Life Skills Money Addition Task Cards for Math Centers Sports Retail Store Items
Meaningful Sped Teaching
3k Followers
Grade Levels
K - 12th
Subjects
Resource Type
Standards
CCSSK.CC.B.5
CCSS2.MD.C.8
CCSS1.OA.C.5
CCSS1.OA.C.6
Formats Included
- PDF
Pages
60 digital and printable task cards
Meaningful Sped Teaching
3k Followers
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Description
This special education life skills money math task card activity will help your students practice life skills, job skills, money addition, money math, making a purchase, inventory and filling an order for vocational and math centers. These worksheets are great for small group instruction or 1 on 1 instruction.
WHAT'S INCLUDED?
This resource includes a PDF document
- PDF document of 60 Task Cards Included
- 60 Easel Compatible Task Cards
HOW TO USE THE TASK CARDS:
Life Skills Money Addition Task Cards for Math Centers Sports Retail Store Items
This activity targets a variety of skill sets while working on money skills. The student or client will look at the price list and add the two targeted items from the cost listed in key above. They will then write the answer in the blank box. This product can be laminated for multiple uses!
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Total Pages
60 digital and printable task cards
Answer Key
N/A
Teaching Duration
Lifelong tool
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Standards
to see state-specific standards (only available in the US).
CCSSK.CC.B.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.
CCSS2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
CCSS1.OA.C.5
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
CCSS1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
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