Pony Beads Pattern Task Cards

My Happy Place
Grade Levels
PreK - K, Homeschool
Formats Included
  • PDF
18 pages
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  1. This bundle includes two patterning resources. The printable Pony Beads Pattern Task Cards are useful as a center or early finisher activity to build mathematical and fine motor skills. The Digital Pattern Activities for Boom, Seesaw*, and Google Slides can be used in a technology-based center or as
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This center activity includes 60 patterning task cards designed to be used with pony beads and pipe cleaners or laces. This activity is wonderful for strengthening fine motor skills and for helping children recognize and predict patterns. If you're looking for digital pattern activities, click here.

Patterning With Pony Beads includes 12 pattern cards in each of the following pattern categories: AB, ABC, AABB, AAB, and ABB. It also includes three versions of a recording sheet.

For best results, print these task cards on card stock and laminate them for durability.

Please see the preview file for more detailed images. If you have any questions, you can use the “Ask a Question” feature on my store page or email me at susan@myhappyplaceteaching.com.

You may also like these Geoboards Task Cards or this Paper Chains Sequencing Center.

Click here for more center activities!

Find more fine motor practice with these Fine Motor Skills Task Boxes.

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Thank you for shopping!

Susan Jennings (My Happy Place)

Total Pages
18 pages
Answer Key
Teaching Duration
Lifelong tool
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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.


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