suggested learning activities for 2nd and 3rd grade students
TRANSCRIPT
Learning Activities 2nd and 3rd Grade
Suggested Learning Activities for 2nd and 3rd Grade students during the COVID-19 school closure.
Seattle Public Schools is committed to making its online information accessible and usable to all people, regardless of ability or technology. Meeting web accessibility guidelines and standards is an ongoing process that we are consistently working to improve.
While Seattle Public Schools endeavors to only post documents optimized for accessibility, due to the nature and complexity of some documents, an accessible version of the document may not be available. In these limited circumstances, the District will provide equally effective alternate access.
Due to the COVID-19 closure, teachers were asked to provide packets of home activities. This is not intended to take the place of regular classroom instruction but will help supplement student learning and provide opportunities for student learning while they are absent from school. Assignments are not required or graded. Because of the unprecedented nature of this health crisis and the District’s swift closure, some home activities may not be accessible.
If you have difficulty accessing the material or have any questions, please contact your student’s teacher.
Dear Students and Families:
Week of March 23 - 27
Grade Levels: 2nd and 3rd
li1
SEATTLE PUBLIC SCHOOLS
In the following learning activities, you will find materials to practice skills from English Language Arts, Math, Arts and Physical Education for grade levels 2 and 3. These materials serve as supplemental and extensions to your child's learning and does not replace classroom instruction. These activities are not required nor will be graded, and students should go through each page at their own pace.
A new set of learning activities will be provided every Monday for the week at each of the SPS meal sites.
The learning activities in this week's packet are aligned to grade-level content and broadcasted educational programming on SPS TV {Chanrel.26), social media, and our website in the schedule below.
I Monday, March 23 rd
9:30 -9:55am
English Language Arts 9:55 -10:00am
Physical Education
11:00 -11:25am
Math 11:25 -11:30am
Physical Education
1:00 -1:2Spm
K-2 Visual Art 1:25 -1:30pm
K-2 Physical Education
1:30 -1:SSpm
3-5 Visual Art 1:55 -2:00pm
3-5 Physical Education
2:30 -2:55pm
K-5 Washington State Tribal History 2:55 -3:00pm
K-S Physical Education
'
2/3 Broadcast Schedule
Wednesday, March 25th
9:30 -9:55am
English Language Arts 9:55 -10:00am
Physical Education
10:30 -10:55am
K-2 Music 10:55 - 11:00am
K-2 Physical Education
11:00 -11:25am
3-5 Music 11:25 -11:30am
3-5 Physical Education
12:00 -12:25pm
K-5 Washington State Tribal History U:25 -12:30pm
K-5 Physical Education
12:55 - 1:00pm
K-5 Physical Education
Friday, March 271h
9:30 -9:55am
English Language Arts 9:55 -10:00am
Physical Education
11:00 -11:25am
Math 11:25 -11:30am
Physical Education
1:25 -1:30pm
K-2 Physical Education 1:30 -1:SSpm
3-5 Theatre
1:55 -2:00pm
3-5 Physical Education 2:30 - 2:55pm
K-5 Washington State Tribal History
2:55 -3:00pm
K-5 Physical Education
Week of March 23rd
·2nd-3rd Grad.e ' -
Literacy Extension
Activities
Name: ------
,At Home Literacy Activities
Directions: Choose at least one activity to do each day. You can do these activities multiple times!
. .
Make a list
of . �·,�
multisyllabic Read a book
words. to someone Write a story
that has a 1 syllable word- and 1e·n • beginning,
summarize 2 syllable word- middle, and
what you'·ve donkey end. 3 syllable word- just read.
computer
4 syllable word-
caterpillar
Author &
Genie
Reading Log
- -
Visualizing: Monday
Directions: As you read a book, pay attention to any pictures that you make in your mind. Notice which words or phrases helped you make your mental images. Draw and write down the words or phrases before, during and after reading.
---------------------------------------------------------------------------------------------·-----------------------------
Book Title
·" ·,Reading : .· puring Reading on-t,heiJ it le and front make ·a pretticfibn .. ·
.-.- • ,r: : '
> •
. no WJif.e.about ,yo.ur ion: •
Reading Extension: Tuesday
Directions: Create a list of animals and then pick one. Write down as many things about the way the animal looks and what it does. Use your imagination to write your own poem about that animal. Keep the name of the animal a secret and have your family members try to figure out what animal you wrote about.
Looks What It Does
-- -
-- - - -
Visualizing: Wednesday
Directions: As you read a book, pay attention to any pictures that you make in your mind. Notice which words or phrases helped you make your mental images. Draw and write down the words or phrases before, during and after reading.
Draw your
mental
Image.
Write down
the words
that helped
you.
Book Title
Before Reading During Reading Based on the tit le and front cover, make a prediction.
Draw and write about your prediction.
After Reading
Reading Extension: Thursday
Directions: Create a list of animals and then pick one. Write down as many things about the way the animal looks and what it does. Use your imagination to write your own poem about that animal. Keep the name of the animal a secret and have your family members try to figure out what animal you wrote about.
- -; Looks What It Does
. ,_c .11.
Visualizing: Friday
Directions: As you read a book, pay attention to any pictures that you make in your mind. Notice which words or phrases helped you make your mental images. Draw and write down the word� or phrases before, during and after reading.
------------------------------------------------�-���-----�----------------------------------------------------------------
Draw your
mental
Image.
Write down the
words that
helped you.
Book Title
Before Reading During Reading Based on the titleand front cover, make a prediction.
Draw and write about your prediction.
After Reading
Writing Ideas Directions: Choose one writing prompt below or you may free write.
• Write about something special you've done with someone
you love.
• Make up a story about an interesting person you know.
• Write a letter to someone.
• Research an animal and write some interesting things you found out about that animal.
• Write about anything that interests you.
Writing: Monday
-- -- - - -
Writing: Tuesday
Writing: Wednesday
Wriling: Thursday
Writing: Friday
Dear 2nd Grade Families,
Here is a fun, simple math game that you can play with your child (ren) at home
during this week.
S's and 10's It is a race to 500 (or more or less -switch it up!) by S's and 10's. You'll need a six-sided die or number cube. Roll once and decide if you will take that many S's or 1 O's. On your second roll you must take the other option.
Example: My first roll was a 3 - I expect to roll higher next time - so I choose to multiply by 5. My next roll is a 2! So I must take 2 x 10 for a total of 35 on my first turn.
Race against other players to get as close to your goal as possible. A great way to practice multiplying by S's and 1 O's as well as addition skills.
I
Tm•n 1
Tm·n 2
Roll 1
Roll2
Total
Rollt
Rol12
Total
Playe,1• 1
Huaclltds TtllJ o ...
1 5 •---• •• •--•------ •H •-•-••••---• •••• •
2 : 0
3 5 I
4 0 ' --
3 ' l 0 I
1 0 5 '
Further, please find 2 attached pages of practice for your child. These pages are for your child to review 2 important 2nd grade math concepts:
• Addition and Subtraction facts to 20 • Place Value concepts
2
Lesson 1 Adcfmon and Subtraction Facts
Wlthin20 FIIJ In the missing numbers.
Add mentally.
1. 7+5=? 7 + J = 10 J.Q+2=12 So, 7 + 5 =
2. 6+9=?
6+ =
+
So, 6 +9=
3. 5+8=
5. 7+6=
7. 8 + 7 ==
9. 9+9=
=
If. 6+6=---
6. 9+5=---
8. 7+9:. __ _
RI In the missing numbers.
Subtract mentally.
�
10. 12-6 =?
10-�= If i+2:a6 So, 12-6 z
n. 13-8 =?
10 - _,
+ =
So, 13-8=
12. 12-9= 13. 15-7 =
N. 11-6-== 15. l'J -9 =
16. 13-7= 17. 16-9:
18. 17-8 =
3
Fill in the blanks.
7.
® a. The digit
b. The digit
c. The digit
8.
�
a. The digit
b. The digit
c. The digit
4
___ is in the ones place.
___ is in the tens place.
___ is in the hundreds place.
___ is in the ones place.
___ is in the tens place.
___ is in the hundreds place.
5
Order the numbers. Use the place-value chart to help you.
1.
2.
439
254
617
381 '-
least
431
314
134
413 '-
greatest
Hundreds Tens
4 3
2 5
6 1
3 8
Hundreds Tens
4 3
3 1
1 3
4 1
Ones
9
4
7
1
Ones
I
4
4
3
6
,l,
......_C:J' M on Your 1ninktne c,,pt
1. Use the numbers below to fill in the boxes. You can use each number only once.
12qs69
ODO +ODD
9 4 5
Dear 3rd grade families,
We hope you are well during this difficult time. And we hope this series of letters will help pass the time and let you get to know your student(s) as mathematicians.
Included are some games to play and a packet that reviews Unit 1 and 2 of 3 rd grade. Keep in mind that not all teachers use the same materials at the same pace but there shouldn't be anything here that is too unfamiliar to your students.
Because we cannot guarantee access to resources - including these packets - for all families, we are just trying to keep student's math skills sharp and not attempt to teach new content.
Math is everywhere, this· is a great time to share that with your children.
• Measure, count, and record - everything you can. Make use of the stopwatch on your smartphone. Count how many jumping jacks or pushups can be done and how long it takes - or how long it takes to do 10 or 20. Play around with doubling or halving the time. Use non-standard tools, like a shoe, to count how far someone can jump - calculate how far 10, 15, or 20 jumps might take you.
• Build something together. Big or small, any project that involves measuring includes counting, adding, and multiplying. It doesn't matter whether you're making a clubhouse out of shoeboxes or building an actual box. Legos and other building toys are wonderful tools for incorporating both numbers and spatial thinking into playtime. Ask.your child: How high can you build that stack of Legos? How many Legos do you need to stack to reach as high as the coffee table? Can you make a square? A rectangle? Other shapes? Talk about the shapes of whatever your child has created.
Using Math Games at Home Games offer a pleasant way for parents to get involved in their children's mathematics. Even if you are not comfortable with math, it's just a game. Just ask your child to play a game and start.
Math games are the perfect way to reinforce and extend the skills children learn at school. They are one of the most effective ways parents can help their children develop math skills without lecturing or applying pressure. Number facts can be boring to learn and practice. A game can generate an enormous amount of practice and goodwill.
Here is a game you can play with your students while at home this week. We will include new math games each week. These are meant as play, to practice some arithmetic, and stimulate mathematical thinking.
S's and 10's
It is a race to 500 (or more or less -switch it up!) by S's and 10's. You'll need a six�sided die or number cube. Roll once and decide if you will take that many S's or 1 O's. On your second roll you must take the other option.
Example: My first roll was a 3 - I expect to roll higher next time - so I choose to multiply by 5. My next roll is a 2! So I
mu st take 2 x 10 for a total of 35 on my first turn.
Race against other players to get as close to your goal as possible. A great way to practice multiplying by 5's and 1 O's as well as addition ski lls.
-
1 Tm·n l
Turn2
Roll 1
Roll2
Total
Roll 1
Roll2
Total
H11Ddnds
··--· ...
1
PIRye1• l
TtnS
I 1
I
:
2 ~
3 I l
! 4
I 3 i !
0
This game can be modified just by changing the S's and lO's to any other factors you like. Whatever numbers you want to practice skip-counting or multiplying by.
O:IH
5
0
5
0
0
5
Another idea would be to change the six-sided die to 8 or 10 sided die. Playing cards can be used in place of dice to create a number between 1 and 10 .
Name: ______________ _ Date: _______ _
.
C\Jcnofqtive �eview
for Chapters 1 and 2
Concepts and Skills
Write in word form. (Lesson 1. 1)
,. 9,999
2. 1,047
] 3. 6,005
i Write in standard form. (Lesson 1.1) � .§
i 4. two thousand, twelve
! 5. nine thousand, one
� 6. six thousand, four hundred twenty-one
Complete each number pattern. (Lesson 1. 1)
5,216 6,216 7,216 7.
8.
9.
10.
3,209 3,309 3,409
6,029 6,01 9 6,009
--- 4,021 6,021 8,021
CumulatiYe ReYiew for Chapten 1 and 2 39
Write the value of each digit. (Lesson 1 .2)
11.
[..____ ___ ) ( ]
( )
2, 8 3 5
Fill in the missing numbers. (Lesson 1 .2)
12.
13.
4 ,532 = 4 ,000 + ---- + 30 + 2
1,000 + ---- + ---- = 1,045
Circle the greatest number.
Underline the number that is least. (Lesson 1.3)
14.
15.
6,329
7028
1,987
7,218
2,456
7,900
9,000
7,803
Write the missing numbers. (Lesson 1 .3)
16. 5,000 less than 9,702 is ___ _
17. 8 more than 6,580 is
18. 300 more than 6,586 is ___ _
AO Cumulative Review for Chapters , ancl 2
Name: ______________ _ Date: _______ _
Order the answers in Exercise 16-18 from least to greatest. (Lesson 1 .3)
19. least
Fill in the blanks. Use the digits below. (Lesson 1 .3)
20.
21.
1 .. 7 6
Form the greatest four-digit number. ___ _
Form the least four-digit number. ___ _
I 22 • Form a number greater than 3,984 but less than 4, 1 70. ___ _
i 23 . Form a number greater than 6,780 but less than 7, 1 48. ___ _ g'
lC,
1 Find the sum or difference mentally. (Lessons 2. 1 , 2.2 and 2.3) �
l 24. 37 + 52 = ____ 25. 25 + 49 =
� 26. 35 + 47 =
28. 52 - 46 =
30. 33 + 98 =
27. 62 - 2 1 =
29. 65 - 48 =
31. 95 + 97 =
Round each number to the nearest hundred. (Lesson 2.4)
32. 852
34. 3,01 5
33. 7,592
35. 1 ,994
Cumulative Review for Chapters 1 and 2 A1
Find the sum or difference. Then use rounding to check that
each answer is reasonable. (Lesson 2.4)
36. 452 + 1 98 = ----
452 rounded to the nearest hundred is ____ ,
1 98 rounded to the nearest hundred is ___ _
____ + ____ _ ___ _
____ is close to ____ so the answer is reasonable.
37. 909 - 493 = ----
909 rounded to the nearest hundred is ___ _
493 rounded to the nearest hundred is ___ _
____ is close to ____ so the answer is reasonable.
Find the greatest and least numbers when rounded to the nearest hundred. (Lesson 2.4)
38. An elevator carried about 900 kilograms. The greatest mass this can be is
____ kilograms. The least mass this can be is ____ kilograms.
Write the leading digit. (Lesson 2.5)
39. 2,561
41. 5,286
40.
42.
897
9,643
Name: _______________ _ Date: ________ _
Find the sum or difference. Then use front-end estimation to check that each answer is reasonable. (Lesson 2.5)
43. 273 + 508 = ---
The estimated sum is ____ _
The answer _____ is reasonable.
44. 792 - 582 = ---
The estimated difference is ____ _
The answer _____ is reasonable.
; Decide whether to find an estimate or an exact answer. � Solve. � ] (Lessons 2.4, and 2.5) � s
� i 0,
45. An empty fioat at a parade is 1 25 centimeters toll. It is fixed with 264-centimeter high decorations. About how toll is the decorated fioot?
Write the missing number. (Lesson 1.2)
46. • This number has four digits. • The value of the digit in the thousands place is 1 ,000. • The digit in the hundreds place is the greatest one digit number. • The value of the digit in the tens place is 20. • The digit in the ones place is 0.
The number is ____ _
Cumulatiye Review for Chapters 1 and 2 .t3
Solve.
47. A ship can carry 891 passengers.
48.
A boat can carry 278 passengers. Find how many more passengers the ship can carry than the boat.
Then use front-end estimation to check that your answer is reasonable.
The ship can carry _____ more passengers than the boat.
_____ is dose to -----, so the answer is reasonable.
A school has 293 girls. It has 1 08 more boys than girls.
Find the total number of students in the school.
Then use rounding to check that your answer is reasonable. Round each given number to the nearest 1 00.
The school has ____ students.
_____ is close to _____ so the answer is reasonable.
44 Cumulative Review for Chapter• 1 0"d 2
Hello from the Arts!
�r SEATTLE PUBLIC SCHOOLS
The Visual & Performing Arts team in Seattle Public Schools has put together arts activities that
you can do while schools are closed. This week has simple activities in music, theatre, visual art,
and mindfulness that students can do by themselves or with someone else. They can pick one
activity and do it throughout the week or pick a new one each day. We have designed the
activities so that they require minimal materials (things you can find in your home) and some
that have links to websites. Explore. Engage. Have fun !
How much art should I do?
• Students should engage in 60 minutes of any arts discipline per week to meet elementary
standards in the arts. You can always do more! • Making art doesn't have to happen all at once as students can create in small 10-minute
sections or stay with it for as long as they like.
Why is art making important right now?
• The arts are a way to express thoughts and feelings.
• The arts help students say what cannot be said by showing it in d ifferent ways.
• The arts are a way for students to show multiple perspectives and that all perspectives
matter.
• The arts are a way for students to engage in other subjects. For example, create a play
about the immune system, draw a picture for the beginning, middle, and end of a story, or
create a rhythm for how they are feeling.
Thank you for keeping the arts as part of your child's education while we're on this break away
from school. Stay healthy and be well!
Sincerely,
Gail Sehlhorst
Visual & Performing Arts Program Manager
VISUAL & PERFORMING ARTS for March 23-27, 2020
GRADES 2-3
MUSIC • Move and dance to show the emotions of a piece of music. • Listen to a piece of music that changes tempo between slow and fast. Examine how the
changes can affect the mood of a piece. • Use the rhythms found in a poem to create a musical composition to play on an instrument
or sing. • Create an instrument ensemble using items in your home. Create a new musical work and
put on a performance!
THEATRE • Perform a play using finger puppets. • Act out your favorite fairytale. • Act out your favorite storybook and put on a play for your family.
VISUAL ART Recyclable projects: Take everyday items like cardboard tubes, lids, egg cartons, boxes and plastic packaging, tape and/or glue and make a sculpture.
Drawing & Painting/writing prompts: • Go to a window in your home. Draw everything you see out the window. Remember that
things up close are bigger than things far away. Remember about overlapping, too! • Trace around something small and circular, such as a toilet paper tube, or yogurt container.
Trace 20 circles. Make each circle into something different- a pizza, a flower, a happy face, etc.
• Take a box or can from your cupboard. Wrap paper around the outside to cover the label.
Invent:
Then draw your own new label. Think of something new, funny, disgusting or delightful that you wish were in the box or can. Advertise it well on the outside so people will want it ! (ex. Noodle Worm Soup with Muddy Meatballs)
• What can this become? Start with any shape (hand, circle, square, even just a mark) and use your imagination to turn the shape or mark into something
MINDFULNESS ACTIVITIES • Practice kind thoughts by prompting your child to think of 5 people they'd like to send kind
wishes to. • Squeeze and let go, tensing different muscles in the body for 5 seconds and then slowing
releasing. • Have your child give you the 'weather report' on how they're feeling, "I'm dark and cloudy
with some raindrop tears coming out". • Take a mindful walk pointing out sights and sounds along the way. • Sit down with your child and 'color your feelings' together depicting each emotion with a
new color.
Physical Education
Dear students and family members,
The physical education team in Seattle Public Schools are working with resources to help you stay physically active and healthy while our schools are closed. In order to meet physical education goals during this time students must be physically active for60 minutes each day. Use this physical activity log to record your activity time.
Remember, activity time doesn't have to happen all at once. You can add up your total activity throug houtthe day to equal 60 minutes. Students, atthe end of each day ask a family membertosign next to the day's total activity. Then, return the finished log to your physical education teacher when school is back in session.
Thank you for your cooperation. Stay active and stay well.
Sincerely, Lori S Dunn PreK-12 Physical Education and Health Literacy Program Manager SPS
By staying active and completing this physical activity log you're meeting the following SHAPEAmerica National Physical Education Grade-level Outcomes:
Grades K-5 (Physical Activity Knowledge)
Standard 3 [E1.K,2,3a,S] Identifies active play opportunities outside physical education class (K); Describes physical activities for participation outside physical education class (e.g., before and after school, at home, at the park, with friends, with the family) (2); Charts participation in physical activities outside physical education class (3a); Charts and analyzes physical activity outside physical education class for fitness benefits of activities (5).
Physical Education Seattle Public Schools -All Grades
Children and adolescents ages 6 through 17 years should do 60 minutes (one hour) or more of moderate -to
vigorous physical activity daily. It is important to provide young people opportunities and encouragementto participate in physical activities that are appropriate for their age, that are enjoyable, and that offer variety.
• Aerobic: Most of the 60 minutes or more per day should be either moderate- or vigorous intensity aerobic physical activity and should include vigorous-intensity physical activity on at least 3 days a week. Some aerobic activities include brisk walking, running, climbing stairs, jumpingjacks, playing basketball, and dancing.
• Muscle-strengthening: As part of their 60 minutes or more of daily physical activity, children and adolescents should include muscle-strengthening physical activity on at least 3 days a week. Some muscle-strengthening includes squats, leg lifts, and sit-ups.
• Bone-strengthening: As part of their 60 minutes or more of daily physical activity, children and adolescents should include bone-strengthening physical activity on at least 3 days a week. Some bonestrengtheningactivities include push-ups, push-upsagainsta wall, and jumping.
A single session of moderate-to-vigorous physical activity can reduce blood pressure, improve insulin sensitivity, improve sleep, reduce anxiety symptoms, and improve some aspects of cognition on the day that it is performed. Most of these improvements become even larger with the regular performance of moderate -to vigorous physical activity. Other benefits, such as disease risk reduction and improved physical function, accrue within days to weeks after consistently being more physically active
Re sources for Physical Activity Boosts:
• https://letsmove.obamawhitehouse.archives.gov/get-active
• https://www.gonoodle.com/ • http://www.openphysed.org/
A Physical E�!���ion I ACTIVIn" Loa I Weekly Physical Activity Log
Use this activity log to track your physical activity minu tes
for 1 wee k .
Have an adult sign the i r initials next to each day that you
complete 30 minutes .
Week of March 2 3 , 2020 :
I Day Activity 1 Activity 2 Activity 3 Total
Sample Active Outside Walk with Family DEAM Calendar
choice 60 minutes Day 30 Mins 15 Mins
15 minutes
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
MARCH DEAM Calendar Drop Everything And Move
BE GOOD by being helpful
Drop Everything And Move (DEAM)
I Name:
Purpose: This calendar encourages families
to become more physically active and to
take steps toward a healthier lifestyle. Each
day, students are asked to complete a
different activity with a family member (or
with adult supervision).
Directions: After a student completes a
day's activity, adults make a check mark
and initial in the space provided. Each
week, you can miss one day (activity). If
this happens, put an "X" in the space
provided for a check mark (do not initial).
✓ Done Day DEAM Activi!Y_ 1 Pick 5 different muscles to stretch. Hold each stretch for 20 seconds. 2 Play with a friend. 3 Do as many curl-ups as you can. 4 March Madness: Take 64 imaginary jump shots. 5 Say your math facts while doing reverse lunges. 6 Take a walk. 7 Kids should be active sixty minutes EVERY day! Do 60 jumping jacks. 8 Pick 5 different muscles to stretch. Hold each stretch for 20 seconds. 9 Play a game that is active. You decide what that is. 10 Do a s many trunk-lifts as you can. 1 1 Take 32 imaginary dunks and 16 cross-over dribbles. 1 2 Do push-up shoulder taps while reciting your spelling words. 13 Take a walk. 14 Run i n place and name 3 reasons why you will never smoke or use tobacco. 15 Pick 5 different muscles to stretch. Hold each stretch for 20 seconds. 16 Take a hike. 17 Do as many squats as you can. 18 Take 8 pretend chest passes and 4 imaginary foul shots. 1 9 Perform -squat-jumps while naming the continents. 20 Take a walk. 21 How many food groups are there? Do 5 plank-jacks. 22 Pick 5 different muscles to stretch. Hold each stretch for 20 seconds. 23 Play outside. 24 Do as many push-ups as you can._ 25 Take 2 laps around a pretend court and 1 giant star-jump! 26 Read a book while doing a wall sit. 27 Take a walk. 28 About how many glasses of water should you drink each day? Do 8 burpees. 29 Pick 5 different muscles to stretch. Hold each stretch for 20 seconds. 30 Go to the park! 31 Do as many squat-thrusts as you can. ,.\ \ , ; 0_', /
::=============================================�---:_,:�ii:i t-"'.,...,,, _ ____. Please Remember
✓ Always get adult permission before doing any activity. ✓ Return calendar to your teacher at the end of the month.
