Mathematical Thinking at Grade 2

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1 Name Date Grade 2 Homework Mathematical Thinking at Grade 2 Mathematical Thinking at Grade 2 0

2 Name Date Grade 2 Review of Number Games and Story Problems Dear Families: This work focuses on developing strategies for making sense of and solving combining and separating story problems. Students are also working to make basic number combinations automatic. Students should show their thinking boys were in the hall. Some of the boys left. Now there are 3 boys in the hall. How many boys left? Show your thinking in pictures, numbers, or words. 2. Ken collected bugs. One day he collected 6 bugs. The next day he collected 7 bugs. How many bugs did he collect on the two days? Show your thinking in pictures, numbers, or words. Mathematical Thinking at Grade 2 1

3 Name Date Grade 2 Review of Number Games and Story Problems Dear Families: This work focuses on making sense of and solving combining and separating story problems. Students are also working to make basic number combinations automatic children were playing a game. 13 children went home. How many children are still playing the game? Show your thinking in pictures, numbers, or words. 2. Sam had 8 crayons. His friend gave him 7 more crayons. How many crayons does he have now? Show your thinking in pictures, numbers, or words. Mathematical Thinking at Grade 2 2

4 Name Date Grade 2 Review of Number Games and Story Problems Dear Families: This work focuses on making sense of and solving combining and separating story problems. Students are also working to make basic number combinations automatic. Students should show their thinking. 1. Jan had 7 marbles. She found some more marbles. Now she has 12 marbles. How many marbles did she find? Show your thinking. 2. Paul had some pennies. He lost 8 of his pennies. Now he has 5 pennies. How many pennies did he have in the beginning? Show your thinking. Mathematical Thinking at Grade 2 3

5 Name Date Grade 2 Review of Number Games and Story Problems Dear Families: This work focuses on making sense of and solving combining and separating story problems. Students are also working to make basic number combinations automatic. 1. There were 14 bluebirds in a tree. Some red birds flew into the tree. Now there are 20 birds in the tree. How many red birds are in the tree? Show your thinking. 2. There were 20 squirrels on the playground. A loud noise scared some of them away. Now there are 12 squirrels on the playground. How many squirrels ran away? Show your thinking. Mathematical Thinking at Grade 2 4

6 Name Date Grade 2 Review of Number Games and Story Problems Dear Families: This work focuses on developing strategies for solving combining and separating story problems. Students are also working to make basic number combinations automatic. 1. Sid baked 20 cookies. He gave his sister 6 cookies and his brother 4 cookies. How many cookies does he still have? Show your thinking. 2. Miguel had 9 stickers on a paper. Today he put some more stickers on. Now he has 20 stickers on the paper. How many did he put on today? Show your thinking. Mathematical Thinking at Grade 2 5

7 Name Date Review of Mathematical Thinking at Grade 2 Dear Families: This work focuses on identifying where numbers are found and different uses of numbers. 1. People use numbers to count. Count how many windows are in your home. 2. People use numbers to measure. Measure something in your house. What did you use to measure with? (a thumb? A foot? A ruler? A piece of string?) How many units long is it? 3. People use numbers to take your temperature. What is your temperature? How did you find out? 4. People use numbers to tell time. Look at a clock. Write down the time. 5. People use numbers to name amounts of money. If you had 2 dimes and a nickel in your pocket, how much money would you have? (Don t forget to use.) Mathematical Thinking at Grade 2 6

8 Name Date Review of Mathematical Thinking at Grade 2 Dear Families: This work focuses on counting by 2 s, 5 s, and 10 s. Imagine 60 beans in a cup. Count the 60 beans by 2s. Show all the numbers you counted. Count the 60 beans by 5 s. Show all the numbers you counted. Count the 60 beans by 10 s. Show all the numbers you counted. Count the 60 beans by another number that you choose. Show all the numbers you counted. (Use the back of the paper.) Mathematical Thinking at Grade 2 7

9 Name Date Grade 2 Homework Coins, Coupons, and Combinations Including: Practice of Ten-Minute Math Routines

10 Name Date Dear Families: This work focuses on solving story problems, developing strategies for combining numbers, becoming familiar with 10 as an important number in our number system, and developing automaticity with making tens. 1. Michael has 6 pennies. Lisa has 8 pennies. Wanda has 4 pennies. How many pennies do they have in all? Use pictures, numbers, or words to show your thinking. 2. Manuel wants to divide his 10 trucks into two groups. What are at least three ways that Manuel could do that? Show your thinking.

11 Name Date Dear Families: Today s Number is a classroom routine that provides students regular practice in number combinations, in decomposing numbers and recombining, part-whole relationships, and ways of deriving new numerical expressions by modifying prior ones. Today s Number is 36. Write at least 5 ways to make Today s Number.

12 Name Date Dear Families: Counting is central to the number work students do, students count by 1 s and then move toward counting by groups. CCC p.i-18 Start at the number and count on. 6, 7, 8,,,,,, 27, 28,,,,,, 45, 46, 47,,,,,, 82, 83, 84, 85,,,,,, Count on by 10 s to , 20, Count on by 10 s to 102 2, 12, 22, 32, 42,

13 Name Date Grade 2 Coins, Coupons,and Combinations Dear Families: This work focuses on solving story problems, developing strategies for combining numbers, becoming familiar with 10 as an important number in our number system, and developing automaticity with making tens. 1. Mika has 2 apples. Nicole has 8 apples. William has 9 apples How many apples do they have in all? Use pictures, numbers, or words to show how you solved this problem. 2. Mica has 2 apples. She needs 10 apples to make a pie. How many more apples does she need? Show your thinking.

14 Name Date Dear Families: Today s Number is a classroom routine that provides students regular practice in number combinations, decomposing and recombining numbers, part-whole relationships, and ways of deriving new numerical expressions by modifying prior ones. Today s Number is 42. Write at least 5 ways to write Today s Number. Use both addition and subtraction sentences.

15 Name Date Dear Families: This work focuses on the concept of doubling and using doubling as a strategy in problem solving. This work also focuses on developing automaticity with combinations of doubles up to 20. Rosa has a magic pot. Anything she puts in the pot will double. What will come out of the pot if she puts in: 8 rabbits? 5 marbles? 7 apples? 4 pizzas? 10 bananas? 12 balls? * What else would you put into the magic pot?

16 Name Date Dear Families: This work focuses on exploring coins and their values, counting, counting in groups of 2 s, 5 s,10 s, and using the symbol. How much more money do I need to make 25? What coins could I use? 1. I have 2 nickels and a dime, I need 2. I have a dime and 3 pennies. I need 3. Show two different ways to do this one. I have 8 pennies. I need

17 Name Date Dear Families: Counting is central to the number work students do, students count by 1 s and then move toward counting by groups. CCC p. I-18 Start at the number and count on. 16, 17, 18,,,,,, 37, 38,,,,,, 55, 56, 57,,,,,, 92, 93, 94, 95,,,,,, Count on by 10 s to , 20, Count on by 10 s to 107 7, 17, 27, 37, 47,

18 Name Date Dear Families: This homework focuses on developing familiarity with10 as an important number in the number system, awareness of how numbers are structured, automaticity with combinations of 10, and flexibility in strategies for combining numbers. Students should pay attention to how creating combinations of 10 s makes the equations easier to solve. Number Strings = = = = = =

19 Name Date Dear Families: Today s Number is a classroom routine that provides students regular practice in number combinations, decomposing and recombining numbers, part-whole relationships, and ways of deriving new numerical expressions by modifying prior ones. Today s Number is 53. Write at least 5 ways to make Today s Number.

20 Name Date Grade 2 Review of Coins, Coupons, and Combinations Dear Families: This work focuses on counting by groups of 2 s, 5 s, and 10 s. Imagine 80 cubes in a box. 1. Count the cubes by 2s. Show all the numbers you count. 2. Count the cubes by 5 s. Show all the number you count. 3. Count the cubes by 10 s. Show all the numbers you count. 4. Count the 80 cubes by another number that you choose. Show all the numbers you count.

21 Name Date Dear Families: Students make up story problems demonstrating understanding of standard notation and combining situations. Write a story problem for Solve the story problem and show your thinking.

22 Name Date Grade 2 Ten-Minute Math: Collect 25 Dear Families: This work focuses on exploring coins and their values, counting, counting in groups of 2 s, 5 s,10 s, and using the symbol. How much more money do I need to make 25? What coins could I use? 1. I have 2 nickels and a dime, I need 2. I have a dime and 3 pennies. I need 3. Show two different ways to do this one. I have 8 pennies. I need

23 Name Date Dear Families: Students make up story problems demonstrating understanding of standard notation and separating situations. Write a story problem for Solve the story problem and show your thinking.

24 Name Date Grade 2 Review of Ten-Minute Math Collect 25 Dear Families: This work focuses on exploring coins and their values, counting, counting in groups of 2 s, 5 s,10 s, and using the symbol. How much more money do I need to make 25? What coins could I use? 1. I have 2 dimes, I need 2. I have 1 dime and 1 nickel. I need 3. Show two different ways to do this one. I have 1 nickel. I need

25 Name Date Dear Families: Today s Number is a classroom routine that provides students regular practice in number combinations, decomposing and recombining numbers, part-whole relationships, and ways of deriving new numerical expressions by modifying prior ones. Today s Number is 60. Write Today s Number at least 5 different ways.

26 Name Date Grade 2 Review of Coins, Coupons, and Combinations Dear Families: This homework focuses on developing familiarity with 10 as an important number in the number system, awareness of how numbers are structured, automaticity with combinations of 10, and flexibility in strategies for combining numbers. Students should pay attention to how creating combinations of 10 s makes the equations easier to solve. Number Strings = = = = = =

27 Name Date Dear Families: This work focuses on making sense of a story problem and choosing appropriate strategies to solve the problem. Students pay attention to how the structure of numbers (looking for the tens in a number) and knowing basic number combinations make the problem easier to solve. 1. There are 14 children playing soccer in the park. Then 10 more children join the game. How many children are playing soccer now? Show your thinking. 2. There are 24 birds on the grass and 5 birds in the tree. How many more birds are on the grass than in the tree? Show your thinking.

28 Name Date Grade 2 Ten-Minute Math: Time and Time Again Dear Families: This homework focuses on identifying important times, reading both analog and digital clocks, and figuring elapsed time. 1. Write down the time you get home from school today. Now list the time whenever the phone rings. 2. Write down the time of a TV show you watch today. Now list the time of each ad. 3. Write down the time you start your homework. Write down the time you finish your homework. How much time did you spend on homework today?

29 Name Date Dear Families: This work focuses on visualizing and making sense of a story problem and choosing appropriate strategies to solve the problem. Students pay attention to how the structure of numbers, looking for the tens in a number and knowing basic number combinations, may make the problem easier to solve. 1. There were 16 apples on the tree. Miguel picked 7 apples. How many apples were left on the tree? Show your thinking. 2. There were 14 people on the bus. Then 6 people got on. Then 5 more people got on. How many people were there in all?

30 Name Date Dear Families: This work focuses on developing strong computation skills based on knowledge of the structure and relationship of numbers, using tens, and becoming fluent with basic number combinations. Today's Number Using Three Numbers Today's number is : Find at least five ways to make today's number using three numbers. You may use addition and subtraction. For example, = 15 is one way to use three numbers to make 15.

31 Name Date Grade 2 Review of Coins, Coupons, and Combinations Dear Families: This work focuses on counting by 2 s, 5 s,10 s. Students develop fluency in counting by groups of a number rather than by ones. Answer each of the questions. Show your thinking for each one using numbers or pictures. 1. How many legs on 1 person 3 people 7 people 2. How many pennies in 1 nickel 4 nickels 3. How many toes on 1 person 4 people 7 people

32 Name Date Grade 2 Review of Coins, Coupons, and Combinations Dear Families: This homework focuses on developing familiarity with 10 as an important number in the number system, awareness of how numbers are structured, automaticity with combinations of 10, and flexibility in strategies for combining/separating numbers. Students pay attention to how creating combinations of 10 s makes the equations easier to solve. Number Strings = = = = = =

33 Name Date Grade 2 Ten-Minute Math: Time and Time Again Dear Families: This homework focuses on telling time, determining elapsed time and counting by increments of 5 s. *Remember to show your thinking for each question. Gym Schedule 10:05-10:10 Warm up 10:10-10:30 Running 10:30-11:00 Basketball 11:00-11:05 Stretching 1. How much time is spent running? 2. How much time is spent on basketball? 3. How much time is spent on "warm up" and "stretching"? 4. How long is gym class?

34 Name Date Grade 2 Homework Shapes, Halves, and Symmetry Including: Practice of Ten-Minute Math Routines Mathematical Thinking at Grade 2 Review from Coins, Coupons, and Combinations Review from Does It Walk, Crawl, or Swim?

35 Name Date Grade 2 Mathematical Thinking at Grade 2 Dear Families: This work focuses on identifying where numbers are found and different uses of numbers. 1. People use numbers to count. Count how many doors are in your home. 2. People use numbers to measure. Measure something in your house. What did you use to measure with? (a thumb? A foot? A ruler? A piece of string?) How many units long is it? 3. People use numbers to take temperature. What is the temperature outside? How did you find out? (Hint: You can find out on the TV news, the radio news, and even on the phone there is a number for weather information!) 4. People use numbers to tell time. Look at a clock. Write down the time. 5. People use numbers to name amounts of money. If you had 2 quarters and a nickel in your pocket, how much money would you have? (Don t forget to use.)

36 Name Date Grade 2 Mathematical Thinking at Grade 2 Dear Families: This work focuses on counting by groups of 2 s, 5 s, and 10 s. Imagine 100 beans in a cup. Count the beans by 2s. Show all the numbers you counted. Count the beans by 5 s. Show all the numbers you counted. Count the beans by 10 s. Show all the numbers you counted. Count the 100 beans two more ways that you choose. Show all the numbers you counted.

37 Name Date Grade 2 Ten-Minute Math: Time and Time Again Dear Families: This homework focuses on telling time, determining elapsed time, counting by 5 s, and noticing quarter hours. *Remember to show your thinking for each question. Gym Schedule 10:00-10:15 Warm up 10:15-10:30 Running 10:30-11:00 Basketball 11:00-11:15 Stretching 1. How much time is spent running? 2. How much time is spent on basketball? (Can you write it two ways?) 3. How much time is spent on "Warm Up" and "Stretching"? 4. How long is gym class?

38 Name Date Grade 2 Ten-Minute Math: Today s Number Dear Families: This work focuses on developing strong computational skills based on knowledge of the structure and relationships of numbers, using tens, noticing patterns, and becoming fluent with basic number combinations. Today s Number is 88 Make 88 five different ways. 1. Use some doubles. 2. Use some 5 s 3. Use some 10 s 4. Use subtraction only 5. Any way you want.

39 Name Date Grade 2 Does It Walk, Crawl, or Swim? Dear Families: This homework focuses on interpreting data and solving numerical problems Students continue to use computational skills within the context of data analysis. Students make use of knowledge of basic number combinations, doubles, combinations of 10 and the importance of tens in our number system. (For example, a student might recognize that 14 (12+2) and 6 (3+3) is 20 and 8 more (4+4) provides the total, 28; or, that a combination of 10 (4+3+3) and 18 (12+4+2) provides the total. Students should look for ways that are easier. Solving Problems with Data A class talked about what kinds of animals were their favorites. Here are the data they collected: dog 12 gerbil 3 cat 4 mice 4 fish 3 hamster 2 How many students are in this class? How do you know? How many more students liked dogs than liked hamsters? How do you know? The same class then collected data about the question: "Do you like hot cereal?" 16 children said "yes." How many children said "no?" Show your thinking on the back on this sheet. Tell one thing you notice about this data.

40 Name Date Dear Families: This work focuses on making sense of a story problem and choosing appropriate strategies to solve the problem. Students pay attention to how the structure of numbers (looking for the tens in a number) and knowing basic number combinations make the problem easier to solve. 1. There are 34 children playing soccer in the park. Then 20 more children join the game. How many children are playing soccer now? Show your thinking. 2. There are 42 birds on the grass and 35 birds in the tree. How many more birds are on the grass than in the tree? Show your thinking.

41 Name Date Dear Families: This work focuses on making sense of a story problem and choosing appropriate strategies to solve the problem. Students pay attention to how the structure of numbers, looking for the tens in a number, and knowing basic number combinations, may make the problem easier to solve. 1. There are 26 children playing ball in the park. Some more children join the game. Now there are 34 children playing ball. How many children came and joined the game? Show your thinking. 2. There are 32 marbles in the jar. 8 of them are blue. 12 of them are red. The rest are yellow. How many marbles are yellow? Show how you know.

42 Name Date Dear Families: This work focuses on students making sense of the context and making decisions about how to solve the problem. In the first problem, some students might count 12 back from 56 and end on 44; others might take away 10 (46) and then take away 2 more to end with 44; others still might take away 6 (50) and then another 6, to end with 44. A student could start at 12 and count to 56, keeping track of how many were counted, 44.This last way, though, seems inefficient and has the potential for keeping track errors. Students should be developing fluency with basic number combinations and recognizing the importance of tens and combinations of There are 56 birds in the grass. 12 birds fly away. How many birds are left? Show your thinking. 2. Tony had 25 pennies. He found some more pennies. Now he has 38 pennies. How many pennies did he find? Show your thinking.

43 Name Date Grade 2 Ten-Minute Math: Time and Time Again Dear Families: This homework focuses on telling time, determining elapsed time and counting by 5 s, noticing quarter hours. *Remember to show your thinking for each question. Class Schedule 10:00-10:15 Spelling 10:15-10:30 Reading 10:30-11:00 Writing 11:00-11:15 Recess 4. How much time is spent Recess? 5. How much time is spent on Writing? (Can you write it two ways?) 6. How much time is spent on "Reading " and "Spelling"? 4. How long is class time before recess?

44 Name Date Grade 2 Ten-Minute Math: Today s Number Dear Families: This work focuses on developing strong computational skills based on knowledge of the structure and relationships of numbers, using tens, noticing patterns; and becoming fluent with basic number combinations. Today s Number is 90 Make 90 five different ways. 1. Use some doubles. 2. Use some 5 s 3. Use some 10 s 4. Use subtraction only 5. Any way you want.

45 Name Date Grade 2 Does It Walk, Crawl, or Swim? Dear Families: This homework focuses on interpreting data and solving numerical problems Students continue to use computational skills within the context of data analysis. Students make use of knowledge of basic number combinations, doubles, combinations of 10 and the importance of tens in our number system. (For example, a student might recognize that 14 (12+2) and 6 (3+3) is 20 and 8 more (4+4) provides the total; or, that a combination of 10 (4+3+3) and 18 (12+4+2) provides the total. Students should look for ways that are easier. Solving Problems with Data A class talked about what kinds of activities were their favorites. Here are the data they collected: reading 12 TV 3 fishing 4 video games 4 skating 3 playing music 2 How many students are in this class? How do you know? The same class then collected data about the question: "Do you like recess before or after lunch?" 9 children said "before lunch". How many children said "after lunch?" Show your thinking on the back on this sheet. Tell one thing you notice about this data.

46 Name Date Dear Families: This work focuses on students making sense of the context and making decisions about how to solve the problem. In the first problem, some students might count back; others might take away 10 and then take away the rest. A student could count on by 1 s, keeping track of how many were counted. This last way, though, seems inefficient and has the potential for keeping track errors. Students should be developing fluency with basic number combinations and recognizing the importance of tens and combinations of There are 37 bottles on the shelf. 12 bottles are empty. How many bottles are not empty? Show your thinking. 2. Billie had 27 pennies. He found some more pennies. Now he has 47 pennies. How many pennies did he find? Show your thinking.

47 Name Date Dear Families: This work focuses on identifying and describing two-dimensional shapes. 1. Describe this shape. 2. Describe this shape.

48 Name Date Dear Families: This work focuses on identifying and describing two-dimensional shapes. 1. Describe this shape. 2. Describe this shape.

49 Name Date Dear Families: This work focuses on identifying and describing two-dimensional shapes. 1. Describe this shape. 2. Describe this shape.

50 Name Date Dear Families: This work focuses on identifying and describing triangles based on the number of sides, the number of corners, and the number of square corners. 1. Describe this shape. 2. Describe this shape. 3. Describe this shape.

51 Name Date Grade 2 Mathematical Thinking at Grade 2 Dear Families: This work focuses on identifying where numbers are found and different uses of numbers. 1. People use numbers to count. Count how many doors are in your home. 2. People use numbers to measure. Measure something in your house. What did you use to measure with? (a thumb? A foot? A ruler? A piece of string?) How many units long is it? 3. People use numbers to record the temperature. What is the temperature outside? How did you find out? (Hint: You can find out on the TV news, the radio news and even on the phone there is a number for weather information!) 4. People use numbers to tell time. Look at a clock. Write down the time. 5. People use numbers to name amounts of money. If you had 2 quarters and a nickel in your pocket, how much money would you have? (Don t forget to use.)

52 Name Date Dear Families: This work focuses on identifying and describing the attributes of twodimensional shapes. 1. Describe this trapezoid. 2. Describe this hexagon. 3. Describe this rhombus.

53 Name Date Review of Mathematical Thinking at Grade 2 Dear Families: This work focuses on counting by groups of 2 s, 5 s, and 10 s. Imagine 38 beans in a cup. Count the beans by 2s. Show all the numbers you counted. Count the beans by 5 s. Show all the numbers you counted. How many extras? Count the beans by 10 s. Show all the numbers you counted. How many extras? Count the 38 beans two more ways that you choose. Show all the numbers you counted.

54 Name Date Dear Families: This work focuses on visualizing how a larger unit can be composed of smaller ones and how shapes can be combined to form larger units. (SHS p. 27) 1. Describe how the two triangles are put together to make a new shape. 2. Describe how the three triangles are put together to make a new shape. 3. Describe how the six triangles are put together to make a new shape.

55 Name Date Grade 2 Ten-Minute Math: Time and Time Again Dear Families: This homework focuses on telling time, determining elapsed time and counting by 5 s, noticing quarter and half hours. *Remember to show your thinking for each question. Bake Sale Schedule 10:00-10:15 K 10:15-10:45 Grade 1 10:45-11:00 Grade 2 11:00 11:30 Grade 3 11:30-11:45 Grade 4 11:45-12:15 Grade 5 1. How long is the bake sale? 2. How much time does each class spend at the bake sale? 3. If the students need 30 minutes to get ready for the bake sale, what time should they start? 4. If the students need 15 minutes to clean up after the bake sale, what time will they be done?

56 Name Date Grade 2 Ten-Minute Math: Today s Number Dear Families: This work focuses on developing strong computational skills based on knowledge of the structure and relationships of numbers, using tens, noticing patterns; and becoming fluent with basic number combinations. Today s Number is 68 Make 68 five different ways. 1. Use only multiples of 2 2. Use some multiples of 5 3. Use addition and subtraction 4. Use subtraction only 5. Any way you want.

57 Name Date Dear Families: This work focuses on making sense of a story problem and choosing appropriate strategies to solve the problem. Students pay attention to how the structure of numbers (looking for the tens in a number) and knowing basic number combinations make the problem easier to solve. 1. There are 34 children playing soccer in the park. Then 20 more children join the game. How many children are playing soccer now? Show your thinking. 2. There are 42 birds on the grass and 35 birds in the tree. How many more birds are on the grass than in the tree? Show your thinking.

58 Name Date Dear Families: This piece of work focuses on sorting shapes according to the number of sides. Follows the Rule Does Not Follow the Rule 1. What is the same about all the shapes that follow the rule? 2.What is the same about all the shapes that do not follow the rule? 3. Draw a shape that belongs on the Follows the Rule side. 4. Draw a shape that belongs on the Does Not Follow the Rule side.

59 Name Date Dear Families: This piece of work focuses on finding different rectangular arrays using the same number of square units. Draw and describe two different rectangles you could make using all 6 square units

60 Name Date Dear Families: This piece of work focuses on finding different rectangular arrays using the same number of square units. Draw and describe three different rectangles you could make using all 12 square units

61 Name Date Dear Families: This work focuses on describing arrangements of square units in rectangular arrays. For each array, tell how many rows, how many columns, and how many square units in each one

62 Name Date Dear Families: This work focuses on describing arrangements of square units in rectangular arrays and determining if the shapes are congruent (having the same size and shape). 1. Describe how you know that these two shapes are congruent. 2. Circle the rectangle below that is congruent to this rectangle. 3. Describe how you picked the congruent rectangle.

63 Name Date Dear Families: This work focuses on working with two-dimensional arrays divided into two parts and recognizing halves and not halves. 1. Is half of the rectangle X? How do you know? 2. Is half of the rectangle X? How do you know? 3. Put X to show half of the rectangle. Explain your thinking.

64 Name Date Dear Families: This work focuses on working with two-dimensional arrays divided into 2 parts and recognizing halves and not halves Is half of the rectangle above shaded? How do you know? Explain your thinking. Is half of the rectangle above shaded? How do you know? Explain your thinking.

65 Name Date Dear Families: This piece of work focuses on identifying objects that have mirror symmetry. Draw a line of symmetry through each figure.

66 Name Date Grade 2 Homework Does It Walk, Crawl, or Swim? Including: Practice of Ten-Minute Math Routines Review of Coins, Coupons, and Combinations Grade 2 Does It Walk, Crawl, Swim?

67 Name Date Dear Families: This homework focuses on the combinations of doubles as part of the basic facts students should know automatically, counting by groups of 2 s, and recording solutions to problems. The Zoo and the Magic Pot Suppose 7 elephants fell into the magic pot and doubled their number. (They also made a big splash!) Show your thinking in pictures or numbers. 1. How many tails would there be? 2. How many eyes would there be? 3. How many legs would there be? Grade 2 Does It Walk, Crawl, Swim?

68 Name Date Grade 2 Ten-Minute Math: Today s Number Dear Families: This work focuses on developing strong computational skills based on knowledge of the structure and relationships of numbers, using tens, noticing patterns; and being fluent with basic number combinations. Today s Number is 62 Make 62 five different ways. 1. Use some doubles. 2.Use some 5 s 3. Use some 10 s 4. Use subtraction only 5. Any way you want Grade 2 Does It Walk, Crawl, Swim?

69 Name Date Grade 2 Does It Walk, Crawl, or Swim? Dear Families: This work focuses on examining similarities and differences in a group of data and representing data. Students continue developing computational fluency within the context of solving the problem. Students continue to develop familiarity with the importance of ten in our number system, automaticity with combinations of ten and other basic number combinations. Guess My Rule Questions There are 22 children on a school bus. 4 children are wearing red hats. 6 are wearing blue hats. 3 are wearing yellow hats. How many children are wearing hats? Show how you know. How many children are not wearing hats? Show how you know. On the back, make a representation of the school bus data about "wearing hats." Grade 2 Does It Walk, Crawl, Swim?

70 Name Date Grade 2 Does It Walk, Crawl, or Swim? Dear Families: This homework focuses on examining similarities and differences in a group of data and representing data. Students continue developing computational fluency within the context of solving the problem. Students continue to develop familiarity with the importance of ten in our number system, automaticity with combinations of ten and other basic number combinations. Guess My Rule Questions There are 30 children on a soccer team. 11 children are wearing shirts with stripes. How many children are not wearing shirts with stripes? Show your thinking using pictures, numbers, or words. On the back, make a representation of the soccer team data about "wearing stripes." Tell one thing you notice about the data. Grade 2 Does It Walk, Crawl, Swim?

71 Name Date Dear Families: This homework focuses on developing familiarity with10 as an important number in the number system, how numbers are structured, automaticity with combinations of 10, and flexibility in strategies for combining numbers. Students should pay attention to how creating combinations of 10 s makes the equations easier to solve = = = = = = = Write your own number string. Grade 2 Does It Walk, Crawl, Swim?

72 Name Date Grade 2 Does It Walk, Crawl, or Swim? Dear Families: This work focuses on students visualizing and making sense of the context and making decisions about how to solve the problem. In the first problem, some students might count 12 back from 26 and end on 14; others might take away 10 from 26 (16) and then take away 2 more to end with 14; others still might take away 6 from 26 (20) and then another 6, to end with 14. A student could start at 12 and count to 26, keeping track of how many were counted, 14. Students should be developing fluency with basic number combinations and the importance of tens and combinations of There are 26 birds in the grass. 12 birds fly away. How many birds are left? Show your thinking. 2. Tony had 15 pennies. He found 14 more pennies. How many pennies did he have altogether? Show your thinking. Grade 2 Does It Walk, Crawl, Swim?

73 Name Date Grade 2 Does It Walk, Crawl, or Swim? Dear Families: This homework focuses on examining similarities and differences in a group of data and representing data. Students continue to practice computation in the context of the data analysis. Guess My Rule Questions There are 22 children in my class. 12 children have older sisters. 6 children have older brothers. How many children have older siblings? How many children in the class are the oldest? On the back, make a representation of the class's data about "having an older brother or sister." Tell one thing you notice about the data. Grade 2 Does It Walk, Crawl, Swim?

74 Name Date Grade 2 Does It Walk, Crawl, or Swim? Dear Families: This homework focuses on developing familiarity with 10 as an important number in the number system, awareness of how numbers are structured, automaticity with combinations of 10, and flexibility in strategies for combining/separating numbers. Students pay attention to how creating combinations of 10 s and using doubles makes the equations easier to solve. Number Strings = = = = = = Grade 2 Does It Walk, Crawl, Swim?

75 Name Date Grade 2 Does It Walk, Crawl, or Swim? Dear Families: This homework focuses on sorting and grouping attributes according to similarities and differences paying attention to the characteristics that make them alike or different. A Bicycle and a Bus Think about a bicycle and a bus. Think about what is the same or different about these things. Record your thinking in a Venn or circle diagram below. Grade 2 Does It Walk, Crawl, Swim?

76 Name Date Dear Families: This work focuses on making sense of a story problem and choosing appropriate strategies to solve the problem. Students pay attention to how the structure of numbers, looking for the tens in a number and knowing basic number combinations, may make the problem easier to solve. 1. There are 14 children playing soccer in the park. Some more children join the game. Now there are 24 children playing soccer. How many children came and joined? Show your thinking. 2. There are 26 marbles in the jar. 8 of them are blue. 12 of them are red. The rest are yellow. How many marbles are yellow? Show how you know. Grade 2 Does It Walk, Crawl, Swim?

77 Name Date Grade 2 Ten-Minute Math: Today s Number Dear Families: This work focuses on developing strong computational skills based on knowledge of the structure and relationships of numbers, using tens, noticing patterns, and becoming fluent with basic number combinations. Today's Number Make Today's Number,, in at least 5 ways. You may ask someone else in your family to think of another way and record it here as well. Grade 2 Does It Walk, Crawl, Swim?

78 Name Date Grade 2 Does It Walk, Crawl, or Swim? Dear Families: This homework focuses on sorting and grouping according to similarities and differences, paying attention to the characteristics that make them alike or different. Think of at least 10 things that you like to eat. Make an arrangement of the things based on what is the same or different about them. Tell how they are alike or how they are different. Grade 2 Does It Walk, Crawl, Swim?

79 Name Date Grade 2 Does It Walk, Crawl, or Swim? Dear Families: This homework focuses on interpreting data and solving numerical problems. Students use computational skills within the context of data analysis. Students use basic number combinations, doubles, combinations of 10 and the importance of tens in our number system to be accurate and efficient. (As an example, it is efficient for students to look at the data and add the two combinations of ten first [5+5 and 7+3] and then to add the 8.) Solving Problems with Data One second grade class talked about what students like to do after school. Here are the data they collected: sports 8 music 5 art 5 go to a park 3 take care of a pet 7 How many students are in this class? How do you know?. How many more students like to play sports than to play music? The same class then collected data about the question: "Do you like ice cream?" 18 children said "yes." How many children said "no?" Show your thinking on the back on this sheet. Grade 2 Does It Walk, Crawl, Swim?

80 Name Date Grade 2 Does It Walk, Crawl, or Swim? Dear Families: This homework focuses on interpreting data and solving numerical problems. Students continue to use computational skills within the context of data analysis. Students use knowledge of basic number combinations, doubles, combinations of 10 and the importance of tens in our number system to be accurate and efficient. (For example, a student might recognize that 12 (11+1) and 8 (4+4) is 20 and 6 (3+3)more provides the total; or, that a combination of 10 (4+3+3) and 15 (11+4) plus 1 more provides the total. Students should look for ways that are easier. Solving Problems with Data A class talked about what kinds of books were their favorites. Here are the data they collected: fiction 11 biography 3 mystery 4 science 4 adventure 3 poetry 1 How many students are in this class? How do you know? How many more students like to read fiction than read science? The same class then collected data about the question: "Do you like magazines?" 16 children said "yes." How many children said "no?" Show your thinking on the back on this sheet. Tell one thing you notice about this data. Grade 2 Does It Walk, Crawl, Swim?

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