Math Relay!

Date: Novemeber 28th

Class: KIN 355
Grade Level: 1st grade
Time: 9:10am
Term: Fall
Targeted NASPE Standard(s):
NASPE Standards 1,2, 4, 5

Teacher: Laura Krieber

School: MSU Elementary
Equipment Used:
None Needed

Specific Objective: By the end of the lesson, the students will be able to
demonstrate the ability to correctly solve the addition problems.
Concomitant Objective: The students will stay physically active
Time
Procedures Followed
Warm Up: NONE NEEDED
N/A
Minutes

0
Seconds
1
Minute

Transition:
-Students sit at their seats to begin
Set Induction:
-How many have seen a crab before? Whether its in
real life or a picture?
-How many have seen a bear before?
Great!

1
Minute

Can a volunteer demonstrate how a crab walks?

Can I have another volunteer demonstrate how a
bear walks?
Learnable Piece:
-Today we are going to continue working on our
addition and reviewing some of the addition that we
have learned so far.
Lets go over some warm up examples:
12+7=19
14+6=20
6+4=10
9+7=16

Good!
Transition:
30
-In a second I will count the class off by 4s. When
Seconds
you get your number hold it up to remember it.
-When I say go, head to the corner of the room that it
assigned to your number.

Materials

GO!

2
Minutes

Transition/Continued Directions:
-Now that everyone is in the correct corner I will
explain how the game:
The first person in line will either crab walk or
bear crawl to the stack of cards
The person will read the math problem and solve
it (without the help of your team members)
Once you have solved the problem and said it out
loud, you will do the exercise that is listed on the
card.
(Sit-ups, push-ups, jumping jacks, etc.)
Return to your team doing the opposite of what
you did the first time (crab walk or bear crawl)
The next person will go, until all of the problems
have been solved

3-4
Minutes

Safety:
Make sure there is plenty of space around you
when you are moving to and from the cards as
well as when performing the activity on the card
There are backpacks, tables, chairs, computers,
and a lot of bodies, so be conscious of your
surroundings and move yourself appropriately if
you are close to any of these

CHECK FOR UNDERSTANDING:

-How will you travel to and from the cards?
-How many of the exercise will you do?
Activity:
Diagram:

= Each group in the room

Possible Modifications:
-Have harder addition problems if original are too
easy

-Lessen amount of cards if activity goes to long

1
Minutes

Lesson Review:
Have students recall an addition problem they
solved.

Notes: