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Lesson Plan Format For Health, Physical and Rainy Day Activities

The lesson plan integrates multiplication practice into a physical education activity where students throw balls at marked levels on a wall and multiply the level number by a rolled die number to practice math facts. Students work in groups taking turns throwing, retrieving balls, and rolling the die to record multiplication problems. The goal is for students to correctly add up their multiplication answers and reach a score of 50 points to complete the game. The teachers will evaluate students by checking their recorded math facts and addition.

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157 views3 pages

Lesson Plan Format For Health, Physical and Rainy Day Activities

The lesson plan integrates multiplication practice into a physical education activity where students throw balls at marked levels on a wall and multiply the level number by a rolled die number to practice math facts. Students work in groups taking turns throwing, retrieving balls, and rolling the die to record multiplication problems. The goal is for students to correctly add up their multiplication answers and reach a score of 50 points to complete the game. The teachers will evaluate students by checking their recorded math facts and addition.

Uploaded by

api-456179975
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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LESSON PLAN FORMAT FOR HEALTH, PHYSICAL AND RAINY DAY ACTIVITIES

Your Name: Sirissa Koebke, Abigail Lewis

Grade Level: 3rd Grade

Lesson Topic: Physical Education Integrated with Multiplication

Lesson Objective(s):
 Students will be able to do multiplication facts determined by throwing a ball in either a one, two, or
three section and rolling a die.
 Students will be able to throwa ball at three different heights, one being close to the ground, two in
the middle of the wall, and three being higher up on the wall and will be measured by the students
writing down the number.
 Students will record multiplication facts created by rolling die and throwing a ball at one of the
designated areas; one, two, or three.

Essential Question(s):
 How many sides are a die?
 How many numbers are on each side of the die?
 How do I add my scores from one round to another?

National/State Standards:
State Standards Math:

 N.MR.03.09 Use multiplication and division fact families to understand the inverse relationship of
these two operations, e.g., because 3 x 8 = 24, we know that 24 ÷ 8 = 3 or 24 ÷ 3 = 8; express a
multiplication statement as an equivalent division statement
 N.MR.03.10 Recognize situations that can be solved using multiplication and division including
finding “How many groups?” and “How many in a group?” and write mathematical statements to
represent those situations.*

 N.FL.03.11 Find products fluently up to 10 x 10; find related quotients using multiplication and
division relationships.

 N.MR.03.12 Find solutions to open sentences, such as 7 x ■ = 42 or 12 ÷ ■ = 4, using the inverse


relationship between multiplication and division.
State Standards Physical Education:

 S.1.E13: Throwing underhand: Throws underhand to a partner or target with reasonable accuracy.

 S.1. E14: Throwing overhand: Throws overhand, demonstrating 3 of the 5 critical elements of a
mature pattern, in nondynamic environments (closed skills), for distance and/or force.

 S.2 E1: Space: Recognizes the concept of open spaces in a movement context.

 S.4.E1: Personal responsibility: Exhibits personal responsibility in teacher directed activities.

 S.4.E2: Personal responsibility: Works independently for extended periods of time.

 S.4.E3: Accepts and implements specific corrective feedback from the teacher

 S.4.E4: a. Works cooperatively with others. b. Praises others for their success in movement
performance.
 S.4.E5: Recognizes the role of rules and etiquette in physical activity with peers.

 S.4.E6:Works independently and safely in physical activity settings

 S.5.E3: Self-expression and enjoyment: Reflects on the reasons for enjoying selected physical
activities

Materials, Handouts, Equipment, Technology:


 Gator Balls
 Dice
 Pencil/ Pen
 Paper

Vocabulary:
 Gator Balls: foam balls; usually colored.
 Dice: "asmall cube with each side having a different number of spots on it, ranging from one to six,
thrown and used in gambling and other games involving chance."

Sources:

GLCE for Physical Education 2013


Moving into the Future National Standards for Physical Education: Second Edition. Specific
developmentally appropriate and sequential modifications for diverse learners.

PE Central: What Works in Physical Education. Throwing Multiplied.


http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=132679#.WsvgzH8h3IU

GLCE for Mathematics


http://www.michigan.gov/documents/Math_03_87404_7.pdf

Dictionary
https://www.google.com/search?q=dice+definition&oq=dice+de&aqs=chrome.0.0l2j69i57j0l3.
2353j1j7&sourceid=chrome&ie=UTF-8

Anticipatory Set/Launch:
1. As students enter the classroom, inform them that they will be reviewing their multiplication facts
today while playing a game.
2. Have the students gather around and sit down so they will be ready to listen to directions.
3. Remind the students that they have been working on single and double digit number multiplication
facts, but they will be working with one single digit multiplication facts while integrating it into a
Physical Education Activity.

Body of the Lesson/Main Lesson Activities/Tasks/Problems:


1. Inform students they will be put into groups of three, but there will be one group of four.
2. Each student will rotate jobs.One student willstart with throwing the ball, the next will retrieve the ball,
and the third will roll the die.
3. Point out to students thetape on the walls, sectioning them into three parts.
4. Explain to them that the top part is worth three points, the middle part is two points, and the bottom
part is one point.
5. Each student will throw the ball at the wall, one student will retrieve it, the third will then roll the dice
and will multiply the number on the dice by the number of the section that the ball hit on the wall.
Demonstrate this to students as it is explained.
6. While the students are sitting in their seats in the classroom, count them off by fours 1, 2, 3, 4, 1, 2,
3, 4,… until all students have been counted.
7. Have students get into their groups and show them to their designated spot in the classroom.
8. Clarify to the students that each student will rotate jobs and take turns so each person in the group
gets to throw the ball, retrieve the ball, and roll the dice and multiply the numbers.
9. Allow the students to decide amongst themselves who is doing what job first and how they will rotate.
10. Explain to the students that they need to add the answers to their multiplication problems to keep
track of points. When they reach 50 points, the game is over.

Closure/Summarize/Next Steps (e.g., looking back and looking forward):


1. With the last five minutes of the lesson, ask students to share the last math problem they did. Have
them share the level they threw the ball, the number on the die they rolled, and then the answer to
the multiplication problem.
2. Inform students that the next lesson of the day is science and that they will be working on the
scientific method.

Evaluation Plan (Formal Assessment or Informal Assessment)


1. Ticket out the door: Students will turn in the paper that shows the multiplication facts from the die
rolls and ball throws.
2. The teachers will check to make sure students added their multiplication facts correctly.
3. The teachers will know the heights students threw theballat by the paper that students fill out.
4. The teachers will know what the students rolled on the die based on the paper with the multiplication
facts written out on it.
5. The teachers will check to make sure that the answers to the multiplication facts they added up are
correctly written out and correctly answered.

Differentiation:
 Physical Disabilities: depends on the severity of the disability. If the student cannot do this physical
activity we will allow them to choose which level, they want to multiply by. Or a teammate can throw
and roll the ball for them and they can answer the multiplication facts for their team to record.
 Intellectual Disabilities: Will demonstrate how to play the game. Model everything and put labels on
the areas such as level one, level two, and level three. Have a worksheet for them that has blank
spaces X blank space= blank. To allow them to remember what they are multiplying. On the
worksheet also have an area dedicated to adding the multiplication answers together.
 English Language Learners: Will demonstrate how to play the game. Model everything and put
labels on the areas such as level one, level two, and level three. Have a worksheet for them that has
blank spaces X blank space= blank. To allow them to remember what they are multiplying. On the
worksheet also have an area dedicated to adding the multiplication answers together.

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