Haley Mayer

10-03-2014
Integrated Lesson Plan
Title: Pattern Relay Game
Grade Level: 3-4
Standards:
Math:
Operations and Algebraic Thinking: Generate and analyze patterns. (4.OA.C) 5.
Generate a number or shape pattern that follows a given rule. Identify apparent
features of the pattern that were not explicit in the rule itself. For example, given
the rule "Add 3" and the starting number 1, generate terms in the resulting
sequence and observe that the terms appear to alternate between odd and even
numbers. Explain informally why the numbers will continue to alternate in this way.
(4.OA.C.5)

Physical Education:
Standard 1 - The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns.
Standard 4 - The physically literate individual exhibits responsible personal and
social behavior that respects self and others.
Objectives: Students will be able to create various patterns given a pattern type
or pattern rule to follow while playing the relay game in groups with 90% accuracy.
Students will be able to demonstrate personal space, sportsmanship, and positive
social behavior during the relay game through use of appropriate actions and words.
Materials Needed:
-12 cones or discs
-pre-made pattern pieces or objects pre-sorted (4-5 sets of laminate cards or
objects)
-mini-whiteboard and markers (1 set for each group)
-large space for kids to run (classroom, gym, outside)
Plan/Procedure
Introduction:
To start the lesson, the teacher will review with students what patterns are and the
types of patterns they have learned already (ABA, ABBA, ABCD, number patterns,
rules- +3, +5, +6, etc.). The teacher will show the students examples of the
various types of patterns they will be playing with in the relay game. The level of

difficulty can vary from simple AB patterns to more challenging number patterns.
Explain to the students that the teacher may give them the pattern that they will
need to arrange their cards in or they may have to figure it out on their own. Give
the students a couple of examples before setting up the game (AB- have the
students line up boy, girl, boy, girl; show a +2 number pattern on the 100s chart,
etc.).
Activity:
The teacher will then set up the course by placing a pair of cones about 10 yards
away from each other (depending on the size of the space). Once the cones are set
up, the teacher will divide the students into 6 groups of 4.
The students will determine who will go first, second, third and last. The teacher
will place 5-6 of the laminated cards on the opposing cones for each group.
When the teacher toots the whistle, the first student will race (run, skip, hop, jump,
crab walk, etc. - teachers choice) to the other cone and pick up a card and run back
to the first cone.
Once the first student gets back to the beginning cone, the second child will race to
the cone and pick up another card. The students will take turns until all the cards
have been picked up and carried back to the starting cone.
The students will then place the cards in the pattern announced by the teacher at
the beginning of the race.
The first team to have all their cards in the correct order and be sitting silently with
their hands up will win that round. (If doing a mystery round the teacher will have
the students write the corresponding pattern on the mini-whiteboards after they
have displayed the pattern with the cards).
The teacher can create or have the students complete as many rounds as
necessary.
Assessment: Assessment will be informal and performance based during the
lesson/activity. The teacher will use a class checklist and mark the students
performance according to the checklist provided at the end of this lesson. Any
additional comments can be made according to specific areas of improvement or
any situations pertaining to social skill development.
Differentiation/Variations: This activity is easily adaptable to meet the needs of
any age level or ability level. The teacher has the power to make the cards or
objects as simple or as complex as needed to challenge the students. For example,
if working with Kindergarten students, the teacher could place two different colored
manipulatives that the student will sort into an AB pattern or simply sort by color.
Another option would be for the teacher to place a pile of numbers 1-10 and have
the students sort them into the correct number sequence. For more challenging
tasks the teacher could leave the pattern a mystery and have the students figure
out the pattern for themselves once they retrieved all the objects. Furthermore,
creating cards with calculations on them instead of numbers could help the students

develop their adding/subtracting/multiplying/dividing skills, if age appropriate. The

teacher could also create blank cards for the students to retrieve and create their
own patterns given a particular rule from the teacher (example- +4, students could
write the numbers 8, 12, 26, 20, 24 to follow the rule).
When grouping students, the teacher could either place students in groups of
similar ability or mixed ability groups depending each students academic and
physical ability.
Example of a Student Checklist:
Student
Name

Needs More
Instruction

Developing

Solid
Understandi
ng

Additional
Comments
(social skills,
academic
instructional
areas)

Student 1
(examples)

-Pouted and
stomped feet when
team lost.
-Great sequencing
numbers 1-10

Student 2

-trouble w/ABBA
patterns

Student 3
Student 4

S5
S6
S7
S8
S9
S10
S11
S12
S13
S14
S15
S16
S17
S18
S19
S20
S21
S22
S23
S24
S25

X
X

-trouble following
directions and
staying with group
-did not help
produce any
patterns

References:
Inspiration taken from the following sites
-http://artsedge.kennedy-center.org/educators/lessons/grade-k2/Creating_AB_Patterns#Overview
-http://lessonplanspage.com/mathpemdsequencingrelaygamek5-htm/