School Supplies Bingo: Fun and Educational for Students!

Introduction

In my last blog post, I introduced the thrilling "Beach Bingo" game, ideal for children who've experienced the joy of the beach firsthand. I'm excited to bring you another game that will undoubtedly become a class hit - say hello to "School Supplies Bingo"! This game is designed with kindergarteners and first-graders in mind and is bound to be a favorite among young learners!

A Game for All: Welcoming Children of Every Background

Unlike the beach-themed game, "School Supplies Bingo" is not limited to children with specific experiences. Every child has encountered and used school supplies in their academic journey. These essential tools are familiar to all youngsters, from pencils and crayons to scissors and erasers.

Elevating Fun to Learning: The Power of Vocabulary Cards

One unique aspect that sets "School Supplies Bingo" apart from other similar games is incorporating vocabulary cards. Like the beach bingo game, these cards offer intriguing clues about each school tool. As the caller reads the descriptions, the children will be eager to identify the items on their bingo boards, adding an educational element to the game. 

This bingo game goes beyond just being an enjoyable game; it also serves as a teaching tool. Including vocabulary cards ensures children have fun, learn about each school supply, and prepare to use these tools. We use vocabulary cards to elevate the game experience from a mere matching exercise to an exciting learning opportunity. 

The photo above shows nine of the sixteen vocabulary cards that are included. As children listen to the clues and correctly identify the school supplies on their boards, they enhance their vocabulary and observational skills. The clues in the first-person perspective make "School Supplies Bingo" a fantastic way to engage young learners and foster their understanding of the tools they'll use throughout the school year.

Picture Word Cards: Enabling Accessibility

To ensure an inclusive and adaptable experience, "School Supplies Bingo" has an additional feature - picture word cards. These cards are visual prompts for children who find it easier to identify the school supplies with images rather than written clues read out loud. Whether a child benefits from vocabulary cards or picture word cards, the game remains accessible and enjoyable for all.

Return to School: Kickstart the Year with School Supplies Bingo

As we approach the back-to-school season, there couldn't be a more fitting time to introduce "School Supplies Bingo" to students. With children gearing up to start a new academic year and getting their school supplies ready, this game will make learning more enjoyable and exciting. Whether your students are already familiar with school routines or are just starting their educational journey, "School Supplies Bingo" is an fun-filled activity. Let the thrill of the game combine as young minds learn about their school supplies!

The Word List

The sixteen words cover both items brought in by the students themselves and a few essential components of the classroom environment. Let's take a look at the school supply word list included in the game: ruler, paper, folder, sharpener, computer, pencil pouch, glue stick, glue, markers, scissors, crayons, globe, erasers, backpack, books, and pencil.

Product Contents

18 unique color bingo cards with 16 images and words

18 black and white bingo cards with 16 images and words (identical to the color version)

16 vocabulary cards written in the first-person perspective

16 calling word cards

1 single-sheet calling card

Important Printing Tips

Use the "fit" setting on your printer. Do not use the "actual size" setting. The print results in the photo shown below are visually pleasing. The frames fit nicely around the blue and yellow cardstock paper. If you don't use the proper print setting, you may cut off the edges of the frames, which won't be visually pleasing! Always try a test print with one of the black and white cards on plain paper.

Click the image below to view the product at my shop.

View my previous blog post here: BEACH BINGO.

© 2023 Molly McMahon, Lessons by Molly

 

 

 

Bringing the Beach to the Classroom: Enhancing Learning through Real Experiences and Beach-Themed Bingo

Bringing the Beach Indoors with Tangible Objects

A handful of children may visit the ocean during the summer, so teachers play a vital role in bringing the beach experience to the classroom for those students that do not have the opportunity. Students can have a captivating beach center adorned with beach-themed objects that are easily accessible. Consider incorporating tangible items such as a plastic shovel and bucket, sunglasses, a mask and snorkel set, flip-flops, swimsuits, seashells, sunhats, a cooler, a blanket and sunscreen. These real objects can be brought into the classroom creating a beach atmosphere that engages students and enhances their learning experience. The items mentioned are seasonal at your local stores. So, hurry and get them now. They'll be gone soon!  

Embellish the Beach Center with Sound and Visuals

Support the beach center with photos and books to enrich the beach-themed learning environment. Present videos on the whiteboard. Videos of seagulls soaring through the sky or a video of waves crashing on the shore simulate the beach setting, allowing students to use their sense of sound. They also get the visual experience enhanced by the motion that videos provide. These multimedia resources add an extra layer of sensory immersion and allow students to explore the coastal ambiance from different perspectives. With the real objects and multimedia resources, you provide students with a multi-sensory experience that fosters strong connections. The beach pretend play space allows students to explore, learn, and have fun!

Transitioning From the Real Objects to Pictures and Words with a Game

After students have had the opportunity to interact with tangible objects, transitioning to pictures and words can reinforce your students' learning experiences. This further solidifies their knowledge through visual and linguistic cues. Reading aloud with simple picture books about the ocean is one strategy to enrich students' comprehension. Another way is to incorporate beach-themed games. Beach bingo is a fun and effective method to reinforce their learning. In my beach-themed bingo game, I have carefully selected 16 words that align with the beach experience. Integrating pictures and vocabulary into the game enhances language development and encourages deeper connections to the beach theme.

Elevating Learning with Vocabulary Building Cards in the Beach Bingo Game

Remember, context is essential in facilitating effective learning. Merely calling out words like "sunglasses" on a bingo sheet does little to build vocabulary. That's why my beach-themed bingo game includes vocabulary cards. The cards are presented in the first person. They provide clues to the word's identity. The vocabulary cards offer an added depth that elevates the game, making it a useful tool for vocabulary development. View my beach bingo game here: BEACH BINGO.

Black and white versions of the game are included in the product.  The photo below is from a black and white page that was printed using green card-stock paper.

Flexible Adaptations: Tailoring the Game to Suit Your Students' Needs

Tailor the game to suit your classroom needs. Mix the pictures and vocabulary cards within the same game round. Abbreviate portions of the descriptive vocabulary to simplify. For instance, instead of providing a detailed cooler description, you can say, "I keep your food and drinks cold on a hot summer day".

The Timely Impact of Themed Activity Units

In education, timing is crucial in maximizing themed activity units' impact. The best time to dive into a beach theme is at the end of summer or as a back-to-school activity. This strategic choice aligns perfectly with students' recent visits to the beach, ensuring that they can draw upon real-life encounters to enhance their learning.

As seen in the photo, as a young child, I had the joy of visiting a beach, just before starting preschool or kindergarten. The excitement of that sandy adventure remained fresh in my mind for several weeks afterward, and this is precisely the kind of connection teachers can foster when creating a beach-themed pretend play center during the back-to-school season. 

It is essential to acknowledge that not all students may have firsthand experiences of the beach. However, by careful timing and selecting relevant themed activities, educators can bridge this gap and provide meaningful learning opportunities for all. Discover more insights on the significance of timing educational activities in my previous blog post here:  

Timing Matters: Enhancing Learning Through Timely Experiences and Activities.

 

© 2023 Molly McMahon, Lessons by Molly

 

Timing Matters: Enhancing Learning through Timely Experiences and Activities

Childhood Development: The Role of Timing in Meaningful Learning 

If you have ever taken a course on early childhood cognitive development, you can appreciate the significance of real experiences in facilitating meaningful learning. Let's consider the link between childhood development and the timing of activities we have planned.

Teachable Moments

Timing is a crucial factor, as exemplified by a fictitious comparison of two teachers in Maryland. Let's consider the experiences of Mrs. Watson and Mrs. Baker, both kindergarten teachers, to highlight the significance of timing in educational activities.

Mrs. Watson's Activity

Mrs. Watson planned for her students to draw pictures of snowmen on the first day back from the winter break in January. However, due to the absence of snowfall for over 18 months, her students have no memorable experience with snow. Despite this, she tasked the children with drawing snowmen, relying solely on photos from a book she read about snowmen on the same day.

Mrs. Baker's Activity

On the other hand, Mrs. Baker, a kindergarten teacher in the same state of Maryland, brings a poinsettia plant into the classroom on the first day back from the winter break. Her students get to view the poinsettia plant, and she asks them to draw a picture based on their real experience of seeing poinsettias, considering their encounters with the plants during the previous month of December.

Contrasting Approaches in Seasonal Learning Activities

Mrs. Watson's goal was to have a seasonal display on a bulletin board for January, but without the actual snowfall experience, she could not create the authentic connection she desired. Meanwhile, Mrs. Baker focuses on allowing her students to make symbolic representations of a poinsettia plant based on their genuine encounters with the flower. She effectively incorporates their real experiences and timing to enhance their learning.

Our adult perspective often leans towards beginning activities at the start of an event. However, adopting Mrs. Baker's approach is exemplary. 

Optimizing Timing for Authentic Connections

Let's revisit Mrs. Watson's activity and explore an alternative approach that would have been more effective. Rather than having her students draw snowmen on the first day back from the winter break in January, Mrs. Watson could have waited until a snowfall occurred, even if it meant postponing the activity until March. By aligning the timing with an actual snowfall experience, the students would have a genuine connection to the subject matter, fostering more meaningful learning.

Applying Timely Experiences to Summer-Themed Learning Activities

If you live in the Northern Hemisphere, the most suitable time for summer-related activities is not in May or at the end of the school year. Rather, it is during the late summer or as a back-to-school activity. This duration is when most of your students have recently had a memorable experience, such as a visit to the beach. For kindergarten children, who may struggle to recall a beach vacation ten months earlier (at age four), it is essential to consider the timing that aligns with their experiences. A summer activity or beach theme unit in May or early June is not ideal. 

By evaluating the significance of timing and real experiences, educators can create more meaningful and effective learning opportunities for their students. To align our learning activities with our students' first-hand experiences, we can coin the phrases "Summer in September" and "Snowmen in March" as we rethink the timing of our educational initiatives. 

© 2023 Molly McMahon, Lessons by Molly

 

One-to-One Correspondence Mats: Learning, Pretend Play, and Independence!

What is One to One Correspondence?

One to one correspondence is a fundamental concept that young children learn early in their development. It involves understanding that each object matches another item. This concept sets the foundation for more advanced math concepts like counting, adding, and subtracting. It helps children grasp the idea of "one" as a unit of measure. One to one correspondence is a crucial building block for early math skills and lays the groundwork for future mathematical understanding and problem-solving abilities. 

One to one correspondence activities require minimal prerequisites. Students can engage in these activities without needing rote counting skills, cardinality, or number-symbol recognition. Students can readily perform one to one correspondence, fostering their early math skills and allowing them to explore mathematical concepts without the barriers of advanced numerical knowledge. It provides an accessible and engaging math experience for beginners, promoting their understanding of matching objects and establishing a foundation for future mathematical learning.

One to One Correspondence Fuels Early Math Success

One to one correspondence is a prerequisite for counting. It helps children understand individual units. It lays the groundwork for more advanced mathematical thinking and problem-solving abilities. So, while counting involves determining the number of objects, one to one correspondence allows children to establish an important connection between things and their corresponding partners, like putting one eraser cap on each pencil or placing one apple in every lunch bag. Understanding the distinction between counting and matching objects is essential for effectively guiding young learners in their mathematical journey.

One to One Correspondence Independent Math Centers

Are you seeking independent math center activities that require no reading counting, or number symbol knowledge? Captivate young learners from the beginning of the school year with One to One Correspondence Mats. This resource combines interactive play with one to one correspondence. Witness the magic of one to one correspondence while nurturing independence in your students! The bundle comprises eight themes featuring ten mats for objects from one to ten. Embark on an adventure through these captivating themes:

1. Ducks/Lily Pads

2. Frogs/Rocks

3. Bears/Caves

4. Spiders/webs

5. Dinosaurs/Fossil Footprints

6. Unicorns/Clouds

7. Fish/Ponds

8. Aliens/Flying Saucers

How It Works

By placing small toys, figurines, counters, math cubes on the featured objects, children develop one to one correspondence. This hand-on approach makes learning enjoyable and accessible to all learners, regardless of their current math abilities.

Math and Pretend Play Unite

These math mats go beyond the concept of one to one correspondence.  The ignite imaginative play!

Acquiring Materials for Your One to One Correspondence Activities!

When using my one to one correspondence resources, you have four material options.  Choose the one that best suits your classroom and student needs.

1. Actual Objects:  Enhance the learning experience with tangible objects! Utilize plastic spiders, rubber ducks, unicorn erasers, bath toys, party favor unicorns, and dinosaur figurines. 

2. Math Cubes and Counters: For a versatile alternative, math cubes or counters can represent the various themes featured in the resources. Whether it's spiders, unicorns, ducks, frogs, dinosaurs, aliens, fish, or bears, these manipulatives provide a visual and tactile representation that supports one to one correspondence.

3. Paper Tents: In the digital PDF file, you'll find convenient paper tents included. These tens can be easily printed and utilized as placeholders, offering a simple yet effective option for practicing one to one correspondence.  Perfect for classroom with limited physical materials or those seeking a low-prep and low-cost alternative.

4. Snack Foods: You can even incorporate edible treats that align with the mats' themes. Consider graham snacks, goldfish crackers, or gummy treats as delightful options that make learning even more engaging and delicious! The extra element of food will satisfy both the mind and the taste buds! Cover your mats using plastic sleeves with any food items used. The plastic sleeves ensure proper hygiene and separate the mats from food items. They're also easy to clean up by simply wiping with a clean cloth.

With these four material options, you can customize your one to one correspondence centers to suit your teaching style and available resources. Use as an individual center, and only ten objects per student are needed for their designated them. But if you use one theme as a group center, you must acquire at least 30 theme-aligned things for all students to have enough materials.  

Let's dive into the world of one to one correspondence and ignite a love for math in your classroom! This no-counting, no-reading, and no-number-symbol knowledge required activity is a remarkable addition to your math centers collection. Finally, an independent math center! Grab your bundle today and witness the joy of one to one correspondence unfolding in your classroom! Explore the COMPLETE BUNDLE: click the image below to discover all EIGHT ENGAGING themes available at my store. Stock up your independent math centers with these versatile resources. Keep your students engaged and learning!

Learn more about the importance of independent math centers. Follow the link below.

The Value of Independent Math Centers for Young Children

 

© 2023 Molly McMahon, Lessons by Molly

 

Repeating Patterns in Kindergarten: Ten Tips for Educators

Introduction: Hello, dear readers! Today, I briefly summarize the main points covered in my previous blog posts on repeating patterns. If you haven't had a chance to read them yet, don't worry! I've included links at the end of this post for your convenience. However, there's one key takeaway you should remember above all else. Before venturing into other pattern types, ensure mastery of the five components within the ABABAB pattern. I'll reveal why this is crucial in the final point, so keep reading!

Before we dive in, let me assure you that the Virginia 2016 Standard of Learning K.13, specifically focused on patterning, has been our guiding star throughout these discussions. 

1. Stick to the Standard: To effectively teach patterns, creating lessons plans centered on the objective is crucial. The VDOE Curriculum Framework serves as a detailed guide, ensuring alignment. Only purchase or create educational resources after first checking their alignment. Start by examining the patterning standard. Then find activities that specifically address the component you plan to teach.

2. Verify Claims of Alignment: Beware of claims that educational products are "fully aligned with the standard." Conduct your research to confirm if these activities truly align. Remember, there are five different skills to cover with the patterning standard: identifying, describing, extending, creating, and transferring repeating patterns. Neglecting any of these components means the standard has yet to be fully taught.

3. Create Inclusive Activities: Consider students with color vision deficiencies when designing patterning activities. Avoid relying solely on color. For instance, instead of using alternating colored craft sticks, use different sizes and colors. This approach ensures engagement for all students.

4. Explore Various Mediums: Encourage students to express patterns using a variety of attributes such as colors (when combined with other characteristics), sizes, shapes, and spatial orientation. By introducing different mediums, you create a richer learning experience.

5. Collaborate with Fellow Educators: Utilize the expertise of your school's music, physical education, and art teachers. They can provide additional opportunities for exploring sound patterns, movement patterns, and representation with artistic designs. Ensure all educators working with your students know the required pattern types for kindergarten.  

6. Find Patterns in Nature: Nature can be a fantastic teacher of patterns. Encourage students to observe and identify cyclical patterns like day and night. They can also describe the design patterns such as the stripes on a zebra's fur or the shell of an ornamental gourd. These real-life examples help them understand natural designs on animal coverings and parts of plants.

7. Tap into Manufactured Patterns: Seize everyday habits like weekly mealtime routines (breakfast, lunch, and dinner). Look for manufactured designs on fabric such as students' clothing or the repeating pattern of stripes on the American flag. By making connections to familiar patterns, students grasp the concepts more effectively.

8. Integrate Patterns Across Core Subjects: Incorporate patterns into core subjects. For instance, during a science unit on plants and animals, provide picture cards and ask students to arrange them alternately: animal, plant, animal, plant. Apply the same method to literacy activities using initial sounds and pictures. This cross-curricular approach saves time and reinforces multiple skills.

9. Assess Student Progress: Use an analytic rubric that addresses all the components of the patterning standard. Evaluation helps determine appropriate independent patterning activities and groupings. Tailor math centers based on individual student abilities. Ensure students have mastered each component before progressing to the next pattern type.

10. Stay in the Lane of Mastery: Above all, remember this crucial takeaway: Stay within the ABABAB patterning lane until students have mastered all five components. Students needing help identifying, describing, extending, transferring or creating an ABABAB pattern, are unprepared for other pattern types. Moreover, avoid prematurely using worksheets or online educational products that mix tasks with multiple pattern types. Instead, provide students with focused activities that solely concentrate on the ABABAB pattern until they achieve mastery. Once they have demonstrated proficiency in the ABABAB pattern, introduce activities that isolate the ABCABC pattern, followed by the AABBAABB pattern. Then introduce the AABAAB and the ABBABB patterns. Only when students have confidently mastered each pattern type in isolation should varied tasks, combining different pattern types, be presented. This sequential approach ensures students build a strong foundation in each pattern type.

Conclusion: As we conclude this summary, I hope you find these key points valuable for your teaching journey. Please explore the complete series for further details and insights. The links are shown below.

1. Kindergarten Repeating Patterns Objective: Unveiling the Five Components

2. The Magic of Patterns: How Young Children Express Repeating Patterns with Objects, Pictures, Sounds, and Movement

3. Repeating Patterns in Kindergarten: The Many Layers of a Learning Objective

4. Exposing the Gap Between Alignment Claims and Objective: Repeating Patterns

5. Repeating Patterns: Worksheets Aligned with a Kindergarten Standard

6. Patterning with Practical Situations and in Nature     

© 2023 Molly McMahon, Lessons by Molly

(References: 1.  Virginia Department of Education, Standards of Learning, 2016.)

 

Patterning with Practical Situations and in Nature

Introduction

In today's blog post, we focus again on the Virginia Standard of Learning (2016) for kindergarten math (K.13). It says, "The student will describe, extend, create, and transfer repeating patterns." The Curriculum Framework provided by the Virginia Department of Education suggests analyzing patterns in practical situations like calendars, seasons, and days of the week. We encounter challenges when the actual patterning exceeds the recommended maximum repetition of four elements - AB, ABC, AABB, ABB, and AAB and with only three unique  components - A, B, and C. This post addresses this issue and provides alternative solutions to engage students in pattern exploration.

Analyzing Patterns of Time

Traditionally, the days of the week and the months of the year are examples of practical situations for pattern analysis. However, both present a challenge as the number of unique elements exceeds the recommended maximum of three individual components in the patterning structure. The days of the week, consisting of seven parts (Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, and Saturday), are not represented by the suggested pattern types. Neither are the months of the year due to the presence of twelve unique elements. This time pattern exceeds the guideline of a maximum of three distinguishable features and a maximum of four parts of the core. Most kindergartners will need help analyzing patterns at this level of intricacy. Considering the natural progression of time, it would take a full year to complete, which may not align with the desired learning time frame in the curriculum. Similarly, the seasons also have difficulty fitting into a pattern, as they, too, require a full year to complete the cycle before the occurrence of a natural repeat.

Exploring Alternative Patterns of Time

We can consider alternate situations that align with the recommended pattern structures to address this challenge. One such example is the pattern of day and night, which we observe repeatedly in our daily lives. By representing it as an ABABAB pattern, students can analyze and describe the alternating sequence of day and night, fostering their pattern recognition skills.

Another example is the pattern of breakfast, lunch, and dinner. Mealtimes repeat in an ABCABC pattern throughout the week. By engaging students in an activity where they draw one food they ate for each meal and repeat these three times a day, they can actively observe and analyze the ABCABC pattern in their meal schedules on a weekly recording sheet. This experiential approach aligns with the pattern types for kindergarten and promotes awareness of their daily routines.

Exploring Concise Cyclical Patterns for Young Children

Explore short cyclical events that align with five and six year olds level of understanding. For instance, a traffic light can teach children about patterns through the colors (red, yellow, and green) and positions (top, middle, and bottom). The repeating pattern starts with red at the top, followed by yellow in the middle, and green at the bottom. Children can learn to recognize and predict the next color and position, fostering pattern recognition skills and critical thinking. 

Natural and Man-Made Patterns

To further expand students' pattern exploration, we can encourage them to observe natural patterns. Nature offers a wealth of examples, such as the stripes on a zebra's fur or by viewing the tail of a ring-tailed lemur.

These stripe designs can be analyzed using the ABABAB pattern Students can also examine patterns in everyday objects such as the stripes on their shirts, the design on the American flag, or even the striped patterns found on watermelons or gourds.

Natural and manufactured patterns allow students to extend their understanding of repeating patterns beyond the limitations presented by days of the week, the months of the year, and seasons.

Conclusion

While the Curriculum Framework encourages exploring patterns in practical situations like calendars, seasons, and days of the week, the challenges posed by their structure often exceed the recommended core patterns of AB, ABC, AABB, ABB, and AAB. We can offer engaging activities by introducing alternative practical problems like day and night. We can encourage students to observe patterns in nature, in everyday objects and in events. This approach broadens students' pattern recognition skills and nurtures their ability to identify, describe, extend, create, and transfer repeating patterns in contexts that are not contrived.

© 2023 Molly McMahon, Lessons by Molly

(References: 1.  Virginia Department of Education, Standards of Learning, 2016.)

Repeating Patterns: Worksheets Aligned with a Kindergarten Standard

Design with the Standard in Mind

Do you prioritize activity creation? Or do you apply accurate, objective alignment when planning lessons? Today, we look at specific worksheets aligning with a Virginia Standard of Learning for kindergarten math. (K.13, 2016) When used together, these worksheets effectively fulfill the standard's requirements in terms of identifying, describing, extending, creating, and transferring repeating patterns.

Worksheet One - Identify Repeating Patterns

The first worksheet showcases a seasonal theme, with rows of pictures forming repeating patterns. Students identify the core of an ABABAB or ABCABC pattern. They need to circle the core in each row. Examples include alternating right-side-up and upside-down ice cream cones and a row with a repeating butterfly, turtle, and frog.

Worksheet Two - Extend Repeating Patterns and Describe Repeating Patterns

The second worksheet requires students to extend an ABAB pattern using images of whole apples and apple cores. The pattern consists of four full repeats and one partial repeat. Students cut and glue additional pictures to complete the pattern, achieving three full repeats of the core and two partial repeats. Students describe the pattern regarding the material used, choosing between sounds, objects, pictures, and movements.

Worksheet Three - Transfer Repeating Patterns

The third worksheet is dedicated to pattern transfer, requiring students to recreate an ABAB pattern and an ABCABC pattern using pictures. I recommend that students first engage in activities focused on practicing the ABABAB and ABCABC repeats separately. Once they have mastered both individually, they can advance to this integrated worksheet, allowing them to use pattern transfer skills with the ABABAB and the ABCABC patterns.

Worksheet Four - Create Repeating Patterns

Finally, the fourth worksheet encourages students to create a pattern by cutting and gluing various images along a designated path. The range of pictures allows students to design many pattern types, making the outcome open-ended. View the possibilities at the end of this post.

Building Complexity: One Pattern at a Time

The showcased worksheets primarily focus on the ABAB pattern and the ABCABC pattern. It is essential to note that by incorporating additional worksheets, such as those featuring the AABBAABB, ABBABB, and AABAABAAB patterns, the curriculum's suggested pattern types would be fully addressed. This approach ensures that students explore a variety of repeating pattern structures.

Beyond Pictures: Expanding Pattern Exploration

It is crucial for educators to incorporate activities that encompass a broader range of materials than pictures. Incorporate objects, sounds, and movement into patterning exercises. Objects can help students connect abstract patterns to tangible items in their environment. Sounds and movement patterns adds a multi-sensory element to the learning experience.

Objective Alignment: Meeting the Standard's Criteria

Before incorporating an educational resource activity, assessing whether it aligns with the objective we aim to teach is crucial, despite its apparent fun and creative nature.

Upcoming Blog Post

In the upcoming blog post, we will explore natural patterns and assess their alignment with the VDOE Standards of Learning Curriculum Framework, analyzing how they align and where deviations may occur.

Open-Ended Outcomes

Featuring a single worksheet, four distinct patterns are created.

© 2023 Molly McMahon, Lessons by Molly

(References: 1.  Virginia Department of Education, Standards of Learning, 2016.)