KINDERGARTEN · stuffed animals. Teach them to have good manners. Play a card game Rummy, War, Go...
Transcript of KINDERGARTEN · stuffed animals. Teach them to have good manners. Play a card game Rummy, War, Go...
KINDERGARTEN
Weeks of:
APRIL 13TH & APRIL 20TH WICHITA PUBLIC SCHOOLS
To Students, Parents and Guardians: Week 5 and 6 Packets will be mailed
out the week of April 27th Week 7 and 8 Packets will be mailed
out the week of May 11th.
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:
Watch a YouTube
video on mindfulness with Mind Yeti.
Do a family workout together (run in place,
jumping jacks etc.)
Break out the jigsaw puzzle and put it together
as a family!
Draw or write about what you want to be when you
grow up.
Go for a walk and count your steps (by 1's, 5's,
10's)
Have a pretend party with stuffed animals. Teach
them to have good manners.
Play a card game Rummy, War, Go Fish, Solitaire, Uno, Old Maid… Any
game you can think of!
Make fort out of cardboard, blankets, etc.
*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
3/19/2020 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
do funny
no
they
Read the sentence.
Write the new word.
Sal had no bag.
no Lib can do it!
do 22
Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company
3/19/2020 Journeys Write-In Reader, G1
https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/ancillary_9780547896106_/volume1/launch.html 2/10
It is not bad.
Can they can fix it?
they
His pal Rob is funny.
funny23
Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company
3/19/2020 Journeys Write-In Reader, G1
https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/ancillary_9780547896106_/volume1/launch.html 3/10
Read the words in the word box.
Write the word under the picture.
dot log
mop top
1 2
3 4
24
Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company
3/19/2020 Journeys Write-In Reader, G1
https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/ancillary_9780547896106_/volume1/launch.html 4/10
by Marvin Hampton
Dot is a funny cat.
25
Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company
3/19/2020 Journeys Write-In Reader, G1
https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/ancillary_9780547896106_/volume1/launch.html 5/10
What if Dot got in?
Can Dot do it?
26
Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company
3/19/2020 Journeys Write-In Reader, G1
https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/ancillary_9780547896106_/volume1/launch.html 6/10
Dot did it!
Dot got in.
27
Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company
3/19/2020 Journeys Write-In Reader, G1
https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/ancillary_9780547896106_/volume1/launch.html 7/10
Dot ran.
28
Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company
3/19/2020 Journeys Write-In Reader, G1
https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/ancillary_9780547896106_/volume1/launch.html 8/10
Dot ran on.
29
Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company
3/19/2020 Journeys Write-In Reader, G1
https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/ancillary_9780547896106_/volume1/launch.html 9/10
Got him!
Can cats go in?
No, they can not!
30
Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company
3/19/2020 Journeys Write-In Reader, G1
https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/ancillary_9780547896106_/volume1/launch.html 10/10
Read Together
Check the answer.
Where is Dot?
at school
at home
What happened first?
Dot got in.
Dot ran on a hot pot.
What happened last?
A lady said, “Cat!”
A teacher got Dot.
Write about Dot.
Dot is .
31
Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company
3/19/2020 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
all does here who
Read the sentence.
Write the new word.
Pals can all fit on top.
all Meg met Lin here.
here 32
Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company
3/19/2020 Journeys Write-In Reader, G1
https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/ancillary_9780547896106_/volume1/launch.html 2/10
Big Ben does not let Ted win.
does
I see who it is!
who 33
Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company
3/19/2020 Journeys Write-In Reader, G1
https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/ancillary_9780547896106_/volume1/launch.html 3/10
34
Read the words in the word box.
Write the word under the picture.
hen red
ten bed
1 2
3 4
Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company
3/19/2020 Journeys Write-In Reader, G1
https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/ancillary_9780547896106_/volume1/launch.html 4/10
by Roberto Gómez
It is big here.
Dex does not fit in.
35
Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company
3/19/2020 Journeys Write-In Reader, G1
https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/ancillary_9780547896106_/volume1/launch.html 5/10
36
Who can help Dex?
Hens can not.
Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company
3/19/2020 Journeys Write-In Reader, G1
https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/ancillary_9780547896106_/volume1/launch.html 6/10
Pigs can not.
Dex is not a pig.
37
Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company
3/19/2020 Journeys Write-In Reader, G1
https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/ancillary_9780547896106_/volume1/launch.html 7/10
Dogs can not.
All the dogs yap at him.
38
Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company
3/19/2020 Journeys Write-In Reader, G1
https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/ancillary_9780547896106_/volume1/launch.html 8/10
Dex met Len.
Len led him here.
39
Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company
3/19/2020 Journeys Write-In Reader, G1
https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/ancillary_9780547896106_/volume1/launch.html 9/10
It is not bad here.
It is not bad at all!
40
Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company
3/19/2020 Journeys Write-In Reader, G1
https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/ancillary_9780547896106_/volume1/launch.html 10/10
Read Together
Check the answer.
How do you know Dex is a duck?
from the words
from the picture
Where is the title?
on the first page
on the last page
On page 38, which dog is yapping?
the brown dog
the gray dog
Write about Dex’s home.
His home is .
41
Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company
Roll and Fill
Students develop the idea of one-to-one correspondence as they realize one number name goes with each item. Counting sequentially, starting with 1, helps students to know number names and the correct order of numbers as they match each count with one item.
Materials: 2 cups or tiny bowls; counters or small items (dried beans, buttons, pennies, etc.); 1 die (if you do not have dice at home, use the attached number cards); scrap paper and pencil
Directions: Read the directions aloud to your child before beginning the activity. Have your child help decide what to place in the cup (items to use) and discuss why this is a good choice.
Possible questions to ask during the activity:
How many more turns do you think you will need to fill your cup?
How many more counters do you think you will need to fill your cup?
How many counters do you think might be in your cup right now (asking at the halfwaypoint)?
How many counters do you think might be in your cup now? (asking at the end)
Do you think you have more counters or me? Why do you think this?
You are going to count these now. What is one way to make this easier? How couldyou organize your counters as you count?
Now that you have counted, who has more counters in their cup? Who has less? Howdo you know?
Possible modifications/extensions to the activity:
Use one cup only and work together to fill it.
Fill a smaller (or larger) container.
Roll 2 dot dice or draw two cards, find the sum and place this many counters in thecup.
Roll 2 dice (one numeral, one dot), find the sum by starting with the numeral die andcounting on using the dot die. Place this quantity in the cup.
Week of 3-23-20: K-5 Math Teaching Resources shared free resources online for families to support continuous learning at home. This is one of those games.
Let your child cut the
cards out—great fine
motor practice!
Roll and Fill
Materials: 1 or 2 dice (depending on level of difficulty) or attached number
cards, cup or tiny bowl, counters (dried beans, pennies, buttons, etc.), scrap paper
and pencil
Directions:
1. Work with a partner or small group. Each player will take turns rolling the dot
die (or drawing a card) and saying the number. Each player will count out that
number of items and drop them into their own container.
2. Keep taking turns until all players have filled their own containers to the brim.
***Don’t forget some of the suggested questions on the other side.
3. Each player empties their own container and counts the total number of objects
it took to fill the container.
4. Each player records their own work on scrap pieces of paper. Use pictures,
numbers, or words to show how the items were counted.
0 1 2 3
4 5 6 1
2 3 4 5
6 2 3 4
5 6 5 6
Lesson 27 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM K•1
Count the shapes, and write how many. Color the shape you counted first.
Draw 10 things in an array (5 in each row). Color 5 of them one color. Color the other 5 a different color.
Lesson 27: Count 10 objects, and move between all configurations. 271
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
© 2015 Great Minds. eureka-math.orgGK-M1-TE-1.3.0-06.2015
Draw 10 circles in the ten frame below. Color the top row one color. Color the bottom row a different color.
Draw 10 circles again. Use the same two crayons again. This time do not color them by rows. Choose 5 to color with your first crayon and 5 to color with your other crayon.
Ask your child, "How are these two ten frames alike?" "How are they different?"
Lesson 27 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM K•1
Write the numbers 1 to 10 in the apples a different way. When you count, drawa path connecting the apples.
1
3
5
4
6
8
10
Lesson 27: Count 10 objects, and move between all configurations. 272
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
© 2015 Great Minds. eureka-math.orgGK-M1-TE-1.3.0-06.2015
Read the numbers on the apples aloud. Some of the numbers are missing. Write those numbers in.
Draw a path connecting the apples in the counting order.
Lesson 27 Homework NYS COMMON CORE MATHEMATICS CURRICULUM K•1
Lesson 27: Count 10 objects, and move between all configurations. 274
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
© 2015 Great Minds. eureka-math.orgGK-M1-TE-1.3.0-06.2015
Draw some more of each picture so that when you are done, there are 10. Write the number 10.
273
You'll need another famly member to play this game. It is called How Many Are Under There? This game is just like Hide and See, which you have played at school with snapcubes behind your back. Materials: You will need 10 small items (Cheerios, Gold Fish crackers, paperclips, cotton balls, etc.) and a bowl or cup you cannot see through, this sheet and a pencil.Game: Grab some of the items. Count them aloud with your partner.Partner A: Write that number in the top circle in the number bond. Partner B: Covers his/her eyes.Partner A: Put some of the items under the bowl. Partner B: Opens his/her eyes and counts the items outside of the bowl. He/She writes that number in the left hand circle. Then he/she needs to come up with a strategy to figure out how many are under the bowl without looking. (i.e. "We had 4 Cheerios to start with. I see 2 outside of the bowl. I know the "doubles" so there has to be 2 under the bowl, because 2 and 2 equal 4." - or - "There were 5 altogether when we started. I see 4 outside of the bowl. I can use the strategy of "Counting On". I see 4 and if I count on by one more, then that makes 5!") Partner B: Writes the number (quantity under the bowl/cup) in the right hand circle. PartnerA: Lifts the bowl and both partners check for accuracy.Switch roles! Be sure to try some where you start with all 10, then hide some.
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.
Counting Objects - SCOOTBig Math Idea: Counting objects and writing numbers
Objective: Students will count objects and write the number of the objects on their recording sheet.
Materials:
pencil and hard surface to write on (book, metal cookie sheet, clipboard, etc.); SCOOT cards;
SCOOT recording sheet; tape
Prep:
Have your child cut out the SCOOT cards on the dotted lines. This is good fine motor practice! Tape
these picture cards up around the house at the height of your child. Make it fun - tape them up in unique
places like inside the bathtub, a lower kitchen cabinet, on their bed frame, etc. If you do not have tape,
you can set them on or near pieces of furniture around your house.
How to play:
1. Once they are all hung up, let your child know he/she is going to scoot around the house…
going on a hunt looking for the pictures. The goal is for your child to find them in the order of the sheet
(1, 2, 3, 4…).
2. Once he/she finds them, his/her job is to count them and write that number on the
recording sheet in the corresponding box. (i.e. Card 8 has 4 cameras so he/she would write a ‘4’ in the 8
box.)
3. Your child could leave them hanging up to practice another day or even to let a sibling
close to his/her age go “scooting” around the house and do.
4. Here is a parent answer key in case you wish to check your child’s work:
Picture NumberQuantity on that
Picture
1 5
2 16
3 1
4 3
5 10
6 14
7 20
8 4
9 6
10 11
Picture NumberQuantity on that
Picture
11 13
12 2
13 19
14 7
15 12
16 8
17 18
18 15
19 17
20 9
If counting in
the teen
numbers is
challenging for
your child,
consider
having
him/her come
up with his/her
own way (or
even multiple
ways) to
organize the
count (i.e.
circle 10 then
count on, etc.).
This
demonstrates
deep
mathematical
thinking and
should be
celebrated!
SCOOT CARDSCut out on dotted lines and place around the house or in stack.
1.
2.
3.
4.
5.
SCOOT CARDSCut out on dotted lines and place around the house or in stack.
6.
7.
8.
9.
10.
SCOOT CARDSCut out on dotted lines and place around the house or in stack.
11.
12.
13.
14.
15.
SCOOT CARDSCut out on dotted lines and place around the house or in stack.
16.
17.
18.
19.
20.
SCOOT Recording Sheet1. 2. 3. 4.
5. 6. 7. 8.
9. 10. 11. 12.
13. 14. 15. 16.
17. 18. 19. 20.
I will read the stories below to you. You draw pictures and color them to match the stories. Write the total in the box.
Bobby picked 4 red flowers. Then, he picked 2 purple flowers. How many flowers did Bobby pick?
Janet went to the donut store. She bought 6 chocolate donuts and 3 strawberry donuts. How many donuts did she buy?
Jose had a some bouncy balls. 3 had polka dots. The rest were red. Color the balls to show the red balls. How many bouncy balls does Jose have?
Some children were sitting in a circle. 4 of them were wearing green shirts. The rest were wearing yellow shirts. How many children were in the circle?
Lesson 28: Act out result unknown story problems without equations. 280
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Lesson 28 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM K 1
© 2015 Great Minds. eureka-math.orgGK-M1-TE-1.3.0-06.2015
Make up a story about the bears. Color the bears to match the story. Tell your story to a family member.
Make up a new story. Draw a picture to go with your story. Tell your story to a family member.
Lesson 28: Act out result unknown story problems without equations. 281
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Lesson 28 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM K 1
© 2015 Great Minds. eureka-math.orgGK-M1-TE-1.3.0-06.2015
How many ? Write how many in the box.
Draw 6 circles. Draw 4 triangles.
How many shapes did you draw? Write how many in the box.
Lesson 28: Act out result unknown story problems without equations. 282
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Lesson 28 Exit Ticket NYS COMMON CORE MATHEMATICS CURRICULUM K 1
© 2015 Great Minds. eureka-math.orgGK-M1-TE-1.3.0-06.2015
Color the . (pentagons)
Name Date
Make up a story about 10 things in your house. Draw a picture to go with your story. Explain your math story to a family member. Be sure to write numbers to match your story.
Lesson 28: Act out result unknown story problems without equations. 283
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Lesson 28 Homework NYS COMMON CORE MATHEMATICS CURRICULUM K 1
© 2015 Great Minds. eureka-math.orgGK-M1-TE-1.3.0-06.2015
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