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    Quarter 1Week 3TuesdayDay 12 of 180

    Week 3, Tuesday: Explore that the same digit has different values · Describe the problem and key events in the middle

    Day 12 · 3 lessons · 140 min

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    Math

    Students will explore that the same digit has different values in different places (2.NBT.A.1).

    Remember?

    3 quick questions from earlier weeks · about 3 minutes

    1. 8 + 9 = ? Facts to 20
    2. How many tens make 20? Week 2
    3. In 865, what is the value of the 5? Week 1

    Standards Addressed

    2.NBT.A.12.NBT.A.1a2.NBT.A.1b

    Activities

    10 min

    Warm-Up

    Write the digits 5, 5, 5 on three index cards. Place one card in each column of the chart to make 555. Ask, 'Are these three 5s worth the same? Build it and find out.' Student builds 5 bags, 5 bundles, 5 beans.

    index cardsmarkerplace value chart100-bean bags or paper flatsbundles of 10 craft sticksdried beans
    15 min

    Mini-Lesson

    Make digit cards 2, 7, and 4. Arrange them as 274, build it, and say the value of each digit. Now rearrange to 427 and build it. Ask, 'Where did the 7 go? Is it worth 70 or 7 now?' Repeat with 742.

    index cards100-bean bags or paper flatsbundles of 10 craft sticksdried beans
    15 min

    Practice

    Student takes digit cards 1, 3, and 8 and makes three different numbers (for example 138, 381, 813), builds each one, and writes what the 8 is worth in each: 8, 80, or 800. Support: build only two numbers and use the chart columns to point to the 8 each time. Stretch: make all six possible arrangements and circle the largest.

    index cards100-bean bags or paper flatsbundles of 10 craft sticksdried beanspaperpencil
    5 min

    Wrap-Up

    Ask, 'In 605, what is the 6 worth? What is the 0 doing?' Student answers in a full sentence.

    Materials Needed

    index cardsmarkerplace value chart100-bean bags or paper flatsbundles of 10 craft sticksdried beanspaperpencil

    Related Resources

    Math Worksheets (Weeks 1-4)Math Answer Key (Weeks 1-8)

    English Language Arts

    Describe the problem and key events in the middle of a story and how they lead toward the ending (RL.2.5, RL.2.3).

    Remember?

    3 quick questions from earlier weeks · about 3 minutes

    1. Which spelling usually comes at the end of a word, ai or ay? Week 2
    2. Change one letter in 'pig' to make 'pin'. Which letter changed? Grade 1
    3. Add a describing word: The ___ cat slept. Grammar and spelling

    Standards Addressed

    RL.2.5RL.2.3RL.2.1+3 more

    Activities

    15 min

    Read-Aloud

    Reread the middle of A Chair for My Mother, from the fire to the neighbors bringing furniture. Ask: 'What was the problem? Who helped? What was still missing after everyone helped?' (a comfortable chair).

    A Chair for My Mother by Vera B. Williams
    10 min

    Mini-Lesson

    Fill in the Middle of Monday's story map with three events in order: the fire, neighbors bring furniture, the family keeps saving coins. Teach that the middle is where the problem lives and where characters work on it.

    Monday's story mapMarkers
    15 min

    Independent Reading

    Your child reads independently and then tells you the problem in the middle of their book and one thing the character did about it.

    Library books at your child's level
    15 min

    Writing Workshop

    Revise the middle of the small-moment draft so it has at least two events in order. Add the transition words first, then, next, and after that on a strip and have your child try one at the start of each middle sentence.

    Writing folderPencilTransition word strip
    10 min

    Phonics

    Introduce ow saying long o (as in snow). Read and write: snow, grow, show, slow, throw, blow, row, glow, yellow, window. Note that ow can also say the sound in cow; the reader tries long o first and checks if the word makes sense.

    Index cardsMarker

    Materials Needed

    A Chair for My Mother by Vera B. WilliamsMonday's story mapMarkersLibrary books at your child's levelWriting folderPencilTransition word stripIndex cards

    Related Resources

    ELA Worksheets (Weeks 1-4)ELA Answer Key (Weeks 1-8)

    Social Studies

    Students will identify community helpers, describe the jobs they do and explain how those jobs meet needs in the community (D2.Civ.2.K-2, D2.Civ.6.K-2).

    Standards Addressed

    D2.Civ.2.K-2D2.Civ.6.K-2

    Activities

    10 min

    Read-Aloud and Discussion

    Read selected spreads from 'What Do People Do All Day?' by Richard Scarry (the bakery, the firehouse, the doctor's office and the road builders work well). On each page ask, 'What is this helper's job? What would happen in Busytown if nobody did it?' Explain that a community is a place where people live and work together, and community helpers are the people whose jobs keep everyone safe, healthy and supplied.

    'What Do People Do All Day?' by Richard Scarry (library)
    15 min

    Hands-On Activity: Helper Charades

    Write 8 helpers on index cards: firefighter, mail carrier, nurse, librarian, garbage collector, farmer, bus driver, crossing guard. Take turns drawing a card and acting out the job without words while the other person guesses. After each guess, say together one sentence: 'A ____ helps the community by ____.' Sort the cards into two piles: Keeps Us Safe and Gives Us Things We Need.

    8 index cardsmarker
    5 min

    Quick Write

    Your child draws one community helper they have actually met (the mail carrier, a nurse, a librarian) and writes, 'I saw a ____. Their job is ____.'

    paper and pencilcrayons

    Materials Needed

    'What Do People Do All Day?' by Richard Scarry (library)8 index cardsmarkerpaper and pencilcrayons

    Related Resources

    Social Studies Worksheets (Weeks 1-4)Social Studies Answer Key (Weeks 1-4)

    Today's Practice

    One page for your child for each lesson. Answers are for grown-ups.

    Math practice · Week 3 · Tuesday

    I can tell that the same digit has different values in different places.

    Look: 555

    1. The first 5 is 5 hundreds = 500.
    2. The middle 5 is 5 tens = 50.
    3. The last 5 is 5 ones = 5.

    What is the 6 worth?

    1. 269
    2. 692
    3. 926
    4. In 508, what is the 0 doing?

    Use the digits 4, 1 and 7.

    1. Make three different numbers. Write what the 7 is worth in each.
    2. Make the greatest number you can.
    3. Make the least number you can.

    Challenge

    • In 333, is each 3 worth the same? Tell why.
    How did it go? Great Okay Tricky

    ELA practice · Week 3 · Tuesday

    I can tell the problem and events in the middle of a story.

    Look: two sounds of ow

    1. In blow, ow says long o: /ō/.
    2. In owl, ow says /ow/, like in ouch.
    3. Try both sounds. Pick the one that makes a real word: slow has /ō/.

    Max Makes a Snowman

    It was snowing. Max went out to make a snowman. First, he made a big ball. Then the snow was too dry, and the ball fell to bits! Max was upset. Next, his sister Rosa showed him how to pack the snow in his hands. After that, they made three balls and stacked them. Max put a yellow hat on top.

    Use the story.

    1. What was the problem?
    2. Put the events in order. Write 1, 2, 3. ___ Rosa showed Max how to pack the snow. ___ The ball fell to bits. ___ They stacked three balls.

    Circle the word where ow says long o, like in snow.

    1. cow grow
    2. glow how
    3. down bowl
    4. own town

    Challenge

    • Who helped Max? What did she do?
    How did it go? Great Okay Tricky

    Social Studies practice · Week 3 · Tuesday

    I can name community helpers and tell what they do.

    Write what each helper does.

    1. firefighter
    2. mail carrier
    3. nurse
    4. librarian
    5. farmer

    Quick write.

    1. I saw a ____. Their job is ____.
    2. What would happen if nobody picked up the garbage?
    How did it go? Great Okay Tricky