when the children watched the giant cookie form into the Georgia map. What a fun learning experience for the second graders! Thank you to all our parents who donated items for the cookie map and volunteered to help students locate rivers, cities, and regions of Georgia. I would like to thank our room moms, Mrs. Armistead and Mrs. Kakaraddi for coordinating the activities along with volunteering for the cookie map. Also, Mrs. Kim, Mrs. Murzi-Neville, and Mark’s Grandma, who volunteered and baked cookies. Many thanks to the parents who bought the items needed for the cookie map.
The children enjoyed labeling and locating the five regions in Georgia. They spread colored frosting where the Coastal Plains, Piedmont, Appalachian Plateau, Valley and Ridge, and Blue Ridge Mountains were located on the cookie map.
The students carved with toothpicks the seven rivers on the cookie map. They traced the rivers with colored gels. The seven rivers in Georgia are: Chattahoochee River, Flint River, Savannah River, Ocmulgee River, Oconee River, Altamaha River, and St. Mary’s River.
Students used chocolate chips to mark the Blue Ridge Mountains and the Valley and Ridges.
They really enjoyed marking the Georgia cities with colored skittles. The cities that they found were Atlanta, Macon, Columbus, Athens, Augusta, and Savannah.
The children were very proud of their cookie maps and displayed them with satisfaction. Students tasted the sugar cookie and their smiles revealed their delight as they ate every morsel.
SS2G1 - The student will locate major topographical features of Georgia and will describe how these features define Georgia’s surface
SS2G1.a - Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau
The social studies test is scheduled for Tuesday, September 15. The second graders brought home their social studies book, Georgia landforms flipbook, Georgia map, and a study guide to review for the test. Please return the books and study guide on Monday, we will be reviewing for the test.
Math:
2.2 Math
MCC2.MD - Measurement and Data
MCC2.MD.1 - Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
MCC2.MD.2 - Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
MCC2.MD.3 - Estimate lengths using units of inches, feet, centimeters, and meters.
MCC2.MD.4 - Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
MCC2.MD.5 - Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
MCC2.MD.6 - Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2,..., and represent whole-number sums and differences within 100 on a number line diagram.
MCC2.MD.7 - Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
MCC2.MD.9 - Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
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.
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 problems 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.
1. Solve by replacing the shapes with 10s and 100s.
400 + â–º + ♦ = 510
400 + â–º + ♦ + â–º + ♦ - â–º = 610
What number does the triangle represent?
Answer: Each triangle would represent a 10 in its place. The square would represent a 100 in its place.
400 + 10 + 100 = 510
400 + 10 + 100 + 10 + 100 – 10 = 610
2. Johnny has a twenty dollar bill, a ten dollar bill, 2 five dollar bills and 4 one dollar bills. He would like to buy a present for his brother which costs $50. How much money does he need in order to buy the present?
A. He needs $16 more
B. He needs $6 more
C. He can buy it
D. He needs $4 more
Answer: First, students will need to add the bills. $20 + $10 + $10 + $4 = $44
Johnny has $44 to spend.
Second, students will subtract the cost of the present from what total dollars he has to spend on the present for his brother. $50 - $44 = $6
The answer is B. Johnny needs $6 more to buy the present.
A math study guide will be distributed to all the students on Tuesday. They will be working on their study guide in school with the teacher. Students will be practicing the skills on the study guide. Check the blog from the previous five weeks, there are strategies and examples of test questions that you can use. The math assessment is scheduled for two days. It will start on Tuesday, September 22 and be completed on Wednesday, September 23.
3.1 Math
Students will be reviewing all the concepts that they have learned. One of the areas is creating bar graphs and picture graphs by surveying students and generating data to present graphs. They will practice interpreting data from the graphs.
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
A math study guide will be distributed to all the students on Tuesday. They will be working on their study guide in school with the teacher. Students will be practicing the skills on the study guide. Check the blog from the previous five weeks, there are strategies and examples of test questions that you can use. The math assessment is scheduled for two days. It will start on Tuesday, September 22 and be completed on Wednesday, September 23.
Science: Stars is our next unit in science.
We will be conducting experiments: Stars and light, why do stars twinkle, measuring shadows, modeling day and night, Earth’s tilt, weather changes, and what causes the season. They will learn about the brightness of stars, the sun gives off heat and light, what changes take place during winter, spring, summer and fall and the differences between day and night and weather changes.
Students will be quizzed on stars mid-week.
S2E1 - Students will understand that stars have different sizes, brightness, and patterns.
S2E1.a - Describe the physical attributes of stars - size, brightness, and patterns.
Reading -
This week students will be working on a Performance Assessment to demonstrate their knowledge of key details in a story. They made a "Retelling Rope" and practicing with it to retell a story they have read in class for a grade. They will also be video taped doing their retelling. This performance will be graded using a retelling rubric.
In addition, they will also be answering questions about their leveled books in class this week.
Writing
In writing we will continue working on our small moment stories. This week we will turn our focus on editing and revising our work with a writing checklist. The students will begin by using the checklist to help me write a better paper.
ELACC2W3 Short Research Connections, summaries, writing-to-learn tasks, response to a short text or an open-ended question
The children enjoyed labeling and locating the five regions in Georgia. They spread colored frosting where the Coastal Plains, Piedmont, Appalachian Plateau, Valley and Ridge, and Blue Ridge Mountains were located on the cookie map.
The students carved with toothpicks the seven rivers on the cookie map. They traced the rivers with colored gels. The seven rivers in Georgia are: Chattahoochee River, Flint River, Savannah River, Ocmulgee River, Oconee River, Altamaha River, and St. Mary’s River.
Students used chocolate chips to mark the Blue Ridge Mountains and the Valley and Ridges.
They really enjoyed marking the Georgia cities with colored skittles. The cities that they found were Atlanta, Macon, Columbus, Athens, Augusta, and Savannah.
The children were very proud of their cookie maps and displayed them with satisfaction. Students tasted the sugar cookie and their smiles revealed their delight as they ate every morsel.
SS2G1 - The student will locate major topographical features of Georgia and will describe how these features define Georgia’s surface
SS2G1.a - Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau
The social studies test is scheduled for Tuesday, September 15. The second graders brought home their social studies book, Georgia landforms flipbook, Georgia map, and a study guide to review for the test. Please return the books and study guide on Monday, we will be reviewing for the test.
Math:
2.2 Math
MCC2.MD - Measurement and Data
MCC2.MD.1 - Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
MCC2.MD.2 - Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
MCC2.MD.3 - Estimate lengths using units of inches, feet, centimeters, and meters.
MCC2.MD.4 - Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
MCC2.MD.5 - Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
MCC2.MD.6 - Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2,..., and represent whole-number sums and differences within 100 on a number line diagram.
MCC2.MD.7 - Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
MCC2.MD.9 - Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
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.
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 problems 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.
1. Solve by replacing the shapes with 10s and 100s.
400 + â–º + ♦ = 510
400 + â–º + ♦ + â–º + ♦ - â–º = 610
What number does the triangle represent?
Answer: Each triangle would represent a 10 in its place. The square would represent a 100 in its place.
400 + 10 + 100 = 510
400 + 10 + 100 + 10 + 100 – 10 = 610
2. Johnny has a twenty dollar bill, a ten dollar bill, 2 five dollar bills and 4 one dollar bills. He would like to buy a present for his brother which costs $50. How much money does he need in order to buy the present?
A. He needs $16 more
B. He needs $6 more
C. He can buy it
D. He needs $4 more
Answer: First, students will need to add the bills. $20 + $10 + $10 + $4 = $44
Johnny has $44 to spend.
Second, students will subtract the cost of the present from what total dollars he has to spend on the present for his brother. $50 - $44 = $6
The answer is B. Johnny needs $6 more to buy the present.
A math study guide will be distributed to all the students on Tuesday. They will be working on their study guide in school with the teacher. Students will be practicing the skills on the study guide. Check the blog from the previous five weeks, there are strategies and examples of test questions that you can use. The math assessment is scheduled for two days. It will start on Tuesday, September 22 and be completed on Wednesday, September 23.
3.1 Math
Students will be reviewing all the concepts that they have learned. One of the areas is creating bar graphs and picture graphs by surveying students and generating data to present graphs. They will practice interpreting data from the graphs.
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
A math study guide will be distributed to all the students on Tuesday. They will be working on their study guide in school with the teacher. Students will be practicing the skills on the study guide. Check the blog from the previous five weeks, there are strategies and examples of test questions that you can use. The math assessment is scheduled for two days. It will start on Tuesday, September 22 and be completed on Wednesday, September 23.
Science: Stars is our next unit in science.
We will be conducting experiments: Stars and light, why do stars twinkle, measuring shadows, modeling day and night, Earth’s tilt, weather changes, and what causes the season. They will learn about the brightness of stars, the sun gives off heat and light, what changes take place during winter, spring, summer and fall and the differences between day and night and weather changes.
Students will be quizzed on stars mid-week.
S2E1 - Students will understand that stars have different sizes, brightness, and patterns.
S2E1.a - Describe the physical attributes of stars - size, brightness, and patterns.
Reading -
This week students will be working on a Performance Assessment to demonstrate their knowledge of key details in a story. They made a "Retelling Rope" and practicing with it to retell a story they have read in class for a grade. They will also be video taped doing their retelling. This performance will be graded using a retelling rubric.
In addition, they will also be answering questions about their leveled books in class this week.
Writing
In writing we will continue working on our small moment stories. This week we will turn our focus on editing and revising our work with a writing checklist. The students will begin by using the checklist to help me write a better paper.
ELACC2W3 Short Research Connections, summaries, writing-to-learn tasks, response to a short text or an open-ended question