I am so proud of how hard the students studied for their first math assessment. It showed in their grades! Good work! Thank you parents for supporting them!
IXL - I am so excited to see so many of the students practicing their skills on IXL. Keep up the good work!
Teacher Conferences: If you do not have a conference yet please go to my sign up genius to sign up for a conference time. Thank you for signing up! You will receive reminders. If you need to change any dates, go to http://www.signupgenius.com/go/10c084daead2da0ff2-parentteacher
These sessions are for increments of 15 minutes. Please advise if you child needs to have a change of transportation for the parent/teacher conferences.
If you are coming in early, please come to the front door. The doors of the school close at 3:30pm each day. The cafeteria doors will be open for your convenience.
Math Info: If your child goes to another teacher for math please make sure you are checking that teacher’s blog for information about their math class, assignments, and upcoming tests. You can find the other 2nd grade teachers blogs as well as other 2nd grade information at http://secondgradenpes.weebly.com/.
2.1 Math
This week, students will be drawing geometric shapes and naming the number of sides, angles, vertices, points and corners on them. They will be splitting and partitioning rectangles equally and solve the problem. There will be a geometric shapes quiz on Thursday.
On Tuesday, our math class will begin Unit 5. It will be: Understanding Plane and Solid Figures
• We will be starting our new math unit on Geometry. The students will be introduced to both plane and solid geometric shapes. They will learn the math vocabulary words of vertex, angles, sides, angle, circle, cone, cube, cylinder, edge, face, hexagon, polygon, pentagon, rectangle, square, trapezoid, and triangle.
In this unit students will cultivate spatial awareness by:
• further developing understandings of basic geometric figures
• identifying plane figures and solid figures based on geometric properties
• describing plane figures and solid figures according to geometric properties
• expanding the ability to see geometry in the real world
• partitioning shapes into equal shares by cutting, slicing, or dividing
• represent halves, thirds, and fourths using rectangles and circles to create fraction models
• compare fractions created through partitioning same-sized rectangular or circular wholes in different ways
• understand what an array is and how it can be used as a model for repeated addition
• organize and record data using tallies, simple tables and charts, pictographs, and bar graphs
MCC2.G.1 - Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
MCC2.G.2 – Partition (split) a rectangle into rows and columns of same-size squares and count to find the total number of them.
The second graders will create “Multiplication Cities” by using arrays to display their buildings in an artistic form. Students will work in small groups practicing repeated addition or skip counting skills. The second graders will incorporate real life situations with the concept of arrays-using rows and columns.
Example: Donny's mom baked a rectangular birthday cake for his 8th birthday party. If there are 22 children at the party, in which way should Donny's mom cut the cake so that everyone could have a piece of cake at the party?
A. She should cut the cake into 5 rows by 3 columns.
B. She should cut the cake into 5 rows by 4 columns.
C. She should cut the cake into 5 rows by 5 columns.
D. She should cut the cake into 4 rows by 4 columns.
1. Student will draw a rectangle and draw lines (rows are across) and lines (columns are up and down) in the box. They will then count the squares. Since there are 22 children at the birthday party, the birthday slices must be 22 or more.
2. The answer is C. 5 Rows and 5 Columns
3. There would be at total of 25 slices of cake which will be enough for the 22 party goers.
MCC2.G.3 - Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
MCC2.MD.10 - Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Last week, we reviewed and practiced strategies that help support us on the test for Unit 4. We will be building our knowledge for upcoming units in math.
MCC2.NBT.6 - Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
The chart below list items you could buy at a toy shop. Use the information to answer the question.
Item Cost
Scooter $76
Pogo Stick $23
Bike $89
Ice Skates $47
Soccer ball $18
Which items did Suzy purchase if she paid $146 at the store? Show your work!
The answer is: By using the strategy of 10 in the ones column, the student will be able to compute the items purchased easier and more accurately. If you look at the ones column, you can see that the pogo stick at $23 and the ice skates at $47 (3 + 7 = 10). Go back to the purchase amount of $146, the ones column is 6 in that number. The students then can find something in the ones column that equals 6. The item is the Scooter for $76. If you add the three numbers, the answer is:
Scooter $76
Pogo Stick $23
Ice Skates $47
$146
It is very important that the students show their work in math.
MCC2.NBT.8 - Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
Students will practice the following graphing problem in class this week. Parents, please continue to review fact fluency using flash cards or any websites that can be found on my classroom page.
MCC2.NBT.9 - Explain why addition and subtraction strategies work, using place value and the properties of operations.
Students will be asked about solving 3-digit addition and subtraction problems with 3 numbers. They will use the strategy by adding and subtracting two numbers first and then taking the total and adding or subtracting the third number.
Example: Mr. Johnson asks his students to solve the following problem on their dry erase boards.
565 – 247 – 133
Ernie’s answer is 451.
Beth’s answer is 185.
Explain why Ernie and Beth each got a different answer.
Ernie’s Calculations 565 -247 = 318 318 + 133 = 451
Beth’s Calculations 565 -247 = 318 318 – 133 = 185
Correct Answer is Beth’s calculations. She used the correct signs by subtracting all three of the numbers. Ernie used subtraction on his first calculation but added his third number which is incorrect.
Students need to show their work and check the “+ and –“signs before they begin solving their work. Then, after they have completed their computation, they need to recheck their answers.
3.1 Math
Our new unit is Operations and Algebraic Thinking: The Relationship between Multiplication and Division
What the student will learn and master:
1.Begin to understand the concepts of multiplication and division.
2. Learn the basic facts of multiplication and their related division facts
3. Apply the properties of operation (commutative, associative, and distributive) as strategies to multiply and divide.
4. Fluently multiply and divide within 100, using strategies like patterns and relationships between multiplication and division
5. Understand multiplication and division as inverse operations.
6. Solve problems and explain their processes of solving division problems that can also be represented as unknown factor multiplication problems
7. Represent and interpret data
Vocabulary: operation, multiply, divide, factor, product, quotient, strategies, and properties-rules about how numbers work.
Some questions about this unit:
• How can you use your knowledge about multiplication to help you solve division problems?
• How can multiplication and division skills help you create and interpret scaled bar and pictographs?
• How are tables, bar graphs, and line plot graphs useful ways to display data?
• How do I determine length to the nearest half and quarter inch?
MCC3.OA - Operations and Algebraic Thinking in Multiplication and Division
MCC3.OA.1 - Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each
Example: How do you correctly show the following addition sentence as a multiplication equation?
5 + 5 + 5 + 5 = _______________
A. 4 X 5 = 9
B. 3 x 5 = 15
C. 4 x 5 = 20
D. 5 x 5 = 25
Explain: Students can use repeated addition strategies by skip counting by 5’s. They can draw 5 groups and place 5 in each group.
There will be a math quiz on multiplication on Friday. Students should practice their fact fluency in multiplication. Ex. 2 x 2 = 4; 7 x 6 = 42
Quiz on Thursday, October 1 on multiplication skills that we have learned this week.
Science:
On a beautiful sunny day, our class traced their shadows on the outside blacktop with their buddies. They measured their shadows and drew pictures of them. The second graders discussed why the shadows changed. They used rulers and measuring tape to measure their shadows. The second graders observed the angle of the sun and the significance of the rotation of the Earth to the sun.
Thank you for all the donations of Oreo cookies and Styrofoam balls for our moon project, Play Dough and clay for our Earth, Moon, and Sun project in Science this week. The student will enjoy creating the “Moon Phases” with Oreo cookies. They will design a moon with the Styrofoam balls and foil paper. children will mold their clay into balls depicting the Earth, moon and sun. The second graders will enjoy hands-on experiments with flashlights. Children should know the phases of the moons.
S2E1 - Students will understand that stars have different sizes, brightness, and patterns.
S2E1.a - Describe the physical attributes of stars - size, brightness, and patterns.
This week, students will design their own constellations in the sky. They will us white chalk on black paper and connect the stars.
Students will learn:
What is a constellation?
A constellation is a group of visible stars that form a pattern when viewed from Earth. The pattern they form may take the shape of an animal, a mythological creature, a man, a woman, or an inanimate object such as a microscope, a compass, or a crown.
How many constellations are there?
The sky was divided up into 88 different constellations in 1922. This included 48 ancient constellations listed by the Greek astronomer Ptolemy as well as 40 new constellations.
S2E2 - Students will investigate the position of sun and moon to show patterns throughout the year.
S2CS5.a - Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
A quiz on constellations is scheduled for Wednesday, September 30.
Homework assignment: a moon chart was sent home on Thursday. Each night the students will observe the moon and draw a picture of the moon on their moon chart. If it is raining, the children will draw clouds. It is a fun learning tool for the children to participate. We will discuss the changes in the moon.
Writing
The second graders will integrate science with writing by imagining that we are taking a magnifying glass to the moments in our life and finding all the little details that we can add to our stories. This week we will begin to look at our narrative writing checklists and use these expectations to revise our writing. We will practice editing and making sure that all of our sentences are written correctly. Capital letters, punctuation, and using a subject/predicate in every sentence is required.
Grammar ties in with writing as we work to add details to our simple and compound sentences.
A simple sentence is a sentence that had one subject part and one predicate part.
Examples: I'm going to pick up cheese, crackers, and
pepperoni at the store.
Would you like some hot chocolate or orange juice?
A compound sentence is a sentence that contains two or more simple sentences joined by conjunctions: and, or, but, nor, so.
In a compound sentence, two independent clauses can be joined by a comma and a conjunction.
Examples: Chris invited me to his birthday party, and I told him I would be there.
Do you want to play basketball, or would you rather go
fishing?
Reading
This week students will continue to work with the reading books we began using this week. We will use these books to look at the different points of view of the characters in our stories. Students will explore how the same event can seem different to different characters depending on their character traits and point of view.
IXL - I am so excited to see so many of the students practicing their skills on IXL. Keep up the good work!
Teacher Conferences: If you do not have a conference yet please go to my sign up genius to sign up for a conference time. Thank you for signing up! You will receive reminders. If you need to change any dates, go to http://www.signupgenius.com/go/10c084daead2da0ff2-parentteacher
These sessions are for increments of 15 minutes. Please advise if you child needs to have a change of transportation for the parent/teacher conferences.
If you are coming in early, please come to the front door. The doors of the school close at 3:30pm each day. The cafeteria doors will be open for your convenience.
Math Info: If your child goes to another teacher for math please make sure you are checking that teacher’s blog for information about their math class, assignments, and upcoming tests. You can find the other 2nd grade teachers blogs as well as other 2nd grade information at http://secondgradenpes.weebly.com/.
2.1 Math
This week, students will be drawing geometric shapes and naming the number of sides, angles, vertices, points and corners on them. They will be splitting and partitioning rectangles equally and solve the problem. There will be a geometric shapes quiz on Thursday.
On Tuesday, our math class will begin Unit 5. It will be: Understanding Plane and Solid Figures
• We will be starting our new math unit on Geometry. The students will be introduced to both plane and solid geometric shapes. They will learn the math vocabulary words of vertex, angles, sides, angle, circle, cone, cube, cylinder, edge, face, hexagon, polygon, pentagon, rectangle, square, trapezoid, and triangle.
In this unit students will cultivate spatial awareness by:
• further developing understandings of basic geometric figures
• identifying plane figures and solid figures based on geometric properties
• describing plane figures and solid figures according to geometric properties
• expanding the ability to see geometry in the real world
• partitioning shapes into equal shares by cutting, slicing, or dividing
• represent halves, thirds, and fourths using rectangles and circles to create fraction models
• compare fractions created through partitioning same-sized rectangular or circular wholes in different ways
• understand what an array is and how it can be used as a model for repeated addition
• organize and record data using tallies, simple tables and charts, pictographs, and bar graphs
MCC2.G.1 - Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
MCC2.G.2 – Partition (split) a rectangle into rows and columns of same-size squares and count to find the total number of them.
The second graders will create “Multiplication Cities” by using arrays to display their buildings in an artistic form. Students will work in small groups practicing repeated addition or skip counting skills. The second graders will incorporate real life situations with the concept of arrays-using rows and columns.
Example: Donny's mom baked a rectangular birthday cake for his 8th birthday party. If there are 22 children at the party, in which way should Donny's mom cut the cake so that everyone could have a piece of cake at the party?
A. She should cut the cake into 5 rows by 3 columns.
B. She should cut the cake into 5 rows by 4 columns.
C. She should cut the cake into 5 rows by 5 columns.
D. She should cut the cake into 4 rows by 4 columns.
1. Student will draw a rectangle and draw lines (rows are across) and lines (columns are up and down) in the box. They will then count the squares. Since there are 22 children at the birthday party, the birthday slices must be 22 or more.
2. The answer is C. 5 Rows and 5 Columns
3. There would be at total of 25 slices of cake which will be enough for the 22 party goers.
MCC2.G.3 - Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
MCC2.MD.10 - Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Last week, we reviewed and practiced strategies that help support us on the test for Unit 4. We will be building our knowledge for upcoming units in math.
MCC2.NBT.6 - Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
The chart below list items you could buy at a toy shop. Use the information to answer the question.
Item Cost
Scooter $76
Pogo Stick $23
Bike $89
Ice Skates $47
Soccer ball $18
Which items did Suzy purchase if she paid $146 at the store? Show your work!
The answer is: By using the strategy of 10 in the ones column, the student will be able to compute the items purchased easier and more accurately. If you look at the ones column, you can see that the pogo stick at $23 and the ice skates at $47 (3 + 7 = 10). Go back to the purchase amount of $146, the ones column is 6 in that number. The students then can find something in the ones column that equals 6. The item is the Scooter for $76. If you add the three numbers, the answer is:
Scooter $76
Pogo Stick $23
Ice Skates $47
$146
It is very important that the students show their work in math.
MCC2.NBT.8 - Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
Students will practice the following graphing problem in class this week. Parents, please continue to review fact fluency using flash cards or any websites that can be found on my classroom page.
MCC2.NBT.9 - Explain why addition and subtraction strategies work, using place value and the properties of operations.
Students will be asked about solving 3-digit addition and subtraction problems with 3 numbers. They will use the strategy by adding and subtracting two numbers first and then taking the total and adding or subtracting the third number.
Example: Mr. Johnson asks his students to solve the following problem on their dry erase boards.
565 – 247 – 133
Ernie’s answer is 451.
Beth’s answer is 185.
Explain why Ernie and Beth each got a different answer.
Ernie’s Calculations 565 -247 = 318 318 + 133 = 451
Beth’s Calculations 565 -247 = 318 318 – 133 = 185
Correct Answer is Beth’s calculations. She used the correct signs by subtracting all three of the numbers. Ernie used subtraction on his first calculation but added his third number which is incorrect.
Students need to show their work and check the “+ and –“signs before they begin solving their work. Then, after they have completed their computation, they need to recheck their answers.
3.1 Math
Our new unit is Operations and Algebraic Thinking: The Relationship between Multiplication and Division
What the student will learn and master:
1.Begin to understand the concepts of multiplication and division.
2. Learn the basic facts of multiplication and their related division facts
3. Apply the properties of operation (commutative, associative, and distributive) as strategies to multiply and divide.
4. Fluently multiply and divide within 100, using strategies like patterns and relationships between multiplication and division
5. Understand multiplication and division as inverse operations.
6. Solve problems and explain their processes of solving division problems that can also be represented as unknown factor multiplication problems
7. Represent and interpret data
Vocabulary: operation, multiply, divide, factor, product, quotient, strategies, and properties-rules about how numbers work.
Some questions about this unit:
• How can you use your knowledge about multiplication to help you solve division problems?
• How can multiplication and division skills help you create and interpret scaled bar and pictographs?
• How are tables, bar graphs, and line plot graphs useful ways to display data?
• How do I determine length to the nearest half and quarter inch?
MCC3.OA - Operations and Algebraic Thinking in Multiplication and Division
MCC3.OA.1 - Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each
Example: How do you correctly show the following addition sentence as a multiplication equation?
5 + 5 + 5 + 5 = _______________
A. 4 X 5 = 9
B. 3 x 5 = 15
C. 4 x 5 = 20
D. 5 x 5 = 25
Explain: Students can use repeated addition strategies by skip counting by 5’s. They can draw 5 groups and place 5 in each group.
There will be a math quiz on multiplication on Friday. Students should practice their fact fluency in multiplication. Ex. 2 x 2 = 4; 7 x 6 = 42
Quiz on Thursday, October 1 on multiplication skills that we have learned this week.
Science:
On a beautiful sunny day, our class traced their shadows on the outside blacktop with their buddies. They measured their shadows and drew pictures of them. The second graders discussed why the shadows changed. They used rulers and measuring tape to measure their shadows. The second graders observed the angle of the sun and the significance of the rotation of the Earth to the sun.
Thank you for all the donations of Oreo cookies and Styrofoam balls for our moon project, Play Dough and clay for our Earth, Moon, and Sun project in Science this week. The student will enjoy creating the “Moon Phases” with Oreo cookies. They will design a moon with the Styrofoam balls and foil paper. children will mold their clay into balls depicting the Earth, moon and sun. The second graders will enjoy hands-on experiments with flashlights. Children should know the phases of the moons.
S2E1 - Students will understand that stars have different sizes, brightness, and patterns.
S2E1.a - Describe the physical attributes of stars - size, brightness, and patterns.
This week, students will design their own constellations in the sky. They will us white chalk on black paper and connect the stars.
Students will learn:
What is a constellation?
A constellation is a group of visible stars that form a pattern when viewed from Earth. The pattern they form may take the shape of an animal, a mythological creature, a man, a woman, or an inanimate object such as a microscope, a compass, or a crown.
How many constellations are there?
The sky was divided up into 88 different constellations in 1922. This included 48 ancient constellations listed by the Greek astronomer Ptolemy as well as 40 new constellations.
S2E2 - Students will investigate the position of sun and moon to show patterns throughout the year.
S2CS5.a - Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
A quiz on constellations is scheduled for Wednesday, September 30.
Homework assignment: a moon chart was sent home on Thursday. Each night the students will observe the moon and draw a picture of the moon on their moon chart. If it is raining, the children will draw clouds. It is a fun learning tool for the children to participate. We will discuss the changes in the moon.
Writing
The second graders will integrate science with writing by imagining that we are taking a magnifying glass to the moments in our life and finding all the little details that we can add to our stories. This week we will begin to look at our narrative writing checklists and use these expectations to revise our writing. We will practice editing and making sure that all of our sentences are written correctly. Capital letters, punctuation, and using a subject/predicate in every sentence is required.
Grammar ties in with writing as we work to add details to our simple and compound sentences.
A simple sentence is a sentence that had one subject part and one predicate part.
Examples: I'm going to pick up cheese, crackers, and
pepperoni at the store.
Would you like some hot chocolate or orange juice?
A compound sentence is a sentence that contains two or more simple sentences joined by conjunctions: and, or, but, nor, so.
In a compound sentence, two independent clauses can be joined by a comma and a conjunction.
Examples: Chris invited me to his birthday party, and I told him I would be there.
Do you want to play basketball, or would you rather go
fishing?
Reading
This week students will continue to work with the reading books we began using this week. We will use these books to look at the different points of view of the characters in our stories. Students will explore how the same event can seem different to different characters depending on their character traits and point of view.