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    Quarter 1Week 4WednesdayDay 18 of 180

    Week 4, Wednesday: Find and describe skip-counting patterns on a number · Retell a second story by the same author

    Day 18 · 3 lessons · 140 min

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    Math

    Students will find and describe skip-counting patterns on a number chart and fill in missing numbers (2.NBT.A.2).

    Remember?

    3 quick questions from earlier weeks · about 3 minutes

    1. 14 − 6 = ? Facts to 20
    2. 3 hundreds = ? Week 3
    3. In 816, what is the value of the 6? Week 1

    Standards Addressed

    2.NBT.A.2

    Activities

    10 min

    Warm-Up

    Cover 8 numbers on the hundreds chart with beans (for example 15, 30, 45, 60, 75, 90, 25, 70). Student counts by 5s aloud and names each hidden number, then lifts the bean to check.

    printed hundreds chartdried beans
    15 min

    Mini-Lesson

    Point to 23 on the hundreds chart and slide straight down the column: 33, 43, 53. Ask, 'Why does going down one row add 10?' Then make a chart strip for 200 to 300 by writing 200, 210, 220 ... 300 on a paper strip and show the same column pattern works for 223, 233, 243.

    printed hundreds chartpaper stripmarker
    15 min

    Practice

    Fill-in-the-blanks: 'Fill in the missing numbers: 5, 10, __, 20, __, 30; 140, 150, __, __, 180; 300, 400, __, 600, __; 485, 490, __, 500, __; 620, 630, __, 650, __.' Student writes answers and labels each row 'by 5s', 'by 10s', or 'by 100s'.

    paperpencil
    5 min

    Wrap-Up

    Ask, 'On the hundreds chart, if I am on 47 and go down two rows, where am I?' (67). 'Down three rows from 12?' (42).

    printed hundreds chart

    Materials Needed

    printed hundreds chartdried beanspaper stripmarkerpaperpencil

    Related Resources

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

    English Language Arts

    Retell a second story by the same author and compare the central messages of the two books (RL.2.2, RL.2.9).

    Remember?

    3 quick questions from earlier weeks · about 3 minutes

    1. Fill in oa or ow: b__t (it floats). Week 3
    2. Which question asks about a story's setting: 'Who?' or 'Where?' Week 1
    3. What is the plural of 'box'? Grammar and spelling

    Standards Addressed

    RL.2.2RL.2.9RL.2.1+2 more

    Activities

    15 min

    Read-Aloud

    Read Lilly's Purple Plastic Purse by Kevin Henkes. Stop after Lilly draws the mean picture of Mr. Slinger and ask, 'Was that a good choice? What might happen?' Finish and ask what Lilly did to make it right.

    Lilly's Purple Plastic Purse by Kevin Henkes
    10 min

    Mini-Lesson

    Do a quick five-finger retell of Lilly's story together, then write its central message on a second hand sheet (think before you act; you can fix a mistake). Compare: 'Both books are by Kevin Henkes and both are about school. How are the lessons different?'

    Second hand-trace retell sheetPencil
    15 min

    Guided Reading

    Your child reads a short story from Frog and Toad Are Friends and retells it, then names a lesson a reader could learn. Support: offer two possible lessons and let your child choose and explain. Stretch: your child writes the lesson and one proof sentence from the text.

    Frog and Toad Are Friends by Arnold LobelPaperPencil
    15 min

    Writing Workshop

    Turn the two reasons into full sentences that start with a linking word: 'One reason is...' and 'Another reason is...' Teach that 'because' glues an opinion to its reason and have your child use it at least once.

    Writing folderLined paperPencil
    10 min

    Phonics

    Introduce r-controlled ar and or: the r changes the vowel sound. Read and write: car, star, farm, park, shark, yard, corn, fork, storm, short, porch, north. Then dictate the sentence 'The shark swam north in the storm.' and check each ar and or spelling.

    Index cardsMarkerWhiteboard or paper

    Materials Needed

    Lilly's Purple Plastic Purse by Kevin HenkesSecond hand-trace retell sheetPencilFrog and Toad Are Friends by Arnold LobelPaperWriting folderLined paperIndex cardsMarkerWhiteboard or paper

    Related Resources

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

    Science

    Students will observe changes caused by mixing and cooking and provide evidence that these changes cannot be reversed (2-PS1-4).

    Standards Addressed

    2-PS1-4

    Activities

    5 min

    Review

    Read Monday's chart aloud. Ask, 'What is the clue that a change is irreversible?' (something new is made, and you cannot get the old thing back). Predict together whether cooking is reversible.

    20 min

    Deeper Investigation: Mixing and Cooking

    Part 1: Your child puts 2 spoons of baking soda in a cup, adds a spoon of vinegar, and watches the fizz. Ask, 'Can we get the baking soda back?' Part 2 (adult cooks): crack one egg raw into a bowl and let your child observe its color and how it flows, then scramble it in a pan. Compare raw and cooked and ask, 'Can heat undo this like it undid the ice?' Record both in the chart as irreversible with a drawing of before and after.

    baking sodavinegarcupspoon1 eggbowlpan and stove (adult only)paper and pencil
    5 min

    Data Discussion

    Count how many changes this week were reversible and how many were irreversible. Ask, 'Heat melted the ice and heat cooked the egg. Why was one reversible and one not?' Accept 'the egg became something new' as a strong answer.

    Materials Needed

    Monday's chartbaking sodavinegarcupspoon1 eggbowlpan and stove (adult only)paper and pencil

    Related Resources

    Science Worksheets (Weeks 1-4)Science Answer Key (Weeks 1-4)

    Today's Practice

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

    Math practice · Week 4 · Wednesday

    I can find patterns and missing numbers on a number chart.

    Look: down the column

    1. On a hundreds chart, find 34.
    2. Go down one row: 44. Go down again: 54.
    3. Each row down adds 10.

    Fill in the missing numbers. Write by 5s, by 10s or by 100s.

    1. 15, 20, ____, 30, ____
    2. 260, 270, ____, ____, 300
    3. 100, 200, ____, 400, ____
    4. 735, 740, ____, 750, ____
    5. 480, 490, ____, 510

    Use a hundreds chart.

    1. Start at 36. Go down 2 rows. Where are you?
    2. Start at 18. Go down 3 rows. Where are you?
    3. Start at 71. Go up 1 row. Where are you?

    Challenge

    • Keep the column going: 314, 324, ____, ____
    How did it go? Great Okay Tricky

    ELA practice · Week 4 · Wednesday

    I can compare the lessons of two stories.

    Look: car and fork

    1. In c-ar, ar says /ar/.
    2. In f-or-k, or says /or/.
    3. Say the word. Listen for /ar/ or /or/. Then write ar or or.

    Think about the two Kevin Henkes stories you read this week.

    1. What mistake did Lilly make in the story you read today?
    2. How did she make it right?
    3. How are the two lessons different?

    Write ar or or to finish each word.

    1. j__
    2. h__n
    3. d__k
    4. th__n

    Challenge

    • Finish: I think ____ has the better lesson because ____.
    How did it go? Great Okay Tricky

    Science practice · Week 4 · Wednesday

    I can show that mixing and cooking make changes that cannot be undone.

    Part 1: Add a spoon of vinegar to baking soda. Watch.

    1. Draw the baking soda before and after.
    2. Can you get the baking soda back?YesNo

    Part 2: A grown-up cooks an egg. Watch.

    1. Draw the egg raw and cooked.
    2. Can cooling undo the cooked egg?YesNo
    3. Heat melted the ice and heat cooked the egg. Why could only the ice go back?

    You need: 2 spoons of baking soda, vinegar, a cup and a spoon, 1 egg (an adult cooks it)

    How did it go? Great Okay Tricky