Quarter 1 · Detailed day-by-day lesson plans · Days 21–25
0 of 15 lessons done this week
Week 5 expands the number sense to 1000 in multiple forms. Readers use illustrations as a comprehension tool, and writers practice citing evidence in short responses.
Spot three-digit numbers on license plates and read them aloud.
Place-value cards, picture book with rich illustrations
Reading and Writing Numbers to 1000
Place Value & Number Relationships · 2.NBT.A.1
Assessment: Read, write, and represent numbers to 1000 in multiple forms
Using Illustrations to Understand Stories
Phonics: Prefixes: un-, re-, pre-
Writing: Use text evidence in written responses
Properties of Matter
2-PS1-1, 2-PS1-2, 2-PS1-3, 2-PS1-4, K-2-ETS1-1
Students will read and write three-digit numbers in standard form and expanded form (2.NBT.A.3).
3 quick questions from earlier weeks · about 3 minutes
Warm-Up
Count by 100s from 100 to 1000 with bags, laying out 10 bags in a row. Ask, 'How many hundreds is 1000? How many tens?' (10 hundreds, 100 tens). Write 1000 on an index card and notice it has four digits.
Mini-Lesson
Build 437 with 4 bags, 3 bundles, 7 beans. Write 437 and then write it stretched out: 400 + 30 + 7. Call this expanded form. Repeat with 582 (500 + 80 + 2) and 903 (900 + 3, explain that we skip the 0 tens). Then give the expanded form 200 + 60 + 1 and have the student build it and write 261.
Practice
Student writes expanded form for 146, 329, 570, 805, and 999, then writes standard form for 300 + 40 + 2, 700 + 9, 100 + 80, and 600 + 50 + 4. Build any that feel tricky with bags and bundles.
Wrap-Up
Ask, 'Why is 400 + 30 + 7 the same as 437? What does the plus sign mean here?' Student explains that we are putting the pieces together.
Use illustrations in Owl Moon to describe the setting and explain what the pictures tell us that the words do not (RL.2.7).
3 quick questions from earlier weeks · about 3 minutes
Read-Aloud
Say: 'Last week we found the lesson in a story. This week we learn to read the pictures as carefully as the words.' Read Owl Moon by Jane Yolen, holding each page up long enough to look. On the page with the train whistle, ask, 'What do you see in the picture that the words never say?' (the size of the moon, the shadows, how bundled up the child is).
Mini-Lesson
Make a two-column chart: Words tell me / Pictures tell me. Fill in for the first page: Words: it was late one winter night. Pictures: deep snow, a farmhouse, a long shadow, no wind in the trees. Teach: good readers put the two columns together to understand the story.
Guided Reading
Your child goes back through Owl Moon as a picture hunt: find the hidden animals John Schoenherr tucked into the snow scenes (a raccoon, a fox, a mouse, deer). For each one ask, 'Does the text mention it? What does it tell us about the woods at night?'
Writing Workshop
Introduce text-evidence responses. Ask, 'How does the child feel about going owling?' Model an answer with the frame 'I think ___. In the text it says ___. In the picture I see ___.' and write it on a chart. Your child copies the frame into the writing folder.
Phonics
Introduce the prefix un-, which means not or the opposite of. Read and write: unhappy, untie, unlock, unfair, unpack, unkind, unsafe, undo, unable, unzip. Your child covers the prefix with a finger, reads the base word, then uncovers and reads the whole word.
Students will test paper towels and other materials to decide which is best at absorbing a spill and explain the choice with data (2-PS1-2).
Science Question of the Week
Ask, 'How do we pick the right material for a job?' Remind your child that in Week 2 the sponge absorbed and the foil did not. Say, 'This week you are the tester. A company wants to know which towel to sell.' Write the words test, fair and best for the job on an index card.
Investigation: Which Towel Wins?
Cut equal squares (about the size of your hand) from a paper towel, a napkin, a tissue, a coffee filter and a piece of newspaper. Pour exactly 2 spoons of water on a plate, lay one square on it for 10 seconds, lift it, and have your child count the spoons of water left on the plate. Repeat for each material and record in a chart. Talk about what made the test fair (same size, same water, same time). Support: test only three materials. Stretch: test each material twice and see if the results match.
Wrap-Up
Ask, 'Which material is best for a spill? What is your evidence?' Your child answers in the form 'The ____ is best because it left only ____ spoons of water.'
Read it aloud first while your child follows along. Then read it together, and let your child read the parts they can. Talk about the words in the word box.
Things are made of materials. Wood, metal, plastic, cloth, glass and paper are all materials.
Each material has properties. Metal is hard and strong. Cloth is soft and bends. Glass is clear, so you can see through it. Paper tears easily.
People choose materials by their properties. A window is made of glass so light can come in. A raincoat is made of material that keeps water out. A pillow is filled with something soft.
Scientists and engineers test materials to find the best one for a job. To make a test fair, they change only one thing. To find which paper towel soaks up the most water, you use the same amount of water for each towel.
Which material would you choose to build a bridge for a toy car? Why?
Math
Second Grade · Week 5 · Friday · secondgrade.com
Math
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 6. Keep the daily Remember? boxes going. |
| About half right | Play "Say it, build it, write it" with 4 numbers, including one with a zero (like 305). Then redo the missed items. |
| Only a few right | Do the catch-up activity "Say It, Build It, Write It" for 3 days before Week 6. |
ELA
Jada sat by the pond. She did not move. She just watched.
Second Grade · Week 5 · Friday · secondgrade.com
ELA
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 6. Keep the daily Remember? boxes going. |
| About half right | Cover the words and "read" only the pictures of one story together. Build words with prefix cards: un + lock, re + read, pre + heat. |
| Only a few right | Do a daily 5-minute prefix game with 3 words. Read aloud and talk about what each picture shows before reading the words. |
Science
Second Grade · Week 5 · Friday · secondgrade.com
Science
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 6. Keep the daily Remember? boxes going. |
| About half right | Repeat the absorbency test with 3 towels, using the same amount of water each time. Ask, "What did we keep the same? Why?" |
| Only a few right | Read "Which Material Is Best?" together and pick one job (like keeping a toy dry). Test 2 materials together. |
Second Grade · Week 5 · Friday · secondgrade.com
Social Studies
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 6. Keep the daily Remember? boxes going. |
| About half right | Make a two-column chart of "Right" and "Responsibility" and fill in 3 pairs together (right to learn, responsibility to listen). |
| Only a few right | Read "Rights and Responsibilities" together and talk about one pair each day. |
Art · Elements of Art: Line, Shape & Pattern · All Specials
Art · Week 5
I can make shape patterns.
You need: paper, scissors, glue stick, crayons, a cup or block to trace
Second Grade · Week 5 · secondgrade.com
Math
Big numbers can be written many ways
ELA
Pictures tell parts of the story too
Science
Picking the best material for a job
Try it (10 min): Hunt for three-digit numbers at home, like page numbers or house numbers. For each one, say it in words and write it stretched out, like 400 + 30 + 7.
Talk about it: Which way of writing a number is fastest? Which shows the most?
Try it (10 min): Pick a picture book. Cover the words and tell the story only from the pictures. Then read the words together.
Talk about it: What did the pictures tell you that the words did not?
Try it (10 min): Test three cloths or towels from the kitchen. Put the same small splash of water on a plate for each and see which soaks up the most.
Talk about it: How did you make it a fair test?
Try it (10 min): Make a list of two rights and two responsibilities for everyone at home. Hang it where everyone can see it.
Talk about it: Which responsibility will you work on this week?
We did blank of 4 activities.
Second Grade · Week 5 · secondgrade.com
