Math Access for Teachers and Home Child Care Providers

Jumping Jacks

Children will time themselves and chart their progress as they do sets of Jumping Jacks.

Content Area Standard Target
• Numbers and Operations
• Measurement
• Data Analysis and Probability
• Understand numbers, ways of representing numbers, relationships among numbers, and number systems

• Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them
• Understand measureable attributes of objects and the units, systems, and processes of measurement
• Apply appropriate techniques, tools, and formulas to determine measurement
• Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them
• Develop and evaluate inferences and predictions that are based on data
• Count with understanding and recognize “how many” in sets of objects
• Sort, classify, and order objects by size, number, and other properties
• Recognize the attributes of length, volume, weight, area, and time
• Understand how to measure using nonstandard and standard units
• Select an appropriate unit and tool for the attribute being measure
• Measure with multiple copies of units of the same size, such as paper clips laid end to end
• Use tools to measure
• Pose questions and gather data about themselves and their surroundings
• Represent data using concrete objects, pictures, and graphs
• Discuss events related to students’ experiences as likely or unlikely
Obtain the Materials

Note: Small parts create a choking hazard for children. Make sure that all materials you choose to use for an activity or lesson with children meet safety requirements. Small parts are not appropriate for children who are 5 years of age or younger.

Introduce the Activity

1. Explain that today the children will be timing the number of Jumping Jacks they can do in 10 seconds.  Ask: “Does everyone know how to do a Jumping Jack?”  Model how to do a Jumping Jack.
2. Before you have the chilren start their activity, have them wave their hands in the air and time them for 10 seconds so that they get an idea of how long 10 seconds is.

Engage the Children

1. Have the children predict how many Jumping Jacks they can do in 10 seconds.  Have them use their recording sheet to keep track of their prediction.
2. Say: “Ready, set, go!” and begin timing for 10 seconds.  Encourage the children to count the number of Jumping Jacks as they jump.
3. Say: “Stop!” when the 10 seconds are up.  Have the children record the number of Jumping Jacks completed.
4. Ask: “Does that number match what you predicted?”  “Did you do more Jumping Jacks than you predicted?”  Did you do less Jumping Jacks than you predicted?’  Have them record their results.
5. Repeat several times.  Each time record the predictions and the actual number of Jumping Jacks accomplished.  Ask: “Are you getting better at predicting?”  “Which time did you do the most Jumping Jacks?”

• Extend the activity changing the amount of time allotted for the Jumping Jacks.  Ask: "How many Jumping Jacks can you do in 15 seconds?  30 seconds?  60 seconds?"
• Change the exercises.  For example have the chilren hop on one foot, touch theirtoes, hop on both feet etc.  Compare the different exercises.  Ask: “Can you do more Jumping Jacks in 10 seconds or more one-footed hops in 10 seconds?”

Encourage Vocabulary

• Estimate – To form an approximate judgment or opinion regarding the amount, worth, size, weight, etc.; calculate approximately (e.g., "Estimate how many Fruit Loops it will take to fill your hand.")
• Predict To guess what will happen next (e.g., "Can you predict how many Jumping Jacks you can do in 10 seconds?")
• How many - The total or sum (e.g., "How many Fruit Loops does it take to fill your hand?")
• Count  To identify the amount of something by number (e.g., "Count the number of Jumping Jacks that you do in 10 seconds.")
• More A value that is higher or greater in number (e.g., "Is the actual number of Fruit Loops more than your estimate?")
• Less – A value that is smaller in number (e.g., "Is the actual number of Fruit Loops less than your estimate?")
• Second A unit of time (e.g., "How many Jumping Jacks can you do in 10 seconds?")
• Number Describes quantities or values (e.g., "Record the number of Jumping Jacks completed.")

Glossary of MATH vocabulary

Supporting Children at Different Levels

Toddlers   Pre-K

Toddlers may:

• Be just beginning to count in sequence.

Pre-K Children may:

• Be able to count and are beginning to understand the concept of time.
• Be building stamina and have a lot of energy to burn.

Home child care providers may:

• Just have the children count the number of exercises they do in an allotted period of time.  “How many Jumping Jacks can you do in 10 seconds?”,  “How many toe Touches can you do in 10 seconds?”

Home child care providers may:

• Extend the activity changing the amount of time allotted for the Jumping Jacks.  Ask: How many Jumping Jacks can you do in 15 seconds?  30 seconds?  60 seconds?
• Change the exercises.  Hop on one foot, touch your toes, hop on both feet.  Compare the different exercises.  Ask: “Can you do more Jumping Jacks in 10 seconds or more one-footed hops in 10 seconds?”

Books

• That's a Possibility!: A Book About What Might Happen by Bruce Goldstone (New York: Henry Holt and Co, 2013)

• Do You Wanna Bet?: Your Chance to Find Out About Probability by Jean Cushman (New York: HMH Books for Young Readers, 2007)

• Telling Time with Big Mama Cat by Dan Harper (New York: HMH Books, 1998)

Music and Movement

Outdoor Connections

• Bring the exercise outside.  Set up a short distance for the children to run and time them either running that distance or skipping or hopping.
• Time the children doing an activity and see of they can better their time each time they do it.  Lining up or cleaning up a project are great activities to time and then have the children try to better their time the more they do the activity.  Count out loud as they are doing the activity. Say: “Yesterday, it took us 22 seconds to line up quietly for yard. Let’s see if we can beat that time today and line up quietly in 20 seconds or less.”

Web Resources

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