Rich Math Performance Task Growing Patterns and Counting - What Comes Next?

Description

Are you looking for a low floor-high ceiling, rich math task perfect for that will keep your students engaged in problem-solving and explaining their thinking? This task is for you! Your students will use their knowledge of counting, patterns, and mathematical reasoning to figure out what comes next in the growing pattern.

Try before you buy! ✨Get a free task!✨

This task comes with, Google Slides to support you in presenting the task and is perfect for a Kindergarten class that has learned about patterns or a 1st-grade class exploring growing patterns.

What's Included in this Rich Math Task?

1 PDF with:

Link to 10 Google slides
Powerpoint Slides
Task Directions
Examples of student work

How to use this thinking task with your students

1. Present the task with the Google Slides or verbally

2. Provide students with square-inch tiles if they would like them to support their thinking.

3. Watch your become engaged and continue without you!

This task is perfect if you are just beginning to implement the Building Thinking Classrooms Framework with Kindergarten or first grade. Even if you are unfamiliar with the Building Thinking Classrooms Framework, this task is a fantastic way to engage your students in a math task they will love with task instructions for the teacher, Google slides visual supports!

Learn more about the Building Thinking Classrooms Framework in this video or blog post!

Make sure to follow here for more math resources for developing numbers sense in young learners and consider leaving a review for TPT credit towards your next purchase!

Report this resource to TPT

Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.

Rich Math Performance Task Growing Patterns and Counting - What Comes Next?

Name: Rich Math Performance Task Growing Patterns and Counting - What Comes Next?
Brand: Making Number Sense Make Sense
SKU: 9210482
Price: 3.00 USD
Availability: InStock
Rating: 5 (1 reviews)

Rated 5 out of 5, based on 1 reviews

5.0 (1 rating)

Making Number Sense Make Sense

582 Followers

$3.00

Highlights

Digital downloads

Google Apps

Grades

K - 2nd

Subjects

Math, Other (Math)

Standards

CCSS1.G.A.2

CCSSMP2

CCSSMP3

Save even more with bundles

Building Thinking Classrooms Non Curricular Math Tasks Growing Patterns K, 1, 2

Are you having trouble finding engaging story problems or Building Thinking Classrooms noncurricular tasks for kindergarten, first grade or second grade that are accessible for young mathematicians? This bundle follows the Building Thinking Classrooms in Mathematics methodology with 4 low floor high

Price $9.99Original Price $13.00Save $3.01

Description

Try before you buy! ✨Get a free task!✨

This task comes with, Google Slides to support you in presenting the task and is perfect for a Kindergarten class that has learned about patterns or a 1st-grade class exploring growing patterns.

What's Included in this Rich Math Task?

1 PDF with:

Link to 10 Google slides
Powerpoint Slides
Task Directions
Examples of student work

How to use this thinking task with your students

1. Present the task with the Google Slides or verbally

2. Provide students with square-inch tiles if they would like them to support their thinking.

3. Watch your become engaged and continue without you!

Learn more about the Building Thinking Classrooms Framework in this video or blog post!

Make sure to follow here for more math resources for developing numbers sense in young learners and consider leaving a review for TPT credit towards your next purchase!

Report this resource to TPT

Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.

5.0

Rated 5 out of 5, based on 1 reviews

1
rating

All verified TPT purchases

Rated 5 out of 5

June 24, 2024

I am always looking for new and engaging activities for my kiddos! Thank you!

Kasi D.

1,347 reviews

Grades taught: 1st

Student populations: Autism, Learning difficulties, Mild to severe disabilities

Questions & Answers

Standards

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

CCSS1.G.A.2

Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

CCSSMP2

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.

CCSSMP3

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.