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**Lesson name:**

**Lesson name:**

Perfect 10: Punching Numbers

**Content area:**

**Content area:**

Secondary Mathematics

__Common Core Standards :__

__Common Core Standards :__

5.OA.1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

6.NS.3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation

7. NS. 1 Understand *p* + *q* as the number located a distance |*q*| from *p*, in the positive or negative direction depending on whether *q* is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts

7. NS. 1 Apply properties of operations as strategies to add and subtract rational numbers

__Appropriate Age Group__

__Appropriate Age Group__

Grades 3-5, all students should:

understand and use properties of operations, such as the distributive property of multiplication over addition.

recognize equivalent representations for the same number and generate them by decomposing and composing numbers;

**Software Required**

**Software Required**

Xbox, Kinect, Body and Brain Connection game

**Supplies Needed:**

**Supplies Needed:**

none are needed, but handouts that have been created are attached

__Lesson Description:__

__Lesson Description:__

#### 1. Level 1 and 2: __The goal of this lesson__ is for students to explore and enhance knowledge of numbers through comparison of numbers along with addition skills of positive numbers through kinesthetic movement.

2. Level 3: __The goal of this lesson__ is for students to explore and enhance knowledge of numbers through comparison of numbers along with addition skills of positive and negative numbers through kinesthetic movement.

3. To play the game a student moves his or her arms to punch the punching bags with numbers represented on them to equal a total of 10.

4. Teacher should hook up Kinect prior to lesson and have game already set up for use. This means that each student should have previously created a profile/avatar for the game. If profiles/avatars have not been set up, use a class period with station activities to allow each student to create a profile/avatar as one of the stations. With individual profiles/avatars students can track progress over a long period of time. Profiles/avatars are not required and the same one can actually be used for everyone. All you need is to touch the play again aspect of the screen.

5. Go to Custom Exercises and then to Math. From there go to Perfect 10. The game has different levels so make sure each student is on the correct level when starting. Each student should begin on level one when first starting activity.

6. This lesson can be completed in one of two ways. It can be a full class activity or station activity. This depends on the goals of the teacher and the needs of the individual students.

**FULL CLASS ACTIVITY**

**FULL CLASS ACTIVITY**

One student can play while the others in the class either watch/do mental math or write the answers down on a sheet of paper. (There is a sample chart available for the class activity.) With the mental math, one student is in front of the class completing the activities while the rest of the class is trying to get the correct answer. Immediate feedback will be given as each student sees the result by the player and can confirm if his or her own answer is correct. For the writing down aspect, it is the same except the students are filling in the chart with the answer they think is correct. After the student finishes playing the game, the rest of the class can compare answers to see who got which answers correct. The teacher can be keeping a key to share with the class when the game is finished. The game itself takes on average 3 minutes per player. Calling out of the answers is an option, but I have found that it distracts the player. (On a personal note: I did this and had the kids call it out to me. I chose the one that I heard the most answers of and then everyone got to participate and be an active part of the lesson. They also got immediate feedback on their choices. This can get loud, so be ready for an active lesson if you choose to be the player!)

__STATION ACTIVITY__

Follow the same as above, but have the students do it in groups as part of the station activities. The group can complete the number of games for the amount of students in the group (3 students = 3 games). The students can talk about the games played and discuss the types of problems that challenged them and the ones that they found to be easier. They can also fill out the chart and compare answers.

__FOLLOW-UP ACTIVITY SUGGESTION__

__FOLLOW-UP ACTIVITY SUGGESTION__

Have handouts available for the students to practice the same type of exercises that they played in the game.

__INFORMATION ABOUT LEVELS__

__INFORMATION ABOUT LEVELS__

**Level 1:** This level uses whole numbers that equal 10. It is the addition of two numbers. This is geared for grades 3, 4, or 5. It will be a challenge for 3^{rd} grade because it is timed and arm length matters. A 4^{th} or 5^{th} grader can use it to reinforce basic knowledge and build confidence in mathematics. There are 15 problems. A grade of B or A levels a person up.

**Level 2 Intermediate:** This level uses whole numbers that equal 10. In this level there is one number given for you and you have to find the other two numbers that need to be added up to equal 10. This is where the game gets sensitive! Be sure to pull your arms back to the middle after each problem. It is the addition and subtraction of three numbers. This is geared for grades 4- 6. It will be a challenge for 4^{th} grade because it is timed and arm length matters. A 5^{th} or 6^{th} grader can use it to reinforce basic knowledge and build confidence in mathematics. On a personal note: I had 5^{th} and 6^{th} graders try this level and they averaged a score within the C range. The more they played, the better they got, but they did not master this level. Even with a perfect score of 15/15 their times did not qualify them to advance to the next level. This is the reason there is a time section on the recording chart. There are 15 problems. A grade of B or A levels a person up.

**Level 3 Advanced:** This level uses positive and negative numbers that equal 10. In this level there is one number given for you and you have to find the other two numbers that need to be added up to equal 10. This is also where the game gets sensitive! Be sure to pull your arms back to the middle after each problem. It is the addition of two numbers. This is geared for grades 6-8. It will be a challenge for 5^{th} grade because they may not have been taught negative numbers yet. Sixth grade is the most appropriate grade levels for this activity but can be used with 7-8 grades as well to build confidence in mathematics. On a personal note: The time is the challenging factor with this activity. A group of advanced 9^{th} graders tried this and they were challenged by the time limits. Also, the movement was very sensitive and they often got problems incorrect because they did not pull their arms back between problems. With practice this can be an excellent game. There are 15 problems. This is the final level and improving time or score are the goals of this level.

__Projected Learning Outcomes__

__Projected Learning Outcomes__

#### Students should enhance their skills for basic computation of mathematical equations and comparisons of numbers through kinesthetic movement. The levels should challenge each student and allow for personal goals to be set and attained.

__Assessing__

__Assessing__

Handouts can be graded as a daily grade. The number correct on game can be recorded and tracked to monitor progress. Follow up handouts can be given and assessed that correlate with the same type of problems within the game.

**Advice About Grade Given on Program**

**Advice About Grade Given on Program**

There is a grade awarded (A, B, C, D, F) for the level of correct answers. This should be addressed with the students. The goal is not to demoralize or embarrass students. By recording the number correct a student can track progress and know this is part of an activity, not a recorded grade taken from a game. A grade can be given based on improvement or just the concept of participation.

__Supplemental Resources__

These charts are needed for this activtity.