Lesson 3 - Number Shapes and Cooperation
Cooperative Movement Challenges
•Reception
•Outdoor Adventurous Activities
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How can we use our bodies to create numbers and solve problems together?
Learning Objectives
- To work cooperatively in pairs and groups to create number shapes
- To replicate number shapes with increasing accuracy using body positions
- To sustain physical activity while maintaining focus on mathematical concepts
Key Outcomes
- Students will demonstrate number recognition through physical representation
- Students will show cooperation skills by working effectively with partners
- Students will maintain elevated heart rate during sustained physical activity
Equipment & Resources Required
Spread evenly around activity area with safe spacing
Alternative: Cones, hoops, or masking tape circles
Keep teacher cards visible, distribute student cards to pairs
Alternative: Laminated number charts or tablet/phone images
For timing 20-second heart rate checks and activity duration
Alternative: Phone timer or classroom clock
Key Vocabulary
Using your body to create the shape of a number
Working together with another person to achieve a goal
How fast your heart beats, especially during exercise
A number with two digits, like 13 or 18
Staying steady in one position
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic number recognition 1-10
- Simple body awareness and control
- Following basic movement instructions
Current Skills
- Creating body shapes to represent numbers
- Cooperative partner work
- Sustained physical activity with purpose
Next Steps
- More complex mathematical concepts through movement
- Leading group activities independently
- Creating sequences of movements
Milestone Indicators
Key Teaching Points
- Emphasise cooperation and mutual support throughout all partner activities
- Focus on clear, recognizable number shapes rather than perfect accuracy
- Build confidence through graduated difficulty from single to double-digit numbers
- Connect mathematical learning with physical activity for enhanced retention
- Promote positive communication and patience between working partners
- Use heart rate awareness to develop understanding of exercise effects
- Encourage problem-solving and planning skills in partner challenges
Common Misconceptions
- Students may think all numbers must be formed standing up - show various positions work
- Some may believe there's only one correct way to make each number - encourage creativity within recognition
- Partners might compete rather than cooperate - emphasise teamwork over individual success
- Students may rush through activities - stress quality and understanding over speed
- Some may think double-digit numbers are two separate activities - explain the connection between digits
SEN Adaptations
ADHD
- Include regular movement breaks, use shorter activity bursts, provide clear boundaries and expectations
dyspraxia
- Break down movements into smaller steps, allow extra practice time, use supported positioning, celebrate effort over perfection
autism spectrum
- Provide clear structure and routine, use visual schedules, offer quiet spaces if needed, prepare for activity changes
visual impairment
- Use large, high-contrast number cards, provide tactile number templates, give clear verbal descriptions of shapes
hearing impairment
- Use visual demonstrations extensively, provide written instruction cards, use gesture-based communication
physical disability
- Adapt to seated or supported positions, use finger/hand shapes for numbers, modify according to individual mobility
Cross-Curricular Links
English
Following verbal instructions, using descriptive language to help partners, vocabulary development
Maths
Number recognition 1-20, understanding of digits and double-digit numbers, counting and sequencing
Science
Understanding heart rate and exercise effects, body awareness and control, cause and effect
PSHE
Cooperation and teamwork, patience and persistence, celebrating success and managing challenges
Teacher Guidance
Positioning
Move around perimeter during activities to observe all partnerships, central position for demonstrations
Observation Focus
Watch for clear number formation, positive cooperation, sustained effort and safety
Intervention Points
Step in if partnerships struggling with communication, if number shapes becoming unclear, or if students becoming frustrated
Demonstration Notes
Always demonstrate with exaggerated, clear movements that all students can see, use enthusiastic tone to maintain engagement
Verbal Cues
- •'Make it clear and strong!'
- •'Help your partner succeed!'
- •'Think about the shape first!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m indoor space, clear of obstacles, with mats available
Surface Check
Clean, dry, non-slip surface suitable for lying down activities
Equipment Safety
Safety Checks
- •Throw-down spots/mats in good condition with no tears
- •Resource cards laminated with no sharp edges
- •Adequate spacing between equipment
Risk Management
Key Risks
- •Collisions during movement activities
- •Overexertion during sustained activity
- •Falls during balance challenges
- •Frustration during partner work
Risk Mitigation
- •Clear boundaries and movement patterns established
- •Regular breaks and heart rate monitoring
- •Gentle progression through difficulty levels
- •Adult supervision of partner interactions
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups during partner work
- •Monitor energy levels during sustained activity
- •Watch for inclusive behaviour during grouping activities
Emergency Procedures
Stop activity immediately for any injuries, assess and provide appropriate first aid, ensure other students remain calm and safe