G 1 - Numbers/Operations Base 10 - Student w/ Mental Health or Medical Condition

G 1 - Numbers/Operations Base 10 - Student w/ Mental Health or Medical Condition
G 1 - Numbers/Operations Base 10 - Student w/ Mental Health or Medical Condition
G 1 - Numbers/Operations Base 10 - Student w/ Mental Health or Medical Condition
G 1 - Numbers/Operations Base 10 - Student w/ Mental Health or Medical Condition
G 1 - Numbers/Operations Base 10 - Student w/ Mental Health or Medical Condition
G 1 - Numbers/Operations Base 10 - Student w/ Mental Health or Medical Condition
G 1 - Numbers/Operations Base 10 - Student w/ Mental Health or Medical Condition
G 1 - Numbers/Operations Base 10 - Student w/ Mental Health or Medical Condition
Grade Levels
Common Core Standards
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3 MB|28 pages
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  1. For Grade 1 Students with Medical or Mental Health Conditions:Instructors who use this variety of instructional modes will enhance learning for students with Medical or Mental Health Conditions. Students with Mental Health Conditions require sequential memory tasks, such as spelling, math, with step
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  2. For Kindergarten through 2nd Grade Students with Mental Health or Medical ConditionsInstructors who use this variety of instructional modes will enhance learning for students with Mental Health or Medical Conditions. Students with Mental Health Conditions require sequential memory tasks, such as spe
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Product Description
This educational resource pack includes: tactile, visual, verbal and auditory prompts. Students with Mental Health Conditions require sequential memory tasks, such as spelling, math, with step-by-step instructions. They may be more easily understood by dividing tasks into smaller ones. Students with Medical Conditions also require enlarged printed materials.

Here are links to teaching strategies:
https://www.teacherspayteachers.com/Product/Mental-Health-Conditions-Teaching-Strategies-142641
https://www.teacherspayteachers.com/Product/Medical-Conditions-Teaching-Strategies-142579
A media player is needed for m4a files, click on sound icons for audio. ​▶
Scissors are needed for cutting out flashcards for Worksheet 10.

BASED ON THE COMMON CORE STANDARDS COUNTING (Worksheet 1):
“Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.”
PLACE VALUES (Worksheets 2-5): “Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
● 10 can be thought of as a bundle of ten ones — called a "ten."
● The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
● The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones)."
COMPARISON (Worksheets 6, 8-9): “Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.”

ADDITION (Worksheets 7-9): “Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.”

MENTAL MATH (Worksheet 10): “Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.”

SUBTRACTION (Worksheet 11): “Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.”

Red print relates to notes for the teacher, parent or self-instruction.

Students with Psychiatric or Medical Disabilities may require sequential memory tasks, such as spelling or math with step-by-step instructions. They may be more easily understood by dividing tasks into smaller ones.

https://www.teacherspayteachers.com/Product/Psychiatric-Disabilities-Teaching-Strategies-142641

https://www.teacherspayteachers.com/Product/Medical-Disabilities-Teaching-Strategies-142579
Total Pages
28 pages
Answer Key
N/A
Teaching Duration
N/A
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