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Welcome to our math page! For each chapter you will see: how long we plan to work on each chapter, the Common Core Standards involved, the math academic vocabulary to be learned, and what students should know when the chapter is completed! We will add websites as we go!

Addition and Subtraction websites to check out for added practice on facts!

http://www.fun4thebrain.com/index.html

http://www.coolmath-games.com/1-number-games-addition-subtraction.html

Beginning on April 18, second grade will be advancing into Chapter 10 all about time. The Common Core Standard we will be working on is MD.7. By the end of the chapter students will be able to:

*tell and write time to the nearest hour

*tell and write time to the nearest half hour

*find a pattern to solve problems

*tell and write time to the quarter hour

*tell and write time to the nearest five minutes

*use a.am. and p,m. when telling and writing time

Let’s practice money by doing different centers!

Let’s make worksheets for our friends to practice counting money!

Beginning Monday, **March 20th** second grade will be advancing into Chapter 8 all about money. We will concentrate on coins for about 3 weeks. The Common Core Standard we will be working on is MD.8. By the end of the chapter students will be able to:

*count to find the value of pennies, nickels, dimes, and quarters.

*skip count and count on to determine the value of a collection of coins.

*use different groups of coins to make one dollar.

The vocabulary words for this chapter are: penny, cent, nickel, dime, quarter, dollar ($).

More subtraction with regrouping only these centers were for 3 digit numbers versus two digits!

Let’s work on subtraction with regrouping!

During the week of February 20th and 27th, students will be starting Chapter 7 called Subtracting Three-digit Numbers. The chapter will last approximately 3 weeks and will cover the Common Core State Standard NBT, 7. By the end of the chapter students should be able to:

*subtract numbers in the hundreds

*subtract 10 or 100 from a number mentally

*regroup ones and/or tens when subtracting three-digit numbers

*rewrite horizontal subtraction problems vertically to subtract

*subtract from numbers ending in zero

The review vocabulary words for this chapter are: ones, tens, hundreds, regroup, subtract

Students will start Chapter 4 during the week of February 6th and will last about two and a half weeks. During this chapter students will be learning to subtract two-digit numbers. (OA.1 and NBT.5 &9)

No new vocabulary will be introduced but we will be reviewing all we have learned this far into the year.

At the end of the chapter, students will be able to:

*use related facts to make two-digit fact families *take apart numbers to make a ten to subtract *subtract one-digit numbers from two-digit numbers *subtract two-digit numbers *rewrite a horizontal subtraction fact vertically before subtracting

Students will start Chapter 6 during the week of **January 16th** and will last about 2 weeks. The title of the chapter is Adding Three-Digit Numbers. Students will be learning how to mentally add 10 and 100 to a number, explaining addition and subtraction strategies, and adding within 1000.

Vocabulary words to review are: ones, tens, hundreds, regroup, and sum.

By the end of the chapter, students will be able to:

*add numbers in the hundreds

*add 10 and 100 to a three-digit number mentally

*regroup ones and/or tens when adding three-digit numbers

*rewrite horizontal addition problems vertically to add

Students will start Chapter 6 during the week of **December 7th** and will last about 2 weeks. The title of the chapter is Adding Three-Digit Numbers. Students will be learning how to mentally add 10 and 100 to a number, explaining addition and subtraction strategies, and adding within 1000.

Vocabulary words to review are: ones, tens, hundreds, regroup, and sum.

By the end of the chapter, students will be able to:

*add numbers in the hundreds

*add 10 and 100 to a three-digit number mentally

*regroup ones and/or tens when adding three-digit numbers

*rewrite horizontal addition problems vertically to add

For approximately the next 3 weeks (starting January 2nd) we will be working on Chapter 3 – Add Two-Digit Numbers (OA.1 and NBT.5, 6, &9)

Vocabulary Words include: regroup and all previous words from Chapter 1 and 2

At the end of the chapter students will be able to :

*take apart an addend to make ten to add *use models to regroup ones as tens to add *add one-digit numbers and two-digit numbers *add two or more two-digit numbers *rewrite horizontal addition problems vertically to add

Measuring, measuring, measuring with inches, feet, and yards!

What fun…..measuring with an inchworm! The class enjoyed the listening to the story Inch by Inch by Leo Lionni. Then we measured various items around the classroom using the inchworm rulers.

After reading the book Measuring Penny we created the character Penny. Then we used many non-standard objects to measure the height and width of Penny!

For approximately the next 2-3 weeks, students will be diving into a chapter about measuring with standard and non-standard measurement.

The Common Core Standard we will be working on is MD.1-6 and 9. By the end of the chapter students will be able to:

*use an inch ruler to measure objects

*measure objects in feet and yards

*choose the appropriate customary tool and measure objects by length

*measure and compare customary lengths

*use measurement to relate inches, feet, and yards

*use the logical reasoning strategy to solve problems

*use a centimeter ruler and a meter stick to measure objects

*use the appropriate metric tool and measure objects by length

*use measurement to relate centimeters and meters

*use a number line to measure objects

*measure lengths to generate data shown on a line plot

The vocabulary words for this chapter are: centimeter, estimate, foot, inch, length, measure, meter, yard

For the next couple of weeks, students will be learning about Geometric Shapes and Equal Shares in Chapter 12.

The Common Core Standards we will be working on G1-3. By the end of the chapter students will be able to:

*identify two-dimensional shapes

*recognize attributes (sides and angles) of two-dimensional shapes

*use the draw a diagram strategy to solve problems

*identify three-dimensional shapes

*describe the faces, edges, and vertices of three-dimensional shapes

*identify two-dimensional shapes and solid shapes

*partition two-dimensional shapes into two, three, and four equal shares

*determine the area of a rectangle

The vocabulary words for this chapter are: two-dimensional shape, parallelogram, trapezoid, pentagon, hexagon, side angle, quadrilateral, three-dimensional shape, cube, sphere, cone, cylinder, pyramid, rectangular prism, face, edge, vertex, halves, thirds, fourths, partition, half of, third of, and fourth of.

Students will start Chapter 5 during the week of **October 10th** and will last about 3 weeks. Students will be learning place value to 1,000, read and writng numbers to 1,000, counting by 5s, 10s, and 100s, and comparing numbers to 1,000. (NBT, 1, 2, 3, 4, and 8)

Vocabulary Words include: hundreds, place value, digit, expanded form, thousand, compare, greater than, less than, and equal to.

By the end of the chapter, students will be able to:

*read and write numbers to 1,000

*write numbers to 1,000 in expanded form

*use models and tools to represent numbers to 1,000

*find counting patterns

*compare three-digit numbers using <, >, and =

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Students chose various locations throughout the room to take the Chapter 2 math test.

For the next 2 weeks (starting September 26th) we will be working on Chapter 2 – Number Patterns (OA.3 & 4, NBT.2 )

Vocabulary Words include: skip count, equal groups, repeated addition, array, even, odd

At the end of the chapter students will be able to:

*use patterns to skip count, *model skip counting to find the total in equal groups, *find a pattern to solve problems, use repeated addition to add equal groups, *use arrays with repeated addition, *find even and odd numbers in number patterns, and *find sums

Let’s learn about the commutative property of addition by using dominoes!

For the first 4 weeks we will be working on Chapter 1 – Apply Addition & Subtraction Concepts. (OA.1 & 2, NBT.5 & 9)

Vocabulary Words include: add, addend, sum, count on, doubles, near doubles, count back, subtract, difference, related facts, missing addend, fact family

At the end of the chapter students will be able to:

*use addition and subtraction properties to find the answer to find the answer to common problems *use a number line as a tool when adding or subtracting *use doubles when finding the sum or difference *group 2 or more addends differently to make the same sum *use related facts to write fact families *solve word problems that involve 2 steps

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2015-1016 – Through the end of the school year, students will be learning about Geometric Shapes and Equal Shares in Chapter 12.

The Common Core Standards we will be working on G1-3. By the end of the chapter students will be able to:

*identify two-dimensional shapes

*recognize attributes (sides and angles) of two-dimensional shapes

*use the draw a diagram strategy to solve problems

*identify three-dimensional shapes

*describe the faces, edges, and vertices of three-dimensional shapes

*identify two-dimensional shapes and solid shapes

*partition two-dimensional shapes into two, three, and four equal shares

*determine the area of a rectangle

The vocabulary words for this chapter are: two-dimensional shape, parallelogram, trapezoid, pentagon, hexagon, side angle, quadrilateral, three-dimensional shape, cube, sphere, cone, cylinder, pyramid, rectangular prism, face, edge, vertex, halves, thirds, fourths, partition, half of, third of, and fourth of.

For approximately the next 3 weeks starting April 18, students will be diving into Chapter 11 which is about measuring with standard and non-standard measurement.

The Common Core Standard we will be working on is MD.1-6 and 9. By the end of the chapter students will be able to:

*use an inch ruler to measure objects

*measure objects in feet and yards

*choose the appropriate customary tool and measure objects by length

*measure and compare customary lengths

*use measurement to relate inches, feet, and yards

*use the logical reasoning strategy to solve problems

*use a centimeter ruler and a meter stick to measure objects

*use the appropriate metric tool and measure objects by length

*use measurement to relate centimeters and meters

*use a number line to measure objects

*measure lengths to generate data shown on a line plot

The vocabulary words for this chapter are: centimeter, estimate, foot, inch, length, measure, meter, yard

Beginning in April, second grade will be advancing into Chapter 10 all about time. The Common Core Standard we will be working on is MD.7. By the end of the chapter students will be able to:

*tell and write time to the nearest hour

*tell and write time to the nearest half hour

*find a pattern to solve problems

*tell and write time to the quarter hour

*tell and write time to the nearest five minutes

*use a.am. and p,m. when telling and writing time

The vocabulary words for this chapter are: analog clock, hour hand, hour, digital clock, minute hand, minute, half hour, half past, and quarter hour.

Students went shopping with the money they had earned in the shops they owned. They had to calculate totals of items purchased and then figure out the amount of change to return.

Beginning in March, second grade will be advancing into Chapter 9 all about data analysis. The Common Core Standard we will be working on is MD.9 and 10. By the end of the chapter students will be able to:

*take a survey and organize data using tally marks

*use data to create picture graphs

*analyze data on picture graphs

*make bar graphs to show data

*draw conclusions and answer questions based on bar graphs

*make a table to solve problems

*use data to create line plots

*analyze data on line plots

The vocabulary words for this chapter are: data, survey, tally marks, picture graph, symbol, bar graph, line plot.

Building a store is hard work! Students (in groups of two or three) are choosing a store name, designing a sign, pricing their merchandise, and earning money in the classroom to spend in the different stores.

In honor of the 100th day of school, students brought collections of 100 things in a small bag!

Beginning Monday, **January 25th** second grade will be advancing into Chapter 8 all about money. We will concentrate on coins for about a month. The Common Core Standard we will be working on is MD.8. By the end of the chapter students will be able to:

*count to find the value of pennies, nickels, dimes, and quarters.

*skip count and count on to determine the value of a collection of coins.

*use different groups of coins to make one dollar.

The vocabulary words for this chapter are: penny, cent, nickel, dime, quarter, dollar ($).

Upon returning from our Christmas break **January 4th**, students will be starting Chapter 7 called Subtracting Three-digit Numbers. The chapter will last approximately 3 weeks and will cover the Common Core State Standard NBT, 7. By the end of the chapter students should be able to:

*subtract numbers in the hundreds

*subtract 10 or 100 from a number mentally

*regroup ones and/or tens when subtracting three-digit numbers

*rewrite horizontal subtraction problems vertically to subtract

*subtract from numbers ending in zero

The review vocabulary words for this chapter are: ones, tens, hundreds, regroup, subtract

Students will start Chapter 6 during the week of **December 7th** and will last about 2 weeks. The title of the chapter is Adding Three-Digit Numbers. Students will be learning how to mentally add 10 and 100 to a number, explaining addition and subtraction strategies, and adding within 1000.

Vocabulary words to review are: ones, tens, hundreds, regroup, and sum.

By the end of the chapter, students will be able to:

*add numbers in the hundreds

*add 10 and 100 to a three-digit number mentally

*regroup ones and/or tens when adding three-digit numbers

*rewrite horizontal addition problems vertically to add

Students will start Chapter 5 during the week of **November 16th** and will last about 3 weeks. Students will be learning place value to 1,000, read and writng numbers to 1,000, counting by 5s, 10s, and 100s, and comparing numbers to 1,000. (NBT, 1, 2, 3, 4, and 8)

Vocabulary Words include: hundreds, place value, digit, expanded form, thousand, compare, greater than, less than, and equal to.

By the end of the chapter, students will be able to:

*read and write numbers to 1,000

*write numbers to 1,000 in expanded form

*use models and tools to represent numbers to 1,000

*find counting patterns

*compare three-digit numbers using <, >, and =

Students will start Chapter 4 during the week of October 26th and will last about two and a half weeks. During this chapter students will be learning to subtract two-digit numbers. (OA.1 and NBT.5 &9)

No new vocabulary will be introduced but we will be reviewing all we have learned this far into the year.

At the end of the chapter, students will be able to:

*use related facts to make two-digit fact families *take apart numbers to make a ten to subtract *subtract one-digit numbers from two-digit numbers *subtract two-digit numbers *rewrite a horizontal subtraction fact vertically before subtracting

For approximately the next 3 weeks (starting October 13th) we will be working on Chapter 3 – Add Two-Digit Numbers (OA.1 and NBT.5, 6, &9)

Vocabulary Words include: regroup and all previous words from Chapter 1 and 2

At the end of the chapter students will be able to :

*take apart an addend to make ten to add *use models to regroup ones as tens to add *add one-digit numbers and two-digit numbers *add two or more two-digit numbers *rewrite horizontal addition problems vertically to add

For the next 2 weeks (starting September 24th) we will be working on Chapter 2 – Number Patterns (OA.3 & 4, NBT.2 )

Vocabulary Words include: skip count, equal groups, repeated addition, array, even, odd

At the end of the chapter students will be able to:

*use patterns to skip count, *model skip counting to find the total in equal groups, *find a pattern to solve problems, use repeated addition to add equal groups, *use arrays with repeated addition, *find even and odd numbers in number patterns, and *find sums

Mrs. Talbert’s students found the answers to math problems using a special strategy called the 10 frame.

It’s a new math series to start the school year! The series is called My Math and students will soon be able to access from home as well as at school.

For the first 3 weeks we will be working on Chapter 1 – Apply Addition & Subtraction Concepts. (OA.1 & 2, NBT.5 & 9)

Vocabulary Words include: add, addend, sum, count on, doubles, near doubles, count back, subtract, difference, related facts, missing addend, fact family

At the end of the chapter students will be able to:

*use addition and subtraction properties to find the answer to find the answer to common problems *use a number line as a tool when adding or subtracting *use doubles when finding the sum or difference *group 2 or more addends differently to make the same sum *use related facts to write fact families *solve word problems that involve 2 steps

———————————————————————————————————————————————————–

**For the**** Week of May 18, 2015**

**Common Core Standard –**Review all skills

**Essential Questions – **Review all skills

**I Can Statements – **Review all skills

**Vocabulary – **Review all vocabulary

**Literature Connections – **

Somewhere in the World Right Now by Stacey Schuett

Just Enough Carrots by Stuart J. Murphy

The King’s Commissioners by Aileen Friedman

A Fair Bear Share by Stuart J. Murphy

Arctic Five Arrive by Elinor J. Pinczes

**Math Links –**

http://www.factmonster.com/math/flashcards.html

**For the**** Week of May 11, 2015**

**Common Core Standard –** 2.MD.3 – Estimate lengths using inches, feet, centimeters, and meters.

2.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.

2.OA.1 – Use addition and subtraction within 100 to solve one and two step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

**Essential Questions –**

What strategy did you use to solve the word problems? Why does it work?

How do I use estimation strategies to solve measurement problems?

**I Can Statements –**

I can use addition and/or subtraction to solve 2 step word problems (equations) within 100.

I can estimate lengths in units of inches, feet, centimeters, and meters.

I can determine if my estimate is reasonable.

I can solve addition and subtraction word problems involving lengths that are given in the same units within 100.

I can solve addition and subtraction and word problems involving lengths that have equations within 100 with a symbol for the unknown number.

**Vocabulary – **equation, sum, difference, add, subtract, symbol, addend, estimate, length, compare, predict, measure, measurement, meter stick, yard stick, centimeter, inches, feet, units, numbers, addition, subtraction, unknown number

**Literature Connections – **Shel Silverstein’s poem “How Many, How Much”

**Math Links –**

http://www.oswego.org/ocsd-web/games/SpeedGrid/Addition/urikares.html

http://www.oswego.org/ocsd-web/games/SpeedGrid/Subtraction/urikasub1res.html

http://www.oswego.org/ocsd-web/games/SumSense/sumadd.html

**For the**** Week of May 4, 2015**

**Common Core Standard –** 2.MD.10 – Draw a picture and a bar graph (with single-unit scale) to represent a data se with up to four categories. Solve simple put-together, take apart, and compare problems using information presented in a bar graph.

**Essential Questions –**

What data was used to create picture graph or bar graph?

What strategy did you use to interpret and analyze?

**I Can Statements –**

I can solve problems relating to data in graphs by using addition and subtraction.

I can make comparisons between categories in the graph using more than, less than, etc. with up to four sets of data.

I can draw a picture graph to represent a given set of data with up to four categories.

I can draw a bar graph to represent a given set of data with up to four categories.

**Vocabulary – **bar graph, picture graph, tallies, data, collect, analyze

**Literature Connections –**

Jim and the Beanstalk by Raymond Briggs

Tally O’Malley by Stuart J. Murphy

Alexander, Who Used to be Rich Last Sunday by Judith Viorst

Arthur’s Funny Money by Lillian Hoban

How Big is a Foot? by Rolf Myller

**Math Links –**

http://www.forkids.be/games/games/vlooienvangen.swf

**For the**** Week of April 27, 2015**

**Common Core Standard –** 2.OA.4 – Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

**Essential Questions –**

How do you determine if a number is even or odd?

How can you model numbers in several ways?

**I Can Statements –**

I can identify a rectangular array with up to 5 rows and 5 columns.

I can understand that arrays can be written as repeated addition problems.

I can solve repeated addition problems to find the number of objects using rectangular arrays.

**Literature Connections –**

Amanda’s Bean’s Amazing Dream by Cindy Neuschwander

The Lion’s Share by Matthew McElligot

**Math Links –**

http://www.harcourtschool.com/activity/space_arrays/

http://www.playkidsgames.com/games/mathfact/mathFact.htm

Students in Mrs. Talbert’s class were given a pizza project. Students needed to divide their pizza into thirds or fourths. Once this was completed they put toppings on each equal part. To complete the project students wrote about the pizzas and what toppings were on each part.

**For the**** Week of April 20, 2015**

**Common Core Standard –** 2.G.3 – Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

**Essential Questions –**

How would you identify and describe a shape by equal sized shares?

**I Can Statements –**

I can identify two, three, and four equal shares of a whole.

I can describe equal shares using vocabulary: halves, thirds, fourths, half of, third of, etc.

I can describe the whole as two halves, three thirds, or four fourths.

I can justify why equal shares of identical wholes need not have the same shape.

**Vocabulary-**partition, equal share, halves, thirds, fourths, fraction, identical wholes, numerator, denominator

**Literature Connections –**

Full House by Dayle Ann Dodds

Eating Fractions by Bruce McMillan

Fraction Fun by David A. Adler

Gator Pie by Louise Mathews

Fraction Action by Loreen Leedy

Give me Half by Stuart J. Murphy

Hershey’s Milk Chocolate Bar Fractions by Jerry Pallota

**Math Links –**

http://www.sheppardsoftware.com/mathgames/fractions/memory_fractions1.swf

**For the**** Week of April 13, 2015**

**Common Core Standard –** 2.G.2 – Partition a rectangle into rows and columns of same size squares and count to find the total number of them.

**Essential Questions –**

How do you partition a shape into equal sized shares?

**I Can Statements –**

I can count to find the total number of same size squares.

I can define partition.

I can determine how to partition a rectangle into same size squares.

I can partition a rectangle into same size squares.

**Vocabulary-**columns, rows, square, total, count, partition, same size squares, rectangle

**Literature Connections –**

Spaghetti and Meatballs For All by Marilyn Burns

**Math Links –**

www.apples4teacher.com/square.html

www.beaconlearningcenter.com/WebLessons/GroupsOfDogs/default.htm#page0

**For the**** Week of April 6, 2015**

**Common Core Standard –** 2.G.2 – Partition a rectangle into rows and columns of same size squares and count to find the total number of them.

**Essential Questions –**

How do you partition a shape into equal sized shares?

**I Can Statements –**

I can count to find the total number of same size squares.

I can define partition.

I can determine how to partition a rectangle into same size squares.

I can partition a rectangle into same size squares.

**Vocabulary-**columns, rows, square, total, count, partition, sme size squares, rectangle

**Literature Connections –**

Spaghetti and Meatballs For All by Marilyn Burns

**Math Links –**

www.apples4teacher.com/square.html

www.beaconlearningcenter.com/WebLessons/GroupsOfDogs/default.htm#page0

**For the**** Week of March 30, 2015**

**Common Core Standard –** 2.G.1 – Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

**Essential Questions –**

What attributes do you use to identify the 3D shapes?

**I Can Statements –**

I can identify the attributes of 2D and 3D shapes (e.g. faces, angles, sides, vertices, etc.)

I can identify 2D and 3D shapes based on the given attributes.

I can describe and analyze shapes by examining their attributes (e.g. angles, sides, faces, vertices, etc.)

I can compare shapes by their attributes (e.g. faces, angles)

I can draw shapes with specified attributes.

**Vocabulary-**attribute, cone, cube, cylinder, sphere, rectangular prism, face, triangle, rectangle, trapezoid, circle, hexagon, pentagon, quadrilateral, square, angle, side, vertex, three-dimensional, two-dimensional

**Literature Connections –**

The Greedy Triangle by Marilyn Burns

Captain Invincible and the Space Shapes by Stuart Murphy

The Silly Story of Goldilocks and Three Squares by Grace Maccarone

Grandfather Tang’s Story by Ann Tompert

Lao Lao of Dragon Mountain by Margaret Bateson-Hill

Shapes, Shapes, Shapes by Tana Hoban

Only One by Marc Harshman

Three Pigs, One Wolf and Seven Magic Shapes by Grace Maccarone

The Shape of Things by Dayle Ann Dodds

**Math Links –**

www.math-play.com/shapes-game.html

www.ngfl-cymru.org.uk/vtc/castle_shapes/eng/Introduction/StarterActivity2.htm

**For the**** Week of March 23, 2015**

**Common Core Standard –** 2.G.1 – Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

**Essential Questions –**

What attributes do you use to identify the 2D shapes?

**I Can Statements –**

I can identify the attributes of 2D and 3D shapes (e.g. faces, angles, sides, vertices, etc.)

I can identify 2D and 3D shapes based on the given attributes.

I can describe and analyze shapes by examining their attributes (e.g. angles, sides, faces, vertices, etc.)

I can compare shapes by their attributes (e.g. faces, angles)

I can draw shapes with specified attributes.

**Vocabulary-**attribute, cone, cube, cylinder, sphere, rectangular prism, triangle, rectangle, trapezoid, circle, hexagon, pentagon, quadrilateral, square, angle, side, vertex, three-dimensional, two-dimensional

**Literature Connections –**

The Greedy Triangle by Marilyn Burns

Captain Invincible and the Space Shapes by Stuart Murphy

The Silly Story of Goldilocks and Three Squares by Grace Maccarone

Eating Fractions by Bruce McMillan

Grandfather Tang’s Story by Ann Tompert

Lao Lao of Dragon Mountain by Margaret Bateson-Hill

Shapes, Shapes, Shapes by Tana Hoban

Gator Pie by Louise Matthews

Only One by Marc Harshman

Three Pigs, One Wolf and Seven Magic Shapes by Grace Maccarone

The Shape of Things by Dayle Ann Dodds

**Math Links –**

www.math-play.com/shapes-game.html

www.ngfl-cymru.org.uk/vtc/castle_shapes/eng/Introduction/StarterActivity2.htm

For the week of **March 16th**, students will be reviewing all concepts learned during the third nine weeks and will be taking a summative test at the end of the week.

**For the**** Week of March 9, 2015**

**Common Core Standard –** 2.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 measurement by making a line plot where the horizontal scale is marked off in whole numbers.

**Essential Questions –**

How do I express data on a line plot?

**I Can Statements –**

I can collect data by measuring lengths.

I can express data on a line plot.

**Vocabulary-**line plot, horizontal, data, measure, length

**Literature Connections –**

If You Made a Million by David M. Schwartz

The Cow Buzzed by Andrea Zimmerman

Insects and Crawly Creatures by Angela Royston use this book with a science lesson @

http://www.nsa.gov/academia_files/collected_learning/elementary/data_analysis/creepy_crawly.pdf

**Math Links –**

http://www.to14.com/game.php?id=4d486a31e9586

**For the Week of March 2, 2015**

**Common Core Standard –** 2.MD.8 – Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and cents symbol appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

2.MD.6 – Relate addition and subtraction to length. 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.

**Essential Questions –**

How can I count money using different types of coins and bills?

How can I use a variety of strategies to solve word problems involving money using dollars and cent signs correctly?

How can I show numbers from 0-99?

**I Can Statements –**

I can skip count by 5s to count nickels. I can skip count by 10s to count dimes. I can skip count by 25s to count quarters.

I can start with the largest value coin and work my way to the smallest value coin.

I can use columns to line up place values to add and subtract coins and dollar amounts.

I can put numbers in order on a numbers in order on a number line. I can use the number line to add and subtract.

**Vocabulary-**equal, points, number line, cent, coin, symbols, quarter, dime, nickel, penny, money, dollar bill

**Literature Connections –**

A Quarter From the Tooth Fairy by Caren Holtzman

Eric the Math Bear by Caroline Glicksman

The Lemonade War by Jacqueline Davies

A Dollar for Penny by Julie Glass

Jelly Beans for Sale by Bruce McMillan

How the Second Grade Got $8,205.50 to Visit the Statue of Liberty by Nathan Zimelman

**Math Links –**

macmillanmh.com/math/mathconnects/assets/mhln/00139859/00139859.swf

http://macmillanmh.com/math/mathconnects/assets/asset_view.html?s=ST_2_04A&type=ST

**For the Week of February 23, 2015**

**Common Core Standard –** 2.MD.5 – Relate addition and subtraction to length. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same untis, e.g. by using drawings.

**Essential Questions –**

How can I solve word problems about length?

How can I use estimation strategies to solve length word problems?

**I Can Statements –**

I can find length by adding.

I can compare lengths by subtracting.

**Vocabulary–**units, numbers, addition, subtraction, unknown

**Literature Connections –**

Is a Blue Whale the Biggest Thing There is? by Robert E. Wells

Millions to Measure by David M. Schwartz

Measuring Penny by Loreen Leedy

**Math Links –**

www.goldridge08.com/1games/envisgames/pearsmatfacts.swf

www.k-5mathteachingresources.com/support-files/gummywormstretch.pdf

www.harcourtschool.com/activity/length_strength3/

www.beaconlearningcenter.com/weblessons/measuringtools/default.htm#page8

**For the Week of February 16, 2015**

**Common Core Standard –** 2.MD.2 – Measure and estimate lengths in standard units. 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. (inches, feet, centimeters, meters)

**Essential Questions –**

How do I find the length of an object?

How do I express the lengthof a given object using two different standard measurement tools?

How do I decide which measurement tools to use to measure objects?

**I Can Statements –**

I can measure the length of an object twice using two different standard measurement tools.

I can describe how the measurement of an object relates to the size of the unit used to measure the object.

**Vocabulary–**measure, meter, centimeter, inch, foot, yard, length, measuring tape, shorter, longer, estimate

**Literature Connections –**

Twelve Snails to One Lizard: A Tale of Mischief and Measurement by Susan Hightower

Inch by Inch by Leo Lionni

Inchworm and a Half by Elinor Pinczes

**Math Links –**

http://macmillanmh.com/math/mathconnects/assets/asset_view.html

www.softschools.com/measurement/games/ruler/centimeter_ruler/

www.softschools.com/measurement/games/ruler/measuring_length_in_cm/

www.softschools.com/measurement/games/ruler/inch_ruler/

**For the Week of February 2, 2015**

**Common Core Standard –** 2.NBT.7 – Use place value understanding and properties of operations to add and subtract. 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 and subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; sometimes its necessary to compose or decompose tens and hundreds.

**Essential Questions –**

1. What are the ways I can add within 1000?

2. What are the ways I can subtract within 1000?

3. How can I use a concrete model or drawing to add or subtract numbers?

**I Can Statements –**

I can add and subtract within 1000, using concrete models or drawings and strategies.

**Vocabulary–**Associative Property, Commutative Property, compose, decompose, hundreds, tens, ones, addition, subtraction, digit, models,

**Literature Connections –**

A Collection for Kate by Barbara deRubertis

Centepede’s One Hundred Shoes by Tony Ross

Number One NUmber Fun by Kay Chorao

Equal Shmequal by Virginia L. Kroll

Animals on Board by Stuart J. Murphy

**Math Links –**

www.mhschool.com/math/mathconnects/assets/mhln/00060929/00060929.swf

www.mhschool.com/math/2009/ca/assets/factdash.html

**For the Week of January 26, 2015**

**Common Core Standard –** 2.NBT.9 – Use place value understanding and properties of operations to add or subtract. Explain why addition and subtraction strategies work, using place value and properties of operations.

**Essential Questions –**

1. What strategy did you use to find a sum? Why does it work?

2. What strategy did you use to find the difference? Why does it work?

How can I learn to add and subtract faster?

**I Can Statements –**

I can explain why addition strategies work.

I can explain why sutraction strategies work?

**Vocabulary–**Associative Property, Commutative Property, compose, decompose, hundreds, tens, ones, addition, subtraction, digit, models,

**Literature Connections –**

Double the Ducks by Stuart J. Murphy

Animals on Board by Stuart J. Murphy

**Math Links –**

http://macmillanmh.com/math/mathconnects/assets/asset_view.html?s=SEC_2_02A&type=SEC

www.brainpopjr.com/math/additionandsubtraction/addingandsubtractingtens/

**For the Week of January 20, 2015**

**Common Core Standard –** 2.MD.7 – Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

2.NBT.5 – Use place value understanding and properties of operations to add and subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. (Two-digit addition and subtraction with and without regrouping up to 100)

**Essential Questions –**

1. What strategy did you use to find the sum? Why does it work?

2. What strategy did you use to find the difference? Why does it work?

3. How would you tell time to the nearest five minutes?

4. What Strategies are used to measure and record time?

**I Can Statements –**

I can fluently add and subtract numbers within 100. I can compose or decompose numbers when necessary.

I can tell and write time to the nearest five minutes using an analog and a digital clock.

**Vocabulary-**Associative Property, Commutative Property, place value, addition, subtraction, compose, decompose, analog, digital, a.m., p.m., time, hour, minute, second, clock, half past, quarter past

**Literature Connections –**

Game Time by Stuart Murphy

What Time is it Mr. Crocodile? by Judy Sierra

Telling TImes:How to Tell Time on Digital and Analog Clocks! by Jules Older

**Math Links –**

www.oswego.org/ocsd-web/games/stoptheclock/sthec2.html

www.brainpopjr.com/math/time/timetothequarterandhalfhour/

http://macmillanmh.com/math/mathconnects/assets/mhln/00140850/00140850.swf

http://www.goldridge08.com/1games/envisgames/pearsmatfacts.swf

**For the Week of January 12, 2015**

Review Week

**For the Week of January 5, 2015**

**Common Core Standard –** 2.MD.7 – Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

2.MD.8 -Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies using $ and cents symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

**Essential Questions –**

1. How would you express a time to the nearest five minutes?

2. How can I use a variety of strategies to solve word problems involving money using dollar and cent signs correctly?

**I Can Statements –**

I can tell time using analog clocks and digital clocks to the nearest 5 minutes.

I can write time using analog and digital clocks to the nearest 5 minutes.

I can identify and label a.m. and p.m. occur.

I can determine what time is represented on an analog and digital clocks to the nearest 5 minutes.

I can identify and recognize the value of dollar bills, quaters, dimes, nickels, and pennies.

I can identify the $ and cent symbols.

I can recognize the decimal sign I used to separate the whole from the part of the whole in money.

I can solve word problems involving coins using dollar and cent symbols appropriately.

I can solve word problems involving dollars using dollar and cent symbols appropriately.

I can count coin, dollar, and dollar coin combinations.

I can solve word problems involving dollars and coins using dollar symbols appropriately.

**Vocabulary–**cent, coin, symbols, quarter, dime, nickel, penny, money, dollar bill, analog, digital, a.m., p.m., time, hour, minute, second, clock, half past, quarter past

**Literature Connections –**

Pigs Will be Pigs: Fun with Math and Money by Amy Axelrod

Alenxander Who Used to be Rich Last Sunday by Judith Viorst

How the Second Grade Got $8,205.50 to Visit the Statue of Liberty by Nathan Zimelman

A Quarter from the Tooth Fairy by Caren Holtzman

Arthur’s Funny Money by Lillian Hoban

26 Letters and 99 Cents by Tang Hoban

Telling TImes:How to Tell Time on Digital and Analog Clocks! by Jules Older

**Math Links –**

www.oswego.org/ocsd-web/games/stoptheclock/sthec2.html

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**For the Week of December 15, 2014**

**Common Core Standard –** 2.MD.1 – Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

2.MD.4 – Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

**Essential Questions –**

1. What standard tools are used to measure length?

**I Can Statements –**

1. I can measure the length of objects using different length units.

2. I can describe the relationship of different length units.

**Vocabulary–**measure, meter, centimeter, inch, foot, measuring tape, shorter, longer, estimate

**Literature Connections –**

How Big is a Foot? by Rolf Myller

Carrie Measures Up (Math Matters) by Linda Williams Aber

Measuring Penny by Loreen Leedy

Length (Math Counts) by Henry Arthur Pluckrose

Counting on Frank by Rod Clement

**Math Links –**

www.ixl.com/math/grade-2/which-unit-of-length-is-appropriate

www.gamequarium.com/measurement.html

________________________________________________________________________________

**For the Week of December 8, 2014**

**Common Core Standard –** 2.OA.1 – Use addition and subtraction within 100 to solve one and two step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions e.g. by using drawings and equations with a symbol for the unknownnumber to represent the problem.

2.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.

**Essential Questions –**

1. What strategy did you use tosolve the word problems? Why did it work?

**I Can Statements –**

1. I can explain the steps to solve a one-step word problem.

2. I can identify the strategy/strategies for solving word problems. (Is it addition or subtraction?)

**Vocabulary–**equation, sum, difference, add, subtract, symbol, addend

**Literature Connections –**

The Grapes of Math by Gregory Tang

Math for All Seasons by Gregory Tang

Mission Addition by Loreen Leedy

Hershey Kiss Subtraction Book by Jerry Pallotta

**Math Links –**

www.playground.com/WordProblemsWithKatie1.html

Check out this webpage for fun math games…especially money!

http://www.oswego.org/ocsd-web/games/mathmagician/cathymath.html

http://www.free-training-tutorial.com/money-games.html

http://www.ixl.com/standards/common-core/math/grade-2

http://www.softschools.com/grades/2nd_grade/math/

**For the Week of December 1, 2014**

**Common Core Standard –** 2.NBT.5 – Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction.

2.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.

**Essential Questions –**

1. What strategy did you use to find the sum? Why does it work?

2. What strategy did you use to find the difference? Why does it work?

**I Can Statements –**

1. I can compose hundreds and tens when necessary to add within 1000 (e.g. regrouping, carrying, trading)

2. I can decompose hundreds and tens when necessary to subtract within 1000 (regrouping, borrowing, trading)

**Vocabulary –** compose, decompose, hundreds, tens, ones, addition, subtraction, digit, models, associative property, commutative property

**Literature Connections –**

365 Penguins by Jean-Luc Fromental

The Case of the Missing Birthday Party Joanne Rocklin

The Hundred Penny Box by Sharon Bell Mathis

Caps for Sale by Esphyr Slobodkina

**Math Links –**

www.sheppardsoftware.com/math.htm

www.ictgames.com/dragonmap.html

How many OREOS can you stack? Students predicted and then had two attempts to stack OREOS. We had anywhere from 10 to 26 stacked with an average of 19. This was an internet activity through Projects by Jen. While waiting for turns to stack students worked on a variety of other OREO activities. (Even the teachers got into it!)

**For the Week of November 18, 2013**

**Common Core Standard –** 2.NBT.5 – Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction.

2.NBT.6 – Add up to four two-digit numbers using strategies based on place value and properties of operations.

**Essential Questions –**

1. What strategy did you use to find the sum? Why does it work?

2. What strategy did you use to find the difference? Why does it work?

**I Can Statements –**

1. I can fluently add and subtract within 100 using a variety of strategies.

2. I can add up tp 4 two-digit numbers using a varoety of strategies.

**Vocabulary –** Associative Property, Commutative Property, compose, decompose, addition, subtraction, place value

**Literature Connections –**

The Great Math Tattle Battle by Anne Bowen

One Grain of Rice by Demi

The 500 Hats of Bartholomew Cubbins by Dr. Seuss

The Hundred Penny Box by Sharon Mathis

Ten Times Better by Richard Michelson

The Case of the Missing Birthday Party by Joanne Rocklin

Zero is Nothing by Mindel Sitomer

**Math Links –**

www.crickweb.co.uk/ks2numeracy-calculation.html

**For the Week of November 10, 2014**

**Common Core Standard –** 2.NBT.4 – Compare two three-digit numbers based on meanings of hundreds, tens, abd ones digits, using >, =, and < symbols to record the results of comparisons.

2.NBT.2 – Count within 1000; skip count by 5s, 10s, and 100s.

**Essential Questions –**

1. How does knowing the place value help me compare numbers?

**I Can Statements –**

1. When I compare numbers I start with the hundreds, then the tens, and then the ones.

2. I can compare three-digit numbers using symbols.

**Vocabulary –** compare, greater then (>), less than (<), equal to (=), digit, skip counting, patterns

**Literature Connections –**

Count on Pablo by Barbara deRubertis (skip counting)

More or Less by Stuart J. Murphy

Equal Shmequal by Virginia L. Kroll

**Math Links –**

www.crickweb.co.uk/ks2numeracy-calculation.html

**For the Week of November 3, 2014**

**Common Core Standard –** 2.NBT.3 – Read and write numbers to 1000 using base-ten numberals, number names, and expanded form.

**Essential Questions –**

1. How can I show a big number

**I Can Statements –**

1. I can read numbers to 1000.

2. I can write numbers to 1000 in different ways.

3. I can read and write large numbers in word, standard, and expanded form.

**Vocabulary –** standard form, expanded form, digit, numeral

**Literature Connections –**

The 500 Hats of Bartholomew Cubbins by Dr. Seuss

**Math Links –**

www.k-5mathteachingresources.com/

www.beaconlearningcenter.com/WebLessons/MyPlace/default.htm#page9

http://education.jlablorg/placevalue/index.html

www.bbc.co.uk/bitesize/ks1/maths/place_value/play/

www.fuelthebrain.com/Games/play.php!ID=284

www.fuelthebrain.com/Games/play.php!ID=10

**For the Week of October 27, 2014**

**Common Core Standard –** 2.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. Understand the following as special cases:

*100 can be thought os as a bundle of ten tens – called a “hundred”

*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).

**Essential Questions –**

1. How can I build large numbers?

**I Can Statements –**

1. I can know that 100 can be thought of as a bundle of ten tens – called a “hundred”.

2. I can show that three digits of a three digit number represents amounts of hundreds, tens, and ones.

**Vocabulary –** digits, flats, rods, units, tens, hundreds, add, sum, bundle, numeral

**Literature Connections –**

The 329th Friend by Marforie Weinman Sharmat

A Place for Zero: A Math Adventure by Angeline Sparagna Lopresti

How Much, How Many, How Far, How Heavy, How Long, How Tall is 1000? by Helen Knowlan

The King’s Commissioners by Aileen Friedman

Count on Pablo by Barbara deRubertis

**Math Links –**

www.beaconlearningcenter.com/WebLessons/MyPlace/default.htm#page9

http://education.jlablorg/placevalue/index.html

www.bbc.co.uk/bitesize/ks1/maths/place_value/play/

www.fuelthebrain.com/Games/play.php!ID=284

www.fuelthebrain.com/Games/play.php!ID=10

**For the Week of October 20, 2014**

This is a review week so we will be looking at all of the material we covered the first quarter!

**For the Week of October 13, 2014**

**Common Core Standard –** 2.MD.8 : Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies using $ and cent symbols appropriately. Example: If you have 2 dimes and three pennies, how many cents do you have?

**Essential Questions –**

1. How do I count money using different types of coins and bills?

**I Can Statements –**

1. I can solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ (dollars) and a cents symbol.

**Vocabulary –** dollar bill, $ and cents symbol, quater, dime, nickel, penny, coins

**Literature Connections –**

Alexander Who Used to Be Rich Last Sunday by Judith Viorst

How the Second Grade Got $8,205.50 to Visit the Statue of Liberty by Nathan Zimelman

Pigs Will be Pigs: Fun with Math and Money by Amy Axelrod

A Quarter from the Tooth Fairy by Caren Holtzman

Arthur’s Funny Money by Lillian Hoben

26 Letters and 99 Cents by Tang Hoban

**Math Links –**

www.toonuniversity.com/flash.asp?err=569

www.sheppardsoftware.com/mathgames/earlymath/Fruit_Shoot_coins.htm

http://illuminations.nctm.org/ActivityDetail.aspx?ID=217

**For the Week of October 6, 2014**

**Common Core Standard –** 2.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.

**Essential Questions –**

1. How can I show numbers from 0 to 99?

**I Can Statements –**

1. I can represent whole numbers and their sums or differences within 100 on a number line.

**Vocabulary –** addition, subtraction, length, unknown, sums, differences, number line

**Literature Connections –**

The Token Gift by Hugh Willinam McKibbon

The King’s Chessboard by David Birch

Shark Swimathon by Stuart J. Murphy

**Math Links –**

http://nlvm.usu.edu/en/nav/frames_asid_156_g_l_t_l.html?open=activities&from=topic_t_.html

**For the Week of September 29, 2014**

**Common Core Standard –** 2. OA.3-Determine whether a group of objects (up to 20) has an off or even number of members, e.g. by pairing objects or counting them by 2’s; write an equation to express an even number as a sum of two equal addends.

**Essential Questions –**

1. How do I decide if a number is even or odd?

2. What do I know about adding doubles?

**I Can Statements –**

1. I can determine whether a group of objects (up to 20) has an even or odd number of members.

2. I can write an equation to express an even number as a sum of two equal addends.

**Vocabulary –** odd, even, equal

**Literature Connections –**

Even Steven and Odd Todd by Kathryn Cristaldi

If I Were an Odd Number by Aboff

If I Were an Even Number by Aboff

Ocean Counting: Odd Numbers by Jerry Pallotta

My Even Day by Doris Fisher

My Odd Day by Doris Fisher

**Math Links –**

www.oswego.org/ocsd-web/games/Ghostblasterseven/ghosteven.html

www.oswego.org/ocsd-web/games/GhostblastersOdd/ghostodd.html

www.crickweb.co.uk/ks2numeracy-properties-and-ordering.html#npmenu

**For the Week of September 22, 2014**

**Common Core Standard –** 2. OA.1- Use addition and subtraction within 100 to solve one and two step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e,g, by using drawings and equations with a symbol for the unknown number to represent the problem.

**Essential Questions –**

1. How can I solve addition and subtraction word problems?

**I Can Statements –**

1. I can add numbers within 100.

2. I can subtract numbers within 100.

3. I can add and subtract within 100 to solve one and two step word problems.

**Vocabulary –** addition, subtraction, adding to, taking from, putting together, taking apart, comparing, unknown

**Literature Connections –**

Math for All Seasons by Gregory Tang

Mission Addition by Loreen Leedy

Hershey Kiss Subtraction Book by Jerry Pallotta

The Grapes of Wrath by Gregory Tang & Harry Briggs

**Math Links –**

http://www.eduplace.com/kids/mw/manip/mnk.html

**For the Week of September 15, 2014**

**Common Core Standard –** 2.NBT.6 OA.2- Fluently add and subtract within 20 using mental strategies. By the end of 2nd Grade, know from memory all sums of two one-digit numbers.

**Essential Questions –**

1. How can I learn to add and subtract faster?

**I Can Statements –**

1. I can use mental math to fluently add and subtract within 20.

**Vocabulary –** add, subtract, sum, difference

**Literature Connections –**

Anno’s Counting House by Mitsumasa

Twelve Ways to Get Eleven by Eve Merriam

M&M Counting Book by Barbara Bardieri McGrath

Elevator Magic by Stuart J. Murphy

Three Billy Goats Gruff by Ellen Appleby

**Math Links –**

www.woodlands-junior.kent.sch.uk/maths/interactive/

www.ictgames.com/add10Depth/index.html

**For the Week of September 8, 2014**

**Common Core Standard –** 2.NBT.6 – Add up to four two-digit numbers using strategies based on place value and properties of operations

2.NBT.9 – Explain why addition and subtraction strategies work, using place value and the properties of operations.

**Essential Questions –**

1. How is an equation like a balance scale?

2. How can number patterns and fact fsmilies help us add or subtract?

**I Can Statements –**

1. I can add up to four two-digit numbers using varying strategies

2. I can explain why addition and subtraction strategies work, using drawings or objects.

**Vocabulary –** addition/add, properties (rules about how numbers work)

**Literature Connections –**

One Grain of Rice by Demi

The 500 Hats of Bartholomew Cubbins by Dr. Seuss

The Hundred Peny Box by Sharon Bell Mathis

Ten Times Better by Richard Michelson

The Case of the Missing Birthday Party by Joanne Rocklin

Zero is Not Nothing by Mindel Sitomer

**Math Links –**

www.sadler-oxford.com/math/practice/gr2/Chapt_1/relate/0201.htm

www.bbc.co.uk/bitesize/ks1/maths/addition_and_subtraction/play/

www.dositey.com/addsub/add5a.html

**For the Week of September 1, 2014**

**Common Core Standard –** 2.NBT.2 – Count within 1000; skip-count by 5’s, 10’s, and 100s.

**Essential Questions –**

1. Why not always count by 1?

2. Are there short cuts to 1000?

**I Can Statements –**

1. I can count within 1000.

2. I can skip-count by 5s, 10s, and 100s.

**Vocabulary –** skip-count, ones, tens, hundreds

**Literature Connections –**

Two of Everything: A Chinese Folktale by Lily Toy Hong

Two Ways to Count to Ten by Ruby Dee

The King’s Commissioners by Aileen Friedman

A Place for Zero: A Math Adventure by Angeline Sparagna LoPresti

Caps for Sale by Esphyr Slobodkina

Bats on Parade by Kathi Appelt

**Math Links –**

www.mathisfun.com/numbers/skip-counting.html

www.ictgames.com/100huntplus10.html

www.bbc.co.uk/bitesize/ks1/maths/number_sequences/play/

http://www.learningbox.com/Base10/BaseTen.html

**Math Song –** http://www.harcourtschool.com/jingles/jingles_all/1ten_tens.html

Check Out This Site

Click below for a site to practice base ten knowledge.

http://www.learningbox.com/Base10/BaseTen.html

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**For the Week of August 25, 2014**

**Common Core Standard** – 2.NBT.1 – Understand that the 3 digits of a 3 digit umber represent amounts of hundreds, tens, and ones.

**Essential Questions** –

1. How can I build large numbers?

2. How does the position of a digit in a number affect its value?

**I Can Statements** –

1. I can use a place value chart and base ten blocks to build large numbers.

2. I can read and write large numbers with digits and in word form.

3. I can draw pictures to represent numbers.

**Vocabulary** – digits, flats, rods, units, ones, tens, hundreds, add, sum, bundle

**Literature Connections** –

A Place for Zero: A Math Adventure by Angeline Sparagna Lopresti

How Much, How Many, How Far, How Heavy, How Long, How Tall is 1000? by Helen Knowlan

The King’s Commissioners by Aileen Friedman

Count on Pablo by Barbara deRubertis

**Math Links** –

Digital Base Ten – http://www.learningbox.com/Base10/BaseTen.html

Math Song – http://www.harcourtschool.com/jingles/jingles_all/1ten_tens.html

—————————————————————————————————————————Check out this webpage for fun math games…especially money!

http://www.oswego.org/ocsd-web/games/mathmagician/cathymath.html

http://www.free-training-tutorial.com/money-games.html

http://www.ixl.com/standards/common-core/math/grade-2

http://www.softschools.com/grades/2nd_grade/math/

http://theteacherscafe.com/Math/Elementary_K-5.php

http://www.abcya.com/second_grade_computers.htm

One of my 4th grade friends showed me this website. I thought it was a great way to practice addition and subtraction facts. Check it out!

http://www.oswego.org/ocsd-web/games/mathmagician/cathymath.html

Click below to see a page full of math websites to check out!

During the week of September 23 we worked on many ways to figure out story problems. Here are some students working to solve them in a variety of ways!

This week in math we worked a lot with base ten games. Pictured here are a few students playing one of those games. The students are matching the base ten blocks to the correct number.

** **

Mrs. Denton’s students are learning how to play common core math games for math centers!!!!