CCSS Measurement and Data (MD)



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MD.1.1Math Practices: 5, 6, 7Standard: 2.MD.1 Cluster (m)Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.Essential Skills/ConceptsTeaching Notes/StrategiesResources* Locate the starting point on the measuring instrument* how to read various measuring tools* Know standard units of measure* Estimating* Calculating standard measurement conversions (i.e. inches in foot, centimeters in meter) Academic Vocabulary: ruler/yardstick/meter stick/measuring tape unitinches, feetcentimeter, meterlengthwidthestimatestandard unitsaboutlongershortermeasure* Understand that larger units can be subdivided into equivalent units* Know which tool to use to measure _________- Use manipulatives to draw lengths off on a paper after measuring using a physical unit- Model on doc cam- Measuring lengths of paper, yarn, etc. for projects-Measurement centers- Art by the yard (Suzanne Licht)-Measuring Cuisenaire rods with 1cm unit cube-Estimate and then measure objects in the room (i.e. longer than a meter? shorter than a meter? exactly 1 meter?)- Board math- Collaborative conversations (Have students discuss the estimates, their procedures for finding the measurements and the differences between their estimates and the measurements.)Measure the width of a classroom. What unit of measurement is most appropriate to use? Why?What unit of measurement is most appropriate when measuring a _____?How many inches in a foot?How many feet in a yard?How many centimeters in a meter?-Jim and the Beanstalk by Raymond Briggs- How Big is a Foot? by Rolf Myller- rulers, yard sticks, meter sticks, measuring tapes- Cuisenaire rodsRelated CA Standard2. MD.1.2Math Practices:2, 3, 5, 6, 7Standard: 2.MD.2 Cluster (m)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.Essential Skills/ConceptsTeaching Notes/StrategiesResourcesAcademic Vocabulary:See vocab. from MD.1RelateUnitMeasure objects using measuring toolsHow to read a measuring toolDiscuss how measurements relate to size of unitRecord measurementsDraw or write about findingsSelect appropriate tools for measuring an object- Modeling- Measure classroom objects and record findings- Collaborative conversations- Math journalsWhy do you think you have two different measurements for the same ______?* How Big is a Foot? by Rolff Myller* Math journalsRelated CA StandardNEWMath Practices:5, 6Standard: 2.MD.3 Cluster (m)Estimate lengths using units of inches, feet, centimeters, and meters.Essential Skills/ConceptsTeaching Notes/StrategiesResourcesAcademic Vocabulary:EstimateInchFeetCentimetersMetersUnderstand what each unit of measure meansMeasure using measuring toolsRecord data- Estimate/Measure/Discuss page in math journal- Living chart of anchor measurements (objects found that are about 1 in., 1 cm, 1 yard, 1 meter)- Measuring center/Estimating center- Board Math*Anchor chart with standard units of measure* Measuring toolsRelated CA StandardNEWMath Practices: 5, 6Standard: 2.MD.4 Cluster (m)Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Essential Skills/ConceptsTeaching Notes/StrategiesResourcesAcademic Vocabulary:MeasureLonger/shorterLengthDifferenceStandard unitInch/foot/yardCentimeter/MeterCompareUse measuring tools correctlyRecord dataFind difference of measurementsUnderstand how to express difference using measurement terms i.e. “It is shorter by 5 cm.”Compare lengths and show difference- Measuring center- Math journal activities- Board math-Daily measurement activity- Sentence frames for discussing- Gummy worm stretch (measure once, then stretch as far as can and remeasure)- Height vs. Wingspan (partner measures your own height and then wingspan to compare)* Gummy worms* Math journals*Measuring tools* Family Math – more problems for height vs. wingtip type activitiesRelated CA StandardNEWMath Practices:1, 2, 4, 5, 8Standard: 2.MD.5 Cluster (m)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.Essential Skills/ConceptsTeaching Notes/StrategiesResourcesApply concept of length from earlier standardsRead and understand what word problem is askingAdd and subtract within 100Explain thinking with drawings and equationsProcess for reading and solving word problemsAcademic Vocabulary:AddSubtractLengthEquationsSymbol UnknownStandard unitsSumDifferenceInch/Foot/YardCentimeter/Meter- Measurement comparison word problems-Board Math- Math journals- Problem of the day- Collaborative discussions sharing how solved- “Hopping Backward to Solve Problems” lesson on NCTM website * Anchor chart with standard measurement units* Rulers /Yardsticks/Meter sticks * Measuring tapes *Cash register tapes or paper strip* Illuminations: “Hopping Backward to Solve Problems” * PUSD Problem Solving poster Related CA StandardNEWMath Practices: 1, 2, 4, 5, 8Standard: 2.MD.6 Cluster (m)Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0,1,2,…, and represent whole-number sums and differences within 100 on a number line diagram.Essential Skills/ConceptsTeaching Notes/StrategiesResourcesUnderstand number linesCreate number linesUse number line to find numbers and explain relation to zeroAdd and subtract within 100Add and subtract using a number lineAcademic Vocabulary:AddSubtractNumber lineWhole numberLengthPointsSumDifferenceRelationExplain how solved using number line- Draw on empty number line by making jumps of tens and one- Modeling- Walk it on a floor number line- Board Math- Clear board number lines- Modeling- Use with word problems- Illuminations: “Where Will I Land?” lesson * Clear board number lines* Floor number line* Rulers Yardsticks Meter sticks * Measuring tapes *Cash register tapes or paper strip* IlluminationsRelated CA Standard2. MD.1.4Math Practices:5, 6Standard: 2.MD.7 Cluster (s)Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). (CA)Essential Skills/ConceptsTeaching Notes/StrategiesResourcesTell time to nearest hourTell time to nearest half hourTell time to nearest 5 minutesSkip count by 5sAcademic Vocabulary:AnalogDigitalNearestMinutesa.m.p.m.HourMonthYearTimeHour handSecond handMinute handO’clockHalf pastQuarter hourHalf hourUnderstand the language of clocks and how to express in numbers and language- Provide sentence frames-Make clocks to use with 5 minutes marked off-Anchor chart for time and clocks-Use clocks on daily agenda- Embed throughout day “what time is it?”- Time of the Day (i.e. 15 minutes after the hour; when this time comes on the clock everyone does something special like run around the room once or do 10 jumping jacks )* Time Barrier Game from –* Clock stamps or student clocksRelated CA Standard2. MD.5.1Math Practices: 1, 2, 4, 5, 8Standard: 2.MD.8 Cluster (s)Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ? symbols appropriately.Example: If you have 2 dimes and 3 pennies, how many cents do you have? (Only dollars or only cents since they are not yet using decimals.)Essential Skills/ConceptsTeaching Notes/StrategiesResourcesRecognize coins and billsCount bills and coinsIdentify coinsCalculate equivalent amounts using coins and billsCreate different sets of coinsRecognize the “purchase power” of coins (i.e. a nickel can buy same as 5 penniesPut coins in orderAdd on to find differencesSkip count by 5s, 10s, and 100s Use dollar and cent symbols (Do NOT need to use decimal points)Know dollar symbol in front/cents symbol in backRead and understand word problemsProblem solving strategy for word problemsAcademic Vocabulary:PennyNickelDimeQuarterDollarCentsHeadsTails- Modeling- Board Math with magnetic coins- Table points with plastic money coins-Money reward system in class--Coin cups (dump out, arrange in order, count amount, draw and write how much is in cup, make three ways)- Tie to trade books (i.e. After reading Quarter from the Tooth Fairy…Record each combination in three ways – by drawing the coins, writing a number sentence, and writing a sentence in words.)- Make three ways-Word problems- Problem of the day-Attach pictures of dimes and pennies to ten-frames and pictures of quarters to 5 x 5 grids filled with pennies* Alexander, Who Used to Be Rich Last Sunday by SILVER BURDETT* The Coin Counting Book by Rozanne Lanczak* A Chair for My Mother 25th Anniversary Edit... by Vera B. Williams* You Can't Buy Dinosaur with a Dime by Harriet Ziefert* Follow the Money! by Loreen Leedy* Quarter From The Tooth Fairy, A (level 3) (... by Caren Holtzman* Once Upon a Dime: A Math Adventure by Nancy Kelly Allen* A Dollar for Penny (Step Into Reading: A St... by Julie Glass* Play money* Money cups* PUSD Problem Solving posterRelated CA Standard2. MD.1.3Math Practices: 4, 5, 6, 8Standard: 2.MD.9 Cluster (s)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.Essential Skills/ConceptsTeaching Notes/StrategiesResourcesRepresent the length of several objects by making a line plotRound lengths to the nearest whole unitMeasurement skills from earlier standards (length)Understand basic number lineAcademic Vocabulary:Line plotNumber lineDataLengthRoundNearest whole unitCollectSortMostLeastAboutSameUse the information in the graphs to pose and solve simple put together, take-apart, and compare problems with up to 4 groups- Class line-plots on chart paper- Model line plots- Start with pictographs- Measurement center or task cards(i.e. find 10 things smaller than your ruler, measure them and place them on a line plot, add follow up questions)- Board Math- Partner measuring* Task cards and measuring activities at * The Great Graph Contest By Loreen LeedyRelated CA Standard2. SDAP.1.12. SDAP.1.22. SDAP.1.4Math Practices:1, 2, 4, 5, 6, 8Standard: 2.MD.10 Cluster (s)Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information present in a bar graph.Essential Skills/ConceptsTeaching Notes/StrategiesResourcesPose a question with 4 possible responses Collect their data by using tallies or another way of keeping trackTotal the categoriesRepresent data in a graphUnderstand different types of graphsKnow the parts of a graphDecide what type of graph to useInterpret data and explain their findingsAcademic Vocabulary:Picture graphBar graphRepresentData CategoriesPut-togetherTake-apartComparePresentAnswer simple problems related to addition and subtraction that ask them to put together, take apart, and compare numbers- PDIM the types of graphs- Sentence stems or recipe for collecting data- Class surveys- Collaborative conversations- Board Math- Post it notes to collect individual responses and then model how to sort and total categories- Use with opinion writing/asking class opinions about various categories-Record data in math journals* The Great Graph Contest By Loreen Leedy* Math journals* Graph paper ................
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