Get Movin’ With Math Part I Workshop 25 - Get Movin’ with Math – Room 219 Math is not just seatwork. Put your whole body into it and Get Movin’ With Math. Keep students engaged and Lovin’ It!  Number and Operation, Geometry, Measurement and more will be a part of this session. Audience: K-2nd grade teachers Get Movin’ With Math Part I : CATHY JONES Secondary Math Instruction Specialist Center for Mathematics and Science Education Arkansas NASA Education Resource Center 346 N. West Avenue, Room 202 Fayetteville, Arkansas 72701 (479) 575-3875 (479) 575-5680 (FAX) e-mail: cej001@uark.edu http://www.uark.edu/~k12 info/ Presented by:

Shape Song Strand: Geometry Standard 8: Geometric Properties Arkansas Framework: G.8.K..3, G.8.1.3, G.8.2.3 Shape Song Have large shape cutouts for each student. They will put the shape on the floor when they see it come up on the screen and the class will sing the song together, marching on the appropriate shape. For the final round let students place all the shapes in a line or a circle on the floor and they can march up and down the row. Sing to the tune of “The Farmer in the Dell” We are marching on the ______, We’re marching on the ________. Hi-ho GEOMETRY We are marching on the ______

Cylinder Cube Cone Rectangular Prism Shape Song Strand: Geometry Standard 8: Geometric Properties Arkansas Framework: G.K.1, G.K.2, G.8.1.1, G.8.2.1, G.8.2.2 Shape Song Use the same cutouts as before. When a 3-dimensional image comes up, they will select a shape that is a property of the 3-d item and hold it up. Sing the song for all the appropriate answers. Cylinder Cube Sing to the tune of “The Farmer in the Dell” They’re made of different shapes They’re made of different shapes All of the pictures Are made of different shapes! This RECTANGULAR PRISM has 6 RECTANGLES This RECTANGULAR PRISM has 6 RECTANGLES Hi-ho GEOMETRY This RECTANGULAR PRISM has 6 RECTANGLES The CONE has 1 CIRCLE The CONE has 1 CIRCLE Hi-ho, GEOMETRY The CONE has 1 CIRCLE The CYLINDER has 2 CIRCLES The CYLINDER has 2 CIRCLES Hi-ho GEOMETRY The CYLINDER has 2 CIRCLES The CUBE has 6 SQUARES The CUBE has 6 SQUARES Hi-ho GEOMETRY The CUBE has 6 SQUARES Rectangular Prism Cone

Arkansas Mathematics Framework: G.10.K.1, G.10.1.1 Shapes & Directions Arkansas Mathematics Framework: G.10.K.1, G.10.1.1 This activity uses movement to explore one, two and three dimensional geometry. You will need one large stretch band or looped string per student. Discuss each one after the students have it made. Individual work: Make a line over your head. Make a line beside you (on your right/left side). Make a line in front of your body. Make a between your knees. Make a line under your chin. Make a line between your elbow and your knee. From “Musically Moving Math” developed in association with the John F. Kennedy Center for the Performing Arts.

Shapes & Directions Individual work: Make a triangle. Arkansas Mathematics Frameworks: G.8.K.3, G.10.K.1, G.8.1.3, G..10.1.1, G.8.2.3 This activity uses movement to explore one, two and three dimensional geometry. You will need one large stretch band or looped string per student. Show and discuss the items prior to having the students create them with the string. Discuss each one after the students have it made. Individual work: Make a triangle. Make a rectangle. Make a rectangle between your knees. Make a square. From “Musically Moving Math” developed in association with the John F. Kennedy Center for the Performing Arts.

Shapes & Directions Partner or group work: Make a triangle. Arkansas Mathematics Frameworks: G.8.K.3, G.10.K.1, G.8.1.3, G..10.1.1, G.8.2.3 This activity uses movement to explore one, two and three dimensional geometry. You will need one large stretch band or looped string per student. Show and discuss the items prior to having the students create them with the string. Discuss each one after the students have it made. Partner or group work: Make a triangle. Make a rectangle. Make a rectangle between your knees. Make a square. Make a circle. From “Musically Moving Math” developed in association with the John F. Kennedy Center for the Performing Arts.

Hang the Numbers on the number line Jump Rope Math Hang the Numbers on the number line Start Here 6 9 7 2 3 4 5 10 1 8

Working in teams of five or six have each student draw a number card. One at a lime they will “JUMP” down the side of the rope to where their number should be located. Stand by your number but step out of the way, and the next one jumps. Once everyone has jumped to their spot, the teacher will call students names and they will compare their location on the number line, using words like more than, less than, equal to. Repeat with another group. Extend this by asking “how many more” or what is the “difference” from one number to another. Arkansas Framework: NO.1.K.9, NO.2.K.1, NO.2.K.2, NO.3.K.2, NO.1.1.11 , NO.2.1.1, NO.2.1.2, NO.2.1.3, NO.2.1.4, NO.3.1.1, NO.3.1.2, NO.2.2.1, NO.2.2.2, NO.2.2.4, NO.2.2.5, NO.3.2.1, NO.3.2.2, NO.3.2.3 Jump Rope Math 1 3 4 10 5 8

Hop down the rope and place the numbers from your bag Jump Rope Math Hop down the rope and place the numbers from your bag Start Here As the frog moves forward the numbers get larger. 3 4 5 10 1 8

Jump Rope Math Students will practice math skills while they have fun. Keywords math game, math, game, reinforce, practice, facts, math facts, multiplication, addition, subtraction, division, fractions, rational numbers, irrational numbers, place value, number sequence Materials Needed long skipping ropes, one for each group of 2 to 4 students large supply of clothespins The Lesson This lesson will stimulate students' thinking, since there is a fun-filled reward for each correct answer! At the beginning of class, hand each student a small plastic sandwich bag containing 10 index cards with numbers or math facts on them. Note: Write grade appropriate math problems on the cards. The real beauty of this game is that it can be used across the grades to reinforce a wide range of math skills. Think of any math skill you teach and chances are you will be able to use this game to reinforce that skill. For example: If you teach first grade, the cards might have simple addition facts on them: 4+0, 2 + 5, 7 + 3, 3+ 3… If you teach third grade you might provide cards offering practice in multiplication facts or reinforcement of subtraction with borrowing (regrouping). If you teach fifth grade, you might provide a set of cards that include five decimals and five fractions. If you teach seventh grade, you might provide a broad range of numbers (for example, -2, 3.14444, 82, 16743, -1/2, -3 5/8…); students employ their knowledge of place value as they sequence the numbers. Arrange students into groups of 2 to 4. Provide each group with a supply of clothespins and one long skipping rope. Tell students that when you give the signal to start the game, they are to open the packet of cards and use the clothespins to attach the cards to the jump rope in the correct order. Students have to figure out the value of each number/fact card in relation to the others. After team members have correctly placed all their numbers/fact cards on the rope in the correct order, each team member takes one giant step toward the finish line. One team member goes first; putting down a clothespin where he or she lands; then the other two members take turns making a giant step toward the finish line. Mark with a clothespin the place where the students ended up. The then get another set of cards and continue the game. The first team to reach the finish line wins. Another idea! Instead of taking giant steps, students might use the jump rope in a more physical activity. Have each student jump rope once toward the finish line, or let each team member jump until they trip. Tally the total number of jumps made by all team members; that number becomes their score for the round. At the end of the game, the team with the most accumulated jumps wins. (That takes some of the pressure off this game as an academic competition. The team that does the best at sequencing numbers might not end up winning the jump-rope tally contest.) Students truly enjoy this activity; I use it at the middle school level to reinforce understanding of place value. It's refreshing to witness middle school students get so much enjoyment from math class. Assessment Students' understanding can be assessed by how well and how fast they arrange the number cards in the correct order. Because this activity is group work, it also might be beneficial to give a quiz on place value to assess individual students' grasp of the concepts. Submitted By Laurie McGrath, Holy Trinity Elementary School, St.John's, Newfoundland (Canada) Education World® Copyright © 2003 Education World Source: http://www.education-world.com/a_tsl/archives/03-1/lesson037.shtml Jump Rope Math

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Do-the-Math Hopscotch WHAT YOU NEED: Sidewalk & Chalk or Pre-made Calculator Mat HOW TO PLAY: 1. Setup: Draw the hopscotch area to resemble a calculator 2. The first player tosses her stone on the "1" key. She then hops on an equation equal to 1 (for example, she might jump to the following keys: 1, +, 0, =, 1 or 3, -, 2, =, 1). A player's turn continues until she makes a mistake. The winner is the first person to work through all the numbers to 9. Extension activities: To include SLEs for odd and even use the following HOPPING RULES: Players use 1-footed hops when landing on odd numbers and zeroes, and 2-footed hops for even numbers and symbols. Place value can be addressed by having students stand on each of the digits. Ex: 453, one person stands on each digit. Then ask name the person on the ones digit…tens digit…hundreds digit. Arkansas Framework: NO.1.1.5, NO.2.1.3, NO.5.1.2, NO.1.2.5, NO.2.2.2, NO.2.2.4, NO.3.2.3, NO.5.2.2. http://familyfun.go.com/games/indoor-outdoor-games/game/ff-0306-do-the-math-hopscotch-game/

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