1st Grade Instructional Packet May 4, 2020€¦ · Lesson 1: Compare the efficiency of counting by ones and counting by tens. 20 Creative Commons Attribution This work is licensed

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.

1st Grade

Instructional Packet

May 4, 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. Napali �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።

1stWordWork5/4-5/8

LearningFocus:U16Longa*digraphsandLongo*digraphs

Monday:

1.LookattheFriezeCardandmakethesoundsfortheai/aydigraphs. 2.Readthepoem“RainyDay”andhighlightorcircleanyaianday digraphsyoufind. 3.CompletetheSentenceactivity. Tuesday:

1. CompletetheMakingaWordactivity. 2. Makeandreadthebook“PlayThisGameWithMe”

Wednesday:

1. LookatthesecondFriezeCardandmakethesoundsfortheow,oa,oe,old digraphs.

2. Readthepoem“ToadandGoat”andhighlightorcircleanyow,oa,oe,old digraphsyoufind.

3. CompletetheFindandRhymeactivity.

Thursday:

1. CompletetheLongORiddleactivity. 2. Makeandreadthebook“ShowMe”.

Friday:

Choose5-10sightwordsontheWordCards.Rainbowwritethemandusethemin writtenororalsentences. *Longadigraph=twoormorelettersthatmakethelongasoundorsaysitsname Example:ai/aychain,tray *Longodigraph=twoormorelettersthatmakethelongosoundorsaysitsname Example:ow(show)/oa(toad)old(fold)oe(toe)

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Poet

ryPo

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Name: ____________________________________________________________________________

Complete the Sentence

Unit 15 BLM 5 © 2012 Benchmark Education Company

Com

plet

eth

eSe

nten

ce

Teacher Directions: Have students write the long a word that best completes each sentence. Then have them circle theletters that stand for the long a sound.

The dog has a black _______ .

Mom put the dish on the _______ .

The _______ runs on the track.

Put the sand in the _______ .

We cannot _______ in the sand.

tailmailjail

maystaytray

brainstaintrain

sailpailfail

wayplayday

sn _______________ l br _______________ d

tr _______________ r _______________ n

p _______________ nt cr _______________ on

© 2012 Benchmark Education Company Unit 15 BLM 4

Make

aW

ord

Name: ____________________________________________________________________________

Make a Word

Teacher Directions: Have students say the name of the picture and write ai or ay on the lines to finish the picture name.

©2012 Benchmark Education Company, LLC©2012 Benchmark Education Company, LLC


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nylo

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© 2012 Benchmark Education Company Unit 16 BLM 4

Findand

Rhyme

Name: ____________________________________________________________________________

Find and Rhyme

Teacher Directions: Have students circle the words in the box that have the same vowel sound as goat. Then havethem write the circled words under each word according to its spelling.

crow cot coat doekind hoe snow sockgold pond top rideroam scold cape rake

____________________________

____________________________

goat

grow

toe

old

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

Name: ____________________________________________________________________________

Long o Riddles

Unit 16 BLM 5 © 2012 Benchmark Education Company

Long

oRi

ddle

s

Teacher Directions: Have students write a long o word from the box to complete each riddle.

cold toe soap toad crow bow

1. It’s not hot. It’s ___________________ .

2. You scrub your hands with it.It’s ___________________ .

3. You put i t on top of a gif t.It’s a ___________________ .

4. It looks like a frog. It’s a ___________________ .

5. It’s one of ten. It’s a ___________________ .

6. A nest is i ts home. It’s a ___________________ .



wait

grain

rain

bait

chain

strain

paid

faint

play

day

tray

braid

quaint

may

spray

sway

Unit

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ecodableW

ordCards

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coach

poach

load

boat

coat

road

toad

blow

snow

toe

old

bow

grow

hoe

mold

scold

Sylla

ble

Type

cat

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ope

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ail

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Lesson 1: Compare the efficiency of counting by ones and counting by tens. 20

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 1 Homework NYS COMMON CORE MATHEMATICS CURRICULUM 1 4

Name Date

Circle groups of 10. Write the number to show the total amount of objects.

1.

There are _______ marbles.

2.

There are _______ balloons.

3.

There are _______ straws.

4.

There are _______ cubes.

Make a number bond to show tens and ones. Circle tens to help. Write the number to show the total amount of objects.

5.

There are _______ juice boxes.

6.

There are _______ crayons.

© 2015 Great Minds. eureka-math.orgG1-M4-TE-1.3.0-06.2015

Lesson 1: Compare the efficiency of counting by ones and counting by tens. 21


Lesson 1 Homework NYS COMMON CORE MATHEMATICS CURRICULUM 1 4

Make a number bond to show tens and ones. Circle tens to help. Write the number to show the total amount of objects.

7.


8.


9.


10.


Make or complete a math drawing to show tens and ones. Complete the number bonds.

11. 12.

30 3

18

10


Lesson 2: Use the place value chart to record and name tens and ones within a two-digit number.

28


Lesson 2 Core Addition Fluency Review NYS COMMON CORE MATHEMATICS CURRICULUM 1•4

Name Date

Core Addition Fluency Review

1. 2 + 0 = ___ 16. 1 + 6 = ___ 31. 5 + 3 = ___ 2. 2 + 1 = ___ 17. 6 + 1 = ___ 32. 3 + 5 = ___ 3. 2 + 2 = ___ 18. 6 + 2 = ___ 33. 3 + 4 = ___ 4. 4 + 0 = ___ 19. 5 + 2 = ___ 34. 3 + 3 = ___ 5. 0 + 4 = ___ 20. 4 + 3 = ___ 35. 4 + 4 = ___ 6. 0 + 3 = ___ 21. 2 + 3 = ___ 36. 5 + 4 = ___

7. 0 + 0 = ___ 22. 2 + 4 = ___ 37. 4 + 6 = ___

8. 3 + 1 = ___ 23. 4 + 2 = ___ 38. 2 + 7 = ___

9. 1 + 3 = ___ 24. 3 + 2 = ___ 39. 2 + 8 = ___

10. 1 + 4 = ___ 25. 9 + 1 = ___ 40. 2 + 5 = ___

11. 1 + 5 = ___ 26. 8 + 2 = ___ 41. 5 + 5 = ___

12. 5 + 1 = ___ 27. 7 + 2 = ___ 42. 4 + 5 = ___

13. 1 + 7 = ___ 28. 7 + 3 = ___ 43. 2 + 6 = ___ 14. 7 + 1 = ___ 29. 6 + 3 = ___ 44. 3 + 6 = ___ 15. 1 + 8 = ___ 30. 6 + 4 = ___ 45. 3 + 7 = ___



29


Lesson 2 Core Addition Fluency Review NYS COMMON CORE MATHEMATICS CURRICULUM 1•4

Name Date

Write the tens and ones and say the numbers. Complete the statement.

1.

17 = ____ ten ____ ones

2.

26 = ____ tens ____ ones

3.

28 = ____ tens ____ ones

4.

____ tens ____ ones = 33

5.

There are _____ balloons.

6.

There are _____ flowers.

7.

There are _____ marbles.

8.

There are _____ peanuts.



L 1•4

Write the tens and ones. Complete the statement.

9.

There are _____ cubes.

10.

There are _____ cubes. 11.


12.


Write the missing numbers. Say them the regular way and the Say Ten way.

13.

_____

14.

_____ 15.

_____

16.

_____ 17.

_____

18.

_____ 9

29

2 7

40 0

35

3 9

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

A STORY OF UNITS esson 2 Problem Set

6

G1-M 4-SE-1.3 .0 -05.2015

Lesson 4: Write and interpret two-digit numbers as addition sentences that combine tens and ones.

54


Lesson 4 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM 1 4

Name Date

Fill in the number bond. Complete the sentences.

1.

20 and 3 make ____.

20 + 3 = ____

2.

20 and 8 make ____.

20 + 8 = ____ 3.

20 + 7 = ____

7 more than 20 is ____.

4.

30 + 6 = ____

6 more than 30 is ____. 5.

5 + 20 = ____


6.

8 + 30 = ____


20

3


Lesson 5: Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number. 65


Lesson 5 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 1•4

Name Date

*Write the missing number.

1. 10 + 3 = ☐ 16. 10 + ☐ = 11

2. 10 + 2 = ☐ 17. 10 + ☐ = 12

3. 10 + 1 = ☐ 18. 5 + ☐ = 15

4. 1 + 10 = ☐ 19. 4 + ☐ = 14

5. 4 + 10 = ☐ 20. ☐ + 10 = 17

6. 6 + 10 = ☐ 21. 17 - ☐ = 7

7. 10 + 7 = ☐ 22. 16 - ☐ = 6

8. 8 + 10 = ☐ 23. 18 - ☐ = 8

9. 12 - 10 = ☐ 24. ☐ - 10 = 8

10. 11 - 10 = ☐ 25. ☐ - 10 = 9

11. 10 - 10 = ☐ 26. 1 + 1 + 10 = ☐

12. 13 - 10 = ☐ 27. 2 + 2 + 10 = ☐

13. 14 - 10 = ☐ 28. 2 + 3 + 10 = ☐

14. 15 - 10 = ☐ 29. 4 + ☐ + 3 = 17

15. 18 - 10 = ☐ 30. ☐ + 5 + 10 = 18

Number Correct: A


Lesson 12: Add tens to a two-digit number.

Lesson 12 Sprint 1 4

Name Date

*Write the missing number. Pay attention to the + and – signs.

1. 4 + ☐ = 4 16. 2 + ☐ = 7

2. 0 + ☐ = 4 17. 7 = 5 + ☐

3. 4 - 0 = ☐ 18. 7 - 5 = ☐

4. 4 - 4 = ☐ 19. 7 – 2 = ☐

5. 4 + ☐ = 5 20. 2 + ☐ = 8

6. 1 + ☐ = 5 21. 8 = 6 + ☐

7. 5 - 1 = ☐ 22. ☐ = 8 - 6

8. 5 - 4 = ☐ 23. ☐ = 8 - 2

9. 5 + ☐ = 6 24. 2 + ☐ = 9

10. 1 + ☐ = 6 25. 9 = 7 + ☐

11. 6 - 1 = ☐ 26. ☐ = 9 - 7

12. 6 - 5 = ☐ 27. ☐ = 9 - 2

13. 2 + ☐ = 6 28. 9 - 3 = ☐ + 3

14. 4 + ☐ = 6 29. ☐ + 2 = 9 - 4

15. 6 - 4 = ☐ 30. ☐ - 6 = 8 - 3

Number Correct: B


A STORY OF UNITS

10

G1-M 4-SaFP-1.3 .0 -05.2015

Lesson 13 Problem Set 1 4

Lesson 13: Use counting on and the make ten strategy when adding across a ten.

Name Date

Use the pictures to complete the place value chart and number sentence. For Problems 5 and 6, make a quick ten drawing to help you solve.

1.

22 + 6 = _____

2.

_____ + 3 = _____

3.

12 + _____ = _____

4.

_____ + _____ = _____ 5.

24 + 6 = _____

6.

24 + 3 = _____


A STORY OF UNITS

54

G1-M 4-SE-1.3 .0 -05.2015



Draw quick tens, ones, and number bonds to solve. Complete the place value chart.

7. 21 + 9 = _____

8. 21 + 7 = _____

9. 13 + 7 = _____

10. 26 + 4 = _____

11. 32 + 3 = _____

12. 38 + 2 = _____


A STORY OF UNITS

55

G1-M 4-SE-1.3 .0 -05.2015



Name Date

Use the pictures or draw quick tens and ones. Complete the number sentence and place value chart.

1. 18 + 1 = _____

2. 18 + 2 = _____

3. 18 + 5 = _____

4. 29 + 1 = _____

5. 29 + 3 = _____

6. 29 + 6 = _____

7. 16 + 4 = _____

8. 16 + 6 = _____

9. 26 + 6 = _____


A STORY OF UNITS

58

G1-M 4-SE-1.3 .0 -05.2015



Make a number bond to solve. Show your thinking with number sentences or the arrow way. Complete the place value chart.

10. 17 + 2 = _____

11. 17 + 5 = _____

12. 25 + 4 = _____

13. 25 + 6 = _____

14. 34 + 4 = _____

15. 34 + 8 = _____


A STORY OF UNITS

59

G1-M 4-SE-1.3 .0 -05.2015

Lesson 16: Add ones and ones or tens and tens.


Name Date

Draw quick tens and ones to help you solve the addition problems.

1. 16 + 3 = ____

2. 17 + 3 = ____

3. 18 + 20 = ____

4. 31 + 8 = ____

5. 3 + 14 = ____

6. 6 + 30 = ____

7. 23 + 7 = ____

8. 17 + 3 = ____


A STORY OF UNITS

66

G1-M 4-SE-1.3 .0 -05.2015

Lesson 16: Add ones and ones or tens and tens.

Lesson 16 Homework 1 4

Name Date

Draw quick tens and ones to help you solve the addition problems.

1. 17 + 2 = _____

2. 17 + 3 = _____

3. 14 + 3 = _____

4. 24 + 10 = _____

Make a number bond or use the arrow way to solve the addition problems.

5. 6 + 24 = _____

6. 14 + 20 = _____


A STORY OF UNITS

68

G1-M 4-SE-1.3 .0 -05.2015

FACT vs OPINION

A fact is something true. An opinion is how you feel about something.

FACT: A turtle has a hard shell that protects it.

OPINION : I like turtles.

FACT: A shark has gills. OPINION: A shark is scary!

Can you tell which sentences are fact and which are opinion? Circle the correct answer.

1. I love to eat strawberries! a. Fact b. Opinion

2. Strawberries are red. a. Fact b. Opinion

3. Cheetahs are fast runners. a. Fact b. Opinion

4. I like learning about cheetahs. a. Fact b. Opinion

The Bear Goes Over the Mountain

1. Bear says “I like my side of the mountain.” Is that a :

a. Fact b. Opinion

2. Why did Bear go over the mountain? a. He was cold. b. A friend was there. c. He wanted to see what was over on the other side.

3. Bear said “I am high! I am at the top!” Is that a: a. Fact b. Opinion

4. Why did Bear go back over the mountain? a. His friends were there. b. He was cold. c. It was getting dark.

5. In YOUR opinion, do you think bear liked the other side of the mountain? What part in the book helped you decide? Tell a family member or write a sentence.

I think bear______ the other side of the mountain because in the book it said ___________.

The Crow and the Pitcher

1. Retell the story “The Crow and the Pitcher.”

1. In the beginning _________________________ ___________________________________ 2. First _______________________________ ___________________________________ 3. Then _______________________________ ___________________________________ 4. Finally ______________________________ ___________________________________ 2. In your opinion, did you or did you not like the story “The Crow and the Pitcher”? Use evidence from the story to support your opinion. (Example: I liked the story because the crow _______. OR: I didn’t like the story because the crow _______. )

___________________________________ ___________________________________ ___________________________________

3. Optional: Who do you think is smarter, the crow in “The Crow and the Pitcher” or Tommy Turtle in “Sandy Squirrel.” What part in the stories makes you think that? Tell a family member or write your answer below. I think _____________ is smarter because _________.

___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

Sandy Squirrel

1. Circle the picture of the main character in this story.

Sandy Squirrel Mr. Duck Tommy Turtle

2.Circle where the story takes place.

barn river house

3. Circle the picture that shows what the problem is.

4. Circle how Tommy the turtle helps solve the problem.

Comprehension Strategy Assessment • Grade 1 ©2015 Benchmark Education Company, LLC44

Ongoing Comprehension Strategy Assessment • 17

Turtle went fishing. He liked the lake because it was quiet. Then Hippo saw Turtle. He said, “Hello, friend! I have lots to tell you today!” Turtle did not say a word. He wanted Hippo to go away. But Hippo stayed. He talked and talked. Turtle was getting angry. He wanted to fish, not talk. Finally he said, “Stop yapping! I can’t even hear myself think!” Hippo became very quiet. A tear fell from his eye. Then he walked away. Turtle looked at Hippo. Then he called, “Wait! Come back!” But Hippo kept walking. Turtle ran after him. “Please come back, Hippo!” Turtle said. “You can talk all you want. A friend is more important than fishing any day!”

1. Why did a tear fall from Hippo’s eye? A Turtle would not share his fish. B Turtle hurt his feelings. C Turtle was angry.

2. Why did Turtle run after Hippo? A He felt bad about telling him to be quiet. B He wanted Hippo to go away. C He wanted to give him some fish.

Name Date

Directions: Read the passage. Then use the information from the passage to answer questions 1–2.

Turtle’s Fishing Trip

©2015 Benchmark Education Company, LLC Comprehension Strategy Assessment • Grade 1 47


Monkey loves bananas. He goes to the tree every day. He can’t wait for them to get ripe. On Monday the bananas are ready. Monkey eats and eats. He eats until his tummy is big! Then his friend Moby comes by. “Hey! Toss me a banana!” “Sorry,” Monkey says. “I ate all the ripe ones!” On Tuesday Monkey goes to the same tree. All the bananas are gone! Then he sees his friend, Moby. Moby ’s tummy is big. “Did you save any bananas for me?” Monkey asks. “I was going to,” Moby says. “Then I remembered. You don’t like to share. So I ate them all.” Monkey is upset. He goes home to bed. He plans to get up very early tomorrow.

1. What will Monkey do tomorrow? A He will wait for Moby. B He will find a new banana tree. C He will go to the tree first.

2. Who will eat the ripe bananas tomorrow? A Monkey B Moby C Monkey and Moby

Name Date


Monkey Business

©2015 Benchmark Education Company, LLC Comprehension Strategy Assessment • Grade 1 49


Name Date


Mrs. Winkle’s Shellfish Mrs. Winkle goes to the beach every day. She digs in the sand. She fills a pail with shellfish. Then she sells them at the fish market. Shellfish are animals that live in shells. Mrs. Winkle finds three kinds of shellfish. Sometimes she digs for mussels or scallops. Mussels are good to eat in the summer. Scallops are good, too. But they are hard to find. On a good day, Mrs. Winkle fills two or three pails. She sells the shellfish. Then her work is done.

1. The passage says, “Mussels are good to eat in the summer.” Which sentence has the same meaning?

A Mussels eat well in the summer. B It is good to see mussels in the summer. C In the summer, mussels are good to eat.

2. Which sentence best tells what this passage is about? A Mrs. Winkle likes scallops. B Mrs. Winkle digs for shellfish at the beach. C Mrs. Winkle uses a pail.

What are some songs that you've enjoyed listening to lately? Title: ________________________________________________________Artist: ________________________________________________________ Title: ________________________________________________________Artist: ________________________________________________________ Title: ________________________________________________________Artist: ________________________________________________________ Title: ________________________________________________________Artist: ________________________________________________________ Title: ________________________________________________________Artist: ________________________________________________________ Title: ________________________________________________________Artist: ________________________________________________________ Title: ________________________________________________________Artist: ________________________________________________________ Title: ________________________________________________________Artist: ________________________________________________________

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Use materials around your home to make a musicalinstrument.If your instrument had a name, what would it be?__________________________________________________________What did you use to make it?__________________________________________________________What kind of sounds does it make? (Circle your answers)Loud Quiet Fast Slow High Low Draw a picture of your instrument below!

InstrumentsoftheOrchestra TheseinstrumentsbelongtotheStringFamily.Traceeachword.

Nowdrawalinefromeachinstrumenttoitsname.

guitar banjo

cello harp violin

InstrumentsoftheOrchestraFindandcirclethestringinstrumentsinthepuzzle.

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atch,keepthem

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Stick and Staff Match Up

Directions: Draw a line from each pattern in the music staff to the stick notation match.

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Spring Rhythms

Directions: Write the words from the word bank in the box with the matching rhythm.

q q q n

n q n n

Word Bank

Bees Buzzing

Birds Chirping

Blooming Flowers

Butterfly

Cherry Blossom

Cloudy Weather

Daffodil

Flourishing

Flower Bed

Gardening

Green Grass

Planting Flowers

Plants Sprouting

Rain Boots

Rainbow

Rain Coat

Rainy Weather

Springtime

Sun Shining

Tulips

Draw your favorite part below:

Why was that your favorite part?________________________________________________________________________________________________________________

With the help of your family, choose a movie to watch!

Write about what happened:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Spring Rhythms Answer Key

Directions: Write the words from the word bank in the box with the matching rhythm.

q q

! Green Grass

! Rain Boots

! Rainbow

! Rain Coat

! Springtime

! Tulips

q n

! Bees Buzzing

! Birds Chirping

! Plants Sprouting

! Sun Shining

n q

! Butterfly

! Daffodil

! Flourishing

! Flower Bed

! Gardening

n n

! Blooming Flowers

! Cherry Blossom

! Cloudy Weather

! Planting Flowers

! Rainy Weather

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Bees Buzzing

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Blooming Flowers

Butterfly

Cherry Blossom

Cloudy Weather

Daffodil

Flourishing

Flower Bed

Gardening

Green Grass

Planting Flowers

Plants Sprouting

Rain Boots

Rainbow

Rain Coat

Rainy Weather

Springtime

Sun Shining

Tulips

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Stick and Staff Match Up

Directions: Draw a line from each pattern in the music staff to the stick notation match.

1.

s

4.

s

3.

s

2.

s

a.

s m s s ms

b.

s m s s ms

c.

s m s m

d.

s m s s m

m

ANSWER KEY

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1st Grade Instructional Packet May 4, 2020€¦ · Lesson 1: Compare the efficiency of counting by ones and counting by tens. 20 Creative Commons Attribution This work is licensed