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Week 4 Lesson Second Grade

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The following lessons are for the 4th week of school in a second grade classroom using the common core standards. Click the links for each day’s lessons.

Reading

Standard covered this week: ELACC2RL1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Monday Lesson

Tuesday Wednesday Thursday Lesson

Friday Lesson

 

Writing

Standard covered this week: ELACC2W3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Monday Lesson

Tuesday and Wednesday Lesson

Thursday Lesson

Friday Lesson

 

Math

Standard covered this week: CCGPS: MCC2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. CCGPS: MCC2.NBT.1 Understand that the three digits of three-digit number represent amounts of hundreds, tens, and ones

Monday and Tuesday Lesson

Wednesday and Thursday Lesson

Friday: math exemplar: Today I will do a math exemplar word problem as a whole class, but not giving them answers. Allow students to think it through and tell you what to do next. You could also allow time for them to try it on their own, monitoring how they are doing. Then have them flip their page, do it together, and they can compare how well they did to an expert way of solving the problem.

Social Studies

Standard covered this week:  SS2H1 The student will read about and describe the lives of historical figures in Georgia history.  a. Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership and human rights).

Monday: Introduce Mary Musgrove through Pebble Go, and have students fill out the activity.

Tuesday and Wednesday: Read the American Hero book about Mary Musgrove and students write 5 interesting facts about her.

Thursday: Connect Mary Musgrove to James Oglethorpe and how they worked together to benefit Georgia. Students write about it.

Friday: Quiz on Mary

 

Word Study

This week we will be studying short vowels with blends and diagraphs. Spelling: back, want, small, ask, think, still, plus any review words or other words that fit this week’s word study categories.

Monday: Review some beginning blends: st, sh, sm, sl, sk, sp and do a word sort. Label the words with short vowels or long vowels.

Tuesday: Th and ch beginning words.

Wednesday: crossword of blends taught already-s’s and th

Thursday: practice blends and digraphs: ch, tr, fl, fr, and any others you would like to cover.

Friday: spelling test



Place Value Up to Thousands

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Topic:

Place Value up to 1, 000

Standards:

CCGPS: MCC2.NBT.1 Understand that the three digits of three-digit number represent amounts of hundreds, tens, and ones

Essential Question:

How do we make numbers using base ten blocks?

Duration:

about 4 days, 1 hour each day

Materials:

pre-made flip books with 4 flaps, base 10 blocks, marker

Overview or notes pertaining to lesson:

Students will learn the places in a number from the ones place to the thousands place.

Mini Lesson:

Day 1: Introduce students to the ones place with the unit base 10 blocks. Discuss and practice counting them.

Day 2: Introduce students to the tens place with the unit base 10 blocks. Discuss and practice counting them.

Day 3: Introduce students to the hundreds place with the unit base 10 blocks. Discuss and practice counting them.

Day 4: Introduce students to the thousands place with the unit base 10 blocks. Discuss and practice counting them.

Guided Practice/Independent Practice:

Have students get into their groups: Group 1: spin and graph(pre-made game board and spinner from SuperSource-will have to quickly introduce this), Group 2: math playground-number bonds/smartboard: dogbone, Group 3: me: make the flip book-day 1: ones place, day 2: tens place, day 3: hundreds place, day 4: thousands place , Group 4: any previously learned. Rotations are about 10 min

Closing:

Review each place and relate each to each other- 10 ones=1 ten, 10 tens=1 hundred, etc.



Fluently Make 10 and 20

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Topic:

Making 10 and 20

Standards:

CCGPS: MCC2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. 

Essential Question:

How do we make 10 and 20

Duration:

About 1 hour

Materials:

ten frames printed, color tiles, math games

Overview or notes pertaining to lesson:

Students will practice making 10 and 20 so that they become more fluent when adding within 10 and 20. This lesson lasts for 2 days.

Mini Lesson/Guided Practice:

Introduce new game: Hundreds chart game in which students roll dice and move their marker along the hundreds chart-adding what they roll. Show how to play and allow some practice/modeling by students

Independent Practice:

Split into math groups pre-made by teacher according to pretests. Group 1: frames of 10-color and write number sentences to show how to make 10. Group 2: computer- math playground-number bonds/smartboard: dogbone, Group 3: me: make 20 with a 20-frame-color and write number sentences. Group 4: dice game with hundreds chart. Rotations are longer today-about 20 min, so we will only have 2 rotations. Finish the last 2 rotations the next day.

Closing:

Review different ways to make 10 and 20.



Making Ten

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Topic:

Making ten

Standards:

CCGPS: MCC2.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.

CCGPS: MCC2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Essential Question:

How do we make 10?

Duration:

about 1 hour

Materials:

math games, word problem, ten frames

Overview or notes pertaining to lesson:

Students will practice making ten and review patterns and addition.

Mini Lesson:

The mini lesson will help the independent work groups do their jobs today; it does not address the essential question. Write the problem on chart paper (from Super Source): Children in Mr. Brown’s class are collecting aluminum cans to recycle. They are following a pattern while they collect. On day 1 they collected one can. On day 2 they collected two cans. On day 3 they collected three cans. On day 4 they collected four cans. What pattern are they following? How can the pattern help you find out how many aluminum cans they will have in all by the end of day 10?

Guided Practice:

During mini lesson do the Read and Understand and Plan steps of the problem solving process for this question (plan to solve using manipulatives and a picture. Give students the chart which they will use with the manipulatives and instruct them to draw in their journals after using manipulatives and answer the question completely.

Independent Practice:

Split students into groups: Group 1: odd/even game, tic-tac-toe addition, pattern activity, or salute (you decide what you want them to do, or allow a choice), Group 2: teacher-use 10 frames to practice different ways to make 10 with red/yellow chips. Write the combinations for making 10, Group 3: odd/even game, tic-tac-toe addition, pattern activity, or salute, Group 4: math addition activity on the computers or smartboard (I have 3 computers in my classroom, so the other 3-4 students in the group work at the smartboard. I usually have about 6 kids in each math group.) After about 10 minutes, clap for attention, clean up, and rotate. Remember to correct behaviors immediately and praise good behaviors. Feel free to switch up any of those math games with others at any time.

Closing:

Journal Entry: Review the can collection math problem if all groups have finished the problem.



Problem Solving: Check

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Topic:

Problem solving process: check

Standards:

MCC2.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 Question:

How do mathematicians check their work?

Duration:

About 1 hour

Materials:

chart with problem solving steps, marker, math games, word problems

Overview or notes pertaining to lesson:

Students will learn the last step of the problem-solving process: Check

Mini Lesson:

The past few days we have talked about the problem solving process: Read and Understand, Plan, Solve. Today we are going to do the last step in the process: Check. Once you solve a problem, you’re not done. You need to check your work and make sure you have done everything correctly. To check you can solve the problem in a different way or look back at your work and look back at what the problem says.

Guided Practice:

Solving a different way probably won’t work very well with this type of problem. Practice with Lynn’s Ladder, looking back at what the story says, and matching it to the work we have done to make sure everything looks correct. Then check the sentence we wrote as our answer to make sure we stated the correct answer and that it makes sense. Math always needs to make sense.

Independent Practice:

Group 1: pattern activity with base ten blocks from day 7, Group 2: teacher-allow students to practice the “Plan” step with a different exemplar problem (use the same one you used in the last lesson), Group 3: tic tac toe, Group 4: odd/even game. After about 10 minutes, clap for attention, clean up, and rotate. Remember to correct behaviors immediately and praise good behaviors. Feel free to switch up any of those math games with others at any time.

Closing:

Journal Entry: Review all 4 problem solving steps.



Problem Solving Step 3: Solve

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Topic:

Problem solving method- Solve Step

Standards:

MCC2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

Essential Question:

How do mathematicians solve problems?

Duration:

About 1 hour

Materials:

math games, chart with problem solving process, word problems

Overview or notes pertaining to lesson:

Students will learn step 3 of the problem solving process: Solve.

Mini Lesson:

So far we have discussed the first 2 steps in the problem solving process: Read and Understand, and Plan. Today we will move to step 3: Solve. We chose our strategy yesterday and we said that we would draw a picture of Lynn’s ladder. Today, we are going to do just that to solve the problem.

Guided Practice:

Together, draw the ladder according to the directions given in the problem. Make sure to add details to your picture, such as numbers (for rungs), words (colors), and talk about the picture and what students notice about it (patterns). Answer the question together using the picture. Write the answer in words.

Independent Practice:

Split students into groups for independent practice/work. Group 1: pattern activity with base ten blocks from day 7, Group 2: teacher-allow students to practice the “Solve” step with a different exemplar problem (use the same one you used in the last lesson), Group 3: tic tac toe, Group 4: odd/even game. After about 10 minutes, clap for attention, clean up, and rotate. Remember to correct behaviors immediately and praise good behaviors.

Closing:

Journal Entry: Review step 3: Solve. Talk about how important it is to show your thought process during this step using pictures, words, numbers, and a sentence stating your answer.