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Autism AUTUMN LEAVES Interactive Counting Sentence Building Pre-K/Kindergarten

Autism AUTUMN LEAVES Interactive Counting Sentence Building Pre-K/Kindergarten
Autism AUTUMN LEAVES Interactive Counting Sentence Building Pre-K/Kindergarten
Autism AUTUMN LEAVES Interactive Counting Sentence Building Pre-K/Kindergarten
Autism AUTUMN LEAVES Interactive Counting Sentence Building Pre-K/Kindergarten
Autism AUTUMN LEAVES Interactive Counting Sentence Building Pre-K/Kindergarten
Autism AUTUMN LEAVES Interactive Counting Sentence Building Pre-K/Kindergarten
Autism AUTUMN LEAVES Interactive Counting Sentence Building Pre-K/Kindergarten
Autism AUTUMN LEAVES Interactive Counting Sentence Building Pre-K/Kindergarten
Product Description
Autism Autumn Leaves Interactive Counting Sentence Building! BRAND NEW ACTIVITY!

With color leaves falling everywhere, your students will love counting to 10 AND then, learning to count all the way up to 20! As an added bonus with this purchase, I have included an “Autumn Counting Mat”, 20 of each color leaf for demonstrating one-to-one correspondence, and a set of flashcards showing each image in the interactive book! Your kids will absolutely love the real-life pictures of children watching each color leaf falling! Perfect for children of all learning levels, as there are both visual cards as well as word cards representing color and number.

IEP Goal Alignment:

Given one sentence containing repetitive sight words and objects to count up to 10, STUDENT will choose the correct number/number word card and color/color word card in order to complete the sentence, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given a number up to 20 and counting cards, STUDENT will demonstrate one-to-one correspondence by counting out the correct number of objects with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Counting and Cardinality PK.CC PRE-K STANDARDS ALIGNMENT:
Know number names and the count sequence.
1. Count to 20.
2. Represent a number of objects with a written numeral 0–5 (with 0 representing a count of no objects).
3. Count to tell the number of objects.
Understand the relationship between numbers and quantities to 10; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
4.Count to answer “how many?” questions about as many as 10 things arranged in a line, a rectangular array, or a circle, or as many as 5 things in a scattered configuration; given a number from 1–10, count out that many objects.
Compare numbers.
5. Identify whether the number of objects in one group is more, less, greater than, fewer, and/or equal to the number of objects in another group, e.g., by using matching and counting strategies.1(1: up to 5 objects)
6. Identify “first” and “last” related to order or position.


Counting & Cardinality K.CC KINDERGARTEN STANDARDS ALIGNMENT:
Know number names and the count sequence.
1. Count to 100 by ones and by tens.
2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Count to tell the number of objects.
4. Understand the relationship between numbers and quantities; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
d. Develop understanding of ordinal numbers (first through tenth) to describe the relative position and magnitude of whole numbers.
5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

For more FREE activities Go to AutismEducators. com

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**AS ALWAYS, A PORTION OF THE PROCEEDS FROM THIS SALE WILL BE DONATED TO A PROGRAM PROMOTING AUTISM AWARENESS.**

Thank you very much!

Debbie


Terms
Copyright © AutismEducators.com. All rights reserved by author. This product is to be used by the original downloader only. Copying for more than one teacher, classroom, department, school, or school system is prohibited. This product may not be distributed or displayed digitally for public view. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license. Intended for classroom and personal use ONLY. See product file for clip art credits.



Total Pages
11 Interactive pages, 10 of each (number, number word, color, color word cards), counting mat
Answer Key
N/A
Teaching Duration
N/A
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