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CCSS Measurement and Data (MD)
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Unpacking the Standards
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Grade 2
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Standard: 2.MD.1 Cluster (m)
Math Practices: 5, 6, 7
Related CA Standard
2. MD.1.1
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks,
and measuring tapes.
Essential Skills/Concepts
* 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)
* Understand that larger units can
be subdivided into equivalent units
* Know which tool to use to measure
_________
Academic Vocabulary:
 ruler/yardstick/meter
stick/measuring tape

unit
 inches, feet
 centimeter, meter
 length
 width
 estimate
 standard units
 about
 longer
 shorter
 measure
Teaching Notes/Strategies
Resources
- 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
-Jim and the Beanstalk by Raymond
Briggs
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?
- How Big is a Foot? by Rolf Myller
- rulers, yard sticks, meter sticks,
measuring tapes
- Cuisenaire rods
Standard: 2.MD.2 Cluster (m)
Math Practices:
2, 3, 5, 6, 7
Related CA Standard
2. MD.1.2
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/Concepts






Measure objects using
measuring tools
How to read a measuring tool
Discuss how measurements
relate to size of unit
Record measurements
Draw or write about findings
Select appropriate tools for
measuring an object
Academic Vocabulary:
 See vocab. from MD.1
 Relate
 Unit
Teaching Notes/Strategies
- Modeling
- Measure classroom objects and
record findings
- Collaborative conversations
- Math journals
Why do you think you have two
different measurements for the same
______?
Resources
* How Big is a Foot? by Rolff Myller
* Math journals
Standard: 2.MD.3 Cluster (m)
Math Practices:
5, 6
Related CA Standard
NEW
Estimate lengths using units of inches, feet, centimeters, and meters.
Essential Skills/Concepts



Understand what each unit of
measure means
Measure using measuring tools
Record data
Academic Vocabulary:
 Estimate
 Inch
 Feet
 Centimeters
 Meters
Teaching Notes/Strategies
- 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
Resources
*Anchor chart with standard units
of measure
* Measuring tools
Standard: 2.MD.4 Cluster (m)
Math Practices: 5, 6
Related CA Standard
NEW
Measure to determine how much longer one object is than another, expressing the length difference in terms of a
standard length unit.
Essential Skills/Concepts
Teaching Notes/Strategies
Resources

Use measuring tools correctly
- Measuring center
* Gummy worms

Record data
- Math journal activities
* Math journals

Find difference of
measurements
- Board math
*Measuring tools
-Daily measurement activity
* Family Math – more problems for
height vs. wingtip type activities



Understand how to express
difference using measurement
terms i.e. “It is shorter by 5
cm.”
Compare lengths and show
difference
Academic Vocabulary:
 Measure
 Longer/shorter
 Length
 Difference
 Standard unit
 Inch/foot/yard
 Centimeter/Meter
 Compare
- 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)
Standard: 2.MD.5 Cluster (m)
Math Practices:
1, 2, 4, 5, 8
Related CA Standard
NEW
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/Concepts





Apply concept of length from
earlier standards
Read and understand what
word problem is asking
Add and subtract within 100
Explain thinking with drawings
and equations
Process for reading and
solving word problems
Academic Vocabulary:
 Add
 Subtract
 Length
 Equations
 Symbol
 Unknown
 Standard units
 Sum
 Difference
 Inch/Foot/Yard
 Centimeter/Meter
Teaching Notes/Strategies
- 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
Resources
* Anchor chart with standard
measurement units
* Rulers /Yardsticks/Meter sticks *
Measuring tapes
*Cash register tapes or paper strip
* Nctm.org Illuminations: “Hopping
Backward to Solve Problems”
* PUSD Problem Solving poster
Standard: 2.MD.6 Cluster (m)
Math Practices: 1, 2, 4, 5, 8
Related CA Standard
NEW
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/Concepts

Understand number lines

Create number lines

Use number line to find
numbers and explain relation
to zero
Add and subtract within 100
Add and subtract using a
number line
Explain how solved using
number line



Academic Vocabulary:
 Add
 Subtract
 Number line
 Whole number
 Length
 Points
 Sum
 Difference
 Relation
Teaching Notes/Strategies
- 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
Resources
* Clear board number lines
* Floor number line
* Rulers Yardsticks Meter sticks *
Measuring tapes
*Cash register tapes or paper strip
-Nctm.org Illuminations: “Where
Will I Land?” lesson

* Nctm.org Illuminations
Standard: 2.MD.7 Cluster (s)
Math Practices:
5, 6
Related CA Standard
2. MD.1.4
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/Concepts





Tell time to nearest hour
Tell time to nearest half hour
Tell time to nearest 5 minutes
Skip count by 5s
Understand the language of
clocks and how to express in
numbers and language
Academic Vocabulary:
 Analog
 Digital
 Nearest
 Minutes
 a.m.
 p.m.
 Hour
 Month
 Year
 Time
 Hour hand
 Second hand
 Minute hand
 O’clock
 Half past
 Quarter hour
 Half hour
Teaching Notes/Strategies
- 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
)
Resources
* Time Barrier Game from –
http://www.k5mathteachingresources.com/2ndgrade-measurement-and-data.html
* Clock stamps or student clocks
Standard: 2.MD.8
Cluster (s)
Math Practices: 1, 2, 4, 5, 8
Related CA Standard
2. MD.5.1
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/Concepts













Recognize coins and bills
Count bills and coins
Identify coins
Calculate equivalent amounts using
coins and bills
Create different sets of coins
Recognize the “purchase power” of
coins (i.e. a nickel can buy same as 5
pennies
Put coins in order
Add on to find differences
Skip 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 back
Read and understand word problems
Problem solving strategy for word
problems
Academic Vocabulary:
 Penny
 Nickel
 Dime
 Quarter
 Dollar
 Cents
 Heads
 Tails
Teaching Notes/Strategies
Resources
- 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
* Alexander, Who Used to Be Rich Last
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
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 poster
Standard: 2.MD.9
Math Practices: 4, 5, 6, 8
Cluster (s)
Related CA Standard
2. MD.1.3
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/Concepts





Represent the length of
several objects by making a
line plot
Round lengths to the nearest
whole unit
Measurement skills from
earlier standards (length)
Understand basic number line
Use the information in the
graphs to pose and solve
simple put together, takeapart, and compare problems
with up to 4 groups
Academic Vocabulary:












Line plot
Number line
Data
Length
Round
Nearest whole unit
Collect
Sort
Most
Least
About
Same
Teaching Notes/Strategies
-
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
Resources
* Task cards and measuring
activities at
http://www.k5mathteachingresources.com/2ndgrade-measurement-and-data.html
* The Great Graph Contest
By Loreen Leedy
Standard: 2.MD.10 Cluster (s)
Math Practices:
1, 2, 4, 5, 6, 8
Related CA Standard
2. SDAP.1.1
2. SDAP.1.2
2. SDAP.1.4
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/Concepts









Pose a question with 4 possible
responses
Collect their data by using tallies
or another way of keeping track
Total the categories
Represent data in a graph
Understand different types of
graphs
Know the parts of a graph
Decide what type of graph to use
Interpret data and explain their
findings
Answer simple problems related
to addition and subtraction that
ask them to put together, take
apart, and compare numbers
Academic Vocabulary:

Picture graph

Bar graph

Represent

Data

Categories

Put-together

Take-apart

Compare

Present
Teaching Notes/Strategies
- 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
Resources
* The Great Graph Contest
By Loreen Leedy
* Math journals
* Graph paper