Suggestions for scattered shapes and numbers by Rachael Bott, North Perth Primary WA

No 1.

“Similar to musical statues, put on music and ask the students to move around the shapes in a particular way like hopping, frog jumping, swirling, skipping or heel toe walking, all while the music is playing.

When the music stops you could ask them to do one of the following;

a.  find any shape to stand on and replicate the shape with their body.  This could be lying on the ground or standing up.  Choose a few students to tell you what shape they are standing on or what colour their shape is and what number they are standing on.   Find a shape of a particular colour to stand on (i.e. everyone find a blue shape) then ask some students which shape they have found, or what number is on their shape.”

No 2 .

“An extension of the above could be that the students record the shape they have landed on each time the music has stopped on a sheet of paper.  Then after 2 or 3 rounds they have a pattern that they need to repeat on their paper.  Could they turn their pattern into a dance?

Could they turn their pattern into a dance?  If their pattern is a triangle, circle or square how do they demonstrate those shapes with their bodyand can they repeat it to music where they hold each shape for a count of 8?”

No 3.

“Ask students to start on a random number of their choice, and then either play some music or give them until the count of 10 to find the next number on from their starting number or find the number previous to their starting number.

To avoid collisions you could encourage them to move slowly by saying they are only allowed to move like their feet are stuck in mud or like they are sneaking up on somebody.”

No 4.

“Ask students to start on a random shape.  Ask them to stay where they are but see if they can see another shape close by that is the same as the shape they are standing on.

Explain thaey can only move between shapes in a certain way (i.e. kangaroo jumps, heel toe walks etc) and they are going to count how many of these moves it takes to get from their starting shape to the other shape.

Maybe they repeat the hourney using a different way of moving… how many moves did it take to get from A to B this time.”

 

Thank you Rachael, these are great ideas for the teacher to try out.

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