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.