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

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

Students will complete chapter 11 test. 

Standard: 2.G.A.3

Essential Question: How can drawing a diagram help when solving problems about equal shares?

Objective: Solve problems involving wholes divided into equal shares by using the strategy draw a diagram.

Vocabulary: halves, thirds, fourths

Standard: 2.G.A.3

Essential Questions: How do you know if a shape shows halves, thirds, or fourths?
How do you find a half of, a third of, or a fourth of a whole?

Objectives: Partition shapes to show halves, thirds, or fourths and identify and describe one equal part as a half of, a third of, or a fourth of a whole.

Vocabulary: equal parts, whole, halves, thirds, fourths, half of, third of, fourth of, quarter of

Standard: 2.G.A.3

Essential Question: What are halves, thirds, and fourths of a whole?

Objective: Identify and name equal parts of circles and rectangles as halves, thirds, or fourths.

Vocabulary: halves, thirds, fourths, equal parts, whole

Standards: 2.G.A.1

Essential Questions: How do you find and count angles in two-dimensional shapes? 

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

Objectives: Identify angles in two-dimensional shapes and sort two-dimensional shapes according to their sttributes.

Vocabulary: angle, quadrilateral, pentagon, triangle, rectangle, sides

Standard: 2.G.A.1

Essential Question: What shapes can you name by knowing the number of sides and vertices?

Objective: Name 3-, 4-, 5-, and 6-sided shapes according to the number of sides and vertices.

Vocabulary: side, vertex, vertices, quadrilateral, pentagon, hexagon.

Standard: 2.G.A.1

Essential Question: How would you describe the faces of a rectangular prism and the faces of a cube?

Objective: Identify three-dimensional shapes.

Vocabulary:  face, edge, vertex, vertices

 

Standard: 2.G.A.1

Essential Question: What objects match three-dimensional shapes?

Objective: Identify three-dimensional shapes.

Vocabulary: cube, cylinder, rectangular prism, sphere, cone

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. 

Standard: 2.MD.D.10, 1.MD.C.4

Essential Question: How do you use a picture graph to show data?

Objective: Interpret data in picture graphs and use that information to solve problems. 

Vocabulary: picture graph, key

Standard: 2.MD.D.10, 1.MD.C.4

Essential Question: How do you use a tally chart to record data from a survey?

Objective: Collect data in a survey and record that data in a tally chart. 

Vocabulary: survey, data, tally chart, tally marks

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.

Standard: 2.MD.A.4

Essential Question: How do you find the difference between the lengths of two objects?

Objective: Measure and then find the difference in the lengths of two objects.

Standard: 5.OA.A.1, 5.OA.A.2

Objective: Solve problems involving adding and subtracting lengths by using the strategy draw a diagram.

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

Standard: 2.MD.A.1

Essential Question: How do you use a centimeter ruler to measure length?

Objective: Measure lengths of objects to the nearest centimeter using a centimeter ruler.

Vocabulary: centimeters

Standard: 2.MD.A.3

Essential Question: How do you use known lengths to estimate unknown lengths?

Objective: Estimate lengths of objects in centimeters by comparing them to known lengths.

Vocabulary: centimeters

Standard: 2.MD.D.9

Essential Question: How can a line plot be used to show measurement data?

Objective: Measure the lengths of objects and use a line plot to display the measurement data.

Vocabulary: line plots, length

There will be no math assignments completed today.

Standard: 2.MD.A.1

Essential Question: How do you choose a measuring tool to use when measuring lengths?

Objective: Select appropriate tools for measuring different lengths.

Vocabulary: measuring tape, yardstick, inch ruler

Standard: 2.MD.B.5, 2.MD.B.6

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

Objective: Solve addition and subtraction problems involving the lengths of objects by using the strategy draw a diagram.

 

Standard: 2.MD.A.1

Essential Question: How do you use an inch ruler to measure lengths?

Objective: Measure the lengths of objects to the nearest inch using an inch ruler.

Standard: 2.MD.A.3

Essential Question: How do you estimate the lengths of objects in inches?

Objective: Estimate the lengths of objects by mentally partitioning the lengths into inches.

Vocabulary: inches

Standard: 2.MD.C.7

Learning Target: Tell and write times in quarter hours and to the nearest five minutes (in a.m. and p.m.) using analog and digital clocks. 

Purpose: Students explore and share ideas for identifying the hour and the minutes shown on the clock.  

Standard: 2.MD.C.7

Learning Target: Tell and write times in quarter hours and to the nearest five minutes (in a.m. and p.m.) using analog and digital clocks.

Purpose: In this session, students draw on previous knowledge of telling time to read to show the time shown on an analog clock. 

Students will be completing a test over time and money.

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

Standard: 2.MD.C.7

Essential Question: How do you use A.M. and P.M. to describe times?

Objective: Tell and write time using A.M. and P.M.

Vocabulary: noon, midnight, A.M., P.M.

Standard: 2.MD.C.7

Essential Question: What are the different ways you can read the time on a clock?

Objective: Practice telling time to the nearest five minutes.

Vocabulary: quarter past, half past

Standard: 2.MD.C.7

Essential Question: How do you tell and show time to five minutes?

Objective: Tell and write time to the nearest five minutes.

Vocabulary: hour, hour hand, minute hand, minutes

Standard: 2.MD.C.7

Essential Question: How do you tell time to the hour and half hour on a clock?

Objective: Tell and write time to the hour and half hour.

Vocabulary: minutes, half past, hour hand, minute hand

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. 

Objective: Reason about values of coins and find different ways to make the same total value. Essential Understanding: Good math thinkers know how to think about words and numbers to solve problems. 

Vocabulary: tally marks

 

Objective: Solve problems with dollar bills. 

Essential Understanding: Each kind of bill has a specific value, and the value of the bills can be used to solve problems about money. Word problems about money can often be solved by adding and subtracting. 

Objective: Solve problems with dollar bills and coins that model 100 cents. 

Vocabulary: dollar, dollar sign, dollar bill

Essential Understanding: Money is measurable and can be quantified using dollar and cent amounts. Each kind of bill has a specific value. You can count to find the total value of a group of dollar bills. 

Students will complete module 7 assessment. 

Learning Objective: Order combinations of coins by value and then find the total value. 

Language Objective: Explain how to order coins from greatest to least value. Explain why coins are ordered from greatest to least value before counting on to find the total value. 

Vocabulary: New: greatest value, least value

 

 

Learning Objective: Identify and find the total value of combinations of quarters, dimes, nickels, and pennies. 

Language Objective: Explain the value of nickels and quarters in terms of cents. Explain how to combine coins, order coins, and find the total value by counting on. 

Vocabulary: New: nickel, quarter

Learning Objective: Explore the relationship between place value and coins (dimes and pennies). 

Language Objectives: Explain the relationship between dimes and pennies. Explain how to use tens and ones to describe dimes and pennies. 

Vocabulary: Review: tens and ones

New: cent sign, dimes, penny

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

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

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. 

Standard: 2.NBT.B.7

Essential Question: How do you regroup when there are zeros in the number you start with?

Objective: Record subtraction using the standard algorithm when there are zeros in the minuend. 

 

Standard: 2.NBT.B.7

Essential Question: How do you know when to regroup in subtraction?

Objective: Record 3-digit subtraction using the standard algorithm with possible regrouping of both hundreds and tens.

Standard: 2.NBT.B.7 and 2.NBT.B.9

Essential Question: When do you regroup hundreds in subtraction?

Objective: Record 3-digit subtraction using the standard algorithm with possible regrouping of hundreds.

 

Standard: 2.NBT.B.7

Essential Question: How can making a model help when solving subtraction problems?

Objective: Solve problems involving 3-digit subtraction by using the strategy 'make a model'. 

 

Standard: 2.NBT.B.7

Essential Question: When do you regroup tens in subtraction?

Objective: Record 3-digit subtraction using the standard algorithm with possible regrouping of tens.

Vocabulary: regroup, difference

Standard: 2.NBT.B.7

Essential Question: How do you know when to regroup in addition?

Objective: Record 3-digit addition using the standard algorithm with possible regrouping of tens and ones.

 

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

Standard: 2.NBT.B.7

Essential Question: When do you regroup tens in addition?

Objective: Record 3-digit addition using the standard algorithm with possible regrouping of tens. 

Standard: 2.NBT.B.7

Essential Question: When do you regroup ones in addition?

Objective: Record 3-digit addition using the standard algorithm with possible regrouping of ones.

Vocabulary: regroup

Standard: 2.NBT.B.7

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

Objective: Apply place value concepts when using a break apart strategy for 3-digit addition. 

Vocabulary: addends, sums

Standard: 2.NBT.B.7

Essential Question: How do you draw quick pictures to show adding 3-digit numbers?

Objective: Draw quick pictures to represent 3-digit addition. 

Vocabulary: hundreds, tens, ones

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 complete review test from book to get ready for Chapter 5 Test. 

Standard: 2.OA.A.1

 

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

Standard: 2.OA.A.1

Essential Question: How do you decide what steps to do to solve a problem?

Objective: Analyze word problems to determine 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. 

Standard: 2.OA.A.1

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

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

Vocabulary: number sentence

Standard: 2.NBT.B.5

Essential Question: How can you use addition to solve subtraction problems?

Objective: Use addition to find differences. 

Vocabulary: difference

Standard: 2.NBT.B.5

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

Objective: Rewrite horizontal subtraction problems vertically in the standard algorithm form.

Vocabulary: digits, tens, ones

Standard: 2.NBT.B.5

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

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

 

Students will be completing a mid-chapter quiz. 

Standard: 2.NBT.B.5

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

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

Standard: 2.NBT.B.5

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

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

Standard: 2.NBT.B.5 

Essential Question: When do you regroup in subtraction?

Objective: Model 2-digit subtraction with regrouping. 

Vocabulary: regroup

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. 

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:

Reading:

Language:

CKLA Knowledge:

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: 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. 

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 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 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 describe a 2-digit number as 
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.

 

Vocabulary: digits

Essential Question: Why can an even number be shown as the 
sum of two equal addends?

 

Objective: Write equations with equal addends to 
represent even numbers

 

Vocabulary: addition sentence

Students will complete chapter 1 pre-assessment.