2nd Grade Math Unit 5 Measuring Length (April)

Hilliard City Schools

This Unit plan is not intended to be all inclusive and does not take into account the specific needs of your individual students. Please, use the assessments to determine specific learning needs and plan accordingly.

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Goal: Students will recognize the need for standard units of measure(centimeter and inch) and use rulers and other measurement tools with the understanding that linear measure involves an iteration of units. They should recognize and apply the concept that the smaller the unit, the more iterations they need to cover a given length. They will organize and manipulate measurement data into line plots in order to better communicate and solve problems using the information.

Understanding the Content: Teaching Student-Centered Mathematics K-3 - Van de Walle

Read Chapter 8 (pgs. 223-228) Critical Read Chapter 8 will answer how you can help students understand what it means to measure

length, volume, weight, and area. Standards for Mathematics Content and for Practices Focus Standards 2.MD Measure and estimate lengths in standard units. 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. Relate addition and subtraction to length. 2.MD.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.

2.MD.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.

2.MD Represent and interpret data. 2.MD.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.

Ongoing Standards 2.MD Work with time and money. 2.MD.7 Tell & write time from analog and digital clocks to the nearest five minutes, using a.m. & p.m. 2.MD.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? 2.MD.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 problems using information presented in a bar graph.

2.OA Add and subtract within 20. 2.OA.2 Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from

memory all sums of two one-digit numbers. Work with equal groups of objects to gain foundations for multiplication.

2nd Grade Math Unit 5 Measuring Length (April)

Hilliard City Schools

This Unit plan is not intended to be all inclusive and does not take into account the specific needs of your individual students. Please, use the assessments to determine specific learning needs and plan accordingly.

2

Time Needed: Approximately 20 Days Key Vocabulary: measure length feet centimeters meters

line plot

Chronological Description of the Lesson Activities: Pre-Assessment Formative Assessment and Data Organization Days Days 1-5 Day 1 - Pre-Assessment - See Appendix A of this document Day 2 - Activity 8.4, How Long is the Teacher?, Van deWalle page 230 Explain that you have just received an important request from the principal. She needs to know exactly how tall each teacher is. The students are to decide how to measure the teachers and write a note to the principal explaining how tall their teacher is and how they decided. Next, explain that it may be easier if you lay down and students measure how long you are instead of how tall. Do this at several stations around the room. Have students make marks at your feet and head and draw a straight line between your "head" and "foot." Explain that the principal says you can use any ONE of these things to measure with. (Provide several choices. For each choice of unit, supply enough units to more than cover your length. Be aware of the numbers that will result so be sure to use units that are at least 6 inches long.) Put students in pairs and allow them to select one unit with which to measure. Day 3 - How Big is a Foot? Illuminations Lesson In this lesson, students read the book How Big Is a Foot?, by Rolf Myller. They then create non-standard units (using their own footprints) and use them to make "beds." As a result, students explore the need for a standard unit of measure. Day 4- Activity 8.1, Longer, Shorter, Same, page 228 Make a sorting-by-length station at which students sort objects as longer, shorter, or about the same as a specified object. It is easy to have several such stations in your room. The reference object can be changed occasionally to produce different sorts. A similar task is to put objects from shortest to longest. Activity 8.2, Length Hunt, page 229 Give pairs of students a strip of tagboard, a stick, a length of rope, or some other object with an obvious length dimension. The task on one day might be to find five things in the room that are shorter than, longer than, or about the same length as their object. They can draw pictures or write the names of the things they find. By making the target length a standard unit (e.g., a meter stick or a 1-meter length of rope), the activity can be repeated to provide familiarity with important standard units.

2nd Grade Math Unit 5 Measuring Length (April)

Hilliard City Schools

This Unit plan is not intended to be all inclusive and does not take into account the specific needs of your individual students. Please, use the assessments to determine specific learning needs and plan accordingly.

3

Day 5 - Guess and Measure - Van de Walle Guess and Measure, page 231 As a class, list things in the classroom that students can measure. Decide the unit (inches, centimeters, feet, or meters) to be used for measuring. Have students measure choose objects on the list to measure. Then create problems to solve or have students create problems to solve. For example, how long are three student desks or how much longer is the teacher desk than a student desk. Day 6 - 7 - Problem Solving Pose the following questions and situations to your students. Give students opportunities to first determine the most appropriate tool of measurement and then actually measure objects in real world settings.

What could we use a yardstick or meter stick to measure? Have students identify objects and explain why they selected those objects.

Ask the students to find objects in the classroom or home that measure about 6 inches or 10 centimeters. Explore inches then centimeters.

Have students web things that have a specific length. For example, the center of the web could be 5 inches. Students would have to find things (or brainstorm) things that are 5 inches and write them in their web. Kid Pix or other software could be used to complete the web. The internet could be used to gather images.

What would you use a ruler to measure? What would you use a yardstick to measure? What in this room is longer than 1 foot but less than 2 feet?

Day 8 - Activity 8.17 - Van de Walle - About One Unit, page 246 Give students a model of a standard unit, and have them search for things that measure about the same as that one unit. For example, to develop familiarity with the meter, give students a piece of rope 1 meter long. Have them make lists of things that are about 1 meter. Keep separate lists for things that are a little less (or more) or twice as long (or half as long). Encourage students to find familiar items in their daily lives. In the case of lengths, be sure to include circular lengths. Later, students can try to predict if a given object is more than, less than, or close to 1 meter. Activity 8.20, Guess the Unit - Van de Walle - page 247 Find examples of measurements of all types of newspapers, on signs, or in other everyday situations. Present the context and measures but without units. The task is to predict what units of measure were used. Have students discuss their choices. Day 9 - 10 - Expanded Lesson - Crooked Paths - Van de Walle - Page 249-250 *Make sure to pay close attention to the Assessment Notes on page 250 See Appendix B of this document for Crooked Paths Black Line Master (BLM L-4) Day 11 - 12 - Exemplar - Name Tags (2nd Grade 2.MD.5 under Instructional Tasks/formative assessment Tasks - Login required)

2nd Grade Math Unit 5 Measuring Length (April)

Hilliard City Schools

This Unit plan is not intended to be all inclusive and does not take into account the specific needs of your individual students. Please, use the assessments to determine specific learning needs and plan accordingly.

4

Day 13 - Broken Ruler - read pages 226-227 (Making and Using Measurement Instruments) - If students line up physical objects, such as paper clips, a long strip of tagboard and mark

them off, they c