Entering 3rd grade summer math packet
Name ______________________________
Summer Math Assignment 3rd Grade – Room 15 Due: Wednesday, August 2nd
Summer Math Reinforcement Packet Students Entering into 3rd Grade Our second graders had a busy year learning new math skills. Mastery of all these skills is extremely important in order to develop a solid math foundation. The third grade math program will add onto these second grade skills, so any time spent learning or reinforcing these concepts will be very beneficial for your child. Each year builds upon the previous year’s skills in math. Any areas your child has difficulty you may want to give them additional practice. Student mastery of the basic math skills is as important to success in future mathematical procedures and reasoning as learning the alphabet is to reading and writing. Have your child complete the entire packet. Encourage your child to pace themselves and do a few pages/problems per day/week. Please return this completed packet on Wednesday, August 2nd. This packet will count as a math grade, and it will be the first grade of the year.
After your child has completed the math problems and you feel your child is still struggling on a certain concept and needs further practice, you can have your child play games on some of the web sites listed on the next page, play games or make up additional problems of your own for additional practice. If you need another copy of the math packet you can go on the 3rd Grade classroom website at http://www.roberttreatacademy.org and print another copy. Please be sure to search for the teacher's name, and it will lead you to the class page.
Enjoy your summer! Best, Third Grade Team 3rd Grade - Room 15
Reminder - Practicing addition facts and subtraction facts (up to 18 - 9) are VERY important!
SECOND GRADE GRADE LEVEL EXPECTATIONS IN MATHMATICS
When entering third grade this is what is expected that your child should already know. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.
Count, read and write numbers up to 1000 in words and numerals, by 1’s, 10’s and 100’s. Can order numbers from largest to smallest or smallest to largest up to 1000. Can count by 3’s up to 36 and by 4’s up to 48. Can count by 2’s, 5’s, and 10’s starting at any number. Ex. Starting with 35 and count by 5’s. Fluently adding and subtracting 2 numbers through 99. Find distance between numbers on a number line. Ex. How far is 79 from 26? Be able to find the missing number. Ex. 42 + ____ = 57; use the relationship between addition and subtraction to determine the missing number 57 – 42 = ____. Understand multiplication as repeated addition or counting the total number of objects. Example: 3 x 5 = 5 + 5+ 5 = 15, 3 x 5 is 3 groups of 5 objects. Multiplying numbers up to 5 x 5. Understanding division as another way of expressing multiplication using fact families. Example: 2 x 3 = 6 can be rewritten as 6 ÷ 2 = 3 or 6 ÷ 3 = 2. Name and write commonly used fractions ½, 1/3, 2/3, ¼, 2/4, ¾. Place 0 and halves on a number line or a ruler. ½, 1 ½, 2 ½ Can order fractions by size using the denominator up to 1/12. Ex. ½ > 1/12; 1/6 < 1/3 Tell and write time from a traditional clock face in 5 minute intervals using both AM and PM. Interpret time both as minutes after the hour and minutes before the next hour. Use the concept of duration of time. Ex. What time will it be half an hour from 10:15? Can read and write amounts of money using decimals. $1.15 or $0.25 Add and subtract money in mixed units. Ex. $2.50 – 60 cents and $5.75 - $3. Understand perimeter is adding the length of all the sides. Solve simple word problems using length and money. Identify, describe and compare shapes such as triangles, rectangles, squares, circles, semi-circles, spheres and rectangular prisms. Recognize that shapes that have been slid, turned, or flipped are the same shape. Ex. A square rotated ¼ turn is still a square. Read and interpret pictographs with scales or 2 and 3. Ex. Each pizza slice represents 2 kids liking pizza. Or each bat represents 3 kids liking baseball.
Excellent websites for fun learning and reinforcement of math skills: www.wildmath.com Select “Play the game”. Select addition or subtraction and grade. You can race to beat your time. www.harcourtschool.com Click the red box, select math, select HSPMath, select Michigan, click on the “2” ball or “3” ball for a challenge. Select a game. www.aplusmath.com Go under “Flashcards” or “Game Room” on the left side of the screen. They can practice adding and subtracting. Very important to know the addition facts and subtraction facts from memorization or within a couple seconds. www.mathisfun.com Select Money then select Money Master, click on the US flag, select simple. Or you can select numbers then Math Trainer for adding and subtracting. At the home screen select games and pick a game to play. www.eduplace.com Select your state – “Michigan” press submit. Select the student tab then click on the “mathematics” rectangle. Click in the center book “Houghton Mifflin Math 2007”, Click on “Grade 2”. Select any games. Extra Help and Extra Practice is good, also eGames. www.illuminations.nctm.org Select activities then select grade level. Click on Search. www.aaamath.com At the top pick “Second” or “Third” for a challenge. Choose any of the activities like adding or subtracting then select “play” option toward the top of the screen. 20 Questions and countdown games are a good ones. www.funbrain.com Lots of fun games to choose from.
Other games and activities you can play: •
• • • •
•
Take a deck of cards and remove the face cards (kings, queens, jacks). Aces are one. Divide the cards evenly among the players. Keep cards face down in a pile. Each player turns over 3 cards and tries to make their largest number they can with their 3 cards. Everyone must read their number and the one with the largest number collects all the cards. The player with the most cards at the end of the game is the winner. You can play smallest card version to change it up. Using sidewalk chalk, have them count by 3’s or 4’s. Play a game while in the car or waiting in line. What number comes before 260? What number comes after 529? 750 is one more than ____? (749) 339 is one less than____? (340) Practice counting by 5’s, 10’s, or 2’s. When standing in line or driving in a car you give them a number and have them count by 5’s or 10’s from that number. Ex. Start with 35 and count by 10’s. Start with 55 and count by 5’s. Take a deck of cards and remove the face cards (kings, queens, jacks). Aces are one. Divide the cards evenly among 2 players. Each player flips over a card. The first one to add the 2 numbers correctly wins the cards. After going through the pile of cards, the player with the most cards wins. You can do a subtraction version also. With subtraction you can change one of the cards to add a 10 to it. For example you have the cards 4 and 2. You can add ten to any one of card to make it 12 – 4, or 14 – 2. Play store and practice counting change. Give allowances in change and have them count it.
Objective I can use strategies to solve addition and subtraction word problems.
2.OA.1 Operations and Algebraic Thinking
Directions: Read the word problems below. Use strategies to find the answer. 1. Peter 36 beetles at the park. He caught 18 of them. How many beetles were left?
2. Greg’s family ate 14 hotdogs for dinner. They have 9 hotdogs left. How many hotdogs did they have to begin with?
3. The temperature was 46 degrees in the morning. At lunch the temperature was 85 degrees. How much warmer did it get?
4. Greg’s family ate 14 hotdogs for dinner. They have 9 hotdogs left. How many hotdogs did they have to begin with?
© 2013 Shaun Sanchez
Objective I can use strategies to solve addition and subtraction word problems.
2.OA.1 Operations and Algebraic Thinking
Directions: Read the word problems below. Use strategies to find the answer. 5. Jamie sold 26 cups of lemonade on Monday. She sold 17 cups of lemonade on Tuesday, and Jamie sold 12 cups on Wednesday. How many cups did Jamie sell in all?
6. Scott saw 52 butterflies, and Jenny saw 36 butterflies. How many more butterflies did Scott see than Jenny?
4. Write and solve a word problem where the answer is 16.
______________________ ______________________ ______________________ ______________________ © 2013 Shaun Sanchez
Objective
2.OA.2 Operations and Algebraic Thinking
I know my addition facts.
Directions: Solve the addition sentences below. 1.
4 + 4= ____
10.
9 + 13= ____
19.
4 + 7= ____
2.
17 + 3= ____
11.
12 + 2= ____
20.
19 + 1= ____
3.
14 + 4= ____
12.
5 + 12= ____
21.
17 + 2= ____
4.
13 + 3= ____
13.
6 + 14= ____
22.
10 + 10= ____
5.
16 + 2= ____
14.
6 + 13= ____
23.
15 + 5= ____
6.
11 + 9= ____
15.
14 + 6= ____
24.
6 + 5= ____
7.
12 + 8= ____
16.
9 + 8= ____
25.
2 + 9= ____
8.
7 + 11= ____
17.
8 + 10= ____
26.
14 + 3= ____
9.
6 + 14= ____
18.
5 + 12= ____
27.
17 + 2= ____
© 2013 Shaun Sanchez
Objective
2.OA.2 Operations and Algebraic Thinking
I know my addition facts.
1.
4 + 16= ____
10.
3 + 2= ____
19.
2 + 11= ____
2.
3 + 0= ____
11.
2 + 7= ____
20.
2 + 14= ____
3.
1 + 9= ____
12.
4 + 8= ____
21.
5 + 4= ____
4.
5 + 2= ____
13.
2 + 18= ____
22.
1 + 10= ____
5.
2 + 10= ____
14.
3 + 16= ____
23.
4 + 7= ____
6.
4 + 12= ____
15.
1 + 19= ____
24.
0 + 20= ____
7.
1 + 16= ____
16.
0 + 6= ____
25.
1 + 13= ____
8.
3 + 5= ____
17.
3 + 4= ____
26.
4 + 3= ____
9.
1 + 11= ____
18.
1 + 18= ____
27.
3 + 13= ____
© 2013 Shaun Sanchez
Objective
2.OA.2 Operations and Algebraic Thinking
I know my subtraction facts.
1.
16 - 9= ____
10.
8 - 1= ____
19.
8 - 2= ____
2.
13 - 0= ____
11.
17 - 6= ____
20.
18 - 4= ____
3.
19 - 9= ____
12.
11 - 5= ____
21.
18 - 12= ____
4.
14 - 3= ____
13.
19 - 1= ____
22.
17 - 10= ____
5.
13 - 10= ____
14.
4 - 2= ____
23.
6 - 5= ____
6.
16 - 3= ____
15.
20 - 3= ____
24.
20 - 17=____
7.
15 - 9= ____
16.
6 - 2= ____
25.
8 - 5= ____
8.
18 - 8= ____
17.
11 - 10= ____
26.
16 - 1= ____
9.
19 - 7= ____
18.
4 - 4= ____
27.
20 - 12=____
© 2013 Shaun Sanchez
Objective
2.OA.2 Operations and Algebraic Thinking
I know my subtraction facts.
1.
19 - 10= ____
10.
20 - 20=____
19.
8 - 1= ____
2.
12 - 9= ____
11.
6 - 3= ____
20.
13 - 3= ____
3.
11 - 9= ____
12.
4 - 0= ____
21.
11 - 11= ____
4.
10 - 5= ____
13.
19 - 10= ____
22.
20 - 5= ____
5.
18 - 15= ____
14.
13 - 8= ____
23.
19 - 7= ____
6.
15 - 1= ____
15.
16 - 15= ____
24.
20 - 17=____
7.
4 - 1= ____
16.
19 - 7= ____
25.
17 - 14= ____
8.
6 - 2= ____
17.
10 - 0= ____
26.
16 - 3= ____
9.
18 - 17= ____
18.
18 - 5= ____
27.
19 - 3= ____
© 2013 Shaun Sanchez
Objective
2.OA.3 Operations and Algebraic Thinking
I can group objects to tell if a number is odd or even
Directions: Determine whether the numbers are odd or even by counting by 2’s. Write odd or even for the numbers below. 4 _________
18 _________
10 _________
15 _________
19 _________
8 _________
Directions: Make the objects below into groups of two to see if they are even or odd. Example 6
9
7
______ Even
______
______
14
5
18
______
______
______
© 2013 Shaun Sanchez
Objective
2.OA.4 Numbers and Operations in Base Ten
I can use repeated addition to help me understand multiplication.
Directions: Make rectangular arrays below to show repeated addition.
14
21
Example
6 + 6 + 6 = 18
18
12
© 2013 Shaun Sanchez
24
Objective I can use place value to round whole numbers to the nearest 10 or 100.
3rd Grade Numbers and Operations in Base Ten
Directions: Round each number in the box to the nearest 10. Use the boxes below to decide what color to make each box. 5
29
27
34
23
6
9
20
76
83
24
31
28
32
25
10
13
23
81
75
16
85
66
73
7
22
6
8
77
84
12
93
73
67
11
17
16
19
22
8
18
15
69
19
12
6
21
7
13
21
24
65
73
72
11
14
18
68
70
9
9
74
55
60
56
57
63
62
60
15
14
65
71
67
63
61
58
59
64
20
17
45
51
54
47
48
52
49
54
5
39
50
46
53
54
45
49
51
46
38
41
35
44
36
35
43
40
37
38
42
71
If the number adds up to: 10 or 20Color it light blue
40- Color it green
70- Color it peach
50- Color it dark blue
80- Color it yellow
30- Color it light green
60- Color it red
90- Color it brown
© 2013 Shaun Sanchez
Objective I can use place value to round whole numbers to the nearest 10 or 100.
3rd Grade Numbers and Operations in Base Ten
Directions: Round each number in the box to the nearest 100. Use the boxes below to decide what color to make each box. 146
550
98
779
91
330
269
455
301
487
612
121
814
144
596
846
756
619
632
563
130
800
136
642
149
303
490
289
505
340
796
125
777
101
567
849
635
751
590
756
110
560
119
772
129
290
344
515
315
500
630
808
605
813
648
800
585
838
779
600
275
301
450
347
299
480
320
460
253
323
829
595
803
834
565
620
769
642
580
579
281
470
333
267
506
321
525
255
475
245
570
844
615
822
625
847
575
823
763
841
296
322
549
465
310
283
485
302
521
287
If the number rounds to: 100Color it blue © 2013 Shaun Sanchez
300 or 500Color it red
600 or 800Leave it white.
Objective
2.NBT.1 Numbers and Operations in Base Ten
I can fluently add and subtract within 1,000.
Directions: Count the base ten blocks and write the number in the sun. 1.
2.
3.
4.
© 2013 Shaun Sanchez
Objective
2.NBT.1 Numbers and Operations in Base Ten
I can fluently add and subtract within 1,000.
Directions: Subtract to find the difference. 1. 86 - 45=
2. 573 - 206=
3. 749 - 258=
4.
5.
6.
7.
836 - 548=
732 - 458
11.
3,771 - 2,504
© 2013 Shaun Sanchez
508 - 443=
500 - 428=
8.
9.
10.
12.
13.
14.
621 - 257
3,288 - 1,490
500 - 267
6,004 - 1,739
634 - 479
4,038 - 3,226
Objective
2.NBT.2 Numbers and Operations in Base Ten
I can count to 1,000 using 1s, 5s, 10s and 100s.
Write the missing numbers.
212
217
726
444
448
900
336
© 2013 Shaun Sanchez
728
Objective
2.NBT.2 Numbers and Operations in Base Ten
I can count to 1,000 using 1s, 5s, 10s and 100s.
Count to 1,000 by 100’s- write them on the watermelon slices.
0
Fill in the missing numbers from 10-1000, counting by 10’s. 10
20
60 130
140
210
180 250
320
340
200 290
360
380
410
500 530
570
620 710
650
720
690 760
830 910
© 2013 Shaun Sanchez
840
890 950
Objective
2.NBT.3 Numbers and Operations in Base Ten
I can read and write numbers to 1,000 in different ways.
Count the base 10 blocks. Write the number, number word, and the expanded form. Base 10 Blocks
© 2013 Shaun Sanchez
Number
Number Word
Expanded Form
Objective
2.NBT.4 Numbers and Operations in Base Ten
I can compare three-digit numbers using .
Directions: Compare the numbers using < > or =.
421 ____ 345
675 ____ 576
100 ____ 109
881 ____ 879
232 ____ 218
551 ____ 555
200____ 410
600____ 600
688____ 710
786 ____ 966
146 ____ 245
252____ 244
© 2013 Shaun Sanchez
Objective
2.NBT.6 Numbers and Operations in Base Ten
I can add more than two big numbers.
Add the numbers using addition strategies.
15
+
36 + 19
+
12
=
21
+
14
+
18
+
22
=
43
+
13
+
20
+
9
= ___________
35
+
38 + 17
+
36
=
26
+
18
+
12
+
17
=
26
+
31
+
47
+
8
=
17
+
18
+
19
+
20
=
© 2013 Shaun Sanchez
___________ ___________
___________ ___________ ___________ ___________
Objective I can add and subtract with regrouping.
2.NBT.7 Numbers and Operations in Base Ten
Directions: Add the numbers and match them with their sum.
1.
102 + 305
638
2.
395 + 243
407
3.
485 + 263
950
4.
740 + 210
287
5.
164 + 123
748
© 2013 Shaun Sanchez
Objective
2.NBT.8 Numbers and Operations in Base Ten
I can add and subtract tens and hundreds in my head.
Directions: Mentally add or subtract ten to fill in the boxes.
710
720
730
740
760
770
790
390 380
360
350
330 320
300
Directions: Mentally add or subtract hundreds to fill in the boxes.
314 100 less
213 100 more
100 less
867 100 less © 2013 Shaun Sanchez
100 more
742 100 more
100 less
100 more
Objective
2.MD.1 Numbers and Operations in Base Ten
I can use different tools to measure objects.
Directions: Circle the best tool for measuring each object. 1. Which tool would you use to find out how much a book weighs? a.
b.
c.
d.
2. Which tool would you use to see how warm it is outside? a.
b.
c.
d.
2. Which tool would you use to see how long your book is? a.
© 2013 Shaun Sanchez
b.
c.
d.
Objective I can use standard units or grams, kilograms, and liters to estimate volume and mass.
2.MD.3 Measurement and Data
Directions: Estimate the length of each object by circling your answer.
A. 16 feet
B. 16 inches
C. 16 centimeters
A. 4 Inches
B. 4 Feet
C. 4 Meters
A. 5 Centimeters
B.5 Inches
C. 5 Feet
© 2013 Shaun Sanchez
Objective
2.MD.5 Measurement and Data
I can use addition and subtraction to solve measurement problems.
! An ear of corn is 11 inches long. A chicken leg is 8 inches long. How much longer is the corn than the chicken leg?
___________ !
Tom threw a baseball 24 feet, he needed to throw it 16 feet further to get to the catcher. How far away was the catcher from Tom?
___________ © 2013 Shaun Sanchez
!
Three ants crawled out of a picnic basket. The first ant crawled 24 inches. The second ant crawled 38 inches, and the third went 13 inches. How far did they crawl in all?
___________ ! The zebra at the zoo was 146 meters away from Paul. The Giraffe was 263 meters away. How much further was the giraffe?
___________
Objective
2.MD.5 Measurement and Data
I can make and use a number line.
Directions: Write the missing number on the number line. 1. 12
13
33
34
14
18
19
21
2. 39
3. 43 4. 78
79
81
83
86
5. 63 © 2013 Shaun Sanchez
Objective
2.MD.5 Measurement and Data
I can tell time to five minutes.
Directions: Write the time under each clock.
___:___
___:___
___:___
___:___
© 2013 Shaun Sanchez
Objective
2.MD.5 Measurement and Data
I can tell time to five minutes.
Directions: Draw the hands to match the time.
2 1 5
4 2 0
7 5 5
8 3 0
© 2013 Shaun Sanchez
Objective
2.MD.5 Measurement and Data
I can tell time to five minutes.
Directions: Draw the hands to match the time.
9 4 0
5 0 5
1 1 0
3 4 5
© 2013 Shaun Sanchez
Objective
2.MD.8 Measurement and Data
I can count money to help me solve word problems.
Directions: Write the value of each coin. Penny ________
Nickel ________
Dime ________
Quarter_______
Count the money, and write the amount
________
________
________ © 2013 Shaun Sanchez
Objective
2.MD.10 Measurement and Data
I can make a graph.
Directions: Create a bar graph with the information provided. Then answer the questions. Favorite Pets 10 9 8
Dog
6
Cat
7
Fish
3
Turtle
9
7 6 5 4 3 2 1 0
Dog
Cat
Fish
Turtle
1. How many students liked cats the best? ___________________________ 2. Which pet was the least liked? _________________________________ 3. How many more people liked turtles than fish? ______________________ 4. How many children voted in total? _______________________________
© 2013 Shaun Sanchez
Objective I can name and draw shapes. (I know triangles, quadrilaterals, pentagons, hexagons and cubes.)
2.G.1 Geometry
Directions: Write the name of the shape below each shape.
_____ _____ _____
_____ _____ _____ © 2013 Shaun Sanchez
Summer Math Assignment 3rd Grade – Room 15 Due: Wednesday, August 2nd
Summer Math Reinforcement Packet Students Entering into 3rd Grade Our second graders had a busy year learning new math skills. Mastery of all these skills is extremely important in order to develop a solid math foundation. The third grade math program will add onto these second grade skills, so any time spent learning or reinforcing these concepts will be very beneficial for your child. Each year builds upon the previous year’s skills in math. Any areas your child has difficulty you may want to give them additional practice. Student mastery of the basic math skills is as important to success in future mathematical procedures and reasoning as learning the alphabet is to reading and writing. Have your child complete the entire packet. Encourage your child to pace themselves and do a few pages/problems per day/week. Please return this completed packet on Wednesday, August 2nd. This packet will count as a math grade, and it will be the first grade of the year.
After your child has completed the math problems and you feel your child is still struggling on a certain concept and needs further practice, you can have your child play games on some of the web sites listed on the next page, play games or make up additional problems of your own for additional practice. If you need another copy of the math packet you can go on the 3rd Grade classroom website at http://www.roberttreatacademy.org and print another copy. Please be sure to search for the teacher's name, and it will lead you to the class page.
Enjoy your summer! Best, Third Grade Team 3rd Grade - Room 15
Reminder - Practicing addition facts and subtraction facts (up to 18 - 9) are VERY important!
SECOND GRADE GRADE LEVEL EXPECTATIONS IN MATHMATICS
When entering third grade this is what is expected that your child should already know. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.
Count, read and write numbers up to 1000 in words and numerals, by 1’s, 10’s and 100’s. Can order numbers from largest to smallest or smallest to largest up to 1000. Can count by 3’s up to 36 and by 4’s up to 48. Can count by 2’s, 5’s, and 10’s starting at any number. Ex. Starting with 35 and count by 5’s. Fluently adding and subtracting 2 numbers through 99. Find distance between numbers on a number line. Ex. How far is 79 from 26? Be able to find the missing number. Ex. 42 + ____ = 57; use the relationship between addition and subtraction to determine the missing number 57 – 42 = ____. Understand multiplication as repeated addition or counting the total number of objects. Example: 3 x 5 = 5 + 5+ 5 = 15, 3 x 5 is 3 groups of 5 objects. Multiplying numbers up to 5 x 5. Understanding division as another way of expressing multiplication using fact families. Example: 2 x 3 = 6 can be rewritten as 6 ÷ 2 = 3 or 6 ÷ 3 = 2. Name and write commonly used fractions ½, 1/3, 2/3, ¼, 2/4, ¾. Place 0 and halves on a number line or a ruler. ½, 1 ½, 2 ½ Can order fractions by size using the denominator up to 1/12. Ex. ½ > 1/12; 1/6 < 1/3 Tell and write time from a traditional clock face in 5 minute intervals using both AM and PM. Interpret time both as minutes after the hour and minutes before the next hour. Use the concept of duration of time. Ex. What time will it be half an hour from 10:15? Can read and write amounts of money using decimals. $1.15 or $0.25 Add and subtract money in mixed units. Ex. $2.50 – 60 cents and $5.75 - $3. Understand perimeter is adding the length of all the sides. Solve simple word problems using length and money. Identify, describe and compare shapes such as triangles, rectangles, squares, circles, semi-circles, spheres and rectangular prisms. Recognize that shapes that have been slid, turned, or flipped are the same shape. Ex. A square rotated ¼ turn is still a square. Read and interpret pictographs with scales or 2 and 3. Ex. Each pizza slice represents 2 kids liking pizza. Or each bat represents 3 kids liking baseball.
Excellent websites for fun learning and reinforcement of math skills: www.wildmath.com Select “Play the game”. Select addition or subtraction and grade. You can race to beat your time. www.harcourtschool.com Click the red box, select math, select HSPMath, select Michigan, click on the “2” ball or “3” ball for a challenge. Select a game. www.aplusmath.com Go under “Flashcards” or “Game Room” on the left side of the screen. They can practice adding and subtracting. Very important to know the addition facts and subtraction facts from memorization or within a couple seconds. www.mathisfun.com Select Money then select Money Master, click on the US flag, select simple. Or you can select numbers then Math Trainer for adding and subtracting. At the home screen select games and pick a game to play. www.eduplace.com Select your state – “Michigan” press submit. Select the student tab then click on the “mathematics” rectangle. Click in the center book “Houghton Mifflin Math 2007”, Click on “Grade 2”. Select any games. Extra Help and Extra Practice is good, also eGames. www.illuminations.nctm.org Select activities then select grade level. Click on Search. www.aaamath.com At the top pick “Second” or “Third” for a challenge. Choose any of the activities like adding or subtracting then select “play” option toward the top of the screen. 20 Questions and countdown games are a good ones. www.funbrain.com Lots of fun games to choose from.
Other games and activities you can play: •
• • • •
•
Take a deck of cards and remove the face cards (kings, queens, jacks). Aces are one. Divide the cards evenly among the players. Keep cards face down in a pile. Each player turns over 3 cards and tries to make their largest number they can with their 3 cards. Everyone must read their number and the one with the largest number collects all the cards. The player with the most cards at the end of the game is the winner. You can play smallest card version to change it up. Using sidewalk chalk, have them count by 3’s or 4’s. Play a game while in the car or waiting in line. What number comes before 260? What number comes after 529? 750 is one more than ____? (749) 339 is one less than____? (340) Practice counting by 5’s, 10’s, or 2’s. When standing in line or driving in a car you give them a number and have them count by 5’s or 10’s from that number. Ex. Start with 35 and count by 10’s. Start with 55 and count by 5’s. Take a deck of cards and remove the face cards (kings, queens, jacks). Aces are one. Divide the cards evenly among 2 players. Each player flips over a card. The first one to add the 2 numbers correctly wins the cards. After going through the pile of cards, the player with the most cards wins. You can do a subtraction version also. With subtraction you can change one of the cards to add a 10 to it. For example you have the cards 4 and 2. You can add ten to any one of card to make it 12 – 4, or 14 – 2. Play store and practice counting change. Give allowances in change and have them count it.
Objective I can use strategies to solve addition and subtraction word problems.
2.OA.1 Operations and Algebraic Thinking
Directions: Read the word problems below. Use strategies to find the answer. 1. Peter 36 beetles at the park. He caught 18 of them. How many beetles were left?
2. Greg’s family ate 14 hotdogs for dinner. They have 9 hotdogs left. How many hotdogs did they have to begin with?
3. The temperature was 46 degrees in the morning. At lunch the temperature was 85 degrees. How much warmer did it get?
4. Greg’s family ate 14 hotdogs for dinner. They have 9 hotdogs left. How many hotdogs did they have to begin with?
© 2013 Shaun Sanchez
Objective I can use strategies to solve addition and subtraction word problems.
2.OA.1 Operations and Algebraic Thinking
Directions: Read the word problems below. Use strategies to find the answer. 5. Jamie sold 26 cups of lemonade on Monday. She sold 17 cups of lemonade on Tuesday, and Jamie sold 12 cups on Wednesday. How many cups did Jamie sell in all?
6. Scott saw 52 butterflies, and Jenny saw 36 butterflies. How many more butterflies did Scott see than Jenny?
4. Write and solve a word problem where the answer is 16.
______________________ ______________________ ______________________ ______________________ © 2013 Shaun Sanchez
Objective
2.OA.2 Operations and Algebraic Thinking
I know my addition facts.
Directions: Solve the addition sentences below. 1.
4 + 4= ____
10.
9 + 13= ____
19.
4 + 7= ____
2.
17 + 3= ____
11.
12 + 2= ____
20.
19 + 1= ____
3.
14 + 4= ____
12.
5 + 12= ____
21.
17 + 2= ____
4.
13 + 3= ____
13.
6 + 14= ____
22.
10 + 10= ____
5.
16 + 2= ____
14.
6 + 13= ____
23.
15 + 5= ____
6.
11 + 9= ____
15.
14 + 6= ____
24.
6 + 5= ____
7.
12 + 8= ____
16.
9 + 8= ____
25.
2 + 9= ____
8.
7 + 11= ____
17.
8 + 10= ____
26.
14 + 3= ____
9.
6 + 14= ____
18.
5 + 12= ____
27.
17 + 2= ____
© 2013 Shaun Sanchez
Objective
2.OA.2 Operations and Algebraic Thinking
I know my addition facts.
1.
4 + 16= ____
10.
3 + 2= ____
19.
2 + 11= ____
2.
3 + 0= ____
11.
2 + 7= ____
20.
2 + 14= ____
3.
1 + 9= ____
12.
4 + 8= ____
21.
5 + 4= ____
4.
5 + 2= ____
13.
2 + 18= ____
22.
1 + 10= ____
5.
2 + 10= ____
14.
3 + 16= ____
23.
4 + 7= ____
6.
4 + 12= ____
15.
1 + 19= ____
24.
0 + 20= ____
7.
1 + 16= ____
16.
0 + 6= ____
25.
1 + 13= ____
8.
3 + 5= ____
17.
3 + 4= ____
26.
4 + 3= ____
9.
1 + 11= ____
18.
1 + 18= ____
27.
3 + 13= ____
© 2013 Shaun Sanchez
Objective
2.OA.2 Operations and Algebraic Thinking
I know my subtraction facts.
1.
16 - 9= ____
10.
8 - 1= ____
19.
8 - 2= ____
2.
13 - 0= ____
11.
17 - 6= ____
20.
18 - 4= ____
3.
19 - 9= ____
12.
11 - 5= ____
21.
18 - 12= ____
4.
14 - 3= ____
13.
19 - 1= ____
22.
17 - 10= ____
5.
13 - 10= ____
14.
4 - 2= ____
23.
6 - 5= ____
6.
16 - 3= ____
15.
20 - 3= ____
24.
20 - 17=____
7.
15 - 9= ____
16.
6 - 2= ____
25.
8 - 5= ____
8.
18 - 8= ____
17.
11 - 10= ____
26.
16 - 1= ____
9.
19 - 7= ____
18.
4 - 4= ____
27.
20 - 12=____
© 2013 Shaun Sanchez
Objective
2.OA.2 Operations and Algebraic Thinking
I know my subtraction facts.
1.
19 - 10= ____
10.
20 - 20=____
19.
8 - 1= ____
2.
12 - 9= ____
11.
6 - 3= ____
20.
13 - 3= ____
3.
11 - 9= ____
12.
4 - 0= ____
21.
11 - 11= ____
4.
10 - 5= ____
13.
19 - 10= ____
22.
20 - 5= ____
5.
18 - 15= ____
14.
13 - 8= ____
23.
19 - 7= ____
6.
15 - 1= ____
15.
16 - 15= ____
24.
20 - 17=____
7.
4 - 1= ____
16.
19 - 7= ____
25.
17 - 14= ____
8.
6 - 2= ____
17.
10 - 0= ____
26.
16 - 3= ____
9.
18 - 17= ____
18.
18 - 5= ____
27.
19 - 3= ____
© 2013 Shaun Sanchez
Objective
2.OA.3 Operations and Algebraic Thinking
I can group objects to tell if a number is odd or even
Directions: Determine whether the numbers are odd or even by counting by 2’s. Write odd or even for the numbers below. 4 _________
18 _________
10 _________
15 _________
19 _________
8 _________
Directions: Make the objects below into groups of two to see if they are even or odd. Example 6
9
7
______ Even
______
______
14
5
18
______
______
______
© 2013 Shaun Sanchez
Objective
2.OA.4 Numbers and Operations in Base Ten
I can use repeated addition to help me understand multiplication.
Directions: Make rectangular arrays below to show repeated addition.
14
21
Example
6 + 6 + 6 = 18
18
12
© 2013 Shaun Sanchez
24
Objective I can use place value to round whole numbers to the nearest 10 or 100.
3rd Grade Numbers and Operations in Base Ten
Directions: Round each number in the box to the nearest 10. Use the boxes below to decide what color to make each box. 5
29
27
34
23
6
9
20
76
83
24
31
28
32
25
10
13
23
81
75
16
85
66
73
7
22
6
8
77
84
12
93
73
67
11
17
16
19
22
8
18
15
69
19
12
6
21
7
13
21
24
65
73
72
11
14
18
68
70
9
9
74
55
60
56
57
63
62
60
15
14
65
71
67
63
61
58
59
64
20
17
45
51
54
47
48
52
49
54
5
39
50
46
53
54
45
49
51
46
38
41
35
44
36
35
43
40
37
38
42
71
If the number adds up to: 10 or 20Color it light blue
40- Color it green
70- Color it peach
50- Color it dark blue
80- Color it yellow
30- Color it light green
60- Color it red
90- Color it brown
© 2013 Shaun Sanchez
Objective I can use place value to round whole numbers to the nearest 10 or 100.
3rd Grade Numbers and Operations in Base Ten
Directions: Round each number in the box to the nearest 100. Use the boxes below to decide what color to make each box. 146
550
98
779
91
330
269
455
301
487
612
121
814
144
596
846
756
619
632
563
130
800
136
642
149
303
490
289
505
340
796
125
777
101
567
849
635
751
590
756
110
560
119
772
129
290
344
515
315
500
630
808
605
813
648
800
585
838
779
600
275
301
450
347
299
480
320
460
253
323
829
595
803
834
565
620
769
642
580
579
281
470
333
267
506
321
525
255
475
245
570
844
615
822
625
847
575
823
763
841
296
322
549
465
310
283
485
302
521
287
If the number rounds to: 100Color it blue © 2013 Shaun Sanchez
300 or 500Color it red
600 or 800Leave it white.
Objective
2.NBT.1 Numbers and Operations in Base Ten
I can fluently add and subtract within 1,000.
Directions: Count the base ten blocks and write the number in the sun. 1.
2.
3.
4.
© 2013 Shaun Sanchez
Objective
2.NBT.1 Numbers and Operations in Base Ten
I can fluently add and subtract within 1,000.
Directions: Subtract to find the difference. 1. 86 - 45=
2. 573 - 206=
3. 749 - 258=
4.
5.
6.
7.
836 - 548=
732 - 458
11.
3,771 - 2,504
© 2013 Shaun Sanchez
508 - 443=
500 - 428=
8.
9.
10.
12.
13.
14.
621 - 257
3,288 - 1,490
500 - 267
6,004 - 1,739
634 - 479
4,038 - 3,226
Objective
2.NBT.2 Numbers and Operations in Base Ten
I can count to 1,000 using 1s, 5s, 10s and 100s.
Write the missing numbers.
212
217
726
444
448
900
336
© 2013 Shaun Sanchez
728
Objective
2.NBT.2 Numbers and Operations in Base Ten
I can count to 1,000 using 1s, 5s, 10s and 100s.
Count to 1,000 by 100’s- write them on the watermelon slices.
0
Fill in the missing numbers from 10-1000, counting by 10’s. 10
20
60 130
140
210
180 250
320
340
200 290
360
380
410
500 530
570
620 710
650
720
690 760
830 910
© 2013 Shaun Sanchez
840
890 950
Objective
2.NBT.3 Numbers and Operations in Base Ten
I can read and write numbers to 1,000 in different ways.
Count the base 10 blocks. Write the number, number word, and the expanded form. Base 10 Blocks
© 2013 Shaun Sanchez
Number
Number Word
Expanded Form
Objective
2.NBT.4 Numbers and Operations in Base Ten
I can compare three-digit numbers using .
Directions: Compare the numbers using < > or =.
421 ____ 345
675 ____ 576
100 ____ 109
881 ____ 879
232 ____ 218
551 ____ 555
200____ 410
600____ 600
688____ 710
786 ____ 966
146 ____ 245
252____ 244
© 2013 Shaun Sanchez
Objective
2.NBT.6 Numbers and Operations in Base Ten
I can add more than two big numbers.
Add the numbers using addition strategies.
15
+
36 + 19
+
12
=
21
+
14
+
18
+
22
=
43
+
13
+
20
+
9
= ___________
35
+
38 + 17
+
36
=
26
+
18
+
12
+
17
=
26
+
31
+
47
+
8
=
17
+
18
+
19
+
20
=
© 2013 Shaun Sanchez
___________ ___________
___________ ___________ ___________ ___________
Objective I can add and subtract with regrouping.
2.NBT.7 Numbers and Operations in Base Ten
Directions: Add the numbers and match them with their sum.
1.
102 + 305
638
2.
395 + 243
407
3.
485 + 263
950
4.
740 + 210
287
5.
164 + 123
748
© 2013 Shaun Sanchez
Objective
2.NBT.8 Numbers and Operations in Base Ten
I can add and subtract tens and hundreds in my head.
Directions: Mentally add or subtract ten to fill in the boxes.
710
720
730
740
760
770
790
390 380
360
350
330 320
300
Directions: Mentally add or subtract hundreds to fill in the boxes.
314 100 less
213 100 more
100 less
867 100 less © 2013 Shaun Sanchez
100 more
742 100 more
100 less
100 more
Objective
2.MD.1 Numbers and Operations in Base Ten
I can use different tools to measure objects.
Directions: Circle the best tool for measuring each object. 1. Which tool would you use to find out how much a book weighs? a.
b.
c.
d.
2. Which tool would you use to see how warm it is outside? a.
b.
c.
d.
2. Which tool would you use to see how long your book is? a.
© 2013 Shaun Sanchez
b.
c.
d.
Objective I can use standard units or grams, kilograms, and liters to estimate volume and mass.
2.MD.3 Measurement and Data
Directions: Estimate the length of each object by circling your answer.
A. 16 feet
B. 16 inches
C. 16 centimeters
A. 4 Inches
B. 4 Feet
C. 4 Meters
A. 5 Centimeters
B.5 Inches
C. 5 Feet
© 2013 Shaun Sanchez
Objective
2.MD.5 Measurement and Data
I can use addition and subtraction to solve measurement problems.
! An ear of corn is 11 inches long. A chicken leg is 8 inches long. How much longer is the corn than the chicken leg?
___________ !
Tom threw a baseball 24 feet, he needed to throw it 16 feet further to get to the catcher. How far away was the catcher from Tom?
___________ © 2013 Shaun Sanchez
!
Three ants crawled out of a picnic basket. The first ant crawled 24 inches. The second ant crawled 38 inches, and the third went 13 inches. How far did they crawl in all?
___________ ! The zebra at the zoo was 146 meters away from Paul. The Giraffe was 263 meters away. How much further was the giraffe?
___________
Objective
2.MD.5 Measurement and Data
I can make and use a number line.
Directions: Write the missing number on the number line. 1. 12
13
33
34
14
18
19
21
2. 39
3. 43 4. 78
79
81
83
86
5. 63 © 2013 Shaun Sanchez
Objective
2.MD.5 Measurement and Data
I can tell time to five minutes.
Directions: Write the time under each clock.
___:___
___:___
___:___
___:___
© 2013 Shaun Sanchez
Objective
2.MD.5 Measurement and Data
I can tell time to five minutes.
Directions: Draw the hands to match the time.
2 1 5
4 2 0
7 5 5
8 3 0
© 2013 Shaun Sanchez
Objective
2.MD.5 Measurement and Data
I can tell time to five minutes.
Directions: Draw the hands to match the time.
9 4 0
5 0 5
1 1 0
3 4 5
© 2013 Shaun Sanchez
Objective
2.MD.8 Measurement and Data
I can count money to help me solve word problems.
Directions: Write the value of each coin. Penny ________
Nickel ________
Dime ________
Quarter_______
Count the money, and write the amount
________
________
________ © 2013 Shaun Sanchez
Objective
2.MD.10 Measurement and Data
I can make a graph.
Directions: Create a bar graph with the information provided. Then answer the questions. Favorite Pets 10 9 8
Dog
6
Cat
7
Fish
3
Turtle
9
7 6 5 4 3 2 1 0
Dog
Cat
Fish
Turtle
1. How many students liked cats the best? ___________________________ 2. Which pet was the least liked? _________________________________ 3. How many more people liked turtles than fish? ______________________ 4. How many children voted in total? _______________________________
© 2013 Shaun Sanchez
Objective I can name and draw shapes. (I know triangles, quadrilaterals, pentagons, hexagons and cubes.)
2.G.1 Geometry
Directions: Write the name of the shape below each shape.
_____ _____ _____
_____ _____ _____ © 2013 Shaun Sanchez
