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Copyright © Wright Group/McGraw-Hill Teaching Masters and Home Link Masters 1 Teaching Masters and Home Link Masters 175 Copyright © Wright Group/McGraw-Hill Work together in a small group. Materials 20 nickels 10 dimes 4 quarters paper and pencil Directions 1.Use the coins to find as many different ways as you can to make $1.00. 2.Before you begin, THINK about how to do this. Hint:First, make a dollar using 3 quarters and some other coins. 3.Plan how you will record the different ways to make $1.00. 4.On a sheet of paper, record the different ways you find to make $1.00. Use Â, Í, and ‰ to show the coins. How many ways did you find to make $1.00? Check with other groups to see if they thought of any ways that your group didn’t find. Did you have a plan to find all the combinations? Compare your plan with the plan used by another group. LESSON66 Name Date Time Making a Dollar Follow-Up 27 Name Date Time Today we worked with an Addition/Subtraction Facts Table and dominoes to practice with a special kind of addition problem called doubles facts. 3 36, 4 48, and 5510 are examples of doubles facts. We also worked with almost-doubles facts, such as 3 47, 5 49, and 7 815. Review doubles facts and almost-doubles facts with your child. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK23 Doubles Facts 1.Write the sum for each doubles fact. a.2 2  b. 5 5 c. 0 0 d. e. f. g. h. 9 9  i. 1 1 j. 4 4 2.Ask someone to give you doubles facts. You say the sums. Do this for about 10 minutes or until you know all the doubles facts. 3.Write each sum. Use doubles facts to help you. a.5 4  b.4 5  c. 9 8 d. e. f. g. 6 5 7  8 2  3 6  7 6 6 8  8 3  3 7  7 Teaching Masters and Home Link Masters

1. 2. 3. 4. 5. 6. LESSON 11 Name Date Time Number Lines Copyright © Wright Group/McGraw-Hill 2

Unit 1: Family Letter HOME LINK 11 Name Date Time 3 Copyright © Wright Group/McGraw-Hill Introduction to Second Grade Everyday Mathematics Welcome to Second Grade Everyday Mathematics.It is a part of an elementary school mathematics curriculum developed by the University of Chicago School Mathematics Project. Several features of the program are described below to help familiarize you with the structure and expectations of Everyday Mathematics. A problem-solving approach based on everyday situations By making connections between their own knowledge and their experiences both in school and outside of school, children learn basic math skills in meaningful contexts so the mathematics becomes “real.” Frequent practice of basic skillsInstead of practice presented in a single, tedious drill format, children practice basic skills in a variety of more engaging ways. Children will complete daily review exercises covering a variety of topics, find patterns on the number grid, work with addition and subtraction fact families in different formats, and play games that are specifically designed to develop basic skills. An instructional approach that revisits concepts regularly To improve the development of basic skills and concepts, children regularly revisit previously learned concepts and repeatedly practice skills encountered earlier. The lessons are designed to build on concepts and skills throughout the year instead of treating them as isolated bits of knowledge. A curriculum that explores mathematical content beyond basic arithmetic Mathematics standards around the world indicate that basic arithmetic skills are only the beginning of the mathematical knowledge children will need as they develop critical-thinking skills. In addition to basic arithmetic, Everyday Mathematicsdevelops concepts and skills in the following topics—number and numeration; operations and computation; data and chance; geometry; measurement and reference frames; and patterns, functions, and algebra. 0 10 9 8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8 9 20 19 18 17 16 15 14 13 12 11 30 29 28 27 26 25 24 23 22 21 40 39 38 37 36 35 34 33 32 31 50 49 48 47 46 45 44 43 42 41 60 59 58 57 56 55 54 53 52 51 80 79 78 77 76 75 74 73 72 7170 69 68 67 66 65 64 63 62 61 90 89 88 87 86 85 84 83 82 81 100 99 98 97 96 95 94 93 92 91 110 109 108 107 106 105 104 103 102 101

Second Grade Everyday Mathematicsemphasizes the following content: Number and NumerationCounting; reading and writing numbers; identifying place value; comparing numbers; working with fractions; using money to develop place value and decimal concepts Operations and ComputationRecalling addition and subtraction facts; exploring fact families (related addition and subtraction facts, such as 2 57, 527, 7 52, and 7 25); adding and subtracting with tens and hundreds; beginning multiplication and division; exchanging money amounts Data and ChanceCollecting , organizing , and interpreting data using tables, charts, and graphs GeometryExploring and naming 2- and 3-dimensional shapes MeasurementUsing tools to measure length, weight, capacity, and volume; using U.S. customary and metric measurement units, such as feet, centimeters, ounces, and grams Reference FramesUsing clocks, calendars, thermometers, and number lines Patterns, Functions, and AlgebraExploring number patterns, rules for number sequences, relations between numbers, and attributes Everyday Mathematicsprovides you with many opportunities to monitor your child’s progress and to participate in your child’s mathematics experiences. Throughout the year, you will receive Family Letters to keep you informed of the mathematical content that your child will be studying in each unit. Each letter includes a vocabulary list, suggested Do-Anytime Activities for you and your child, and an answer guide to selected Home Link (homework) activities. You will enjoy seeing your child’s confidence and comprehension soar as he or she connects mathematics to everyday life. We look forward to an exciting year! Unit 1: Family Letter cont. HOME LINK 11 Copyright © Wright Group/McGraw-Hill 4

Copyright © Wright Group/McGraw-Hill Unit 1: Numbers and Routines This unit reacquaints children with the daily routines of Everyday Mathematics. Children also review and extend mathematical concepts that were developed in Kindergarten Everyday MathematicsandFirst Grade Everyday Mathematics. In Unit 1, children will … Count in several different intervals—forward by 2s from 300, forward by 10s from 64, backward by 10s from 116, and so on. Practice addition facts, such as 5 4? and ? 75. Review whole numbers by answering questions like “Which number comes after 57? After 98? After 234?” and “Which number is 10 more than 34? 67? 89?” Respond to prompts like “Write 38. Circle the digit in the 10s place. Put an X on the digit in the 1s place.” Work with a number grid to reinforce place-value skills and observe number patterns. Review equivalent number names, such as 10 55, 1073, 10 20 10, and so on. Play games, such as Addition Top-It, to strengthen number skills. Practice telling time and using a calendar. Do-Anytime Activities To work with your child on the concepts taught in this unit, try these interesting and rewarding activities: 1.Discuss examples of mathematics in everyday life: television listings, road signs, money, recipe measurements, time, and so on. 2.Discuss rules for working with a partner or in a group. Speak quietly.Be polite.Help each other. Share.Listen to your partner. Take turns.Praise your partner. Talk about problems. 3.Discuss household tools that can be used to measure things or help solve mathematical problems. Unit 1: Family Letter cont. HOME LINK 11 1 2 3 4 5 6 7 8 90 1234 567 8910 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 HOME INNING VISITOR BALLSTRIKE OUT 5 Children use number grids to learn about ones and tens digits and to identify number patterns, such as multiples of three.

6 math journal A book used by each child; it contains examples, instructions, and problems, as well as space to record answers and observations. tool kits Individual zippered bags or boxes used in the classroom; they contain a variety of items, such as rulers, play money, and number cards, to help children understand mathematical ideas. Math Message A daily activity children complete independently, usually as a lead-in to the day’s lesson. For example: “Count by 10s. Count as high as you can in 1 minute. Write down the number you get to.” Mental Math and Reflexes A daily whole-class oral or written activity, often emphasizing computation done mentally. number grid A table in which numbers are arranged consecutively, usually in rows of ten. A move from one number to the next within a row is a change of 1; a move from one number to the next within a column is a change of 10. Exploration A small-group, hands-on activity designed to introduce or extend a topic. Math Boxes Math problems in the math journal that provide opportunities for reviewing and practicing previously introduced skills. Home Links Problems and activities intended to promote follow-up and enrichment at home. Home Link 1 11 1.  2.  3.  4.  5.Answers vary.6.Answers vary. Home Link 1 12 1. 2. 3. 4. 10 20 30 40 °F 10 20 30 40 °F 10 20 30 40 °F 10 20 30 40 °F Vocabulary Important terms in Unit 1: As You Help Your Child with Homework As your child brings home assignments, you may want to go over the instructions together, clarifying them as necessary. The answers listed below will guide you through this unit’s Home Links. Copyright © Wright Group/McGraw-Hill 0 12 34 5 6 78 910 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 1 2 3 4 5 6 7 8 9 Unit 1: Family Letter cont. HOME LINK 11

Sort your coins into piles of pennies, nickels, dimes, and quarters. Count the number of coins you have in each pile. Record your total number of coins for each pile. Calculate the total value for each pile of coins. Record your total value for each pile of coins. LESSON 12 Name Date Time Sorting and Counting Coins 7 Copyright © Wright Group/McGraw-Hill Try This Calculate the total value of all of your coins. Coin Number of Coins Value of Coins Pennies Nickels Dimes Quarters

2. Which activity takes the longest amount of time? About how long does it take? 3. Which activity takes the least amount of time? About how long does it take? LESSON 13 Name Date Time My Activities Copyright © Wright Group/McGraw-Hill 8 Try This 4. About how long do your activities take all together? My Activities ActivityTime From To 1. List some of the activities you do on a school day.

LESSON 17 Name Date Time Beginning Number-Scroll Sheet 9 Copyright © Wright Group/McGraw-Hill 0

LESSON 17 Name Date Time Continuing Number-Scroll Sheet Copyright © Wright Group/McGraw-Hill 10 Paste / tape to here.

1. Start at 0. Count by 3s on the number grid up to 50. Color each number you land on yellow. 2. Put your finger on 12. Write an X on the number that is 10 more than 12. 3. Put your finger on 20. Count back 5. Circle the number you land on. 4. Put your finger on 37. Count back 8. Color the number you land on blue. 5. Put your finger on 74. Count back 40. Color the number you land on red. LESSON 17 Name Date Time Counting on the Number Grid 11 Copyright © Wright Group/McGraw-Hill 0 12345678 9 9 8 7 6 5 4 3 2 1 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110

LESSON 18 Name Date Time Number-Grid Pieces Copyright © Wright Group/McGraw-Hill Copyright © Wright Group/McGraw-Hill 12 12 LESSON 18 Name Date Time Number-Grid Pieces

LESSON 18 Name Date Time Number-Grid Cutouts 13 Copyright © Wright Group/McGraw-Hill

LESSON 110 Name Date Time Calculator Counting Copyright © Wright Group/McGraw-Hill 14 1. Use your calculator. 2. Choose a “count by” number. 3. Enter the key sequence to start your count and press the key three times. 4. Show your partner the calculator. 5. Slowly press the key four times while your partner writes the display numbers on the lines. 6. Your partner then guesses your “count by” number. 7. Switch turns. 1. Guess 2. Guess 3. Guess 4. Guess

15 Name Date Time Copyright © Wright Group/McGraw-Hill HOME LINK 111 Relations: , = InSecond Grade Everyday Mathematics,children “do mathematics.” We expect that children will want to share their enthusiasm for the mathematics activities they do in school with their families. Your child will bring home assignments and activities to do as homework throughout the year. These assignments, called “Home Links,” will be identified by the house at the top right corner of this page. The assignments will not take very much time to complete, but most of them involve interaction with an adult or an older child. There are many reasons for including Home Links in the second grade program: The assignments encourage children to take initiative and responsibility for completing them. As you respond with encouragement and assistance, you help your child build independence and self-confidence. Home Links reinforce newly learned skills and concepts. They provide opportunities for children to think and practice at their own pace. These assignments are often designed to relate what is done in school to children’s lives outside school. This helps tie mathematics to the real world, which is very important in theEveryday Mathematicsprogram. The Home Links assignments will help you get a better idea of the mathematics your child is learning in school. Generally, you can help by listening and responding to your child’s requests and comments about mathematics. You also can help by linking numbers to real life, pointing out ways in which you use numbers (time, TV channels, page numbers, telephone numbers, bus routes, shopping lists, and so on). Extending the notion that “children who are read to, read,” Everyday Mathematicssupports the belief that children who have someone do math with them will learn mathematics. Playful counting and thinking games that are fun for both you and your child are very helpful for such learning. Please return the second pageof this Home Link to school tomorrow. Family Note

16 Name Date Time Copyright © Wright Group/McGraw-Hill HOME LINK 111 Relations: , = continued 16 This icon will often appear on the Home Links. This icon tells children where to look in My Reference Bookto find more information about the concept or skill addressed in the Home Link. In today’s lesson, we reviewed and practiced using the ,, and symbols. For information about relation symbols, see page 9 in My Reference Book. Family Note Show someone at home your My Reference Book. Together find 3 things you found interesting and write them below. 1. 2. 3. Explain to someone at home how to do Problems 1–4. Then write , , or in each blank. Use your My Reference Book to look up the symbols. 1. 8 12 2. 25 18 3. 103 53 4. 79 79 Write numbers in the blanks to make up your own. 5.  6.  9

LESSON 112 Name Date Time Temperature 17 Copyright © Wright Group/McGraw-Hill Work in a group of 3 or 4 children. Materials  Class Thermometer Poster  quarter-sheets of paper Directions Activity 1 1. Take turns. One person names a temperature. Another person shows that temperature on the Class Thermometer Poster. 2. Everyone in the group checks to see that the temperature is shown correctly. 3. Keep taking turns until each person has named a temperature and has shown a temperature on the Class Thermometer Poster. Activity 2 1. Take turns showing a temperature on the Class Thermometer Poster. Everyone reads the thermometer and writes that temperature. 2. Everyone in the group compares the temperatures they wrote. Did everyone write the same temperature? Discuss any differences. Look at all the temperatures that you recorded on your quarter-sheets of paper. Were some temperatures easier to read than others? Explain. Order the temperatures from coldest to hottest. Follow-Up

Work in a group of 3 or 4 children. Materials  base-10 blocks (cubes, longs, and flats)  quarter-sheets of paper Directions 1. Each person uses base-10 blocks to make a “building.” The picture shows an example. 2. Each block has a value. The value of the cube is 1. The value of the long is 10. The value of the flat is 100. What number does your building show? Use the symbols in the box above to help you. 3. Draw your building on a quarter-sheet of paper. Write the number with your drawing. 4. Have a friend help you check the number. 5. If there is time, make more buildings. Draw each building and record the number of each building. Look at the numbers shown by your group’s buildings. Order the numbers from smallest to largest. LESSON 112 Name Date Time Base-10 Structures Copyright © Wright Group/McGraw-Hill 18 Follow-Up 60 ■ 1 10 100

Work in a group of 3 or 4 children. Materials  1 or 2 sets of double-9 dominoes  number cards 0 –18 (from the Everything Math Deck, if available) Directions 1. Lay down the number cards in order from 0 through 18. 2. Place each domino above the number card that shows the sum of the domino dots. 3. List the addition facts shown by the dominoes on a sheet of paper. Before you begin, decide how your group will record the facts. Look at the list of addition facts your group made. Try to think of a better way to record the facts. Talk about why you think the new way is better. 5 LESSON 112 Name Date Time Sorting Dominoes 19 Copyright © Wright Group/McGraw-Hill Follow-Up

20 Name Date Time In today’s lesson, the class examined thermometers and practiced reading Fahrenheit temperatures. We began a daily routine of recording the outside temperature. If you have a nondigital thermometer at home (inside or outside), encourage your child to read the Fahrenheit temperatures to you. We will introduce Celsius temperatures in a later unit. Please return this Home Link to school tomorrow. Family Note Copyright © Wright Group/McGraw-Hill HOME LINK 112 Temperatures 10 20 30 40 °F 10 20 30 40 °F 10 20 30 40 °F 10 20 30 40 °F 10 20 30 40 °F 10 20 30 40 °F 10 20 30 40 °F 10 20 30 40 °F 1. Circle the thermometer that shows 30°F. 3. Circle the thermometer that shows 12°F. 4. Circle the thermometer that shows 28°F. 2. Circle the thermometer that shows 20°F. 87

21 Name Date Time Copyright © Wright Group/McGraw-Hill HOME LINK 113 Unit 2: Family Letter Addition and Subtraction Facts Unit 2 focuses on reviewing and extending addition facts and linking subtraction to addition. Children will solve basic addition and subtraction facts through real-life stories. InEveryday Mathematics, the ability to recall number facts instantly is called “fact power.” Instant recall of the addition and subtraction facts will become a powerful tool in computation with multidigit numbers, such as 29 92. label A unit, descriptive word, or phrase used to put a number or numbers in context. Using a label reinforces the idea that numbers always refer to something. unit box A box that contains the label or unit of measure for the numbers in a problem. For example, in number stories involving children in the class, the unit box would be as follows: A unit box allows children to remember that numbers have a context without having to repeat the label in each problem. number story A story involving numbers made up by children, teachers, or parents. Problems from the story can be solved with one or more of the four basic arithmetic operations. Vocabulary Important terms in Unit 2: number model A number sentence that shows how the parts of a number story are related. For example, 5 813 models the number story: “5 children skating. 8 children playing ball. How many children in all?” fact power The ability to instantly recall basic arithmetic facts. doubles fact The sum or product of the same two 1-digit numbers, such as 2 24 or 3 39. turn-around facts A pair of addition (or multiplication)facts in which the order of the addends (or factors) is reversed, such as 3 58 and 5 38 (or 3 412 and 4 312). If you know an addition or multiplication fact, you also know its turn-around fact. Math Tools Your child will be using Fact Trianglesto practice and review addition and subtraction facts. Fact Triangles are a “new and improved” version of flash cards; the addition and subtraction facts shown are made from the same three numbers, helping your child understand the relationships among those facts. The Family Note on Home Link 2-7, which you will receive later, provides a more detailed description of Fact Triangles. Unit children 9615 , 628 , 22–27 9312 , 8311  , The dot designates the largest number. A Fact Triangle showing the fact family for 3, 8, and 11

8 – 2 4+6 22 Copyright © Wright Group/McGraw-Hill fact family A collection of four addition and subtraction facts, or multiplication and division facts, relating three numbers. For example, the addition/ subtraction fact family for the numbers 2, 4, and 6 consists of: 2464 26 6 426 24 The multiplication/division fact family for the numbers 2, 4, and 8 consists of: 2488 24 4288 42 Frames-and-Arrows diagram A diagram used to represent a number sequence, or a list of numbers ordered according to a rule. A Frames-and- Arrows diagram has frames connected by arrows to show the path from one frame to the next. Each frame contains a number in the sequence; each arrow represents a rule that determines which number goes in the next frame. “What’s My Rule?” problem A problem in which number pairs are related to each other according to a rule or rules. A rule can be represented by a function machine. Rule out in 3 8 5 in out 3 5 88 10 13 Rule 5 35 30 25 20 15 10 Do-Anytime Activities To work with your child on the concepts taught in this unit and in previous units, try these interesting and rewarding activities: 1.Talk with your child about why it is important to learn basic facts. 2.Create addition and subtraction stories about given subjects. 3.Have your child explain how to use a facts table. 4.As you discover which facts your child is having difficulty mastering , make a Fact Triangle using the three numbers of that fact family. 5.Name a number and ask your child to think of several different ways to represent that number. For example, 10 can be represented as 1 9, 64, 12 2, and so on. 10 ten 12 2 1 96 4 diez10 0 8+4 6+2 Function machine InEveryday Mathematics, an imaginary device that receives input numbers and pairs them with output numbers according to a set rule. “What’s My Rule?” table UNIT 1 Unit 2: Family Letter cont. HOME LINK 113

23 Copyright © Wright Group/McGraw-Hill Building Skills through Games In Unit 2, your child will practice addition facts and find equivalent names for numbers by playing the following games. Beat the Calculator A “Calculator” (a player who uses a calculator to solve the problem) and a “Brain” (a player who solves the problem without a calculator) race to see who will be first to solve addition problems. Domino Top-It Each player turns over a domino and finds the total number of dots. The player with the larger total then takes both dominoes from that round. Doubles or Nothing Each player adds numbers across each row, down each column, and along each diagonal in a grid for each round, circles identical sums, and finds the total of doubles as a score for the round. Name That Number Each player turns over a card to find a number that must be renamed using any combination of five faceup cards. 68 2 610 4 642 4 4 10 10 8 8 12 12 2 2 6 6 UNIT 1 Unit 2: Family Letter cont. HOME LINK 113

24 As You Help Your Child with Homework As your child brings home assignments, you may want to go over the instructions together, clarifying them as necessary. The answers listed below will guide you through this unit’s Home Links. Home Link 2 1 2.83.184.75.16 Home Link 2 2 Home Link 2 3 1. a.4b.10c.0d.14e.6 f.16g.12h.18i.2j.8 3. a.9b.9c.17d.13e.5 f.15g.11 Home Link 2 4 1. a.7b.11c.7d.7e.11f.7 2. a.8b.5c.6d.3e.7f.9 3. a.11b.15c.16d.10e.14f.15 g.17h.14i.18j.16k.13l.17 Home Link 2 5Home Link 2 6 2.9615; 6915; 15 69; 15 96 3.8715; 7815; 15 78; 15 87 4.5914; 9514; 14 95; 14 59 5.136.147.128.16 Home Link 2 10 1. 2. 3. 4. 5. 6. Home Link 2 11 1. 2. 3. 4. 5.18; 5 5 Rule 8 4 13 513 9 18 10 in out Answers vary. 6 Rule 410 12 9 15 6 in out 6 3 9 0 8 Rule 10 12 9 14 82 4 1 6 0 in out 9 Rule 1 4 6 8 510 13 in out 15 17 14 Rule 30 20 40 60 50 10 Rule 40 38 36 34 32 2 Rule 20 8  3 11 14 17 Rule 5 12 7222717 31 28 25 22 19 Rule 3 3 9 15 21 27 Rule 6 2 62  51  60  85  73  97  04  41  54  3 2  76  51  73  56  31  88 25 32 43 38  7 4  45  49  30  94  67  15  58  05  96  76  1 6  23  87  49  25  34  42  94  84  91  15  2 3  46  68  47  57  06  27  33  64  76  85  6 8  53  64  75  21  63  56  75 78  37  79  4 6  18  42  67  74 21 40 73  94  56  4 7 12 8 14 6 5 7 12 9 108 9 12 9 10 8111111 8 7121212 7 13 9 11 7 787 78 911 8 8 912 12 7 8 6 7 910 8 6 6 15 8 10 8 14 13 7 8111213 2 7 8 10 9 11 14 11 81312 111413 2 40  05  41  42  53  21  93  64  41  1 2  03  55  11  49  20  72 32 27 23 42  8 6  21  65  50  64  30  51  84  65  34  03  1 0  86  68  29  03  37  12  61  35  26  10  4 2  12  96  26  40  14  26  30  25  11  22  7 4  57  06  29  31  50  91  71 57  30  66  5 9  18  06  28  31 06 03 30  33  83  7 10 8 8 11 1 6 6 3 11 10871067 81210 9 6 3 11 8 10 1 9781266095 2865117 5 10 9 8 2 7549710 5 9 10 8 4 4 884774 692639 98610611 Copyright © Wright Group/McGraw-Hill UNIT 1 Unit 2: Family Letter cont. HOME LINK 113