Dance-Intermediate 2 (#5003050) 

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Course Standards

Name Description
DA.4.C.1.1: Create a tableau, theme, or main idea in a dance piece to explore the potential of shapes and space.
e.g., symmetrical, asymmetrical, twisted, curved, rounded, curled, arched, spiraled, angular, flat
DA.4.C.1.2: Learn and produce short movement sequences, assisted by the teacher, using observation, imitation, and musical cues.
DA.4.C.1.3: Identify points within a dance piece at which mood, character, or meaning change abruptly or evolve.
DA.4.C.2.1: Apply knowledge of the basic elements of dance to suggest changes in a movement piece.
DA.4.C.2.2: Demonstrate the ability to participate in objective feedback sessions as a means of evaluating one's own and others' work.
DA.4.C.3.1: Evaluate a dance by examining how effectively two or more elements were used in the piece.
e.g., body, space, time, energy/dynamics, relationships
DA.4.F.1.1: Collaborate with others to create dance pieces that show innovative movement options.
e.g., elements of weather, magnets, real or imagined multi-part machines, fables and stories from history
DA.4.F.2.1: Describe the various roles and responsibilities associated with careers in dance.
e.g., choreographer, dancer, teacher
DA.4.F.3.1: Be on time, prepared, and focused in classes, and share skills and ideas with peers appropriately.
DA.4.H.1.1: Perform dances from different cultures, emulating the essential movement characteristics and traditions.
DA.4.H.1.2: Discuss why people of various ages and cultures dance and how they benefit from doing so.
DA.4.H.2.1: Identify and examine important figures, historical events, and trends that have helped shape dance.
DA.4.H.3.1: Create a dance with student-selected components from other content areas and/or personal interests.
DA.4.H.3.2: Use improvisation and movement studies to explore concepts from other content areas.
e.g., science, math, reading, history
DA.4.H.3.3: Describe how dance and music can each be used to interpret and support the other.
DA.4.O.1.1: Describe how the elements of dance are used in class and in dance pieces.
e.g., body, action, space, time, energy, relationships
DA.4.O.1.2: Describe how the procedures and structures in a dance class help create a positive and healthful environment for learning.
DA.4.O.1.3: Investigate the positions, initiations, and movements within a given step.
DA.4.O.2.1: Experiment with a dance phrase by using a variety of elements to create a variation on the original work.
DA.4.O.2.2: Describe how the contributions of one or more selected innovators changed a particular genre or dance form.
DA.4.O.3.1: Express ideas through movements, steps, and gestures.
DA.4.O.3.2: Use accurate dance terminology as a means of asking questions, discussing dances, and learning new dance pieces.
DA.4.O.3.3: Respect varying interpretations of a dance, recognizing that viewer perspectives may be different.
DA.4.S.1.1: Create movement sequences that are personally meaningful and/or express an idea.
DA.4.S.1.2: Improvise to music, using choreographic principles, and match tempo, phrasing, style, and emotion.
DA.4.S.1.3: Use kinesthetic awareness to explore movement in personal space and relative to other dancers.
DA.4.S.1.4: Change isolations, level, direction, or tempo to explore movement choices.
DA.4.S.2.1: Display attention, cooperation, and focus during class and performance.
DA.4.S.2.2: Recall and perform movement in short sequences to improve memorization and speed of replication.
e.g., associate words and mental images, create a narrative
DA.4.S.2.3: Replicate movement sequences on opposite sides of the body or in the opposite direction.
DA.4.S.2.4: Demonstrate application and memorization of corrections given by the teacher.
DA.4.S.3.1: Observe and practice appropriate alignment of the torso, arms, and legs in a given dance sequence, using assisted correction, allegory, and/or imagery to support understanding and successful repetition.
e.g., "spine is like a string of pearls"
DA.4.S.3.2: Identify weaknesses in personal strength, flexibility, and range of motion, and apply basic, safe practice exercises to address the need.
DA.4.S.3.3: Practice weight shift and transitions through plie, elevation, pique, and chasse.
DA.4.S.3.4: Replicate timing, rhythm, and accents demonstrated by the teacher and peers.
DA.4.S.3.5: Maintain center of balance in various positions.
DA.4.S.3.6: Practice varying expression and intention by moving in dance sequences using direct and indirect space and active and passive energy.
DA.4.S.3.7: Repeat dance sequences with increasing speed and articulation to develop agility and coordination.
MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.


Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
PE.4.C.2.2: Understand the importance of safety rules and procedures in all physical activities, especially those that are high risk.
An example of a safety procedure is having students stand a safe distance away from a student swinging a golf club during striking activities.
PE.4.M.1.10: Perform two or more dances accurately.
Some examples of dances are line, square, contra, folk, step and social.
PE.4.R.6.1: Discuss how physical activity can be a positive opportunity for social and group interaction.
TH.4.C.2.1: Provide a verbal critique to help strengthen a peer's performance.
TH.4.C.2.2: Reflect on the strengths and needs of one's own performance.
TH.4.S.1.1: Exhibit proper audience etiquette, give constructive criticism, and defend personal responses.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
HE.4.C.1.4: Describe ways to prevent common childhood injuries and health problems.
Not sharing head gear, getting yearly check-ups, washing hands before eating and after using bathroom, following pedestrian/vehicle/bicycle safety rules, and brushing/flossing teeth to prevent dental cavities.

General Course Information and Notes


Fourth-grade* students develop reflective critical and creative-thinking skills to solve artistic problems in dance, make informed judgments about the significance of dance, and explore why people of various cultures dance. The process provides students with opportunities to perform extended phrases and original and established compositions requiring strength, flexibility, a variety of rhythmical patterns, changes in direction, focus, and concentration. They also learn how to assess themselves and others constructively and respectfully.


* Intermediate Dance 1, 2, and 3 have been designed in two ways: 1) to challenge students on grade level who have previously taken classes in this content area; and 2) to challenge students whose education in this content area has been delayed until the upper elementary grades. Dance teachers of classes in Grades 3, 4, and 5 should select the most appropriate course level in the series based on each group's prior experience, the benchmarks, and available instruction time. Once elementary students have entered the series, they must progress to the next course in sequence. Examples: • A 3rd grade class that has taken Dance previously should be enrolled in Intermediate Dance 1 and progress through the series in subsequent grades. • 4th graders beginning formal instruction in Dance for the first time may be enrolled, as a class, in Intermediate Dance 1, and must then progress to Intermediate Dance 2 in the following year.

Special Note: This class may include opportunities to participate in extra rehearsals and performances beyond the school day.

Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit and select the appropriate B.E.S.T. Standards package.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link:


As well as the certification requirements listed on the course description, the following qualifications may also be acceptable for the course:

Any field when certification reflects a bachelor or higher degree.

General Information

Course Number: 5003050 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: Dance > SubSubject: General >
Abbreviated Title: DANCE - INTERM 2
Course Attributes:
  • Florida Standards Course
Course Status: State Board Approved
Grade Level(s): K,1,2,3,4,5

Educator Certifications

Dance (Elementary and Secondary Grades K-12)
Elementary Education (Elementary Grades 1-6)
Elementary Education (Grades K-6)
Physical Education (Elementary Grades 1-6)
Physical Education (Grades K-8)
Physical Education (Elementary and Secondary Grades K-12)

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