Resource Type

File Type

Standards

CCSSMP7

CCSSMP6

CCSSMP5

CCSSMP4

CCSSMP3

- Product Description
- StandardsNEW

Are you ready to get your kids excited about math, reading, and art? Here we go!

This product consists of three parts. The first part has a biography of Keith Haring, and a short article about breakdancing. It includes an activity about internal/external character action/traits.

The second part introduces/reviews math vocabulary: Translation, reflection, and rotation (slide, flip, turn). Students use Keith Haring figures to show the desired movements. This part has a problem solving component. They have three benchmark moves their figure must do. The moves in between the benchmark positions are up to them. They just have to be able to describe their figure’s movement.

In addition, students follow “choreography” for a Keith Haring figure and glue it into place by following the prescribed dance steps.

Finally, they make up their own choreography moves (using math vocabulary) for another classmate to follow with his/her Haring figure.

Part three teaches the students how to create a Haring-inspired piece of art, while describing the moves their dance figures make.

There is a Teacher Talk page for each part. They give directions for each section.

Here's what you get with this product:

1. 7 pages of Teacher Talk instructions, lesson narrative and tips.

2. 5 page colored biography of Keith Haring

3. Two page article, color, about break dancing.

4. Internal/External character trait activity for students (2 pages, black and white).

5. 4 colored posters to teach/review transformations, translation, reflection and rotation (angles of rotation).

6. 10 student activity pages for The Choreography Math Challenge, Busta' Move Choreography and Busta' Move Freestyle. All of these are hands on math activity pages.

7. One key for The Choreography Math Challenge.

8. Two colored direction pages for the art challenge, with photos. Two black and white copies are also provided.

This product consists of three parts. The first part has a biography of Keith Haring, and a short article about breakdancing. It includes an activity about internal/external character action/traits.

The second part introduces/reviews math vocabulary: Translation, reflection, and rotation (slide, flip, turn). Students use Keith Haring figures to show the desired movements. This part has a problem solving component. They have three benchmark moves their figure must do. The moves in between the benchmark positions are up to them. They just have to be able to describe their figure’s movement.

In addition, students follow “choreography” for a Keith Haring figure and glue it into place by following the prescribed dance steps.

Finally, they make up their own choreography moves (using math vocabulary) for another classmate to follow with his/her Haring figure.

Part three teaches the students how to create a Haring-inspired piece of art, while describing the moves their dance figures make.

There is a Teacher Talk page for each part. They give directions for each section.

Here's what you get with this product:

1. 7 pages of Teacher Talk instructions, lesson narrative and tips.

2. 5 page colored biography of Keith Haring

3. Two page article, color, about break dancing.

4. Internal/External character trait activity for students (2 pages, black and white).

5. 4 colored posters to teach/review transformations, translation, reflection and rotation (angles of rotation).

6. 10 student activity pages for The Choreography Math Challenge, Busta' Move Choreography and Busta' Move Freestyle. All of these are hands on math activity pages.

7. One key for The Choreography Math Challenge.

8. Two colored direction pages for the art challenge, with photos. Two black and white copies are also provided.

Log in to see state-specific standards (only available in the US).

CCSSMP7

Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.

CCSSMP6

Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

CCSSMP5

Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

CCSSMP4

Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

CCSSMP3

Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

Total Pages

38 pages

Answer Key

N/A

Teaching Duration

4 days

Report this Resource to TpT

Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TpT’s content guidelines.