Two-Digit Subtraction with regrouping was tough! Here are some online games to help with that:
Soft Schools’ 2-Digit Subtraction Game
Cool Math 4 Kids’ Subtraction Page
This week, we will revisit “Thundercake” and plan to start “The Art Lesson”. Here are some learning links to get you interested.
For “Thundercake”
For “The Art Lesson”
Challenge: Practice Using Quotation Marks
Challenge: Soft Schools’ Quotation Marks Quiz
We will also revisit “Ant” by Rebecca Stefoff to practice close reading and reporting on informational text. Here are some further resources to help you learn more:
*Enchanted Learning page about ants
*An “Ant” story summary
*Fiction or Nonfiction? – practice
Language Arts:
Unit 6: Literature Study
Questions: How does comparing/contrasting different versions of the same story from other cultures help expand students’ worldview and connection to other cultures? How can a writer convey their opinion about a story and support their opinion?
Standards:
2.RI.3 Know and apply grade-level phonics and word analysis skills in decoding words:
- Distinguish long and short vowels
- Know spelling-sound correspondences for vowel teams
- Decode two-syllable words with long vowels
- Decode words with common prefixes and suffixes
2.RL.9 (Literature Study) Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
2.W.1 (opinion) Write opinion pieces in which they introduce a topic or book they are writing about, state an opinion, supply reasons that support that opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
2.W.7 Participate in shared research and writing projects
2.W.8 Recall information from experiences or gather information from provided sources to answer a question
2.SL.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
Vocabulary/Conventions Focus Areas for this unit:
Editing phase of writing, with emphasis on Conventions (Capitalization, Punctuation, Spelling) and Usage (Organization; Grammar); parts of speech; possessive nouns; verbs.
Spelling Words
|
1. running |
2. batted |
3. clapped |
|
4. stopped |
5. getting |
6. shopping |
|
7. stepped |
8. hugging |
9. pinned |
|
10. sitting |
11. telling |
12. cutting |
|
13. jumped |
14. walked |
15. chased |
Math:
Units 17 and 18: Using Place Value and Patterns with numbers to 1,000 AND Using strategies to add and subtract three-digit numbers
Purpose/Focus:
Unit 17: Students have ample practice learning that all numbers between 100 and 999 can be broken down into hundreds, tens, and ones. They will learn to interpret the value of a digit in a multi-digit numeral by the value of its position in the number. They will use 10 as a benchmark when adding and subtracting whole numbers. (SJUSD Division of Instruction, June 2013)
Unit 18: Students will use pictures, number lines, and base ten blocks to show their reason. They will have ample practice composing and decomposing three-digit numbers, using 10 as a base to regroup or create smaller numbers, and adding and subtracting to the thousands.
2.MBT.2, 2.NBT.3, 2.NBT.4: Students will understand that the three digits of a three digit number represents hundreds, tens, and ones; they will understand that 100 can be thought of as a bundle of tens called “a hundred”, that 100, 200, 300 etc., refer to 1 hundred, 2 hundreds, 3 hundreds, etc.. Students will also count within 1,000, including skip-counting by 5s, 10s, and 100s.
2.MBT.7 and 2.MBT.8: Students will add and subtract within 1,000 using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. They will understand that when subtraction three-digit numbers, they are going to subtract ones from ones, tens from tens, and hundreds from hundreds. They will also be able to mentally add 10 or 100 to a given number and mentally subtract 10 or 100 from a given number.
Standards for Mathematical Practice:
MP6: Attend to precision. Communicate precisely with others and try to use clear mathematical language when discussing their reasoning.
MP7: Look for and make use of structure. See complicated things as single objects or as being composed of several objects.
MP1: Make sense of problems and persevere in solving them.
MP5: Use appropriate tools strategically.
E-2 Excellence 