Quarter 4 · Detailed day-by-day lesson plans · Days 161–165
0 of 15 lessons done this week
Week 33 mixes fluency, strategies, and word problems across operations. Readers compare stories and versions and practice collaborative storytelling with peers.
Tell a family story round-robin — each person adds one sentence.
Math review packet, story-comparison chart
Mixed Operations Practice
Review, Word Problems & Consolidation · All Grade 2 CCSS-M Standards
Assessment: Fluency within 20; strategies within 100; word problems
Comparing Stories and Versions
Phonics: Advanced word patterns
Writing: Collaborative storytelling and presentation
Review, Projects & Science Fair
Review of all Grade 2 science standards; K-2-ETS1-1, K-2-ETS1-3 (science fair)
Students will recall addition and subtraction facts within 20 from memory using make-a-ten and doubles strategies (2.OA.B.2).
3 quick questions from earlier weeks · about 3 minutes
Warm-Up
Ask your child to show you 348 with beans grouped in hundreds, tens, and ones, then say 10 more. Then flash ten fact cards (6 + 8, 13 - 7, 9 + 4, 15 - 9, 7 + 8, 12 - 4, 5 + 9, 14 - 6, 8 + 8, 11 - 3) and sort them into 'know it' and 'still thinking' piles.
Mini-Lesson
Review fluency strategies (first taught Week 15). Show 8 + 6 on two ten frames and move 2 counters to make a ten: 10 + 4 = 14. Show 7 + 8 as a near double: 7 + 7 + 1 = 15. For subtraction, show 13 - 5 as 'think addition': 5 + ? = 13, so 8. Your child explains each strategy back to you with the counters.
Practice
Strategy sort: write 16 facts on index cards (9 + 7, 6 + 6, 14 - 8, 8 + 5, 7 + 6, 17 - 9, 4 + 9, 12 - 6, 8 + 9, 15 - 7, 5 + 6, 11 - 8, 9 + 9, 13 - 4, 7 + 9, 16 - 8). Your child sorts each into make-a-ten, doubles or near doubles, or think addition, then solves and records all 16.
Wrap-Up
Put the 'still thinking' pile in the portfolio folder pocket to practice each morning this week. Ask: 'Which strategy do you use most?'
Students will describe how words and phrases carry meaning, including idioms taken literally (RL.2.4, first taught in Week 13), and begin a collaborative story.
3 quick questions from earlier weeks · about 3 minutes
Read-Aloud
Read Amelia Bedelia by Peggy Parish. Each time Amelia takes an instruction literally (dust the furniture, draw the drapes, dress the chicken), stop and ask: 'What did Mrs. Rogers mean? What did Amelia think it meant?' Keep a tally of the mix-ups.
Mini-Lesson
Say: 'In Week 13 we learned that words and phrases can mean more than they say. Amelia is funny because she only hears the plain meaning.' Write 'draw the drapes' on the whiteboard with two pictures: one of a pencil sketch, one of curtains being closed. Label them literal and what people mean.
Guided Reading
Your child rereads the pages about the chicken and the cake, then picks two more phrases from the book and draws the literal and the meant version for each in the reading notebook (Week 26 real-life word connections review).
Writing Workshop
Collaborative storytelling begins. Together, invent a new helper character who takes everything literally, and brainstorm six household instructions they might get wrong (make the bed, run a bath, set the table). Use Week 25 conversation rules: one person talks at a time, and each idea gets a 'yes, and'. Write the character's name and the setting on a story-planning page.
Word Study
Multiple-meaning word review from Week 16. Give your child these words and have them act out both meanings, then write a sentence for each: draw, dust, run, trip. Say: 'Readers choose the meaning that fits the sentence.'
Students will explain what makes a question testable and choose a science fair question from a menu of safe, measurable investigations (K-2-ETS1-1).
Science Question of the Week
Ask: 'Last week you counted living things in two squares. Was that a question we could answer by looking and counting?' Explain: a testable question is one we can answer by doing a test and measuring something with a number. 'Which is prettier?' is not testable. 'Which rolls farther?' is.
Investigation
Read the 6 science fair questions aloud and, for each, name what you would measure: (1) Which brand of paper towel soaks up the most water? (measure spoonfuls) (2) Which surface lets a toy car roll the farthest: carpet, tile or wood, or a smooth table? (measure centimeters) (3) Does a paper airplane with bigger wings fly farther than one with small wings? (measure steps or centimeters) (4) Which wrapping keeps an ice cube frozen the longest: foil, paper towel, a sock, or nothing? (measure minutes) (5) Which ball bounces highest when dropped from the same height: tennis ball, rubber bouncy ball, or ping-pong ball? (measure against a wall marked in centimeters) (6) Does sugar dissolve faster in cold water, room-temperature water, or warm tap water? (measure seconds with a timer). Your child picks one and writes it at the top of a fresh 'Science Fair Plan' page.
Wrap-Up
Ask your child to say the chosen question and finish the sentence 'I will measure ____ with a ____.' Post the question on the fridge for the next three weeks.
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.
Every science investigation starts with a question. For a science fair, you need a question you can test.
A testable question can be answered by doing an experiment and observing what happens. "Do bean seeds sprout faster in a warm place or a cool place?" is testable. You can plant seeds in both places and watch.
Some questions cannot be tested this way. "What is the prettiest flower?" is about an opinion. People will give different answers, and no test can prove who is right.
In a good test, you change only one thing. In the bean test, you change only where the seeds are kept. The seeds, the soil and the water stay the same.
Next, you make a prediction. A prediction is what you think will happen. Then you do the test, observe and write down what you see. What question would you like to test?
Math
Second Grade · Week 33 · Friday · secondgrade.com
Math
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 34. Keep the daily Remember? boxes going. |
| About half right | Write each missed problem on a card. Your child picks a strategy (make a ten, add tens then ones, or count up), solves it, and tells you why. |
| Only a few right | Do the catch-up activity "Pick a Strategy" daily this week. Keep the facts-to-20 drill going every day. |
ELA
Version 1: Wren's kite flew high over the park. The wind grew strong, and the string broke. The kite got stuck in a tree. Wren's dad climbed a ladder and got it back. Version 2: Wren's kite flew high over the beach. A big gust snapped the string. The kite landed in the waves. A kind surfer swam out and brought it back.
Second Grade · Week 33 · Friday · secondgrade.com
ELA
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 34. Keep the daily Remember? boxes going. |
| About half right | Read two versions of one fairy tale and fill in a Venn diagram together. Sort 8 word cards by igh, kn, wr and ph. |
| Only a few right | Read one version of a tale a day and talk about one difference. Practice 3 pattern words a day (night, knee, write, phone). |
Science
Second Grade · Week 33 · Friday · secondgrade.com
Science
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 34. Keep the daily Remember? boxes going. |
| About half right | Write 4 questions on cards (2 testable, 2 opinions) and sort them together. Pick one testable question and write a prediction. |
| Only a few right | Reread "Asking a Testable Question" together. Choose a simple fair question together (like which paper towel soaks up the most) and write it down. |
Second Grade · Week 33 · Friday · secondgrade.com
Social Studies
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 34. Keep the daily Remember? boxes going. |
| About half right | List 3 needs you notice in your neighborhood together, choose one, and write 3 steps to help. |
| Only a few right | Talk about one need (like a messy park or a food drive) and draw a picture of how your family could help. |
Art · Art and Storytelling: Year-End Showcase · All Specials
Art · Week 33
I can tell a story with pictures.
You need: crayons or colored pencils, a leaf, paint (optional)
Second Grade · Week 33 · secondgrade.com
Math
Picking a smart way to add and subtract
ELA
Comparing stories and sayings that mean something else
Science
Asking a question I can test and measure
Try it (10 min): Play "Beat the Fact": say an addition or subtraction fact within 20 and let your child answer and name the strategy. Then switch and let your child quiz you.
Talk about it: Which facts are still tricky, and what strategy could help?
Try it (10 min): Take turns saying a saying, like "break a leg" or "hold your horses". Act out the silly, word-for-word meaning, then tell what it really means.
Talk about it: Why do you think people use sayings like these?
Try it (10 min): Ask your child the science fair question on the fridge. Together, list what will change, what will stay the same, and what you will measure.
Talk about it: Why can't we test a question like "Which is prettiest?"
Try it (10 min): Walk around your block or building and look for one thing that could be better. Talk about who could help fix it.
Talk about it: What is one small thing our family could do to help?
We did blank of 4 activities.
Second Grade · Week 33 · secondgrade.com
