This blog shares ideas for using Wixie to meet standards and learning goals with second graders, whether they are learning at school or at home. Select the image for each idea or use the text link to open a template you can assign as a teacher, or use as a student, immediately.
In second grade, students learn to partition circles and rectangles into two, three, or four equal shares. Search "partition" in Wixie for a range of practice and play activities that help students grow to learn that equal shares doesn't have to mean the same shape. (template)
homework tasks for grade 2
? Good to know: all the ready-to-use homework activities are created with BookWidgets. You can easily create activities like these yourself or duplicate an activity below for free, edit it if needed, and share it with your students. You can do so in the examples separately, or you can find all the homework examples in the BookWidgets Blog group folder.
This is definitely one of the most creative homework assignments. Let your students come up with an idea for a board game about the lesson content. They have to make cards, and pawns, draw, write, cut, and paste. They have to use their imagination and inventive ideas to create a coherent board game.
Let your students gather as many coupons as they can by going to one single store. Let them write down the original price of the products and then calculate the discount. Which students come out the cheapest? This math homework activity teaches the students to calculate percentages in real life.
Many rope-skipping songs let your students do different tricks while rope-skipping. This is an excellent opportunity for homework as well. Ask your students to transform a rope skipping song into a song with lesson content. Let them count or spell or even sum up the different states or capitals. To engage their lifestyles even harder, you can additionally give them the assignment to create a TikTok in which they are jumping and singing.
Job applications are still mostly done by email. This homework task challenges students to dig deeper and to present them by using video. Students learn how to put together an application, learn how to edit their video, and how to present themselves.
This homework task is already an old one, but it has so much potential. Find a school in another country, speaking another language willing to do the same. Every student gets one pen-pal, and they write emails to each other in the language of their pen-pal. It encourages them to write in a foreign language. They will also see the value in it as they will have to be able to speak another language in their work later in life.
Students should experience frequent and ongoing assessment and feedback throughout each quarter. Students should receive continual feedback on the quality of work as it relates to the course objectives. Teachers are required to record a minimum of 9 grades over the course of each quarter.
Quizzes, tests, examinations, essays, homework, or papers are evaluated and/or graded, returned, and reviewed promptly with the student. Teachers are expected to grade each assignment and post grade to the electronic gradebook within seven school days after the due date with the understanding that major projects/papers may require additional time to ensure quality feedback. If more time is required to provide feedback, teachers will communicate notify students in advance of the project due date.
Grades recorded in the gradebook may be percentages, letters, or other symbols. Daily grades are a function of teacher evaluation and take into account the fact that numerical grades cannot be assigned to every piece of work. Teachers may employ letters, numbers, or other symbols for daily grades. However, the teacher will explain all symbols and weighting of class work in the required beginning of year communication.
Late work will be accepted to document learning/mastery. Collaborative teams must set reasonable guidelines for accepting late work to encourage work completion by their students. If a student misses an assignment, a placeholder (such as M for missed, I for incomplete, etc.) should be entered into the gradebook.
If a student has been given multiple opportunities to complete work and has not done so, and parent contact has been made for major assessments, quizzes or tests (tasks weighted more than 10%), a score equivalent to an F ( i.e. 50 on a 100 point scale) may be entered in the gradebook in accordance with the reasonable late work policy established by the school or teacher teams.
Welcome to the HMH math activities hub where you can find engaging math lessons and activities for every grade level. Explore the activities shown below, or visit our full teaching resources page to find even more ideas for your classroom and school.
Tasks are easiest to accomplish when tied to specific routines. By establishing daily routines for homework completion, you will not only make homework go more smoothly, but you will also be fostering a sense of order your child can apply to later life, including college and work.
Step 1. Find a location in the house where homework will be done. The right location will depend on your child and the culture of your family. Some children do best at a desk in their bedroom. It is a quiet location, away from the hubbub of family noise. Other children become too distracted by the things they keep in their bedroom and do better at a place removed from those distractions, like the dining room table. Some children need to work by themselves. Others need to have parents nearby to help keep them on task and to answer questions when problems arise. Ask your child where the best place is to work. Both you and your child need to discuss pros and cons of different settings to arrive at a mutually agreed upon location.
Step 2. Set up a homework center. Once you and your child have identified a location, fix it up as a home office/homework center. Make sure there is a clear workspace large enough to set out all the materials necessary for completing assignments. Outfit the homework center with the kinds of supplies your child is most likely to need, such as pencils, pens, colored markers, rulers, scissors, a dictionary and thesaurus, graph paper, construction paper, glue and cellophane tape, lined paper, a calculator, spell checker, and, depending on the age and needs of your child, a computer or laptop. If the homework center is a place that will be used for other things (such as the dining room table), then your child can keep the supplies in a portable crate or bin. If possible, the homework center should include a bulletin board that can hold a monthly calendar on which your child can keep track of longterm assignments. Allowing children some leeway in decorating the homework center can help them feel at home there, but you should be careful that it does not become too cluttered with distracting materials.
Step 3. Establish a homework time. Your child should get in the habit of doing homework at the same time every day. The time may vary depending on the individual child. Some children need a break right after school to get some exercise and have a snack. Others need to start homework while they are still in a school mode (i.e., right after school when there is still some momentum left from getting through the day). In general, it may be best to get homework done either before dinner or as early in the evening as the child can tolerate. The later it gets, the more tired the child becomes and the more slowly the homework gets done.
Step 4. Establish a daily homework schedule. In general, at least into middle school, the homework session should begin with your sitting down with your child and drawing up a homework schedule. You should review all the assignments and make sure your child understands them and has all the necessary materials. Ask your child to estimate how long it will take to complete each assignment. Then ask when each assignment will get started. If your child needs help with any assignment, then this should be determined at the beginning so that the start times can take into account parent availability. A Daily Homework Planner is included at the end of this handout and contains a place for identifying when breaks may be taken and what rewards may be earned.
Many children who are not motivated by the enjoyment of doing homework are motivated by the high grade they hope to earn as a result of doing a quality job. Thus, the grade is an incentive, motivating the child to do homework with care and in a timely manner. For children who are not motivated by grades, parents will need to look for other rewards to help them get through their nightly chores. Incentive systems fall into two categories: simple and elaborate.
Building in breaks. These are good for the child who cannot quite make it to the end without a small reward en route. When creating the daily homework schedule, it may be useful with these children to identify when they will take their breaks. Some children prefer to take breaks at specific time intervals (every 15 minutes), while others do better when the breaks occur after they finish an activity. If you use this approach, you should discuss with your child how long the breaks will last and what will be done during the breaks (get a snack, call a friend, play one level on a video game). The Daily Homework Planner includes sections where breaks and end-of-homework rewards can be identified.
Building in choice. This can be an effective strategy for parents to use with children who resist homework. Choice can be incorporated into both the order in which the child agrees to complete assignments and the schedule they will follow to get the work done. Building in choice not only helps motivate children but can also reduce power struggles between parents and children.
Step 1. Describe the problem behaviors. Parents and children decide which behaviors are causing problems at homework time. For some children putting homework off to the last minute is the problem; for others, it is forgetting materials or neglecting to write down assignments. Still others rush through their work and make careless mistakes, while others dawdle over assignments, taking hours to complete what should take only a few minutes. It is important to be as specific as possible when describing the problem behaviors. The problem behavior should be described as behaviors that can be seen or heard; for instance, complains about homework or rushes through homework, making many mistakes are better descriptors than has a bad attitude or is lazy. 2ff7e9595c
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