Arts Education 2) Connect a variety of moments while manipulating the elements of dance through locomotor and non-locomotor movements.
Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
Concepts & Vocabulary:
prompts
elements of dance
locomotor
non-locomotor
dance phrase
structure
concept and inspirations for choreography
dance phrase
improvisation
notation Skill Examples:
Execute a sequence of movements in different ways (i.e., different levels, timing, directions, body parts).
Create a dance based on a short story, with a beginning, middle and end.
Create a dance to a short poem and explain why movement expressed the idea.
Improvise movement to verbs and adjectives. Recall the movement and sequence to repeat.
Using basic stick figures to draw shapes used in a series of movements.
Mathematics 2. Fluently add and subtract within 20 using mental strategies such as counting on, making ten, decomposing a number leading to ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums.
a. State automatically all sums of two one-digit numbers.
Unpacked Content
Evidence Of Student Attainment:
Students:
find sums and differences of basic facts through sums of 20.
use an efficient mental strategy (recall, inverse to addition, derived facts) to find the difference (large minus small) of two numbers less than twenty.
show fluency (efficiency and accuracy based on understanding) with sums of 20.
when given two one-digit numbers can state their sum with minimal hesitation (by the end of 2nd grade). Teacher Vocabulary:
Knowledge:
Students know:
how to use mental strategies to add and subtract within 20. Skills:
Students are able to:
use addition and subtraction strategies efficiently. Understanding:
Students understand that:
fluency involves a mixture of "just knowing" answers, knowing answers from patterns, and knowing answers from the use of strategies. The word fluently is used in the standards to mean accurately, efficiently, and flexibly. Diverse Learning Needs:
Essential Skills:
Learning Objectives: M.2.2.1: Recall single-digit subtraction facts with minuends of 10 or less.
M.2.2.2: Recall single-digit addition facts with sums up to 10.
M.2.2.3: Apply addition and subtraction strategies.
M.2.2.4: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
Prior Knowledge Skills:
Define addition and subtraction.
Recognize properties of operations.
Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
Apply signs +, -, = to actions of joining and separating sets.
Identify fact families to ten.
Recognize the value of zero.
Decompose numbers up to 5 using objects or drawings.
Compose numbers up to 5 using objects or drawings.
Count backward from 5.
Count forward to 5.
Write numerals from 0 to 10.
Represent a given numeral 1 to 10 with objects or drawings.
Count forward from a given number 1 to 10.
Model joining sets of objects to total 10.
Identify plus, minus, and equal signs.
Match numerals to objects or drawings.
Identify numerals 1 to 10.
Count 0 to 10.
Add and subtract numbers within 20 using objects, pictures and fingers.
Alabama Alternate Achievement Standards
AAS Standard:
