Dear Parents and Caregivers,

This is a reminder that the third-quarter-parent/teacher conferences will take place on Thursday, April 16. If you haven’t signed up for the third quarter parent/teacher conferences, please do so. The sign-up schedules are posted outside the front door of rooms 103 and 106. Parents, who do not sign up by April 2, will be assigned the time slots available! We will be sending home the finalized schedule on April 2.

The second grade classes will be visiting the Peggy Notebeart Museum as part of the FOSS Insect Unit on May 8. We will send home permission slips as soon as we receive the approval from CPS.

**Balanced Literacy**

Independent Reading (30-35 minutes at the beginning of each day). Differentiated instruction is provided at this time as well as throughout the lessons.

Word Knowledge: Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.

Week 27 (Different words will be given each day.)

Rhyming: Teacher says a real word. Students make nonsense rhyming words from it.

Onset Fluency: Teacher says the word. Students repeat the word, and then isolate the beginning onset.

Ex: T: kite S: /k/

Blending: Basic sight word review

Teacher says individual phonemes. Students listen and then say the whole word.

Identifying Final and Medial Sounds: Teacher reads the word series. Students say the requested sound (varies by day).

Tues & Wed: Final Sound, Thurs & Fri: Medial Sound

Segmenting: Basic sight word review

Teacher says the word. Students repeat the word and chop it into phonemes. Ex. T: too, S: too; t-oo

Substituting: Teachers says the word. Students repeat the word. Teacher says change the /*/ (underlined word) to /*/ and the word is?

Ex. T: waterfall, S: waterfall, T: change the/fall/ to /melon/ and the word is? S: watermelon

* Use sounds

Adding Phonemes: Teacher says the rime. Students repeat the rime. Teacher says add /*/ at the beginning and the word is?

* Use sounds

Deleting Phonemes: Teacher says the word. Students repeat the word. Teacher says without the /*/ and what is left?

* Use sounds

Building Classroom Community based on CHAMPS A Proactive & Positive Approach to Classroom Management by Randy Sprick, Ph.D. and The Morning Meeting Book by Roxann Kriete

Reading and Writing Workshops: Based on Common Core Reading & Writing Workshop, A Curriculum Plan for The Reading Workshop and Units of Study in Opinion, Information, and Narrative Writing by Lucy Calkins and Colleagues from The Reading and Writing Project

Morning meeting (daily):

– Sharing: Students share their journal writing entries or something that is meaningful to them.

– Group Activity: “Over In The Meadow” from Sing a Song of Poetry by Fountas and Pinnell p.209-210 and You Tube, Barefoot Books

Differentiated Instruction:

– TRC Progress Monitoring

– Guided writing: teachers circulate the room to assist students

– Guided Reading: Students work in small groups under the scaffolding of the teacher or an NSP student from the University of Chicago (Close Reading is included)

– Writing conferences

– Working in pairs

– Allowing extended time

– Using graphic organizers

– Drawing pictures to support writing

Listening Centers: Mentor Texts Chickens by Gail Gibbons; Mercy Watson to the Rescue by Kate DiCamillo

Word Study: Word Sorts: Adding -ing to Words With VC and VCC Patterns

Word Study: Beginning-Middle-End, Finding Phonemes in Sound Boxes

Word Building with Fry Spelling Words

Math Center: Finding Differences

Students work in pairs to find the difference between a 2-digit number and a multiple of 10.

Technology Center:

a. Students practice reading levels two-five sight words

c. A.R. on Mini-iPads

d. Kindle books related to the Guided Reading Themes and Stories embedded sight words.

Day 1:

Morning meeting

Morning Message: Today is Monday, March 23, 2015. We will begin creating our own maps of our new chosen town.

Inquiry Question: Why do we need map keys to make our maps effective? Share what you know with a classmate!

Reading

Unit 5–Series Reading and Cross-Genre Reading Clubs

Part Two: Even When Readers Think We Know How a Series Will Go, We Are Ready to Be Surprised

“Readers, we know that characters, like people, aren’t always one way—even if they are often predictable. This is because characters are complex. Today I want to teach you that as we talk and learn about characters, we can use this knowledge to challenge and revise our all-or-nothing thinking. Instead of saying, ‘Pinky always,’ we might say, ‘Sometimes he ____________.’

Tip: “When we notice our character acting in a way we don’t agree with or are confused by, we can sort out our thinking in a partnership conversation. We might say things like, ‘I disagree with what Jamaica did,’ or ‘I don’t know what Maria means by ____________,’ or ‘Why does Harry think that is important?’ ”

– Students read independently and/or with a partner using strategies they’ve learned.

Writing

Interactive Read-Aloud

George and Martha: Split Pea Soup by James Marshall

Unit 3 Opinion

Bend 2 Raising the Level of Our Letter Writing

Session 8: Reading Closely to Generate More Writing

Minilesson

Connection: Use an example to illustrate the importance of close reading. Name the teaching point.

Teaching: Demonstrate by looking back at an important part of the touchtone text. Highlight the fact that you pause to attend closely to what’s in the text, saying or writing what you notice. Make it clear that noticing is not enough. Instead, writers need to ask, “What new ideas does this give me?” Debrief by explaining to students how you notice new details and incorporated them into your planning.

Active Engagement: Give students an opportunity to try the same work using the touchstone text.

Link: Remind students that they should be working toward the goal of writing more about their opinions, and that close reading of their books can give them more ideas to write about. Prompt them to think back to all the strategies they’ve learned to make their writing powerful.

Students continue to write more letters, applying what they’ve learned from the writing workshop.

Day 2:

Morning Meeting

Morning Message: Today is Tuesday, March 24, 2015. We will continue to explore 3D shapes?

Inquiry Question: What are the characteristics of 3D shapes? Share what you know with a classmate!

Reading

Unit 5–Series Reading and Cross-Genre Reading Clubs

Part Two: Even When Readers Think We Know How a Series Will Go, We Are Ready to Be Surprised

“Since we know characters don’t always act predictably, we can expect to be surprised now and then by things they do and say. Today I want to teach you that we can read our series on the lookout for those surprising moments—when a character acts out of character. When we see a character acting in a surprising way, we can pause and do some big thinking, jotting on a Post-it what we notice that is different and why we think that this is so.”

– Students read independently and/or with a partner using strategies they’ve learned.

Writing

Interactive Read-Aloud

George and Martha: The Flying Machine by James Marshall

Unit 3 Opinion

Bend 2 Raising the Level of Our Letter Writing

Session 8: Reading Closely to Generate More Writing

Students continue to write more letters, applying what they’ve learned from the writing workshop.

Conferring and Small-Group Work: Linking Details and Ideas

Day 3:

Morning Message

Morning Message: Today is Wednesday, March 25, 2015. We will learn how rectangles can be partitioned into equal squares.

Inquiry Question: Why is it important to divide a rectangle into square? Share what you know with a classmate!

Reading

Unit 5–Series Reading and Cross-Genre Reading Clubs

Part Two: Even When Readers Think We Know How a Series Will Go, We Are Ready to Be Surprised

“Readers, you know how when we come to the end of a book, we know some of our work is just beginning? Well, today I want to teach you that when we end a book, we can reflect, asking, ‘What was the whole book about?’ and ‘Was the author trying to teach us something?’ Then we might go back and find evidence in the book that the author really was trying to teach that lesson.”

– Students read independently and/or with a partner using strategies they’ve learned.

Writing

Interactive Read-Aloud

George and Martha: The Tub by James Marshall

Unit 3 Opinion

Bend 2 Raising the Level of Our Letter Writing

Session 9: Gathering More Evidence to support Each of Our Opinions

Mini-lesson

Connection: Congratulate students on the close reading work they did yesterday. Name the teaching point.

Teaching: Let students know that you are aware that they are noticing details and using them to come up with an opinion. But now, they need to take it to the next level and search for even more details to support each of their opinions. Demonstrate taking an idea or opinion from a section of a letter and returning to a book to collect related details and evidence. Debrief, describing the process you followed to gather more details and evidence from the text.

Active Engagement: Ask students to join you in supporting a new opinion.

Link: Add on to the anchor chart and remind students of the importance of using strategies outlined on it.

Students continue to write more letters, applying what they’ve learned from the writing workshop.

Day 4:

Morning Meeting

Morning Message: Today is Thursday, March 26, 2015. We will begin reading and discussing living things and their environment.

Inquiry Question: How do living things benefit from their environment? Share what you know with a classmate!

Reading

Unit 5–Series Reading and Cross-Genre Reading Clubs

Part Three: Readers Grow Smart Ideas by Looking Across Different Series, and We Use the Smart Work of Club Members to Push Our Thinking

“Today I want to remind you that when we meet with club members, we don’t only think about our current series, we think about all the series books we have read, and we think about the patterns in those books. We can think about the types of characters, the types of problems, even the messages the different authors might be teaching. We can talk with our club, thinking ‘What is the same in these series?’ and ‘What is different?’ ”

– Students read independently and/or with a partner using strategies they’ve learned.

Writing

Interactive Read-Aloud

George and Martha: The Mirror by James Marshall

Unit 3 Opinion

Bend 2 Raising the Level of Our Letter Writing

Session 9: Gathering More Evidence to support Each of Our Opinions

Students continue to write more letters, applying what they’ve learned from the writing workshop.

Conferring and Small-Group Work: Using the Classroom Environment to Teach

Day 5:

Morning Meeting

Morning Message: Today is Friday, March 27, 2015. We will read and discuss the impact that people have on the environment.

Inquiry Question: How can people have an effect on the environment? Share what you know with a classmate!

Parent Read Aloud

Independent Reading

– Students read independently and/or with a partner using strategies they’ve learned.

Spelling Test

Word Study

**Spelling Words:**

*drink, think, sink, stink, wink, thank, bank, drank, honk, blank, shrink, sphere, cube, pyramid, prism, rectangular
*

The above words will be tested on Thursday, April 2.

Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

Writing

Unit 3 Opinion

Bend 2 Raising the Level of Our Letter Writing

Session 10: Why is the Author Using a Capital Here?

Mini-lesson

Connection: Let writers know that as their writing becomes more complex, so too does their use of capitals.

Teaching and Active Engagement: Provide questions to guide the class inquiry. In this case, “Why is the author using a capital letter here?”

Guided Inquiry: Set writers up to read apart of a letter about a book, letting them know that they should listen and read along, thinking about the inquiry question. Read through the mentor text a second time, reminding students of the guiding question and pushing them toward closer examination. Pull the students back together and challenge them to think about the difference uses of capitals across the writing. Remind them of the inquiry question and get them working to answer it with a partner. Add the students’ observations to the class chart.

Link: Send students off to revise, edit, and work on their letters, keeping in mind all the strategies they have learned so far.

Students continue to write more letters, applying what they’ve learned from the writing workshop.

**Math**

**Lesson 8-5** Attributes of 3-Dimensional Shapes (2Days)

Students sort and compare 3-dimensional shapes according to their attributes.

Goals:

– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.

– Make sense of the representations you and others use.

– Use clear labels, units, and mathematical language.

1. Warm Up

Math Talk: Mental Math and Fluency

Pose facts one at a time. Students explain how they find the sum or difference.

Daily Routines

Have students complete daily routines.

2. Focus

Math Message: Turn to journal page 193. Record the measurement of your wrist size in centimeters on a stick-on note. Then look at the base-10 thousand cube. Find examples of other cubes around the room.

Describing Cubes (Whole Class/Small Group/Partner)

Math Message Follow-Up: On the Class Data Pad, list examples of cubes that students found.

Distribute a centimeter cube to each partnership. Have students share with their partners what they notice about the cube. After a few minutes, bring the class together to discuss students’ observations. Expect them to note the following:

– There are six flat surfaces, or faces.

– All the faces are the same size.

– Each face is a square.

Ask students to point to each of the six faces on their cubes. Revisit the examples of cubes listed on the Class Data Pad, asking volunteers to confirm that each item fits description of a cube.

Discussing Attributes of 3-dimensional Shapes (Whole Class/Small Group)

Use your models of 3-dimensional shapes to point out the following attributes:

– Cylinders, cones, and spheres all have curve surfaces.

– Rectangular prisms, cubes, pyramids, cylinders, and cones all have flat surfaces called faces.

– An edge of a cube, a prism, or a pyramid is a line segment where two faces meet.

– An edge of a cone or a cylinder is a curve where a flat face meets a curved surface.

– A vertex on a 3-dimensional shape such as a cube, a prism, or a pyramid is a point at which at least 3 edges meet. (The plural of vertex is vertices.)

– The apex of a cone is the point that is opposite the flat face.

Draw students attention to the faces, edges, and vertices on the base-10 thousand cube. Have partners take turns running their fingers along the edges of their centimeter cubes and pointing out the faces and the vertices.

Comparing 3-dimensional Shapes (Whole Class/Small Group)

Explain to students that they are going to make a Shape Museum so they can examine different kinds of shapes. Help them set up the museum by placing the items they brought from home near the corresponding name cards. Shapes that do not fit into any of the six categories are placed near the “other” card. Add some of your own items to the museum.

Display models of pairs of shapes as specified below. As you display each pair, ask: How are these alike? How are they different? Samples observations that students might have include the following:

Cube and Rectangular Prism

– They have the same number of faces, vertices, and edges.

– Each face on both shapes has 4 sides and 4 angles.

– All of the faces of the cube are squares.

– The faces of the rectangular prism can be squares or rectangles.

– Rectangular prisms that have all square faces are called cubes. A cube is a special kind of rectangular prism.

Cube and Cylinder

– The cylinder can roll when push. The cube can’t.

– The cylinder has a curved surface. The cube doesn’t.

– The cylinder has 2 flat faces. The cube has 6 flat faces.

– The cube’s faces are squares. The flat faces on the cylinder are circles.

Cube and Pyramid

– Most of the faces of a pyramid are triangles. (Sometimes one of the faces is not a triangle.) All of the faces of a cube are square.

– A cube and pyramid both have vertices where edges come together. A pyramid has a special vertex called an apex where the triangle faces come together.

Cube and Cone

– The cone can roll when pushed. The cube can’t.

– The cone has a curved surface and 1 flat face in the shape of a circle. The cube has 6 flat faces that are all squares.

– The cone has a point, or apex, opposite the circular face. The cube has 8 vertices.

As time allows, compare and contrast other pairs of shapes.

Differentiate: Adjust the Activity

To help students describe the faces of 3-dimensional shapes, have them select a 3-dimensional shape and trace all of its flat faces on paper. They identify the shapes of the faces, record the names on the paper, and then use that information to describe the 3-dimensional shape. For example, a cube has 6 faces that are all squares.

Over the next several days, allow small groups of students to visit the Shapes Museum. Have them examine the shapes and describe them in terms of their attributes.

Assessment Check-In

Expect most students to be able to describe a cube as having 6 equal-size square faces. If students struggle describing a cube by its attributes, have them trace the faces of a cube on paper as suggested in the Adjusting the Activity note.

Summarize

Have students share one or two things they learned about 3-dimensional shapes.

3. Practice

Drawing a Line Plot (Whole Class/Small Group/Partner)

With the class, organize and display the stick-on notes wrist measurements in order from smallest to largest. Explain that students will draw line plots to show all the wrist measurements for the class.

Distribute copies of Math Masters, page TA32 to students. Discuss the horizontal scale. The wrist-size data are measurements to the nearest centimeter. The scale should begin with the smallest wrist size in the class, increase in 1-centimeter increments, and end with the measurement of the largest wrist size in the class.

Ask students to suggest a label for the horizontal axis and write it on the same line. Then ask the students to suggest a title for the line plot.

Have students draw Xs on their line plots to represent the class data. Remind them that each X represents one child. Model how to draw Xs one above the other for stick-on notes with the same measurements.

Students complete Math Boxes 8-5, Math Journal 2, p. 201 (Independent/Partner)

**Lesson 8-6** Partitioning Rectangles, Part 1

Students use manipulatives to partition rectangles into same-size squares.

Goals:

– Reflect on your thinking as you solve your problem.

– Keep trying when your problem is hard.

– Make sense of others’ mathematical thinking.

– Use tools effectively and make sense of your results.

1. Warm Up

Math Talk: Mental Math and Fluency

Display place value exercises. Have students explain how they found the answers.

Daily Routines

Have students complete daily routines.

2. Focus

Math Message: Take 20 centimeter cubes. Complete Problem 1 on journal page 202.

Introducing Partitioning (Whole Class/Small Group/Partner)

Math Message Follow-Up: Display Math Masters, page 225 and have a volunteer cover Rectangle A with centimeter cubes. Ask students to share what they notice about the cubes covering the rectangle.

They may observe that it took 15 cubes to completely cover the rectangle and that the cubes are arranged in rows and columns. Remind students that a rectangle is a 2-dimensional (flat) shape and a cube is a 3-dimensional shape. Ask: What part of each cube actually covers the rectangle? What shape is the face?

Tell students to complete Problem 2 on journal page 202 by drawing squares on Rectangle B to show how they covered Rectangle A with centimeter cubes. Explain that when students draw same-size shapes to cover a shape, they are partitioning, or dividing, the shape into smaller shapes. Have volunteers share their drawings. Identify a drawing that has 3 rows with 5 close-to-same-size squares in each row and ask students what they notice. Guide students to connect the equal rows of squares on Rectangle B to the equal rows of centimeter cubes that covered rectangle A. Have students check that the squares they drew on Rectangle B match the arrangement of centimeter cubes that covered Rectangle A.

Discuss the challenges students faced in Problem 2. Ask: How could you tell if you made a mistake? How did you fix your mistake?

Academic Language Development: Have students activate prior knowledge of the word part to help them understand the terms partition and partitioning. Point out that when they partition a figure, they are dividing it into equal-size parts. This is also called partitioning.

Partitioning Rectangles (Whole Class/Small Group/Partner)

Display a 1-inch square pattern block and Math Masters, page 226. Point to Problem 3. Ask students to think about how they might use a single square pattern block to find the total number of square pattern blocks needed to completely cover Rectangle C. Invite students to share their ideas with a partner and encourage them to make sense of their partner’s ideas.

Distribute a square pattern block to each child. Have them place the pattern block flat on the rectangle. Ask: What part of the pattern block is actually on the rectangle? Tell students to partition the rectangle, they need to draw squares to show where all of the square faces of the blocks would be if they covered the rectangle completely. Explain that their drawings should show where they put their square each time they move it. Demonstrate drawing two or three squares on the display of Math Masters, page 226. Have partners use a single square pattern block to partition Rectangle C into same-size squares.

When they are finished, tell them to count the squares and answer the questions below Rectangle C. Bring the class together. Ask: Into how many squares did you partition Rectangle C? How did you use the square block to help partition the rectangle? Expect strategies to include the following:

– I traced the pattern block multiple times to cover the rectangle.

– I traced a complete row or column of square pattern blocks and then filled in the other rows and columns.

– I traced the square pattern block to fill the space along all four edges of the rectangle and then filled in the middle.

Explain that one way to make partitioning easier is to first draw one row and one column of squares. Demonstrate by placing a square pattern block in the upper-left corner of Rectangle C and tracing a mark along its right edge. Then move the block to align its left with your mark. Continue making marks and moving the block to complete the row, pointing out that there are no gaps or overlaps between the squares. Ask: How many squares will be in each row? Count the spaces to verify that 7 blocks will fit in a row.

Repeat the process for a column, staring in the upper-left corner and tracing marks along the bottom edge of the block. Ask: How many rows will there be? Extend the lines for each row and column until the rectangle is completely partitioned into squares. Ask: How many rows are there? How many squares are in each row? Point out that the number of squares per row is the same as the number of columns. Ask: How many same-sized squares cover the rectangle?

Differentiate: Adjusting the Activity

For students who struggle with partitioning, provide enough square pattern blocks to completely cover the rectangle in Problem 1 on journal page 204. Students count and record the number of pattern blocks they used and then remove the blocks. They then use their recorded numbers as a guideline to partition the rectangle.

Assessment Check-In

Because this is their first exposure to partitioning, do not expect students to accurately partition the rectangles on journal page 204 into same-size squares. Expect their attempts to show evidence of a strategy, such as tracing the pattern block multiple times, drawing rows or columns of squares, or drawing squares along the edges of rectangles. The “squares” each student draws may vary in size and shape. Some students will have a harder time drawing squares in the middle of the rectangle than on the edges.

Summarize

Have students share their strategies for partitioning the rectangles in Problem 1 and 2 into same-size squares.

3. Practice

Playing the Number-Grid Difference Game (Whole Class/Small Group/Partner)

Observe:

– How are students using the number grid to calculate differences?

– Which students are using the calculators to add their five scores?

Discuss:

– How did you decide on the order of the digits in your 2-digit numbers?

– What did you find easy about this game? Challenging?

Students complete Math Boxes 8-6, Math Journal 2, p. 205 (Independent/Partner)

**Lesson 8-7** Partitioning Rectangles, Part 2

Students partition rectangles into same-size squares.

Goals:

– Reflect on your thinking as you solve your problem.

– Make sense of the representations you and others use.

1. Warm Up

Math Talk: Mental Math and Fluency

Pose one fact at a time. Students explain how they find the answer.

Daily Routines

Have students complete daily routines.

2. Focus

Math Message: Take one square pattern block. Complete Problem 1 on journal page 206.

Partitioning Strategies (Whole Class/Small Group/Partner/Independent)

Math Message Follow-Up: Have students share their strategies for partitioning the rectangle in problem 1 on journal page 206 into same-sized squares. Display a drawing that shows equal rows with equal numbers of close-to-same-size squares in each row.

Have students run a finger along each row on their rectangles. Ask:

– How many rows does your drawing have?

– How many squares are in each row? Have students check that they have the same number of squares in each row.

– Where are the columns? Point to them.

– How many columns are there?

– Why does this rectangle have 2 columns? Count the squares in the first row aloud while pointing to each square: 1, 2. Point out that each square in the first row is at the top of a new column. Count the columns aloud as you run your finger down the columns from top to bottom: 1, 2.

– How many squares are in each column?

– Why does this rectangle have 3 squares in each column? Count the squares in the first column. Point out that each square is at the beginning of a row.

Draw students’ attention to the picture of the square to the right of the rectangle in Problem 2 on journal page 206. Explain that they will use the picture to help them figure out how many squares of that size are needed to cover the rectangle. Have students imagine that they are picking up the square and using it to partition the rectangle the same way they used the square block to partition the rectangle in Problem 1. As students work, check to make sure that they are drawing the same number of squares in each row and that the squares are about the same size.

Ask students to share their strategies for determining how many squares are needed to cover the rectangle. Some students may have visually estimated how many squares will fit in one row and one column, while others may have used their fingers or marks on paper to help them estimate. Ask: How were you able to make sure that your squares were the same size?

Invite volunteers who drew equal rows of close-to-same-size squares to demonstrate how they drew their size squares.

Have students complete Problem 3. Bring the class together to share their strategies.

Differentiate: Adjusting the Activity

If students struggle drawing the same number of squares in each row in Problem 3, suggest that they draw one row of squares at the top of the rectangle and then the first square on the left in each of the other rows. Then have them place their fingers on the first square in each row and run their fingers across the rectangle to help visualize each row. Ask: How many rows are there? How many squares should there be in each row?

Partitioning into Same-Size Squares (Whole Class/Small Group/Partner/Independent)

Draw students’ attention to journal page 207. Point out that there are no pictures to show the size of the squares that are supposed to cover each rectangle. Instead, students are given the number of rows and the number of squares in each row.

Display a rectangle and say: I have to partition this rectangle into 2 rows with the same-size squares in each row. Suppose I make each row this tall. (Make a mark too low.) Will two rows fill up the rectangle? What about here? (Make a mark too high.) Where should the mark be? Make a mark halfway between the top and bottom edges of the rectangle and draw a line to partition it into 2 equal rows. Say: Now I have to draw 3 squares in each row. Invite a volunteer to make marks for the squares in the top row. Ask: How can we check to make sure that these squares are the same size?

Before students begin work on journal page 207, ask them what they should think about as they partition the rectangles. Expect responses to include the following ideas:

– All the squares should be the same size.

– There should be the same number of squares in each row.

– There should be the same number of squares in each column.

Circulate as students complete journal page and check that they are drawing the correct number of rows with the same number of squares in each row. Encourage them to help each other check whether their squares are the same size.

Differentiate: Common Misconception

Watch for students who partition their rectangles into too many rows or one too many columns. Suggest that they run their fingers along each row or column as they count. As they adjust their drawings, have them check that the squares are the same size.

Assessment Check-In

Expect that most students will be able to partition the square in Problem 1 into two rows with two same-sized squares in each row and count the total number of squares. If students struggle making the same-size squares, suggest that they use a square pattern block as a reference.

Summarize

Have students discuss their strategies for partitioning the rectangles in on journal page 207 into same-size squares.

3. Practice

Solving Addition Problems (Partner/Independent)

Math Journal 2, p. 208

Students add 2-and 3-digit numbers. As needed, encourage them to draw open number lines, use base-10 blocks, or use the number grids or number lines on the inside back covers of their journals.

Students complete Math Boxes 8-7 (Independent/Partner)

**Lesson 8-8** Equal-Groups and Array Number Stories

Students solve number stories about equal groups and arrays.

Goals:

– Make sense of the representations you and others use.

– Make connections between representations.

– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.

1. Warm Up

Math Talk: Mental Math and Fluency

Pose one fact at a time. Students explain how they find the answer.

Daily Routines

Have students complete daily routines.

2. Focus

Math Message: Jermaine bought 3 packs of gum. There are 5 sticks of gum in each pack. How many sticks of gum did he buy? Draw pictures to help find the answer.

Discussing Equal Groups and Arrays (Whole Class/Small Group)

Math Message Follow-Up: Ask students to share their drawings and solution strategies. Expect a variety of representations, including drawings of groups, arrays, or tallies. Strategies may include counting the objects in the picture by 1s, counting by 5s, adding 5s, or doubling 5 and then adding 5 more.

Ask: What do these drawings have in common? Tell student that groups with the same number of objects in them are called equal groups. Stories that involve finding the total number of objects in sets of equal groups are called equal-groups number stories. Ask volunteers to explain how their drawings show the equal groups from the story.

Ask students to suggest number models for the Math Message problem. Some students may suggest 5 + 5 + 5 = 15. Ask: How does this number model show what is happening in our drawings?

Some students may suggest the number model 3 x 5 = 15 to represent the story. If so, explain that this is a multiplication number model and that multiplication as an operation involves finding the number of objects in equal groups or rows. Explain that when students solve equal-groups number stories, they are doing multiplication.

Write 5 + 5 + 5 = 15 and, if someone suggest it, 3 x 5 = 15. Have students practice reading the number models as “3 groups of 5 each is 15 in all.”

Look for students who drew arrays to represent the Math Message problem. Ask them to share their drawings, or, if no one drew and array, sketch one yourself. Remind the class that a rectangular array is an arrangement of objects or symbols in rows and columns. Point out that an array is one way to represent equal groups because all of the rows have the same number of objects and all of the columns have the same number of objects. Ask: How are the equal groups from the gum problem represented in this array? The equal groups in this problem could be represented by either the rows or the columns n an array, depending on whether students drew 3 rows of 5 or 3 columns of 5. But students should recognize that the number story calls for 3 groups of 5 each, not 5 groups of 3 each. The number model 5 + 5+ 5= 15 is more appropriate for this problem than 3 + 3 + 3 + 3 + 3 =15.

Explain that many real-life objects are arranged in arrays. Pose the following number story: There are 2 rows of eggs in a carton. There are 6 eggs in each row. How many eggs are there in all? Ask student to draw a picture and solve.

Ask volunteers to share their drawings and answers. Expect most students to draw an array like the one shown in the margin. Ask: What number model could we write for this story and drawing? How could we read this number model?

Differentiate: Adjusting the Activity

Have students sketch the array, circle each row, and write 6 at the end of each row. This may help students see how 6 + 6 = 12 represents the array.

Tell students that the egg problem is an example of an array number story, which is one kind of equal-groups number story. In an array story the equal groups can be either the rows or the columns.

Tell students that they will solve and write number models for more equal-groups and array number stories. Although it is not important for students to be able to distinguish between equal-groups and array number stories, it is important that they have experience with both.

Solving Equal-Groups and Array Number Stories (Whole Class/Small Group/Partner)

Pose number stories involving equal groups or arrays of objects. Tell students to work with their partners and use drawings to model and solve each problem. After each number story, have volunteers share their strategies. Then work as a class to write an addition (and, if appropriate, a multiplication) number model to represent the number story. As students share number models, guide them to practice reading the number models aloud. They should use language such as the following:

– 3 equal groups of 2 is 6.

– 2 columns of 4 each is 8 all together.

– 3 rows of 7 each makes 21 in all.

Suggested number stories:

– Your family has 3 bicycles. Each bicycle has 2 wheels. How many wheels are there in all?

Sample Strategies:

– Make or draw 3 groups of 2 and count the objects by 1s.

– Skip count by 2s, moving from group to group: 2, 4, 6.

Provide additional samples. After the class has solved them, have students work in partnerships or small groups to complete journal page 210. Students should draw a picture or an array to model each number story. Encourage them to make quick, simple sketches using dots or Xs. Then find the total number of objects and write a number model.

Assessment Check-In

Expect that most students will be able to correctly solve the number stories on journal page 210 using drawings and be able to write addition number models. If students struggle finding the totals, suggest that they use counters to model number stories before drawing their pictures.

Summarize

Have students share with a partner one strategy they can use to find the total number of objects in equal groups or arrays.

3. Practice

Playing Beat the Calculator (Small Group)

Observe:

– Which facts do students know from memory?

– Which students need additional support to play the game?

Discuss:

– What strategies did you use to solve the facts you did not know?

– Why is it helpful to know addition facts?

Students complete Math Boxes 8-8 (Independent/Partner)

**Science **

Pre-assessment for the science unit focused on the environment

Introduction to the unit

Vocabulary Introduction

Environment, habitat, adapt, desert, rain forest, grassland, tundra, ocean, pond, food chain, and food web

Not discussing the vocabulary today, but letting the students hear the words they will hear the rest of the unit.

Guiding questions to informally gage schema?

What is a habitat? Ocean? Grassland? Etc.

What types of animals would we experience in each?

Can anyone describe the difference between a food chain and a food web?

Are humans in a food chain or food web?

Students will describe a variety of landscapes using colorful word choices.

Do a photo walk using the smart board and PowerPoint. Show a variety of pictures and have student describe what they are seeing.

Read aloud: “Living Things and Their Environments” Harcourt Science Book

Students will be able to describe the effects people have on the environment.

Intro: Brainstorm the variety of ways in which people have an effect on the environment.

Recognize the effects on people today and predict the effects in the future. People have an effect on the environment.

Read The Lorax by Dr. Seuss

This is a fiction book with non-fiction messages and implications.

As I read discuss the implications of mistreatment of natural resources.

What did we learn about what could happen when natural resources are mistreated?

How can we as a second grade class help reduce how much we waste natural resources?

**Social Studies **

Students will begin creating their own maps of their new town.

Read Aloud: Me on the Map by Joan Sweeney

The scenario: The students have just bought empty land in which they can do anything they want. They must make a map of their new state/city.

What are some of the key characteristics of a map?

Why do we need all of these parts to make our map effective?

Can anyone predict what might happen if someone did not have all of the parts of a map?

What if it lacked a compass?

A key?

A river, ocean, or, mountain?

Why do people use maps?

I want you to make a map of your new state.

Map must have title

Map must have a map key

Map must have a compass rose

Map must have various landforms labeled on the key

Allow students to volunteer to present what they have already created on their map, and then discuss what that particular student is doing well, and what he/she should add.

Thank you for your support.

Anh Tuan Hoang and LuAnn Lawson