Welcome back! Happy January!
I hope that everyone enjoyed a restful and relaxing winter break. The students seem to have matured over the break. The second graders are completing their routines effortlessly.
3.1 Math
In this unit, students will:
Example:
Rounding: Students will practice their skills with estimation and rounding of whole numbers. They will understand the rounding rules: 0, 1, 2, 3, 4 you will round down; 5, 6, 7, 8, 0 you will round up.
For Example: What is 564 rounded to the nearest 100?
Answer: 600
Students can use a number line to help them round. They can use the rounding rule. Second graders examine the digit in the ones and tens column when they are rounding to tens. If they are rounding to the nearest hundred, they must consider both the tens and hundreds column.
Word Problem: Sophia is baking 47 cookies for her class play on Monday. Joseph baked 62 cookies. To the nearest ten, how many cookies did the bake together?
Round 47 = 50 (7 is counting up to 50)
Round 62 = 60 (2 is counting down to 60)
The answer is 110 cookies were baked by both Sophia and Joseph.
A math quiz is scheduled for Thursday, January 12.
3.2 Math
In this unit students will:
MCC3.G.2 - Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
MCC3.MD.3 - Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.
MCC3.MD.4 - Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters
MCC3.MD.7 - Relate area to the operations of multiplication and addition.
MCC3.MD.7.a - Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
MCC3.MD.7.b - Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
MCC3.MD.7.c - Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
MCC3.MD.7.d - Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
MCC3.MD.8 - Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
MCC3.G.1 (DOK 1)
Which of the following shapes does not belong in the category of quadrilaterals?
A math quiz is scheduled for Thursday, January 12.
Health
This week, our class have been discussing how tobacco is dangerous to your health and others.
The students read books and list the health problems associated with tobacco.
They created skits to choose not to use tobacco products.
They discussed many questions about the addiction and harmful effects of smoking:
Why should I avoid tobacco smoke?
Why is experimenting with tobacco dangerous?
HE2.1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.
HE2.2 - Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
HE2.3 - Students will demonstrate the ability to access valid information and products and services to enhance health.
HE2.3.a - Identify trusted adults and professionals who can help promote health.
Vocabulary:
Heart
Lungs
Throat
Brain
Addiction
Nicotine
Tar
Carbon Monoxide
Asthma
Cancer
Emphysema
Respiratory System
Tobacco
Second Hand Smoke
Smokeless Tobacco
Social Studies:
In the upcoming weeks, we will be learning about civil rights.
Civil Rights
The focus of this unit is the contributions of Jackie Robinson and Martin Luther King, Jr. as leaders in the Civil Rights movement. We will discuss how Martin Luther King Jr. made life better for the people or Georgia. The students will create a timeline of the successes and struggles that MLK experienced.
Evidence of Learning:
What students should know:
• Jackie Robinson and Martin Luther King, Jr. helped make life better for people in Georgia and the United States because they exhibited positive character traits.
• The daily life for Jackie Robinson and Martin Luther King, Jr. is similar to the lives of people in Georgia today because their legacy of promoting equality for African Americans still lives on.
• The daily life of Jackie Robinson and Martin Luther King, Jr. is different from the lives of people in Georgia today because segregation no longer exists.
• The decisions made by Jackie Robinson and Martin Luther King, Jr. were connected to where they lived.
• Rules and laws are needed to protect the rights of all people.
• Martin Luther King, Jr. worked for justice and freedom for all people in the U.S. As a result, in 1964 Congress passed the Civil Rights Act, which made segregation illegal in all public places and the Voting Rights Act of 1965 protected African Americans' right to vote.
• In 1947, Jackie Robinson became the first African American to enter Major League Baseball
• Goods and services are allocated in a variety of ways which have advantages and disadvantages.
SS2H1.a - Identify the contributions made by these historic figures: Jackie Robinson (sports) and Martin Luther King, Jr. (civil rights).
SS2H1.b - Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms).
SS2H1 - The student will read about and describe the lives of historical figures in Georgia history
Vocabulary
• equality
• patience
• compassion
• sportsmanship
• dependable
• dedicated
• liberty
• trustworthy
• civil rights
• rights
• laws
• segregation
Writing:
This unit is all about sharing our opinion on books. We are starting off by writing letters about our favorite books. Students are sharing their opinion of a character in their book, their favorite part, and using the text and pictures to provide support for their opinion.
Next week we will work on adding more text to support our opinions, and discuss thinking about our reader and what information they need when reading our letters.
Grammar:
This week our focus was on pronouns.
Next week we will begin a two week study of possessive and reflexive nouns.
Reading:
Students completed the BAS testing which is a reading fluency and comprehension assessment. I am so proud of all the second graders! They have improved dramatically!
The students will participate in guided reading each day. They are all being challenged with more difficult vocabulary and stories.
Please continue to have students read everyday. Use the reading log to record the reading time.
I hope that everyone enjoyed a restful and relaxing winter break. The students seem to have matured over the break. The second graders are completing their routines effortlessly.
3.1 Math
In this unit, students will:
- Investigate, understand, and use place value to manipulate numbers.
- Build on understanding of place value to round whole numbers.
- Continue to develop understanding of addition and subtraction and use strategies and properties to do so proficiently and fluently.
- Draw picture graphs with symbols that represent more than one object.
- Create bar graphs with intervals greater than one.
- Use graphs and information from data to ask questions that require students to compare quantities and use mathematical concepts and skills.
- MGSE3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
- MGSE3.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.
- MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
- MGSE3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units – whole numbers, halves, or quarters.
- add
- addend
- addition
- associative property of addition
- commutative property of addition
- identity property of addition
- bar graph
- chart
- difference
- expanded form
- graph
- increment
- interval
- inverses
- line plot graph
- pictograph
- place value
- properties
- round
- scale
- standard form
- strategies
- subtract
- subtraction
- sum
- table
Example:
Rounding: Students will practice their skills with estimation and rounding of whole numbers. They will understand the rounding rules: 0, 1, 2, 3, 4 you will round down; 5, 6, 7, 8, 0 you will round up.
For Example: What is 564 rounded to the nearest 100?
Answer: 600
Students can use a number line to help them round. They can use the rounding rule. Second graders examine the digit in the ones and tens column when they are rounding to tens. If they are rounding to the nearest hundred, they must consider both the tens and hundreds column.
Word Problem: Sophia is baking 47 cookies for her class play on Monday. Joseph baked 62 cookies. To the nearest ten, how many cookies did the bake together?
Round 47 = 50 (7 is counting up to 50)
Round 62 = 60 (2 is counting down to 60)
The answer is 110 cookies were baked by both Sophia and Joseph.
A math quiz is scheduled for Thursday, January 12.
3.2 Math
In this unit students will:
- Further develop understandings of geometric figures by focusing on identification and descriptions of plane figures based on geometric properties.
- Identifies examples and non-examples of plane figures and solid figures based on geometric properties.
- Identify differences among quadrilaterals.
- Understand that shapes in different categories may share attributes and those attributes can define a larger category (example: rhombuses, rectangles, and others have four sides and are all called quadrilaterals).
- Expand the ability to see geometry in the real world.
- Can draw plane figure shapes based on attributes.
- Further develop understanding of partitioning shapes into parts with equal areas.
- Partitions shapes in several different ways into equal parts of halves, thirds, fourths, sixths, and eighths and recognizes the partitioned parts have the same area.
- Use data collected to make bar and picture graphs.
- Interpret Line Plots.
MCC3.G.2 - Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
MCC3.MD.3 - Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.
MCC3.MD.4 - Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters
MCC3.MD.7 - Relate area to the operations of multiplication and addition.
MCC3.MD.7.a - Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
MCC3.MD.7.b - Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
MCC3.MD.7.c - Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
MCC3.MD.7.d - Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
MCC3.MD.8 - Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
MCC3.G.1 (DOK 1)
Which of the following shapes does not belong in the category of quadrilaterals?
- Rectangle
- Trapezoid
- Circle
- Rhombus
A math quiz is scheduled for Thursday, January 12.
Health
This week, our class have been discussing how tobacco is dangerous to your health and others.
The students read books and list the health problems associated with tobacco.
They created skits to choose not to use tobacco products.
They discussed many questions about the addiction and harmful effects of smoking:
Why should I avoid tobacco smoke?
Why is experimenting with tobacco dangerous?
HE2.1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.
HE2.2 - Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
HE2.3 - Students will demonstrate the ability to access valid information and products and services to enhance health.
HE2.3.a - Identify trusted adults and professionals who can help promote health.
Vocabulary:
Heart
Lungs
Throat
Brain
Addiction
Nicotine
Tar
Carbon Monoxide
Asthma
Cancer
Emphysema
Respiratory System
Tobacco
Second Hand Smoke
Smokeless Tobacco
Social Studies:
In the upcoming weeks, we will be learning about civil rights.
Civil Rights
The focus of this unit is the contributions of Jackie Robinson and Martin Luther King, Jr. as leaders in the Civil Rights movement. We will discuss how Martin Luther King Jr. made life better for the people or Georgia. The students will create a timeline of the successes and struggles that MLK experienced.
Evidence of Learning:
What students should know:
• Jackie Robinson and Martin Luther King, Jr. helped make life better for people in Georgia and the United States because they exhibited positive character traits.
• The daily life for Jackie Robinson and Martin Luther King, Jr. is similar to the lives of people in Georgia today because their legacy of promoting equality for African Americans still lives on.
• The daily life of Jackie Robinson and Martin Luther King, Jr. is different from the lives of people in Georgia today because segregation no longer exists.
• The decisions made by Jackie Robinson and Martin Luther King, Jr. were connected to where they lived.
• Rules and laws are needed to protect the rights of all people.
• Martin Luther King, Jr. worked for justice and freedom for all people in the U.S. As a result, in 1964 Congress passed the Civil Rights Act, which made segregation illegal in all public places and the Voting Rights Act of 1965 protected African Americans' right to vote.
• In 1947, Jackie Robinson became the first African American to enter Major League Baseball
• Goods and services are allocated in a variety of ways which have advantages and disadvantages.
SS2H1.a - Identify the contributions made by these historic figures: Jackie Robinson (sports) and Martin Luther King, Jr. (civil rights).
SS2H1.b - Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms).
SS2H1 - The student will read about and describe the lives of historical figures in Georgia history
Vocabulary
• equality
• patience
• compassion
• sportsmanship
• dependable
• dedicated
• liberty
• trustworthy
• civil rights
• rights
• laws
• segregation
Writing:
This unit is all about sharing our opinion on books. We are starting off by writing letters about our favorite books. Students are sharing their opinion of a character in their book, their favorite part, and using the text and pictures to provide support for their opinion.
Next week we will work on adding more text to support our opinions, and discuss thinking about our reader and what information they need when reading our letters.
Grammar:
This week our focus was on pronouns.
Next week we will begin a two week study of possessive and reflexive nouns.
Reading:
Students completed the BAS testing which is a reading fluency and comprehension assessment. I am so proud of all the second graders! They have improved dramatically!
The students will participate in guided reading each day. They are all being challenged with more difficult vocabulary and stories.
Please continue to have students read everyday. Use the reading log to record the reading time.