2.MD.9/MEASUREMENT AND DATA
MATH DOMAIN
Grade 2
Math Cluster
2.MD.9/MEASUREMENT AND DATA
Math Standard
August 2013
Mathematic Practices
Represent and
interpret data.
2MD.9 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.
Reporting Standard
Measurement: Read, create, and interpret
bar graphs and picture graphs.
1. Make sense of problems and persevere
in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique
the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in
repeated reasoning.
Trimester 1
Trimester 2
Trimester 3
Introduced
(not tested)
Taught
(not tested)
(tested)
Read line plot
Create line
plot with given
data
Gather data
and create
line plot
Clarify Standard
 A line plot allows the student to organize numbers and values out of range of a picture
graph or bar graph.
Task Analysis
1.MD.2 Express the length of an object as a whole number of length units, by laying multiple
copies of a shorter object (the length unit) end to end; understand that the length
measurement of an object is the number of same-size units that span it with no gaps or
overlaps. Limit to contexts where the object being measured is spanned by a whole number of
length units with no gaps or overlaps
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2.MD.9/MEASUREMENT AND DATA
Learning Tasks:
 Create number lines with two- or three-digit values as points.
2MD.9 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.
Vocabulary
Prior





Explicit
Line plot
Frequency
Number line
Data
Length
2.MD.9 Sample Assessment Items earning a “3” in reporting system
 Measure 10 classmates for the length of string (to the nearest inch) needed to make
each of them a bracelet. Measure each classmate’s wrist and then add 6 inches to the
measurements for tying a knot.
 Make a line plot to show how many of each length you should cut.

Example:
Length around
wrist + 6 inches
11 inches
12 inches
13 inches
14 inches
15inches
How many
3
4
2
0
1
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2.MD.9/MEASUREMENT AND DATA
 How much string do you need all together for this project?
Assessment Rubric
1
No evidence of a strategy.
2
Evidence that the student used a correct strategy but answered incorrectly. OR
The student answered correctly with no evidence of strategy.
3
Evidence that the student used a correct strategy, and correct equation, and
answered correctly.
4
On a level 4 question: Evidence that the student used a correct strategy, and
correct equation, and answered correctly.
2.MD.9 Sample Assessment Items earning a “4” in reporting system
Having the correct size baseball bat is important in sports. Here is a data chart that
gives an estimate of how long a bat should be according to a boy’s age.
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2.MD.9/MEASUREMENT AND DATA
Age
Bat Length
(inches)
6
8
10
12
25
27
29
?
Mr. Rogers is looking over the bats for his church’s boy’s baseball program. He is keeping track
of what bats he already has so that he only orders bat sizes that are needed. He needs at least
5bats of each size.
He counts 5 bats for the six-year olds; 4 bats for the twelve year olds; 2 bats for the eight-year
olds; and 1 bat for the ten-year olds.
 Make a line plot showing the bats that Mr. Rogers has already.
 Make a list of the bat sizes that need to be ordered.
 Write an equation or equations showing your thinking.
************************************************
Student puts in numbers.
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