Three-minute lesson breakers

• As students complete a lesson, have them count the number of steps they take in returning to a central position in front of the teacher. Teachers may then direct students to find another student who counted the same, one less, or one more step, than they did
• Ask individual students to complete such actions as skipping with a rope, bouncing a ball, star jumps or hopping, while the rest of the class counts each action. Alternatively, start with a nominated number (such as 6) and count backwards from the number saying one number word for each action completed, with the action stopping once “zero” has been reached
• The teacher, or a nominated student, leads the class in a game of Simon says, where a number has been nominated. For example, if the number three has been nominated, then every Simon says action should be done three times. To check, count down from three
• The teacher nominates a number and students must look for a collection with that number of items. This should be played quickly so that students are encouraged to identify collections visually. To check, students can count down, removing an item from their collection with each number word in the backward number word sequence stated
• Use routine classroom activities involving the calendar and roll marking, for example, counting the number of boys and girls at school and the number of students altogether. Counting down to a special event, day or time is another opportunity to count together
• Students sit in a circle. A nominated student draws a numeral on another student’s back with their finger. The second student must recognise the numeral and draw it on the back of the next student. This continues around the circle until the last student writes the numeral on the board. This could also be done by gently tapping the amount onto another student’s shoulder
• Class counting from one by ones. Record the highest number the class can reach. For example: “Today we counted to ...” Then count backwards
• Construct picture cards showing different objects found in the classroom. Display the picture card and select a student to move from the point where he or she is standing in the classroom to the actual object. The whole class counts the number of steps it takes the selected student to reach the object
• Construct a pendulum from plasticine and string. The teacher, or a nominated student, holds the pendulum, and the class joins in counting each swing until the pendulum stops moving
• Collect boxes to represent treasure chests and label them with numerals. Randomly place the “treasure chests” on the floor. Ask students to close their eyes while a “secret treasure” is hidden under one of the boxes. Students ask questions to determine which “chest” contains the treasure. For example, “Is the treasure under chest number four?” As a student nominates a chest, another student locates the chest displaying the nominated numeral and looks to see if the secret treasure is under the box
• Attach numeral cards to the seats of chairs. Give each student in the group a card illustrating a collection of objects. Have the students count the objects and, on a given signal, sit on the chair displaying the corresponding numeral card
• Construct a crown for a student who will be the class Queen or King. Attach a numeral card to the crown. Other students present a collection of items to the Queen or King, corresponding to the numeral card. Students could swap collections to check the numeral card matches the collection by counting each item
• Allow students to dance freely around the room to music. By using a prearranged signal, such as a clapping pattern, indicate to the students that you are holding up a numeral card. The students then form groups with the number of people indicated by the numeral card. Check the number in each group by counting. Re-start the music and play again