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This educational resource pack includes: tactile, visual, verbal and auditory prompts applied. 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.
Predictable language with: tactile, visual and auditory prompts for students with ADD/ADHD. Students with either ADD or ADHD require the use of handouts with visual aids. They should also be provided with a word processor with spell- checker and/or voice output to provide auditory feedback. Oral instructions should be concise with instructions or demonstrations presented in more than one way.
Here is a link to our teaching strategies for students with ADD/ADHD: