Autism/Kindergarten Common Core Aligned Differentiated Math Center Activity  COUNTING APPLES – STAND UP AND LEARN!

Keep your students moving and focused all at the very same time!  Some children need the opportunity for some “wiggle” time, especially young learners or those with Autism or Special Needs.  Designed specifically to enhance their style of learning, our STAND UP AND LEARN! activities provide just the amount of movement to keep them on task and working. With bright, vivid graphics, your students will love completing this task!  Answer cards include matching the picture all the way up to tally mark counting, which includes:

Counting

Reading Number Words

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!

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.
  • 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.
  • 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.
  • 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.

Given a picture to count how many objects up to 10, 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 objects up to 10, 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 objects up to 10, 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 objects up to 10, STUDENT will count and tally, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.

Given a picture to count how many objects up to 10, STUDENT will count and match touchpoints in 4 out of 5 consecutive opportunities, by MONTH, YEAR.

Given a picture representing a number of objects up to 10, 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 up to 10, STUDENT will count and match number shown on a domino pattern, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.

Given a number card 0-10, STUDENT will match to the correct number word, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.

This item is recommended for the following grade levels:

PreK, Kindergarten, 1st Grade, 2nd Grade

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