The document describes an activity called "Live Action Math Problem" where: 1. Students act out a math word problem while other students try to guess the equation. This helps students develop a deeper understanding of word problems. 2. The teacher writes an equation, shows it to a small cast, and has them act it out without revealing the equation. The class shouts out when they guess the solution. 3. Examples, variations, and coaching tips are provided to help students embody different math concepts and operations through improvised scenes. The goal is for students to see that math describes real-life situations.

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I N S I D E T H I S P L A N
1 Overview
2 Why This Works
3 Instructions
4 Helpful Hints
5 Side Coaching
6 Example
Overview
Students act out math word problems and the class has to guess what
equation they are performing.
Why this Works
Word problems can too often become exercises in translating words
into mathematical language. Inexperienced students may scan the
problems for numbers, make a guess at what operations to use, then
compute an answer... all without understanding the meaning of the
problem. By bringing the problem to life, students develop a deeper
understanding of the problem and its solution..
Grade Level: 3rd and Up
Time Needed: 20 minutes
Materials: None
Lesson Activity Plan
By Alan Rudt
Live Action Math Problem

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Page 2
Live Action Math Problem
Instructions
1. Write a math problem on a sheet of paper in large type.
2. Select a small cast of two or three students and show them
the equation.
3. Introduce the game: "Let’s have a small cast come up. I have
an equation here which only the cast will see. Our cast will
now create a live action word problem. If you think you’ve
solved the problem, shout out the answer.
4. The cast creates a live-action word problem represented by
the equation.
5. Action stops when a member of the class audience calls out
the correct answer; action continues if the answer is
incorrect. When the correct answer is called out, the
equation is written on the board and show to the entire class.
6. Lead a discussion and analysis of how the math action ways
conveyed. Suggest different actions that might expand the
scene and lead to interesting math operations.
Variations
Have students work in small groups to come up with their own
equation or math situation to act out. Each groups gets a turn acting
out their equation for the class, as above.
Have an audience member suggests a set-up or location for the
scene.
Have audience members call out operations and numbers. The cast
must work these in to the action.
You - the teacher - calls up a cast and gives them an equation to act
out. (Be sure not to let the rest of the class know the equation
they're about to watch be performed.)
When it comes to math,
students often say, "Who
needs math? I’ll never
use it. It has nothing to
do with my life." We
need to help these
students realize that
math is a language that
represent everyday
situations in our lives.

3. Copyright 2014 ImprovEducation.org All Rights Reserved
Helpful Hints
 Encourage students to embellish stories and add flourish, but
instruct them not to change the math.
 For younger students, it may be helpful for you to define the
variables on the board as the scene unfolds. For example, if a
student declares, "I'm not sure how many apples I need" then
write "X = number of apples" on the board. As much as possible
should be written to facilitate students' effort to figure out the
equation, but without actually giving away the equation or
mathematical phrase.
Side Coaching
"Don't prepare for more than a minute or two. Don't follow a plan;
improvise the action."
"You just asked that 544 pizza pies be delivered. Does that make
sense?"
Page 3
Live Action Math Problem

4. Copyright 2014 ImprovEducation.org All Rights Reserved
Page 4
Live Action Math Problem
Example
Call up a small cast and ask them to create a scene of a situation that
can be described by y = 1/x.
If they need help, say this: "The situation that you're modeling is an
inverse function; more of one thing yield less of the other. So if you
throw a party and have one pizza pie and one guest, x = 1, that guest
eats the whole pie, y. If you have two guests, x = 2, each guest gets
half a pie.
"Another example: if x is the number of pet cats you have, y might
be the number of mice in your home. The more cats, the less mice."
Once the scene is complete and the equation is revealed, give the
entire class related problems to solve. For example, have them solve
a problem like this:
Even the inverse
equation y = 1/x can be
acted out