Week 10 — Printable Lesson Packet

Mathematics

Objective: Students mentally add and subtract 10 from any number within 1000 by changing only the tens digit (2.NBT.B.8).

1. 10 min — 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).
2. 15 min — 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.
3. 15 min — 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.
4. 5 min — 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.

Materials: printed hundreds chart, dried beans, paper, pencil, index cards, straws bundled by ten, rubber bands

English Language Arts

Objective: 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).

1. 15 min — 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?'
2. 10 min — 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').
3. 15 min — 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.
4. 15 min — 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.
5. 10 min — 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.

Materials: Monarch Butterfly by Gail Gibbons, chart paper, marker, sticky notes, pencil, folder, plain paper, whiteboard or paper

Science

Objective: Students explain that animals depend on plants for food and shelter and observe how seeds travel on animals (2-LS2-2).

1. 5 min — 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?'
2. 20 min — 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.
3. 5 min — 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.

Materials: index card, tape, assorted foods, fuzzy sock or mitten, hand lens, notebook, pencil

Mathematics

Objective: Students mentally add and subtract 100 from any number within 1000 and describe the digit that changes (2.NBT.B.8).

1. 10 min — Warm-Up: Ten-more chain: start at 152 and your child counts up by tens to 252 (152, 162, ... 252). Then count back by tens from 507 to 407. Note the moment the hundreds digit changes.
2. 15 min — Mini-Lesson: Lay out 4 hundred-bundles, 2 ten-bundles, 7 straws: 427. Add one hundred-bundle: 527. Take two away: 227. Say, 'One hundred more or less only changes the hundreds digit.' Write 427, 527, 627, 727 in a column and circle the changing digit. Try 843 - 100 (743) and 76 + 100 (176) with digit cards.
3. 15 min — Practice: Make a two-column chart: '100 more' and '100 less.' Your child fills it for 315, 628, 190, 452, 867, 704, 99, 540 (100 more: 415, 728, 290, 552, 967, 804, 199, 640; 100 less: 215, 528, 90, 352, 767, 604, none, 440). Discuss why 99 - 100 does not work for us yet.
4. 5 min — Wrap-Up: Ask, 'Which is easier, 10 more or 100 more? Why?' Most children say 100 because there is never a regroup below 1000. Confirm that reasoning.

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

English Language Arts

Objective: Students explain what an author wants to answer, explain, or describe in specific sections and gather facts from a first source (RI.2.6, W.2.7, W.2.8).

1. 15 min — Read-Aloud: Finish 'Monarch Butterfly,' including the migration pages and the back-page facts. For the migration section ask, 'Is the author answering a question, explaining how, or describing?' and have your child defend the answer with a sentence from the page.
2. 10 min — Mini-Lesson: Teach the 'purpose sentence' frame: 'The author wrote this to ______ so that readers ______.' Model with the chrysalis page: 'The author wrote this to explain how a chrysalis forms so that readers understand the change.' Your child writes one purpose sentence for the back-page facts.
3. 15 min — Guided Reading: Bring out the first source for the research topic (a library book on the chosen plant or animal; a Gail Gibbons or National Geographic Kids title is ideal). Read the table of contents together and choose the two sections most likely to answer your child's questions. Read them and stop each time a question gets answered.
4. 15 min — Writing Workshop: Teach note-taking with 'words, not sentences.' On each question page in the research folder, your child writes two or three fact notes from the source (for example, 'eats milkweed leaves only') and writes the book title at the top so they remember where the facts came from.
5. 10 min — Word Study: Teach context clues: read the sentence around a hard word to guess its meaning. Use these words from 'Monarch Butterfly': caterpillar, chrysalis, milkweed, migrate, nectar, pupa, larva, antenna, hatch, emerge. For each, find the sentence in the book, guess the meaning, then check the clue in the picture. Support: Do five words together and stop. Stretch: Write two of the words in your own sentences with a clue for the reader.

Materials: Monarch Butterfly by Gail Gibbons, chart paper, marker, writing notebook, pencil, library book on the research topic, sticky notes, folder, plain paper, index cards

Social Studies

Objective: Students compare urban, suburban, and rural communities and identify features of each (D2.Geo.4.K-2).

1. 10 min — Read-Aloud and Discussion: Read 'The Little House' by Virginia Lee Burton. Pause when the first road appears and again when the tall buildings surround the house. Ask, 'What changed around the house? Was it still in the country?' Introduce the words rural (farms and open land), suburban (neighborhoods with yards), and urban (city with tall buildings).
2. 15 min — Hands-On Activity: Three-Community Collage: Fold a large paper into three columns labeled Rural, Suburban, Urban. Your child cuts or draws pictures for each: tractor, barn, and cows; houses with yards, a school bus, a park; tall buildings, a subway, a taxi. Add one sentence at the bottom of each column starting 'People here ______.'
3. 5 min — Quick Write: Your child writes: 'My community is ______ because I see ______.'

Materials: The Little House by Virginia Lee Burton, large paper, old magazines or grocery flyers, scissors, glue, crayons, notebook, pencil

Mathematics

Objective: Students practice mixed mental math with 10 and 100 more and less, including cases that cross a hundred (2.NBT.B.8).

1. 10 min — Warm-Up: Flash 10 index cards each showing a number and an arrow (up arrow means 10 more, down arrow 10 less, double up arrow 100 more, double down arrow 100 less): for example 463 up, 290 up, 805 down, 312 double up, 750 double down. Your child answers in under 3 seconds each.
2. 15 min — Mini-Lesson: Focus on the crossing cases. Write 695 + 10 (705), 703 - 10 (693), 907 + 100 (not possible under 1000, so skip to 900 + 100 = 1000), 105 - 100 (5). Draw each with base-ten pictures so your child sees the 10 sticks becoming a square or the square breaking into sticks.
3. 15 min — Practice: Four-corner puzzle: write a number in the middle of a paper (for example 548). Your child writes 10 more above, 10 less below, 100 more to the right, 100 less to the left (558, 538, 648, 448). Repeat for 397, 605, 190, 999 (only 10 less and 100 less for 999), and 250. Support: keep the hundreds chart nearby for the tens. Stretch: add corners for 20 more and 200 more.
4. 5 min — Wrap-Up: Your child teaches you the rule in their own words: 'Ten changes the tens place, one hundred changes the hundreds place, unless the tens digit is 9.'

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

English Language Arts

Objective: Students compare the purpose of an informational text with the purpose of a story on the same subject and gather facts from a second source (RI.2.6, W.2.7, W.2.8).

1. 15 min — Shared Reading: Read 'The Very Hungry Caterpillar' by Eric Carle. Ask, 'Both books have a caterpillar that becomes a butterfly. Did Eric Carle write to explain, or to entertain?' Point to the Saturday page with the cake and pickle and ask whether a real caterpillar eats those.
2. 10 min — Mini-Lesson: Add 'to entertain' as a fourth purpose on the anchor chart. Make a T-chart: 'Monarch Butterfly' (real facts, labels, tells how) and 'The Very Hungry Caterpillar' (made up, fun, a story with a pattern). Explain that knowing the purpose helps you decide whether to trust a book for research.
3. 15 min — Independent Reading: Your child reads a second source on the research topic (another library book, a magazine article, or a printed encyclopedia page for kids) for 12 minutes and marks two facts that were not in the first source with sticky notes.
4. 15 min — Writing Workshop: Your child adds notes from the second source to the question pages, writing the second source's title at the top in a different color. Then they draw a star next to any fact that appears in both sources, and you explain that two sources agreeing makes a fact more trustworthy.
5. 10 min — Word Study: Teach that compound words are two base words joined, and each part gives a clue to the meaning. Read and split: butterfly, sunflower, honeybee, ladybug, raindrop, treetop, grasshopper, earthworm, dragonfly, milkweed. Your child draws a quick picture of the two parts of 'grasshopper' and 'sunflower' and explains which one is a fair clue.

Materials: The Very Hungry Caterpillar by Eric Carle, Monarch Butterfly by Gail Gibbons, chart paper, marker, second source on the research topic, sticky notes, pencil, folder, plain paper, colored pencils, index cards, crayons

Science

Objective: Students investigate how seeds travel by wind, water, and animals by testing seed models (2-LS2-2).

1. 5 min — Review: Look at the seeds taped in Monday's notebook with a hand lens. Ask, 'What did the seed have that helped it stick?' Read the hitchhiker pages of 'Flip, Float, Fly: Seeds on the Move' by JoAnn Early Macken.
2. 20 min — Deeper Investigation: Wind, Water, or Animal?: Test three real seeds: a dandelion puff or maple 'helicopter' for wind, a dried bean and a sunflower seed for water, and a burr or the sock seeds for animal. Wind test: drop each seed from shoulder height in front of a fan and measure how far it travels with a ruler. Water test: float each in a bowl of water for 2 minutes and note sink or float. Animal test: press each against a fuzzy sock and see if it stays. Record results in a three-row chart.
3. 5 min — Data Discussion: Ask, 'Which seed went farthest in the wind? What shape helped it? Which seed would a bird or squirrel carry?' Your child circles the best traveler in each row.

Materials: notebook, hand lens, Flip, Float, Fly: Seeds on the Move by JoAnn Early Macken, dandelion or maple seed, dried bean, sunflower seed, burr or sock seeds, fan, ruler, bowl of water, fuzzy sock, pencil

Mathematics

Objective: 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).

1. 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).
2. 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).
3. 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).
4. 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: straws bundled by ten, rubber bands, paper, pencil

English Language Arts

Objective: 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).

1. 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?'
2. 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.
3. 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.
4. 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.
5. 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.

Materials: Monarch Butterfly by Gail Gibbons, science notebook, folder, library book on the research topic, second source on the research topic, pencil, plain paper, hand lens, whiteboard or paper, marker

Social Studies

Objective: 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).

1. 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.
2. 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.
3. 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 ______.'

Materials: Town Mouse, Country Mouse by Jan Brett, paper, marker, cardboard, small boxes or blocks, colored paper, tape, markers, toy figure

Mathematics

Objective: Students mentally find 10 more, 10 less, 100 more, and 100 less for given numbers within 1000 (2.NBT.B.8).

1. 10 min — Warm-Up: Fast round on the hundreds chart with a bean: 10 more and 10 less for 34, 88, 91, 5. Then off the chart: 100 more and 100 less for 450, 199, 876.
2. 15 min — Review Mini-Lesson: Review the four moves on 598: 10 more 608 (regroup), 10 less 588, 100 more 698, 100 less 498. Draw 598 in base-ten and show the 10 sticks becoming a square for the 10 more case. Then let your child run the four moves on 305 (315, 295, 405, 205), explaining 305 - 10 as unbundling a hundred.
3. 15 min — Weekly Assessment: Read 12 numbers aloud one at a time, pausing while your child writes 10 more, 10 less, 100 more, and 100 less for each: 243, 567, 890, 315, 704, 496, 158, 632, 981, 209, 350, 477. No manipulatives; answers must come from mental math.
4. 5 min — Wrap-Up: Check together (for example 243: 253, 233, 343, 143; 496: 506, 486, 596, 396; 981: 991, 971, none, 881). Note any regrouping slips and ask, 'What was the trickiest number and why?'

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

Assessment: Mentally find 10 more, 10 less, 100 more, 100 less for 12 numbers

English Language Arts

Objective: Students identify author's purpose on an assessment and share the facts gathered so far for their All About book (RI.2.6, W.2.7, W.2.8).

1. 10 min — Reading Celebration: Your child holds up the four books from this week and last ('Sharks,' 'What Is the World Made Of?,' 'Monarch Butterfly,' 'The Very Hungry Caterpillar') and sorts them onto the purpose chart, giving one reason each. Celebrate the difference between a book that teaches and a book that entertains.
2. 15 min — Reading Response or Assessment: Your child reads the migration spread of 'Monarch Butterfly' independently and answers in writing: What is the author's main purpose for this book (answer, explain, describe, or entertain)? What does the author want to explain on this page? Copy one sentence that proves it. Would you use this book for research and why?
3. 15 min — Publishing and Author's Chair: Your child presents the research folder from the Author's Chair: the topic, the three questions, the three sources (two books and observation), and the two most interesting facts found so far. The audience asks one question the writer still needs to research, which goes on a new page.
4. 10 min — Phonics Check: Dictate ten words and have your child write each and circle the base word: replay, helpless, reread, careful, sunflower, honeybee, planted, flying, migrated, hatches. Ask for the meaning of three, using the base as the clue.
5. 15 min — Independent Reading: Your child reads a self-chosen book for 15 minutes and at the end names the author's purpose in one sentence. If it is nonfiction, they also tell one fact that could go in someone's research folder.

Materials: chart paper, Monarch Butterfly by Gail Gibbons, The Very Hungry Caterpillar by Eric Carle, National Geographic Kids Readers: Sharks by Anne Schreiber, What Is the World Made Of? by Kathleen Weidner Zoehfeld, writing notebook, pencil, folder, self-chosen book

Assessment: Read the migration spread of Monarch Butterfly and identify the author's purpose with a supporting sentence, plus judge the book's usefulness for research; phonics check on ten words with base words, endings, and compound parts.

Science

Objective: Students conclude that animals depend on plants and that plants depend on animals, wind, and water to spread seeds (2-LS2-2).

1. 10 min — Drawing Conclusions: Draw a circle with two arrows: an arrow from Plant to Animal labeled 'food and shelter' and an arrow from Animal to Plant labeled 'carries seeds.' Your child explains the circle aloud using the sock seeds and the food sort as evidence, then writes the sentence 'Plants and animals need each other.'
2. 15 min — Art Connection: Seed Travel Story: Read 'Miss Maple's Seeds' by Eliza Wheeler. Your child then draws a four-panel comic of one seed's trip: on the plant, the way it travels (wind, water, or animal), where it lands, and the new plant growing. Each panel gets one sentence.
3. 5 min — Week Reflection: Ask, 'Last week you put animals in habitats. Which animal in your shoebox could carry a seed? How?' Your child answers in one written sentence.

Materials: notebook, pencil, Miss Maple's Seeds by Eliza Wheeler, paper folded into four, crayons

Assessment: Child explains one way animals depend on plants and one way plants depend on animals, citing the seed tests as evidence.