Created by MCPS Teachers at the C 2.

0 Summit 2013 Edit 2016 Becca Horgan-Smoot

Second Grade Math Newsletter

Marking Period 1, Part 1
MT

Thinking and Academic Success Skills (TASS)

It is

Learning Goals by Measurement Topic (MT)

In mathematics, students will

Students will be able to

generating

read and write 2-digit and 3-digit numbers using a variety of place value

an idea.

skip-count by 10 or 100

10s and 100s.

base ten models to

apply place value and

counting strategies to

forwards and backwards

mentally add and subtract 10

from any number.

use expanded form and

compare 3-digit numbers.

Fluency

Number and Operations in Base Ten

problem or

count to 1,000 using a variety of tools (for example, hundreds chart or

number line).

understand skip-counting by

to a

explain that place value shows each digit within a number has a given
value (for example, the value of the 5 in 352 is 50).

or expanded form to

responses

expanded form).

ask questions about the

relationships between digits

multiple

representations (for example, standard form, word form, and

and 100.

use place value to compare 3-

digit numbers

implement different
strategies to add and
subtract 1-digit numbers

using words and symbols

within 20.

(>, <, =).

www.education-portal.com

flexibly.

use strategies to subtract all 1-digit numbers accurately, efficiently, and

flexibly.

Ex: 2 + ? = 8

to understand how place

and

value is used to count within

respectfully
to reach a
group goal.

share roles and

responsibilities respectfully

effectively

use strategies to add all 1-digit numbers accurately, efficiently, and

Collaboration

Algebraic Thinking

Operations and

working

1,000.

participate actively as a
leader and a member in
group activities to show
numbers in different ways.

Created by MCPS Teachers at the C 2.0 Summit 2013 Edit 2016 Becca Horgan-Smoot
Learning Experiences by Measurement Topic (MT)
MT

In school, your child will . . .

expanded form: a

At home, your child can . . .

way to represent a
number by showing

learn various strategies to add and subtract numbers 0-

Some strategies include:

use playing cards (1-10) to collaborate with friends or

digit: a mathematical

Doubles 2 + 2 = 4

Near Doubles 2 + 3 = 2 + 2 + 1

family members to practice adding or subtracting

way to represent a

Ten Frames 5 + 4 =

Double Ten Frames 6 + 8 = 14

numbers.

numeral (0-9)

= 5

Making Ten 3 + 9 (Remove 1 from 3 to leave 2. Add that 1 to Website to support learning:
9 to make 10. Then, add the 2 to the ten to give 12.)
2+3=5

3+2=5

http://www.montgomeryschoolsmd.org/departm
ents/hiat/websites/math.shtm

52=3

use a hundreds chart, base

53=2
Base Ten Blocks

ten blocks, Digi-blocks,

2-digit number: 64
3-digit number: 364
standard form: a

by

practice counting by tens from any 3-digit number.

look at nutrition labels and explain how to compare the

mentally add and subtract

10 and 100 from any number.

10 more than 356 is 366

100 more than 356 is 456

jump rope while counting forwards and backwards

1s, 10s, or 100s to show fluency.

place value concepts.

different categories.

300+60+4=364

10 less than 356 is 346

100 less than 356 is 256

number using digits

(364)
written form: a way
to represent a

and a number line to explain

way to represent a

on 4)

Fact Families

Number and Operations in Base Ten

1-digit number:

What does A equal?

Counting On 4 + 8 (Start with the biggest number 8 and add

digit (300 + 60 +4)

numbers from 0-20.

Glossary

Operations and Algebraic Thinking

20.

the value of each

show different strategies to add and subtract

use dice to generate 3-digit numbers and discuss place

value strategies to make the largest or the smallest
number.

Website to support learning:

-

http://illuminations.nctm.org/ActivityDetail.aspx?ID=
75

number using words

(three hundred sixtyfour)

173, 183, 193,

203

Created by MCPS Teachers at the C 2.0 Summit 2013 Edit 2016 Becca Horgan-Smoot

Second Grade Math Newsletter

Thinking and Academic Success Skills (TASS)

Marking Period 1, Part 2

MT

It is

Learning Goals by Measurement Topic (MT)

count to 1,000 using a variety of tools (hundreds chart or number line).

skip-count by 10 or 100 forwards and backwards from any number.

mentally add or subtract 10 or 100 from a number.

Thinking

use addition and subtraction strategies to solve word problems in real

use addition and subtraction strategies to solve word problems using

counting strategies to mentally

responses

add and subtract 10.

use put together, take apart,

problem or

and compare strategies to

an idea.

understand their data.

represent data in different

ways.

bar graphs and picture graphs.

draw picture graphs and bar graphs to represent data.

addition and subtraction word

problems.

solve addition, subtraction, and comparison problems using

information from picture graphs and bar graphs.
Picture Graph

working

Bar Graph

Collaboration

share strategies with others to

develop multiple ways to solve

represent up to four different categories on picture graphs and bar

graphs.

Measurement and Data

use place value and skip-

multiple
to a

world situations.

generating

Fluency

Base Ten

Operations in

Algebraic

Operations and

Number and

Students will be able to

In math, students will

share roles and responsibilities

effectively

with others to collect and

and

organize data through picture

respectfully

graphs and bar graphs to

to reach a

represent the data in

group goal.

different ways.

communicate strategies with

others and listen respectfully
to develop multiple ways to
solve addition and subtraction
word problems.

Created by MCPS Teachers at the C 2.0 Summit 2013 Edit 2016 Becca Horgan-Smoot

Learning Experiences by Measurement Topic (MT)

In school, your child will . . .
learn strategies to add and subtract numbers on a

Ten

use chalk, markers, shaving cream, etc. to write

a number and identify 10 more or 10 less than

less.

that number.

mentally calculate 1 more

or 1 less, 10 more or10 less,
and 100 more or 100 less

100 more than 542 is 642.

100 less than 278 is 178.
I can mentally add and
subtract!

find numbers in the environment and identify 100

more or 100 less than the number.

Website to support learning:

-

http://www.montgomeryschoolsmd.org/depart
ments/hiat/websites/math.shtm

solve addition and subtraction word problems.

match word problems with equations and questions.

life situations by writing equations with the

practice solving a variety of types of word problems with

unknown in all areas.

unknowns in all positions.

practice solving word problems related to real-

explain how word problems can be solved

fluently (in multiple ways).

Measurement and Data

At home, your child can . . .

thousand chart to add 10 more or 10 less, 100 more, or 100

than any 3-digit number.

Thinking

Algebraic

Operations and

Number and Operations in Base

MT

calculate and organize information to develop a bar graph

look in the newspaper or online for bar graphs

or picture graph.

or picture graphs and answer questions based

answer put together, take-apart, or compare questions

on the information in the graphs.

from different types of graphs.

Possible Questions:
o

develop a picture graph with up to four

How many more kids chose oranges as their favorite

fruit than grapes?

tally the different types of cars driving by and

categories.

collaborate to find different colored objects at

How many kids chose apples or bananas as their

home and create a bar graph to represent the

favorite fruit?

different colors.

How many kids participated in this survey all together?

Website to support learning:

-

http://jmathpage.com/JIMSStatisticspage.html

Created by MCPS Teachers at the C 2.0 Summit 2013 Edit 2016 Becca Horgan-Smoot

Second Grade Reading Newsletter

Marking Period 1, Part 1
MT

Thinking and Academic Success Skills (TASS)

Learning Goals by Measurement Topic (MT)

It is

Students will be able to . . .

ask and answer questions using

generating

who, what, where, when, why, and

discuss how characters respond to

Literature

challenges.

Fluency

how to identify key details in a story.

responses

about a story.

to a

questions in different

an idea.

ways, orally or in
writing.

unknown words.

working

use glossaries and dictionaries, both

print and digital, to clarify the
meaning of words and phrases.

work with pairs or small

effectively

groups to discuss new

and

information learned

respectfully

from a text.

to reach a

use knowledge of the meaning of individual words to predict the

meanings.

use different strategies

to find the meanings of

describe and compare characters points of view.

identify verbs with closely-related

answer open-ended

problem or

build on the comments of others by adding thoughts and ideas based on

meaning of compound words.

Collaboration

Language: Vocabulary

ask a variety of simple

and complex questions

describe the structure of a story

details from the story.

multiple

(beginning, middle, end).

In reading, students will

group goal.

respect the comments

and ideas of others in a
small guided reading
group.

share responsibilities to
reach a goal or carry
out a plan of action.

show a willingness to
share and listen to
multiple ideas about how
a character responds to
challenges.

Created by MCPS Teachers at the C 2.0 Summit 2013 Edit 2016 Becca Horgan-Smoot

Learning Experiences by Measurement Topic (MT)

MT

In school, your child will . . .

take notes about elements of the story and its structure (characters,

At home, your child can . . .

recipes, magazines, digital resources, etc.

Literature

setting, plot) and share ideas with a partner.

describe how the events of a story form its story structure.

read and discuss how a character responds to challenges and

Language: Vocabulary

read two versions of the same story and compare elements of

the story

resolves problems.

Glossary

read every day. Mix it up! Read stories, informational books,

Possible questions:

discuss a characters thoughts, feelings, and opinions (point of view)

How was the setting similar?

and make real-life connections to them.

How were the characters different?

read two versions of a folktale and identify similarities and

If you were _____ how would you have responded?

differences between their story structures.

Which version did you like best? Why?

predict what a compound word means based on its two parts.

look for compound words in the books read at home.

Keep going: make a list of compound words and illustrate them in

Example: Compound word - zookeeper

structure.

Part 1: zoo

Part 2: keeper

I think it means:

A place where

A person who

A person who

animals are kept

guards or

guards or

in cages or

watches

watches the

enclosures.

something.

animals at a zoo.

a notebook.

Vocabulary Development:
Encourage your child to generate verbs with similar meanings to
help expand their word bank.
For example: throw, toss, lob, heave, etc.

use digital and print dictionaries and glossaries to find the meaning of

Ask: How can understanding the meaning of closely related

unknown words.

verbs help you when writing?

story structure: the organization or structure

of the elements of a story

Created by MCPS Teachers at the C 2.0 Summit 2013 Edit 2016 Becca Horgan-Smoot

Second Grade Reading Newsletter

Marking Period 1, Part 2

Thinking and Academic Success Skills (TASS)

identify the main idea

It is

of an informational

generating

text.
identify and use a

Informational Text

variety of text
features.

compare important

responses
to a

text.

orally or in writing.
use different strategies to
find the meanings of

points in two texts on

unknown words.

the same topic.

answer open-ended

questions in different ways,

problem or
an idea.

ask a variety of simple and

complex questions about a

multiple

Fluency

In reading, students will

working

ask and answer

participate in collaborative

effectively

conversations (work with

questions using who, what, when, where,

and

pairs or small groups to

why, and how.

respectfully

discuss new information

to reach a

learned from a text).

group goal.

respect the comments and

Language: Vocabulary

use sentence-level context as a clue to the meaning of a word or

phrase.

Collaboration

ideas of others.

share responsibilities to
reach a goal or carry out
a plan of action.

ask and answer questions about what a speaker says in order to

clarify understanding, gather more information, or deepen
understanding of a topic.

use a known root word as a clue to the meaning of an unknown

word with the same root.

show a willingness to
share and listen to multiple
ideas.

Created by MCPS Teachers at the C 2.0 Summit 2013 Edit 2016 Becca Horgan-Smoot

Learning Experiences by Measurement Topic (MT)

MT

In school, your child will . . .

At home, your child can . . .

read and compare a variety of digital and print

read every day. Mix it up! Read stories, informational

resources.

discuss how authors support their points using

books, recipes, magazines, digital resources, etc.

*check your schools website to find online resources to support

Informational Text

reasons and examples.

use various text features to ask and answer

Become a fluent reader:

questions about a text.

Keep going: think about an informational text

Language: Vocabulary

learning*

Encourage your child to read familiar text multiple

times focusing on reading smoothly, accurately, and

How do text features help you better understand a

text?
What information can you learn from the map?

What did the caption tell you about the picture?

How is the index different from the table of contents?

reading a passage aloud and then have your child try

How do headings help you find information you need?

to beat his/her time.

with expression (three times is recommended).

Model fluent reading to your child.

Make a game of fluent reading by using a timer to time

determine the meaning of unknown words by

Vocabulary Development:

using the known root word.

Encourage your child to generate words with similar

make connections through collaborative

meanings.

conversations between prior knowledge and new

For example, instead of using bad, use horrible or poor.

content to create meaning.

Example: To define landform, students may
generate a list of words related to landform,
such as dirt, land, grass, mountains, the ground,
earth, water. After discussion, students may
conclude, we think landforms are parts of the
earth.

identify root words while reading. Use the known root to

determine the meaning of the whole word.
Example of Prefix and Root Word: Preview
Prefix

Root Word

pre = before

view = to look or watch

Preview = to watch or look before