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Eureka Math/EngageNY Kindergarten, module 4, lesson 4 Common Core Worksheets

**New York State Common Core Math Kindergarten, module 4, lesson 4**

Worksheets for Kindergarten, module 4, lesson 4

Worksheets, solutions, and videos to help Kindergarten students learn how to represent composition story situations with drawings using numeric number bonds.

Topic A: Compositions and Decompositions of 2, 3, 4, and 5

Lesson 4 Concept Development and Problem Set

Anthony had 5 bananas. Make the 5 bananas with your clay. He wanted to share the bananas with one of his friends. Draw two plates on your paper. Put the bananas on the plates to show one way he could share the bananas with his friend. Draw a number bond to show how he shared his 5 bananas.

Turn and talk with your partner. Did she do it the same way? How many different ways can you find to share the bananas? What if there were only 4 bananas?

Draw and write the numbers to complete the number bonds.

Look at the picture. Tell your neighbor a story about the dogs moving and sitting. Draw a number bond and write numbers that match your story.

1. Share with your neighbor the number bond you drew on your Problem Set. How are they the same? How are they different?

2. Yesterday, we started with the parts and found the whole. When we started with the parts, could we figure out what the whole had to be?

3. Today we started with the whole and found the parts. When we start with the whole can we figure out what the parts have to be, or do we need to be told more of the story? If we just know the whole, can we still figure out what the parts in our story might be?

4. When we start with the whole, it makes sense to me to put the whole on top so it’s as if the parts are falling down. When we start with the parts, I like to put them on top. Then it’s as if they are falling down and landing in the same spot. It doesn’t have to be like that but do you understand my thinking? Can you explain my thinking to your partner? (It is also valid to think of the story progressing from left to right. Explaining this orientation supports the pattern of reading text from left to right.)

5. When you drew your bananas in the number bond, did your number bond look exactly like your partner’s? How were they different? (Focus in on orientation of the number bond.) Does it really matter where we put the parts and the whole?

6. How do we know where to write each number in a number bond?

Lesson 4 Homework

Finish the number bonds. Finish the sentence.

Tell an adult a story about the animals and then make a number sentence and number bond about it.

Learning Goal

I can tell a story and show it in a number bond.

You can use the free Mathway calculator and problem solver below to practice Algebra or other math topics. Try the given examples, or type in your own problem and check your answer with the step-by-step explanations.

Lesson Plans and Worksheets for Kindergarten

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Common Core For Kindergarten

Eureka Math/EngageNY Kindergarten, module 4, lesson 4 Common Core Worksheets

Worksheets for Kindergarten, module 4, lesson 4

Worksheets, solutions, and videos to help Kindergarten students learn how to represent composition story situations with drawings using numeric number bonds.

Topic A: Compositions and Decompositions of 2, 3, 4, and 5

Lesson 4 Concept Development and Problem Set

Anthony had 5 bananas. Make the 5 bananas with your clay. He wanted to share the bananas with one of his friends. Draw two plates on your paper. Put the bananas on the plates to show one way he could share the bananas with his friend. Draw a number bond to show how he shared his 5 bananas.

Turn and talk with your partner. Did she do it the same way? How many different ways can you find to share the bananas? What if there were only 4 bananas?

Draw and write the numbers to complete the number bonds.

Look at the picture. Tell your neighbor a story about the dogs moving and sitting. Draw a number bond and write numbers that match your story.

1. Share with your neighbor the number bond you drew on your Problem Set. How are they the same? How are they different?

2. Yesterday, we started with the parts and found the whole. When we started with the parts, could we figure out what the whole had to be?

3. Today we started with the whole and found the parts. When we start with the whole can we figure out what the parts have to be, or do we need to be told more of the story? If we just know the whole, can we still figure out what the parts in our story might be?

4. When we start with the whole, it makes sense to me to put the whole on top so it’s as if the parts are falling down. When we start with the parts, I like to put them on top. Then it’s as if they are falling down and landing in the same spot. It doesn’t have to be like that but do you understand my thinking? Can you explain my thinking to your partner? (It is also valid to think of the story progressing from left to right. Explaining this orientation supports the pattern of reading text from left to right.)

5. When you drew your bananas in the number bond, did your number bond look exactly like your partner’s? How were they different? (Focus in on orientation of the number bond.) Does it really matter where we put the parts and the whole?

6. How do we know where to write each number in a number bond?

Lesson 4 Homework

Finish the number bonds. Finish the sentence.

Tell an adult a story about the animals and then make a number sentence and number bond about it.

I can tell a story and show it in a number bond.

Rotate to landscape screen format on a mobile phone or small tablet to use the **Mathway** widget, a free math problem solver that **answers your questions with step-by-step explanations**.

You can use the free Mathway calculator and problem solver below to practice Algebra or other math topics. Try the given examples, or type in your own problem and check your answer with the step-by-step explanations.

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