2.MD.B.5 - About the Math, Learning Targets, and Increasing Rigor

Full Standard

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.

Measurement Topic

This standard is reported on the report card in these quarters as follows:

About the Math

Skills and concepts below are learning goals for this standard.

• Represent word problems involving length with physical models and drawings.
• Write an equation for a word problem involving length with a symbol for the unknown. 
• Solve word problems involving length.
• Determine if the solution to a word problem is reasonable. 

Always have students estimate a measurement prior to actually measuring the objects. Estimation helps students focus on the attribute being measured. When students estimate, they are curious to see how close their estimate is to the actual measurement. Use language that describes the estimate such as about, a little less than, a little more than. Estimating length helps students develop benchmarks for how long something is. They can get a mental picture of how long a foot is. Essential vocabulary for this standard includes: length, inches, feet, centimeters, meters, ruler, and estimate. Visit the online dictionary Links to an external site. for vocabulary support.

Progression of Standard within Grade 2

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

TASKS

These tasks can be used with small group or whole group instruction.

• Gather linking chains. Have each students grab a handful and link them together. Measure the length of each chain in inches. How many inches is each chain? How many inches longer is the one chain than the other? How long would the two chains be if we combined them together and made one long chain?
• Pose the problem and provide unifix cubes, allow students to solve in pairs/triads, then discuss. Becca and Jackie are building towers with unifix cubes. Becca's tower is 41 cubes tall and Jackie's tower has 23 cubes. What is the difference between the two towers? What would be the height if they combine towers? 
• Isaac and Donovan each drew a line with chalk on the sidewalk. They measured each line. Isaac's line was 82 inches. Donovan's line was 19 inches shorter.  How long was the line Donovan drew?
• Katie shoveled snow off 18 feet of the driveway. She still needed to shovel 23 more feet to finish. How long is the driveway?
• Our class went on a field trip to the Zoo. While at the gorilla exhibit, you learn that the arm span of an adult gorilla is about 96 inches. Measure you and your partner’s arm span and decide how much shorter or longer those arm spans are than the adult gorilla. If you combine both you and your partner’s arm spans, then how much shorter or longer would it be than the gorilla’s arm span?
• A long piece of taffy measured 85 centimeters. Susan and Sorsha then ate some of the taffy. The taffy now measures 13 centimeters. How much taffy (in length) did the girls eat?

SLIDE-BASED TASKS 

  These links are HCPSS created instructional tasks. These tasks are provided in Google slides.  These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Additional Tasks

  These links provide instructional ideas connected to this standard. 

• How Do You Measure Up? Download How Do You Measure Up?
  (Utah Core Academy Lesson)
• Let's Fly Download Let's Fly
  (Utah Core Academy Lesson)
• Solving Problems on a Number Line Links to an external site. (Georgia Department of Education, pg. 63)

Tasks From Print Resources

  These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. 

Print Resources

Book Thumbnail	Book Title	Grade	Pages
	Teaching Student-Centered Mathematics	K-3	231 (Guess and Measure, Activity 8.5) 247 (Personal Benchmarks, Activity 8.19) 229 (Crooked Paths, Activity 8.3) Crooked Paths Links to an external site. BLM
	Hands-On Standards	1-2	106-107 (Standard Units, pages 106-107 108-109 (Inches and Feet, pages 108-109 110-111 (Choosing a Unit, pages 110 -111
	Groundworks: Reasoning About Measurement	2	64-70 (Make Two Feet) 83-85 (Who am I?) 56-62 (Make a Yard (Grade 3 book))
	Brain-Compatible Lessons for Mathematics	2-3	82-85 (Measuring Tools) 89-91 (Me and My Shadow)
	Math In Practice Teaching Second-Grade Math	2	Module 10

Centers

  These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT

  These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

• Measurement Word Problems a Links to an external site.
• Measurement Word Problems b Links to an external site.
• Measurement Word Problems c Links to an external site.
• Measurement Word Problems d Links to an external site.
• Measurement Word Problems e Links to an external site.
• Measurement Word Problems f Links to an external site.
• Represent and Solve Length Word Problems Links to an external site.
• Represent and Solve Length Word Problems_2 Links to an external site.
• Represent and Solve Length Word Problems_3 Links to an external site.
• Represent and Solve Length Word Problems 4 Links to an external site.
• Solve Length Word Problems Links to an external site.
• Solve Length Word Problems_2 Links to an external site.
• Solve Length Word Problems_3 Links to an external site.
• Solve Length Word Problems_4 Links to an external site.

Full Standard

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.

Measurement Topic

The standard is reported on the report card through these measurement topics. Expand the measurement topic for a description of what students who meet expectation are able to do.

2nd Grade Students Learning 2nd Grade Standards by Measurement Topic

1st Grade Students Learning 2nd Grade Standards by Measurement Topic

2MD5 Anecdotal Data Collection Tool Links to an external site.

Visit the SBIR (Standards Based Instruction and Reporting) page in Course Essentials for more information and clarification. 

Rubric (for thinking and reasoning evidence)

Use this rubric for observation and constructed responses (tasks that require explanation, justification, and/or representation).

Rubric for Tasks (pdf) Links to an external site.

Exemplars for this standard (if available)

These samples are examples of what it might look like for a student who MEETS EXPECTATIONS, is MAKING PROGRESS, and/or is MAKING LIMITED/NO PROGRESS.