G2 U11 L8 TE
Applied MP
MPs * Embedded MP
Conceptual Lesson Grade 2 · Unit 11· Lesson 8
1
2
3
4
*
5
6
7
8
*
MC: 2.MD.3 Student Journal Pages
111-114
meters.
Today , I will estimate lengths using inches, feet, centimeters, and
Vocabulary Estimate: an approximate amount, calculation, or judgment of value (an educated guess)
Parts of the body you can use to estimate length: Thumb knuckle to tip = inch Arm from wrist to elbow = foot Arm span = yard or meter Pinky nail width = centimeter
Teacher Resources Considerations: In the 1st grade, students had the experience of measuring with nonstandard units. In prior lessons students were able to use different measuring tools to measure lengths. Since the objective for this lesson is to estimate lengths, the recommendation is to use the parts of the body referenced in the previous lessons and the vocabulary section. Encourage students to make a mental picture of the object they are estimating and compare it to the length of a known body part’s length.
Steps: 1. Observe the object and determine the appropriate tool for measurement. 2. Decide if your estimate is reasonable.
Application of MPs: MP5: What tool can you use? Why? MP6: How do you know your estimate is reasonable? MP8: What is a strategy you can use to make estimates?
Copyright © Swun Math
Grade 2 Unit 11 Lesson 8 C TE
Answer Key: I/M
SGP
FCU
HW
1. Answers will vary.
1. Answers will vary.
1. Answers will vary.
1. 410, 415, 420, 425, 430, 435, 440, 445, 450, 455, 460
2. Answers will vary.
2. Answers will vary.
2. Answers will vary.
2. 250, 255, 260, 265, 270, 275, 280, 285, 290, 295, 300
3. 215 240 250
4. 600, 605, 610, 615, 620, 625, 630, 635, 640
Copyright © Swun Math
Grade 2 Unit 11 Lesson 8 C TE
/ *MP1: Make sense of the problem and persevere in solving it! *MP8: Find a strategy to help solve the problem. Use the Measurement Chart from Lesson 1 to assist students in selecting the correct tool to measure the length.
1. Hold up a marker and tell the class they will be estimating the length of the marker.
Review the units of measurement: inches, feet, centimeters, and meters.
Model how to estimate the length of the marker in inches and in centimeters using your thumb (knuckle to tip) for inches and pinky width for centimeters.
Discuss if the estimates seem reasonable and why.
Explain since there was actually a marker, it was possible to make an actual estimate. If there was not a marker you would need to make a mental picture in your head and then imagine how many thumb knuckles or pinky tips long the marker measures.
2. Point to the doorway and tell the class that they will be estimating the width of the doorway.
Review the units of measurement: inches, feet, centimeters, and meters.
Model how to estimate the width of the doorway in feet and meters using your arm (wrist to elbow) for feet and arm span for meters.
Discuss if the estimates seem reasonable and why.
Explain since there was actually a doorway in front of you, it was possible to make the actual estimate. If you did not have an actual doorway there you would need to make a mental picture in your head and then imagine how many arm lengths or arm spans wide the doorway measures.
Copyright © Swun Math
Grade 2 Unit 11 Lesson 8 C TE
/
1. Discuss which units of measurement would be most appropriate to estimate the length of a crayon.
Use the appropriate body parts to estimate the length of the crayon.
Discuss whether the estimates seem reasonable and why.
2. Discuss which units of measurement would be most appropriate to estimate the height of their chair.
Use the appropriate body parts to estimate the height of the chair.
Discuss whether the estimates seem reasonable and why.
Copyright © Swun Math
Grade 2 Unit 11 Lesson 8 C TE
Directions: Solve.
1. Students will determine the best unit of measurement to measure the width of their reading book. They will use the appropriate body parts to estimate the measurement.
2. Students will determine the best unit of measurement to measure the width of their desk. They will use the appropriate body parts to estimate the measurement.
Recap today’s lesson with one or more of the following MP questions: MP5 : What tool did you use? Why? MP6: How did you know your estimate was reasonable? MP8: What was a strategy you used to make estimates?
Copyright © Swun Math
Grade 2 Unit 11 Lesson 8 C TE
Name: ____________________________ Date: ______________________________
Directions: Solve.
1. Skip count by 5s from 410 to 460.
2. Skip count by 5s to 300. Start at 250.
3. Skip count by 5s. Fill in the missing numbers to the pattern.
4. Skip count by 5s from 600 to 640. Explain the pattern.
210, 230, 235,
, 220, 225, ,
245,
Copyright © Swun Math
Grade 2 Unit 11 Lesson 8 C TE
MPs * Embedded MP
Conceptual Lesson Grade 2 · Unit 11· Lesson 8
1
2
3
4
*
5
6
7
8
*
MC: 2.MD.3 Student Journal Pages
111-114
meters.
Today , I will estimate lengths using inches, feet, centimeters, and
Vocabulary Estimate: an approximate amount, calculation, or judgment of value (an educated guess)
Parts of the body you can use to estimate length: Thumb knuckle to tip = inch Arm from wrist to elbow = foot Arm span = yard or meter Pinky nail width = centimeter
Teacher Resources Considerations: In the 1st grade, students had the experience of measuring with nonstandard units. In prior lessons students were able to use different measuring tools to measure lengths. Since the objective for this lesson is to estimate lengths, the recommendation is to use the parts of the body referenced in the previous lessons and the vocabulary section. Encourage students to make a mental picture of the object they are estimating and compare it to the length of a known body part’s length.
Steps: 1. Observe the object and determine the appropriate tool for measurement. 2. Decide if your estimate is reasonable.
Application of MPs: MP5: What tool can you use? Why? MP6: How do you know your estimate is reasonable? MP8: What is a strategy you can use to make estimates?
Copyright © Swun Math
Grade 2 Unit 11 Lesson 8 C TE
Answer Key: I/M
SGP
FCU
HW
1. Answers will vary.
1. Answers will vary.
1. Answers will vary.
1. 410, 415, 420, 425, 430, 435, 440, 445, 450, 455, 460
2. Answers will vary.
2. Answers will vary.
2. Answers will vary.
2. 250, 255, 260, 265, 270, 275, 280, 285, 290, 295, 300
3. 215 240 250
4. 600, 605, 610, 615, 620, 625, 630, 635, 640
Copyright © Swun Math
Grade 2 Unit 11 Lesson 8 C TE
/ *MP1: Make sense of the problem and persevere in solving it! *MP8: Find a strategy to help solve the problem. Use the Measurement Chart from Lesson 1 to assist students in selecting the correct tool to measure the length.
1. Hold up a marker and tell the class they will be estimating the length of the marker.
Review the units of measurement: inches, feet, centimeters, and meters.
Model how to estimate the length of the marker in inches and in centimeters using your thumb (knuckle to tip) for inches and pinky width for centimeters.
Discuss if the estimates seem reasonable and why.
Explain since there was actually a marker, it was possible to make an actual estimate. If there was not a marker you would need to make a mental picture in your head and then imagine how many thumb knuckles or pinky tips long the marker measures.
2. Point to the doorway and tell the class that they will be estimating the width of the doorway.
Review the units of measurement: inches, feet, centimeters, and meters.
Model how to estimate the width of the doorway in feet and meters using your arm (wrist to elbow) for feet and arm span for meters.
Discuss if the estimates seem reasonable and why.
Explain since there was actually a doorway in front of you, it was possible to make the actual estimate. If you did not have an actual doorway there you would need to make a mental picture in your head and then imagine how many arm lengths or arm spans wide the doorway measures.
Copyright © Swun Math
Grade 2 Unit 11 Lesson 8 C TE
/
1. Discuss which units of measurement would be most appropriate to estimate the length of a crayon.
Use the appropriate body parts to estimate the length of the crayon.
Discuss whether the estimates seem reasonable and why.
2. Discuss which units of measurement would be most appropriate to estimate the height of their chair.
Use the appropriate body parts to estimate the height of the chair.
Discuss whether the estimates seem reasonable and why.
Copyright © Swun Math
Grade 2 Unit 11 Lesson 8 C TE
Directions: Solve.
1. Students will determine the best unit of measurement to measure the width of their reading book. They will use the appropriate body parts to estimate the measurement.
2. Students will determine the best unit of measurement to measure the width of their desk. They will use the appropriate body parts to estimate the measurement.
Recap today’s lesson with one or more of the following MP questions: MP5 : What tool did you use? Why? MP6: How did you know your estimate was reasonable? MP8: What was a strategy you used to make estimates?
Copyright © Swun Math
Grade 2 Unit 11 Lesson 8 C TE
Name: ____________________________ Date: ______________________________
Directions: Solve.
1. Skip count by 5s from 410 to 460.
2. Skip count by 5s to 300. Start at 250.
3. Skip count by 5s. Fill in the missing numbers to the pattern.
4. Skip count by 5s from 600 to 640. Explain the pattern.
210, 230, 235,
, 220, 225, ,
245,
Copyright © Swun Math
Grade 2 Unit 11 Lesson 8 C TE
