Skip to main content
    Second Grade
    Today

    Quarter 2Week 10ThursdayDay 49 of 180

    Week 10, Thursday: Apply mental 10 and 100 more · Identify an author's purpose in their own research

    Day 49 · 3 lessons · 140 min

    Previous dayNext day This week's worksheets

    Math

    Students apply mental 10 and 100 more and less to solve story problems and count on or back to solve larger jumps (2.NBT.B.8, 2.OA.A.1).

    Remember?

    3 quick questions from earlier weeks · about 3 minutes

    1. 12 − 9 = ? Facts to 20
    2. 942 − 399 = ? Week 9
    3. 33 + 23 + 12 + 28 = ? Week 8

    Standards Addressed

    2.NBT.B.82.OA.A.1

    Activities

    10 min

    Warm-Up

    Skip-count by 100s from 143 to 943, then by 10s from 143 to 243. Ask, 'How many jumps of 100 did it take? How many jumps of 10?' (8 and 10).

    15 min

    Mini-Lesson

    Read aloud: 'A bakery made 340 cookies. They sold 100 in the morning and 10 more at lunch. How many cookies are left?' Show 340 with straws, remove a hundred-bundle (240), remove a ten-bundle (230). Then a bigger jump: 'A pool holds 560 liters. Add 30 liters,' solved as three jumps of 10 (570, 580, 590).

    straws bundled by tenrubber bandspaperpencil
    15 min

    Practice

    Your child solves mentally, then writes the answer and the jumps: 'Ella saved 275 dollars and earned 100 more' (375); 'A book has 412 pages and Ben has read 200' (212 left); 'A train has 138 riders, 30 get on' (168); 'A garden had 620 bulbs, 40 were dug up' (580); 'A stack of 850 papers loses 300' (550).

    paperpencil
    5 min

    Wrap-Up

    Have your child invent a problem where a number gains 100 and loses 10 in the same story, and check your answer.

    Materials Needed

    straws bundled by tenrubber bandspaperpencil

    Related Resources

    Math Worksheets (Weeks 9-12)Math Answer Key (Weeks 9-12)

    English Language Arts

    Students identify an author's purpose in their own research sources and use experiences and observations as an additional source of facts (RI.2.6, W.2.8).

    Remember?

    3 quick questions from earlier weeks · about 3 minutes

    1. Where do you look to find the page for a topic? Week 9
    2. What is the main topic of a book called 'All About Frogs'? Week 8
    3. Is 'softly' an adjective or an adverb? Grammar and spelling

    Standards Addressed

    RI.2.6W.2.8W.2.7+2 more

    Activities

    15 min

    Read-Aloud

    Reread the life-cycle pages of 'Monarch Butterfly' and have your child act each stage (egg, larva, pupa, adult) while you read. Then ask, 'If Gail Gibbons wanted to describe what a monarch looks like instead of explaining its life cycle, which pages would she keep?'

    Monarch Butterfly by Gail Gibbons
    10 min

    Mini-Lesson

    Teach that your own eyes are a source too. Show how a scientist's notebook counts: 'I watched the bean seed for four days and saw a root come out first' is a fact you gathered by observing. Add 'my own observations' to the source list in the research folder.

    science notebookfolder
    15 min

    Guided Reading

    Your child rereads the two research sources' introductions and writes a purpose sentence for each source ('This book was written to explain how bees make honey'). Then decide together which source is better for each of the three questions and mark it with a check.

    library book on the research topicsecond source on the research topicfolderpencil
    15 min

    Writing Workshop

    Your child adds an observation page to the research folder: if the topic is a plant, look at the science bean bags or a plant outside and record two things seen; if it is an animal, use the science notebook drawings or watch a video or an ant on the sidewalk and record two things seen. Write 'Source: my observation' at the top.

    folderplain paperpencilscience notebookhand lens
    10 min

    Word Study

    Review base words with endings. Write these and have your child underline the base and box the ending, then say the base word alone: planted, planting, growing, hatched, hatches, flying, flies, feeding, migrated, sipping. Discuss why 'sip' doubled its p and why 'fly' changed y to i.

    whiteboard or papermarker

    Materials Needed

    Monarch Butterfly by Gail Gibbonsscience notebookfolderlibrary book on the research topicsecond source on the research topicpencilplain paperhand lenswhiteboard or papermarker

    Related Resources

    ELA Worksheets (Weeks 9-12)ELA Answer Key (Weeks 9-12)

    Social Studies

    Students explain why people choose to live in different kinds of communities and build a model of one community type (D2.Geo.4.K-2).

    This week's reading: City, Suburb and Country

    Standards Addressed

    D2.Geo.4.K-2

    Activities

    10 min

    Review and Extend

    Read 'Town Mouse, Country Mouse' by Jan Brett. Ask, 'What did each mouse like about home? What did each dislike about the other place?' Make a two-column list of pluses for city life and country life. Support: Give two choices for each column. Stretch: Add a third column for suburban life and explain how it mixes the other two.

    Town Mouse, Country Mouse by Jan Brettpapermarker
    15 min

    Project Work: Build a Block

    Your child chooses urban, suburban, or rural and builds one street on a sheet of cardboard using boxes, blocks, or folded paper: tall boxes close together for urban, small boxes with green paper yards for suburban, one box with a big field and a barn for rural. Add a road, a sign naming the community, and one place people work.

    cardboardsmall boxes or blockscolored papertapemarkers
    5 min

    Share Progress

    Your child walks a toy figure down the street and narrates: 'This is a ______ community. People here get food from ______ and go to work at ______.'

    community modeltoy figure

    Materials Needed

    Town Mouse, Country Mouse by Jan Brettpapermarkercardboardsmall boxes or blockscolored papertapemarkerstoy figure

    Related Resources

    Social Studies Worksheets (Weeks 9-12)Social Studies Answer Key (Weeks 9-12)

    Today's Practice

    One page for your child for each lesson. Answers are for grown-ups.

    Math practice · Week 10 · Thursday

    I can solve story problems with jumps of 10 and 100.

    Look: 520 balloons

    1. A shop has 520 balloons. It sells 100, then 10 more.
    2. Jump back 100: 520 → 420.
    3. Jump back 10: 420 → 410 balloons left.

    Solve in your head. Write the jumps and the answer.

    1. Luis has 367 cards. He gets 100 more. How many cards now?
    2. A school has 845 chairs. 200 are put away. How many chairs are still out?
    3. A cart holds 258 books. 30 more are added. How many books now?
    4. Priya had 710 beads. She used 40. How many beads are left?
    5. A farm had 493 eggs. It got 100 more, then sold 10. How many eggs now?

    Challenge

    • Write a story where a number gets 100 more and 10 less. Solve it.
    How did it go? Great Okay Tricky

    ELA practice · Week 10 · Thursday

    I can tell why my sources were written and use my own observations.

    Look: stopped

    1. Find the base word: stop. Underline it.
    2. The ending is -ed. Box it.
    3. stop ends in one vowel and one consonant, so the p doubles: stop + ped.

    Look at your research folder.

    1. Source 1 was written to ________.
    2. Source 2 was written to ________.
    3. Source: my observation. I saw ________.

    Underline the base word. Box the ending.

    1. jumping
    2. hopped
    3. cried
    4. baked

    Challenge

    • Why does hop get two p's in hopped?
    How did it go? Great Okay Tricky

    Social Studies practice · Week 10 · Thursday

    I can tell why people choose different communities.

    List good things about each place.

    City life: good thingsCountry life: good things
    1. What might you miss if you moved from the city to the country?

    Draw the street you built today. Label it urban, suburban or rural.

    1. My street
    2. This is a ________ community. People here work at ________.

    You need: small boxes or blocks, cardboard, paper and tape

    How did it go? Great Okay Tricky