Getting in Shape One Math Problem at a Time

In my first of (hopefully) weekly installments, I will be introducing protocols that I have used in the classroom to help build authentic student engagement.  

A bit of background: I currently work in a the middle division of a school that specializes in students that have one or more learning difficulties.  These students often have high energy levels and low social skills.  As a result, many of my lessons involve movement and student interaction.  They also involve a high level of fun because, seriously, if you are going to be somewhere 40-60 hours a week you better be enjoying it! :)

So with that, here is my first installment of authentic student engagement strategies - in which someone from your class may become the next Richard Simmons!

(showing a sweating to the oldies video is a moral imperative)

Title: Math Squats and Jumps

Quick Summary : This activity will have students use body actions to help one student guess the mystery answer from a math problem.

Materials needed: none

Procedure:

1. One student is placed in the ‘hot seat’.  This seat is placed in the front of the room, facing towards the class and facing away from the board.
2. The teacher writes a problem on the board.  This problem should have an integer number as an answer.  The hot seat student is instructed directly NOT to turn around.
3. Students at their desk solve the problem.  Student in the hot seat waits.
4. When a desk student solves the problem, the student stands up. 
5. After all students are standing, the teacher tells the hot seat student a range that the answer is between (such as 50 – 500).
6. The hot seat student guesses a number in the range.
7. The students give a clue if the guess is too high or two low:
• If the answer is too high, the students jump (large jumps = much higher!)
• If the answer is too low, the students squat (lying on the floor could mean MUCH lower.)
• If the answer is correct, the students clap.
8. The hot seat student continues to guess until the answer is reached
9. If a guess is made and students do conflicting actions (jump and squat, squat and clap, etc.) students that don’t agree must conference to find any errors.

Example:

Linda sits in the hot seat and faces the class.  Students (except for Linda) solve the problem on the board (424 ÷ 4).  All students except Linda solve the problem and then stand behind their space.  The teacher gives Linda a range of 30-400.  Linda starts by guessing 350.  Students squat down (a few even lie on the floor to let her know she needs to guess way lower).  She then guesses 100.  The students do a small jump.   Eventually Linda guesses 106 and the crowd cheers!