enVision Mathematics Topic 12
2nd Grade; March – April (3 weeks); 3rd Trimester
Embedded Files
Topic Title(s):
Measuring Length
Prepared Graduates:
MP3. Construct viable arguments and critique the reasoning of others.
MP5. Use appropriate tools strategically.
MP6. Attend to precision.
Standard(s):
3. Data, Statistics, and Probability
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
2.MD.A. Measurement & Data: Measure and estimate lengths in standard units.
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. (CCSS: 2.MD.A.1)
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. (CCSS: 2.MD.A.2)
Estimate lengths using units of inches, feet, centimeters, and meters. (CCSS: 2.MD.A.3)
Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. (CCSS: 2.MD.A.4)
Consider the correctness of another students’ measurement in which they lined up three large and four small blocks and claimed a path was “seven blocks long.” (MP3)
Choose between different measurement tools depending on the objects they need to measure. (MP5)
Determine when it is appropriate to estimate an object’s length or when a more precise measurement is needed. (MP6)
Inquiry Questions
What do the numbers on a ruler represent?
What is the more appropriate tool for measuring the length of your school hallway, a 1-foot ruler or a 25-foot measuring tape?
When is it appropriate to estimate length? When is it not appropriate?
Coherence Connections
This expectation represents major work of the grade.
In Grade 1, students measure lengths indirectly and by iterating length units.
In Grade 2, this expectation connects with relating addition and subtraction to length and with representing and interpreting data.
In Grade 3, students (a) develop understanding of fractions as numbers, (b) solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects, and (c) use concepts of area and relate area to multiplication and to addition.
Academic Vocabulary & Language Expectations:
Estimate, inch (in.), foot (ft), yard (yd), height, nearest inch, centimeter (cm), nearest centimeter, meter (m)
Assessments:
Instructional Resources & Notes:
enVision Mathematics Topic 12
Additional enVision Mathematics Resources
Let's Investigate! Choosing Units (TE) (supports Lessons 12-4, 12-5, 12-6, 12-7)
Tier 1 Intervention & Supports (i-Ready Tools for Instruction):
Tier 1 Intervention: Estimate and Measure Lengths, Measure in Inches and Centimeters, Measure in Feet and Meters
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