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Series: About the Collaborative May 27, Collaboration with the Ounce Highlights Math Development in Children Ages Reading a "touch-and-feel" book or singing an action song with a baby or toddler is setting the groundwork for mathematical thinking and future school success. Series: Ideas at Work March 30, Intentional Teaching Comes to Life with Big Shoulders Project A Chicago-area teacher's intentional teaching and efforts to differentiate for students of varying ability and confidence resulted in a rich math lesson.

Series: Focus on the Child April 11, Pattern with Child 14 This second grader extends a shape pattern to ordinal numbers.

Series: Focus on the Child March 4, Repeating Patterns with Child 31 A child attempts to duplicate a pattern using colored blocks. Do the math. Free videos.

Using Picture Books for Patterns

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This field is for validation purposes and should be left unchanged. Series: About the Collaborative May 27, Collaboration with the Ounce Highlights Math Development in Children Ages Reading a "touch-and-feel" book or singing an action song with a baby or toddler is setting the groundwork for mathematical thinking and future school success. Series: Ideas at Work March 30, Intentional Teaching Comes to Life with Big Shoulders Project A Chicago-area teacher's intentional teaching and efforts to differentiate for students of varying ability and confidence resulted in a rich math lesson.

Series: Focus on the Child April 11, Pattern with Child 14 This second grader extends a shape pattern to ordinal numbers. Series: Focus on the Child March 4, Repeating Patterns with Child 31 A child attempts to duplicate a pattern using colored blocks.

The Patterns Practice Song - Math Songs - Scratch Garden

Do the math. Free videos. Free newsletter packed with ideas. Free professional learning modules.

Mathematics Grade 11 Table of Contents | Siyavula

Join the collaborative Email. This field is for validation purposes and should be left unchanged. Try using these three action patterns that you can get your students to follow: Clap hands, slap knees repeat. Snap fingers, clap hands, slap knees repeat.


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Slap knees, slap knees, clap hands repeat. Remind the children that it is NOT a pattern if it is not repeated.

Patterns and Relationships Culminating Task

It is only through repetition that a pattern is made. Thus, clapping hands and snapping fingers is NOT a pattern. Clapping hands and snapping fingers and repeating the sequence IS a pattern. Do you hear any patterns? Why is this a pattern?

9 pros and cons of components

Why is this NOT a pattern? Why or why not?


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  8. Provide the correct name for each type of pasta. Hand out a bag of pasta to each child.