WRDSB Math LRP - G2 Measurement

Grade 2 - Tier 1

⭐ Connecting Measurment to Essential Key Concepts ⭐️

Exploring Measurement offers authentic opportunities to revisit the Essential Key Concepts of Number Sense & Addition/Subtraction:

B1.1 → Read, represent, compose, and decompose to 200

Measuring and recording lengths allows students to revisit and strengthen their ability to read and represent numbers.

B1.2 → Compare and order numbers to 200

Comparing and ordering lengths (e.g., from shortest to longest) allows students to revisit and solidify their understanding of comparing and ordering numbers.

B1.4 → Count to 200, including by 20s, 25s, and 50s

Counting units (e.g., centimetres and meters) allows students to revisit and strengthen their counting skills.

B2.4 → Represent, describe, and solve addition and subtraction to 100

Finding the difference between measurements or combining measurements allows students to revisit and solidify their understanding of addition and subtraction.

E2.1 choose and use non-standard units appropriately to measure lengths, and describe the inverse relationship between the size of a unit and the number of units needed
E2.2 explain the relationship between centimetres and metres as units of length, and use benchmarks for these units to estimate lengths
E2.3 measure and draw lengths in centimetres and metres, using a measuring tool, and recognize the impact of starting at points other than zero
E2.4 use units of time, including seconds, minutes, hours, and non-standard units, to describe the duration of various events

Mathematical Modelling is a key process expectation that connects across multiple strands. Opportunities to engage students in modelling may arise naturally within rich, real-world contexts — for example, in financial literacy (e.g., creating a budget), measurement (e.g., designing a garden space), or data (e.g., interpreting results from a student survey).
We recommend using open-ended tasks where students define problems, make decisions, and justify their thinking — even in informal ways — as early steps toward developing modelling skills.
See our Mathematical Modelling page for more information.

⛭ Related Mathematical Processes

Reasoning and Proving, Connecting, Selecting Tools and Strategies, Reflecting

Organize your observations of student learning related to the key concepts and skills for this topic:

Explore possible contexts to engage students in mathematically modelling relevant situations.

During this topic, pay attention to the students' ability to identify and manage emotions.

How do students respond to problems and prompts?
What feelings are demonstrated when math problems are posed to the class?
Do students show understanding of the feelings of others during math talks and collaborative learning tasks?

Concrete Learning Resources Tools:

personal rulers made during class (e.g. 10 cm ruled made from centicubes or the rule made in the If the Shoe Fits activity)
centimetre rules and metre sticks

Virtual Learning Resources and Tools:

variations in screen resolution make standard units of measure using apps difficult on chromebooks and iPads

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