Topic Twelve: Measuring Length

Pacing (Duration of Unit):

Desired Results

Transfer:
Standards for Mathematical Practices
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.
Established Goals:

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.

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.

Students I Can Statements:
  • I can select an appropriate tool (e.g., ruler, yardstick, meter stick, measuring tape) to measure an object.
  • I can measure the length of an object using a tool.
  • I can select several appropriate units of length (e.g., inches, feet, centimeter, meter) to measure an object.
  • I can accurately measure an object with two different unit lengths.
  • I can compare the measurement using the shorter unit length to the measurement using the longest unit length, and explain how the size of the unit length affects the measurement.
  • I can estimate the length of a given object in inches and feet.
  • I can estimate the length of a given object in centimeters and meters.
  • I can measure the length of any object in a given unit.
  • I can find the difference in length between two objects using standard units.
  • I can solve problems about measurement.

Prerequisite Standards:
1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

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 lengths units that span it with no gaps or overlaps.
Big Ideas:
Number Uses, Classification, and Representation
Numbers can have used for different purposes, and numbers can be classified and represented in different ways.

Comparison and Relationships
Numbers, expressions, measures, and objects can be compared and related to other numbers, expressions, measures, and objects in different ways.

Estimation
Numbers can be approximated by numbers that are close. Numerical calculations can be approximated by replacing numbers with other numbers that are close and easy to compute with mentally. Some measurements can be approximated using known referents as the unit in the measurement process.

Measurement
Some attributes of objects are measurable and can be quantified using unit amounts.

Practices, Processes, and Proficiencies
Mathematics content and practices can be applied to solve problems.
Essential Questions:
  • What are ways to measure length?
Students will know...
  • The length of a known object can be used to estimate the length of another object to the nearest inch, foot, or yard.
  • Length and height are measurable in inches
  • Length and height are measurable in inches, feet, and yards.
  • When measuring length, the longer the chosen unit, the fewer units are needed; the shorter the unit the more units are needed.
  • Length and height are measurable in centimeters.
  • Lengths and heights are measurable in centimeters and meters.
  • The lengths of two objects can be compared by subtracting to find the difference
  • Good math thinkers are careful about what they write and say, so their ideas about math are clear.

Vocabulary:
estimate, inch (in.), foot (ft), yard (yd), height, nearest inch, centimeter (cm), nearest centimeter, meter (m),
Students will be skilled at...

  • Estimate the length of an object by relating the length of the object to a measurement they know.
  • Estimate measures and use a ruler to measure length and height to the nearest inch.
  • Estimate measures and use tools to measure length and height of objects to the nearest inch, foot, and yard.
  • Estimate and measure the length and height of objects in inches, feet, and yards.
  • Estimate measures and use a ruler to measure and height to the nearest centimeter or meter.
  • Measure the length and height of objects using different metric units.
  • Tell how much longer one object is than another.
  • Choose tools, units, and methods that help with precise measuring.

Assessment Evidence

Performance Assessment:

2.MD.1






2.MD.2




2.MD.3





2.MD.4




Task 1:

Task 2:


2.MD.5
Task 1:

Task 2:

Task 3:

Task 4:

Other Evidence:

2.MD.1




2.MD.2



2.MD.3




2.MD.4



2.MD.5






Learning Plan

Learning Activities:
12-1 Estimating Length

12-2 Measure with Inches

12-3 Inches, Feet, and Yards

12-4 Measure Length Using Different Customary Units

12-5 Measure with Centimeters

12-6 Centimeters and Meters

12-7 Measure Length using Different Metric Units

12-8 Compare Lengths

12-9 Math Practices and Problem Solving: Precision
Resources: