Length and Areastorage.schoolnet.com/cfisd/MATH_2_A_1 LENGTH 2014_LES.docx · Web viewSecond Grade Length Section 1 Table of Contents Content Suggested Number of Days Page No. Part

Second GradeLength

Section 1

Table of Contents Content Suggested Number of Days Page No.Part 1: Metric Length– Centimeter and Meter Picture vs. Real Life Finding Length Using Concrete Models Deciding on the Best Unit of Measurement Inverse Relationship Between the Size of the Unit and the Number of Units Needed Measuring with a Centimeter Ruler Measuring and Comparing Lengths Using Centimeters Scavenger Hunt Measuring with a Meter Stick Measuring and Comparing Lengths Using Meters Guided Practice Problem #1

Part 2: Customary Length – Inch, Foot, and Yard Inch Measuring and Comparing Lengths Using Inches Foot Yard Determining the Best Unit of Measure Guided Practice Problem #2 Mixed Practice

4 days½ day (2/6)½ day (2/6)½ day (2/9)½ day (2/9)

½ day (2/10)½ day (2/10)

½ day (2/11)½ day (2/11)

5 days1 day (2/12)½ day (2/13)

1 day (2/13 - 2/17)½ day (2/17)1 day (2/18)

1 day (2/19)

22346

81011131317

1818202025262726

Additional Resources:

“Gingerbread Man Attributes” PowerPoint (MATH_2_A_LENGTH GINGERBREAD 2014_RES)

“My Long, Tall, High, and Wide Book” (MATH_2_A_LENGTH MEASURING ATTRIBUTES 2014_RES)

About a Meter or About a Centimeter? (MATH_2_A_LENGTH METRIC SORTING CARDS 2014_RES),

“Let’s Build a House for Mouse” (MATH_2_H_LENGTH 2014_ENR)

Property of Cy-Fair ISD Elem. Math Dept. (2nd Grade) 2014-2015

TEKS 2.9A find the length of objects using concrete models for standard units of length;

TEKS 2.9B describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object;

TEKS 2.9C represent whole numbers as distances from any given location on a number line;

TEKS 2.9D determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes;

TEKS 2.9E determine a solution to a problem involving length, including estimating lengths;

TEKS 2.1A apply mathematics to problems arising in everyday life, society, and the workplace

TEKS 2.1B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying a solution, and evaluating the problem-solving process and reasonableness of the solution

TEKS 2.1C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems

TEKS 2.1D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

TEKS 2.1F analyze mathematical relationships to connect and communicate mathematical ideas

Vocabulary: measurement, measure, length, long, distance, unit, metric, centimeter, meter, meter stick, customary, inch, foot, feet, yard, yardstick, item, object, about, actual, estimate, label, represent, ruler, high, height, higher, wide, width, wider, tall, taller, longer, shorter, grid

Teacher Background

The focus of this lesson is to have students experience measuring objects using different units of measurement. Although the activities provided in the lesson call for measuring length, it is also valuable that students be exposed to measuring the height and width as well. Vocabulary should be incorporated within the context of teaching measurement. The “My Long, Tall, High and Wide Book,” and the “Gingerbread Man Attributes” found in the Additional Resources reviews much of the vocabulary.

Property of Cy-Fair ISD Elem. Math Dept. (2nd Grade) 2014-2015 1

Part 1: Metric Length – Centimeter and Meter

Materials: picture of the stapler (page 2) and a real staplerpicture of the push pin (page 2) and a real push pinbags of unit cubes for measuring items around the roomcentimeter rulers and meter sticks meter lengths of string, ribbon or something that doesn’t stretch or crinkle upmeter and centimeter benchmark posters (MATH_2_A_2 LENGTH 2014_RES)multiple objects available in the room to measure using centimeters and meterssmall pieces of paper or Post-it notes for student drawings“Measuring Dinosaurs” Smartboard (MATH_2_A_3 LENGTH 2014 _RES) or

PowerPoint (MATH_2_A_4 LENGTH 2014_RES)student copies of Scavenger Hunt (pg. 8)student copies of Guided Practice Problem #1 student copies of Length Practice Problems Set 1

(MATH_2_A_5 LENGTH IP 2014_RES)classroom visual such as the one below

1. Picture vs. Real Life

When estimating the length of an object students often have difficulty focusing on the real object, as opposed to focusing on the picture of the object. For example, when asked to estimate the length of a car, they may estimate in centimeters (thinking of the picture of the car rather than the real car.)

Hold up a real stapler and the picture of the stapler above. (Caution: Displaying the picture on the Elmo or Ladybug will enlarge the object, which defeats the purpose of comparing a small picture of a stapler to an actual stapler.)

How are the picture of the stapler and the actual stapler alike?Is the picture of the stapler bigger or smaller than the real stapler?


Centimeter Meter

Metric Length

What other ways are they different? (The discussion can include their size, weight, one works and one doesn’t, one is 2-D and the other 3-D, etc.)

If I said that this picture (the stapler) represents this stapler, what would that mean?

In a similar manner, compare the picture of the push pin and an actualpush pin.

How are the picture of the push pin and the actual push pin alike?How are they different? (The discussion should include that in the picture the push pin appears bigger than it really is.)

When we estimate the length of an object in a picture, we will think of the size of the object in real life unless specified otherwise. “This is much like what we see in science with the models of the solar system and other models.”

2. Finding Length Using Concrete Models

Tell students that they will be measuring the length of objects using models that represent metric units. Some of these units include the centimeter and the meter. This may also be a good time to discuss the abbreviation for centimeter (cm) and meter (m).

Begin the class visual of the metric system.

Centimeter

Show students the unit cube that will be used to measure centimeters. Verify the length of a unit cube as 1 cm by measuring it. Tell students that when we measure the length of an object we are measuring the longest distance from one end of the object to the other end. (Model lining up the cube to an object to see if it is 1cm long.)

Each student should use a unit cube to find an object in the room which measures about 1 centimeter in length. They should draw a small picture of the item they found.

Together as a class, discuss the items found by the students. As each student shares, post his/her picture under the word centimeter in the class visual.


Metric Length

Centimeter(cm)

Meter(m)

Meter

Now show students the pre-measured string/ribbon they will be using to measure meters. Once again measure the length of the string with a meter stick to verify that it is 1 m long.

Following the same procedure as before, each student should use a meter string to find an object in the room which measures about 1 meter in length and draw a small picture of the item on Post-it notes.

Together as a class, discuss the items found and then post the pictures under the word meter of the class visual.

3. Deciding on the Best Unit of Measurement

Tell students that they will be working in groups of four. Two students in the group will work together measuring with the unit cubes and the other two will work together measuring with the string. (Remind them that when they are measuring the length, they are measuring the longest part of an item.)

As you measure, record the information on the number line found on the Measurement Recording Sheet. Next, fill in one of the sentence frames. (This recording sheet can be printed twice and then copied front to back in order to provide space for measuring more objects.)


MeterCentimeter

Metric Length

MeterCentimeter

Metric Length

? 7

2?

Model this for students by measuring something with the unit cubes. (Let’s say the object measures 7 cm.) Tell students that since you are using unit cubes, which represent centimeters, the numbers on the number line will also represent centimeters. Demonstrate how to record the length by drawing a line from 0 to 7, then fill in the appropriate sentence frame below the number line.

The ______ is _____centimeters (cm) long.

The ______ is _____ meters (m) long.

This time use the string to measure and record in meters. (Use a real object that measures 2 meters long.) Point out that you are using the same number line, but this time the numbers represent meters because you are using that unit of measurement. Have students help you decide where to draw the line and which sentence frame to complete.

The ______ is ____ centimeters (cm) long.

The ______ is ____ meters (m) long.

Since the number line can represent both centimeters and meters, it is very important to label the number with the unit of measurement used.

If necessary, measure a few more items and have students help you decide how long to draw the line on the number line, then write the length using the correct abbreviation.

When students are ready, give each pair a Measurement Recording Sheet and a bag of unit cubes or a string 1 meter in length. (Remember each group should have a pair of students measuring with the cubes and another pair measuring with the string/ribbon.) Now display or give groups a list of items you want them to measure. The list should include both big and small items/distances such as: length of a cabinet, a paperclip, a pencil, an eraser, the length of the whiteboard, the distance from the whiteboard to the coat cabinet, etc. Remind students to record 1 object per number line.

The teacher should walk around to listen and observe how students are deciding which unit to use when measuring different items. Once students have completed their tasks, bring them together for a class discussion.


0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 cm

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 m

What can you tell me about your experience when measuring with the unit cubes (centimeters)?

What can you tell me about your experience when measuring with the string (meters)?

If necessary, ask more guided questions such as:

When was it easier to use the unit cubes? Why?When was it easier to use the string? Why?Who measured the paperclip with the string? Why / Why not?Who measured the length of a student table with the unit cubes? Why / Why not?If you had to write a rule stating when it is best to use centimeters (cubes) and when to use meters (string), what would you say?

This rule may be written on an anchor chart and displayed for future reference.

4. Inverse Relationship Between the Size of the Unit and the Number of Units Needed

About how many unit cubes do you think you would need to measure the length of the whiteboard? (Have a student begin to measure using unit cubes.) About how many strings do you think it would take to measure the length of the whiteboard? (Have a student measure using the string.)Why do you think it takes more unit cubes to measure the length of the whiteboard?Why do you think it takes fewer strings to measure the length of the whiteboard?

Guide students to see that the longer the measuring unit, the fewer units needed. Likewise, the shorter the unit, the more units needed to measure the length.

Have students help you fill in the sentence stem below. Then post in the classroom for daily review.

When measuring length, the longer the unit used to measure, the fewer units needed.

When measuring length, the shorter the unit used to measure, the more units needed.

Interactive Math Notebook (IMN) Entries

Right side: As a class, generate two lists – one of objects best measured with centimeters and one of objects best measured with meters. Discuss the reasoning as each object is added to the lists.

Left side: Would you measure your height in centimeters or meters? Why? (A pre-printed page with the question is available on page 8.)


Name ___________________________

Measurement Recording Sheet—Metric

The ________________________________ is _________ centimeters (cm) long.

The ________________________________ is _________ meters (m) long.






0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

IMN Question - Left Side

Would you measure your height in centimeters or meters? Why?







5. Measuring with a Centimeter Ruler

Introduce students to a ruler with centimeter marks.

We will now measure objects using a centimeter ruler instead of unit cubes. You will find that it is easier and quicker to measure with a ruler because you don’t have to line up and count the cubes for the item you are measuring.

Does this ruler remind you of something we used in the last activity? the number lineWhat did the numbers on the number line represent? centimeters or metersThis ruler is a special number line because the numbers only represent centimeters.

Show students how to line up the end of the object with the “0” mark or the edge of the ruler. Discuss that when a ruler does not show the“0” mark it is implied that it is at the edge of the ruler. Point out that the long lines next to the numbers represent the length of centimeter. The numbers tell you how many centimeters.

Now move the object you are measuring to line up with the line for 2 centimeters.

How long is the (eraser) now? Did the (eraser) get any longer? How do you know? (Allow time for discussion.)

Point out that when the object is not lined up at the edge of the ruler, we need to count the number of centimeters between the numbers at both ends of the object to find the length. Show students the centimeter poster (MATH_2_A_2 LENGTH 2014_RES).


10

2

2

The benchmark we use to help us remember a centimeter is the width of the little finger (pinky).

Students should measure the width of their pinky finger to verify that it is about 1 centimeter. It may not be exact, but it should be pretty close.

Model how to approximate centimeters using the width of the pinky finger by first estimating with the benchmark and then measuring with the ruler to see if they match.

Group WorkStudents practice estimating and measuring the lengths of objects using the Scavenger Hunt.

6. Measuring and Comparing Lengths Using Centimeters

Note to Teacher: Pre-measure items before putting into baggies to make sure the measurements are appropriate for the lesson.

Give each pair of students a baggie with two items to measure along with a Comparing Lengths record sheet. (This record sheet can be printed twice, then copied front to back in order to allow students to measure and compare more objects). Inform students that the numbers on the number line will represent centimeters since that is the unit of measurement they will be using. After they measure, ask students to record the length on the number line by drawing a line starting from the zero to the number of centimeters their item measured. (You may want each student to use a different color pencil/crayon when drawing their line to easily differentiate the 2 objects.)

Students use the number line to compare the length of their objects and complete the sentence frames. For example,

The crayon is _____ centimeters long.

The pencil is _____ centimeters long.

The crayon is _____ centimeters shorter than the pencil.

The pencil is _____ centimeters longer than the crayon.

As students finish, they can swap baggies with other students.

The teacher may want to ask students to report to the class how some of their items relate to each other using the sentence frames.


0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 cm

8

Names ______________________________ ___________________________________

Scavenger Hunt

Names ________________ and ___________________

Object that I estimate is about 3 centimeters long ~

Object that I estimate is about 7 centimeters long ~


Comparing Lengths—Metric

When I measured with a ruler, the

_______________

was about ____ centimeters long.

When I measured with a ruler, the

_______________

was about ____ centimeters long.

Names ______________________________ ___________________________________

Names ______________________________ ___________________________________

The ______ is ____ centimeters long.

The ______ is ____ centimeters long.

The _________ is ____ centimeters shorter than the _________.

The _________ is ____ centimeters longer than the _________.

The __________________ is ________ centimeters long.

The __________________ is ________ centimeters long.

The ___________________ is ________ centimeters shorter than the _______________.

The ___________________ is ________ centimeters longer than the _______________.

7. Measuring with a Meter Stick


0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 cm

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 cm

Give students a meter stick and a centimeter ruler. Have them examine both and discuss them with a partner. Share observations as a class.

What type of things would we measure with a meter stick? things that are longWhat did we use to measure long lengths? a string 1 meter longWe will now replace the string with a meter stick when measuring long objects. (If availability of meter sticks is an issue, students may need to continue to measure with a string, but should be given an opportunity to use a meter stick at some point.)

When measuring with a meter stick, we line up the end of the object with the “0” mark on the ruler just like was done with the centimeter ruler. The distance from one end of the stick to the other end is one meter or 100 centimeters long.

Line up 100 unit cubes to show that a meter equals 100 centimeters.

Show students the meter poster (MATH_2_A_2 LENGTH 2014_RES) and discuss that most doors have about 1 meter distance from the floor to the doorknob. (The teacher may want to demonstrate this by actually measuring a door in the school.)

8. Measuring and Comparing Lengths Using Meters

Use the pictures in the “Measuring Dinosaurs” activity and meter sticks to have students demonstrate and record the length of each dinosaur. MATH_2_A_3 LENGTH 2014_RES (Smartboard version) or MATH_2_A_4 LENGTH 2014_RES (PowerPoint version)

After discussing the length of each dinonsaur, take the class outside or to any space large enough to spread out and measure. Divide the class into groups of 4, assigning each student a job:

1 student marks the beginning and end of the length of the dinosaur with tape, sidewalk chalk, etc.

2 students (each one with their own meter stick) line up the meter sticks end to end with no gaps in between.

1 student keeps count or tallies the number of meters

(If time is a concern, assign a dinosaur to each group.)

Once students have completed the task, pass out the recording sheet, Comparing Dinosaurs. Ask students to record the length of their dinosaur(s). Remind students that the numbers on the number lines represent meters because that is the unit of measurement being used.

Have a class discussion on how the dinosaurs relate to each other. (The lengths of the dinosaurs are based on actual facts.)



StegosaurusTyrannosaurus

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 m

Names ______________________________

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 m

8. Metric Length Practice Problems


StyracosaurusDiplodocus

Parasaurolophus

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 m 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 m 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 m

Model how to solve measurement problems using the 4-step process with Guided Practice Problem #1.

Independent or Partner Practice

The students will solve “ Length Practice Problems Set 1” (MATH_2_A_5 LENGTH IP 2014_RES) either individually or with a partner. Please note that problem 2 has students record their answer on a grid. Since this is new to 2nd graders, the teacher needs to guide students on how to record their answer in this form. It is helpful to refer to place value as students are shown how to record both a 1-digit and 2- digit answer on a grid. (Placing a “0” in the tens place for a 1-digit answer is optional).


too big

not height

not height

☺

John has a new pencil for school. He wants to measure the length of his pencil. Which unit of measurement should he use to measure the length of the pencil?

A. hours

B. meters

C. centimeters

D. minutes

unit to measure pencil

Since the students did their evaluation on the answer choices themselves, there will be no work here.

Labeled my answer choices.

Intervention ~To help students evaluate whether a unit of measure is “too big” or “too small,” the students may benefit from drawing or writing the benchmark for that unit. For example, the student would draw the door after the meter answer choice. The student would then realize that a meter is too big to use to measure the length of a pencil.

Guided Practice Problem #1

John has a new pencil for school. He wants to measure the length of his pencil. Which unit of measurement should he use to measure the length of the pencil?

A. hours

B. meters

C. centimeters

D. minutes


Part 2: Customary Length – Inch, Foot, and Yard

Materials: inch/foot rulers and yardsticksposters showing benchmarks for the inch, foot, and yard (MATH_2_A_2 LENGTH 2014_RES)color tilesmultiple objects available in the room to measure in inches

and feetsmall pieces of paper or post-its for student drawingsballOptional: Hedgie’s Surprise materials

(MATH_2_A_6 LENGTH 2014_RES andMATH_2_A_7 LENGTH 2014_RES)set of sorting cards for each pair of students (MATH_2_A_8 LENGTH 2014_RES)individual copies of Guided Practice Problem #2 individual copies of Length Practice Problem Set #2 (MATH_2_A_9 LENGTH IP 2014_RES)individual copies of Mixed Practice Length Problems (MATH_2_A_10 LENGTH MIXED PRACT 2014_RES)classroom visual such as the one below

1. Inch

Explain to students that here in the United States we measure using customary units. These units include the inch, the foot, and the yard. At this time, begin the class visual of the customary system.

Students may already be familiar with these units of measurement; therefore, allow time for them to share what they know. (This information will provide insight to the knowledge and misconceptions students may have, and/or help the teacher see which unit of measurement may require more instruction time.) This is also a good time to discuss the abbreviations of each unit.

Give students a color tile to measure with an inch ruler. Remind them to line up the edge of the tile with the “0” mark, just like they did when measuring with a centimenter ruler. This time, the numbers below the longer lines represent the number of inches.


Customary Length

Inchin.

Yardyd

Footft

Footft

Inchin.

Customary Length

Yardyd

What is the length of the tile? 1 inch

Using the color tile, have students locate and draw an object in the room/school which is about one inch long on a Post-it note. Sudents share their pictures and then display them on the class visual as shown below.

Show students the benchmark poster for the inch (MATH_2_A_2 LENGTH 2014_RES).

The benchmark we use to help us remember an inch is the length of your finger from the 1st knuckle to the 2nd knuckle.

Students should measure their finger “knuckle to knuckle” to verify that it is about one inch long. Inform them that it may not be exact, but should be pretty close.

Now model how to measure an object by first estimating with the benchmark then measuring with the ruler to see if they match. Use a broken ruler or cover up part of the ruler with masking tape so that you cannot line up the object with the “0”mark. Line up the object to the first number available and ask students to help you find the the length by counting the inches from one end of the object to the other end.

Next, demonstrate how to record the length of the object on the number line. Point out that the number line and the process of recording the length is similar to that for centimeters and meters. Inform students that the numbers on the number line will now represent inches because that is the unit of measurement being used now.


YardFootInch

Customary Length

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 in.

Students practice measuring objects and recording each length on a number line to the nearest inch using the Measurement Recording Sheet—Inches. Remind them to first use their benchmark (finger) to estimate, then verify the measurement using a ruler.

The students can measure items provided by the teacher or the teacher may read the story Hedgie’s Surprise by Jan Brett. Pictures of objects in the story are then measured by the students using inches(MATH_2_A_6 LENGTH 2014_RES and MATH_2_7 LENGTH 2014_RES). If needed, these pictures may also be used to review measuring in centimeters at another time.

Measuring and Comparing Lengths Using Inches

This activity is similar to the activity for comparing centimeters. Give each pair of students a baggie with two items, (such as a pencil and a crayon), to measure along with a Comparing Lengths—Inches record sheet. (This record sheet can be printed twice, and then copied front to back in order to allow students to measure and compare more objects). As each item is measured, students record the length on the number line (using a different color pencil/crayon for each item) and then complete the sentence frames. When students finish, they can swap baggies with other students.

The teacher may ask students to report to the class how some of their items relate to each other using the sentence frames.

2. FootHave students show you the length of an inch with their fingers.

Should I use the inch to measure the length of this room?(The teacher may have the class actually try to do this with color tiles. Soon it becomes obvious that this is impractical.)

Is the inch a good unit of measurement to use for this task? Why or why not?

Have each student line up 12 color tiles. Now hand them a foot ruler and inform students that this is another unit used to measure.

Look at the 12 color tiles and the ruler. What do you see? What do you notice? (Their responses should include that 12 inches is the same length as a foot.)

With the foot ruler, have each student make a comparative statement between their own foot and a foot unit of measure. For example, “My foot is shorter than a foot.” They can be even more specific. For example, “My foot is 3 inches shorter than a foot.”

If you had to choose between the inch and the foot to measure the length of this room, which unit would you pick? Why? (Students’ responses should include that many more inches than feet would be needed to measure the length of the room.)


Show students the benchmark poster for the foot (MATH_2_A_2 LENGTH 2014_RES) and call attention to the part of the arm (elbow to wrist) that is compared to a foot.

Allow students to measure this part of their arm to verify that it is about one foot long. Remind them again that it does not have to be exactly 1 foot, but should be close. At this time, have students look around the class/school to find an object which is about one foot long. They then illustrate the object found on a Post-it note, share with the class and add the picture to the class visual as shown below.

Display or give students a list of objects to measure to the nearest foot. Have students record the length on a number line using the Measurement Recording Sheet—Feet. (This recording sheet can be copied front to back to provide more work space.) As before, have them use their benchmark (arm) to estimate a length, then check it using a ruler.


Yardyd

Footft

Inchin.

Customary Length

Name _______________________

Measurement Recording Sheet—Inches

The _____________________________________ is _________ inches (in.) long.





0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 in.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 in.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 in.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 in.

Names ______________________________ ___________________________________

Names ______________________________ ___________________________________

The _______________ is ________ inches long.


The ________________ is ________ inches shorter than the ________________.

The ________________ is ________ inches longer than the ________________.



The ________________ is ________ inches shorter than the ________________.

The ________________ is ________ inches longer than the ________________.


Comparing Lengths—Inches

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 in.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 in.

Measurement Recording Sheet—Feet

The _____________________________________ is _________ foot/ feet (ft) long.

The _____________________________________ is _________ foot/feet (ft) long.




0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 ft

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 ft

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 ft

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 ft

Name _______________________

3. Yard

Take the class outside and throw a ball quite far.

Ask students to show you the benchmark for inches— finger from knuckle to knuckle.

If I wanted to measure how far the ball went, is it a good idea to measure the distance with inches? Why? or Why not?

Now ask students to show you the benchmark for a foot— wrist to elbow.

What do you think about measuring it with feet?(Actually start to measure it with feet.) We could do it, butit would be a lot of feet.

Which would be better? For us to measure the distance withfeet or with inches? (Discuss.)

Would we have more inches or more feet? Why?

For something that is very long, like the distance from here tothe ball, we need a longer unit of measure. We need a yard.

Show students a yardstick and the benchmark poster for the yard (MATH_2_A_2 LENGTH 2014_RES). Point out that a yard is about the distance from one hand to another with the arms outstretched.

Allow students to experience how far they have to stretch out their arms by holding a yard stick between their hands.

Measure the distance to the ball in yards.

Give students time to walk around the class/school looking for an object that is about 1 yard long. Have them illustrate on a Post-it note and add to the class visual as shown below.


Yardyd

Footft

Inchin.

Customary Length

4. Determining the Best Unit of Measure

Using MATH_2_A_8 LENGTH 2014_RES, the students sort the pictures into those which would best be measured using inches, those best measured in feet, and those best measured in yards.

5. Customary Length Practice ProblemsPractice

Together the class should work Guided Practice Problem #2 on page 15.

Partner or Independent PracticeThe students complete “Length Practice Problem Set 2” either individuallyor with a partner. (MATH_2_A_9 LENGTH IP 2014_RES)

Mixed PracticeStudents will complete Mixed Practice Length Problems independently. (MATH_2_A_10 LENGTH MIXED PRACT 2014_RES)


Taylor’s dad bought him a baseball bat. About how long is a real baseball bat?

A. 1 inch

B. 1 yard

C. 1 hour

D. 1 foot

☺not lengthtoo small

too small

Labeled my answer choices.

(Student draws picture of bat.)

length baseball bat

Guided Practice Problem #2

Taylor’s dad bought him a baseball bat. About how long is a real baseball bat?

A. 1 inch

B. 1 yard

C. 1 hour

D. 1 foot


Documents

Length and Areastorage.schoolnet.com/cfisd/MATH_2_A_1 LENGTH 2014_LES.docx · Web viewSecond Grade Length Section 1 Table of Contents Content Suggested Number of Days Page No. Part