Lesson Plan Form

Teacher Education Department CSUDH

Math

Candidate: Subject(s): Grade Level(s): 6 ● Date: 12/8/16

Mr. Julian, Ms. Math
Hernandez, Ms. Lopez
Ms. Hilda, Ms. Jimenez,
Ms. Leon, Ms.
Machuca, Mr. Lara

Standard(s): Single/Multi-Day Lesson:

Dance (CCSS 1c) Multi-Day Lesson
● Identifies and demonstrates movement elements and
skills and performing dance.
Math (6.G.1)
● Find the area of right triangles, other triangles, special
quadrilaterals, and polygons by composing into
rectangles or decomposing into triangles and other
shapes.

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or

Principle): Teachers will demonstrate the correlation of how body and movements are
used to create geometric shapes.
II. LEARNING OUTCOME (Objective): Students will demonstrate with clarity the different
shapes and area using their bodies.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
Introduction to middle school geometry and preparation for high school content.

IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activities):
● Students will be introduced to the lesson by performing a series of
warm up exercises including, breathing, stretching, and kinesthetic
movements that are inspired by geometric figures.
● Teacher will post the questions: What shapes did you form during the
warm ups? In what classes do we use shapes?
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student
Activities):
Build conceptual knowledge of geometrical shapes relating to dance:
● Teacher will draw different geometrical shapes on the board.

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 ● Teacher will demonstrate how to create a desired shape with
geometrical shapes explaining how the internal area of the shape is
determined by composing it with smaller units.
Teaching relation of dance and area of a shape:
● Teachers will demonstrate a simple dance routine, using their body, in
which the step count correlates to the units of a quadrilateral’s area.
Teaching application of shape’s area to dance:
● Teacher will instruct students to get into four groups
● Teacher will assist students to create a quadrilateral using geometrical
shapes first, then recreating, using their bodies, based on the figure
they were assigned
C. APPLICATION ACTIVITY (Practice and/or Reflection):
● Teacher will help students review and practice lesson learned with the
following activity
● Given a different dimension of a quadrilateral, the students will create
the quadrilateral with their bodies and figure out how many units make
up their quadrilateral
● Students will be given a short amount of time to think and rehearse their
dance moves that reflect the area of the quadrilateral they have been
given
● Teachers will go around their group checking and assisting students if
needed
● Students will perform their short sequence to represent the dimensions
they have been given
Apply meaning:
● Teacher will explain how area is applied in real life
Demonstration/Identification
● Teacher will ask the class how space in dance correlates with the
actual area of the geometric shape they have been given (A 1x2
quadrilateral should utilize less space in the dance where a 3x2
quadrilateral can utilize more space)
Discussions of Learning
● Teacher will ask students to discuss the different types of geometric
figures they have learned today.
D. MATERIALS & RESOURCES:
● Visual aids (cut-out geometric shapes)
● Writing board and utensils
● Dance studio
● Music (Five Hours by Deorro)
● Comfortable clothes

V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):

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 ● While students are participating, the teacher will watch the students and make mental
notes about the students’ understanding of the subject.
● Teacher will listen to students identify geometric shapes and dimensions and will
provide help and feedback as needed.
● Teacher will lead a discussion that asks the students to correlate the relationship of
space in dance to area in geometry.

VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and

PRACTICE):
● Clear concise visual aids will be provided
● ASL interpreter will be available
● Pairing with an advanced learner
● Repeating directions, cues, and prompts

VII. HOMEWORK (IF APPROPRIATE): Students will be given a worksheet with six 2D
geometric shapes, and they will find the area of each shape. The students with the
assistance of a family member must choose one out of the six shapes on their worksheet
to create a dance that exhibits the shape they have chosen. Each student will
demonstrate their dance without using words since the class as a whole will have to
figure out what shape the student presenting has chosen. The students’ dances will be
performed the following class meeting.