Addition Action: Math Facts and Fitness Fun!

Math Grades 1st Grade 11:09 Video
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Lesson Description

Get your bodies moving and your brains working with this fun addition activity! We'll practice math facts while doing exercises like squats and lunges. Get ready for a brain break that's also a workout!

Video Resource

Flash Card Fitness: Addition PE activity or BRAIN BREAK!

PE with Coach Smith

Duration: 11:09
Watch on YouTube

Key Concepts

  • Addition facts within 10
  • Connecting math with physical activity
  • Mental math strategies

Learning Objectives

  • Students will be able to recall addition facts within 10.
  • Students will be able to associate math facts with physical exercises.
  • Students will be able to improve their mental math skills through quick recall.

Educator Instructions

  • Introduction (5 mins)
    Explain to the students that they will be watching a video that combines math and exercise. Discuss how important it is to keep both their minds and bodies healthy. Ask them what their favorite exercises are and what they already know about addition.
  • Video Activity (10 mins)
    Play the "Flash Card Fitness: Addition" video. Encourage students to actively participate by answering the math facts and performing the exercises shown. Emphasize that it's okay to make mistakes, as the goal is to learn and have fun.
  • Review and Discussion (5 mins)
    After the video, ask students how they felt about the activity. What did they like? What was challenging? Review some of the math facts from the video. You may also ask students to share how many math facts they got correct.
  • Cool Down (5 mins)
    Lead a short cool-down activity, such as stretching or deep breathing exercises, to help students transition back to a calmer state after the physical activity.

Interactive Exercises

  • Create Your Own Fitness Flashcards
    Have students create their own addition flashcards with corresponding exercises. For example, 2+2=4 could be paired with 4 jumping jacks. Students can then use these flashcards individually or with a partner.

Discussion Questions

  • How did it feel to do math while exercising?
  • Which exercises did you like the best? Which were the most challenging?
  • How can we use movement to help us learn other things?

Skills Developed

  • Addition fact recall
  • Active listening
  • Gross motor skills

Multiple Choice Questions

Question 1:

What is 1 + 1?

Correct Answer: 2

Question 2:

What is 2 + 3?

Correct Answer: 5

Question 3:

What is 4 + 0?

Correct Answer: 4

Question 4:

What is 3 + 3?

Correct Answer: 6

Question 5:

What is 5 + 2?

Correct Answer: 7

Question 6:

What is 2 + 4?

Correct Answer: 6

Question 7:

What is 0 + 7?

Correct Answer: 7

Question 8:

What is 1 + 5?

Correct Answer: 6

Question 9:

What is 3 + 2?

Correct Answer: 5

Question 10:

What is 4 + 4?

Correct Answer: 8

Fill in the Blank Questions

Question 1:

2 + 1 = _____

Correct Answer: 3

Question 2:

0 + 5 = _____

Correct Answer: 5

Question 3:

1 + 3 = _____

Correct Answer: 4

Question 4:

2 + 2 = _____

Correct Answer: 4

Question 5:

3 + 1 = _____

Correct Answer: 4

Question 6:

5 + 0 = _____

Correct Answer: 5

Question 7:

4 + 1 = _____

Correct Answer: 5

Question 8:

3 + 3 = _____

Correct Answer: 6

Question 9:

2 + 5 = _____

Correct Answer: 7

Question 10:

1 + 8 = _____

Correct Answer: 9

Educational Standards

CCSS.Math.Content.1.OA.C.6:Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). CCSS.Math.Content.1.OA.A.1:Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.MD.C.4:Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Teaching Materials

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