KINDERGARTEN - usd259 · Kindergarten and 1ST Grade Your child should spend up to 45 minutes over the course of each day on this packet. Consider other family-friendly activities

KINDERGARTEN

Weeks of:

MAY 11TH & MAY 18TH WICHITA PUBLIC SCHOOLS

Kindergarten and 1ST Grade

Your child should spend up to 45 minutes over the course of each day on this packet. Consider other family-friendly activities during the day such as:

Tell someone in your house your phone number.

Go outside on a cloudy day. What shapes can you find in the clouds?

See how high you can count as you

are waiting for dinner.

Practice tying your shoes.

Mindful Minute:

Draw a picture of three things you are

grateful for.

Use scrap paper to make bookmarks.

Have a picnic on the floor and talk

about your best part of the day.

Make a tent out of sheets and

read stories inside.

*All activities are optional. Parents/Guardians please practice responsibility, safety, and supervision.

For students with an Individualized Education Program (IEP) who need additional support, Parents/Guardians can refer to the Specialized Instruction and Supports webpage,

contact their child’s IEP manager, and/or speak to the special education provider when you are contacted by them. Contact the IEP manager by emailing them directly or by contacting the school.

The Specialized Instruction and Supports webpage can be accessed by clicking HERE or by navigating in a web browser to https://www.usd259.org/Page/17540

WICHITA PUBLIC SCHOOLS CONTINUOUS LEARNING HOTLINE AVAILABLE

316-973-4443 MARCH 30 – MAY 21, 2020

MONDAY – FRIDAY 11:00 AM – 1:00 PM ONLY

For Multilingual Education Services (MES) support,

please call (316) 866-8000 (Spanish and Proprio) or (316) 866-8003 (Vietnamese).

The Wichita Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, sexual orientation, disability, age, veteran status or other legally protected classifications in its programs and activities.

Weekly Supports for Diverse Learners

ELA K‐5

General Accommodations:

Break assignments into chunks of learning. Tackle a little at a time.

Clarify or reword directions for understanding.

Highlight directions.

Provide a dictionary to assist with spelling or have the child sound out the words.

Provide a quiet place to work without distractions.

Provide extra time to finish assignments.

Read or assist your child in reading text such as passages, questions, and answer choices. Read the text to your child a couple of times then read the text with your child. Read to your child stopping for them to read words they can independently. Allow your child to answer comprehension questions in many different ways such as orally, drawing

a picture or acting out the story showing understanding. Read the same text multiple times throughout the week. Scribe written responses for your child.

Work with your child one on one.

Provide fewer answer options for multiple choice questions (e.g., 3 answer options instead of

4).

Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz

*Use this alphabet chart to assist with letter recall and recognition when students are required to write

written responses.

*Grades K‐5 can use the below sight word dictionary provided to assist with word recall and recognition

when students are required to write written responses.

Journeys Kindergarten High Frequency Words

Aa Bb Dd for he is Mm Oo over see that to was Yy a be day from help Jj make of Pp she the too we you

all but do Gg her just me off play show their Uu went your

and by down give here Ll my on put so them up what

are Cc Ee go how like Nn one Ss some then Vv when

ask came every good Ii little new only said soon there very where

ate come Ff Hh I look now our saw Tt they Ww will

away could find have into out say take this walk with

Journeys First Grade High Frequency Words

Aa bird covers few he long off Ss teacher warm above blue cried field head look old said their was

about both Dd find hear loudly once school there wash

across boy different first heard loved one second these watch

after bring do five help Mm only seven they water

again begins does fly her make open shall think were

all bird done follow here many or she those what

almost blue don’t food high maybe our should thought where

along both door for hold me out show three who

always boy down four house minute over sing today why

and bring draw friend how more own small together window

animal brothers Ee friendship Ii most Pp soil too with

around brown earth full Idea mother paper some took work

away buy eat funny into my party sometimes toward world

Bb by eight Gg Kk myself people soon try would

baby Cc enough give kind Nn pictures sorry two write

ball call even goes know near play starts Uu Yy be car every good Ll never please stories under years

bear carry everyone great large new pull story until yellow

beautiful caught eyes green laugh night pushed studied use you

because city Ff ground learning noise put sure Vv young

been cold fall grow light nothing Rr surprised very your

before come family Hh listen now read Tt Ww

began could far happy little Oo ready take walk

begins country father have live of right talk want

Journeys Second Grade High Frequency Words

Aa behind didn’t floor hello loved Pp should talk water above being different flower help Mm paper sing tall what’s

across better doing follow high maybe part sky teacher while

afraid bird door food hold might party slowly though why

against book Ee found horse mind people someone thought window

ago boy earth friends house money pictures something through without

air brothers else from hundred morning places sometimes told woman

almost Cc enough front Ii most pushed sorry tomorrow won’t

alone called even Gg I’ll mother Rr sound took words

along car ever girl I’ve more ready started toward world

also care every gone idea move really starts town write

animals cheer everyone great Kk Nn remember stood turned Yy another children everything ground kept near river store Uu years anything city eye Hh knew never room stories until young

Bb comes Ff happened Ll next Ss story Vv

baby coming falling happy large night says studied voice

ball cried family hard learn nothing school sure Ww

bear Dd father head learning Oo second surprised walked

began dark few hear leaves other she Tt warm

begins dear field heard lived outside sheep table watch

3/23/2020 Journeys Write-In Reader, G1

https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/ancillary_9780547896106_/volume1/launch.html 1/10

WORDS TO KNOW

animal make

of why

Read the sentence.

Write the new word.

An animal can tell us if it is mad.

animal Can you tell why it puffs up?

why 62

Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company



Lots of ducks quack.

of

Hiss! It can make us run.

make 63




Read the words in the word box.

Write the word under the picture.

crab brick

truck drum

1 2

3 4

64




by Megan Linke

“Quack, quack, quack,” said Duck.

“Quack, quack! Quack, quack!”

But Cat did not see why.

65




“Crick, crick, crick,” said Bug.

“Crick, crick! Crick, crick!”

“Hum?” said Cat.

66




“Bick, bick, bick,” said Pig.

“Bick, bick! Bick, bick!”

“Lots of mud!” said Cat.

“Pigs can make a mess.”

67




“Grup, grup, grup,” said Frog.

“Grup, grup! Grup, grup!”

“Frog is an odd animal,” said Cat.

68




“Buzz, buzz, buzz,” I said.

“Buzz, buzz! Buzz, buzz!”

69




“Ack!” said Cat. “It is wet, wet, wet!”

Well, we did tell him!

But he did not get it.

70




Read Together

Check the answer.

Who said “Grup, grup”?

Duck Frog

What are the animals telling Cat?

where to get food

that it may rain

Look at page 69.

What detail tells you it will rain?

Cat the clouds

Write about animal sounds.

What sound does a cat make?

71




WORDS TO KNOW

her now our she

Read the sentence.

Write the new word.

Can you clap like she can?

sheGlenn will pick up his bell now.

now 72




Rat-tat-tat!

Jan slaps her drum.

her

Miss Glass tells our class to “hit it”!

our 73




Read the words in the word box.

Write the word under the picture.

glass plum

flag black

1 2

3 4

74




by Megan Linke

Pig trots up.

Clip, clop, clip!

75




Now Duck hops in.

Duck puffs. She trills.

76




Hess trots in back.

Clap, click! Click, clap!

77




Hess taps her drum.

Tat-tat! Pum-pum!

Our club is fun!

78




Plod! Clod! Crack!

Here is El. Ack!

79




Not fun! Not fun!

Run, run, run!

80




81

Read Together

Check the answer.

Who starts the parade?

Pig Hess

Who ends the parade?

Hess El

When does Duck join in?

after Hess after Pig

Write about a parade you watched.

What did you see?


Hippity Hop Math: Measurement in a non-standard unit, counting &

writing numbers

Materials: two game boards; 1 die; an adult sized

handful of a unit (item) to use to measure with

(raisins, small paper clips, gold fish crackers—any

small item that is relatively consistent in size); pencil;

recording sheets

Object of the Game: Use the units (small items) to

measure the path from start to finish by aligning the items

along the path. The first one to hop to the carrots wins the game.

Directions:

1. Choose a small item in your house to be the unit to measure with along the path. Make sure you have

enough of them to be able to do the whole path for two players. Cut the recording sheets apart.

2. Player1 rolls the die. Using his/her own game board, he/she lays down that number of units (items) along

the path. For example, if Player1 rolls a 2, he/she would lay down 2 paper clips with no overlap or gaps.

3. Player 1 then writes ‘2’ on his/her recording sheet to keep track of the running total of units.

4. Using his/her own game board, Player 2 takes his/her turn and aligns the units (i.e. paper

clips) along the path.

5. Each time a player rolls the die and lays down that unit, the goal is to count on from the

number before to reach the new total. For example, if the last number on the sheet is 7

and the player rolls a 3, the player should just count up starting from 7 (“Seven...eight, nine,

ten”). If this is too challenging, allow the player to count all the units each time he/she lays

down more. For students who would like a challenge, encourage him/her to add on that

quantity. Using the example above, the player would say, “Seven plus three equals 10.”

Tip: The measurements will have to be approximations. It is unlikely the unit will measure the lines exactly. Have a discussion about this with your child.

Hippity Hop

Recording

Sheet

2 7

l0

Extend Thinking: After playing the game one time, ask your child some questions like, “We used raisins as our unit this time. What would happen if we used these large paper clips next time? Would our grand totals be larger or smaller? How do you know?” - or - “What would happen if we each used a different unit?” Another extension idea would be to allow your child to make his/her own game board and choose the unit (items). Compare his/her game board (game results) to Hippity Hop. What does he/she notice?

If you don't have a die, consider cutting up a sheet of paper and writing the digits 1-6 on the pieces.

Start

Hippity

Hop

Finish

The first one

to hop to the

carrots is the

winner.

Start

Hippity

Hop

Finish

The first one

to hop to the

carrots is the

winner.

Hip

pit

y H

op

Record

ing S

heet

Hip

pit

y H

op

Record

ing S

heet

Hip

pit

y H

op

Record

ing S

heet

Hip

pit

y H

op

Record

ing S

heet

Hip

pit

y H

op

Record

ing S

heet

Hip

pit

y H

op

Record

ing S

heet

1. For each pair, circle the longer one. Imagine the paper strips are lyingflat on a table.

2. Draw a flower that istaller than the vase.

3. Draw a tree that istaller than the house.

Lesson 1: Compare lengths using taller than and shorter than with aligned and non-aligned endpoints. 18

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

Lesson 1 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM K 3

© 2015 Great Minds. eureka-math.orgGK-M3-TE-1.3.0-06.2015

http://creativecommons.org/licenses/by-nc-sa/3.0/deed.en_US



4. For each pair, circle the shorter one.

5. Draw a bookmarkthat is shorter than this book.

6. Draw a crayon that isshorter than this pencil.

Lesson 1: Compare lengths using taller than and shorter than with aligned and non-aligned endpoints. 19







7. Draw 5 more flowers that are shorter than theseflowers. Count how many flowers you have now. Write the number in the box.

8. Draw 4 more ladybugs that are taller than these ladybugs.Count how many ladybugs you have now. Write the number in the box.

20


Lesson 1 Homework NYS COMMON CORE MATHEMATICS CURRICULUM K 3


9. Draw 2 sticks that are shorter than this stick and 1 stickthat is longer. Count how many sticks you have now. Write the number in the box.





10. Directions: Pretend that I am a pirate who has traveled far away from home. Imiss my house and family. Will you draw a picture as I describe my home? Listen carefully, and draw what you hear. (There is a drawing sheet in this packet.)

Draw a house in the middle of the paper that is taller than your pointer finger.

Now, draw my daughter standing in the yard. She is shorter than the house.

There’s a great tree in our yard. My daughter, wife/husband and I love to climb thetree. The tree is taller than my house.

My daughter planted a beautiful daisy in the yard. Draw a daisy that is shorterthan my daughter.

Draw a branch lying on the ground in front of the house. Make it the same length asthe house.

Draw a caterpillar next to the branch. My parrot loves to eat caterpillars. Ofcourse, the length of the caterpillar is shorter than the length of the branch.

My parrot is always hungry, and there are plenty of bugs for him to eat at home.Draw a ladybug above the caterpillar. Should the ladybug be shorter or longerthan the branch?

Now, draw some more things you think my family would enjoy.

Show your picture to another family member and talk about the extra things that you drew. Use longer than, taller than and shorter than when you are describing them.

Lesson 3: Make a series of longer than and shorter than comparisons. 33



Draw a window on the front of the house. Draw my wife/husband looking out the window.




Ho

me

is w

her

e th

e h

eAR

RR

Rt

is, m

atey

!

Positional Words and Measurement

1. Here is a tree. Draw 3 flowers that are shorter than the tree. Draw 1 tree taller than this tree. Draw a sun above the

tree. Draw a bunny under one of the trees. Draw a flower in front of each rock.

2. Draw 1 fish longer than the fish below. Draw 1 fish shorter than the fish below. See the daddy seahorse? This daddy

seahorse has a daughter. She is shorter than her daddy. Draw her. Draw some coral taller than the other coral. Draw a

small boat on the top of the water. Draw a bird in the sky.

3. Draw a cat on the chair. Draw a picture or some art above the lamp. Draw a dog shorter than the lamp. Draw a

mouse under the chair. Draw a little boy or girl taller than the dog.

4. Draw a picture of yourself in the middle standing on the grass. Write your name above your head. Think of someone

who lives with you that is taller than you. Draw that person next to your picture. Write his/her name above his/her head.

Think of an animal that you love that is shorter than you. Draw that animal on the other side of you. Write the name of that

animal above its head. Draw a family of worms under the grass.

5. Take out a fork from your silverware drawer. Draw a picture of the fork in the rectangle in the center of this page. Write

the word fork on the line.

6. Find two items in your house that are shorter than the fork. Draw the 2 items below. Write the names of those two items.

To spell those words, do your best to sound out the words.

7. Find 2 items in your house that are longer than the fork. Draw the 2 items below. Write the names of those two items. To

spell those words, do your best to sound out the words.

5.

8. Have an adult in your house help you choose an item that is about 1 pound (loaf of bread, large shoe, full

box of butter, any can or boxed item that is 16 oz., 3-5 bananas, etc.). Hold it in your hand so you can feel

the weight of the item. Draw a picture of the item in this box. Write the word for the item on the line.

9. Find two items in your house that are lighter than the object in your picture. Hold those items in your hand

comparing them to the item you chose in Box 8 below. Draw a picture of these lighter items below and write

the word for each (sound out the words the best you can).

10. Find two items in your house that are heavier than the object in your picture. If you are able, hold those

items in your hand comparing them to the item you chose in Box 8 above. Draw a picture of these heavier

items below and write the word for each (sound out the words the best you can).

1

2

3

4

5

6

7

8

9

10

1

2

3

4

5

6

7

8

9

10

1

1

12

1

3

14

1

5

16

1

7

18

1

9

20

number bond

number paths

Mystery Combinations and Differences

Option 1 materials: 6-8 cups you can’t see through; small objects (i.e. pennies, cereal, corn kernels, etc.; pencil

Option 2 materials: if real cups are not available, use the attached paper cups; dice and number cards

Players: 2-4 players

Goal: Adding or subtracting two sets to compare quantities

Listen for: precise language (equal, not equal/unequal, less/less than, more than/greater than, largest/smallest,

plus, minus)

Game: Play 10 rounds (5 addition and 5 subtraction).

First 5 Rounds: Pick two cups and add the quantities hiding underneath. Player with the largest quantity

wins that round.

Second 5 Rounds: Pick two cups and subtract the smaller quantity from the larger quantity. Player with

the smallest quantity wins that round.

Let’s Play!

Step 1: Place 2-5 small objects under each 6-8 cups (you decide the number of cups).

Step 2: Player 1 picks two cups, lifts them and adds the two sets together, saying “____ plus _____ is ____.” Player

1 writes down his/her equation (number sentence), including the sum (total). Player 2 closes their eyes while

player 1 shuffles the cups. Then, Player 2 has a turn to pick two cups, adds them together, says “___ plus ___is

___.” and writes his/her equation and sum. The players compare quantities. The player with the largest total wins

that round!

Step 3: The winner of that round picks an exercise (hop, skip, dance, push-ups, walk on tip toes, etc.) for the

opponent to do. For example, if Player 2’s total was 9, then Player 1 gets to “hop” that many times! Don’t worry

Player 1, you’ll have your turn!

Step 4: Repeat steps 1-3 with addition four more times.

Step 5: Repeat steps 1-4, this time subtracting the two sets to try and win with the smaller number—playing a

total of 5 rounds, recording number sentences and answers in the chart below.

*Reduce difficulty by decreasing quantity “hiding under the cups” and using only 2-3 cups.

*Increase difficulty by increasing quantity of items, choosing three cups instead of two, or by using dice or

number cards.

Questions to facilitate thinking:

How did you figure out how many you had altogether?

If you solved it in your mind, tell me how.

Which was easier? Adding or subtracting? Why?

Which number “won” the most? Which number “won” the least?

Did you notice anything about the problems we wrote on our sheet?

Could you play the game again, but with three cups?

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Questions to facilitate thinking:

How did you figure out how many you had altogether? Did you solve it in your mind?

Which was easier? Adding or subtracting? Why?

Which number “won” the most? Which number won the least?

Could you play the game again, but with three cups?

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l + __ = l0

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4 + __ = l0

5 + __ = l0

6 + __ = l0

7 + __ = l0

8 + __ = l0

9 + __ = l0

l0 + __ = l0

2 + __ = l0

3 + __ = l0

4 + __ = l0

5 + __ = l0

6 + __ = l0

7 + __ = l0

8 + __= l0

9 + __ = l0

__ + 0 = l0

__ + l = l0

__ + 2 = l0

__ + 3 = l0

__ + 4 = l0

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__ + 6 = l0

__ + 7 = l0

__ + 8 = l0

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10 - 8 = __

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10 - 4 = __

10 - 8 = __

10 - 2 = __

10 - 6 = __

10 - 9 = __

10 - 7 = __

10 - 10 = __

10 - 3 = __

10 - 7 = __

10 - 1 = __

10 - 5 = __

10 - 8 = __

10 - 6 = __

10 - 10 = __

10 - 2 = __

10 - 6 = __

10 - 0 = __

10 - 4 = __

10 - 8 = __

10 - 4 = __

10 - 9 = __

10 - 1 = __

10 - 5 = __

10 - 9 = __

10 - 3 = __

10 - 7 = __

Cu

t o

ut

the

se c

ard

s.

Lesson 30: Represent pictorial decomposition and composition addition stories to 9 with 5-group drawings and equations with no unknown. 293


Lesson 29 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM K•4

1. Shane played with his toy zebras and toy lions. He had 9 animal toys in all.Draw a circle around the zebras and around the lions. Trace the number bond and fill it in. Fill in the number sentence, too.

2. Jimmy has 9 red balls and 1 green ball. Draw the balls. Trace the numberbond, fill it in and complete and number sentence.

+=

+ =





294


Lesson 29 Homework NYS COMMON CORE MATHEMATICS CURRICULUM K•4 3. Jessa found 7 toy vehicles while she cleaned her toy bin. She found 6 cars and1 bus. Draw the vehicles in the ten frame. Fill in the number bond and complete the number sentence.

4. Look at the picture below. Tell a story about the picture. After telling yourstory that matches the pictures below, fill in the number bond and write the number sentence. If you would like to challenge yourself :), write your story here: _____________________________________________________________

_____________________________________________________________

_____________________________________________________________

7

+ = 7

+ = © 2015 Great Minds. eureka-math.orgGK-M4-TE-1.3.0-06.2015




Lesson 30: Represent pictorial decomposition and composition addition stories to 10 with 5-group drawings and equations with no unknown. 301


+

+ =

Bianca has 4 pigs and 3 sheep on her farm. How many farm animals does she have in all?


NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 Problem Set K 4 7.

Danica had 5 green balloons. Her friend gave her 5 blue balloons. How many

balloons did she have in all? Draw the balloons in the ten frame.

=

5.

6.




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


Make 2 groups. Circle 1 of the groups. Write a number sentence to match. Find as many different partners of 10 as you can.

Draw 10 dots. Make 2 groups. Circle one of the group (different way than above). Write a number sentence to match your drawing.

+=10 +=10

+=10 +=10


7. 8.

9. 10.

11.




325



Listen to the word problem. Fill in the number sentence. Cecilia has 9 bows. Some have polka dots, and some have stripes. How many polka dot and how many striped bows does she have? You decide! Fill in the number sentence to match your bows.

Keegan has 10 train cars. Some are black, and some are green. How many black and green train cars do you think Keegan has? (Hint - there is more than one way to solve this problem!)

+ =9

+ =10© 2015 Great Minds. eureka-math.orgGK-M4-TE-1.3.0-06.2015

12.

13.




Lesson 32: Solve both addends unknown word problems with totals of 9 and 10 using 5-group drawings. 326



Danny has 9 heart stickers. Some are yellow, and the rest are green. Show two different ways Danny's stickers could look. Fill in the number sentences to match.

Kelsey has 10 robots. Some are red, and the rest are gray. Show two different ways Kelsey’s robots could look. Fill in the number sentences to match.

+ =9 + __ =

+ =10 + __ =


14.

15.




350


9 – __ =

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 34 Problem Set K 4

Cross off part of the picture. Fill in the number sentences and number bonds.

There are 9 babies playing. 2 crawl away. How many babies are left?

There are 10 babies playing. 1 crawls away. How many babies are left?

There are 9 babies playing. 6 crawl away. How many babies are left? Use the ten frame to help you solve.

=–

9

10 =–


16.

17.

18.

9






The squares below represent cube sticks. Carlos had a 9-stick. He broke off 4 cubes to share with his friend. How many cubes are left? Draw a line to show where he broke his stick.

Sophie had 10 grapes. She ate 6 grapes. How many grapes are left? Draw a cube stick (like above) to show the grapes. Draw a line to show the grapes that were eaten.

Spot had 10 bones. He hid 8 bones in the ground. How many bones does he have now? Draw a cube stick to show the bones. Draw a line to show the bones that were hidden.

9

6

=–

=–

=–


19.

20.

21.

10





Lesson 34: Represent subtraction story problems by breaking off, crossing out, and hiding a part. 352


Draw your own set of cubes. Decide how many you wish to break off and draw a line showing that. Fill in the number sentence and the number bond.

7 __ – __ =

=–


Tell a story about some toys in your house that matches where the "break" is in the cubes. Fill in the numer bond and number sentence. If you wish to challenge yourself, write your story/word problem, as well.

22.

23.

___________________________________________________________

___________________________________________________________

___________________________________________________________






Fill in the ten frame and cross off parts to show the problem. Fill in the number bond and number sentence, as well.

Jose had 9 baseballs. He took 5 baseballs outside to play, and they got lost. How many balls are left?

LaShay had 9 catepillars. Then, 4 catepillars crawled away. How many catepillars are left?

= –

= –


24.

25.




Lesson 33: Solve take from equations with no unknown using numbers to 10. 341



Draw the story. Fill in the number sentence to match.

There were 9 planes in the sky. 3 planes landed. How many planes were still in the sky?

The bus had 10 people. 5 people got off. How many people are left?

=–

=–


26.

27.




Helpful Tools and Models—Primary Grades—K, 1st and 2nd

One way for students to organize

their count is to move objects

(buttons, tiny marshmallows, etc.)

into an array. Drawing dots

works well, too. Our brains are

pattern seeking devices and arrays

are a great way to make sense of

quantity or symbols like numbers.

A tool or model that young learners use often in school is a ten frame. Kindergarten and 1st grade students should have a deep

understanding of ‘five’ and ‘ten’. Our number system is rooted in the number ‘10’. Students should be able to see dots in a ten

frame and know instantly how many are there, as well as how many are missing.

A tool that is used from

kindergarten through 5th grade is

a number bond. At the beginning

of kindergarten, students learn

how to decompose (break apart)

quantities and numbers. They

start with the whole and determine

the parts. Notice the example

above has objects (little erasers)

on the number bond.

Next, the students move to the pictorial level. In the

example above, the student drew stars to represent two

different ways to decompose (break apart)

five.

These examples also show objects in the number bond. These number bonds are

examples of composing (the parts are present, but the whole is

missing).

Students who have a deep

understanding of quantity then

use numbers in their number

bonds. The number bonds

above are examples of the

symbolic level—a very

abstract level of thinking! :)

If your child is struggling

with work at the symbolic

level (just numbers), try

having him/her show his/her

thinking with objects.

1

2

3

4

5

6

7

8

9

10

1

2

3

4

5

6

7

8

9

10

1

1

12

1

3

14

1

5

16

1

7

18

1

9

20

number paths

Kindergarten students should use number paths.

If a1st and/or 2

nd grade child is struggling with numeration activities, consider having

him/her use the num

ber paths before moving to a num

ber line.

number line

tape diagram

Like a number bond, a tape diagram

is a tool/model used to

help make sense of unknown - especially in word problem

s.

Tape diagrams show the ‘part-part-whole’ relationship.

1

2

3

4

5

6

7

8

9

10

1

2

3

4

5

6

7

8

9

10

1

1

12

1

3

14

1

5

16

1

7

18

1

9

20

number bond

number paths

Documents

KINDERGARTEN - usd259 · Kindergarten and 1ST Grade Your child should spend up to 45 minutes over the course of each day on this packet. Consider other family-friendly activities