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Equation Scenes

Arts Integrated Small Group for Grade 4 Division Word Problems with Differentiated Options for All Grade Levels

Tags: Division Small Group Word Problems Remainder within 100

Equation Scenes

Pairs with Reveal Math Lessons 4th Grade: 7-7

Students use a word problem and a guided flow chart to identify key information, select the appropriate operation, and solve the problem. They then write and perform a short scene that brings the word problem to life, using movement and dialogue to demonstrate their mathematical understanding. The activity can be adapted to different operations and is especially useful for exploring the meaning of remainders in division problems.

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MARYLAND STATE STANDARDS

MD Math Standards:

  • 4.AT.A.4 – Solve multistep problems in context involving whole numbers and having whole number answers using the four operations including problems in which the remainder must be interpreted

In 4th grade mathematics, students must not only be able to solve division problems by finding the quotient and remainder. Students must also be able to solve these problems and find a solution based on the context that the answer is presented in. Does my answer add another equal group to include the remainder? Does my answer exclude the remainder? Am I only counting the remainder in my answer? These are the questions students must be able to answer when solving multistep division problems in fourth grade.

MD Arts Standards:

  • TH.AS1.I:3-5:1 – Propose and enact details to the plot and characters of a guided original drama/theatrical experience.
  • TH.AS1.E:3-5:1 – Synthesize ideas and collaborate with others to create interesting plot and characters for an original guided drama/theatrical experience.

By basing these scenes on existing word problems, students have built in structure. They can still make creative choices around their character portrayal and movement, but the bulk of the dialogue and action will be pulled from the equation. They are working in collaboration with not only each other, but also the text of the problem to synthesize that information into a scene.

OUTSIDE OF MD?

Common Core State Standards:

  • 4.OA.A.3 – Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
National Arts Standards:

  • TH:Cr2-4.a. – Collaborate to devise original ideas for a drama/theatre work by asking questions about characters and plots. 
  • TH:Cr2-4.b. – Make and discuss group decisions and identify responsibilities required to present a drama/theatre work to peers.

ARTS INTERATED LEARNING OBJECTIVE

Students will be able to interpret and solve word problems by identifying key information, selecting the appropriate operation, and using a short scripted scene to demonstrate their mathematical reasoning.

MATH DOMAIN

  • Algebraic Thinking → Represent and solve problems involving multiplication and division. → Solve multistep problems in context involving whole numbers and having whole number answers using the four operations, including problems in which remainders must be interpreted.

COHERENCE

  • Before: Students learned to fluently multiply and divide within 100 (Grade 3). Students divided up to 4-digit dividends by 1-digit divisors to find quotients and remainders (Unit 7).
  • After: Students solve multi-step word problems involving division (Unit 7). Students find whole number quotients of whole numbers with up to 4-digit dividends and 2-digit divisors (Grade 5).

MATH & ART SKILLS

  • Math: Solve a division problem with a remainder within 100. Interpreting the remainder within the context of the word problem.
  • Art: Acting and roleplay is a fundamental way of learning for young students, but can sometimes feel too open ended. This structured approach to acting out word problems can build student confidence in acting and character development.

MATERIALS

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BEFORE STARTING

    Make sure every student has an individual copy of the Equation Scenes flow chart/script.

    NOTE: There are two versions of the flow chart:

    • Version 1) If your students struggle to identify the operation, use this flow chart, as it has them generate verbs FIRST that serve as context clues.
    • Version 2) If your students can already identify the operation, start here. Students will identify verbs after they select the operation.

    1. READ THE PROBLEM & USE THE FLOW CHART

    Read the word problem together and use the flow chart to identify the key information needed to solve it and create a scene:

    • Identify the character: Who is the problem about? Choose an adjective to describe the character. The adjective does not need to come directly from the text; students can use their imaginations to develop their characters.
    • Identify what you are solving for: What is the problem asking you to find? Be sure to identify the unit in your answer.
    • Generate action verbs: Brainstorm three action words that students can physically act out. For example, a problem involving ingredients might inspire mix, whisk, or stir, while a division problem might inspire chop, cut, or break.
      • NOTE: If students have already identified the operation, have them come up with the verbs after and use version 2 of the flowchart
    • Identify the operation: Circle the operation needed to solve the problem. Use the context of the word problem and, when applicable, the action verbs to help determine which operation to use. Remember that some problems require more than one operation.
    • Solve the problem: Show your work in the space provided. If the problem has a remainder, consider what that remainder means in the context of the problem.

    2. USE THE FLOW CHART TO DEVELOP A SCRIPT

    • Now that the students have solved the problem and filled in the flow chart, it’s time to get it performance-ready.
    • Students plug in each element from the flow chart into the color-coded script template.
      • NOTE: This template is aligned with The Writing Revolution transition words.
    • Encourage students to edit and adjust the script template as needed for your particular problem. For instance, if your character would say “Hola amigos” instead of hi, don’t let the script template stop you. If your equation has a remainder you’d like to address, make sure you add a line to acknowledge it.

    3. PREPARE TO PERFORM

    • Students have solved a problem and written a script; now it’s time to get ready to act. All students are expected to take a role and participate.
      • Role types:
        • Speaking roles (assign within the script)
        • Non-speaking roles (part of the scene that helps the story along without reading lines).
          • NOTE: Teachers can assign roles, have students draw sticks from a cup, or let students sort out roles themselves, but be sure that every student has something to do.
    • Before your students perform, make sure they know what they’re being evaluated on. It’s not their acting abilities, but rather their ability to participate in the scene and use their body safely.
      • Share the performance assessment criteria below.
    • Some helpful hints for budding actors are to make sure your toes and nose never face away from the audience. Be loud and proud. If you can’t hear their dialogue, you can’t tell them what a great job they did.
    • And finally, encourage them to be brave. They may be trying something new, and it may feel strange or embarrassing, but if they are brave, they will get through it and perhaps discover something they love.
    • Give students time to practice in groups.

    4. PERFORM

    Students perform their script!

    ASSESSMENT & REFLECTION

    Performative assessment – using a students performance to demonstrate knowledge

    • Could I see/hear the characters?
    • Did they use their bodies to act out the problem?
    • Did they solve the problem correctly?

    DIFFERENTIATION

    This activity should be introduced in a whole group so students understand the process. It can later be adapted into small groups. As you do, make sure to differentiate your equations and make them easier or harder based on your group’s ability. The examples in this lesson are division based, but acting out word problems is a strategy you can use for any of the four operations.

    If students are particularly shy (especially if that shyness is rooted in a language barrier), they can always portray inanimate objects, or even more complete sentence starters.

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    BRAIN TARGETED TEACHING IN THE CLASSROOM

    This lesson is a fantastic example of embodied cognition. By acting out division contexts with remainders, students take their understanding deeper than simply reading the contexts.

    Using Movement to Strengthen Understanding – Embodied Cognition

    We don’t just think with our brains — we think with our whole bodies. Learning is strengthened when the body is involved.

    Examples include: tableau, acting out a story, role play, using gestures to explain ideas, building models, show a character’s emotion with their face and body, physically representing concepts (e.g., walking a number line)

    Why it works: First, it increases attention—movement naturally draws students in and keeps them engaged. Second, action supports deeper, longer-lasting memory. When students do something, they’re more likely to remember it. And finally, it helps make abstract ideas more concrete. Concepts that might feel confusing or distant suddenly become something students can see, feel, and experience.

    The Emotional Climate:

    Acting can be scary, especially if it’s new to you or you feel shy about your language skills. Make sure you’re celebrating student’s creative choices as you go. By giving students space to design and act out division scenes on their own, this lesson provides positive connections between students, teachers, and the work.

    The Physical Space:

    This activity doesn’t require any special space considerations, however if it becomes a regular practice in your classroom, it’s nice to have a designated “stage” or performance space in your classroom to make these feel special. This can be as simple as a taped off square.

    Learn More:

    Learn more about Brain Targeted Teaching via Dr. Mariale Hardiman’s site.

    ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

    All video content made in partnership with Baltimore’s Root Branch Media Group.

    MITCH HARRIS – BRING MITCH TO YOUR SCHOOL!

    Mitch Harris is an actor, writer, and educator based in Baltimore. He believes in the power of the arts to tell meaningful stories, uplift communities, and enhance student learning. His work has taken him from Texas to India to Chicago and everywhere in between. From directing a creative writing program, to teaching elementary art, to performing in theatre for young audiences. Mitch believes that when students can connect both their brains and their bodies to big ideas, artistic and academic magic are sure to follow.

    SAM SHELDON

    Sam is a 4th grade Math and Science teacher at North Bend Elementary/Middle School. He has taught in Baltimore City Public Schools for 5 years. Sam’s journey with Arts Integration started with a summer spent working for SALA, and it has been an interest of his since. Arts were a large part of Sam’s educational journey, and his concert band conductor was Sam’s inspiration to become a teacher. Sam thinks that every student should be able to have intentionally designed lessons that meet all of their needs and interests.

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