawislak, Marisa Strow, Michelle Smith, Yanbo Chen
Date: 5/21/2015
Subject area / course / grade level: Step-ups Math/ EDI 632/ 2nd Grade
Materials: Dance Mat Station Materials, Twister Station Materials, Musical Chair
Station Materials, camera, markers, white board
Standards/Targets:
CCSS.MATH.CONTENT.2.OA.C.4
Use addition to find the total number of objects arranged in rectangular arrays with
up to 5 rows and up to 5 columns; write an equation to express the total as a sum of
equal addends.
CCSS.MATH.CONTENT.3.OA.A.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.
ART.D.I.2.6
Discover range of movement of identified body parts.
Lesson objective(s):
Students I Can Statements:
I can explain the connections between repeated addition and multiplication;
I can do multiplication math facts up to 9*9 quickly;
I can do multiplication math facts up to 9*9 accurately;
I can move my body parts correctly according to instructions.

Different strategies to meet each learners needs:

Group learners according to stage of mastery. During the class students stay
in the same groups; instructions includes re-teaching and reviewing for their
group level.
Our three stations include music, body movements, math calculation, and
some dance steps. All these help to engage students in fun and active
learning.
Accommodations for physically disabled or learning disabled students: each
learning station will give students various choices of tasks in order for them to
participate and not feel left out.

ENGAGEMENT

Before station starts, gather students on the carpet area. Write multiplication
questions on white board and invite students to answer. Ask students to
explain how they know the answers using repeated addition sentences. Tell
them that since this is the end of 2nd grade, we want to know if they are ready
for some 3rd grade questions. Multiplication questions are what they need to
learn in 3rd grade. Today, they will show how much they know about
multiplying in three fun stations: twister, musical chairs and mat dance.

EXPLORATION

Connect to students prior knowledge of how to play twister, musical chair

and mat dance. Invite students to tell us how to play.
Teachers then go through the procedures of each stationprocedures for
each station are attached below. Teachers demonstrate how to do each
station with correct ways and incorrect ways.
Then invite students to review some of the dos and donts in each station.
Review the signals and expectations for stations transition time.
Demonstrate the signal that will be used for halting all activity before the
transition. Let the students talk for ten seconds and then practice the signal.
Group students in three levels (without students knowing their levels):
Hexagon Group- students who can complete multiplication problems with
ease, Quadrilateral Group-students that have just about mastered
multiplication, Triangle Group-students who need the most assistance with
multiplication
Send students to each station.

EXPLANATION

Encourage students to tell us not only the answers but also how they know
the answers at each station. Encourage the students to help each other
explain their answers if one student is having a difficult time. If the students
cannot explain it have the teacher step in and remind the students of
multiplication strategies.

ELABORATION/EXTENSION

Bring the students back together in a large group. Ask the students which
game helped them the most and why. Then instruct the students in small
groups to make a new game to help practice multiplication. They can
incorporate the games they already played into their games or start from
scratch.

Have the students create an art project to help explain how they figured out
the toughest problems.

EVALUATION

Besides informal observation and competition scores for each station games,
we will give students a self-evaluation chart to mark and then discuss with an
elbow partner while the teacher walks around to listen. This chart is directly
related to our I-Can statements.

Here is the chart:

Name:

Date:

Stars:

I can do multiplication questions with repeated addition strategy

I can quickly response multiplication questions within 9*9
I can accurately tell multiplication sentence products within 9*9
I can move my correct body parts during stations
I learned and improved through this lesson

Another assessment would be providing the students exit cards with multiplication
problems on them. Have the students answer the questions on their own and turn
them in. This will help the teacher determine how much each student can do when
it comes to multiplication. In some of the groups the children helped each other with
harder problems so it was hard to tell who knows the answers, who doesnt and who
was just too slow to answer before a classmate spoke up.
Twister Station
Materials:
Twister mat and spinner
24 notecards
Preparation:

Write multiplication problems on the notecards leaving the answer blank. Tape the
note cards onto the twister board so there is one problem per circle. Make sure the
color of the circle can still be seen. Lay the mat in a part of the classroom where
there is space around the board so that there is not a possibility of a child hurting
himself by falling into anything.
Accommodations:
If a child isnt able to physically play the game then they could be the spinner. The
teacher can have notecards available for them to answer problems. Another option
would be to have game pieces they put on the board instead of their body.

Procedure:
1. Explain to the children they will be playing twister to practice their
multiplication skills. The teacher will spin the spinner and announce what
color and part of the body was chosen.
2. The player will move whichever part of their body was announced to the
correct space.
3. In order to have their hand or foot stay there they have to tell the teacher the
answer to the math problem.
4. If the student is unable to get the correct answer they have to take their hand
or foot off of the space.
5. The teacher will write the problem down and show the student the answer.
6. If all the spaces of a certain color are taken and that color is spinned then a
player may double up on an already occupied space. They will have to
answer the problem correctly in order to maintain their new spot.
7. If a player falls then they are finished for that round.
8. A winner is declared once everyone but one student has fallen.
9. Once the game is complete it can be started again. The teacher could change
the math problems to expose the students to new problems or have the
students change their positioning on the board so that they will put their
hands and feet on different circles that have different problems.

Multiplication Musical Chairs Station

Materials:
5 or 6 Chairs
81 flashcards with multiplication problems and separate cards with associated
answers (multiplication problems will range from 0 x 9 to 9 x 9)
Music playing device (examples: CD player or iPad)

Preparation:
Chairs will be arranged in a circle and each chair should have a random answer
flashcard taped on it. The instructor leading the lesson will have the multiplication
problem flashcards arranged in random order (there will be more flashcards than
the number of flashcards on the chairs). Some of the multiplication problem
flashcards should be set aside for students that are out during the game. The
instructor should also have a music playing device ready before the lesson begins.
Accommodations:
If there are students unable to participate in the main part of the lesson, they can
help the instructor with playing and stopping the music or reading the
multiplication problems aloud.
Procedure:
1. Have students form in a circle outside the circle of chairs.
2. The instructor will start the music and students will then walk around the circle
continuously until the music stops.
3. When the music stops, students will find a chair and sit in it. The instructor will
then read a multiplication problem aloud without stating the answer.
4. The students will answer the problem and the student that is sitting in the chair
with the corresponding answer is out and that chair is removed from the circle.
a.
If the multiplication problem read aloud does not have a corresponding
chair in the circle, no one is out and a new round will begin.
b.
When a student is out, they can review other multiplication flashcards
outside of the circle and/or quiz other students that are out.
5. Rounds will continue until only one student is left.
6. After the game is completed, if time allows, new answers can be posted on the
chairs and the game can start over.

Mat Math with Math Mats

Materials:
6 Math Mats- mats with the numbers 0-9 written on them in about a six inch
square each
Preparation:

Lay the math mats on the floor allowing ample space for student movement
Accommodations:
If child is unable to hear, see, or move as needed by the game then student can call
out the math problems or do whatever it is that they can do.
Procedure:
1. Lay math mats on floor.
2. Teacher calls out a multiplication problem.
3. Students answer the problem by stepping on the appropriate numbers with their
feet.
4. After students understand the basic idea, they can take turns calling out math
problems.
**Note: This game can be used with all four basic math functions and even with some basic fractional
answers.