Scholar Zone Summer Math | Grade 2 Teacher's Guide

MATH

Contents

WEEK-BY-WEEK PLANNING WEEK 1 • Whole Group PR1ME SH pages 4; 8–9; 13-14; 18–19 with TG pages • Math Read-Alouds, TG pages 26–33 with Thumbnails for Small Group, Independent/Partners, and Optional Math Center WEEK 2 • Whole Group PR1ME SH pages 23; 27; 31–32; 36–37 with TG pages • Math Read-Alouds, TG pages 48–55 with Thumbnails for Small Group, Independent/Partners, and Optional Math Center WEEK 3 • Whole Group PR1ME SH pages 41; 45–46; 50–51; 55–56 with TG pages • Math Read-Alouds, TG pages 70–77 with Thumbnails for Small Group, Independent/Partners, and Optional Math Center WEEK 4 • Whole Group PR1ME SH pages 60–61; 65–66; 70; 74 with TG pages • Math Read-Alouds, TG pages 90–97 with Thumbnails for Small Group, Independent/Partners, and Optional Math Center WEEK 5 • Whole Group PR1ME SH pages 78; 82; 86–87; 91 with TG pages • Math Read-Alouds, TG pages 108–115 with Thumbnails for Small Group, Independent/Partners, and Optional Math Center WEEK 6 • Whole Group PR1ME SH pages 95–96; 100; 104; 108–109 with TG pages • Math Read-Alouds, TG pages 130–137 with Thumbnails for Small Group, Independent/Partners, and Optional Math Center Instructional Focus ................................................................................................................... 3 Developing a Growth Mindset: Week 1 Focus ............................................................. 4 Whole-Group Activities to Establish a Growth-Mindset Classroom ............... 5 Planning and Pacing Guides ................................................................................................. 7

Answer key page .................................................................................................................... 138

2 Scholar Zone Summer: Math

Instructional Focus

The Summer School Planning and Pacing Guide provides for six weeks of instruction, four days per week. Further, each day is segmented into three periods, with instruction that includes whole-group, small-group, and independent/partners work. Note that the bottom row for each week features Growth Mindset language frames for teachers to select from and use throughout the week. Instructional Time Periods Each daily 90-minute instructional day for math is subdivided into three periods. Students rotate through small group and independent work. Times are approximate: Topics include Operations and Algebraic Thinking, Number and Operations in Base Ten, Measurement and Data, and Geometry. Whole Group: 30 Minutes PR1ME Numbers to 1000, Addition and Subtraction With and Without Regrouping

Small Group: 30 Minutes, 2 Rotations Share the Math Read-Aloud and Extend the Learning Review the Math Read-Aloud and Extend the Learning Small Group Math Page Independent/Partners: 30 Minutes, 2 Rotations Skills Review

Optional Math Center Additional Practice Across Topics

Grade 2 I Teacher’s Guide 3

Developing a Growth Mindset (Week 1 Focus)

The challenges of working with struggling students who lack fundamental math skills and concepts are both a content issue and a mindset issue. Mindset is a relatively new concept brought to light largely through the research of developmental psychologist Carol Dweck. Motivation can be a major challenge for students attending summer school. Growth Mindset refers to the idea that people’s intelligence and abilities can be developed through dedication and hard work. “This view creates a drive for learning and a resilience that is essential for great accomplishment. Virtually all people have had these qualities” (Dweck, 2006). Instruction for Week 1 will focus on activities that strive to create a “risk-free” classroom environment where all students are willing to take on challenges and push themselves. Because teacher interaction and feedback play such critical roles in students’ mindsets, each week there are featured instructional language frames designed to make the learning clear, make it safe to risk mistakes, and communicate a high confidence in all students’ ability to rise to the learning challenges. The goal is to give learners feedback about their progress and their results so they can specifically see their growth. Growth Mindset concepts developed during summer school: • Every student has the capacity to grow and learn challenging mathematics. • Effort is far more important than talent when working to master new concepts. • Mistakes, challenges, and setbacks are essential and useful parts of the learning process—especially in mathematics. • The brain is like a muscle. Using your brain makes it stronger.

4 Scholar Zone Summer: Math

Whole-Group Activities to Establish a Growth-Mindset Classroom DAY 1: Interest Inventory Conduct an interest survey to establish a community of learners. Read the following four sentence frames, one at a time. Provide time for students to think about their responses— then challenge them to find another student in class who has the same or a similar response.

Outside of school, I like to _________________. One special talent I have or someone in my family has is _________________. My favorite website or television show is _________________. One thing that makes me happy is _________________.

Reflect: Read aloud the following questions. Record those interests that are unique to individual students.

What interests do you share with other classmates? What interests or talents are special to you?

DAY 2: What Is Your Mindset? Ask students to think of a time when learning something new was easy for them—when they were able to understand something in only a few hours or days. Have them share how that felt. Then have them describe a time when learning something new was challenging for them—when it took weeks, months, or even years to understand. Compare how that felt. Explain that this summer, students will experience both kinds of feelings, but the important thing to remember is that learning can be frustrating and confusing. It’s normal to feel this way. Explain that practice, work, determination, time, and strategies you use to challenge yourself all contribute to how smart you can become. Tell students that challenging your brain to think mathematically can make you smarter. You can strengthen your brain with an interesting math problem. Present the following problem to the class. If there are four students in a group and each person shakes hands with the other members of the group, how many total handshakes are there? Put students in groups of four to try it out and test their predictions. Explain that this is going to be a special summer school experience for them. Together you are going to learn how to decode mathematics and build number sense—much like they decode computer games. Math is all about putting together and taking apart numbers. It’s a way of reasoning and thinking. Mistakes are expected, for that is how we learn.

Grade 2 I Teacher’s Guide 5

Whole-Group Activities to Establish a Growth-Mindset Classroom (Week 1, Days 1–4)

DAY 3: Tell Me All You Can Draw a chart like the one below on the board. Invite students to think of their favorite number and to be prepared to explain why it is their favorite. Call on a student to name his or her favorite number and to explain why it is a favorite. Ask students to raise their hands if they chose the same number. Fill in the chart for that choice. Repeat for a total of five favorite numbers.

Favorite Numbers

Favorite # # of Students

Sample Reason

Reflect How do we use numbers in daily life? What does our list of favorite numbers show about us? (Possible responses: We like a certain athlete; we have many different interests) Do you think your favorite number will change? DAY 4: I’ll Tell You Discuss the difference between fact and opinion. Facts about a person are things like age, gender, hair or eye color, home address, and number of siblings. Opinions about people include how friendly they are or how well they play a sport or musical instrument. Read aloud the responses to the Reflect statement below, and using a show of thumbs, have students assess whether the statement is classified correctly as a fact or an opinion. If students disagree with one another, ask them to explain their reasoning. Reflect: Most problems in math have only one correct answer. But if you answer incorrectly sometimes, it does not mean that you are bad at math. Instead, it means that you are still learning math. Remind students that a Growth Mindset involves persistence, learning from mistakes, and keeping a positive attitude.

6 Scholar Zone Summer: Math

Planning & Pacing

Grade 2 I Week 1 Day 1

Day 2

Day 3

Day 4

Whole Class

Growth Mindset Interest Inventory

Growth Mindset What Is Your Mindset?

Growth Mindset Tell Me All You Can

Growth Mindset I’ll Tell You

PR1ME Chapter 1 Numbers to 1000 Lesson 1 Hundreds, Tens, and Ones Reading and writing numbers Learn, page 4

PR1ME Chapter 1 Numbers to 1000 Lesson 1 Hundreds, Tens, and Ones Reading and writing numbers Practice 1, pages 8–9

PR1ME Chapter 1 Numbers to 1000 Lesson 1 Hundreds, Tens, and Ones Reading and writing hundreds, tens, and ones Learn, page 13 Practice 2, page 14

PR1ME Chapter 1 Numbers to 1000 Lesson 1 Hundreds, Tens, and Ones Reading and writing hundreds, tens, and ones Practice 2 (cont.), pages 18–19

Small Group (30 min. rotations)

Math Read-Aloud Handa’s Hen Share the Story:

Math Read-Aloud Handa’s Hen Review the Story:

Math Read-Aloud The Grapes of Math Share the Text: Teacher’s Guide , page 30 Count Them Up, SH page 15

Math Read-Aloud The Grapes of Math Review the Text: Teacher’s Guide , page 32 Number Sequences, SH page 20

Teacher’s Guide , page 26 Missing Tens, SH page 5

Teacher’s Guide , page 28 On the Farm, SH page 10

Independent/Partners Work (30 min. rotations)

Fishy Fun, SH page 6

It’s Your Birthday!, SH page 11 What do friendly cats say to each other?, SH page 16

What runs but never walks?, SH page 21

Optional Math Center

Beautiful Butterfly, SH page 7 Counting Clouds, SH page 12 Which dinosaur always finishes in third place?, SH page 17

Carrot Cruncher, SH page 22

Growth Mindset Focus—Growth Mindset Framing For communicating high expectations, say:

• I know that you (all) have the ability to do this, so I have set the bar high. • This will be a challenging concept to learn, but all of us can reach the goal. • I am going to push you all because I know if I do, you will do amazing work. • When you master this learning, you will be proud because this isn’t easy. • As you learn this, mistakes are expected. Your mistakes help me support you. Let’s make mistakes together!

Grade 2 I Teacher’s Guide 7

Planning & Pacing

Grade 2 I Week 2 Day 1

Day 2

Day 3

Day 4

Whole Class

PR1ME Chapter 1 Numbers to 1000 Lesson 1 Hundreds, Tens, and Ones Counting amounts of money Learn, page 23

PR1ME Chapter 1 Numbers to 1000 Lesson 2 Comparing Numbers Comparing two numbers Learn, page 27

PR1ME Chapter 1 Numbers to 1000 Lesson 2 Comparing Numbers Comparing two numbers Practice 4, pages 31–32

PR1ME Chapter 1 Numbers to 1000 Lesson 2 Comparing Numbers Comparing three numbers Learn, page 36 Practice 5, page 37

Small Group (30 min. rotations)

Math Read-Aloud Cool Tools for Keeping Fit Share the Text: Teacher’s Guide , page 48 Counting Steps, SH page 24

Math Read-Aloud Cool Tools for Keeping Fit Review the Text: Teacher’s Guide , page 50 Measuring Tools, SH page 28

Math Read-Aloud The Greedy Triangle Share the Text:

Math Read-Aloud The Greedy Triangle Review the Text: Teacher’s Guide , page 54 Identify Polygons, SH page 38

Teacher’s Guide , page 52 I Spy a Shape, SH page 33

Independent/Partners Work (30 min. rotations)

What’s in Their Pockets?, SH page 25

Spending Money, SH page 29 Number Hunt, SH page 34

Yum, Yum, Gum!, SH page 39

Optional Math Center

I’ve Got Your Number!, SH page 26

What is black and white and green?, SH page 30

Billy’s Baseball Caps, SH page 35

Starry Math, SH page 40

Growth Mindset Focus—Growth Mindset Framing When they succeed easily without effort, say: • It’s great that you have that down. Now we need to find something a bit more challenging so you can grow. • It looks like your skills weren’t really challenged by this assignment. Sorry for wasting your time! • You’re ready for something more difficult. • We need to raise the bar for you now.

8 Scholar Zone Summer: Math

Planning & Pacing

Grade 2 I Week 3 Day 1

Day 2

Day 3

Day 4

Whole Class

PR1ME Chapter 1 Numbers to 1000 Lesson 2 Comparing Numbers Finding “more than” and “less than” Learn, page 41

PR1ME Chapter 1 Numbers to 1000 Lesson 2 Comparing Numbers Finding “more than” and “less than” Practice 6, pages 45–46

PR1ME Chapter 2 Addition and Subtraction Without Regrouping Lesson 1 Addition Without Regrouping Adding without regrouping Learn, page 50 Practice 1, page 51

PR1ME Chapter 2 Addition and Subtraction Without Regrouping Lesson 1 Addition Without Regrouping Adding without regrouping Practice 1 (cont.), pages 55–56

Small Group (30 min. rotations)

Math Read-Aloud The Biggest Babies Share the Text: Teacher’s Guide , page 70 Biggest Animal Babies Chart, SH page 42

Math Read-Aloud The Biggest Babies Review the Text:

Math Read-Aloud Eating Fractions Share the Text:

Math Read-Aloud Eating Fractions Review the Text: Teacher’s Guide , page 76 Color the Fractions, SH page 57

Teacher’s Guide , page 72 Make a Graph, SH page 47

Teacher’s Guide , page 74 Let’s Share!, SH page 52

Independent/Partners Work (30 min. rotations)

What word has the most letters?, SH page 43

Super Sums, SH page 48

What happens once in every minute…, SH page 53

Slither and Slide, SH page 58

Optional Math Center

How does a lion like his steak?, SH page 44

What candies do scientists like best?, SH page 49

Colorful Calico, SH page 54 It All Adds Up!, SH page 59

Growth Mindset Focus—Growth Mindset Framing When they succeed with strong effort, say: • I am very proud of you for not giving up, and look what you have to show for it. • I want you to remember for a moment how challenging this was when you began. Look at how far you have come! • It’s exciting to see the difference in your work now when I compare it to your earlier work.

Grade 2 I Teacher’s Guide 9

Planning & Pacing

Grade 2 I Week 4 Day 1

Day 2

Day 3

Day 4

Whole Class

PR1ME Chapter 2 Addition and Subtraction Without Regrouping

PR1ME Chapter 3 Addition and Subtraction With Regrouping Lesson 1 Addition with Regrouping Adding with regrouping in ones Learn, page 70

PR1ME Chapter 3 Addition and Subtraction With Regrouping Lesson 1 Addition with Regrouping Adding with regrouping in ones Practice 1, page 74

Lesson 2 Subtraction Without Regrouping Subtracting without regrouping Learn 1, page 60 Practice 2, page 61

Lesson 2 Subtraction Without Regrouping Subtracting without regrouping Practice 2 (cont.), pages 65–66

Small Group (30 min. rotations)

Math Read-Aloud Follow the Money! Share the Text:

Math Read-Aloud Follow the Money! Review the Text: Teacher’s Guide , page 92 Breakfast Breads, SH page 67

Math Read-Aloud MATH-terpieces Share the Text: Teacher’s Guide , page 94 Estimate!, SH page 71

Math Read-Aloud MATH-terpieces Review the Text: Teacher’s Guide , page 96 Caps, Caps, Caps, SH page 75

Teacher’s Guide , page 90 Garage Sale, SH page 62

Independent/Partners Work (30 min. rotations)

Why is this lion crossing the road?, SH page 63

Big Bloom, SH page 68

Math Cheers, SH page 72

Playful Pup, SH page 76

Optional Math Center

Clowning Around, SH page 64 High Flyer, SH page 69

What kind of dog likes to do the washing?, SH page 73

To the Top, SH page 77

Growth Mindset Focus—Growth Mindset Framing For communicating a learning goal, say: • New material is an opportunity to stretch! • I really want us to stretch beyond our comfort zones on this! • I do not expect you to know this already. I am here to help you learn challenging material. • This is very challenging material. I am not going to hold you accountable for understanding all of it right away, but I want you to give it a first try.

10 Scholar Zone Summer: Math

Planning & Pacing

Grade 2 I Week 5 Day 1

Day 2

Day 3

Day 4

Whole Class

PR1ME Chapter 3 Addition and Subtraction With Regrouping Lesson 1 Addition with Regrouping Adding with regrouping in tens Learn, page 78

PR1ME Chapter 3 Addition and Subtraction With Regrouping Lesson 1 Addition with Regrouping Adding with regrouping in tens Practice 2, page 82

PR1ME Chapter 3 Addition and Subtraction With Regrouping Lesson 1 Addition with Regrouping Adding with regrouping in tens and ones Learn, pages 86–87

PR1ME Chapter 3 Addition and Subtraction With Regrouping Lesson 1 Addition with Regrouping Adding with regrouping in tens and ones Practice 3, page 91

Small Group (30 min. rotations)

Math Read-Aloud How Many Feet? How Many Tails? Share the Text: Teacher’s Guide , page 108 Counting By Twos, SH page 79

Math Read-Aloud How Many Feet? How Many Tails? Review the Text: Teacher’s Guide , page 110 Silly Monsters, SH page 83

Math Read-Aloud Miss Cloud: The Weather Expert Share the Text: Teacher’s Guide , page 112 Months of the Year, SH page 88

Math Read-Aloud Miss Cloud: The Weather Expert Review the Text: Teacher’s Guide , page 114 Rainy Days, SH page 92

Independent/Partners Work (30 min. rotations)

A Cool Swim, SH page 80

Math Around Town, SH page 84

What is a computer’s favorite snack?, SH page 89

Regrouping Rodeo, SH page 93

Optional Math Center

Subtraction Ahoy!, SH page 81

All Kinds of Math, SH page 85 Cheese, Please, SH page 90 The Sign Snatcher, SH page 94

Growth Mindset Focus—Growth Mindset Framing When they struggle despite strong effort, say: • When you think you can’t do it, remind yourself that you can’t do it YET. • I expect you to make some mistakes. The kinds of mistakes that you make along the way tell me how to support you. • Look at how much progress you made on this. Do you remember how much more challenging this was before? • If it were easy, you wouldn’t be learning anything! • I admire your persistence and I appreciate your hard work. It will pay off.

Grade 2 I Teacher’s Guide 11

Planning & Pacing

Grade 2 I Week 6 Day 1

Day 2

Day 3

Day 4

Whole Class

PR1ME Chapter 2 Addition and Subtraction With Regrouping Lesson 2 Subtraction with Regrouping Subtracting with regrouping in tens and ones Learn, page 95 Practice 5, page 96

PR1ME Chapter 2 Addition and Subtraction With Regrouping Lesson 2 Subtraction with Regrouping Subtracting with regrouping in hundreds and tens Learn, page 100

PR1ME Chapter 2 Addition and Subtraction With Regrouping Lesson 2 Subtraction with Regrouping Subtracting with regrouping

PR1ME Chapter 2 Addition and Subtraction With Regrouping Lesson 2 Subtraction with Regrouping Subtracting with regrouping in hundreds, tens, and ones

in hundreds and tens Practice 6, page 104

Learn, pages 108–109 Practice 7, page 109

Small Group (30 min. rotations)

Math Read-Aloud Count to a Million Share the Text: Teacher’s Guide , page 130 Draw 100, SH page 97

Math Read-Aloud Count to a Million Review the Text: Teacher’s Guide , page 132 Number Sense, SH page 101

Math Read-Aloud The 100th Day of School Share the Story: Teacher’s Guide , page 134 Mental Math, SH page 105

Math Read-Aloud The 100th Day of School Review the Story: Teacher’s Guide , page 136 Celebrate the 100th Day, SH page 110

Independent/Partners Work (30 min. rotations)

Greater Than or Less Than?, SH page 98

Plus or Minus?, SH page 102 What did the trees say on the first day of spring?, SH page 106

Soaring With Subtraction, SH page 111

Optional Math Center

Math-O-Matic, SH page 99

Basketball Scores, SH page 103

Take Away, SH page 107

Book Math, SH page 112

Growth Mindset Focus—Growth Mindset Framing When they are making progress, say: • I can see you really enjoyed learning _________________ . • Your hard work is clearly evident in your process. • I can see a difference in this work compared to _________________ . You have really grown (in these areas). • All that hard work and effort paid off!

12 Scholar Zone Summer: Math

DAY 2

Lesson 2 Comparing Numbers

Learning Outcomes: • Use the symbols > and < • Compare and order numbers

• Find 1, 10 or 100 more than a given number • Find 1, 10 or 100 less than a given number

Comparing two numbers Learn a) Compare 443 and 210.

b) Compare 255 and 270.

4 2

4 1

3 0

2 2

5 7

5 0

Compare the hundreds. 4 hundreds is greater than 2 hundreds. 443 is greater than 210. 443 > 210

First, compare the hundreds. They are the same.

Then, compare the tens. 5 tens is smaller than 7 tens.

255 is smaller than 270. 255 < 270

c) Compare 692 and 696.

6 6

9 9

2 6

First, compare the hundreds. They are the same.

Next, compare the tens. They are the same.

Then, compare the ones. 2 ones is smaller than 6 ones.

692 is smaller than 696. 692 < 696

> means greater than . < means smaller than .

Grade 2 I Teacher’s Guide 39

G2_Math_PE_WK1-3_004-059.indd 27

7/23/18 10:10 AM

DAY 2

Lesson 2: Comparing Numbers

Stage: Abstract Representation

Learn

Write ‘443 > 210’ on the board.

−

Comparing two numbers (PR1ME p. 27)

− Explain to students that the symbol ‘>’ means ‘greater than.’ − Point out to students that since they have to compare the digits from the greatest place value, they have to compare the digits from left to the right.

Learning Outcomes: •

Compare numbers within 1000

Use the symbols ‘>’ and ‘<’ to compare numbers

•

Materials: •

Base ten blocks

(b) Stage: Concrete Experience

(a) Stage: Concrete Experience

If available, use base ten blocks to represent two numbers. This will allow students to easily see and compare the numbers and understand which is the greater or smaller number. − Have two students use base ten blocks to show the numbers 443 and 210. − Guide students to conclude that we need more unit cubes to show 443 than 210. Stage: Pictorial Representation Students will learn to compare two numbers using a place value table. This allows students to easily see and compare the digits in each place value of the two numbers. − Copy the place value chart shown on PR1ME p. 27 on the board without filling in the numbers. − Draw students’ attention to the column on the left, the column in the middle and the column on the right and highlight that they represent hundreds, tens and ones respectively. − Guide students to fill in the tables to show the numbers 443 and 210 as shown on the page. − Explain to students that to compare the numbers, we first compare the digits in the greatest place value. In this case, we compare the digits in the hundreds place first, then the tens, and finally the ones. − Guide students to compare the digits in the hundreds place and conclude that since 4 hundreds is greater than 2 hundreds, 443 is greater than 210.

− If available, have two students use base ten blocks to show the numbers 255 and 270. − Guide students to conclude that we need fewer unit cubes to show 255 than 270. Stage: Pictorial Representation − Copy the place value chart shown on PR1ME p. 27. on the board without filling in the numbers. − Have two students fill in the chart to show the numbers 255 and 270. − Explain to students that to compare the numbers, we first compare the digits in the greatest place value. In this case, we compare the hundreds first. − Guide students to compare the digits in the hundreds place and conclude that since the number of hundreds in 255 and 270 is the same, we have to compare the tens next. − Then, guide students to compare the digits in the tens place and conclude that since 5 tens is smaller than 7 tens, 255 is smaller than 270. Stage: Abstract Representation Students will learn to use the ‘smaller than’ symbol to compare two numbers. − Explain to students that the symbol ‘ < ’ means ‘smaller than’ or ‘less than’. − − Write ‘255 < 270’ on the board. Have students compare the two numbers using the symbols ‘>’ and ‘<’. Guide them to conclude that we can compare 255 and 270 by writing ‘255 < 270’ or ‘270 > 255’.

40 Scholar Zone Summer: Math

DAY 2

− Have two students use base ten blocks to show the numbers 692 and 696. − Guide students to conclude that we need fewer unit cubes to show 692 than 696.

Stage: Pictorial Representation

− Copy the place value chart shown on PR1ME p. 27 on the board without filling in the numbers. − Have two students fill in the chart to show the numbers 692 and 696. − Guide students to compare the digits in the hundreds place and conclude that since the number of hundreds in 692 and 696 is the same, we have to compare the tens next. − Then, guide students to compare the digits in the tens place and conclude that since the number of tens is the same, we have to compare the ones next. − Finally, guide students to compare the digits in the ones place and conclude that since 2 ones is smaller than 6 ones, 692 is smaller than 696. Stage: Abstract Representation Students proceed to use the ‘smaller than’ symbol to compare two numbers. Point out to students that the digit in the hundreds and tens places of 692 and 696 are the same, so they have to compare the digits in the ones place. − − Lead students to conclude that since 2 is smaller than 6, 692 is smaller than 696. Write ‘692 < 696’ on the board. − Have students compare the two numbers using the symbols ‘>’ and ‘<’. Guide them to conclude that we can compare 692 and 696 by writing ‘692 < 696’ or ‘696 > 692 ’ . − Have students use the signs > and < to compare other pairs of numbers on the board. −

Grade 2 I Teacher’s Guide 41

DAY 3

Practice s 4 Practice 4 1. Fill in the blanks with greater than or smaller than . a)

214

525

214 is

525.

374

362

374 is

362.

Hundreds

Tens

Ones

3 3

0 0

9 5

309 305

309 is

305.

42 Scholar Zone Summer: Math

DAY 3

2. Fill in the blanks with greater than or smaller than . a)

431

350

431 is

350.

461

429

461 is

429.

Hundreds

Tens

Ones

515 517

5 5

1 1

5 7

515 is

517.

Grade 2 I Teacher’s Guide 43

DAY 3

Practice 4 (PR1ME pp. 31–32)

Work through the exercises together.

Task 1(a): Tell students to use the picture to compare the numbers. Guide students to start by comparing the hundreds, and conclude that since 2 hundreds is smaller than 5 hundreds, 214 is smaller than 525. Task 1(b): Point out to students that since the number of hundreds is the same in both numbers, they have to compare the tens. Guide students to conclude that since 7 tens is greater than 6 tens, 374 is greater than 362. Task 1(c): Point out to students that since the digits in the hundreds and tens places of the two numbers are the same, they have to compare the digits in the ones place. Guide students to conclude that since 9 ones is greater than 5 ones, 309 is greater than 305.

Task 2: Guide students to compare two numbers within 1000 by writing ‘greater than’ or ‘smaller than’.

Teaching Tips

➢ Highlight to students that they have to start comparing numbers by looking at the digits in the greatest place value. Point out that they need to compare the digits in the tens place only if the digits in the hundreds place are the same. ➢ Remind students to use the symbols ‘>’ and ‘<’ correctly. You might wish to point out that they can imagine the symbol for comparison as the mouth of a hungry crocodile, which will open its mouth to swallow the greater number. So, the ‘opened mouth’ will point towards the greater number.

For answers, go to Answer Key.

44 Scholar Zone Summer: Math

3. Fill in the circles with > or < . a) 482 261

b) 167

322

DAY 4

568

d) 667

683

c) 547

391

f) 201

207

e) 397

Hundreds

Tens

Ones

729 743 Comparing three numbers Learn Compare 238, 170 and 209. Hundreds 729 is 7 7

2 4

9 3

743.

Tens

Ones

3. Fill in the circles with > or < . a) 482 261 1 7

b) 167

322

568

d) 667

683

c) 547

391

f) 201

207

e) 397

Then, compare the tens of 238 and 209. 3 tens is greater than 0 tens. 238 is greater than 209. 238 is the greatest.

Comparing three numbers Learn Compare 238, 170 and 209. Hundreds First, compare the hundreds. 1 hundred is smaller than 2 hundreds. 170 is the smallest. Arranging the numbers in order from the greatest, we have: 238, 209, 170 (greatest) Tens 2

Ones

3 We compare three numbers like how we do so for two numbers. To compare numbers, we first compare the hundreds. Next, we compare the tens and finally the ones. 7

Then, compare the tens of 238 and 209. 3 tens is greater than 0 tens. 238 is greater than 209. 238 is the greatest.

First, compare the hundreds. 1 hundred is smaller than 2 hundreds. 170 is the smallest.

Arranging the numbers in order from the greatest, we have: 238, 209, 170 (greatest)

We compare three numbers like how we do so for two numbers. To compare numbers, we first compare the hundreds. Next, we compare the tens and finally the ones.

Grade 2 I Teacher’s Guide 45

DAY 4

Practice s 5 Practice 5

1. Fill in the blanks. a)

H T

5 3 5

2 5 8

1 4 2

4 6 4

5 1 2

1 1 5

451 611 425

521 354 582

Greatest number:

Smallest number:

H T

3 3 5

2 5 8

1 4 2

6 5 6

3 6 4

4 2 3

634 562 643

321 354 582

Greatest number:

Smallest number:

2. Arrange the numbers in order. Begin with the smallest. a) 136 376 361

625

562

256

590

509

950

443

497

446

46 Scholar Zone Summer: Math

DAY 4

Learn

Comparing three numbers (PR1ME p. 36)

Practice 5 (PR1ME p. 37)

Learning Outcome:

Work through the exercises together.

Compare and order numbers within 1000

•

Task 1(a): Guide students to compare the hundreds of the three numbers and conclude that since 3 hundreds is smaller than 5 hundreds, 354 is the smallest number. Then, guide students to compare the tens of 521 and 582 and conclude that since 8 tens is greater than 2 tens, 582 is the greatest number. Task 1(b): Guide students to compare the hundreds of the three numbers and conclude that since 6 hundreds is greater than 4 hundreds, 611 is the greatest number. Then, guide students to compare the tens of 451 and 425 and conclude that since 2 tens is smaller than 5 tens, 425 is the smallest number. Task 1(c): Guide students to compare the hundreds of the three numbers and conclude that since 5 hundreds is greater than 3 hundreds, 582 is the greatest number. Then, guide students to compare the tens of 321 and 354 and conclude that since 2 tens is smaller than 5 tens, 321 is the smallest number. Task 1(d): Guide students to compare the hundreds of the three numbers and conclude that since 5 hundreds is smaller than 6 hundreds, 562 is the smallest number. Then, guide students to compare the tens of 634 and 643 and conclude that since 4 tens is greater than 3 tens, 643 is the greatest number.

Stage: Abstract Representation Students will compare and order three numbers by first comparing the hundreds, then the tens, and lastly the ones. Copy the place value chart shown on PR1ME p. 36 on the board without filling in the numbers. − Have three students fill in the chart to show the numbers 238, 170 and 209. − − Guide students to compare the digits in the hundreds place of the three numbers and conclude that since 1 hundred is smaller than 2 hundreds, 170 is smaller than 209 and 238. − Next, guide students to compare the digits in the tens place of 238 and 209 and conclude that since 3 tens is greater than 0 tens, 238 is greater than 209. − Guide students to see that since 238 is greater than 209 and 238 is greater than 170, 238 is the

greatest number. Similarly, have students conclude that 170 is the smallest number.

− Guide students to arrange the numbers in order from the greatest to the smallest number.

Task 2: Guide students to compare and order three numbers, beginning with the smallest.

Teaching Tips

➢ Highlight to students that they have to start comparing numbers by looking at the digits in the greatest place value. Point out that they need to compare the digits in the tens place only if the digits in the hundreds place are the same. ➢ Point out to students that when comparing three numbers, they can compare the numbers two at a time.

For answers, go to Answer Key.

Grade 2 I Teacher’s Guide 47

DAY 1 2

Measurement and Data • Observe how tools are used to measure • Interpret information from a chart

Math Vocabulary

how fast, how far, how many, measure, compare, keep track, data

Small Group Share the Text

• Talk about tools. Ask: What are some tools you have seen grown-ups use? How do people use them? Explain that a tool is something that helps us do something more easily or gives us information. What are some tools that you may have seen in your house that people use to get information? (computer, ruler, clock, scale, smartphone) • Show the cover and introduce Cool Tools for Keeping Fit. Tell children that this book is about tools that give data, or information, that helps people keep fit and stay healthy. These tools measure time, distance, speed, number of steps, and other things. • On pages 4–7, talk about what information a smartwatch gives for a runner. Then talk about how coaches use a stopwatch to track a swimmer’s speed and help the swimmer go faster and faster. • Together, look at pages 8–11. Point to the number 10,000 on page 8. Have children read aloud the number. Talk about what a pedometer is used for. • Share the information shown on pages 12–15. Talk about grams and milligrams, which are metric measures used when measuring the amounts of vitamins and minerals in foods. • Engage children in conversation by asking questions, such as What information does a smartwatch give? How do both a smartwatch and a stopwatch provide information, or data, that could help a runner? What do the food tracker and the scanner measure? How do these tools help people make healthy choices? • Look at page 16 and ask: Which of the tools on this page involve using numbers? Extend the Learning • Miles Per Hour Point out that a smartwatch tells how many miles per hour a runner ran. Write the following information in a chart. Then ask children to compare the times and tell how much faster one runner was than another, who was the fastest runner, and who was the slowest runner. Sam 1 mph Rex 5 mph Eric 2 mph Jess 3 mph Joe 5 mph Rita 7 mph • Design a Cool Tool Ask children to work with partners to design a cool tool for keeping fit. Before children work to create their designs, have them describe its size, shape, and what it will do. After, have partners share their new tools and name the things they can do with it. “Counting Steps” Math Page Introduce the chart. Read through the chart, naming each day of the week and the number of steps Latisha walked. Read through the questions together and answer them.

48 Scholar Zone Summer: Math

DAY 1 2

Small Group

DAY 1

Coun ing S eps You learned that a pedometer is used to count the steps a person takes. Latisha counted her steps for a week. Then she made a chart. Use information from her chart to answer the questions.

Days of the Week Number of Steps

Monday

5,000

Tuesday

6,000

Wednesday

8,000

Thursday

3,000

Friday

4,000

Saturday

10,000

Sunday

7,000

1. On which day did Latisha walk the fewest number of steps? ______

2. On which day did Latisha walk the greatest number of steps? ______

3. How many more steps did she walk on Wednesday than she did on Tuesday? _____

4. On which two days did the number of steps add up to 8,000? ______

5. On which two days did the number of steps add up to 10,000? ______

Write two questions about the chart for a classmate to answer.

1. __________________________________________________________________

2. __________________________________________________________________

Scholar Zone Summer Math

Independent/Partners

Optional Math Center

DAY 1

Money/word Problems

Name

Date

Mixed Practice

Date

Name

What’s in Their Pockets?

I’ve Got Your Number!

COInS S tudy the chart of coins. Then solve each word problem.

Answer three problems in a row to get Tic-Tac-Math!

Penny = 1¢

Nickel = 5¢

Dime = 10¢ Quarter = 25¢

Fill in the missing numbers.

On the back of this paper, draw these colors in the order listed. • A red line first • A yellow line last • A blue line second • A green line third

This is a doubles fact:

2 + 2 = 4

1. In one of his pockets, Jerome has 2 coins that total 30¢.

424 _____ 426 _____

Write three more doubles facts.

What coins does he have? _________________ and _________________

_____ _____ 430

2. In another pocket, he has 3 of the same kind of coin that total 15¢.

_____ 432 _____

Which coin is this? _________________

Write some odd numbers.

What is:

This domino shows 9.

3. In his jacket pocket, he has 4 coins that total 13¢.

•10 more than 6? ____

What coins does he have? _________________ ,

______ ______ ______ ______ ______ ______ Circle the largest number you wrote.

Make three more dominoes that show 9.

•10 more than 59? ____

_________________ , _________________ , _________________

•10 more than 210? ____

4. Mandy finds 8 of the same kind of coin in one of her pockets.

•10 more than 629? ____

She counts $2.00! Which coin is this? _________________

Solve. 15 – 5 = _______ 14 – 4 = _______ 13 – 3 = _______ 12 – 2 = _______ 11 – 1 = _______

Fill in the missing numbers. 2 + _______ = 10 _______ + 7 = 9 4 + _______ = 8 _______ + 2 = 7

Use these numbers to make: • the smallest 3-digit number. _______ • the largest 3-digit number. _______ 1 3 7

5. She has 4 coins that total 17¢ in her skirt pocket.

What coins does she have? _________________ ,

_________________ , _________________ , _________________

6. She has 3 coins that total 40¢ in her blouse pocket.

What coins does she have? _________________ , _________________ ,

_________________

Scholar Zone Summer Math

Grade 2 I Teacher’s Guide 49

DAY 2

Measurement and Data

Math Vocabulary

• Observe how tools are used to measure • Interpret information from a chart

how fast, how far, how many, measure, compare, keep track, data

Small Group

Review the Text Ask children to name some tools people use to help them build. Their ideas may include a hammer, wrench, or screwdriver. • Show the cover of Cool Tools for Keeping Fit and invite children to recall what they remember about the book. Ask children to name some tools or equipment people use to help them stay fit.

• Reread the book, asking children to describe each tool and pausing for children to say how each “cool tool” helps an athlete keep fit or makes his or her performance better. Use words such as keep track, measure, compare, how far, how fast, and information to help children understand that these tools help by measuring things and giving people data. • As you read, again compare various tools such as a stopwatch and a smartwatch and ask: How might these tools be used together to give information about fitness? • Together, look at pages 12–13. Talk about the different food groups shown on the page: fruits, grains, protein, vegetables, and dairy. Help children interpret the information shown in the diagram. Have children name some foods that would belong in each group. • After reading, ask : In what ways are all the tools in this book alike? Continue and ask : Which of the tools do you think is coolest, and why? What might these cool tools be able to do in the future that will make them even cooler? Extend the Learning • A Healthy Meal Give children paper plates and crayons or markers. Refer children to pages 12–13. Ask children to look at the different food groups and draw a healthy lunch meal on the plate. Remind children that grains are cereals, bread, rice and pasta. After they finish, have children show and compare their meal ideas. • Martin’s Miles Point out that people keep track of things when they try to keep fit. Write this list on the board. Ask children to read the list Martin wrote to show how many miles he runs each day. Ask children questions based on the list, such as On which day did Martin run the farthest? How many more miles did he run on Friday than he did on Wednesday? How many miles did he run that week? Monday 2 miles Tuesday 3 miles Wednesday 1 miles Thursday 4 miles Friday 5 miles Saturday 2 miles “Measuring Tools” Math Page Introduce the measuring tools shown at the top of the page. Children will most likely not be familiar with the trundle wheel, but explain that it is used to measure long distances. Read the directions. Then work through the page together.

50 Scholar Zone Summer: Math

DAY 2

Small Group

Sports Day DAY 2 2

Measuring Tools

trundle wheel

tape measure

yard stick or ruler

Which of the three pieces of measuring equipment would you use to measure the items below?

Length of a football field

Height of a soccer g oal

Length of a baseball field

Distance around a soccer ball

Width of a tennis racquet

Distance around a bicycle wheel

Height of a t-ball stand

Scholar Zone Summer Math

121

ONE.indd 121

12/20/11 12:20 PM

Independent/Partners

Optional Math Center

DAY 2 2

Money/word Problems

Name

Date

adding 3 1-digit numbers

Name

Date

Spending Money

What is black and white and green? Add. Solve the riddle using your answers.

Read each word problem carefully. Then solve.

Ruben had 13 dollars. He spent 5 dollars on a movie ticket and 2 dollars on popcorn. How much money did he have left?

6 8 + 2

9 4 + 1

9 6 + 3

2 4 + 7

5 6 + 4

2 4 + 1

____________ dollars

Jake took 5 quarters and 6 dimes to the store. He spent 85¢ on a fruit roll. He spent 50¢ on a banana. How much money does Jake have left?

2 3 + 4

4 4 + 3

5 8 + 4

5 4 + 3

3 1 + 6

4 3 + 1

Jake has ____________ left.

Kit has 87¢. He buys a pen for 45¢. He buys an eraser for 30¢. How much money is left?

Kit still has ____________

Solve the Riddle! Write the letter that goes with each number.

Avery buys a sweater for $14. He pays with a $20 bill. How much change does he get?

He gets ____________

Scholar Zone Summer Math

Grade 2 I Teacher’s Guide 51

DAY 3

Geometry

Math Vocabulary 2D shapes, flat, sides, corners, angles, triangle, quadrilateral, pentagon, hexagon. 3D shapes

• Identify 2D shapes with varying numbers of sides • Identify 3D shapes and their attributes

Small Group

Share the Story [The pages are not numbered. The title page is page 1.]

• Show the cover and introduce The Greedy Triangle. Say: In this book, a triangle gets tired of being a triangle. Let’s see what happens when the triangle tries to find a better shape to be. • Read pages 2–6 and ask: How many sides does the triangle have? Are the sides curved or straight? How many corners or angles does it have? • Talk about what the triangle spends its time doing. Call attention to when the triangle is the shape between elbows and a body and the fact that it can then listen to all the news. Talk about what happens when the triangle becomes dissatisfied. Ask: How does the shapeshifter help the triangle? Point out that a square and a rectangle are both quadrilaterals. • Continue reading. As you read, lead children to notice the story’s pattern—the triangle becomes dissatisfied and asks the shapeshifter for “one more side and one more angle.” Point out the things the triangle can be in its new shape. Before reading on, ask: What shape do you think the greedy triangle will become next? How many sides do you think that shape will have? • Engage children by asking questions, such as: What are the characteristics of this shape? Why might the greedy triangle enjoy being this shape? • Read to the end. Ask: Why you think the greedy triangle is happy and satisfied now? Extend the Learning • Shape Monsters Provide pre-cut construction paper triangles, quadrilaterals, pentagons, and hexagons of different sizes. Show the shapes and have children name them. Then give children construction paper and glue and have them use the shapes to create their own shape monsters. Invite children to show and share their monsters and talk about the shapes they used. • Shapeshifter Give children paper folded in fourths. In the first box, have them draw a triangle. Tell the children that the triangle went to the shapeshifter and have them draw a shape with four sides, a parallelogram. Then tell children that the triangle went to the shapeshifter and has another side. Have them draw a pentagon in the next space. Continue with a hexagon and finally a circle. “I Spy a Shape” Math Page Introduce the activity and read the directions. Work through the page together, helping children identify and label all of the 2D shapes they can see in the picture. Then introduce several of the 3D shapes, one by one, asking children to find and color the spheres, then the triangular prisms, and then the cylinders.

52 Scholar Zone Summer: Math

DAY 3

Small Group

Shape Detective DAY 3 2

I Spy a Shape

Look carefully at the picture. What shapes do you spy in the store?

Student Handbook

ONE.indd 93

12/20/11 12:19 PM

Independent/Partners

Optional Math Center

DAY 3 2

comparing numbers

Name

Date

adding 3 1-digit numbers

Name

Date

Number Hunt

Billy’s Baseball Caps Look at the sum in the middle of each hat tree. Then help Billy fill in the numbers on his caps. He wants the three numbers on each side of the tree to add up to the sum in the middle. Use only the numbers in the key. For each tree, the numbers on two caps have already been filled in. Hint: A number cannot be used more than once on each tree.

Greta picked a mystery number.

Key 1 2 3 4 5 6

Use the chart and clues to find the number.

the number is:

• an odd number

• greater than 71

• less than 75

color Greta’s mystery number.

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

compare the numbers.

Write > or < on each line.

1. 77 ____ 71

2. 62 ____ 82

3. 90 ____ 79

4. 88 ____ 89

5. 45 ____ 54

6. 31 ____ 18

Scholar Zone Summer Math

Grade 2 I Teacher’s Guide 53

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30

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