Week 33 — Printable Lesson Packet

Mathematics

Objective: Students will recall addition and subtraction facts within 20 from memory using make-a-ten and doubles strategies (2.OA.B.2).

1. 10 min — 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.
2. 15 min — 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.
3. 15 min — 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.
4. 5 min — 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?'

Materials: dried beans, fact cards, two ten frames drawn on paper, index cards, paper, pencil, folder

English Language Arts

Objective: 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.

1. 15 min — 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.
2. 10 min — 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.
3. 15 min — 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).
4. 15 min — 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.
5. 10 min — 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.'

Materials: Amelia Bedelia by Peggy Parish, whiteboard or paper, marker, reading notebook, crayons, index cards, pencil, story-planning page

Science

Objective: 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).

1. 5 min — 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.
2. 20 min — 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.
3. 5 min — 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.

Materials: paper, pencil, index card, tape

Mathematics

Objective: Students will add and subtract within 100 using place value strategies and the relationship between addition and subtraction (2.NBT.B.5, 2.NBT.B.9).

1. 10 min — Warm-Up: Run the 'still thinking' pile twice. Then ask: '47 + 30?' and '82 - 40?' and have your child explain the jump on a hundreds chart.
2. 15 min — Mini-Lesson: Review strategies within 100 (first taught Week 7). Solve 58 + 36 three ways: add tens then ones (50 + 30 = 80, 8 + 6 = 14, 94); make a ten (58 + 2 = 60, 60 + 34 = 94); number line jumps. Then 73 - 45 two ways: count up from 45 to 73 (5 + 20 + 3 = 28) and take away tens then ones. Ask which way your child likes and why.
3. 15 min — Practice: Explore: your child picks a strategy for each of eight problems and labels it: 29 + 46 (75), 64 + 27 (91), 85 - 38 (47), 91 - 56 (35), 37 + 48 (85), 70 - 24 (46), 53 + 19 (72), 100 - 63 (37). Then choose one addition problem and write a subtraction fact that checks it. Support: use the hundreds chart for every jump. Stretch: solve 29 + 46 mentally and explain your steps aloud.
4. 5 min — Wrap-Up: Ask: 'How does knowing 8 + 6 help with 58 + 36?' File one problem shown two ways.

Materials: fact cards, hundreds chart, paper, pencil, folder

English Language Arts

Objective: Students will compare how different characters view the same events (RL.2.6, first taught in Week 6) and how they respond to those events (RL.2.3, first taught in Week 2), and draft a collaborative story.

1. 15 min — Read-Aloud: Reread the ending of Amelia Bedelia, from the Rogers' return through the lemon meringue pie. Say: 'In Week 6 we learned that different characters see the same thing differently.' Ask: 'When Mrs. Rogers sees the chicken in clothes, what does she think? What does Amelia think she did?'
2. 10 min — Mini-Lesson: Draw two thought bubbles, one over a sketch of Amelia and one over Mrs. Rogers, for the moment they see the dusted furniture. Write what each is thinking, then say: 'The same event, two points of view. The pie is what changes Mrs. Rogers' mind.'
3. 15 min — Independent Reading: Your child reads a book of their choice and finds one moment where two characters feel differently about the same event, marking it with a sticky note. Share it in two sentences at the end: 'X felt ____ but Y felt ____.'
4. 15 min — Writing Workshop: Collaborative story, draft day. Take turns: you write the instruction the helper is given, your child writes what the helper does instead, and so on for three mix-ups. Then decide together what the boss thinks when they come home and how the helper wins them over, Amelia-style.
5. 10 min — Word Study: Contraction review from Week 14. Your child matches and reads: did not / didn't, I will / I'll, it is / it's, they are / they're, we have / we've, cannot / can't, then finds two contractions in Amelia Bedelia and tells which two words each stands for.

Materials: Amelia Bedelia by Peggy Parish, paper, marker, library book of choice, sticky notes, index cards, story-planning page, pencil

Social Studies

Objective: Students will identify a need in their community and choose one service project to plan and carry out over two weeks (D2.Civ.14.K-2, D2.Civ.11.K-2).

1. 10 min — Read-Aloud and Discussion: Read The Curious Garden by Peter Brown. Ask: 'What did Liam notice that no one else did? What was the first small thing he did? How did the city change because one person started?' Explain that noticing a need and doing something about it is what a good citizen does, an idea from Week 4.
2. 15 min — Hands-On Activity: Take a 10-minute walk or look out the window and list 3 things your neighborhood needs (litter on the sidewalk, a bare planter, a lonely neighbor). Then read the 5 project choices: (1) a litter cleanup of one block or park corner with gloves and a bag, (2) a canned-food drive for a local food pantry with a box and a note to 3 neighbors, (3) handmade cards and drawings for residents of a nearby nursing home or a children's hospital, (4) a book drive of gently used books for a little free library, shelter, or classroom, (5) planting flowers in pots for a shared stoop, lobby, or an older neighbor's step. Your child circles one and explains which need it meets.
3. 5 min — Quick Write: Your child writes: 'My community needs ____. I will help by ____.' Support: offer two sentence starters to copy. Stretch: add who else in the family or neighborhood could join and why more helpers matter.

Materials: The Curious Garden by Peter Brown, notebook, pencil, paper

Mathematics

Objective: Students will add up to four two-digit numbers by grouping tens and looking for pairs that make ten (2.NBT.B.6).

1. 10 min — Warm-Up: Fact pile again, then a pairs-to-ten hunt: say 3, 7, 4, 9, 6, 1, 8, 2, 5 and have your child answer the partner that makes 10 as fast as possible.
2. 15 min — Mini-Lesson: Review adding three and four two-digit numbers (first taught Week 8). Solve 24 + 37 + 16: add tens (20 + 30 + 10 = 60), notice ones 4 + 6 make 10, plus 7, so 77. Then 18 + 25 + 32 + 15: pair 18 + 32 = 50 and 25 + 15 = 40, total 90. This is the picnic skill: adding three prices.
3. 15 min — Practice: Practice with a picnic price sheet: juice 28 cents, fruit cup 35 cents, sandwich 42 cents, cookie 15 cents. Your child finds the cost of juice, fruit, and sandwich (105 cents, or 1 dollar 5 cents), sandwich, cookie, and juice (85 cents), and all four items (120 cents). Then four bare problems: 33 + 27 + 19 (79), 45 + 22 + 18 + 11 (96), 26 + 36 + 14 (76), 12 + 39 + 28 + 21 (100).
4. 5 min — Wrap-Up: Ask: 'What did you look for first when adding three numbers?' File the price sheet work; it is a rehearsal for the Week 36 picnic.

Materials: fact cards, price sheet on paper, coins, paper, pencil, folder

English Language Arts

Objective: Students will compare and contrast two versions of the same character's story by different authors (RL.2.9, first taught in Week 14) and write a compare-and-contrast paragraph.

1. 15 min — Read-Aloud: Read Amelia Bedelia's First Day of School by Herman Parish, the nephew of Peggy Parish, which shows Amelia as a child. Say: 'In Week 14 we compared two versions of the same story. Today we have two versions of the same character.' Pause when young Amelia misunderstands 'glue yourself to your seat' and ask if grown-up Amelia would do the same.
2. 10 min — Mini-Lesson: Draw a Venn diagram labeled Peggy Parish's Amelia and Herman Parish's Amelia. Fill in the middle together: takes words literally, kind, means well, wins people over. Then add one difference on each side (grown-up maid at a house versus child at school; black-and-white sketches versus full-color art).
3. 15 min — Guided Reading: Your child flips between the two books to find one more similarity and one more difference each, adds them to the Venn diagram, and reads one favorite page from each aloud in an Amelia voice.
4. 15 min — Writing Workshop: Compare-and-contrast writing review from Week 14. Your child writes a paragraph: 'Both Amelias ____. But the first Amelia ____, while the young Amelia ____.' Then they add one sentence telling which book they liked more and why.
5. 10 min — Word Study: Advanced word patterns: silent letters. Write knee, knock, write, wrong, lamb, climb, ghost, gnaw on the whiteboard. Your child crosses out the silent letter, reads the word, and sorts by silent k, w, b, g, or h. Support: read the words together first and let your child do the crossing out. Stretch: your child hunts for two silent-letter words in either Amelia book.

Materials: Amelia Bedelia by Peggy Parish, Amelia Bedelia's First Day of School by Herman Parish, paper, marker, whiteboard or paper, writing notebook, pencil

Science

Objective: Students will write a prediction and identify what to change and what to keep the same in their science fair test (K-2-ETS1-1).

1. 5 min — Review: Read the question on the fridge together. Ask: 'What is the one thing you are changing in your test?' For the paper towel question it is the brand; for the ramp it is the surface; for the ice cube it is the wrapping. Write it under the heading 'I change'.
2. 20 min — Deeper Investigation: On the Science Fair Plan page make three headings: I change, I keep the same, I measure. Under 'I keep the same' your child lists at least 3 things, for example the same amount of water, the same drop height, the same size ice cube, the same push (let the car go, do not push it). Then write a prediction: 'I think ____ will ____ because ____.' Finally draw a data table with a row for each thing being compared (3 or 4 rows) and columns for Trial 1, Trial 2, Trial 3.
3. 5 min — Data Discussion: Ask: 'Why do we test each one three times instead of once?' Guide toward: one try might be a fluke, and three tries show us what usually happens. Support: act out a single lucky bounce to show why one trial can mislead. Stretch: ask what could happen to the results if the drop height changed between trials.

Materials: Science Fair Plan page, ruler, pencil

Mathematics

Objective: Students will solve one- and two-step word problems within 100 involving odd and even numbers and arrays with repeated addition (2.OA.A.1, 2.OA.C.3, 2.OA.C.4).

1. 10 min — Warm-Up: Fact pile, then odd or even (first taught Week 17): 14, 27, 40, 33, 58, 71. Your child pairs beans to prove two of them and writes 14 = 7 + 7 for the even one.
2. 15 min — Mini-Lesson: Review arrays (first taught Week 18). Lay out picnic cups in 4 rows of 5. Write 5 + 5 + 5 + 5 = 20 and 4 + 4 + 4 + 4 + 4 = 20. Then a two-step: 'We set up 3 rows of 6 chairs. 5 more chairs are added at the end. How many chairs?' (6 + 6 + 6 = 18, then 18 + 5 = 23).
3. 15 min — Practice: Apply with four problems: 'Sandwiches are packed in 5 rows of 4. Two are eaten. How many left?' (18). 'Is 23 odd or even? Can 23 kids make equal pairs for a relay?' (odd, one left over). 'A garden has 2 rows of 9 plants and 3 rows of 4 plants. How many plants?' (30). 'There are 46 crackers. Jo eats 17 and Ana eats 9. How many left, and is that number odd or even?' (20, even). Draw each array or bar model.
4. 5 min — Wrap-Up: Ask: 'How do arrays help you count faster than counting one by one?' File the sandwich array in the portfolio.

Materials: fact cards, dried beans, cups, paper, pencil, folder

English Language Arts

Objective: Students will retell a story in sequence with its central message (RL.2.2, first taught in Week 4) and choose one piece of writing from the year to revise for the Author's Celebration (W.2.5, first taught in Week 19).

1. 15 min — Shared Reading: Your child reads the first half of Amelia Bedelia aloud to you, and you read the second half back. Then ask for a Week 4 style retell in five sentences using first, next, then, after that, finally.
2. 10 min — Mini-Lesson: Ask: 'What is the lesson of Amelia Bedelia? What does Mrs. Rogers learn?' Guide toward the idea that people who make mistakes can still be kind and valuable. Then say: 'Authors revise their stories to make lessons like that clearer. Starting today, you are the author with a story to revise.'
3. 15 min — Independent Reading: Author's Celebration launch. Instead of a library book, your child reads through their own Finished Pieces folder from the year (the Week 31 small-moment story, the Week 32 opinion, earlier narratives, informational pieces, poems). They read at least four aloud to themselves and put a star on the two they like best.
4. 15 min — Writing Workshop: Your child chooses ONE starred piece to revise, illustrate, publish, and read to family in Week 36. They write on an index card: the title, the genre, and 'I chose this because...'. Then they reread the piece once with a pencil and put a small check next to every part that already sounds good.
5. 10 min — Phonics: Multisyllabic review from Week 9 with words from this week's books: Amelia, furniture, drapes, meringue, kindergarten, literally. Your child claps, divides, and reads each, then finds the two with the most syllables.

Materials: Amelia Bedelia by Peggy Parish, Finished Pieces folder, index cards, pencil, chosen piece, whiteboard or paper

Social Studies

Objective: Students will make a step-by-step plan for their community project, including who to ask, what to gather, and when it will happen (D2.Civ.14.K-2, D2.Civ.11.K-2).

1. 10 min — Review and Extend: Reread the pages in The Curious Garden where other gardeners begin to appear. Ask: 'Who did Liam need help from? Who will you need?' Make a 'People to Ask' list of 2 or 3 names: a neighbor, a pantry volunteer, a nursing home front desk, a parent who can drive.
2. 15 min — Project Work: Fill in a one-page plan with 4 boxes: What we will do, What we need (gloves and bags; a collection box and flyer; card stock and markers; a book bin; pots, soil, and seeds), Who we will ask, and When (pick the day next week). Your child draws a small picture in each box and, with your help, writes a 2-sentence flyer or phone script, for example: 'Hi, I am collecting canned food for the pantry. May I pick up a can from you on Saturday?'
3. 5 min — Share Progress: Your child reads the plan aloud to a family member and makes the first ask today, by phone, note, or in person, with you beside them. Record the answer on the plan.

Materials: The Curious Garden by Peter Brown, plan page, pencil, crayons, paper, phone (optional)

Mathematics

Objective: Students will demonstrate fluency within 20, strategies within 100, and word problem solving on a mixed assessment (2.OA.B.2, 2.NBT.B.5, 2.OA.A.1).

1. 10 min — Warm-Up: Final run of the fact pile and celebrate any cards that move to 'know it'. Then have your child teach you the make-a-ten strategy using 9 + 5.
2. 15 min — Mini-Lesson: Walk through the assessment format: a timed fact section, a strategy section where each answer needs a labeled strategy, and a word problem section with models. Practice one of each together: 7 + 6, 46 + 38 (84, label the strategy), and 'A shelf has 3 rows of 7 books; 4 are borrowed' (17).
3. 15 min — Weekly Assessment: Part 1 (3 minutes): 30 facts within 20 mixed addition and subtraction. Part 2: 57 + 26 (83), 82 - 47 (35), 19 + 34 + 21 (74), 65 - 29 (36), each with a strategy label. Part 3: 'Juice costs 28 cents and a pretzel 45 cents; you pay 75 cents. Change?' (2 cents). 'Chairs in 4 rows of 6, plus 7 extra' (31). 'Is 35 odd or even? Show why.' Record fact accuracy and strategy use separately.
4. 5 min — Wrap-Up: Portfolio routine: file the assessment and the fact-card piles with the date. Sticky note: 'My best strategy is...' Preview next week: rulers, clocks, coins, and graphs.

Materials: fact cards, ten frame, paper, pencil, timer, assessment sheet, dried beans, folder, sticky note

Assessment: Fluency within 20; strategies within 100; word problems

English Language Arts

Objective: Students will present a collaborative story with clear voices and appropriate pacing (SL.2.4 and SL.2.5, first taught in Weeks 16 and 17) and show mastery of comparing two versions of a story.

1. 10 min — Reading Celebration: Amelia Bedelia readers' theater. Assign parts (Amelia, Mrs. Rogers, Mr. Rogers, narrator), grab a dish towel for a prop, and act out the chicken and the pie scenes. Praise expression and pauses at commas.
2. 15 min — Reading Response or Assessment: Weekly assessment. Your child writes a response to: 'How are the two Amelia Bedelia books the same? How are they different? Which do you think is funnier and why?' Look for at least two similarities, two differences, and one reason for the opinion.
3. 15 min — Publishing and Author's Chair: Present the collaborative story. Your child reads it aloud to the family, using a different voice for the helper and the boss and pausing before each mix-up for the laugh. Afterward, ask the family which mix-up was funniest, then file the story in the Finished Pieces folder.
4. 10 min — Phonics Check: Advanced pattern check. Your child reads twelve words with silent letters and contractions cold: knee, wrong, lamb, gnat, ghost, write, climb, knock, didn't, they're, can't, I'll. Note any missed for review.
5. 15 min — Independent Reading: Free choice. Offer another Amelia Bedelia title (Amelia Bedelia and the Surprise Shower or Amelia Bedelia Means Business) and ask your child to keep a tally of literal mix-ups, just like Monday.

Materials: Amelia Bedelia by Peggy Parish, dish towel, paper, pencil, collaborative story, Finished Pieces folder, index cards, library book of choice

Assessment: Written comparison of two Amelia Bedelia books with two similarities, two differences, and a supported opinion; oral presentation of the collaborative story with distinct character voices; twelve-word advanced pattern check.

Science

Objective: Students will gather materials, draw the experiment setup, and run one practice trial to check that the measurement works (K-2-ETS1-1).

1. 10 min — Drawing Conclusions: Read the prediction and the 'I keep the same' list back to your child. Ask: 'Is there anything we forgot to keep the same?' Add it. Then together write a numbered list of steps, 4 to 6 steps long, in the order you will do them next week.
2. 15 min — Extension or Art Connection: Collect the real materials into a shoebox: for example 3 paper towel brands, a measuring spoon and cup; or a toy car, a book for a ramp, and a tape measure; or 3 balls and a strip of paper taped to the wall marked every 10 centimeters. Your child draws the setup with labels on a 'How I Did It' page, then runs ONE practice trial to be sure the number can actually be read. Fix anything awkward, such as a ramp that is too steep to measure.
3. 5 min — Week Reflection: Ask: 'Two weeks ago we sorted materials by properties. Which property matters most in your experiment?' (Absorbing water, smoothness, bounciness, or how well something blocks heat.) Put the shoebox somewhere safe for Monday.

Materials: Science Fair Plan page, shoebox, chosen experiment materials, tape measure or ruler, measuring spoon, timer, paper, pencil