- Instructors
- Amber Almond
- Chloe Tipton
- Christa Fray
- Erica Turpin
- Term
- 2022-2023
- Department
- 2nd Grade

No upcoming assignments.

Students will be dismissed from school at 11:00 a.m. for summer break.

The classroom will be giving out awards for the school year and having a party!

Students will be completing any missing assignments, continuing to practice skills learned this school year, and preparing for the end of the year.

Students will be participating in behavior incentives all day.

Students will continue practicing fractions and other math skills they have learned this school year.

Students will continue to dive into fractions and learn about numerator and denominator.

Students will participate in field day activities.

Students will continue to dive into fractions and learn about numerator and denominator.

Students continue work on steps of multiplication.

Students continue work on steps of multiplication.

Students continue work on steps of multiplication.

Students continue work on steps of multiplication.

Students will begin work on the steps of multiplication.

In the afternoon, students will continue preparing for math testing.

In the afternoon, students will continue preparing for math testing.

In the afternoon, students will continue preparing for math testing.

In the afternoon, students will continue preparing for math testing.

In the afternoon, students will continue preparing for testing.

Students will be reviewing ALL the skills learned this school year to prepare for state testing next week.

Students will complete chapter 11 test.

How do you find a half of, a third of, or a fourth of a whole?

How do you use the number of sides and angles to sort two-dimensional shapes?

Students will complete chapter 10 test.

Students will review chapter 10 skills and standards before test on Tuesday.

Students will review previously taught standards, practice test taking strategies, and makeup any missing assignments/tests.

Students will review previously taught standards, practice test taking strategies, and makeup missing assignments/tests.

Students will review previously taught standards, practice test taking strategies, and makeup any work/tests that are missing.

Students will take a math common assessment.

Students will take a math common assessment.

Students will complete a test that covers chapters 8 and 9 standards and skills.

Students will complete review pages from workbooks and complete a review test via Kahoot.

There will be no math assignments completed today.

Students will be completing a test over time and money.

Students will be completing a review Kahoot for a test over money and time.

Students will begin the unit on clocks and time. Students will be introduced to clock manipulatives, how to draw a clock, and the parts of a clock.

Students will complete review page as a class, or individually and check as a class.

Students will complete chapter test.

Students will complete module 7 assessment.

New: cent sign, dimes, penny

Students will be introduced to coins and how to implement touchpoints in order to count individual coins.

Students will complete chapter 6 test.

Students will further refresh and review skills from chapter 6 to prepare for test on Thursday, January 6.

Students will be completing chapter 6 review test and reviewing any skills needed before test.

Students will be reviewing skills from past 9 weeks.

Students will be completing the second half of math common assessment.

Students will be completing the first half of math common assessment.

Students will also be completing a mid-chapter checkpoint quiz.

Students will be practicing 2-digit addition and subtraction problems.

Students will not be completing any math assignments today.

Students will complete Chapter 5 Test in class.

Students will continue working on reviewing skills from chapter 5.

Students will continue working on determining what information is needed and what operations to use to solve multistep problems.

Students will continue practicing solving word problems by writing number sentences with unknown values in all places.

Students will be completing a mid-chapter quiz.

Students will be adding within 100 to solve one- and two-step contextual problems, with unknowns in all positions, involving situations of add to, put together, and compare. Students will be adding up to four two-digit numbers using properties of operations and strategies based on place value.

Students will complete chapter 4 test to show skills mastery.

Students will complete chapter 4 review test and check answers with class. Students will have the opportunity to ask questions and review skills from whole chapter.

Essential Question: What are some ways to add 4 numbers?

Objective: Find sums of four 2-digit numbers.

Essential Question: What are some ways to add 3 numbers?

Objective: Find sums of three 2-digit numbers.

Vocabulary: columns

Essential Question: How do you write a number sentence to represent a problem?

Objective: Represent addition situations with number sentences using a symbol for the unknown number.

Essential Question: How can drawing a diagram help when solving addition problems?

Objective: Solve problems involving 2-digit addition using the strategy draw a diagram.

Essential Question: What are two different ways to write addition problems?

Objective: Rewrite horizontal addition problems vertically in the standard algorithm format.

Vocabulary: digit

Essential Question: How do you record the steps when adding 2-digit numbers?

Objective: Practice 2-digit addition with and without regrouping.

Vocabulary: hundred

Essential Question: How do you record the steps when adding 2-digit numbers?

Objective: Record 2-digit addition using the standard algorithm.

Vocabulary: regroup

Essential Question: How do you break apart addends to add tens and then add ones?

Objective: Apply place-value concepts when using a break-apart strategy for 2-digit addition.

Vocabulary: tens, ones

Students will be reviewing 1 and 2-digit addition until Incentive Day begins.

Essential Question: How do you record 2-digit addition?

Objective: Draw quick pictures and record 2-digit addition using the standard algorithm.

Essential Question: When do you regroup in addition?

Objective: Model 2-digit addition with regrouping.

Vocabulary: regroup

Students will be completing math Common Assessment part 2.

Students will be completing math Common Assessment part 1.

Students will complete chapter 3 test.

Students will complete review test and check over answers with teacher. Students will have opportunity to ask questions about skills they need more help on.

CKLA Skills:

Writing:

- Students will use an editing checklist to edit a friend's book report about "The Hare and the Hedgehog".
- Students will make suggestions to improve their friend's writing.

Reading:

- Students will read "The Pancake, Part 2".
- Students will answer multiple-choice questions about the story.
- Students will put the story in order with a cut and paste activity.

Language:

- Students will learn the meaning of the word antonym and will come up with antonyms when given certain questions.

CKLA Knowledge:

- Students will begin Unit 5, The War of 1812.
- Students will listen to the read aloud, "America in 1812, Part 1".
- Students will review important events in American history that happened before the War of 1812.

Represent: to speak for or take action in place of someone else

Students will review skills learned in chapter 3.

--double facts

--make a ten to add

--add 3 addends

--subtraction facts

--using bar models to solve problems

--equal groups

--repeated addition

Essential Question: How can you write an addition sentence for problems with equal groups.

Objective: Write equations using repeated addition to find the total number of objects in arrays.

Vocabulary: row, addition sentence

Essential Question: How can acting it out help when solving a problem about equal groups?

Objective: Solve problems involving equal groups by using the strategy 'act it out.'

Essential Question: How are number sentences used to show addition and subtraction situations?

Objective: Write equations to represent and solve a variety of addition and subtraction situations.

Vocabulary: number sentence

Essential Question: How are bar models used to show addition and subtraction problems?

Objective: Use bar models to represent a variety of addition and subtraction situations.

Vocabulary: bar model

Essential Question: What are some ways to remember differences?

Objective: Recall differences for basic facts using mental strategies.

Vocabulary: count back

Essential Question: How are addition and subtraction related?

Objective: Use the inverse relationship of addition and subtraction to recall basic facts.

Vocabulary: differences, related facts

Essential Question: How do you add three numbers?

Objective: Find sums of three addends by applying the Commutative and Associative Properties Addition.

Vocabulary: sums, addends

Essential Question: How is the make a ten strategy used to find sums?

Objective: Recall sums for addition facts using the make a ten strategy.

Essential Question: What are some ways to remember sums?

Objective: Recall sums for basic facts using properties and strategies.

Vocabulary: addends, count on, number sentence

Essential Question: How can you use doubles facts to find sums for near doubles facts?

Objective: Use doubles facts as a strategy for finding sums for near doubles facts.

Vocabulary: sums, doubles

Students will complete chapter 2 test.

Students will review math skills from chapter 2. Students will review: different forms of 3-digit numbers, counting on and back by 10 and 100, place value 1,000, number names, number patterns, and comparing numbers.

Essential Question: How do you compare 3-digit numbers?

Objective: Compare 3-digit numbers using the >, =, and < symbols.

Vocabulary: compare, = is equal to, > is greater than, < is less than

Essential Question: How can you make a model to solve a problem about comparing numbers?

Objective: Solve Problems involving number comparisons by using a strategy "make a model".

Vocabulary: more, fewer

Essential Question: How do you count by 1s, 5s, 10s, and 100s with numbers within 1,000?

Objective: Extend counting sequences within 1,000 counting by 1s, 5s, 10s, and 100s.

Essential Question: How does place value help you identify and extend counting patterns?

Objective: Extend number patterns by counting on by tens or hundreds.

Vocabulary: Pattern

Essential Question: How do you use place value to find 10 more, 10 less, 100 more, or 100 less than a 3-digit number?

Objective: Identify 10 more, 10 less, 100 more, or 100 less than a given number.

Vocabulary: less than, more than

Essential Question: How can you use blocks or quick pictures to show the value of a number in different ways?

Objective: Apply place value concepts to find equivalent representations of numbers.

Vocabulary: Hundreds, Tens, Ones

Essential Question: What are three ways to write a 3-digit number?

Objective: Write 3-digit numbers in expanded form and standard form.

Vocabulary: Hundreds, Tens, Ones

Students will also complete a mid-chapter check point.

Essential Question: How do you write 3-digit numbers using words?

Objective: Read and write 3-digit numbers in word form.

Essential Question: How do you know the values of the digits in numbers?

Objective: Use place value to describe the values of digits in numbers to 1,000.

Vocabulary: thousand, digit

Essential Question: How do you write the 3-digit number that is shown by a set of blocks

Objective: Apply place value concepts to write 3-digit numbers that are represented by pictorial models.

Essential Question: How do you show a 3-digit number using blocks?

Objective: Use concrete and pictorial models to represent 3-digit numbers.

Essential Question: How do you write a 3-digit number for a group of tens?

Objective: Write 3-digit numbers that are represented by groups of tens.

Vocabulary: hundred

Essential Question: How do you group tens as hundreds?

Objective: Understand that each group of 10 tens is equivalent to 1 hundred.

Vocabulary: hundreds, ones

Students will complete chapter 1 summative assessment.

Students will dig deeper into even and odd numbers, expanded form, standard form, written form, and picture form of two-digit numbers.

Essential Question: How do you count by 1s, 5s, and 10s with

numbers less than 100?

numbers less than 100?

Objective: Extend counting sequences within 100,

counting by 1s, 5s, and 10s.

counting by 1s, 5s, and 10s.

Essential Question: How can you show the value of a number

in different ways?

in different ways?

Objective: Apply place value concepts to find

equivalent representations of numbers.

equivalent representations of numbers.

Essential Question: What are different ways to write a

2-digit number?

2-digit number?

Objective: Write 2-digit numbers in word form,

expanded form, and standard form.

expanded form, and standard form.

Vocabulary: word form, expanded form, and standard form

Essential Question: How do you describe a 2-digit number as

tens and ones?

tens and ones?

Objective: Write 2-digit numbers in expanded form.

Vocabulary: tens, ones

Essential Question: How do you know the value of a digit?

Objective: Use place value to describe the values of

digits in 2-digit numbers.

digits in 2-digit numbers.

Vocabulary: digits

Essential Question: Why can an even number be shown as the

sum of two equal addends?

sum of two equal addends?

Objective: Write equations with equal addends to

represent even numbers

represent even numbers

Vocabulary: addition sentence

Essential Question: How are even numbers and odd numbers

different?

different?

Objective: Classify numbers up to 20 as even or odd.

Vocabulary: even, odd

Students will complete chapter 1 pre-assessment.