Eureka Math™ Homework Helper 2015–2016 Grade K Module 1 ...

Eureka Math, A Story of Units®

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Eureka Math™ Homework Helper

2015–2016

Grade KModule 1

Lessons 1–37

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2015-16

Lesson 1: Analyze to find two objects that are exactly the same or not exactly the same.

K•1

GK-M1-Lesson 1

Tell why these are exactly the same or not exactly the same.

Student A: The two mice are exactly the same. Both of them are gray. They are both facing me, and their tails are pointing to the same side. They also have the same number of whiskers.

Student B: The two mice are not exactly the same. One is big, and the other is small.

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Homework Helper A Story of Units

© 2015 Great Minds eureka-math.org GK-M1-HWH-1.3.0-08.2015

2015-16

Lesson 2: Analyze to find two similar objects—these are the same but…

K•1

GK-M1-Lesson 2

Use your words. “These are the same, but this one is ________, and this one is ________.”

These are the same, but this one has spots on it, and this one doesn’t.

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2015-16

Lesson 3: Classify to find two objects that share a visual pattern, color, and use.

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GK-M1-Lesson 3

Make a picture of 2 things you use together. Tell why.

I use pencil and paper together for writing.

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2015-16

Lesson 4: Classify items into two pre-determined categories.

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GK-M1-Lesson 4

Circle the things that belong to one group, and underline the things that belong to the other group. Tell an adult why the items in each group belong together.

I sorted them into two groups: stuffed animals and real animals.

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2015-16

Lesson 5: Classify items into three categories, determine the count in each, and reason about how the last number named determines the total.

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GK-M1-Lesson 5

Cut and glue where each belongs. Write how many.

A lemon, a pineapple, and a shopping cart belong in the grocery store. There are 3 grocery store things.

School

Number: _______

Library

Number: _______

Grocery Store

Number: _______

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2015-16

Lesson 6: Sort categories by count. Identify categories with 2, 3, and 4 within a given scenario.

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GK-M1-Lesson 6

Draw lines to put the treasures in the boxes.

I can sort by count! Groups of 2 belong in the 2 box. Groups of 3 belong in the 3 box. Groups of 4 belong in the 4 box.

2

3

4

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2015-16

Lesson 7: Sort by count in vertical columns and horizontal rows (linear configurations to 5). Match to numerals on cards.

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I see 2 of these. I will color them blue, just like the card.

GK-M1-Lesson 7

Color each numeral card as directed. Count the objects in each group. Then, color the group of objects the same color as the numeral card that it matches.

I ask for help reading the words. Then I color in the boxes to make a color code.

1

Black

3

Brown

2

Blue

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2015-16

Lesson 8: Answer how many questions to 5 in linear configurations (5-group), with 4 in an array configuration. Compare ways to count five fingers.

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I counted 4 this time, too, but it looks different. I see 2 on the top and 2 on the bottom.

GK-M1-Lesson 8

Count. Circle the number that tells how many.

4 5

4 5

This one is easy! I counted 4 dots in a straight line. So I circle 4.

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2015-16

Lesson 9: Within linear and array dot configurations of numbers 3, 4, and 5, find hidden partners.

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I color in 3 circles. I see 3 and 1 hiding inside of 4.

GK-M1-Lesson 9

Count the circles, and box the correct number. Color in the same number of circles on the right as the shaded ones on the left to show hidden partners.

There are 4 dots: 3 of them are gray, and 1 is white. The hidden partners are 3 and 1.

3 4 5

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2015-16

Lesson 10: Within circular and scattered dot configurations of numbers 3, 4, and 5, find hidden partners.

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I color in 3 circles. I see 3 and 2 hiding inside of 5.

GK-M1-Lesson 10

Count how many. Draw a box around that number. Then, color 3 of the circles in each group.

There are 4 dots. I color 3 of them. The hidden partners are 3 and 1.

3 4 5

3 4 5

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2015-16

Lesson 11: Model decompositions of 3 with materials, drawings, and expressions. Represent the decomposition as 1 + 2 and 2 + 1.

K•1

GK-M1-Lesson 11

Color the shapes to show 1 + 2. Use your 2 favorite colors.

How many shapes are there?

I colored 1 blue and 2 red. 3 is the same as 1 and 2.

Circle the number. 1 2 3 4 5

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2015-16

Lesson 12: Understand the meaning of zero. Write the numeral 0.

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GK-M1-Lesson 12

How many? Draw a line between each picture and its number.

How many are in your home? __________

There is nothing in this box. I learned a way to say that in math class: zero.

0

1

3

2

I know how to write zero, too: curve from the top; be a hero! Close the loop, and make a zero.

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2015-16

Lesson 13: Order and write numerals 0–3 to answer how many questions.

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GK-M1-Lesson 13

Count the objects. Write how many.

Write the missing numbers.

1, 2, _____ 3, 2, 1, _____

1, 2. I count 2 cats. I write the number 2.

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2015-16

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Lesson 14: Write numerals 1–3. Represent decompositions with materials, drawings, and equations, 3 = 2 + 1 and 3 = 1 + 2.

GK-M1-Lesson 14

Color the picture to match the number sentence.

Write the number sentence:

= +

I count 3 things. I color the moon yellow and the 2 stars red. When I take apart 3, its parts are 2 and 1.

3 = 1 + 2

I read it like this: 3 is the same as 1 and 2.

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2015-16

Lesson 15: Order and write numerals 4 and 5 to answer how many questions in categories; sort by count.

K•1

GK-M1-Lesson 15

Count and write how many. Circle a group of four of each fruit.

1, 2, 3, 4, 5. I count 5 fruits. I circle 4 of them. I see 4 hiding inside of 5.

1, 2, 3, 4. I count 4 fruits. I circle all of them. I can write 4. Trace down the side; cross the middle for fun. Top to bottom, and you are done!

I can write 5. Trace down the side; curve like that. Back to the dot, and give it a hat!

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2015-16

K•1

Lesson 16: Write numerals 1–5 in order. Answer and make drawings of decompositions with totals of 4 and 5 without equations.

GK-M1-Lesson 16

Write the missing numbers:

1, 2, ___, 4, ___ ___, 3, 2, 1, ___

Draw 3 yellow fish and 2 green fish.

How many fish are there in all? There are _________ fish.

3 fish and 2 fish make _____ fish. 5 is the same as ____ and ____.

I can count up and down. Counting out loud helps me find the missing number.

I can put together 3 and 2 to make 5.

Breaking apart 5 is easy. I see 3 and 2 in my picture.

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2015-16

Lesson 17: Count 4–6 objects in vertical and horizontal linear configurations and array configurations. Match 6 objects to the numeral 6.

K•1

GK-M1-Lesson 17

Color 4.

Color 6.

Connect the boxes with the same number.

I count 5 dots in this box.

I count 5 stars in a row. I color only four.

Then, I draw a line to this set of 5 hearts.

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2015-16

Lesson 18: Count 4–6 objects in circular and scattered configurations. Count 6 items out of a larger set. Write numerals 1–6 in order.

K•1

GK-M1-Lesson 18

Color 4.

Circle 5 balloons.

It’s easy for me to count objects in a row. I count 7 balloons!

I can count stars in a circle! I color 4 stars. There are 2 stars left. That makes 6 stars in all.

When I circle 5 balloons, I notice 2 balloons are left.

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2015-16

: Count 5 7 linking cubes in linear configurations. Match with numeral 7. Count on fingers from 1 7, and connect to 5-group images.

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GK-M1-Lesson 19

5-group

Like fingers on a hand, we can make groups of 5 (and some more).

Draw a line from the numeral to the 5-group it matches.

I can count the dots on the 5-group card: 1, 2, 3. With practice, I’ll be able to just see that there are three.

Here’s one card with 5 and another with 2. I can count 5, 6, 7.

Or, I can count them all. That’s seven!

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Lesson 19 ––

2015-16

K•1

Fill in the missing numbers.

I count up to 7, starting from any number. Look at me! I can write my numbers!

20



: Count 5 7 linking cubes in linear configurations. Match with numeral 7. Count on fingers from 1 7, and connect to 5-group images.

Lesson 19 ––

2015-16

Lesson 20: Reason about sets of 7 varied objects in circular and scattered configurations. Find a path through the scattered configuration. Write numeral 7. Ask, “How is your seven different from mine?”

K•1

GK-M1-Lesson 20

How many? Write the number in the box.

Count how many. Write the number in the box.

Draw a line to show how you counted the triangles.

There are 7 in all! “A straight line and down from heaven; that’s the way we make a 7!”

I can count the triangles! Here is my counting path. What’s yours?

Look! I see 5 and 2 more! That makes 7!

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2015-16

Lesson 21: Compare counts of 8 in linear and array configurations. Match with numeral 8.

K•1

GK-M1-Lesson 21

Color 4 ladybugs red. Color 4 ladybugs yellow.

Count how many ladybugs. Write the number in the box.

Color 4 ladybugs blue. Color 4 ladybugs orange.

Count how many ladybugs. Write the number in the box.

These two rows have the same number of ladybugs. I can see 4 and 4 hiding in 8.

I can write 8 all by myself!

It doesn’t matter whether the ladybugs are arranged in rows or columns; there are still 8 ladybugs in all!

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2015-16

Lesson 21: Compare counts of 8 in linear and array configurations. Match with numeral 8.

K•1

Count how many. Write the number in the box.

Here’s another way to show 8. I see 5 and 3 hiding in 8.

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2015-16

Lesson 22: Arrange and strategize to count 8 beans in circular (around a cup) and scattered configurations. Write numeral 8. Find a path through the scatter set, and compare paths with a partner.

K•1

GK-M1-Lesson 22

Draw 8 beads around the circle.

Color 8. Draw a line to show your counting path.

How did you count? What is your strategy?

This path shows how I counted the stars. How did you count?

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2015-16

Lesson 22: Arrange and strategize to count 8 beans in circular (around a cup) and scattered configurations. Write numeral 8. Find a path through the scatter set, and compare paths with a partner.

K•1

Count how many. Write the number in the box

I can write 8. Make an S, and do not stop. Go right back up, and an 8 you’ve got!

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2015-16

Lesson 23: Organize and count 9 varied geometric objects in linear and array (3 threes) configurations. Place objects on 5-group mat. Match with numeral 9.

K•1

GK-M1-Lesson 23

Color 9 circles.

Draw 9 shapes.

I can see 5 and 4 hiding in 9.

Do your shapes look like mine? There are so many ways to draw and arrange nine!

I can see 1 and 9 is ten!

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2015-16

Lesson 24: Strategize to count 9 objects in circular (around a paper plate) and scattered configurations printed on paper. Write numeral 9. Represent a path through the scatter count with a pencil. Number each object.

K•1

GK-M1-Lesson 24

Number the circles from 1 to 9.

Count. Write the number in the box.

Look at me! I can count 9 circles scattered about. I don’t count any circles more than once. I have a strategy. Do you?

I remember how to write 9. A hoop and a line. That’s the way we make nine!

My numbers record my counting path. There are so many ways to count this set!

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2015-16

Lesson 25: Count 10 objects in linear and array configurations (2 fives). Match with numeral 10. Place on the 5-group mat. Dialogue about 9 and 10. Write numeral 10.

K•1

GK-M1-Lesson 25

Color 5 suns. Color 5 more suns a different color.

Color 9 stars. Color 1 more star a different color.

Draw 5 circles under the row of circles. Color 5 circles yellow. Color 5 circles green.

I count 10 colored stars in all! Nine and 1 more make ten!

I color 1 row of 5 circles. I can draw 5 more circles. Look at my 2 rows of five!

I count 10 in all! Ten is the same as 5 and 5.

I see 2 columns of 5. I see 5 rows of 2.They both show 10 in all.

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2015-16

Lesson 26: Count 10 objects in linear and array configurations (2 fives). Match with numeral 10. Place on the 5-group mat. Dialogue about 9 and 10. Write numeral 10.

K•1

GK-M1-Lesson 26

Draw 5 circles in a row. Draw another 5 circles in a row under them.

How many circles did you draw?

Write the number in the box.

Write how many in the box.

These triangles are not arranged in a line. But, I can count them all without counting twice. I’ve got a strategy!

My circles are in groups of 5. I count 5 in each row. 2 rows of 5 make ten!

I can write ten!

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2015-16

Lesson 27: Count 10 objects, and move between all configurations.

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GK-M1-Lesson 27

Draw enough to make 10.

Draw enough to make 10.

I made 2 groups of five! Like my fingers on my 2 hands, altogether there are ten!

I count 5 hearts. I can draw more to make 10.

I count as I draw enough to make 10. I count again…yes! There are ten!

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2015-16

Lesson 28: Act out result unknown story problems without equations.

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GK-M1-Lesson 28

Make up a story about 10 things in your house. Draw a picture to go with your story. Be ready to share your story at school tomorrow.

I remember math stories we acted out in class today. Stories like, “8 students. 4 are girls. How many are boys?” I can draw and tell a story. Can you solve?

Mama and me ate a snack. There were 10 things on the table. Then, I dropped my fork on the floor. How many things are still on the table?

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2015-16

Lesson 29: Order and match numeral dot cards from 1 to 10. State 1 more than a given number.

K•1

GK-M1-Lesson 29

Count the dots. Write how many in the circle. Draw the same number of dots below the circle but going up and down instead of across.

Make your own 5-group cards! Cut the cards out on the dotted lines. On one side, write the numbers from 1 to 10. On the other side, show the 5-group dot picture that goes with the number.

This is just like the Math Way of counting on my fingers! I have a row of 5 dots and then 1 more. I show 6 as 5 fingers on one hand and 1 on the other. I can count: five, six.

I can draw 8 circles. I have 8. One more is 9.

I can show a number by writing the numeral or by drawing dots.

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2015-16

Lesson 30: Make math stairs from 1 to 10 in cooperative groups.

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GK-M1-Lesson 30

Draw the missing stairs. Write the numbers below each step.

Draw 1 more cube on each stair so the cubes match the number. Say as you draw, “1. One more is two. 2. One more is three.”

1 2 3 4 5

I can draw steps so baby bear can get to his mama! I can write the number 1 under the first step. 1. 1 more is 2. 2. 1 more is 3. 3. 1 more is 4. I can count the 1 more way up to 10.

Every time I draw 1 more cube, the stairs get taller.

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2015-16

Lesson 31: Arrange, analyze, and draw 1 more up to 10 in configurations other than towers.

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GK-M1-Lesson 31

Draw one more circle. Color all the circles, and write how many.

Draw one more star. Color all the stars, and write how many.

I counted 8 circles. When I draw 1 more circle, I can say: 8. 1 more is 9.

I counted 6 stars. Then, I can say: 6. 1 more is 7.

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2015-16

Lesson 32: Arrange, analyze, and draw sequences of quantities of 1 more, beginning with numbers other than 1.

K•1

GK-M1-Lesson 32

Write the missing numbers.

2, ____, ____, 5, 6, ____, ____, ____, 10

Draw X’s or O’s to show 1 more.

xxxxx

OOO

Tell someone a story about “1 more…and then 1 more.” Draw a picture about your story.

Each number in the row is 1 more. 6. 1 more is 7. Then 8. Then 9.

Listen to my story: I have 3 apples in a basket. I put 1 more apple in my basket. 3. 1 more is 4. Then, I put 1 more in my basket. 4. 1 more is 5. I have 5 apples now!

I don’t have to start counting at 1 every time. I know there are 3 O’s. 1 more is 4. If I drew the O’s in a line, there would still be 4 of them.

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2015-16

Lesson 33: Order quantities from 10 to 1, and match numerals.

K•1

GK-M1-Lesson 33

Draw a line to match the picture to its number.

Make 5-Group Cards: Cut the cards out on the dotted lines. On one side, write the number. On the other side, write the 5-group dot picture that goes with the number. Mix up your cards, and put them in order the “1 less way.”

6

9

2

I am a number detective! I can find the picture that matches each number.

When I put my cards in order from 10 to 1, I see a pattern. Each dot picture is 1 less, and each number is 1 less.

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2015-16

Lesson 34: Count down from 10 to 1, and state 1 less than a given number.

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GK-M1-Lesson 34

Count and color the triangles. Draw a group of triangles that is 1 less. Write how many you drew.

Look, one triangle has disappeared! 9. 1 less is 8. If I make another triangle disappear, I can say, 8. 1 less is 7.

I remember the 1 more pattern when we counted from 1 to 10. This is just the opposite! Now, I can count down from 10 to 1, and each number is 1 less!

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2015-16

Lesson 35: Arrange number towers in order from 10 to 1, and describe the pattern.

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GK-M1-Lesson 35

Count and color the cubes in the tower. Cross the top cube off, and write the number. Draw the next tower with 1 less cube until there are no towers left.

I can count the cubes in the last stair, too. There is 1 cube left, but I can cross it off: 1. 1 less is 0.

I can count the cubes in this stair. There are 4. I can cross off the top cube: 4. 1 less is 3.

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2015-16

Lesson 36: Arrange, analyze, and draw sequences of quantities that are 1 less in configurations other than towers.

K•1

GK-M1-Lesson 36

Draw bracelets to show 1 less than the number in the box. If the number is missing, write it in the box.

10, 9, ___, ___, ___, 5, 4, ___, ___, 1, ___

I had 8 beads. I know that 1 less is 7. I can call this my 7 bracelet! The next one will be my 6 bracelet. Each bracelet has 1 less.

I can count down from 10 to 0. When I start at 10, I know that the next number will be 1 less.

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2015-16

Lesson 37: Culminating Task

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GK-M1-Lesson 37

Note: Be sure to ask your child about his/her mystery number from today’s Number Fair!

Count how many are in each group. Write the number in the box. Circle the smaller group.

Draw some flowers.

How many?

I see rows of bananas and apples. I can count 8 apples. I know that 8 is smaller than 9. I can say 9. 1 less is 8. Or I can say 8. 1 more is 9.

I can draw 7 flowers in 5 groups. I can count them: fiiiive, six, seven. I know how to write the number 7.

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Eureka Math™ Homework Helper 2015–2016 Grade K Module 1 ...

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