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?
•
Look for different shapes in the environment.
Where do you see rectangles and squares? Are
there some shapes within
other shapes, such as
panes in a window?
•
Look for arrays - for exam-
ple, in floor tiles, calendars,
and window panes.
•
Look for patterns in fabric, wall-
paper, flags, or other places that
are half one color and half an-
other. How can your child tell that
the patterns are half and half?
•
Look for designs that are sym-
metrical.
Have fun exploring these ideas with your child.
Mathematical Emphasis
Investigation 1—Composing and Decomposing Shapes
•
Sorting, describing, and identifying shapes by various
attributes
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Composing and decomposing two- and three-
dimensional shapes
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Describing spatial and numerical relationships found
among shapes
Investigation 2—What Is a Rectangle?
•
Identify triangles and rectangles based on the number of
sides, the number of corners, and the number of square
corners
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Visualizing, constructing, and drawing rectangular arrays
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Using numbers to compare rectangular arrays
Investigation 3: Fractions of Geometric Shapes
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Constructing arrays to represent numbers and identify-
ing halves of the arrays
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Investigating halves of three-dimensional solids
•
Constructing two-dimensional arrays that re divided into
thirds and fourths
•
Describing fractional parts of an array as fractions of a
rectangular region
•
Describing fractional parts of an array as fractions of the
set of tiles used to construct the array
•
Designing and constructing a rectangular region that is
divided into halves, thirds, or fourths
Investigation 4: Symmetry
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Finding and describing objects that have mirror symme-
try
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Making two-dimensional symmetrical designs
•
Building three-dimensional symmetrical structures
Website
http://www.everett.k12.wa.us/math/Second%20Grade
Ask your teacher for the password to download the Shapes
software.
Geometry and
Fractions
Vocabulary
Vocabulary
Vocabulary
symmetry - an object is symmetrical when
one side is a mirror image of the other
hexagon - a shape with six sides
trapezoid - a four sided shape with one
pair of parallel sides
rhombus - a shape with four equal sides
triangle - a shape with three sides
array - a set of objects
usually arranged in
rows and columns
About the Mathematics In This Unit
For the next few weeks we will be investigating
geometry and fractions. We will investigate
relationships among shapes and put shapes
together to build other shapes. For example,
children will be using pattern blocks (two-
dimensional shapes) to make a hexagon shape
by combining two trapezoids or by combining six
triangles. Children will look for ways that a large
design can be covered with different numbers of
blocks.
We will also investigate rectangular arrays.
Checkerboards and floor tiles are arrays that are
familiar to many children. An egg carton is a 2-
by-6 array. Activities with arrays provide experi-
ences with fractions and area.
Children will build arrays with square tiles, then
draw them. They will compare all the arrays that
can be built for a number such as 12. Later in
the unit we will use rectangular arrays to show
fractions. Each child will design a Fraction Flag
that is divided into equal parts.
The last part of this unit is about symmetry. Stu-
dents will make symmetrical designs with pat-
tern blocks and investigate symmetry using a
mirror. These activities, as well as others in this
unit, help children develop visual thinking.
Akers, J. Investigations in Number, Data and Space: Shapes,
Halves and Symmetry. Dale Seymour Publications, 1998.
Glossary
http://www.amathsdictionaryforkids.com/
Game
Turn Over 10
Materials: One deck of Numeral Cards 0-10 (four of
each) plus four wild cards
Players: 2 to 3
How to play: The object of the game is to turn over and
collect combinations of cards that total 10.
1. Arrange the cards face down in four rows of five
cards. Place the rest of the deck face down in a pile.
2. Take turns. On a turn, turn over one card then an-
other. A wild card can be made into any number.
If the total is less than 10, turn over another card.
If the total is more than 10, your turn is over and the cards
are turned face down in the same place.
If the total is 10, take the cards and replace them with
cards from the deck. You get another turn.
3. Place each of your card combinations of 10 in sepa-
rate piles so they don’t get mixed up.
4. The game is over when no more 10’s can be made.
5. At the end of the game, make a list of the number
combinations for 10 that you made.
