Global Concept Guides: Applying Standard Units of Measure
Prior Learning: MACC.1.MD.1, MACC.1.MD.2, MACC.1.MD.4
Progressions Document Link
Show What You Know Task:See Go Math Ch. Tests 8 and 9 that were already given.
Common Core State Standards for Mathematical Content :
Measure and estimate lengths in standard units.
MACC.2.MD.1.1Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
MACC.2.MD.1.2Measure 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.
MACC.2.MD.1.3 Estimate lengths using units of inches, feet, centimeters, and meters.
Relate addition and subtraction to length.
MACC.2.MD.2.5 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 drawing or rulers) and equations with a symbol for the unknown number to represent the problem.
MACC.2.MD.2.6 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.
Represent and interpret data.
MACC.2.MD.4.9Generate 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. / Comments:
Notes on Assessment:
See common performance task link below.
Unpacking the Standards for this Unit:
Using standard units of measure is one of the four critical areas on which instructional time should focus. Students recognize the need for standard units of measure (centimeter and inch) and they use rulers and other measurement tools with the understanding that linear measure involves iteration of units. They recognize that the smaller the unit, the more iterations they need to cover a given length. (Common Core Standards for Mathematics, p. 17)
Common Performance Task with Rubric for this Unit:
Lizards, Lizards Everywhere
Students will measure a variety of lizards in cm and record their findings in a chart. Then students will create a line plot to display the data.
Click here for common performance task and rubric.
Future learning: Students’ mastery of the concept - the smaller the unit, the more iterationsneeded to cover a given area allows students to make sense of converting measurements in future grades. For example, understanding that you will need more feet than yards to cover a given area because feet are smaller than yards.
2nd / Global Concept 1 of 1 for this Unit of Study:Applying Standard Units of Measure / Projected Time Allotment:4 Days
Sample Essential Questions:
Day 1: How does using a different tool change my measurement?
Day 2: How can you estimate a measurement or value?
Day 3 and 4: Why is it important for us to know how to measure different objects using different tools of measurement?
Related Unit 9 Assessment:See common performance task below.
Instructional Resources
Manipulatives:
- Rulers in inches and centimeters
- Measuring tape
- Yard and meter stick
- Cuisenaire rods
- Footsteps on the Rug-In this task, students reason about measuring with units of difference sizes. Students will come to realize that the same item will have a different result when measured with different units.
Kangaroo Jumps - In this task, students measure their jumps and create a class line plot of their measurements. - Giant Measurements - In this task, students build “giants” from butcher paper to meet certain length specifications. They then compare their giant to another giant.
- See PowerPoint for lesson ideas to address specific standards according to student performance with previous measurement units.
Sample HOT Questions: Use these to facilitate student discussions. (SMP 1, 3)
- Why do we need to be able to estimate measurements?
- How do you know if your estimate was reasonable?
- How can you organize the data?
- Can I compare measurements if the units are not the same?
Our students are better able to…
- Determine what unit is best for measuring an item and follow through to find the exact measurement (SMP 1)
- Understand that a ruler is a representation of units (not simply counting marks) and focus on spaces between the marks for measurement. (SMP 6)
- Accurately describe units of measurement and lengths by using precise language (centimeters, meters, inches, feet, line plot). (SMP 6)
- Provide students authentic measurement experiences to build their knowledge of measurement structures. (SMP7)
- Give students numerous experiences to practice measuring and insist that students precisely name the units (inches & feet) they are using.(SMP 6)