CCSS Measurement and Data (MD)
Unpacking the Standards
Grade 2
Standard:2.MD.1 Cluster (m)
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
Essential Skills/Concepts / Teaching Notes/Strategies / Resources* Locate the starting point on the measuring instrument* how to read various measuring tools
* Know standard units of measure
* Estimating
* Calculating standard measurement conversions (i.e. inches in foot, centimeters in meter)
* Understand that larger units can be subdivided into equivalent units
* Know which tool to use to measure ______/ - Use manipulatives to draw lengths off on a paper after measuring using a physical unit
- Model on doc cam
- Measuring lengths of paper, yarn, etc. for projects
-Measurement centers
- Art by the yard (Suzanne Licht)
-Measuring Cuisenaire rods with 1cm unit cube
-Estimate and then measure objects in the room (i.e. longer than a meter? shorter than a meter? exactly 1 meter?)
- Board math
- Collaborative conversations (Have students discuss the estimates, their procedures for finding the measurements and the differences between their estimates and the measurements.)
Measure the width of a classroom. What unit of measurement is most appropriate to use? Why?
What unit of measurement is most appropriate when measuring a _____?
How many inches in a foot?
How many feet in a yard?
How many centimeters in a meter? / -Jim and the Beanstalk by Raymond Briggs
- How Big is a Foot? by Rolf Myller
- rulers, yard sticks, meter sticks, measuring tapes
- Cuisenaire rods
Standard: 2.MD.2 Cluster (m)
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.
Essential Skills/Concepts / Teaching Notes/Strategies / Resources- Measure objects using measuring tools
- How to read a measuring tool
- Discuss how measurements relate to size of unit
- Record measurements
- Draw or write about findings
- Select appropriate tools for measuring an object
- Measure classroom objects and record findings
- Collaborative conversations
- Math journals
Why do you think you have two different measurements for the same ______? / * How Big is a Foot? by RolffMyller
* Math journals
Standard:2.MD.3 Cluster (m)
Estimate lengths using units of inches, feet, centimeters, and meters.
Essential Skills/Concepts / Teaching Notes/Strategies / Resources- Understand what each unit of measure means
- Measure using measuring tools
- Record data
- Living chart of anchor measurements (objects found that are about 1 in., 1 cm, 1 yard, 1 meter)
- Measuring center/Estimating center
- Board Math / *Anchor chart with standard units of measure
* Measuring tools
Standard: 2.MD.4 Cluster (m)
Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
Essential Skills/Concepts / Teaching Notes/Strategies / Resources- Use measuring tools correctly
- Record data
- Find difference of measurements
- Understand how to express difference using measurement terms i.e. “It is shorter by 5 cm.”
- Compare lengths and show difference
- Math journal activities
- Board math
-Daily measurement activity
- Sentence frames for discussing
- Gummy worm stretch (measure once, then stretch as far as can and remeasure)
- Height vs. Wingspan (partner measures your own height and then wingspan to compare) / * Gummy worms
* Math journals
*Measuring tools
* Family Math – more problems for height vs. wingtip type activities
Standard:2.MD.5 Cluster (m)
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.
Essential Skills/Concepts / Teaching Notes/Strategies / Resources- Apply concept of length from earlier standards
- Read and understand what word problem is asking
- Add and subtract within 100
- Explain thinking with drawings and equations
- Process for reading and solving word problems
-Board Math
- Math journals
- Problem of the day
- Collaborative discussions sharing how solved
- “Hopping Backward to Solve Problems” lesson on NCTM website / * Anchor chart with standard measurement units
* Rulers /Yardsticks/Meter sticks * Measuring tapes
*Cash register tapes or paper strip
* Nctm.org Illuminations: “Hopping Backward to Solve Problems”
* PUSD Problem Solving poster
Standard: 2.MD.6 Cluster (m)
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.
Essential Skills/Concepts / Teaching Notes/Strategies / Resources- Understand number lines
- Create number lines
- Use number line to find numbers and explain relation to zero
- Add and subtract within 100
- Add and subtract using a number line
- Explain how solved using number line
- Modeling
- Walk it on a floor number line
- Board Math
- Clear board number lines
- Modeling
- Use with word problems
-Nctm.org Illuminations: “Where Will I Land?” lesson / * Clear board number lines
* Floor number line
* Rulers Yardsticks Meter sticks * Measuring tapes
*Cash register tapes or paper strip
* Nctm.org Illuminations
Standard: 2.MD.7 Cluster (s)
Tell and write time from analoganddigital clocks to the nearest five minutes, using a.m. and p.m.
Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). (CA)
Essential Skills/Concepts / Teaching Notes/Strategies / Resources- Tell time to nearest hour
- Tell time to nearest half hour
- Tell time to nearest 5 minutes
- Skip count by 5s
- Understand the language of clocks and how to express in numbers and language
-Make clocks to use with 5 minutes marked off
-Anchor chart for time and clocks
-Use clocks on daily agenda
- Embed throughout day “what time is it?”
- Time of the Day (i.e. 15 minutes after the hour; when this time comes on the clock everyone does something special like run around the room once or do 10 jumping jacks ) / * Time Barrier Game from –
* Clock stamps or student clocks
Standard:2.MD.8 Cluster (s)
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?
(Only dollars or only cents since they are not yet using decimals.)
Essential Skills/Concepts / Teaching Notes/Strategies / Resources- Recognize coins and bills
- Count bills and coins
- Identify coins
- Calculate equivalent amounts using coins and bills
- Create different sets of coins
- Recognize the “purchase power” of coins (i.e. a nickel can buy same as 5 pennies
- Put coins in order
- Add on to find differences
- Skip count by 5s, 10s, and 100s
- Use dollar and cent symbols (Do NOT need to use decimal points)
- Know dollar symbol in front/cents symbol in back
- Read and understand word problems
- Problem solving strategy for word problems
- Board Math with magnetic coins
- Table points with plastic money coins
-Money reward system in class
-
-Coin cups (dump out, arrange in order, count amount, draw and write how much is in cup, make three ways)
-Tie to trade books (i.e. After reading Quarter from the Tooth Fairy…Record each combination in three ways – by drawing the coins, writing a number sentence, and writing a sentence in words.)
- Make three ways
-Word problems
- Problem of the day
-Attach pictures of dimes and pennies to ten-frames and pictures of quarters to 5 x 5 grids filled with pennies / * Alexander, Who Used to Be Rich Last Sunday
by SILVER BURDETT
* The Coin Counting Book
by RozanneLanczak
* A Chair for My Mother 25th Anniversary Edit...
by Vera B. Williams
* You Can't Buy Dinosaur with a Dime
by Harriet Ziefert
* Follow the Money!
by LoreenLeedy
* Quarter From The Tooth Fairy, A (level 3) (...
by CarenHoltzman
* Once Upon a Dime: A Math Adventure
by Nancy Kelly Allen
* A Dollar for Penny (Step Into Reading: A St...
by Julie Glass
* Play money
* Money cups
* PUSD Problem Solving poster
Standard:2.MD.9 Cluster (s)
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.
Essential Skills/Concepts / Teaching Notes/Strategies / Resources- Represent the length of several objects by making a line plot
- Round lengths to the nearest whole unit
- Measurement skills from earlier standards (length)
- Understand basic number line
- Use the information in the graphs to pose and solve simple put together, take-apart, and compare problems with up to 4 groups
- Model line plots
- Start with pictographs
- Measurement center or task cards
(i.e. find 10 things smaller than your ruler, measure them and place them on a line plot, add follow up questions)
- Board Math
- Partner measuring / * Task cards and measuring activities at
* The Great Graph Contest
By LoreenLeedyStandard: 2.MD.10 Cluster (s)
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 problems using information present in a bar graph.
Essential Skills/Concepts / Teaching Notes/Strategies / Resources- Pose a question with 4 possible responses
- Collect their data by using tallies or another way of keeping track
- Total the categories
- Represent data in a graph
- Understand different types of graphs
- Know the parts of a graph
- Decide what type of graph to use
- Interpret data and explain their findings
- Answer simple problems related to addition and subtraction that ask them to put together, take apart, and compare numbers
- Sentence stems or recipe for collecting data
- Class surveys
- Collaborative conversations
- Board Math
- Post it notes to collect individual responses and then model how to sort and total categories
- Use with opinion writing/asking class opinions about various categories
-Record data in math journals /
* The Great Graph Contest
By LoreenLeedy* Math journals
* Graph paper