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Interactive Notebook Second Grade Common Core Bundle with Scaffolded Notes

Yvonne Crawford
Grade Levels
1st - 3rd, Homeschool
Formats Included
  • Zip
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Yvonne Crawford
Includes Google Apps™
This bundle contains one or more resources with Google apps (e.g. docs, slides, etc.).

Products in this Bundle (4)


    Interactive Notebook Bundle for Second Grade - 1,523 pages! This huge bundle has everything you need for a full year of teaching 2nd grade math and language arts. Scaffolded notes are included for math, reading, writing and grammar containing guided notes and activities containing 400 pages of content. 40 interactive printables are also included for math, 50 interactive printables are included for writing and they will be added for reading, and grammar as well. Great for Distance Learning!

    This bundle of interactive notebooks contains four interactive notebooks - Math, Reading, Grammar and Writing. These notebooks are completely hands-on and interactive. Each chapter in these journals includes a divider for the standard that is covered in the chapter, a hands-on activity for students to put in their interactive notebooks, and at least one page that you can use as an assessment or as a worksheet for additional practice. In addition, each chapter has a page of graphics that your students can color, cut out, and paste into their interactive notebooks. There are also pictures of children using this notebook to give you ideas about how to set up your Common Core notebooks.

    Also included with the each interactive notebook are scaffolded notes or guided notes and activities, containing over 400 pages of activities and notes.

    All Common Core math, reading, language and writing standards for 2nd grade are covered in this book. ANSWER KEYS ARE INCLUDED FOR THE MATH AND GRAMMAR INTERACTIVE NOTEBOOKS AND SCAFFOLDED NOTES!

    Math topics covered:

    Word Problems

    Addition and Subtraction Within 20

    Even and Odd Numbers

    Adding Objects in Arrays

    Place Value

    Counting Within 1000

    Reading and Writing Numbers

    Comparing Numbers

    Adding and Subtracting Within 100

    Adding Multiple Two-digit Numbers

    Addition and Subtraction Within 1000

    Adding and Subtracting 10 or 100

    Explaining Methods to Add and Subtract

    Measuring Objects with Appropriate Tools

    Measuring Length with Two Different Scales

    Estimating Lengths

    Comparing Lengths

    Word Problems with Lengths

    Using Number Lines

    Telling Time

    Word Problems with Money

    Displaying Measurements on Line Plots

    Drawing Picture and Bar Graphs

    Recognizing and Drawing Shapes

    Partitioning Rectangles

    Dividing Shapes

    Reading topics covered:

    Answering Questions

    Recounting Stories

    Describing Characters

    Describing Rhythm and Meaning

    Describing Structure

    Points of View

    Understanding Information

    Comparing Stories

    Reading and Understanding Literature

    Answering and Asking Questions

    Main Topic


    Word Meaning

    Text Features

    Purpose of a Text



    Comparing Points


    Decoding Words


    Writing and language topics covered:

    Writing Opinions

    Writing Informative Texts

    Writing Narratives

    Focusing Writing

    Publishing Writing

    Writing Projects

    Gathering Information

    English Grammar

    Capitalization, Punctuation, and Spelling

    Knowledge of Language

    Word Meanings

    Word Relationships

    Using Words and Phrases

    Grammar Topics Covered:

    Collective Nouns

    Irregular Plural Nouns

    Reflexive Pronouns

    Past Tense of Irregular Verbs

    Adjectives and Adverbs

    Simple and Compound Sentences




    Spelling Patterns

    Reference Materials

    Formal and Informal English

    Context Clues


    Root Words

    Compounds Words

    Glossaries and Dictionaries

    Words and Their Use

    Shades of Meaning

    Acquiring Words

    Make sure to look at the preview for more details about this fun and interactive way to teach in your classroom!

    This bundle is valued at $149.95 and comes with a huge discount.

    If you are interested in the reading version of this book for 2nd grade click here.

    If you are interested in the writing and language version of this book for 2nd grade click here.

    If you are interested in the math version of this book for 2nd grade click here.

    If you are interested in the grammar version of this book for 2nd grade click here.


    Here are the links for my other Interactive Notebook Bundles:

    Interactive Notebook Bundle First Grade

    Interactive Notebook Bundle Second Grade

    Interactive Notebook Bundle Third Grade

    Interactive Notebook Bundle Fourth Grade

    Interactive Notebook Bundle Fifth Grade

    Interactive Notebook Bundle Sixth Grade

    All graphics are originals and created by myself.

    Thanks for visiting my store,

    Yvonne Crawford

    Total Pages
    Answer Key
    Teaching Duration
    1 Year
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    to see state-specific standards (only available in the US).
    Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
    Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
    Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
    Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
    Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.


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