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The cards are 14.5 cm each. Bee Bots move 15 cm or approximately 6 inches.

Laminate the cards. Cut to out each one. Tape together or use Contact Paper to make the Bee Bot mat. You can use them all at one time or make several mats.

Laminate the number cards. Mix up and put in a pile face down. Pick a card and code the Bee Bot to the ten frame that matches the digit/number on the card.

Included is an extra blank in case you want to add something.

The numbers 1-20 are included and you can add those to the mat as well. Maybe make a mat that is 1 to 10 and another one from 11 to 20.

Also included is a START and STOP card. You can add this to your mat as well if you would like.

Bee Bots are designed for an introduction to coding for elementary students.

They are fun robots that move forward, backwards, approximately 6 inches or 15 cm as well as make 90 degree turns.

They can be programmed up to 40 moves at one time.

They are great to use in all subjects like language arts, math, science, social studies along with problem-solving skills and critical thinking.

Helpful hint: be sure to use the CLEAR button when coding a new series of moves. If not, it will repeat the previous code along with the new one.

CCSS.MATH.CONTENT.K.CC.A.1

Count to 100 by ones and by tens.

CCSS.MATH.CONTENT.K.CC.A.2

Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

CCSS.MATH.CONTENT.K.CC.A.3

Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Count to tell the number of objects.

CCSS.MATH.CONTENT.K.CC.B.4

Understand the relationship between numbers and quantities; connect counting to cardinality.

CCSS.MATH.CONTENT.K.CC.B.4.A

When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

CCSS.MATH.CONTENT.K.CC.B.4.B

Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

CCSS.MATH.CONTENT.K.CC.B.4.C

Understand that each successive number name refers to a quantity that is one larger.

CCSS.MATH.CONTENT.K.CC.B.5

Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

Compare numbers.

CCSS.MATH.CONTENT.K.CC.C.6

Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1

CCSS.MATH.CONTENT.K.CC.C.7

Compare two numbers between 1 and 10 presented as written numerals.

Laminate the cards. Cut to out each one. Tape together or use Contact Paper to make the Bee Bot mat. You can use them all at one time or make several mats.

Laminate the number cards. Mix up and put in a pile face down. Pick a card and code the Bee Bot to the ten frame that matches the digit/number on the card.

Included is an extra blank in case you want to add something.

The numbers 1-20 are included and you can add those to the mat as well. Maybe make a mat that is 1 to 10 and another one from 11 to 20.

Also included is a START and STOP card. You can add this to your mat as well if you would like.

Bee Bots are designed for an introduction to coding for elementary students.

They are fun robots that move forward, backwards, approximately 6 inches or 15 cm as well as make 90 degree turns.

They can be programmed up to 40 moves at one time.

They are great to use in all subjects like language arts, math, science, social studies along with problem-solving skills and critical thinking.

Helpful hint: be sure to use the CLEAR button when coding a new series of moves. If not, it will repeat the previous code along with the new one.

CCSS.MATH.CONTENT.K.CC.A.1

Count to 100 by ones and by tens.

CCSS.MATH.CONTENT.K.CC.A.2

Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

CCSS.MATH.CONTENT.K.CC.A.3

Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Count to tell the number of objects.

CCSS.MATH.CONTENT.K.CC.B.4

Understand the relationship between numbers and quantities; connect counting to cardinality.

CCSS.MATH.CONTENT.K.CC.B.4.A

When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

CCSS.MATH.CONTENT.K.CC.B.4.B

Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

CCSS.MATH.CONTENT.K.CC.B.4.C

Understand that each successive number name refers to a quantity that is one larger.

CCSS.MATH.CONTENT.K.CC.B.5

Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

Compare numbers.

CCSS.MATH.CONTENT.K.CC.C.6

Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1

CCSS.MATH.CONTENT.K.CC.C.7

Compare two numbers between 1 and 10 presented as written numerals.

Total Pages

46 pages

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Teaching Duration

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