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$8.00
by AutismEducators
This IEP GOAL SKILL BUILDER set focuses on solving subtraction word problems from up to 20 (minuend). With TWO different learning levels, students begin at LEVEL 1 with visual support and provides intensive instruction for one-on-one or small group lessons. Having successfully implemented this strategy in my classroom for many years, I’m now sharing it with you.•This is a PRINT and GO printabl...
Grade Levels: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
$3.50
by AutismEducators
Fall fun for your students with this Autumn problem solving skills for beginners Task Box Filler! This festive fall or autumn theme corn maze task box will guide students using visuals (Corn Maze sign and scarecrow) to follow the maze to find their way out! This Task Box Filler autumn resource focuses on problem solving skills, as well as the concept of spatial awareness. It is an engaging task b...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: Given a visual map to solve, which requires problem solving skills to find the beginning and ending point, STUDENT will determine the logical path, as completed in up to 5 opportunities, by MONTH, YEAR.
Given hand-over-hand prompting, STUDENT will draw a line from a beginning location to an ending location, as guided by an adult (teacher/OT/therapist), in 3 out of 5 opportunities, as documented by teacher observation, by MONTH, YEAR.
Given hand-over-hand prompting, STUDENT will draw a line from a beginning location to an ending location, as guided by an adult (teacher/OT/therapist), in 3 out of 5 opportunities, as documented by teacher observation, by MONTH, YEAR.
$6.00
by AutismEducators
It’s that time of the year when Autumn leaves turn color and it’s all about Halloween! Turn the Fall spooky holiday into some learning fun with interactive candy corn math activity centers! Focusing on Counting and Cardinality and aligned with state mathematics standards, your students will enjoy counting, adding, subtracting, sequencing by size or pattern, counting with ten frame, and practicing ...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: By [specified date, e.g., the end of IEP date], [Student's Name] will demonstrate one-to-one correspondence skills by accurately counting and matching objects up to 10 with 80% accuracy across 3 consecutive data collection sessions, as measured by teacher observations and assessments.
By [specific date, e.g. end of IEP date], [Student's Name] will accurately solve single-digit addition problems with sums up to 10 in 4 out of 5 opportunities across three consecutive data collection sessions, as measured by teacher-prepared worksheets and classroom assessments, to demonstrate addition fluency.
By [specific date, e.g. end of IEP date], [Student's Name] will accurately solve single-digit subtraction problems with minuends up to 10 in 4 out of 5 opportunities across three consecutive data collection sessions, as measured by teacher-prepared worksheets and classroom assessments, to demonstrate subtraction fluency.
By [specific date, e.g. end of IEP date], [Student's Name] will accurately sequence by pattern or size using a simple pattern (AB, AAB, ABB) or size (small, medium, large/big, bigger, biggest) in 4 out of 5 opportunities across three consecutive data collection sessions, as measured by teacher-prepared worksheets and classroom assessments.
By [specific date, e.g. end of IEP date], [Student's Name] will accurately solve single-digit addition problems with sums up to 10 in 4 out of 5 opportunities across three consecutive data collection sessions, as measured by teacher-prepared worksheets and classroom assessments, to demonstrate addition fluency.
By [specific date, e.g. end of IEP date], [Student's Name] will accurately solve single-digit subtraction problems with minuends up to 10 in 4 out of 5 opportunities across three consecutive data collection sessions, as measured by teacher-prepared worksheets and classroom assessments, to demonstrate subtraction fluency.
By [specific date, e.g. end of IEP date], [Student's Name] will accurately sequence by pattern or size using a simple pattern (AB, AAB, ABB) or size (small, medium, large/big, bigger, biggest) in 4 out of 5 opportunities across three consecutive data collection sessions, as measured by teacher-prepared worksheets and classroom assessments.
$5.00
by AutismEducators
Does your student have an IEP goal for independent work task completion? Well, THIS phonics with beginning letter sounds, tracing fine motor skills, and counting to 20 IEP Goal Skill Builder set for Special Education works like magic! You will see your students complete an academic work task with a greater level of independence by following a set of visual directions! This no prep Phonics an...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade
IEP Goals: By (IEP end date), given a repetitive set of 4 visual directions (color, count, circle, trace), STUDENT will independently (or with ___# of prompts) complete the work task, with 80% accuracy, in 4 out of 5 opportunities, as documented by the teacher.
By (IEP end date), given a picture of a familiar object to color with a visual guide (and up to #___ of prompts), STUDENT will select the color crayon shown to color the line drawing, as documented by teacher observation.
By (IEP end date), given a specific lowercase letter of the alphabet, STUDENT will mark all of the same letters by drawing a circle around the letters, with 80% accuracy, in 4 out of 5 opportunities, as documented by teacher/therapist.
By (IEP end date), given a 3 to 4 letter lowercase noun to trace, STUDENT will trace the words to increase letter formation knowledge, as documented by teacher/therapist.
By (IEP end date), given up to 20 objects to count in a line or array, STUDENT will demonstrate one-to-one correspondence by counting ?how many?? to select the correct total out of a field of three number choices, as documented by teacher/therapist.
By (IEP end date), given a picture of a familiar object to color with a visual guide (and up to #___ of prompts), STUDENT will select the color crayon shown to color the line drawing, as documented by teacher observation.
By (IEP end date), given a specific lowercase letter of the alphabet, STUDENT will mark all of the same letters by drawing a circle around the letters, with 80% accuracy, in 4 out of 5 opportunities, as documented by teacher/therapist.
By (IEP end date), given a 3 to 4 letter lowercase noun to trace, STUDENT will trace the words to increase letter formation knowledge, as documented by teacher/therapist.
By (IEP end date), given up to 20 objects to count in a line or array, STUDENT will demonstrate one-to-one correspondence by counting ?how many?? to select the correct total out of a field of three number choices, as documented by teacher/therapist.
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$10.00
$10.00 $8.00
by AutismEducators
This is a BUNDLE containing 2 items.
Does your student have an IEP goal for independent work task completion? Well, THIS phonics with beginning letter sounds, tracing fine motor skills, and counting to 10 IEP Goal Skill Builder set for Special Education works like magic! You will see your students complete an academic work task with a greater level of independence by following a set of visual directions! This no prep Phonics and Cou...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: 1. By (IEP end date), given a repetitive set of 4 visual directions (color, count, circle, trace), STUDENT will independently (or with ___# of prompts) complete the work task, with 80% accuracy, in 4 out of 5 opportunities, as documented by the teacher.
2. By (IEP end date), given a picture of a familiar object to color with a visual guide (and up to #___ of prompts), STUDENT will select the color crayon shown to color the line drawing, as documented by teacher observation.
3. By (IEP end date), given a specific lowercase letter of the alphabet, STUDENT will mark all of the same letters by drawing a circle around the letters, with 80% accuracy, in 4 out of 5 opportunities, as documented by teacher/therapist.
4. By (IEP end date), given a 3 to 4 letter lowercase noun to trace, STUDENT will trace the words to increase letter formation knowledge, as documented by teacher/therapist.
5. By (IEP end date), given up to 10/20 objects to count in a line or array, STUDENT will demonstrate one-to-one correspondence by counting ?how many?? to select the correct total out of a field of three number choices, as documented by teacher/therapist.
By (IEP end date), given a repetitive set of 4 visual directions (color, count, circle, trace), STUDENT will independently (or with ___# of prompts) complete the work task, with 80% accuracy, in 4 out of 5 opportunities, as documented by the teacher.
By (IEP end date), given a picture of a familiar object to color with a visual guide (and up to #___ of prompts), STUDENT will select the color crayon shown to color the line drawing, as documented by teacher observation.
By (IEP end date), given a specific lowercase letter of the alphabet, STUDENT will mark all of the same letters by drawing a circle around the letters, with 80% accuracy, in 4 out of 5 opportunities, as documented by teacher/therapist.
By (IEP end date), given a 3 to 4 letter lowercase noun to trace, STUDENT will trace the words to increase letter formation knowledge, as documented by teacher/therapist.
By (IEP end date), given up to 20 objects to count in a line or array, STUDENT will demonstrate one-to-one correspondence by counting ?how many?? to select the correct total out of a field of three number choices, as documented by teacher/therapist.
2. By (IEP end date), given a picture of a familiar object to color with a visual guide (and up to #___ of prompts), STUDENT will select the color crayon shown to color the line drawing, as documented by teacher observation.
3. By (IEP end date), given a specific lowercase letter of the alphabet, STUDENT will mark all of the same letters by drawing a circle around the letters, with 80% accuracy, in 4 out of 5 opportunities, as documented by teacher/therapist.
4. By (IEP end date), given a 3 to 4 letter lowercase noun to trace, STUDENT will trace the words to increase letter formation knowledge, as documented by teacher/therapist.
5. By (IEP end date), given up to 10/20 objects to count in a line or array, STUDENT will demonstrate one-to-one correspondence by counting ?how many?? to select the correct total out of a field of three number choices, as documented by teacher/therapist.
By (IEP end date), given a repetitive set of 4 visual directions (color, count, circle, trace), STUDENT will independently (or with ___# of prompts) complete the work task, with 80% accuracy, in 4 out of 5 opportunities, as documented by the teacher.
By (IEP end date), given a picture of a familiar object to color with a visual guide (and up to #___ of prompts), STUDENT will select the color crayon shown to color the line drawing, as documented by teacher observation.
By (IEP end date), given a specific lowercase letter of the alphabet, STUDENT will mark all of the same letters by drawing a circle around the letters, with 80% accuracy, in 4 out of 5 opportunities, as documented by teacher/therapist.
By (IEP end date), given a 3 to 4 letter lowercase noun to trace, STUDENT will trace the words to increase letter formation knowledge, as documented by teacher/therapist.
By (IEP end date), given up to 20 objects to count in a line or array, STUDENT will demonstrate one-to-one correspondence by counting ?how many?? to select the correct total out of a field of three number choices, as documented by teacher/therapist.
$5.00
by AutismEducators
Following Visual Directions Phonics for letter recognition with Fine Motor Skills and Counting to 20 Worksheets for Special Education and Independent Task Completion. Does your student have an IEP goal for independent work task completion? Well, THIS phonics with beginning letter sounds, tracing fine motor skills, and counting to 10 IEP Goal Skill Builder set for Special Education works like magi...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: 1. By (IEP end date), given a repetitive set of 4 visual directions (color, count, circle, trace), STUDENT will independently (or with ___# of prompts) complete the work task, with 80% accuracy, in 4 out of 5 opportunities, as documented by the teacher.
2. By (IEP end date), given a picture of a familiar object to color with a visual guide (and up to #___ of prompts), STUDENT will select the color crayon shown to color the line drawing, as documented by teacher observation.
3. By (IEP end date), given a specific lowercase letter of the alphabet, STUDENT will mark all of the same letters by drawing a circle around the letters, with 80% accuracy, in 4 out of 5 opportunities, as documented by teacher/therapist.
4. By (IEP end date), given a 3 to 4 letter lowercase noun to trace, STUDENT will trace the words to increase letter formation knowledge, as documented by teacher/therapist.
5. By (IEP end date), given up to 10/20 objects to count in a line or array, STUDENT will demonstrate one-to-one correspondence by counting ?how many?? to select the correct total out of a field of three number choices, as documented by teacher/therapist.
2. By (IEP end date), given a picture of a familiar object to color with a visual guide (and up to #___ of prompts), STUDENT will select the color crayon shown to color the line drawing, as documented by teacher observation.
3. By (IEP end date), given a specific lowercase letter of the alphabet, STUDENT will mark all of the same letters by drawing a circle around the letters, with 80% accuracy, in 4 out of 5 opportunities, as documented by teacher/therapist.
4. By (IEP end date), given a 3 to 4 letter lowercase noun to trace, STUDENT will trace the words to increase letter formation knowledge, as documented by teacher/therapist.
5. By (IEP end date), given up to 10/20 objects to count in a line or array, STUDENT will demonstrate one-to-one correspondence by counting ?how many?? to select the correct total out of a field of three number choices, as documented by teacher/therapist.
$3.00
by AutismEducators
This high interest task box activity will help students learn one-to-one correspondence counting skills up to 20 with objects and is perfect for your Special Education autism independent task box system! This Task Box Filler early math resource focuses on the counting skill of one-to-one correspondence up to 20 using an engaging topic! This math count to 20 task card set supports academic learning...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: Given objects to count in groups of up to 20, STUDENT will independently count to determine ?how many? by ___________(marking the number/matching the number card/clipping the task card number) in order to demonstrate one-to-one correspondence with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given verbal, visual, or hand-over-hand prompts along with objects to count up to____ (#)ex. 1 to 5, STUDENT will touch each object and count with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given objects to count from 1 to 5, STUDENT will indicate the total number on his/her voice output device, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given verbal, visual, or hand-over-hand prompts along with objects to count up to____ (#)ex. 1 to 5, STUDENT will touch each object and count with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given objects to count from 1 to 5, STUDENT will indicate the total number on his/her voice output device, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.00
by AutismEducators
This task box activity that will help students learn one-to-one correspondence counting skills with up to 20 with tents, perfect for your Special Education autism independent task box system! This Task Box Filler early math resource focuses on the counting skill of one-to-one correspondence up to 20 using an engaging topic! This math count to 20 task card set supports academic learning standards f...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: Given objects to count in groups of up to 20, STUDENT will independently count to determine ?how many? by ___________(marking the number/matching the number card/clipping the task card number) in order to demonstrate one-to-one correspondence with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given verbal, visual, or hand-over-hand prompts along with objects to count up to____ (#)ex. 1 to 5, STUDENT will touch each object and count with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given objects to count from 1 to 5, STUDENT will indicate the total number on his/her voice output device, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given verbal, visual, or hand-over-hand prompts along with objects to count up to____ (#)ex. 1 to 5, STUDENT will touch each object and count with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given objects to count from 1 to 5, STUDENT will indicate the total number on his/her voice output device, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
Are your students working towards IEP goals for adding single-digit numbers with sums up to 10? Using a visual counting strategy with autumn objects to count (pumpkins!), this fall themed pumpkins task box activity shows each number represented by its’ numeric value! Students can learn to solve addition problems with sums up to 10, all while working independently! WHAT IS INCLUDED WITH THIS PUMPK...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: 1. Given two numbers to add with a sum up to 10, STUDENT will use the given visuals as a counting strategy in order to solve the addition problem, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a number card from 1 to 10 which includes a visual counting strategy within each number, STUDENT will say the number (or indicate on voice output device) and count the objects which represent the number to demonstrate one-to-one correspondence/number recognition, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a number card from 1 to 10 which includes a visual counting strategy within each number, STUDENT will say the number (or indicate on voice output device) and count the objects which represent the number to demonstrate one-to-one correspondence/number recognition, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
Are your students working towards IEP goals for adding single-digit numbers with sums up to 10? Using a visual counting strategy with autumn objects to count (apples!), this fall themed apples task box activity shows each number represented by its’ numeric value! Students can learn to solve addition problems with sums up to 10, all while working independently! WHAT IS INCLUDED WITH THIS APPLE Add...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: 1. Given two numbers to add with a sum up to 10, STUDENT will use the given visuals as a counting strategy in order to solve the addition problem, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a number card from 1 to 10 which includes a visual counting strategy within each number, STUDENT will say the number (or indicate on voice output device) and count the objects which represent the number to demonstrate one-to-one correspondence/number recognition, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a number card from 1 to 10 which includes a visual counting strategy within each number, STUDENT will say the number (or indicate on voice output device) and count the objects which represent the number to demonstrate one-to-one correspondence/number recognition, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.00
by AutismEducators
Are your students working towards mastering addition up to 10 IEP goals for adding single-digit numbers with sums up to 10? Using a visual counting strategy with objects to count, this task box activity shows each number represented by its’ numeric value! Students can learn to solve addition problems with sums up to 10, all while working independently! WHAT IS INCLUDED WITH THIS Watermelon Additi...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: 1. Given two numbers to add with a sum up to 10, STUDENT will use the given visuals as a counting strategy in order to solve the addition problem, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given a number card from 1 to 10 which includes a visual counting strategy within each number, STUDENT will say the number (or indicate on voice output device) and count the objects which represent the number to demonstrate one-to-one correspondence/number recognition, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given a number card from 1 to 10 which includes a visual counting strategy within each number, STUDENT will say the number (or indicate on voice output device) and count the objects which represent the number to demonstrate one-to-one correspondence/number recognition, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
MORE or LESS (Greater/Less Than) Things associated with the month of February Task Cards “TASK BOX FILLER” for Autism and Special EducationThis things associated with February Task Card “Task Box Filler” set provides one-on-one instruction or independent work for counting up to 10 and determine “more” or “less”. Perfect for visual learners! Pictures are related to February holidays, such as Presid...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: Given two groups of objects to count up to 10, STUDENT will determine which group has more/less by marking the correct response with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.00
by AutismEducators
ONE TO ONE CORRESPONDENCE Count to 30 St. Patrick’s Day LEPRECHAUN Task Box Filler for Special Education and Autism. Are your students developing counting skills up to 30? This one to one correspondence counting up to 30 Leprechaun theme Task Box for Special Education “Task Box Filler” resource focuses on the counting skill of one-to-one correspondence up to 30. Count lucky leprechaun coins and wr...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: 1. Given a group of objects to count up to 30, STUDENT will determine ?how many?? by independently counting, writing, or matching the number response card in order to demonstrate one-to-one correspondence up to 30, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Participatory/High Needs BASED IEP GOALS: 2. Given verbal, visual, or hand-over-hand prompts along with objects to count up to____ (#)ex. 1 to 5, STUDENT will touch each object and count with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
3. Given objects to count from 1 to 5, STUDENT will indicate the total number on his/her voice output device, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Participatory/High Needs BASED IEP GOALS: 2. Given verbal, visual, or hand-over-hand prompts along with objects to count up to____ (#)ex. 1 to 5, STUDENT will touch each object and count with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
3. Given objects to count from 1 to 5, STUDENT will indicate the total number on his/her voice output device, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.50
by AutismEducators
Just in time for your Valentine's Day math center! Gaining confidence in counting numbers to solve visual addition problems with sums up to 20, is important to apply foundational skills during independent work tasks or one-on-one instruction. Adapted addition encourages students to count each heart, or for learners who can look at a group of objects (mental math) and identify how many for early ma...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: 1. Given two groups of objects to count (with no more than 10 in each group), STUDENT will count to add the number of objects to determine the sum ("how many?"), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.50
by AutismEducators
Just in time for your Valentine's Day math center! Gaining confidence in basic math skills for adding with visuals with sums up to 20, is important to apply foundational skills during independent work tasks or one-on-one instruction. Adapted addition encourages students to count each heart, or for learners who can look at a group of objects (mental math) and identify how many for early math skills...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: 1. Given an addition problem (vertical) with groups of objects to count to aid in visual counting with sums up to 10, STUDENT will count the total number of objects to determine the sum, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given an addition problem (vertical) with groups of objects to count to aid in visual counting with sums up to 20, STUDENT will count the total number of objects to determine the sum, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given an addition problem (vertical) with groups of objects to count to aid in visual counting with sums up to 20, STUDENT will count the total number of objects to determine the sum, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
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