# Grade 1 - Numbers and Operations in Base 10 for Students with Visual Impairments

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Common Core Standards
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1. For First Grade Students with Visual ImpairmentsInstructors who use this variety of instructional modes will enhance learning for students with Visual Impairments. This worksheet is designed for "low vision" students; referring to a severe vision loss in distance and near vision. Students use a comb
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This educational resource pack includes: tactile, visual, verbal and auditory prompts applied. This worksheet is designed for "low vision" students; referring to a severe vision loss in distance and near vision. Students use a combination of vision and other senses to learn, and they may require adaptations in lighting or the print size, and, in some cases, braille.

Please be prepared to cut-out the counting objects if the student is not able.

A media player for wav or m4a files is required to listen to audio links.

Click on icons for audio.

Here is a link for teaching strategies for students with Visual Impairments: https://www.teacherspayteachers.com/Product/VI-Visual-Impairment-or-Blindness-Teaching-Strategies-142576

This educational resource pack includes:

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.

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