LESSON PLAN 
Preresidency (include introducing students to artform/teaching artist/content) 
Residency Day #1 
GOAL: Students will be able to “see” a number based on the levels of each dancer. Math Concept: Vertical Number Line Dance Concept: Level Arts Strategy: Snapshot (with focus on Levels 110/20) Dance Game: “Elevators”
Lesson Plan:  Braindance warmup
 Introduce concept of Vertical Number line and LEVEL
 Show picture of highrise building
 Link the concept of an elevator
 Play SNAPSHOT with a focus on Level.
 “Show me a shape on Level 0….Level 5….Level 17”
 Be sure to check that students grasp the concept of where “middle” is. So, for Levels 110, Middle would be 5. It will help students make a “7” or “3” later on...
 Elevatorsif time allows
 Divide the fruit into TRIOS.
 Each small group becomes 2 walls of the elevator, and 1 person in the middle is the passenger.
 The teacher or artist calls out what floor they’d like. For example “Floor 4!” is called out. All the dancers in the elevator do a SNAPSHOT of level 4 with their bodies (For 2nd grade, you could do addition “2 +2 floor” and 2nd grade you could do addition and subtraction “106 floor”. You could also ask each group to do a different floor and see who is near the lobby and who is near the top of the building. No judgement of what is better, just space awareness and number sense. This could be referenced in the next class when you look at greater than/less than.

BEFORE THE NEXT SESSION: Teachers, do Snapshot on Levels 110/20 or play Elevator for a brain break. 
Residency Day #2 
GOAL: Students will be able to “see” if numbers are bigger than/less and will develop teamwork skills Math Concept: Greater Than/Less Than Dance Concept: Size Arts Strategy: ABA, Snapshot: Levels Dance Game: Stretch and Curl, Shape Museum
Lesson Plan:  Braindance warmup
 Review Snapshot with concept of vertical number line (with Levels 110/20)
 Try and have the classroom teacher lead Snapshot.
 Encourage the option of “1+3” Level. (Students would think, add, and show Level 4.)
 Using simple subtraction is also an option. (“74”...Students would go to Level 3.)
 Stretch/Curl exercise
 Start students on Ground Level 0.
 With the volume increasing (stretch) or decreasing (curl), call out “Stretch for 8 counts!” Then count to 8 as the music gets louder.
 Call out “Curl for 6 counts!” Then fade the music over 6 counts.
 Ask: Which felt longer? Why? OR Which numbers is greater? 8 or 6?
 Night at the Shape Museum (if time allows)
 Half the students are Statues, the others are Dancers.
 Statuesthink of a number you want to show. Then, when I say “Dancers, places, take the shape of a low Level 1, or a high Level 17. Hold your shape like a statue.
 Visitors, use your Locomotor movement to go all around the museum.
 When the music stops, fine ONE sculpture to copy.
 Then GUESS what level that dancer was on.
 OPTION: Make a shape GREATER THAN/LESS THAN THE SCULPTURE
 Ask the Visitors: Do you mean, How many of you were able to figure out your statue’s level based on your level number?

BEFORE THE NEXT SESSION: Play stretch/curl for a brain break. 
Residency Day #3 
GOAL: Students will understand that they can get the same sum in different ways by using their bodies. Math Concept: Equivalencies or Part/Part/Whole Dance Concept: Locomotor/Non Locomotor Skills Arts Strategy: Creative Movement Dance Game: Guided Across the Floor
Lesson Plan:  Braindance warmup
 Review
 Snapshot: Levelteacher leads
 Addition option”Go to 10+2 Level…”
 Stretch/Curl
 Introduce LOCOMOTOR and NONLOCOMOTOR conceptsay, see, do the words
 Write a list of different locomotor skills
 Write a list of nonlocomotor skillsthis is a handy option if you want to total 20 moves later.
 For 1st/2nd: Part/Part/Whole
 Have the Teacher write an example of Part/Part/Whole she/he would like the children to practice.
 Combine the number with Locomotor moves. For example, 4+6=10. So, cue the children to do 4 stomps AND 6 hops.
 Have the children call out, “1, 2, 3, 4, AND/PLUS 1, 2, 3, 4, 5, 6, IS/EQUALS 10!” On the 10, they can reach up high in a finishing pose.
 NOTE: give students single count movements, so each move equal 1 beat.
 For Kindergarten: Across the Floor/General Space: Level
 Have students move across the floor imagining their head on a given level.
 “Glide at level 4”
 Hop with your heads at 6,7,6,7,6…”
 Exploding jumps from Level 110!”
 Try Moving Their Shape Across the Floor
 This is harder “Take a shape at Level ___...Now freeze your shape...Now try and move your shape across the floor/around general space.”
 NOTE: Don’t just be supportive. Use the Growth Mindset for your cuing: “Wow! I see you listening and trying to follow directions….Well, some of you followed directions, but I think if you try a little harder, all of you can do it...Wow! You worked your legs….Tilt if you really tried to do it that time. Tilt the other way if you think you can do it even Better…”

BEFORE THE NEXT SESSION: Play Stretch/Curl as a classroom brain break or Use Nonlocomotor Movement combinations for Addition Problems 
Residency Day #4 
GOAL: Students will have a kinesthetic understanding of subtraction. Math Concept: Horozontal Number Line (gr. 2) and Subtraction (K/1) Dance Concept: Cannon (for 2nd grade), Pathways (K/1) Arts Strategy: Creative Movement Dance Game: Cannon Dance (2nd grade), Subtraction Train (K/1)
Lesson Plan:  Braindance warmup
 Review
 Elevator Game with Levelsfocus on Subtraction with the cueing.
 For example: “Level 17. Take away 5. (Be sure to call out) 16, 15, 14, 13, 12….
 Then start where you left off. “12 take away 4...11, 10, 9, 8…”
 As you call out the levels, you will accurately see they students “Subtract” with their bodies.
 NOTE: Calling out the numbers backwards is the key to making this work.
 Stretch/Curl (Greater Than/Less Than)
 For K/1: Introduce/Play Subtraction Train song
 Practice lyrics only sitting on the floor with the students.
 Divide the group into 2apples/oranges. Half the group will be the audience/chorus.
 Have the dancers make shapes on Levels scattered “on stage.”
 As the leader, I go around and collect themkind of like Slither.io and we make a train.
 When the group is following me in a line (Pathways), start the songeveryone sings.
 “Take away” students, count how many are left.
 Do the song 2x, then switch groups

BEFORE THE NEXT SESSION: Teachers, choose 3 Nonlocomotor movements they can combine in any order to get the sum you choose.
For example, have them stand by their desks and combine twists, punches, or stomps in any combination to equal 15. (Keep the movement choices basic so each move can be done on a single count.) Count to 15 aloud as they move, and see all the different ways they can dance “15 counts.” They can even “perform” their 15 movements for each other. 
Residency Day #5 “INFORMANCE DAY” also known as “BEST OF BODYVOX DAY” 
GOAL: Review all we’ve done so far to really make sure that the children understand all the concepts that were the teachers’ goals for the residency. Have the teachers comfortable with Snapshot, so that they might lead it themselves in the classroom.
Lesson Plan:  Braindance warmup
 Review:
 Snapshotled by teacher, incorporating addition and subtraction into Levels 110/20
 Stretch/Curl
 Subtraction Train
 Vote for your Favorite!
 Night at the Shape Museumor
 Locomotor Moves across the flooror
 Elevator Game
 Reflection
 Draw a mindmap on the white board of all the games/topics they covered:
 Levelsvertical number line
 Addition
 Subtraction
 Horozontal Number line: K/1the Subtraction Train, 2ndCannon Dance
 Greater Than/Less Than
 2ndPart/Part/Whole

Extensions of Residency 
What will classroom teacher do after the residency to continue utilizing the artsbased strategy?
It’s my hope that the classroom teachers could continue these ideas as a regular part of their math lessons:  Elevator Game to use Snapshot with Levels 110/20 to practice number value
 Stretch/Curl to deepen understanding of greater than/less than
 Nonlocomotor skill combinations as a way to explore different ways to get to 10/20.
 Try the Subtraction Train as a way to deepen understanding of “taking away” in subtraction word problems.
