# Search Online Playground

A resource center for teachers to enhance learning through integrating movement, exploration and mindfulness into classroom lessons. Many of the activities can be adapted to be used on a playground, at home, in the boardroom and beyond.

Use search bar to search by activity, grade level, keyword, or browse categories below.

# Noodlin’ Around

**Short description of activity: **Use “noodle chips” just for fun, or as the basis of games used in the playground.

**Type of activity: ** Energizer

### Materials:

- Pool noodle (multiple colors if possible)
- Scissors or utility knife

**Making pool noodle chips:**

**Using a large pair of scissors or a utility knife, cut a 2-3” piece off of the end of a pool noodle (you will have a large, deep “O”)**

Cut the O in half horizontally. You will wind up with 2 wide “C”s.

### Using pool noodle chips:

The fun of noodle chips is their unpredictability. Make a letter C with your thumb and index finger, and hold a noodle chip facing the opposite way (your hand and noodle chip will create a letter O).

Hold the chip with the pads of your fingers, with the tips almost pointing away from each other, and squeeze, allowing the chip to ‘pop’ out of your fingers. Practice a few times to get the hang of it before playing.

### **If you do not have pool noodles**

The following activities can still be played! Use your imagination:

- Different colors of paper crumpled up
- Different kinds of paper – copy paper, newspaper, lined paper, wrapping paper
- Balled up socks (white socks, patterned socks, black socks, inside out vs. right-side-out)
- Playing cards- face-up vs face-down or face-value
- Bean bags (bean bags can be made with ziploc bags, balloons… doesn’t have to be fabric)

### **If you do not have hula hoops you can use anything as a target **

- The following activities can still be played! Use your imagination:
- Mark a circle on the floor with tape or chalk.
- Set out a pot.
- Put down a piece of newspaper or construction paper. Anything that lands on it is “in.”
- Use string or yarn to draw a circle.

### Noodle Soup

Get a large soup pot and put it on the floor. Designate a spot/distance to stand away from the pot. (mark with tape/a spot/etc) Either divide noodles among participants or have each person go one at a time.

- One-at-a-time: set a timer and see how many noodles participants can flip into the pot in the allotted time
- Choose whether or not participants may pick up noodles that missed the pot to make another attempt.
- Have each participant take a turn at the same time/distance and see who was able to get the most in.

- Divided: participants all stand equidistant from the pot with their allotted noodles (either use different colors for each person, color the inside with markers- careful, it wipes off, or some other way to indicate whose is whose)
- Set the timer and have everyone shoot at once… some of the challenges will be that noodles will bounce off of each other and change trajectories of both.

### Base 10 Bounce

**Multi-color noodles:**

- Set out a target.
- Designate which color represents 1s, 10s, 100s etc. Have no more than 9 noodles of each color.
- Stand a specified distance from the target and pop noodles onto/into the target.
- Once all noodles are popped, count how many of each place value landed in/on the target and write the number
- For each round, students can write the place values as a decomposed equation (200+40+7= __) and then write the number.

### Ten friends

- Set out a target.
- Have no more than 9 noodles.
- Stand a specified distance from the target and pop noodles onto/into the target.
- Once all noodles are popped, count how many landed in the target.
- Write the equation to show the friends of ten.
- Ex: if four landed in/on the target, write: 4 + 6 =10

- Identify of the number is odd or even.

### Doubles Facts

- Set out a target.
- Have no more than 9 noodles.
- Stand a specified distance from the target and pop noodles onto/into the target.
- Once all noodles are popped, count how many landed in the target.

### Teen scene

- Set out a target.
- Have no more than 9 noodles.
- Stand a specified distance from the target and pop noodles onto/into the target.
- Once all noodles are popped, count how many landed in the target.
- Add that number to ten to identify the teen number
- Write the teen number correctly

- Have no more than 9 noodles.

### Rounding

- Use the same set-up as for Base-ten Bounce.
- Flip chips to create 2- and 3-digit numbers. Write down the number.
- Round the numbers to the nearest 10.
- Round the number to the nearest 100 (or higher)
- Show your work!

- Flip chips to create 2- and 3-digit numbers. Write down the number.

### Number bond circles

Set up three targets within a foot of each other. Draw a connector to make a number bond/number tree.

- Flip chips onto/into two of the targets.
- K/1- count how many chips in each target. Identify which number is greater. By how many?
- 2 / 3- calculate the two-digit number in each target
- If the targets used are both parts/addends, use those numbers to calculate the whole/sum.
- If the targets used are one part/addend and the whole/sum, calculate the difference to identify the missing part/addend

### Multi-digit addition and subtraction

Use the same set-up as for Base-ten Bounce.

- Flip chips to create 2- and 3-digit numbers. Use these to create addition and subtraction equations.
- Decompose the numbers and perform the function to calculate the answer.
- Use rounding to estimate the answer.
- Show your work!

### Multi-digit multiplication

Use the same set-up as for Base-ten Bounce.

- Flip chips to create 2- and/or 3-digit numbers. Use these to create multiplication equations.
- Perform the function as you have been instructed to calculate the answer
- Show your work!!

### Probability Problems

Set up concentric circles, or lines equidistant apart, moving further away from the “starting” line.

- Flip chips onto the defined field.
- Collect data of outcomes:
- How many landed in each section?
- How many landed on the line between sections?

- How many landed on the curve, on the side, on the open face of the “C”?
- What is the distribution of colors (if multiple were used?)
- Record/describe quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern observed. Describe any deviation that fell outside of the overall pattern.

- How many landed in each section?
- Repeat the activity within a time constraint.
- Do any of the outcomes vary? Why or why not?
- Does it fit the probability model created from the first data set?

- Repeat the activity using a deck of playing cards, or other objects that have 3 variables for how they might land.
- Do any of the outcomes vary? Why or why not?
- Does it fit the probability model created from the first data set?