Grade 2
Tips for Helping at Home
•
Questions to ask:
What is it that you don’t understand (have
the student be specific)?
What information do you need?
What strategies are you going to use?
Can you guess and check?
Does this make sense?
What can you do to explain
your answer to show others
what you are thinking?
Does your answer seem reasonable?
•
If you have a penny jar at home suggest that your
child count out a handful of pennies. In school
students are encouraged to check their count by
counting a second time in a different way (by 2’s
or 5”s). Your child might compare his or her
handful of pennies to your handful.
•
Ask your child to count the change in your
pocket. We have been working mostly with pen-
nies, nickels, and dimes, so you might want to
have your child count only these coins at first.
•
If your child goes to the store with you and you
are using a coupon, point out how much each
coupon is worth and if possible show your child
the amount using coins.
Mathematical Emphasis
Investigation 1—10’s and Doubles
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Developing familiarity with 10 as an important number in
our number system
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Becoming familiar with number combinations of 10
and doubles
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Developing strategies for adding two or more numbers
Investigation 2—Grouping by 2’s, 5’s and 10’s
•
Developing counting strategies
•
Exploring patterns and developing fluency in skip count-
ing by 2’s, 5’s, and 10’s
•
Exploring 5and its multiples
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Becoming familiar with the relationship between skip
counting and grouping
Investigation 3: Introducing Addition and Subtraction
Situations
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Developing models of addition and subtraction situations
•
Solving problems using numerical reasoning
•
Recording solution strategies clearly
•
Considering the relationship between addition and sub-
traction
Investigation 4: One Hundred
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Becoming familiar with the structure of 100
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Working with 100 as a quantity
•
Using the 100 chart as a tool for combining and compar-
ing quantities
•
Using familiar addition combinations to find totals
Website
http://www.everett.k12.wa.us/math/Second%20Grade
The Number
System
About the Mathematics In This Unit
In this unit, your child will learn how numbers
are made from other numbers - 20 can be made
from 10 and 10 or from four 5’s or from ten 2’s.
Being able to take numbers apart and put them
back together flexibly is the basis for developing
good number sense.
First we will work with addition combinations,
exploring combinations of 10 (4 + 6, 2 + 8) and
doubles (4 + 4, 5 + 5). We will then use these
addition combinations to learn others. The goal
is for children to become familiar with number
combinations through repeated use and by
learning about relationships among numbers.
In the second half of the unit your child will be
working with numbers such as 5, 10, 15, 20, 25,
50 and 100. Activities include using coins to find
different ways to make 25¢ and figuring how to
save 50¢ at the grocery store using combina-
tions of coupons. Students will also work on
story problems for which they will use addition
and subtraction to solve.
Economopoulos, K. Investigations in Number, Data and Space:
Coins, Coupons, and Combinations. Dale Seymour Publications,
Vocabulary
equation
- a mathematical sentence
where the right side of the equals sign
has the same value as the left
example: 3 = 2 + 1
expression
- one or more numbers
and/or operation symbols
example: 5 + 8
multiple
- numbers landed on when
skip counting by a specific number.
example: Some multiples of 5 are 10,
15, 20, 25,
number string
- addition problem with
more than two addends.
examples: 2 + 9 + 1 + 2 =
5 + 6 + 4 + 10 + 5 =
10 + 10 + 10 = 30
Glossary
http://www.amathsdictionaryforkids.com/
Game
Close to 20
Materials:
Deck of Number Cards 0 - 10 (four of
each) with the wild cards removed; score sheet;
counters
Players:
2 to 3
How to Play
The object of the game is to choose three cards that
total as close to 20 as possible.
1. Deal five cards to each player.
2. Take turns. Use any three of your cards to make
a total that is as close to 20 as possible.
3. Write these numbers and the total on the score
sheet.
4. Find your score. The score for the round is the
difference between the total and 20. For exam-
ple, if you choose 8 + 7 + 3, your total is 18 and
your score for the round is 2.
5. After you record your score, take that many
counters.
6. Put the cards you used in a discard pile and deal
three new cards to each player. If you run out of
cards before the end of the game, shuffle the
discard pile and use those cards again.
7. After five rounds, total your score and count your
counters. These two numbers should be the
same. The player with the lowest score wins.
Score Sheet example:
Score
Round 1: ___ + ___ + ___ = ____
_____
Round 2: ___ + ___ + ___ = ____
_____
Round 3: ___ + ___ + ___ = ____
_____
Round 4: ___ + ___ + ___ = ____
_____
Round 5: ___ + ___ + ___ = ____
_____
TOTAL SCORE _____
