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Grade 2 Erin McCarthy Carson-Dellosa Publishing, LLC Greensboro, North Carolina
Credits Content Editor: Jennifer B. Stith Copy Editor: Beatrice Allen Visit carsondellosa.com for correlations to Common Core State, national, and Canadian provincial standards. Carson-Dellosa Publishing, LLC PO Box 35665 Greensboro, NC 27425 USA carsondellosa.com © 2013, Carson-Dellosa Publishing, LLC. The purchase of this material entitles the buyer to reproduce worksheets and activities for classroom use only—not for commercial resale. Reproduction of these materials for an entire school or district is prohibited. No part of this book may be reproduced (except as noted above), stored in a retrieval system, or transmitted in any form or by any means (mechanically, electronically, recording, etc.) without the prior written consent of Carson-Dellosa Publishing, LLC. Printed in the USA • All rights reserved.
Table of Contents Introduction ..................................................................... 4 Week 20 ............................................................................47 Incorporating the Standards for Week 21 ............................................................................ 49 Mathematical Practice ............................................... 5 Week 22 .............................................................................51 Common Core State Standards Alignment Matrix ............................................................ 7 Week 23 ........................................................................... 53 Week 1 ..................................................................................9 Week 24 ........................................................................... 55 Week 2 ................................................................................11 Week 25 ............................................................................57 Week 3 ...............................................................................13 Week 26 ........................................................................... 59 Week 4 ...............................................................................15 Week 27 .............................................................................61 Week 5 ...............................................................................17 Week 28 ........................................................................... 63 Week 6 ...............................................................................19 Week 29 ........................................................................... 65 Week 7 ................................................................................21 Week 30 ...........................................................................67 Week 8 ..............................................................................23 Week 31 ............................................................................ 69 Week 9 ..............................................................................25 Week 32 .............................................................................71 Week 10 .............................................................................27 Week 33 ............................................................................73 Week 1 1 ............................................................................ 29 Week 34 ............................................................................75 Week 12 ..............................................................................31 Week 35 ............................................................................77 Week 13 ............................................................................ 33 Week 36 ............................................................................79 Week 14 ............................................................................ 35 Week 37 .............................................................................81 Week 15 .............................................................................37 Week 38 ........................................................................... 83 Week 16 ............................................................................ 39 Week 39 ........................................................................... 85 Week 17 ..............................................................................41 Week 40 ............................................................................87 Week 18 .............................................................................43 Answer Key .................................................................... 89 Week 19 ............................................................................ 45 © Carson-Dellosa • CD-104591 3
Introduction Common Core Math 4 Today: Daily Skill Practice is a perfect supplement to any classroom math curriculum. Students’ math skills will grow as they work on numbers, operations, algebraic thinking, place value, measurement, data, and geometry. This book covers 40 weeks of daily practice. Four math problems a day for four days a week will provide students with ample practice in math skills. A separate assessment of 10 questions is included for the fifth day of each week. Various skills and concepts are reinforced throughout the book through activities that align to the Common Core State Standards. To view these standards, please see the Common Core State Standards Alignment Matrix on pages 7 and 8. Indicates the weekly practice page Indicates the daily Week #0 practice problems Indicates the Week #1 Which number Name_____________________________________________ sentence matches Day 2 weekly assessment Look at the base the picture? ten blocks. Cross Color the triangles. A. 2 + 1 = 3 out 7 blocks. Complete the B. 4 + 2 = 6 number sentence Look at the base C. 9 + 1 = 10 the number shown. _______ – 7 = _______ problem. _____________ Day 1 ten blocks. Write and solve the What are the next 1. Name_____________________________________________ Week #0 Assessment 5 + 5 = three numbers in How much is 4 the pattern? 2. 3 + 2 = Week #1 Assessment pennies worth? 4 + 1 = A. 2 cents 3, 4, 5, 6, Three frogs and B. 7 cents _____________, 3. How much is 5 pennies worth? 2 birds are sitting C. 4 cents _____________, near the pond. How many animals are around the A. 6 cents pond altogether? B. 2 cents 5 + 7 = _____________ Which student has _____________ Day 4 C. 5 cents 4. Isabella had 3 red crayons and 5 blue altogether? _____________ crayons. How many crayons did she have Circle the shortest the most points? _____________ Which of the line segment. Points in the Basketball Game 5. Which number sentence matches the following numbers picture? 5 is greater than 15 A. 4 A. 4 + 3 = 7 B. 2 + 5 = 7 How much is 1 dime Look at the base Day 3 but less than 28? B. C. D. 3 2 1 Evan Dawn Hugo D. 5 + 4 = 9 6. Which of the following numbers is greater than 9 but less than 16? C. 4 + 1 = 5 A. 8 A. 32 0 Cara ten blocks. Write B. 12 B. 17 the number shown. C. 20 C. 4 worth? _____________ 7. Look at the base ten blocks. Write the 2 + 5 = A. 10 cents number shown. _____________ Write the number B. 30 cents 8. Circle the longest line segment. for each number C. 5 cents A. word. B. eight _____________ 9 C. D. ten _____________ 9. How much are 2 nickels worth? _____________ four _____________ 10. Which zoo animal is there the most of? _____________ © Carson-Dellosa • CD-104591 Zoo Animals 10 3.XX.X 2.OA.1, 2.OA.2, 2.NBT.1, 2.NBT.4, 2.NBT.5, 2.MD.8, 2.MD.10 Indicates the Common Core CD-104591 • © Carson-Dellosa State Standards covered in the weekly assessment 4 CD-104591 • © Carson-Dellosa
Incorporating the Standards for Mathematical Practice The daily practice problems and weekly assessments in Common Core Math 4 Today: Daily Skill Practice help students achieve proficiency with the grade-level Common Core State Standards. Throughout the year, students should also work on building their comfort with the Standards for Mathematical Practice. Use the following suggestions to extend the problems in Common Core Math 4 Today: Daily Skill Practice . 1. Make sense of problems and persevere in solving them. Students should make sure that they understand a problem before trying to solve it. After solving, students should check their answers, often just by asking themselves if their answers make sense in the context of the question. Incorporate the following ideas into your Math 4 Today time: • Encourage students to underline the important parts of word problems and to draw lines through any extra information. • Allow students to talk through their answers with partners and explain why they think their answers make sense. 2. Reason abstractly and quantitatively. Students should be able to represent problems with numbers and symbols without losing the original meaning of the numbers and the symbols. A student who is successful at this practice will be able to reason about questions related to the original problem and use flexibility in solving problems. Incorporate the following ideas into your Math 4 Today time: • Ask students questions to extend the problems. For example, if a problem asks students to evenly divide a set of 10, ask them to describe what they would do if the set increased to 1 1 . • Have students choose a computation problem and write a word problem to accompany it. 3. Construct viable arguments and critique the reasoning of others. Students should understand mathematical concepts well enough to be able to reason about and prove or disprove answers. As students become more comfortable with mathematical language, they should use math talk to explain their thinking. Incorporate the following ideas into your Math 4 Today time: • Have students work with partners and use mathematical language to explain their ways of thinking about a problem. • Encourage students to use manipulatives and drawings to support their reasoning. 4. Model with mathematics. Students should apply their mathematical knowledge to situations in the real world. They can use drawings, graphs, charts, and other tools to make sense of situations, as well as use skills such as estimation to approach a problem before solving it. Incorporate the following ideas into your Math 4 Today time: © Carson-Dellosa • CD-104591 5
Incorporating the Standards for Mathematical Practice • Encourage students to take a problem they have solved and explain how it could help them solve a problem in their own lives. • Ask students to identify tools, such as charts or graphs, that could help them solve a problem. 5. Use appropriate tools strategically. Students should be able to use a range of tools to help them solve problems, as well as make decisions about which tools to use in different situations. Proficient students will use skills such as estimation to evaluate if the tools helped them solve the problem correctly. Incorporate the following ideas into your Math 4 Today time: • Ask students to discuss which tools would be most and least helpful in solving a problem. • As a class, discuss how two students using the same tool could have arrived at the same answer. Encourage students to identify the errors and the limitations in using certain tools. 6. Attend to precision. Students should be thorough in their use of mathematical symbols and labels. They should understand that without them, and without understanding their meanings, math problems are not as meaningful. Incorporate the following ideas into your Math 4 Today time: • Ask students to explain how a problem or an answer would change if a label on a graph were changed. • Have students go on a scavenger hunt for the week to identify units of measure in the problems, operations symbols, or graph labels. 7. Look for and make use of structure. Students identify and use patterns to help them extend their knowledge to new concepts. Understanding patterns and structure will also help students be flexible in their approaches to solving problems. Incorporate the following ideas into your Math 4 Today time: • Have students become pattern detectives and look for any patterns in each week’s problems. • Ask students to substitute a different set of numbers into a problem and see if any patterns emerge. 8. Look for and express regularity in repeated reasoning. Students are able to use any patterns they notice to find shortcuts that help them solve other problems. They can observe a problem with an eye toward finding repetition, instead of straight computation. Incorporate the following ideas into your Math 4 Today time: • Allow students to share any shortcuts they may find during their problem solving. As a class, try to understand why the shortcuts work. • When students find patterns, have them explain how the patterns could help them solve other problems. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. 6 CD-104591 • © Carson-Dellosa
Common Core State Standards Alignment Matrix STANDARD W1 W2 W3 W4 W5 W6 W7 W8 W9 W10 W11 W12 W13 W14 W15 W16 W17 W18 W19 W20 • • • • • • • • • • • • • • • • • • • • 2.OA.1 • • • • • • • • • • • • • • • • • • • 2.OA.2 • • • • • • • • • • • • • • 2.OA.3 • • • • • • • 2.OA.4 • • • • • • • • • • • • • • • • • 2.NBT.1 • • • • • • • • • • • • • • • • • 2.NBT.2 • • • • • • • • • • • • • • • • • • • 2.NBT.3 • • • • • • • • • • • • • • • • • • • 2.NBT.4 • • • • • • • • • • • • • • • • 2.NBT.5 • • • • 2.NBT.6 2.NBT.7 • • • • • • • • • • • • 2.NBT.8 • • • • 2.MD.1 2.MD.4 2.MD.5 • • • • • • • 2.MD.6 • • • • • • • • • • • • • • • • • 2.MD.7 • • • • • • • • • • • • • • • • • • • • 2.MD.8 2.MD.9 • • • • • • • • • • • 2.MD.10 • • • • • • • • • • • • 2.G.1 • 2.G.2 2.G.3 W = Week 2.NBT.9, 2.MD.2, and 2.MD.3 are not included in this book. Various activities may be adapted to address them. © Carson-Dellosa • CD-104591 7
Common Core State Standards Alignment Matrix STANDARD W21 W22 W23 W24 W25 W26 W27 W28 W29 W30 W31 W32 W33 W34 W35 W36 W37 W38 W39 W40 • • • • • • • • • • • • • • • • • • • • 2.OA.1 • • • • • • • • • • • • • • • • • • • • 2.OA.2 • • • • • • • • • 2.OA.3 • • • • • • • • 2.OA.4 • • • • • • • • • • • • 2.NBT.1 • • • • • • • • • • • • 2.NBT.2 • • • • • • • • • • • • • • • • • • 2.NBT.3 • • • • • • • • • • • • 2.NBT.4 • • • • • • • • • • • • • • • • • • • • 2.NBT.5 • • • • • • • • • • 2.NBT.6 • • • • • • • • • • • • • • • • • • • 2.NBT.7 • • • • • • • • 2.NBT.8 • • • • • • • • • • • • • 2.MD.1 • • • • • • • • • 2.MD.4 • • • • • • • • • • 2.MD.5 • • • • • • • 2.MD.6 • • • • • • • • • • • • • • • • • • • • 2.MD.7 • • • • • • • • • • • • • • • • • • • 2.MD.8 • • • • • • • • • • 2.MD.9 • • • • • • • • • • 2.MD.10 • • • • • • • • • • 2.G.1 • • 2.G.2 • • • • • • • • • • 2.G.3 W = Week 2.NBT.9, 2.MD.2, and 2.MD.3 are not included in this book. Various activities may be adapted to address them. 8 CD-104591 • © Carson-Dellosa
Name_____________________________________________ Week #0Week #1 Look at the base Color the triangles. Look at the base Which number ten blocks. Write ten blocks. Cross sentence matches out 7 blocks. Day 1 the number shown. Complete the the picture? Day 2 _____________ number sentence and solve the A. 2 + 1 = 3 B. 4 + 2 = 6 problem. C. 9 + 1 = 10 _______ – 7 = _______ Three frogs and 4 + 1 = How much is 4 What are the next 2 birds are sitting pennies worth? three numbers in near the pond. the pattern? How many animals A. 2 cents are around the B. 7 cents 3, 4, 5, 6, pond altogether? C. 4 cents _____________ _____________, _____________, _____________ Which of the Circle the shortest Which student has 5 + 7 = following numbers line segment. the most points? Day 3 is greater than 15 A. _____________ Day 4 but less than 28? B. A. 32 C. 5 4 Points in the Basketball Game B. 17 D. 3 C. 4 2 1 0 Cara Evan Dawn Hugo Write the number 2 + 5 = How much is 1 dime Look at the base for each number worth? ten blocks. Write word. the number shown. A. 10 cents _____________ eight _____________ B. 30 cents C. 5 cents ten _____________ four _____________ © Carson-Dellosa • CD-104591 9
Week #0 AssessmentWeek #1 Assessment Name_____________________________________________ 1. 5 + 5 = 2. 3 + 2 = 3. How much is 5 pennies worth? 4. Isabella had 3 red crayons and 5 blue crayons. How many crayons did she have A. 6 cents altogether? _____________ B. 2 cents C. 5 cents 5. Which number sentence matches the 6. Which of the following numbers is greater picture? than 9 but less than 16? A. 4 + 3 = 7 A. 8 B. 2 + 5 = 7 B. 12 C. 4 + 1 = 5 C. 20 D. 5 + 4 = 9 7. Look at the base ten blocks. Write the 8. Circle the longest line segment. number shown. _____________ A. B. C. D. 9. How much are 2 nickels worth? 10. Which zoo animal is there the most of? _____________ _____________ Zoo Animals 3.XX.XA.1, 2.OA.2, 2.NBT.1, 2.NBT.4, 2.NBT.5, 2.MD.8, 2.MD.10 10 2.O CD-104591 • © Carson-Dellosa
Name_____________________________________________ Week #0Week #2 Look at the base Color the circles. Look at the base Which number ten blocks. Write ten blocks. Write sentence matches Day 1 the number shown. the number shown. the picture? Day 2 _____________ _____________ A. 5 + 1 = 6 B. 3 + 3 = 7 C. 5 + 2 = 7 Five squirrels were 3 + 4 = How much is 1 dime Is this number of in a tree. Seven and 1 penny worth? rectangles even or more squirrels odd? _____________ came. How A. 20 cents many squirrels B. 1 1 cents were in the tree C. 6 cents altogether? ________ 7, _______, _______, 10 How long is the Total Number What is 10 pencil? _____________ 5 of Erasers more than 15? Day 3 Which numbers go 4 3 _____________ Day 4 on the blank lines? 2 A. 1 and 2 1 B. 6 and 5 C. 8 and 9 0 Alexa Felipe Sean Rudy Which student has the least amount of erasers? ________ Write the number 6 + 2 = Write , or = Dion has 1 dime for each number to make the and 1 nickel. How word. statement true. much money does he have? one _____________ 8 12 A. 2 cents three _____________ B. 15 cents C. 20 cents five _____________ © Carson-Dellosa • CD-104591 11
Week #0 AssessmentWeek #2 Assessment Name_____________________________________________ 1. 6 + 5 = 2. 2 + 6 = 3. Is the number of bananas even or odd? 4. Which number sentence matches the _____________ picture? A. 6 – 4 = 2 B. 6 + 4 = 10 C. 6 + 0 = 6 5. Write the number for each number word. 6. Paige has 2 dimes and 3 pennies. How much money does she have? eleven _____________ A. 1 1 cents six _____________ B. 23 cents C. 8 cents eight _____________ 7. Look at the base ten blocks. Write the 8. Who has read more books than Beth? number shown. _____________ _____________ Total Number of Books Read 5 4 3 2 1 0 Beth Dylan Irene Jorge 9. Color the circles. 10. Write , or = to make the statement true. 10 5 12 2. 3.XX.XOA.2, 2.OA.3, 2.NBT.3, 2.NBT.4, 2.NBT.5, 2.MD.10, 2.G.1 CD-104591 • © Carson-Dellosa
Week #0 Name_____________________________________________ Week #3 Color the Draw base ten Look at the base Which number quadrilaterals. blocks to show 25. ten blocks. Write sentence matches Day 1 the number shown. the picture? Day 2 _____________ A. 7 + 4 = 1 1 B. 5 – 3 = 2 C. 8 – 2 = 6 3 + 4 = Ten apples grew Victor had Is the number of on a tree. Three 2 nickels. Shelby circles even or apples fell off the gave him 2 pennies. odd? _____________ tree. How many How much money apples were left on does Victor have the tree? __________ now? _____________ 7 – 4 = How long is Write the number Write , or = to the ladybug? that is 10 less than make the statement Day 3 _____________ 68. _____________ true. 33 43 Day 4 What number Which numbers are Henry has 1 dime Favorite Fruits does the question between 20 and and 2 nickels. How 9 8 mark represent? 32? much money does 7 6 _____________ he have? 5 4 A. 50 and 51 3 B. 30 and 31 A. 5 cents 2 1 ? 1 2 3 4 5 6 7 8 9 10 C. 40 and 41 B. 12 cents 0 Apples Pears Bananas Oranges C. 20 cents Which 2 fruits were equally popular? ____________________ © Carson-Dellosa • CD-104591 13
Week #0 Assessment Week #3 Assessment Name_____________________________________________ 1. 4 – 3 = 2. 9 – 4 = 3. Write , or = to make the statement 4. Ella had 8 cookies. Donna ate 4 cookies. true. How many cookies were left? Write a 57 75 number sentence to show how you solved the problem. __________________________ 5. Which number sentence matches the 6. Which numbers are between 16 and 19? picture? A. 17 and 18 A. 5 – 3 = 2 B. 21 and 22 B. 4 + 2 = 6 C. 7 and 8 C. 4 – 2 = 2 7. Draw base ten blocks to show 73. 8. Color the quadrilaterals. 9. Jan found 5 pennies on the sidewalk. How 10. What number does the flower represent? much money did she find? _____________ _____________ 1 2 3 4 5 6 7 8 9 10 3.XX.XA.1, 2.OA.2, 2.NBT.1, 2.NBT.2, 2.NBT.4, 2.NBT.5, 2.MD.6, 2.MD.8, 2.G.1 14 2.O CD-104591 • © Carson-Dellosa
Week #0 Name_____________________________________________ Week #4 Color the Draw base ten Look at the base Which number rectangles. blocks to show 20. ten blocks. Write sentence matches Day 1 the number shown. the picture? Day 2 _____________ A. 7 + 3= 10 B. 9 – 2 = 7 C. 8 + 4 = 12 9 – 4 = Mama Cat had 3 What time is 5 + 2 = kittens. A family shown? ____________ adopted 2 of the kittens. How many kittens did Mama Cat have left? Write a number sentence to show how you solved the problem. _____________________ 1 1 – 4 = How long is the Is the number of Logan had 2 dimes. key? _____________ flowers even or He found 4 pennies Day 3 odd? _____________ in the couch Day 4 cushions. How much money does Logan have now? _____________ What number What number is 6 + 4 = Total Pies Baked does the cupcake 10 more than 12? 6 represent? ________ _____________ 5 4 3 2 18 19 20 22 23 24 1 0 Cory Noah Penny Leo Who baked the most pies? _____________ © Carson-Dellosa • CD-104591 15
Week #4 Assessment Week #0 Assessment Name_____________________________________________ 1. How many inches long is the watch? 2. Draw base ten blocks to show 13. _____________ 3. What time is shown? _____________ 4. Who ate the least number of apples? _____________ Total Number of Apples Eaten Kevin Melinda Tripp Yuri = 1 apple 5. Is the number of frogs even or odd? 6. Kit had 8 marbles. She gave 5 to Leslie. _____________ How many did Kit have left? Write a number sentence to show how you solved the problem. __________________________ 7. What number does the cupcake 8. 9 – 3 = represent? _____________ 13 14 15 16 17 19 20 21 22 23 9. 9 – 6 = 10. 6 + 1 = 16 2. 3.XX.XOA.1, 2.OA.2, 2.OA.3, 2.NBT.4, 2.MD.1, 2.MD.6, 2.MD.7, 2.MD.10 CD-104591 • © Carson-Dellosa