Category

# Math

In seven minutes:

Do three burpees.

Answer the first question. Look at the second question.

Do four burpees.

Continue until all questions are finished, or you reach the 7:00 cap.

This workout includes a very high cognitive load. Interference in the form of rising numbers (3 burpees the first equation, 4 for the second equation, 5 for the third…) means carrying an extra number in your short-term memory. Some will “sprint” by attempting to solve the question while doing the burpees. For athletes who are familiar with the movement, this should be of medium difficulty. But athletes who aren’t used to burpees, or aren’t used to vigorous exercise, will struggle to recall all five numbers and the answer.

Here’s the worksheet:

The ability to select and apply basic arithmetic operations (addition, subtraction, multiplication, and division problems) quickly and accurately require well developed computational skills. Calculating skills then are the techniques and methods in which we carry out these operations using mental methods, paper-and-pencil, and other counting tools to help us arrive at the answer.

Enhancing Computation and Calculation skills

Math continues to be one of those skills perceived as ‘fixed at birth’ and is one of the most avoided brain functions, often outsourced to a calculator or computer.  Like reading, it’s a subject that requires time, patience and perseverance in order to become proficient and even grow to love it.   Those that have well rounded computation and calculation skills spend time using a variety of calculating tools, especially mental methods and expose themselves to a wide variety of problems involving numbers.

Love it or hate it, basic numeracy skills are a vital part to everyday life.  Whether comparing prices, calculating tax, reading a statistic, splitting a pizza between 6 friends or trying to decide if you can jump over that puddle, computing and calculating are life-saving and life changing cognitive skills.

Try this Number Search activity to challenge your computation skills by selecting addition or subtraction to make the equations true.

Work on your calculating skills using a variety of methods, mental, pen and paper, objects, abacus, etc. in this Mixed Operations work sheet from www.math-aids.com

In Part 3 of this series we take a look at another important skill involving vision called Visual Spatial Processing.  The affect that this system has on learning is quite profound. Students who struggle with visual spatial processing may have:

• difficulty making visual images to “see something in the mind’s eye” or “get the picture”
• difficulty remembering and differentiating left and right
• difficulty in combining disconnected, vague or partially hidden visual information patterns into a meaningful whole
• difficulty manipulating simple visual patterns or maintaining their orientation to see things in space
• difficulty mentally manipulating objects or visual patterns to see how they would appear if altered or rotated in space
• difficulty finding a path through a spatial field or pattern
• difficulty in estimating or comparing visual lengths and distances without measuring them
• difficulty understanding mathematics concepts in geometry, calculus and other higher math
• difficulty in remembering letter formations and letter patterns
• difficulty in reading charts, maps and blueprints and extracting the needed information
• difficulty arranging materials in space, such as in their desks or lockers or rooms at home
• difficulty catching all visual details
• difficulty copying information from far point, like the blackboard or from near point, like texts

Source

Enhancing these skills vs. reducing their use

When designing instructional strategies around visual spatial processing, a common approach is to reduce the use of visual spatial processing opting for more language based processing so that the student can keep up with the flow of the lesson.

Rather, create opportunities for students to strengthen their visual spatial skills because they much more capable of solving problems in the future having worked on this skill.

Physical challenges that focus on body awareness is a fun and easy place to start building this skill as well as sharpen executive functions like planning, organization and evaluating.

##### Here’s one example of a “comparing” workout:

10 meter Bear crawl forward

5 narrow stance squats

5 wide stance squats

5 toes out squats

5 natural stance squats

10 meter Bear crawl backward

3 rounds for time followed by reflection questions like “Which type of squat did you feel the most stable?  Which bear crawl was faster?”

Take this activity one step further and develop a challenge with a specific goal.  This will get the individual to Visualize, Plan, Verbalize, Execute then Reflect how they will complete the task.

Example of a “goal setting” workout:

Rule: You must get over the box a different way each round (record how) and estimate the number of jumps it will take you to get to the other side before you begin each round.

It’s important for each individual to have a written copy of their plan for reflection and tracking.  Individuals who have difficulty writing should doodle or make some kind of shorthand visual representation of their box jump tactics followed by their broad jump estimations. For example, a student may use their left foot first so they would write the letter L and draw a foot.

Again, this is a way to DEVELOP the visual spatial skills not reduce the use.

Try out some other Visual Spatial Activities here.

In seven minutes:

Do three burpees.

Answer the first question. Look at the second question.

Do four burpees.

Continue until all questions are finished, or you reach the 7:00 cap.

This workout includes a very high cognitive load. Interference in the form of rising numbers (3 burpees the first equation, 4 for the second equation, 5 for the third…) means carrying an extra number in your short-term memory. Some will “sprint” by attempting to solve the question while doing the burpees. For athletes who are familiar with the movement, this should be of medium difficulty. But athletes who aren’t used to burpees, or aren’t used to vigorous exercise, will struggle to recall all five numbers and the answer.

Here’s the worksheet: Filthy Fifty Fractions

50 Box jump, 24 inch box

5 Fractions Questions (see sheet)

50 Jumping pull-ups

5 Fractions Questions

50 Kettlebell swings, 1 pood

5 Fractions Questions

Walking Lunge, 50 steps

5 Fractions Questions

50 Knees to elbows

5 Fractions Questions

50 Push press, 45 pounds

5 Fractions Questions

50 Back extensions

5 Fractions Questions

50 Wall ball shots, 20 pound ball

5 Fractions Questions

50 Burpees

5 Fractions Questions

50 Double unders

5 Fractions Questions

…for time.

Fractions questions:

1).

 8 10
+
 3 8
=
2).

 2 8
+
 3 4
=
3).

 7 8
+
 3 3
=
4).

 3 6
+
 2 3
=
5).

 5 10
+
 4 8
=
6).

 2 2
+
 3 5
=
7).

 4 8
+
 2 3
=
8).

 4 10
+
 2 4
=
9).

 4 5
+
 3 9
=
10).

 7 9
+
 7 8
=
11).

 7 8
+
 3 9
=
12).

 3 8
+
 4 6
=
13).

 9 9
+
 2 8
=
14).

 1 3
+
 5 10
=
15).

 4 4
+
 3 5
=
16).

 5 6
+
 5 6
=
17).

 7 9
+
 3 6
=
18).

 6 9
+
 3 6
=
19).

 1 5
+
 7 7
=
20).

 2 2
+
 7 8
=
21).

 7 10
+
 3 3
=
22).

 1 4
+
 2 9
=
23).

 1 8
+
 5 10
=
24).

 8 8
+
 3 6
=
25).

 3 9
+
 2 9
=
26).

 8 10
+
 7 7
=
27).

 4 8
+
 9 10
=
28).

 6 7
+
 1 6
=
29).

 1 2
+
 2 6
=
30).

 3 5
+
 1 9
=
31).

 6 7
+
 7 10
=
32).

 6 6
+
 5 10
=
33).

 5 5
+
 4 10
=
34).

 2 7
+
 3 10
=
35).

 3 6
+
 3 8
=
36).

 3 3
+
 3 10
=
37).

 5 10
+
 9 10
=
38).

 4 4
+
 2 9
=
39).

 6 7
+
 4 9
=
40).

 6 10
+
 8 8
=
41).

 4 7
+
 4 8
=
42).

 1 2
+
 4 8
=
43).

 1 6
+
 1 9
=
44).

 8 10
+
 1 8
=
45).

 5 7
+
 3 4
=
46).

 7 8
+
 5 10
=
47).

 3 10
+
 3 7
=
48).

 4 6
+
 2 7
=
49).

 6 7
+
 4 6
=
50).

 3 4
+
 10 10
= “Math Square”

Varsity:

10:00 AMRAP
1 rope climb
7 push presses, 95#/65#

Junior Varsity:
10:00 AMRAP
1 rope climb
7 push presses, 55#/45#

Elementary:
10:00 AMRAP
1 rope climb or beginner rope climb
10 walking lunges

Then:

Place the digits 1 through 9 in the white blanks so that the mathematical equations work both across and down. Each digit 1 through 9 should appear only once in the main grid (the red square). “Why Haters Hate: Kierkegaard Explains the Psychology of Bullying and Online Trolling in 1847” Warmup: 20 reps for time of:

Burpee/Push-up/Jumping-Jack/Sit-up/Handstand

Spend exactly one minute at each station before moving to the next.

Rest exactly one minute between rounds.

Perform 3 rounds for maximum points.

Station 1: Memory Cards (one minute to memorize)