Week 7 — Printable Lesson Packet

Mathematics

Objective: Students add two-digit numbers within 100 using make-a-ten and open number line strategies based on place value (2.NBT.B.5).

1. 10 min — Warm-Up: Spiral from Week 6: write 348 and 384 on index cards and ask which is greater and how you know. Then flash 10 make-a-ten facts (7 + 3, 8 + 2, 6 + 4, 9 + 1, 5 + 5) and have your child answer aloud as fast as possible.
2. 15 min — Mini-Lesson: Write 38 + 25. Model with straw bundles: 3 tens and 8 ones plus 2 tens and 5 ones. Show how 8 loose straws and 2 of the 5 make a new bundle of ten, leaving 3 loose. Say, 'We made a ten. Now we have 6 tens and 3 ones, 63.' Repeat with 47 + 36 (6 + 3 more makes a ten, total 83).
3. 15 min — Practice: Your child solves 29 + 34, 56 + 27, 45 + 38, and 18 + 65 by building each with straws, making a ten when needed, and writing the answer (63, 83, 83, 83). For the last problem, ask them to also draw the bundles as sticks and dots on paper.
4. 5 min — Wrap-Up: Ask, 'When do we need to make a new ten?' Listen for 'when the ones add up to 10 or more.' Have your child tell you one problem from today where they made a ten.

Materials: index cards, straws bundled by ten, loose straws, rubber bands, paper, pencil

English Language Arts

Objective: Students ask who, what, where, when, why, and how questions before and during a nonfiction read-aloud and begin an informational piece by introducing a topic (RI.2.1, W.2.2).

1. 15 min — Read-Aloud: Say, 'Last week we read stories and asked whose point of view we were hearing. This week we read true books, and the reader's job is to ask questions.' Show the cover of 'From Seed to Plant' by Gail Gibbons and write three questions your child wonders about on a chart labeled 'Before Reading' (for example, 'How does a seed know when to grow?'). Read the first half, through the pages that show how seeds travel, pausing whenever a question gets answered to draw a check mark next to it.
2. 10 min — Mini-Lesson: Make a six-box anchor chart with the words Who, What, Where, When, Why, How. Model turning one page into a question for each box: 'Where does the seed go after the wind carries it?' Explain that good readers ask questions the whole time they read, not just at the start.
3. 15 min — Guided Reading: Give your child six sticky notes, one per question word. Reread two pages together and have your child write one question on each note, then hunt for the answer and write the page number on the back. Any question the book does not answer goes on a separate 'Still Wondering' card.
4. 15 min — Writing Workshop: Introduce informational writing: 'This kind of writing teaches a reader something true.' Your child picks a topic they already know well (a pet, a sport, a favorite food, a plant in the yard) and writes a topic sentence that names it, such as 'Cats are pets that like to climb and nap.' Draw a quick picture that shows the topic.
5. 10 min — Phonics: Teach the suffix -ful, meaning 'full of.' Write these words on index cards and have your child cover the suffix, read the base word, then read the whole word and tell what it means: helpful, careful, hopeful, playful, colorful, thankful, useful, joyful, cheerful, painful. Sort the cards by whether the base word is a thing (color) or an action (help).

Materials: From Seed to Plant by Gail Gibbons, chart paper, marker, sticky notes, index cards, writing notebook, pencil, crayons

Science

Objective: Students plan and set up an investigation to find out whether plants need water and sunlight to grow (2-LS2-1).

1. 5 min — Science Question of the Week: Remind your child that last week we learned big objects are made of small pieces. Say, 'This week we start living things. Our question: What does a plant need to grow?' Write the question on an index card and tape it above the work space.
2. 20 min — Investigation: Seeds in Bags: Fold four damp paper towels into four zip bags and press two dried beans (pinto or kidney, soaked overnight) into each. Label the bags A: water and light (sunny window), B: water, no light (dark cupboard), C: no water and light (dry towel, sunny window), D: no water, no light. Have your child predict which bag will sprout first and record the prediction on a chart with four rows.
3. 5 min — Wrap-Up: Ask, 'Which bag are you most sure about? Why?' Your child draws all four bags in the science notebook and writes today's date under the drawing.

Materials: 4 zip bags, 8 dried beans (soaked overnight), paper towels, marker, index card, tape, science notebook, pencil

Mathematics

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

1. 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.
2. 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.
3. 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.
4. 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.

Materials: printed hundreds chart, straws bundled by ten, loose straws, paper, pencil, index cards

English Language Arts

Objective: 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).

1. 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.
2. 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.
3. 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.
4. 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.
5. 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.

Materials: From Seed to Plant by Gail Gibbons, chart paper, marker, writing notebook, pencil, index cards

Social Studies

Objective: 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).

1. 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.
2. 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.
3. 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.

Materials: Me on the Map by Joan Sweeney, shoebox, small toys, paper, pencil, crayons, notebook

Mathematics

Objective: Students practice adding and subtracting within 100 with the compensation strategy and choose a strategy that fits each problem (2.NBT.B.5).

1. 10 min — Warm-Up: Deal 8 index cards with two-digit numbers (23, 41, 59, 17, 36, 68, 74, 85). Your child draws two cards, adds them mentally, then checks with the hundreds chart. Play four rounds.
2. 15 min — Mini-Lesson: Introduce compensation: write 49 + 26. Say, '49 is so close to 50. Let us add 50 + 26 = 76, then take back the 1 we borrowed: 75.' Show it with beans: 49 beans plus 1 bean makes a friendly 50. Repeat with 38 + 45 (40 + 45 = 85, then 85 - 2 = 83) and 71 - 29 (71 - 30 = 41, then add 1 back: 42).
3. 15 min — Practice: Give 6 problems: 59 + 23, 28 + 47, 39 + 36, 82 - 19, 65 - 29, 74 - 38 (answers 82, 75, 75, 63, 36, 36). For each, your child circles the number that is close to a ten and writes the friendly problem first. Support: use only numbers ending in 9 (59 + 23, 82 - 19, 65 - 29). Stretch: try 47 + 28 by rounding both numbers and adjusting twice.
4. 5 min — Wrap-Up: Ask, 'What makes a number friendly?' Have your child name three friendly numbers (any multiples of ten) and one problem where compensation saved time.

Materials: index cards, printed hundreds chart, dried beans, paper, pencil

English Language Arts

Objective: Students ask and answer questions about a second nonfiction text and combine a hook and topic sentence into an informational introduction (RI.2.1, W.2.2).

1. 15 min — Shared Reading: Read 'Ants' from the National Geographic Kids Readers series by Melissa Stewart. Before opening it, have your child ask three questions about ants and write them on sticky notes on the cover. Read together, moving each note to the page that answers it.
2. 10 min — Mini-Lesson: Compare the two books: 'From Seed to Plant' uses drawings and 'Ants' uses photographs, but both answer readers' questions. Show how a bold word or a caption often answers a 'what' question fast. Add 'captions' and 'bold words' to the anchor chart as places to look for answers.
3. 15 min — Independent Reading: Your child chooses any nonfiction book from the home or library shelf, writes one question before reading, and reads for 12 minutes. At the end they tell you whether the question got answered and read the sentence that answered it.
4. 15 min — Writing Workshop: Your child copies the hook question and topic sentence onto a clean page as one paragraph and adds one sentence that tells why the topic matters or is interesting ('Cats are great pets because they are quiet and clean.'). Read it aloud together and circle the capital letters and end marks.
5. 10 min — Phonics: Teach the suffix -ly, which tells how something is done. Read: slowly, quickly, softly, kindly, loudly, safely, bravely, gladly, nearly, sweetly. Have your child say a sentence about an ant using one word ('The ant carried the crumb slowly.') and then act it out.

Materials: National Geographic Kids Readers: Ants by Melissa Stewart, From Seed to Plant by Gail Gibbons, sticky notes, pencil, chart paper, marker, library nonfiction book, writing notebook, index cards

Science

Objective: Students observe the four seed bags, record changes, and plant a bean in soil to begin a longer growth test (2-LS2-1).

1. 5 min — Review: Bring all four bags to the table. Ask your child to read the labels aloud and remind you what each bag is missing. Use a ruler to see if any root or shoot has appeared; most soaked beans show a small root tip by day 2 or 3.
2. 20 min — Deeper Investigation: Beans in Soil: Fill two paper cups with potting soil or garden dirt and plant one soaked bean one finger-deep in each. Water both today, then put Cup 1 in the window and Cup 2 in a closed cupboard. Have your child draw the two cups and write the plan: 'I will water both every day and only Cup 1 gets light.'
3. 5 min — Data Discussion: Make a chart with the headings Bag, Water?, Light?, What I See. Fill in today's row for each bag using words like 'root tip,' 'swollen,' 'no change.' Ask, 'Is the dry bag doing anything at all?'

Materials: seed bags, ruler, 2 paper cups, potting soil, 2 soaked beans, water, notebook, pencil

Mathematics

Objective: Students apply addition and subtraction strategies to solve one-step word problems within 100 and record equations (2.OA.A.1, 2.NBT.B.5).

1. 10 min — Warm-Up: Race the clock: your child solves 45 + 30, 45 + 32, 45 + 37, 80 - 20, 80 - 24, 80 - 27 (answers 75, 77, 82, 60, 56, 53). Time it, then ask which problem was easiest and why.
2. 15 min — Mini-Lesson: Read aloud: 'The library had 64 picture books on the shelf. Kids checked out 27. How many are left?' Draw a bar model: one long bar labeled 64, split into 27 and a question mark. Write 64 - 27 = ? and solve on an open number line (64 - 20 = 44, 44 - 4 = 40, 40 - 3 = 37). Then do an add-to problem: 'Maya had 38 stickers and got 45 more' (83).
3. 15 min — Practice: Your child solves three word problems with a bar model and equation each: 'A bus had 52 riders, 18 got off, how many now?' (34); 'Dad picked 36 apples, Mom picked 47, how many total?' (83); 'Jae has 90 beads and uses 55 for a necklace, how many left?' (35). Count out 90 beans for the last one to check.
4. 5 min — Wrap-Up: Your child makes up one word problem about something in your home (spoons, books, socks) with numbers under 100 and you solve it while they check your work.

Materials: paper, pencil, timer or clock, dried beans

English Language Arts

Objective: Students generate and answer questions on their own during rereading and add facts beneath an informational introduction (RI.2.1, W.2.2).

1. 15 min — Read-Aloud: Reread the middle section of 'From Seed to Plant' (the pages about how pollen moves from flower to flower). Play Question Tennis: you ask a question, your child answers from the page, then your child asks and you answer. Keep score on a scrap of paper; tie games are best.
2. 10 min — Mini-Lesson: Teach that some answers are 'right there' in one sentence and others need 'think and search' across two pages. Model both with 'What carries pollen?' (right there) and 'How does a flower become a fruit?' (think and search). Have your child sort yesterday's sticky-note questions into the two kinds.
3. 15 min — Guided Reading: Write six questions about seeds on index cards and six matching answers on other cards. Your child reads each question, finds the answer card, and checks it against the book page. Then flip the game: your child writes two new question cards for you to match.
4. 15 min — Writing Workshop: Under the introduction, your child writes two true facts about the topic, each as a full sentence. Say, 'A fact is something you could prove by looking.' Add an adverb with -ly to one fact ('Cats jump quickly.'), which connects to this week's word study (L.2.1e).
5. 10 min — Phonics: Teach the suffix -ness, which turns a describing word into a thing. Read: kindness, darkness, sadness, softness, illness, sickness, fairness, brightness, thickness, sweetness. Have your child cover -ness, read the base, then write two of the words from dictation.

Materials: From Seed to Plant by Gail Gibbons, scrap paper, pencil, sticky notes, index cards, marker, writing notebook

Social Studies

Objective: Students compare a map and a globe and use the parts of a map, including a title, key, and compass rose, to add detail to their home map (D2.Geo.1.K-2).

1. 10 min — Review and Extend: Hold up an orange and a flat sheet of paper. Say, 'A globe is round like Earth. A map is flat so it fits in a book.' Draw a compass rose on the paper together and have your child point to the north wall of the house, then east, south, west. Label the four directions on sticky notes and post them on the walls.
2. 15 min — Project Work: Map of Our Home: On a large sheet of paper, your child draws the main floor of your home from above: each room as a rectangle, doors as gaps. Add a title, 'Map of Our Home,' a compass rose in a corner, and a key with three symbols: a small square for windows, a circle for the kitchen table, a triangle for the front door.
3. 5 min — Share Progress: Your child gives a family member a 'map tour,' pointing to the key, the compass rose, and one room. Ask, 'Which direction is your bedroom from the kitchen?'

Materials: orange, paper, sticky notes, marker, large paper, pencil, crayons, ruler

Mathematics

Objective: Students demonstrate fluency adding and subtracting within 100 and explain one strategy in writing (2.NBT.B.5, 2.NBT.B.9).

1. 10 min — Warm-Up: Strategy sort: write 'make a ten,' 'number line,' 'unbundle,' and 'compensation' on four index cards. Read problems aloud (39 + 44, 72 - 35, 58 + 29, 46 + 27) and your child points to the strategy they would pick and says one sentence why.
2. 15 min — Review Mini-Lesson: Work two problems side by side two ways: 67 + 25 with straw bundles and with an open number line (92). Then 84 - 39 by unbundling and by compensation (84 - 40 = 44, plus 1 = 45). Ask, 'Did both ways give the same answer? Why does that have to be true?'
3. 15 min — Weekly Assessment: Give 20 problems: 10 addition (24 + 35, 48 + 26, 57 + 38, 19 + 64, 36 + 47, 62 + 29, 45 + 45, 73 + 18, 29 + 51, 66 + 27) and 10 subtraction (58 - 23, 72 - 46, 90 - 37, 65 - 28, 81 - 54, 47 - 19, 100 - 63, 76 - 38, 53 - 25, 94 - 67). Straws and hundreds chart allowed. Then your child writes 2 to 3 sentences explaining how they solved one problem.
4. 5 min — Wrap-Up: Check answers together (59, 74, 95, 83, 83, 91, 90, 91, 80, 93; 35, 26, 53, 37, 27, 28, 37, 38, 28, 27). Circle any problem to revisit Monday, and read the index card from Tuesday to see if their favorite strategy changed.

Materials: index cards, pencil, straws bundled by ten, loose straws, paper, printed hundreds chart

Assessment: Solve 20 problems within 100 using strategies; explain one strategy in writing

English Language Arts

Objective: Students demonstrate asking and answering questions about a nonfiction passage and share an informational introduction with facts (RI.2.1, W.2.2).

1. 10 min — Reading Celebration: Ask your child to share the most surprising fact from this week's two books and to explain which question it answered. Look back at Monday's 'Before Reading' chart and count how many questions got checked off.
2. 15 min — Reading Response or Assessment: Have your child read the two-page spread in 'From Seed to Plant' about how seeds travel (wind, water, animals) independently. Then answer five written questions: Who or what carries seeds? What do some seeds have that helps them catch the wind? Where can seeds land? Why do seeds need to travel away from the parent plant? How does an animal help a seed move? Score for accuracy and for pointing back to the page.
3. 15 min — Publishing and Author's Chair: Your child copies the finished introduction and two facts onto a clean sheet, adds a title and a labeled drawing, and reads it aloud from a special chair. You respond with one question the piece made you wonder about, which becomes next week's writing seed.
4. 10 min — Phonics Check: Dictate ten words and have your child write them, then say what each suffix means: helpful, careless, quickly, kindness, useful, fearless, softly, darkness, cheerful, restless. Mark any word that needs review next Monday.
5. 15 min — Independent Reading: Your child reads a self-chosen book, fiction or nonfiction, for 15 minutes and uses one sticky note to mark a place where they asked a question. Chat for one minute at the end about whether it got answered.

Materials: From Seed to Plant by Gail Gibbons, National Geographic Kids Readers: Ants by Melissa Stewart, chart paper, writing notebook, pencil, plain paper, crayons, self-chosen book, sticky notes

Assessment: Read the seed-travel spread from From Seed to Plant and answer five who, what, where, when, why, how questions in writing with text evidence; phonics check on ten suffix words (-ful, -less, -ly, -ness).

Science

Objective: Students use evidence from the seed bags to conclude that plants need water to sprout and light to grow green and strong (2-LS2-1).

1. 10 min — Drawing Conclusions: Lay out all four bags and measure any sprouts with a ruler. Fill in Friday's row of the chart. Guide the claim: 'Beans with water sprouted. Beans without water did not.' Note that bag B may have sprouted too, since seeds use stored food first, and say that light matters more once the plant has leaves; the soil cups will show this next week.
2. 15 min — Art Connection: Label a Seedling: Your child draws the biggest sprout twice its real size and labels the seed coat, root, and shoot. Read 'From Seed to Plant' by Gail Gibbons and add any parts the book names that the drawing is missing.
3. 5 min — Week Reflection: Ask, 'Last week we sorted materials by properties. What property changed in the bean seeds this week?' Your child writes one sentence answering the question of the week.

Materials: seed bags, ruler, notebook, From Seed to Plant by Gail Gibbons, paper, colored pencils, pencil

Assessment: Child states the claim that seeds need water to sprout and supports it with the results from at least two bags.