Curriculum / Math / 2nd Grade / Unit 6: Customary Measurement, Shapes, and Telling Time / Lesson 4
Math
Unit 6
2nd Grade
Lesson 4 of 15
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Lesson Notes
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Relate different units of measure when measuring the lengths of objects (inches, feet, and centimeters).
I can use different units of measurement to understand and compare lengths.
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.
2.MD.A.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.
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
5-10 minutes
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Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding
15-25 minutes
Paul measured his new crayon, shown below, and got 10 cm.
a. He thinks if he measures it in inches, he will get 10 inches long. Do you agree or disagree? Why?
b. Find the measurement of the crayon to the nearest inch.
c. Paul measured a pencil using a centimeter ruler and an inch ruler but didn't record the unit with the value. Fill in the unit next to the value. Be prepared to share your thinking.
17 _______________ 7 _______________
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Reggie and his brother needed to measure the length of a wheelchair ramp.
This is for reference.
a. They had a yardstick and an inch ruler. Which measuring tool would you use to measure? Be prepared to share your thoughts.
b. Reggie and his brother measured the length of the wheelchair ramp, and Reggie said it was 72 inches. His brother said it was 6 feet. They are both correct. Which measurement value is greater? Why?
15-20 minutes
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Danielle measured her 2-year-old sister and found she measured 36 inches tall. Her mom said that her little sister was exactly 3 feet. They are both correct. Explain why Danielle's measurement in inches is more than her mom's measurement in feet.
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
Generate length measurement data and create a line plot.
Topic A: Customary Measurement
Understand a new length unit, an inch, and make an inch ruler to measure.
Standards
2.MD.A.1
Measure lengths using an inch ruler.
Estimate lengths using customary units.
2.MD.A.3
2.MD.A.12.MD.A.2
2.MD.D.9
Solve one-step and two-step word problems, including compare word problem types, using customary measurement.
2.MD.B.5
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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.
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