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Lesson 3 - Number Shapes and Cooperation

Cooperative Movement Challenges

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Reception

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Outdoor Adventurous Activities

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30 min

Big Question

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

Spots

15-20 (one per 2 students)

Spread evenly around activity area with safe spacing

Alternative: Cones, hoops, or masking tape circles

Cards

1 teacher set + 15 student cards

Keep teacher cards visible, distribute student cards to pairs

Alternative: Laminated number charts or tablet/phone images

Stopwatch

For timing 20-second heart rate checks and activity duration

Alternative: Phone timer or classroom clock

Key Vocabulary

Number shape

Using your body to create the shape of a number

Partner work

Working together with another person to achieve a goal

Heart rate

How fast your heart beats, especially during exercise

Double-digit

A number with two digits, like 13 or 18

Balance

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

Clear, recognizable number formations

Effective communication with partners

Sustained effort throughout activities

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