Subject

Grade Levels

Resource Type

File Type

Standards

CCSSMP8

CCSSMP7

CCSSMP6

CCSSMP5

CCSSMP4

Also included in:

- Mindful Math is a comprehensive math curriculum for Kindergarten. It includes 10 kindergarten math units with 8-10 lessons each to teach the math concepts and math standards kids need to learn in Kindergarten math. This kindergarten math bundle includes a school year's worth of materials (lessons, p$170.00$99.00Save $71.00

- Product Description
- Standards

This patterning unit for Kindergarten includes 8 lessons to teach the concepts related to patterning (identifying patterns in the world, repeating patterns, extending and translating patterns, creating patterns and identifying the core, comparing patterns, and more).

It is a comprehensive, jam-packed, mind-focused math curriculum that provides teachers with EVERYTHING they need to teach Kindergarten math with no need to supplement from other sources.

**This unit is included in Mindful Math for Kindergarten.Check out the Mindful MATH Kindergarten Curriculum BUNDLE available at a HUGE discount NOW!**

**VIEW THE PREVIEW FOR A DETAILED LOOK. THE VIDEO PREVIEW SHOWS EXAMPLES OF MINDFUL MATH UNITS IN ACTION.**

**Please note: This unit stands alone to teach the concept of patterning. It does not need to be used with the rest of the Mindful Math curriculum.**

**A FEW of the ENGAGING & MINDS-ON activities included in Patterning:**

Detailed lesson plans & book suggestions

Task cards

"I Can" posters (letter "I" is capitalized)

Interactive math journal pages

Patterning booklet

Printable practice pages

Real life picture card sort

Pattern hat activity

Hands-on centers to create, extend, and translate patterns

& much MORE!

**Mindful MATH for Kindergarten has what teachers LOVE!**

*Easy to implement lesson and activities.

*ALL lesson materials provided!

*"I CAN" posters and detailed lesson plans provide important information!

*A variety of activities for every lesson (math games and centers) to keep engagement high!

*Build math skills and develop fluency with math journals, task cards, mental math, and TONS of differentiated practice printables!

**VIEW THE PREVIEW FOR A DETAILED LOOK!**

**Teachers will create SUCCESS with all that is included with every unit of Mindful MATH!**

**Curriculum Map**

A layout of the 10 units available in Mindful Math for Kindergarten.

**Lesson Overview**

An explanation of the parts of a lesson plan and how they can be used.

**Unit Overview**

A list of the 10 lessons included and what curriculum standards they cover with the US Common Core, as well as B.C.'s and Ontario's curriculum.

**Lesson Plans**

Mindful MATH lesson plans provide teachers with a detailed plan to follow from start to finish. Instructions for whole group lessons, individual practice, and follow up activities are given. Also included is lesson goals, vocabulary, questions to ask, material list, and book suggestions to match concepts.

**Lesson Materials**

All the extra materials needed for teaching a lesson and student practice are provided. Math manipulatives and tools, such as words, ten frames, number lines, are included to support students and the lesson.Chart pieces and concept posters are provided to support lesson instruction.

**Warm-Up Task Cards**

Mindful Math task cards are short math warm-up activities that students can complete independently. There are a variety of tasks that build on skills previously taught in other lessons to build fluency.

**Journal Prompts**

Mindful Math Journal Prompts are perfect for a warm-up activity, for extra practice, or for homework. Each prompt reviews the skills and concepts taught in the previous lesson. They make a great review activity and help build math understanding.

**Mental Math**

Mindful Math mental math cards are perfect for building mental math skills and quick recall of important math concepts. Mental math cards are provided and suggested to use as a whole group as a warm-up activity.

**Practice Printables**

Every lesson in Mindful Math includes practice printable pages for students to complete independently following a lesson. The pages help build math skills and review important concepts. The pages range in difficulty to allow for differentiation.

**Hands-On Activities (Math Centers and Games)**

Each lesson includes a math game or activity, as well as a math center. The lesson plans and activity cards provide instructions on how to use.

**Quick Checks (Assessments)**

Mindful Math Quick Checks are assessments that can be performed after math lessons and practice. Each Quick Check includes a short activity for individual or small groups to complete and show to the teacher.

**Supplemental Materials (Answer Key & Book List, & Canadian pages)**

Answer keys are provided to help teachers assess and check the practice printable pages. A suggested book list is provided with children’s literature to help teach math concepts. Extra pages are provided for Canadian teachers with Canadian spelling and content (coins and money, for example).

**Read THIS POST to learn more about Mindful Math. See a breakdown of what is included, how to use, implement, and organize it and read the frequently asked questions.**

The Mindful MATH curriculum incorporates focused math learning opportunities and many components within each unit. The activities are hands-on and mind-on, meaning students are actively working on math and engaging their minds. Mindful Math lessons encourage different ways of thinking and representing math concepts.

Mindful MATH includes a variety of thoughtful lessons and activities to help meet the needs of learners and their learning styles. Students will have many opportunities to learn and practice new strategies and develop math fluency through whole group warm-ups and lessons, mental math, journals, centers, games, and more.

Mindful MATH was created to give teachers a comprehensive math curriculum that engaged minds and left students knowledgeable and fluent in math concepts.

The curriculum aligns to the U.S. Common Core standards. Patterning is not present in the Common Core for Kindergarten Math, yet it is an important element to prepare for future math standards and challenges.

Mindful Math also aligns to the Canadian math curriculum in British Columbia and Ontario, as well as many other math curriculum around the world (Curriculum standards are included and matched to lessons within the product). **EXTRA PAGES FOR CANADIAN CONTENT AND SPELLING ARE PROVIDED.**

**Check out the other Kindergarten Mindful Math units:**

**Graphing & Sorting Kindergarten**

**Subtraction to 10 Kindergarten**

**Measurement & Time Kindergarten**

**Geometry & Shapes Kindergarten**

**You might also be interested in:**

**Math In A Minute - Addition Fact Practice**

**Math In A Minute - Subtraction Fact Practice**

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Terms of Use: This product is licensed for personal classroom use ONLY unless multiple licenses are purchased.

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Log in to see state-specific standards (only available in the US).

CCSSMP8

Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

CCSSMP7

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.

CCSSMP6

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.

CCSSMP5

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.

CCSSMP4

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.

Total Pages

180 pages

Answer Key

N/A

Teaching Duration

1 month

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