Quarter 2 · Detailed day-by-day lesson plans · Days 46–50
0 of 15 lessons done this week
Week 10 sharpens mental math: 10 more, 10 less, 100 more, 100 less. In ELA, readers ask why an author wrote a text and gather information for a research project.
Call out a number and have your child shout '100 more' as fast as possible.
Hundreds chart, nonfiction book set, research notebook
Mental Math: Add/Subtract 10 or 100
Addition & Subtraction Within 100 · 2.NBT.B.5
Assessment: Mentally find 10 more, 10 less, 100 more, 100 less for 12 numbers
Author's Purpose in Informational Text
Phonics: Root words and meaning clues from context
Writing: Research project
Plants, Animals & Habitats
2-LS2-1, 2-LS2-2, 2-LS4-1, K-2-ETS1-2
Students mentally add and subtract 10 from any number within 1000 by changing only the tens digit (2.NBT.B.8).
3 quick questions from earlier weeks · about 3 minutes
Warm-Up
Spiral from Week 9: solve 356 + 428 with a drawing (784). Then on the hundreds chart, put a bean on 47 and slide it down one row to 57 and up one row to 37. Ask what changed and what stayed the same (tens digit changed, ones digit stayed).
Mini-Lesson
Write 346 on an index card with each digit on its own card: 3, 4, 6. Say, 'Ten more means one more stick.' Swap the 4 for a 5: 356. Ten less: swap for a 3: 336. Then the tricky case, 396 + 10: 9 tens plus 1 ten is 10 tens, which regroups to a hundred, so 406. Show it with straw bundles.
Practice
Say each number and your child answers 10 more and 10 less aloud: 234, 571, 809, 450, 693, 385, 902, 197 (answers 244 and 224, 581 and 561, 819 and 799, 460 and 440, 703 and 683, 395 and 375, 912 and 892, 207 and 187). They write only the ones they hesitate on.
Wrap-Up
Ask, 'When does adding 10 change the hundreds digit?' Listen for 'when the tens digit is 9.' Have your child give one example.
Students identify the main purpose of a nonfiction text, including what the author wants to answer, explain, or describe, and choose a research topic for an All About book (RI.2.6, W.2.7).
3 quick questions from earlier weeks · about 3 minutes
Read-Aloud
Say, 'Last week you used headings and captions to find facts. This week we ask a bigger question: why did the author write this book at all?' Read the first half of 'Monarch Butterfly' by Gail Gibbons, through the caterpillar stage. Pause twice to ask, 'What is Gail Gibbons trying to explain on this page?'
Mini-Lesson
Make an anchor chart with three purposes and a picture for each: to answer a question, to explain how something works, to describe what something is like. Write 'Monarch Butterfly' under 'explain' and have your child say why ('It explains how a caterpillar turns into a butterfly').
Guided Reading
Reread the milkweed pages together. Ask, 'What does the author want me to know about milkweed?' and have your child find the sentence that shows it. This links to science this week, where you are learning that animals depend on plants; a monarch cannot live without milkweed.
Writing Workshop
Launch the research project: an 'All About' book on a plant or animal connected to the science unit. Offer choices (bean plant, sunflower, monarch butterfly, honeybee, ant, earthworm) and have your child pick one and write three questions they want to answer ('What does it eat? Where does it live? How does it grow?'). Set up a research folder with one page per question.
Word Study
Teach that a base word is the root you can build on. Write these word families and have your child circle the base in each: play, replay, playful; help, helper, helpless; read, reread, reader; care, careful, careless. Then your child builds one new word from the base 'hope' and tells what it means.
Students explain that animals depend on plants for food and shelter and observe how seeds travel on animals (2-LS2-2).
Science Question of the Week
Say, 'Last week you built a habitat. Every animal in it needed plants somehow. Our question this week: How do animals depend on plants, and how do plants use animals to move their seeds?'
Investigation: What Did I Eat From a Plant?
Set out breakfast and lunch items: bread, an apple, peanut butter, cheese, a carrot, cereal. Your child sorts them into From a Plant, From an Animal, and Both, then traces the animal foods back: 'Cheese comes from a cow, and the cow eats grass.' Then walk outside and rub a fuzzy sock or an old mitten across weeds and tall grass; look for seeds that stick, and count them.
Wrap-Up
Your child writes two sentences: 'Animals need plants for ______.' and 'Seeds stuck to my sock because ______.' Tape a few stuck seeds into the notebook.
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.
People live in many kinds of communities. Three kinds are urban, suburban and rural.
An urban community is a city. Many people live close together. There are tall buildings, busy streets and lots of stores. Many people ride buses or trains to get around.
A suburban community is near a city. It is called a suburb. Many families live in houses with yards. Some people drive or take a train into the city to work.
A rural community is in the country. Homes are far apart. There are farms, fields and open land. People may drive a long way to get to a store.
All three kinds of communities need each other. Farms in rural places grow food for people in cities. Cities have jobs, stores and hospitals that people from suburbs and the country visit.
What kind of community do you live in? How do you know?
Math
Second Grade · Week 10 · Friday · secondgrade.com
Math
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 11. Keep the daily Remember? boxes going. |
| About half right | Use a hundreds chart: start on 45 and jump down a row (55) and up a row (35). Then say 10 more, 10 less, 100 more and 100 less for 3 three-digit numbers. Redo the missed items. |
| Only a few right | Do the catch-up activity "Ten More, Ten Less" for 10 minutes a day this week, then start Week 11 alongside it. |
ELA
Second Grade · Week 10 · Friday · secondgrade.com
ELA
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 11. Keep the daily Remember? boxes going. |
| About half right | Look at 3 books at home and ask, "Why did the author write this?" Build words on root cards: help + ful, re + plant, un + kind. |
| Only a few right | Read one nonfiction page aloud each day and ask, "What is this author teaching us?" Practice 3 root words a day alongside Week 11. |
Science
Second Grade · Week 10 · Friday · secondgrade.com
Science
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 11. Keep the daily Remember? boxes going. |
| About half right | Collect 4 or 5 seeds at home or outside (an apple seed, a dandelion puff, a burr or a maple "helicopter"). Your child guesses how each one travels and tells why. |
| Only a few right | Blow on a dandelion puff or a feather together and watch it float. Then talk about seeds that ride on fur and seeds that animals eat. Continue with Week 11. |
Second Grade · Week 10 · Friday · secondgrade.com
Social Studies
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 11. Keep the daily Remember? boxes going. |
| About half right | Look at 3 photos (a city street, a neighborhood of houses with yards, a farm) and sort them. Your child tells one clue for each. |
| Only a few right | Reread "City, Suburb and Country" together and draw one picture of each kind of community. |
Music · Melody, Pitch & Singing · All Specials
Music · Week 10
I can hear if a melody goes up or down.
Second Grade · Week 10 · secondgrade.com
Math
Adding and subtracting 10 or 100 in my head
ELA
Why authors write, and clues to new words
Science
Animals need plants, and plants need animals too
Try it (10 min): Play "Ten More, Ten Less" at dinner or in the car. One person says a three-digit number. The other says 10 more, 10 less, 100 more and 100 less.
Talk about it: Which digit changed each time? When did two digits change?
Try it (10 min): Pick three books or magazines at home. Decide together if each one was written to teach, to tell a story or to share an opinion.
Talk about it: What clues helped you decide?
Try it (10 min): Look in the kitchen for foods that are seeds, like beans, rice, nuts or corn. Guess how each seed might travel if it were outside.
Talk about it: Which of these seeds might an animal carry away? How?
Try it (10 min): Take a short walk or look out a window. List three things you see that show what kind of community you live in.
Talk about it: Would you like to live in a different kind of community? Why?
We did blank of 4 activities.
Second Grade · Week 10 · secondgrade.com
