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Classroom Resources (6)


ALEX Classroom Resources  
   View Standards     Standard(s): [ARTS] DAN (3) 3 :
3) Recognize choreographic devices to create simple movement patterns.

Examples: Retrograde, scramble/deconstruct, transposition, inversion, or fragment.

[ARTS] DAN (4) 1 :
1) Identify ideas for choreography generated from a variety of prompts and source materials.

Examples: Music/sound, text, objects, images, notation, observed dance, or experiences.

[ARTS] DAN (5) 1 :
1) Develop content for choreography using ideas generated from a variety of prompts.

Examples: Spoken word, text, poetry, images, or nature.

[ARTS] DAN (5) 10 :
10) Demonstrate a series of dance phrases using fundamental dance skills.

Examples: Step touch, pivot turn, three-step turn, and clap.

[MA2019] (3) 26 :
26. Recognize and describe polygons (up to 8 sides), triangles, and quadrilaterals (rhombuses, rectangles, and squares) based on the number of sides and the presence or absence of square corners.

a. Draw examples of quadrilaterals that are and are not rhombuses, rectangles, and squares.
[MA2019] (4) 27 :
27. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines, and identify these in two-dimensional figures.
[MA2019] (5) 22 :
22. Classify quadrilaterals in a hierarchy based on properties.
Subject: Arts Education (3 - 5), Mathematics (3 - 5)
Title: Geometry in Dance
URL: https://aptv.pbslearningmedia.org/resource/5c8b17ce-1b19-4e43-a91c-02cbb6f79310/geometry-in-dance/
Description:

In this lesson, students observe symmetry, geometric shapes, and angles in two Early American dances, and then choreograph their own dance with symmetrical figures. Three options are provided in this lesson depending on the time in class.  In all three options, students will observe symmetry in dance. 



   View Standards     Standard(s): [ARTS] DAN (2) 1 :
1) Respond to movement with a variety of prompts and suggest additional sources for movement ideas.

[ARTS] DAN (2) 7 :
7) Demonstrate clear directional movement that changes body shape, facings, or pathway in space.

Examples: Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.

Differentiate between circling and turning as two separate ways of continuous directional change.

[ARTS] DAN (3) 1 :
1) Improvise movements with a variety of self-identified prompts.

Examples: music/sound, text, objects, images, notation, observed dance experiences

[ARTS] DAN (3) 2 :
2) Select and demonstrate a movement solution for a given movement problem.

Example: Find a way to travel across the floor only on a low level.

[MA2019] (2) 25 :
25. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

a. Recognize and draw shapes having specified attributes.

Examples: a given number of angles or a given number of equal faces
[MA2019] (3) 26 :
26. Recognize and describe polygons (up to 8 sides), triangles, and quadrilaterals (rhombuses, rectangles, and squares) based on the number of sides and the presence or absence of square corners.

a. Draw examples of quadrilaterals that are and are not rhombuses, rectangles, and squares.
Subject: Arts Education (2 - 3), Mathematics (2 - 3)
Title: Dancing Shape Attributes
URL: https://artsintegration.com/2016/05/17/dancing-shape-attributes-steam-lesson/
Description:

Students will identify known shapes and describe their properties. They will create the shape with their body.  As a group, they will create a shape with all members. They will change groups and create another shape.  



   View Standards     Standard(s): [MA2019] (3) 26 :
26. Recognize and describe polygons (up to 8 sides), triangles, and quadrilaterals (rhombuses, rectangles, and squares) based on the number of sides and the presence or absence of square corners.

a. Draw examples of quadrilaterals that are and are not rhombuses, rectangles, and squares.
Subject: Mathematics (3)
Title: Classify Quadrilaterals StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/math/geometry/classify-quadrilaterals.htm
Description:

In this interactive activity, students will be led through steps to identify common types of quadrilaterals using their characteristics. There are teaching activities as well as practice activities available. A handout that reviews the quadrilaterals taught during the interactive is available to be printed. There is a karaoke song with printable lyrics that will help students learn and review the types of quadrilaterals. After utilizing this resource, the students can complete the short quiz to assess their understanding.



   View Standards     Standard(s): [MA2019] (3) 26 :
26. Recognize and describe polygons (up to 8 sides), triangles, and quadrilaterals (rhombuses, rectangles, and squares) based on the number of sides and the presence or absence of square corners.

a. Draw examples of quadrilaterals that are and are not rhombuses, rectangles, and squares.
Subject: Mathematics (3)
Title: Hexagons
URL: https://aptv.pbslearningmedia.org/resource/vtl07.math.geometry.pla.hexagons/hexagons/
Description:

The CyberSquad must build a path to cross a stream of hot lava. They find a pile of triangle-shaped tiles which float in the lava and don't melt. Unfortunately, they run out of triangle tiles when they are only halfway across the stream of lava and must figure out what other tiles they can use to complete the path.



   View Standards     Standard(s): [MA2019] (3) 26 :
26. Recognize and describe polygons (up to 8 sides), triangles, and quadrilaterals (rhombuses, rectangles, and squares) based on the number of sides and the presence or absence of square corners.

a. Draw examples of quadrilaterals that are and are not rhombuses, rectangles, and squares.
Subject: Mathematics (3)
Title: Triangles
URL: https://aptv.pbslearningmedia.org/resource/vtl07.math.geometry.pla.triangles/triangles/
Description:

The CyberSquad must build a path to cross a stream of hot lava. They find a pile of triangle-shaped tiles which float in the lava and don’t melt. They work together to try to figure out how to create a path made of the triangle tiles that has no gaps and no overlaps.



   View Standards     Standard(s): [MA2019] (3) 26 :
26. Recognize and describe polygons (up to 8 sides), triangles, and quadrilaterals (rhombuses, rectangles, and squares) based on the number of sides and the presence or absence of square corners.

a. Draw examples of quadrilaterals that are and are not rhombuses, rectangles, and squares.
Subject: Mathematics (3)
Title: Squares
URL: https://aptv.pbslearningmedia.org/resource/vtl07.math.geometry.pla.squares/squares/
Description:

The CyberSquad must build a raft to cross a river. The first raft they build floats, but there are gaps between the pieces of the raft that allow biting piranhas to jump through the holes. The CyberSquad uses their knowledge of tessellations to build a second raft out of squares that has no gaps or overlaps.



ALEX Classroom Resources: 6

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