Week 9 — Printable Lesson Packet

Mathematics

Objective: Students add three-digit numbers within 1000 using base-ten drawings and regrouping ones into tens (2.NBT.B.7).

1. 10 min — Warm-Up: Spiral from last week: 25 + 35 + 40 mentally (100). Then review base-ten drawing conventions: a large square for 100, a stick for 10, a dot for 1. Your child draws 236 (2 squares, 3 sticks, 6 dots) and 405 (4 squares, 0 sticks, 5 dots).
2. 15 min — Mini-Lesson: Write 247 + 136. Draw both numbers in base-ten pictures. Combine: 3 squares, 7 sticks, 13 dots. Circle 10 dots and redraw them as a new stick, saying, 'Ten ones regroup into one ten.' Now 3 squares, 8 sticks, 3 dots: 383. Repeat with 328 + 245 (573), letting your child do the regrouping circle.
3. 15 min — Practice: Your child draws and solves 156 + 227, 419 + 348, 263 + 519, and 335 + 428 (answers 383, 767, 782, 763). Each drawing must show the circled ten dots turning into a stick.
4. 5 min — Wrap-Up: Ask, 'How is regrouping dots into a stick like bundling straws?' Have your child hold up a straw bundle to explain.

Materials: paper, pencil, straws bundled by ten

English Language Arts

Objective: Students use headings, captions, and bold print to locate information in a nonfiction reader and begin a narrative about a sequence of events (RI.2.5, W.2.3).

1. 15 min — Read-Aloud: Say, 'Last week you found what a book is mostly about. This week we learn the tools authors give us to find facts fast.' Read the first half of 'Sharks' from the National Geographic Kids Readers series by Anne Schreiber. Each time you meet a heading, a caption, or a bold word, stop and name it out loud, and have your child tally each kind on a scrap of paper.
2. 10 min — Mini-Lesson: Make a 'Text Features Toolbox' chart with a drawing and job for each: heading (tells what a section is about), caption (explains a picture), bold word (an important word to learn), photo (shows what it really looks like). Have your child find one example of each in the book and mark it with a sticky flag.
3. 15 min — Guided Reading: Play 'Feature Finder': say a fact you want ('How many teeth can a shark grow in its life?') and your child decides which feature will get there fastest (a heading, a caption, a bold word) before searching. Do five rounds and talk about which feature helped most each time.
4. 15 min — Writing Workshop: Introduce this week's narrative writing: a true story about something that happened to your child in order. Brainstorm three small moments (losing a tooth, a trip to the pool, planting the bean seeds in science) on a list and circle one. Your child draws three boxes labeled First, Next, Last and sketches each part.
5. 10 min — Phonics: Teach closed syllables: when a vowel is followed by a consonant, it is usually short. Write these two-syllable words and have your child draw a line between the two middle consonants, then read each part: rabbit, napkin, basket, magnet, picnic, sunset, cactus, muffin, kitten, dentist. Clap the syllables of each word.

Materials: National Geographic Kids Readers: Sharks by Anne Schreiber, scrap paper, pencil, chart paper, marker, sticky notes, kitchen timer, writing notebook, whiteboard or paper

Science

Objective: Students describe what a habitat provides (food, water, shelter, space) and compare living things found in two outdoor spots (2-LS4-1).

1. 5 min — Science Question of the Week: Say, 'Last week we saw that a beak matches its food. A habitat is the place that gives an animal its food, water, shelter, and space. Our question: Do different places have different living things?' Post the question on the wall.
2. 20 min — Investigation: Two-Square-Foot Survey: Make a square of string about the size of a bath towel and lay it on grass or dirt; lay a second square on a paved or gravel area. Your child spends 5 minutes at each square counting every living thing seen: ants, worms, grass blades, weeds, spiders, birds overhead. Tally each kind on a two-column chart labeled Grass Square and Hard Square.
3. 5 min — Wrap-Up: Ask, 'Which square had more kinds of living things? What did that square have that the other did not?' Your child writes the totals in the notebook.

Materials: index card, tape, string, hand lens or magnifying glass, notebook, pencil, clipboard

Mathematics

Objective: Students explore regrouping tens into hundreds when adding within 1000, using straw bundles and drawings (2.NBT.B.7).

1. 10 min — Warm-Up: Bundle-of-bundles: have your child rubber-band 10 straw bundles into one big bundle of 100. Ask, 'How many straws is this?' Then say 380 + 20 and have them show it: 3 hundred-bundles, 8 ten-bundles, add 2 ten-bundles, and regroup 10 tens into a fourth hundred (400).
2. 15 min — Mini-Lesson: Write 362 + 275. Draw base-ten: 3 squares, 6 sticks, 2 dots plus 2 squares, 7 sticks, 5 dots. Ones: 7 dots, no regroup. Tens: 13 sticks, circle 10 and redraw as a square. Now 6 squares, 3 sticks, 7 dots: 637. Then do 485 + 178, which regroups twice (663), narrating each circle.
3. 15 min — Practice: Your child solves 293 + 154, 571 + 265, 386 + 447, and 649 + 283 (answers 447, 836, 833, 932). For each, they write R1, R2, or R0 next to the answer to say how many times they regrouped (1, 1, 2, 2).
4. 5 min — Wrap-Up: Ask, 'Can you tell before you start whether a problem will need regrouping? How?' Listen for checking whether the ones or tens add to 10 or more.

Materials: straws bundled by ten, rubber bands, paper, pencil

English Language Arts

Objective: Students use a table of contents, glossary, and index to locate information efficiently and draft the beginning of a sequenced narrative (RI.2.5, W.2.3).

1. 15 min — Read-Aloud: Finish 'Sharks,' then turn to the table of contents and glossary at the front and back. Read the glossary words aloud and ask, 'Where did we see this word in the book?' Have your child use the table of contents to flip straight to the section about baby sharks.
2. 10 min — Mini-Lesson: Add three features to the Toolbox chart: table of contents (front, lists sections and page numbers), glossary (back, defines important words), index (back, lists topics in ABC order with pages). Explain that these live at the front and back of the book, while headings and captions live inside.
3. 15 min — Guided Reading: Choose a library nonfiction book with a table of contents and index (most Gail Gibbons and DK titles have them). Give three lookups: 'Find the page about food,' 'Find what the word habitat means,' 'Find every page that mentions eggs.' Your child names which feature to use, then does it while you time each search. Support: Show the glossary and index pages first and read their headings together. Stretch: Write your own index entry for a page in the book with the correct page number.
4. 15 min — Writing Workshop: Your child writes the First box as two or three sentences, starting with a time word ('One morning,' 'Last Saturday,'). Remind them that the reader was not there, so name where you were and who was with you. Watch for past tense verbs and fix any 'goed' to 'went' or 'runned' to 'ran' together.
5. 10 min — Phonics: Teach open syllables: a syllable that ends in a vowel usually says the long sound. Read and divide after the first vowel: robot, tiger, music, paper, spider, silent, moment, bacon, pilot, open. Have your child sort yesterday's closed-syllable cards and today's open-syllable cards into two columns.

Materials: National Geographic Kids Readers: Sharks by Anne Schreiber, chart paper, marker, library nonfiction book, kitchen timer, writing notebook, pencil, index cards

Social Studies

Objective: Students identify major landforms (mountain, hill, valley, plain, island) and bodies of water (river, lake, ocean) and describe them with pictures and words (D2.Geo.2.K-2, D2.Geo.3.K-2).

1. 10 min — Read-Aloud and Discussion: Read 'Where the River Begins' by Thomas Locker. As the boys walk upstream, stop and name what you see: the wide river, the meadow (a plain), the hills, the pond (a lake), the mountains. Ask, 'Where does the river start? Where do you think it ends?'
2. 15 min — Hands-On Activity: Landform Salt Dough: Mix 1 cup flour, half a cup salt, and half a cup water into dough. On a paper plate, your child shapes a mountain, a hill, a flat plain, a valley between two hills, and an island in a 'lake' (a pressed-in dip). Press a finger to carve a river from the mountain to the lake. Label each with a toothpick flag.
3. 5 min — Quick Write: Your child writes: 'A ______ is high and rocky. A ______ is flat land. Water that flows is a ______.'

Materials: Where the River Begins by Thomas Locker, flour, salt, water, bowl, paper plate, toothpicks, paper scraps, tape, notebook, pencil

Mathematics

Objective: Students subtract within 1000 using base-ten drawings, unbundling a ten or a hundred when needed (2.NBT.B.7).

1. 10 min — Warm-Up: Quick draw: your child draws 524 in base-ten pictures, then draws it again as 4 squares, 12 sticks, 4 dots and explains why both show 524. Repeat with 310 drawn as 2 squares, 10 sticks, 10 dots.
2. 15 min — Mini-Lesson: Write 452 - 237. Draw 452. Say, 'I need to take 7 dots but only have 2.' Cross out one stick and draw 10 dots (now 4 squares, 4 sticks, 12 dots). Cross out 7 dots, 3 sticks, 2 squares: 2 squares, 1 stick, 5 dots, 215. Then 635 - 271, where you unbundle a hundred into 10 sticks (364).
3. 15 min — Practice: Your child solves 583 - 246, 724 - 351, 460 - 128, and 812 - 475 by drawing and crossing out (answers 337, 373, 332, 337). Then they check one problem by building it with straws and unbundling.
4. 5 min — Wrap-Up: Ask, 'What happens to the number when you unbundle a hundred? Does it get bigger, smaller, or stay the same?' Confirm it stays the same, just looks different.

Materials: paper, pencil, straws bundled by ten, loose straws

English Language Arts

Objective: Students compare the text features of two nonfiction texts and use them to locate specific facts, and draft the middle of a sequenced narrative (RI.2.5, W.2.3).

1. 15 min — Shared Reading: Read 'What Is the World Made Of? All About Solids, Liquids, and Gases' by Kathleen Weidner Zoehfeld from the Let's-Read-and-Find-Out Science series. This looks back at your matter unit from science Weeks 2 to 6. As you read, have your child flag the labeled diagrams and the 'Find Out More' activity pages at the end.
2. 10 min — Mini-Lesson: Put 'Sharks' and 'What Is the World Made Of?' side by side and make a two-column chart of which features each book has (photos vs. drawings, glossary or not, labels on diagrams, headings). Ask, 'Why might a book about matter use drawings with labels instead of photos?'
3. 15 min — Independent Reading: Your child reads a self-chosen nonfiction book for 12 minutes, then fills in a 'Feature Hunt' card: one heading, one caption, one bold word, and one fact each feature helped them find.
4. 15 min — Writing Workshop: Your child writes the Next box, two or three sentences telling what happened in the middle of the story, using a linking word such as 'then,' 'after that,' or 'suddenly.' Read the First and Next parts together and ask, 'Does the reader know what happened in order?'
5. 10 min — Phonics: Teach that a silent-e syllable can be part of a longer word. Read and divide: sunshine, cupcake, reptile, inside, complete, athlete, mistake, invite, bedtime, pancake. Your child underlines the vowel-consonant-e pattern in each and reads the word with the long vowel.

Materials: What Is the World Made Of? by Kathleen Weidner Zoehfeld, National Geographic Kids Readers: Sharks by Anne Schreiber, sticky notes, chart paper, marker, library nonfiction book, index card, pencil, writing notebook, whiteboard or paper

Science

Objective: Students compare different habitats (pond, forest, desert, ocean) and match animals to the habitat that meets their needs (2-LS4-1).

1. 5 min — Review: Reread Monday's two-column chart. Say, 'The grass square is a tiny habitat. Today we look at big ones.' List the four needs on an index card: food, water, shelter, space.
2. 20 min — Deeper Investigation: Habitat Sort: Read 'Over and Under the Pond' by Kate Messner. Then write 12 animal names on index cards (frog, trout, deer, owl, squirrel, camel, lizard, rattlesnake, shark, whale, crab, beaver) and four habitat headers (pond, forest, desert, ocean). Your child sorts the cards and explains one need each habitat meets for one animal, for example 'The pond gives the frog water and insects to eat.' Support: Sort six cards into two habitats. Stretch: Pick one animal and explain why it could not live in a different habitat.
3. 5 min — Data Discussion: Ask, 'Which habitat has the most water? The least? How do desert animals get water?' Record the answer to the last question in the notebook.

Materials: notebook, index card, Over and Under the Pond by Kate Messner, 16 index cards, marker, pencil

Mathematics

Objective: Students apply addition and subtraction within 1000 to word problems and check answers with the opposite operation (2.NBT.B.7, 2.OA.A.1).

1. 10 min — Warm-Up: Estimate first: for 298 + 405, ask, 'About how much? Is it more or less than 700?' Then solve (703). Do the same with 612 - 189 (about 400, exactly 423).
2. 15 min — Mini-Lesson: Read aloud: 'A school library has 348 fiction books and 275 nonfiction books. How many books in all?' Draw a bar model, solve with a base-ten drawing (623). Then: 'The library lends out 156. How many stay on the shelves?' (467). Show the check: 467 + 156 should equal 623, and draw it to confirm.
3. 15 min — Practice: Your child solves three problems with drawings and a check: 'A jar holds 425 beans, 180 are added, how many now?' (605); 'A road is 730 meters long, 465 are paved, how many meters are not paved?' (265); 'Two boxes hold 218 and 394 paper clips, how many total?' (612). Support: give a partly drawn base-ten picture for the first problem. Stretch: write your own problem with a three-digit answer that needs two regroupings.
4. 5 min — Wrap-Up: Ask, 'Why does adding back the number you subtracted get you to where you started?' Have your child show it with 5 beans: take 2 away, add 2 back.

Materials: paper, pencil, dried beans

English Language Arts

Objective: Students create their own text features for a piece of writing and complete a sequenced narrative with a closing (RI.2.5, W.2.3).

1. 15 min — Read-Aloud: Reread the section of 'Sharks' about shark senses. Cover each caption with a sticky note and have your child write a new caption for the photo, then compare with the author's. Talk about what a good caption does: names what is in the picture and adds one fact.
2. 10 min — Mini-Lesson: Show that writers add features to help readers. Take last week's animal paragraph from the writing notebook and model adding a heading above it and a caption under the diagram. Ask, 'Which feature would help a reader who is in a hurry?'
3. 15 min — Guided Reading: Give your child a mini 'Scavenger Hunt' list for the 'Sharks' book: find a fact using the index, a word meaning using the glossary, a section using the table of contents, and a picture fact using a caption. Your child writes each fact and the feature used beside it.
4. 15 min — Writing Workshop: Your child writes the Last box: how the story ended and one sentence about how they felt ('I felt proud when the seed finally sprouted.'). Then reread the whole narrative from the top and add one detail about what someone said or did.
5. 10 min — Phonics: Teach the consonant-le ending, where the last syllable is a consonant plus 'le.' Read and divide before the consonant: table, little, puzzle, bubble, apple, turtle, middle, candle, purple, jungle. Have your child write three of them from dictation and clap the two syllables.

Materials: National Geographic Kids Readers: Sharks by Anne Schreiber, sticky notes, pencil, writing notebook, whiteboard or paper, marker

Social Studies

Objective: Students locate landforms and bodies of water on a map and describe how they shape where people live and travel (D2.Geo.2.K-2, D2.Geo.3.K-2).

1. 10 min — Review and Extend: Look at a map of your state (an atlas from the library or a printed map). Find the biggest river, a lake, and any mountains or hills, tracing each with a finger. Ask, 'Why do you think so many cities sit next to rivers?' Guide toward water for drinking, boats, and farming.
2. 15 min — Project Work: Landform Map: Your child draws an imaginary island on paper with at least five features: a mountain, a river running to the sea, a lake, a plain, and a hill. Add a key using brown triangles for mountains, blue lines for rivers, and green for plains, plus a compass rose and a title. Draw a small town where it makes the most sense and explain why.
3. 5 min — Share Progress: Your child presents the island map: 'My town is next to the river because ______.' Ask which direction the mountain is from the town.

Materials: state map or atlas, paper, pencil, crayons, ruler

Mathematics

Objective: Students use base-ten drawings and straw bundles to add and subtract within 1000 with regrouping (2.NBT.B.7).

1. 10 min — Warm-Up: Regroup or not? Read 6 problems aloud and your child gives a thumbs up if regrouping is needed: 234 + 145 (no), 267 + 158 (yes), 590 - 240 (no), 503 - 168 (yes), 425 + 375 (yes), 681 - 429 (yes).
2. 15 min — Review Mini-Lesson: Solve 467 + 285 (752) and 703 - 358 (345) together, alternating who draws each step. For the subtraction, notice that 703 has 0 tens, so you unbundle a hundred first (6 squares, 10 sticks, 3 dots), then unbundle a ten (6 squares, 9 sticks, 13 dots).
3. 15 min — Weekly Assessment: Give 6 problems to solve with base-ten drawings: 356 + 428, 279 + 365, 547 + 293, 684 - 237, 815 - 462, 600 - 348. Straws available for checking. Each drawing must show regrouping with circles or cross-outs.
4. 5 min — Wrap-Up: Check answers (784, 644, 840, 447, 353, 252). Ask, 'Which was hardest? What would you tell a friend who has never regrouped?' Save the assessment for the Week 12 portfolio.

Materials: paper, pencil, straws bundled by ten, loose straws

Assessment: Use base-ten blocks and drawings to solve addition/subtraction within 1000

English Language Arts

Objective: Students use text features to locate information on an assessment and publish a sequenced narrative (RI.2.5, W.2.3).

1. 10 min — Reading Celebration: Your child gives a one-minute 'tour' of the 'Sharks' book to a family member, pointing out the table of contents, a heading, a caption, a bold word, the glossary, and the index and telling what each is for. Connect to last week: 'Which feature tells the main topic of a section fastest?'
2. 15 min — Reading Response or Assessment: Using a library nonfiction book your child has not read before, give six written tasks: find the page number for a topic using the table of contents, find the meaning of one glossary word, use the index to find a page about one topic, copy one caption, write one bold word and what it means, and write one heading and what that section is about. Score each lookup.
3. 15 min — Publishing and Author's Chair: Your child copies the finished narrative onto three pages (First, Next, Last), draws a picture for each with a caption, and adds a title page. Read it aloud from the Author's Chair; the audience retells the three events in order to prove the sequence was clear.
4. 10 min — Phonics Check: Dictate ten two-syllable words and have your child divide and read each: rabbit, tiger, cupcake, turtle, magnet, paper, inside, little, picnic, candle. Note which syllable type gave trouble for a Monday warm-up next week.
5. 15 min — Independent Reading: Your child reads a self-chosen book for 15 minutes; if it is nonfiction, they flag one feature that helped them; if fiction, they flag a place with a two-syllable word they figured out.

Materials: National Geographic Kids Readers: Sharks by Anne Schreiber, new library nonfiction book, writing notebook, pencil, plain paper, crayons, stapler, self-chosen book, sticky notes, family member as audience

Assessment: Complete six text-feature lookups (table of contents, glossary, index, caption, bold word, heading) in an unfamiliar nonfiction book; phonics check on ten two-syllable words across closed, open, silent-e, and consonant-le patterns.

Science

Objective: Students conclude that different habitats support different kinds of living things and build a model of one habitat (2-LS4-1).

1. 10 min — Drawing Conclusions: Reread the square survey totals and the habitat sort. Guide the claim: 'Different places have different living things because each place gives different food, water, and shelter.' Your child copies the claim and adds one piece of evidence from Monday.
2. 15 min — Art Connection: Shoebox Habitat: Your child chooses one habitat from Wednesday and builds it in a shoebox: blue paper for water, crumpled brown paper for rocks, twigs for trees, cotton for clouds or snow. Add two animals drawn on paper and folded to stand, and place each where it finds food and shelter.
3. 5 min — Week Reflection: Ask, 'Last week's beak tools showed that parts match food. How do the animals in your shoebox match their habitat?' Your child answers aloud and writes one sentence.

Materials: notebook, pencil, shoebox, colored paper, twigs, cotton balls, glue, scissors, crayons

Assessment: Child explains, using the shoebox model, how a habitat provides at least two needs for each of two animals.