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Creative Strategies Literacy Institute

Moving Through Math


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Grouping Games for Teaching the Language of Mathematics
For teachers grades K-6
3-hour or 6-hour workshop

During Grouping Games, students move around the room, create frozen body shapes, and work in groups to represent core concepts in K-6 mathematics. These experiences provide learners with strong kinesthetic, visual, and spatial representations of math. Students describe their work using sentence stems to strengthen their correct usage and understanding of mathematical language.

These learning experiences embrace the multiple intelligences, or multiple learning styles. This invites natural differentiation into the classroom. Students have the opportunity to experience math concepts through a wide range of learning modalities.

Select from a range of Grouping Games workshops that explore:

 number comparisons, counting on, how many more, and how many less
 constructing and deconstructing groups, addition, subtraction
 group size, repeated addition, multiplication, and division
 fractions, equivalent fractions, and ratios

Grouping Games for Teaching the Language of Mathematics

For teachers grades K-6

3-hour or 6-hour workshop


During Grouping Games, students move around the room, create frozen body shapes, and work in groups to represent core concepts in K-6 mathematics. These experiences provide learners with strong kinesthetic, visual, and spatial representations of math. Students describe their work using sentence stems to strengthen their correct usage and understanding of mathematical language.


These learning experiences embrace the multiple intelligences, or multiple learning styles. This invites natural differentiation into the classroom. Students have the opportunity to experience math concepts through a wide range of learning modalities.


Select from a range of Grouping Games workshops that explore:


  1. number comparisons, counting on, how many more, and how many less

  2. constructing and deconstructing groups, addition, subtraction

  3. group size, repeated addition, multiplication, and division

  4. fractions, equivalent fractions, and ratios

Looking for exciting ways to transform mathematics education?


Move learning off the blackboard and into students’ bodies and minds through active, movement-based, arts integrated instruction. Nationally renowned arts educator Marcia Daft spent twenty-five years developing Moving Through Math -- an innovative approach to teaching mathematics that brings to life conceptual parallels between music, movement, and math concepts.


Moving Through Math has been successfully piloted in elementary schools throughout the U.S. Research documents dramatic improvements in student performance. Students showed marked increases in interest in mathematics, enjoyment of mathematics, creativity in mathematical thinking, analytical and spatial reasoning, verbal reasoning, and test performance.

Moving Through Math Courses and Institutes

Repeating Patterns: Laying the Foundation for Elementary Mathematics
For teachers grades K-2
3- or 6-hour workshop

Have you ever heard that, “Everything in math is a pattern,” but never really understood why? Let's explore! 

In kindergarten, when we count to 100 by ones and tens, we are using a plus 1 or plus 10 growing pattern. When 1st graders learn about the commutative property, we expect them to understand the pattern a + b = b + a. And when we teach 2nd graders about odd and even numbers, we are looking at an AB repeating pattern. 

In this workshop, educators explore how patterns lay the fundamental building blocks of music, dance, and mathematics. Then, participants discover how to teach the foundations of math, by explicitly identifying and performing the grouping, sequencing, and part-to-whole concepts that are embedded inside patterns. Through integrating music and movement with math instruction, teachers learn to help students move past rote memorizing and toward conceptual thinking. Students learn to create, perform, and describe a deeper understanding of mathematics.

Repeating Patterns: Laying the Foundation for Elementary Mathematics

For teachers grades K-2

3- or 6-hour workshop


Have you ever heard that, “Everything in math is a pattern,” but never really understood why? Let's explore! 


In kindergarten, when we count to 100 by ones and tens, we are using a plus 1 or plus 10 growing pattern. When 1st graders learn about the commutative property, we expect them to understand the pattern a + b = b + a. And when we teach 2nd graders about odd and even numbers, we are looking at an AB repeating pattern.


In this workshop, educators explore how patterns lay the fundamental building blocks of music, dance, and mathematics. Then, participants discover how to teach the foundations of math, by explicitly identifying and performing the grouping, sequencing, and part-to-whole concepts that are embedded inside patterns. Through integrating music and movement with math instruction, teachers learn to help students move past rote memorizing and toward conceptual thinking. Students learn to create, perform, and describe a deeper understanding of mathematics.

Skip Counting
For teachers grades 1-2
3-hour or 6-hour workshop

Repeating patterns and growing patterns lay the conceptual foundation for many other mathematical ideas - including repeated addition and skip counting. When young children simply memorize skip counting series, they have no conceptual foundation upon which to build. This is the reason many students later struggle with coin concepts and multiplication.

“Moving Through Math” carefully builds students’ conceptual foundations through multiple learning modalities. Students draw pictures, write number sentences, create rhythm & movement patterns, and accurately use the language of mathematics to deepen their comprehension.

Skip Counting

For teachers grades 1-2

3-hour or 6-hour workshop


Repeating patterns and growing patterns lay the conceptual foundation for many other mathematical ideas - including repeated addition and skip counting. When young children simply memorize skip counting series, they have no conceptual foundation upon which to build. This is the reason many students later struggle with coin concepts and multiplication.


“Moving Through Math” carefully builds students’ conceptual foundations through multiple learning modalities. Students draw pictures, write number sentences, create rhythm & movement patterns, and accurately use the language of mathematics to deepen their comprehension. 

Number Lines and Telling Time
For teachers grades K-3
3-hour workshop

Number Lines lay the conceptual foundation for many other mathematical ideas. When young children fail to understand the spatial arrangement of number lines, they have no conceptual foundation upon which to build. This is the reason many students struggle with the spatial representation of time on a clock.

“Moving Through Math” carefully builds students’ conceptual foundations through multiple learning modalities. Students draw pictures, write number sentences, create rhythm & movement patterns, and accurately use the language of mathematics to deepen their comprehension.

Number Lines and Telling Time

For teachers grades K-3

3-hour workshop


Number Lines lay the conceptual foundation for many other mathematical ideas. When young children fail to understand the spatial arrangement of number lines, they have no conceptual foundation upon which to build. This is the reason many students struggle with the spatial representation of time on a clock.


“Moving Through Math” carefully builds students’ conceptual foundations through multiple learning modalities. Students draw pictures, write number sentences, create rhythm & movement patterns, and accurately use the language of mathematics to deepen their comprehension.   

Multiplication and Division, Part I
For teachers grades 2-5
3- or 6-hour workshop

Many students memorize the times tables yet fail to master a conceptual understanding of multiplication. Without this critical conceptual understanding, students have no foundation upon which to build. This is the reason many students struggle with factors and multiples, and later on fractions.

In this workshop, explore how patterns lay the fundamental building blocks of music, dance, and mathematics. When students perform rhythm and movement patterns, logical thinking comes to life! Students can see, hear, and feel how patterns, repeated addition, skip counting, and multiplication are all related strategies based on multiplying equal groups. Through this process, teachers discover how to help students move past rote memorizing, and understand the foundations of multiplying and dividing.

Multiplication and Division, Part I

For teachers grades 2-5

3- or 6-hour workshop


Many students memorize the times tables yet fail to master a conceptual understanding of multiplication. Without this critical conceptual understanding, students have no foundation upon which to build. This is the reason many students struggle with factors and multiples, and later on fractions.


In this workshop, explore how patterns lay the fundamental building blocks of music, dance, and mathematics. When students perform rhythm and movement patterns, logical thinking comes to life! Students can see, hear, and feel how patterns, repeated addition, skip counting, and multiplication are all related strategies based on multiplying equal groups. Through this process, teachers discover how to help students move past rote memorizing, and understand the foundations of multiplying and dividing.

Multiplication and Division, Part II
For teachers grades 3-6
3- or 6-hour workshop

Part II deepens students’ understanding of multiplication concepts, and explores how choreography can be built from patterns of movement organized to fit inside musical patterns.

We see, hear, and move to the patterns of: Properties of Operations (Commutative, Associative, and Distribute Properties), Factors and Multiples, Embedded Multiplication, and Least Common Multiple.

Multiplication and Division, Part II

For teachers grades 3-6

3- or 6-hour workshop


Part II deepens students’ understanding of multiplication concepts, and explores how choreography can be built from patterns of movement organized to fit inside musical patterns.


We see, hear, and move to the patterns of: Properties of Operations (Commutative, Associative, and Distribute Properties), Factors and Multiples, Embedded Multiplication, and Least Common Multiple.

Geometric Shapes and Transformations
For teachers grades 3-6
3- or 6-hour workshop

Many intermediate students find geometric shapes and transformations drawn on a flat sheet of paper difficult to visualize and manipulate. When students learn how translations, reflections, and rotations are important ideas in the world of dance, geometry comes to life! Creative movement improves students’ visualization skills and expands their geometric reasoning into 3-dimensional space.

Students master lines (orientations and relationships), angles, hierarchy and classification of shapes, side/angle relationships, area and perimeter, and 3-dimensional shapes (vertices, edges, and faces).

Geometric Shapes and Transformations

For teachers grades 3-6

3- or 6-hour workshop


Many intermediate students find geometric shapes and transformations drawn on a flat sheet of paper difficult to visualize and manipulate. When students learn how translations, reflections, and rotations are important ideas in the world of dance, geometry comes to life! Creative movement improves students’ visualization skills and expands their geometric reasoning into 3-dimensional space.


Students master lines (orientations and relationships), angles, hierarchy and classification of shapes, side/angle relationships, area and perimeter, and 3-dimensional shapes (vertices, edges, and faces).

Geometric Shapes and Transformations
For teachers grades K-2
3- or 6-hour workshop

Many young students only learn to recognize shapes in isolation, and in base orientation. When shapes are combined, flipped, or rotated, many children can no longer recognize them! However, when young students learn to construct and manipulate shapes with their bodies, their spatial reasoning skills are dramatically enhanced. Connecting creative movement to visual understanding adds a powerful new dimension to the study of geometry.

In this workshop, teachers learn to lead the creative movement story, Meet the Shape Family. This story takes young children on a step-by-step journey through lines, angles, shapes, shape transformations, composite shapes, and 3-dimensional shapes. During this joyful experience, children move, create, and collaborate with partners and in small groups. Children extend their thinking when they identify and draw complex shapes in the world around them.

Geometric Shapes and Transformations

For teachers grades K-2

3- or 6-hour workshop


Many young students only learn to recognize shapes in isolation, and in base orientation. When shapes are combined, flipped, or rotated, many children can no longer recognize them! However, when young students learn to construct and manipulate shapes with their bodies, their spatial reasoning skills are dramatically enhanced. Connecting creative movement to visual understanding adds a powerful new dimension to the study of geometry.


In this workshop, teachers learn to lead the creative movement story, Meet the Shape Family. This story takes young children on a step-by-step journey through lines, angles, shapes, shape transformations, composite shapes, and 3-dimensional shapes. During this joyful experience, children move, create, and collaborate with partners and in small groups. Children extend their thinking when they identify and draw complex shapes in the world around them.




Purchase

Moving Through Math

Instructional Materials!

Products_MTM.html

Purchase

Moving Through Math

Instructional Materials!
Products_MTM.html

Purchase

Moving Through Math

Instructional Materials!
Products_MTM.html

 View TV & News Stories about Moving Through MathTV_%26_News.htmlshapeimage_37_link_0
Coin Concepts
For teachers grades 1-3
3-hour workshop

Repeating patterns and skip counting lay the conceptual foundation for many other mathematical ideas - including coin concepts. When young children simply memorize 5, 10, 15, 20... and 10, 20, 30, 40... they have no conceptual foundation upon which to build. This is the reason many students struggle with coin concepts .

“Moving Through Math” carefully builds students’ conceptual foundations through multiple learning modalities. Students draw pictures, write number sentences, create rhythm & movement patterns, and accurately use the language of mathematics to deepen their comprehension.

Coin Concepts

For teachers grades 1-3

3-hour workshop


Repeating patterns and skip counting lay the conceptual foundation for many other mathematical ideas - including coin concepts. When young children simply memorize 5, 10, 15, 20... and 10, 20, 30, 40... they have no conceptual foundation upon which to build. This is the reason many students struggle with coin concepts .


“Moving Through Math” carefully builds students’ conceptual foundations through multiple learning modalities. Students draw pictures, write number sentences, create rhythm & movement patterns, and accurately use the language of mathematics to deepen their comprehension.