Let’s Learn Together! · Let’s Learn Together! 2nd Grade Parents, This learning bundle provides opportunities for your child to practice using bar and picture graphs to compose

Gra

de

2 –

Ma

th

Lea

rnin

g B

un

dle

fo

r Stu

de

nts

an

d P

are

nts

Let’s Learn Together!

2ndGrade Parents,

This learning bundle provides opportunities for your child to practice

using bar and picture graphs to compose their own questions, to use models to

show their work, to decompose numbers

in different ways, and to subtract three-

digit numbers on a number line.

The “Focus on the Questions” asks your

child to use charts about school store items to practice solving word problems

in different structures.

Please practice mastering the addition and subtraction facts whenever possible. Using their understanding of doubles

could help your child.

MY CHILD CHOSE THE

FOLLOWING 4

DOCUMENTS FOR THEIR

PORTFOLIO: (PLEASE

ATTACH THEM TO THIS

COVER SHEET)

___________________________

Parent Signature

“Must Do” Activities At–A–Glance

Activities for May 4 – May 15, 2020

Activity/Page # Description

1/M-3 Match Em Up Activity

2/M-9 Bugs Rule- Make a Bar Graph

3/M-13 Story Problems #1

4/M-17 Decomposing Numbers

5/M-23 Subtraction on a Number line https://vimeo.com/185802976

6/M-30 Ready Common Core pages 239-240

7/M-34 Using Doubles Fact Check

Subtraction on a

Number Line

https://vimeo.com/185802976

2nd Grade Math – 3.1: Fluency Using Doubles

Now that you have completed the Focus Question, complete the MUST DO and at least one other activity.

MUST DO: Match ‘Em Up

Attached. Cut out the expressions. Match the expressions that have the same value. Write them on the recording sheet.

I DID IT!

Activity: Squares

Attached. Play with a partner. You will need counters (can use dried beans, goldfish crackers, etc.) and a paperclip and pencil for the spinner.

I DID IT!

Complete at least 2 lessons on DreamBox.

I DID IT!

Math Checkers

Attached. Play with one family member. Follow the rules for checkers. You will need checkers pieces or something else to use for game pieces (noodles, 2 different coins, etc).

My Work:

M-2

Match ’Em Up Cards

1 + 2 2 + 3 3 + 4 4 + 5

5 + 6 6 + 7 7 + 8 8 + 9

1 + 1 + 1 2 + 2 + 1 3 + 3 + 1 4 + 4 + 1

5 + 5 + 1 6 + 6 + 1 7 + 7 + 1 8 + 8 + 1

3.1 Must Do: Match ‘Em Up (1 of 2)

M-3

Name:

Match ’Em Up

Match the cards.

Write the facts that match.

Tell a family member how you can use your doubles facts to help you solve these

new facts.

3.1 Must Do: Match ‘Em Up (2 of 2)

M-4

Squares Spinner

7 + 8

6 + 7

3 + 5

3 + 4

Spin

Again

4 + 5

8 + 9

5 + 6

1 + 2 2 + 3

3.1 Activity: Squares 1 of 2

M-5

Squares

7 13 9 8 5 11

17 3 17 15 13 8

13 9 11 8 7 15

7 15 5 13 17 9

8 9 17 7 3 17

13 11 15 17 15 11

Directions:

1. The player who spins

the highest number

goes first.

2. Players take turns

spinning the spinner

and adding.

3. They find a space on

the board with that

sum and place their

counter or chip on it.

4. The first player to

make a square (see

below) wins.

11 8

5 13

3.1 Activity: Squares 2 of 2

M-6

Math Checkers

1. Math Checkers is

played like regular

checkers.

2. For a player to

move to an open

space, he or she

must first tell the

sum of that fact.

5 + 6 7 + 6 6 + 3 4 + 5

5 + 4

8 + 9

6 + 7

5 + 3

5 + 6

5 + 4

6 + 7

9 + 8

6 + 7

5 + 3

7 + 8

4 + 3

7 + 8

6 + 3

5 + 6

8 + 9

3 + 5

9 + 8

3 + 6

3 + 5

6 + 7

5 + 6

5 + 3

8 + 7

4 + 5

3 + 4

2 + 3

6 + 7

3.1 Math Checkers

M-7

2nd Grade Math – 3.2: Graphs


MUST DO: Graphing

Attached. Use the tally mark chart to create a bar graph. Create 4 questions about the bar graph. Have a family member answer them.

I DID IT!

Activity: Favorite Jellybean

Attached. Use the graph titled Favorite Jellybeans to complete the questions shown

I DID IT!


I DID IT!

Practice Sheet:

Attached. Complete the pages attached working with graphs.

My Work:

M-8

Use the bar graph to create 4 questions for a partner to answer. Don’t forget your ? at the

end.

1.

2.

3.

4.

3.2 Must Do: Graphing

M-9

Favorite Flavor Jellybeans

Num

ber

of P

eop

le

10

9

8

7

6

5

4

3

2

1

0 cherry grape lime orange Flavors

1. How many more people chose lime than grape as their favorite? ___________________

2. How many more people chose orange than cherry as their favorite? ________________

3. How many people like cherry or lime best? ___________________________________

4. How many people answered the survey? _____________________________________

5. What is your favorite flavor? _______________________ Add it to the bar graph above.

3.2 Activity: Favorite Jellybean

M-10

M-11

2nd Grade Math – 3.3: Story Problems


MUST DO: Story Problem Practice

Attached. Complete the problems. Be sure to use a model and show how you solved.

I DID IT!

Matching: Story Problems and Equations

Attached. Choose one page to do. Match the correct equation to the story problem.

I DID IT!


I DID IT!

Problems: Real Life Problems

Attached. Complete the problems. Be sure to use a model and show how you solved.

My Work:

M-12

Name: _____________________ Date: ________________

Solve the following story problems:

Frank had some pennies in his piggy bank. Mark gave him 4 more. Now Frank has

9 pennies. How many pennies did Frank have at the beginning?

Marty has 4 fewer dimes than Tony. Marty has 12 dimes. How many does Tony

have?

Tony has 4 more dimes than Marty. Tony has 16 dimes. How many does Marty

have?

3.3 Must Do: Story Problem Practice

M-13

Mrs. Hill had 13 donut holes. She ate some.

Now she has 9 left. How many donut holes

did Mrs. Hill eat?

? + 12 =18

Mrs. Hill had some donut holes. She ate 4.

Now she has 9. How many donut hole did Mrs.

Hill have to start with?

13 - ? = 9

Brayden has 8 Game Boy games. He got 9

more for his birthday. How many games does

Brayden have now?

? – 4 = 9

Brayden has 8 Game Boy games. He got some

more for his birthday. Now he has 17 games.

How many Game Boy games did he get for his

birthday?

8 + 9 = ?

Brayden has some Game Boy games. He got 9

more for his birthday. Now he has 17 games.

How many Game Boy games did he have to

start with?

8 + ? = 17

Alex had some gumballs. He got 12 more

from the gumball machine. He has 18 now.

How many gumballs did he have to start with?

? + 9 = 17

M-14

✩ Real-life problems

Write the answer in the box.

Write the answer in the box.Sarah has eight wrenches and is given six more.How many wrenches does she have now?

8 + 6 = 14

Karl has 20 marbles but loses 12 in a game of marbles contest. How many marbles does he have left?

After buying some candy for 30¢, Naomi still has 65¢ left. How much did she have to begin with?

Billy takes 20 balls out of a barreland leaves 15 in the barrel. How many balls arethere altogether?

June collected 150 stamps and her father gave her 60 more. How many stamps does June have now?

Angela puts 40 toys in a box that already has 35 toys in it. How many toys are in the box now?

Patrick leaves 45¢ at home and takes 50¢ with him. How much money does Patrick have altogether?

Don gives some of his allowance to his sister. He gives his sister 80¢ and has 60¢ left. How much allowance did Don have in the first place?

Five letters of the alphabet are vowels. How many letters of the alphabet are not vowels?

© Dorling Kindersley Limited [2010]

M-15

2nd Grade Math – 3.4: Place Value


MUST DO: Decomposing Numbers in

Different Ways

Attached. Complete the task on decomposing, or breaking apart numbers.

I DID IT!

Activity: Outnumber Your Neighbor

Attached. Use the number cards to create three digit numbers and compare with a family member.

I DID IT!


I DID IT!

Additional Place Value Problems

Attached. Complete the task working with three-digit numbers.

My Work:

M-16

Decomposing Numbers in Different Ways

Use what you know about place value to complete the chart the below. See the example already

done for you. You can use base ten pictures, straws, popsicle sticks, or other household materials to

help you.

Think about the number 253.

253= 2 hundreds, 5 tens, 3 ones

Can I show it with 1 hundred?

1 hundred, ________ tens, 3 ones

Show the number 638 in two different ways using place value.

67 Tens Ones

5

4

27

2

1

58 Tens Ones

5 8

4 18

3 28

2 38

1 48

3.4 Must Do: Decomposing Numbers in Different Ways

M-17

M-18

M-19

M-20

Additional Place Value Problems

Gavin made a number and expanded it to show 500 + 80 + 2. What number did Gavin make? Draw

a model to show his number.

....................................................................................................................................................................................

What number is the same as 4 hundreds, 7 tens, and 13 ones? Prove it.

....................................................................................................................................................................................

India showed the number 372. Emma showed a number that had 1 hundred and 1 ten more than

India’s number. What number did Emma show? Explain how you know.

....................................................................................................................................................................................

David made a number using 3 hundreds, 18 tens, and 2 ones. Ramon made a number using 3

hundreds, 18 ones, and 2 tens. Did David and Ramon make the same number? Explain.

....................................................................................................................................................................................

Given the number 327:

Write the number in expanded form.

Draw a picture to show the number.

Show the number on a number line.

3.4 Additional Place Value Problems

M-21

2nd Grade Math – 3.5: Three-Digit Subtraction


MUST DO: Subtraction on a Number Line

Attached. Use the number line to subtract.

I DID IT!

Activity: Target Zero

Attached. Place a set of digit cards on H, T, O. Spin the spinner to solve the problem. The goal is to get to zero.

I DID IT!


I DID IT!

Task: Reasoning About subtraction

Attached. Complete the task using what you know about subtraction.

My Work:

M-22

Name: __________________________________ Date: _________________

Subtract 600 - 260. Use the number line to show how you subtracted.

Subtract 728 - 188. Use the number line to show how you subtracted.

3.5 Must Do: Subtraction on a Number Line

M-23

M-24

M-25

M-26

M-27

Name: __________________________________ Date: ______________

Look at the problems in each row. Circle the problem that has the GREATEST difference.

900 – 480 500 - 380

850 – 750 400 – 200

600 – 199 900 – 799

753 – 300 598 - 501

Choose one row. Tell how you found your answer. Use pictures, numbers, or words to explain.

3.5 Task: Reasoning About Subtraction

M-28

2nd Grade Math – 3.6: Graphs


MUST DO: Draw and Use Bar and Picture

Graphs

Attached. Complete the pages attached.

I DID IT!

Activity: Instruments in the Orchestra

Attached. Complete the questions about the graph.

I DID IT!


I DID IT!

Make your Own Graph: Using Coins

Attached. Collect and use coins to create your own tally chart.

My Work:

M-29

M-30

Instruments Played in the Orchestra

Violin

Viola

Cello

Bass

1. How many students play in the orchestra? ___________________________________

2. Which instrument was played the most? ____________________________________

3. Which instrument was played the least? ____________________________________

4. How many more students play the violin than the viola? _________________________

5. How many more students play the violin and viola than the cello and bass? ___________

3.6 Activity: Instruments in the Orchestra

M-31

1. Find a set of coins.

2. Sort the coins.

3. Create a tally chart.

4. Write 3 statements about your chart.

Coin Collection

Quarter Dime Nickel Penny

1. _________________________________________________________

2. _________________________________________________________

3. _________________________________________________________

Create a

Tally Chart

3.6 Make Your Own Graph: Using Coins

M-32

2nd Grade Math – 3.7: Fluency Using Doubles


MUST DO: Using Double Fact Check

Attached. See how many facts you can complete! You can use the math fact cards from day 3.1 to practice even more.

I DID IT!

Game: Missing Numbers

Attached. Play with a family member. See if you can be the first player to fill out your side of the missing number equations.

I DID IT!


I DID IT!

Game: Four in a Row

Attached. Play with a family member. You will need counters. Be the first player to get four in a row on the game board.

My Work:

M-33

Name: _____________________________________________________________ Date: __________________

Using Doubles +/– Fact Check Addition: _______/20 Subtraction: ________/20

× 3

+ 2

× 4

+ 5

× 6

+ 5

7

+ 6

× 2

+ 1

×9

+ 8

× 3

+ 2

× 3

+ 4

× 7

+ 6

× 5

+ 4

× 7

+ 8

× 4

+ 3

× 8

+ 9

× 6

+ 7

× 1

+ 2

× 3

+ 2

× 7

– 3

× 5

– 2

× 11

– 5

× 7

– 4

× 13

– 6

×15

– 7

× 17

– 9

× 11

– 5

× 7

– 4

× 13

– 7

× 15

– 8

× 3

– 1

× 9

– 5

× 7

– 3

× 5

– 2

× 11

– 6

3.7 Must Do: Using Double Fact Check

M-34

Name: __________________________________________________________________

Missing Numbers

3 – 2 = ____ 3 – 1 = ____

5 – 3 = ____ 5 – 2 = ____

7 – 4 = ____ 7 – 3 = ____

9 – 5 = ____ 9 – 4 = ____

11 – 6 = ____ 11 – 5 = ____

13 – 7 = ____ 13 – 6 = ____

15 – 7 = ____ 15 – 8 = ____

17 – 9 = ____ 17 – 8 = ____

Shuffle the number cards and place them in a stack.

Take turns picking a card.

Write the number in one place where it belongs.

Read the fact out loud, then put the card back in the pile and shuffle it.

If the number can’t be used, you lose your turn.

The first one to fill in all of the spaces wins.

Player 1 Player 2

3.7 Game: Missing Numbers 1 of 3

M-35

Name: __________________________________________________________________

Missing Numbers

3 – 2 = ____ 3 – 1 = ____

5 – ____ = 2 5 – ____ = 3

7 – 4 = ____ 7 – 3 = ____

9 – ____ = 4 9 – ____ = 5

11 – 6 = ____ 11 – 5 = ____

13 – ____ = 7 13 – ____ = 6

15 – 7 = ____ 15 – 8 = ____

17 – ____ = 9 17 – ____ = 8

Shuffle the number cards and place them in a stack.

Take turns picking a card.

Write the number in one place where it belongs.

Read the fact out loud, then put the card back in the pile and shuffle it.

If the number can’t be used, you lose your turn.

The first one to fill in all of the spaces wins.

Player 1 Player 2


M-36

Missing Numbers Cards

1 2 3

4 5 6

7 8 9


M-37

Four in a Row with Near Doubles

Number of Players: 2 Materials: counters, Near Doubles cards Directions: Take turns to turn over one of the Near Doubles Cards. Find the sum and place your counter on that sum on your side of the board. Once your counter has been placed it cannot be moved. Keep going until one person gets 4 counters in a row (vertically, horizontally, or diagonally).

3 7 15 19

9 11 5 13

15 23 21 17

25 13 17 9

23 5 11 9

19 21 25 7

15 17 11 13

5 9 7 3

©K-5MathTeachingResources.com

M-38

Near Doubles Cards: Print one pack per gameboard and cut out

1+2

2+3

3+4

4+5

5+6

6+7

M-39

7+8

8+9

9+10

10+11

11+12

12+13

M-40

Documents

Let’s Learn Together! · Let’s Learn Together! 2nd Grade Parents, This learning bundle provides opportunities for your child to practice using bar and picture graphs to compose