Learning Guide - ELA And Math SECOND GRADE

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Learning Guide - ELA and MathSECOND GRADE1

TABLE OF CONTENTSCLICK ON LINKS BELOW TO ACCESS RESOURCESENGLISH LANGUAGE ARTS (ELA)Section 1: Student Resource pages 5-11 VocabularyStudent Choice BoardStudent Answer SheetsThis section contains a list of skills that the students will be working on while readingand completing the tasks. Targeted vocabulary words have been identified. There arelinks to videos to provide students with the necessary background knowledge. There isa Student Choice Board in which students will select to complete 4 out of the 9activities. Student answer sheets are provided for students to show their work.Section 2: Student Text: Change Makers . pages 12-27 Text to use for Student Choice Board activitiesThis section provides a copy of the text to use for Shared Reading while in school andStudent Choice Board activities while in school or at home (see Section1).Section 3: Answer Key . pages 28-32 Sample student repliesThis section contains possible student replies for each activity from the Choice Board.This can be used to check the student’s work. .2

TABLE OF CONTENTS CONTINUEDCLICK ON LINKS BELOW TO ACCESS RESOURCESMATHTopic Overview: Fluently Subtract Within 100 pages 33-67 Student SheetsAnswer KeysTopic Overview: Using Operations with Whole Numbers (0-1000) toSolve Problems .pages 68-91 Student SheetsAnswer KeysTopic Overview: Make True Equations pages 92-103 Student SheetsAnswer KeysTopic Overview: Work with Money . pages 104-130 Student SheetsAnswer Keys3

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Grade: 2 Subject: Math (from enVision Mathematics, Common Core, 2020, Grade 2)Goes with Pages: 1-36Topic: Fluently Subtract Within 100What Your Student is Learning:1. When you use place-value materials to subtract a one-digit whole number from a two-digit wholenumber, sometimes you need to decompose (break down) 1 ten and represent it as 10 ones.2. When subtracting you can start with the tens or the ones. When subtracting two-digit numbers youcan subtract the tens and then subtract the ones by making a 10 (decompose a ten to its 10 ones).3. Two-digit numbers can be broken apart to make it easier to subtract them mentally and subtractionproblems can be solved using different subtraction strategies.4. Two-step word problems can be solved by first identifying the hidden question and then using theanswer to the hidden question to solve the question stated in the problem.5. Using a bar diagram for word problems is helpful.Background and Context for Parents: Fluently means that the students have efficient and accurate methods for solving. It doesn’t meanfast, so if your student has a way that makes sense, doesn’t involve unnecessary steps, and it getthem the correct answer, that’s to be celebrated. Students aren’t adding/subtracting how we learned, instead they are discovering and learningdifferent strategies to add numbers based on place value. See below or re-teaching pages:Ways to support your student: Read the problem outloud to them. Remember, the topic is about strategies, so encourage them to use their strategies. This waystudents will have a better understanding of place value and create their own understanding. Before giving your student the answer to their question or specific help, ask them “What have youtried so far?, What do you know?, What might be a next step? After your student has solved it, and before you tell them it’s correct or not, have them explain to youhow they got their solution and if they think their answer makes sense.Online Resources for Students: Base ten blocks: https://apps.mathlearningcenter.org/number-pieces/ Game: graders?topics subtraction341

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Grade: 2Subject: MathGoes with Pages: 37-61Topic: Using Operations with Whole Numbers (0-1000) to Solve ProblemsWhat Your Student is Learning:1. A bar diagram can be used to show the relationship between quantities in a real-world problem, andan equation can be written to represent that relationship.2. Strategies for adding and subtracting whole numbers can be used to find the unknown quantities.3. Sometimes a problem has an unstated, or hidden question that you need to answer before you canfind the final answer. Sometimes the answer to one problem is needed to find the answer to anotherproblem.Background and Context for Parents: Students aren’t adding the way we learned with carrying, instead they are discovering and learningdifferent strategies to add numbers based on place value, which keeps the actual value of thenumber in tact. The re-teaching pages in this section do a great job of showing the strategies you canencourage your student to use. Also see below for some information on how to create bar diagramsto represent the word problems.Ways to support your student:1. Read the problem outloud to them.2. Encourage them to use the Three Reads strategy: http://www.sfusdmath.org/3-read-protocol.html3. Ask them what they notice and wonder about the word problem before they solve it. That allows themto understand the problem first before they even try to solve it. Here is a video about the importanceof noticing and wondering: https://www.youtube.com/watch?v a-Fth6sOaRA4. Before giving your student the answer to their question or specific help, ask them “What have youtried so far?, What do you know?, What might be a next step?5. After your student has solved it, and before you tell them it’s correct or not, have them explain to youhow they got their solution and if they think their answer makes sense.Online Resources for Students: Online game: https://www.gregtangmath.com/howmany6837

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Topic: Make True EquationsWhat Your Student is Learning: An equation can have different numerical expressions on each side of the equal sign, but each hasthe same value.Background and Context for Parents: This topic builds off of the idea that an equation isabout balance. Understanding the quantity (not thenumber) on one side needs to be the same as thequantity on the other side is important for students tounderstand as many students have the misconceptionthat the equal sign simply means that the answer iscoming.Ways to support your student: Transfer problem onto blank paper for your student to show all their thinking without worrying aboutspace. Sometimes students try to hold all the numbers in their head if they don’t have space. Guessing and checking is a good strategy to start so if your student is stuck, tell them to just put indifferent numbers and see if it makes the equation true. You can discuss what numbers make senseto try as in the example above, 50 and 0 don’t make sense to even try. Once your student becomes confident with guessing and checking, ask them if there is any thinkingthey can do before they guess a number. Before giving your student the answer to their question or specific help, ask them “What have youtried so far?, What do you know?, What might be a next step? After your student has solved it, and before you tell them it’s correct or not, have them explain to youhow they got their solution and if they think their answer makes sense.Online Resources for Students: Online game (make sure your student only does addition or 62

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Grade: 2Subject: MathGoes with Pages: 77-102Topic: Work with Money10474

What Your Student is Learning:1. Each kind of coin has a specific value unrelated to its physical size.2. Money is measurable, and the value of coins can be quantified using cent amounts.3. Each kind of bill has a specific value. You can count to find the total value of a group of dollar bills.4. The value of the bills can be used to solve problems about money. Word problems about money canoften be solved by adding and subtracting.5. Good math thinkers know how to think about words and numbers to solve problems.Background and Context for Parents: The main goal of this topic is for students to be able to count money accurately. There is a focus onadding and subtracting, but if your student can count forward and backwards in increments of1,5,10,25, and 20, then they will be able to add and subtract more fluently. Below is some of the learning your students will be doing around money:Ways to support your student:1. Read the problem outloud to them.2. Talk about the value of the bills and coins whenever you have a chance. You can even have themcount all the change in your pocket. Just keep it to dollars and cents, not decimals.3. Ask them what they notice and wonder about the money before they solve the problem.4. Before giving your student the answer to their question or specific help, ask them “What have youtried so far?, What do you know?, What might be a next step?5. After your student has solved it, and before you tell them it’s correct or not, have them explain to youhow they got their solution and if they think their answer makes sense.Online Resources for Students:Online Games: https://www.abcya.com/games/learning coins https://www.gregtangmath.com/coinbubble https://www.abcya.com/games/break the bank sorting https://www.abcya.com/games/money counting10575

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This section contains a list of skills that the students will be working on while reading and completing the tasks. Targeted vocabulary words have been identified. There are links to videos to provide students with the necessary background knowledge. There is a Student Choice Board in which students will select to complete 4 out of the 9 activities. Student answer sheets are provided for .

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