Quarter 2 · Detailed day-by-day lesson plans · Days 61–65
0 of 15 lessons done this week
Week 13 tackles one- and two-step addition word problems with bar models and equations. In ELA, children notice rhythm and meaning in poems and add reasons and a closing to opinion writing, which began in Week 4.
Turn a real chore (folding 8 + 7 socks) into a word problem.
Bar-model template, poetry anthology, opinion planner
One- and Two-Step Word Problems (Addition)
Operations & Algebraic Thinking · 2.OA.A.1
Assessment: Solve 4 word problems; draw models and write equations
Rhythm and Meaning in Stories and Poems
Phonics: Words with common spelling patterns
Writing: Opinion writing
Engineering Design & Testing
K-2-ETS1-1, K-2-ETS1-2, K-2-ETS1-3
Students will solve add-to and put-together word problems with the result unknown by drawing a bar model and writing an equation with a symbol for the unknown (2.OA.A.1).
3 quick questions from earlier weeks · about 3 minutes
Warm-Up
Spiral from Week 12: write 47 + 25 and 300 + 400 on the board and have your child solve each mentally, then explain the strategy out loud. Ask, 'What did you do first?' and have them name one strategy from last week (make a ten, add the tens then the ones).
Mini-Lesson
Read this problem aloud: 'Maya had 38 stickers. Her grandmother gave her 17 more. How many stickers does Maya have now?' Draw one long bar split into a part labeled 38 and a part labeled 17, with a ? bracket over the whole bar. Say, 'The parts are inside, the whole is the question mark.' Write 38 + 17 = ? and solve it together (38 + 17 = 55). Name this an 'add-to' problem because something was added to what Maya already had.
Practice
Give two problems on index cards: 'Leo read 24 pages on Monday and 19 pages on Tuesday. How many pages did he read in all?' and 'There are 36 red beans and 28 white beans in the jar. How many beans are in the jar?' For each, your child draws the bar model, writes the equation with a ? for the unknown, and solves (43 and 64). Use dried beans to check the second one by counting groups of ten.
Wrap-Up
Ask, 'How did you know both parts go inside the bar?' Have your child point to where the ? went and say, 'The whole was unknown.' Add the words add-to and put-together to a math word wall card.
Students will notice how rhyme and repeated beats give a poem its rhythm and will state an opinion about a poem (RL.2.4, W.2.1).
3 quick questions from earlier weeks · about 3 minutes
Read-Aloud
Open 'Where the Sidewalk Ends' by Shel Silverstein and read 'Sick' aloud with big expression, then read the title poem 'Where the Sidewalk Ends' slowly. Remind your child that last week they described how ideas connect in a nonfiction book; say that this week they will listen for how words connect through sound. Ask: 'Which lines made you laugh, and which lines sounded like a drum?'
Mini-Lesson
Write 'rhythm' and 'rhyme' on an index card. Reread the first eight lines of 'Sick' and tap the table on the strong beats (Peggy ANN McKAY) so your child hears the pattern, then have them tap along on the second read. Circle the rhyming pairs (today/McKay, mumps/bumps) on a copy or list them on paper.
Guided Reading
Let your child choose 'Hug O' War' or 'Boa Constrictor' and read it aloud to you twice, once for the words and once for the beat. Stop to ask what the poem is really about (a game where everyone wins; being swallowed a little at a time) and how the sounds make it funnier. Support: read each line first and have your child echo it. Stretch: have your child find the two lines that rhyme but are farthest apart on the page.
Writing Workshop
Start an opinion piece about the poems: your child writes the sentence frame 'My favorite poem in this book is ____ because ____.' Model with your own choice first, then have them draft one paragraph naming the poem and one reason. Keep this draft in a Writing Folder; it grows all week.
Phonics: Word Families
Introduce the -ack and -ick families. Write and read together: back, pack, sack, snack, track, crack, black, quack; kick, lick, pick, stick, trick, quick, brick, thick. Have your child sort the 16 cards into the two families and read each column fast.
Students will explain what engineers do and use a simple problem to identify a need that a design could solve (K-2-ETS1-1).
Science Question of the Week
Ask: 'What is an engineer, and what do engineers make?' Remind your child that last unit they built a model of a seed carrier, and say that today they will learn the name for that kind of thinking. Write the word 'engineer' on an index card and read it together.
Investigation
Walk through the house and hunt for ten things an engineer designed: a doorknob, a zipper, a faucet, a spoon, a chair. For each one ask, 'What problem does this solve?' and write the problem in a few words on a sticky note stuck to the object (spoon: 'soup runs off a fork'). Finish with the Index Card Tower Challenge: using only 20 index cards and no tape, build the tallest free-standing tower you can in 8 minutes and measure it with a ruler.
Wrap-Up
Say: 'Engineers ask what the problem is, then design and test a solution.' Have your child say the sentence back and name one object from the hunt and the problem it solves. Start an Engineering Notebook (a folder or stapled paper) and record the tower height on page one.
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.
Look around you. The chair you sit on was designed by someone. So was the faucet, the zipper on your coat and the bridge down the road. Engineers helped design them.
An engineer is a person who designs things to solve problems. Engineers use science and math in their work.
Engineers start with a problem. People need to cross a river. Food needs to stay cold. A toy car needs to roll farther.
Next, engineers think of ideas. They draw plans. Then they build a model and test it. If it does not work well, they change it and test again. Each try helps them learn.
Engineers do not give up when a test fails. A failed test shows them what to fix.
You can think like an engineer too. What problem at home would you like to solve?
Math
Second Grade · Week 13 · Friday · secondgrade.com
Math
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 14. Keep the daily Remember? boxes going. |
| About half right | Act out 3 missed problems with small toys or snacks, then write the equation for each. Ask your child to tell you a new story for 15 + 8. |
| Only a few right | Do the catch-up activity "Act It Out: Adding Stories" for 10 minutes a day, then start Week 14 alongside it. Keep numbers under 50 at first. |
ELA
Tap, tap, tap, on the roof all night, The rain is a drum and it plays just right. Drip, drip, drop, on the window glass, It splashes the path and it rinses the grass.
Second Grade · Week 13 · Friday · secondgrade.com
ELA
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 14. Keep the daily Remember? boxes going. |
| About half right | Read a short poem aloud 3 times together and clap the beat. Make word-family lists (-ight, -ack, -ing) with 5 words each. |
| Only a few right | Read one short rhyme each day and find the rhyming words. Practice one word family a day with letter tiles alongside Week 14. |
Science
Second Grade · Week 13 · Friday · secondgrade.com
Science
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 14. Keep the daily Remember? boxes going. |
| About half right | Go on a home hunt for 5 things an engineer designed (a zipper, a faucet, a lamp). For each, your child tells what problem it solves. |
| Only a few right | Reread "What Do Engineers Do?" together and pick one object at home. Talk about the problem it solves. |
Second Grade · Week 13 · Friday · secondgrade.com
Social Studies
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 14. Keep the daily Remember? boxes going. |
| About half right | List 3 things in your town the government takes care of (roads, parks, libraries) and talk about why they help everyone. |
| Only a few right | Visit or look up your town's library or park together and talk about who takes care of it. |
Art · Form, Space & Sculpture · All Specials
Art · Week 13
I can build a 3D form from things at home.
You need: clean boxes, tubes and bottle caps, tape or glue, scissors
Second Grade · Week 13 · secondgrade.com
Math
Solving adding stories with a bar model
ELA
Poems have rhythm, rhyme and word families
Science
Engineers find problems and design ways to solve them
Try it (10 min): Make up an adding story about something at home, like socks in a drawer or cans in the pantry. Your child draws a bar model, puts the ? in the right spot, and solves it.
Talk about it: Was the whole missing or a part? How did you know?
Try it (10 min): Read a short poem or a song together and clap the beat. Then pick one rhyming word and list as many words in its family as you can (cake, lake, make...).
Talk about it: Which line in the poem sounded most like a drum?
Try it (10 min): Pick three things in the kitchen, like a can opener, a lid or a spoon. For each one, say the problem it solves.
Talk about it: If you could design a new kitchen tool, what problem would it fix?
Try it (10 min): Take a short walk or look out the window. Point out things the government takes care of, like roads, stop signs, parks or the library.
Talk about it: Which of these would you miss most if no one took care of it?
We did blank of 4 activities.
Second Grade · Week 13 · secondgrade.com
