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    Quarter 4Week 29MondayDay 141 of 180

    Week 29, Monday: Partition circles and rectangles into two equal · Explain how the words and pictures in 'Over

    Day 141 · 3 lessons · 140 min

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    Math

    Students will partition circles and rectangles into two equal shares and describe them as halves (2.G.A.3).

    Remember?

    3 quick questions from earlier weeks · about 3 minutes

    1. 17 − 8 = ? Facts to 20
    2. A rectangle is split into 4 rows and 4 columns of same-size squares. How many squares? Week 28
    3. A bar graph of pets shows: dogs 5, rabbits 4, cats 9. How many pets in all? Week 26

    Standards Addressed

    2.G.A.3

    Activities

    10 min

    Warm-Up

    Spiral from Week 28: draw a rectangle with 2 rows of 3 squares and ask for the total and the repeated addition sentence. Then ask, 'If two people shared this cracker fairly, how much would each get?'

    15 min

    Mini-Lesson

    Fold a paper circle in half and a paper rectangle in half, showing that the two parts match exactly. Say, 'Two equal shares are called halves. Each part is one half of the whole.' Then fold a rectangle unevenly and ask why those are not halves.

    15 min

    Practice

    Your child cuts a slice of bread, a paper plate, and a paper rectangle into halves, checking each by stacking the two pieces. Then they draw three rectangles and show halves three different ways: a vertical line, a horizontal line, and a diagonal line.

    5 min

    Wrap-Up

    Ask, 'Can halves of the same shape look different?' Show the vertical and diagonal halves and confirm that both are two equal shares.

    Materials Needed

    paper circles and rectanglesscissorsslice of breadpaper platepencil

    Related Resources

    Math Worksheets (Weeks 29-32)Math Answer Key (Weeks 29-32)

    English Language Arts

    Students will explain how the words and pictures in 'Over and Under the Pond' work together and expand simple sentences with where, when, and how (RL.2.7, L.2.1f).

    Remember?

    3 quick questions from earlier weeks · about 3 minutes

    1. What are the parts of the word 'unpacking'? Week 28
    2. What does 'replay' mean? Week 26
    3. Fill in the collective noun: a ___ of fish. Grammar and spelling

    Standards Addressed

    RL.2.7RL.2.1SL.2.1b+3 more

    Activities

    15 min

    Read-Aloud: Over and Under the Pond

    Say: 'Last week you asked why an author wrote a book. This week we ask what the pictures do that the words cannot.' Read 'Over and Under the Pond' by Kate Messner, illustrated by Christopher Silas Neal, and on each spread ask, 'What does the picture show that the words did not say?' Tie to science: this pond is an ecosystem with a food web.

    Over and Under the Pond by Kate Messner
    10 min

    Mini-Lesson: Words Tell, Pictures Show

    Make a two-column chart, 'The words tell me' and 'The picture shows me,' and fill it for the beaver spread (the words tell what the beaver does; the picture shows the lodge, the size, the light under the water). Point out that a reader needs both columns to get the whole story.

    chart papermarkerOver and Under the Pond
    15 min

    Guided Reading: Three Spreads

    Your child chooses three spreads and fills a row of the chart for each, talking through each choice with a stem ('I want to add on, the picture also shows ...'). Stop and reread any spread where the two columns say the same thing.

    Over and Under the Pondchart paperpencil
    15 min

    Writing Workshop: Expanding Sentences

    Write 'The turtle sat.' and show how to expand it with where, when, and how: 'The turtle sat on a warm log in the morning sun.' Your child expands four pond sentences the same way: The loon called. The beaver swam. Minnows darted. A dragonfly hovered.

    writing notebookpencil
    10 min

    Fluency: High-Frequency Words, List 1

    Word cards: again, always, around, because, before, been, both, could, does, every. Your child reads the list three times, timing each pass, then reads two phrase cards: 'around the pond' and 'because it was quiet.' Record the best time.

    index cardstimerwriting notebook

    Materials Needed

    Over and Under the Pond by Kate Messnerchart papermarkerpencilwriting notebookindex cardstimer

    Related Resources

    ELA Worksheets (Weeks 29-32)ELA Answer Key (Weeks 29-32)

    Science

    Students will build a simple food chain (sun, plant, animal, animal) from a real habitat and explain that energy passes from one living thing to the next (2-LS4-1, 2-LS2-2).

    This week's reading: Who Eats What?

    Standards Addressed

    2-LS4-12-LS2-2

    Activities

    5 min

    Science Question of the Week

    Hold up the habitat sign from last week. Ask: 'The frog on your sign, what does it eat? What eats the frog?' Write the week's question: 'How does food move through a habitat?' Introduce the words food chain and ecosystem (all the living and non-living things in a place, working together).

    20 min

    Investigation: Backyard Food Chain Cards

    Make 8 index cards with drawings: sun, grass, grasshopper, frog, snake, hawk, clover, rabbit. Your child arranges them in chains with arrows drawn on strips of paper pointing from the eaten to the eater: sun to grass to grasshopper to frog to snake to hawk. Build a second chain: sun to clover to rabbit to hawk. Ask at every arrow, 'Who is getting energy from whom?' Then go outside for 5 minutes and find one real link (an insect on a leaf, a bird on the lawn) and add a card for it.

    8 index cardscrayonspaper strips for arrows
    5 min

    Wrap-Up

    Ask: 'What is at the start of every chain?' (The sun, then a plant.) Say: 'Plants are producers because they make their own food. Animals are consumers because they eat.' Connect to the social studies words your child already knows.

    Materials Needed

    8 index cardscrayonspaper strips for arrowshabitat sign from last week

    Related Resources

    Science Worksheets (Weeks 29-32)Science Answer Key (Weeks 29-32)

    Today's Practice

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

    Math practice · Week 29 · Monday

    I can split a shape into two equal shares called halves.

    Look: halves

    1. Draw one line so the two parts match exactly.
    2. Two equal shares are called halves.
    3. Each part is one half of the whole.

    Draw each shape. Split it into halves the way it says.

    1. A rectangle, split with a line going up and down.
    2. A rectangle, split with a line going across.
    3. A rectangle, split with a line from corner to corner.
    4. A circle, split into halves.

    Circle or write the answer.

    1. A sandwich is cut into two parts. One part is much bigger. Are the parts halves?yesno
    2. Jamal and Rosa share a pancake fairly. How much does each one get?one halfone thirdone fourth
    3. Two halves make one ____.

    Challenge

    • Can two halves of the same square look different? Draw two squares to show.
    How did it go? Great Okay Tricky

    ELA practice · Week 29 · Monday

    I can tell what the words say and what the picture shows. I can make a sentence longer.

    Look: Words, picture, longer sentence

    1. The words say: A fox runs.
    2. The picture shows snow and the fox's red tail.
    3. Make it longer: The fox runs through the snow in the morning.

    Evening at the Pond

    A duck swims on the pond. It dips its head under the water to look for food.

    A duck swims on a pond at sunset while under the water its feet paddle and a small fish swims away.

    Use the words and the picture above.

    1. What do the words tell you?
    2. What does the picture show that the words do not say?
    3. What time of day is it? How do you know?

    Make each sentence longer. Tell where, when or how.

    1. The frog jumped.
    2. The otter swam.
    3. A bird sang.

    Challenge

    • Write one long sentence that uses both "because" and "around".
    How did it go? Great Okay Tricky

    Science practice · Week 29 · Monday

    I can build a food chain and show who eats whom.

    A food chain shows who eats whom. The arrow points from the food to the eater.

    • sun
    • plant
    • producer
    • consumer
    1. Put this chain in order: hawk, grass, sun, rabbit.
    2. Which way does the arrow point?from the eater to the eatenfrom the eaten to the eater
    3. A plant makes its own food. It is a ____.producerconsumer
    4. An animal eats to get food. It is a ____.producerconsumer

    Go outside for 5 minutes. Find one real link, like an insect on a leaf.

    1. Draw a food chain with the sun, a plant and two animals. Add arrows.
    2. What real link did you find outside?
    3. What is at the start of every food chain?

    You need: index cards

    How did it go? Great Okay Tricky