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.
Measurement Topic
This standard is reported on the report card in these quarters as follows:
2nd Grade Students Learning 2nd Grade Standards
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Report Card Measurement Topic:Demonstrates understanding of measurement concepts.
1st Grade Students Learning 2nd Grade Standards
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Report Card Measurement Topic:Demonstrates understanding of measurement concepts.
About the Math
Skills and concepts below are learning goals for this standard.
Measure and record the lengths of several objects to the nearest whole-number.
Create a line plot with a horizontal scale marked off in whole-number units.
Record length measurements on a line plot.
When measuring students need a structure to record their measurements. Students use a ruler to measure several objects. Record these measurements on a line plot that has been marked off in whole-number units. Place X's over the appropriate measurements. The numbers in the line plot (scale) used depend on the length of the objects that were measured. Students should then make generalizations about the objects that have been measured. Line plots are diagrams that show frequency of data on a number line. The numbers on a line plot must be consecutive, even if that piece of data is not evident in the data set. The numbers do not need to start at 0, but must show consecutive values (just like a regular number line). Essential vocabulary for this standard includes: length, unit, line plot, and scale. Visit the online dictionaryLinks 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 Throughout Year
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Measure and record the lengths of several objects to the nearest whole-number.
Create a line plot with a horizontal scale marked off in whole-number units.
These tasks can be used with small group or whole group instruction.
Have triads of students use a ruler to measure the width of different books in the classroom to the nearest inch. Discuss which side of the ruler to use and how to use the ruler. After each triad of students have measured a total of four books, come back together. The teacher will draw a line plot on the board. As the triads state their width, the teacher will place an X on the board above that number. Pose questions such as what does each X mean? Why are there no X's above the number 18 (or whatever number on your line plot that does not have an X? What would be a good title for our line plot? What does each X represent?
Create bags with items in them such as a marker, snap cube tower, an eraser, a tens rod, etc and distribute to a pair of students. Have each pair measure all of the objects to the nearest centimeter. Now have two pairs join and create a line plot with all of the items they measured.
Get with a partner and measure each other arm span to the nearest inch. Plot whole class data on a line plot. *Note: even if no data is collected for a particular value, it must be included on the line plot. Line plots are essentially number lines and we cannot eliminate a section on the number line. Data does not have to start at 0, but whatever section of data is shown, must show all the intervals. What was the most common arm span measurement in our class? If we collected data from the entire grade level, do you think the most common arm span will change? Why or why not? If we collect arm span data from your parents, would the most common arm span change? Why or why not? This activity could be completed twice, once using inches and a second time using centimeters.
When you look at a line plot, how is it similar and different from a number line?
How does a line plot differ from picture and bar graphs? Can you use all three to represent the same data?
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.
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
Navigating Through Data Analysis and Probability
3-5
N23-28 (Navigating Through Data Analysis and Probability in Grades 3 - 5, Long Jump.)
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.
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.
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
