2 grade math...lesson pages are titled “examples – grade 2,” answer pages are titled...

Week: 14 Examples - Grade 2

Examples_Grd2_W14_WP.docx 1

Word Problems

A. Introduction

Word problems are used to apply the math concepts you learn to real life situations. In solving word problems, you have to be able to understand what you are reading, find the keywords, and use math concepts to solve them.

There are many different ways to solve word problems, but the ultimate goal is to be able to understand what the problems are saying and to turn those words into familiar number problems.

Below is a list of keywords and key phrases that will help you figure out whether to add or subtract in a word problem. Memorize the words and their meanings to help you solve word problems.

Add (+) Subtract (–) Altogether

Both Total Sum

Combine

Difference Fewer

How many more Left

Remains

Note: Not all word problems will use the keywords listed above. This list is only here to help you in getting started. It is important to understand what the word problem is asking.

When you begin a word problem, you should do the following: (1) Read through it carefully one to two times. (2) Picture the story from the word problem in your head. Act it out with classmates or family members ifneeded. This is where it can be useful to draw a picture to help solve the problem. (3) Follow the C.U.B.E method, shown below:

Circle the numbers:

These are the numbers you will be adding orsubtracting with

Underline the question and unit: This will remind you what is being asked and toinclude the unit as part of your answer.

Box the keyword:

This word or phrase will tell you to add or subtract.

End with subtraction or addition fact:

End with the numbers you circled and either add or subtract those numbers depending on the boxed key word.

Teaching Tip: Being able to solve word problems is an important part of the curriculum. Make sure to teach each step of the C.U.B.E. method thoroughly.

Unit is the specific item or thing being counted in the word problem.

Student Goals:

I will be able to use the C.U.B.E method to solve word problems.

I will be able to identify keywords for addition and subtraction problems.

I will be able to recognize subtraction keywords ending with “er.”

Student Goals

2nd Grade MathCurriculum Sample

Student goals are listed at the top right of the Examples each week. These are topics that your child should understand by the end of the week.

A Grade Ahead’s rigorous, year-round enrichment program will challenge your child to a higher academic standard. Our math material consists of two components: numerical drills and curriculum. Numerical drills are quick exercises that will improve your child’s speed and accuracy in computational skills while our monthly curriculum includes mathematical topics that your child will see in school. Both numerical drills and curriculum work together to ensure a complete understanding and mastery of each topic.

The numerical drills and curriculum will each have an in-depth lesson (which we call Examples), as well as homework, and answers. In these next pages, we offer a closer look at what our examples, homework, and answers offer as well as a specific sample of both numerical drills and curriculum.



Word Problems

A. Introduction Word problems are used to apply the math concepts you learn to real life situations. In solving word problems, you have to be able to understand what you are reading, find the keywords, and use math concepts to solve them. There are many different ways to solve word problems, but the ultimate goal is to be able to understand what the problems are saying and to turn those words into familiar number problems. Below is a list of keywords and key phrases that will help you figure out whether to add or subtract in a word problem. Memorize the words and their meanings to help you solve word problems.


Both Total Sum

Combine

Difference Fewer

How many more Left

Remains


When you begin a word problem, you should do the following: (1) Read through it carefully one to two times. (2) Picture the story from the word problem in your head. Act it out with classmates or family members if needed. This is where it can be useful to draw a picture to help solve the problem. (3) Follow the C.U.B.E method, shown below: Circle the numbers: These are the numbers you will be adding or subtracting with

Underline the question and unit: This will remind you what is being asked and to include the unit as part of your answer.

Box the keyword: This word or phrase will tell you to add or subtract.

End with subtraction or addition fact: End with the numbers you circled and either add or subtract those numbers depending on the boxed key word.



Student Goals:




Teaching Tip

Teaching tips are suggestions to help you or your teacher present the topic to your child. These could include topics to review first or even an activity to do with your child.

Lesson pages are titled “Examples – Grade 2,” answer pages are titled “Answers – Grade 2,” and homework pages are simply titled “Grade – 2.”



Word Problems

A. Introduction Word problems are used to apply the math concepts you learn to real life situations. In solving word problems, you have to be able to understand what you are reading, find the keywords, and use math concepts to solve them. There are many different ways to solve word problems, but the ultimate goal is to be able to understand what the problems are saying and to turn those words into familiar number problems. Below is a list of keywords and key phrases that will help you figure out whether to add or subtract in a word problem. Memorize the words and their meanings to help you solve word problems.


Both Total Sum

Combine

Difference Fewer

How many more Left

Remains


When you begin a word problem, you should do the following: (1) Read through it carefully one to two times. (2) Picture the story from the word problem in your head. Act it out with classmates or family members if needed. This is where it can be useful to draw a picture to help solve the problem. (3) Follow the C.U.B.E method, shown below: Circle the numbers: These are the numbers you will be adding or subtracting with

Underline the question and unit: This will remind you what is being asked and to include the unit as part of your answer.

Box the keyword: This word or phrase will tell you to add or subtract.

End with subtraction or addition fact: End with the numbers you circled and either add or subtract those numbers depending on the boxed key word.



Student Goals:




ABC Word Boxes

These word boxes define terms used within the lesson that your child may not know.

Each day’s homework usually takes about 30 minutes to complete.

Homework

Each week, four days of homework are given to apply concepts from that week’s lesson and reinforce the topic.

Week: 14 - Day 1 Grade - 2 Week - 14

Grd2_W14_WP_01.DOCX 3

Date:__________ Start time:__________ End time:__________ Score:____/26

Label the following keywords or key phrases as addition or subtraction.

1. How many more

____________

2. Remains

____________

3. Sum

____________

4. Altogether

____________

5. Difference

____________

6. Total

____________

7. Combine

____________

8. Fewer

____________

Use the keywords and key phrases to figure out if each problem is an addition or subtraction problem. Write add or subtract on the blank. 9. What is the total number of apples in the basket? ________________ 10. How many books does Jenna have left? ________________ 11. How many more pieces of candy do we need? ________________ 12. How many total pets do we have? ________________ 13. How many pounds of mulch remain? ________________ 14. Combine the weights of the kids. ________________

Examples

To illustrate the topic, examples are provided to you and your child. These examples help demonstrate how to solve the problem or figure out the answer.



Example: Jonah sells 50 boxes of cookies for school. Andrea sells 28 boxes. How many do they sell total? Let’s use the C.U.B.E. method to solve this problem.

Circle the numbers: Jonah sells 50 boxes of cookies for school. Andrea sells 28 boxes. How many do they sell total?

Underline the question and unit: Jonah sells 50 boxes of cookies for school. Andrea sells 28 boxes. How many do they sell total?

Box the keyword: Jonah sells 50 boxes of cookies for school. Andrea sells 28 boxes. How many do they sell total?

End with subtraction or addition fact: 50 + 28 = 78 boxes of cookies Jonah and Andrea sell 78 boxes of cookies.

B. Subtraction Keywords Other than the keywords listed in the table on the first page, there are more words that help us see that a word problem is a subtraction problem. Comparison words ending with “er” indicate subtraction. Below is a table of these words that will be used this week.

Subtraction “er” Keywords higher longer faster

heavier larger shorter farther

Example: Patrick weighs 171 pounds. His friend, Billy, weighs 189 pounds. How much

heavier is Billy? Let’s use the C.U.B.E. method. Check method to solve this problem.

Circle the numbers: Patrick weighs 171 pounds. His friend, Billy, weighs 189 pounds. How much heavier is Billy?

Underline the question and unit: Patrick weighs 171 pounds. His friend, Billy, weighs 189 pounds. How much heavier is Billy?

Box the keyword: Patrick weighs 171 pounds. His friend, Billy, weighs 189 pounds. How much heavier is Billy?

End with subtraction or addition fact: 189 – 171 = 18 pounds Billy is 18 pounds heavier.

Note: The E in the C.U.B.E. method is changed from 1st grade because students in 2nd grade need not draw pictures to solve their word problems.

Note: Even though “altogether” ends in “er,” it means add.

Answers

Answers are provided to check your child’s homework. Enter the scores into the Parent Portal to track progress and note which areas may need more work.

Week: 14 Answers - Grade 2

Answers_Grd2_W14_WP_S.docx 5

Week: 14 – Day 1 1) subtraction 2) subtraction 3) addition 4) addition 5) subtraction 6) addition 7) addition 8) subtraction 9) add 10) subtract 11) subtract 12) add 13) subtract 14) add 15) Circle: 53 and 33 16) Underline: How many people are left at the bus stop?; people 17) Box: left 18) 53 – 33 = 20 people 19) Circle: 320 and 270 20) Underline: How many Pokémon cards do they have altogether?; Pokémon cards 21) Box: altogether 22) 320 + 270 = 590 Pokémon cards 23) Circle: 378 and 55 24) Underline: How many balloons remain?; balloons 25) Box: remain 26) 378 – 55 = 323 balloons

Day: 1 Addition / Subtraction (Carry 1) Score:_____/24 (Time Goal: 12 minutes)

Date: _____________ Time Taken: ___________

M01_Carry01_W1_01.DOCX 1

Add and subtract these numbers.

1. 97 2. 49 3. 89 4. 49+ 85 + 35 + 17 + 12

5. 77 6. 43 7. 85 8. 65+ 16 + 19 + 68 + 66

9. 49 10. 39 11. 82 12. 39+ 58 + 75 + 30 − 33

13. 94 14. 37 15. 77 16. 47− 34 − 16 − 63 − 23

17. 61 18. 57 19. 88 20. 59+ 41 + 21 − 32 − 42

21. 86 22. 78 23. 24 24. 57− 76 − 43 + 81 + 19

Answers - Addition / Subtraction (Carry 1)

Answers_M01_Carry01_W1.DOCX 1

Day: 1 1) 182 2) 84 3) 106 4) 615) 93 6) 62 7) 153 8) 1319) 107 10) 114 11) 112 12) 6

13) 60 14) 21 15) 14 16) 2417) 102 18) 78 19) 56 20) 1721) 10 22) 35 23) 105 24) 76


EXAMPLES_GRD2_W01_COUNT.docx 1

Counting and Even & Odd Numbers

A. Counting by 2s, 5s, and 10s

By Twos: When counting by 2s, the numbers will skip every other number.

Example: 2, 4, 6, 8, 10, 12, 14

1, 3, 5, 7, 9, 11, 13

By Fives: When counting by 5s, the numbers will all end in one of two digits.

Example: 1, 6, 11, 16, 21, 26

To keep the pattern going, you know the numbers are all ending in 1 or 6. Since the last number used was 26, the next number will be 5 more than that, or 31. Then 36 will follow, and the pattern will continue.

Example: 62, 57, 52, 47, 42, 37

In this pattern, you must count backward, but all of the numbers still end in one of two digits: 2 or 7. Since the last number used was 37, the next number will be 5 less than that, or 32. 27 will follow, and so on.

By Tens: When counting by 10s, the numbers will all end in the same digit.

Example: 1, 11, 21, 31, 41

To keep the pattern going, just increase the tens column to the next number. So, the 4 increases to 5 and the next number is 51, 5 increases to 6 and the next number is 61, and so on.

Example: 194, 184, 174, 164, 154

To continue the pattern, decrease the tens column to the next number. The 5 decreases to a 4, and the next number is 144. Then, the 4 decreases to a 3, and the next number is 134, and so on.

B. Odd and Even Numbers

Teaching Tip: To teach odd and even numbers, write the odd digits (1, 3, 5, 7, 9) in one color and even digits (0, 2, 4, 6, 8) in another color on the board or a piece of paper. Then, ask the student(s) to match up the right most digit of their number with the color to identify odd or even numbers.

Even numbers can be divided into two equal groups.

The number 8 is an even number. If you make 8 lines, you will see that the lines can be divided into two equal groups of 4 lines each.

Student Goals:

I will be able to finish number

patterns of 2s, 5s, and 10s.

I will be able to tell odd and

even numbers apart.


EXAMPLES_GRD2_W01_COUNT.docx 2

Even numbers always end with a 2, 4, 6, 8, or 0. When looking at a number with multiple digits, the last digit is the only number that determines whether or not a number is even.

Example: Is 6 an even number?

Draw 6 lines. Using the first given method, these lines can be divided into two equal groups of 3 lines each.

Yes, 6 is an even number.

Example: Is 72 an even number?

There is a 2 in the last digit. 2 is an even number, so 72 is an even number.

Yes, 72 is an even number.

Odd numbers cannot be divided into two equal groups.

The number 5 is an odd number, so it cannot be evenly divided into two groups. If you make 5 lines, you will see that the lines cannot be divided into two equal groups no matter where you try to divide them.

Odd numbers always end with 1, 3, 5, 7, 9. In a number with multiple digits, the last digit is the number that determines whether or not a number is odd.

Example: Is 7 an odd number?

Draw 7 lines. Using the first given method, these lines cannot be divided into two equal groups.

Yes, 7 is an odd number.

Example: Is 63 an odd number?

There is a 3 in the last digit. 3 is an odd number, so 63 is an odd number.

Yes, 63 is an odd number.


GRD2_W01_COUNT_01.docx 3

Date:__________ Start time:__________ End time:__________

Score: __/16

Fill in the blanks with the correct numbers.

1. 15 20 25 30 35 ________ ________ ________

2. 120 110 100 90 80 ________ ________ ________

3. 34 39 44 49 54 ________ ________ ________

4. 225 230 235 ________ ________ 250 ________ ________

State whether the following numbers are even or odd.

5. 44 6. 127 7. 34 8. 77

________________ ________________ ________________ ________________

Word Problems:

9. Angie went to the store five weeks in a row. She bought 13 apples the 1st week, 15the 2nd week, 17 the 3rd week, and 19 the 4th week. Write down the pattern. By lookingat the pattern, tell how many apples will Angie buy the 5th week?

______________________________________________________________________

10. Mr. Jacobs is teaching his second grade class how to count by 2s. Mr. Jacobs startscounting at 16 and ends counting at 26. What numbers did Mr. Jacobs count inbetween?

____________________________________________________________________________________


GRD2_W01_COUNT_01.docx 4

11–12. Anne and Jenny are playing hopscotch. Look at the hopscotch board to answer the following questions.

13-14. John buys 3 pairs of shoes. How many total shoes is that? Did he buy an even orodd number of shoes?

______________________________________________________________________

15-16. The 1st grade students draw 37 flowers. The 2nd grade students draw 52flowers, and the 3rd grade students draw 41 flowers.

15. Which grades drew an odd number of flowers?

____________________________________________________________________________________

16. How many flowers did the grades from Question 15 draw altogether?

____________________________________________________________________________________

30

80

70

60

20

10

35 40

100 90

HOME

11. Which number doesn’t belong on the hopscotch board? Whatnumber should go in its place?

____________________________________________________

12. If Anne and Jenny want to reach “home” safely, what numbershould they count by?

____________________________________________________

Week: 1 Answers - Grade 2

Answers_Grd2_W01_COUNT_S.docx 5

Week: 1 – Day 1

1) 40, 45, 50 2) 70, 60, 503) 59, 64, 69 4) 240, 245, 255, 2605) Even 6) Odd7) Even 8) Odd9) 13, 15, 17, 19; the next number will be 21 apples [count by 2s]

10) 18, 20, 22, 24 11) 35; 50 should replace it12) 10s

13-14) 6 shoes; Even [Even though John bought an odd number of pairs, he bought an even amount of shoes. 3pairs of shoes = 6 shoes.]

15) 1st grade and 3rd grade 16) 78 flowers [37 + 41]

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