Grade 2 Week Packet - Weebly · Timing and Scheduling Accommodations —Increase the allowable...

Grade 2 Week 2 Packet

This packet contains the following activities: Estimated Time to

Complete Subject Pages

45 Minutes Literacy 30 Minutes Math 30 Minutes Social Studies 30 Minutes Science 30 Minutes Health & PE

Student packets should be returned to school upon return.

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If your child has a disability and receives services and supports through an IEP or 504 plan there are specific accommodations and supplemental supports that assist them in accessing their grade-level work. This document is to serve as a reference for you to assist your child in working through the materials in this learning packet. We appreciate your dedication to your child’s academic success. If you have further questions or require additional support with the materials in this learning packet, an academic support line will be available. Please check City Schools’ website at www.baltimorecityschools.org for more details.

ORGANIZATION Many children need help with organizational skills to be successful with schoolwork. Here are some suggestions to support your child at home:

a) Establish a daily routine and schedule. Be sure to give your child time for a snack and wind-down time betweensubject areas

b) Limit distractions (tv, phone, loud music) and arrange a quiet place for schoolwork to be completed.c) Organize a consistent workspace with needed items (pencils, pens, paper, etc.) where schoolwork is done each

day.d) Develop a schedule that allows enough time for completion of assignments.

GUIDANCE AND SUPPORT Some children only need help getting started on their assignments and some guidance to keep them on track. Here are some suggestions to support:

a) Read the directions together, do the first items together, observe as your child does the next problem/item onhis or her own and then leave the room.

b) Guide, it is helpful to point out errors on the schoolwork. If your child needs help, offer ideas that can help sortout the problem, but don't give the answers.

c) Give breaks if needed. Have the child complete some of the work and then let him/her take a break and engagein an activity that relaxes them. Set a timer and make sure the child knows how much free time s/he will have.

ACCOMMODATIONS Accommodations are practices and procedures in the areas of presentation, response, setting, and timing/scheduling that provide equitable access during instruction for students with disabilities. Accommodations are intended to reduce or even eliminate the effects of a student’s disability; they do not reduce learning expectations.

Description of Accommodations Categories Accommodations are commonly categorized in three ways: presentation, response, and timing/scheduling:

• Presentation Accommodations—Allow students to access information in ways that do not require them tovisually read standard print.

• Response Accommodations—Allow students to complete activities and assignments in different ways or tosolve or organize problems using some type of assistive device or organizer.

• Timing and Scheduling Accommodations—Increase the allowable length of time to complete an assignment andperhaps change the way the time is organized.

Examples of Types of Accommodations PRESENTATION RESPONSE TIMING AND SCHEDULING

• Read aloud directions• Read selected sections of

materials as requested bystudent

• For students with disabilitiesimpacting their ability to read,read aloud all material.

• Allow for verbal responses• Allow for answers to be

dictated and theparent/guardian writes theirresponse.

• For math problems, provide acalculator to computeanswer.

• Allow frequent breaks• Extend allotted time for an

assignment. Generally, extend timeis providing the student with timeand a half (e.g. if an assignment isallotted 30 minutes, a student witha disability may need 45 minutes.)

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http://www.baltimorecityschools.org/

SUPPLEMENTARY AIDS These are supports that enable a child to access, participate, and progress in the general education curriculum and environment, including non-academic and extracurricular activities. Supplementary aids include, but are not limited to, instructional supports, social and behavioral supports, and physical/environmental supports. Here are suggested Supplementary Aids that may be helpful for your child in completing their schoolwork at home:

Supplementary Aids and Supports

Suggestions for Use

Paraphrasing directions and Rephrasing of text

If your child does not understand the directions when first given, consider another way inwhich you can word the directions using vocabulary your child knows and understands.

This support can be used in all content areas for directions and for any text/passagereading.

Use of Manipulatives

Manipulatives allow children to see and show their problem-solving process through thehands-on arrangement of objects to represent images and numbers on a page.

Manipulatives are typically used with math lessons; however, they can be used in othercontent areas where hands-on, object representation supports a child’s understanding.This support can be used during math when children are asked to add, subtract and makegroups.

Materials that can be used as manipulatives: cereal, game pieces, cut pieces of straws, cutpieces of paper, beads, coins or dried beans.

Frequent and/or immediate feedback and Check for understanding

As your child is completing their work, check in often to review and correct any mistakesin real time. This support can be used in all content areas and can be an opportunity toprovide positive feedback and encouragement.

Using this support will also help in noticing if your child understands what is being askedof him/her and clarifying as needed.

Break down assignments into smaller units

If your child becomes overwhelmed by the number of problems/questions on a page, usea folded piece of paper to cover problems they are not answering at that time, allowingthe focus to be on one question or task.

Only have 1 page of an assignment visible to the child allowing him/her to focus on thework in front of them, not what is left to complete.This support can be used in all content areas where multiple questions are printed on onepage or one assignment consists of multiple sections and pages.

Allow use of organizational aid

Graphic organizers are used to support your child’s understanding of steps and organizinginformation.

This support can be used in all content areas to organize new information and steps tosolving problems.

For extra support, you may need to start with labeling the parts of an organizer to assistwith your child in using it correctly.

Chunking of text Chunking means to break up text that may be too long or difficult for a child intoachievable sections or “chunks.”

This support will help your child organize information for a better understanding of thetext. Pausing between chunks is a great time to ask questions or write information ontographic organizers/charts.

Chunking can be done by covering parts of larger text with paper or index card andunderlining sections in different colors.

This support can be used in all content areas especially when the passage is longer, andquestions are being asked.

Frequent breaks and opportunities of movement

As your child is completing their work, check in often to review and correct any mistakesin real time. This can also be an opportunity to provide positive feedback andencouragement.

Using this support will also help in noticing if your child understands what is being askedof him/her and clarifying as needed.

This support can be used in all content areas. 4

Si su hijo/a tiene una discapacidad y recibe servicios y apoyos a través de un plan IEP o 504, existen adaptaciones específicas y apoyos suplemental que lo ayudan a acceder a su trabajo de nivel de grado. Este documento es una referencia para ayudar a su hijo/a a trabajar con los materiales de este paquete de aprendizaje. Agradecemos su dedicación al éxito académico de su hijo/a. Si tiene más preguntas o necesita apoyo adicional con los materiales en este paquete de aprendizaje, estará disponible una línea de apoyo académico. Visite el sitio web de City Schools en www.baltimorecityschools.org para obtener más detalles.

ORGANIZACION

Muchos niños necesitan ayuda con las habilidades organizativas para tener éxito con las tareas escolares. Estas son algunas sugerencias para apoyar a su hijo/a en casa:

a) Establecer una rutina diaria y un horario. Asegúrese de darle a su hijo/a tiempo para un aperitivo y tiempo dedescanso entre las áreas temáticas

b) Limite las distracciones (tv, teléfono, música fuerte) y organice un lugar tranquilo donde las tareas escolares secompleten.

c) Organizar un espacio de trabajo consistente con los elementos necesarios (lápices, bolígrafos, papel, etc.) dondelas tareas escolares se realizan todos los días.

d) Desarrollar un horario que permita tiempo suficiente para completar las asignaciones.

ORIENTACION Y APOYO

Algunos niños solo necesitan ayuda para comenzar con sus tareas y algunas instrucciones para mantenerlos en el buen camino. Estas son algunas sugerencias para apoyar:

a) Lean las instrucciones juntos, hagan los primeros elementos juntos, observe como su hijo/a hace el siguienteproblema / elemento por su cuenta y luego salir de la habitación.

b) Guía, es útil señalar errores en las tareas escolares. Si su hijo/a necesita ayuda, ofrezca ideas que puedan ayudara resolver el problema, pero no le dé las respuestas.

c) Dar descansos si es necesario. Pida al niño/a que complete parte del trabajo y luego deje que se tome undescanso y participe en una actividad que le relaje. Establezca un temporizador y asegúrese de que el niño/asepa cuánto tiempo libre tendrá.

ADAPTACIONES

Las adaptaciones son prácticas y procedimientos en las áreas de presentación, respuesta, establecimiento y tiempo/programación que proporcionan acceso equitativo durante la instrucción para los estudiantes con discapacidades. Las adaptaciones están destinadas a reducir o incluso eliminar los efectos de la discapacidad de un estudiante; no reducen las expectativas de aprendizaje. Descripción de las Categorías de Adaptaciones Las adaptaciones se clasifican comúnmente de tres maneras: presentación, respuesta y tiempo/programación:

• Adaptaciones de Presentación: Le permite al estudiante acceder a la información de maneras que no lesrequieren leer visualmente la impresión estándar.

• Adaptaciones de Respuesta: Le permite al estudiante completar actividades y tareas de diferentes maneras oresolver u organizar problemas utilizando algún tipo de dispositivo de asistencia u organizador.

• Adaptaciones de Tiempo y Programación: Aumente el tiempo permitido para completar una tarea y quizáscambie la forma en que se organiza el tiempo.

Ejemplos de Tipos de Adaptaciones

PRESENTACION RESPUESTA TIEMPO Y PROGRAMACION

• Lea en voz alta las instrucciones• Lea las secciones seleccionadas de

los materiales según lo solicite elestudiante

• Para los estudiantes condiscapacidades que afectan sucapacidad de leer, lea en voz altatodo el material

• Permitir respuestas verbales• Permita que se dicten

respuestas y el padre/tutorescriba la respuesta

• Para problemas matemáticos,proporcione una calculadorapara calcular la respuesta

• Permitir descansos frecuentes• Amplíe el tiempo asignado para una tarea.

Por lo general, el tiempo de extensión estáproporcionando a darle al estudiante tiempoy medio (por ejemplo, si una actividad tieneasignado 30 minutos, un estudiante con unadiscapacidad puede necesitar 45 minutos.)

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AYUDA SUPLEMENTARIA

Estos son apoyos que permiten a un niño/a acceder, participar y progresar en el plan de estudios general y el ambiente, incluyendo las actividades no académicas y extracurriculares. La ayuda suplementaria incluyen, pero no se limitan a, apoyos de instrucción, apoyos sociales y conduct uales, y apoyos físicos/ambientales. Estos son Ayudas Suplementarias que pueden ser útiles para su hijo/a a la hora de completar sus tareas escolares en el hogar:

Ayuda Suplementaria y Apoyo Sugerencias de Uso

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Literacy- FUNdations

Component Description Materials Key Concept(s)/Topic

Vowel – consonant – e S as a /z/ sound Suffix -ive

• FUNdationshome supportpacket pages

• Pencil• Index

cards/paper (fortrick wordpractice)

Vocabulary Suffix, syllable, multisyllabic

Guiding Questions What happens to a closed syllable when I add an e at the end?

Literacy- Wit and Wisdom

Component Description Materials Key Concept(s)/Topic

Identifying key details, ask and answer questions, shared research

Lessons 1-5 • Learning partner• Packet• Pencil• Crayons/markers

Vocabulary Digestive system, esophagus, gastric, mucus, glossary

Guiding Questions How can food nourish my body? How does the digestive system work? What is shared research?

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WIT & WISDOM PARENT TIP SHEETWHAT IS MY GRADE 2 STUDENT LEARNING IN MODULE 4?

Wit & Wisdom is our English curriculum. It builds knowledge of key topics in history, science, and literature through the study of excellent texts. By reading and responding to stories and nonfiction texts, we will build knowledge of the following topics:

Module 1: A Season of Change

Module 2: The American West

Module 3: Civil Rights Heroes

Module 4: Good Eating

In Module 4, Good Eating, we will study the digestive system and the importance of healthy food choices. By analyzing texts and art, students answer the question: How does food nourish us?

OUR CLASS WILL READ THESE BOOKS

Picture Books (Informational)

� The Digestive System, Christine Taylor-Butler

� The Digestive System, Jennifer Prior

� Good Enough to Eat, Lizzy Rockwell

� The Vegetables We Eat, Gail Gibbons

Picture Books (Literary)

� Bone Button Borscht, Aubrey Davis

� Stone Soup, Marcia Brown

OUR CLASS WILL EXAMINE THESE PAINTINGS:

� The Beaneater, Annibale Carracci

� Cakes, Wayne Thiebaud

� Two Cheeseburgers, with Everything (Dual Hamburgers), Claes Oldenberg

Copyright © 2017 Great Minds®

G2 M4 Parent Tip Sheet • WIT & WISDOM™

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OUR CLASS WILL READ THESE ARTICLES:

� “Can Milk Make You Happy?” Faith Hickman Byrnie

� “Debate! Should Sugary Drinks Be Taxed?” TIME for Kids

OUR CLASS WILL WATCH THESE VIDEOS:

� “Food and Family,” Nadine Burke

� “Try Something New,” Jamie Oliver

� “Planting Seeds: The White House Garden and a Brooklyn School Farm”

� “Fruit Veggie Swag”

OUR CLASS WILL VISIT THIS WEBSITE:

� “Eating Your A, B, C’s...”, Kids Discover

OUR CLASS WILL ASK THESE QUESTIONS:

� How can food nourish my body?

� How can food nourish a community?

� Where does nourishing food come from?

� How can I choose nourishing foods?

QUESTIONS TO ASK AT HOME:

As you read with your Grade 2 student, ask:

� How does this text build your knowledge of good eating? Share what you know about good eating.

BOOKS TO READ AT HOME:

� Strega Nona, Tomie dePaola

� “A Moose Boosh: A Few Choice Words About Food,” Eric-Shabazz Larkin

� The Seven Silly Eaters, Mary Ann Hoberman

� Thunder Cake, Patricia Polacco

� Too Many Tamales, Gary Soto

� Sopa de Frijoles: Bean Soup*, Jorge Argueta

� Farmer Will Allen and the Growing Table, Jacqueline Briggs Martin



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� Your Digestive System, Rebecca L. Johnson

� Granny Torrelli Makes Soup, Sharon Creech

� The Quest to Digest, Mary K. Corcoran

� How Did That Get in My Lunchbox? The Story of Food, Chris Butterworth

� Before We Eat: From Farm to Table, Pat Brisson

*This text is in both English and Spanish.

IDEAS FOR TALKING ABOUT GOOD EATING:

Visit the library together. Ask the librarian to recommend a book on nutrition, or select one of the titles in the list above. Read the text with your Grade 2 student and ask:

� What do you notice and wonder about the foods in this book?

� Would these foods nourish your body? Why or why not?



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Volume of Reading Reflection Questions

Good Eating, Grade 2, Module 4

Student Name:

Text:

Author:

Topic:

Genre/type of book:

Share your knowledge by responding to the questions below.

Informational Texts

1. Wonder: After looking at and reading the cover of this book, whatdo you notice? What do you wonder?

2. Organize: What are the key ideas and details in this book? Verballyrecount the key ideas in the book. Be sure to use completesentences as you speak.


G2 M4 Volume of Reading • WIT & WISDOM™

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3. Reveal: How do the text features in this book help you to findinformation quickly? Choose one text feature and explain how ithelped you find quick information. Remember that some examplesof text features are captions, bold print, subheadings, glossaries,and indexes.

4. Distill: What big idea did the author want you to take awayfrom reading this book? Find the page or line that most stronglycommunicates that big idea. Was the author wanting to answer aquestion, explain something, or describe something?

5. Know: What important information did you learn from readingthis book? How did the author connect one piece of importantinformation to another piece of important information? Draw apicture to illustrate the connection.

6. Vocabulary: Create a list with three important “things” in this text.Tell how each thing is used.

Literary

1. Wonder: What details do you notice about the cover that give youclues to what this story will be about? What questions do you haveabout the details you noticed?

2. Organize: What’s happening in the text? Retell the story to a friend,using complete sentences.



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3. Reveal: Describe how the illustrator adds to the story in this book.Tell one way the illustrations add to the characters, the setting, andthe plot (the beginning, middle, and end in the story.)

4. Distill: What lesson can you learn from this book? Draw a picture toshow how you might apply the lesson learned.

5. Know: How does this story add to what you have learned about“good eating” from other stories or books? Have you learned moreabout “good eating” from stories or informational texts? Why?

6. Vocabulary: Choose three words from the story that describe food inthis text. Write a sentence using the three words.



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Wit and Wisdom Grade 2

Module 4

Lesson 1 Part 1

Essential Question: How does food nourish us?

Content Framing Question:

WONDER- What do you notice and wonder about the text?

Vocabulary

nourish To provide food needed to live, grow, and stay healthy

Directions: Look at the cover of the book. Good Enough to Eat. Write down what you notice and wonder.

I Notice I Wonder Example: I notice peas. Example: I wonder if the food tastes good.

Directions: Listen to the story using your Knowledge on the Go Link or on channel 77. Then fill in the question column on the Wonders chart. Remember to use your question words ( Why, When, Who, What, Where, How).

Wonders for Good Enough to Eat by Lizzy Rockwell Questions

? Answers in Progress Complete Answers

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Module 4

Lesson 1 Part 2


Vocabulary:

System A group of parts that work together digest To break down food into materials the body can use

Directions: Examine the three pieces of artwork above. Which piece of art do you like best? Tell your learning partner.

Directions: Examine the book cover of The Digestive System and read the first page. Then answer the questions below. Last, complete Handout 1A.

1. What clues does the front cover give us about the meaning of the word digest?

2. Using what you know about the word digest, what might digestive mean?

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Module 4

Lesson 2 Part 1



How can food nourish my body?

Directions:

1. Examine the cover of this book. Is this a literary or informational text? What makes you think so? 2. Listen to the The Digestive System using your Knowledge On the Go Link or on Channel 77. After each chapter pause and complete the Notice and Wonder Chart.

I Notice I Wonder Example:

Example:

Directions: Listen to The Digestive System using your Knowledge on the Go Link or on channel 77. Then fill in the question column on the Wonders chart. Remember to use your question words ( Why, When, Who, What, Where, How).


? Answers in Progress

Complete Answers

Example: What is feces?

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Module 4

Lesson 2 Part 2


Craft Question: Why is shared research important?

THINK ABOUT: Where might the authors have found the information to write these books?

Shared research is important because:

Sometimes research can be a lot for one person.

There is a person to share ideas with.

People may find different important information.

Practice Fluency: Wit and Wisdom Handout 2A

Vocabulary: Examine pages 12-13 from the text. Using the words and pictures, can you determine why the esophagus is important?

Stop and Jot: Complete the sentence frame.

The esophagus is important because it __________________________________

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Directions: Examine the book cover of The Digestive System and read the first page. Then answer the questions below. Last, complete Handout 1A.

1. What clues does the front cover give us about the meaning of the word digest?

2. Using what you know about the word digest, what might digestive mean?

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Module 4

Lesson 3 Part 1



How can food nourish my body?

WELCOME: What are two important things about the digestive system that you learned in lesson 2? Tell you learning partner.

Directions: Listen to chapters 3-5 of the Digestive System using the Knowledge on the Go Webinar or by viewing the lesson on channel 77. Write down what you notice from each chapter.

I Notice Chapter 3

Chapter 4

Chapter 5

Directions: Listen to The Digestive System using your Knowledge on the Go Link or on channel 77. Then fill in the question column on the Wonders chart. Remember to use your question words ( Why, When, Who, What, Where, How). Next, review your questions from lesson 2 and 3. Put a check mark next to anything that has been answered completely. Put a check mark next to any question that you are beginning to learn the answer to.


? Answers in Progress

Complete Answers

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Module 4

Lesson 3 Part 2


Craft Question: How does shared research work?

Directions: Listen to the story being read on the Knowledge on the Go webinar or on Channel 77. As the teacher is reading, think about the following question: What important jobs does this organ do as part of the digestive system? Then fill out the graphic organizer.

Research Question What important jobs does this organ do as part of the digestive system?

Organ Mouth Esophagus

Evidence

Vocabulary: Glossaries are important because:

1. Glossaries give definitions for important words. 2. The glossary lists words in alphabetical order. 3. Boldfaced words might be defined in a

glossary. 4. We can use glossaries to figure out words we

don’t know. 5. Often, we see glossaries in the back of

informational text. 6. We can use glossaries to be sure about a word

definition or to learn more about the word, like how to pronounce it.

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Directions: Define the words below using the glossary.

Word Definition Gastric

Mucus

Now that you know the definition of gastric, what would gastric pain mean?

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Wit and Wisdom Handout Pages

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Name:

Handout 1A: Digestive System Directions: Fill in the boxes as you learn more about the digestive system in Module 4.

Digestive System

Definition: Parts of the body that work together to break down food.

Facts/Characteristics:

Picture: Vocabulary:


G2 M4 Handout 1A • WIT & WISDOM™

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Name:

Handout 2A: Fluency Homework Directions: Choose one of the text options to read aloud.

Option A

Human beings need food in order to feed the body. The healthier the food is, the better it is for your body. But what happens to food once we chew and swallow? Food is processed in the body by the digestive system. It is broken down into smaller and smaller pieces. Then it is absorbed into the body. This gives the body fuel to produce energy.

66 words

Prior, Jennifer. The Digestive System. Teacher Created Materials, 2012.



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Option B

How do you keep your digestive tract in top shape? Eat well, drink water when you are thirsty, and get regular exercise. If you do these things, the good things will get into your system and the unwanted waste will move out quickly. You’ll feel well. You’ll have all the energy you need.

53 words

Taylor-Butler, Christine. The Digestive System. Scholastic Inc. 2008.



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Name:

Handout 4A: Evidence OrganizerDirections: Use this Evidence Organizer to plan for Focusing Question Task 1.

Choose One (circle):

stomach small IntestineResearch Question:

What important jobs does this organ do as part of the digestive system?

1

2

Conclusion:

Why is this part of the system important?



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Name:

Handout 5A: Digestive System Directions: Read along with your teacher about the digestive system. Place your Response Cards on the diagram below to label the parts. Do NOT glue or tape them down.



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Name:

Handout 5B: Digestive System Response CardsDirections: Cut out the six cards below.

mouth esophagus

stomach small intestine

large intestine rectum


G2 M4 Handout 5B • WIT & WISDOM™

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Name:

Handout 5C: Vocabulary Graphic OrganizerDirections: Complete the handout about the word absorb.

absorb

1. Definition: To take in throughvery small openings.

2. Sentence(s):

3. Examples: 4. Non-examples:

5. Synonyms: 6. Antonyms:


G2 M4 Handout 5C • WIT & WISDOM™

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Math Day 1 – Week 2 Component Description Resource(s) Key Concept(s)/Topic

Arrays and Equal Groups Eureka

Module 6 Lesson 6 Vocabulary Arrays, rows, columns, decompose, repeated addition, addend, parts, whole

Guiding Questions How do I decompose arrays into rows and columns? How do decomposing arrays relate to repeated addition?

Concept Development Model –

Let’s try one together – Start with 3 rows of 6

rows

↓ Columns ↑

Look at the ROWS

Label how many are in each row Write a repeated addition

sentence

Look at the COLUMNS

Label how many are in each row Write a repeated addition sentence

Look at the array I have made with beans - How many rows do I have in my array? 4 How many beans in each row? 5

Let’s spread out our beans by rows What repeated addition

sentence can we write?

What is similar about these 2 equations?

They both equal 20.

Did we change the number of beans in our array?

No, we just looked at rows and columns

Hint - When you made your easier problem, You should have ended up with the same repeated

addition problem you just did 😊😊

Allow your child to use manipulatives (concrete objects) for additional support if needed.Chunk assignments into smaller units by letting your child take a break after completing one side of a page.If your child is overwhelmed by the number of problems on one page, use a blank piece of paper to cover some of the problems as they work.

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CGRazon-Fernandez

Accepted

CGRazon-Fernandez

Accepted

CGRazon-Fernandez

Accepted

Problem Set –

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Fluency Practice – Making the next hundred drill __________

170 _____ _________ + _________ = __________

__________

190 _____ _________ + _________ = __________

__________

260 _____ _________ + _________ = __________

__________

270 _____ _________ + _________ = __________

__________

370 _____ _________ + _________ = __________

__________

380 _____ _________ + _________ = __________

__________

580 _____ _________ + _________ = __________

__________

620 _____ _________ + _________ = __________

__________

720 _____ _________ + _________ = __________

Let’s think … What is the next 100?

200 What is the missing number needed to make 200?

30 We had 7 tens or 70 and 3 more tens or 30 makes 100

What is the missing part to make the next hundred?

What is the missing # needed to make 200?

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__________

740 _____ _________ + _________ = __________

Application Problem

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Module 6 Lesson 7 Vocabulary Arrays, rows, columns, horizontal lines, vertical lines, repeated addition, addend, parts, whole

Guiding Questions How can I represent arrays and distinguish rows and columns using math drawings?


Let’s review from Lesson 6 Draw an array with 3 columns of 4 Now Add one more column of 4 Now take away two columns

Problem Set –

How these arrays are alike and how they are different?

Let’s write one sentence for each of these arrays -

These arrays are alike because they both have 15 objects.

These arrays are different because one array has

3 columns of 5 and the other array has 3 rows of 5.

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Application Problem -

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Fluency Practice – Coin Drop

Took out 5 Pennies

Put 13 Pennies in my cup

How many Pennies do I have left?

________

Put 16 Pennies in my cup

How many Pennies do I have left?

________

Took out 2 Dimes

Put 5 dimes in my cup

How many dimes do I have left?

________

How many cents is that?

________

Put 8 dimes

in my cup

How many dimes do I have left?

________

How many cents is that?

________

Put 4 dimes and 5

pennies in my cup

How many cents do I have left?

________

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Module 6 Lesson 8 Vocabulary arrays, rows, columns, tiles, repeated addition, addend, parts, whole

Guiding Questions How can we create arrays using square tiles with gaps?

Concept Development Model – Let’s start with this array You Try one -

Bring all the tiles together

What shape did we just make?

Rectangle- because opposite sides are equal

How many columns are in this array? 3 How many in each column? 4

How many rows do we have? 4 How many are in each row? 3

Let’s write a repeated sentence for this array

Write a repeated addition sentence for the array. Challenge yourself to write both!

(Hint - look at the columns and the rows.)

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Problem Set –

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Application Problem –

Charlie has 16 blocks in his room. He wants to build equal towers with 5 blocks each. Draw a picture of Charlie’s tower

How many towers can Charlie make? __________

How many more blocks does Charlie need to make equal towers of 5? ___________

Fluency Practice – Using the nearest 10 to subtract

25 – 9 = ______

16 – 9 = ______

26 – 9 = _______

11 – 9 = ______

21 – 9 = ______

41 – 9 = _______

11 – 8 = ______

21 – 8 = ______

41 – 8 = ______

61 – 8 = ______

25 – 9 = ______

26 – 9 = ______

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Module 6 Lesson 9 Vocabulary Equation, arrays, rows, columns, equal groups, unit, repeated addition, tape diagram, part, whole, total

Guiding Questions How can we solve word problems involving addition of equal groups in rows and columns?


R Read

Anu wants to know how many eggs are in the carton. She sees 4 eggs in both rows. How many eggs are there?

(Hint – if we both have on blue shirts, both must mean 2)

D Draw

W Write

R Read

Miss Tam arranges desks into 4 rows of 5. How many desks are in her classroom?

D Draw

W Write

R Read

Yehuda ate 4 cherries each in the morning, in the afternoon, and in the evening. How many cherries did Yehuda eat altogether?

D Draw

W Write

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Fluency Practice – Get the 10 out and subtract

Take from ten: ________ - ________ = ________ Add back the ones: _______ + ________ = ________

12 – 4 = 8 61






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Rectangular Arrays as a Foundation for Multiplication and Division

Eureka

Module 6 Lesson 10 Vocabulary Equation, arrays, rows, columns, equal groups, unit, repeated addition

Guiding Questions Can you build a rectangle with squares? How do we use square tiles to compose a rectangle and relate to the array model?

Fluency - Practice with Repeated Addition Sentences

_____ + _____ + _____ + _____ = _____

_____ + _____ + _____ = _____

_____ + _____ + _____ + _____ = _____

_____ + _____ + _____ + _____ = _____

What do you notice about your repeated addition sentences?


Which repeated addition sentence do you find easier?

3 rows of 4 OR 4 columns of 3

Which equation would you use to find the total?

How many rows? __4__ How many squares in each row _3_

How many columns ? __3__ How many squares in each row _4_

Think about how many rows & how many columns?

Write your repeated addition sentences below

What do you notice about the rows and columns?

They are equal

What shape do we have?

Square

How many total objects in this array? Use a repeated addition sentence to prove it

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Application Problem –

66

Student Name: ___________________

Grade 2 – Social Studies WEEK 2- URBAN, SUBURBAN, AND RURAL

Support and Practice

Standards Reviewed:

MDK12:

o 2.3.B.1.b: Describe and classify regions using climate, vegetation, animal life, and

natural/physical features

C3: o D2.Geo.6.K-2: Identify some cultural and environmental characteristics of specific

places.

o D2.Geo.6.K-2: Identify some cultural and environmental characteristics of specific

places.

Motivation:

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Student Name: ___________________

Directions:

While not in school, it is important to continue to practice Social Studies. While away,

please complete each of the activities listed below.

YOUR work directions can be found BELOW:

1. Types of Communities-Rural

- Read the PebbleGo article about rural communities. Draw and label a rural

community. Write about a rural community.

2. Types of Communities- Suburb

- Read the PebbleGo article about suburban communities. Draw and label

a suburban community. Describe the similarities and differences between

rural and suburban communities.

3. Types of Communities- Urban/City

- Read the PebbleGo article about city/urban communities. Draw and label

a city community. Describe the similarities and differences between

suburban and urban/city communities.

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Student Name: ___________________

Types of Communities- Rural Directions: Use the text Living in a Rural Area to respond to the questions below.

What Is a Rural Area?

A rural area is a type of community. A rural area is in the country,

where there is lots of open space. People in a rural area live in houses

that are far apart.

Where Are Rural Areas? Rural areas are found in every state and in every kind of land.

Highways run through some rural areas. In some places, people drive

on dirt roads to get to their houses.

Working in Rural Areas Work In a rural area often involves farming or ranching. Farmers grow crops

for people and animals to eat. Ranchers raise cattle, horses, or sheep.

Some people in rural areas work from their homes on computers.

Places in a Rural Area Rural areas Usually don't have stores or post offices. People in rural areas travel a

long way to buy things. They have to drive to nearby towns or cities to

go to stores and places to eat.

Fun in a Rural Area People in rural areas find fun things to do outdoors. In summer, people

swim in lakes. In winter, people might ride on snowmobiles. Relatives

often live nearby in a rural area. They gather for picnics and other

events. Glossary Terms

snowmobile - a vehicle with an engine and skis that travels on snow

crop - a plant grown in large amounts; many crops are used for food

community - a group of people who live in the same area or have something in common

relative - a family member

Adapted from “Living in a Rural Area.” Social Studies. Capstone, www.pebblego.com. Accessed 11 Mar. 2020.

70

www.pebblego.com.%20

Student Name: ___________________

1. Draw and label a rural community in the box below.

2. List facts you learned about a rural community on the lines

below.

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Student Name: ___________________

Types of Communities- Suburb Directions: Use the text Living in a Suburb to respond to the questions below.

What Is a Suburb?

A suburb is a community outside or near a city. A suburb is much like a

city. But suburbs have less traffic than cities. Suburbs have many

neighborhoods. The houses look the same in some neighborhoods.

Where Are Suburbs? Every state and country has big cities. Suburbs are found near these

cities. A city often has more than one suburb surrounding it. Working

in Suburbs People often live in suburbs and drive to cities to work.

Other people ride buses from suburbs into cities to work. Some people

work in offices in suburbs.

Places in a Suburb People live in houses, apartments, or townhouses in suburbs. Children

go to schools and libraries in suburbs. Most suburbs have a police

station, a post office, and a fire department. Fun in a Suburb People

find fun things to do in suburbs. Suburbs have malls with many shops

and places to eat. Neighborhoods in suburbs have parks. People have

fun with family and friends.

Glossary Terms

townhouse - a house that is connected to other houses

traffic - the movement of cars, trucks, and buses on roads


mall - a large indoor shopping center with many stores

neighborhood - a small area within a community where people live

Adapted from “Living in a Suburb.” Social Studies. Capstone, www.pebblego.com. Accessed 11 Mar.

2020

72

Student Name: ___________________

1. Draw and label a suburb in the box below.

2. How are rural and suburban communities the same? How

are they different?

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Student Name: ___________________

Types of Communities- Urban/City Directions: Use the text Living in a City to respond to the questions below.

What Is a City?

A city is a big community. Many people live and work in a city. Cities

can be crowded. Within cities, people live and work in neighborhoods.

Each neighborhood in a city is different.

Where Are Cities? Every state has at least one big city. Big cities in the United States are

found along the coasts and on major rivers. Ships bring people and

goods to cities. Many roads and highways run through cities. Working

in Cities Many people work in tall buildings in cities. The tallest

buildings are called skyscrapers. Cities have busy streets with noisy

traffic. People ride in cars, buses, and taxis to get to work.

Places in a City Many Stores and businesses are found in cities. Cities also have many

schools. Children go to neighborhood schools. Students might come

from far away to go to college. Big cities often have more than one

public library.

Fun in a City People have fun in cities. People play in city parks. They go shopping

at stores. They go out to eat. A city also has theaters. People listen to

music and watch plays in theaters.

Glossary Terms

college - a school that students attend after high school

theater - a place where actors or musicians perform

traffic - the movement of cars, trucks, and buses on roads


public - having to do with people or the community

neighborhood - a small area within a community where people live

Adapted from: “Living in a City.” Social Studies. Capstone, www.pebblego.com. Accessed 11 Mar.

2020.

74

Student Name: ___________________

1. Draw and label an urban/city in the box below.

2. How are urban/city communities similar to suburban

communities? How are they different?

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Science

Component Description Materials Key Concept(s)/Topic Changing Land • Landforms PDF

• Landform exitcard

• 3 plastic cups• 3 M & M’s or

other candy coated chocolates

• water

Vocabulary • Erosion- moving pieces of Earth surface from one placeto another.

• River- a flowing stream of water. Water in a river flows from one place to another.

• Wind- What happens when the air around us movesfrom place to place.

• Coast-The area where land meets the ocean.• Waves- When wind blows across water and makes the

water move up and down.• Soil- a natural mixture of clay, sand, and other materials

found on the ground.Guiding Questions 1. How can land change over time?

2. What happens when wind moves fast over land?3. What happens at the beach when waters meet the land?4. How can wind change the shape of the land?

Directions:

Students will be learning about landforms and how they are created over time. Students have a difficult time understanding that erosion and weathering occur over time. Water and wind erosion impact land differently. Some forms of erosion can take millions of years to occur. Each type of erosion occurs at different rates and in different situations.

Read the Changes to Earth PDF and complete the Changes to Earth Exit Card

Erosion Lab:

Movement of water is the primary cause of erosion. Water alone will cause some erosion, but not at the rate of water movement.

1. Fill two cups halfway with water. Leave the third cup empty (this will be the control).2. Place a piece of candy in each cup (even the empty one).3. Swirl one cup gently in a circular motion for 15 seconds (use a timer for consistency). Leave the other two cups

alone. The cup with no water is your control and the cup with water but not swirled is variable.4. For the next hour swirl cup 1 every 5 minutes for 15 seconds at a time. Leave cup 2 and 3 alone.5. You can track or note any changes you see over time on the back of the exit card.

These resources are from https://www.generationgenius.com/

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https://www.generationgenius.com/wp-content/uploads/reading-material/changing-the-shape-of-land-reading-material-grades-k-2.pdf

https://www.generationgenius.com/wp-content/uploads/2019/06/Erosion-Worksheet-GG.pdf

https://www.generationgenius.com/

Exit Card

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Health & Physical Education

Component Description Materials Key Concept(s)/Topic Physical Activity and Interpersonal Communication Pencil

Vocabulary Mindful, Senses, Communication

Guiding Questions How can you say no to someone in a firm but respectful way?

PHYSICAL EDUCATION/ACTIVITY: Select at least one days’ activity to complete or do them all!

HEALTH EDUCATION NHES #4 INTERPERSONAL COMMUNICATION: With a parent/ guardian, read the scenario below and then answer the questions.

Scenario: Sha and Chris are playing on the playground. They are both on the slide, but Chris wants Sha to break the rules and climb up the slide the wrong way.

Sha: I like the slide. It is fun when you go really fast. Chris: I like the slide, too. Hey, you know what else is fun? Sha: What? Chris: I like to climb up the slide like this. Now it is your turn to try it. Sha: No, that is against the rules. Our teacher said it is dangerous. Chris: It is not, I do it all the time. Sha: (Firmly and crossing arms) Well, you might do it, but I am not going to. Chris: You are such baby. Sha: I am not a baby. I am not going to do that. It can be dangerous and I don’t want to get into trouble. I am going to the swings. See you later! Chris: Wait for me. I want to swing, too. Answer the questions below. If you need more space, you can write on the back or on a separate sheet of paper.

1. How did Sha show Chris that she did not want to break the rules?

2. What might have happened if Sha said “no” in a really mean way? What about if she said “no” in a soft way?

3. Why is climbing the slide the wrong way dangerous?

4. What strategies did Kelly use to say no.

5. Why do you think Chris came with Kelly to the swings?

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