Math Focus 3

# Chapter 6: Addition and Subtraction Physical Activity Log

## INTRODUCTION

Canada’s Physical Activity Guide to Healthy Active Living suggests that children should be active between 60 to 90 minutes every day, or 420 to 630 minutes every week. To be active, you could ride a bike, clean, dance, walk a dog, and so on.

Make a plan for how you can do between 420 to 630 minutes of physical activity every week.

## THE PROCESS

1. Print the calendar on pages 3 and 4 of the physical activity guide at Canada's Physical Activity Guide to Healthy Living, or use your own calendar.
2. Read pages 2 to 5 of Kids Gotta Move for ideas on different ways to be active. Write at least 2 activities for each day of a week of your choice on your calendar.
3. Write the number of minutes you would like to do each activity on the calendar. The number of minutes for an activity should be greater than 10, less than 90, and not end with a 0. Each number used on the calendar should be different.
4. How many minutes of physical activity will you do on each day? If the total number of minutes for a day is less than 60, change a number so that you have at least 60 minutes of activity. Show your work.
5. Estimate the total number of minutes of physical activity for the week. Is it between 420 and 630 minutes? Write the numbers you used.
6. If you were sick and couldn’t do any activity for 2 days of the week, how could you change the numbers on the other days of your plan to make sure you are active between 420 and 630 minutes in total during the week?
7. Show how you know your plan has between 420 and 630 minutes.
8. If you follow this plan for more than one week, how many minutes of physical activity would you do in 2 weeks? How many minutes of physical activity would you do in 4 weeks?

## RESOURCES

Websites:

Canada's Physical Activity Guide to Healthy Living

Kids Gotta Move

Materials:

pencil

paper

calendar (or print pages 3–4 of Canada's Physical Activity Guide to Healthy Living)

## ASSESSMENT

 Mathematical Processes Work meets standard of excellence Work meets standard of proficiency Work meets acceptable standard Work does not yet meet acceptable standard Mental Mathematics and Estimation • chooses an efficient and effective strategy to estimate a solution         • demonstrates computational fluency that is efficient and flexible • chooses a workable and reasonable strategy to estimate a solution       • demonstrates computational fluency that is workable and understood • chooses a familiar strategy to estimate a solution, even though it might not be the most appropriate   • demonstrates computational fluency that is routine and familiar • chooses a random or inappropriate strategy to estimate a solution         • has difficulty in demonstrating computational fluency and must work through procedures Communication • provides a precise and insightful explanation of mathematical concepts and/or procedures   • organizes and displays results in effective and clear ways that enhance interpretation • provides a clear and logical explanation of mathematical concepts and/or procedures     • organizes and displays results in appropriate and reasonably clear ways that assist interpretation • provides a partially clear explanation of mathematical concepts and/or procedures   • organizes and displays results in somewhat appropriate and partially clear ways that make inferring necessary by the reader • provides a vague and/or inaccurate explanation of mathematical concepts and/or procedures     • organizes and displays results in haphazard and/or unclear ways that impede interpretation Problem Solving • develops a thorough plan for solving the problem   • chooses an efficient and effective strategy; may demonstrate creativity and innovation in his/her approach   • verifies solution and accurately determines appropriateness of the response           • draws insightful conclusions based on all available evidence • develops a workable plan for solving the problem   • chooses an appropriate and workable strategy         • verifies solution and reasonably determines appropriateness of the response           • draws appropriate conclusions based on relevant evidence • develops a basic plan for solving the problem   • chooses a simplistic and/or routine strategy         • attempts to verify solution and determine appropriateness of the response, sometimes correctly, sometimes incorrectly   • draws basic conclusions based on sufficient evidence • develops a minimal and/or flawed plan for solving the problem   • chooses an inappropriate or unworkable strategy         • has difficulty verifying solution               • draws faulty conclusions based on insufficient evidence