Week 16, Friday: Demonstrate that they can solve two-step word · Present an opinion with reasons to an audience

Day 80 · 3 lessons · 140 min

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Math

Students will demonstrate that they can solve two-step word problems with mixed operations using models and equations with a symbol for the unknown (2.OA.A.1).

Done

Remember?

3 quick questions from earlier weeks · about 3 minutes

13 − 4 = ? Facts to 20
6 + 6 = ? and 12 − 6 = ? Week 15
Sam has 24 marbles. Sam gets 13 more. How many marbles now? Week 13

9
12 and 6
37 marbles

Standards Addressed

2.OA.A.1 2.OA.B.2 2.NBT.B.5

Activities

10 min

Warm-Up

One-minute fact burst within 20, then review the routine for two-step problems: read twice, find both actions, model each step, number the equations, check backward.

15 min

Mini-Lesson

Solve one problem together as a warm run: 'Kenji had 40 crayons. He gave 12 to Ana and 9 to Leo. Then he bought 15 more. How many crayons does Kenji have now?' (40 - 12 = 28, 28 - 9 = 19, 19 + 15 = 34). Note it has three steps and that the same routine works.

15 min

Weekly Assessment

Four two-step problems, each requiring a model per step, numbered equations with ?, and a final answer: 1) 'Lucy had 53 stickers. She gave 27 away and then got 18 more. How many now?' (44); 2) 'Amir has 29 shells. Dana has 15 more than Amir. How many shells in all?' (73); 3) 'A store had 80 balloons. 34 were sold and 27 popped. How many are left?' (19); 4) 'Ella read 16 pages, then 19 pages. Cole read 12 fewer pages than Ella. How many pages did Cole read?' (23). Score each step separately.

5 min

Wrap-Up

Reflect: 'Last week was speed with facts. This week the stories had two steps. What is your best tip for not losing the middle number?' Preview next week: odd and even numbers.

Materials Needed

assessment page (four problems)paperpenciltimer

Assessment

Solve 4 two-step problems with mixed operations

Related Resources

Math Worksheets (Weeks 13-16)Math Answer Key (Weeks 13-16)

English Language Arts

Students will present an opinion with reasons to an audience and identify an author's reasons in a text (SL.2.4, RI.2.8, W.2.1).

Done

Remember?

3 quick questions from earlier weeks · about 3 minutes

Where in a book do you usually find the glossary? Week 15
Which pair rhymes: 'boat / coat' or 'boat / bell'? Week 13
Is 'jump' a noun or a verb? Grammar and spelling

Standards Addressed

SL.2.4 SL.2.6 RI.2.8 +2 more

Activities

10 min

Reading Celebration

Type-Off: put a sheet of paper on the table and let your child 'type' with two fingers while the family reads the cows' notes aloud in the funniest voices. Then vote on the best persuader of the week: Alex, the cows, or the hens.

Click, Clack, Moo: Cows That Type by Doreen Croninpaper

15 min

Reading Assessment

Read one of Alex's letters aloud once more. Your child writes what Alex wants, two reasons he gives, and which reason is strongest and why. This is the week's reading assessment.

I Wanna Iguana by Karen Kaufman Orloffpaperpencil

15 min

Publishing and Author's Chair

Presentation time: your child stands and delivers their persuasive letter from the note cards, following the three presenting rules. The audience responds honestly with a decision and one reason for it, then the letter goes into the Writing Folder as a finished piece.

writing folderindex cards

10 min

Phonics Check

Give five sentences with a bold word and a context clue (enormous, shivering, delighted, furious, drowsy). Your child writes a meaning for each word and underlines the clue that helped, aiming for at least four of five.

paperpencil

15 min

Independent Reading

Free choice from the library. Ask your child to find one word they figured out from clues and to tell you the clue at the end.

library books

Materials Needed

I Wanna Iguana by Karen Kaufman OrloffClick, Clack, Moo: Cows That Type by Doreen Croninpaperpencilwriting folderindex cardslibrary books

Assessment

Written identification of a character's opinion, two reasons, and the strongest reason; an oral presentation of an original persuasive letter with reasons and a closing; and a five-item context clue check.

Related Resources

ELA Worksheets (Weeks 13-16)ELA Answer Key (Weeks 13-16)

Science

Students will improve a prototype based on test data and retest to see whether the change helped (K-2-ETS1-3).

Done

Standards Addressed

K-2-ETS1-2 K-2-ETS1-3

Activities

10 min

Drawing Conclusions

Make the one change written on Wednesday (add a lip, a heavier base, a rubber band). Rerun the failing test three times and write the new numbers next to the old ones. Ask: 'Did the numbers get better, worse, or stay the same?'

prototyperecycling-bin materialstape8 crayonshardcover bookEngineering Notebookpencil

15 min

Extension or Art Connection

Draw a 'before and after' comic strip with three panels: the failed test, the change being made, and the retest with the numbers written in speech bubbles. Give the holder a product name and decorate it with a label.

drawing papercrayons or markerssticker paper or tape for a label

5 min

Week Reflection

Ask: 'Was the worry from last Friday the thing that actually went wrong?' and 'What do you want to know about how other people solved this?' Next week you will build a second design and compare.

Materials Needed

prototyperecycling-bin materialstape8 crayonshardcover bookEngineering Notebookpencildrawing papercrayons or markerssticker paper or tape for a label

Related Resources

Science Worksheets (Weeks 13-16)Science Answer Key (Weeks 13-16)

Today's Practice

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

Math practice · Week 16 · Friday

I can get ready to solve two-step stories.

Get ready! Mo had 31 cards. He lost 12. Then he got 8. Circle add or subtract for each step.

Step 1:addsubtract
Step 2:addsubtract
How many cards does Mo have now?

Una has 26 shells. Tom has 11 more than Una.

How many shells does Tom have?
How many shells do they have in all?

How did it go? Great Okay Tricky

ELA practice · Week 16 · Friday

I can get ready to show what I know about reasons and word clues.

Get ready!

What is the difference between a reason and evidence?
Which reason is stronger?I will clean up after my snack.I just want it.
Name one rule for presenting.

Use the clue to tell what the bold word means.

The path was narrow, so only one person could walk on it at a time.

How did it go? Great Okay Tricky

Science practice · Week 16 · Friday

I can make my model better and test it again.

Make your change. Run the failing test three more times.

Test	Old numbers	New numbers

The change I made:
Did the numbers get better, worse or stay the same?betterworsethe same

Draw a comic: the test that failed, the change, and the new test.

My comic:
My crayon holder's name is ____.

How did it go? Great Okay Tricky