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PDAE GRANT

DEB BROZSKA
With Mrs. Jollys 2nd Grade Class. Robert
Lunt ES

Place Value
General Subject: Math
Arts Integration: Dance/Movement

The Standards

2.NBT.A.1 Understand that the three digit of a


three-digit number represent amounts of
hundreds, tens, and ones; e.g., 706 equals 7
hundreds, 0 tens, and 6 ones.
Dance MS 4.0 To develop a kinesthetic
awareness of how to use the body
expressively.

Essentials Questions

Why must we know the different place values


of a number?
When are understanding number place values
useful?
How can we use our understanding of number
place values in math?
How can you demonstrate knowledge of
number place value?

Student Objectives

Students will be able to:


Analyze

a number and its place values.


Demonstrate simple addition and subtraction
fluently.
State the new number with its correct place value
name.
Demonstrate place value by the height of their
body.

Math Review: Regrouping.

Base 5
5=lob
Writing:

lob

ones

13

Representing Numbers with Our


Bodies
Ones

Tens or Lobs

Begin the Addition


lob

ones

03

+3

Begin the Addition


lob

ones

03
10

+2

Begin the Addition


lob

ones

03
10
32

+12

Conclusion

All but one student were able to transfer the


cubes to their bodies.
That

one student needed to work with the cubes


while watching her classmates work the
regrouping with their bodies.

In the beginning students needed a constant


reminder to show the number with the bodies
(small and tall).
Students were actively engaged with their
work and were understanding base 5 and
regrouping better.

Resources

Common Core Math in Action: Grades k-5


by Eric Johnson
Karen

Kaufmann & Jordan Dehline: The Art of


Dance Integrations: Mathematics and Science, in
press with Human Kinetics, all rights reserved.
From chapter 6: Numbers and Operations.