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Topics: Mathematics, manipulative skills, locomotor skills, and cooperation.

Objectives: The students will
Psychomotor: combine locomotor and manipulative skills.

Cognitive: understand that by combining members of different sets a new set is formed, and the new set represents the sum of the members of the original sets.

Affective: cooperate to solve the problems successfully.

Equipment: None or several different kinds of manipulatives.

Variations:

1. The teacher calls out several numbers at once. The students attempt to form sets according to any of the numbers called out. The teacher then gives another number higher than some or all of the original numbers. The students must work to form the correct answer without regrouping their original set. For example: The teacher calls out the numbers "3", "4" and "5." Students may either form groups of three, four or five. The teacher then calls out the number 7. Only groups of three and four will be able to regroup to get the correct answer. Suggestions: When asking students to form sets, give a ten to twenty second time limit. Prepare a list of problems before class.
2. Assign some students to represent tens and other students to represent ones. Play a game similar to the first game, but using higher numbers. For example, if the teacher calls out "33", three tens and three ones must get together to form a set. Students can indicate their place value by moving differently from each other. For example, the tens can jog while the ones skip. They can also hold up a sign indicating their place value, or they can manipulate different pieces of equipment.
3. Basketball - each student is given a basketball or playground ball. The students dribble the ball in sets of various numbers. For example, if the teacher calls out the number five, the students either move around while dribbling the ball five times, or dribble the ball five times in their own personal space; the teacher calls out another number; the students add the new number to the original number and form a new total. Variation: Use different kinds of equipment and/or different manipulative skills.
4. Students form sets of two through nine. The teacher calls out a number. The students must figure out the answer and re-group accordingly. For example, if the teacher calls out "27," the set of three joins with the set of nine since 3 times 9 is 27. Notice in this example, the students were allowed to switch from addition to multiplication. You can make the game only addition, or allow the students to choose another mathematical operation such as subtraction, division or multiplication to solve the problem.