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2-GM-2-1

Page history last edited by Tashe Harris 6 years, 2 months ago

2.GM.2.1 Explain the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object.

In a Nutshell

As they enter second grade, students have experience with measuring an object or distance with two different units, comparing how and why the measurements differ. As second grade students continue to experiment with length, they will begin to understand that the size of an object and the unit of measurement are inversely related. The smaller the unit of measurement, the more units are needed to measure an object. Inversely, the larger the unit of measurement, the fewer units are needed to measure the same object.

Student Actions	Teacher Actions
Develop a deep and flexible conceptual understanding of measurement by measuring real-world objects or distances. Develop accurate and appropriate procedural fluency of measuring by experimenting with different units of measurement. Make conjectures about the number of units needed to measure length by estimating length using a given unit of measurement, experimenting with length, and reflecting on the findings.	Establish clear goals for estimating, measuring, and comparing lengths of objects with different units of measurement. Facilitate meaningful mathematical discourse as students discuss the number of units needed to measure the length of objects using different units of measurement. Pose purposeful questions as students use different units when measuring objects (i.e. “How does using a different unit change our measurement?”).
Key Understandings	Misconceptions
Units must be equal in length when taking a measurement. Different units of measurement will yield different lengths. The longer the unit, the fewer units are needed.	Objects and units of measurement don’t need to be aligned when measuring. A number alone describes an object’s length. No unit is necessary.