Calendar Number Cards | Fall Bundle | September, October and November

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1st - 2nd, Homeschool
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60 pages
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Products in this Bundle (3)

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    1. Calendar Math. Bundle. How do I include valuable math lessons at calendar time? It’s easy with these colorful calendar number keepers and math pages .Bright, bold Calendar Keepers ALL Year! 12 months! 400 pages! Teach calendar, patterns, counting, tally marks, and more with these colorful theme kee
      Price $65.00Original Price $95.88Save $30.88


    Bright, bold Calendar Keepers for three months!

    September, October and November. Teach calendar, patterns, counting, tally marks, and more with these colorful theme keepers. The calendar keepers are designed to fit in your calendar pocket chart.

    These calendar keepers are for 3 different months and each month has a pattern to display on your calendar. Bold black numbers and each card measures 3.25” x 3.25”. They are bright and colorful and will brighten your classroom. Calendar keeper patterns are each unique to that month. Activities and pages to supplement calendar work.

    Calendar Math and Activities include:

    * counting

    * patterns

    * sequence

    * days of the week

    * tally marks

    * cut and paste days of week in order

    * poem for choral reading each morning

    * phonics- word endings

    * building patterns with unifix cubes

    * writing number sentences

    * daily calendar work page

    * weather page with thermometer

    * read and answer questions about the calendar

    * writing prompts as the calendar day might suggest

    *October has 2 sets of calendar Keepers - Halloween and NO Halloween

    This teaching resource provides opportunities to teach math and literacy concepts at calendar time. Integrate subjects with each monthly theme. This bundle includes calendar keepers and pages for September, October and November.

    If you wish, you can purchase these calendar keepers separately for each month. You save $ if you buy the bundle. Thank you for visiting my TPT store.

    Thank you for previewing this teaching resource. Would you like to know when I add new teaching resources? Follow ME on TPT

    I am committed to continual improvement. Check your purchases page for the newest version of this teaching resource.

    Find more calendar keepers for each month of the year:

    September Calendar Number Cards and Activities

    October Calendar Number Cards and Activities

    November Calendar Number Cards and Activities

    December Calendar Number Cards and Activities

    February Calendar Number Cards and Activities

    March Calendar Number Cards and Activities

    April Calendar Number Cards and Activities

    May Calendar Number Cards and Activities

    June Calendar Number Cards and Activities

    July Calendar Number Cards and Activities

    August Calendar Number Cards and Activities

    Save $ when you buy the bundle:

    Summer Bundle-Calendar Number Cards & Activities for June, July and August

    Fall Bundle - Calendar Number Cards & Activities for September, October & November

    Winter Bundle - Calendar Number Cards & Activities for December, January & February

    Spring Bundle - Calendar Number Cards & Activities for March, April and May

    Entire Year BUNDLE - Calendar Number Cards and Activities


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    Total Pages
    60 pages
    Answer Key
    Teaching Duration
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    to see state-specific standards (only available in the US).
    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.
    Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
    Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
    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.


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