Tables footy - AFL Community

```Key Learning Area
Mathematics
Tables footy
Year levels
Years 3–4
Activity overview
In this activity students form ‘footy teams’ of five members. The teacher is the umpire.
The teams compete against each other by being the first to correctly answer a timestable question posed by the umpire. Three players have the chance to score behinds.
The fourth and fifth players have a chance to score a goal. Behinds and goals are
tallied and recorded after each game on a ‘league ladder’. The aim is for a team to
win the competition.
Note: Rounds can focus on a particular times table that is currently being learned,
with mixed tables rounds coinciding with special rounds in the Australian Football
League (AFL) Footy Fixture, such as Heritage, Rivalry and Indigenous rounds.
This activity is best run through the footy season, culminating in a Tables Footy Grand
Final. Games are played as an automatic response activity before the main maths
lesson. The games may be played daily, or once or twice weekly. Allow two teams
to play each time. The actual playing time will be five minutes; however, allow a few
minutes for set-up, particularly for the first few games.
Materials
•
Worksheet 1: My form this season
•
Worksheet 2: My scores
•
A large sheet of paper or section of the board for use as a Tables footy league
ladder, which is updated at the end of each round
•
A large sheet of paper or section of the board for use as a footy fixture for the
season. Each team has the chance to play each other team an equal number
of times.
•
A section of the board where the ‘scorer’ can keep tally
•
A football for handpassing as an indicator of a winning answer
•
and print enlarged pictures of the crowd cheering. Students may hold these up
when a ‘goal’ is scored.
•
A stopwatch or accurate clock
•
A selection of suitable times-tables questions
•
Optional: a computer screen to display a video/DVD of the crowd roaring,
as a further indicator of a winning answer. See The Crowd Roars in Resources
on the AFL CD-ROM.
Tables footy
Time required
•
Before beginning the playing season, check each student’s knowledge of the
times tables.
•
Prepare one copy each of Worksheet 1: My form this season and Worksheet 2:
My scores per student.
•
Distribute Worksheet 1 to students and have them circle the times tables they
know well, then collect the worksheets for redistribution at the end of the Tables
provide a self-assessment tool.
•
Organise the class into an equal number of mixed ability ‘footy teams’
of five members.
•
Each team chooses a name not already used by the AFL; for example,
the Dragons, the Terminators.
•
The teacher, or the team itself, allocates each player in the team the position
of full-forward, half-forward, ruck, half-back and full-back – one of each position
in every team.
•
Of the remaining students in the class, one is given the job of time-keeper. Other
remaining students are allocated to a team and sit on the team’s interchange
bench, ready to replace a team member at any time. Extra students may be given
the job of assistant umpire (handpasses the ball to each player), scorer and
video/DVD controller (if using a video or DVD).
Note: The positions within each team should be rotated several times throughout
the season, and should include new players from the interchange bench.
•
Prepare the footy fixture and post in a prominent place.
•
Prepare the league ladder and post in a prominent place.
Note: Groups of students or students from a higher grade level might like
to prepare the footy fixture and league ladder.
Activity steps
To play the game:
1. Ask the players from the first two teams to play to line up in two rows facing
the class, who will act as ‘the crowd’. The full-back should be at the head of each
team followed by the half-back, ruck, half-forward, with the full-forward last.
2. The umpire (teacher) asks the first two players – the full-backs at the head of each
team, a times-table question, such as 5 x 4. The first player to answer correctly
has the football handballed to them and their team earns a behind, which is
recorded by the scorer. The video/DVD controller starts and stops the video/DVD
as the ball is handballed. The two players then move to the back of each row.
3. The next two players (the half-backs) are then asked a different times-table
question. Again, the first player to answer correctly is handballed the footy and
their team earns a behind, which is recorded by the scorer. Those two children
Tables footy
Preparation
now move to the back of each row. The game continues with a possible point
score by one of the next two players (ruck). The chance to score a goal occurs
when the two half-forwards and the two full-forwards play. The game continues in
this manner until ‘time’ is called.
4. Behinds and goals are tallied and recorded on the league ladder after each game.
The video/DVD controller can play the video again to mark the winning team.
5. Distribute Worksheet 2 to students immediately after they have played in a game.
Ask them to fill in their scores.
6. At the end of the Tables footy season, redistribute Worksheets 1 and 2 to the
students. Ask students to circle the tables on Worksheet 1 that they now know
or are still learning. Then ask students to complete the sentence on Worksheet 2.
•
What’s the score? The teacher asks players questions relating to their six times
tables, including multiplication, subtraction, addition and division, using goals and
behinds instead of numbers, for example 4 goals plus 3 behinds = 27 points.
•
Brownlow Medal: Have an award for the player with the highest individual score,
or who has been the most helpful to other members in his or her team.
•
Rising Star Medal: Have an award for the player who has shown the most
improvement.
•
Finals Fever: Consider holding an inter-class Grand Final where the top four
teams play off and celebrate the Grand Final Day with flags, colours, video/DVD
and food.
Resources
AFL official website: http://afl.com.au
AFL CD-ROM, The Resources section of the AFL CD-ROM
Assessment ideas
•
Teacher observation and continuous monitoring of each child’s knowledge
and confidence levels.
•
Completion of students’ worksheets.
Optional extension
•
Students create their own questions similar to What’s the score? using the score
structure for other sports, for example tennis. These are then distributed to other
students to complete.
•
The teacher uses the Tables footy team competition format with operations
other than the times tables, for example fractions.
•
Students use the computer to construct an Excel spreadsheet, or similar,
to keep track of games, tables and scores.
Tables footy
Optional
Worksheet 1: My form this season
Name: ______________________________________________________________________
My pre-season form
The times tables I know automatically are (circle):
x1
x2
x3
x4
x5
x6
x7
x8
x9
x 10
x 11
x 12
x1
x2
x3
x4
x5
x6
x7
x8
x9
x 10
x 11
x 12
My post-season form
The times tables I know automatically are (circle):
x1
x2
x3
x4
x5
x6
x7
x8
x9
x 10
x 11
x 12
The times tables I am still learning are:
x1
x2
x3
x4
x5
x6
x7
x8
x9
x 10
x 11
x 12
Tables footy
The times tables I am still learning are (circle):
Worksheet 2: My scores
Game 1: ____________
Game 2: ____________
Game 3: ____________
Game 4: ____________
Game 5: ____________
Game 6: ____________
Game 7: ____________
Game 8: ____________
Game 9: ____________
Game 10: ____________
Game 11: ____________
Game 12: ____________
Game 13: ____________
Game 14: ____________
Game 15: ____________
Game 16: ____________
Game 17: ____________
Game 18: ____________
Game 19: ____________
Game 20: ____________
Game 21: ____________
Game 22: ____________
Finish this sentence.
In Tables footy this year, I _____________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Tables footy
Name: ______________________________________________________________________
____________________________________________________________________________