2nd
Unit of Study 8: Length in Customary Measurement
Projected Time Allotment: 10 days
Global Concept Guides: Understanding Inches, Feet and Yards, Estimating Length and Selecting Tools, Applying
Length
Prior Learning: MAFS.1.MD.1.1, MAFS.1.MD.1a, MAFS.1.MD.3.4
Progressions Document Link
Sample Show What You Know Task: Use the Go Math Ch. 8 Show What You Know TE p. 386 or the Diagnostic
Interview Task of TE p. 386
Mathematics Florida Standards for Mathematical Content:
Comments:
Measure and estimate lengths in standard units.
MAFS.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.
MAFS.2.MD.1.2 Describe the inverse relationship between the size of a unit and
number of units needed to measure a given object.
MAFS.2.MD.1.3 Estimate lengths using units of inches, feet, centimeters, and meters.
Relate addition and subtraction to length.
MAFS.2.MD.1.4 Measure to determine how much longer one object is than another
expressing the length difference in terms of a standard length unit.
MAFS.2.MD.2.5 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
drawing or rulers) and equations with a symbol for the unknown number to represent
the problem.
MAFS.2.MD.2.6 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.
Represent and interpret data.
MFS.2.MD.4.9 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.
This parent flyer and included video can
be utilized by both you and parents to
build content knowledge and
understanding of the strategies
highlighted in this unit.
Notes on Assessment:
Unit 8 Assessment – Please ensure
that you print this test at FULL
scale. Do NOT change the margins.
Prior to administering to students,
measure the objects to ensure that
that the measurements are correct.
See common performance task link
below.
Students will need to have access to
rulers for both assessments.
Unpacking the Standards for this Unit:
“Second graders build upon their non-standard measurement experiences in first grade by measuring in
customary units for the first time. Students will have to measure an object using two units of different lengths
such as inches and feet. This is a difficult concept for young children and will require numerous experiences
for students to predict, measure, and discuss outcomes. As students estimate, the student has to consider the
size of the customary unit. Estimation creates a problem to be solved rather than a task to be completed.”
(Instructional Support Tools, 2nd Grade Mathematics)
Common Performance Task with Rubric for this Unit:
Measurement- Students select measurement tools and justify their selections. Additionally, they will measure
lengths using a ruler and create a line plot with their data.
Click here for the performance task and rubric.
Future learning:
Students need to be comfortable with customary units of measure so that in third grade they will be able to
measure to the nearest half inch and quarter inch. They will use their knowledge of customary units when
they are measuring lengths to determine perimeter and area.
2nd
Global Concept 1 of 3 for this Unit of Study: Understanding
Inches and Feet
Projected Time Allotment: 4 Days
Sample Essential Questions:
Day 1: How can I measure more efficiently using my measuring tool?
Day 2: How can I connect my measuring tool to a ruler?
Day 3: How can I measure something larger than a ruler?
Day 4: How can I determine the length difference of two objects?
Related Unit 8 Assessment: Go Math Ch.8 # 3, 5, 6, 8, 9, 11, 14, 16, 17, 19, 21, 22
Instructional Resources
Manipulatives:
 Color tiles, which are approximately 1 inch long, can be used to build understanding of what an inch is.
 Student created ruler will be the students’ first exposure to measuring with customary standard units.
 Customary unit ruler can be used to measure to the nearest inch and foot.
 Classroom objects to provide students opportunities to measure real items around the classroom.
Lesson Ideas:
 Go Math Lesson 8.1 Essentials: Listen and Draw TE p. 389 (Use questions in the TE.), Problem Solving TE p. 392
 Go Math Lesson 8.2 Essentials: Listen and Draw TE p. 393 (Use questions in the TE.), Problem Solving TE p. 396
 Go Math Lesson 8.4 Essentials: Listen and Draw TE p. 401 (Use questions in the TE.), Problem Solving TE p. 404
 Go Math Lesson 8.6 Essentials: Reteach Tier 1 TE p. 409B, Listen and Draw TE p. 409 (Use questions in the TE.),
Go Deeper TE p 411, Problem Solving TE p. 412
 Fish Tales Excursion Lesson Teacher and Student-The scope for this GCG is to understand and measure using
feet and inches. If you use this resource you will need to pick and choose because it covers areas beyond this.
 One Inch Tiles- Can be used on Day 1
 Measurement Practice-inches measurement practice
 Comparing Lengths- Can be used on Day 4
 Fish Measurement-a measurement activity with a science connection (yarn is required to complete this activity)
 Rulers of Different Colors- a different approach to building concrete understanding of measurement concepts.
Click here for the link to the rulers for this activity.
For more information about integrating the content within this GCG click here for the PowerPoint.
Sample HOT Questions: Use these to facilitate student discussions. (SMP 1, 3)
 Do you ever measure in feet and inches at the same time?
 Explain how can you find the difference between the lengths of two objects?
 Explain how you could you use color tiles to measure the length of a pencil.
 What objects can you find that are longer than 6 inches but shorter than a foot? How do you know?
 What are some things that are about a foot long?
 Adam said his math book was 12 inches long. Lesley said the same math book is 1 foot long. Who is correct?
Explain how you know.
 How do you determine what unit of measurement to use when measuring lengths?
 Compare the ruler you made to an inch ruler. Describe how they are alike and how they are different.
Our students are better able to…
 Make connections between the inverse relationship
of size and number of units (SMP 7).
 Understand that units of measure have different sizes
e.g. 1 inch is smaller than 1 foot (SMP 7).
 Accurately measure to the nearest inch and foot
selecting the appropriate unit of measure and
labeling all measurements correctly (SMP 6).
For more info on SMP’s click here.
Because as teachers we…
 Provide students authentic measurement experiences
to build their knowledge of measurement structures
(SMP7).
 Give students numerous experiences to practice
measuring and insist that students consistently and
precisely name the units (inches & feet) they are using
(SMP 6).
Global Concept 2 of 3 for this Unit of Study: Estimating Length and
Selecting Tools
Sample Essential Questions:
Day 1: How do you estimate the lengths of objects in inches?
Day 2: How do you estimate the lengths of objects in feet?
Day 3: How do you select an appropriate tool to use when measuring?
2nd
Projected Time Allotment: 3 Days
Related Unit 8 Assessment: Go Math Ch.8 # 4, 7, 10, 15, 18, 20
Instructional Resources
Manipulatives:
 Inch ruler used to measure objects in the classroom and on paper.
 Classroom objects will give students opportunities to estimate and measure real items around the
classroom.
 Measuring tape will provide an appropriate tool for students to select to measure.
 Yard stick will provide an option as an appropriate tool to select to measure.
Lesson Ideas:
 Go Math Lesson 8.3 Essentials: Reteach Tier I TE p. 397B, Model and Draw TE p. 398 (Use questions in the
TE.), Problem Solving TE p. 400
 Go Math Lesson 8.7 Essentials: Reteach Tier I TE p. 413B, Listen and Draw TE p. 413, On Your Own TE p.
415, Problem Solving TE p. 416
 Go Math Lesson 8.8 Reteach Tier I TE p. 417B, Listen and Draw TE p. 417B (Use questions in the TE.), Model
and Draw TE p. 418B (Use questions in the TE.), Problem Solving TE p. 420
 Cotton Ball Toss- task focused on estimation using inches and feet on Day 1
 Estimation in Feet is a worksheet for additional practice with estimating in feet on Day 1
 Long Jump- task focused on estimation of customary measurement on Day 2
 Tony’s Tools- Students match the appropriate tool to measure the object on Day 3
For more information about integrating the content within this GCG click here for the PowerPoint.
Sample HOT Questions: Use these to facilitate student discussions. (SMP 1, 3)






What unit of measurement would you use to describe your height?
What is estimation?
Estimate the distance from your desk to the classroom door. Explain the strategy you used to estimate the
distance.
Describe a situation when it would be appropriate to estimate rather than have an exact measurement.
Describe a situation when it would be inappropriate to estimate.
What tool would be most efficient to measure _____________?
Students are better able to…
 Use estimation to help select the most
appropriate measuring tools and use precise
vocabulary: inches, feet, estimate, measuring
tape, yard stick, etc. (SMP 5, 6).
 Make connections to math in the real world by
estimating lengths of classroom objects (SMP 4).
 Make reasonable estimates of the lengths of
objects and distances in inches, feet, and yards
(SMP 5, 6).
For more info on SMP’s click here.
Because as teachers we…
 Provide ample experiences for students to
estimate lengths and verify the actual length to
refine their estimation skills (SMP 5).
 Connect estimating lengths to real world situations
(SMP 4).
 Attend to precision by using, and reminding our
students to use, correct, grade-level appropriate
language as we discuss measurement (SMP 6).
2nd
Global Concept 3 of 3 for this Unit of Study: Applying Length
Projected Time Allotment: 3 Days
Sample Essential Questions:
Day 1: How can measurement tools help me solve problems involving lengths?
Day 2: How do you understand and create a line plot?
Day 3: How can a line plot be used to show measurement data?
Related Unit 8 Assessment: Go Math Ch. 8: # 1, 2, 6, 12, 13, 17
Instructional Resources
Manipulatives:
 Number line to solve measurement problems involving addition and subtraction problems.
 Inch ruler to measure objects in the classroom as well as on a worksheet.
 Classroom objects to give students opportunities to engage in authentic estimation and measurement.
 Measuring tape for students to have as an option as an appropriate tool to select to measure.
 Yard stick for students to have as an option as an appropriate tool to select to measure.
Lesson Ideas:
 GO Math Lesson 8.5 Essentials: Reteach Tier I TE p. 405B, Unlock the Problem TE p. 405 (Use questions
in the TE.), Try Another Problem TE p. 406 (use questions in the TE), Share and Show TE p. 407
 Go Math Lesson 8.9 Essentials: Reteach Tier I TE p. 421B, Model and Draw TE p. 422 (Use questions in
the TE), Share and Show TE p. 422, Problem Solving TE p. 424
 Problem Solving Measurement- Problem Solving Involving measurement for Day 1
 Problem Solving - authentic practice in measuring on Day 1
 Line Plots- Students can use these questions to understand and create line plots on Day 2
 Line Plots- Students can use these to create line plots on Day 3
For more information about integrating the content within this GCG click here for the PowerPoint.
Sample HOT Questions: Use these to facilitate student discussions. (SMP 1, 3)
 How can a number line or bar model help me solve real world problems involving measurement?
 How can I use a bar model to help me understand the relationship between two different lengths?
 What do the X’s stand for on a line plot? How do you know?
 How do we determine what numbers to place along the bottom of a line plot?
 How can I use a line plot to answer questions about a set of measurement data?
 How many total _________ are represented on the line plot? How do you know?

How many ________ selected ___________?
Students are better able to…
 Use a variety of tools to solve real world
problems involving length (SMP 4, 5).
 Analyze and interpret data on a line plot
(SMP 1, 5, 7).
 Efficiency organize data to be accurately
displayed on a line plot (SMP 1, 7, 8).
 Create a line plot from a set of data (SMP 5,
6).
For more info on SMP’s click here.
Because as teachers we…
 Provide real world problems involving
measurement for students to solve (SMP 4, 5).
 Facilitate discussion about the appropriate use of
line plots (SMP 3).
 Provide opportunities for students to measure
objects and create a line plot based on their
measurements (SMP 1, 4, 6, 7).