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    Quarter 1Week 7TuesdayDay 32 of 180

    Week 7, Tuesday: Subtract two-digit numbers within 100 · Answer questions about key details

    Day 32 · 3 lessons · 140 min

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    Math

    Students subtract two-digit numbers within 100 by decomposing a ten and by counting back on an open number line (2.NBT.B.5).

    Remember?

    3 quick questions from earlier weeks · about 3 minutes

    1. 11 − 3 = ? Facts to 20
    2. Write <, > or =: 557 ___ 114 Week 6
    3. Write 160 in expanded form. Week 5

    Standards Addressed

    2.NBT.B.52.NBT.B.9

    Activities

    10 min

    Warm-Up

    Say a number, your child says 10 more: 34, 57, 81, 65, 90. Then switch to 10 less: 72, 45, 30, 19, 100. Point to each answer on the printed hundreds chart to show the jump straight up or down one row.

    printed hundreds chart
    15 min

    Mini-Lesson

    Write 52 - 27. Build 52 with 5 straw bundles and 2 loose straws. Ask, 'Can we take away 7 ones?' Unbundle one ten so there are 4 bundles and 12 loose straws, then take away 7 ones and 2 tens, leaving 25. Next draw an open number line for 63 - 38: start at 63, jump back 30 to 33, back 3 to 30, back 5 more to 25.

    straws bundled by tenloose strawspaperpencil
    15 min

    Practice

    Your child solves 71 - 46, 80 - 35, 64 - 29, and 93 - 58 (answers 25, 45, 35, 35). Do the first two with straws and unbundling, the last two on an open number line with jumps of tens then ones.

    straws bundled by tenloose strawspaperpencil
    5 min

    Wrap-Up

    Ask, 'Which way did you like better today, unbundling straws or jumping on the number line? Why?' Record their answer on an index card for Friday.

    index cards

    Materials Needed

    printed hundreds chartstraws bundled by tenloose strawspaperpencilindex cards

    Related Resources

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

    English Language Arts

    Students answer questions about key details using evidence from the text and write a hook that introduces an informational topic (RI.2.1, W.2.2).

    Remember?

    3 quick questions from earlier weeks · about 3 minutes

    1. How should 'Look out!' sound when you read it aloud? Week 6
    2. Add a silent e: kit becomes ___. Week 4
    3. Fix the capitals: we went to ohio in june. Grammar and spelling

    Standards Addressed

    RI.2.1W.2.2L.2.4b+1 more

    Activities

    15 min

    Read-Aloud

    Finish 'From Seed to Plant,' reading the pollination pages and the ending. Before each spread ask, 'What do you think this page will answer?' Afterward, return to yesterday's 'Before Reading' chart and check off any question that now has an answer.

    From Seed to Plant by Gail Gibbonschart paper
    10 min

    Mini-Lesson

    Teach the sentence frame 'The book says ______, so I know ______.' Model with the question 'Why do flowers have bright colors?' and point to the exact words on the page. Explain that pointing to the words in the book is called using text evidence.

    From Seed to Plant by Gail Gibbonschart papermarker
    15 min

    Guided Reading

    Ask five questions from the book and have your child find and read the sentence that answers each one: 'What is inside a seed? How does a bee help a flower? Where do seeds in a pea pod come from? When does a seedling push up through the soil? What does a plant need to grow?' Your child writes the answers using the frame from the mini-lesson. Support: Read the page aloud and let your child point to the answer. Stretch: Write one question the book does not answer and where you might find the answer.

    From Seed to Plant by Gail Gibbonswriting notebookpencil
    15 min

    Writing Workshop

    Show that nonfiction writers often start with a question to hook the reader: 'Did you know a cat can sleep 16 hours a day?' Your child writes a hook question above yesterday's topic sentence, then rereads both sentences aloud to check that they sound like an opening.

    writing notebookpencil
    10 min

    Phonics

    Teach the suffix -less, meaning 'without.' Read and discuss: careless, hopeless, useless, fearless, helpless, endless, spotless, harmless, sleepless, restless. Pair each with yesterday's -ful card when possible (careful and careless, hopeful and hopeless) and have your child act out one pair.

    index cardsmarker

    Materials Needed

    From Seed to Plant by Gail Gibbonschart papermarkerwriting notebookpencilindex cards

    Related Resources

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

    Social Studies

    Students explain that a map is a picture of a place from above and create a simple map of a familiar room (D2.Geo.1.K-2).

    Standards Addressed

    D2.Geo.1.K-2

    Activities

    10 min

    Read-Aloud and Discussion

    Read 'Me on the Map' by Joan Sweeney. Stop at the bedroom page and ask, 'Why does the bed look like a rectangle? Where is the girl standing to see it that way?' Connect to last week: maps help communities find helpers like the fire station.

    Me on the Map by Joan Sweeney
    15 min

    Hands-On Activity: Bird's-Eye Bedroom

    Set a shoebox on the table and place a toy car, a block, and a spoon inside. Have your child stand on a chair to look straight down, then draw what they see on paper, tracing the box first. Repeat with real furniture in their bedroom: bed, dresser, door, window drawn as shapes from above. Support: Trace the shoebox objects together before trying the bedroom. Stretch: Add a title and label each shape with a word.

    shoeboxsmall toyspaperpencilcrayons
    5 min

    Quick Write

    Your child finishes the sentence 'A map is a drawing of a place from ______' and adds one thing their bedroom map shows.

    notebookpencil

    Materials Needed

    Me on the Map by Joan Sweeneyshoeboxsmall toyspaperpencilcrayonsnotebook

    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 7 · Tuesday

    I can subtract by breaking a ten or jumping back on a number line.

    Look: 74 − 29

    1. Start at 74. Jump back 2 tens: 74, 64, 54.
    2. Jump back 4 to get to 50. Then jump back 5 more to 45.
    3. 74 − 29 = 45.

    Draw sticks and dots. Break a ten when you need more ones.

    1. 62 − 38 = ____
    2. 70 − 26 = ____

    Draw an open number line. Jump back tens, then ones.

    1. 85 − 47 = ____
    2. 91 − 56 = ____

    Challenge

    • Which way did you like better, breaking a ten or the number line? Why?
    How did it go? Great Okay Tricky

    ELA practice · Week 7 · Tuesday

    I can answer questions with text evidence. I can read words with -less.

    Look: The text says ____, so I know ____.

    1. Read: A frog's sticky tongue grabs flies.
    2. The text says the tongue grabs flies,
    3. so I know frogs eat flies.

    Bees and Flowers

    A bee lands on a flower to drink nectar. Nectar is a sweet drink. Yellow dust called pollen sticks to the bee's legs. The bee flies to the next flower, and some pollen falls off. Pollen helps the flower make seeds.

    Answer with the frame: The text says ____, so I know ____.

    1. Why does a bee visit a flower?
    2. How does a bee help a flower?

    -less means without. Write what each word means.

    1. fearless
    2. spotless
    3. harmless
    4. Tia looked both ways. She was ____.carefulcareless

    Challenge

    • Write a hook question for your topic, like: Did you know...?
    How did it go? Great Okay Tricky

    Social Studies practice · Week 7 · Tuesday

    I can draw a map of a place from above.

    Look straight down at your bedroom. Draw it from above. Show the bed, the door and one more thing as shapes.

    1. My bedroom map

    Answer.

    1. From above, a bed looks like a ____.rectanglecircletriangle
    2. A map is a drawing of a place from ____.abovethe side
    3. Name one thing your map shows.
    How did it go? Great Okay Tricky