Quarter 1 · Detailed day-by-day lesson plans · Days 26–30
0 of 15 lessons done this week
Week 6 compares three-digit numbers using place-value reasoning and the >, =, < symbols. In reading, children notice how two characters can have different points of view.
Play 'which is greater?' with three-digit numbers from house numbers, book pages, or receipts.
Number cards, comparison symbols, two-character read-aloud
Comparing Three-Digit Numbers
Place Value & Number Relationships · 2.NBT.A.1
Assessment: Compare pairs of three-digit numbers using >, =, < with place value reasoning
Point of View: Different Characters
Phonics: Reading with accuracy and fluency
Writing: Compare two characters' points of view in writing
Properties of Matter
2-PS1-1, 2-PS1-2, 2-PS1-3, 2-PS1-4, K-2-ETS1-1
Students will compare two three-digit numbers by looking at the hundreds digit first and use the symbols >, <, and = (2.NBT.A.4).
3 quick questions from earlier weeks · about 3 minutes
Warm-Up
Write 358 on the board from last week's forms. Student writes it in expanded form (300 + 50 + 8). Then ask, 'Which is bigger, 358 or 400? How do you know without counting?'
Mini-Lesson
Build 245 and 512 side by side with bags, bundles, and beans. Ask, 'Which pile has more hundreds?' Introduce the symbols: write 245 < 512 and read it 'two hundred forty-five is less than five hundred twelve.' Explain that the open side faces the bigger number, like a hungry mouth. Repeat with 630 and 470 (630 > 470) and with 318 and 318 (=).
Practice
Student builds and compares 6 pairs, writing the symbol each time: 421 and 397, 150 and 610, 805 and 805, 299 and 301, 760 and 670, 500 and 499. For each, student says which digit decided it.
Wrap-Up
Ask, 'Why is 301 bigger than 299 even though 299 has bigger digits?' Student explains that the hundreds digit matters most.
Identify who is telling The Three Little Pigs and describe the pigs' point of view about the wolf (RL.2.6).
3 quick questions from earlier weeks · about 3 minutes
Read-Aloud
Say: 'Last week we read pictures closely. This week we ask who is telling the story, because that changes everything.' Read The Three Little Pigs (James Marshall's version or another traditional retelling). Ask after each house: 'What does the wolf say? What does the pig say? Who do we feel sorry for?'
Mini-Lesson
Teach point of view: the person telling the story chooses what we see. Start a T-chart labeled The pigs' side / The wolf's side. Fill in the pigs' side: the wolf is big and bad, he wants to eat us, we are smart to build with bricks.
Guided Reading
Your child rereads the wolf's and pigs' lines from the brick-house scene in two different voices: a deep growly wolf and a squeaky pig. Then ask, 'How does the pig feel about the wolf? What words show it?'
Writing Workshop
Plan a two-character point of view piece about one event: the wolf arrives at the brick house. Fold a paper in half, label one side Pig and one side Wolf, and jot what each character sees, wants, and feels in that moment.
Phonics
Fluency warm-up with a cumulative vowel-team review. Read this list three times, each time faster and smoother: rain, sleep, boat, snow, play, leaf, coat, tree, mail, glow, beach, yellow. Time the third read and celebrate the improvement.
Students will show that a set of small pieces can be taken apart and built into a new object and review how properties describe matter (2-PS1-3, 2-PS1-1).
Science Question of the Week
Ask, 'Can the same pieces make different things?' Remind your child that last week they picked materials for a job. Show a small pile of 20 building blocks (LEGO, wooden blocks or interlocking cubes) and ask, 'How many different things could these become?' Write the words pieces, take apart and build on an index card.
Investigation: Same Pieces, New Object
Give your child exactly 20 blocks. Build a tower, count the blocks, and draw it. Take it fully apart and build a bridge with the same 20 blocks, then a house, then an animal, drawing and counting each time. Ask after each, 'Did we add any pieces? Did we lose any?' Support: build two objects and count together. Stretch: build one object that uses every block flat on the table and one that stands tall, then compare which is sturdier.
Wrap-Up
Ask, 'What stayed the same each time? What changed?' Guide your child to the sentence 'The pieces stayed the same, but the object changed.'
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.
In our country, people have rights. A right is something every person should be free to do or have. You have the right to be safe. You have the right to go to school and learn. People have the right to share their ideas.
Rights come with responsibilities. A responsibility is something you should do. If you have the right to learn, you have the responsibility to listen and try your best. If you have the right to be safe, you have the responsibility to help keep others safe too.
At home you have rights and responsibilities. You have the right to a safe place to sleep. You have the responsibility to help keep your home tidy.
When everyone takes care of their responsibilities, everyone's rights are protected. What is one right you have? What responsibility goes with it?
Math
Second Grade · Week 6 · Friday · secondgrade.com
Math
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 7. Keep the daily Remember? boxes going. |
| About half right | Build both numbers with blocks and compare the hundreds first, then the tens, then the ones. Redo the missed items. Also check the Unit 1 test: repeat any section where your child missed more than half. |
| Only a few right | Do the catch-up activity "Biggest Place Wins". Review the Unit 1 test together and reteach one section a day before Week 7. |
ELA
Cat: That cake is mine. I saw it first! Dog: But I was the one who found the box. I think we should share it.
Second Grade · Week 6 · Friday · secondgrade.com
ELA
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 7. Keep the daily Remember? boxes going. |
| About half right | Reread one story twice: first as one character, then as another. Practice one short passage 3 times for smoothness. Also check the Unit 1 test and reteach any section with more than half missed. |
| Only a few right | Do a daily repeated reading: the same short passage 3 times, 5 minutes a day. Reread the Unit 1 test stories together before Week 7. |
Science
Second Grade · Week 6 · Friday · secondgrade.com
Science
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 7. Keep the daily Remember? boxes going. |
| About half right | Review the unit vocabulary cards and the science journal. Redo one investigation your child enjoyed and have them explain it to you. |
| Only a few right | Walk through the Unit 1 science journal together, retelling each week. Sort 10 objects by a property before Week 7. |
Second Grade · Week 6 · Friday · secondgrade.com
Social Studies
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 7. Keep the daily Remember? boxes going. |
| About half right | Review the unit vocabulary (rule, law, citizen, right, responsibility) with picture cards, and redo any Unit 1 test section with more than half missed. |
| Only a few right | Retell the unit with your child using the vocabulary cards, then reteach one test section a day before Week 7. |
Music · Steady Beat, Rhythm & Movement · All Specials
Music · Week 6
I can move to fast and slow, loud and soft music.
Second Grade · Week 6 · secondgrade.com
Math
Compare numbers by checking hundreds, then tens, then ones
ELA
Two characters can see one thing differently
Science
Small pieces can build many new things
Try it (10 min): Each person writes a three-digit number on a scrap of paper. Put them side by side and decide which is greater. Say which digit decided it.
Talk about it: Why do we look at the hundreds first?
Try it (10 min): Retell a story you both know, like Goldilocks, from a different character's side. Take turns telling it as that character.
Talk about it: How did the story change when a different character told it?
Try it (10 min): Use 15 blocks, spoons or cups. Build something, take it apart, and build something new with the same pieces.
Talk about it: Did you add or lose any pieces? What changed?
Try it (10 min): Take a short walk or look out a window. Find a sign, a helper or someone being a good citizen.
Talk about it: What would happen if nobody followed that rule?
We did blank of 4 activities.
Second Grade · Week 6 · secondgrade.com
