The Story of Mathematics Lesson Plan
November 20, 2019
Angles Through Movement Lesson Plan
November 20, 2019

Angles and Lines

Author: Ashley Boyack

Year: 2015

Artform: Dance

Subjects: Math

Grade: 3rd, 4th and 5th

Duration: 45 minutes

Overview: Students will experience making shapes and working with partners as they learn about angles

Standards and Objectives

Demonstrate increased control in the locomotor steps; e.g., start and stop, vary the tempo, lead with the left as well as the right foot. Shapes in space varying level and size
Students will explore geometric angles as they move and make shapes through space


TEACHING AND TIMELINE

INTRODUCTION

Experience and Identify: Have students begin by facing you and lead them in a silent warm up that explores symmetrical movements. When you move asymmetrically have students stand still and fold their arms. Ask students to be leaders too. Then give each student a partner and let them each take a turn being the leader.

Next see if they can move with their partner in parallel lines through the space. Make special care that their partner stays parallel and never intersects the lines they are creating on the floor. What locomotor movements can they perform parallel to their partner?


DEMONSTRATION

Explore and Identify: Next ask student to create three shapes with their whole body. One is Acute another is Obtuse and last is right angle made with a partner.

  • Acute < 90 degrees
  • Obtuse Angle > 90 degrees
  • Right Angle 90 degrees

Explore these shapes: have the students walk around the room. When you call out one of the above shapes have them make one and then begin walking again. Use a different locomotor movement each time they begin to travel through space. Repeat a few times. Then ask a student to be the teacher and let them play the drum and call out the angles.

WORK PERIOD

Create/ perform: With a partner get an elastic loop. Have one partner be the teacher. They can call out any of the angles or lines discussed in class. The other partner must make a shape with the elastic that shows the angle or line asked for. Make sure each partner gets a turn to be in charge of the elastic and the vocabulary.

CLOSURE/SUMMARY

Allow students to share their favorite line or angle shape they made with or without the elastic. See if the class can determine what the angle or line is.

 
 

  • Which angle is greater than a Right angle?
  • Which angle is less than a right angle?
  • Right Angle
  • Acute Angle
  • Obtuse
  • Angle
  • Parallel
  • Symmetrical
Students will assess one another as they share with each other

SUPPLIES, EQUIPMENT AND RESOURCES

  • Drum
  • Elastic loops (2 yards long. Sew ends together to make a loop)