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Common Core Learning StandardsGRADE 2 Mathematics

MEASUREMENT & DATA

Common Core Learning Standards Concepts Embedded Skills Vocabulary

Measure and estimate lengths in standard units.

Measurement Measure the length of a given object, using a variety of measurement tools (rulers, yardstick, meter stick, and measuring tape)

Length Measure Measurement Ruler Yardstick Meter stick Tape measure Units Estimate Meter(s) Feet/ Foot Inches/ Inch Yard(s) Centimeter(s)

Compare and contrast between ruler, yardsticks, meter sticks and measuring tapesDescribe measurement situations for a variety of tools (for appropriateness of measuring)

2.MD.1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Estimate the length of an object based on knowledge of tools

SAMPLE TASKSI. Circle the tool you would use to measure the following objects. Use the tool you chose to find the measurement of the object.

distance around a cup ruler measuring tape yardstick highlighter ruler measuring tape yardstick paperclip ruler measuring tape yardstick

length of chalkboard ruler measuring tape yardstick distance around a ball ruler measuring tape yardstick height of a bookshelf ruler measuring tape yardstick

Copyright (c) 2011 by Erie 1 BOCES- Deep Curriculum Alignment Project for Mathematics— Permission to use (not alter) and reproduce for educational purposes only.

2. Put these measurements in order from shortest to longest.

5 feet 1 yard 11 inches 1 foot

______________________ ___________________________ _______________________ ______________________________

3. Which is more than 2 yards?

a. 1 yard and 2 feetb. 4 feet and 21 inchesc. 65 inchesd. 2 feet and 50 inches

4. Use < , >, or = in each

Inches in a foot feet in a yard

millimeters in a centimeter centimeters in a meter

inches in a ruler inches in a yardstick




Measurement Measure the length of a given object, using a two different units (ex feet & inches) and compare between the two measurements

Length Width Measure Measurement Ruler Yardstick Meter stick Tape measure Units Estimate Meter(s) Feet/ Foot Inches/ Inch Yard(s) Centimeter(s)

Explain & show why when measuring with a larger unit the measurement will be a smaller number than when measuring with a smaller unit (ex. When measuring the same object in feet and then in yards, the measurement in feet will be a larger number than it will be in yards)

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.

SAMPLE TASKSI. Find these objects in your classroom. Measure the objects to the nearest inch and the nearest foot.

a. The length of your math book. ______ inches ______ feet

b. The length of the classroom rug. ______ inches ______ feet

c. The length of the reading table. ______ inches ______ feet


II. Allison has a ribbon that is 5 feet long. Madelyn has a ribbon that is 5 inches long. Who has a longer piece of ribbon? Explain.



Measurement Measure an object in inches, feet, centimeters and meters to compare actual measurements with estimate.

Length Width Measure Measurement Ruler Yardstick Meter stick Tape measure Units Estimate Meter(s) Feet/ Foot Inches/ Inch Yard(s) Centimeter(s)

Estimate measurements in inches, feet, centimeters and meters

2.MD.3. Estimate lengths using units of inches, feet, centimeters, and meters.

Show inches, feet, centimeters and meters on ruler, yardstick, meter stick or tape measure

Compare and contrast between inches, feet, centimeters and meters.

SAMPLE TASKSI. Estimate the length of a post –it. About_______ inches. Measure the object to check your estimate _______ inchesII. Estimate the length of a poster About ________ feet. Measure the poster to check your estimate _______ feetIII. Estimate the height of the file cabinet About _______ meters. Measure the file cabinet to check your estimate _______ metersIV. Estimate the length of your pencil box. About________ centimeters. Measure your pencil box to check your estimate ________

centimeters




Measurement Compare the length of two objects measured to determine which object has the longer or shorter length

Length Width Measure Measurement Ruler Yardstick Meter stick Tape measure Units Compare Difference Meter(s) Feet/ Foot Inches/ Inch Yard(s) Centimeter(s) Longer Shorter Longer than Shorter than

Subtract the length of two object to determine how much longer or shorter one object is in comparison to another

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.

Measure on object in feet, inches, centimeters or meters

Compare and contrast between inches, feet, centimeters and meters.

SAMPLE TASKSI. Give students a craft stick and an unsharpened pencil.

a. Measure each object to the nearest centimeter and record their lengthsb. What is the difference between the 2 lengths?c. Which object is longer?

II. Give students a piece of notebook paper and a highlightera. Measure each object to the nearest inch.b. What is the difference between the 2 lengths?c. Which object is longer?



Relate addition and subtraction to length.

Addition & Subtraction:

Measurement

Add & subtract measurements within 100 Length Width Measurement Add Subtract Solve Unit Compare Difference Total In all Altogether Inch/ inches Feet/ foot Centimeter(s) Meter(s) Yard(s) Equation Unknown Symbol Label

Solve addition and subtraction word problems involving measurements (with regrouping)

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.

Write an equation to match a given word problem, with a symbol written for the unknown numberDraw pictures to represent a word problem involving measurements

SAMPLE TASKSI. Kelly has a piece of ribbon that is 28 inches long. She has another piece of ribbon that is 15 inches long. How many inches are both

pieces of ribbon in all?II. Lexi has 45 centimeters of yarn. She cuts 28 centimeters off. How long is her piece of yarn now?III. Tim has paper clip chain that is 34 inches long. He takes some paperclips off of his chain. His paperclip chain is now 17 inches long. How

many inches did he take off of his paperclip chain.



Relate addition and subtraction to length.

Numbers Related to Distance

Explain whole numbers as lengths/ distance from 0 on a ruler or number line

Whole number Number line Distance Sum Difference Addition Subtraction Length(s)

Show a given number as a length/ distance from 0 on a number line

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..

Show whole number sums and differences within 100 on a number lineExplain the addition of whole numbers as the addition of lengths on the number line (distances added)

Explain the subtraction of whole numbers as the subtraction of lengths on the number line (distances subtracted)

SAMPLE TASKSI. Anna has a new pencil that is 12 centimeters long. She sharpens the pencil. It is now 8 centimeters long. How many centimeters did

sharpen off of the pencil? Use the number line number line below to help you solve the problem.

II. Ella has a 9 inch paperclip chain. She adds 7 more inches to her chain. How many inches is her paperclip chain now? Use the number line below to help you solve your problem.



Work with time and money. Time Write and read the time shown on an analog clock to the nearest five minutes

Analog clock Digital clock A.M. P.M. Minutes Time Label Hour(s) Minute(s)

Read the time shown on a digital clock2.MD.7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Match the time shown on an analog clock to a corresponding digital time to the nearest five minutes Label time A.M. or P.M. based on the time of daySkip count by 5s to 60

Compare and contrast between the hour hand and minute hand

SAMPLE TASKS

I. Read the time on the digital clocks.

9:05 11:50 12:30 4:45


II. Read and write the times shown on the analog clocks. Skip count by 5’s to determine the minutes.Color the hour hand red and color the minute hand blue.

______________ __________________ _______________

_______________ ________________ ________________


III. Match the time on the analog clock to the digital clock.

8:05 6:50 3:30 1:45

IV. List activities you would do between 12:00 midnight and 12:00 noon (a.m.)

______________ __________________ ______________________

List activities you would do between 12:00 noon and 12:00 midnight (p.m.)

______________ __________________ ______________________



Work with time and money. Money Count a collection of coins and dollars Dollar Dollar sign Cent(s) Cent sign Penny Nickel Dime Quarter Word problem Solve Symbol Add Subtract Count Decimal point

Write an amount shown using decimal notation and $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?

Label coins and their values

Solve word problems involving dollar bills, quarters, nickels, dimes and pennies, using & and ¢ symbolsAdd and subtract decimals numbers in the context of money

SAMPLE TASKS

1. Label coins and their values.

2. Count a collection of coins and label the amounts in dollar and cent notation.


3. Count a collection of coins and dollars and label the amounts in dollar and cent notation.Solve word problems involving dollar bills, quarters, nickels, dimes and pennies, using $ and ¢ symbols:

1. Sam has three quarters, two nickels and two pennies. How much money does he have? Draw a picture or count coins to find your answer.

2. Donna has four quarters, three dimes, two nickels and five pennies. How much money does Donna have? Draw a picture or count coins to find your answer.

3. George has five quarters, four nickels, and a penny. How much money does George have? Draw a picture or count coins to find your answer.


4. Sue has a quarter, seven dimes, two nickels, and seven pennies. How much money does she have? Draw a picture or count coins to find your answer.

5. Carlos has 1 dollar bill, three quarters, two dimes, five nickels and four pennies. How much does he have? Draw a picture or count coins to find your answer.

6. Who has the least amount of money? _____________________________

7. Sam and Sue would like to buy a toy together. How much money do Sam and Sue have together?

8. Dominic has $3.10 in his pocket. He bought a gumball for ten cents. Then he bought a yoyo for 50¢. Last he spent 25¢ on a balloon. How much money does he have left?



Represent and interpret data. Data & Graphs Create a line plot from measurement data collected by measuring several objects

Line plot Measurement Data Whole units Inch/ inches Centimeter Foot/ feet Yard(s) Ruler Tape measure

Measure an object multiple times for accuracy2.MD9. 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.

Measure the length of several object to the nearest whole unitOrder several measurements from least to greatest

SAMPLE TASKS 1. The students in Mr. Smith’s class shared how many times they had been to the Farm last year.

2. Measure each of the pencils to the nearest inch and record each measurement.


How many students went to the farm only one time? _____________ students

How many students did not go to the farm last year ?

_______________ students

How many students went to the farm more than one time ?

_______________ students

How many students are in Mr. Smith’s Class?

________________students

Pencil # 1:

Pencil # 2:

Pencil # 3:

Pencil # 4:

Pencil # 5:

Pencil # 6:

Pencil # 7:

Pencil # 8:

Part A:


pencil inches

# 1

# 2

# 3

# 4

# 5

# 6

# 7

# 8

Part B: Create a line plot representing the length of the pencils.

inches

3. Measure the following lines to the nearest centimeter.

Line A: l__________________________________lLine B: l__________________________l

Line C: l_______________l


http://etc.usf.edu/clipart/41600/41660/1-10_41660_lg.gif

Line D: l__________________________l

Line E: l________________l

Line F: l__________________________________l

Line A= ________ centimetersLine B= ________ centimeters Line C= ________ centimetersLine D= ________ centimetersLine E= ________ centimeters Line F= ________ centimeters

Create a line plot using the lengths of the lines in centimeters.


centimeters


Represent and interpret data. Data & Graphs Create a picture graph and bar graph with up to four categories

Picture graph Bar graph Data Solve Represent Word problem Single unit Categories Compare Contrast Axes

Compare and contrast between picture and bar graphs2.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.

Solve simple ‘put together’ and ‘take apart’ word problems involving graphed dataRead the data presented in a bar graph and picture graph

SAMPLE TASKS

Step 1: Create a picture graph to compare how many books 4Copyright (c) 2011 by Erie 1 BOCES- Deep Curriculum Alignment Project for Mathematics— Permission to use (not alter) and reproduce for educational purposes only.

children read. Be sure to include the following information:

Write the names of each of the 4 children. Record the number of books read by each of the 4 children. Add a title to your picture graph. The lists below are the results:

Lilly – 4 Greg - 10 Matt – 8 Tina - 3


Step 2: Create a bar graph to represent the data shown in the picture graph. Be sure to Copyright (c) 2011 by Erie 1 BOCES- Deep Curriculum Alignment Project for Mathematics— Permission to use (not alter) and reproduce for educational purposes only.

include the following information:

Label the bar graph.

Write the title. Label and/or

number the two axes.

Draw the bars.

Solve the following questions to compare data.

1.) Which child read the greatest number of books? _____________________________________


2.) Which child read the least number of books?

3. Were there any children who have read the same amount of books?

4. What is the difference between the greatest number of books read and the least number of books read?

5. How many books were read in all by the four children?___________________________________________________________________________________


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