Curriculum / Math / 2nd Grade / Unit 6: Customary Measurement, Shapes, and Telling Time / Lesson 2
Math
Unit 6
2nd Grade
Lesson 2 of 15
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
Measure lengths using an inch ruler.
I can measure using an inch ruler.
The core standards covered in this lesson
2.MD.A.1 — Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
The foundational standards covered in this lesson
1.MD.A.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 length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
The essential concepts students need to demonstrate or understand to achieve the lesson objective
Suggestions for teachers to help them teach this lesson
As students are getting used to using standard rulers for measuring and drawing lines measuring specific lengths, if you have access to whole-inch rulers, that will be suitable for student practice. If you only have fractional rulers available, be sure to model measuring to the nearest whole inch.
5-10 minutes
Unlock warm-up activities that help you engage every student and prepare them for the day’s lesson with a Fishtank Plus subscription.
Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding
15-25 minutes
Measure the following items using an inch ruler.
a.
b.
c.
d.
e. Draw a 2 inch line.
Upgrade to Fishtank Plus to view Facilitation Guidance and Sample Student Response for this Anchor Task.
a. Brainstorm items in your classroom that you could measure using an inch ruler.
b. Measure in inches and record the measurements below.
a. Raymond measured the height of one of the shelves in the library and found that it measured 12 inches.
12 inches is the same length as another unit called a foot.
Brainstorm some things in your school that are about a foot in length or height. Then select one to measure in inches to confirm.
b. Using a yardstick, measure each of the lines to the nearest foot. Then measure them in inches using inch rulers or inch tiles.
15-20 minutes
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
a. Use an inch ruler to draw a line that is 6 inches long.
b. Measure the following line and record its length in inches.
Daily Word Problems, Warm Ups, and Center Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.
Next
Estimate lengths using customary units.
Topic A: Customary Measurement
Understand a new length unit, an inch, and make an inch ruler to measure.
Standards
2.MD.A.1
2.MD.A.3
Relate different units of measure when measuring the lengths of objects (inches, feet, and centimeters).
2.MD.A.12.MD.A.2
Generate length measurement data and create a line plot.
2.MD.D.9
Solve one-step and two-step word problems, including compare word problem types, using customary measurement.
2.MD.B.5
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
Topic B: Shapes, Their Attributes, and Equal Shares
Identify and sort shapes by their defining attributes.
2.G.A.1
Draw shapes based on defining attributes.
Explore attributes of solid shapes and define attributes of cubes.
Partition circles and rectangles into 2, 3, or 4 equal parts and describe the parts.
2.G.A.3
Partition rectangles and squares in different ways, recognizing that equal shares of identical wholes can have different shapes but must be the same size.
Partition circles and rectangles into equal parts to describe a whole.
Topic C: Telling Time
Tell time to the nearest half and quarter hour.
2.MD.C.7
Tell time to the nearest 5 minutes.
Use a.m. and p.m. to describe time.
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable math lesson plans for free