Math

1. Hop Scotch. Add or multiply the numbers.

2. Clapping rhythms for patterns.

3. Combine locomotor skills using different numbers of each.

4. Counting. Have students do any of the locomotor skills any number of times, as they count aloud.

5. Students demonstrate time using arms and/or legs.

6. Balance until you count to a certain number by 2’s, 5’s, 10’s, etc.

7. Counting – in one minute, have the students see how many times they can leap (or jump, hop, walk) in an out of the hoop.

8. Patterns – Finding the perimeter of an object or certain space using heel-toe walking around that perimeter; opportunity to reinforce balance and stability and counting.

9. Perimeters – Finding the perimeter of an object or certain space using heel-to-toe walking around that perimeter; opportunity to reinforce balance and stability and counting.

10. Adding and Subtracting – pairs of students. One partner has 10 beanbags at half court; partner is at 15 feet (depending on age, experience, and/or ability) opposite the partner with the beanbags. The person without beanbags runs to the beanbags and grabs the number that is called out by the teacher. Then they run back to their original position and set the beanbags on the floor, stating the math equation created (0 + 3 = 3). The partner also states the math equation (10 – 3 = 7). Then the 1st person runs either taking or giving beanbags and stating equations each time.

11. Ball Game. Have a circle of students and bouncing ball with shapes and numbers all over it. They throw the ball to a friend. Wherever the two thumbs land is what they need to add (i.e., 5 + 2 = 7). Then throw to another person that has not had a chance.

12. Time. To “feel” how long a minute is, the students can either walk, jump, leap, jog or hop for one minute. Rest 30 seconds; repeat. Work on patterns and pacing oneself.

13. Measurement. Students do a long jump and measure their distance. They can do a few and compare distances. Add run and note differences in distance and force.

14. Greater than/less than. Have two circles and put a certain number of students in each to show one circle is greater than another.

15. Odd/Even. Count orally and “move” on either odd or even increments. For example: 2 – hop; 3 – stand; 4 – hop; 5 – stand; 6 – hop, etc.

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