# Reception Cooperate & Solve Problems Unit 1 Lesson 3

## Learning Intentions

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

## Success Criteria

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

## National Curriculum Links

Are physically active for sustained periods

## Literacy and Numeracy Links

**Literacy:Â **Communicating with a partner using correct numbers

**Numeracy:**Â Recognise numbers and replicate larger numbers with partner

## Starter Activity

**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.Â Children can move in a variety of ways, vary regularly such as jogging, sidestepping, bunny hops.Â The activity should last 7-10 minutes and be high activity so pupils raise their heart rate.Â Can they feel their heart beating in their chest?Â Can pupils’ count beats over 20 seconds?

- On the teacher’s command, children should group themselves in 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 that 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.

## Activity 1

**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 pupils’ resource card, ask children to work through numbers 1 to 10 helping each other to form the shapes

## Activity 2

**Partner gym number shapes**

- Once the pupils have had a chance to work through each of the numbers 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:Â **Take away the resource card so they must show the numbers from memory.Â Can they transfer the numbers from standing to laying on the mat?

## Key Questions

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

Reception Cooperate & Solve Problems Unit 1 Lesson 3

# Reception Cooperate & Solve Problems Unit 1 Lesson 3

#### Starter Activity

**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.Â Children can move in a variety of ways, vary regularly such as jogging, sidestepping, bunny hops.Â The activity should last 7-10 minutes and be high activity so pupils raise their heart rate.Â Can they feel their heart beating in their chest?Â Can pupils’ count beats over 20 seconds?

- On the teacher’s command, children should group themselves in 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 that 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.

#### Activity 1

**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 pupils’ resource card, ask children to work through numbers 1 to 10 helping each other to form the shapes

#### Activity 2

**Partner gym number shapes**

- Once the pupils have had a chance to work through each of the numbers 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:Â **Take away the resource card so they must show the numbers from memory.Â Can they transfer the numbers from standing to laying on the mat?

## User Information

School Name:Postcode:

#### Key Questions

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