Report

on
Mathematics in
Health and Fitness





Prepared by
Grace Leva and Desiree TrisetteDeZilva

Situational analysis
Our stage 1 classroom includes 24 year 2 students with mixed abilities, including two students
from ESL backgrounds and four gifted and talented students. Based on the previous year
assessment reports, the students are perceived as an above average class in numeracy. Students
are aware of gathering and recording information in tables and graphs, using manipulatives to
support their understandings. (E.g. base 10 blocks). In early stage 1, (Mae-3WM) the students
became familiar with data through the use of picture graphs and tables in an informal manner.
Mathematics in health and fitness

Grace Leva 6/10/2015 3:54 PM

Strand

Sub strand

Examples from everyday life

Number and
algebra

Whole Numbers,
Addition and subtraction,
Multiplication and division,
Patterns and Algebra
Volume and capacity
Mass
Time
Data

- Using fruits / vegetables

- Keeping scores in sports
- Multiplying daily intake
- Food groups
- Drinking water no. of litres a day
- Using scales to calculate food cost
- Time engaged in PDHPE at school
- Collecting, grouping data healthy
foods, surveys

Measurement
and Geometry
Statistics and
probability

Comment [1]: There are endless strategies

which can be applied to the teaching of
mathematics, one of these is to find the
mathematics that is already evident within daily
tasks adding to its overall relevance. This report
emphasises this highlighting the seamless
inclusion of health and fitness within
mathematics.

Implementing health and fitness in stage 1.

This topic would be introduced through a brainstorm to determine current mathematical concepts
its associated with followed by its application to real life examples. According to Haylock (2014)
when mathematical concepts are linked to everyday real-life situations and society, children are
able to understand the relationships and processes easily. Each lesson will include an introduction
though a mental warm up, followed by the mathematical concept to be taught in relation to the
topic and will conclude with a summary.
Teaching and learning strategies adopted
A variety of strategies will be implemented to meet the abilities of students. According to
constructivist theorists the three basic values of constructivism;
1) Knowledge is not passively received but actively constructed by the learner (Piaget, 1963,
cited in Bobbis, Mulligan & Lowrie, 2013)
2) Students can construct new knowledge through reflection upon their physical and mental
actions (Dienes, 1960, cited in Bobbis, et al., 2013)
3) Learning is a social process (Vygotsky, 1978, cited in Bobbis et al., 2013)
Therefore, various strategies will be utilised including,

Direct teaching explaining and demonstrating.

Cooperative learning

Grace Leva 6/10/2015 3:56 PM

Comment [2]: This report includes a number
of possible lessons for stage 1 which can be
adapted for use in other stages. Within these
lessons various strategies are adopted by the
teacher to support student learning these are
identified here.

Questioning
Open ended questions
Problem solving

Planned assessment of student learning

-

Informal assessments- questioning preconceived notions.

Group work and presentations.
Formal assessment- completed worksheets.

Summaries of lessons, describing each of the three phases (Introduction, Body, Closure)

Lesson 1 - Classroom fitness survey (Gather, Record and Interpret data)

Statistics and probability data 1
Outcomes
Gathers and organises data, displays data in lists, tables and picture graphs, and interprets the
results (MA1-17SP)
describes mathematical situations and methods using every day and some mathematical
language, actions, materials, diagrams and symbols (MA1-1WM)
supports conclusions by explaining or demonstrating how answers were obtained (MA1-3WM)
Content (Indicators)
Represent data with objects and drawings where one object represents one data value and
describe the displays (ACMSP263)
o use concrete materials as symbols to create data displays where one object represents one
data value (one-to-one correspondence).
Record a data display created from concrete materials or pictures of objects (Communicating)
o interpret information presented in data displays where one object represents one data
value.
Write a simple sentence to describe data in a display, eg 'The most popular fruit snack is an
apple' (Communicating)
Language used- information, data, collect, gather, display, objects, symbol, tally mark, picture,
row.

Student
Kms walked to
Introduction Mental warm up
school
Data in a table and column graph is re-introduced
through a mental warm up. Students are asked to
John
2
interpret the data.
Ken
10
In order to stay fit and healthy four year 2 students have
6
decided to walk daily to school. Who lives the furthest from Sue
school and who lives the closest to school?
Phoebe
4

An informal assessment of questioning will demonstrate their understandings.

Examples of tables and graphs will be presented.

Grace Leva 6/10/2015 4:01 PM

Comment [3]: It is the inclusion of these
strategies that support the overall learning and
development of students based on where they
may be individually at.

Grace Leva 6/10/2015 3:58 PM

Comment [4]: Through the strategies
identified above the teacher is then able to assess
student learning and determine where they
should progress to next.

Body Collecting data through a classroom room survey - Activity

How data can be collected using tally marks will be demonstrated through an example
completed together (How they got to school) (Direct-teaching).
Students will work in small groups (Cooperative learning) to gather data about their
participation in physical activities, using tally marks.(MA1-17SP)
Students will present their information in a table.(MA1-17SP)
Afterwards, findings will be presented to the class, (Communicating) through concrete
materials. (E.g. blocks) (one-to-one correspondence).
A written sentence about the survey using the language eg. the most number of students
were engaged in swimming. (MA1-3WM), (Communicating)
Purposeful roving will provide an informal assessment. Whilst the presentation of their
findings will represent a summative assessment.
Closure re-cap of the lesson
Students will describe one way they can collect and present information. (Questioning)
Students feedback

Lesson 2 Healthy lunchbox food patterns

Number and Algebra Patterns and algebra 1
Outcomes
Describes mathematical situations and methods using everyday and some mathematical
language, actions, materials, diagrams and symbols (MA1-1WM)
Creates, represents and continues a variety of patterns with numbers and objects (MA1-8NA)
Content (indicators)
Investigate and describe number patterns formed by skip counting and patterns with objects
(ACMNA018)
o recognise, copy and continue given number patterns that increase or decrease, eg
1, 2, 3, 4, 20, 18, 16, 14,
o describe how number patterns are made and how they can be continued (Communicating,
Problem Solving)
describe a repeating pattern of objects or symbols in terms of a 'number' pattern, eg
(Communicating, Reasoning)
Language used - pattern, number line, number chart, odd, even.


Introduction Mental Warm Up

Students will be introduced to number patterns of increasing and decreasing numbers, and
skip counting patterns through problem solving
1) Identify the pattern, whats the next number


Pattern each number decreases by 6.
2) Fill in the middle row, whats the pattern?

Grace Leva 6/10/2015 4:03 PM

Comment [5]: Teaching strategy applied to
introduce new concepts and further enhance
student learning.

Grace Leva 6/10/2015 4:04 PM

Comment [6]: Teaching strategy applied to
support student learning and directed by
themselves.

Pattern increasing skip counting by 4

Body -Using the Healthy Food Pyramid tocreate a healthy lunch box
Students will individually create a healthy lunch box using the number pattern 1,2,3,4,5
(increasing pattern) from each food group (MA1-1WM), (open ended and problem solving.)
Using the pyramid in small groups of three (cooperative learning) students will come up with a
skip counting pattern, using odd and even number patterns (eg. 2 apples, 6 bananas, 8
strawberries, 12 grapes) skip counting by two even numbers(ACMNA018)
Additionally, they will design a repeating pattern using food symbols (ACMNA018)
(Communicating, Reasoning)

Closure Re-cap learning about patterns

Students will discuss how number patterns are made and continued (communicating).
Apply their knowledge they will give an example (increasing pattern, decreasing pattern
and a skip counting pattern).

Lesson 3 Obstacle Course

Measurement and GeometryTime 2
Outcomes
Describes mathematical situations and methods using everyday and some mathematical
language, actions, materials, diagrams and symbols (MA1-1WM)
Describes, compares and orders durations of events. (MA1-13MG)
Content (indicators)
Describe duration using hours, minutes, seconds(ACMMG021)

Estimate and measure the duration of an event using a repeated unit

o Solve simple everyday problems about time and duration. (Problem Solving)
o use the terms minute and second
Experience and recognize activities that have a duration of one minute and a few seconds.
o Compare and discuss the relationship between the units. (e.g- one minute is longer than
one second) (Communicating, Reasoning)
Language used- time, numeral, minute, second, digital.

Introduction Mental Warm Up

In small groups, students will collectively complete a series of estimations. They must
record an estimation of how many jumps they can do on average individually. (cooperative

Grace Leva 6/10/2015 4:04 PM

Comment [7]: Teaching strategies to enhance
the lesson by supporting student learning.

Grace Leva 6/10/2015 4:05 PM

Comment [8]: Teaching strategy

learning)
o How many jumps can you do in 30 seconds?
o How many jumps can you do in 1 minute?
o Which do you think will have the most jumps?
Students will then use their understandings to problem solve. (cooperative learning)
o If Sam can hop 50 times in 10 minutes without stopping and Julia is 2 times slower
how long will it take for Julia to hop 50 times? (20 minutes)
o Jenny ran the 50 metre sprint in 45 seconds. Based on this what will be her time in
the 100 metre sprint? (1 minute, 20 seconds)

Grace Leva 6/10/2015 4:05 PM

Comment [9]: Teaching Strategy

Grace Leva 6/10/2015 4:05 PM

Comment [10]: Teaching Strategy

Body Time, Record and Complete Obstacle Course (Activity)

Working together in groups of 3 (8 groups) students will time the completion of an

obstacle course. (Cooperative learning).Students will alternate to experience each role.
o Time Keeper- time how long it takes to complete the obstacle course.
o Recorder- write the time.
o Participator- this student will be undertaking the obstacle course.
Expectations will be made clear appropriate behaviour is explored.
The obstacle course will be completed outdoors with purposeful roving exercised.

10 star jumps

5 Hops on the Right

5 Hops on the Left

5 jumps f orward

5 jumps back
throw the ball in the air and clap.

After students have undertaken each role they will respond to some reflective questions.
(MA1-13MG)

Grace Leva 6/10/2015 4:05 PM

Comment [11]: Teaching Strategy

Obstacle Course

1- Which person in your group had the fastest time?

2- Order each persons time in your group from fastest to slowest.


, ,
3- What is the difference between the fastest and slowest times?
4- Which student in the class had the fastest time?

5- Write a sentence making a comparison between 2 times. EG Sam completed the obstacle
course in 3 minutes 20 seconds but Jack was faster by 1 minute.




Closure Re-cap understandings about time.

Students will Think, Pair, Share to compare their understandings. (MA1-1WM), (MA1-
13MG)

Resources
Lesson 1 - paper, pens, manipulative blocks.
Lesson 2 Australian healthy food pyramid, paper, pens.
Lesson 3 -Stop watch, clipboards, Recording sheet, Obstacle course question sheet.

Reference List

Board of Studies NSW. (2012). NSW Syllabus for the Australian Curriculum. Sydney: Author: Available
online at http://syllabus.bos.nsw.edu.au/
Bobis, J., Mulligan, J., &Lowrie, T. (2013). Mathematics for Children: Challenging children to think
mathematically (Fourth Edition). Frenchs Forest, Pearson Education Australia.
Haylock, D. (2010) Mathematics Explained for primary teachers (4th edition). London: Sage
Publications.
Haylock, D. with Manning, R. (2010) Mathematics Explained for primary teachers: Student
Workbook. London: Sage Publications.
Lewis, E. (2004).Daily Work-Outs: Building mental computation skills. Melbourne: Oxford University
Press
Sullivans P., (2011). Teaching Mathematics: Using research-informed strategies
http://research.acer.edu.au/cgi/viewcontent.cgi?article=1022&context=aer

Educational Measurement and School Accountability Directorate (2012). Data and Tally marks.
Retrieved from: http://www.schools.nsw.edu.au/learning/7-12assessments/naplan/
teachstrategies/yr2012/index.php?id=numeracy/nn_data/nn_data_s1a_12

The healthy food pyramid (2014). Retrieved from:

http://www.vivasoccer.com.au/scripts/viva.soccer.dll/openfile?filename=healthy_eating.txt

LANGUAGE

information, data,
collect, gather,
display, objects,
symbol, tally mark,
picture, row.

Source: Viva Soccer Australia, 2014