Math In Physical

Education
Grade Level: 3rd
John Gazerwitz
December 6th 2011
Movement Experiences In Elementary School

Class Description
6 week unit plan
Class meets twice a week for 45 minutes
There will be twelve lessons covered over the 6 week period
25 students in the class
Unit Goal:
To teach and integrate classroom material (Math) into Physical
Education activities
Objectives:
Psychomotor Students will be able to demonstrate dribbling, throwing, kicking,
catching, and jumping skills. They will also be able to show
different pathways and movements.
Cognitive Students will be able to describe proper throwing, catching,
dribbling, kicking and jumping skills. Students will also be able to
describe how they came to solve specific equations that pertain
to the different activities.
Affective The students will be able to work productively with partners and
teams while practicing different motor skills as well as
mathematical equations.

New Jersey Core Curriculum Content Standards2.5 Motor Skill Development: All students will utilize safe, efficient,
and effective movement to develop and maintain a healthy, active
lifestyle.
A. Movement Skills and Concepts- By the end of Grade 4
Content: Understanding of fundamental concepts related to effective
execution of actions provides the foundation for participation in games,
sports, dance, and recreational activities.
2.5.4.A.1. Explain and perform essential elements of movement skills
in both isolated settings (i.e., skill practice) and applied settings (i.e.,
games, sports, dance, and recreational activities).
2.5.4.A.2. Use body management skills and demonstrate control
when moving in relation to others, objects, and boundaries in personal
and general space.
2.5.4.A.3. Explain and demonstrate movement sequences,
individually and with others, in response to various tempos, rhythms,
and musical styles.
2.5 Motor Skill Development: All students will utilize safe, efficient,
and effective movement to develop and maintain a healthy, active
lifestyle.
C. Sportsmanship, Rules, and Safety- By the end of Grade 4
Content: Practicing appropriate and safe behaviors while participating
in and viewing games, sports, and other competitive events
contributes to enjoyment of the event.
2.5.4.C.1. Summarize the characteristics of good sportsmanship and
demonstrate appropriate behavior as both a player and an observer.
2.5.4.C.2. Apply specific rules and procedures during physical activity
and explain how they contribute to a safe active environment.

Fitness: All students will apply health-related and skill-related fitness

concepts and skills to develop and maintain a healthy, active lifestyle.
A. Fitness and Physical Activity- By the end of Grade 4
Content: Each component of fitness contributes to personal health as
well as motor skill performance.
2.6.4.A.1. Determine the physical, social, emotional, and intellectual
benefits of regular physical activity.
2.6.4.A.2. Participate in moderate to vigorous age-appropriate
activities that address each component of health-related and skillrelated fitness.
2.6.4.A.3. Develop a health-related fitness goal and track progress
using health/fitness indicators

Equipment List:
Bean Bags
Radio
Newspapers
Hula-hoops
Cones
Pennies
Basketball court
Basketballs
Numbered polyspots
Kickball
Bases
Multiplication Flash Cards
White board OR Flash Cards
Yarn balls
Jump ropes
Index cards
Pencils
Deck of cards
Dice
Mats
2 sets of paper numbers from -10 to +12

List of Warm-Ups:
Day 1:
Octopus Tag Everyone must run from one side of the gymnasium to the
other without being caught by the Octopus. When caught
the student must sit where he/she was tagged and
becomes a tentacle that can catch people when passing
too close.
Day 2:
Sticky Parts Each student will be given a beanbag. When the teach calls
out a body part, the student must try to balance the
beanbag there for ten seconds.
Day 3:
Human Bop-It
The teacher will play music while shouting out commands
that the students need to follow.
Kick it - children kick in front of them
Twist it - twist their bodies half way around then
back, feet remaining in same place on the floor.
Spin it - children turn around

 Pull it - imagine they are pulling two levers down

from above their heads.
Bop it - jump in the air.
Day 4:
Messy Room The aim of the game is to have the least amount of
paper/trash on your side. The children will roll all their
newspaper balls to the other side of the room, while the
other team tries to pass them all back. After a fixed
amount of time, we will count the number of trash on each
side. The side with the lowest number of newspaper balls
is the winner.
Day 5:
Sharks The teacher will have a set of hula-hoops scattered about
the floor. The children will be moving about 'swimming'.
When the teacher shouts "sharks", the children must get
into hoops as quickly as possible (2 children to a hoop).
After each time the teacher shouts out "sharks", one hulahoop will be removed. The children will help when they are
out to still make them feel part of it.
Day 6:
Front to Front The students will stand in pairs waiting for the teachers
directions. The teacher calls out "front to front" and the
children have to get into a pair and stand 'front to front',
(face each other). After about 5 different instructions, the
teacher shouts "change" and the students have to quickly
find a new partner and stand in the manner of the
teacher's last instruction. Other instructions will be: back to
back, elbow to elbow, side to side, toe to toe, finger to
finger, knee to knee, hand to hand, shoulder to shoulder,
finger to shoulder, knee to hip, front to back.
Day 7:
Run through the Jungle Children are running through the 'jungle' and run into many
animals, etc that they need to get away from. The teacher

will give appropriate commands, and the children carry out

a suitable action:
Jump over logs
Duck under branches
High knees through quicksand
Run from the tiger
Tip toe past the snake
Talk to the monkeys (ooh, ooh, aah, aah)
Swing through the jungle like Tarzan
Day 8:
Fruit Basket The teacher will divide the class into 4 groups and have
them move into each corner of the gym. Each of the
groups will have a fruit name such as apples, oranges,
bananas and watermelons. The teacher will call two of the
fruit names and those groups have to run and change
places. They maintain the same name throughout the
game. When the teacher calls "Fruit Basket" all of the
children run and sit in the center of the gym.
Day 9:
Late for School To begin this activity, all the kids will be lying on the floor
and pretending to be sleeping. Suddenly, the teacher will
tell them to wake up and get ready for school. They need
to hurry because they are late. The students need to
pretend they are quickly performing morning activities like
putting on clothes, eating breakfast and brushing teeth.
The teacher can also have them run and pretend they are
trying to catch the school bus.
Day 10:
The teacher says
This game is adapted from the 'Simon says' game and
encourages: balancing, stretching, cardio vascular
exercise, and listening skills. The teacher calls out a
command e.g. "Mr. G says do 5 star jumps" (to encourage
cardio vascular exercise). The teacher can model the
move correctly but sometimes perform the 'wrong' move,
e.g. tuck jumps.

Day 11:
Follow the Leader The teacher will set up the gym with cones forming a track.
The students will follow the teacher or a designated leader.
We will start out by walking around the track then we will
progress to different locomotor skills: jog, gallop, hop, skip,
march, and slide.
Day 12:
Sticky Popcorn Dance When the popcorn starts popping in the song, the group
bounces (jumps) up and down. The leader calls out
numbers indicating how many must bounce together
shoulder to shoulder. (Music- Popcorn by Hot Butter)

Unit Content:
Day 1:
Basketball Math
Items Needed- Basketball Hoops, 2-3 basketballs, playground
balls, numbered polyspots
Each team gets numbered polyspots from 1-10, which will be laid
in number order across the gym in front of each team. I will
explain to the teams that they have 30 seconds to shoot a
basket, but in order to do so they must answer a math question.
The first person in each line will have the ball. I will call out a
math question- 2x4=? The student must dribble to the polyspot

that is the correct number and bounce the ball to give me their
answer. Teammates are allowed to help out to get the correct
answer. If the answer is correct I will tell them to try to make a
basket. They can keep shooting until one goes in up to the 30
second time allotment. If the answer is wrong, I will let them
know and then they cannot shoot until they bounce the correct
answer. Once the 30 seconds are up, next person on each team
gets the ball and gets a new question
Day 2:
Steal the Bacon
Items Needed- Basketballs
I will begin numbering the class off into two teams, with each
student on each team having a number. I will begin calling
numbers and the students will race to the middle of the gym to
pick up the basketball then dribble back to their sides and shoot
the basketball. After a round of calling single #s in the
traditional fashion we will start with equations such as 4x2, 1510, or 3x4
Day 3:
Math Kickball
Items Needed- Bases and a Kickball
This will be a basic game of kickball with some math included.
Once the ball is kicked fielders must immediately get the ball
back to the pitcher. When the pitcher has the ball the runners
must stop. The teacher will approach the base where he runner
has stopped and flashes a multiplication fact card to both the
runner and say the 2nd baseman. If the runner beats the 2nd
baseman with the correct response the runner stays, if the 2nd
baseman is the first to answer correctly, the runner is out.
Students will change positions after every inning and everyone
bats per inning. The teacher could add more bases this way there
could be more going on during the game.
Day 4:
Moving Math
Items Needed- numbers and symbols on pieces if paper
Students will be broken into groups of 3-4. The teacher will put

up an equation on the white board. All around the gym there will
be number and symbols to make an equation. The first student
will run out to find the first part of the equation. For example, the
equation would be 3x4=12. The first person would be looking for
the 3. The next person will be looking for the multiplication
sign (x), the next person for a 4 and so on until the equation is
complete. After they finish the teacher will give them another
equation.
Day 5:
Throw and Catch Math Integration
Items Needed- yarn balls
Students are placed in groups of three in the general space,
standing approximately 5-7 feet apart. Two students will throw
and catch, while the third student will record the total points
accumulated, by the team of three, during each trial. The first
throw to start can be an underhand toss with the emphasis
being on catching with two hands. Once completed, students will
take two steps back to begin the activity. If the group can throw
and catch the ball successfully, they will receive points. For
example, if a throw is made and the partner catches it inside the
trunk area, they get two points and if the catch is made in any
other place, they get one point. If a student drops the ball, four
points are deducted from the team score. If and when the team
gets to 21, students will step back once again two more steps.
Students continue the process of trying to get 21 additional
points for a total of 42 points. During the throwing and catching
session, if the catcher has to move out of his standing position
(more than a pivot), students must deduct 10 points from their
score. The teacher should rotate the students every three
minutes with the "new" thrower and catcher taking a few
practice throws before continuing the activity. (They should
continue with the previous score, with the goal of getting as
many team points as possible.
Day 6:
Running Away with the Answer
Items Needed- index cards, white board, hula-hoops, jump ropes,
cones
The students will be assigned to groups of 3-4 and will perform
an activity in which they will collect a certain number of cards

that total a specific number. The students, one at a time, will

place those cards in a hula hoop from a larger number to a
smaller number. (i.e., 15, 11, 5, 4). A physical activity will be
performed upon completion of this task. Student groups will be
standing behind an assigned cone - around the perimeter of the
room. The teacher will scatter the index cards in the center of
the gym. Before the teacher gives the "goal number," they will
tell the students how many cards they have to collect to form the
"goal number" and their ending activity. For example, the teacher
will tell the students each group will need to collect four cards
and they will be performing push-ups. (The physical activity task
would be four push-ups.) The teacher will announce the goal
number of 35 and they will have to collect 4 cards that total a
sum of 35 (i.e, 15, 11, 5, 4 is one possible solution). Upon
direction from the teacher, each team member, one at a time,
will run to the middle to collect a card. When the group has
collected the assigned number of cards, which total the goal
number, they place those cards in the hula hoop from largest to
smallest and perform the physical activity task. When the
teacher observes a group performing a task, (s)he goes to that
group, and upon completion of the task, assigns them a new
problem to perform. Additionally, (s)he takes the group's index
cards and places them in the middle of the room.
Day 7:
Number Crunching
Items Needed- none
Students do sets of different types of crunches and count the
total number by using multiplication skills. For example, a regular
crunch and alternate side crunches could form a set of three.
Students do multiple sets and count using only the sums (3, 6, 9,
12, 15, etc.). Partners can then ask additional math questions (If
you did five sets of five different crunches, how many total
crunches would you have done?).
Day 8:
Dribbling Math
Items Needed- music, deck of cards, basketballs
All students but 2-3 (depending on the number of students in
your class) have a ball. While the music is playing students

dribble the basketball under control while practicing appropriate

dribbling cues. When the music starts the students without a ball
go to the teacher and get 2 cards. They must add, subtract or
multiply the numbers on the cards and give the correct answer to
the teacher. Once they have the correct answer, the student
without a ball goes into the playing area and tries to munch (take
a ball) from somebody. If a student's ball is munched (taken),
(s)he must go to the teacher to get 2 cards and add, subtract or
multiply the cards and tell the instructor the correct answer. The
students without balls (munchers) will change frequently, so
everyone should get a turn to be a muncher and a dribbler, and,
have the opportunity to do math equations. As long as the music
is playing the game continues. As soon as the music stops
everyone freezes where they are. At this time if you notice some
students have not had an opportunity to be a muncher, select
them to serve in this position. Encourage all students to munch
the ball from other students whose ability equals their own skill
level. The instructor could also set up zones or areas where
different ability levels would carry out the required task.
Day 9:
Fitness Math
Items Needed- dice, jump ropes, cones, basketballs, basketball
hoops, mats, and a poster board with physical fitness activities
written on it
Divide the class into teams of four and give each team a dice.
Each team must find their own personal space in the gym. The
teacher will instruct the students to take turns rolling the dice.
With each number that is rolled, the students do a physical
activity, i.e. 1=push up, 2=jump and stretch, 3=toe touches,
4=curl ups, etc., and a poison number. If the students roll the
poison number then the entire score is wiped out to zero. Have
one student in the group keep a running total until they reach
the goal, i.e. 25. Other fitness activities that can be included are:
jump rope 10 times, hop over eight cones, touch three walls, 10
jumping jacks, shoot a basket at each end, and/or 10 sit-ups.
When a new game is started have the students switch exercises.
Day 10:
Card Play

 Items Needed- deck of cards

Take out the Kings, Queens and Jacks from the deck of playing
cards. (You will have 40 cards left.) Distribute two cards to each
student and have the students spread out in general space.
Explain that they must travel around the gym by different means
(walking, skipping, jogging) and in different pathways (straight,
zig-zagged, curved) to a cue, such as music or one blast of a
whistle. When the music stops or the whistle blasts three times,
the teacher will call out a number and a student must find
another student and make an equation out of two of their cards,
using a card from each student that equals the number called
out. (The number called should be from 2 to 20 so it's not too
difficult. The Ace card equals one.) Addition, subtraction, division,
or multiplication can be used in this activity. For example, if you
call out the number six the two students will get together and
examine their cards. If one student has a 2 and a 9 in their hand
and the other child has a 3 then they can either use the 2 and 3
by multiplying to get 6 or they can use the 9 and 3 and subtract
to get the number 6. If you have a child that does not have a
partner simply ask them, "What number could you have found to
make an equation?" This way they can still participate and learn
from the activity. Once everyone makes an equation, repeat the
activity by varying the locomotor skill and the pathway used
each time.
Day 11:
Number Line
Items Needed- Paper numbers -10 to +12 for students use, large
set of numbers -10 to +12 for teacher use, 4 cones
Begin class by explaining the number line. Have a large picture
of one on the wall. Explain the number order. Have students line
up on a line, arms length apart. Have two teams doing this facing
each other. At the end of each line have a cone. Explain to the
students that they are standing in a number line. They are going
to represent a number line. Give them each a paper number (one
team has red numbers and one team has blue numbers) in the
correct order so that when you give them out they will be
standing in the proper order for a number line. Now give them
each a poly spot if you have them. This represents their spot on
the number line. Start with numbers 1 - 12. When the music
starts, children will move around in a manner told (walk,
skip,etc.). When the music stops, they will return to their team in
the correct number order, with their number held above their

head to show they are finished. The team to complete this first
scores a point. The next task is to ask them to make numbers
with their bodies. When you hold up a number, the teams must
go to their area and form that number with their bodies in a
standing position. The whole group must work together to make
one number. When you see that the number is made, you will
then call out "number line". At that time, both teams must hustle
to get back in number line order. Points are awarded for the team
that makes the number first and the team that gets back in order
first. If you make the number 4, you get 4 points. If you get back
in number line order first you get half that amount of points or 2.
Students are asked to keep their scores as a team. They must
add the numbers each round.
Day 12:
Number Jump
Items Needed- jump ropes
Each student will get a jump rope and get into his/her personal
space. The teacher will then call out various math problems
appropriate to the grade level (including addition, subtraction,
multiplication, etc). The students will call out the answer to the
problem and then jump the rope the number of times that equals
the answer (counting the jumps out loud). The teacher will vary
the jumping skill by asking students to jump forward, backward,
crossing the rope, jumping while moving or other skills that have
been taught previously in the class.