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    ImagineSchools SummerMathChallenge

    SecondGradeAnswerKey

    When completing the problems we need to show all of our work and show all of ourthinking.Compareyourworktoours,especiallyifyouranswerisdifferentthanouranswer.Iftheproject listed iscreative in itsapproachandeachprojectcreatedwouldbedifferent,noanswerisprovided.

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    Project#1Domain:NumberandOperationsinBaseTen(NBT)2.NBT.3.Readandwritenumbersto1,000usingbasetennumerals,numbernamesandexpandedform.2.NBT.4.Comparetwothreedigitnumbersbasedonmeaningsofthehundreds,tensandonesdigitsusing>,=,and

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    1 2 3 4 56 7 8 9 0

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    Project#2Domain:OperationsandAlgebraicThinking(OA)2.OA.1Useadditionandsubtractionwithin100tosolveoneandtwostepwordproblemsinvolvingsituationsofaddingto,takingfrom,puttingtogether,takingapart,andcomparing,withunknownsinallpositions,e.g.,byusingdrawingsandequationswithasymbolfortheunknownnumbertorepresenttheproblem.Directions:Solvethefollowingwordproblem:Amyhad62hairclipsinhercollection.Sheboughtapackof36hairclipstoaddtohercollection.Howmanydoesshehavenow?Writeanumbersentencebelowtosolvetheproblem.62+36=98hairclipsInthespacebelowwriteyourownwordproblemusing2or3digitnumbers.Solvetheproblembelowusinganumbersentence.

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    Project#3Domain:NumberandOperationsinBaseTen(NBT)2.NBT.1Understandthatthethreedigitsofathreedigitnumberrepresentamountsofhundreds,tens,andones;e.g.,706equals7hundreds,0tens,and6ones.

    Value 1 10 100 1,000

    Hieroglyph

    Description SingleStroke Heelbone CoilofRope WaterLilyDirections:IntheUnitedStatesweexpressnumbersinacertainway.TheancientEgyptiansexpressednumbersdifferently.UsethekeyabovetowritenumbersinEgyptianhieroglyphics.Forexample,fortheAncientEgyptiansthenumber36wouldbe:Thenumber111wouldbe:Trytowritethenumber3usingEgyptianhieroglyphics:Trytowritethenumber47usingEgyptianhieroglyphics:Trytowritethenumber101usingEgyptianhieroglyphics:

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    Project#4Domain:OperationsandAlgebraicThinking(OA)2.OA.3Determinewhetheragroupofobjects(upto20)hasanoddorevennumberofmembers,e.g.,bypairingobjectsorcountingthemby2s;writeanequationtoexpressanevennumberasasumoftwoequaladdends.Directions:Showagivennumberusingthemodelbelow.Then,labelthenumberasoddoreven.Thenumberisoddifthereisoneleftoverwithoutapartner.Thenumberisevenifthereisnoneleftover.Example:

    7

    Is7oddoreven?Odd

    11Is11oddoreven?Odd

    4Is4oddoreven?Even

    3Is3oddoreven?Odd

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    Project#5

    Domain:MeasurementandData(MD)2.MD.1Measurethelengthofanobjectbyselectingandusingappropriatetoolssuchasrulers,yardsticks,metersticks,andmeasuringtapes.

    Directions:Useaonefootrulertomeasuredifferentobjectsinyourhome.Writethemeasurementsoftheobjectsinthechartbelow.

    Objects Length(Besuretoincludethewordinchesafter

    eachlength)Paperclip 2inches

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    Project#6Domain:NumberandOperationsinBaseTen(NBT)2.NBT.5Fluentlyaddandsubtractwithin100usingstrategiesbasedonplacevalue,propertiesofoperations,and/ortherelationshipbetweenadditionandsubtractionDirections:Estimatetheanswertotheadditionproblemsbelow.Roundthenumbersintheadditionproblemsbelowtohelpyouestimateananswer.Whenaddingtwonumbersof2or3digits,firstroundtothenearesttenandthenaddbothnumbers.Forexamplewhenadding:73+59=Toestimateasolutionfirstroundeachnumbertothenearestten:70+60=Then,addthenumbers.70+60=130Estimatetheanswerstotheproblemsbelow:

    1) 89+64=90+60=150

    2) 51+33=50+30=80

    3) 28+21=30+20=50

    4) 19+11=20+10=30

    5) 121+61=120+60=180

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    Project#7Domain:NumberandOperationsinBaseTen(NBT)2.OA.1.Useadditionandsubtractionwithin100tosolveoneandtwostepwordproblemsinvolvingsituationsofaddingto,takingfrom,puttingtogether,takingapart,andcomparing,withunknownsinallpositions,e.g.,byusingdrawingsandequationswithasymbolfortheunknownnumbertorepresenttheproblem.2.OA.2.Fluentlyaddandsubtractwithin20usingmentalstrategies.ByendofGrade2,knowfrommemoryallsumsoftwoonedigitnumbers.

    Rule+3

    Output6

    Input3

    Directions:Findtheruleforalloftheproblemsbelow.Followtheexamplebelow.

    Input19

    Rule7

    Output12

    Input7 Rule

    +1

    Output8

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    Project#8Domain:MeasurementandData(MD)2.MD.6.Representwholenumbersaslengthsfrom0onanumberlinediagramwithequallyspacedpointscorrespondingtothenumbers0,1,2,...,andrepresentwholenumbersumsanddifferenceswithin100onanumberlinediagram.Directions:Writethenumbersentencethatthenumberlinerepresents.Then,createanumberlinetoillustrateasubtractionproblem.Example:Thenumberlinebelowrepresentsthenumbersentence:65=1.

    Writeanumbersentencethatwouldexplainthenumberlinebelow.

    5+4=9Drawyourownnumberlinetorepresentthefollowingnumbersentence:92=7

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    Project#9Domain:Geometry(G)2.G.1Recognizeanddrawshapeshavingspecifiedattributes,suchasagivennumberofanglesoragivennumberofequalfaces.1Identifytriangles,quadrilaterals,pentagons,hexagons,andcubes.Directions:Tracealltheshapesinthepicturebelowwithacoloredpencilormarker.

    Listthedifferentshapesyouhavefoundbelow:Hexagon,Circle,Trapezoid,Triangle

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    Project#10

    Domain:NumberandOperationsinBaseTen(NBT)2.NBT.2.Countwithin1000;skipcountby5s,10s,and100s.Directions:Cutoutthenumbercardsbelow.Next,putthecardsinnumericalorder.Then,practicecountingby100sto1000.(Orderis100,200,300,400,500,600,700,800,900,1000)

    100 300800 200600 7001000 500400 900

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    Project#11Domain:MeasurementandData(MD)2.MD.10Drawapicturegraphandabargraph(withsingleunitscale)torepresentadatasetwithuptofourcategories.Solvesimpleputtogether,takeapart,andcompareproblems1usinginformationpresentedinabargraph.

    Directions:Collectthefollowingitems:

    clockorwatch newspaper blankpaper graphpaper(canbehanddrawn) ruler markers

    Togetherwithyourchild,keeptrackofhowheorshespendstimeinone24hourperiod:timespentsleeping,eating,playing,reading,andgoingtoschool.Measureastripofpaperthatis24incheslong.Leteachinchrepresent1hour.Colorinthenumberofhoursforeachactivity,usingadifferentcolorforeachactivity.Whenfinished,makethestripintoacircleandplaceitonablankpieceofpaper.Tracearoundthecircle.Thenmakelinesfromthecenterofthecircletotheendofeachcolor.Yourchildhasjustmadeacircle(pie)chartofhowheorshespends24hours.Comparethiswithhowotherpeopleinyourfamilyspendtheirtime.

    Kanter,PatsyandDarby,LindaB.HelpingYourChildLearnMath.Washington,D.C.:U.S.DepartmentofEducation,1999.

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    Project#12Domain:OperationsandAlgebraicThinking(OA)2.OA.3Determinewhetheragroupofobjects(upto20)hasanoddorevennumberofmembers,e.g.,bypairingobjectsorcountingthemby2s;writeanequationtoexpressanevennumberasasumoftwoequaladdends.Directions:Sorttheevenandoddnumberslistedbelowintothetablebelow.Writetheevennumbersintheevencategoryandtheoddnumbersintheoddcategory.Afteryouarefinishedsortingthenumbersexplaintoanadultwhycertainnumbersareoddandcertainnumbersareeven.Thenumbers:

    53,72,86,8,10,15,91,84,25,67,109

    Even OddExample:7286,8,10,84

    Example:1553,15,91,25,67,109

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    Project#13

    Domain:MeasurementandData(MD)2.MD.8Solvewordproblemsinvolvingdollarbills,quarters,dimes,nickels,andpennies,using$andsymbolsappropriately.Example:Ifyouhave2dimesand3pennies,howmanycentsdoyouhave?Directions:Findonepenny,onenickel,onedime,andonequarter.Orderthevaluefromleasttogreatest.Answerthefollowingquestions:

    1. Whichcoinisworththeleastamount?Howmuchisitworth?Penny,1cent

    2. Whichcoinisworththemost?Howmuchisitworth?Quarter,25cents

    3. Ifyouhadtomake31centstopayforsomething,whichcoinswouldyouuse?Morethanoneanswer:

    Onequarter,onenickel,onepenny 3dimes,onepenny 6nickels,onepenny

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    Project#14Domain:Geometry(G)2.G.3Partitioncirclesandrectanglesintotwo,three,orfourequalshares,describethesharesusingthewordshalves,thirds,halfof,athirdof,etc.,anddescribethewholeastwohalves,threethirds,fourfourths.Recognizethatequalsharesofidenticalwholesneednothavethesameshape.Directions:Collectthefollowingsupplies:

    clearcontainer maskingtape marker measuringcups(1/2,1/3,or1/4cupmeasure) uncookedriceorpopcornkernels water

    1. Haveyourchildstickapieceofmaskingtapestraightuponesideoftheclearcontainerfromthebottomtothetop.

    2. Foryoungerchildren,usea1/2cupmeasure.Forolderchildren,usea1/3or1/4cupmeasure.Choosetheunitofmeasureandfillthemeasuringcup.Thenletyourchildpourthesubstancefromthemeasuringcupintotheclearcontainer.Continuetopourthesameamountofthesubstanceintothecontainer.

    3. Aseachequalamountofthesubstanceispoured,markthelevelonthecontainerbydrawingalineonthetape.Writethecupsizeorappropriatefractiononeachline.Thefractionforonethirdcupwouldbe1/3.

    4. Followthisprocedureuntilthecontainerisfullandthetapeismarkedinincrementstothetopofthecontainer.

    5. Fillthecontaineragainandagainusingdifferentmeasureseachtime.Askyourchild"thinking"questions.

    o Howmanywholecupsdoyouthinkthiscontainerwillhold?Howmany1/2cups,1/3cups,or1/4cupsdoyouthinkthecontainerwillhold?

    o Howmany1/2cupsequalacup?o Howmany1/4cupsequal1/2cup?Acup?o Howmany1/4cupsequal3/4cup?

    Kanter,PatsyandDarby,LindaB.HelpingYourChildLearnMath.Washington,D.C.:U.S.DepartmentofEducation,1999.

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    Project#15Domain:OperationsandAlgebraicThinking(OA)CollegeandCareerReadinessAnchorStandard:Workwithequalgroupsofnumberstogainfoundationsformultiplication.Directions:Usetheexamplebelowtomakemultiplicationmodelswithyourstudent.Explanation:Whenyoureadthenumbersentence3x2=6youmaynotknowwhatitmeans.But,youcanreplacethexsymbolwiththewordsgroupsof.Youcouldsay:3groupsof2equals6.BelowIhavedrawnamodelofthreegroupsof2.Eachcircleisonegroup.EachcirclehastwoMs.So,thereare3groupsof2Msfor6Mstotal.

    3x2=6Createyourownmodelofthenumbersentencebelow.

    2x