Geoboards Task Cards - Fine Motor Activity - Spatial Reasoning - Morning Tub

Rated 4.88 out of 5, based on 1205 reviews

4.9 (1.2k ratings)

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My Happy Place

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Grade Levels

PreK - 1st, Homeschool

Subjects

Math, Geometry

Resource Type

Activities, Task Cards, Centers

Standards

CCSSK.G.A.1

CCSSK.G.B.5

CCSSMP4

CCSSMP5

CCSSMP6

Formats Included

Pages

35 pages

$3.85

Wish List

$3.85

Wish List

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What educators are saying

My students really enjoyed this resource. It was engaging and perfect for independent practice. My students showed major growth with this resource and I noticed they enjoyed working with a partner on it as well.

— catherine h.

Rated 5 out of 5

I liked having these examples for students to follow. It takes exploring a math manipulative to the next level and gives a greater challenge especially for students with weak spatial ability. It was easy to prepare and I used them with the whole group and in small group math centres. Thanks!

— Jessica M.

Rated 5 out of 5

Also included in

Geoboards Task Cards Bundle - Fine Motor Activities - Morning Tubs
This is a bundle of four sets of Geoboard task cards. These sets include printable task cards that are designed to be laminated and used with 5x5 peg geoboards and various sized rubber bands. Each set includes color and black and white versions of the cards in addition to printable recording sheets.
4
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Price $12.25Original Price $15.40Save $3.15
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Description

Standards

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Description

These easy-prep geoboards task cards are a perfect fine motor activity for a math center, morning tubs, early finishers, or choice time! This set supports your teaching of geometry in the classroom by allowing students to build 2D shapes on geoboards.

This set is part of a money-saving Geoboard bundle. Check it out here!

What's Included in This Geoboard Task Cards Set?

This set includes 30 geoboard design task cards for students to replicate on their own geoboards. I have also included a blank geoboard task card for you to draw your own designs. These cards feature a 5x5 peg geoboard and are best used with a variety of sizes of rubber bands.

The task cards can be used alone as a springboard for creation. I have also included two recording sheets and a planning sheet for teachers who want to incorporate an accountability element into their center.

This set includes a black-and-white version of the task cards set in addition to the color version.

How Can I Use These Task Cards With My Class?

These geoboard task cards are a natural addition to math centers during your geometry unit. They can also be used year-round as a morning tub, early finisher activity, or even during indoor recess! These cards will bring new life to your classroom geoboards.

Encourage your students to think beyond the design templates on these cards. After they have mastered transferring a design onto their geoboard, they may become spurred to create their own pictures. This is a great way for young students to begin thinking about the shapes in their environment!

What Are Teachers Saying About These Geoboard Task Cards?

⭐⭐⭐⭐⭐ "I used these for geometry lessons, and I also had them in my morning work tubs and fast finishers. My students loved them!" -Haley C.

⭐⭐⭐⭐⭐ "I liked having these examples for students to follow. It takes exploring a math manipulative to the next level and gives a greater challenge, especially for students with weak spatial ability. It was easy to prepare and I used them with the whole group and in small group math centres. Thanks!"
-Jessica M.

⭐⭐⭐⭐⭐ "These geoboards task cards were super fun and engaging for my kindergartners. They were able to create and describe objects in the environment using names of shapes." -Lorraine V.

This set is part of a money-saving Geoboard bundle. Check it out here!

Here are some related resources:

➡️ Kindergarten Geometry Activities and Teaching Tools

➡️ Kindergarten Geometry Centers

➡️ Fine Motor Skills Task Boxes

Please see the preview file for more detailed images. If you have any questions, email susan@myhappyplaceteaching.com or use the “Q&A” feature on this page.

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Susan Jennings (My Happy Place)

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Total Pages

35 pages

Answer Key

N/A

Teaching Duration

Lifelong tool

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Standards

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

CCSSK.G.A.1

Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

CCSSK.G.B.5

Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

CCSSMP4

Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

CCSSMP5

Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

CCSSMP6

Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

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