Second Grade is Second to None
October 2018 Newsletter
General Notes
- School Starts every day at 7:40 am. Please make sure to have your children here on time to begin their day.
- No School for students on October 5th and 8th!
- Dad's Club is October 12th! Starts at 6:45am- 7:30am in the Cafeteria.
- October 3rd is Walk to School Day!
- Fall school picture makeups will be on October 10th.
- Report Cards will come home on October 17th.
- PTA's first event of the year! Screen on the Green will be on October 19th! Come out and support your PTA.
Creek View will be administering the IOWA test to all 3rd and 5th graders between October 22 – 29, 2018. During this time no parent visitors/volunteers will be allowed in the building. This does include lunch visitors as well. We will resume our normal visitor and volunteer procedures on Tuesday, October 30, 2018. We appreciate your help as we work together as a school to create an optimum testing environment for students.
Leadership Trait of the Month!
Leadership Trait of the Month – Social Intelligence
Social intelligence refers to the ability to understand your own and others’ feelings and emotions and then to use this understanding to inform your decisions and actions. Socially/emotionally intelligent people solve interpersonal problems quickly by understanding what is upsetting others and being empathetic to these concerns. They tend to recognize when they've said something that made someone uncomfortable and know what makes others "tick.” Socially/emotionally intelligent people are able to thrive in many different relationships and settings because they quickly learn the social rules.
We can support children in developing social/emotional intelligence by encouraging them to:
- Find positive solutions to conflicts/problems
- Care about the feelings of others
- Be flexible when working in groups
- Make and maintain friendships
Your child will be bringing home a copy of a tic-tac-toe activity that he/she can work on throughout the month to reinforce the trait of the month and promote discussion. This is an optional activity but all students who return this to Coach Bidwell and Coach Hanning in the gym will be entered in a drawing to win a prize.
Academics
2.1 Math
In 2.1 Math, students will be learning various mental strategies, drawings, and equations to add and subtract within 100, as well as, solve money word problems! Please check out the Parent Letter from the Georgia Department of Education to learn more about our standards.
Standards:
- MGSE2.OA.1 Use addition and subtraction within 100 to solve one and two step word problems by using drawings and equations with a symbol for the unknown number to represent the problem. Problems include contexts that involve adding to, taking from, putting together/taking apart (part/part/whole) and comparing with unknowns in all positions.
- MGSE2.OA.2 Fluently add and subtract within 20 using mental strategies.3 By end of Grade 2, know from memory all sums of two one-digit numbers
- MGSE2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
- MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
- MGSE2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems4 using information presented in a bar graph.
2.2 Math
In 2.2 Math, students will be learning how to understand 2D and 3D shapes, how to partition a given shape into rows and columns. In addition, students will learn how to recognize equal shares of a partitioned shape! Please check out the Parent Letter from the Georgia Department of Education to learn more about our standards.
Standards:
- MGSE2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.8 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
- MGSE2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
- MGSE2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
- MGSE2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems9 using information presented in a bar graph.
3.1 Math
In 3.1 Math, students will be learning multiplication and division! Please check out the Parent Letter from the Georgia Department of Education to learn more about our standards.
Standards:
- MGSE3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
- MGSE3.OA.2 Interpret whole number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares (How many in each group?), or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each (How many groups can you make?). For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
- MGSE3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
- MGSE3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers using the inverse relationship of multiplication and division. For example, determine the unknown number that makes the equation true in each of the equations, 8 × ? = 48, 5 = □ ÷ 3, 6 × 6 = ?
- MGSE3.OA.5 Apply properties of operations as strategies to multiply and divide. 4 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
- MGSE3.OA.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
- MGSE3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
- MGSE3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90. numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
- MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and twostep “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
- MGSE3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
Reading
Students will be comparing and contrasting two or more versions of the same fable/folktale by different authors. In addition, students will continue to learn how to better understand a literary text by describing a text's story elements; Beginning, Middle, End, Problem, Solution and how characters respond to events and challenges. After reviewing the story elements that students will continue to review from the previous how words and phrases (regular beats, rhymes, repeated lines) supply meaning to a story, poem or song. Finally, students will review once more how to acknowledge the differences in a characters point of view or perspective.
Writing
Our 2nd grade writers will continue to write informational how-to books. Students have a checklist focusing on . We have also begun a study of Reflexive Pronouns in Grammar (herself, ourselves, himself, etc. ). Students will be hard at work practicing and reviewing these skills during our Literacy Workshop!
Social Studies
We will be beginning our first PBL (Project Based Learning) unit of the year! The students will be studying and exploring Georgia's Beginnings. This unit will elaborate on who Georgia's heroes were, what influenced them, and how they have shaped our nation. At the end of the unit the students will be creating a project that will reflect their knowledge of Georgia's Beginning and the Heroes who started it all!
Special Area's Newsletter!
Join PTA!
Join PTA
We are trying to get 100% membership in the 2nd grade this year! Your contribution and membership dues help pay for the AMAZING STEM Lab, playground equipment, Media Center improvements, and so much more! Click Here to Join!
Got Grit?
Got Grit?
Creek View is continuing their work on Growth Mindset and GRIT! We are going to be doing some very exciting things with it this year- including a Schoolwide read aloud! Ask your student all about it!
Textbooks
Social Studies Textbook (click me)
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