Stand Up for Math


Become a numeral or math symbol so your class can act out solutions to math problems. Addition, subtraction, multiplication, and division can be interactive!


1. Your teacher may decide in advance what numerals and math functions or grouping symbols to use. Use math problems in your book or invent new ones. Either a teacher or student can lead this game.

2. To begin playing, the leader asks students to write either a numeral or a math sign (such as +, -, or =) on an individual dry-erase board with Crayola® Dry-Erase Markers.

3. The leader calls out the first numeral of a math problem. Students with that numeral come to the front of the room (or wherever there is space) and hold up their boards.

4. Next, the leader calls out a symbol such as "plus." Students with that sign stand next to students with the numeral that was called first.

5. The leader continues to call out numerals and symbols until a math problem is stated by each group of students. Be creative in making your statements!

6. Now, ask which classmates have white boards that are part of the solution? Does someone need to erase or add a numeral or symbol to state it? If your friends only wrote one numeral on their boards, does it take more than one student to solve the problem?

7. Repeat with new math problems!

Safety Guidelines

Adult supervision is required for any arts & crafts project. Observe children closely and intervene as necessary to prevent potential safety problems and ensure appropriate use of arts and crafts materials. Some craft items, particularly beads and buttons, are potential choking hazards for young children. Avoid use of such small parts with children younger than 3 years. Craft items such as scissors, push pins and chenille sticks may have sharp points or edges. Avoid use of materials with sharp points by children younger than 4 years. Read all manufacturers' safety warnings before using arts and craft supplies.


  • Change just one numeral or symbol in the original problem. How does that affect the rest of the problem and the solution?
  • Adapt the selection of numerals and processes, and the way students gather, to suit the abilities of any children with special needs.
  • After going through the activity as a class, ask students to create problems independently or in small groups. Observe how they use teamwork and problem-solving skills to create their solutions.
  • Assessment: Assess students’ understandings of mathematical concepts by changing a sign or numeral in a problem. Ask students to explain and demonstrate how this alters the solution.

Related Lesson Plans

Lesson Plans

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crayola supplies
  • Dry-Erase Markers
household supplies
  • dry-erase board
  • facial tissues



  • Grades 1 to 3
  • Grades 4 to 6
  • Special Needs


  • Math
  • Visual Arts


  • Less than 1/2 hour


  • Children apply basic or advanced mathematical skills while working cooperatively with other children to solve problems.

  • Students demonstrate knowledge of addition, subtraction, multiplication, and/or division with a strategy that reinforces math concepts in a hands-on manner.


Research Canada Standards
Research UK Standards
Research U.S. Standards