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KINDERGARTEN
Weeks of:
MAY 11TH & MAY 18TH WICHITA PUBLIC SCHOOLS
Kindergarten and 1ST Grade
Your child should spend up to 45 minutes over the course of each day on this packet. Consider other family-friendly activities during the day such as:
Tell someone in your house your phone number.
Go outside on a cloudy day. What shapes can you find in the clouds?
See how high you can count as you
are waiting for dinner.
Practice tying your shoes.
Mindful Minute:
Draw a picture of three things you are
grateful for.
Use scrap paper to make bookmarks.
Have a picnic on the floor and talk
about your best part of the day.
Make a tent out of sheets and
read stories inside.
*All activities are optional. Parents/Guardians please practice responsibility, safety, and supervision.
For students with an Individualized Education Program (IEP) who need additional support, Parents/Guardians can refer to the Specialized Instruction and Supports webpage,
contact their child’s IEP manager, and/or speak to the special education provider when you are contacted by them. Contact the IEP manager by emailing them directly or by contacting the school.
The Specialized Instruction and Supports webpage can be accessed by clicking HERE or by navigating in a web browser to https://www.usd259.org/Page/17540
WICHITA PUBLIC SCHOOLS CONTINUOUS LEARNING HOTLINE AVAILABLE
316-973-4443 MARCH 30 – MAY 21, 2020
MONDAY – FRIDAY 11:00 AM – 1:00 PM ONLY
For Multilingual Education Services (MES) support,
please call (316) 866-8000 (Spanish and Proprio) or (316) 866-8003 (Vietnamese).
The Wichita Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, sexual orientation, disability, age, veteran status or other legally protected classifications in its programs and activities.
Weekly Supports for Diverse Learners
ELA K‐5
General Accommodations:
Break assignments into chunks of learning. Tackle a little at a time.
Clarify or reword directions for understanding.
Highlight directions.
Provide a dictionary to assist with spelling or have the child sound out the words.
Provide a quiet place to work without distractions.
Provide extra time to finish assignments.
Read or assist your child in reading text such as passages, questions, and answer choices. Read the text to your child a couple of times then read the text with your child. Read to your child stopping for them to read words they can independently. Allow your child to answer comprehension questions in many different ways such as orally, drawing
a picture or acting out the story showing understanding. Read the same text multiple times throughout the week. Scribe written responses for your child.
Work with your child one on one.
Provide fewer answer options for multiple choice questions (e.g., 3 answer options instead of
4).
Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz
*Use this alphabet chart to assist with letter recall and recognition when students are required to write
written responses.
*Grades K‐5 can use the below sight word dictionary provided to assist with word recall and recognition
when students are required to write written responses.
Journeys Kindergarten High Frequency Words
Aa Bb Dd for he is Mm Oo over see that to was Yy a be day from help Jj make of Pp she the too we you
all but do Gg her just me off play show their Uu went your
and by down give here Ll my on put so them up what
are Cc Ee go how like Nn one Ss some then Vv when
ask came every good Ii little new only said soon there very where
ate come Ff Hh I look now our saw Tt they Ww will
away could find have into out say take this walk with
Journeys First Grade High Frequency Words
Aa bird covers few he long off Ss teacher warm above blue cried field head look old said their was
about both Dd find hear loudly once school there wash
across boy different first heard loved one second these watch
after bring do five help Mm only seven they water
again begins does fly her make open shall think were
all bird done follow here many or she those what
almost blue don’t food high maybe our should thought where
along both door for hold me out show three who
always boy down four house minute over sing today why
and bring draw friend how more own small together window
animal brothers Ee friendship Ii most Pp soil too with
around brown earth full Idea mother paper some took work
away buy eat funny into my party sometimes toward world
Bb by eight Gg Kk myself people soon try would
baby Cc enough give kind Nn pictures sorry two write
ball call even goes know near play starts Uu Yy be car every good Ll never please stories under years
bear carry everyone great large new pull story until yellow
beautiful caught eyes green laugh night pushed studied use you
because city Ff ground learning noise put sure Vv young
been cold fall grow light nothing Rr surprised very your
before come family Hh listen now read Tt Ww
began could far happy little Oo ready take walk
begins country father have live of right talk want
Journeys Second Grade High Frequency Words
Aa behind didn’t floor hello loved Pp should talk water above being different flower help Mm paper sing tall what’s
across better doing follow high maybe part sky teacher while
afraid bird door food hold might party slowly though why
against book Ee found horse mind people someone thought window
ago boy earth friends house money pictures something through without
air brothers else from hundred morning places sometimes told woman
almost Cc enough front Ii most pushed sorry tomorrow won’t
alone called even Gg I’ll mother Rr sound took words
along car ever girl I’ve more ready started toward world
also care every gone idea move really starts town write
animals cheer everyone great Kk Nn remember stood turned Yy another children everything ground kept near river store Uu years anything city eye Hh knew never room stories until young
Bb comes Ff happened Ll next Ss story Vv
baby coming falling happy large night says studied voice
ball cried family hard learn nothing school sure Ww
bear Dd father head learning Oo second surprised walked
began dark few hear leaves other she Tt warm
begins dear field heard lived outside sheep table watch
3/23/2020 Journeys Write-In Reader, G1
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WORDS TO KNOW
animal make
of why
Read the sentence.
Write the new word.
An animal can tell us if it is mad.
animal Can you tell why it puffs up?
why 62
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Lots of ducks quack.
of
Hiss! It can make us run.
make 63
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Read the words in the word box.
Write the word under the picture.
crab brick
truck drum
1 2
3 4
64
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by Megan Linke
“Quack, quack, quack,” said Duck.
“Quack, quack! Quack, quack!”
But Cat did not see why.
65
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“Crick, crick, crick,” said Bug.
“Crick, crick! Crick, crick!”
“Hum?” said Cat.
66
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“Bick, bick, bick,” said Pig.
“Bick, bick! Bick, bick!”
“Lots of mud!” said Cat.
“Pigs can make a mess.”
67
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“Grup, grup, grup,” said Frog.
“Grup, grup! Grup, grup!”
“Frog is an odd animal,” said Cat.
68
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“Buzz, buzz, buzz,” I said.
“Buzz, buzz! Buzz, buzz!”
69
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“Ack!” said Cat. “It is wet, wet, wet!”
Well, we did tell him!
But he did not get it.
70
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Read Together
Check the answer.
Who said “Grup, grup”?
Duck Frog
What are the animals telling Cat?
where to get food
that it may rain
Look at page 69.
What detail tells you it will rain?
Cat the clouds
Write about animal sounds.
What sound does a cat make?
71
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WORDS TO KNOW
her now our she
Read the sentence.
Write the new word.
Can you clap like she can?
sheGlenn will pick up his bell now.
now 72
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Rat-tat-tat!
Jan slaps her drum.
her
Miss Glass tells our class to “hit it”!
our 73
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Read the words in the word box.
Write the word under the picture.
glass plum
flag black
1 2
3 4
74
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by Megan Linke
Pig trots up.
Clip, clop, clip!
75
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Now Duck hops in.
Duck puffs. She trills.
76
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Hess trots in back.
Clap, click! Click, clap!
77
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Hess taps her drum.
Tat-tat! Pum-pum!
Our club is fun!
78
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Plod! Clod! Crack!
Here is El. Ack!
79
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Not fun! Not fun!
Run, run, run!
80
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81
Read Together
Check the answer.
Who starts the parade?
Pig Hess
Who ends the parade?
Hess El
When does Duck join in?
after Hess after Pig
Write about a parade you watched.
What did you see?
Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company
Hippity Hop Math: Measurement in a non-standard unit, counting &
writing numbers
Materials: two game boards; 1 die; an adult sized
handful of a unit (item) to use to measure with
(raisins, small paper clips, gold fish crackers—any
small item that is relatively consistent in size); pencil;
recording sheets
Object of the Game: Use the units (small items) to
measure the path from start to finish by aligning the items
along the path. The first one to hop to the carrots wins the game.
Directions:
1. Choose a small item in your house to be the unit to measure with along the path. Make sure you have
enough of them to be able to do the whole path for two players. Cut the recording sheets apart.
2. Player1 rolls the die. Using his/her own game board, he/she lays down that number of units (items) along
the path. For example, if Player1 rolls a 2, he/she would lay down 2 paper clips with no overlap or gaps.
3. Player 1 then writes ‘2’ on his/her recording sheet to keep track of the running total of units.
4. Using his/her own game board, Player 2 takes his/her turn and aligns the units (i.e. paper
clips) along the path.
5. Each time a player rolls the die and lays down that unit, the goal is to count on from the
number before to reach the new total. For example, if the last number on the sheet is 7
and the player rolls a 3, the player should just count up starting from 7 (“Seven...eight, nine,
ten”). If this is too challenging, allow the player to count all the units each time he/she lays
down more. For students who would like a challenge, encourage him/her to add on that
quantity. Using the example above, the player would say, “Seven plus three equals 10.”
Tip: The measurements will have to be approximations. It is unlikely the unit will measure the lines exactly. Have a discussion about this with your child.
Hippity Hop
Recording
Sheet
2 7
l0
Extend Thinking: After playing the game one time, ask your child some questions like, “We used raisins as our unit this time. What would happen if we used these large paper clips next time? Would our grand totals be larger or smaller? How do you know?” - or - “What would happen if we each used a different unit?” Another extension idea would be to allow your child to make his/her own game board and choose the unit (items). Compare his/her game board (game results) to Hippity Hop. What does he/she notice?
If you don't have a die, consider cutting up a sheet of paper and writing the digits 1-6 on the pieces.
Start
Hippity
Hop
Finish
The first one
to hop to the
carrots is the
winner.
Start
Hippity
Hop
Finish
The first one
to hop to the
carrots is the
winner.
Hip
pit
y H
op
Record
ing S
heet
Hip
pit
y H
op
Record
ing S
heet
Hip
pit
y H
op
Record
ing S
heet
Hip
pit
y H
op
Record
ing S
heet
Hip
pit
y H
op
Record
ing S
heet
Hip
pit
y H
op
Record
ing S
heet
1. For each pair, circle the longer one. Imagine the paper strips are lyingflat on a table.
2. Draw a flower that istaller than the vase.
3. Draw a tree that istaller than the house.
Lesson 1: Compare lengths using taller than and shorter than with aligned and non-aligned endpoints. 18
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Lesson 1 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM K 3
© 2015 Great Minds. eureka-math.orgGK-M3-TE-1.3.0-06.2015
4. For each pair, circle the shorter one.
5. Draw a bookmarkthat is shorter than this book.
6. Draw a crayon that isshorter than this pencil.
Lesson 1: Compare lengths using taller than and shorter than with aligned and non-aligned endpoints. 19
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Lesson 1 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM K 3
© 2015 Great Minds. eureka-math.orgGK-M3-TE-1.3.0-06.2015
7. Draw 5 more flowers that are shorter than theseflowers. Count how many flowers you have now. Write the number in the box.
8. Draw 4 more ladybugs that are taller than these ladybugs.Count how many ladybugs you have now. Write the number in the box.
20
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Lesson 1 Homework NYS COMMON CORE MATHEMATICS CURRICULUM K 3
© 2015 Great Minds. eureka-math.orgGK-M3-TE-1.3.0-06.2015
9. Draw 2 sticks that are shorter than this stick and 1 stickthat is longer. Count how many sticks you have now. Write the number in the box.
Lesson 3 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM K 3
10. Directions: Pretend that I am a pirate who has traveled far away from home. Imiss my house and family. Will you draw a picture as I describe my home? Listen carefully, and draw what you hear. (There is a drawing sheet in this packet.)
Draw a house in the middle of the paper that is taller than your pointer finger.
Now, draw my daughter standing in the yard. She is shorter than the house.
There’s a great tree in our yard. My daughter, wife/husband and I love to climb thetree. The tree is taller than my house.
My daughter planted a beautiful daisy in the yard. Draw a daisy that is shorterthan my daughter.
Draw a branch lying on the ground in front of the house. Make it the same length asthe house.
Draw a caterpillar next to the branch. My parrot loves to eat caterpillars. Ofcourse, the length of the caterpillar is shorter than the length of the branch.
My parrot is always hungry, and there are plenty of bugs for him to eat at home.Draw a ladybug above the caterpillar. Should the ladybug be shorter or longerthan the branch?
Now, draw some more things you think my family would enjoy.
Show your picture to another family member and talk about the extra things that you drew. Use longer than, taller than and shorter than when you are describing them.
Lesson 3: Make a series of longer than and shorter than comparisons. 33
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
© 2015 Great Minds. eureka-math.orgGK-M3-TE-1.3.0-06.2015
Draw a window on the front of the house. Draw my wife/husband looking out the window.
Ho
me
is w
her
e th
e h
eAR
RR
Rt
is, m
atey
!
Positional Words and Measurement
1. Here is a tree. Draw 3 flowers that are shorter than the tree. Draw 1 tree taller than this tree. Draw a sun above the
tree. Draw a bunny under one of the trees. Draw a flower in front of each rock.
2. Draw 1 fish longer than the fish below. Draw 1 fish shorter than the fish below. See the daddy seahorse? This daddy
seahorse has a daughter. She is shorter than her daddy. Draw her. Draw some coral taller than the other coral. Draw a
small boat on the top of the water. Draw a bird in the sky.
3. Draw a cat on the chair. Draw a picture or some art above the lamp. Draw a dog shorter than the lamp. Draw a
mouse under the chair. Draw a little boy or girl taller than the dog.
4. Draw a picture of yourself in the middle standing on the grass. Write your name above your head. Think of someone
who lives with you that is taller than you. Draw that person next to your picture. Write his/her name above his/her head.
Think of an animal that you love that is shorter than you. Draw that animal on the other side of you. Write the name of that
animal above its head. Draw a family of worms under the grass.
5. Take out a fork from your silverware drawer. Draw a picture of the fork in the rectangle in the center of this page. Write
the word fork on the line.
6. Find two items in your house that are shorter than the fork. Draw the 2 items below. Write the names of those two items.
To spell those words, do your best to sound out the words.
7. Find 2 items in your house that are longer than the fork. Draw the 2 items below. Write the names of those two items. To
spell those words, do your best to sound out the words.
5.
8. Have an adult in your house help you choose an item that is about 1 pound (loaf of bread, large shoe, full
box of butter, any can or boxed item that is 16 oz., 3-5 bananas, etc.). Hold it in your hand so you can feel
the weight of the item. Draw a picture of the item in this box. Write the word for the item on the line.
9. Find two items in your house that are lighter than the object in your picture. Hold those items in your hand
comparing them to the item you chose in Box 8 below. Draw a picture of these lighter items below and write
the word for each (sound out the words the best you can).
10. Find two items in your house that are heavier than the object in your picture. If you are able, hold those
items in your hand comparing them to the item you chose in Box 8 above. Draw a picture of these heavier
items below and write the word for each (sound out the words the best you can).
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
1
1
12
1
3
14
1
5
16
1
7
18
1
9
20
number bond
number paths
Mystery Combinations and Differences
Option 1 materials: 6-8 cups you can’t see through; small objects (i.e. pennies, cereal, corn kernels, etc.; pencil
Option 2 materials: if real cups are not available, use the attached paper cups; dice and number cards
Players: 2-4 players
Goal: Adding or subtracting two sets to compare quantities
Listen for: precise language (equal, not equal/unequal, less/less than, more than/greater than, largest/smallest,
plus, minus)
Game: Play 10 rounds (5 addition and 5 subtraction).
First 5 Rounds: Pick two cups and add the quantities hiding underneath. Player with the largest quantity
wins that round.
Second 5 Rounds: Pick two cups and subtract the smaller quantity from the larger quantity. Player with
the smallest quantity wins that round.
Let’s Play!
Step 1: Place 2-5 small objects under each 6-8 cups (you decide the number of cups).
Step 2: Player 1 picks two cups, lifts them and adds the two sets together, saying “____ plus _____ is ____.” Player
1 writes down his/her equation (number sentence), including the sum (total). Player 2 closes their eyes while
player 1 shuffles the cups. Then, Player 2 has a turn to pick two cups, adds them together, says “___ plus ___is
___.” and writes his/her equation and sum. The players compare quantities. The player with the largest total wins
that round!
Step 3: The winner of that round picks an exercise (hop, skip, dance, push-ups, walk on tip toes, etc.) for the
opponent to do. For example, if Player 2’s total was 9, then Player 1 gets to “hop” that many times! Don’t worry
Player 1, you’ll have your turn!
Step 4: Repeat steps 1-3 with addition four more times.
Step 5: Repeat steps 1-4, this time subtracting the two sets to try and win with the smaller number—playing a
total of 5 rounds, recording number sentences and answers in the chart below.
*Reduce difficulty by decreasing quantity “hiding under the cups” and using only 2-3 cups.
*Increase difficulty by increasing quantity of items, choosing three cups instead of two, or by using dice or
number cards.
Questions to facilitate thinking:
How did you figure out how many you had altogether?
If you solved it in your mind, tell me how.
Which was easier? Adding or subtracting? Why?
Which number “won” the most? Which number “won” the least?
Did you notice anything about the problems we wrote on our sheet?
Could you play the game again, but with three cups?
Na
me
of P
lay
ers
Ro
un
d 1
— A
dd
R
ou
nd
2 —
Ad
d
Ro
un
d 3
— A
dd
R
ou
nd
4 —
Ad
d
Ro
un
d 5
— A
dd
Na
me
of P
lay
ers
Ro
un
d 1
— S
ub
trac
t R
ou
nd
2 —
Su
btra
ct
Ro
un
d 3
— S
ub
trac
t R
ou
nd
4 —
Su
btra
ct
Ro
un
d 5
— S
ub
trac
t
Na
me
of P
lay
ers
Ro
un
d 1
— A
dd
R
ou
nd
2 —
Ad
d
Ro
un
d 3
— A
dd
R
ou
nd
4 —
Ad
d
Ro
un
d 5
— A
dd
Na
me
of P
lay
ers
Ro
un
d 1
— S
ub
trac
t R
ou
nd
2 —
Su
btra
ct
Ro
un
d 3
— S
ub
trac
t R
ou
nd
4 —
Su
btra
ct
Ro
un
d 5
— S
ub
trac
t
Na
me
of P
lay
ers
Ro
un
d 1
— A
dd
R
ou
nd
2 —
Ad
d
Ro
un
d 3
— A
dd
R
ou
nd
4 —
Ad
d
Ro
un
d 5
— A
dd
Na
me
of P
lay
ers
Ro
un
d 1
— S
ub
trac
t R
ou
nd
2 —
Su
btra
ct
Ro
un
d 3
— S
ub
trac
t R
ou
nd
4 —
Su
btra
ct
Ro
un
d 5
— S
ub
trac
t
0 0 1 1 2
2 2 3 3 3
4 4 4 5 5
Questions to facilitate thinking:
How did you figure out how many you had altogether? Did you solve it in your mind?
Which was easier? Adding or subtracting? Why?
Which number “won” the most? Which number won the least?
Could you play the game again, but with three cups?
Ad
ditio
n:
Co
mb
ina
tio
ns
of 10
Ma
teria
ls N
ee
de
d: E
ith
er
10 s
ide
d d
ice
, 2 D
ice
(o
ne
with
0-5
/on
e w
ith
6-1
0)
or
Co
mp
uta
tio
n C
ard
s
(att
ac
he
d—
bo
th p
ag
es
rec
om
me
nd
ed
)
Two
diffe
ren
t c
olo
red
ma
rke
rs/c
hip
s —
sem
i c
lea
r w
ork
be
st—
if p
layin
g f
rom
ho
me
th
ing
s lik
e
Ch
ee
rio
s, G
old
Fis
h c
rac
ke
rs, p
ap
erc
lips,
etc
. w
ork
we
ll (a
bo
ut
10
ma
rke
rs p
er
pe
rso
n)
1.
Ro
ll o
ne
dic
e o
r d
raw
a c
ard
.
2. If
usi
ng
th
e d
ice
, st
ate
th
e m
issi
ng
ad
de
nd
th
at
wo
uld
ma
ke
th
e s
um
10 (
i.e.
Ro
ll a
3, c
hild
wo
uld
sta
te 7
sin
ce
3 +
7 =
10
).
If u
sin
g t
he
ca
rds,
sta
te t
he
mis
sin
g a
dd
en
d
or
solv
e t
he
su
btr
ac
tio
n p
rob
lem
.
3.
Loc
ate
th
e m
issi
ng
ad
de
nd
on
th
e b
oa
rd
an
d c
ove
r th
at
spa
ce
with
yo
ur
ma
rke
r/
ch
ip.
If y
ou
r p
art
ne
r is
alre
ad
y o
n t
ha
t n
um
be
r,
yo
u c
an
bu
mp
him
/he
r o
ff t
ha
t sp
ac
e a
nd
cla
im t
ha
t n
um
be
r.
Yo
ur
pa
rtn
er
take
s b
ac
k
his
/he
r m
ark
er
an
d c
an
use
it
ag
ain
la
ter.
If y
ou
sa
y a
mis
sin
g a
dd
en
d t
ha
t yo
u h
av
e
alre
ad
y c
ove
red
with
yo
ur
ma
rke
r, y
ou
ca
n
sta
ck o
ne
of
yo
ur
ma
rke
rs o
n t
op
of
tha
t o
ne
an
d ‘
loc
k’
yo
ur
ma
rke
r/c
hip
into
pla
ce
. N
o
on
e c
an
bu
mp
yo
u o
ff o
f th
at
spa
ce
no
w.
If y
ou
ro
ll a
nu
mb
er
or
dra
w a
ca
rd a
nd
th
e
mis
sin
g a
dd
en
d is
no
t a
va
ilab
le o
n t
he
bo
ard
, th
e n
ext
pla
ye
r ta
ke
s h
is/h
er
turn
.
The
pla
ye
r to
use
all
of
his
/he
r m
ark
ers
first
win
s th
e g
am
e!
BUM
P 9
1
2 6
3
4 0
5
7 8 10
4 7
6 3
Co
mp
uta
tio
n C
ard
s o
f C
om
bin
atio
ns
of
10
l + __ = l0
2 + __ = l0
__ + 3 = l0
4 + __ = l0
5 + __ = l0
6 + __ = l0
7 + __ = l0
8 + __ = l0
9 + __ = l0
l0 + __ = l0
2 + __ = l0
3 + __ = l0
4 + __ = l0
5 + __ = l0
6 + __ = l0
7 + __ = l0
8 + __= l0
9 + __ = l0
__ + 0 = l0
__ + l = l0
__ + 2 = l0
__ + 3 = l0
__ + 4 = l0
__ + 0 = l0
__ + 6 = l0
__ + 7 = l0
__ + 8 = l0
__ + l0 = l0
Cu
t o
ut
the
se c
ard
s.
Co
mp
uta
tio
n C
ard
s o
f C
om
bin
atio
ns
of
10
10 - 8 = __
10 - 0 = __
10 - 4 = __
10 - 8 = __
10 - 2 = __
10 - 6 = __
10 - 9 = __
10 - 7 = __
10 - 10 = __
10 - 3 = __
10 - 7 = __
10 - 1 = __
10 - 5 = __
10 - 8 = __
10 - 6 = __
10 - 10 = __
10 - 2 = __
10 - 6 = __
10 - 0 = __
10 - 4 = __
10 - 8 = __
10 - 4 = __
10 - 9 = __
10 - 1 = __
10 - 5 = __
10 - 9 = __
10 - 3 = __
10 - 7 = __
Cu
t o
ut
the
se c
ard
s.
Lesson 30: Represent pictorial decomposition and composition addition stories to 9 with 5-group drawings and equations with no unknown. 293
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Lesson 29 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM K•4
1. Shane played with his toy zebras and toy lions. He had 9 animal toys in all.Draw a circle around the zebras and around the lions. Trace the number bond and fill it in. Fill in the number sentence, too.
2. Jimmy has 9 red balls and 1 green ball. Draw the balls. Trace the numberbond, fill it in and complete and number sentence.
+=
+ =
© 2015 Great Minds. eureka-math.orgGK-M4-TE-1.3.0-06.2015
294
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Lesson 29 Homework NYS COMMON CORE MATHEMATICS CURRICULUM K•4 3. Jessa found 7 toy vehicles while she cleaned her toy bin. She found 6 cars and1 bus. Draw the vehicles in the ten frame. Fill in the number bond and complete the number sentence.
4. Look at the picture below. Tell a story about the picture. After telling yourstory that matches the pictures below, fill in the number bond and write the number sentence. If you would like to challenge yourself :), write your story here: _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
7
+ = 7
+ = © 2015 Great Minds. eureka-math.orgGK-M4-TE-1.3.0-06.2015
Lesson 30: Represent pictorial decomposition and composition addition stories to 10 with 5-group drawings and equations with no unknown. 301
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
+
+ =
Bianca has 4 pigs and 3 sheep on her farm. How many farm animals does she have in all?
© 2015 Great Minds. eureka-math.orgGK-M4-TE-1.3.0-06.2015
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 Problem Set K 4 7.
Danica had 5 green balloons. Her friend gave her 5 blue balloons. How many
balloons did she have in all? Draw the balloons in the ten frame.
=
5.
6.
304 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Lesson 30 Homework NYS COMMON CORE MATHEMATICS CURRICULUM K 4
Make 2 groups. Circle 1 of the groups. Write a number sentence to match. Find as many different partners of 10 as you can.
Draw 10 dots. Make 2 groups. Circle one of the group (different way than above). Write a number sentence to match your drawing.
+=10 +=10
+=10 +=10
© 2015 Great Minds. eureka-math.orgGK-M4-TE-1.3.0-06.2015
7. 8.
9. 10.
11.
325
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Lesson 32 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM K•4
Listen to the word problem. Fill in the number sentence. Cecilia has 9 bows. Some have polka dots, and some have stripes. How many polka dot and how many striped bows does she have? You decide! Fill in the number sentence to match your bows.
Keegan has 10 train cars. Some are black, and some are green. How many black and green train cars do you think Keegan has? (Hint - there is more than one way to solve this problem!)
+ =9
+ =10© 2015 Great Minds. eureka-math.orgGK-M4-TE-1.3.0-06.2015
12.
13.
Lesson 32: Solve both addends unknown word problems with totals of 9 and 10 using 5-group drawings. 326
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Lesson 32 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM K•4
Danny has 9 heart stickers. Some are yellow, and the rest are green. Show two different ways Danny's stickers could look. Fill in the number sentences to match.
Kelsey has 10 robots. Some are red, and the rest are gray. Show two different ways Kelsey’s robots could look. Fill in the number sentences to match.
+ =9 + __ =
+ =10 + __ =
© 2015 Great Minds. eureka-math.orgGK-M4-TE-1.3.0-06.2015
14.
15.
350
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
9 – __ =
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 34 Problem Set K 4
Cross off part of the picture. Fill in the number sentences and number bonds.
There are 9 babies playing. 2 crawl away. How many babies are left?
There are 10 babies playing. 1 crawls away. How many babies are left?
There are 9 babies playing. 6 crawl away. How many babies are left? Use the ten frame to help you solve.
=–
9
10 =–
© 2015 Great Minds. eureka-math.orgGK-M4-TE-1.3.0-06.2015
16.
17.
18.
9
Lesson 34 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM K 4
351 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
The squares below represent cube sticks. Carlos had a 9-stick. He broke off 4 cubes to share with his friend. How many cubes are left? Draw a line to show where he broke his stick.
Sophie had 10 grapes. She ate 6 grapes. How many grapes are left? Draw a cube stick (like above) to show the grapes. Draw a line to show the grapes that were eaten.
Spot had 10 bones. He hid 8 bones in the ground. How many bones does he have now? Draw a cube stick to show the bones. Draw a line to show the bones that were hidden.
9
6
=–
=–
=–
© 2015 Great Minds. eureka-math.orgGK-M4-TE-1.3.0-06.2015
19.
20.
21.
10
Lesson 34 Homework NYS COMMON CORE MATHEMATICS CURRICULUM K 4
Lesson 34: Represent subtraction story problems by breaking off, crossing out, and hiding a part. 352
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Draw your own set of cubes. Decide how many you wish to break off and draw a line showing that. Fill in the number sentence and the number bond.
7 __ – __ =
=–
© 2015 Great Minds. eureka-math.orgGK-M4-TE-1.3.0-06.2015
Tell a story about some toys in your house that matches where the "break" is in the cubes. Fill in the numer bond and number sentence. If you wish to challenge yourself, write your story/word problem, as well.
22.
23.
___________________________________________________________
___________________________________________________________
___________________________________________________________
358 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Lesson 35 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM K 4
Fill in the ten frame and cross off parts to show the problem. Fill in the number bond and number sentence, as well.
Jose had 9 baseballs. He took 5 baseballs outside to play, and they got lost. How many balls are left?
LaShay had 9 catepillars. Then, 4 catepillars crawled away. How many catepillars are left?
= –
= –
© 2015 Great Minds. eureka-math.orgGK-M4-TE-1.3.0-06.2015
24.
25.
Lesson 33: Solve take from equations with no unknown using numbers to 10. 341
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Lesson 33 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM K•4
Draw the story. Fill in the number sentence to match.
There were 9 planes in the sky. 3 planes landed. How many planes were still in the sky?
The bus had 10 people. 5 people got off. How many people are left?
=–
=–
© 2015 Great Minds. eureka-math.orgGK-M4-TE-1.3.0-06.2015
26.
27.
Helpful Tools and Models—Primary Grades—K, 1st and 2nd
One way for students to organize
their count is to move objects
(buttons, tiny marshmallows, etc.)
into an array. Drawing dots
works well, too. Our brains are
pattern seeking devices and arrays
are a great way to make sense of
quantity or symbols like numbers.
A tool or model that young learners use often in school is a ten frame. Kindergarten and 1st grade students should have a deep
understanding of ‘five’ and ‘ten’. Our number system is rooted in the number ‘10’. Students should be able to see dots in a ten
frame and know instantly how many are there, as well as how many are missing.
A tool that is used from
kindergarten through 5th grade is
a number bond. At the beginning
of kindergarten, students learn
how to decompose (break apart)
quantities and numbers. They
start with the whole and determine
the parts. Notice the example
above has objects (little erasers)
on the number bond.
Next, the students move to the pictorial level. In the
example above, the student drew stars to represent two
different ways to decompose (break apart)
five.
These examples also show objects in the number bond. These number bonds are
examples of composing (the parts are present, but the whole is
missing).
Students who have a deep
understanding of quantity then
use numbers in their number
bonds. The number bonds
above are examples of the
symbolic level—a very
abstract level of thinking! :)
If your child is struggling
with work at the symbolic
level (just numbers), try
having him/her show his/her
thinking with objects.
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
1
1
12
1
3
14
1
5
16
1
7
18
1
9
20
number paths
Kindergarten students should use number paths.
If a1st and/or 2
nd grade child is struggling with numeration activities, consider having
him/her use the num
ber paths before moving to a num
ber line.
number line
tape diagram
Like a number bond, a tape diagram
is a tool/model used to
help make sense of unknown - especially in word problem
s.
Tape diagrams show the ‘part-part-whole’ relationship.
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
1
1
12
1
3
14
1
5
16
1
7
18
1
9
20
number bond
number paths