Math


 * We just finished learning about measurement over the last couple of weeks. We will be working with number lines this week to solve problems related to measurement. Students should continue working on telling time to the nearest 5 minutes and subtraction and addition with three digit numbers.**


 * Many students are still working to fully master subtraction with decomposing. This may also be known as subtraction with regrouping or borrowing, if you are "old-school"! I teach the students the proper vocabulary that they will need to know to be successful in subsequent years. The new Common Core curriculum refers to the process of breaking down the ten into 10 ones as __decomposing__ (as well as breaking down a hundred into 10 tens, etc.).**


 * This is the most difficult and one of the most important skills for students to master. We want them to not only understand the "process", but to be able to understand and explain __why__ they "go next door and get ten more."**

= When you SUBTRACT, remember: = Look at the ones place ...

More on the top, no need to stop! (Just subtract)

More on the floor, go next door and get ten more! (Decompose/regroup is required)

Numbers the same, ZERO is the game! (8-8=0)

Ongoing this quarter will be telling time to the nearest 5 minutes. Look for opportunities to encourage your child to tell the time on a regular analog clock. Telling time is tricky when the hour hand gets close to the next hour, but the minute hand has not gotten around to the "o'clock" yet.

Students should also continue working with counting change and identifying coins at home when opportunities arise! This is a skill that needs to be maintained and is still yet to be mastered by some students.


 * Continue reviewing the skills learned. This is what your child should already be able to do or should be working towards: **

**>Solve one and two-step addition and subtraction word problem (with reading help if necessary) and provide an equation to match the word problem.** **>Determine the number of hundreds, tens, and ones in any number less than 1,000.** **>Write numbers in expanded form (200+30+8), standard form (238), word form (two hundred thirty-eight), and draw base 10 block representations to match any given number less than 1,000.** **>Identify even and odd numbers.** **>Add up to three digit numbers to three digit numbers with and without regrouping and subtract numbers with and without regrouping.** **>Add numbers with up to four addends with and without regrouping.** **>Use a number line for counting and solving problems.** **>Mentally add and subtract multiples of 10 and multiples of 100. (ex. 460 + 50)** **>Identify coins and their values and be able to solve simple money problems.** **>Skip count by 2s, 5s, 10s, 100s starting at ANY number less than 1,000 and continue patterns that follow those skip counting rules.** **>Count backward from any number less than 1,000** **>Solve word problems that involve repeated counting of groups of items. For example, there are ten pictures on each page of a book, how many pictures will be needed to fill up 7 pages?**

= **By the end of grade 2, students should know from memory __all__ sums of two one-digit numbers. Students should be able to fluently add and subtract. Fluency means accuracy (correct answer), efficiency (within 4-5 seconds), and flexibility (using various strategies - see below).** =

Strategies: Counting on Making a ten Using doubles Using the relationship between addition and subtraction (fact families) Using knowledge of place value and skip counting Math Rainbows Number line Fact triangles Doubles Identity property of 0 In word problems, looking for clue words

We have used our hundreds charts to explore the patterns found in skip counting by 2s, 5s, 10s, and 100s. Many students seemed to do well with 2 digit numbers, but are still unsure of what to do after 100 when they are working independently. This is a skill we will continue practicing along with the value of digits within a number.

At home, you can reinforce these skills by skip counting objects or taking turns calling the next number in a skip counting pattern. Practice starting at numbers above 100 and crossing from one hundreds place to the next. In second grade, students are expected to learn how to work with numbers up to 1,000.

If you feel like your child needs more help at home, there are wonderful websites that can help. Encourage him or her to draw a simple place value chart like this:
 * = Hundreds ||= Tens ||= Ones ||

Practice writing numbers in various forms:

Standard Form: 573 Expanded Form: 500 + 70 + 3 Place Value Language: 5 hundreds, 7 tens and 3 ones Base 10 models Money: 5 dollars + 7 dimes + 3 pennies Filling in a place value chart

Visit Internet4Classrooms. Look for Grade Level Help (Grade 2) Then look for the skills we are working on in class!