How Many? - Kindergarten
Eureka Math/EngageNY Kindergarten, module 1, lesson 8 Common Core Worksheets
New York State Common Core Math Kindergarten, module 1, lesson 8
Worksheets for Kindergarten
Worksheets, solutions, and videos to help Kindergarten students learn how to answer how many questions to 5 in linear configurations (5-group), with 4 in an array configuration. Compare ways to count 5 fingers.
Topic C: Numerals to 5 in Different Configurations, Math Drawings, and Expressions
Lesson 8 Concept Development and Problem Set
Count the objects. Circle the correct number.
How did you know how many ducks there were? (Have students model how they counted.)
Ask students to turn and talk to their neighbor about how they counted the stars (array).
Draw stars in an array on a dry erase board and have students count the stars as you model.
Discuss the answers students put on the hand pictures. Ask if they can show other ways to make that number.
Engage the students in a discussion about how the number stays the same even though the positioning of the objects changes.
Do we have to touch and count to know the number is the same?
Do we have to touch and count to count?
Lesson 8 Homework
Count.
Circle the number that tells how many.
New York State Common Core Math Kindergarten, module 1, lesson 8
Worksheets for Kindergarten
Worksheets, solutions, and videos to help Kindergarten students learn how to answer how many questions to 5 in linear configurations (5-group), with 4 in an array configuration. Compare ways to count 5 fingers.
Topic C: Numerals to 5 in Different Configurations, Math Drawings, and Expressions
Lesson 8 Concept Development and Problem Set
Count the objects. Circle the correct number.
How did you know how many ducks there were? (Have students model how they counted.)
Ask students to turn and talk to their neighbor about how they counted the stars (array).
Draw stars in an array on a dry erase board and have students count the stars as you model.
Discuss the answers students put on the hand pictures. Ask if they can show other ways to make that number.
Engage the students in a discussion about how the number stays the same even though the positioning of the objects changes.
Do we have to touch and count to know the number is the same?
Do we have to touch and count to count?
Lesson 8 Homework
Count.
Circle the number that tells how many.
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