## Jumping Jacks

In this lesson, children will time themselves and chart their progress as they do sets of jumping jacks.

### Lesson for:

Toddlers/Preschoolers

(See Step 5: Adapt lesson for toddlers or preschoolers.)

### Content Area:

Data Analysis and Probability

Measurement

Numbers and Operations

### Learning Goals:

This lesson will help toddlers and preschoolers **meet the following educational standards**:

- Understand numbers, ways of representing numbers, relationships among numbers and number systems
- Formulate questions that can be addressed with data and collect, organize and display relevant data to answer these questions
- Understand measurable attributes of objects and the units, systems and processes of measurement
- Apply appropriate techniques, tools and formulas to determine measurement
- Formulate questions that can be addressed with data and collect, organize and display relevant data to answer these questions
- Develop and evaluate inferences and predictions that are based on data

### Learning Targets:

After this lesson, toddlers and preschoolers should be **more proficient** at:

- Counting with understanding and recognizing “how many” in sets of objects
- Sorting, classifying and ordering objects by size, number and other properties
- Recognizing the attributes of length, volume, weight, area and time
- Understanding how to measure using nonstandard and standard units
- Selecting an appropriate unit and tool for the attribute being measured
- Measuring with multiple copies of units of the same size, such as paper clips laid end to end
- Using tools to measure
- Posing questions and gathering data about themselves and their surroundings
- Representing data using concrete objects, pictures and graphs
- Discussing events related to students’ experiences as likely or unlikely

## Jumping Jacks

### Lesson plan for toddlers/preschoolers

#### Step 1: Gather materials.

**Stopwatch****Recording sheet**(**download here**)

**Note**: Small parts pose a choking hazard and are not appropriate for children age five or under. Be sure to choose lesson materials that meet safety requirements.

#### Step 2: Introduce activity.

**Explain**that today the children will be timing the number of jumping jacks that they can do in 10 seconds.**Ask**: “Does everyone know how to do a jumping jack?”**Model**how to do a jumping jack.- Before you have the children start their activity, ask them to them wave their hands in the air and time them for 10
**seconds**to give them an idea of how long 10**seconds**is.

#### Step 3: Engage children in lesson activities.

- Have the children
**predict****how many**jumping jacks they can do in 10**seconds**. Have them use their recording sheets to keep track of their predictions. **Say**: “Ready, set, go!” and begin**timing**for 10**seconds**. Encourage the children to**count**the**number**of jumping jacks as they jump.**Say**: “Stop!” when the 10**seconds**are up. Have the children record the**number**of jumping jacks completed.**Ask**: “Does that number match what you**predicted**? Did you do**more**jumping jacks than you**predicted**? Did you do**less**jumping jacks than you**predicted**?” Have them record their results.- Repeat several times. Each time, record the
**predictions**and the actual**number**of jumping jacks performed.**Ask**: “Are you getting better at**predicting**? Which time did you do the**most**Jumping Jacks?”

**Additional Extensions**

- Extend the activity, changing the amount of time allotted for the jumping jacks.
**Ask**: “**How many**jumping jacks can you do in 15**seconds**? Thirty**seconds?**Sixty**seconds**?” - Change the exercises. For example, have the children hop on one foot, touch their toes, hop on both feet, etc. Compare the different exercises.
**Ask**: “Can you do**more**jumping jacks in 10**seconds**or**more**one-footed hops in 10**seconds**?”

#### Step 4: Vocabulary.

**Estimate**:**Estimate**how many Fruit Loops it will take to fill your hand.”)**Predict**: To guess what will happen next (e.g.,”Can you**predict**how many jumping jacks you can do in 10 seconds?”)**How many**:**How many**Fruit Loops does it take to fill your hand?”)**Count**: To identify the amount of something by number (e.g.,”**Count**the number of jumping jacks that you do in 10 seconds.”)**More**: A value that is higher or greater in number (e.g.,”Is the actual number of Fruit Loops**more**than your estimate?”)**Less**:**less**than your estimate?”)**Second**: A unit of time (e.g.,”How many jumping jacks can you do in 10**seconds**?”)**Number**: Describes quantities or values (e.g.,”Record the**number**of jumping jacks completed.”)

#### Step 5: Adapt lesson for toddlers or preschoolers.

##### Adapt Lesson for Toddlers

###### Toddlers may:

- Be just beginning to count in sequence

###### Child care providers may:

- Just have the children
**count**the number of exercises that they do in an allotted period of time. “**How many**jumping jacks can you do in 10 seconds?**How many**toe touches can you do in 10 seconds?”

##### Adapt Lesson for Preschoolers

###### Preschoolers may:

- Be able to count and be beginning to understand the concept of time
- Be building stamina and have a lot of energy to burn

###### Child care providers may:

- Extend the activity, changing the amount of time allotted for the jumping jacks.
**Ask**:**How many**jumping jacks can you do in 15**seconds**? Thirty**seconds?**Sixty**seconds**? - Change the exercises. Tell the children to hop on one foot, touch their toes and hop on both feet. Compare the different exercises
**. Ask**: “Can you do**more**jumping jacks in 10**seconds**or**more**one-footed hops in 10 seconds?”

### Suggested Books

by Bruce Goldstone (New York: Henry Holt and Co, 2013)*That’s a Possibility! A Book About What Might Happen*by Jean Cushman (New York: HMH Books for Young Readers, 2007)*Do You Wanna Bet? Your Chance to Find Out About Probability*by Dan Harper (New York: HMH Books, 1998)*Telling Time with Big Mama Cat*

### Music and Movement

### Outdoor Connections

**Set up a short distance for the children to run**and time them either running that distance or skipping or hopping.**Time the children doing an activity**and see if they can improve their times each time they perform the activity. Lining up or cleaning up a project are great activities to time and then have the children try to improve their times as they repeat the activity. Count out loud as they are doing the activity.**Say**: “Yesterday, it took us 22 seconds to line up quietly for yard. Let’s see if we can beat that time today and line up quietly in 20 seconds or less.”

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