Button AB Patterns | Boom Cards™ Digital Task Cards

Grade Levels
K - 1st
Resource Type
Formats Included
  • PDF
  • Internet Activities
19 pages
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Compatible with Digital Devices
The Teacher-Author has indicated that this resource can be used for device-based learning.


These AB Patterns Boom Cards™ Digital Task Cards are a great way for your kindergarteners to practice their patterning skills as they copy AB patterns and continue AB patterns using digital button manipulatives. These Boom cards are self-checking, to guide your students as they practice and save you time as you review their progress.

This set of cards is included in the Kindergarten Boom Cards Growing Bundle here.

This resource uses the online platform boomlearning.com.

New to Boom Learning? All the instructions for setting up your Boom Learning account are included in this download!

How to Use:

1.) Drag the button manipulatives to copy the patterns on cards 1-13.

2.) Drag the button manipulatives to continue the patterns on cards 14-19.

3.) Then they will click 'submit' to check their answer with these awesome SELF-CHECKING digital task cards.

Are you new to Boom Learning? Check out this video that explains all about using Boom Cards™. All Life Over C's Boom Cards are SELF-CHECKING which helps your students be more independent in their work AND saves you time!

Boom Cards™ can also be linked directly to your SeeSaw classroom! Check out this video that explains how to use Boom Cards™ with SeeSaw.


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Total Pages
19 pages
Answer Key
Teaching Duration
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to see state-specific standards (only available in the US).
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
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.


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