Sunday, July 24, 2011

Arts Integration and Math

Friday was my second day of summer PD.  We met again with 2 ladies from the Southeast Center for Arts Integration.  The best part about it was that we got to meet in our grade level teams and discuss practical applications of what we were doing.  How would we bring it into our 3rd grade class?  Remember...we have not worked together before so it was also a great chance to get to know each other a little better as well.  Using a game we had learned the day before...we planned a way to incorporate creative movement with number sense - comparing and ordering numbers.
Comparing Numbers using Creative Movement

TLW compare and order numbers through 9,999.
TLW represent numbers visually.
TLW explore various levels in space.

1. Teach arts concepts.  One of the keys to arts integration is teaching specific art concepts and principles. 
Students will be given numbers as a class to represent as a specific shape.  What would 2 look like? Have students Think, Pair, Share.  They must also explain WHYWhat would 333 look like? Think, Pair, Share.  How is it different from 2? Why?
Students will be given numbers as a class to represent at different levels in space. Introduce high level, medium level, low level....and all the levels in between. Where would 5 be? Think, Pair, Share. Why? Where would 9,000 be? Think, Pair, Share. How is it different from 5? Why?

2. Apply arts concepts to math concept review.  Numbers are different in shape and level, but also in value.  Some numbers are bigger and some numbers are smaller. 
Give students a number written on an index card.  These can be in a certain range (ex. 600-700).  Students will move around the room while the music is playing.  Follow the expectations of the control game.  When the music stops, they must pair up with a partner and create a comparison of the 2 numbers using shape or level.  (To begin with I wouldn't give them a choice...students must use shape or must use level).  Then tap a few pairs to hold their comparison and allow the other students to relax.  Have the few chosen pairs explain their comparison.  Make sure to discuss that some numbers are closer together and some are further apart and the comparison should show this.  All students relax and begin again.  This time students must pair with a new student.

Variations: When given the index card, students must write the number out in different notations before beginning (expanded, word, using base 10 blocks).  While students are moving to the music, they can move like their number (big steps vs small steps, etc).  When pairs are sharing their comparison, 1 student hides their index card and the class must guess the number based on the comparison created.

3. Exit Slip - Have students respond to the exercise in their notebooks or on a slip to turn in.  What did you learn?  What did you find challenging? How would you compare numbers ____ and ____?

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