Grade 2 Calendar Grid Answer Key

Grade 2 Calendar Grid Answer Key

September Date Marker Type Equation How Many to 20? 1 number rack 1 + 1 = 2 2 + 18 = 20 2 pennies 1 + 0 = 1 1 + 19 = 20 3 story problem 20 20 = 0 0 + 20 = 20 4 number rack 2 + 2 = 4 4 + 16 = 20 5 pennies 2 + 1 = 3 3 + 17 = 20 6 story problem 5 2 = 3 2 + 18 = 20 7 number rack 3 + 3 = 6 6 + 14 = 20 8 pennies 4 + 1 = 5 5 + 15 = 20 9 story problem 4 3 = 1 4 + 16 = 20 10 number rack 4 + 4 = 8 8 + 12 = 20 11 pennies 6 + 1 = 7 7 + 13 = 20 12 story problem 20 6 = 14 6 + 14 = 20 13 number rack 5 + 5 = 10 10 + 10 = 20 14 pennies 8 + 1 = 9 9 + 11 = 20 15 story problem 11 8 = 3 8 + 12 = 20 16 number rack 6 + 6 = 12 12 + 8 = 20 17 pennies 10 + 1 = 11 11 + 9 = 20 18 story problem 10 3 = 7 10 + 10 = 20 19 number rack 7 + 7 = 14 14 + 6 = 20 20 pennies 12 + 1 = 13 13 + 7 = 20 21 story problem 18 6 = 12 12 + 8 = 20 22 number rack 8 + 8 = 16 16 + 4 = 20 23 pennies 14 + 1 = 15 15 + 5 = 20 24 story problem 14 6 = 8 14 + 6 = 20 25 number rack 9 + 9 = 18 18 + 2 = 20 26 pennies 16 + 1 = 17 17 + 3 = 20 27 story problem 20 4 = 16 16 + 4 = 20 28 number rack 10 + 10 = 20 20 + 0 = 20 29 pennies 18 + 1 = 19 19 + 1 = 20 30 story problem 20 18 = 2 18 + 2 = 20 The Math Learning Center 0916 2

About the Pattern Some of the patterns featured this month are described below for your benefit. Don t tell students what the patterns are: instead, help them make and test their own ideas as a new marker is added each day. They are likely to identify the simpler, repeating patterns first. It s not unusual for it to take a couple of weeks for students to begin recognizing some of the more complex patterns, and they might not recognize some of the subtler patterns, like those involving odd and even numbers and the different kinds of addition combinations. The models repeat in an ABC pattern: number rack, pennies, story problem; number rack, pennies, story problem. The background color repeats in an AAB pattern: white, white, orange; white, white, orange. All orange markers feature a story problem. On the number rack markers, the number of beads on the left increases by 2 each time. The beads always show a Doubles addition fact with an even sum. On the penny markers, the number of pennies increases by 2 each time. The pennies always show a Doubles Plus or Minus One fact with an odd sum. The answers to the story problems increase by 2 every time. The answers are always even. Highlighted quantities in each set of 3 markers decrease by 1. For example, there are 2 beads on the left on marker 1, 1 penny showing on marker 2, and the answer to the story problem on marker 3 is 0. Notes: The Math Learning Center 0916 3

October Date Color Orientation Leaf Type 1 green right side up palmate 2 yellow right side up pinnate 3 black and white right side up pinnate 4 orange upside down pinnate 5 green right side up pinnate 6 black and white right side up pinnate 7 green right side up palmate 8 orange upside down pinnate 9 black and white right side up pinnate 10 yellow right side up pinnate 11 brown right side up pinnate 12 black and white upside down pinnate 13 brown right side up palmate 14 red right side up pinnate 15 black and white right side up pinnate 16 yellow upside down pinnate 17 green right side up pinnate 18 black and white right side up pinnate 19 green right side up pinnate 20 brown upside down palmate 21 black and white right side up pinnate 22 brown right side up pinnate 23 green right side up palmate 24 black and white upside down pinnate 25 red right side up pinnate 26 yellow right side up palmate 27 black and white right side up pinnate 28 red upside down pinnate 29 yellow right side up pinnate 30 black and white right side up pinnate 31 orange right side up palmate The Math Learning Center 0916 4

About the Pattern The patterns featured this month are described here. Revealing one calendar marker each day allows students to make and test predictions and to discover the pattern as new markers are added and their predictions are confirmed or proven false. Don t tell them what the patterns are: instead, allow them to pursue their own ideas and investigations. It will probably take students a couple of weeks to identify these patterns. Each marker that is a multiple of 3 shows a black and white leaf. They alternate odd, even, odd, even. Each marker that is a multiple of 4 shows an upside-down leaf. They are all even. Each marker that is a common multiple of 3 and 4 (12 and 24) shows a leaf that is both black and white and upside-down. Notes: The Math Learning Center 0916 5

November Date Type of Time Piece Time Amount of Time Passed 1 analog clock 12:00 2 digital clock 12:30 plus 30 minutes or 1/2 hour 3 analog wristwatch 1:00 plus 30 minutes or 1/2 hour 4 digital wristwatch 1:30 plus 30 minutes or 1/2 hour 5 analog clock 2:00 plus 30 minutes or 1/2 hour 6 digital clock 2:30 plus 30 minutes or 1/2 hour 7 analog wristwatch 3:00 plus 30 minutes or 1/2 hour 8 digital wristwatch 3:30 plus 30 minutes or 1/2 hour 9 analog clock 7:30 plus 4 hours 10 digital clock 6:00 minus 30 minutes or 1/2 hour 11 analog wristwatch 6:30 minus 30 minutes or 1/2 hour 12 digital wristwatch 6:00 minus 30 minutes or 1/2 hour 13 analog clock 5:30 minus 30 minutes or 1/2 hour 14 digital clock 5:00 minus 30 minutes or 1/2 hour 15 analog wristwatch 4:30 minus 30 minutes or 1/2 hour 16 digital wristwatch 4:00 minus 30 minutes or 1/2 hour 17 analog clock 8:00 plus 4 hours 18 digital clock 8:15 plus 15 minutes or 1/4 hour 19 analog wristwatch 8:30 plus 15 minutes or 1/4 hour 20 digital wristwatch 8:45 plus 15 minutes or 1/4 hour 21 analog clock 9:00 plus 15 minutes or 1/4 hour 22 digital clock 9:15 plus 15 minutes or 1/4 hour 23 analog wristwatch 9:30 plus 15 minutes or 1/4 hour 24 digital wristwatch 9:45 plus 15 minutes or 1/4 hour 25 analog clock 1:45 minus 8 hours 26 digital clock 1:30 minus 15 minutes or 1/4 hour 27 analog wristwatch 1:15 minus 15 minutes or 1/4 hour 28 digital wristwatch 1:00 minus 15 minutes or 1/4 hour 29 analog clock 12:45 minus 15 minutes or 1/4 hour 30 digital clock 12:30 minus 15 minutes or 1/4 hour 31 analog wristwatch 12:15 minus 15 minutes or 1/4 hour The Math Learning Center 0916 6

About the Pattern Following is a description of the patterns found in the November calendar marker set. Revealing one calendar marker each day allows students to make and test predictions and to discover the pattern as new markers are added and their predictions are confirmed or proven false. Don t tell them what the patterns are: instead, allow them to pursue their own ideas and investigations. There is an ABCD pattern in the timepieces shown on the markers this month: analog clock, digital clock, analog wristwatch, digital wristwatch; analog clock, digital clock, analog wristwatch, digital wristwatch; and so on. There is an ABAB pattern in the time display analog, digital; analog, digital; and so on. The time starts at 12:00 and moves forward by 30 minutes a day for the next seven markers. On the ninth marker, the time jumps ahead 4 hours, and then moves backward by 30 minutes a day for the next seven markers. On the 17th marker, the time again jumps ahead 4 hours, and then moves forward by 15 minutes a day for the next seven markers. On the 25th, the time takes a final jump of 4 hours forward, and then moves backward by 15 minutes a day for the remaining days of the month. Every eighth marker, starting after 1, then 9, 17, and 25, has a green background, signaling a big jump of 4 hours from the previous marker. Notes: The Math Learning Center 0916 7

December Date Sides / Vertices Shape Name Kind of Shape Lines Of Symmetry 1 3 sides / 3 vertices isosceles triangle triangle 1 2 4 sides / 4 vertices rectangle quadrilateral 2 3 0 sides / 0 vertices circle not a polygon infinite 4 4 sides / 4 vertices rhombus quadrilateral 2 5 3 sides / 3 vertices scalene triangle triangle 0 6 4 sides / 4 vertices square quadrilateral 4 7 5 sides / 5 vertices regular pentagon pentagon 5 8 4 sides / 4 vertices rectangle quadrilateral 2 9 3 sides / 3 vertices equilateral triangle triangle 3 10 4 sides / 4 vertices trapezoid quadrilateral 0 11 0 sides / 0 vertices ellipse not a polygon 2 12 4 sides / 4 vertices parallelogram quadrilateral 0 13 6 sides / 6 vertices regular hexagon hexagon 6 14 4 sides / 4 vertices isosceles trapezoid quadrilateral 1 15 5 sides / 5 vertices pentagon hexagon 0 16 4 sides / 4 vertices rhombus quadrilateral 2 17 3 sides / 3 vertices equilateral triangle triangle 3 18 4 sides / 4 vertices square quadrilateral 4 19 8 sides / 8 vertices regular octagon octagon 8 20 4 sides / 4 vertices quadrilateral quadrilateral 0 21 0 sides / 0 vertices circle not a polygon infinite 22 4 sides / 4 vertices rectangle quadrilateral 2 23 3 sides / 3 vertices isosceles triangle triangle 1 24 4 sides / 4 vertices parallelogram quadrilateral 0 25 3 sides / 3 vertices scalene triangle triangle 0 26 4 sides / 4 vertices isosceles trapezoid quadrilateral 1 27 0 sides / 0 vertices ellipse not a polygon 2 28 4 sides / 4 vertices square quadrilateral 4 29 0 sides / 0 vertices ellipse not a polygon 2 30 4 sides / 4 vertices quadrilateral quadrilateral 0 31 10 sides / 10 vertices decagon decagon 5 The Math Learning Center 0916 8

About the Pattern Following is a description of the patterns found in the December calendar marker set. Revealing one calendar marker each day allows students to make and test predictions and to discover the pattern as new markers are added. Don t tell them what the patterns are: instead, allow them to pursue their own ideas and investigations. The first marker shows an orange shape on a blue background. This color scheme is reversed on the second marker. The color alternation repeats throughout the month, resulting in an ABAB pattern. The shape on every even numbered marker in the set is a quadrilateral, and none of the shapes on the odd-numbered markers is a quadrilateral. An ABAB pattern emerges: non-quadrilateral, quadrilateral, and so on. While students are asked to investigate the symmetries of the shapes toward the end of the month, and look for patterns in the number of lines of symmetry, there are no patterns to be found. This is a logical and productive line of inquiry, partly because of the additional, hands-on engagement with the shapes, but partly because it is important for students to deal with counter-examples every so often. The discovery that there is no pattern to the symmetries of the shapes is as important as the discovery that there is a pattern in the sides and vertices of the figures. Notes: The Math Learning Center 0916 9

February Date Country Amount of Red Story Problem Equation 1 Chile Red = 1/2 1 + 10 = 11 2 Norway Red > 1/2 2 + 20 = 22 3 Canada Red > 1/2 3 + 30 = 33 4 Mexico Red < 1/2 4 + 40 + 44 5 South Korea Red < 1/2 5 + 50 = 55 6 Bangladesh Red < 1/2 6 + 60 = 66 7 Poland Red = 1/2 7 + 70 = 77 8 Portugal Red > 1/2 8 + 80 = 88 9 China Red > 1/2 9 + 90 = 99 10 Philippines Red < 1/2 10 + 100 = 110 11 Uganda Red < 1/2 11 + 110 = 121 12 Romania Red < 1/2 12 + 120 = 132 13 Malta Red = 1/2 13 + 130 + 143 14 Tonga Red > 1/2 14 + 140 = 154 15 Morocco Red > 1/2 15 + 150 = 165 16 Australia Red > 1/2 16 + 160 = 176 17 Jordan Red < 1/2 17 + 170 = 187 18 Netherlands Red < 1/2 18 + 180 = 198 19 Antigua Red = 1/2 19 + 190 = 209 20 Trinidad & Tobago Red > 1/2 20 + 200 = 220 21 Tunisia Red > 1/2 21 + 210 = 231 22 Iceland Red < 1/2 22 + 220 = 242 23 Japan Red < 1/2 23 + 230 = 253 24 France Red < 1/2 24 + 240 = 264 25 Monaco Red = 1/2 25 + 250 = 275 26 Taiwan Red > 1/2 26 + 260 = 286 27 Peru Red > 1/2 27 + 270 = 297 28 Zimbabwe Red < 1/2 28 + 280 = 308 29 Panama Red < 1/2 29 + 290 = 319 30 Dominica Red < 1/2 30 + 300 = 330 31 Spain Red = 1/2 31 + 310 = 341 The Math Learning Center 0916 10

About the Pattern The ABBCCC pattern in this sequence of markers is not obvious. In fact, there are so many variables in the flags that you may want to offer students a clue every few days until you conduct Activity 3. Even after the pattern is identified, students remain engaged in checking to make sure it actually continues to hold each day, looking carefully at the new flag to see if it is exactly half red, more than half red, or less than half red. Notes: The Math Learning Center 0916 11

March Date Clues Mystery Shape Location 1 F = 5, E = 8, V = 5 pyramid outdoor 2 Drawing of a cylinder cylinder indoor 3 F = 6, E = 12, V = 8 rectangular prism outdoor 4 Drawing of a sphere sphere indoor 5 F = 5, E = 9, V = 6 triangular prism outdoor 6 Drawing of a cone cone indoor 7 F = 6, E = 12, V = 8 cube outdoor 8 F = 5, E = 8, V = 5 pyramid indoor 9 Drawing of a cylinder cylinder outdoor 10 F = 6, E = 12, V = 8 rectangular prism indoor 11 Drawing of a sphere sphere outdoor 12 F = 5, E = 9, V = 6 triangular prism indoor 13 Drawing of a cone cone outdoor 14 F = 6, E = 12, V = 8 cube indoor 15 F = 5, E = 8, V = 5 pyramid outdoor 16 Drawing of a cylinder cylinder indoor 17 F = 6, E = 12, V = 8 rectangular prism outdoor 18 Drawing of a sphere sphere indoor 19 F = 5, E = 9, V = 6 triangular prism outdoor 20 Drawing of a cone cone indoor 21 F = 6, E = 12, V = 8 cube outdoor 22 F = 5, E = 8, V = 5 pyramid indoor 23 Drawing of a cylinder cylinder outdoor 24 F = 6, E = 12, V = 8 rectangular prism indoor 25 Drawing of a sphere sphere outdoor 26 F = 5, E = 9, V = 6 triangular prism indoor 27 Drawing of a cone cone outdoor 28 F = 6, E = 12, V = 8 cube indoor 29 F = 5, E = 8, V = 5 pyramid outdoor 30 Drawing of a cylinder cylinder indoor 31 F = 6, E = 12, V = 8 rectangular prism outdoor The Math Learning Center 0916 12

About the Pattern The mystery shapes students will identify in the first seven markers are pyramid, cylinder, rectangular prism, sphere, triangular prism, cone, and cube. This sequence repeats four times and a bit more over the month, forming an ABCDEFG pattern. The mystery shapes each appear in a familiar setting, and within the first couple of weeks, some students may notice that the scenes are patterned in an ABAB sequence: outdoor, indoor, outdoor, indoor. The mystery shapes are sequenced in an ABABABA pattern: polyhedron (pyramid), non-polyhedron (sphere), polyhedron (rectangular prism that is not a cube), non-polyhedron (sphere), polyhedron (triangular prism), non-polyhedron (cone), and polyhedron (rectangular prism that is a cube). Notes: The Math Learning Center 0916 13

April Date Whole or Set How many parts or items? Observations 1 whole 4 parts Add observations from students. 2 whole 3 parts 3 whole 2 parts 4 whole 1 part 5 set 5 strawberries 6 set 4 strawberries / 1 blueberry 7 set 3 strawberries / 2 blueberries 8 set 2 strawberries / 3 blueberries 9 set 1 strawberry / 4 blueberries 10 whole 4 parts 11 whole 3 parts 12 whole 2 parts 13 whole 1 part 14 set 4 green beans 15 set 3 green beans / 1 carrot 16 set 2 green beans / 2 carrots 17 set 1 green bean / 3 carrots 18 whole 4 parts / 1 is filled 19 whole 3 parts / 1 is filled 20 whole 2 parts / 1 is filled 21 whole whole filled 22 set 3 apples 23 set 2 apples / 1 blackberry 24 set 1 apple / 2 blackberries 25 whole 4 parts / 1 is filled 26 whole 3 parts / 1 is filled 27 whole 2 parts / 1 is filled 28 whole whole filled 29 set 2 corn 30 set 1 corn / 1 beet 31 whole full garden 4 different items The Math Learning Center 0916 14

About the Pattern The markers alternate between raised garden beds and plates of fruit or vegetables throughout the month. There are 4 markers in each set of raised beds. The number of plates of fruit or vegetables decrease by 1 from one set to the next: there are 5 plates of fruit in the first set, 4 plates of vegetables in the second set, 3 plates of fruit in the third set, and 2 plates of vegetables in the fourth set. Each set of raised beds provides opportunities to discuss fractions as parts of a whole. Each set of plates provides opportunities to discuss fractions as parts of a set. The fractions that appear in each sequence of raised beds are predictable: 1/4, 1/3, 1/2, and 1/1. The fractions that appear in each sequence of fruit or vegetable plates are also predictable. The first sequence features 5/5, 4/5, 3/5, 2/5, and 1/5. The second sequence features 4/4, 3/4, 2/4, and 1/4. The third features 3/3, 2/3, and 1/3. The fourth features 2/2 and 1/2. Notes: The Math Learning Center 0916 15

May About the Pattern This month s patterns include: The marker background colors: green, purple, yellow, yellow, green, red, green, red, green, red (ABCCADADAD; ABCCADADAD). The graphics on the markers: story, arrows, arrows, puzzle, arrows, arrows (ABBCBB, ABBCBB). Date Start Moves Equation End 1 200 + 60 = 260 260 2 260 260 230 = 30 30 3 30 30 + 110 = 140 140 4 140 140 + 10 = 150 150 5 150 150 + 120 = 270 270 6 270 270 30 = 240 240 7 240 240 + 130 = 370 370 8 370 370 120 = 250 250 9 250 250 + 220 = 470 470 10 470 470 110 = 360 360 11 360 360 + 120 = 480 480 12 480 480 440 = 40 40 13 40 40 + 510 = 550 550 14 550 550 + 100 = 650 650 15 650 650 200 + 40 = 490 490 16 490 490 40 = 450 450 17 450 450 100 + 30 = 380 380 18 380 380 30 = 350 350 19 350 350 + 230 = 580 580 20 580 580 120 = 460 460 21 460 460 + 130 = 590 590 22 590 590 460 = 130 130 23 130 130 + 440 = 570 570 24 570 570 + 100 = 670 670 25 670 670 + 130 = 800 800 26 800 800 460 = 340 340 27 340 340 + 350 = 690 690 28 690 690 250 = 440 440 29 440 440 + 160 = 600 600 30 600 600 370 = 230 230 31 230 230 + 470 = 700 700 The Math Learning Center 0916 16

Notes: The Math Learning Center 0916 17