Kinder Instructional Packet May 18, 2020
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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
ﻟﻦ ﯾﺘﻢ ﺟﻤﻊ. ﯾﺠﺐ أن ﯾﻜﻤﻞ ﻃﻔﻠﻚ اﻟﺼﻔﺤﺎت اﻟﺘﻲ ﯾﻤﻜﻨﻬﻬﺎ ﻓﻘﻂ.ﯾﻤﻜﻦ ﻟﻠﻤﻌﻠﻤﯿﻦ إﺧﺒﺎرك ﺑﺎﻟﺼﻔﺤﺎت اﻟﺘﻲ ﯾﺠﺐ أن ﯾﻜﻤﻠﻬﺎ ﻃﻔﻠﻚ ﻛﻞ أﺳﺒﻮع
. ﯾﺮﺟﻰ اﻻﺗﺼﺎل ﺑﻤﻌﻠﻢ ﻃﻔﻠﻚ إذا ﻛﺎﻧﺖ ﻟﺪﯾﻚ أﺳﺌﻠﺔ أو ﺗﺮﯾﺪ اﻟﻤﺴﺎﻋﺪة.ﻫﺬه اﻟﺤﺰم
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 ् जन ु तपा को ब चाले येक ह तामा परू ा गनपदछ।
ु तपा को
ब चाले उनीह ले गन स ने प ृ ठह मा पण ू गनु पछ। यी याकेटह स be◌्कलन ग रने छै न। कृपया तपा को
ब चाको श कलाई स पक गनहोस ु ् य द तपा सँग नह छन ् वा म दत चाहनहु ु छ भने।
Burmese
သငက လ ကအပတတင ဖညစကသငသညစ မ က မ ကဆရ မ က ပ ပ ငသည။
သင၏က လ သညသတတတ င သ စ မ က မ ကသ ဖညစကသငသည။ ဒ packets
တကစ ဆ င မ မဟတပ ဘ
သငတင မ ခန မ ရပ ကသမဟတအကအညလပ ကသငက လ ၏ဆရ ကဆကသယပ ။
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 fit mat
sap win run
fig mad rip
set lit fed
Copyright © 2012, 95 Percent Group Inc. All rights reserved. Only purchasers of
Teaching Blending may use this activity, which is for use solely in conjunction with
Stage C: Teaching Blending. Any other use is strictly prohibited
Apply and Practice Form B
©2012 Benchmark Education Company, LLC
©2012 Benchmark Education Company, LLC
cap bet dig
gap it hop
yum tag run
pop kid cat
Copyright © 2012, 95 Percent Group Inc. All rights reserved. Only purchasers of
Teaching Blending may use this activity, which is for use solely in conjunction with
Stage D: Teaching Blending. Any other use is strictly prohibited
Apply and Practice Form B
©2012 Benchmark Education Company, LLC
©2012 Benchmark Education Company, LLC
tug rid dud
win Ned cab
fed on gap
mat led nut
Copyright © 2012, 95 Percent Group Inc. All rights reserved. Only purchasers of
Teaching Blending may use this activity, which is for use solely in conjunction with
Stage E: Teaching Blending. Any other use is strictly prohibited
Apply and Practice Form B©2012 Benchmark Education Company, LLC
©2012 Benchmark Education Company, LLC
zip Ted pet
not pop dot
nap yet on
yes cub lip
Stage F: Copyright © 2012, 95 Percent Group Inc. All rights reserved. Only purchasers of
Apply and Practice Form B Teaching Blending may use this activity, which is for use solely in conjunction with
Teaching Blending. Any other use is strictly prohibited©2012 Benchmark Education Company, LLC
©2012 Benchmark Education Company, LLC
Name
Sight Word List
BLM 17 Sight Word List
is have he home
a are here they
the said want went
has I my good
and you this was
of me she be
with come saw we
see go now there
for to like then
no put do out
cannot look
©2014 Benchmark Education Company, LLC
BLM 17 ©2014 Benchmark Education Company, LLC©2012 Benchmark Education Company, LLC
©2012 Benchmark Education Company, LLC
G R A D E K | M O D U L E 4 | TO P I C B | L E S S O N S 7–1 2
KEY CONCEPT OVERVIEW
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.
SAMPLE PROBLEM (From Lesson 7)
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.
Additional sample problems with detailed answer steps are found in the Eureka Math Homework Helpers books. Learn more at GreatMinds.org.
For more resources, visit » Eureka.supportG R A D E K | M O D U L E 4 | TO P I C B | L E S S O N S 7–1 2
HOW YOU CAN HELP AT HOME
▪ 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.”
TERMS
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.
For more resources, visit
» Eureka.support © 2016, GREAT MINDS®EUREKA GRADO K | MÓDULO 4 | TEMA B | LECCIONES 7–12
MATH™ CONSEJOS PARA PADRES
RESUMEN DE CONCEPTOS CLAVE
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.
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.
Para obtener más recursos, visite » es.eureka.supportGRADO K | MÓDULO 4 | TEMA B | LECCIONES 7–12
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”.
VOCABULARIO
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.
Para obtener más recursos, visite
» es.eureka.support © 2017, GREAT MINDS®A STORY OF UNITS Lesson 10 Problem Set K
Name Date
Fill in the number bond to match.
Lesson 10: Model decompositions of 6–8 using linking cube sticks to see patterns. 26
©2015 Great Minds. eureka-math.orgA STORY OF UNITS Lesson 10 Homework K
Name Date
These squares below represent cubes. Color 7 cubes
green and 1 blue. Fill in the number bond.
is and
Color 6 cubes green and 2 blue. Fill in the number
bond.
is and
Color some cubes green and the rest blue. Fill in
the number bond.
is and
Lesson 10: Model decompositions of 6–8 using linking cube sticks to see patterns. 28
©2015 Great Minds. eureka-math.orgA STORY OF UNITS Lesson 10 Sprint K
Lesson 10: Model decompositions of 6–8 using linking cube sticks to see patterns. 1
©2015 Great Minds. eureka-math.orgA STORY OF UNITS Lesson 11 Problem Set K
Name Date
These squares represent cubes. Draw a line to break the stick into 2
parts. Complete the number bond and number sentence.
6 7
6 is and is and
is and is and
On the back of your paper, draw a cube stick with some red cubes and
some blue cubes. Draw a number bond to match.
Lesson 11: Represent decompositions for 6–8 using horizontal and vertical 30
number bonds.
©2015 Great Minds. eureka-math.orgA STORY OF UNITS Lesson 11 Homework K
Name Date
These squares represent cubes. Color 5 cubes green and
1 blue. Fill in the number bond.
6
6 is and
Color 5 cubes green and 2 blue. Fill in the number bond.
is and 2
Color 4 cubes green and 3 blue. Fill in the number bond.
3
is and
Lesson 11: Represent decompositions for 6–8 using horizontal and vertical 31
number bonds.
©2015 Great Minds. eureka-math.orgA STORY OF UNITS Lesson 12 Problem Set K
Name Date
5 squares are colored. Color 3 more squares to make 8. Complete the
number bond.
8
5
and more is
5 8
5 squares are colored. Color more squares to make 7. Complete the
number bond.
5
5 and more is
Color 6 squares. Complete the number bond.
5 and more is
5
Lesson 12: Use 5-groups to represent the 5 + n pattern to 8. 33
©2015 Great Minds. eureka-math.orgA STORY OF UNITS Lesson 12 Homework K
Name Date
Fill in the number bond to match the squares.
6
6
is and
1
more
1
Color 5 squares blue in the first row.
Color 2 squares red in the second row.
5
5
is and more
Color 8 squares. Complete the number
bond and sentence.
5
is 5 and more
Lesson 12: Use 5-groups to represent the 5 + n pattern to 8. 35
©2015 Great Minds. eureka-math.orgA STORY OF UNITS Lesson 12 Fluency Template 1 K
Draw more to make 5.
make 5
Lesson 12: Use 5-groups to represent the 5 + n pattern to 8. 1
©2015 Great Minds. eureka-math.orgA STORY OF UNITS Lesson 13 Problem Set K•4
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.
6
6 = +
There are 6 cars on the road. 2 cars are big, and 4 are small.
is and
= +
Lesson 13: Represent decomposition and composition addition stories to 6 with 38
drawings and equations with no unknown.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
G K-M 4-SE-1.3.0 -0 6.20 15A STORY OF UNITS Lesson 13 Problem Set K•4
3 geckos have black spots, and 3 geckos have no spots. There are
6 geckos.
3 + 3 =
= 3 + 3
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.
Lesson 13: Represent decomposition and composition addition stories to 6 with 39
drawings and equations with no unknown.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
G K-M 4-SE-1.3.0 -0 6.20 15A STORY OF UNITS Lesson 14 Problem Set K
Name Date
There are 7 animals. There are 5 giraffes and 2 elephants.
= 5 + 2
At the store, there was 1 big bear and 6 small bears. There were 7 bears.
1 + 6 =
= 2 + 5
Lesson 14: Represent decomposition and composition addition stories to 7 with 41
drawings and equations with no unknown.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
G K-M 4-SE-1.3.0 -0 6.20 15A STORY OF UNITS Lesson 14 Problem Set K
The squares below represent cubes.
4 gray cubes and 3 white cubes are 7 cubes.
7
4 + 3 =
Color the cubes to match the cubes above. Fill in the number sentence.
= +
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.
Lesson 14: Represent decomposition and composition addition stories to 7 with 42
drawings and equations with no unknown.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
G K-M 4-SE-1.3.0 -0 6.20 15A STORY OF UNITS Lesson 15 Homework K
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.
= +
+ =
Lesson 15: Represent decomposition and composition addition stories to 8 with 47
drawings and equations with no unknown.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
G K-M 4-SE-1.3.0 -0 6.20 15A STORY OF UNITS Lesson 17 Homework K
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.
Lesson 17: Solve put together with total unknown word problems to 8 using 53
objects and drawings.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
G K-M 4-SE-1.3.0 -0 6.20 15G R A D E K | M O D U L E 4 | TO P I C D | L E S S O N S 1 9 –24
KEY CONCEPT OVERVIEW
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.
SAMPLE PROBLEM (From Lesson 23)
Draw 7 dots in a 5-group. Cross out 4 dots. Fill in the number bond and number sentence to match.
Additional sample problems with detailed answer steps are found in the Eureka Math Homework Helpers books. Learn more at GreatMinds.org.
For more resources, visit » Eureka.supportG R A D E K | M O D U L E 4 | TO P I C D | L E S S O N S 1 9 –24
HOW YOU CAN HELP AT HOME
▪ 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.
For more resources, visit
» Eureka.support © 2016, GREAT MINDS®EUREKA GRADO K | MÓDULO 4 | TEMA D | LECCIONES 19–24
MATH™ CONSEJOS PARA PADRES
RESUMEN DE CONCEPTOS CLAVE
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.
MUESTRA DE UN PROBLEMA (Tomado de la Lección 23)
Escribe 7 puntos en un grupo de 5. Tacha 4 puntos. Completa el vínculo numérico y la oración
numérica correspondientes.
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.
Para obtener más recursos, visite » es.eureka.supportGRADO K | MÓDULO 4 | TEMA D | LECCIONES 19–24
CÓMO PUEDE AYUDAR EN CASA
▪ 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?”.
VOCABULARIO
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.
Para obtener más recursos, visite
» es.eureka.support © 2017, GREAT MINDS®A STORY OF UNITS Lesson 21 Problem Set K
Name Date
Tyler bought a cone with 4 scoops. He ate 1 scoop. Cross out 1 scoop.
How many scoops were left?
4 - 1 =
Eva ate ice cream, too. She ate There were 4 bottles. 3 of them
2 scoops. How many scoops were broke. How many bottles were
left? left?
4 - 2 = 4 - 3 =
Lesson 21: Represent subtraction story problems using objects, drawings,
expressions, and equations.
64
©2015 Great Minds. eureka-math.orgA STORY OF UNITS Lesson 21 Homework K
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
5 – 1 =
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
– =
Lesson 21: Represent subtraction story problems using objects, drawings,
expressions, and equations.
66
©2015 Great Minds. eureka-math.orgA STORY OF UNITS Lesson 22 Problem Set K 4
Name Date
Fill in the number bonds.
Cross out 1 hat.
6
6 – 1 = 5
Cross out 5 snowflakes.
6
6 - 5 = 1
Cross out 2 snowflakes.
6
6 - 2 = 4
Lesson 22: Decompose the number 6 using 5-group drawings by breaking off or 67
removing a part, and record each decomposition with a drawing and
subtraction equation.
©2015 Great Minds. eureka-math.orgA STORY OF UNITS Lesson 22 Problem Set K 4
Fill in the number sentences and the number bonds.
Take away 3 hats.
6
6 – =
Take away 4 cubes.
6
6 – =
Draw 6 circles in a 5-group. Take away 2 circles.
6
– =
Lesson 22: Decompose the number 6 using 5-group drawings by breaking off or 68
removing a part, and record each decomposition with a drawing and
subtraction equation.
©2015 Great Minds. eureka-math.orgA STORY OF UNITS Lesson 22 Sprint A K 4
Complete the number bond.
Lesson 22: Decompose the number 6 using 5-group drawings by breaking off or 1
removing a part, and record each decomposition with a drawing and
subtraction equation.
©2015 Great Minds. eureka-math.orgA STORY OF UNITS Lesson 22 Sprint B K 4
Complete the number bond.
Lesson 22: Decompose the number 6 using 5-group drawings by breaking off or 2
removing a part, and record each decomposition with a drawing and
subtraction equation.
©2015 Great Minds. eureka-math.orgA STORY OF UNITS Lesson 23 Problem Set K
Name Date
Say the number sentence. Fill in the blanks. Cross out the number.
Cross out 2 dots.
7
7 – 2 =
5 2
Cross out 5 dots.
7
7 – 5 =
5
Cross out 4 dots.
7
7 – 4 =
4
Lesson 23: Decompose the number 7 using 5-group drawings by hiding a part, and 70
record each decomposition with a drawing and subtraction equation.
©2015 Great Minds. eureka-math.orgA STORY OF UNITS Lesson 23 Homework K
Name Date
Fill in the number sentence and number bond.
Cross out 5 dots.
7
7 – 5 = 2 5 2
Draw 7 dots. Cross out 3 dots.
7
7 – =
Draw 7 dots in a 5-group like the first problem.
Cross out 4 dots.
7 – = 7
On the back of your paper, draw 7 dots. Cross out some, and write a
number sentence and a number bond to match.
Lesson 23: Decompose the number 7 using 5-group drawings by hiding a part, and 72
record each decomposition with a drawing and subtraction equation.
©2015 Great Minds. eureka-math.orgG R A D E K | M O D U L E 5 | TO P I C A | L E S S O N S 1 –5
KEY CONCEPT OVERVIEW
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.
SAMPLE PROBLEM (From Lesson 2)
Draw more to show the number.
10 ones and 3 ones
Additional sample problems with detailed answer steps are found in the Eureka Math Homework Helpers books. Learn more at GreatMinds.org.
For more resources, visit » Eureka.supportG R A D E K | M O D U L E 5 | TO P I C A | L E S S O N S 1 –5
HOW YOU CAN HELP AT HOME
▪ 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.
TERMS
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.
For more resources, visit
» Eureka.support © 2016, GREAT MINDS®EUREKA GRADO K | MÓDULO 5 | TEMA A | LECCIONES 1–5
MATH™ CONSEJOS PARA PADRES
RESUMEN DE CONCEPTOS CLAVE
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.
MUESTRA DE UN PROBLEMA (Tomado de la Lección 2)
Dibuja más para mostrar el número.
10 unidades y 3 unidades
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.
Para obtener más recursos, visite » es.eureka.supportGRADO K | MÓDULO 5 | TEMA A | LECCIONES 1–5
CÓMO PUEDE AYUDAR EN CASA
▪ 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.
VOCABULARIO
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.
Para obtener más recursos, visite
» es.eureka.support © 2017, GREAT MINDS®A STORY OF UNITS Lesson 1 Problem Set K•5
Name Date
Circle the groups that have 10 ones.
How many times did you count
10 ones?
Lesson 1: Count straws into piles of ten; count the piles as 10 ones. 1
©2015 Great Minds. eureka-math.orgA STORY OF UNITS 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.
Lesson 1: Count straws into piles of ten; count the piles as 10 ones. 2
©2015 Great Minds. eureka-math.orgA STORY OF UNITS Lesson 2 Problem Set K
Name Date
I have 10 ones and 2 ones.
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.
Lesson 2: Count 10 objects within counts of 10 to 20 objects, and describe as 10 3
ones and __ ones.
©2015 Great Minds. eureka-math.orgA STORY OF UNITS 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
Lesson 2: Count 10 objects within counts of 10 to 20 objects, and describe as 10 5
ones and __ ones.
©2015 Great Minds. eureka-math.orgA STORY OF UNITS 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
Lesson 2: Count 10 objects within counts of 10 to 20 objects, and describe as 10 1
ones and __ ones.
©2015 Great Minds. eureka-math.orgGoats and Chickens
How Many Legs?
The Kindergarten class went on a field trip to a farm. On the farm the students saw some goats
and chickens.
How many legs on 1 goat? __________
How many legs on 2 goats? __________, _____ + _____ = _____
How many legs on 1 chicken? __________
How many legs on 3 chickens? _________, ___ + ___ + ___ = ___
2 goats and 1 chicken are together. How many legs are there altogether?
_____ + _____ + _____ = _____Fiction vs Nonfiction
FICTION NONFICTION
A fiction text is a story that is made-up. Nonfiction text is written to:
Fiction texts are written for readers to -give facts about a topic
enjoy. -give information
Fiction texts have: In nonfiction text:
■ characters that are made up. ■ the characters are real
■ events that are made up. ■ the events are real
YOUR TURN!
Circle if the book is fiction or nonfiction
Fiction Fiction Fiction Fiction
Nonfiction Nonfiction Nonfiction NonfictionLet’s Write Informational Text!
What did dinosaurs eat?
plants meat
nimals that ate plants were herbivores.
A 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 zebra giraffe tiger
stripes stripes spots 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
Optional: Free Choice Writing
Optional: Free Choice Writing
How Many Walruses?
1
2
1 2 3
______________ + ______________ = ______________
2
3
1 4 1 2
______________ + ______________ = ______________
1 2
2
3
1 4
3 4 5
______________ + ______________ = ______________
4 2
3
5
2
6
7
1
1 3
______________ -+ ______________ = ______________Instruments of the Orchestra
These instruments belong to the Percussion Family. Trace each word.
Now draw a line from each instrument to its name.
Triangle
Tambourine
Drum
Cymbals
XylophoneInstruments of the Orchestra
Find and circle the Percussion instruments in the puzzle.
bell
chimes
cymbals
drum
maracas
marimba
tambourine
triangle
vibraphone
xylophoneLOUD QUIET
Cut out the cards below and mix them up. Lay cards in rows, facedown. Turn over any two cards and if the two cards match, keep them. If they don’t match, turn them back over. Create your own dance by arranging the cards in a random order and performing the cards to music.
Airplane Soaring Music Playing Bee Buzzing People Talking Bird Singing Rain Dropping Cat Meowing Squirrel Digging Children Playing Trees Creaking Cricket Chirping Water Gurgling Dog Barking Wind Blowing
TEMPO WORD SEARCH
A T O O I O L E N T L A R A N D Q A X M TERMS
C Z W P S X C A L L E G R O E D C R O F ACCELERANDO
C V B M T H N N Y H J K U I L K J D N G ADAGIO
E F D E G R A D V E N A D A N I E I O I
ALLEGRETTO
L D A T N A R A A C C E L E A R L L E G
ALLEGRO
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 ANDANTE
A D S O I T N E V D E R O F D S X C I O GRAVE
N I O V R E T S F G I S K B V Y I F J E LARGO
D S E I A W P O N F O R Y U O I G A D A
LENTO
O A D V A Q Z W S T X E D C R F V T G B
MODERATO
N H Y A U J K M T L O I S S O N M G I O
PRESTISSIMO
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 PRESTO
S X U T K G D N G E S R O O A W E S N U RITARDANDO
V E S W E O I O A D P R E S G T I M I O TEMPO
M O D L E R O D N A D R A T I R A T I O
VIVACE
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 ETEMPO WORD SEARCH ANSWER KEY
A T O O I O L E N T L A R A N D Q A X M TERMS
C Z W P S X C A L L E G R O E D C R O F ACCELERANDO
C V B M T H N N Y H J K U I L K J D N G ADAGIO
E F D E G R A D V E N A D A N I E I O I
ALLEGRETTO
L D A T N A R A A C C E L E A R L L E G
ALLEGRO
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 ANDANTE
A D S O I T N E V D E R O F D S X C I O GRAVE
N I O V R E T S F G I S K B V Y I F J E LARGO
D S E I A W P O N F O R Y U O I G A D A
LENTO
O A D V A Q Z W S T X E D C R F V T G B
MODERATO
N H Y A U J K M T L O I S S O N M G I O
PRESTISSIMO
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 PRESTO
S X U T K G D N G E S R O O A W E S N U RITARDANDO
V E S W E O I O A D P R E S G T I M I O TEMPO
M O D L E R O D N A D R A T I R A T I O
VIVACE
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
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