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Summer Math Practice

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TpT Digital Activity

PDF (7 MB|85 pages)
Standards
$8.50
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TpT Digital Activity
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$8.50
Digital Download
TpT Digital Activity
Add notes & annotations through an interactive layer and assign to students via Google Classroom.
Learn more
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Description

To be used at the end of the year or sent home with children to work on during the summer between 2nd and 3rd grade! It has a summer theme. I designed it to be easy to use in your classroom (little or no prep) or easy enough to understand that you could send some of all of it over the summer for your kiddos. For each section I included a page that tells what CCSS Math standards for 2nd grade are covered.

The following activities are included:

Clock Puzzles

Telling Time Practice Page

Summer Shopping Task Cards

Sunny Money Word Problem Practice

Multiplication Match

Beach Ball Multiplication Problem Practice

2 Digit Addition and 2 Digit Subtraction Practice Pages

2 Digit Addition and Subtraction Cut and Glue

Array Match

Shell Collecting Bar Graph

Ice Cream Flavors Pictograph

Summer Measuring Fun

3-D Shape Summer Scavenger Hunt

2-D Shape Summer Scavenger Hunt

Real World Summer Shape Scavenger Hunt

No Summer Slip and Slide: one page for each week

of the summer!

Please let me know if there is anything to fix by using the "Ask seller a question" feature. I'd love to fix it before you give feedback.

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If you enjoy this activity, you may like its sister activity:

Swimming into Summer LA Pack

Or one of the following math products:

Second Grade End of Year Mega Math Review

Geometry Pack

Fall Themed Addition and Subtraction Number Stories

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Total Pages
85 pages
Answer Key
Included
Teaching Duration
3 Weeks
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Standards

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.
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.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

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