In Fundations we have just ended our unit that has taught the r-controlled syllable. When a vowel is directly followed by the letter r, the r changes the sound of the vowel. An example of the r-controlled syllable is the word bark, the vowel has neither the short nor the long vowel sound. New keywords have been added to help your child remember the new sounds. They are: ar-car-/ar/ and or-horn-/or/. The Fundations program introduces the 6 syllable types to students. So far, we have worked on closed, vowel-consonant-e, open and r controlled syllables. In our next unit, we will focus on the fifth syllable type the double vowel syllable.
In math, our current unit focuses on subtracting 2-digit numbers. The 2nd grade classes will extend their work with money to include quarters and dollars. We will use place value concepts to subtract numbers within 200 and begin working towards fluency of subtraction with 100.
In our first few lessons of our new unit we will focus on understanding money equivalents. Working with money amounts is both a practical and a mathematical skill. Finding and learning coin combinations that are equivalent to a nickel, a dime, a quarter and a dollar gives children much practice in adding within 100. At home, we may ask you to review dollar and cent notation. It will allow the students extra practice on how to write and say money amounts over 100 cents as dollars and cents. An example of this notation is: 167C = $1.67. We have found the students to be particularly excited about working with the value of money.
Working with money and collections of different coins is a great way for children to practice adding strategies such as skip counting, counting on, and grouping. With practice, they also discover there are many different ways to count money!
1. Remind your child that a penny is worth one cent, a nickel is worth five cents, a dime is worth ten cents, and a quarter is worth twenty-five cents and that mixed groups of coins can equal the same amount!
2. Explain that when there is a group of the same coin, they can skip-count to find the total value. (e.g. using nickels 5, 10, 15, 20, etc.)
3. Show a small collection of different coins, such as a nickel and three pennies. Explain to your child that they can count on to find the total. Remind them that when they count on, they start with the larger number and count on the smaller numbers. For example, you start at 5c and add three ones: 6, 7, 8c. We recommend providing real coins and counting on aloud.
4. Challenge them to find different ways to count mixed group of coins.
5. Remind your child that there are different ways to count and challenge them to utilize different strategies.
Hands on activities work the best. So, get that extra change out of your purse or pocket and play with those coins! Most importantly, remember to have fun, offer positive encouragement, and praise your child as you see progress.
As always, if you have any questions or concerns, our email addresses are: