Happy September!
Hope you enjoyed a great Labor Day weekend!
Curriculum Night: It was wonderful seeing so many parents at Curriculum, Night on Thursday night! I have attached the power point presentation and second grade classroom information from Curriculum Night for your reference.
Parent/Teacher Conference Sign-ups
Please sign-up for parent/teacher conferences beginning on Thursday, September 24 until Friday, October 9. Just click on http://www.signupgenius.com/go/10c084daead2da0ff2-parentteacher to secure your conference date.
2.1 Math:
Students will practice using the data from picture graphs and bar graphs. They will continue to work with “keys” and use strategies like skip counting, repeated addition, and visual skills to help them answer the data questions with their graphs.
~Review of Place Value-Expanded Form, Standard Form, Model Base Ten Blocks, and Word Form
~Comparing numbers by using the symbols >, <, or =
~Practice strategies like counting up and down on number lines
~Use of manipulatives to help them count and create groups
~Skip counting
Standard form: 267
Expanded form: 200 + 60 + 7
Number word form: Two hundred sixty-seven
Modeling form: Base Ten Blocks-use 2 Flats, 6 Rods, and 7 Units
Skip counting and greater than, less than, or equal to
Skip counting by 2's, 5's, 10's, 100's will be reviewed. ex. 285, 385, 485, 585
Greater than, less than, or equal to ex. 150 > 125
They will apply their knowledge in comparing numbers using >, < or = signs. An example is:
Use the set of numbers to answer the following question.
188 174 152 141
Which number is < 188 but > 152?
______?_____________ < 188 > 152
How to solve the problem: Take each comparison and use as two equations. ___________ < 188
Take each number in the set above:
188 < 188 Incorrect
174 < 188 Correct
152 < 188 Correct
141 < 188 Correct
Now take the other equation:
____________ > 152
We cannot use 188 because it was incorrect in the first equation.
174 > 152 Correct
152 > 152 Incorrect
141 > 152 Incorrect
Answer: 172 < 188 > 152
The answer is 172.
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.
Math quiz on Thursday, September 10.
Math: 2.2
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. Our class will 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.
Example: Janice is using place value blocks to work on a math problem. Which equation is she trying to solve?
A. 143 + 190 = ?
B. 942 - 639 = ?
C. 185 + 158 = ?
D. 445 - 152 = ?
The answer is B. 303
Students will practice place value by addition and subtraction of 3-digit numbers. They will model their findings by using base ten blocks.
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.
Example:
Jerold's grandfather lives 345 miles away from his house. His Uncle Lou lives 100 more miles away than his grandfather. His Aunt Julie lives 75 fewer miles away than his Uncle Lou. How far does Jerold live from his Aunt Julie's house?
A. 445
B. 420
C. 520
D. 370
The answer is D. 345 + 100 = 445 – 75 = 370
MCC2.MD.8 - Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
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.
MCC2.NBT.6 - Add up to four two-digit numbers using strategies based on place value and properties of operations
Review of concepts from the previous week.
Example: The table below lists the number of minutes Audrey spent reading. On which days did she read a total of 136 minutes?
Monday 56 Minutes
Tuesday 48 Minutes
Wednesday 25 Minutes
Thursday 32 Minutes
For 136 minutes, students can use the ten strategy in the ones column. 8 + 2 = 10 (from the ones column of 48 and 32) Then use 6 from the ones column (56). As a result, 48 + 32 + 56 = 136 Minutes
Math quiz on Thursday, September 10.
3.1 Math
Graphing:
Pictographs: A pictograph uses pictures or symbols to show data.
Parts of a Pictograph:
Keys: A key tells how many each symbol stands for. Example: Each O stands for 2 books.
Title: The title is a few words that tell what the graph is about. Example: Number of Books Read
Labels: A label tells what kind of data is shown. Example: Carla, Bobby, Jim, Robert
Symbols: A symbol is the picture that stands for a given number of objects. Example: O
Bar Graphs: A bar graph uses a bar to show data.
Parts of a Bar Graph
Title: The title is a few words that tell what the graph is about. Example: Trees in a Park
Labels: A label tells what kind of data is shown. Example: Pecan, Elm, Pine, Sycamore, Sweet Gum
Bars: A bar is like a ruler that measures the data number.
Scales: Scales is the number that shows the units used on the bar graph. Example: 5, 10, 15, 20
1. Children will learn to make and analyze their own bar graphs based on data given to them in a tally chart or a table.
2. Working from a tally chart or a table helps children to see that data can be displayed in different ways.
3. It also helps them make the connection between the tallies in a chart or the numbers in a table and the number of colored boxes on the graph.
4. Children learned to read bar graphs with a scale of one or two, they will continue to make graphs with a scale of two and higher.
5. As they did with pictographs, children will learn how to use bar graphs to compare information.
6. Questions like most or least, how many more or less there are of one group than another, or how many there are in two or more groups will practice mastering their skills in graphing.
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.
Measure the rectangle to the nearest quarter inch.
The answer is 2 ½ inches.
Math quiz on Thursday, September 10.
Social Studies:
Georgia Cookie Map
Students will be locating many items on the Georgia Cookie Map on Wednesday, September 10 in the classroom. This is a fun learning event for the students. It is a memorable occasion for all students!
Thank you parents for contributing, donating and volunteering for the Georgia Cookie Map! A special thanks to Mrs. Blum and Mrs. Thomas for coordinating the activity!
Regions: They will spread yellow frosting over the Coastal Plains regions. Color the Piedmont region with green frosting. The Appalachian Plateau, Valleys, Ridges, and Blue Ridge Mountain regions will be painted with blue frosting. Students will mark the Blue Ridge Mountains, Valley and Ridges with chocolate chips.
Rivers: Students will draw lines and fill in with blue piping to depict the following rivers:
Chattahoochee Flint
Savannah St. Mary’s
Ocmulgee Oconee
Altamaha
Cities: Students will place skittles on the following cities:
Atlanta Macon
Columbus Augusta
Savannah Athens
Albany
Students will admire their work with pictures and smiles!
The best for last, each child will enjoy a piece of Georgia Cookie Map cake. Yummy!
Have a great week!
Hope you enjoyed a great Labor Day weekend!
Curriculum Night: It was wonderful seeing so many parents at Curriculum, Night on Thursday night! I have attached the power point presentation and second grade classroom information from Curriculum Night for your reference.
Parent/Teacher Conference Sign-ups
Please sign-up for parent/teacher conferences beginning on Thursday, September 24 until Friday, October 9. Just click on http://www.signupgenius.com/go/10c084daead2da0ff2-parentteacher to secure your conference date.
2.1 Math:
Students will practice using the data from picture graphs and bar graphs. They will continue to work with “keys” and use strategies like skip counting, repeated addition, and visual skills to help them answer the data questions with their graphs.
~Review of Place Value-Expanded Form, Standard Form, Model Base Ten Blocks, and Word Form
~Comparing numbers by using the symbols >, <, or =
~Practice strategies like counting up and down on number lines
~Use of manipulatives to help them count and create groups
~Skip counting
Standard form: 267
Expanded form: 200 + 60 + 7
Number word form: Two hundred sixty-seven
Modeling form: Base Ten Blocks-use 2 Flats, 6 Rods, and 7 Units
Skip counting and greater than, less than, or equal to
Skip counting by 2's, 5's, 10's, 100's will be reviewed. ex. 285, 385, 485, 585
Greater than, less than, or equal to ex. 150 > 125
They will apply their knowledge in comparing numbers using >, < or = signs. An example is:
Use the set of numbers to answer the following question.
188 174 152 141
Which number is < 188 but > 152?
______?_____________ < 188 > 152
How to solve the problem: Take each comparison and use as two equations. ___________ < 188
Take each number in the set above:
188 < 188 Incorrect
174 < 188 Correct
152 < 188 Correct
141 < 188 Correct
Now take the other equation:
____________ > 152
We cannot use 188 because it was incorrect in the first equation.
174 > 152 Correct
152 > 152 Incorrect
141 > 152 Incorrect
Answer: 172 < 188 > 152
The answer is 172.
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.
Math quiz on Thursday, September 10.
Math: 2.2
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. Our class will 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.
Example: Janice is using place value blocks to work on a math problem. Which equation is she trying to solve?
A. 143 + 190 = ?
B. 942 - 639 = ?
C. 185 + 158 = ?
D. 445 - 152 = ?
The answer is B. 303
Students will practice place value by addition and subtraction of 3-digit numbers. They will model their findings by using base ten blocks.
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.
Example:
Jerold's grandfather lives 345 miles away from his house. His Uncle Lou lives 100 more miles away than his grandfather. His Aunt Julie lives 75 fewer miles away than his Uncle Lou. How far does Jerold live from his Aunt Julie's house?
A. 445
B. 420
C. 520
D. 370
The answer is D. 345 + 100 = 445 – 75 = 370
MCC2.MD.8 - Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
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.
MCC2.NBT.6 - Add up to four two-digit numbers using strategies based on place value and properties of operations
Review of concepts from the previous week.
Example: The table below lists the number of minutes Audrey spent reading. On which days did she read a total of 136 minutes?
Monday 56 Minutes
Tuesday 48 Minutes
Wednesday 25 Minutes
Thursday 32 Minutes
For 136 minutes, students can use the ten strategy in the ones column. 8 + 2 = 10 (from the ones column of 48 and 32) Then use 6 from the ones column (56). As a result, 48 + 32 + 56 = 136 Minutes
Math quiz on Thursday, September 10.
3.1 Math
Graphing:
Pictographs: A pictograph uses pictures or symbols to show data.
Parts of a Pictograph:
Keys: A key tells how many each symbol stands for. Example: Each O stands for 2 books.
Title: The title is a few words that tell what the graph is about. Example: Number of Books Read
Labels: A label tells what kind of data is shown. Example: Carla, Bobby, Jim, Robert
Symbols: A symbol is the picture that stands for a given number of objects. Example: O
Bar Graphs: A bar graph uses a bar to show data.
Parts of a Bar Graph
Title: The title is a few words that tell what the graph is about. Example: Trees in a Park
Labels: A label tells what kind of data is shown. Example: Pecan, Elm, Pine, Sycamore, Sweet Gum
Bars: A bar is like a ruler that measures the data number.
Scales: Scales is the number that shows the units used on the bar graph. Example: 5, 10, 15, 20
1. Children will learn to make and analyze their own bar graphs based on data given to them in a tally chart or a table.
2. Working from a tally chart or a table helps children to see that data can be displayed in different ways.
3. It also helps them make the connection between the tallies in a chart or the numbers in a table and the number of colored boxes on the graph.
4. Children learned to read bar graphs with a scale of one or two, they will continue to make graphs with a scale of two and higher.
5. As they did with pictographs, children will learn how to use bar graphs to compare information.
6. Questions like most or least, how many more or less there are of one group than another, or how many there are in two or more groups will practice mastering their skills in graphing.
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.
Measure the rectangle to the nearest quarter inch.
The answer is 2 ½ inches.
Math quiz on Thursday, September 10.
Social Studies:
Georgia Cookie Map
Students will be locating many items on the Georgia Cookie Map on Wednesday, September 10 in the classroom. This is a fun learning event for the students. It is a memorable occasion for all students!
Thank you parents for contributing, donating and volunteering for the Georgia Cookie Map! A special thanks to Mrs. Blum and Mrs. Thomas for coordinating the activity!
Regions: They will spread yellow frosting over the Coastal Plains regions. Color the Piedmont region with green frosting. The Appalachian Plateau, Valleys, Ridges, and Blue Ridge Mountain regions will be painted with blue frosting. Students will mark the Blue Ridge Mountains, Valley and Ridges with chocolate chips.
Rivers: Students will draw lines and fill in with blue piping to depict the following rivers:
Chattahoochee Flint
Savannah St. Mary’s
Ocmulgee Oconee
Altamaha
Cities: Students will place skittles on the following cities:
Atlanta Macon
Columbus Augusta
Savannah Athens
Albany
Students will admire their work with pictures and smiles!
The best for last, each child will enjoy a piece of Georgia Cookie Map cake. Yummy!
Have a great week!