between grades 2 and 3

1SUMMER MATH • WEEK 7 © Blake eLearning

BETWEEN GRADES 2 AND 3

Math Catch-up • Week 7

www.mathseeds.com

Get Ready for fun in Grade 3!


Let's start Week 7Problem solving asks children to apply their math knowledge and skills using higher level thinking.The Mathseeds summer school math program includes several problem solving online activities and worksheets every week. We ask children to take the math concepts they have learned and the skills they have been practicing and apply them to a ‘real life’ type problem.

Sometimes they need to combine concepts and skills. Occasionally they need to think about why something works. At times they need to extend on what they already know in order to find the answer. Mathseeds encourages children to solve problems and use higher level thinking throughout the program.

The more experience children have with higher level thinking, the more confidence they will gain to think logically, take risks, ask questions, and apply reason. In turn, this will encourage them to communicate, explain, and justify their mathematical reasoning.

The critical thinking and problem solving activities and worksheets provide a growing toolkit of different strategies, using a simple structure that helps children grow in skills and confidence. Children should tackle each problem using this simple structure:

1 Read the question Encourage children to read the question carefully.

2 Underline the question What is the question asking them to do? Children can ask their own questions such as: Is this an addition problem? Do I need to draw a shape? Am I being asked to measure something?

3 Circle the facts Focus on the important facts needed to solve the problem. These might be numbers, words, or phrases that are key to understanding and interpreting the problem.

4 Use a strategy to solve the problem Many of these activities will guide children in the use of a specific strategy. Some activities are open-ended where children will need to choose a strategy.

5 Evaluate Encourage children to think about how they solved the problem, to check their answer and to share their solutions with a partner. Consider other ways or strategies they could have used to find a solution. This encourages children to reflect, to analyze, to ask questions, and to explore alternate options.

This booklet is the seventh of ten weekly booklets you will receive over the summer break. The Mathseeds summer catch up program provides a great way to make sure that your child knows the essentials they need to make a successful transition into Grade 3. We know your child will enjoy learning on Mathseeds because Mathseeds makes learning fun – and that’s what summer is all about!


Week 7Day 1 focus: Word Problems: LengthOnline lesson: Lesson 141 – Length: Word ProblemsWorksheets: Length Problems 1, Length Problems 2

Day 2 focus: Fluent Facts within 20Online lesson: Lesson 142 – Fluent Facts Within 20Worksheets: Number Bond Families, Using Number Bonds

Day 3 focus: Length and DataOnline lesson: Lesson 143 – Comparing Length Using a Bar GraphWorksheets: Collect Data, Make a Bar Graph

Day 4 focus: Addition within 1000Online lesson: Lesson 144 – Addition Strategies within 1000Worksheets: Addition Algorithms, Number Line Addition

Day 5 focus: QuadrilateralsOnline lesson: Lesson 145 – 2D Shapes: Quadrilaterals Worksheets: Quadrilaterals, Parallel Lines in Shapes

Week 7 BonusPoster: QuadrilateralsOnline: Driving Tests Grade 2 Operations 20-22, Measurement 19-24 and Geometry 6 & 7, Mental Minute + – Badges 61-70Sheets: Different but the Same, Data Work, Dizzy Sorts ShapesHands-on: Fluent Facts Snap

Get Ready for Grade 3

This week we skip ahead to Lesson 141 in the Mathseeds program.

To set your child’s lesson number to 141 go to the Family Dashboard.

👉 Choose the Mathseeds tab and click on the Redo placement test or adjust level link.

👉 Choose the Mathseeds tab and set the Mathseeds progress lesson to Lesson 141.

👉 Click on the Change Current Lesson button to place your child on that lesson.

Skip ahead to Lesson 141!See instructions below to skip

your child.


Week 7 • Poster

Quadrilaterals

parallelogram

rectanglesquare

rhombus

kite

trapezoid


Color each one when you have completed each day’s work.

Week 7 Monday Tuesday Wednesday Thursday Friday

Online Lesson

Worksheets

Day Done!

Week 7

Incentive chart for:

Notes/thoughts/ideas

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141 142 143 144 145


WEEK 7 • DAY 1LENGTH PROBLEMS 1

The Chinese princess was buried with two amber necklaces. One was 63 inches long. The other was 9 inches shorter. How long was the shorter necklace? ___________

The tapestry was made using 9 panels. Three panels were 15 yards long. Two panels were 3 yards each. The other four panels were 5 yards. How long is the tapestry? ___________

1 Write equations to solve the problems.

Tom’s belt is 47 inches long. His waist is only 39 inches. How much overlap will there be when he puts on the belt? _________

Amy bought a dress that was 48 inches long. She added 13 inches to the bottom. How long is the dress now? __________

Sara’s new jeans are 3 inches too long. After she gets them shortened, they are 3 feet 8 inches long. How long were the jeans when she bought them? ___________

2 Draw a diagram.


LENGTH PROBLEMS 2 WEEK 7 • DAY 1

1 Work backward.

Joey’s rope is 5 inches shorter than Fran’s. Rachel’s is 6 inches shorter than Joey’s. If Rachel’s rope is 9 feet long, how long is Fran’s skipping rope? ___________

Jesse puts up a rope fence. He uses a purple rope first. Then he puts up a 95 yard red rope and a 60 yard blue rope. The fence is 200 yards long. How long is the purple rope? ___________

2 Solve the problem.

Mango’s bed is 6 feet 2 inches long. At the end is a bookshelf which is 4 feet 5 inches wide. Next to that is her desk, 5 feet 9 inches wide, filling that wall. How long is the wall? ___________

Ruby is making a new dress. She bought 15 feet of cloth. She used 12 inches for each sleeve. She used 9 feet for the skirt. How much cloth is left for the body of the dress? ___________


NUMBER BOND FAMILIES WEEK 7 • DAY 2

1 Fill in the missing numbers.

2 Complete the number fact families.

10

3

10

5

10

4

20

14

20

1

20

0

20

3

20

8

20

10

2 + 8 = ____ 8 + ____ = ________ – ____ = 8____ – ____ = ____

15 + 5 = ____ 5 + ____ = ________ – ____ = 5____ – ____ = ____

0 + ____ = 10____ + 0 = ________ – ____ = 0____ – ____ = ____

13 + 7 = ____ 7 + ____ = ________ – ____ = 7____ – ____ = ____

1 + 9 = ____ 9 + ____ = ________ – ____ = 9____ – ____ = ____

18 + ____ = 20____ + 18 = ________ – ____ = 18____ – ____ = ____


USING NUMBER BONDS WEEK 7 • DAY 2

1 Complete the number bonds.

2018+

15+

12+

17+

20+

14+

202+

6+

7+

4+

1+

9+

100+

3+

2+

6+

9+

5+

2 Use related facts to subtract.

10 – 6 = ___ 10 – 3 = ___ 10 – 9 = ___

20 – 11 = ___ 20 – 4 = ___ 20 – 18 = ___

3 Use number bonds to add.

12 + 18 = ____ 29 + 11 = ____ 31 + 49 = ____

46 + 24 = ____ 37 + 33 = ____ 18 + 62 = ____

75 + 15 = ____ 83 + 17 = ____ 24 + 66 = ____


COLLECT DATA WEEK 7 • DAY 3

Use a ruler to measure these items. Put this data in the table, including the unit of length.

Item Length


MAKE A BAR GRAPH WEEK 7 • DAY 3

Use the data from the previous page to fill in the bar graph. Use a different color for each item.

Title:

Units:

Items:

Which item is longest? ___________________________________

Which item is shortest? ___________________________________

How much longer is the pencil than the eraser? ______________

How much shorter is the sharpener than the glue stick? _______

What is the difference between the longest and the shortest items? _______________


ADDITION ALGORITHMS WEEK 7 • DAY 4

2 Write the algorithm and the answer.

1 Calculate the answer.

623 + 311 = 582 + 402 = 426 + 451 =

713 + 272 = 553 + 334 = 841 + 148 =

5 5 9+ 2 3 0

2 4 5 + 1 3 2

3 8 2+ 4 0 3

4 3 8 + 3 6 1

738 + 160 = 474 + 322 = 628 + 271 =


NUMBER LINE ADDITION WEEK 7 • DAY 4

Use the empty number lines to add. Jump by hundreds, then tens, then ones.

724 + 152 = _______

692 + 305 = _______

529 + 470 = _______

512 + 473 = _______

421 + 367 = _______


WEEK 7 • DAY 5QUADRILATERALS

2 What type of shape are all these shapes? ________________

3 How do you know? ___________________________________

_____________________________________________________

4 Color the shapes below that are the same type as above.

1 Fill in the table.Shape Name Vertices Sides


PARALLEL LINES IN SHAPES WEEK 7 • DAY 5

2 Which quadrilaterals have: two pairs of parallel lines? _____________________________ _____________________________________________________ one pair of parallel lines? _____________________________ no parallel lines? _____________________________

3 Color the non-quadrilaterals that have parallel lines.

1 Trace the parallel lines on these shapes with matching colors.


DIFFERENT BUT THE SAME WEEK 7 • BONUS

= 20

Dizzy found many ways to add two numbers

to equal 20. What could they be?

a Underline the question. b Circle the facts. c Find a way to solve it!

3 a Now turn some of your addition sums into subtractions. ___________________________________________________ b What is different this time about where number 20

is placed? ___________________________________________________ ___________________________________________________

2 a How many equations did you find? ____________ b What strategy did you use to find the answers? ___________________________________________________ ___________________________________________________

1


DATA WORK WEEK 7 • BONUS

Dizzy is making a bar graph of his friends’ heights.1 Number the steps he should follow from 1 to 5 in order.

Measure his friends and record their heights.

Color in the bar for each friend on the graph.

Draw up a bar graph layout.

Choose a measuring tool and units to use.

Put a title, his friends’ names and the units on the graph.

2 Which tool should Dizzy use to measure his friends’ heights?

12 inch ruler 6 foot tape measure a yardstick

3 What title should Dizzy put on his graph? ______________________________________________________

4 Write three questions Dizzy could answer once he has his graph finished.

______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________


DIZZY SORTS SHAPES WEEK 7 • BONUS

1 Dizzy sorted these shapes into two groups.

What might the groups be?

a Underline the question. b Circle the facts. c Make a table to solve the problem. Write the headings

and draw the shapes in the correct columns.

2 What other groups could these shapes be sorted into?


HANDS-ON: FLUENT FACTS SNAP WEEK 7 • BONUS

HOW TO PLAY1 Print 2 copies of this sheet. Cut out the cards. 2 Shuffle and deal the cards equally between the two players. 3 Take turns flipping 1 card onto the top of a central pile. 4 If the top card adds to 20 or 10 with the card below it, call

out “snap”. Whoever says it first adds the central pile to the bottom of their own.

5 Keep playing until someone runs out of cards. The winner has cards left.

1 2 3 4 5

6 7 8 9 10

11 12 13 14 15

16 17 18 19 20

You will need scissors and a partner.

between grades 2 and 3

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