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    Quarter 1Week 5TuesdayDay 22 of 180

    Week 5, Tuesday: Read and write three-digit numbers in word form · Use illustrations and words together to describe

    Day 22 · 3 lessons · 140 min

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    Math

    Students will read and write three-digit numbers in word form (2.NBT.A.3).

    Remember?

    3 quick questions from earlier weeks · about 3 minutes

    1. 15 − 6 = ? Facts to 20
    2. Skip-count by 5s: 75, 80, ___, ___ Week 4
    3. How many hundreds are in 600? Week 3

    Standards Addressed

    2.NBT.A.3

    Activities

    10 min

    Warm-Up

    Make word cards: one, two ... nine, ten, twenty ... ninety, hundred. Say a two-digit number (64) and the student builds 'sixty-four' from the cards. Do 38, 90, and 17 (point out that teens have their own words).

    index cardsmarker
    15 min

    Mini-Lesson

    Show 3 bags, 5 bundles, 2 beans. Say, 'three hundred fifty-two' slowly and lay out the cards: three, hundred, fifty, two. Write it: three hundred fifty-two. Repeat with 718 (seven hundred eighteen) and 640 (six hundred forty), then 205 (two hundred five, no 'and' in the middle).

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

    Practice

    Student writes word form for 124, 460, 813, and 307, then reads these aloud and writes the digits: 'five hundred ninety-one', 'two hundred eight', 'nine hundred thirty'. Support: use the word cards to build each one before writing. Stretch: write a check to a pretend store for four hundred sixteen dollars in words and digits.

    index cardspaperpencil
    5 min

    Wrap-Up

    Ask, 'What is the difference between two hundred eight and two hundred eighty?' Student writes both numbers.

    paperpencil

    Materials Needed

    index cardsmarker100-bean bags or paper flatsbundles of 10 craft sticksdried beanspaperpencil

    Related Resources

    Math Worksheets (Weeks 5-8)Math Answer Key (Weeks 1-8)

    English Language Arts

    Use illustrations and words together to describe a character's feelings and answer questions with evidence (RL.2.7, RL.2.1).

    Remember?

    3 quick questions from earlier weeks · about 3 minutes

    1. Add a silent e: kit becomes ___. Week 4
    2. Fill in the vowel team: tr__ (it has leaves). Week 2
    3. What is the past tense of 'sit'? Grammar and spelling

    Standards Addressed

    RL.2.7RL.2.1RL.2.3+2 more

    Activities

    15 min

    Read-Aloud

    Reread the middle of Owl Moon, from entering the woods to the first owl call. Study the child's face and body on each page: 'Is the child cold? Tired? Scared? How can you tell from the picture, and is there a sentence that agrees?'

    Owl Moon by Jane Yolen, illustrated by John Schoenherr
    10 min

    Mini-Lesson

    Add rows to the Words tell me / Pictures tell me chart for the child's feelings: Words: 'I had to run to keep up.' Pictures: the child trudging far behind, hands in pockets. Teach that when words and pictures agree, we can be sure of our answer.

    Monday's chartMarkers
    15 min

    Independent Reading

    Your child reads a picture book independently and marks one page with a sticky note where the picture told them something the words did not. Afterward they show you and explain.

    Library picture booksSticky notes
    15 min

    Writing Workshop

    Your child writes their own response to 'How do you know it is very cold?' using the three-part frame. Push for one exact detail from the words (the cold, the scarf, the wool) and one from a picture (breath clouds, deep snow).

    Writing folderLined paperPencilOwl Moon by Jane Yolen, illustrated by John Schoenherr
    10 min

    Phonics

    Introduce the prefix re-, meaning again or back. Read and write: redo, refill, reread, rewrite, retell, replay, return, rebuild, replant, reheat. Ask your child to act out two of them (rewrite your name, refill a cup).

    Index cardsMarker

    Materials Needed

    Owl Moon by Jane Yolen, illustrated by John SchoenherrMonday's chartMarkersLibrary picture booksSticky notesWriting folderLined paperPencilIndex cards

    Related Resources

    ELA Worksheets (Weeks 5-8)ELA Answer Key (Weeks 1-8)

    Social Studies

    Students will explain that all people have rights, that rights come with responsibilities, and give examples of both at home and in the community (D2.Civ.7.K-2, D2.Civ.8.K-2).

    Standards Addressed

    D2.Civ.7.K-2D2.Civ.8.K-2

    Activities

    10 min

    Read-Aloud and Discussion

    Read 'The Story of Ruby Bridges' by Robert Coles. Pause where Ruby walks past the crowd and ask, 'What right was Ruby using? Who was helping her keep that right?' At the end ask, 'Ruby had a right to go to school. What was her responsibility once she got there?' Define a right as something everyone is allowed to have or do, and a responsibility as something you should do for yourself and others.

    'The Story of Ruby Bridges' by Robert Coles (library)
    15 min

    Hands-On Activity: Rights and Responsibilities Match

    Write 5 rights on blue index cards (to learn, to be safe, to speak, to play, to be treated fairly) and 5 matching responsibilities on yellow cards (to listen and try, to follow safety rules, to let others speak, to share the space, to treat others fairly). Mix them up and have your child match each right to its responsibility. Then act out one pair together.

    10 index cards (5 of one color, 5 of another)marker
    5 min

    Quick Write

    Your child writes, 'I have the right to ____. My responsibility is to ____.' and draws Ruby or themselves at school.

    paper and pencilcrayons

    Materials Needed

    'The Story of Ruby Bridges' by Robert Coles (library)10 index cardsmarkerpaper and pencilcrayons

    Related Resources

    Social Studies Worksheets (Weeks 5-8)Social Studies Answer Key (Weeks 5-8)

    Today's Practice

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

    Math practice · Week 5 · Tuesday

    I can write three-digit numbers in words.

    Look: 352

    1. Say the hundreds: three hundred.
    2. Say the tens and ones: fifty-two.
    3. Write it: three hundred fifty-two.

    Write each number in words.

    • hundred
    • twenty
    • thirty
    • forty
    • fifty
    • sixty
    • seventy
    • eighty
    • ninety
    1. 236
    2. 580
    3. 917
    4. 604

    Read the words. Write the number with digits.

    1. three hundred seventy-one
    2. eight hundred six
    3. four hundred fifty
    4. seven hundred thirteen

    Challenge

    • Write both numbers: six hundred twelve and six hundred twenty.
    How did it go? Great Okay Tricky

    ELA practice · Week 5 · Tuesday

    I can use words and pictures to tell how a character feels. I can read words with re-.

    Look: How does Lee feel?

    1. The text says Lee's lip shook.
    2. In the picture, I see a tear on his cheek.
    3. I think Lee feels sad. The words and the picture both show it.

    Cold Toes

    Sam had to run to keep up with Gran. His nose was red. He pulled his hat down low.

    Sam hugs himself in the cold far behind Gran as they walk through the snow, and their breath puffs in the air.

    How does Sam feel? Use the frame.

    1. I think Sam feels ____. In the text it says ____. In the picture I see ____.

    Re- means again or back. Write what each word means.

    1. refill
    2. reread
    3. rebuild
    4. return
    5. Circle the word that means tell again: retell, untie, preheatretelluntiepreheat
    How did it go? Great Okay Tricky

    Social Studies practice · Week 5 · Tuesday

    I can match a right to a responsibility.

    A right is something everyone is allowed to have or do. A responsibility is something you should do for yourself and others. Circle the responsibility that goes with each right.

    1. The right to learnlisten and tryshout in class
    2. The right to be saferun in the streetfollow safety rules
    3. The right to speaklet others speaktalk over others
    4. The right to playkeep all the toysshare the space

    Write and draw.

    1. What right was Ruby Bridges using when she went to school?
    2. I have the right to ____. My responsibility is to ____.
    How did it go? Great Okay Tricky