Graph a Dance

Learning Resource Type

Classroom Resource

Subject Area

Mathematics
Arts Education

Grade(s)

3, 4, 5

Overview

Students will compare and contrast quilting and square dancing.  This lesson has three options based on time allotment.  Students will graph a figure, choreograph and perform a square dance.     

Mathematics (2019) Grade(s): 3

MA19.3.16

For a given or collected set of data, create a scaled (one-to-many) picture graph and scaled bar graph to represent a data set with several categories.

UP:MA19.3.16

Vocabulary

  • Data set
  • Scale
  • Picture graph
  • Scaled bar graph
  • Category
  • Probability

Knowledge

Students know:
  • Strategies for collecting, organizing, and recording data in picture graphs and bar graphs.
  • Describe and interpret data on picture and bar graphs.
  • Strategies for solving addition and subtraction one-And two-step problems.

Skills

Students are able to:
  • Collect and categorize data to display graphically.
  • Draw a scaled picture graph (with scales other than 1) to represent a data set with several categories.
  • Draw a scaled bar graph (with scales other than 1) to represent a data set with several categories.
  • Determine simple probability from a context that includes a picture.
    Example: A bar graph displays data to represent students' favorite colors with data showing 4 students choose red, 11 students choose blue, 2 students choose green, and 4 students choose purple. If Jamal is a student in the class, what do you think his favorite color might be? Why?
  • Solve one-And two-step "how many more" and "how many less" problems using information presented in scaled graphs.

Understanding

Students understand that:
  • Questions concerning mathematical contexts can be answered by collecting and organizing data scaled pictographs and bar graphs.
  • Understand that logical reasoning and connections between representations provide justifications for solutions.
Mathematics (2019) Grade(s): 4

MA19.4.20

Interpret data in graphs (picture, bar, and line plots) to solve problems using numbers and operations.

UP:MA19.4.20

Vocabulary

  • Interpret
  • Data
  • Picture graph
  • Bar graph
  • Line plot
  • Data set
  • Scale
  • Frequency
  • Key
  • Partition

Knowledge

Students know:
  • how toMeasure objects to the nearest half, quarter, and eighth of an inch.
  • Partition a number line to show halves, fourths, and eighths.
  • Interpret data displayed in graphs to solve problems related to the data set.

Skills

Students are able to:
  • Interpret data in graphs (picture, bar, and line plots) to solve problems using numbers and operations.
  • Create a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8).
  • Interpret data in line plots to solve problems involving addition and subtraction of fractions.

Note: Students need to mark the line plot in eighths to use equivalence with common denominators of eighths before adding or subtracting with data set.

Understanding

Students understand that:
  • data can be collected, organized and analyzed in data displays to generate and answer questions related to the context of the data.
Mathematics (2019) Grade(s): 5

MA19.5.20

Graph points in the first quadrant of the coordinate plane, and interpret coordinate values of points to represent real-world and mathematical problems.

UP:MA19.5.20

Vocabulary

  • Coordinate system
  • Coordinate plane
  • First quadrant
  • Points
  • Lines
  • Perpendicular
  • X-axis
  • Y-axis
  • Origin
  • Ordered pair
  • Coordinate plane
  • Horizontal
  • Vertical
  • Intersection of lines

Knowledge

Students know:
  • Specific directions and vocabulary to explain ordered pair location.
  • The first number of an ordered pair indicates how far to travel from the origin in the direction of one axis and the second number indicates how far to travel in the direction of the second axis.

Skills

Students are able to:
  • Graph points in the first quadrant.
  • Interpret coordinate values in context of the problem.

Understanding

Students understand that:
  • graphing points on a coordinate plane provides a representation of a mathematical context which aids in visualizing situations and solving problems.
Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.6

Illustrate directions or spatial pathways in a dance phrase by drawing a picture map or using a symbol.

UP:AE17.D.3.6

Vocabulary

  • prompts
  • use elements of dance
  • movement problem
  • choreographic devices
  • structure
  • dance phrase
  • concept and inspirations for choreography
  • feedback and revision
  • dance study
  • notation
  • dance phrase

Essential Questions

EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?

Skills Examples

  • Use a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences).
  • Find a way to travel across the floor only using a low level.
  • Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment).
  • Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed.
  • Discuss and use peer feedback or instructor feedback.
  • Create a floor map, using different colors for different levels of movement.

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 4 - Dance

AE17.D.4.6

Illustrate the relationship between two or more dancers in a dance phrase by drawing a picture or using symbols.

UP:AE17.D.4.6

Vocabulary

  • choreography
  • prompts
  • movement problem
  • elements of dance
  • choreographic devices
  • dance study
  • artistic intent
  • dance phrase

Essential Questions

EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?

Skills Examples

  • Use music, sound, text, objects, images, notation, observed dance, or experiences to create a dance phrase.
  • Perform a dance phrase using three different levels.
  • Perform a dance phrase that alters the timing of the movement.
  • Create a trio from a solo by performing movements in a three-part canon.
  • Create a dance based on the maid idea of "water" or "fire" and explain how the movement choices that were made express your topic.
  • After performing short dance study, reflect on possible changes that could have been made and use peer feedback to revise movement.
  • Draw a formation or pathway of dancers using symbols.

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.6

Illustrate changes in a dance sequence through media technology, written symbols, or words.

UP:AE17.D.5.6

Vocabulary

  • choreography
  • prompts
  • movement problems
  • choreography
  • elements of dance
  • choreographic devices
  • structure
  • codified movement
  • style
  • dance study
  • concept and inspiration for choreography
  • dance study
  • feedback and revise
  • notate

Essential Questions

EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?

Skills Examples

  • Create movement from spoken word, text, poetry, images, or nature.
  • Create a dance with a beginning, middle, and end that includes zigzag pathways and changes in energy.
  • Manipulate movement by utilizing choreographic devices such as retrograde, mirroring, or transposition.
  • Utilize ballet movement to create a story.
  • At the end of a dance study, reflect in a journal what changes were made during the process, why were they made, and what was the end result.
  • Record changes in choreography in a dance journal.

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

CR Resource Type

Lesson/Unit Plan

Resource Provider

PBS

License Type

Custom
https://aptv.pbslearningmedia.org/resource/ket-5dance/graph-dance/

Custom License Type (URL)

https://aptv.pbslearningmedia.org/help/terms-of-use/

Accessibility

Text Resources: Content is organized under headings and subheadings

Comments or Notes

Log into the website https://aptv.pbslearningmedia.org/.  It will align the standards to the Alabama COS. Also, more activities and lessons were provided once logged in.

Approved Date

ALSDE LOGO

This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
Alabama Learning Exchange © 2002-2023 by Alabama State Department of Education is licensed under Attribution-NonCommercial-ShareAlike 4.0 International

Design by Adaptive Theme