TIME: one
70-minute class period
MATERIALS:
Book: The Greedy Triangle by Marilyn Burns
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
This lesson uses the book The Greedy Triangle by Marilyn Burns to introduce
polygons. Students will model polygons using the elements of dance and
movement.
ACTIVITY:
The teacher reads the story The Greedy Triangle to the class, then leads
a discussion about different types of polygons introduced in the story
and how these might be depicted with movement.
Students are asked to place their hands on their hips to form a triangle,
as the Greedy Triangle did in the story.
Students are placed in groups of four, and each group is asked to use
the elements of dance to execute basic movements that depict triangles
and quadrilaterals. (25 minutes)
Groups demonstrate their movements to the class, while class members
guess what polygon there are modeling and relate how they arrived at
that conclusion.
EVALUATION/ASSESSMENT:
Assessment is based on students’ oral explanations of the polygons
they created.
GRADE
LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Louisiana Math Standards/Benchmarks – 5-8 Grades:
G-1-E Determining the relationships among shapes.
G-2-M Identifying, describing, comparing, constructing and classifying
geometric figures and concepts.
G-5-M Making and testing conjectures about geometric shapes and their
properties.
Louisiana K-12 Educational Technology Standards:
1b Students use a variety of media and formats to communicate and present
information and ideas effectively to multiple audiences.
3a Students use technology tools to enhance learning, increase productivity,
and promote creativity.
3b Students use productivity tools to work collaboratively in developing
technology-rich, authentic, student-centered products.
Performance Indicator (Grades 5-8):
G Use multimedia tools and desktop publishing to develop and present
computer-generated projects for directed and independent learning activities.
Interdisciplinary Connnections –
Louisiana ELA Standards/Benchmarks:
ELA-1-E6 Interpreting texts to generate connections to real-life situations.
ELS-1-MS Using purposes for reading (e.g., enjoying, learning, researching,
problem solving) to achieve a variety of objectives
ELS-7-E2 Problem solving by using reasoning skills, life experiences
and available information.
Louisiana Arts Content Standards/Benchmarks - Dance:
D-CE-M1 Demonstrate self-monitoring and effective use of space.
D-CE-M2 Use the elements of dance to execute basic movements with increased
skill and develop a movement vocabulary.
D-CE-M6 Understand and express relationships among dance, other arts,
and disciplines outside the arts.
D-CE-M7 Engage in individual and collaborative use of technical dimensions
of dance and explore how use of current technology can enhance dance
ideas.
MODIFICATIONS/ACCOMODATIONS:
Care is taken to balance group membership. Teacher provides repeated
directions and modeling as needed for individual students.
RESOURCES:
Burns, Marilyn (1995). The Greedy Triangle. Brainy Day Books, Scholastic; ISMB:
0590489917.
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