kinder instructional packet may 18, 2020 · 2020-05-15 · k phonics 5/18 - 5/22 everyday warm up :...

Attention Students and Families This packet is designed to be used only if there is not consistent access to technology to complete work online. If a student can interact with Google Classroom, this packet does not take the place of those assignments and it is not a requirement to be

completed in addition to Google Classroom work assigned by teachers.

Kinder

Instructional Packet

May 18, 2020

English Teachers can tell you the pages that your child should complete each week. Your child should complete only the pages that they can. These packets will not be collected. Please contact your child’s teacher if you have questions or would like help. Spanish Los maestros pueden decirle las páginas que su hijo debe completar cada semana. Su hijo solo debe completar las páginas que pueda. Estos paquetes no serán recolectados. Comuníquese con el maestro de su hijo si tiene preguntas o desea ayuda. Russian Учителя могут рассказать вам страницы, которые ваш ребенок должен заполнять каждую неделю. Ваш ребенок должен заполнять только те страницы, которые он может. Эти пакеты не будут собраны. Пожалуйста, свяжитесь с учителем вашего ребенка, если у вас есть вопросы или вы хотели бы помочь. Vietnamese Giáo viên có thể cho bạn biết các trang mà con bạn nên hoàn thành mỗi tuần. Con bạn chỉ nên hoàn thành những trang mà chúng có thể. Những gói này sẽ không được thu thập. Vui lòng liên hệ với giáo viên dạy con của bạn nếu bạn có thắc mắc hoặc muốn được giúp đỡ. Arabic

یمكن للمعلمین إخبارك بالصفحات التي یجب أن یكملها طفلك كل أسبوع. یجب أن یكمل طفلك الصفحات التي یمكنهها فقط. لن یتم جمع هذه الحزم. یرجى االتصال بمعلم طفلك إذا كانت لدیك أسئلة أو ترید المساعدة.

Ukranian Вчителі можуть розповісти вам сторінки, які ваша дитина повинна завершувати щотижня. Ваша дитина повинна заповнити лише ті сторінки, які вона може. Ці пакети не збиратимуться. Якщо у вас є питання або хочете допомогти, зв’яжіться зі вчителем вашої дитини. Chinese 老师可以告诉您您的孩子每周应完成的页面。您的孩子应该只填写他们能完成的页面。这些数据包将不会被收集。如有疑问或需要帮助，请与您孩子的老师联系。 Romanian Profesorii îți pot spune paginile pe care copilul tău ar trebui să le completeze în fiecare săptămână. Copilul tău ar trebui să completeze doar paginile pe care le poate. Aceste pachete nu vor fi colectate. Vă rugăm să contactați profesorul copilului dvs. dacă aveți întrebări sau doriți ajutor.

Somali Macallimiintu waxay kuu sheegi karaan boggaga ay tahay inuu ilmahaagu dhammaystiro toddobaad kasta. Ilmahaagu waa inuu dhammaystiro oo keliya bogagga ay awoodaan. Xirmooyinkan lama ururin doono. Fadlan la xiriir macallinka cunuggaaga haddii aad wax su'aalo ah qabtid ama aad jeclaan lahayd caawimaad. Hmong Cov kws qhia tuaj yeem tuaj yeem qhia koj cov nplooj ntawv uas koj tus menyuam yuav tsum ua tiav txhua lub lim tiam. Koj tus menyuam yuav tsum tau ua kom tiav cov nplooj ntawv uas lawv muaj peev xwm ua tau. Cov pob no yuav tsis sau. Thov hu rau koj tus menyuam tus xibfwb yog tias koj muaj lus nug lossis xav tau kev pab. Nepali �श�कह�ले तपा�लाई प�ृठह� बताउन स�छन ्जनु तपा�को ब�चाले ��येक ह�तामा पूरा गनु�पद�छ। तपा�को ब�चाले उनीह�ले गन� स�ने प�ृठह� मा� पूण� गनु� पछ�। यी �याकेटह� स be◌्कलन ग�रने छैन। कृपया तपा�को ब�चाको �श�कलाई स�पक� गनु�होस ्य�द तपा�सँग ��नह� छन ्वा म�दत चाहनुहु�छ भने। Burmese သင��က�လ�ကအပတ�တ��င��ဖည��စ�က�သင��သည��စ�မ�က��မ��က��ဆရ�မ��က��ပ��ပ��င�သည�။ သင�၏က�လ�သည�သ�တ�� တတ��င��သ�စ�မ�က��မ��က��သ��ဖည��စ�က�သင��သည�။ ဒ� packets �တ�က��စ��ဆ�င��မ��မဟ�တ�ပ�ဘ�� သင��တ�င��မ�ခ�န��မ��ရ��ပ�ကသ�� မဟ�တ�အက�အည�လ��ပ�ကသင��က�လ�၏ဆရ�က��ဆက�သ�ယ�ပ�။ Amharic ልጅዎ በየሳምንቱ መሙላት ያለባቸውን ገጾች መምህራን ሊነግሩዎት ይችላሉ። ልጅዎ መቻል የሚችሏቸውን ገጾች ብቻ መሙላት አለበት ፡፡ እነዚህ ፓኬጆች አይሰበሰቡም ፡፡ እባክዎ ጥያቄዎች ካሉዎት ወይም እገዛ ከፈለጉ የልጅዎን መምህር ያነጋግሩ።

K Phonics 5/18 - 5/22 Everyday Warm Up : Play with sounds for 2 min. Remove a sound from the beginning to make a new word. Ex. “ Say cat , remove / c / . The new word is at.” Finger-stretch the sounds to help you. Monday 1. Warm up: “Say fit . remove / f /. The new word is it . Say pup . Remove / p /. The new word is up . Say bus . Remove / b /. The new word is us .” 2. Blending Words: connect each sound to the next and then read the whole word 3. Complete “Listen for the Beginning Sound” Circle the words that have the same beginning sound as the picture. 4. Make and read the book “Yip and Yap” Tuesday 1. Warm up: “Say pin . remove / p /. The new word is in . Say bed . Remove / b /. The new word is Ed . Say will . Remove / w /. The new word is ill .” 2. Blending Words: silently mouth the sounds and then read the whole word 3. Complete “Silly Sentences?” Read the sentence, draw a happy face if it could happen and a frowny face if it couldn’t. 4. Make and read the book “The Vet.” Wednesday 1. Warm up: “Say had . remove / h /. The new word is ad . Say peach . Remove / p /. The new word is each . Say mice . Remove / m /. The new word is ice .” 2. Blending Words: soundout word in your head (lips zipped) and then read it 3. Complete “Vowel Search” Write the vowel that completes the word. 4. Make and read the book “Quinn.” Thursday 1. Warm up: “Say seat . remove / s /. The new word is eat . Say fuse . Remove / f /. The new word is use . Say date . Remove / d /. The new word is ate .” 2. Blending words: read each whole word in 3 seconds or less 3. Complete “Ending Sounds” Circle the letter comes at the end of the word. 4. Make and read the book “The Sax.” Friday 1. Warm up: “Say farm . remove / f /. The new word is arm . Say cart . Remove / c /. The new word is art . Say stow . Remove / s /. The new word is tow .” 2. Practice 5-10 words from the sight word list any way you want (ideas: rainbow write them, use them in oral or written sentences, go on a word hunt to find them) 3. Complete “Change the End” Write the word that matches the picture then change the last sound to make a new word. 4. Make and read the book “Buzz, Buzz”

hot

fitmat

hot

fitmat

sap

win

run

figmad

ripfig

mad

rip

set

litfed

Copyrig

ht ©

2012, 95 Percen

t Group

Inc. All rig

hts reserved. O

nly pu

rchasers of

Teaching

Blend

ing may use th

is activ

ity, w

hich is fo

r use so

lely in

con

junctio

n with

Teaching

Blend

ing. Any other use is strictly

prohibited

Stage C:

Apply an

d Practice Form

B

cap

bet

dig

cap

bet

dig

gap

itho

p

yum

tag

run

yum

tag

run

pop

kid

cat

Copyrig

ht ©

2012, 95 Percen

t Group

Inc. All rig

hts reserved. O

nly pu

rchasers of

Teaching

Blend

ing may use th

is activ

ity, w

hich is fo

r use so

lely in

con

junctio

n with

Teaching

Blend


prohibited

Stage D:

Apply an

d Practice Form

B

tug

riddud

tug

riddud

win

Ned

cab

fed

onga

pfed

onga

p

mat

led

nut

Copyrig

ht ©

2012, 95 Percen

t Group

Inc. All rig

hts reserved. O

nly pu

rchasers of

Teaching

Blend

ing may use th

is activ

ity, w

hich is fo

r use so

lely in

con

junctio

n with

Teaching

Blend


prohibited

Stage E:

Apply an

d Practice Form

B

Copy

right

© 2

012,

95

Perc

ent G

roup

Inc.

All

right

s res

erve

d. O

nly

purc

hase

rs o

f Te

achi

ng B

lend

ing

may

use

this

activ

ity, w

hich

is fo

r use

sole

ly in

con

junc

tion

with

Te

achi

ng B

lend

ing.

Any

oth

er u

se is

stric

tly p

rohi

bite

d

Stag

e F:

Ap

ply

and

Prac

tice

Form

B

zip

Ted

pe

t no

t po

p d

ot

nap

yet

on

yes

cub

lip

©2014 Benchmark Education Company, LLC

Name ©

2014 Benchmark Education Com

pany, LLCB

LM 17 Sight W

ord List

Sight Word List

is

a

the

has

and

of

with

see

for

no

cannot

have

are

said

I

you

me

come

go

to

put

look

he

here

want

my

this

she

saw

now

like

do

home

they

went

good

was

be

we

there

then

out

BLM 17

KEY CONCEPT OVERVIEW

Additional sample problems with detailed answer steps are found in the Eureka Math Homework Helpers books. Learn more at GreatMinds.org.

(From Lesson 7)SAMPLE PROBLEM

Look at the birds. Make two different number bonds to match. Tell an adult about the numbers in one of your bonds.NOTE: Answers may vary.

During the next week, our math class will use objects, numbers, and number bonds to break apart numbers 6, 7, and 8 into number pairs. Students will use objects to represent multiple stories with the same whole, or total, each time, finding that they can break apart a whole in many different ways. For example, 6 is 5 and 1, but it is also 4 and 2, 3 and 3, and 6 and 0. Just like the five fingers on one hand, 5-groups help students see that 5 is a part of 6, 7, and 8. Thinking of numbers 6 through 8 as being 5 and some more helps students to remember number pairs.

You can expect to see homework that asks your child to do the following: ▪ Look at a picture of 6, 7, or 8 objects. Find different number pairs for the whole. ▪ Write number bonds to match a picture. ▪ Complete a sentence (e.g., 6 is 4 and 2) to match a picture. ▪ Look at a number bond. Show the two parts by coloring squares with two different colors. ▪ Color squares with two different colors; then complete a number bond and sentence to match.

GRADE K | MODULE 4 | TOPIC B | LESSONS 7–12

For more resources, visit » Eureka.support

TERMS

HOW YOU CAN HELP AT HOME

GRADE K | MODULE 4 | TOPIC B | LESSONS 7–12

5-group: A math drawing with up to two rows of five dots per row. It is used to draw special attention to the 5 in numbers 6 through 10, as illustrated in the examples below.

▪ Encourage your child to use objects in your home to show various number bonds for numbers 6 through 8. Be sure your child includes 0 as a part of some number bonds.

▪ Invite your child to gather 6, 7, or 8 small objects and tell a take apart/put together story about them.

▪ Challenge your child to arrange and draw sets of 6, 7, or 8 objects arranged in 5-groups. Draw attention to the idea that the total is 5 and some more. Encourage your child to say a sentence to match each set, for example, “7 is 5 and 2 more” or “8 is 5 and 3 more.”

For more resources, visit» Eureka.support © 2016, GREAT MINDS®

RESUMEN DE CONCEPTOS CLAVE

MUESTRA DE UN PROBLEMA (Tomado de la Lección 7)

Mira los pájaros. Crea dos vínculos numéricos que correspondan a los pájaros. Habla con un adulto sobre los números en uno de tus vínculos numéricos.

NOTA: las repuestas pueden variar.

Puede encontrar ejemplos adicionales de problemas con pasos de respuesta detallados en los libros de Eureka Math Homework Helpers. Obtenga más información en GreatMinds.org.

Durante la próxima semana, en nuestra clase de matemáticas se usarán objetos, números y vínculos numéricos para descomponer los números 6, 7 y 8 en pares de números. Los estudiantes usarán objetos para representar múltiples historias cada vez con el mismo total, y descubrirán que pueden descomponer el total de muchas maneras diferentes. Por ejemplo: 6 es 5 y 1, pero también es 4 y 2, 3 y 3, y 6 y 0. Tal como lo hacen los cinco dedos de una mano, los grupos de 5 ayudan a los estudiantes a ver que 5 es parte de 6, 7 y 8. Considerar los números del 6 al 8 como 5 y algunos más ayuda a los estudiantes a recordar pares de números.

Espere ver tareas que le pidan a su hijo/a que haga lo siguiente: ▪ Mirar una imagen de 6, 7 u 8 objetos. Encontrar diferentes pares de números para el total. ▪ Escribir vínculos numéricos que correspondan a una imagen. ▪ Completar una oración (p. ej.: 6 es 4 y 2) para que corresponda a una imagen. ▪ Observar un vínculo numérico. Mostrar las dos partes coloreando cuadros con dos colores

diferentes. ▪ Colorear cuadros con dos colores diferentes; luego, completar un vínculo numérico y una

oración correspondientes.

GRADO K | MÓDULO 4 | TEMA B | LECCIONES 7–12

Para obtener más recursos, visite » es.eureka.support

EUREKAMATH™ CONSEJOS PARA PADRES

VOCABULARIO

GRADO K | MÓDULO 4 | TEMA B | LECCIONES 7–12

Grupo de 5: un dibujo matemático con hasta dos filas de cinco puntos por fila. Se usa para centrar la atención en el 5 en los números del 6 al 10, del modo ilustrado en los ejemplos a continuación.

CÓMO PUEDE AYUDAR EN CASA

▪ Anime a su hijo/a a usar objetos que tenga en su casa para mostrar varios vínculos numéricos para los números del 6 al 8. Asegúrese de que su hijo/a incluya el 0 en algunos de los vínculos numéricos.

▪ Invite a su hijo/a a reunir 6, 7 u 8 objetos pequeños y a contar una historia sobre reunirlos o descomponerlos.

▪ Desafíe a su hijo/a a organizar y dibujar conjuntos de 6, 7 u 8 objetos organizados en grupos de 5. Resalte la idea de que el total es 5 y algo más. Anime a su hijo/a a que diga una oración que corresponda a cada conjunto. Por ejemplo: “7 es 5 y 2 más” u “8 es 5 y 3 más”.

Para obtener más recursos, visite» es.eureka.support © 2017, GREAT MINDS®

Lesson 10: Model decompositions of 6–8 using linking cube sticks to see patterns.

Lesson 10 Problem Set K

Name Date

Fill in the number bond to match.

A STORY OF UNITS

©2015 Great Minds. eureka-math.org

26

Lesson 10 Homework K


Name Date

These squares below represent cubes. Color 7 cubes green and 1 blue. Fill in the number bond.

Color 6 cubes green and 2 blue. Fill in the number bond.

Color some cubes green and the rest blue. Fill in the number bond.

and is

is and

is and

A STORY OF UNITS


28


Lesson 10 Sprint K A STORY OF UNITS


1

Lesson 11: Represent decompositions for 6–8 using horizontal and vertical number bonds.


Name Date

These squares represent cubes. Draw a line to break the stick into 2 parts. Complete the number bond and number sentence.

On the back of your paper, draw a cube stick with some red cubes and some blue cubes. Draw a number bond to match.

7

6

is and is and 6

is and is and

A STORY OF UNITS


30

Lesson 11: Represent decompositions for 6–8 using horizontal and vertical number bonds.


Name Date


is and

These squares represent cubes. Color 5 cubes green and 1 blue. Fill in the number bond.

is and


is and

6 6

2

3

A STORY OF UNITS


31

Lesson 12: Use 5-groups to represent the 5 + n pattern to 8.


Name Date

5 squares are colored. Color 3 more squares to make 8. Complete the number bond.

and more is

5 squares are colored. Color more squares to make 7. Complete the number bond.

and more is

Color 6 squares. Complete the number bond.

and more is

5

8

8

5

5 5

5 5

5

A STORY OF UNITS


33



5

Name Date

5

is and more 5

Color 5 squares blue in the first row. Color 2 squares red in the second row.

Color 8 squares. Complete the number bond and sentence.

6 1 is and more

Fill in the number bond to match the squares.

6

1

is and more 5

A STORY OF UNITS


35


Lesson 12 Fluency Template 1 K

Draw more to make 5.

make 5

A STORY OF UNITS


1

Lesson 13 Problem Set K•4

Lesson 13: Represent decomposition and composition addition stories to 6 with drawings and equations with no unknown.

Name Date

Fill in the number bond and number sentences.

There are 6 cornstalks. 5 cornstalks are in the first row. 1 cornstalk is in the second.

There are 6 cars on the road. 2 cars are big, and 4 are small.

+ =

and is

6 = +

6

This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org

A STORY OF UNITS

38

GK-M 4-SE-1.3 .0 -06.2015



3 geckos have black spots, and 3 geckos have no spots. There are 6 geckos.

There are 6 monkeys. 4 monkeys are swinging on the tree, and 2 monkeys are taking a nap. Draw a picture to go with the story.

Create your own story, and tell your partner. Have your partner draw a picture of your story and create a number sentence to go with the picture.

+ =

+ =

3 + = 3

+ = 3 3


A STORY OF UNITS

39

GK-M 4-SE-1.3 .0 -06.2015



Name Date

There are 7 animals. There are 5 giraffes and 2 elephants.

At the store, there was 1 big bear and 6 small bears. There were 7 bears.

5 + 2=

1 + 6 =

2 + 5=


A STORY OF UNITS

41

GK-M 4-SE-1.3 .0 -06.2015



The squares below represent cubes. 4 gray cubes and 3 white cubes are 7 cubes.

Color the cubes to match the cubes above. Fill in the number sentence.

4 + 3 =

7

+ =

Create your own story, and tell your partner. Have your partner draw a picture of your story and create a number sentence to go with the picture.


A STORY OF UNITS

42

GK-M 4-SE-1.3 .0 -06.2015



Name Date

There are 8 trees. 5 are palm trees, and 3 are apple trees. Fill in the number sentences and the number bond.

There are 8 trees. 4 are oak trees, and 4 are spruce trees. Fill in the number sentences and the number bond.

+ =

+ =

+ =

+ =


A STORY OF UNITS

47

GK-M 4-SE-1.3 .0 -06.2015


Lesson 17: Solve put together with total unknown word problems to 8 using objects and drawings.

Name Date

There are 5 hexagons and 2 triangles. How many shapes are there?

There are 6 cubes and 2 cylinders. How many shapes are there?

+ =

+ =

+ =

+ =

On the back of your paper, draw some shapes, and make a number sentence to match.


A STORY OF UNITS

53

GK-M 4-SE-1.3 .0 -06.2015




Draw 7 dots in a 5-group. Cross out 4 dots. Fill in the number bond and number sentence to match.

During the next week, our math class will begin learning about subtraction from totals of 6, 7, and 8. We will begin by physically taking away an object or crossing off a picture to help students understand the difference between addition and subtraction. Students will first receive all of the numbers in a subtraction story and write a subtraction sentence to match. This activity allows them to focus solely on knowing what each number stands for in the subtraction sentence. Later, students will solve number stories in which the answer is unknown. Once again, students will use 5-groups to find answers more quickly.

You can expect to see homework that asks your child to do the following: ▪ Cross out a given number of objects in a group and write how many are left. ▪ Match a completed subtraction number sentence to a picture. ▪ Use drawings, including 5-group drawings, to solve subtraction problems. ▪ Write a number bond to match a subtraction sentence.

GRADE K | MODULE 4 | TOPIC D | LESSONS 19–24



GRADE K | MODULE 4 | TOPIC D | LESSONS 19–24

▪ Invite your child to gather 6, 7, or 8 small objects. Together, tell take away stories about the objects and write subtraction sentences to match. For example, “There are 7 frogs on a log; 4 frogs jump into the water. Now there are 3 on the log.” (7 – 4 = 3)

▪ Place 6, 7, or 8 pennies in a cup. Shake the cup, and then pour the pennies out. Encourage your child to write a take apart subtraction sentence to match the number of heads and tails that appear. For example, if 6 pennies land heads up and 2 pennies land tails up, your child could write 8 – 6 = 2 or 8 – 2 = 6. Remind your child that a take apart story is different from a take away story because in a take apart story, they don’t remove any of the parts.

▪ Have your child close his eyes while you separate 6, 7, or 8 small objects (e.g., beans or pennies) into 2 parts and hide each part in each of your hands. Tell your child the total. Then show how many objects—or which part—you have in one hand. Ask, “How many are hiding in the other hand? What’s the other part?”

TERMS

Take away: To separate a whole, or total, number into parts and remove one part; to subtract one number part from a total. For example, there were 5 children; 3 girls went home, and 2 boys are left.




Escribe 7 puntos en un grupo de 5. Tacha 4 puntos. Completa el vínculo numérico y la oración numérica correspondientes.


Durante la próxima semana, en nuestra clase de matemáticas comenzaremos a aprender sobre la resta de totales de 6, 7 y 8. Comenzaremos por quitar físicamente un objeto o tachar un dibujo para ayudar a los estudiantes a comprender la diferencia entre suma y resta. Los estudiantes primero reciben todos los números en una historia de resta y escriben una oración de resta que corresponda. Esta actividad les permite enfocarse únicamente en saber lo que representa cada número en la oración de resta. Luego, los estudiantes resolverán historias de números en las que la respuesta no se conoce. Los estudiantes usarán de nuevo grupos de 5 para hallar respuestas con mayor rapidez.

Espere ver tareas que le pidan a su hijo/a que haga lo siguiente: ▪ Tachar un número determinado de objetos en un grupo y escribir cuántos quedan. ▪ Emparejar una oración completa de resta a un dibujo. ▪ Usar dibujos, incluyendo dibujos de grupos de 5, para resolver problemas de resta. ▪ Escribir un vínculo numérico que corresponda a una oración de resta.

GRADO K | MÓDULO 4 | TEMA D | LECCIONES 19–24



VOCABULARIO

GRADO K | MÓDULO 4 | TEMA D | LECCIONES 19–24

Quitar: separar un número entero, o un total, en partes y retirar una parte; restar una parte de un número del total. Por ejemplo: había 5 niños y niñas; 3 niñas se fueron a casa y quedaron 2 niños.


▪ Invite a su hijo/a a reunir 6, 7 u 8 objetos pequeños. Juntos, cuenten historias sobre quitarlos y escriban oraciones de resta correspondientes. Por ejemplo: “Hay 7 ranas sobre un tronco, 4 ranas saltan al agua. Ahora hay 3 sobre el tronco”. (7 – 4 = 3)

▪ Coloque 6, 7 u 8 monedas de un centavo en una taza. Sacuda la taza y luego derrame las monedas. Anime a su hijo/a a escribir una oración de resta que corresponda al número de caras y sellos que aparezcan. Por ejemplo: si 6 monedas salen cara y 2 salen sello, su hijo/a podría escribir 8 – 6 = 2 u 8 – 2 = 6. Recuérdele a su hijo/a que una historia de descomponer es diferente a una de quitar porque en una historia de descomponer no se quita ninguna de las partes.

▪ Dígale a su hijo/a que cierre los ojos mientras usted separa 6, 7 u 8 objetos pequeños (p. ej.: frijoles o monedas de un centavo) en 2 partes y esconde cada parte en cada una de sus manos. Diga el total. Luego, muéstrele cuántos objetos, o qué parte tiene en una mano. Pregúntele: “¿Cuántos están escondidos en la otra mano? ¿Cuál es la otra parte?”.



Lesson 21: Represent subtraction story problems using objects, drawings, expressions, and equations.

Eva ate ice cream, too. She ate 2 scoops. How many scoops were left?

There were 4 bottles. 3 of them broke. How many bottles were left?

Name Date

Tyler bought a cone with 4 scoops. He ate 1 scoop. Cross out 1 scoop. How many scoops were left?

= 4 1 -

= 4 2 - = 4 3 -

A STORY OF UNITS


64

Lesson 21: Represent subtraction story problems using objects, drawings, expressions, and equations.


Name Date

There were 5 apples. Bill ate 1. Cross out the apple he ate. How many apples were left? Fill in the boxes.

5 take away 1 is

There were 5 oranges. Pat took 2. Draw the oranges. Cross out the 2 she took. How many oranges were left? Fill in the boxes.

5 take away 2 is

– =

= 1 – 5

A STORY OF UNITS


66

Lesson 22: Decompose the number 6 using 5-group drawings by breaking off or removing a part, and record each decomposition with a drawing and subtraction equation.

Lesson 22 Problem Set K 4

Name Date

Fill in the number bonds.

Cross out 1 hat.

6 – 1 = 5

Cross out 5 snowflakes.

6 - 5 = 1

Cross out 2 snowflakes.

6 - 2 = 4

6

6

6

A STORY OF UNITS


67


Lesson 22 Problem Set K 4

Fill in the number sentences and the number bonds.

Take away 3 hats.

Take away 4 cubes.

Draw 6 circles in a 5-group. Take away 2 circles.

= –

6

6

6

= – 6

= – 6

A STORY OF UNITS


68


Lesson 22 Sprint A K 4

Complete the number bond.

A STORY OF UNITS


1


Lesson 22 Sprint B K 4

Complete the number bond.

A STORY OF UNITS


2

Lesson 23: Decompose the number 7 using 5-group drawings by hiding a part, and record each decomposition with a drawing and subtraction equation.


Name Date

Say the number sentence. Fill in the blanks. Cross out the number. Cross out 2 dots.

Cross out 5 dots.

Cross out 4 dots.

7

5

7 – 4 =

7

4

7 – 5 =

7

2 5 7 – 2 =

A STORY OF UNITS


70

Lesson 23: Decompose the number 7 using 5-group drawings by hiding a part, and record each decomposition with a drawing and subtraction equation.


Name Date

Fill in the number sentence and number bond. Cross out 5 dots.

Draw 7 dots. Cross out 3 dots. Draw 7 dots in a 5-group like the first problem. Cross out 4 dots.

On the back of your paper, draw 7 dots. Cross out some, and write a number sentence and a number bond to match.

7

= – 7

7

7

= – 7

= – 7

A STORY OF UNITS


72

5 2 5 2




Draw more to show the number.

10 ones and 3 ones

During the next week, our math class will begin counting teen numbers by separating each number into 10 ones and some ones. We will build on the work of counting the Say Ten way by applying the concept to objects and images. Students begin by counting out piles of 10 objects and then move into counting objects as 10 ones and some ones. By counting objects as groups of 10 and some more, students’ understanding of the unit of ten is solidified. For example, students might say, “I circled 10 stars, and there are 3 more stars. That makes 13 stars.”

You can expect to see homework that asks your child to do the following: ▪ Draw more objects to show a given number. ▪ Circle 10 objects in a group of objects and tell how many there are as 10 ones and some more

ones. ▪ Match a picture of a group of objects with the correct number written the Say Ten way. ▪ Count the Say Ten way to write numbers that are one more and one less than a given number.

GRADE K | MODULE 5 | TOPIC A | LESSONS 1–5


TERMS


GRADE K | MODULE 5 | TOPIC A | LESSONS 1–5

10 ones and some ones: A strategy to make counting faster and easier by circling 10 ones. Students see the 10 inside a larger number.

▪ Invite your child to count the Say Ten way. Say a teen number (11–19), and ask your child to say the number the Say Ten way. For example, you say, “16,” and your child says, “ten 6.”

▪ Draw 11 to 20 objects on a piece of paper. Encourage your child to circle 10 of the objects (10 ones) and then say how many objects there are in total by counting from 10. Practice saying “how many” the Say Ten way.

▪ Say or write a teen number. Encourage your child to draw objects to match the given number and then circle 10 of the objects to show the 10 ones and some ones strategy.




Dibuja más para mostrar el número.

10 unidades y 3 unidades


Durante la próxima semana, en nuestra clase de matemáticas empezaremos a contar números entre 11 y 19 separando cada número en 10 unidades y unas cuantas unidades más. Usaremos lo aprendido con el método de conteo Say Ten aplicando el concepto a objetos e imágenes. Al principio los estudiantes contarán pilas de 10 objetos y luego pasarán a contar objetos como 10 unidades y unas cuantas unidades más. Al contar objetos como grupos de 10 y unos cuantos más, se solidifica la comprensión de los estudiantes del 10 como una unidad. Por ejemplo, podrían decir: “Encerré 10 estrellas en un círculo y hay 3 estrellas más. En total hay 13 estrellas”.

Espere ver tareas que le pidan a su hijo/a que haga lo siguiente: ▪ Dibujar más objetos para mostrar un número determinado. ▪ Encerrar en un círculo 10 objetos de un grupo y decir cuántos hay usando el conteo de 10 unidades y unas cuantas unidades más.

▪ Emparejar una imagen de un grupo de objetos con el número correcto escrito con el método Say Ten.

▪ Contar con el método Say Ten para escribir números que sean uno más y uno menos que un número determinado.

GRADO K | MÓDULO 5 | TEMA A | LECCIONES 1–5



VOCABULARIO


GRADO K | MÓDULO 5 | TEMA A | LECCIONES 1–5

10 unidades y unas cuantas unidades más: una estrategia para contar con mayor rapidez y facilidad encerrando en un círculo 10 unidades. Los estudiantes ven el 10 dentro de un número más grande.

▪ Invite a su hijo/a a que cuente con el método Say Ten. Diga un número entre 11 y 19, y pídale a su hijo/a que diga el número con el método Say Ten. Por ejemplo, usted dice: “16”, y su hijo/a dice “diez 6”.

▪ Dibuje entre 11 y 20 objetos en una hoja de papel. Pídale a su hijo/a que encierre en un círculo 10 de los objetos (10 unidades) y que luego diga cuántos objetos hay en total al contar a partir de 10. Practique a decir “cuántos” con el método Say Ten.

▪ Diga o escriba un número entre 11 y 19. Pídale a su hijo/a que dibuje objetos que correspondan al número que eligió, y luego encierre en un círculo 10 de los objetos para mostrar la estrategia de 10 unidades y unas cuantas unidades más.



Lesson 1: Count straws into piles of ten; count the piles as 10 ones.

Name Date

Circle the groups that have 10 ones.

How many times did you count 10 ones?

A STORY OF UNITS


1

Lesson 1: Count straws into piles of ten; count the piles as 10 ones.

Lesson 1 Homework K•5

Name Date

Circle 10.

Count the number of times you circled 10 ones. Tell a friend or an adult how many times you circled 10 ones.

A STORY OF UNITS


2


Lesson 2: Count 10 objects within counts of 10 to 20 objects, and describe as 10 ones and __ ones.

Name Date

Touch and count 10 things. Put a check over each one as you count 10 things.

I have 10 ones and ___ ones. I have 10 ones and ___ ones.

I have ___ ones and ___ ones. I have ___ ones and ___ ones.

I have 10 ones and 2 ones.

A STORY OF UNITS


3

Lesson 2 Homework K


Name Date

10 ones and 3 ones

Draw more to show the number.

10 ones and 2 ones 10 ones and 5 ones

10 ones and 7 ones 10 ones and 4 ones

A STORY OF UNITS


5

Lesson 2 Exit Ticket K


Name Date

10 ones and 3 ones

10 ones and 1 one

Circle the correct numbers that describe the pictures.

10 ones and 3 ones

10 ones and 7 ones

10 ones and 8 ones

10 ones and 5 ones

10 ones and 10 ones

10 ones and 8 ones

10 ones and 4 ones

10 ones and 2 ones

A STORY OF UNITS


1

GoatsandChickens HowManyLegs?

TheKindergartenclasswentonafieldtriptoafarm.Onthefarmthestudentssawsomegoats andchickens.

Howmanylegson1goat?__________

Howmanylegson2goats?__________, _____+_____=_____

Howmanylegson1chicken?__________

Howmanylegson3chickens?_________, ___+___+___=___

2goatsand1chickenaretogether.Howmanylegsaretherealtogether?

_____+_____+_____=_____

Fiction vs Nonfiction

FICTION NONFICTION A fiction text is a story that is made-up.

Fiction texts are written for readers to enjoy .

Nonfiction text is written to:

-give facts about a topic

-give information

Fiction texts have:

■ characters that are made up. ■ events that are made up.

In nonfiction text:

■ the characters are real

■ the events are real

YOUR TURN! Circle if the book is fiction or nonfiction

Fiction Fiction Fiction Fiction Nonfiction Nonfiction Nonfiction Nonfiction

Let’s Write Informational Text! What did dinosaurs eat?

plants meat

Animals that ate plants were herbivores. Animals that ate meat were carnivores.

Write a sentence.

(Dinosaurs ate ________.)

Optional 2nd sentence. (They were ________.)

How Many Legs? Write Informational Text

A crab has ________ legs. It uses its legs to _____________.

A spider has ________ legs. It uses its legs to _____________.

A ladybug has ________ legs. It uses its legs to _____________.

A bat has ________ legs. It uses its legs to _____________.

/

Patterns All Around Informational Writing

butterfly stripes

zebra stripes

giraffe spots

tiger stripes

Your turn to write informational text. Pick an animal. Write 2 sentences. Can you write more?

Main Idea butterfly

Example: Here is a butterfly .

Key Details stripes blue and black

Draw a picture of your animal.

Write 2-3 sentences. MAIN IDEA: Here is a butterfly .

KEY DETAIL: A butterfly has stripes .

KEY DETAIL: It is blue and black.

/

Pick a different animal from Patterns All Around. Write 2 or more sentences.

Main Idea (animal)

Key Details (what it looks like)

Draw a picture of your animal.

Write 2 or more sentences about your animal. MAIN IDEA: Here is a _______.

KEY DETAIL: A ______ has ______.

KEY DETAIL: It is _____ and _____.

Optional: Free Choice Writing

How Many Walruses?

______________ + ______________ = ______________

______________ + ______________ = ______________

______________ + ______________ = ______________

______________ + ______________ = ______________

12

1 2 3

1 3 4

2

1 2

1 2

3 54

1 4

23

-

1

2

43 5

67

1

2

3

InstrumentsoftheOrchestra TheseinstrumentsbelongtothePercussionFamily.Traceeachword.

Nowdrawalinefromeachinstrumenttoitsname.

Triangle Tambourine Drum Cymbals Xylophone

InstrumentsoftheOrchestra

FindandcirclethePercussioninstrumentsinthepuzzle.

bell

chimes cymbals drum

maracas marimba tambourine triangle

vibraphone xylophone

LOUD QUIET

Cutoutthecardsbelow

andm

ixthem

up.Laycardsinrow

s,facedow

n.Turnoveranytwo

cardsandif

thetwo

cardsm

atch,keepthem

.Iftheydon’tmatch,turnthem

backover.Create

yourow

ndanceby

arrangingthecardsinarandom

orderandperforming

thecardstomusic.

Airplane Soaring

Bee Buzzing

Bird Singing

Cat Meowing

Children Playing

Cricket Chirping

Dog Barking

Music Playing

People Talking

Rain Dropping

Squirrel Digging

Trees Creaking

Water Gurgling

Wind Blowing

TEM

PO

WO

RD S

EARC

H

TER

MS

ACC

ELER

AN

DO

ADA

GIO

ALL

EGRE

TTO

ALL

EGRO

AN

DAN

TE

GRA

VE

LARG

O

LEN

TO

MO

DERA

TO

PRES

TIS

SIM

O

PRES

TO

RIT

ARD

AN

DO

TEM

PO

VIV

ACE

A

T

O

O

I O

L

E N

T

L

A

R A

N

D

Q

A

X M

C Z

W

P S

X C

A

L L

E G

R

O

E D

C R

O

F

C V

B

M

T

H N

N

Y

H J

K

U

I L

K J

D

N

G

E F

D E

G

R A

D

V

E N

A

D

A

N

I E

I O

I

L D

A

T

N

A

R A

A

C

C E

L E

A

R L

L E

G

E R

E T

O

T

I

N

B D

S A

R

T

A

L E

N

T

O

R I

H P

R E

S T

O

N

B

V

G

T

I G

F

E S

R

A

D S

O

I T

N

E

V

D E

R O

F

D S

X C

I O

N

I O

V

R

E T

S

F G

I

S K

B V

Y

I F

J

E

D S

E I

A

W

P O

N

F

O

R Y

U

O

I G

A

D

A

O

A

D V

A

Q

Z

W

S T

X

E D

C R

F V

T

G

B

N

H Y

A

U

J

K M

T

L

O

I S

S O

N

M

G

I

O

G

R A

C

A

P R

E S

T

I S

S I

M

O

C A

C

E

P E

R E

S S

R T

H

N

J

I G

E

F T

I

P N

Q

S X

U

T

K G

D

N

G

E S

R O

O

A

W

E

S N

U

V

E S

W

E O

I

O

A

D P

R E

S G

T

I

M

I O

M

O

D L

E R

O

D N

A

D

R A

T

I

R A

T

I

O

J

A

L R

G

E I

O

A

T

A

L L

Q

A

Z A

P

L M

N

A

K O

I

J

B V

H

U

Y G

C

V

X F

R L

E D

S E

Q

G

R A

V

E

Z A

S

A

L L

I O

R

I T

E

TEM

PO

WO

RD S

EARC

H A

NS

WER

KEY

TER

MS

ACC

ELER

AN

DO

ADA

GIO

ALL

EGRE

TTO

ALL

EGRO

AN

DAN

TE

GRA

VE

LARG

O

LEN

TO

MO

DERA

TO

PRES

TIS

SIM

O

PRES

TO

RIT

ARD

AN

DO

TEM

PO

VIV

ACE

A

T

O

O

I O

L

E N

T

L

A

R A

N

D

Q

A

X M

C Z

W

P S

X C

A

L L

E G

R

O

E D

C R

O

F

C V

B

M

T

H N

N

Y

H J

K

U

I L

K J

D

N

G

E F

D E

G

R A

D

V

E N

A

D

A

N

I E

I O

I

L D

A

T

N

A

R A

A

C

C E

L E

A

R L

L E

G

E R

E T

O

T

I

N

B D

S A

R

T

A

L E

N

T

O

R I

H P

R E

S T

O

N

B

V

G

T

I G

F

E S

R

A

D S

O

I T

N

E

V

D E

R O

F

D S

X C

I O

N

I O

V

R

E T

S

F G

I

S K

B V

Y

I F

J

E

D S

E I

A

W

P O

N

F

O

R Y

U

O

I G

A

D

A

O

A

D V

A

Q

Z

W

S T

X

E D

C R

F V

T

G

B

N

H Y

A

U

J

K M

T

L

O

I S

S O

N

M

G

I

O

G

R A

C

A

P R

E S

T

I S

S I

M

O

C A

C

E

P E

R E

S S

R T

H

N

J

I G

E

F T

I

P N

Q

S X

U

T

K G

D

N

G

E S

R O

O

A

W

E

S N

U

V

E S

W

E O

I

O

A

D P

R E

S G

T

I

M

I O

M

O

D L

E R

O

D N

A

D

R A

T

I

R A

T

I

O

J

A

L R

G

E I

O

A

T

A

L L

Q

A

Z A

P

L M

N

A

K O

I

J

B V

H

U

Y G

C

V

X F

R L

E D

S E

Q

G

R A

V

E

Z A

S

A

L L

I O

R

I T

E

kinder instructional packet may 18, 2020 · 2020-05-15 · k phonics 5/18 - 5/22 everyday warm up :...

Documents