




printable version



MATHEMATICS






How much can we do?


Materials:

according to the motion tasks

Concept:

stations are build (up) where wellknown and wellcountable
exercises are practised over a specific period of time (1 minute), for example, jumps over the side of an object, final yield jumps. In
groups of three everyone writes down his own numbers. After completing all stations, each group result and the total number of
repetitions will be determined.

Variation:

•

take the time(s) that were needed for the motion tasks








Dice Handball


Materials:

Foam dice

Concept:

A die is thrown from the initial line into different target zones. Each zone
represents a factor that is multiplied by the number of dots on the die.

Variations:

•

one handed, ambidextrous throwing backwards through the straddled legs

•

push the die

•

beat the product of the previous one








Hopping Multiplication Tables


Materials:

possibly ropes, balls and others

Concept:

A child jumps (in the hallway or outdoor) rhythmically on the place
/ forward and recites the multiplication table that shall be practised. This can be done in the hallway or
outdoors. The partner checks the multiplication table. Role reversal.

Variations:

•

rope skipping

•

toss and catch a ball / play together

•

touch and catch or bounce ball

•

climb a stair

•

practice the multiplication table backwards








Calculator


Materials:

Carpet tiles with the numbers 0 to 9 and arithmetic signs (or paint)

Concept:

The carpet tiles are laid out in the arrangement of a
calculator. A child calls a digit, the partner is jumping on the field.

Variation:

•

Skipping arithmetic problems (Suhr, 2009, p. 95)








How fast?


Materials:

Stopwatches, marked routes of about 30 m

Concept:

One partner
completes the circuit, the partner (will) stops the time. Different modes are compared
(running, jumping, walking doglike, Giant Steps, coffee, etc.).

Variations:

•

Previously expressed expectations (“I'll make it in ... seconds”).

•

External
expectations for the partner (“You can do it in ...
seconds”).

•

calculate differences








Lap Times

Materials:

rolls and vehicles, stopwatch

Concept:

pairs or small groups complete a circuit, times will be stopped and written down

Variation:

•

improve the own lap time in the next run

•

add the times of the group

•

change the lap by changing the slalom course obstacles

•

On which device will be achieved the fastest time?








Estimated value  measured value


Materials:

Tape measure, measuring tape

Concept:

First, the children
estimate the distance between two trees and note the value, then
they estimate the distance with body sizes (measured stride length,
foot lengths, etc.). In conclusion, the distance is measured. How
close were the small groups off of this value?

Variation:

•

estimate distances, measure and compare









