Dancing Mathematicians, what did the performers do to help you identify which angle they • had chosen? What you have done as Dancing Mathematicians can help you identify angles in math. You • can do a to remember what you have learned about angles. Just use your hands to “hand make different angles on your desk or in the air. Show me a angle, an acute angle, an obtuse angle, and a straight angle. What other ideas do you have to remember what you learned by dancing angles when it is • time for doing math with pencils and paper? ! Criteria-based reflection: Makes a connection between dance and math. _______________________________________________________________________ Audience and Performer Expectations ARTS IMPACT DANCE AND MATH INFUSION Fourth Grade Lesson Two: Angular Shapelines – 10 Angular Shapelines Audience Worksheet Name: Date: What angle did the group demonstrate? Draw the angle. Is the angle <90°, 90°, >90°, 180°? Group 1 Group 2 Group 3 Group 4 Group 5 ARTS IMPACT DANCE AND MATH INFUSION Fourth Grade Lesson Two: Angular Shapelines – 11 ARTS IMPACT LESSON PLAN Dance and Math Infusion Fourth Grade Lesson Two: Angular Shapelines " Teachers may choose to use or adapt the following self-assessment tool. STUDENT SELF-ASSESSMENT WORKSHEET Disciplines DANCE/MATH MATH Total Concept Angles 6 Shapeline Angles Criteria Student Name Uses body to represent line segments that meet at an endpoint and makes a in a line that shows a right angle (90°), acute angle (<90°), obtuse angle (>90°), or straight angle
• Dancing Mathematicians, what did the performers do to help you identify which angle they had chosen? • What you have done as Dancing Mathematicians can help you identify angles in math. You can do a “hand to remember what you have learned about angles. Just use your hands to make different angles on your desk or in the air. Show me a angle, an acute angle, an obtuse angle, and a straight angle. • What other ideas do you have to remember what you learned by dancing angles when it is time for doing math with pencils and paper? ! Criteria-based reflection: Makes a connection between dance and math. _______________________________________________________________________ Audience and Performer Expectations ARTS IMPACT DANCE AND MATH INFUSION – Fourth Grade Lesson Two: Angular Shapelines 10 Angular Shapelines Audience Worksheet Name: Date: What angle did the group demonstrate? Draw the angle. Is the angle <90°, 90°, >90°, 180°? Group 1 Group 2 Group 3 Group 4 Group 5 ARTS IMPACT DANCE AND MATH INFUSION – Fourth Grade Lesson Two: Angular Shapelines 11 ARTS IMPACT LESSON PLAN Dance and Math Infusion Fourth Grade Lesson Two: Angular Shapelines " Teachers may choose to use or adapt the following self-assessment tool. STUDENT SELF-ASSESSMENT WORKSHEET Disciplines DANCE/MATH MATH Total Concept Angles 6 Shapeline Angles Criteria Student Name Uses body to represent line segments that meet at an endpoint and makes a in a line that shows a right angle (90°), acute angle (<90°), obtuse angle (>90°), or straight angle
2-Angular-Shapelines-ADA.docx