What a beautiful day for a wonderful school event on Friday! It was enjoyable seeing some of our current and former students at the Back-2-School Bash!
I want to introduce our Classroom Assistance Team (CAT) moms, Laura Armistead and Smita Kakaraddi. They have been already planning our classroom events for the upcoming year. Thank you ladies for making a difference in our children’s lives!
2.1 Math
The students will be able to complete the following in math this week:
MCC2.NBT.1 - Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
MCC2.NBT.1.a - 100 can be thought of as a bundle of ten tens - called a “hundred.”
MCC2.NBT.1.b - The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
MCC2.NBT.2 - Count within 1000; skip-count by 5s, 10s, and 100s
MCC2.NBT.3 - Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
MCC2.NBT.4 - Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Last week, the second graders practiced: For example: 243
Expanded form: 200 + 40 + 3 = 243
Number word form: two hundred forty-three
Place value: 2 hundreds, 4 tens, and 3 ones
Students extended their understanding of the base-ten system by viewing 10 tens as forming a new unit called a hundred. They will continue to work with base-ten blocks to help them visually see place value.
Students will be using number lines and hundreds charts, words, and pictures to represent a number.
Number patterns:
Example: Complete the number pattern.
728, 628, ___, ___, 328
Answer: The students will compare 728 to 628 by subtracting the two numbers to get a difference of 100. The result indicates that you will subtract 100 from the number to complete the number pattern. They can use skip counting by 100's to complete the calculation. The answer to the number pattern is:
728, 628, 528, 428, 328
Place value determines which numbers are larger or smaller than other numbers.
Example:
276 465 367 557 475 556
Using the numbers above, list the numbers in order from least to greatest.
Answer: 276, 367, 465, 475, 556, 557
Students will practice their skills with counting. They will look at each digit starting with the hundreds column, tens column, and then the ones column to determine the smallest number and move up to the largest number. There will be a math quiz on Thursday, Sept. 3.
Math 2.2
MCC2.NBT.6 - Add up to four two-digit numbers using strategies based on place value and properties of operations.
25 Strategy: Add 2 numbers at a time.
42 42 75
33 +33 +17
+17 75 92
92
MCC2.NBT.6 (DOK 2)
Alina is adding the numbers 34, 19, and 25.
Which of the following explains how she can solve the problem correctly?
A. Alina can first add 34 and 19 and get 53. Then she can subtract 25 from 53 and get a final answer of 28.
B. Alina can add 34 and 19 and get an answer of 53. Then she can subtract 25 and get a final answer of 78.
C. Alina can add 34 and 19 and get 53. Then she can add 25 and get a final answer of 78.
D. Alina can break up all of the numbers into ones. Then she can add 3+1+2 and get 6. Next she can add 4+9+5 and get 18. Finally, he can add 15+4 and get a final answer of 18+6 and get a final answer of 24.
The correct answer is C. Students need to add the first combination of 2-digit numbers, then add the third 2-digit number to the total to get answer. They will need to use their regrouping skills learned last semester. Watch for words like “add” and “subtract.”
MCC2.NBT.7 - Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
Students will use base ten blocks to model place value adding and subtracting numbers three digit numbers.
Example: Julie is using place value to model numbers. She has 754 stickers. She gave Lucille 328 of them for her sticker collection. How many stickers does she have left?
The answer is:
754
-328
426 stickers
= 100 Need 4 for the hundreds column
= 10 Need 2 for the tens column
= 1 Need 6 for the ones column
MCC2.NBT.9 - Explain why addition and subtraction strategies work, using place value and the properties of operations.
Students will be asked about solving addition and subtraction problems. They will present step-by-step solutions and find the correct statement that explains how they solved the problems.
One of your classmates solved the following problem:
65
- 22
43
First, the student subtracted 2 ones from 5 ones. What should the student subtract next?
A. 2 ones from 6 tens
B. 2 tens from 5 ones
C. 2 tens from 6 tens
D. 6 tens from 2 tens
The answer is C. First step is to subtract from the ones column and then the tens column.
3.1 Math
The following standards for this week:
MCC3.NBT - Number and Operations in Base Ten
MCC3.NBT.1 - Use place value understanding to round whole numbers to the nearest 10 or 100.
MCC3.NBT.2 - Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Associative property - the way the addends are grouped does not change the sum
example: 3 + (2+4) = (3+2) + 4
Commutative property - the order of the addends does not change the sum
example: 3 + 2 = 2 + 3
Identity property-the sum of any number and zero equals the number
example: 3 + 0 = 3
Students will practice their rounding, place value and strategies needed to add and subtract numbers. Regrouping will be reviewed and practiced.
A math quiz will be given on Thursday, Sept. 3. It will include standard form, expanded form, base ten block modeling, place value, word form, rounding and estimation along with addition properties. The homework that will be given on Tuesday and Thursday will be similar to the quiz.
Reading: The second graders have been reading wonderful literature during our reading workshop. They have been reading to self, buddy reading, teacher read, and guided reading with the teacher. The students retold stories by using first, next, and finally as sequential steps. Next week, they will create interrogative, declarative, and exclamatory sentences.
Writing: Our second grade writers are having fun writing about their personal moments with narrative writings with their “magical” pens. Instead of writing just the “bare bones,” they are creating stories that entice the reader. Next week, there will be more writing, sharing and conferencing.
Social Studies:
SS2G1.a - Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau.
SS2G1.b - Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Mary’s, Chattahoochee, and Flint.
Before There Was A Georgia- this is a three week unit. We are on week 2.
The focus of this unit is the major topographical features of Georgia. Students will be connected to the vocabulary-landform, region, coast, mountains, rivers, hills and valleys.
Georgia has five main regions (Coastal Plain, Piedmont, Appalachian Plateau, Valley and Ridge, and Blue Ridge Mountains). Students will create flipbooks with definitions and pictures of each landform.
Locate all the geographic regions of Georgia on a map: Blue Ridge Mountains, Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau. Students will color the regions on their own maps.
Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Mary’s, Chattahoochee, and Flint. The second graders will be able to find the rivers and cities on the map of Georgia.
Students will mold clay to make an example of each type of landform-Mountain, Plateau, River, Coastal Plain, Valley, and Ridge..
Georgia Cookie Map Activity – Friday, September 11 9:15-10:15am
Georgia Cookie
Looking forward to a wonderful week with your children!
I want to introduce our Classroom Assistance Team (CAT) moms, Laura Armistead and Smita Kakaraddi. They have been already planning our classroom events for the upcoming year. Thank you ladies for making a difference in our children’s lives!
2.1 Math
The students will be able to complete the following in math this week:
MCC2.NBT.1 - Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
MCC2.NBT.1.a - 100 can be thought of as a bundle of ten tens - called a “hundred.”
MCC2.NBT.1.b - The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
MCC2.NBT.2 - Count within 1000; skip-count by 5s, 10s, and 100s
MCC2.NBT.3 - Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
MCC2.NBT.4 - Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Last week, the second graders practiced: For example: 243
Expanded form: 200 + 40 + 3 = 243
Number word form: two hundred forty-three
Place value: 2 hundreds, 4 tens, and 3 ones
Students extended their understanding of the base-ten system by viewing 10 tens as forming a new unit called a hundred. They will continue to work with base-ten blocks to help them visually see place value.
Students will be using number lines and hundreds charts, words, and pictures to represent a number.
Number patterns:
Example: Complete the number pattern.
728, 628, ___, ___, 328
Answer: The students will compare 728 to 628 by subtracting the two numbers to get a difference of 100. The result indicates that you will subtract 100 from the number to complete the number pattern. They can use skip counting by 100's to complete the calculation. The answer to the number pattern is:
728, 628, 528, 428, 328
Place value determines which numbers are larger or smaller than other numbers.
Example:
276 465 367 557 475 556
Using the numbers above, list the numbers in order from least to greatest.
Answer: 276, 367, 465, 475, 556, 557
Students will practice their skills with counting. They will look at each digit starting with the hundreds column, tens column, and then the ones column to determine the smallest number and move up to the largest number. There will be a math quiz on Thursday, Sept. 3.
Math 2.2
MCC2.NBT.6 - Add up to four two-digit numbers using strategies based on place value and properties of operations.
25 Strategy: Add 2 numbers at a time.
42 42 75
33 +33 +17
+17 75 92
92
MCC2.NBT.6 (DOK 2)
Alina is adding the numbers 34, 19, and 25.
Which of the following explains how she can solve the problem correctly?
A. Alina can first add 34 and 19 and get 53. Then she can subtract 25 from 53 and get a final answer of 28.
B. Alina can add 34 and 19 and get an answer of 53. Then she can subtract 25 and get a final answer of 78.
C. Alina can add 34 and 19 and get 53. Then she can add 25 and get a final answer of 78.
D. Alina can break up all of the numbers into ones. Then she can add 3+1+2 and get 6. Next she can add 4+9+5 and get 18. Finally, he can add 15+4 and get a final answer of 18+6 and get a final answer of 24.
The correct answer is C. Students need to add the first combination of 2-digit numbers, then add the third 2-digit number to the total to get answer. They will need to use their regrouping skills learned last semester. Watch for words like “add” and “subtract.”
MCC2.NBT.7 - Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
Students will use base ten blocks to model place value adding and subtracting numbers three digit numbers.
Example: Julie is using place value to model numbers. She has 754 stickers. She gave Lucille 328 of them for her sticker collection. How many stickers does she have left?
The answer is:
754
-328
426 stickers
= 100 Need 4 for the hundreds column
= 10 Need 2 for the tens column
= 1 Need 6 for the ones column
MCC2.NBT.9 - Explain why addition and subtraction strategies work, using place value and the properties of operations.
Students will be asked about solving addition and subtraction problems. They will present step-by-step solutions and find the correct statement that explains how they solved the problems.
One of your classmates solved the following problem:
65
- 22
43
First, the student subtracted 2 ones from 5 ones. What should the student subtract next?
A. 2 ones from 6 tens
B. 2 tens from 5 ones
C. 2 tens from 6 tens
D. 6 tens from 2 tens
The answer is C. First step is to subtract from the ones column and then the tens column.
- continue to develop their understanding of and facility with addition and subtraction.
- add up to 4 two-digit numbers.
- use a variety of models (base ten blocks- ones, tens, and hundreds only; diagrams; number lines; place value strategies; etc.) to add and subtract within one thousand.
3.1 Math
The following standards for this week:
MCC3.NBT - Number and Operations in Base Ten
MCC3.NBT.1 - Use place value understanding to round whole numbers to the nearest 10 or 100.
MCC3.NBT.2 - Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Associative property - the way the addends are grouped does not change the sum
example: 3 + (2+4) = (3+2) + 4
Commutative property - the order of the addends does not change the sum
example: 3 + 2 = 2 + 3
Identity property-the sum of any number and zero equals the number
example: 3 + 0 = 3
Students will practice their rounding, place value and strategies needed to add and subtract numbers. Regrouping will be reviewed and practiced.
A math quiz will be given on Thursday, Sept. 3. It will include standard form, expanded form, base ten block modeling, place value, word form, rounding and estimation along with addition properties. The homework that will be given on Tuesday and Thursday will be similar to the quiz.
Reading: The second graders have been reading wonderful literature during our reading workshop. They have been reading to self, buddy reading, teacher read, and guided reading with the teacher. The students retold stories by using first, next, and finally as sequential steps. Next week, they will create interrogative, declarative, and exclamatory sentences.
Writing: Our second grade writers are having fun writing about their personal moments with narrative writings with their “magical” pens. Instead of writing just the “bare bones,” they are creating stories that entice the reader. Next week, there will be more writing, sharing and conferencing.
Social Studies:
SS2G1.a - Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau.
SS2G1.b - Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Mary’s, Chattahoochee, and Flint.
Before There Was A Georgia- this is a three week unit. We are on week 2.
The focus of this unit is the major topographical features of Georgia. Students will be connected to the vocabulary-landform, region, coast, mountains, rivers, hills and valleys.
Georgia has five main regions (Coastal Plain, Piedmont, Appalachian Plateau, Valley and Ridge, and Blue Ridge Mountains). Students will create flipbooks with definitions and pictures of each landform.
Locate all the geographic regions of Georgia on a map: Blue Ridge Mountains, Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau. Students will color the regions on their own maps.
Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Mary’s, Chattahoochee, and Flint. The second graders will be able to find the rivers and cities on the map of Georgia.
Students will mold clay to make an example of each type of landform-Mountain, Plateau, River, Coastal Plain, Valley, and Ridge..
Georgia Cookie Map Activity – Friday, September 11 9:15-10:15am
Georgia Cookie
- Our class will need the following for the Georgia Cookie Map
- 4-5 Parent Volunteers
- 4-5 Georgia cookies for our class of students. (I will provide template and instructions.)
- 4-5 tubs of vanilla frosting. (I have food coloring.)
- 4 small tubes of blue icing or gel to make rivers.
- 1 bag of Skittles for cities.
- 1 bag of baking chocolate chips for mountains
- 20 plastic knives
- 50 Rubber gloves (allergic free) Shop at Walgreens
Looking forward to a wonderful week with your children!