Math Integrated PE Lesson

This week in pe we have been increasing the distance we run. Monday, Wednesday and Fridays we are running laps and doing our strengthening exercises such as pushups, situps, burpees. On Tuesday and Thursday we are running 60 foot sprints.

We take a small group and let them measure the distance using either a measuring wheel or a tape measure. They place a sign on each cone showing the distance.

We review how many laps and how far that lap is. This is the students’ homework question that is also their ticket to play the next day. An example of a daily question is, "We ran 5 laps. Each lap was 560 feet. How far did we run?" or “We ran 28 sprints. Each lap is 60 feet. How far did we run today? We also  asked them, “How far did you run for the week?”

Common Core PE Lesson-Use of Measurement

This week in our small groups we measured out the laps for the long run and the sprints. We pulled a group consisting of 2^nd and 3^rd graders. We used both the surveyors’ wheel and the 100 foot measuring tape to set up the courses. For the 60 foot sprint course the kids had to set the cones 10 feet apart. They could use the pacing method, wheel or tape measure. We set out the markers for 10, 20, 30...60 foot markers. We asked the kids to run 120 feet, 180 feet, etc. For their homework they had to answer the question of, “How far did you run today?”

The kids are now able to pick the activity they wish to participate in. They may choose from basketball, soccer, jump rope, hula hoop and tether ball. During the basketball game we adhere to the rules. We are not allowing press defense. The kids also keep score with the scoreboard.

In the tutoring class we are building rockets. We have started with reading the instructions and laying out the parts to inventory. We began with the building by cutting out the 3 fins and sanding them smooth. We then taped on the fin markers and the kids marked where the fins belong. We stopped at that point.

In the intervention class we are combining what the kids are doing in class, learning about explanatory writing and studying about and making circuits. The students are writing down the steps to make a circuit. After the students actually put the circuit together with the battery, wires and light bulb they have to write about the sequence of building. We are using as many details as we can such as the red wire, a “D” battery, etc. The kids then read their directions to each other and see if makes sense to them.

Measuring The Perimeter Of The Running Course

  This week we continued to pull small groups to measure and mark the sprint track and perimeter of long run route. The kids had to use the 100 foot tape measure, signs and cones to measure and mark the course. We varied the course on different days to keep them guessing. For homework we had them add up the distance they ran on each day. This was given as homework/ticket to play. They were given their money stamps if the work was completed correctly and on time.

   For the regular class we had the kids diagram and the label the basketball and soccer courts in their journal. The teacher labeled everything with either chalk on the ground or signs on a cone. 

   For the skills portion the kids set up a 2 person defense and went against a 4 person offense. The defense could not venture outside of the lane. This gave the offense an opportunity to pass and shoot without that much pressure.

   To extend the lesson to home we asked the kids to name the next opponent of the New Orleans Pelicans.

Pythagorean Theorem Utilized To Prove The Squareness of The Soccer Field

    This morning I pulled a small group of 5th graders. The problem presented was we wanted to make a perfect rectangle for our soccer field. According to the Pythagorean Theorem a squared + b squared = c squared. We measured two sides of the rectangle with a 100 foot tape measure.We used a square to line up the corners so we knew the angles were 90 degree right angles. The short side measured 60 feet. The long side measured 90 feet. We measured the diagonal and and got 108 feet. We made a chalk diagram and labeled the diagram. We used the Pythagorean Theorem to prove that the rectangle was square and set up the proper way. We talked about how this could be useful in other endeavors such as building structures.

Building The Basketball Court- The 3 Point Line

This week we built onto our basketball court. We added the 3 point line. This in and of itself was a great circumstance to ask questions. We talked about the standard of the measurement. We compared the pro line to the junior line measurement. We talked about how to make the arc and what tools we would need. We used the string line with a piece of chalk on one end and the line tied to the pole the basketball goal is attached to.
Questioning included what the rule was for shooting behind the 3 point line. We also asked the students to figure out why they should shoot three pointers, what would be the benefit and what is the risk to reward? We asked about the percentages from making it from beyond the 3 point line.
The kids then kept a record of how many shoots they made, 3’s and 2’s and they added up their score. We also worked backward. After they gave the total we figured out how many shots they made that were 3’s and 2’s. 

   

Using The Basketball Game To Teach About Percentages

This week we are working on our basketball basics. We learned how to dribble, pass and shoot. We talked about how to shoot and where to shoot from. We had the kids keep track of their shots and how successful they were from each spot. We introduced the concept of percentages in an easy form of “I made 5 out of 10 shots from inside the lane.” We also talked about shooting from outside the lane. We had the kids track how successful they were from outside the lane. They had to write down in the simple form of “I made 2 out of 10 from outside the lane.” This led us to questioning how effective we could be from different spots on the floor. We asked the kids how they would do from the different spots (estimation) and then they saw the real world numbers telling how successful they really were.

Constructing The Basketball Court- The Lane

The problem that I presented to my small group of 5th grade students is how to line the basketball court. In this case we are making the lane. First we talked about diagramming the area. We talked about the standard measurements of the key as it pertains to the junior level. We found these measurements on line. It gave us the dimensions in diagram form. We then talked about what tools we would need. We said we would need the tape measure, string line, chalk, square and paint.
While we were constrtucting the lane we also made the circle. We used our string line with chalk attached. It was here we were able to identify the center, measure the diameter and discuss the radius. After we chalked out the circle and lane we painted.
Some problems that I am running into is the simple place of where to start. The students need to learn where would be the logical place to start. We need to start with what is given or presented. We need to start with a logical order.

This past week I worked with a group that measured, marked and painted a lane. I brought that same group out the next day and they couldn’t tell me where to start. Maybe all we need is more practice.

Our basketball skills lesson was on the lane. We talked about the rule of 3 seconds in the lane. We talked about the offensive strategy of moving in and out the lane. We talked about the rule concerning moving into the lane on a free throw. We talked about the defensive strategy regarding the defense wanting to control the court from the inside/out. During our small sided games the defense had to stay inside the lane.

Outcomes From the Construct a Football Field Lesson

To construct the football field the students at first wanted to guess instead of using the tools (surveyors wheel, string line) that were provided. They were guessing I believe because they didn’t understand the procedure or pattern. We then discussed what was already set up for us. I asked if there was anything already in place that gives us a straight line to work from. They said the sidewalk. We then talked about having the corners set up and then measuring everything off of those set points. They also wanted to move the string line to conform to the string line instead of moving the sideline cones. We will next introduce the use of the square and the idea of 90 degree corners. We will also discuss what is a surveyor and what they do.

Constructing A Football Field

To teach the students about the importance of having good number sense we used the situation of constructing a football field. We presented the problem to the kids that we wanted a field that had even sides and was squared up. We gave the students the measurements of 90 feet long and 30 feet wide. We gave them the tools of the surveyor's wheel and a string line. They used the wheel to determine the length of all the sides. The kids used the string line to make sure the sidelines were straight. They used the wheel to mark every ten feet with cones . We will introduce the builders square next week so that the rectangle truly can be in square.
In the previous weeks we have taught the children about using standard and non standard measurement. They learned that so many steps would equal ten feet. They had been marking the field using the pacing method. We introduced algebraic thinking by asking them to tell us how many steps it would take to equal 10, 20, ...100 feet.
This was also helpful in the football game because the defensive line has to stand back ten feet before the snap. We also make the children go 30 feet for the first down.
As a side note we have the students keep score on our flip the numbers board. We reinforce the terms of tens and ones while they are changing the score.

Relevant Math-Making a Fence For the Cucumber Plants To Vine Out

This entry is an example of how we use the garden to teach literacy. This past week we had to construct a fence for the cucumber plants so that they can vine out. We started with our problem. A real world problem for the kids to solve. We wanted the vines to grow along the fence. We determined that we needed 3 foot lengths of wooden stakes. We had 12 foot lengths of wood. We asked the students how many stakes could we get out of the 12 foot lengths. These are kids who can recite their 3 or 4 times tables no problem. When hit with the real world scenario they were locked up. Only one girl could answer the problem of 4-3 foot lengths. We discussed how we wanted to keep the cost down so we wanted to use only the wood we had. After she answered the question and we retaught why we learn our times tables and division we built the fence. They hammered the stakes into the ground and constructed the fence. I checked for understanding again after the job. All 4 of the students could answer the question.

Teaching About Distance Using The Football Throw

After we do our normal warm ups, stretches and strengthening exercises we have the kids set up our field to measure how far they can throw the football. The numbers go from 0-100 feet in 10 foot increments. The students take turns throwing the football as far as they can. They record the length of the 3 separate throws in their journals. The kids are given jobs such as impact marker, ball retriever and 2 relay throwers that give the ball back to the next person throwing for distance. After the mark the students must figure out how far they threw the ball. In today's lesson we rounded up or down to the nearest 10 foot mark. Questioning includes asking the students for predictions, estimations and trends.
This is another lesson that shows that our kids have mastered the ten times tables but have a hard time using that info in a real world setting. It was not easy for them to figure out where the ten foot markers should go. At first they put the markers in a circle. We had previously taught them how to pace out 10 feet. We have had lines on the ground that marked ten feet increments for the past year. Once we reasoned through the ten and twenty foot markers they did pick up on how to place the rest of the markers. 
Extensions of this lesson could include getting a total of the feet thrown, finding the average, charting the throws, etc. We hope to increase the number sense of our students.
Throughout the lesson we critique the throw to show the basic proper throw. We use point, step throw as a mnemonic.

Teaching About Tens Using Agility Exercises

We have been using our time sprinting, hopping, etc to teach about addition by tens. This lesson incorporates measurement, addition and agility. First we do our warm ups and stretches. These include multiplication jumping jacks including counting by tens. We then line up the students in lines that are ten feet apart. We point out that the measurement they are standing on is 0 feet. We put out visual cues that consist of cones with 10 to 50 feet signs on them. When we give instructions to run we include the measurement in feet. Running across the width of the field today is 50 feet. We then asked our kids to locate where the 10 foot marker using the strategy of some many steps equals 10 feet. We then give instructions to jog 10 feet and run the other ___ feet. The kids have to figure out the rest of the distance. We then ask the students to identify where the 20, 30 and 40 foot distance. The next instructions include commands such as run backward 20 feet and then run forward ____ feet. The kids have to figure out what the distance is. We then asked the kids to figure out how far to go with the instruction of the starting point is also the finish point. We give them directions such as 100 feet, 80, 60 and 40 feet. We found that the kids had a firm grasp of saying their 10 times tables but it was hard for them to put it to use in a real world setting. We hope this will improve their number sense.

Using Dots To Teach Multiplication and Division

We have dots on the ground on the blacktop so the students can do their exercise and guarantee they have personal space. The dots are in rows of ten and we have seven rows. The students are asked to count how many students and prove their answer. We discuss how to make math sentences. Examples of questions are "How many students are present?" "How many groups and how many students in each group?" "State it two different ways." We are also using the dots to teach about division. "We have 24 students. We want 4 groups. How many students in each group?"

Timing The 25 Yard Dash

This week we have been incorporating time and distance into our PE lessons. For our students in 2nd-5th grades we have been using stop watches to time their 25 yard dash. The students actually use the stopwatch to time their teammates. Each student runs 5 races. They record their time and distance in their journal. For the 4th and 5th graders they average out their times.
We are comparing times of the 25 yard sprint to the time that it takes to complete a lap around the field. This is giving the kids a concept of what a minute is compared to seconds. Their number sense is improving. We can tell by the accuracy of the predictions they are making.

Using Tennis Court To Teach About Coordinates and Graphing

Today we used the tennis courts to teach about graphing and coordinates. We used chalk to draw the x and y axis. We numbered both axis in meters. After a brief explanation about how this is just another way to organize things we had the students draw the court with the graph. We then plotted the students on their diagram. With 5th grade we talked about making lines. We had the kids make parallel and perpendicular lines with the other students. We used a tennis ball to show how we could plot the line that it rolled on. We showed the students the difference between a ray and a line segment.We talked about how when we serve the tennis ball we always serve to the opposite side quadrant.

Harvesting The Garden

Our students got their hands dirty. When we were caring for our plants the learning moments were multiplied. The questions the kids asked were focused and led to many discussions about the science. One 4th grade student asked me, "How does the water get into the plant?" I told her that to understand that she needed to learn about the cell." A couple of days later she brought in two pictures of cell diagrams that she had researched on her own.

Our School Garden

We started a school garden back in September. In conjunction with LSU Ag and 4H we planted a great garden. Kids need to realize that pushups are not the only way to get exercise and get healthy.

Collaborating With The Classroom Teachers

Each week we try to reinforce what the students are learning in the classroom. We communicate through email. For example this week the topics were as follows.

K- We are working on the letter Hh, sight word "are" and neighborhoods (community helpers).

1st Grade is focusing on 2 digit subtraction for the next two weeks... as well as continuing writing with details and sequencing

2^nd Next week we will read a story about animal baths and will be counting money in math. The following week is a story about a goose, then Planet Earth and then Super Storms

3rd grade is working on multiplication. last week we learned about arrays and repeated addition. This week we're learning the 0,1,2,5,9, and 10's. In Reading we are learning inference and context clues.Next week were going to be using multiplication in word problems.

4^th math conversions. Math-fractions and measurement.

 science, we've just finished up with animal life cycles. This week( Thurs-Wed.),  we'll be working on the respiratory system.
5th In math have been studying angles, parallel lines, perpendicular lines, symmetry, shape turns.   
      In science we have been studying the food web.

Most topics are easy to integrate into the pe lesson.

Writing with details and sequencing- At the end of the pe lesson we asked the kids to write a journal entry. We discussed the difference between the topic sentence and the details. If the journal entry has a correct topic sentence and supporting details the students will receive a half dollar coin stamp. We used this as a ticket to play the next day. This motivates the students to get the work done. We can also see who needs added instruction.

Counting money- We integrate money into all of our lessons with the use of the money stamp. Every couple of weeks we have the students count up their money and log it into their register located in the back of their journal.

Multiplication- We have dots on the ground on the blacktop so the students can do their exercise and guarantee they have personal space. The dots are in rows of ten and we have seven rows. Daily we count up the number of students counting by 2's, 3's, etc. We discuss how to make math sentences. Ex. Two times ten equals twenty or Ten times two equals twenty. We can extend the lesson by asking if we want to divide these twenty people onto two teams how many people would be on each team?

Measurement and geometry- We measured both the blacktop and the grass field. We talked about what tool would be appropriate to use to measure the field. We had the children diagram the blacktop and field. The also had the students label the ninety degree angles, parallel and perpendicular lines. We talked about whether the sides of the court are symmetrical or asymmetrical.

Food Web- We also integrate 4H into our pe program. We maintain a school garden. Exercise is not only jumping jacks but weeding, watering and planting. The kids get a hands on education about plants. The science that can be taught through the plants is amazing.