Grade 2 - Measurement/Data and Geometry
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Unit Summary:
Develop an understanding of linear measurement and describe and analyze shapes.
Estimate, measure and compute lengths to solve problems. (use a number line, ruler and other measuring tools)
Reason with shapes and their attributes:
Describe and analyze shapes by examining their sides and angles.
Decompose and combine shapes to make other shapes.
Formulate survey questions. [use tallies, bar graphs (categorical), pictographs]
Graph data. (categorical - e.g. What is your favorite color? numerical - e.g. What is the average height of a 2nd grader?)
 Collaboration & Communication |
Creativity & Innovation |
Critical Thinking & Problem Solving |
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Research & Information Fluency |
Social & Emotional Intelligence |
1. What will students know and be able to do?
Standards:
| 2.MD.1 - | Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. |
| 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. |
| 2.MD.3 - | Estimate lengths using units of inches, feet, centimeters, and meters. |
| 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. |
| 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. |
| 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. |
| 2.MD.7 - | Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. |
| 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? |
| 2.MD.9 - | 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. |
| 2.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. |
| 2.G.1 - | Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. |
| 2.G.2 - | Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. |
| 2.G.3 - | Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. |
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2. How will we – and they – know?
Authentic Performance Task:
Common Benchmark Assessment:
3. What learning activities will students participate in?
Learning Activities:
Resources/References:
Read It! Draw It! Solve It!—Grade 2/Dale Seymour Publications
Number Talks /Mental Math and Computation Strategies K-5-- from Math Solutions K-5
Mathematics Handbook Series/Math to Learn, Math to Know- Teacher Handbook from Great Source
Mathematics Handbook Series/Math to Learn, Math to Know- Teacher’s Resource Book- Reproducibles from Great Source
Discipline Specific Considerations:
Vocabulary – Specialized and High Frequency
Measure, tools, length, ruler, yardstick, meter stick, measuring tape, estimate, inches, feet, centimeters, meters, longer, shorter, equation, symbol, represent, difference, sum, number line, unit, standard length unit, nearest unit, analog, digital, a.m., p.m., dollar, quarter, dime, nickel, penny, cents, line plot, graph, pictograph, bar graph, scale, data, attributes, angles, sides, faces, circle, triangle, square, rectangle, quadrilateral, pentagon, hexagon, cube, halves, thirds, half-of, third-of, fourths, equal shares, unknown
Misconception Alerts:
Students in second grade will be exploring, describing and analyzing 2-D and 3-D shapes. This is continued exposure ONLY and readiness for geometry in higher grades. Vocabulary listed in the vocabulary section of this document is the only vocabulary that students should be exposed to.
Common Core State Standards: Standards for Mathematical Practice
Standard 1: Make sense of problems and persevere in solving them
Standard 2: Reason abstractly and quantitatively
Standard 3: Construct viable arguments and critique the reasoning of others
Standard 4: Model with Mathematics
Standard 5: Use appropriate tools strategically
Standard 6: Attend to precision
Standard 7: Look for and make use of structure
Standard 8: Look for and express regularity in repeated reasoning
