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Given two sets of objects to count with a sum up to _(10/15/20), STUDENT will count each set and write the number for each addend and add to determine “how many” (sum), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.Ģ. Given numbers from 0-30 to trace, STUDENT will trace each single and double-digit number by tracing along the given dashed numbers, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.ġ. Given a visual number chart or number cards and a teacher request to (touch the number/say the number/indicate on voice output device), STUDENT will comply with the request, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.ģ. Given a number from _(0-3, 4-7, 8-10, etc.), STUDENT will say the number name and write the number with correct formation, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.Ģ. Given a written number, STUDENT will count out the same number of objects, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.ġ. Given objects to count up to _(10/12/15/20), STUDENT will demonstrate one-to-one correspondence by independently counting the correct number of objects, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.Ģ.
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IEP Goals: (Counting to demonstrate one-to-one correspondence)ġ. THIS MATH MINI TASK BOX SET INCLUDES MORE IEP GOALS. Given a number up to 20, STUDENT will count backwards by one to determine the number which comes before, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR. Given an analog clock showing a specific time on the hour, STUDENT will match the correct time card, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR. Given a sequence of numbers with three of the numbers omitted, STUDENT will count forward in order to complete the sequence of numbers, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR. Given a tally number with a value up to 30, STUDENT will count to match to the correct card, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR. Given two sets of objects to count up to 10, STUDENT will independently/with prompts determine the sum, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR. Given a picture of an object divided into fractions (1/2, 1/3, 1/4, 1/5 etc.) STUDENT will match the picture to the correct written fraction, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR. The graphing of linear inequalities is very similar to the graphing of linear functions.IEP Goals: Given two sets of objects to count up to 20, STUDENT will independently/with prompts determine the sum, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR. The symbol "" to represent "is greater than".įrom the number line, we can easily tell that 3 is greater than -2, because 3 is on the right side of -2 (or -2 is on the left of 3).
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Solving linear inequalities involves finding solutions to expressions where the quantities are not equal.Ī number on the number line is always greater than any number on its left and smaller than any number on its right.