1. Work for a sustained period to raise heart rate
2. Replicate with some accuracy body shapes to represent numbers
3. Work as a pair to demonstrate larger numbers

1. I can run around to make my heart beat faster
2. I can try and form number shapes using my body
3. I can work with a partner to make bigger numbers

Are physically active for sustained periods [Physical Development]

L Communicating with a partner using correct numbers

N Recognise numbers and replicate larger numbers with a partner

Number Islands – Using throw-down spots or mats on the floor as a target to aim for, children should move freely around the playing area. Children can move in a variety of ways, vary regularly, such as; jogging, sidestepping, and bunny hops.  The activity should last 7-10 minutes and be high activity, so pupils raise their heart rate.  Can they feel their heart beating in their chest? Can pupils count beats over 20 seconds?

• On the teacher’s command, children should group themselves by the number called, for example, number 3 on a target spot or mat.
• Start with a small number and increase in difficulty depending on class ability.
• Any children who are left out and unable to join a group should do the number of star jumps that correspond with the group size, e.g. 3.

Extension: Once in the number group, perform a simple balance, such as tuck, or on one foot, etc.

Gym number shapes

• Using the teacher’s number shapes resource card, take the children through each of the body shapes.
• Use the teaching points and demonstration to explain to the children how to create each body shape.
• Pair pupils up and give them a pupil resource card; ask children to work through numbers 1 to 10, helping each other to form the shapes.

Partner gym number shapes

• Once the pupils have had a chance to work through each of the numbers on the sheet, they should now work with a partner to create double-digit numbers.
• Starting with lower numbers up to 20, work through a range of double-digit numbers.
• Ensure pupils swap roles, so the same person is not always performing the 1 of 13, 18 or 19, for example.

Extension: Remove the resource card so they must show the numbers from memory. Can they transfer the numbers from standing to lying on the mat?

to use our bodies to make number shapes.

1. In what situations do we use numbers in everyday life?
2. When might you need to write down a number?
3. Can you say which number you found the most difficult to perform? Why did you find it hard?

See individual teaching points for the number shapes on the resource card.