This study examined the effect of a teacher's using instructional scaffolding to develop student competency in task performance, higher-order thinking skills, and social cooperation abilities throughout the two math and movement integrated units. One elementary physical education teacher and 57 second-grade students voluntarily participated in this study. The qualitative data sources were (a) completing descriptive anecdotal records of the 13 videotaped lessons taught by the teacher to three, second-grade classes, (b) formally interviewing the teacher at the end of each integrated unit, (c) conducting 13 group interviews with five students at a time, and (d) collecting the students' artifacts. The quantitative data included coding the 13 taped-lessons using the Assessing Teacher's Interdisciplinary Teaching on Students' Learning Rubrics (ATITSLR) after the inter-observer and intra-observer coding reliability reached 83% agreement, respectively. The qualitative data were analyzed using the constant comparison technique, while the quantitative data were analyzed using the descriptive statistics. Three major findings were: (a) Sequentially scaffolded tasks and task performance. The findings indicated that the teacher initially presented the constraint tasks, then a series of the elaborated constraint tasks, and finally the open-ended tasks. The initial and elaborated constraint tasks laid a foundation for the students to successfully complete the open-ended tasks. 78% of the time all children demonstrated skillful performance when engaging in the constraint tasks, 97% of the time all children exhibited skillful performance when performing the elaborated constraint tasks, and 100% of the time all children correctly and successfully completed the open-ended task. (b) Instructional scaffolding and higher-order thinking skills. When presenting the open-ended tasks, the teacher (100% of the time) asked thought-provoking questions, provided various clues/hints, suggestions, and/or modeled think-aloud strategies to engage all students in using the higher-order thinking skills. As a result, the students reflected on and analyzed what aspects of the previous tasks did not work well, then elaborated on and modified the tasks, and eventually designed their own unique and original measurement tasks and integrated games. (c) Instructional scaffolding and social cooperation. When presenting the open-ended tasks, the teacher clearly explained each student's role and procedures for the group work accompanied with full demonstration (64% of the time) or partial demonstration (34% of the time). Additionally, the teacher used instructional scaffolding strategies 100% of the time to facilitate the groups' task pursuit. Finally, all children took their roles responsibly while working with others to complete the task in socially cooperative ways.