Lesson Creating AB Patterns
In this K-2 lesson, students will construct patterns using visual arts designs and math manipulatives. They will identify patterns existing in the natural and man-made world, art, math, and science.
Skip Count Dance
How are movement patterns similar to number patterns?
In this K-2 lesson, students will demonstrate skip counting through creative movement. They will observe patterns in African dance, then choreograph movements while skip counting by 5’s.
Lesson Content
Learning Objectives
Students will:
- Observe patterns of movement in African dance.
- Skip count by 5’s.
- Discuss the feeling of creative movements.
- Plan a sequence of movements represented by skip counting.
- Perform a pattern of movements through skip counting.
Standards Alignment
Recommended Student Materials
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Videos
Teacher Background
Teachers should review all patterns in dance. Modify or scaffold skip counting for ages and abilities.
Student Prerequisites
Students should be familiar with simple movements and cardinal numbers.
Accessibility Notes
Modify and adapt movements as needed. Allow extra time and space for dance movements.
Engage
- Show the African dance video, . Tell students that Rujeko teaches how to use a clock to practice dance steps. After the first viewing of the video, ask students: What do you notice and wonder?
- Engage students in a discussion about patterns. Ask students: What is a pattern? Where have you seen a pattern? Introduce the concept of patterns by telling students that patterns help us see how things repeat. Show students pattern examples in fashion, shoes, sounds, and in nature.
- Play a second time. Ask students to get up and dance along this time. Note: Feel free to adjust the playback speed in the video’s settings on Youtube. Ask: What patterns do you see in the dance? What movements are repeated? How did your bodies feel as you created movement patterns?
Build
- Teach number patterns by drawing a visual representation for the class (number list) where students will circle the numbers that you skip count by. Display . Model skip counting by 5: “I am going to model how I can use my number list to skip count by 5. Every time I count 5 more numbers, I am going to circle it. I am going to start with 1, 2, 3, 4, and circle 5. Let’s keep counting with 6, 7, 8, 9, and circle 10. Let’s keep counting and raise your hand when we have our fifth number to circle.”
- Revisit the circled numbers. Say the numbers together, “5, 10, 15, 20, 25…” Ask: Why do we skip count? Tell students that skip counting helps us count faster.
- Pose the question for students: How are the patterns in dancing, like the video we watched earlier, similar to number patterns like skip counting? Students should notice that both dance patterns and number patterns show repetition.
- Give students the opportunity to freestyle body movement of their choice to warm up for the application portion of the lesson. This can be done with or without music.
Apply
- Show students the video, . Have students warm their bodies up with the pattern dance. When ready, generate a list of movements as a class that they observed or did along with the video. Have students add new movements or dances they are familiar with to the list. Easy dance moves include the robot, floss, cabbage patch, chicken dance, and the twist.
- Tell students that they are going to represent skip counting by 5’s through movement to show our skip counting patterns. Model by saying, “5, 10, 15, 20” and repeat a dance move. Say, “25, 30, 35, 40” and repeat a new move. Continue this skip counting pattern so students can observe your body moving while skip counting.
- Determine at least two dance moves that can be repeated as students demonstrate skip counting by 5’s. Use the following format:
Class Skip Counting by 5’s Choreography:
Shout creative movement (ex. Twist)
Sing 5, 10, 15, 20
Shout new creative movement (ex. Floss)
Sing 25, 30, 35, 40
Shout new creative movement (ex. Twist)
Sing 45, 50, 55, 60
Shout new creative movement (ex. Floss)
Sing 65, 70, 75, 80
Shout new creative movement (ex. Twist)
Sing 85, 90, 95, 100
Note: Teachers can optionally scaffold the number of movements by selecting more or less movements that are continually repeated as they skip count.
- Create movements in small groups or as a class that correspond with different numbers. Students can practice with their group members. Have students demonstrate their understanding of skip counting by shouting the number that they are skip-counting by. Optionally, students can also divide into two groups to focus on one dance move and have a dance-off.
Reflect
- Perform the movements with skip counting for the class. The first time can be performed for the students, and the second time can be where students join in to perform movements and shout the skip counted number.
- Pose the following reflection question for students: How are movement patterns similar to number patterns (skip counting)?
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Writer
Amali Ekanayake
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Copy Editor
Alyssa Kariofyllis
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Editor
JoDee Scissors
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Updated
August 8, 2024
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