Skip to main content

Playing Footloose

I realized that I have mentioned the activity called Footloose in my blog before, but have never really explained it. It's an activity that is enjoyed by kids of all ages, and can certainly be varied according to the topic that is being studied. I use it mostly for math, because that's what I teach; but in the past,
when I taught different grade levels, I used it as a review activity in other subject areas as well.

It is amazing how quiet and engaged students are when doing this activity. They are up and down, out of their seats, and you'd think they'd be very distracted...but no matter what the grade level (I've used it with 2nd, 4th, 5th, and 6th), they work hard to complete the questions!  

Here's how it works:

1. There are 30 cards, with a question on each card. Each card is numbered, from 1-30. I do laminate the cards so that they don't get ruined after one use:)
Download for free from TPT
2. Students receive a Footloose grid (there's one on the desk in the picture).
3. Each student is given a card to start with, and the  extras are placed around the room. I typically put
them on the chalk/white boards ledges (cards are on the ledge in the picture).
4. Students find the answer to each question, writing their work on the grid or on separate paper. They
then record the answer to each question on the grid, in the box with the corresponding number.
5. When students finish with a card, they place it on the chalk ledge and get a new card.
6. This continues until students have answered all questions.



A few times I have taped the cards around the room instead of using the ledges, because when students are looking for the last couple of cards, they have trouble finding them. When they are posted, it's a little easier to find them all.

Sometimes I make it a competition, and the student with the most answers correct is the winner; other times I use it as a graded review.

I haven't used the activity much lately, which is good, because I don't want them to get tired of it!

What math review activities do you use? (I need some more variety!)




  





Comments

  1. Speed dating - half of the students are seated, the other half move from partner to partner about every 3-5 minutes. Each pair is to work on one problem then stop. When you move to your new partner, you compare your last answers to correct then move on to do the next problem.

    ReplyDelete

Post a Comment

Popular posts from this blog

Memory Wheels - First Day, Last Day, and Any Day in Between!

This post has been moved to:  http://www.cognitivecardiowithmsmm.com/blog/memory-wheels-first-day-last-day-and-any-day-in-between

Math Class - First Day Activity

Rectangle of pentominoes Many 6th graders seem to have a pretty negative attitude about math, so I try to do something interesting to "grab" them during our first class. Last year, during the first math class, we spent part of the period working with pentominoes. Before working with the pentominoes, however, we played a name game so we could learn each others' names (I find it impossible to start anything else if I don't know some names, and fortunately, I learn them fairly quickly). rectangle outline For the activity, I divided the students into groups of 3 or 4. The directions for the activity were not complicated - the task was to make a rectangle, using all of the pentominoes. I gave students an outline of the rectangle, as pictured to the left, so they would know the correct size of the rectangle. The squares in the grid are each one inch. The rectangle is 5 squares (inches) wide and 13 inches long (13 inches includes the row that has the "Pent

How Much Math Homework??

I am very curious about math homework in middle school, from a teacher perspective:     How much math homework do you give?     What kind of homework do you give?     How do you go over it in class? Let me explain why I ask these questions. I have taught 6th grade math for eight years, and every year, my goal is to "perfect" the homework issue. My basic issue is that I feel that I spend too much time going over it (not necessarily every day, but often). In the past, we have reviewed homework in the following ways:    1. going over answers as a class    2. self-checking answers that are on the board and sharing any questions    3. partner-checking and then verifying    4. choosing only a few problems to check When I taught elementary school (for 12 years), I never seemed to have this problem....we had 60 minutes for class and I never struggled to fit everything in. But at middle school, we have 44 minutes (minus time to switch for classes), and I just haven't fo