Grade 2 Unit 2: Addition and Subtraction of Length and Time Measurement (4 Weeks)
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Stage 1 Desired Results
Established Goals
Unit Description:
Students will learn to measure using nonstandard units (while counting to practice fluency.) This unit provides the
necessary background to ask varied and multifaceted measurement problems throughout the year. The major
underlying goal of the measurement unit, however, is for student to learn to the meaning of the word “unit,� essentially
by employing it repeatedly in describing length units, weight units, and capacity units. The mathematical practices
should be evident throughout instruction and connected to the content addressed in this unit. Student’s should engage
in mathematical tasks that provide an opportunity to connect content and practices
Common Core Learning Standards
Measure and estimate lengths in standard units.
2.MD.1 Measure the length of an object by selecting & using appropriate tools such as rulers, yardsticks, meter sticks &
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 & 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, … & represent whole-number sums & differences within 100 on a number line diagram.
Work with time and money.
2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
Common Core Standards of Mathematical Practice
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.
ESL Language Standards
Standard 1: Students will listen, speak, read, and write in English for information and understanding
1.4 Compare, contrast, and categorize to gain a deeper understanding of information and objects.
1.5 Formulate, ask, and respond to questions to obtain and provide information and meaning.
1.7 Present information clearly in oral and graphic forms.
1.13 Engage in collaborative activities through a variety of student grouping to gather, share, discuss, and
represent information.
Standard 3: Students will listen, speak, read, and write in English for critical analysis and evaluation.
3.4 Evaluate student’s own and others’ work, individually and collaboratively, on the basis of a variety of criteria.
3.9 Apply learning strategies to examine, interpret, and evaluate a variety of materials.
Big Ideas
1. Some attributes of objects are measureable and can
be quantified using unit amounts.
Essential Questions
1. How and why do we measure the length of objects?
1. Why do we have standard units of measure?
1. How does the relative size of the unit relate to how
many units it takes to measure an object?
1. How can we use measurement to solve problems using
addition and subtraction?
1. How do we measure time?
Content (Students will know….)
A. Standard units of length measurement (2.MD.1)
Skills (Students will be able to…)
A1. Measure the length of different objects in centimeter,
inches, feet, yards, and meters
B. The choice of tool depends on the object being
measured (2.MD.1)
B1. Choose the most appropriate tools for the length being
measured
C. Lengths can be estimated (2.MD.3)
C1. Estimate the length of different objects
D. Addition and subtraction can be modeled on a
number line (2.MD.6)
D1. Use a number line to represent whole number sums
and differences
E. The same object can be measured using different
units (2.MD.4)
E1. Measure the same objects using different units
F. Objects can be compared by their length (2.MD.4)
F1. Measure to determine the difference in the length of
two objects.
F2. Express the length difference using a standard length
unit.
G. Addition and subtraction can be used to solve
word problems involving length (2.MD.5)
G1. Use addition and subtraction to solve word problems
involving lengths.
H. Analog and digital clocks can be used to tell time
(2.MD.7)
H1. Tell time to the nearest five minutes
H2. Write time to the nearest five minutes.
H3. Use a.m. and p.m.
I.
I1. Measure the length of an object twice using different
unit of measure
I3. Describe how two measurements relate to the size of
the unit
Two measurements relate to the size of a chosen
unit. (2.MD.2)
Terms/ Vocabulary
measurement, foot, inch, centimeter, yard, meter, ruler, measuring tape, meter, scale, unit, number line, standard,
length, yardstick, meter stick, analog, digital
Stage 2 Assessment Evidence
Initial Task: Field Day
Final Performance Task: School Supplies
Other Evidence
Teacher observation, conferencing, teacher designed
assessment pieces, student work, exit slips, journal entries
Stage 3 Learning Plan
Everyday Mathematics /Impact Mathematic Lessons
The following lessons will support some of the CCLS & essential questions outlined in this unit map:
2.MD.1: 4-7, 7-6, 9-2, 9-3, 9-4
2.MD.2: 4-7, 7-6, 9-2, 9-3
2.MD.3: 9-1, 9-2, 9-3
2.MD.4: 7-6, 7-7, 7-8, 9-1, 9-2, 9-3,
2.MD.5: 6-2, 6-3, 6-7, 7-8, 8-1,
2.MD.6: 2-1, 2-6, 3-6, 4-2, 4-4, 6-1, 6-5, 7-3, 11-1, 12-3
2.MD.7: 12-2
Additional Resources:
http://www.k-5mathteachingresources.com
All activities under 2nd Grade Measurement & Data
https://www.georgiastandards.org/Common-Core/Pages/Math-K-5.aspx
2nd Grade Unit 3
Grade 2 Unit 2
Initial Performance Task: Field Day
P.S. 99 is having a field day at the park.
1a. (2.MD.1, 2.MD.4) Measure the length of the two (2) award ribbons in inches
______________
_______________
1b. How much longer is the 1st place ribbon than the 2nd place ribbon? Show your work.
2. (2.MD.3) The ribbon on the medal measures 6 centimeters. About how long is the
length of the medal? Explain your thinking on the lines below:
____________________________________________
____________________________________________
6
cm.
____________________________________________
____________________________________________
?
cm.
____________________________________________
____________________________________________
____________________________________________
3. (2.MD.5.) Sara ran 63 yards
in the relay and 25 yards in the sack race. How many
more yards did she run in the relay race than the sack race? Write an equation with
______
a symbol for the unknown
and solve. Show your mathematical thinking.
Equation: ______________________________________
4. (2.MD.2) Joanna measures the length of the jump rope with her hand. It measures
13 hands long. Gabriel measures the same jump rope with his shoe, it measures 9
shoes long. Why do you think Joanna and Gabriel have different measurements for
the same jump rope? Explain your thinking:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. (2.MD.6) Ms. Stewart’s class won 17 ribbons and Mr. Torres’ class won 8 ribbons.
How many more ribbons did Ms. Stewart’s class win than Mr. Torres’ class? Prove
your answer using a number line
6. (2.MD.7) This clock shows when field day started in the morning.
6a. What time was it? __________________
This clock shows when field day ended in the afternoon.
6b. What time was it? ____________________
7. (2.MD.1) What is the best tool to measure the length of the soccer field?
a.
b.
c.
d.
Ruler
Meter Stick
Protractor
Measuring Cup
Grade 2 Unit 2
Field Day Scoring Guide
Field Day Scoring Guide
Points
Section
Points
1a. Student correctly measures 5 inches for the 1st place ribbon and 4
inches for the 2nd place ribbon
1
2
1
st
1b. Student correctly shows that the 1 place ribbon is 1 inch longer than
the 2nd place ribbon
2. Student makes a reasonable estimate of about 2 centimeters.
Student must use the ribbon length as a reference for their estimate.
2
2
3. Student writes either an addition or subtraction equation such as:
1
2
63 25 = x or 25 + x = 63
and shows acceptable work with diagrams, numbers, algorithms,
number lines, etc
1
4. Student must reference that the length of an object depends on the
2
unit of measure that was used to measure it. For example: Joanna’s
hands are smaller than Gabriel’s feet so it will take more of her
hands to measure the same length of rope (and vice versa)
2
5. Student correctly answers that Ms. Stewart’s class won 9 more
ribbons than Ms. Torres’ class
3
Acceptable work: Student uses a number line to show the subtraction or
a missing addend problem. For example: Ss shows 17 7 = 10, 10 2
= 8. When you add up all of the subtracted medals it = 9 (2 + 7)
1
2
6a. Student writes correct time of 9:30 am
1
6b.Student writes correct time of 12:45 pm
1
2
7.Student indicates that a meter stick is the best tool to measure the
soccer field
1
1
Total Points
14
14
Novice
Apprentice
Practitioner
Expert
0-3
4 -7
8 - 11
12 - 14
Grade 2 Unit 2
Final Performance Task: School Supplies
1a. (2.MD.1) Ms. Smith’s class is measuring the lengths of pencils. Should they use
a meter stick or a ruler to measure them? Why do you think so?
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
1b. (2.MD.1) Measure the four (4) pencils in centimeters. Write the length of each
pencil on the space provided.
Robert
_____________
Maria
______________
Ashley
______________
John
____________
1c. (2.MD.5) Maria and Robert placed their pencils end to end on the desk. What is
the total length of the two pencils? Write an equation with a variable that you can use
to solve the problem.
Equation: ______________________________
1d. (2.MD.4) How much longer is Ashley’s pencil than John’s pencil? Show your
mathematical thinking.
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