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# College of Arts and Science Rationale: The idea for this lesson came from my cooperating teacher.

She suggested I use the patterns found in slide music (line dancing music) to drive math instruction. By the time this lesson was given the students had been learning about patterns in Math for several weeks. The rational for this lesson was for students to see patterns in music and dance and therefore make real-world, real-life connections to the content and standards theyve learned. Subject: Math/ Power Up Date : 10/30/2013 Teacher: Tawanda Williams Grade: 1st Topic: Patterns Objective(s): Students will listen and do steps to slide music with choreography instructions from the disc jockey. Students will identify the patterns in the slide steps. Students will use the background knowledge choreograph their own slide dance using patterns such as AABB, ABBB, ABC, AABCC and the like. SOLs: 1.17 The student will recognize, describe, extend, and create a wide variety of growing and repeating patterns. Transfer a pattern from one form to another. Essential Questions/Understandings: Understand that patterns are a way to recognize order, to organize their world, and to predict what comes next in an arrangement. Recognize and state the core of a pattern. Analyze how both repeating and growing patterns are generated. What patterns can one recognize within everyday life? Are patterns recognized in other areas of life besides Math? Materials/Technology: Group: Samsung Tablet, Slide Music Downloads, Chalkboard, Chalk, Directions Strategy: Using patterns in music and dance for integration and world application. Procedure: (Complete, Correct, Discuss) Engage (2 min) We have been learning about patterns for a while now, someone please tell me a pattern using their ABCs. Does anyone know other things or places we can find patterns in our everyday lives? Explore (5 min) There are patterns in music. Have class stand up and display the directions to the Cha Cha slide. Teach the basic steps and allow the class to do it with together as you model it. Explain/Direct Instruction (5 min) Inform students that they will use patterns to choreograph their very own slide dance. Instead of saying to the left and right and front and back and cha cha they will use ABC as a code for the movements. Give them a head start. A to the right and B to the left. Allow class to decide how many As and Bs will be in the slide step. Allow students to practice the moves at least 3 times. Extend (5 min) : Once they have those steps down, allow students to add in C and come up with a movement they will do when they say C. Write down a few suggestions then take a class vote. Allow class to practice the steps at least 3 times