UNIT TITLE: Relate addition and subtraction to length
Grade: 2
Time 3-4 wks
MAFS: 2.MD.1, 2.MD.2, 2.MD.3, 2.MD.4, 2.MD.5, 2.MD.6
Mathematical Practices: MP2, MP3, MP5, MP6
Know (Level 2)
Vocabulary & terms
standard length unit, non-standard
length unit, end point, overlap, mark
and advance, ruler, centimeter, meter,
meter strip, meter stick, hash mark,
number line, estimate, benchmark
Known terms: length, height, length
unit, combine, compare, difference,
tape diagram
Assessments
Response journals
Speaking /listening checklist
CCSS Unpacked
Understand (Level 2 & 3)
Be able to do (Level 3 & 4)
>Concepts of using non-standard units to measure
>Understand concepts about the ruler and other standard
measuring tools
>Equivalent units of measure
>Length is a segment of a line and not an object itself
Measure objects using standard measuring tools
(2.MD.1)
Comparing units of measurement to measure the
same object (2.MD.2)
Estimate lengths using different units of measure
(2.MD.3)
Comparing lengths of objects and explain difference in
terms standard length unit (2.MD.4)
Solve addition and subtraction word problems using
the ruler as a number line (2.MD.5 & 2.MD.6)
Assessments
Exit tickets
Journal writings
Recording sheets (formative)
Homework (formative)
Assessments
Pre/post unit assessment
Mid-module assessment
Unit Goal: Students will relate addition and subtraction to length
4
3
2
1
Level 3+ and relate to real world and novel situations for problem-solving
Students will relate addition and subtraction to length
Students can add and subtract and can measure length but has difficulty relating these two concepts
Students will relate addition and subtraction to length with teacher help
Major Unit Objectives
Models/Tools:
MP Question posters; manipulatives that are 1cm long, inch and cm ruler, paper meter strips, meter stick, yard stick, measuring tap
CCSS Mathematics Unit
1
UNIT TITLE: Relate addition and subtraction to length
Instruction
Understand Concepts About the Ruler
Lesson 1: Connect measurement with physical units by using multiple copies of the
same physical unit to measure.
Lesson 2: Use iteration with one physical unit to measure.
Lesson 3: Apply concepts to create unit rulers and measure lengths using unit rulers.
Measure and Estimate Length Using Different Measurement Tools
Lesson 4: Measure various objects using centimeter rulers and meter sticks.
Lesson 5: Develop estimation strategies by applying prior knowledge of length and
using mental benchmarks.
Measure and Compare Lengths Using Different Length Units
Lesson 6: Measure and compare lengths using centimeters and meters.
Lesson 7: Measure and compare lengths using standard metric length units and nonstandard lengths units; relate measurement to unit size.
Relate Addition and Subtraction to Length
Lesson 8: Solve addition and subtraction word problems using the ruler as a number
line.
Lesson 9: Concrete to abstract: measure lengths of string using measurement tools;
represent length with tape diagrams to represent and compare the lengths.
Lesson 10: Apply conceptual understanding of measurement by solving two-step
word problems
Grade: 2
Time 3-4 wks
Strategies Addressing Content (how will you help students):
DQ2
Process – turn and talk, act out
Elaborate – “what do you think if ____ happened” (it’s not
important to be correct here)
Record- recording their thinking (numbers, words, and pictures) –
share with each other
Reflect – spend time thinking about what they still have questions
about (exit slip)
DQ3
ID Similarities & differences- Students describe how elements are
similar and different and what new information they have learned
as a result of their comparison
Examine errors- students can look at what they have learned and
find their errors in their reasoning
Practice – with fluency opportunities
DQ4
Generate hypotheses-Engage in complex tasks – real world
applications, problem solving, decision making, investigating,
inquiring (make a guess, act, draw conclusions, compare to original
thinking/guess)
Content: How will you vary what students will learn and the materials that represent the content?
Process: How will you vary activities through which students make sense of key ideas using essential skills?
Product: How will you vary the way students demonstrate and extend what they understand and can do as a result of a span of learning?
Learning Environment: How will you vary the classroom conditions that set the climate, expectations for learning, and physical conditions?
CCSS Mathematics Unit
2
UNIT TITLE: Relate addition and subtraction to length
CCSS Mathematics Unit
Grade: 2
Time 3-4 wks
3