2.MD.9/MEASUREMENT AND DATA

MATH DOMAIN / 2.MD.9/MEASUREMENT AND DATA
Grade 2
Math Cluster / Math Standard / Mathematic Practices
Represent and interpret data. / 2MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot where the horizontal scale is marked off in whole-number units. /
  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: Read, create, and interpret bar graphs and picture graphs. / Introduced
(not tested)
Read line plot / Taught
(not tested)
Create line plot with given data / (tested)
Gather data and create line plot
Clarify Standard
A line plot allows the student to organize numbers and values out of range of a picture graph or bar graph.
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:
Create number lines with two- or three-digit values as points.
2MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot where the horizontal scale is marked off in whole-number units.
Vocabulary
Prior / Explicit
  • Line plot
  • Frequency
  • Number line
  • Data
  • Length

2.MD.9 Sample Assessment Items earning a “3” in reporting system
Measure 10 classmates for the length of string (to the nearest inch) needed to make each of them a bracelet. Measure each classmate’s wrist and then add 6 inches to the measurements for tying a knot.
Make a line plot to show how many of each length you should cut.
  • Example:
Length around wrist + 6 inches / How many
11 inches / 3
12 inches / 4
13 inches / 2
14 inches / 0
15inches / 1

How much string do you need all together for this project?
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.9 Sample Assessment Items earning a “4” in reporting system
Having the correct size baseball bat is important in sports. Here is a data chart that gives an estimate of how long a bat should be according to a boy’s age.
Age / 6 / 8 / 10 / 12
Bat Length (inches) / 25 / 27 / 29 / ?
Mr. Rogers is looking over the bats for his church’s boy’s baseball program. He is keeping track of what bats he already has so that he only orders bat sizes that are needed. He needs at least 5bats of each size.
He counts 5 bats for the six-year olds; 4 bats for the twelve year olds; 2 bats for the eight-year olds; and 1 bat for the ten-year olds.
Make a line plot showing the bats that Mr. Rogers has already.
Make a list of the bat sizes that need to be ordered.
Write an equation or equations showing your thinking.
************************************************
Student puts in numbers.

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