![]() ![]() We said together, “32 is less than 78.” After practicing a few times I had the kids write down the number sentences on their recording sheets. Once we had a complete number sentence we read it out loud together. Having a fun backstory with a pirate-themed activity encouraged the kids to practice over and over again! It turned into a fun game. It was a concept that they caught onto quickly. I showed them how the greater than and less than symbols work by explaining how the big side points to the bigger number and the pointed side points to the smaller number. When we had two numbers we talked about which number was greater than the other. The kids took turns drawing a gold doubloons card and placing it on the mat. ![]() They needed our help sorting out the gold coins! The kids couldn’t wait to get started. We were ready!Įnthusiastically, I told the kids the story of how the pirate gang found a treasure chest full of gold doubloons. We placed the symbols cards in the middle.Įach child received a copy of the recording sheet and a pencil. I placed the manipulative mat in the middle of my kiddos and then made two stacks of gold doubloons cards. To make this activity last from year to year it would be easy to laminate it and then cut out the cards. I printed out the pirate treasure activity (available for free below) and cut out the gold doubloons cards along the gray lines. Setting up for this activity was very simple. It will help students become fluent in comparing numbers up to 100 and using the greater than and less than symbols. That’s why it’s so important to provide them with fun hands-on ways to practice! This free pirate treasure greater than less than activity is perfect for kindergarten and first grade math centers, homeschool, or after school practice. Given two sets of objects with one set having more or less, STUDENT will count the number of objects to determine which set has more/less/or if they are equal, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.Some math concepts are more difficult for kids to grasp than others. The equals to sign () denotes that the number after. (More/Less: Greater Than/Less Than/Equal)ġ. The less than sign denotes that the number after the sign is bigger than the number before the sign. Given a set of objects, STUDENT will “take away”, or subtract the subtrahend (pre-determined or student’s choice), in order to solve and write the difference, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR. Given three sets of objects to count, STUDENT will write “how many” for each addend to determine the sum of three numbers, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.ġ. 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. IEP Goals: (Counting to demonstrate one-to-one correspondence)ġ. ![]()
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