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Ms. Werder

Student Instructions

Bike Chart (Kinder- Unit 3, Mod 1, Part 2 TEA)

Let's add by doubling! 1. Tap the add to start activity. 2. Tap the ▶️ play button to listen to the directions 3. Use the move button to drag the dots to solve the problem 4. Tap the mic button to record your thinking 5. Try each slide 6. When you are done tap the check and add to seesaw

Kindergarten, Math
10 teachers like this
Compatible with: Chromebooks, computers, iPads, iPhones, Android tablets, Android phones, Kindle Fire

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Created from: https://bridges.mathlearningcenter.org/sites/default/files/documents/resources/TEA/TEA-G0U3M1-ImpGuide.pdf Part 2: Bike Chart Students observe patterns on the bike chart, count the number of wheels, and practice counting by 2s. You will need your copy of: Google Slides: Bike Chart (asynchronous or synchronous) https://docs.google.com/presentation/d/1DRv8KK5FE5f-4yUePJYKUPR0BjO66rJR2HbvqEsQsA4/copy 1. Make sure you have created the bike chart with students’ color choices from Part 1. 2. Choose your delivery method: If delivering asynchronously ● Distribute the slides to students ● Students self-pace through the slides and make observations and look for patterns on the bike chart. ● Have students turn in their completed slides. ● Review student work from Part 2 to see if students were able to notice patterns on the chart and accurately continue the counting pattern, placing markers on 16, 18 and 20. If delivering synchronously: ● If students have access to ten-frame mats and counters, ask students to use them for today’s activity. ● Start a Zoom or Google Meet session. ● Open the slideshow and share your screen. Students do not need their own copy of the slides. ● Facilitate a discussion around the bike chart on the first slide. Invite students to share their observations. ● On the next slides, invite students to count how many wheels on each row of bikes, looking for patterns. See Session 5 Teaching Guide, starting at Step 5 for further context. ● Extend students’ counting practice and observation of the pattern by asking them to continue to count by 2s up to 20 using the graph and numbers on the slides for support.

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