G2 U11 L3 TE
Use an Appropriate Tool to Measure Length Using Metric Units
Applied MP
MPs * Embedded MP 1
Conceptual Lesson Grade 2 · Unit 11· Lesson 3
*
2
3
4
5
6
7
8
*
MC: 2.MD.1
Student Journal Pages
83-86
Problem of the Day
Objective: Today, I will determine the appropriate tool to measure an object in
metric units of length.
Vocabulary
Teacher Resources
Metric Units of Length:
Considerations:
1 centimeter (cm) = about the width of the pinky finger (measured using a ruler)
In first grade, students had the experience of measuring with nonstandard units. Giving second graders the opportunity to create and use a variety of rulers can help them connect their understanding of non-standard units from first grade to standard units in second grade.
1 meter (m) = 100 centimeters, about the length of an arm span, slightly longer than a yard (Measured using a meter stick)
Make sure students have access to rulers, yardsticks, meter sticks, and tape measures for this unit.
Steps: 1. Decide if your units are centimeters or meters 2. Decide which measuring tool to use 3. Align the edge of the object to the edge of the measuring tool. 4. Follow the object to the point on the measuring tool where the object ends.
Application of MPs: MP5: What tool did you use to help you solve the problem? MP6: What do you need to do to ensure your answers are correct when measuring? MP7: What concepts or rules helped you determine how to measure each length?
Copyright © Swun Math
Grade 2 Unit 11 Lesson 3 C TE
Measurement Chart
Customary System
Metric System
Short Lengths
1 centimeter (cm)
1 inch (in) RULER
thumb
pinky
Medium Lengths
METER STICK
YARDSTICK
1 meter (m)
1 foot (ft) Long Lengths
MEASURING TAPE
1 yard (yd)
Copyright © Swun Math
1 meter (m)
Grade 2 Unit 11 Lesson 3 C TE
Answer Key
Answer Key: I/M
SGP
FCU
HW
1. Ruler; check measure-
1. Ruler; check measure-
1. Check measurements.
1. 300 + 50 + 3
2. Check measurements.
2. 200 + 70 + 4
ments.
2. Meter Stick check measurements.
ments.
2. Meter Stick/Tape measure; check measurements.
3. 500 + 30 + 5
4. 676
Copyright © Swun Math
Grade 2 Unit 11 Lesson 3 C TE
Input / Model (Teacher Presents)
*MP1: Make sense of the problem and persevere in solving it! *MP8: Find a strategy to help solve the problem. Directions: Answer using metric units.
1.
Hold up a large pink eraser and tell the class they will be measuring the length of the eraser using the Metric System.
Review units of measurement using the chart on the previous page. Discuss with the class which unit(s) would be most appropriate to use.
Model how to pick an appropriate tool. Use the chart to show smaller units (centimeters) are measured with a ruler. Smaller length tool: Ruler
Model lining up the ruler and starting the measuring at zero (not simply the end of the ruler) to measure the eraser. Measure and record the length in centimeters.
Point to a student’s desk and tell the class you will be measuring the width of the desk using the Metric System.
Review units of measurement using the chart on the previous page. Discuss which unit(s) would be most appropriate to use.
Model how to pick an appropriate tool. Teacher will use the chart to show larger units (meters) are measured with a meter stick or tape measure. Discuss how a tape measure is used to measure a longer length, so the meter stick is a good option.
2.
Medium length tool: Meter stick
Model lining up a meter stick starting the measuring at zero (not simply the end of the stick) to measure the desk. Measure and record the length in meters.
Copyright © Swun Math
Grade 2 Unit 11 Lesson 3 C TE
Structured Guided Practice (A / B Partners Practice) Directions: Answer using metric units.
1.
Supply students with a larger paperclip and tell the class they will be measuring the length of the paperclip using the Metric System. Review units of measurement, centimeters and meters. Discuss which unit(s) would be most appropriate to use
Pick an appropriate tool. Use the chart to determine that smaller units (centimeters) are measured with a ruler. Smaller length tool: Ruler
Line up rulers and start measuring at zero to measure the paperclip. Measure and record the length in centimeters.
Point to the doorway and tell the class they will be measuring the height of the doorway. Review units of measurement, centimeters and meters. Discuss which unit(s) would be most appropriate to use
2.
Medium to Larger length tools: Meter stick/Tape Measure
Pick an appropriate tool. Use the chart to determine that larger units (meters) are measured with a meter stick or measuring tape.
Line up meter sticks and measuring tapes to determine which works better. Start measuring at zero to measure the height. Measure and record the length.
Copyright © Swun Math
Grade 2 Unit 11 Lesson 3 C TE
Final Check for Understanding (Teacher Checks Work) Directions: Answer using metric units.
1. Find the best metric unit of measurement to measure the length of a whiteboard marker. Use an appropriate tool to measure the length.
2. Find the best metric unit of measurement to measure the length of your leg. Use an appropriate tool to measure the length.
Closure Recap today’s lesson with one or more of the following MP questions: MP5 What tool did you use to help you solve the problem? MP6: What do you need to do to ensure your answers are correct when
measuring?
MP7: What concepts or rules helped you determine how to measure
each length?
Copyright © Swun Math
Grade 2 Unit 11 Lesson 3 C TE
Homework Spiral Review from Unit 1 Lesson 8 Numbers in Expanded Form
Name: ____________________________
Directions: Solve.
Date: ______________________________
1. What is another way to write 353?
+
+
=
2. What is another way to write 274?
+
Copyright © Swun Math
+
=
Grade 2 Unit 11 Lesson 3 C TE
Homework Spiral Review from Unit 1 Lesson 8 Numbers in Expanded Form
Name: ____________________________
Directions: Solve.
Date: ______________________________
3. What is another way to write 535?
+
+
=
4. What is another way to write 600 + 70 + 6?
Copyright © Swun Math
Grade 2 Unit 11 Lesson 3 C TE
Applied MP
MPs * Embedded MP 1
Conceptual Lesson Grade 2 · Unit 11· Lesson 3
*
2
3
4
5
6
7
8
*
MC: 2.MD.1
Student Journal Pages
83-86
Problem of the Day
Objective: Today, I will determine the appropriate tool to measure an object in
metric units of length.
Vocabulary
Teacher Resources
Metric Units of Length:
Considerations:
1 centimeter (cm) = about the width of the pinky finger (measured using a ruler)
In first grade, students had the experience of measuring with nonstandard units. Giving second graders the opportunity to create and use a variety of rulers can help them connect their understanding of non-standard units from first grade to standard units in second grade.
1 meter (m) = 100 centimeters, about the length of an arm span, slightly longer than a yard (Measured using a meter stick)
Make sure students have access to rulers, yardsticks, meter sticks, and tape measures for this unit.
Steps: 1. Decide if your units are centimeters or meters 2. Decide which measuring tool to use 3. Align the edge of the object to the edge of the measuring tool. 4. Follow the object to the point on the measuring tool where the object ends.
Application of MPs: MP5: What tool did you use to help you solve the problem? MP6: What do you need to do to ensure your answers are correct when measuring? MP7: What concepts or rules helped you determine how to measure each length?
Copyright © Swun Math
Grade 2 Unit 11 Lesson 3 C TE
Measurement Chart
Customary System
Metric System
Short Lengths
1 centimeter (cm)
1 inch (in) RULER
thumb
pinky
Medium Lengths
METER STICK
YARDSTICK
1 meter (m)
1 foot (ft) Long Lengths
MEASURING TAPE
1 yard (yd)
Copyright © Swun Math
1 meter (m)
Grade 2 Unit 11 Lesson 3 C TE
Answer Key
Answer Key: I/M
SGP
FCU
HW
1. Ruler; check measure-
1. Ruler; check measure-
1. Check measurements.
1. 300 + 50 + 3
2. Check measurements.
2. 200 + 70 + 4
ments.
2. Meter Stick check measurements.
ments.
2. Meter Stick/Tape measure; check measurements.
3. 500 + 30 + 5
4. 676
Copyright © Swun Math
Grade 2 Unit 11 Lesson 3 C TE
Input / Model (Teacher Presents)
*MP1: Make sense of the problem and persevere in solving it! *MP8: Find a strategy to help solve the problem. Directions: Answer using metric units.
1.
Hold up a large pink eraser and tell the class they will be measuring the length of the eraser using the Metric System.
Review units of measurement using the chart on the previous page. Discuss with the class which unit(s) would be most appropriate to use.
Model how to pick an appropriate tool. Use the chart to show smaller units (centimeters) are measured with a ruler. Smaller length tool: Ruler
Model lining up the ruler and starting the measuring at zero (not simply the end of the ruler) to measure the eraser. Measure and record the length in centimeters.
Point to a student’s desk and tell the class you will be measuring the width of the desk using the Metric System.
Review units of measurement using the chart on the previous page. Discuss which unit(s) would be most appropriate to use.
Model how to pick an appropriate tool. Teacher will use the chart to show larger units (meters) are measured with a meter stick or tape measure. Discuss how a tape measure is used to measure a longer length, so the meter stick is a good option.
2.
Medium length tool: Meter stick
Model lining up a meter stick starting the measuring at zero (not simply the end of the stick) to measure the desk. Measure and record the length in meters.
Copyright © Swun Math
Grade 2 Unit 11 Lesson 3 C TE
Structured Guided Practice (A / B Partners Practice) Directions: Answer using metric units.
1.
Supply students with a larger paperclip and tell the class they will be measuring the length of the paperclip using the Metric System. Review units of measurement, centimeters and meters. Discuss which unit(s) would be most appropriate to use
Pick an appropriate tool. Use the chart to determine that smaller units (centimeters) are measured with a ruler. Smaller length tool: Ruler
Line up rulers and start measuring at zero to measure the paperclip. Measure and record the length in centimeters.
Point to the doorway and tell the class they will be measuring the height of the doorway. Review units of measurement, centimeters and meters. Discuss which unit(s) would be most appropriate to use
2.
Medium to Larger length tools: Meter stick/Tape Measure
Pick an appropriate tool. Use the chart to determine that larger units (meters) are measured with a meter stick or measuring tape.
Line up meter sticks and measuring tapes to determine which works better. Start measuring at zero to measure the height. Measure and record the length.
Copyright © Swun Math
Grade 2 Unit 11 Lesson 3 C TE
Final Check for Understanding (Teacher Checks Work) Directions: Answer using metric units.
1. Find the best metric unit of measurement to measure the length of a whiteboard marker. Use an appropriate tool to measure the length.
2. Find the best metric unit of measurement to measure the length of your leg. Use an appropriate tool to measure the length.
Closure Recap today’s lesson with one or more of the following MP questions: MP5 What tool did you use to help you solve the problem? MP6: What do you need to do to ensure your answers are correct when
measuring?
MP7: What concepts or rules helped you determine how to measure
each length?
Copyright © Swun Math
Grade 2 Unit 11 Lesson 3 C TE
Homework Spiral Review from Unit 1 Lesson 8 Numbers in Expanded Form
Name: ____________________________
Directions: Solve.
Date: ______________________________
1. What is another way to write 353?
+
+
=
2. What is another way to write 274?
+
Copyright © Swun Math
+
=
Grade 2 Unit 11 Lesson 3 C TE
Homework Spiral Review from Unit 1 Lesson 8 Numbers in Expanded Form
Name: ____________________________
Directions: Solve.
Date: ______________________________
3. What is another way to write 535?
+
+
=
4. What is another way to write 600 + 70 + 6?
Copyright © Swun Math
Grade 2 Unit 11 Lesson 3 C TE
