2.MD.2/MEASUREMENT AND DATA



MATH DOMAINAugust 20132.MD.2/MEASUREMENT AND DATAGrade 2Math ClusterMath StandardMathematic PracticesMeasure and estimate lengths in standard units2.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.Make sense of problems and persevere in solving them.Reason abstractly and quantitatively.Construct viable arguments and critique the reasoning of others.Model with mathematics.Use appropriate tools strategically.Attend to precision.Look for and make use of structure. Look for and express regularity in repeated reasoning.Reporting StandardTrimester 1Trimester 2Trimester 3Measurement: Measure and compare the length of objects using U.S. customary and metric units.Teach concepts as appropriate. Use this time to concentrate on number sense.(Tested)Clarify StandardMeasurement is the number of units or “hops” between the beginning and end of an object. Must account for measurement not starting at zero. Example: a four-inch pencil may be measured from 3 to 7 on an inch ruler. Task Analysis1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.Learning Tasks:Align objects at the zero point on a measurement tool. Adjust the measurement value when an object being measured does not start on the zero point. Measure an object in both inches and centimeters and compare the two measurements. Example: “My pencil is 6 inches long or 14 centimeters long. Just because the 14 is a larger number does not mean that the object is longer. “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.VocabularyPriorExplicitLengthToolRulerRulerLengthToolYard stickMeter stickMeasuring tapeInchesFeetCentimetersMetersAppropriateUnits of measurementEstimate2.MD.2 Sample Assessment Items earning a “3” in reporting systemNoah measured his desk. It was exactly 60 centimeters wide. He measured his desk again using a different ruler and it was about 24 inches wide. What is true?60 centimeters is more than 24 inches.60 centimeters is about the same as 24 inches.60 centimeters is less than 24 inches.Measure the pencil using inches and centimeters.___inches long___centimeters longWhy are the numbers different?Assessment Rubric1No evidence of a strategy.2Evidence that the student used a correct strategy but answered incorrectly. OR The student answered correctly with no evidence of strategy.3 Evidence that the student used a correct strategy, and correct equation, and answered correctly.4On a level 4 question: Evidence that the student used a correct strategy, and correct equation, and answered correctly.2.MD.2 Sample Assessment Items earning a “4” in reporting systemMilesKilometers5831506211000MilesFeet15280210560315840421120526400Fred bet his younger brother Sam that he could run faster than him. Fred said that he could run 8 kilometers in 35 minutes and 10,560 feet in 14 minutes.Sam said he would take him 6 minutes exactly to run each mile of the race that Fred talked about.How many miles is the race?Who won if each boy told the truth about how fast he could run?Write equations to show your thinking. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download