2nd Grade Unit- Measurement and Data Charlotte Mecklenburg Schools
2nd Grade Measurement and Data
Overview of the Unit
Lesson 1 / Lesson 2 / Lesson 3 / Lesson 4 / Lesson 5Mesaurement Scavenger hunt / Cubes vs Paper Clips / Land of Inch / Measuring with Inch Brick / A Bug’s Length
Lesson 6 / Lesson 7 / Lesson 8 / Lesson 9 / Lesson 10
The King’s foot / The Nearest Foot / Moving to Metric / More Metric Measurement / How much longer?
Lesson 11 / Lesson 12 / Lesson 13 / Lesson 14 / Lesson 15
How much longer? (Part 2) / What’s Your Favorite / What’s Your Favorite / What’s the difference? What’s the total? / How Long are Our Pencils
Lesson 16 / Lesson 17
Measuring Our Feet and Hands / Performance task (2-3 days)
The lessons in this unit address the following Standards.
Measurement & Data 2.MD
Measure and estimate lengths in standard units.
1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
3. Estimate lengths using units of inches, feet, centimeters, and meters.
4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
Relate addition and subtraction to length.
5. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
6. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
Work with time and money.
7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Represent and interpret data.
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.
10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph.
Classroom Routines
This unit addresses the following Standards during Classroom Routines.
Lesson / Classroom Routine / Standard(s) AddressedLesson 1 / What Time Is It?: What Time Will It Be? / 2.MD.7
Lesson 2 / Quick Images: Ten Frames / 2.NBT.3
Lesson 3 / Quick Images: Strips and Singles / 2.NBT.3
Lesson 4 / What Time Is It? What Time Will It Be? / 2.MD.7
Lesson 5 / Today’s Number: 42 Using Dimes and Pennies / 2.NBT.3, 2.MD.8
Lesson 6 / Today’s Number: 12 with Missing Parts / 2.OA.2
Lesson 7 / Today’s Number: 44 Using Dimes and Pennies / 2.NBT.3, 2.MD.8
Lesson 8 / What Time Is It?: What Time Will It Be? / 2.MD.7
Lesson 9 / Today’s Number: 49 Using Subtraction / 2.OA.1
Lesson 10 / Quick Images: Tens and Ones / 2.NBT.3
Lesson 11 / Quick Images: Tens and Ones / 2.NBT.3
Lesson 12 / Today’s Number: 26 Using Subtraction / 2.OA.1
Lesson 13 / What Time Is It? : What Time Will It Be? / 2.MD.7
Lesson 14 / Quick Images: Tens and Ones / 2.NBT.3
Lesson 15 / Today’s Number: 20 Using Subtraction / 2.OA.1
Lesson 16 / What Time Is It? : What Time Will It Be? / 2.MD.7
Lesson 17 / Quick Images: Tens and Ones / 2.NBT.3
Lesson #1: Measurement Scavenger Hunt
Cluster: Measure and estimate lengths in standard units.
Standards:
2.MD.1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
2.MD.2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. / Standards for Mathematical Practice
MP 3: Reason abstractly and quantitatively
MP 6: Attend to Precision
Mathematical Goal:
Students will measure objects in their classroom using two measuring tools: 5 connected cubes and 10 connected cubes. / Materials:
Measuring tools- 5 connected cubes, 10 connected cubes
Words you should hear students use in mathematical conversations:
Longer, shorter, line up
Classroom Routine: What Time Is It?: What Time Will It Be? (2.MD.7)
Using the Clock (M43) students divide a clock in half by drawing a line between the 12 and 6. Students then count the number of minutes on each half and on the clock as a whole. Show the transparency of The Clock (T36), and discuss that 30 minutes is exactly half of an hour.
Before:
Have two students to stand up in front of the class. Ask the class, “How can we find how tall each student is?” After a few students have responded, have students clarify why they chose that approach by using the follow-up question, “What steps do we need to complete when we measure the length of objects?” “
Students should talk about:
lining up the beginning of their tool with the beginning of the object that they are measuring,
placing the tool exactly next to the object and both should be facing the same direction (see picture below).
Correct:
Incorrect:
During:
Distribute the 5-cube measuring tool to students. Students should find objects in the room that are close to the length of the measuring tool. Students should record their list of objects in their math journal or on paper to refer to later.
After a few minutes, allow students to find a math partner. Partners will join their cubes to make a measuring tool that is 10 cubes long. Students will then find objects in the room that are close to the length of the measuring tool. Again, students should record their list to refer to later.
As students are working, use questions to support students, such as:
How are you measuring the length of the object?
How do you know that your measurement is correct?
**Note- it may be difficult to have students find objects that are as long as 5 or 10 cubes long. Use teacher discretion to modify the task by having students find and measure objects that are up to 5 cubes long in the first part, and objects that are up to 10 cubes long in the second part. With this variation students would use the tool and record the object and how many cubes long the object was. This builds off measurement work from Grade 1.
After:
Bring students back together to discuss what they found during their measurement scavenger hunt. Have students discuss the processes that they used to measure, and demonstrate to their classmates how they measured objects.
Take an object that was discussed above. As a class measure the length with paper clips. Before you start ask students, “When we measured the ______with cubes it was _____ cubes long. When we measure it with paper clips how many paper clips do you think we will need?” Ask students to share their answers and explain their reasoning.
If time permits, measure a few more objects with paper clips.
Lesson #2: Cubes vs. Paper Clips
Cluster: Measure and estimate lengths in standard units.
Standards:
2.MD.1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
2.MD.2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. / Standards for Mathematical Practice
MP 3: Reason abstractly and quantitatively
MP 6: Attend to Precision
Mathematical Goal:
Students will measure the same distance with both cubes and paper clips and compare the measurement with each tool. / Materials:
Measuring tools: connecting cubes, paper clips
Words you should hear students use in mathematical conversations:
Longer, shorter, line up
Classroom Routine: Quick Images: Ten Frames (2.NBT.3)
Using Ten-Frame Cards (T28-T29), show two ten-frames, one with 10 dots and one with 8 dots. Follow the basic Quick Images activity. Once the class has established the total (28), have students write equations that represent the image. Examples might include: 10 + 10 + 5 + 3 = 28 or 10 + 10 + 8 = 28.
Students should be able to explain how their equation represents the ten-frames.
Encourage students to look for groups of five and ten. If no one suggests 30 – 2, challenge students to write an equation using subtraction.
Before:
Review Lesson 1 and ask students to explain how they measured the length of objects. Focus on the need to line up the beginning of the tool with the beginning of the object that you are measuring.
Introduce paperclips as a measuring tool by having students measure the length of a book using paper clips as a class. After measuring, ask students, “How are the paperclips arranged?” Emphasize the importance of having the paper clips in a straight line, and not having gaps or overlaps in the paper clips.
During:
Ask students to measure the dimensions of each horse stall on the attached sheet. They should measure each side in both paper clips and cubes. If a side length does not measure a whole number, have them approximate to the nearest whole number of cubes or paper clips.
*As an alternative, you could use 1 inch grid paper and have students draw the stalls and then measure them with paper clips.
As students work, observe them and ask them questions such as:
How are you measuring the length of this object?
What was the difference in the length of ___ when you measured with paper clips and cubes?
After:
After students have explored and measured objects bring them together to discuss what they found. Use the SMART Board or white board to create a table showing the lengths of the various sides in both paper clips and cubes.
If time permits, have students draw lines on their paper that are a specific length, e.g. 4 cubes, 6 cubes, etc. Then have students measure the length of those lines using paper clips.
Measuring the Horse Stall
You are designing a horse stall. For each of the 3 choices below, measure the length and width of the stall.
Lesson #3: Land of Inch (adapted from Investigations - Unit 9: Investigation 2.1)Cluster: Measure and estimate length in standard units
Standards:
Standards:
2.MD.1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
2.MD.2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
2.MD.3. Estimate lengths using units of inches, feet, centimeters, and meters.
2.MD.4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. / Standards for Mathematical Practice
SMP.1 Make sense of problems and persevere in solving them
SMP.4 Model with mathematics
SMP.6 Attend to precision
Mathematical Goal:
Students will:
· Create and use a 12 inch measuring tool
· Identify strategies for accurate measurement
· Identify what to do with partial units of measurement / Materials:
SAB 19-20
M10- Inch Bricks- make copies on card stock. Give each student one strip of 18 bricks
M11-Measuring Tool Template- make copies on card stock. Each student gets one template
Demonstration measuring tool- glue 12 inch bricks from M10 onto a measuring tool template. Number the units 1-12
Chart paper- Label it with “Measuring Tips”
Words you should hear students use in mathematical conversations:
Inch, measurement
Classroom Routine: Quick Images: Strips and Singles
Using Stickers: Strips and Singles (T38-T39), display the number 14 with 1 strip and 4 singles.
Follow the basic Quick Images activity. Have pairs discuss how many squares they saw and how they determined the amount.
Repeat with the numbers 24 and 34. As a class, find 14, 24, and 34 on the number line and 100 chart and discuss what is the same and different about them. If time permits, repeat with the numbers 22, 32, and 42.
Before:
Prepare all materials before the lesson. (see list of materials)
Read the story “The Land of Inch” found in Investigation 2.1 of Unit 9 in Investigations. This is a story about the need for a standard unit of measure. In the Land of Inch the miniature people wanted to have a contest to see which of the athletes could jump the farthest. They realized that, without a common measuring unit, it was impossible to figure that out. This activity introduces students to “inch-bricks” (units used in the imaginary Land of Inch). Students will be using these in the next lesson.
During:
After passing out the materials to each student, have them cut along the lines to make 18 separate inch bricks. Using SAB p.19, students will begin to measure the lengths of the distances jumped. Teachers will need to clarify the terms length and width of the notebook paper. Students will measure the length and width of a sheet of notebook paper and the lengths of a glue stick and a craft stick. Have groups of students discuss their results and explain why some of the measurements might be different (if gaps are left between inch bricks) Remember that writing the symbols for fractions such as 1/2 is not part of the Common Core in second grade. Students can talk about between inch 8 and 9 being half, but should not be required to actually write the symbol.