Download Nombre: WEEK 22 BIA SPANISH IMMERSION---

Nombre: __________________________________ WEEK 22
BIA SPANISH IMMERSION----SECOND GRADE HOMEWORK CALENDAR
Monday Jan 26 to Thursday 29, 2015
Please sign next to the date to indicate that you have reviewed your child’s homework each night. Keep this sheet in the home folder. Homework is only
assigned from Monday-Thursday. Each Friday, we assess the skills learned that week.
Monday
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26th
Mathematics: Complete Math Homework
Spanish home work
study island assignment
Tuesday 27th
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__
Initials__________________
Mathematics: Complete Math Homework
Spanish home work
study island assignment
Wednesday 28h
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Parents initials:________
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Initials__________________
Mathematics: Complete math homework
Spanish home work
study island assignment
Thursday 29th____________________________________________________
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Friday
Mathematics: Complete Math homework
Spanish home work
study island assignment
be ready for spelling test and return homework._________________
Parents will receive 2Q. report card this week and. teachers will make the time for parent conference for those students that still basic and
behind to set up goals about strategies to use with your child, in order to be promoted and the end of the year.
SLA/ DELE: Reading, writing Foundations: students will work in fiction and non-fiction text according to who, what, where and when
Math: unit 5 2.NBT.B.7 – Numbers and Operations in Base Ten
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit
numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or
decompose tens or hundreds.
IB is integrated in Sciences, Health, and Social Studies. Students will work on the Unit How we organize ourselves and talk and see
videos about landforms, geography.
Thank you for checking all notebooks, and folder, for any note from us. Please sign in everyday’s color (Behavior Chart)
Second Grade Spanish Team
Sra. Martínez.
Profesor Manuel Cáceres
2nd. Grade. “A” - “B” - “C”
[email protected]
Spanish Immersion IB Teachers
[email protected]
Skype: profesor.caceres
Sra. Escudero.
[email protected]
Segundo Grado- Español
de 26 al 30 de enero
Students will do their homework in the Spanish homework composition notebook.
I. Monday- Write your words 5 times.
II. Tuesday Make triangle and write the word inside.
III. Wednesday Write your words in alphabetical order three times. Students study for Spelling Test.
IV Thursday Write your words breaking them up into syllables. Turn in Homework.
IV. Friday- return homework.
Vocabulary of the week: Spelling words:
Land and water
1. tierra = land
2. oceano = ocean
3. nivel del mar = sea level
4. colinas = hills
5. montañas = mountains
6. lago = lake
7. montana de hielo = iceberg
8. cañon = Canyons
9. riachuelo = creek
10. corriente = stream
Monday
Name: ________________________ PS:__________
resuelve dibujando con discos, luego usa la suma para verificar.
Solve by drawing number disks on a chart.
Then, use addition to check your work. Unit 5. Block 15
a. 345 + 275
Resuelve con suma
Check:
vertical o mental para
centenas
decenas
unidades
b. 442 + 295
comprobar:
Resuelve con suma
Check:
vertical o mental para
centena
decenas
unidades
c. 557 + 290
comprobar:
Resuelve con suma
vertical o mental para
centenas
decenas
unidades
comprobar:
Check:
Tuesday
Name: ________________________ PS:__________
resuelve dibujando con discos, luego usa la suma para verificar.
Solve by drawing number disks on a chart.
Then, use subtraction to check your work. Unit 5. Block 15
d. 800 – 675
Resuelve con resta vertical
Check:
o mental para comprobar:
Hundreds
Tens
Ones
e. 742 – 495
Resuelve con resta vertical
Check:
o mental para comprobar:
Hundreds
Tens
Ones
f. 657 – 290
Resuelve con resta vertical
o mental para comprobar:
Hundreds
Tens
Ones
Check:
Miercoles.
Nombre:_________________________ PS:_________
Estudiantes van a restar con multiplos de 100 con cero en las decenas. Students will subtract from multiples
of 100 and from numbers with zero in the tens place.
Parents guidelines at home.
Problem 1: 402 - 231
1. Write 402 – 231 horizontally. Let’s solve this problem using a math drawing and the algorithm.
2. Rewrite the problem with me. Write the problem vertically as students do the same.
3. Which number is the whole? (402!)
4. Let’s make a chip model to show the whole. I’ll draw it on the board while you draw yours. Whispercount as you draw your dots. Allow students to represent 402.
5. Let’s draw our magnifying glass and get ready to subtract! Draw a circle around 402 as students do
the same.
6. Look at your model. Are we ready to subtract in the ones? (Yes!)
7. Moving on, let’s look at the tens place. I don’t see any tens in the tens place on the model. Point to the
digit that represents this in the algorithm. Point to the 0.
8. The zero holds the tens place open and tells us the number is 402.
9. Without that 0, what number would we read? Write 42. (42!)
10. Erase 42. Yes, so we must be precise when writing and representing numbers.
11. Where can we get some tens so we can subtract 3 tens? (The hundreds place. / Decompose a
hundred. / Rename 1 hundred as 10 tens.)
12. Let’s show that on our models. Count with me as we rename 1 hundred as 10 tens. Cross off 1
hundred, draw an arrow to the tens place, and draw 10 dots, or tens. Draw and count: 10, 20, 30, 40,
50, 60, 70, 80, 90, 100!
13. Show that using the algorithm. As I do the same, check your work with mine. Cross off 4 and write 3
above the hundreds place, then cross off 0 and write 10 above the tens place. Students do the same.
14. Are we ready to subtract now in the tens place? (Yes!)
15. Let’s look at the hundreds place. Are we ready to subtract in the hundreds? (Yes!)
16. Then we’re ready to subtract! Allow students time to complete the subtraction.
17. Talk with your partner. Take turns sharing how you showed the subtraction on your model and using
the algorithm. Allow students time to share.
18. Read the complete number sentence. (402 – 231 = 171.)
19. How can we prove that our answer is correct? (Add the parts to see if they equal the whole.)
20. Yes! Please check your answer by drawing a chip model to add the two parts. If you are correct, write
the number bond for this problem.
21. Circulate to check for understanding and to support struggling students. Project student work or call
students to the board to show the chip model, algorithm, and number bond. Encourage your child to
use place value language to explain their work.
402 - 231
Wedensday.
Nombre:_________________________ PS:_________
Estudiantes van a restar con múltiplos de 100 con cero en las decenas. Students will
subtract from multiples of 100 and from numbers with zero in the tens place. block 16
1.
Solve vertically or using mental math. Draw chips on the place value chart and unbundle if needed.
a. 304 – 53 = __________
centenas
b. 406 – 187 = __________
c. 501 – 316 = __________
decenas
centenas
decenas
centenas
decenas
unidades
unidades
unidades
thursday
nombre:____________________ ps:_______
a. 206 – 89 = __________
b. 509 – 371 = __________
c. 607 – 288 = __________
centenas
centenas
centenas
decenas
unidades
decenas
unidades
decenas
unidades