Last week, we began our final unit, Chapter 15, “Identify and Partition Shapes.” In this chapter, your student learned how to describe and identify two-dimensional shapes, using angles, sides, and vertices. Your student also began to explore fraction concepts by dividing two-dimensional shapes into equal parts: halves, thirds, and fourths.  

This week, students will continue to divide 2-D shapes into equal parts. Students will take the Chapter 15 post-test, and then take the Post-Course Test for 2nd Grade.  

Last week, students learned to represent and interpret Data.  Students used picture graphs, bar graphs, and line plots to organize data and then answer questions about the graphs.

This week we will begin Chapter 14, “Money and Time.” In this chapter, your student will learn how to determine the value of money, make change, and solve problems involving money. Your student will also learn to tell time to the nearest five minutes, as well as before and after the hour. Some of the vocabulary words for this chapter are dollar, cents, dollar sign, cent sign, a.m., p.m., midnight, and noon.

Before the break, we finished up Chapter 11, “Measure and Estimate Lengths,” and started Chapter 12, “Solve Length Problems.” In this short chapter, your student is learning to solve word problems that involve adding and subtracting lengths. 

This week, students will solve length word problems to find missing measurements and then have a review day of solving a variety of word problems involving adding and subtracting length. On Thursday, we will take the Chapters 11 and 12 Post-Test. On Friday, we will take the Chapter 13 Pre-test, “Represent and Interpret Data.” Based on how the students perform on the Chapter 13 pre-test, I will determine what lessons will need to be taught the following week. 

Last week, we began Chapter 11, “Measure and Estimate Lengths.” We took the pretest on Tuesday. On Wednesday, we began our unit by learning about the measurement tools of rulers, yard sticks, and meter sticks and how to use them appropriately. 

This week, students will use their knowledge of measuring tools to measure objects in the classroom in centimeters, meters, inches, and yards. The students will determine which tool is appropriate to measure objects. For example, a yardstick is used to measure a table rather than an inch ruler. Then students will measure an object in one unit, then measure it again in a different unit, and then compare the measurements. 

Here are a few ways to engage with your student. 

1.  Ask your student to select various items around the home to measure. Have your student measure each object in centimeters and then in inches. Talk about why the measurements are different. Ask, “Why does it take more centimeters than inches to measure the same object?”  

1. Ask your student to measure a larger object or area, such as the length of your car or the length of his or her bed. Ask your student to decide which tool is most appropriate to measure that object. Then ask, “Why is it not a good idea to measure that object with an inch ruler or in centimeters?”  

1. Have your student practice estimating lengths of various objects. Ask, “About how long do you think the table is?” Talk about his or her estimates, and then measure the object. Then discuss whether the estimates were close or not. • Model other scenarios, making sure to use terms such as “estimate,” “appropriate tool,” and “measure.

Last week, we focused on Chapter 8, “Count and Compare Numbers to 1,000.” Many students showed their knowledge of Comparing Numbers on our Pre-test, so this was a short unit, filling in some gaps in knowledge. Your student used various strategies such as place value and number lines to count by ones, fives, tens, and hundreds. These strategies will help your student identify the missing numbers in a set of numbers and compare numbers to determine which one is greater or less than another number. As with previous concepts, students struggled to apply their learning to word problems, so this was where we focused our efforts.  

On Friday, students also took the Chapter 9 Pretest. This week, we will begin Chapter 9, “Add Numbers Within 1,000.” In this chapter, your student will learn to add numbers with sums in the hundreds, up to 1,000. Students will use various strategies such as place value, open number lines, and compensation to add one-, two-, and three-digit numbers. Your student will also identify when regrouping is needed to add numbers. The vocabulary phrase for this chapter is compatible numbers. 

Last week, students took the Chapter 7 Post-Test and Chapter 8 Pre-test. Students did much better on the Chapter 7 Post-Test after filling in some gaps. Students also did well on the Chapter 8 Pre-test but struggled with applying the concepts in word problems. We began Chapter 8, “Count and Compare Numbers to 1,000” on Wednesday, with a focus on the word problems.  

In Chapter 8, your student will be using various strategies such as place value and number lines to count by ones, fives, tens, and hundreds. These strategies will help your student identify the missing numbers in a set of numbers and compare numbers to determine which one is greater or less than another number. 

Last week, we focused on Chapter 7, “Understand Place Value to 1,000.” Many students showed their knowledge of Place Value on our Pre-test, so this was a short unit, filling in some gaps in knowledge. We focused on these concepts:  

• Identifying the value of each digit, depending on whether the digit is in the ones, tens, or hundreds place.  
• Identifying groups of tens as hundreds. 
• Read and write numbers up to 1,000 in standard form (for example, 262), expanded form (for example, 200 + 60 + 2), and word form (for example, two-hundred sixty-two). 
• Represent numbers in different ways. 

This week, students take the Chapter 7 Post-Test, and Chapter 8 Pre-Test. Chapter 8, “Count and Compare Numbers to 1,000” will begin on Wednesday. Your student will be using various strategies such as place value and number lines to count by ones, fives, tens, and hundreds. These strategies will help your student identify the missing numbers in a set of numbers and compare numbers to determine which one is greater or less than another number. 

Before Winter break, we began Chapter 6 - “Fluently Subtract within 100.” This chapter has a heavy focus on regrouping with subtraction. This is what many adults know as “Borrowing.” Typically, this strategy is confusing to kids, so students began by using models (blocks), and by subtracting a one-digit number from a two-digit number. For example, 21-6 =? 

This week, students will continue the concept of regrouping. On Monday, we will review subtracting a one-digit number from a two-digit number. During the rest of the week, we will learn to subtract a two-digit number from a two-digit number. For example, 21-16 =?  

Math 

Before Thanksgiving break, students took the Chapter 4 Post-test and Chapter 5 Pre-test. At the end of the week, students learned to use the strategy of using an open number line to subtract two-digit numbers. The YouTube video in the previous link is a great explanation of the strategy if you are interested.  

This week, we will learn the strategies, “Use Addition to Subtract on an Open Number Line,” and “Decompose to Subtract.” 

With the strategy, “Using Addition to subtract,” students will use their knowledge of how to count on from the smaller number.

With the strategy, “Decompose to Subtract,” students will break apart the number being subtracted to get to a decade number. Then, students will subtract the other partner number to find the difference.  

For example: 

 53 - 7 =?  

Break the 7 into a 3+4 

Subtract: 53 - 3 = 50, then 50 - 4 = 46.  

So, 53 – 7 = 46