Super Second
All Things Second Grade Math!
Unit 9- Linear Measurement
This unit bundles student expectations that address determining the length of an object, describing the inverse relationship between the size of the unit and the number of
units needed, representing whole number distances from zero on a number line, and solving problems involving length.
Prior to this unit, in Grade 1, students explored the continuous nature of linear measure by using concrete objects to measure the length of objects. Students determined
the length of an object as the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other.
Students measured the length of an object using two different units of measure, described the lengths using numbers and unit labels, and explained how and why the
measurements differed. Also, in Grade 2 Unit 1 students explored locating and naming the whole numbers that correspond to specific point or locations on number lines.
During this unit, students begin exploring length using concrete models of standard units (inch, foot, yard, centimeter, meter, etc.) in the customary and metric
measurement systems. This exploration of measuring length leads to developing an understanding of the purpose and need for using standard units of measure in society.
Students use concrete tools to measure distances and record the measure to the nearest whole unit. Through the use of concrete models of standard units, students build a strong foundation for understanding the inverse relationship between the size of a unit and the number of units needed to equal the length of an object. Students review
locating whole numbers on a number line and extend their understanding to representing whole number distances from zero or any given location on the number line. The relationship between the number line and standard measuring tools is applied as students transition to determining length to the nearest whole unit using rulers, yardsticks, meter sticks, and measuring tapes. Students apply their understanding of length, including estimating lengths, to problem-solving situations. Students use benchmarks to estimate solutions (e.g., a finger joint on a thumb is approximately 1 inch, the width of tip of a finger is approximately 1 centimeter, etc.) and use actual measurements to solve problems involving adding and/or subtracting lengths, including finding the perimeter of objects.
After this unit, in Grade 3, students will determine the perimeter of polygons or a missing length when given perimeter and remaining side lengths in problems. They will also represent fractions as distances from zero on a number line.
2.9C
This is the broken ruler TEK. This was a big hot spot for 2nd grade last year. It is important that they understand that when they look at a number line or a ruler they can count the distance between using what it is counting by. For example, if a number line is counting by 5's and there is a line that starts at 5 and goes to 30 on the number line, the distance the line travel is not 30 but 25. They also need to recognize that if a point is at 60 and they cannot see o it is still 60 units away from 0. I know this is confusing so look at the pictures below to help you. I have also linked a couple of blogs with good ideas for teaching this below.
2.9E
Specificity from IFD:
Mathematical and real-world problem situations
*Recognition of attributes of length embedded in mathematical and real-world problem
situations (e.g., distance traveled from one place to another, length of an object, perimeter, etc.)
*One-step or multi-step problems
*Measurement of one or more distances/lengths
*Multiple operations
*Addition and/or subtraction of whole unit measurements
*Solutions recorded to the nearest whole unit with a number and a unit labelMath Maze
Anchor Charts
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