Table 3.
Example activities from professional learning day
| Mathematics content | Movement-based lesson |
|---|---|
| Using an Empty number line | • Students are encouraged to use a number line drawn in chalk outside and utilise the jump strategy. |
| • Present the students with a number problem. E.g. 8000–673. | |
| • Students should try to complete the number line in the most efficient way. | |
| • Assign each “jump” a physical activity. Students can create their own movement | |
| • 1000 = Squat, 100 = jump, 10’s = lunge, 1’s = bottom kicks. | |
• In this case the answer would be 7327. Students would perform 7 squats, 3 jumps, 2 lunges and 7 bottom kicks.
| |
| Students can be presented with a series of operations and be encouraged to use an empty number line. | |
| Multiplication and Division | • Students will throw up to 5 bean bags on to a numbered target. They add up the total. They then divide the total by the number thrown. This will give the mean score. |
| • Each child throws two bean bags on to the target. They then roll the 20 sided dice and multiply the number rolled by the total score. | |
| • Children should be encouraged to estimate their answer and record before actually working out. | |
| Recognising Factors, multiples and prime numbers | • Arrange numbered flexi domes throughout the area with the numbers in random order |
| • Students run/skip/hop/side gallop etc. to the flexi dome applicable when the scenario is given. | |
| • What is one factor of 40? Repeat this question but change the number e.g. 75, 16, 84 etc. | |
| • Show me a factor of 24, and then hop to the pair of the | |
| • Find multiples of the number 3. | |
| • Find a prime number. | |
| Three Dimensional Space | • Identify and describe the properties of three dimensional objects, for example number of faces, apex of a pyramid, number of edges etc. |
| • Teachers can ask “How many vertices does a cube have?” | |
| • Students are to answer by skipping the required amount to answer the question. Students can ask each other and work in pairs. | |
| Two Dimensional Space | Netball court or other marked pitch. |
| • Working in small groups students are to classify all shapes they can identify on a netball court. | |
| • Students are to then draw and measure all key parts. | |
| • Students need to include length, width, radius, diameter, circumference, semi-circle and diagonals. | |
| • Using appropriate scale students are to draw an accurate scaled diagram |