Numeracy in Physical Education

1. Numeracy in Physical Education Linda Parks North County High School lkparks@aacps.org Deb Marcus Marley Glen School dmarcus@aacps.org

2. Warm Up • When students enter the gymnasium, they should walk up to the white board to read the 5 math problems they need to solve. • Students will need to solve these problems in order to see what 5 warm up stretches they are doing today. • Once the students solve the problems, they sit in their squad seat. • The class reviews the problems and completes the 5 warm ups based on the answers. • Use the warm up chart to see what stretches you will do that day.

3. Warm Up (continued) • You can use simple math problems such as 1+3= or you can make it more complex 2x – 3 = 9. • The problems on your board should range in difficulty based on the level in which you teach. • It is okay to challenge your students to answer questions without a calculator. • Put problems on the board that you know how to solve.

4. Station 1 (Dribbling) • Students will take their resting heart rate and record it on your log sheet. • Students will dribble the basketball weaving in and out of cones. • Students will then take their heart rate after completing it once and record it on your log. • Then you will and a partner will alternate dribbling through the cones (3 times each) and then take your heart rate again and recording it on your log.

5. Station 2 (Shooting) • Students will be divided into two groups. • Once in groups, the students will get in line along the base line or back wall. Two basketballs will be in the center of the court and students will one by one run out to get the basketball and shoot it into the hoop.After the student shoots the ball, they must get it and dribble it back to the center of the court and place it in your teams hula hoop. Once it is in the hula hoop the next person can go. • Layups are 1 point, Baskets inside the three point arc are 2 points and Baskets outside the three point arc are 3 points. • Each team will have a student shooting, a student ready to go next and a person keeping score. • These responsibilities will alternate and everyone will have a chance to do everything.

6. Station 3 (Foul Shots) • Students will take 10 shots from the foul line. • Students will take turns with a partner or small group. • Students will calculate their shooting percentage out of 10. *You can have the other students rebounding the foul shots so everyone is actively engaged in the activity.

7. Station 4 (Defense) • Four cones will be stationed in a box shape. • Students will go to each cone and pivot and turn using appropriate form. • Students should have their hands up and use appropriate footwork when moving cone to cone.

8. Other Ways to Incorporate Numeracy • Score Ex: How many points did we score? How can we score? • Speed Ex: How fast were your running? What are ways you can improve your speed? • Distance Ex: How far is it from one point to another? (Running, Kicking or Throwing) • Height Ex: How long someone can jump? • Time Ex: How many times does your heart beat in a minute?

9. How can this be used with Dance? • Musical Counts • Teaching space in dance • Notating rhythm patterns and form in music • Composition in music, dance and visual arts • The angles of your turns, legs and/or foot position "As a choreographer, I love experimenting with pattern, space, structure and time and find similar satisfaction when investigating a mathematical concept. I have found this work especially useful in schools, as a way of making maths creative, fun and physical." Rebecca Hart

10. Group Discussion/Notes