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Match Mine: Music
Dynamite Duration
Download this cooperative barrier game to teach your students vocabulary and communication skills using the structure Match Mine. Each partner receives a game board with sticks of dynamite and rhythm1
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Download this cooperative barrier game to teach your students vocabulary and communication skills using the structure Match Mine. Each partner receives a game board with sticks of dynamite and rhythm duration game pieces to place on the game board. Partners sit on opposite sides of a barrier so they can’t see each other’s game board or game pieces. Partner A arranges the rhythm duration game pieces on each stick of dynamite of the game board. Then, using only verbal communication, Partner A describes to Partner B which rhythm duration piece goes on each stick of dynamite so they can make a match. For example, “Put a quarter note in the top stick of dynamite.” When they think they have a match, they compare arrangements and celebrate. This set teaches common rhythm duration vocabulary such as: eighth note, whole rest, quarter note, etc. Match Mine is a fun and cooperative way to develop language, communication, cooperation, and perspective-taking skills.
Match Mine: Music
Tone Bar Identification
Download this cooperative barrier game to teach your students vocabulary and communication skills using the structure Match Mine. Each partner receives a game board with tone bars and Orff Stars and1
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Download this cooperative barrier game to teach your students vocabulary and communication skills using the structure Match Mine. Each partner receives a game board with tone bars and Orff Stars and Bars game pieces to place on the game board. Partners sit on opposite sides of a barrier so they can’t see each other’s game board or game pieces. Partner A arranges the stars game pieces on the tone bars (and using any extra bars if needed for a particular key) of the game board. Then, using only verbal communication, Partner A describes to Partner B which bars have stars on them so they can make a match. For example, “Put a star on the low D.” When they think they have a match, they compare arrangements and celebrate. This set teaches common tone bar vocabulary such as: high tone, long tone, tone bar, etc. Match Mine is a fun and cooperative way to develop language, communication, cooperation, and perspective-taking skills.
Match Mine: Music
Fabulous Form
Download this cooperative barrier game to teach your students vocabulary and communication skills using the structure Match Mine. Each partner receives a game board with five boxes and form structure1
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Download this cooperative barrier game to teach your students vocabulary and communication skills using the structure Match Mine. Each partner receives a game board with five boxes and form structure pattern game pieces to place on the game board. Partners sit on opposite sides of a barrier so they can’t see each other’s game board or game pieces. Partner A arranges the form structure pattern game pieces on each box of the game board. Then, using only verbal communication, Partner A describes to Partner B how to make the same pattern so they can make a match. For example, “Use your pattern game pieces to form an AABB pattern.” When they think they have a match, they compare arrangements and celebrate. This set teaches common form structure pattern vocabulary such as: blues form, through-composed form, phrase form, etc. Match Mine is a fun and cooperative way to develop language, communication, cooperation, and perspective-taking skills.
Match Mine: Music
Symbol Symphony
Download this cooperative barrier game to teach your students vocabulary and communication skills using the structure Match Mine. Each partner receives a game board with music stands and music symbol1
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Download this cooperative barrier game to teach your students vocabulary and communication skills using the structure Match Mine. Each partner receives a game board with music stands and music symbol game pieces to place on the game board. Partners sit on opposite sides of a barrier so they can’t see each other’s game board or game pieces. Partner A arranges the music symbol game pieces on each music stand of the game board. Then, using only verbal communication, Partner A describes to Partner B which music symbol piece goes on each stand so they can make a match. For example, “Put the fermata in the middle of the board, and then put repeat signs on the left.” When they think they have a match, they compare arrangements and celebrate. This set teaches common music symbol vocabulary such as: accent, sharp, quarter measure, etc. Match Mine is a fun and cooperative way to develop language, communication, cooperation, and perspective-taking skills.
Write! Math
Diagram a Sequence
Many mathematical problems can be solved in a sequential series of steps. In this activity, students decide on the steps of solving the problem, create a poster diagraming the sequence, present their1
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Many mathematical problems can be solved in a sequential series of steps. In this activity, students decide on the steps of solving the problem, create a poster diagraming the sequence, present their posters, then explain the process in writing.
Write! Math
Define It!
How do you define polygon? How about symmetrical? In this activity, students write their own math definitions, share them with teammates, then write a team definition to share with the class. Writing1
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How do you define polygon? How about symmetrical? In this activity, students write their own math definitions, share them with teammates, then write a team definition to share with the class. Writing definitions requires critical thinking and exacting word choice.
Write! Math
Compose Word Problems
Students must think about and communicate math with absolute understanding to compose clear and correct word problems. In this activity, students write and revise word problems, then send them to oth1
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Students must think about and communicate math with absolute understanding to compose clear and correct word problems. In this activity, students write and revise word problems, then send them to other teams to solve.
Write! Math
Human Model Statistics
We are deluged with numbers and statistics daily. What do these statistics mean? The ability to evaluate and interpret that information gives rise to intelligent decision making. In this activity, pa1
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We are deluged with numbers and statistics daily. What do these statistics mean? The ability to evaluate and interpret that information gives rise to intelligent decision making. In this activity, pairs discuss how to represent those statistics using their classmates’ bodies. Students describe their plans for writing, then a few students are selected to lead the class in forming the human model statistic.
Write! Math
List the Steps
Is the class currently learning a new problem solving skill that could be explained in a set of sequential steps? In this activity, students write a description of how to solve the problem. Writing o1
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Is the class currently learning a new problem solving skill that could be explained in a set of sequential steps? In this activity, students write a description of how to solve the problem. Writing out the sequence of steps helps students verbalize and internalize the steps of solving the problem.
Write! Math
How I Feel About It
Students have different feelings about different math topics. Some will love long division and hate graphing. Some will find addition easy and subtraction difficult. It is helpful to have students ex1
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Students have different feelings about different math topics. Some will love long division and hate graphing. Some will find addition easy and subtraction difficult. It is helpful to have students explore how they feel about the topic and why they feel as they do. In this activity, students share with partners how they feel about the topic, then write a brief reflection on the topic.