Instructional Outcomes
2.MD.1: Measure the
length of an object by selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring tapes.
·
I can identify tools that can be used to measure
length.
·
I can identify the unit of length for the tool used
to the nearest whole unit (inches, centimeters, feet, meters).
(e.g. rulers, yardsticks, measuring tapes, meter sticks)
·
I can determine which tool to use to measure the
length of an object. (inches, centimeters, feet, meters)
·
I can measure the length of objects by using
appropriate tools to the nearest whole unit. (e.g. rulers, yardstick, meter
stick, measuring tape)
2.MD.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.
·
I can recognize what units of measurement are
comparable. (e.g. inch/cm, m/yard)
·
I can measure the length of an object using
different lengths for the two measurements to the nearest whole unit.
·
I can choose the appropriate tools to measure an
object. (e.g. in/cm)
·
I can explain how the two measurements relate to
the size of the unit chosen.
2.MD.3: Estimate lengths using units of
inches, feet, centimeters, and meters.
·
I can name strategies for estimating length (e.g. a
meter is about the length from floor to above a door knob).
·
I can recognize the size of inches, feet,
centimeters, and meters.
·
I can estimate lengths in units of inches, feet,
centimeters and meters.
·
I can determine if an estimate is reasonable.
2.MD.4: Measure to determine how much
longer one object is than another, expressing the length difference in
terms of a standard length unit.
·
I can determine how much longer one object is than
another in standard length units.
2.MD.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 drawings of rulers) and
equations with a symbol for the unknown number to represent the problem.
·
I can add and subtract lengths within 100.
·
(e.g. 45 cm – 24 cm = 21 cm or bar model)
·
I can solve addition and subtraction word problems
involving lengths that are given in the same units within 100.
·
I can solve addition and subtraction word problems
involving length that have equations within 100 with a symbol for the
unknown number.
2.MD.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 wholenumber sums
and differences within 100 on a number line diagram.
·
I can describe the characteristics of a number line
(e.g. points, equal spacing, consecutive numbers, line).
·
I can explain length as the distance between zero
and another mark on the number line diagram within 100.
·
I can use a number line to represent the solution
of whole number sums related to length within 100 (e.g. Jump forward).
·
I can represent whole numbers on a number line
within 100 with equally spaced points.
2.MD.8: Solve word problems involving
dollar bills, quarters, dimes, nickels, and pennies, using $ (dollars) and
˘ (cents) symbols appropriately.
·
I can identify and recognize the value of dollar
bills, quarters, dimes, nickels and pennies.
·
I can identify the $ and cent symbol.
·
I can recognize that the decimal sign I used to
separate the whole from the part of the whole in money.
·
I can solve word problems involving coins using
dollar and cent symbols appropriately (e.g. Quarters, dimes, nickels, and
pennies).
·
I can solve word problems involving dollars using
dollar and cent symbols appropriately.
·
I can count coin, dollar, and dollar coin
combinations (e.g. Skip counting).
·
I can solve word problems involving dollars and
coins using dollar symbols appropriately.
2.MD.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
wholenumber units.
·
I can read tools of measurement to the nearest unit
(e.g. Thermometer, ruler, rain gauge, scale).
·
I can represent measurement data on a line plot.
·
I can measure lengths of several objects to the
nearest whole unit.
·
I can measure lengths of objects by making repeated
measurements of the same objects (e.g. Plant’s height, temperature,
weight).
·
I can create a line plot with a horizontal scale
marked in whole numbers using measurements.
2.MD.10: Draw a picture graph and a bar
graph (with singleunit scale) to represent a data set with up to four
categories. Solve simple puttogether, takeapart, and compare problems
using information presented in a bar graph.
·
I can solve problems relating to data in graphs by
using addition and subtraction.
·
I can make comparisons between categories in the
graph using more than, less than, etc. with up to four sets of data.
·
I can draw a picture graph to represent a given set
of data with up to four categories.
·
I can draw a bar graph to represent a given set of
data with up to four categories.
