Super Simple Geometry Tools Special Education First Day Geometry Activities

These special education math worksheets are part of a super simple geometry curriculum for special education. It covers how to use geometry tools with hands-on activities and individual practice activities, based on state-extended learning standards.

What is Super Simple?

• Super simple indicates that it is intended for students working at a K-1 level and need maximum support.
• Problems are simplified.
• Pictures are used throughout.
• Intended for students in self-contained settings.
• Printable and digital activities for more practice.

This unit addresses how to use a:

• Straightedge
• Ruler
• Compass
• Protractor
• T-square
• Geoboard

Students have many opportunities to engage with repeated information to understand how and when to use these geometry tools.

In addition, many of the activities and assessments include differentiated versions.

See the preview for a more detailed look at the contents.

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Super Simple Geometry Tools Unit Includes:

⭐ This unit comes in two complete files: one in color and one in black and white.

In the zipped folder, you will find:

• 7 days of lesson plans
• Activities in color
• Activities in black and white
• Voice-recorded PowerPoint show
• Geometry Tools PowerPoint to use with activities
• Links and directions for digital activities

Super Simple Geometry Tools Activities PRINT & DIGITAL:

• Vocabulary board (no vocabulary cards in this unit)
• Bingo cards
• 6 Group activities (one for each tool)
• Individual activities (one for each tool)
• Matching activity
• Quiz

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Much of what I have learned about curriculum development is incorporated in these units. For example, do not be afraid of repetition. It is critical that students with significant disabilities get to experience material over several days to be able to fully assimilate what is being taught. Also, adding visual supports to your printables and class activities helps students be able to pay more attention to the content you are presenting rather than the mechanics of what is expected. Finally, ask questions. Good questions!! Regardless of the material, if we can ask students good questions it will push them to think more deeply than before.