Division 4
Spelling
Grade 1’s: Grade 1 Week 33 Spelling Words:Activity
Grade 2’s: Grade 2 Week 33 Spelling Words:Activity
Math
Grade 1’s: Double Digit Subtraction Practice
Gr. 1 Double Digit Subtraction Regrouping:No Regrouping
Grade 2’s: Multiplication Practice
Single Digit Mulitplication Doubles (Includes Answer Key)
Additional resource-Here is a document with printable multiplication charts if you would like to use these with your child to practice: Multiplication Charts
Writing Prompt: What would you do if you won the lottery? What would you do? What would you spend your money on?
Guidelines:
Grade 1’s: 3-4 sentences
Grade 2’s: 5-6 sentences
*Dear Division 4 Families,
I have been made aware of a technical issue where the links to the assignments are not going through and a page that says Error 404 comes up. I have tried re-uploading the documents, but it hasn’t fixed the issue. I have contacted the school district tech support and while I wait for a response to see how to fix this, I will send today’s documents to parent emails.
I apologize for any inconvenience!
Ms. Chin
*If you don’t have a printer, feel free to pick some questions to practice on a blank sheet of paper.
Grade 1’s: Practice with Using a Number Line for Addition/Subtraction
Remember: When you add on a number line, you start with the biggest number in the equation. Find that number on a number line. Then look at the second number in the equation; that tells us how many “jumps” to do on the number line. The number you land on is your answer!
Example: 5+3
Worksheets:
*There are quite a few questions, please don’t feel that it must be completed all in one sitting or in one day. Feel free to space it out and break it up into chunks that work for you.
Grade 2’s: Rounding to Nearest 10 and 100
We have already practiced rounding numbers to the nearest 10. For example, if I have the number 18, the nearest numbers that are a multiple of 10 are 10 and 20. On a number line 18 is closer to 20 so I would round up to 20. If you’re rounding to the nearest 10, look at the number in the ones column. For the number 18, the number in the ones column is 8. If the number is 5 or bigger you round up, if the number is less than 5, you round down. Remember that 5 is the middle point! 0-4 stay on the floor (round down), 5-9 climb the vine (round up)!
10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20
Now when you round to the nearest 100, it’s the same thing. If I have the number 380, I look at the nearest numbers that are a multiple of 100, which would be 200 and 400. On a number line, or in my head, I can tell that 380 is closer to 400 and so I would round up. You can do the same thing that we did when we rounded to the nearest 10. When we are rounding to the nearest hundred, look at the number next to it which is in the tens column. For 380, there is an 8 in the tens column. Then I have to think whether 8 is bigger or smaller than 5. 8 is bigger than 5, so I would round up.
Another example, is the number 123. If I round to the nearest 10, I think about the numbers 123 would be between in terms of the numbers in the tens column (the numbers would be 120 and 130). I look at the number next to the tens column, which is the last number (3-which is in the ones column). Is 3 bigger or smaller than 5? It’s smaller, so I would round down. 123 rounded to the nearest 10 would be 120. If I was asked to round to the nearest 100, I have to think of the numbers the 123 would be between in terms of multiples of 100 (the numbers would be 100 and 200. I would look at the number in the tens column (the middle number-which is a 2). 2 is smaller than 5 so I would round down again. 123 rounded to the nearest 100 is 100.
Here is a video to a song that may help with remembering the concepts: Rounding Numbers Nearest 10 and 100 Rap
Here is a rounding chart that you may want to use to help you (I couldn’t make the image bigger, so I also attached it in the PDF form as well):
Worksheet: Rounding to Nearest 10 and 100 Doc 3
Alphabetical Order/ABC Order
One way to organize objects with words like books or movie titles or any other grouping of words is to put them in alphabetical order. This means to put the words in order by the letters they begin with and the following letters in each word according to the alphabet (so words starting with A come first, then B, then C and so on). For example, if I had the words, apple, cat, pillow, zebra, I would start by finding the word that begins with A. Apple is the only word that starts with A so that goes first. Then I go to the next letter in the alphabet, B. Any words with B? No. Move on to the next letter which is C. I have one word with C: Cat. So that goes next in my list. Then I keep going according to the alphabet and the letters that each word I have to sort begin with.
What happens if there are two words that start with the same letter? For the example above, if I had another A word such as Ant. I would figure out which would come first between Apple and Ant. they both begin with A so they are at the beginning of the list. To figure out which comes next, I look at the second letter in each word. Those letters are P and N. According to the alphabet, N comes first, and so Ant would go before Apple.
The new list would be:
Here is a video that helps to demonstrate the concept of arranging words in alphabetical order: Video
Grade 1’s please complete one of the worksheets below. Grade 2’s please work to complete both worksheets below. *If you don’t have a printer, please complete on a blank sheet of paper.
Worksheet: Alphabetical Order
Math
Grade 1’s: Word Problem Practice
Worksheets: 3 Addend Addition Word Problems Within 20
Grade 2’s: Multiplication Introduction
*Try to complete the worksheets and practice drawing the circles and x’s to help if needed, if you don’t have a printer, please just practice drawing the groups and how many are in each group for some of the equations on a blank sheet of paper.
Multiplication is a faster way to add numbers. With multiplication, we have multiples of a certain number to add. For multiplication the key concept is to put objects or numbers into groups. For example, if I had 3 groups of students (5 students in each group) and wanted to know how many kids I have in total, I could figure out the total number of kids by adding 5 + 5 + 5. Or I could multiply 5 x 3 which means 3 groups of 5. To solve this, I like to draw pictures to help. I use circles to represent my number of groups, 3 circles for 3 groups. In each group, I make 5 x’s to represent how many people are in each group. At the end, I count all my x’s and can visually see how many people there are in total.
You can do this with any equation! In the second picture, I did the example 7 x 4 and 4 x 7. As you can see, it doesn’t matter what order the numbers come in, the answer is the same. Also, I drew the pictures differently. In the first drawing, I drew 7 groups of 4 x’s and then in the second drawing I drew 4 groups of 7 x’s. You can see that it’s still the same. 4 groups of 7 and 7 groups of 4 is the same.
Worksheets: Intro. to Multiplication Package
Writing
“Unhealthy food should not be allowed at all.”
Write a response to this prompt. Write why you agree/disagree with this statement. See if you can tell me what kind of writing assignment this is! Expository? Persuasive? Creative?
Writing guidelines:
Grade 1’s: 3-4 sentences
Grade 2’s: 5-6 sentences
Earlier in the school year we practiced graphing. This included creating our own graphs, reading graphs, understanding graphs and the information they give us and different types of graphs. Today I would like you to go on a bit of a scavenger hunt, find the items in the list below, count how many you can find in your home, and then graph them. *Don’t forget to give your graph a title!
Grade 1’s: Use the template provided (or recreate on a blank piece of paper) and colour in the squares to show how many of each object you find in your home.
Template: Bar Graph Template
Grade 2’s: Choose a type of graph to use, create it and then show how many of each object you can find in your home.
These are two of the different types of graphs we have discussed:
Pictograph-symbols or pictures are drawn in a line to indicate how much of an object there is. In the photo below, each circle represents two objects, but a graph could also have each circle or shape representing one object.
Bar graph-horizontal or vertical
Items to Count and Graph in your home:
If you were in charge of the whole world, what would you do to make the world a better place?
Use your imagination and write a response to the prompt above. Try to write as much as you can to describe what you would do and why.
Guidelines:
Grade 1’s: 3-4 sentences
Grade 2’s: 5-6 sentences
*If you don’t have a printer, feel free to pick and choose some of the questions. Please don’t feel you have to copy all of the questions out by hand.
Grade 1’s: Double Digit Math
Worksheet: Gr. 1 Double Digit Practice
Grade 2’s: *There are two worksheets. 1 for Unknown Numbers, 1 for Equality Vs. Inequality Below.
Unknown Numbers
Worksheet:
Mixed Unknown Numbers Add:Subtract Within 20
Equality Vs. Inequality
You may have been introduced to this last year, but if not, I’ll copy out the introduction that I previously used for the Grade 1’s.
Today I would like you to practice identifying if an equation is equal or not. For example, you’re used to seeing equations like 5+5=10 and 8-5=3. Now pretend that the = sign is like a wall. When we are looking to see if things are equal in math equations, we want to know if the value of the numbers on each side of the = sign wall is the same. For example, for the equation 5+5=10. On the left side, there is 5+5, we know that equals 10. On the right side we have the number 10. So on each side of the wall the value is the same. Again, with 8-5=3. Pretend the = sign is a wall. On the left side of the wall we have 8-5, which we know equals to 3. On the right side of the wall we have 3, so on each side of the wall the value is the same. In both of these situations, there is an equality.
Now what about 4+5=10? On the left side of the wall we know 4+5=9. So on the left side of the wall, the value of the numbers is 9. On the right side of the = sign wall is 9. Is this equation equal? The answer is no. 4+5 does not equal 10. The values on each side of the wall are unequal so there is an inequality. For this equation would we show that it’s an inequality by using this sign: ≠.
We can also do this with simple equations too.
If I have 5+5=6+4 is this correct? Should there be a = sign or a ≠ sign?
On the left side of the = sign wall there is 5+5 which we know equals 10. On the right side there is 6+4 which equals 10 too. So is there an equality or inequality? There is an equality because both sides equal 10.
Try this worksheet and see if you can figure out if you use a = sign or a ≠ sign!
Pretend you walked outside to find a sleeping dragon in the grass! Why is the dragon there? Is it friendly? What does it look like? What do you do?
Use your imagination and write a response to the prompt above. Try to write as much as you can to describe what you think about the dragon and what you would do if you saw a dragon outside!
Guidelines:
Grade 1’s: 3-4 sentences
Grade 2’s: 5-6 sentences
Today I would like you to write a response to the story: The Box Turtle by Vanessa Roeder
Here is a video for you to listen to the story: Video
Write a reading response to the story. Think about what happened in the story. What was this story about?
Here is the worksheet that you can use to complete the reading response, Story Response, or you can complete it on a blank sheet of paper. Write a short summary of what happened in the book (what happened in the beginning, middle and end) (1-3 sentences) and try to answer the questions:
You can make your response as long as you want. Guidelines are below for each grade:
Grade 1’s: 1 sentence for the summary, 2-3 sentences to answer the questions above as best you can!
Grade 2’s: 2-3 sentences for the summary, 2-3 sentences to answer the questions above.
My Example: This book is about a turtle who has a box for a shell. The other turtles made fun of him and made him sad and so he went to look for new shell. In the end, he decided that his shell did not determine who he was; it didn’t matter how he looked as long as he was happy on the inside. I really liked this story because it talks about how what we look like isn’t everything, and that who we are as people on the inside is what is most important. It also talks about how it is important that we know that we are special and unique just the way we are and we don’t need to change for other people. I liked the different “shells” that he tried on and I don’t think I would change anything about this book!
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