This week in math, we will conclude Chapter 6, “Fluently Subtract within 100.” On Wednesday, we will learn about how to solve one and two-step word problems when subtracting two-digit numbers in problems that require regrouping. On Thursday, we will take the Chapter 6 Post-Test and the Chapter 7 Pretest. We will begin Chapter 7 on Friday.

In Chapter 7, “Understand Place Value to 1,000,” your child will solidify his or her understanding of place value. They will learn the value of each digit, depending on whether the digit is in the ones, tens, or hundreds place. Your child will learn to read and write numbers up to 1,000 in standard form, expanded form, and word form.

The vocabulary words for Chapter 7 are:

• Hundred
• hundreds place
• thousand
• expanded form
• standard form
• word form.

Our learning targets this week are:

• Solve one- and two-step word problems. Two-step word problems can be tricky because only one question is clearly asked, even though two steps are needed. Students learn to identify the given information, figure out what the problem is asking, choose a strategy, and explain how they solved it.

Example:
You have 45 marbles. You give 18 to one friend and 12 to another. How many marbles do you have left?

Step 1: 45 − 18 = 27
Step 2: 27 − 12 = 15

By breaking the problem into parts and using strategies they’ve learned, students build confidence in solving multi-step problems.

• Identify groups of tens as hundreds. Students will circle ten groups of ten, then tell how many tens and hundreds are modeled, and then write the number. For example: 20 tens, or 2 hundreds, or 200.

Ways to Support Math at Home

• Practice Subtraction Facts: Quick recall of basic subtraction (like 13–5 or 9–4) makes regrouping much easier. A few minutes of flashcards, card games, or saying facts aloud while driving can make a big difference.
• Talk Through Word Problems: When reading a word problem together, ask questions like, “What is the problem asking?”, “What information do we already know?”, and “What should we do first?” This helps strengthen reasoning and problem-solving skills.
• Explore Tens and Hundreds: Use everyday items like coins, pasta, or blocks to make groups of ten. Then group ten tens to make a hundred. You might say:
  “Let’s count 10 groups of 10. How many do we have altogether?”
  This hands-on practice supports understanding place value.

This week, we will continue Chapter 6, “Fluently Subtract within 100.” This chapter places a strong emphasis on regrouping with subtraction. This is what many adults know as “Borrowing.” Typically, this strategy confuses kids, so students begin by using models (blocks) and subtracting a one-digit number from a two-digit number. For example, 21-6 =?

There are no new vocabulary words for this chapter.

Our learning targets for this week are:

• Use Models to subtract a one-digit number from a two-digit number. Students will determine if regrouping is necessary when subtracting. If needed, they will trade 1 ten for 10 ones to make the subtraction possible. Then, they will subtract to find the difference.

• Use models to subtract a two-digit number from a two-digit number. They will first decide if regrouping is needed, and if so, they will trade 1 ten for 10 ones to help complete the subtraction. Using their model, students will then subtract and solve for the difference.

• Subtract a one- or two-digit number from a two-digit number. Students will first check to see if they have enough ones to subtract. If not, they will regroup by breaking apart a ten into 10 ones. After adjusting the numbers as needed, they will subtract to find the difference.

• Use addition to check subtraction. Students will solve a subtraction problem and use addition to check the difference.

Ways to Support Math at Home

• Practice Basic Addition Facts. Being able to recall single-digit addition facts quickly (for example, 7+8 or 9+6) helps students solve larger subtraction problems with more confidence. A few minutes of practice each day can make a big difference. If you'd like something easy to use at home, XtraMath is a great online tool for quick, daily fact review.Talk about the total amount of money your child has saved. Then talk about how much money will be left after spending some of it. For example, “You had $24. You spent $8 to buy a book. How many dollars do you have left? How did you find the difference?”

• Pose a problem like this: “You have $62. After buying a pair of shoes, you have $18 left. How much did the shoes cost?” Have your student explain the strategy they use to find the answer.

• Ask your student to use a store ad to determine several items with a total cost of less than $100. Have your student find how close the total is to $100. Use only whole-dollar amounts. Have your student use addition to check their subtraction.

• Model other scenarios, making sure to use terms such as “difference,” “subtract,” and “strategy.”

Math

We will conclude Chapter 5, “Fluently subtract within 10,0” this week.

On Wednesday, we will take the Chapter 5 post-test and the Chapter 6 Pre-test.

On Thursday, we will begin Chapter 6, “Fluently Add Within 100.” In this chapter, your student continues to learn and practice strategies for subtracting numbers. These strategies include using regrouping (“borrowing”), place value, and part-part-whole models. There are no new vocabulary words for this chapter.

Our learning targets for this week are:

This week’s learning goals are:

• Choose a strategy to subtract. In this lesson, students will review the strategies learned in this chapter and then choose a strategy to use when subtracting, solve the problem, and explain the strategy they used.

• Solve 2-Step Subtraction Problems. Two-step subtraction problems can be challenging because even though two actions happen in the problem, there is usually only one question asked at the end. To support understanding, students begin by identifying what information is given and what the question is asking. Then, they solve each step one at a time and explain the strategy they used.

Example:
You have 47 stickers. You use 15 to decorate a card, and later you give 12 to a friend.
How many stickers do you have now?

Step 1: 47 − 15 = 32 (Stickers left after decorating)
Step 2: 32 − 12 = 20 (Stickers left after giving some to a friend)

By breaking the problem into steps and thinking about what is happening in each part, students learn to apply subtraction strategies—such as using place value, using a number line, or subtracting in parts—to solve multi-step word problems with confidence.

• Use models and regrouping to subtract a one-digit number from a two-digit number. Students will decide whether regrouping is needed when subtracting. If so, they will exchange 1 ten for 10 ones to help solve the problem. They will model the subtraction and find the difference.

• Use Models to subtract a one-digit number from a two-digit number. Students will determine if regrouping is necessary when subtracting. If needed, they will trade 1 ten for 10 ones to make the subtraction possible. Then, they will subtract to find the difference.

Ways to Support Math at Home

• Practice subtracting within 100 using real objects. Use snacks, coins, Legos, etc. Have your child show the subtraction by grouping tens and ones. If regrouping is needed, have them physically trade 1 ten for 10 ones.
• Talk through 2-step word problems. Read a story problem slowly and ask:

1. 1. “What is happening first?”
   2. “What happens next?”
   3. “What is the question asking?

• Encourage clear explanation of strategies. When your child solves a subtraction problem, ask: “How did you figure that out?” This builds confidence and deepens understanding more than getting the answer quickly.
• Build fluency with basic facts.
  Help your child continue practicing single-digit addition facts (like 6+6 or 8+9). Knowing these quickly makes larger subtraction problems much easier. If you'd like extra practice, XtraMath is a simple program you can use at home.

We will be continuing the start of Chapter 5 this week, which is "Fluently Subtracting within 100." Students will be learning a variety of strategies to help them as they learn the most efficient way to subtract 2-digit numbers.

Vocabulary words and phrases used in this chapter are:

• open number line
• difference
• break apart
• subtract
• compensation

This week’s learning goals are:

• Use an open number line to subtract tens and ones. Students will use an open number line to count back by tens and ones. They will describe the patterns they notice and write the difference between the numbers.

• Use addition to subtract on an open number line. Students will count on from a number to a greater number and explain how this strategy can be used to subtract. They will write the difference between the two numbers.

• Break apart one-digit numbers to subtract. Students will break apart the number being subtracted to first reach a decade number (a number ending in zero, like 30 or 40). Then, they will subtract the remaining part to find the difference.

• Break apart two-digit numbers to subtract.

With the strategy, “Break Apart to Subtract,” students will break apart the number being subtracted to get to a decade number (10, 20, 30, 40, etc.). 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

• Use compensation to subtract. Compensation to subtract is confusing to many students. You can watch this video if you are interested in learning how this strategy works.

Math at Home

You can practice subtraction strategies with your student using items around your home. For now, students are subtracting numbers up to 100.  Here are some activities to use:

• When baking, discuss the total number of items you baked. Then ask how many are left after your family eats some of the items. For example, say, “We baked 56 muffins. The family ate 12. How many muffins are left?”
• When cleaning out clothing items or toys, have your student create a subtraction problem to show how many items you started with and how many are left after giving some away.
• Subtract money to show how much has been spent. For example, have your student count his or her allowance or money from birthdays and holidays (whole-dollar amounts only). Then ask your student to find how much money is left after spending some of it.
• Model other scenarios, making sure to use terms such as “difference” and “subtract.”

Please help your child memorize their single-digit addition facts (for example, 6+6, 8+9, etc.). This is a critical skill for mastery by the end of 2nd grade. If you would like your child to practice at home, XtraMath is an easy way to do so.

This week, we will wrap up our unit on how to add fluently within 100. Students will take the post-test on Tuesday. Students will take a benchmark math test on Wednesday, and we will start our next unit after that.  

Our chapter 4 learning targets are:

• Solving one and two-step word problems involving 2-digit numbers. Two-step word problems continue to be a struggle for many students. The problems are broken down into two individual steps. Students continue to apply strategies they’ve learned to add two addends at each step.
  • Example: “You have 18 jellybeans and find 19 more. Your friend has 32 jellybeans. How many jellybeans do you and your friend have in all?”
    • Step 1: Me: 18 + 19 = 37 (This step is difficult for students because the question is not explicitly stated.)
    • Step 2: Me and my friend: 37 + 32 = 69

We will be starting Chapter 5 on Thursday and Friday, which is fluently subtracting within 100. Students will be learning a variety of strategies to help them as they learn the most efficient way to subtract 2-digit numbers.

Vocabulary words and phrases used in this chapter are:

• open number line
• difference
• break apart
• subtract
• compensation

This week’s chapter 5 learning goals are:

• Use an open number line to subtract tens. Students will use an open number line to count back by tens and describe the patterns they notice. They will then write the difference between the numbers. Watch this video to learn about using an open number line to subtract

• Use an open number line to subtract tens and ones. Students will use an open number line to count back by tens and ones. They will describe the patterns they notice and write the difference between the numbers.

Math at Home

You can practice subtraction strategies with your student using items around your home. For now, students are subtracting numbers up to 100.  Here are some activities to use:

• When baking, discuss the total number of items you baked. Then ask how many are left after your family eats some of the items. For example, say, “We baked 56 muffins. The family ate 12. How many muffins are left?”
• When cleaning out clothing items or toys, have your student create a subtraction problem to show how many items you started with and how many are left after giving some away.
• Subtract money to show how much has been spent. For example, have your student count his or her allowance or money from birthdays and holidays (whole-dollar amounts only). Then ask your student to find how much money is left after spending some of it.
• Model other scenarios, making sure to use terms such as “difference” and “subtract.”

Please help your child memorize their single-digit addition facts (for example, 6+6, 8+9, etc.). This is a critical skill for mastery by the end of 2nd grade. If you would like your child to practice at home, XtraMath is an easy way to do so.

This week, we will continue learning how to add fluently within 100. Students will be learning a variety of strategies to help them as they learn the most efficient way to add large numbers.  

Our learning targets are: 

• Use regrouping to add. Students will learn the traditional algorithm that many of us grew up knowing as, “carrying.” It is now called “regrouping.” Check out this video or this video that explains this strategy. 

• Use regrouping when needed to add. Students will use place-value to rewrite an addition problem, show 10 ones regrouped as 1 ten, then solve the addition problem. 

• Add two-digit numbers. Students will choose a strategy to solve and explain their strategy. 

• Add up to three 2-digit numbers. Students will choose two of the ones’ digits to add first, add the other one’s digit, and then add the tens to find the sum. Here is a video that shows some strategies we use.  

For example: 

   14 

   26  

+ 32  

We would add 4+6 in the one’s column, and that is 10. Then add the 2 to the ten and that is 12. Then we add the tens column. 10+20+30=60. Then 60+12=72 

Math at Home 

A great context for discussing the addition of two-digit numbers is adding whole dollar amounts of money.   

When working with amounts of money, use the following ideas.  

• Discuss the total cost of two items with your child. For example, say, “This toy costs $25 and this one costs $42. How can you find the total cost? How much do these toys cost in all?” 

• Ask your child to help you add up to 3 whole dollar amounts when shopping. Say, “This item costs $15, this one costs $9, and this one costs $35. Which two numbers will you add first? Why?” Have your student explain their thinking.  

• Help your child practice using place value to add money. Have him or her add the ones and then the tens. Ask, “How many ones are there in all? Do you need to regroup? What do you do after you regroup?” Give your student a notebook or receipt to write the numbers, draw a quick sketch if needed, and add. Help your child regroup if needed.  

• Model other scenarios, making sure to use terms such as “partial sums,” “place value,” “regroup,” and “sum.”  

Please help your child memorize their single-digit addition facts (for example, 6+6, 8+9, etc.). This is a critical skill for mastery by the end of 2nd grade. If you would like your child to practice at home, XtraMath is an easy way to do so. 

This week, we will conclude Chapter 2 with a post-test on Tuesday.

On Wednesday, we will begin Chapter 3, “Addition to 100 Strategies.” In this chapter, your child will be learning strategies for adding numbers up to 100. Students will learn a variety of strategies, such as using open number lines and place value.

Vocabulary words and phrases for this unit are:

• Open number line
• compensation

Our learning goals this week are:

• Use an open number line to add tens. Check out this video that explains this strategy.

• Use an open number line to add tens and ones. This video explains the strategy.
• Using place value to add two numbers.

When using place value to add, we break both numbers into their expanded form and then add them together.

 24 ---->   20 + 4

+35 ----> 30 +  5

     50 + 9 = 59

Here is a video that explains this strategy.

Math at Home

There are many real-life situations you can use to practice using addition strategies. You can add ages, amounts of money, numbers of objects, and so on. The maximum sum of objects for any activity in this chapter is 101. Here are a few activities you can use with your student:

• Say various 2-digit numbers. Have your student tell you how many tens and ones are in the number. For example, say, “How many tens and ones are in 43?” Your student should be able to tell you that there are 4 tens and 3 ones in 43.
• Ask your student to help you add an amount of money when shopping at a store (just dollars, not cents). Say, “This item costs $24 and this one costs $35. How much do they cost in all?” Give your student a notebook or receipt to write the numbers and add them.
• Help your student practice using an open number line. For example, draw a number line without any numbers labeled. Have your student use the number line to add numbers you provide, such as 22 + 51. Ask, “How can you use the number line to add these numbers?”

Please help your child memorize their single-digit addition facts (for example, 6+6, 8+9, etc.). This is a critical skill for mastery by the end of 2nd grade. If you would like your child to practice at home, XtraMath is an easy way to do so—see the flyer in your child’s Friday Folder for details.

This week, we will continue Chapter 2, “Fluency and Strategies Within 20”. In this chapter, your child will learn strategies to add and subtract numbers within 20. Students will learn to use objects, such as linking cubes, to add and subtract. They will also learn how subtraction is related to addition, so they can use addition equations to help solve subtraction problems.

The vocabulary words and phrases in this chapter are:

• Addend
• Sum
• Difference
• Expression
• doubles plus 1
• doubles minus 1

Our learning targets this week are:

• Use the “count on” and “count back” strategies to find a difference. Students will use a number line to find the difference between two numbers. They will explain how the count on and count back strategies help solve subtraction problems. This video shows the “count on” or “count back” strategies.

• Write related addition and subtraction equations. Students will relate addition and subtraction by using “fact families.” For example, 4+5=9 and 9-5=4. This video explains this strategy.

• Use the “get to ten” strategy to subtract. For example, if your child is subtracting 16-9, they can first subtract 16-6 to get to 10, then subtract the remaining 3. Here is a video that explains this strategy.

• Add and subtract within 20. Students will use mental strategies to solve equations and explain the strategy they used.

• Solve addition and subtraction word problems. Students will identify what information is given in the word problem, identify what the question is asking, use a strategy to solve, and then explain what strategy they used to solve.

Math at Home

• Use small groups of household objects (no more than 20) to practice addition and subtraction.
• Show a group, then remove some and ask, “How many are left?” Have your student write an equation.
• Start with some objects, add more, and ask for the total.
• Draw a number line from 0–20 and have your student use it to solve addition or subtraction problems.
• Ask, “How can you use the number line to add or subtract?”
• Model other scenarios, using math vocabulary such as addend.
• Please help your child memorize their single-digit addition facts (for example, 6+6, 8+9, etc.). This is a critical skill for mastery by the end of 2nd grade. If you would like your child to practice at home, XtraMath is an easy way to do so—see the flyer in your child’s Friday Folder for details.

Xtra Math

On Friday, August 15, a letter was sent home in Friday Folders about XtraMath, a free website that helps students build fluency in addition and subtraction. Second graders are using this program to practice and assess their math fact fluency.

XtraMath works like smart flashcards. It figures out which facts a student already knows and which ones they still need to practice. Instead of going through a fixed list of problems, the program gives each student personalized questions based on their progress.

To move on to the next operation (like from addition to subtraction), students need to get a perfect score—answering all the problems correctly several times in a row. They don’t need to do this in one sitting; progress builds over time.

As students become more fluent with basic facts, they develop a stronger foundation in math. This can help them feel more confident and less anxious when tackling more complex problems.

If you'd like your child to practice at home, XtraMath is an easy and effective option. Just follow the instructions on the letter that came home in Friday Folders last week to get started. Please reach out if you have any questions!

Last Friday, we took the post-test for Chapter 1, “Numbers and Arrays,” and the pre-test for chapter 2, “Fluency and Strategies Within 20.”

This week, we will begin Chapter 2, “Fluency and Strategies Within 20”. In this chapter, your child will learn strategies to add and subtract numbers within 20. Students will learn to use objects, such as linking cubes, to add and subtract. They will also learn how subtraction is related to addition, so they can use addition equations to help solve subtraction problems.

The vocabulary words and phrases in this chapter are:

• Addend
• Sum
• Difference
• Expression
• doubles plus 1
• doubles minus 1

Our learning targets this week are:

• Add in any order to find a sum. We will begin this unit by learning the commutative property (the students refer to it as “turn around facts”). The commutative property of addition states that the order of numbers being added doesn't matter, and the sum will always be the same. For example, 4+5=9 and 5+4=9. Here is a video that explains this concept.

• Use the doubles plus 1 and doubles minus 1 strategy to find a sum. This strategy shows the students that they can figure out a problem, such as 4+5, if they know 4+4. They can think, “4+4+1,” or 5+5-1.” This video explains the strategy, “doubles plus or minus one.”

• Add 3 one-digit numbers. For example, 8+5+2 can be solved by first adding 8+2, then adding the 5. This video explains how to add 3 one one-digit numbers.

• Use the “Make a Ten” strategy to add two numbers. For example, when adding 8+6, you can think of the six as a 2+4. Then you add the 8+2 to make 10, then add the 4. Here is a video that explains this strategy.

This video explains the strategies of doubles, double plus or minus, make a ten, and breaking apart numbers.

• Use the “count on” and “count back” strategies to find a difference. Students will use a number line to find the difference between two numbers. They will explain how the count on and count back strategies help solve subtraction problems. This video shows the “count on” or “count back” strategies.

There are many situations at home that you can use to practice addition and subtraction. Use objects around the house, such as toys, books, and crayons. Give your student various groups of objects to add and subtract. When tidying up around your home, help your student practice using the following activities. Use no more than 20 objects in all in each activity:

• Give your student various groups of objects to add and subtract. For example, place 4 books and 5 toys in an area. Ask, “How many objects are in each group? How many are there in all?”
• Show your student a group of objects. Then, subtract a number of objects from the group. Ask, “How many are left?” Have your student write an equation to show the subtraction problem.

Our MAPS test was postponed to this week. Students will now be taking the Math MAPS test on Wednesday, August 20.

During the first week of school, students took a couple of pre-tests to help me determine some of their skills for the beginning of the year.

Last week, we began Chapter 1, “Numbers and Arrays.” In this chapter, your child is learning about numbers and arrays. Students will learn when a number is odd or even and how to use repeated addition to find the number of objects in groups and arrays. The addition lessons address equal groups of objects.

Vocabulary words and phrases for this unit are:

• Even
• Odd
• Equal groups
• Array
• Column
• Row
• Repeated addition
• equation

Last week’s learning goals were:

• Tell whether a number was odd or even. We used the strategies in this video to learn how to determine if a number was even or odd.
• Use an addition equation to model even and odd numbers. Students modeled a number using pairs in a grid, then wrote an addition equation to match the grid, and finally told whether the number was even or odd.

This week’s learning goals are:

• Determine the total number of objects in equal groups. Students will identify the number of groups and the number of objects in each group, write a repeated addition equation, and then tell how many objects there are in all. Here is a link to a video that explains this strategy.
• Determine the total number of objects in an array. An array shows equal groups in an organized way using rows and columns. It can help students count more easily. Arrays are a rectangle shape. In this lesson, students will identify the number of rows and columns in an array, write a repeated addition equation, and tell how many objects there are in all. Here is a link to a video that explains this strategy.
• Make an array to solve a word problem. Students will explain when an array helps them solve a word problem, make an array to model the problem, and use repeated addition to solve the problem. Here is a link to a video that explains this strategy.

Students will be taking the Math MAPS test on Wednesday, August 13.