Mathematics – Grade 2
Unit of Study: Measurement
Fourth Grading Period – Weeks 1 – 5 (21 days) CURRICULUM OVERVIEW
Big Idea / Unit RationaleStudents will develop their understanding of the concept of length and how length is measured. They will compare two object directly by placing them side by side and compare indirectly by introducing a third object such as a piece of string. As students gain experience with length, methods of direct and indirect comparison give way to the more sophisticated strategy of using units that can repeat, such as connecting cubes or craft sticks. Students will also construct their own measurement tools and use them to build their own conceptual understanding of what they are and how to use them.
Students will . . . / Students should understand that:
· Comparing two lengths can be a way to determine which one is longer.
· Direct and indirect comparison of objects can identify equal lengths.
· They can iterate units to measure length.
· That different sized units yield different counts.
· Given equal counts of two different units, the larger unit marks off a longer length.
· There is a need for using and creating a standard unit of measure.
· The terms inches, feet, yard, centimeter, and meter are standard units of measure.
· They can iterate a standard unit of measure to measure length.
· Different measurement tools can approximate the standard units of measure.
TEKS / TEKS Specificity - Intended Outcome
Concepts / 2.9 Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions. The student selects and uses nonstandard units to describe length, area, capacity, and weight/mass. The student recognizes and uses models that approximate standard units (from both SI, also known as metric, and customary systems) of length, weight/mass, capacity, and time. The student is expected to:
(A) identify concrete models that approximate standard units of length and use them to measure length;
(C) select a non-standard unit of measure such as a bathroom cup or a jar to determine the capacity of a given container; and
(D) select a non-standard unit of measure such as beans or marbles to determine the weight/mass of a given object. / ” I CAN” statements highlighted in yellow should be displayed for students.
I can:
· Compare two objects to determine if they are of equal lengths or if one is longer than another (2.9A).
· Measure objects using adding machine tape, cubes, and craft sticks (2.9A).
· Measure a distance by using the same tool over and over again (2.9A).
· Create an inch-brick and centimeter/meter measuring tool (2.9A).
· Find out the capacity of an item using a cup (2.9C)
· Find out the weight of an item using a loaf or a slice of bread (2.9C)
Skills / 2.12 Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:
(B) solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
(D) use tools such as real objects, manipulatives, and technology to solve problems. / I can:
· Solve problems using a problem-solving process (2.12B).
· Use measuring tools to solve problems (2.12D)
Evidence of Learning
At least 80% of the time, students will demonstrate on paper or use models to show that they can:
1. Estimate length using non-standard units (2.9A).
2. Estimate length in inches, feet, centimeters, and meters (2.9A).
3. Use models that approximate standard units (2.9A and C).
4. Compare the weight of two objects (2.9C).
5. Estimate capacity using non-standard units (2.9C).
Mathematics – Grade 2
Unit of Study: Measurement
Fourth Grading Period – Weeks 1 – 5 (21 days) CURRICULUM GUIDE
Essential Questions / Essential Pre-requisite Skills· Look at the yellow strip and then look at the pencil. About how many yellow strips long is it?
· When you found something that was four blue strips long, how did you estimate how many yellow strips long it would be?
· How can you use inch-bricks to figure out how far Pimn jumped if he jumped the width of the paper?
· Can you explain how you figured that your desk was 21 inches long if you measured that it was 1 foot plus 9 inches?
· How do you estimate and measure capacity of a container?
· How can you decide if an object holds about a cup, pint, or quart?
· How can you find out if one object is heavier than another?
· How can you use ounces or pounds to estimate how much an object weights? / Grade K
· Compare and order two or three concrete objects according to length (longer/shorter than, or the same) (K.10A)
· Compare two containers according to capacity (holds more, holds less, or holds the same) (K.10C)
· Compare two objects according to weight/mass (heavier than, lighter than or equal to) (K.10D)
Grade 1
· Estimate and measure length using nonstandard units such as paper clips or sides of color tiles (1.7A)
· Compare and order two or more concrete objects according to length (from longest to shortest) (1.7B)
· Describe the relationship between the size of the unit and the number of units needed to measure the length of an object (1.7C)
· Compare and order two or more containers according to capacity (from holds the most to holds the least) (1.7E)
· Compare and order two or more objects according to weight/mass (from heaviest to lightest ) (1.7F)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will… / so students can…. / Resources
Days 1-14:
Step 1: Problem Solving: Follow the Problem Solving Checklist when working on Problems of the Day. Since only 10 minutes are allotted each day for problem solving, it will take more than one day to complete the checklist. Steps 1 through 4 should be completed on 1 day and step 5 on another. Two problems will be provided for every week. The extra day can be used to extend a problem or complete a problem that took longer than two days to finish.
Week 1 – Problem of the Day 17-1 pp. 475A
Problem of the Day 17-2 pp. 479A
Week 2 – Problem of the Day 17-3 pp. 483A
Problem of the Day 17-4 pp. 487A
Week 3 – Problem of the Day 17-5 pp. 491A
Problem of the Day 17-6 pp. 495A
Week 4 – Problem of the Day 18-1 pp. 511A
Problem of the Day 18-2 pp. 515A
Week 5 – Problem of the Day 18-3 pp. 519A
Problem of the Day 18-6 pp. 531A
Use the teacher notes and the guiding questions from the TAKS Problem of the Day Teacher’s Guide. The notes for the above Problems of the Day can be found on pp. 103-108; 111-113; and 116 of the TAKS Problem of the Day Teacher Guide. / Step 1: Problem Solving
· Solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness (2.12B)
· Select or develop an appropriate problem-solving plan or strategy (2.12C) / Step 1: Problem Solving
· Problem Solving Checklist
· Probing Questions
· enVision Math Topic 11.
· Student math journals – students need either a spiral notebook or a section in their binder for math journal.
Day 1 – Investigations in Number, Data, and Space Unit 9 Measuring Length and Time
Session 1.
Activity – Introducing Scavenger Hunt 1
· Cut two or more identical sets of 6 strips of adding machine tape in lengths that match items in your classroom.
· Have students work in pairs for this activity.
· Have strips posted around the classroom with an identifying mark (ex. A, B, C, etc.)
· Ask pairs to find things in the classroom that are about the same length as each strip.
· Show student the measuring materials they might use, such as string adding machine tape, connecting cubes, or craft sticks.
Activity – Scavenger Hunt 1
· Have student pairs conduct the scavenger hunt.
· NOTE: Refer to the Ongoing Assessment: Observing Students at Work section on page 26-27 as a way to access understanding and the strengths and weaknesses of students.
Discussion – Sharing Strategies
· Have students share their strategies for comparing lengths, giving them an opportunity to consider different strategies when they continue the scavenger hunt.
· NOTE: Read Mathematics in this Unit, pp. 10.
· NOTE: Read the Teacher Note: Learning to Measure Length, pp. 147.
· NOTE: Read the Dialogue Box: Matching Lengths, pp. 165. / Session 1.1
Activity – Introducing Scavenger Hunt 1
· Students will find items that are about the same length as each of several strips of adding machine tape (2.9A).
Activity – Scavenger Hunt 1
· Students will use indirect comparison to compare the length of the items with the length of the strips, and record each length (2.9A).
Discussion – Sharing Strategies
· Students will share strategies for comparing lengths (2.12D). / · Investigations in Number, Data, and Space, Unit 9 Measuring Length and Time Session 1.1, pp. 25-28.
Additional Materials
· Rolls of adding machine tape (4-6 rolls)
· String or ribbon (several rolls)
· Connecting cubes (class set)
· Craft sticks (200-300)
· Paper strips (prepared lengths from the adding machine tape).
· Resource Master 1 and 2, Family Letter
· Scavenger Hunt 1: Measuring Lengths sheets
· NOTE: Resource Masters are provided with the Investigations curriculum. Student Activity sheets were not. They can instead be accessed through the hyperlinks above.
Day 2 – Investigations in Number, Data, and Space Unit 9 Measuring Length and Time
Session 1.2
Activity – Introducing Scavenger Hunt 2: Blue and Yellow Strips
· Post a 6 inch blue paper strip and a 3 inch yellow paper strip on the board.
· Place the basket of common objects near a collection of blue and yellow paper strips.
· Explain to students they are find things that are a certain number of blue strips long and then estimate how many yellow strips long this same object is.
· Model this procedure with a pencil (should be one blue strip long) and show students how to record the work on the Scavenger Hunt 2 sheets.
Math Workshop – Scavenger Hunt Workshop
· Have student work in pairs for these activities.
· Have students complete Scavenger Hunt 1 from the day before and begin Scavenger Hunt 2.
· NOTE: Math workshops are intended to function as math centers. Have the items for the Blue and Yellow Strips Scavenger Hunt placed away from the posted paper for Scavenger Hunt 1 so that students will have room to maneuver around the classroom.
· NOTE: Read the Math Note, Practice Iterating, pp. 32
Discussion – Sharing Measuring Strategies
· Post one set of the adding machine strips labeled A-F on the board next to the chart paper titled What’s As Long As The Paper Strips?
· Record objects that students found to be as long as each strip.
· Resolve any discrepancies by having pairs explain the process they used to classify an object. Use the opportunity to clarify words length, width, and height.
· NOTE: Different results may be due to errors in measurement technique or because students have focused on different dimensions of the object.
· Ask about the measurement strategies different pairs used. How were the string, cubes, or craft sticks used? For those that used more than one, which was easier? Did any pairs start with one tool and switch to another for the remainder of the time?
· NOTE: Read the Dialogue Box: Using Related Units of Measure, pp. 166. / Session 1.2
Math Workshop – Scavenger Hunt Workshop
· Students will use indirect comparison to compare the length of the items with the length of the strips, and record each length (2.9A).
· Students will measure objects using 2 different lengths of paper strips that have a 2 to 1 ratio (2.9A)
Discussion – Sharing Measuring Strategies
· Students will share strategies for comparing lengths (2.12D) / · Investigations in Number, Data, and Space, Unit 9 Measuring Length and Time Session 1.2, pp. 30-35.
Additional Materials
· Measuring Strips
· Chart Paper, Titled What’s as Long as the Paper Strips?
· Resource Master 4, Measuring Strips
· Basket or container
· Common objects (4-6) that match the length of one or more blue strips
· Envelopes
· String or ribbon (several rolls)
· Connecting cubes (class set)
· Craft sticks (200-300)
· Paper strips (prepared lengths from the adding machine tape).
· Scavenger Hunt 1: Measuring Lengths sheets
· Scavenger Hunt 2: How Many Paper Strips? Sheets
· NOTE: Resource Masters are provided with the Investigations curriculum. Student Activity sheets were not. They can instead be accessed through the hyperlinks above.
Day 3 – Investigations in Number, Data, and Space Unit 9 Measuring Length and Time
Session 1.3
Activity – Introducing How Far Can You Jump?
· Explain to students that in pairs they will take turns jumping from a starting line on the floor and will measure the length of that jump using adding machine tape. They will then measure the adding machine tape with some other object like hands or paper clips to determine the length of the jump. Student will make three different jumps: a frog jump, a rabbit jump, and a kid jump?
· NOTE: Refer to teaching notes on pp. 37 for instructions on how to conduct the different jumps.
· Have two students model how the procedure for conducting the jumps.
· Explain to students that they will choose their longest and shortest paper strips and choose an object (unit) to measure the jump in and record their results on the How Far Can You Jump? Worksheet.
Math Workshop – Measuring with Different Units