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* Use chalk to practice sorting (and drawing) 2D shapes based on specific attributes

* Hula hoops can be used as sorting circles.

* Give the specific attribute and have students draw the shapes.

* Have students draw shapes and allow others to guess their attribute.

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* Use various parts of the playground/yard to set up different stores. Assign some students as workers and some as shoppers. The items in each store can be a simple as math manipulatives (i.e. linking cubes in one store - 5 cents a cube, pattern blocks in another - 10 cents a hexagon, etc.)

* Students can prepare by making signs for the stores and helping to determine the price of objects.

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* Use what you have! If you have pea gravel, sand, or wood chips on your playground design an activity to measure the capacity of various container. Have students make predictions about which one they feel will hold the most, for example, and discuss your findings.

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* Have students use a template like above and a clipboard. Find the listed items and measure them. Determine the unit of measure beforehand (i.e. non-standard or standard) and have the materials available. You can set up different measuring stations if you want students to use a variety of measuring tools.

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Students can be the data! They can stand in sets, move up and down lines, and relay their thoughts about where to stand.

* Come up with different scenarios for the students to represent (i.e. specific sorting rules) and have them move to the appropriate positions.

* Have students make their own sorting rules once they understand the task.

* Take a class walk. Develop a way to sort the students into mini groups beforehand. Discuss the groups (i.e. Does every group have the same number of students? Do some have more or fewer students?).

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* Make a human Graph. Give specific criteria for each line (i.e. if you have a blue shirt, line up here; If you have a red shirt, line up here, etc.) Analyse the data afterwards by comparing the length of the lines.

* Send students on a nature scavenger hunt. Organize their findings into a graph together. It may be necessary to reorganize the data after discussion. What you thought would make a good group initially may need to be altered. (i.e. All leaves were put into one category but after discussing it and looking at the leaves collected, someone may suggest to separate the leaves by the species.)

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* Take a pattern walk to find and photograph any patterns found outside. Later, pull them up on the Smartboard and have an in-depth conversation about them.

* Create patterns: with materials found outside, by bouncing balls, making musical patterns with your body or objects, or making rubbings from textured materials found (i.e. leaf, wall, tree bark, etc.).

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* Practice counting orally by taking steps, jumps, or hops.

* Count up while moving forward and back while moving backward.

* Name an object (i.e. the playground, a tree in the field, etc.) and count how many steps it is to it.

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Counting, Ordering, & Recognizing Numbers

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Counting, Ordering, & Recognizing Numbers

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* Have a nature scavenger hunt and count and label the objects found.

* Have students collect objects and sit in a circle. Call out different actions (i.e. stand up if you have more than 5, hop on one foot if you have between 7 and 10, etc.).

* Construct an environmental number line.

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Outdoor play/learning allows children to learn how to make good social decisions for themselves, develop self-confidence, and acknowledge their own abilities and strengths. It also provides a safe environment where children can begin to learn how to deal with conflict and problem-solving.

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Strand A: Social Emotional Learning (SEL)

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Strand A: Social Emotional Learning (SEL)

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OVERALL EXPECTATION A1. apply, to the best of their ability, a variety of social-emotional learning skills to support their use of the mathematical processes and their learning in connection with the expectations in the other five strands
of the mathematics curriculum

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OVERALL EXPECTATION B1. demonstrate an understanding of numbers and make connections to the way numbers are used
in everyday life
OVERALL EXPECTATION B2. use knowledge of numbers and operations to solve mathematical problems encountered in everyday life

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OVERALL EXPECTATION C1. identify, describe, extend, create, and make predictions about a variety of patterns, including those found in real-life contexts
OVERALL EXPECTATION C2. demonstrate an understanding of variables, expressions, equalities, and inequalities, and apply this understanding in various contexts
OVERALL EXPECTATION C3. solve problems and create computational representations of mathematical situations using coding concepts and skills

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* Create coding boards and navigate through them. Students take turns being the programmer by calling out commands for the player (i.e. go forward 3, go right 2, etc.)

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* Construct a game board out of chalk with addition and subtraction sentences. Roll a die. If the student can answer correctly they keep their spot. If not, they return to start.

* Create a target area out of hula hoops. Inside each hoop write a number with chalk. Students get two bean bags. They add the numbers together of their two tosses.

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* Use a nature scavenger hunt template and give students clipboards. Have them check off the items they see on their sheet. You may want to set a time limit so that there will be a slight difference in the students' sightings. Afterwards, create a tally chart (i.e. on a portable whiteboard, with chalk on the wall or black top) for each item and discuss.

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OVERALL EXPECTATION D1. manage, analyse, and use data to make convincing arguments and informed decisions, in various contexts drawn from real life
OVERALL EXPECTATION D2. describe the likelihood that events will happen, and use that information to make predictions

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OVERALL EXPECTATION E1. describe and represent shape, location, and movement by applying geometric properties and spatial relationships in order to navigate the world around them
OVERALL EXPECTATION E2. compare, estimate, and determine measurements in various contexts

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OVERALL EXPECTATION F1. Grades 1 and 2: demonstrate an understanding of the value of Canadian currency
Grade 3: demonstrate an understanding of the value and use of Canadian currency

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Enhance your students' learning experiences by taking them outside!

I have listed a variety of strand-based activities you can do with your students. This is just a snapshot as the possibilities are endless.

While most activities are geared towards grade one (and kindergarten), they can be easily adapted for grades two and three as well.

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* Have students collect items found outside (or bring out items to use). Present different scenarios in which they have to share these with each other.

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* Use the weather to discuss the likelihood of events (i.e. Look up in the sky. What is the likelihood that it will rain today?)

* Play games that rely on chance to win or an element of luck (i.e. create a chutes & ladders game with chalk on the blacktop). Have a discussion afterwards.

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Simply search "outdoor math activities" and a multitude of websites will appear.