Number Identification {one to one correspondence Response to Intervention}

Number Identification {one to one correspondence Response to Intervention}
Number Identification {one to one correspondence Response to Intervention}
Number Identification {one to one correspondence Response to Intervention}
Number Identification {one to one correspondence Response to Intervention}
Number Identification {one to one correspondence Response to Intervention}
Number Identification {one to one correspondence Response to Intervention}
Number Identification {one to one correspondence Response to Intervention}
Number Identification {one to one correspondence Response to Intervention}
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4 MB|17 pages
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Product Description

One-to-one number correspondence flash cards and activities for numbers identification. Are you students having trouble matching the correct amount of items with a number? Are they struggling with left to right and one to one correspondence? This is a very helpful way to help your students who are struggling to recognize numbers 1-10 and match sets to numbers.
Have them use the flash cards by placing items (tokens, counting bears, candy) in the circles below the number. Or, print out the copies in black and white and have them use bingo daubers to fill in the correct amount of circles below the number.
I have included:
♦ Glitterific flash cards with corresponding five frames below
These could be used in your classroom to create number wall decor!
♦ Colored number flashcards with corresponding circles for filling up below
♦ Black and white flash cards with corresponding circles below
♦ Two dauber worksheets-one with corresponding circles in the row and one white the row full and the child has to decide how many circles to fill in to match the number in the row.
I hope you find this useful in your classroom and math centers.
If you would like to take data on numbers with your students, take a look at my Letter and Number Identification Assessment and Data Tracking

Total Pages
17 pages
Answer Key
N/A
Teaching Duration
N/A
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