2.MD.3/MEASUREMENT AND DATA

MATH DOMAIN / 2.MD.3/MEASUREMENT AND DATA
Grade 2
Math Cluster / Math Standard / Mathematic Practices
Measure and estimate lengths in standard units / 2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters. /
  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularity in repeated reasoning.

Reporting Standard / Trimester 1 / Trimester 2 / Trimester 3
Measurement: Measure and compare the length of objects using U.S. customary and metric units. / Teach concepts as appropriate. Use this time to concentrate on number sense. / (Tested)
Clarify Standard
Measurement is the number of units or “hops” between the beginning and end of an object. Students must account for measurement not starting at zero. Example: a four-inch pencil may be measured from 3 to 7 on an inch ruler.
Estimate the length or height of an object without using a reference point (i.e. a picture of an object next to a ruler. What is the measurement to the nearest unit?)
Task Analysis
1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
Learning Tasks:
Measure an object to the nearest whole unit.
Estimate correct unit of measurement in a word problem.
  • Example: Would a potato chip be 7 cm. or 7 meters long?
2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
Vocabulary
Prior / Explicit
  • Ruler
  • Length
  • Tool
/
  • Ruler
  • Length
  • Tool
  • Yard stick
  • Meter stick
  • Measuring tape
  • Inches
  • Feet
  • Centimeters
  • Meters
  • Appropriate
  • Units of measurement
  • Estimate

2.MD.3 Sample Assessment Items earning a “3” in reporting system
A paperclip is about how long?
a)7 centimeters
b)7 meters
The ceiling in your house is about how high?
a)8 inches
b)8 feet
About how long is the pencil?


About how long is the worm?


About how long is the marker?


Assessment Rubric
1 / No evidence of a strategy.
2 / Evidence that the student used a correct strategy but answered incorrectly. OR The student answered correctly with no evidence of strategy.
3 / Evidence that the student used a correct strategy,and correct equation, andanswered correctly.
4 / On a level 4 question: Evidence that the student used a correct strategy, and correct equation, and answered correctly.
2.MD.3 Sample Assessment Items earning a “4” in reporting system
Every car has an odometer in the dash. The driver can set the odometer to “0” and as the car moves, it will count the number of miles driven after it has been turned to “0.”
Sue just got her driver’s license. Her mom said no texting and no music while Sue is driving the car by herself! Her mom also says Sue can drive the car only 16 kilometers each week. If Sue goes over 16 kilometers, she cannot drive the car for two weeks.
Poor Sue! She has to change the miles on the odometer to kilometers so that she does not drive over 8 kilometers. Sue knows that 5 miles = 8 kilometers
SEE NEXT PAGE
Here is her journal that she keeps in the car for this week:
Day of the Week / Miles
Monday / 1
Tuesday / 1
Wednesday / 2
Thursday / 3
How many more miles can Sue drive this week and stay within the limit her mother set?
Write an equation or equations to show your thinking.

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