Management Signals Written Plan

Contextual Information/Pre-Instructional Information

Activity: Odds vs. Evens
Resource: Professor Tiemersmas Lectures and Demonstrations (PED 266; GVSU)
Grade Level: 3rd-5th Grade
Student Learning Objectives (SHAPE GLO)
1PM: Students will perform tasks such as hopping, skipping, and galloping
depending on what skill is assigned.
1C: Students will solve mathematical equations and determine whether they
are odd or even.
1A: Students will demonstrate cooperation and teamwork by working with
partners.
Pre-Requisites: Before this point, students will have an understanding of gym
rules. They will know where the bathrooms and water fountains are, as well as the
procedures that accompany going to those spaces. They will also have an
understanding of addition, subtraction, and multiplication that will allow them to
utilize this knowledge during the activity.
Adaptations/Extensions: This game can be easier or more difficult depending on
the group of students. For a younger group, the teacher can use mostly addition and
subtraction problems and then possible include one or two multiplication problems
toward the end, once students are warmed up. To make the activity more difficult,
perhaps for older students, the teacher can even add in division problems and
potentially have paper or a worksheet to go along with the game so students are
able to have some space to solve the equations.

This activity can also be more difficult in the skill level of the psychomotor skills.
Rather than skipping and galloping, it could be turned into a game of tag,
basketball, etc. Partners can also be eliminated from this game to make the game
more difficult.
Equipment: Students will need open space in the gym. If an extension is used,
they may need paper or a worksheet to solve the equations.
Safety Issues: Safety issues could arise if students are not mindful of each others
personal space or the defined boundaries of the gym space.
Management Issues: Students may choose to goof off instead of focusing on
some of the more difficult equations because its easier. They could also choose to
do this with the easier equations if they feel that they are too easy for them.
Notes to Self: Back to the wall, eyes on all be mindful of where kids are at and
encourage them to do their best even if they arent certain of their answers
Time Teaching-Learning Dialogue/Instructional
Information
1 Welcome and Overview:
minute Welcome class! Im so excited that youre all here today and ready
to learn and have fun. Lets come on into our space, keeping in
mind our normal boundary lines [define based on space] and sit
on [a defined] line. Well call this the Louie line.
3 Instruction (with demonstration):
minute Lets begin by reviewing our stop/start signal. Remember, when I
s want your attention, I will say fly paper! and youll freeze with
both your feet on the ground, any equipment on the ground, and
your hands either in a silly stuck pose or stuck by your sides if
thats more comfortable. [demonstrate] When Im ready for you to
unfreeze, Ill say shoo fly! and youre able to get back to the
game or activity.

Lets practice this to see if weve got it. When I say our start
signal, stand up and move around our space like scrambled
eggs mixing all up but never popping our friends personal space
bubbles. Shoo fly! [wait a moment] Fly paper! [pause] Awesome,
that looks great! Can someone remind me what I would say if I
wanted you to start moving around again? [wait for a response or
call on a child: correct response is shoo fly] Great work!
~ 30 Transition:
second When I say our start signal, Id like you to move around the space
s like scrambled eggs again. Shoo fly! [pause to allow movement]
Fly paper! Wow class, you look like professionals!
5-10 Instruction (continued):
minute Now this time when I say our start signal, Id like you to find a
s partner to go toe to toe with, like weve practiced in the past.
Shoo fly! [pause] Now youre each going to choose a number 1-5
on your hands and hold them up. They can be the same number
or different numbers. Does everyone have their number? Okay,
add you and your partners numbers together. If your number is
odd, stay standing. If it is even, sit down. [give an example of a
group nearby you can see Suzy has 4 and Jimmy has 1. Is this
number odd or even? Right, odd!] Awesome job! You may stand
back up.

When I say the start signal, find a different partner to go toe to toe
 with. Shoo fly! Pick a new number 1-5 on your hands and hold
them up. Multiply the numbers together. Are they odd or even?
Keep that in your brain. Were going to do scrambled eggs when I
say the start signal. If your number was even, youre going to
skip. If it was odd, youre going to gallop. Shoo fly!

Fly paper! When I say the start signal, find a new partner to go toe
to toe with that you havent worked with yet. Now each person
will choose a number between 1-10 using both hands. Raise your
hands in the air when you have your number. Shoo fly!

Fly paper! Now youre going to subtract the smaller number from
the bigger number. So if I have 10 and Jimmy has 4, what will our
answer be? [Six] Yes, six! So is that number even or odd? [Even]
Yes, its even! If your number is odd, when I say the start signal
youre going to jump around during scrambled eggs. If your
number is even, now you get to gallop during scrambled eggs.
Shoo fly!

[continue with different psychomotor skills]

1 Transition:
minute Alright team, when I say the start signal again, lets meet back on
the Louie line! Shoo fly!
1 Lesson Closure (review signal):
minute Great work today with practicing some math concepts and working with
partners. When I say the start signal, Id like for you to stand up and get
in your alphabetical order to go back to your classroom. Shoo fly!