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Fall Pattern Practice : AB, ABC, AAB, AABC : Print & Go, 4 Options, FREE!

Rated 4.59 out of 5, based on 29 reviews
4.6 (29 ratings)
11,736 Downloads
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Howywood Kindergarten
6.5k Followers
Grade Levels
PreK - 1st
Standards
Formats Included
  • PDF
Pages
9 total, 4 student pages
Howywood Kindergarten
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    Price $975.00Original Price $1811.21Save $836.21

Description

This is a print-and-go, differentiated activity you can do with your class to practice patterns, cutting, and gluing... all valuable skills!

Pattern pages include: AB, ABC, AAB, and AABC.

Teaching Ideas: This resource would be perfect for:

✅math stations / centers

✅teaching your small groups

✅a whole group activity

✅age-appropriate homework

✅an assessment about patterns

You could have kids do just one page, 2, 3, or all 4. I used it as part of my math small groups and gave a different page to each group, based on their level. Each group spent about 10 minutes on it and I learned a lot about their thinking and understanding of patterns as I watched them figure everything out.

Happy Fall! Enjoy this free resource!

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Total Pages
9 total, 4 student pages
Answer Key
N/A
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.

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