Teen Number Relay

Overview

This energetic and collaborative lesson engages 4th grade students in reinforcing their understanding of teen numbers (13-19) through a hands-on, outdoor relay race activity. Students will work in teams to identify, collect, and represent teen numbers using physical objects, combining movement, teamwork, and numeracy skills. This lesson concludes the unit Exploring Teen Numbers Outdoors by applying prior knowledge in a memorable and kinaesthetic way.

Duration: 30 minutes
Class size: 40 students
Location: Outdoor area, e.g., playground or field

---

Learning Objectives

By the end of this lesson, students will be able to:

• Recognise and identify teen numbers (13-19) confidently.
• Represent teen numbers using physical objects and number cards.
• Collaborate effectively in teams to solve number challenges.
• Relate place value concepts (ten and ones) to teen numbers.
• Apply mathematical reasoning in a dynamic, movement-based context.

---

Relevant Curriculum Standards (California)

Mathematics Content Standards (CA Common Core State Standards):

• 4.NBT.A.1: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.
• K.CC.A.1: Count to 120, starting at any number less than 120.
• 1.NBT.C.4: Understand the two digits of a two-digit number represent amounts of tens and ones.

Mathematical Practices:

• MP1 (Make sense of problems and persevere in solving them)
• MP3 (Construct viable arguments and critique the reasoning of others)
• MP4 (Model with mathematics)
• MP7 (Look for and make use of structure)

---

Materials Needed

• Sets of laminated number cards 13–19 (5 copies each)
• Small collection baskets or bags (one per team)
• Outdoor space with 7 designated "number stations," each labelled with a teen number and containing corresponding items (e.g., 15 sticks, 17 leaves)
• Stopwatch or timer
• Cones or markers to outline race lanes
• Clipboards with teamwork reflection sheet (simplified)

---

Lesson Structure

1. Introduction & Warm-Up (5 minutes)

• Gather students outdoors and briefly review teen numbers through a quick chant or call-and-response:

  Teacher: "What comes after twelve?"
  Students: "Thirteen!"
  Repeat through 19.

• Show laminated number cards, emphasising the place value of tens and ones in each number with simple visuals:
  “Fifteen has one ten and five ones.”

• Explain the relay race format: Students will work in teams to visit number stations, collect items that represent the teen number on the station, and bring them back.

---

2. Relay Race Activity (20 minutes)

Setup:

• Divide the class into 5 teams (8 students each to keep active participation).
• Each team starts at a base area with an empty basket.

Race Instructions:

• On 'Go,' the first student runs to a 'number station' and finds the teen number station assigned to their team (pre-assigned to avoid crowding), for example “Team 1 → 15 sticks.”
• They collect one item representing the teen number (e.g., 1 stick if the number is 15). To reinforce place value, direct students to collect “one group of ten,” e.g., a bundle of ten sticks, then the remaining “ones” individually (e.g., five single sticks).
• Students return to the base, hand off the basket to the next teammate, who runs to the same station to collect the remaining items.
• This continues until a team has collected all items representing their specific teen number (ten and ones).
• First team to correctly assemble all items matching the teen number wins the race.

Teacher Notes:

• Circulate to observe mathematical conversations; ask prompting questions such as:
  “How many tens does your number have? How many ones will you collect?”
  “Can you explain how these objects show your number?”

---

3. Reflection & Closure (5 minutes)

• Regroup and discuss:
  “What did you notice about the numbers you worked with?”
  “How do the tens and ones help us understand teen numbers better?”

• Have teams display their collected items and the corresponding number card for the class.

• Conclude with a short co-created chant:
  “Teen numbers are tens plus some more,
  Fifteen is ten and five, we score!”

• Hand out a simple “Teamwork & Number Reflection” sheet to record their favourite part or a fact about teen numbers to consolidate learning.

---

Differentiation and Accessibility

• For students needing support: Pair with a peer buddy who can assist with counting and collecting objects. Provide a visual place value chart nearby.
• For advanced learners: Challenge them to represent their teen number in multiple ways using different objects or to explain place value orally.
• Physical accessibility: Make sure stations and race path are accessible for students with mobility differences by adapting movement methods (e.g., pushing a wheelchair or walking).

---

Assessment

• Formative: Observe team discussions and how accurately they collect and assemble items. Use questioning to assess understanding.
• Summative: Review completed reflection sheets for insights into student conceptual grasp.
• Self and Peer Assessment: Encourage students to share what they learned from their teammates.

---

Extension Ideas

• Turn the relay into a timed event and have students calculate total time taken, introducing early concepts of measurement.
• Have students create their own “teen number stations” by gathering objects around the schoolyard and explaining their chosen number to peers.

---

This lesson embeds physical activity and collaboration to deepen conceptual understanding of teen numbers, aligned with California’s grade 4 math standards, while fostering a joyful, active learning environment.