Parent Curriculum Guide
Grade Level: 2 Grade
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Six Weeks: 3rd Six Weeks
What will students learn?
November 18th- November 22nd

Determine the value of a collection of coins up to a dollar
Skill described

Describe how the cent symbol, dollar symbol, , and decimal point are used to name the value
of a collection of coins
How can I assist my child?

Determine the value of a penny, nickel, dime, quarter, and half dollar.

Practice labeling the value of the collection of coins.

Complete a pocket or piggy bank count of coins up to one dollar with varied coins.

Go on a scavenger hunt for coins. Have child count the coins and write the value of the coins
using the cent symbol or dollar symbol and decimal point.

Play a grocery store game. Allow child to purchase house hold items that are valued less than
one dollar using coins from their piggy bank.
Activity described
What does it look like?
Children count real money or pictures of money and write the value of a collection of coins.
(Tested Format)
Models and visual representation
of the skill - graphics
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Parent Curriculum Guide
Grade Level: 2 Grade
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Six Weeks: 3rd Six Weeks
How do I know my child
understands?
What is the value of the collection of coins?
What will the value of the collection of coins if you added two nickels, and a dime?
What will the value of the collections of coins if you subtracted _____ from the set?
What to look for…
Which set of coins has the greater value? How do you know?
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Parent Curriculum Guide
Grade Level: 2 Grade
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Six Weeks: 3rd Six Weeks
What will students learn?
December 2nd-December 13th

Skill described
How can I assist my child?
Activity described
Use concrete models of hundreds, tens, and ones to represent a given whole number
(up to 999) in various ways

Use place value to read, write, and describe the value of whole numbers to 999

Have child illustrate representations of numbers up to 999 using ones, tens, and hundreds on
index cards. Assist child in reading and writing the value of whole numbers. Identify how many
ones, tens, and hundreds are needed to generate the number listed.

Write the word form of a number up to 999. Have child generate the digits for the number
listed.
What does it look like?
(Tested Format)
Models and visual representation
of the skill - graphics
How do I know my child
understands?
Have child create models for numbers up to 999 such as 234, 932, 640 using hundreds, tens, and, ones.
Determine how many hundreds, tens, and ones for each number stated.
Write the number in word form and read the number correctly.
What to look for…
How many ones, tens, and hundreds in the number_____?
How is the number______ written in word form?
Read the number _____(word form)
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Parent Curriculum Guide
Grade Level: 2 Grade
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Six Weeks: 3rd Six Weeks
What will students learn?
Skill described
December 2nd-December 13th

Model addition and subtraction of two-digit number with objects, pictures, words and numbers

Select addition or subtraction to solve problems using two-digit numbers, determine whether or
not regrouping is necessary
How can I assist my child?
Addition/Subtraction without Regrouping
Activity described
Create addition and subtraction problems where students do not regroup (borrow). Use tens and ones to
draw a pictorial models of the numbers represented and generate the answer. Write the answer in word
form.
Addition/Subtraction with Regrouping
Generate addition/subtraction problems to complete. Have your child practice adding and subtracting
two digit numbers that require regrouping. Tip-Ensure that the digits are lined up in the correct column.
What does it look like?
Locate examples-http://www.ixl.com/standards/texas/math/grade-2
(Tested Format)
Models and visual representation
of the skill - graphics
How do I know my child
understands?
What to look for…
Did you need to regroup (borrow)? Why or Why not?
Explain the process you used to get your answer.
Is your solution reasonable? How do you know?
*Make sure that when children are adding or subtracting whole numbers they line up the digits in the
correct place.
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Parent Curriculum Guide
Grade Level: 2 Grade
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Six Weeks: 3rd Six Weeks
What will students learn?
December 18th-January 14th

Describe attributes (the number of vertices, faces, edges, sides) of two and three dimensional
geometric figures such as circles, polygons, spheres, cones, cylinders, prisms, pyramids, etc.*
How can I assist my child?

Use items in everyday situations such as balls, can goods, box cereal, cones, etc… Have
students describe objects in terms as number of faces, curves, vertices, edges etc…
Activity described

Use old magazines to create a collage of geometric figures. Categorize pictures by their
attributes and write a brief description of the object.
Skill described
What does it look like?
(Tested Format)
Models and visual representation
of the skill - graphics
How do I know my child
understands?
Describe the attributes of a circle, polygon, sphere, cone, cylinder, prism, pyramid, etc.
How is a _____ different from a ____?
How many vertices does a _____ have?
What to look for…
What is the difference between vertices and sides?
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Parent Curriculum Guide
Grade Level: 2 Grade
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Six Weeks: 3rd Six Weeks
What will students learn?
December 18th-January 14th

Use whole numbers to locate and name points on a number line

Create a number line using house hold items such as yarn. Have students label numbers on
the number line. Child may begin with one or start at any number and continue the sequence
of numbers in order. Place points and the number line and label each point with a letter of the
alphabet. Have child state the number where points are located.

Extend measuring tape or yardstick cover certain numbers with a sticker. Have children
determine which numbers are covered.
Skill described
How can I assist my child?
Activity described
What does it look like?
(Tested Format)
Models and visual representation
of the skill - graphics
How do I know my child
understands?
Have child create a number line. Plot the letters A, B. C, D, and E on the number line. Have students
identify which letter is on certain points.
The letter _____ is on ____.
What to look for…
What letter is on point ____?
How do you know what numbers should be on the number line?
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Parent Curriculum Guide
Grade Level: 2 Grade
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nd
Six Weeks: 3rd Six Weeks
Embedded process skills for activities:

Identify mathematics in everyday situations

Solve problems with guidance that incorporate the processes of understanding the problem, making a plan, carrying out the plan, and
evaluating the plan for reasonableness

Use tools such as real objects, manipulatives, and technology to solve problems

Explain and record observations using objects, words, pictures, numbers, and technology

Relate informal language to mathematical language and symbols

Justify his or her thinking using objects, words, pictures, numbers, and technology
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