MATH CENTERS BUNDLE: Counting and Patterns

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Zip (35 MB|311 pages)
TpT Digital Activity
Standards
$14.00
Bundle
List Price:
$21.00
You Save:
$7.00
$14.00
Bundle
List Price:
$21.00
You Save:
$7.00
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Products in this Bundle (2)

    Description

    This HUGE bundle combines my two best selling math centers units for a much lower price!

    The units included in this bundle are:

    All About Patterns

    1, 2, 3 Count With Me!

    This GIGANTIC unit has everything you need to teach both Patterning and Counting and Cardinality to your students. These centers are fun and engaging, easy to prepare and best of all can very easily be differentiated to meet the needs of all your learners. This unit also teaches to multiple learning styles {visual, aural, kinesthetic/tactile, logical and social} and supports English Language Learners. The included instructions are very user friendly and lay out everything you need to know to teach these units.

    These centers are meant to be used with counters or manipulatives that you likely already have in your classroom such as counting bears, pattern blocks, connecting or linking cubes and buttons.

    This bundle includes OVER 300 PAGES of extremely engaging whole group and center activities that will spice up any math lesson. They are easy to prepare and simple to manage.

    1 2 3, Count for Me! - Math Centers and So Much More by Mary Bolt is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

    Total Pages
    311 pages
    Answer Key
    N/A
    Teaching Duration
    N/A
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    Standards

    to see state-specific standards (only available in the US).
    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.
    Compare two numbers between 1 and 10 presented as written numerals.
    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.
    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.
    Understand that each successive number name refers to a quantity that is one larger.

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