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    Quarter 2Week 11ThursdayDay 54 of 180

    Week 11, Thursday: Apply strategy explanations · Create an image that clarifies their own writing

    Day 54 · 3 lessons · 140 min

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    Math

    Students apply strategy explanations by teaching a strategy to someone else and critiquing a sample explanation (2.NBT.B.9, 2.OA.A.1).

    Remember?

    3 quick questions from earlier weeks · about 3 minutes

    1. 14 − 8 = ? Facts to 20
    2. What is 100 less than 173? Week 10
    3. 379 + 269 = ? Week 9

    Standards Addressed

    2.NBT.B.92.OA.A.12.NBT.B.5

    Activities

    10 min

    Warm-Up

    Find the mistake: show this work on paper, 45 + 37 = 72 with the ones written as 5 + 7 = 12 but no carried ten. Your child finds the error, fixes it (82), and explains what the missing ten stands for.

    paperpencil
    15 min

    Mini-Lesson

    Read a word problem: 'A farmer has 63 chickens and buys 28 more. How many chickens now?' Show a pretend student answer: 'I did 60 + 20 = 80 and 3 + 8 = 11, so 91.' Ask your child to judge it: Is it correct (yes), which strategy is it (decomposing), and what could make the explanation clearer (say that 80 + 11 = 91). Repeat with a compensation answer for 'A shop had 82 kites and sold 39' (43).

    paperpencil
    15 min

    Practice

    Teaching time: your child picks one strategy (make a ten, number line, decompose, compensation, or base-ten drawing) and teaches it to you or a sibling using 57 + 36 (93) with straws or a drawing, then answers your question, 'Why does that step work?' Then they write a 3 to 4 sentence explanation of the same strategy on an index card.

    index cardspencilstraws bundled by tenloose strawspaper
    5 min

    Wrap-Up

    Ask, 'What was hard about explaining instead of just solving?' Post the index card on the fridge as a reference for Friday.

    index cards

    Materials Needed

    paperpencilindex cardsstraws bundled by tenloose straws

    Related Resources

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

    English Language Arts

    Students create an image that clarifies their own writing and draft the third All About section with a fact from experience (RI.2.7, W.2.8).

    Remember?

    3 quick questions from earlier weeks · about 3 minutes

    1. What is the root word in 'helpful'? Week 10
    2. What does bold print usually tell a reader? Week 9
    3. What is the plural of 'child'? Grammar and spelling

    Standards Addressed

    RI.2.7W.2.8W.2.2+2 more

    Activities

    15 min

    Read-Aloud

    Reread the beekeeper pages of 'The Honey Makers.' Cover the pictures with paper and read the words only, having your child list every question that comes up ('What does a smoker look like?'). Uncover the pictures and count how many questions the pictures answered.

    The Honey Makers by Gail Gibbonsplain paperpencil
    10 min

    Mini-Lesson

    Teach the three rules of a helpful diagram: draw it big, label the important parts with straight lines, and give it a caption that says what it is. Model on the board with a bee: label head, thorax, abdomen, wings, and stinger, then write the caption 'A worker bee has three body parts.'

    chart papermarker
    15 min

    Guided Reading

    Your child rereads the observation page in the research folder and the science notebook drawings, then finds a page in one of the research sources with a picture of the same thing. Write a sentence comparing them: 'My drawing shows ______ and the book's picture also shows ______.'

    folderscience notebooklibrary book on the research topicpencil
    15 min

    Writing Workshop

    Your child drafts the third section, including one fact that came from their own observation ('I saw the bean's root grow before the leaves'). Then draw and label the planned diagram for one section, with a caption under it, following the three rules.

    folderplain paperpencilcolored pencils
    10 min

    Word Study

    Teach the three sounds of the -ed ending and read these words in a smooth voice: jumped, buzzed, landed, hopped, filled, wanted, walked, played, needed, watched. Sort them by whether -ed says /t/, /d/, or /id/, then read a page from 'The Honey Makers' and hunt for any -ed words.

    index cardsmarkerThe Honey Makers by Gail Gibbons

    Materials Needed

    The Honey Makers by Gail Gibbonsplain paperpencilchart papermarkerfolderscience notebooklibrary book on the research topiccolored pencilsindex cards

    Related Resources

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

    Social Studies

    Students classify resources as renewable or nonrenewable and plan one way their family can conserve a natural resource (D2.Geo.5.K-2).

    Standards Addressed

    D2.Geo.5.K-2

    Activities

    10 min

    Review and Extend

    Hold up an apple and a stone. Say, 'If I eat this apple, the tree grows more. If I use up this stone, no new one grows.' Sort Tuesday's resource list into Can Grow Back (trees, plants, animals, sunlight) and Cannot Grow Back Quickly (oil, metal, rock). Ask, 'Which list should we be most careful with?' Support: Sort four items with picture cards. Stretch: Explain why water belongs on both lists, since it can be cleaned but also can run out in a drought.

    applestoneTuesday's chartmarker
    15 min

    Project Work: Family Conservation Plan

    Your child chooses one resource to protect this week: water (shorter showers, turn off the tap while brushing), trees (use both sides of paper), or electricity (lights off when leaving a room). Make a poster with the rule, a picture, and a seven-day tally chart to track each time the family follows it.

    poster papermarkersruler
    5 min

    Share Progress

    Your child hangs the poster in the kitchen and explains it to the family: 'We are saving ______ because ______.'

    conservation postertape

    Materials Needed

    applestoneTuesday's chartmarkerposter papermarkersrulertape

    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 11 · Thursday

    I can check someone's work and explain a strategy.

    Look: Lin says 38 + 45 = 73

    1. Check the ones: 8 + 5 = 13.
    2. 13 is 1 ten and 3 ones. Lin forgot the ten.
    3. Tens: 3 + 4 + 1 = 8. The right answer is 83.

    Be the teacher. Is the work right? If not, fix it.

    1. Sam added 56 and 28 and got 74. He wrote 6 + 8 = 14. What did he forget?
    2. Bo did 72 − 45 like this: 72 − 50 = 22, then 22 − 5 = 17. Is he right?
    3. A farmer has 47 hens and gets 36 more. Rosa did 40 + 30 = 70 and 7 + 6 = 13, so 83. Is she right? Which strategy?

    Teach a strategy.

    1. Solve 65 + 27 = ____ your way. Write how and why it works.
    How did it go? Great Okay Tricky

    ELA practice · Week 11 · Thursday

    I can make a diagram for my writing and read -ed words.

    Look: A helpful diagram

    1. Draw it big.
    2. Label the important parts with straight lines.
    3. Write a caption that says what it is.

    Draw a diagram for one section of your All About book.

    1. My diagram
    2. My caption:

    Read each word. What sound does -ed make? Circle it.

    1. kicked/t//d//id/
    2. rained/t//d//id/
    3. painted/t//d//id/
    4. mixed/t//d//id/
    5. smiled/t//d//id/
    6. folded/t//d//id/
    How did it go? Great Okay Tricky

    Social Studies practice · Week 11 · Thursday

    I can sort resources and help save one.

    Sort the words. Can it grow back, or not?

    • apple
    • cotton
    • wood
    • wool
    • oil
    • metal
    • stone
    • coal
    Can grow backCannot grow back quickly
    1. Which list should we be most careful with? Why?

    My family plan. Make a tally each day we follow it.

    MonTueWedThuFriSatSun
    1. We are saving ________ because ________.
    2. Our rule is ________.
    How did it go? Great Okay Tricky