learning packet grades 2-3 for the week of may 4-8...learning activities 2nd and 3rd grade suggested...

Learning Activities 2nd and 3rd Grade

Suggested Learning Activities for 2nd and 3rd Grade students during the COVID-19 school closure.

Seattle Public Schools is committed to making its online information accessible and usable to all people, regardless of ability or technology. Meeting web accessibility guidelines and standards is an ongoing process that we are consistently working to improve.

While Seattle Public Schools endeavors to only post documents optimized for accessibility, due to the nature and complexity of some documents, an accessible version of the document may not be available. In these limited circumstances, the District will provide equally effective alternate access.

Due to the COVID-19 closure, teachers were asked to provide packets of home activities. This is not intended to take the place of regular classroom instruction but will help supplement student learning and provide opportunities for student learning while they are absent from school. Assignments are not required or graded. Because of the unprecedented nature of this health crisis and the District’s swift closure, some home activities may not be accessible.

If you have difficulty accessing the material or have any questions, please contact your student’s teacher.

Week of May 4 – 8 Grade Levels: 2 and 3

2/3 Broadcast Schedule | የትምህርት ስርጭት የጊዜ ሰሌዳ | 广播时间表

Jadwalka Warbaahinta | Programa de Transmisión | Lịch Trình Phát Sóng

Monday, May 4th

9:40 – 9:55am 2nd - English

Language Arts ንባብ እና ፅሁፍ 阅读和写作

Akhris iyo Qoraal

Lectura y escritura

Đọc và Viết

9:55 – 10:10am 3rd – English

Language Arts ንባብ እና ፅሁፍ 阅读和写作 Akhris iyo

Qoraal Lectura y escritura

Đọc và Viết

9:30am & 10:45am

Physical Education

የሰውነት ማጎልመሻ

体育 Barashada Jimicsiga

Educación Física Thể Dục

Tuesday, May 5th

9:40 – 9:55am 2nd - Science ሳይንስ 科学 Saynis Ciencia Khoa học

9:55 – 10:10am 3rd - Science ሳይንስ 科学 Saynis Ciencia Khoa học

9:30am & 10:45am

Physical Education




Wednesday, May 6th

9:45 – 10:00am 2nd & 3rd Math ሂሳብ 数学 Xisaab Matemáticas Toán

9:15 & 10:00 & 10:45am

Physical Education




9:30am & 11:00am

K-5 Arts ስእላዊ ጥበብ( 视觉艺术 Visual Art Arte Visual Nghệ Thuật Trực Quan

Thursday, May 7th

9:40 – 9:55am 2nd - Science ሳይንስ 科学 Saynis Ciencia Khoa học

9:55 – 10:10am 3rd - Science ሳይንስ 科学 Saynis Ciencia Khoa học

9:30am 10:45am

Physical Education




Friday, May 8th

9:40 – 9:55am 2nd - English


Akhris iyo Qoraal

Lectura y escritura

Đọc và Viết

9:55 – 10:10am 3rd – English


Akhris iyo Qoraal

Lectura y escritura

Đọc và Viết

9:30am & 11:00am

K-5 Arts ስእላዊ ጥበብ( 视觉艺术 Visual Art Arte Visual Nghệ Thuật Trực Quan

• SPS-TV Channels in the City of Seattle: Comcast 26 and 319, Wave 26 and 695, Century Link 8008 and 8508.

• በሲያትል ከተማ ውስጥ የ SPS-TV ቻናሎች: Comcast 26 እና 319 ፣ Wave 26 እና 695 ፣ Century Link 8008 እና 8508 ። • 西雅图市政府的 SPS 电视频道：Comcast 26 频道和 319 频道，Wave 26 和 695，Century Link 8008 和 8508。 • Mawjadaha aad ka heli karto telefishanka dugsiyada dadwaynaha Seattle waa: Comcast 26 iyo 319, Wave 26 iyo 695,

Century Link 8008 iyo 8508.

• Los canales SPS-TV en la ciudad de Seattle son: Comcast 26 y 319, Wave 26 y 695, Century Link 8008 y 8508.

• SPS-TV Channels trong thành phố Seattle: Comcast 26 và 319, Wave 26 và 695, Century Link 8008 và 8508

[English] Dear Students and Families:

In the following learning activities, you will find materials to practice skills from English Language Arts, Math, Science, Arts and Physical Education for grade levels 2 and 3. The activities in this week’s learning packet are aligned to grade-level content and broadcasted educational programming on SPS TV, social media, and our website. These materials serve as supplemental and extensions to your child’s learning and do not replace classroom instruction. They are not required nor will be graded, and students should go through each page at their own pace. Please note that based on staff availability and health, broadcast schedule is subject to change.

[Amharic] የተከበራችሁ ተማሪዎች እና ቤተሰቦች:

በሚከተሉት የትምህርት ተግባሮች ውስጥ፣ለኪንደርጋርተን እና ለአንደኛ ክፍል ተማሪዎች የእንግሊዝኛ ቋንቋ ሥነጥበባት ፣ የሂሳብ ፣ የዚህ ሳምንት የትምህርት ፓኬጅ ተግባሮች ከ የክፍል ደረጃ ይዘት እና በሚከተለው የግዜ ሰሌዳ በ SPS TV፣ በማኅበራዊ ሚዲያ እና በድህረ ጣብያችን ከሚስራጨው የትምህርት መርሃ ግብር ኣብሮ የሚሄድ ነው። የሳይንስ፣የሥነ ጥበባት እና የሰውነት ማጎልመሻ ችሎታዎችን ለመለማመድ የሚያስችሉ ቁሳቁሶችን ያገኛሉ። እነዚህ ቁሳቁሶች ለልጅዎ ትምህርት እንደ ማሟያ እና ተጨማሪ ሆነው ያገለግላሉ ፣ ነገር ግን የመማሪያ ክፍል ትምህርትን አይተኩም። እነዚህ ተግባሮች ማርክ አይሰጣቸውም ፣እና ተማሪዎች እያንዳንዱን ተግባር በራሳቸው ፍጥነት ማከናወን አለባቸው። በሠራተኞች ተገኝነት እና ጤና ላይ በመመርኮዝ የስርጭት መርሃግብር ሊቀየር የሚችል መሆኑን እባክዎ ልብ ይበሉ።

[Chinese] 亲爱的学生和家庭们 :

在以下学习活动中，你将会找到英语，数学，科学，美术和体育的幼稚 2 和 3 年级练习材料。本周学习小包中的活动与年

级内容保持一致，并在西雅图公立学校 (SPS)电视，社交媒体和我们的网站上播放教育节目。这些材料可以作为孩子补充和

扩大的学习，但不能代替课堂教学。它们不是必需的，也不会评分，学生应按照自己的进度来学习每一页。请注意，根据工

作人员上班和健康状况，广播时间表可能会有变化。

[Somali] Salaama calaykum ardayda iyo qoysaska sharaftale:

Casharadan soo socda waxaad ka helidoontaa layliyo aad ka barato xirfado kale duwan sida luqada ingiriisiga, xisaabta, sayniska, farshaxanta iyo jimicsiga oo loogu talogalay ardayda dhigata fasalada 2 iyo 3ad. Casharada todobaadkani waxay la xidhiidhaan barnaamijka waxbarashada ee laga sii daayo telefishanka dusgiyada dadwaynaha Seattle, baraha bulshada iyo shebekada internet. Casharadan dheeraadka ahi waxay xoojinayaan waxbarashada ilmahaaga ee laguma badalayo waxbarashadii fasalka. Qasab maaha, buundana laguma helayo, ardaydu waa in ay bog kasta ka shaqeeyaan intii karaankooda ah. Fadlan ogow in baahinta barnaamijyadani ay wax iska bedeli karaan oo ay ku xidhan tahay sida shaqaale loo helo iyo caafimaadka.

[Spanish] Estimados Estudiantes y Familias:

En las siguientes actividades de aprendizaje, encontrará materiales para practicar destrezas de arte del lenguaje Ingles, matemáticas, ciencias, artes y educación física para los niveles de grado 2 y 3. Las actividades en el paquete de aprendizaje de esta semana están alineadas con el contenido de nivel de grado y la programación educativa transmitida en SPS TV, redes sociales y nuestro sitio web. Estos materiales sirven como suplementos y extensiones al aprendizaje de su hijo y no reemplazan la instrucción en el aula. No son obligatorios ni serán calificados, y los estudiantes deben revisar cada página a su propio ritmo. Tenga en cuenta que, según la disponibilidad y el estado del personal, el horario de transmisión está sujeto a cambios.

[Vietnamese] Gửi các em học sinh và các quý phụ huynh thân mến:

Trong các hoạt động học tập sau đây, quý vị sẽ tìm thấy các tài liệu để rèn luyện các kỹ năng từ Ngữ Văn, Toán, Khoa Học, Nghệ thuật, và Thể dục cho các cấp lớp 2 và 3. Tập hoạt động học tập trong tuần này được quy theo với nội dung cấp lớp và chương trình giáo dục phát trên SPS TV, kênh truyền thông xã hội và trang web của chúng tôi. Những tài liệu này đóng vai trò bổ sung và phát huy việc học tập của con em quý vị, nhưng không thay thế cho việc giảng dạy tại lớp học. Các hoạt động này sẽ không có chấm điểm và cũng không cho điểm, và học sinh nên làm từng hoạt động theo trình độ của riêng mình. Xin lưu ý lịch phát sóng có thể thay đổi dựa trên sức khỏe và sự sẵn sàng của nhân viên.

Learning at Home – Tech Free Week of May 4

在家学习 K-2 Chinese

Wax ku barashada guriga Fasalada K-2 Somali

በቤት ውስጥ መማር K-2 Amharic

Adapted from Colorin Colorado, School Response to COVID-19: ELL/Immigrant Considerations (https://drive.google.com/file/d/1_T1jlYSp8QBpNJ5D8PPTQSp63Kulc0gN/view)

https://drive.google.com/file/d/1_T1jlYSp8QBpNJ5D8PPTQSp63Kulc0gN/view



Học tại nhà Lớp K-2 Vietnamese

Aprendiendo en casa Grados K-2 Spanish

Learning at Home Grades K-2 English




Learning at Home – Tech Free Week of May 4

在家学习 3-5 Chinese

Wax ku barashada guriga Fasalada 3-5 Somali

በቤት ውስጥ መማር 3-5 Amharic




Học tại nhà Lớp 3-5 Vietnamese

Aprendiendo en casa Grados 3-5 Spanish

Learning at Home Grades 3-5 English



Grades 2 and 3

Week of 5/4 Physical Activity Log

Use this activity log to track your physical activity minutes.

Day Activity 1 Activity 2 Activity 3 Total

Active Outside 30 Mins

Walk with Family 15 Mins

DEAM Calendar Choice

15 minutes 60 minutes

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Done Day DEAM Activity

5/4 Family Fun: Play your favorite physical education activity with your family.

5/5 Do as many trunk-lifts as you can.

5/6 Juggle a ball with your feet for 5 minutes.

5/7 Perform jumping jacks while naming words that start with “M.”

5/8 Take a walk.

5/9 1 cup of broccoli has ~60mg of calcium. Do 60 air kicks.

5/10 Pick 5 different muscles to stretch. Hold each stretch for 20 seconds.

Purpose: This calendar encourages families to become more physically active and to take steps toward a healthier lifestyle. Each day, students are asked to complete a different activity with a family member (or with adult supervision).

Directions: After a student completes a day’s activity, adults make a check mark and initial in the space provided. Each week, you can miss one day (activity). If this happens, put an “X” in the space provided for a check mark (do not initial).

Week of May 4th

Grades

2 and 3

Literacy Extension

Activities

Name: _____________________________________________

Family Reading Activities

Talking about books and sharing ideas together at home is an important part of reading for students. Below are suggestions for engaging in reading conversations with your child that will help them better understand what they read.

Adult Family Members/Guardians Ask your child:

• “What do you think about what you just read?” • “What new information did you learn?” • “What do you already know about this topic?”

For example: Before reading about polar bears you might ask, “What do you know about polar bears?”

Students • After you read, share what you learned with someone at home. • Tell someone at home what you wondered about as you read. • After you read, talk to someone at home about the important

ideas in the book. Why are those ideas important?

Reading Conversations– When talking about reading at home, use the language most comfortable for your family.

To Support Reading Comprehension - Students who have difficulty reading on their own should be encouraged to:

• Listen to books and follow along as someone else reads • Practice reading “just-right” books on their own

2nd and 3rd Grade

Reading Log

Title Author & Genre Would you recommend this text?

Why/why not

2nd Grade Wondering: Monday

Title and Author’s Name

Directions: Choose a nonfiction book. Read for five minutes. Pause and reread the

same part and complete the boxes below. When you are finished, tell someone

about your work.

What is the part you read about?

What was interesting or surprising to you?

What other questions do you have now that you have read some of the book?

___________________________________________________________________

___________________________________________________________________

2nd Grade Vocabulary: Monday

Directions Step 1: Read each word and its definition.

Step 2: Choose one of the activities below to practice the vocabulary

words.

Vocabulary Word Definition

dull Dull means “not bright, colorful, or shiny.” Dull also means “boring, or not interesting or exciting.”

solid Solid means “hard and firm.” Something that is solid is not a liquid or a gas.

Vocabulary Activities

Imagine That! • Visualize a situation with one of the vocabulary words.

• Use that vocabulary word to tell someone what you imagine.

• Draw a picture of what you visualized below.

Create a sentence. • Use each of the vocabulary words in a sentence.

• Tell someone the sentences you made.

• Write one of your sentences below.

2nd Grade Journal Entry: Wednesday

Journal Entry

Write a journal entry about the book you are reading. Please include:

• The title and the author’s name • What the book is about

• One thing you learned from your reading

• One thing you wonder about the topic of the book

___________________________________________________________________

___________________________________________________________________

2nd Grade Vocabulary: Wednesday

Directions

Step 1: Read each word and its definition.

Step 2: Choose one of the activities below to practice the vocabulary words.


mushy Mushy means “soft and wet like mush.”

slurp Slurp means “eat or drink something in a noisy way.”


I’m Thinking of a Word • Think about clues to describe a vocabulary word.

• Tell someone the clues and ask them to guess the word.

• Write one of clues below.

Act It Out • Find a partner to play with you.

• Take turns.

• One partner will act out a vocabulary word.

• The other partner will try to figure out the word.

• Switch roles.

2nd Grade Journal Entry: Friday

Journal Entry

Write a journal entry about the book you are reading. Please include:

• The title and the author’s name • What the book is about

• One thing you learned from your reading

• One thing you wonder about the topic of the book

3rd Grade Writing About Reading : Monday

Directions: As you watch the lesson, write your own questions about Deserts in the boxes below.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

3rd Grade Vocabulary: Monday

Directions:

Step 1: Read each word and its definition.

Step 2: Choose one of the activities below for each word.


dunes large piles of sand

Antarctica the large continent near the South Pole

adapted changed to survive


1. Create a sentence: Choose one of the words above and create your own sentence using the word. Try to include your name or one of your friends’ names in the sentence.

2. Visualize/draw: Visualize Antarctica, draw or sketch what you visualize.

3rd Grade Independent Reading: Wednesday

Directions: 1. Read for 30 minutes 2. Choose 3 places to stop and write a question.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

3rd Grade Vocabulary: Wednesday

Directions Step 1: Read each word and its definition.

Step 2: Do one of the activities below.

Vocabulary

Word

Definition

tortoises animals that look like large turtles and live on land

burrows holes or tunnels in the ground

venom poison

Write a Story Use one of the vocabulary words to inspire a short story. Write your story below. Share your story with someone.

or

I’m Thinking of a Word Think about clues for one of the vocabulary words. Write the clues below. Ask someone to guess which word the clues describe.

3rd Grade Independent Reading: Friday

Directions: 1. Read for 30 minutes 2. Choose 3 places to stop and write a question.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

3rd Grade Writing About Reading: Friday

Elementary Science Learning Activity Materials to accompany Chapter 2, Lesson 6 and Chapter 3, Lesson 1

Grade 2

ChangingLandforms: The DisappearingCliff

1

Changing Landforms, Chapter 2, Lesson 6

Question 1: Based on your discussion with your partner, how do landforms change shape?

Question 2: Based on your discussion with your partner, how did the recreation center’s cliff change?

2

Diagramming How the Cliff Changed 2

Directions:

1. Look at the first picture in the diagram below and read its caption.

2. Complete the second picture in the diagram and complete the caption to explain how the cliff could have changed.

3. Look at the third picture in the diagram and read its caption.

A long time ago

Now

1. The flagpole on the cliff was not very close to the edge of the cliff.

2.

.

3. Now the flagpole is closer to the edge of the cliff than it was a long time ago. This is because the cliff changed shape.

3

Scientific Explanation Question: How did the recreation center’s cliff change? Use evidence and scientific language to answer.

The recreation center’s cliff changed because

4

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Changing Landforms, Chapter 3, Lesson 1

Question 1: What do you know about maps? How could maps help us understand what happened to the cliff?

Question 2: Describe what you might see if you were a bird flying over the mountains and looking down from above.

Question 3: What's similar about what you visualized and what you see in the picture on the slide? What is different?

5

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Question 4: After looking at other maps in The Handbook of Land and Water, how are these maps similar to the map we discussed together? How are these maps different?

6

Elementary Science Learning Activity

Materials to accompany: Chapter 3, Lesson 2 Chapter 3, Lesson 3

Grade 3 Week 5

Weather and Climate: Establishing an Orangutan Reserve

1

Table of Contents

Chapter 3, Lesson 2 Activities Daily Written Reflection

Investigating How Temperatures Change Over Time

Chapter 3, Lesson 3 Activities Daily Written Reflection

What is Average Precipitation?

Investigation Packet 2

40

Name: _______________________________________ Date: ________________

© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Daily Written Reflection

Ten years from now, what do you think the weather will be like where you live?

Make a drawing if it helps you explain your thinking. Label your drawing.

Weather and Climate—Lesson 3.2

41

Name: _______________________________________ Date: ________________


_________________________________________________________________

__________________________________________________________________

__________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Investigating How Temperatures Change over Time

Directions: 1. Record the location and year of your bar graph. 2. Look carefully at the graph as you answer the questions.

Location Year

A. What month or months had the highest temperature?

B. What month or months had the lowest temperature?

C. How did the temperature change from January to December? Hint: Trace you finger across the graph.


42

Name: _______________________________________ Date: ________________


___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Daily Written Reflection

Why are bar graphs useful for looking at many months of weather data?

Make a drawing if it helps you explain your thinking. Label your drawing.


43

Name: _______________________________________ Date: ________________


________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

What Is Average Precipitation?

Directions: 1. Turn to page 11 in World Weather Handbook. 2. Look at the graph, Average Total Precipitation in Anchorage, Alaska. 3. With a partner, use the graph to answer the following questions.

A. On average, what is the rainiest month in Anchorage, Alaska?

B. On average, what is the driest month in Anchorage, Alaska?

C. What do you think was the rainiest month in Anchorage, Alaska, in 1960?

D. What do you think was the driest month in Anchorage, Alaska, in 1960?

E. What do you predict will be the rainiest month in Anchorage, Alaska, in the future?

F. What do you predict will be the driest month in Anchorage, Alaska, in the future?


Dear Families,

This week we are focusing on mental addition and subtraction. To support this idea we have some practices but also some math learning activities you can do at home with your child during this week. If there are games or activities that your child especially enjoys, continue playing beyond this week!

First up is Don’t Break the Bank. Don’t Break the Bank is a Place Value powerhouse. It takes very little time, so it can be played during those down times when you can’t find anything to do. It’s fun, and kids love it. And, while kids will usually break the bank (that is, go over 1000) their first few games, they’ll eventually start estimating and choosing good strategies for themselves. Should the digits in the hundred’s column add up to 9 or 8? How common is it to carry? The deeper thinking is almost inevitable.

We also have a fun mental addition and subtraction variation on Bingo that will turbo charge your mental math skills. Always be thinking about decomposing numbers into friendly numbers to mentally add on ( 7 + 3 is equal to 5 + 2 + 3)

If an activity requires, dice, and you do not have dice at home, no problem. You can cut small piece of paper, number them 1 through 9 and place them in a hat or cup. If an activity asks for “counters” you can use any objects in your home, for your child to use for counting such as buttons, or rocks, or spoons.

Remember, at this age, the most valuable math activity you can be doing with your child is counting things around your home. Counting steps while walking, counting dishes at the table, counting leaves on a plant, and so on. Not only does this support your child math learning, it is lots of fun! Have a wonderful week!

Don’t Break the Bank How to play:

Each player will need to make a diagram like this on their paper:

Player One roles a ten-sided die or picks from the number cards. Whatever number it lands on is entered in one of the nine spots on the board. Each player will end up with different numbers. After nine turns, the board becomes an addition problem with three 3-digit numbers to add together. The goal is to get the highest sum without going over 1000. (See next page for example game.)

Prompts and Questions:

• What’s a good strategy for this game? • Where would you put this 5? • Have you already “broken the bank?” How can you tell?

Tips:

• Think out loud about your own strategies as you place the digits • Students may not entirely understand the game the first time through, but they should get the hang by the

second game.

Mental Addition and Subtraction Bingo

How to Play Draw a Bingo board Draw a 3 by 3 grid. Write FREE in the middle space. Then write numbers from 0 to 15 in random order in the rest of the boxes. You won’t have enough space for all those numbers.

• Write a different number in each box. • Don’t use any number more than once. • Don’t write the numbers in order. • Each player’s board should look different. • Leave some blank space in each box to write an equation.

Materials:

Pencil Paper 2 sets of number cards (1 – 10)* 2 Bingo Boards* * make your own using scratch paper

1. Mix up the Number Cards and place them face down in a stack. Turn over 2 cards and place them faceup for both players to see. Both players will use the same cards.

2. Look for a space you can claim on your Bingo board by adding or subtracting the numbers on the cards. • To claim a space, write an addition equation or subtraction equation to make the number in the box. • Each player can claim only 1 space per turn. • Sometimes it’s not possible to claim a space. Wait for the next number cards to be drawn.

3. Put the used cards to the side.

4. Continue taking 2 number cards and writing equations to claim spots on your Bingo board. 5. The first player to get 3 spaces in a row, column, or diagonally calls, “Bingo!” and wins! 6. Have fun!

Tips for Families • Before the game, help your child set up their Bingo board, if needed. • Talk about strategy during the game. When does it make sense to add? When does it make sense to

subtract? If you have more than one option on your Bingo board, which one will help you win? • After the game, ask: Did you notice that some numbers on your Bingo board were easier to claim than

others? Why do you think that happened? How will this help us choose the numbers on our Bingo boards strategically the next time we play?

Change It Up Making even small changes to a game can invite new ways of thinking about the math. Try making one of the changes below.

• After claiming a spot, have the player do as many jumping jacks or another action as the number claimed.

• Allow players to claim more than 1 space per turn if possible using addition and subtraction – if I role a 4 and 2 I could claim the sum of 6 and the difference of 2.

• Play with two-digit numbers. Each player would draw two cards to start and have the option to draw another and another. Players could choose to play with 2, 3, for 4 digits, arranged any way they like.

How Many?

One way to answer, “How many?” is to count objects. Another way is to see the total right away. Thinking about different ways to count, looking for equal groups, and describing the total using words and symbols can deepen the math. So can thinking about different wholes (are you counting tabs? holes in the tabs? something else?).

Sample Responses Here are some responses you might hear from learners of all ages.

I see ... • 6 pull tabs • 5 + 1 (A group of 5 and 1 more • 7 – 1 = 6 (It looks like one is missing from the

row, like there were 7 and 1 was removed, leaving 6.)

• 1 ⅕ (5 tabs make a whole group with 1 in a new group)

• 6 – 1 (6 in all with 1 to the side) • 3 patterns of wood (straight, wavy, spotty) • 12 holes

• There are 10 holes in the first 5 tabs (2 x 5 = 10) and 2 more in the last tab (2 x 1 = 2). Ten and 2 more makes 12. I can write that as one equation: (2 x 5 holes ) + (2 x 1 hole) = 2 x 6

Dear Families,

Here are some math learning activities you can do at home with your child during this week. If there are games or activities that your child especially enjoys, continue playing beyond this week!

First up is Don’t Break the Bank. Don’t Break the Bank is a Place Value powerhouse. It takes very little time, so it can be played during those down times when you can’t find anything to do. It’s fun, and kids love it. And, while kids will usually break the bank (that is, go over 1000) their first few games, they’ll eventually start estimating and choosing good strategies for themselves. Should the digits in the hundred’s column add up to 9 or 8? How common is it to carry? The deeper thinking is almost inevitable.

We also have a fun multiplication variation on Bingo that will turbo charge your mental math skills. Always be thinking about decomposing numbers into more friendly numbers to distribute multiplication: 6 x 6 = (4x6) + (2x6)

If an activity requires, dice, and you do not have dice at home, no problem. You can cut small piece of paper, number them 1 through 9 and place them in a hat or cup. If an activity asks for “counters” you can use any objects in your home, for your child to use for counting such as buttons, or rocks, or spoons.

Remember, at this age, the most valuable math activity you can be doing with your child is counting things around your home. Counting steps while walking, counting dishes at the table, counting leaves on a plant, and so on. Not only does this support your child math learning, it is lots of fun! Have a wonderful week!

1 2 3 1 2 3 1 2 3 4 5 6 4 5 6 4 5 6 7 8 9 7 8 9 7 8 9

Bingo Cards

Don’t Break the Bank

How to play:

Each player will need to make a diagram like this on their paper:

Player One roles a ten-sided die or picks from the number cards. Whatever number it lands on is entered in one of the nine spots on the board. Each player will end up with different numbers. After nine turns, the board becomes an addition problem with three 3-digit numbers to add together. The goal is to get the highest sum without going over 1000. (See next page for example game.)

Prompts and Questions:

• What’s a good strategy for this game? • Where would you put this 5? • Have you already “broken the bank?” How can you tell?

Tips:

• Think out loud about your own strategies as you place the digits • Students may not entirely understand the game the first time through, but they should get the hang by the

second game. • Change the game to a 2 x 2 grid and play using multiplication

Mental Multiplication Bingo

How to Play 1. Print or draw a Bingo board. To make your own board, draw a 5 by 5 grid. Write FREE in the middle space

2. Choose a number to write in each space. Don’t repeat numbers. There will be numbers leftover. You can use them in your next game.

Materials:

Pencil Paper 3 sets of number cards (1 – 9)* 2 Bingo Boards* * make your own using scratch paper

3. Remove the Wild Cards from the deck of Number Cards, then mix up the cards and place them face-down in a stack.

4. Player 1 takes two Number Cards, then multiplies the numbers to find the product.

product – if possible.

6. Player 1 discards their cards.

7. Player 2 takes a turn drawing Number Cards, multiplying the numbers, and claiming a space on their board -if possible.

8. Players continue to take turns selecting cards, finding products, and claiming spaces.

5. They look for the product on their Bingo board and claim the space by writing the multiplication problem next to the

9. The first player to get 5 spaces in a row, column, or on the diagonal calls, “Bingo!” and wins!

10. Have fun!

Tips for Families Find different ways to multiply the numbers -Draw pictures. Or use a product you know to find a product you don’t know. Change It Up Making even small changes to a game can invite new ways of thinking about the math. Include the 4 Wild Cards in your deck of Number Cards. When a player draws a Wild Card, they can choose a number. ● Change the requirement from claiming 5 spaces in a row to claiming all of the outer spaces to make a frame, or claiming all of the spaces. ● Draw 3 cards instead of 2 - Choose the two numbers you want to multiply.

How Many?

One way to answer, “How many?” is to count objects. Another way is to see the total right away. Thinking about different ways to count, looking for equal groups, and describing the total using words and symbols can deepen the math. So can thinking about different wholes (are you counting tabs? holes in the tabs? something else?). Encourage your 3rd graders to think of images in terms of fractions. In the image below we can see how 6/6 (green) = 3/3 (blue) Students may see 12/6 (green) or 60/6 (all shapes)

Sample Responses Here are some responses you might hear from learners of all ages.

I see ... • 6 pull tabs • 5 + 1 (A group of 5 and 1 more • 7 – 1 = 6 (It looks like one is missing from the

row, like there were 7 and 1 was removed, leaving 6.)

• 1 ⅕ (5 tabs make a whole group with 1 in a new group)

• 6 – 1 (6 in all with 1 to the side) • 3 patterns of wood (straight, wavy, spotty) • 12 holes

• There are 10 holes in the first 5 tabs (2 x 5 = 10) and 2 more in the last tab (2 x 1 = 2). Ten and 2 more makes 12. I can write that as one equation: (2 x 5 holes ) + (2 x 1 hole) = 2 x 6

d) Suppose the apples were all cut down the center, chopped in half (use a pencil to mark the cut).

Mark on the number line the fraction of the apple pieces that were red. Label it with a fraction.

Mark the number line showing the fraction of apple pieces that were green. Label it with a fraction

Look at each of the number lines below. Which points are equal to 1 ? Which are greater? Which are 2

less?

A

B

C

D

Point Greater or Less than ½ Fraction Point

𝟏𝟏𝟐𝟐

Fraction Location on Numberline Name:

0 1

A

13

23

0 1

B C

14

Solve each problem.

Ex) This numberline is divided into how many pieces?

Ex) What is the location of A (written as a fraction)?

0 1

A

16

26

36

46

56

0 1

B C

16

16

1a) This numberline is divided into how many pieces?

1b) What is the location of A (written as a fraction)?

0 1

A

18

28

38

48

58

68

78

0 1

B C

14



0 1

A

18

28

38

48

58

68

78

0 1

B C

13

Answers

Ex. 3

2⁄Ex. 3Ex) On this numberline what is the value of 0 written as a fraction? 0⁄Ex) On this numberline from B to C is Ex. 4

how far (written as a fraction)? 1⁄Ex. 4

1a. 6

2⁄1b. 6

0⁄2a. 62a) On this numberline what is the value of 0 written as a fraction? 2

2b) On this numberline from B to C is 2b. ⁄6 how far (written as a fraction)?

3a. 8

2⁄3b. 8

4⁄4a. 4

1⁄4b. 44a) On this numberline what is the value of 1 written as a fraction?

4b) On this numberline from B to C is 5a. 8 how far (written as a fraction)? 6⁄5b. 8

3⁄6a. 3

1⁄6b. 3



Math www.CommonCoreSheets.com

6a)

6b)

1

On this numberline what is the value of 1 written as a fraction?

On this numberline from B to C is how far (written as a fraction)?

1-10 11-12

92 83 75 67 58 50 42 33 25 17 8 0

www.CommonCoreSheets.com

Hello from the Arts!

The Visual & Performing Arts team in Seattle Public Schools has put together arts lessons to continue learning while we are away from school. This week has lessons in Visual Arts. We have designed the lessons so they require minimal materials (things you can find at home).

We want English learners to continue to engage in the arts. The arts are a great way in which we incorporate all domains of language, reading, writing, speaking and listening. When your child has created an art project, think about ways that they can describe what they have done. Asking saying things like, “Can you tell me more?” or “Describe what you have done.” are great ways your student can use rich and descriptive language. Students could add labels to their creations. This work can all be done in your home language or English!

How much art should I do?

• To meet elementary standards in the arts, students should engage in 60 minutes per week of the arts discipline(s) taught at their school. You can always do more!

• Making art doesn’t have to happen all at once as students can create in small 10-minute sections or stay with it for as long as they like.

Why is art making important right now?

• The arts are a way to express thoughts and feelings.

• The arts help students say what cannot be said by showing it in different ways.

• The arts are a way for students to show multiple perspectives and that all perspectives matter.

• The arts are a way for students to engage in other subjects. For example, create a play about the immune system, draw a picture for the beginning, middle, and end of a story, or create a rhythm for how they are feeling.

Arts Videos Check out the arts videos on SPS TV Channel 26 and the SPS YouTube Channel. https://www.youtube.com/c/SeattlePublicSchoolsTV

Thank you for keeping the arts as part of your child’s education while we’re on this break away from school. Explore. Engage. Have fun!

Sincerely, Gail Sehlhorst Visual & Performing Arts Program Manager

https://www.youtube.com/c/SeattlePublicSchoolsTV

VISUAL ARTS 2ND & 3RD GRADE ACTIVITIES

Introduction : Shapes are everywhere. We see them all around us. We see them inside buildings. We see them in nature. We even eat them for dinner! And we can make shapes too. There are geometric shapes, l ike the ones we use in math. Other shapes are called freeform because they are their own unique shape. We are going to review some favorite shapes, practice doing some shading, and then use shapes and shading in our own drawings.

Materials : Something to draw with: a pencil or pen Optional : Crayon, colored pencils or markers

LET'S

REVIEW

SHAPES!

FREEFORM SHAPES

GEOMETRIC SHAPES

John Parra is an award winner i l lustrator. He i l lustrated the book Round is a Torti l la. John grew up in San Diego. One day he

met an artist that changed his thinking. John says, “Immediately I felt a connection, and a l ight bulb went off in my head that I too could infuse my background, culture, and personality into my work.”

MENTOR ARTIST JOHN PARRA

TRY DRAWING THESE SHAPES ADD SHADING TO MAKE THEM LOOK 3-D

Draw your own sphere

Draw your own cube

Draw your own cylinder

Add extra shading to the edges of some of your shapes. It will make them look l ike they are 3-D and have shadows.

Draw some shapes on your paper, they can be random or thought out. These shapes will turn into your drawing! Once your page is fi l led, begin adding details .

STEP 2 Add different grays to

some of your shapes. You can shade objects a l ight, medium, or dark gray.

STEP 3

MAKING A SHAPE DRAWING

STEP 1

USE THIS PAGE TO MAKE YOUR DRAWING

learning packet grades 2-3 for the week of may 4-8...learning activities 2nd and 3rd grade suggested...

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