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# Autism Kindergarten Common Core Differentiated Math Center WINTER THEME

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5 MB|34 pages
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Keep your students moving and focused all at the very same time! Some children need the opportunity for some “wiggle” time, especially our young and visual learners or those with Autism or Special Needs. Designed specifically to enhance their learning needs, our STAND UP AND LEARN! Kindergarten Common Core activities provide just the amount of movement they need, as well as important academic skill practice.
This activity comes complete withinterchangeable answer cards to accommodate differentiated learning methods. The Winter Theme-Common Core Math Center activity provides practice in the following math areas:

Counting
Tally Marks
Ten Frame
Array of Dots for Counting
Touch Points
Numeral
Dice
Domino Number

EASY-TO-ASSEMBLE and use in your classroom TODAY! Just print, cut matching cards, laminate and post in your Math Center, wall, or the back of a bookshelf (as I have done). Simple to change out with additional “STAND UP AND LEARN” activities!

PLEASE NOTE: THE PREVIEW SHOWN IS FOR DEMONSTRATION PURPOSES ONLY. It is our AUTUMN Stand Up and Learn activity that is shown.

This activity meets the requirements for the following Kindergarten Common Core State Standards:

Kindergarten Math: Counting and Cardinality Standards
Know number names and the count sequence.
• K.CC.1. Count to 100 by ones and by tens.
• K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Count to tell the number of objects.
• K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality.
o 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.
o 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.
o Understand that each successive number name refers to a quantity that is one larger.
• K.CC.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.

IEP GOAL SUGGESTIONS:
Given a picture to count how many, STUDENT will count and match the correct picture in 4 out of 5 consecutive opportunities, by MONTH, YEAR.

Given a picture to count how many, STUDENT will count and match the correct number card, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.

Given a picture to count how many, STUDENT will count and match the correct number word, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.

Given a picture to count how many, STUDENT will count and tally, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.

Given a picture to count how many, STUDENT will count and match touchpoints in 4 out of 5 consecutive opportunities, by MONTH, YEAR.

Given a picture representing a number of objects, STUDENT will count and match correct ten frame, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.

Given a picture representing a number of objects, STUDENT will count and match number shown on domino pattern, in 4 out of 5 consecutive opportunities by MONTH, YEAR,

For more FREE activities Go to AutismEducators. com

Enjoy!
Debbie

PROUD PARTNER OF AUTISM SPEAKS! A portion of ALL proceeds will be donated!
Total Pages
34 pages
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Teaching Duration
1 Semester
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