Student Learning Extension Opportunities Kindergarten-Grade 2
Transcript of Student Learning Extension Opportunities Kindergarten-Grade 2
Student Learning Extension Opportunities Kindergarten-Grade 2
Directions: These learning activities are provided for practice opportunities. Refreshing your memory of the concepts learned and keeping your mind engaged will help you maintain the skills you have learned. These learning activities are designed to provide practice over the course of the week, so spread out the work. We look forward to seeing you back in class soon.
WEEK ONE Reading and Writing (Science and Social Studies Integration):
Week 1, Day 1 ● Read a book at your reading level for fifteen minutes. Keep track of your daily reading on the
reading log below.● Kindergarten: Complete the following writing prompt worksheet: “If I could be an animal, I
would be ________.”● Grade 1: Read the passage, “The Truth About Koalas.” After reading, answer the two
questions and write sentences describing how your day is different from a koala’s day. Besure to use details from the story.
● Grade 2: Read the passage, “A New Home.” After reading, answer the questions and writeabout a time you were afraid or sad, but turned out to be happy in the end.
Week 1, Day 2 ● Read a book at your reading level for fifteen minutes. Keep track of your daily reading on the
reading log below.● Kindergarten: Complete the kindergarten letter-sound phonics activity, “Phonics:
Letter-Sound Dominoes” to practice.● Grade 1: Read the passage, “How the Wright Brothers Learned to Fly.” After reading, answer
the two questions and write at least three sentences describing what the Wright Brotherslearned from watching birds. Be sure to use details from the story.
● Grade 2: Read the passage, “A Real-Life Action Hero.” After reading, answer the questions.
Week 1, Day 3 ● Read a book at your reading level for fifteen minutes. Keep track of your daily reading on the
reading log below.● Kindergarten: Work with a family member to complete Investigation 1: Observing Trees.● Grade 1: Read the passage, “The Fastest Cat on the Block.” After reading, answer the two
questions and write three things cheetahs can and cannot do.● Grade 2: Read the passage, “Making a Difference, One Bag at a Time.” After reading,
answer the questions and write how the Care Bags Foundation is making a difference.
Week 1, Day 4 ● Read a book at your reading level for fifteen minutes. Keep track of your daily reading on the
reading log below.● Kindergarten: Complete the following writing prompt worksheet: “If I had three wishes, my
wishes would be ________.”● Grade 1: Read the passage, “Looking for Change.” After reading, answer the questions and
draw a picture of Harry’s all-weather wardrobe.● Grade 2: Read the passage, “Growth and Change.” Answer the questions and write an
ending to the story.
Student Learning Extension Opportunities Kindergarten-Grade 2
Week 1, Day 5 ● Read a book at your reading level for fifteen minutes. Keep track of your daily reading on the
reading log below. ● Kindergarten: Complete the kindergarten letter-sound phonics activity, “Phonics: Brown Bag
It” to practice. ● Grade 1: Read the passage, “Cook Up a Surprise.” After reading, answer the two questions
and write sentences describing how the class and teacher feel about each other. Be sure to use details from the story.
● Grade 2: Read the two passages, “Slow Food and Eating Together.” After reading, answer the six questions.
Mathematics: Week 1, Day 1
● Complete the appropriate grade-level worksheet(s) labeled Grade K, 1, or 2. Week 1, Day 2
● Complete the appropriate grade-level worksheet(s) labeled Grade K, 1, or 2.
Week 1, Day 3 ● Complete the appropriate grade-level worksheet(s) labeled Grade K, 1, or 2.
Week 1, Day 4
● Complete the appropriate grade-level worksheet(s) labeled Grade K, 1, or 2.
Week 1, Day 5 ● Complete the appropriate grade-level worksheet(s) labeled Grade K, 1, or 2.
Reading Log
Read a book at your reading level for fifteen minutes. Keep track of your daily reading on the reading log below. You may use the 100 Ways to Raise a Reader menu to read texts in a variety of different ways.
Title(s)
Day 1 Day 2 Day 3 Day 4 Day 5
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Read
to
Read
with
#1fo
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s
Padres
A
buelos
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ascota o muñeco de peluche
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lub de lectura (privado o enlínea)
Leer a alguien por Skype,Facetim
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ómics, novela grafica, chistes
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as ootro lenguaje
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anualidades
Poesía, obra de teatro, m
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discursos
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uentos de fantasías, mitos o
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Un libro que ahora es película
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anual o algo que te enseñeuna nueva tecnología ohabilidad
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divinanzas matem
áticas(bedtim
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atálogos, volantes, correo nodeseado
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arteles publicitarios o señalesde transito
Lee sobre tus anim
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Lee sobre un lugar q
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Lee un libro que tom
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Lee un libro de m
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Lee un libro que recibió unprem
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recomendación
Lee sobre tu deporte favorito,equipo, atleta , o entrenador
Lee sobre días festivos,tradiciones o culturas del m
undo
Lee sobre tu ciudad, estado,país, o continente
Lee sobre tu salud, nutrición, o elejercicio
Lee sobre la am
istad
Lee un blog y com
enta
Lee en voz alta im
itando lasvoces de cada personaje
Lee los subtítulos en la TV o deuna ca
nción en YouTube
Tom
a turnos leyendo un párrafo,o
cada pagina de un libro
Escucha un audiolibro, librodigital o iBook
Lee con un ap
untador o un títere
en tu dedo índice
Juega juegos de lectura com
oScrabble, Boggle, Bananagram
s,Brain Q
uest, Mad Libs,
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anta la letra de canciones deun artista o una orquesta
Vístete en pijam
as o disfraz
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a, después de lahora de dorm
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ientras cocinas o comes
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ientras esperas en unsalón, estilistas, doctor,aeropuerto
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Hotel, m
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Leer com
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Tienda, m
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Leer en la tina del baño (sinagua
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En el sofá, en una alm
ohada,dentro de una cobija
Instrucciones: Usa las siguiente lista para animar a sus niños a escoger lo que d
esean leer, durante el
tiempo que pued
an. Necesitam
os su ayuda para inspirar a una com
unidad
de lectores.
Leer a Leer con
#1forKids
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Phonics
K-1 Student Center Activities: Phonics ©2005 The Florida Center for Reading Research (Revised, 2008)
ObjectiveThe student will match initial phonemes to graphemes.
MaterialsPicture/letter domino cards (Activity Master P.016.AM1a - P.016.AM1e) Copy on card stock, laminate, and cut.
ActivityStudents match initial sounds of pictures to letters while playing a domino game. 1. Scatter domino picture cards face up on a flat surface.2. Taking turns, student one places the START domino on the table, names the picture on the
other side of the domino, and says its initial sound (i.e., “lamp, /l/”).3. Looks for a domino with the letter that corresponds to the initial sound, names it, and says
its sound (i.e., “l, /l/”). Connects the two dominoes.4. Student two names the picture on the other side of the domino (i.e., “hammer”), says its
initial sound (i.e., “/h/”), and finds the domino with the corresponding letter. Names theletter and says its sound (i.e., “h, /h/”). Connects it to the domino.
5. Continue until all dominoes are connected.6. Peer evaluation
P.016 Letter-Sound CorrespondenceLetter-Sound Dominoes
Extensions and AdaptationsMake and use final sound picture/letter domino cards (Activity Master P.016.AM2).Make and use medial sound picture/letter domino cards (Activity Master P.016.AM2).Make and use upper- and lowercase letter domino cards (Activity Master P.016.AM2).
STARTL
H
J XN C
Kindergarten, Week 1, Day 2
Phonics
K-1 Student Center Activities: Phonics©2005 The Florida Center for Reading Research (Revised, 2008)
Letter-Sound Dominoes
domino cards: START/lamp, L/hammer, H/zebra, Z/umbrella, U/jacks, J/quilt
STAR
T LUZ
HJ
P.016.AM1a
Kindergarten, Week 1, Day 2
Phonics
K-1 Student Center Activities: Phonics ©2005 The Florida Center for Reading Research (Revised, 2008)
P.016.AM1b Letter-Sound Dominoes
domino cards: Q/nine, N/inch, I/monkey, M/cat, C/x-ray, X/dog
NQCM
IX
Kindergarten, Week 1, Day 2
Phonics
K-1 Student Center Activities: Phonics©2005 The Florida Center for Reading Research (Revised, 2008)
P.016.AM1cLetter-Sound Dominoes
domino cards: D/wink, W/pencil, P/octopus, O/tent, T/kiss, K/grapes
WDTO
PK
Kindergarten, Week 1, Day 2
Phonics
K-1 Student Center Activities: Phonics ©2005 The Florida Center for Reading Research (Revised, 2008)
YGBR
ES
P.016.AM1d Letter-Sound Dominoes
domino cards: G/yak, Y/egg, E/robot, R/brush, B/skunk, S/ant
Kindergarten, Week 1, Day 2
Phonics
K-1 Student Center Activities: Phonics©2005 The Florida Center for Reading Research (Revised, 2008)
VA F
P.016.AM1eLetter-Sound Dominoes
domino cards: A/violin, V/fish, F/END
END
Kindergarten, Week 1, Day 2
Phonics
K-1 Student Center Activities: Phonics ©2005 The Florida Center for Reading Research (Revised, 2008)
P.016.AM2 Letter-Sound Dominoes
blank domino cards
Kindergarten, Week 1, Day 2
FOSS Next Generation© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Name
hOmE/schOOL cONNEcTiONInvestigation 1: Observing Trees
Date
Trees and Weather Module Investigation 1: Observing Trees
No. 13—Teacher Master
Read this aloud with your child before doing the activity together.
Think of a place near your home where there are trees. This should be a place where there are not too many trees to count. Your street, block, yard, or a neighborhood park might be good choices.
Activity1. Without looking, guess how many trees there are in the place you chose. Ask
everyone in your family to guess the number of trees.
trees.
trees.
trees.
thinks there are
thinks there are
thinks there are
thinks there are trees.
2. Go outdoors together, and count the trees. Look at the kinds of trees you find.Compare bark, leaves, and the shapes of the trees. Answer these questions.
• Howmanytreesdidyoufind?
• Howmanydifferentkindsofleavesdidyoufind?
• Whatkindsofanimalsdidyoufindlivinginthetrees?
• Whatdidyoufindaroundthetrees?
3. Record what you saw.
trees.We counted
We found
Kindergarten, Week 1, Day 3
Draw a picture of your three wishes.
If I had three wishes, my wishes would be...
Kindergarten, Week 1, Day 4
Phonics
K-1 Student Center Activities: Phonics©2005 The Florida Center for Reading Research (Revised, 2008)
ObjectiveThe student will match initial phonemes to graphemes.
MaterialsSmall brown paper bagsLabel each of 26 bags with one letter of the alphabet.Print resources (e.g., magazines and catalogs)Review the print resources to ensure the information is appropriate for young children.Scissors
ActivityStudents sort pictures by initial sounds into bags labeled with the letters of the alphabet.1. Place paper bags in alphabetical order on a flat surface. Place print resources and scissors at
the center.2. The student cuts 10-20 pictures from the print resources.3. Names each picture, says its initial sound (e.g., “basketball, /b/”), and places picture in
corresponding bag.4. Continues until all pictures are sorted.5. Teacher evaluation
Letter-Sound Correspondence P.012Brown Bag It
Extensions and AdaptationsCheck the pictures in the bags for initial sound matches during a whole group activity.Use pictures to make a class alphabet book.Sort pictures by final or medial sounds.
Kindergarten, Week 1, Day 5
Phonics
K-1 Student Center Activities: Phonics ©2005 The Florida Center for Reading Research (Revised, 2008)
ObjectiveThe student will match initial phonemes to graphemes.
MaterialsStudent photographsPoster boardWrite the letters of the alphabet vertically down the left side of the poster board.
ActivityStudents match the initial sounds in classmates’ names to letters using student photographs.1. Place scattered student photographs on a flat surface. Place poster board at the center.2. Working in pairs, students select a photograph, name the student, and say the initial sound
in the student’s name.3. Place photograph on the chart beside the letter that corresponds to the initial sound.4. Continue until all photographs are sorted.5. Peer evaluation
Letter-Sound CorrespondenceP.013Photo Chart
Extensions and AdaptationsSort student names by final sound. Sort picture cards by initial sound (Activity Master P.013.AM1a - P.013.AM1c).
A
B
C
D
E
F
Kindergarten, Week 1, Day 5
Phonics
K-1 Student Center Activities: Phonics©2005 The Florida Center for Reading Research (Revised, 2008)
P.013.AM1aPhoto Chart
picture cards: apple, ball, camera, dinosaur, egg, fan, gorilla, hug, igloo
Kindergarten, Week 1, Day 5
Phonics
K-1 Student Center Activities: Phonics ©2005 The Florida Center for Reading Research (Revised, 2008)
P.013.AM1b Photo Chart
picture cards: jug, kangaroo, lion, monkey, nose, ostrich, popcorn, queen, robot
Kindergarten, Week 1, Day 5
Phonics
K-1 Student Center Activities: Phonics©2005 The Florida Center for Reading Research (Revised, 2008)
P.013.AM1cPhoto Chart
picture cards: snail, tiger, umbrella, vacuum, wheel, x-ray, yak, zipper
Kindergarten, Week 1, Day 5
Read “The Truth About Koalas.”
Answer the following two questions:
1) What do koalas look like?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
2) Why do koalas have a pouch?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Write three sentences describing how your day is different from a koala’s day. Be sure to use details from the story.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Grade 1, Week 1, Day 1
Read “How the Wright Brothers Learned to Fly.”
Answer the following two questions:
1) What does the picture tell you about the story?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
2) How did building bicycles help the Wright Brothersmake a flying machine?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Write three sentences describing what the Wright Brothers learned by watching birds. Be sure to use details from the story.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Grade 1, Week 1, Day 2
Read “The Fastest Cat on the Block.”
Answer the following two questions:
1) How are cheetahs like fast cars on the highway?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
2) What are two things you learned about cheetahs fromthe story?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Write three sentences describing some things cheetahs can and cannot do.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Grade 1, Week 1, Day 3
FOSS Next Generation© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Air and Weather ModuleInvestigation 4: Looking for Change
No. 33—Teacher Master
hOmE/sChOOL COnnECTiOnLooking for Change
Read this story with your child. Then have him or her draw a picture of harry in his new clothes.
Harry was always wearing the wrong clothes. When he put on his raincoat, it was warm and sunny outside. When he wore his shorts, the outside temperature was cold. When he decided not to take a jacket with him to school, the wind blew hard.
So Harry decided he wasn’t going to go outside. Soon Harry became very, very lonely. All of his friends wanted to play outside. Harry was left alone, wearing the wrong clothes for the weather.
Then Harry got a grand idea! He would design a set of clothes that he could wear outside at any time and in any weather. If it were sunny and warm, Harry could wear his new clothes. If it were windy and rainy, Harry could wear his new clothes. Even if it were snowing, Harry could wear his new clothes!
So Harry set about designing his new wardrobe.
Grade 1, Week 1, Day 4
FOSS Next Generation© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
• What kind of clothing would Harry need?
___________________________________________________________________
___________________________________________________________________
• What kinds of weather would Harry need to think about?
___________________________________________________________________
___________________________________________________________________
• How can Harry wear the same thing in all kinds of weather?
___________________________________________________________________
___________________________________________________________________
Air and Weather ModuleInvestigation 4: Looking for Change
No. 33—Teacher Master
hOmE/sChOOL COnnECTiOnLooking for Change
Answers the questions below.
Draw a picture of Harry in his new clothes
Grade 1, Week 1, Day 4
Read “Cook Up a Surprise.”
Answer the following two questions:
1) Why did Amy and her classmates think Amy’s mom’sidea was so good?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
2) What would you ask the students about how they createdthe book?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Write about how the class and the teacher feel about each other. Use details from the passage.
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Grade 1, Week 1, Day 5
Read “A New Home.”
Answer the following two questions:
1) Why was Nolan afraid to relocate to California?
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2) What finally made Nolan happy?
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Write about a time you were first afraid or sad about something, but then you turned out to be happy about it inthe end.
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Grade 2, Week 1, Day 1
Read “A Real-Life Action Hero.”
Answer the following following questions:
1) How did Eric learn about what to do if someone ischoking?
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2) What steps would you take in a home emergency?
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3) Why might Eric be considered a "real-life hero?"Use details from the passage.
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Grade 2, Week 1, Day 2
Read “Making a Difference, One Bag at a Time.”
Answer the following two questions:
1) What made Annie sad?
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2) What donations did Annie gather for her bags?
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Write about how the Care Bags Foundation makes a difference. Use details from the passage.
________________________________________________________
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Grade 2, Week 1, Day 3
FOSS Next Generation© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Once upon a time there lived a poor family who worked hard every day. Papa would go to town and look for jobs. Peter would go to the nearby farms to milk cows, and his mother would mend clothes. Everyone worked hard to put food on the table for the evening meal. Everyone, that is, except Henry. Henry was too young to help Papa with his jobs, too afraid of cows to help his brother, and didn’t know how to mend clothes.
One day Henry was sitting by the road to town when a farmer passed on his way to market. “Hello, Henry,” called the farmer. “What are you doing sitting alone by the road?”
“Oh, hello,” mumbled Henry. “I’m wishing I could help my family. Everyone works so hard so we can buy food for our supper. Everyone but me. I’m too young to help Papa, too afraid of cows to help my brother, and I don’t know how to mend clothes with my mother. I’m afraid I’m rather useless.”
“Now, Henry,” replied the farmer, “no person is useless. We all have ways to help. Sometimes it is difficult to discover how.” The farmer reached into his wagon and pulled out a small sack. He handed the sack to Henry and said, “Sometimes all we need is some help getting started and a little creativity. See what you can do with these to help your family. Good luck, Henry.” The farmer continued on his way to market.
Henry looked into the sack. He saw a potato, a carrot, and a handful of seeds. “How will one potato, one carrot, and some seeds help me or my family?” Henry wondered. “It’s not much of a meal.” But as Henry sat and thought, and thought and sat, an idea began to form in his head. As the idea grew, so did his excitement. “I know what I’ll do with these!” exclaimed Henry, as he jumped up and ran home.
Plants and Animals ModuleInvestigation 4: Growth and Change
No. 19—Teacher Master
HOmE/scHOOL cONNEcTiONGrowth and Change Read the following story with your child. Then have him or her write an ending to the story, or dictate an ending for you to write.
Grade 2, Week 1, Day 4
HOmE/scHOOL cONNEcTiONGrowth and Change
What will Henry do?
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How will it help his family?
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Grade 2, Week 1, Day 4
Read “Slow Food” and “Eating Together.”
Answer the following questions:
1) What is the author’s main point, or opinion, in “Slow Food?”
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2) Which reasons and evidence does the author include for people to eat more slowly in “Slow Food?"
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3) What is the author’s main point in “Eating Together?”
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______________________________________________________________ 4) Which reasons and evidence does the author include for people eating meals together in "Eating Together?"
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5) How are the texts similar? Identify two ways.
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6) How are the texts different? Identify two ways.
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Grade 2, Week 1, Day 5
Name Date
Write the numbers that come next when counting by ones.
1. 6
2. 3
3. 9
4. 5
5. 14
6. 7
7. 12
8. 8
9. 10
10. 15
Kindergarten, Week 1, Day 1
Name: ________________________________ Date: _______________
NVACS: Counting and Cardinality (K.CC.2)
In Kindergarten, students should be able to count forward beginning from any number, instead of having to begin at 1.
Practice for Kindergarten: Count on Two More
RPDP.net Page 1
Write the next two numbers.
5
9
11
14
6
13
18
12
7
Kindergarten, Week 1, Day 2
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Write the numbers that come before and after when counting by ones.
1. 8
2. 19
3. 9
4. 4
5. 11
6. 15
7. 7
8. 12
9. 3
10. 9
Kindergarten, Week 1, Day 3
Name
K.CC.2 - Count from any number.
Name Date
More and Less to 10
Count the objects in the middle box. Draw a set that has more and a set that has less. Write the numbers for each set. For example:
Less More
Less More
Less More
Kindergarten, Week 1, Day 4
Name Date
More and Less
1. Draw a set that has 2 more. How many? How many now?
2. How many? Draw a set that has 3 more. How many now?
3. Draw a set that has 2 less. How many? How many now?
4. Draw a set that has 1 less. How many? How many now?
5. Draw a set that has 4 more. How many? How many now?
Kindergarten, Week 1, Day 5
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1.NBT.1 - Count to 120, starting at any number less than 120.
Find It On the Number Line
1. Look at this number line. Put a dot where 2. Look at this number line. Put a dot where
you would find 55 and label it. you would find 89 and label it.
3. Look at this number line. Put a dot where 4. Look at this number line. Put a dot where
you would find 43 and label it. you would find 102 and label it.
5. Look at this number line. Put a dot where 6. Look at this number line. Put a dot where
you would find 76 and label it. you would find 28 and label it.
7. Look at this number line. Put a dot where 8. Look at this number line. Put a dot where
you would find 14 and label it. you would find 112 and label it.
CHALLENGE: Look closely at the numbers.
9. Look at this number line. Put a dot where 10. Look at this number line. Put a dot where
you would find 86 and label it. you would find 108 and label it.
60 50 90 80
50 40 110 100
0
80 70 30 20
20 10 120 110
0
100 80 120 100
0
Grade 1, Week 1, Day 1
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Name Date
1.NBT.1 – Extend the counting sequence to 120.
Fill in the missing numbers.
22
29
38
67
75
82
59
66
73
20
24
33
104
112
120
25
80
94
100
113
Grade 1, Week 1, Day 2
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Name Date
1.NBT.B.2 Understand that the two digits of a two-digit number represent
amounts of tens and ones.
1. Circle the base ten blocks that show the number 42 .
2. Circle the base ten blocks that show the number 65 .
3. Circle the base ten blocks that show the number 38 .
4. Circle the base ten blocks that show the number 76 .
Grade 1, Week 1, Day 3
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Write the numeral that each quantity represents.
5.
6.
7.
8.
9. Maria has 27 marbles in her marble bag.
Which picture shows how many marbles she has?
Explain how you know.
a. b.
Grade 1, Week 1, Day 3
Name Date
Write the numeral. Add and subtract 10.
Numeral +10 -10
4 tens 5 ones
6 tens 3 ones
3 tens 9 ones
9 tens 2 ones
5 tens 5 ones
2 tens 3 ones
7 tens 4 ones
8 tens 5 ones
1 ten 7 ones
4 tens 8 ones
3 tens 6 ones
7 tens 1 one
Grade 1, Week 1, Day 4
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1.NBT.4 - Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10.
Add. 1. 33 + 10 = 2. 57 + 30 =
3. 26 + 50 = 4. 81 + 10 =
5. 75 + 10 = 6. 46 + 30 =
7. 18 + 40 = 8. 62 + 20 =
9. 25 + 70 = 10. 53 + 10 =
Find out what was added.
11. 35 + = 45 12. 47 + = 77
13. 21 + = 41 14. 76 + = 96
15. 54 + = 74 16. 29 + = 79
Grade 1, Week 1, Day 5
Name: ________________________________ Date: _______________
2. NBT.5 NUMBER AND OPERATIONS IN BASE TEN
Use place value understanding and properties of operations to add and subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Note: Since the expectation of this standard is for students to develop fluency in adding and subtracting within 100,
there will need to be a gradual transition from concrete models, to representational drawings, and then finally to
symbols alone. Teachers should resist the urge to teach children a process of lining up digits and adding in columns
before they have fully grasped the concept of composing and decomposing tens. The use of the standard algorithm
for multi-digit addition and subtraction is not mentioned in the standards until 4th grade.
RPDP.net Page 1
Draw a picture or explain how you solved each problem.
33 + 12= 82 -10
88 - 86= 92 -71
51 + 28= 61 +19
99 – 19= 55 +23
Grade 2, Week 1, Day 1
Name Date
Adding Multiples of 10: Partial Model
1.
36 + =
2.
29 + =
3.
+ 64 =
4.
15 + =
5.
17 + =
6.
+ 44 =
7.
+ 37 =
8.
24 + =
9.
55 + =
10.
+ 60 =
Grade 2, Week 1, Day 2
Name Date
Adding Multiples of 10: Missing Addend
1.
+ 40 = 54
2.
29 + = 79
3.
+ 64 = 84
4.
30 + = 73
5.
17 + = 97
6.
+ 30 = 92
7.
+ 47 = 57
8.
59 + = 99
9.
20 + = 37
10.
+ 60 = 93
11.
45 + = 75
12.
+ 30 = 62
14.
+ 19 = 39
13.
10 + = 85
Grade 2, Week 1, Day 3
Name_______________________________
RPDP.net Page 1
2.OA.A.1 OPERATIONS AND ALGEBRAIC THINKING
Represent and solve problems involving addition and subtraction
Use addition and subtraction within 100 to solve one-and two-step word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns
in all positions, e.g., by using drawings and equations with a symbol for the unknown number to
represent the problem.
What to know: Addition = putting together, subtraction = taking apart
GLOSSARY: Addend + Addend = Sum / Minuend — Subtrahend = Difference
1. Andrew had 42 baseball cards in his collection. He bought 13 more at
his friend’s yard sale. How many baseball cards does Andrew have now?
Draw a picture to help you solve this problem.
Write an equation to represent your work.
Example of Adding to w/unknown sum
Grade 2, Week 1, Day 4
Name_______________________________
RPDP.net Page 2
2. Elizabeth had a box of crayons. She found 16 more crayons when
she cleaned out her desk and put them in the box. Now there
are 27 crayons in the box. How many were in the box to begin with?
Draw a picture to help you solve this problem.
Write an equation to represent your work.
3. Calah had 52 tickets for the carnival games. She used
10 tickets for the ring toss and 12 tickets for the
bowling game. How many tickets does Calah have now?
Draw a picture to help you solve this problem.
Write an equation to represent your work.
Example of Adding to
w/unknown addend
Example of Taking from
w/unknown difference
2-step problem
Grade 2, Week 1, Day 4
Name_______________________________
RPDP.net Page 3
4. Will had 28 toy cars in a box. Some of them fell out of the box on
the way to his aunt’s house. When he opened the box,
there were only 9 cars left inside. How many fell out?
Draw a picture to help you solve this problem.
Write an equation to represent your work.
5. Charlotte baked some cupcakes for a bake sale. She sold 23 and
had 17 left over. How many cupcakes did Charlotte bake?
Draw a picture to help you solve this problem.
Write an equation to represent your work.
Example of Taking from w/unknown subtrahend
Example of Taking from
w/unknown minuend
Grade 2, Week 1, Day 4
Name_______________________________
RPDP.net Page 4
6. Gavin and Holly worked together to make a paper
chain with 55 links. At the end of the day, they each
wanted to take home part of the chain. The part Holly
took had 27 links. How many links were in Gavin’s part?
Draw a picture to help you solve this problem.
Write an equation to represent your work.
7. Emma and Joe put together a puzzle. When it was time to clean
up, Emma took apart 21 pieces and Joe took apart 39 pieces.
How many pieces were in the puzzle?
Draw a picture to help you solve this problem.
Write an equation to represent your work.
Example of Taking apart
w/unknown difference
Example of Taking apart w/unknown minuend
Grade 2, Week 1, Day 4
Name Date
Solve each problem. Explain your thinking.
Write an equation(s). Be sure to label your solutions.
1. Sara picked 96 strawberries. She ate 16 of them before putting the rest equallyinto 5 containers. How many strawberries did she put into each container?
2. Evan had 6 packages of gum. Each package had 8 pieces of gum. He gave anequal amount to 6 friends and had 12 left for himself. How many did he give toeach friend?
3. Julian has 8 books. His sister has 3 times as many as Julian has. How many booksdo they have together?
4. Mrs. Hall bought 8 boxes of oranges. Each box had 10 oranges. She gave her 29students each an orange. How many oranges did she have left?
5. Marcus bought some dog treats for his 4 dogs. He wanted each dog to have 8treats. He bought 2 bags that had 30 treats in each. Does he have enough? If hedoes, how many extras will he have? If he doesn’t how many more does he
need?
Can you think of a way to write a single equation for each problem?
Grade 2, Week 1, Day 5