Standards Unit 3:
Unit 3 Parent Letter
MGSE2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
MGSE2.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. Understand the relative size of units in different systems of measurement. For example, an inch is longer than a centimeter. (Students are not expected to convert between systems of measurement.)
MGSE2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
MGSE2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Relate addition and subtraction to length.
MGSE2.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.
MGSE2.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 whole-number sums and differences within 100 on a number line diagram. Work with time and money.
MGSE2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Represent and Interpret Data.
MGSE2.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 whole-number units.
MGSE2.MD.10 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
OVERVIEW In this unit students will:
• Know the following customary units for measuring length: inch, foot, yard
• Recognize the need for standard units of measure
• Use rulers and other measurement tools with the understanding that linear measure involves an iteration of units.
• Recognize that the smaller the unit is, the more iterations needed to cover a given length.
• Know the following metric units for measuring length: centimeter and meter
• Compare the relationship of one unit of measurement to another, within the same system
• Check by measuring to determine if estimates are accurate for length
• Determine the appropriate tool for measuring length: inch ruler and yardstick, centimeter ruler, and meter stick
• Tell time to the nearest five minutes
• Understand the relationship of hours and days
• Understand the importance and usefulness of reasonable estimations
• Connect the whole-number units on rulers, yardsticks, meter sticks and measuring tapes to number lines showing whole-number units starting at 0
• Use these measuring tools to model different representations for whole-number sums and differences less than or equal to 100 using the numbers 0 to 100.
• Be able to represent the length of several objects by making a line plot
Unit 3 Parent Letter
MGSE2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
MGSE2.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. Understand the relative size of units in different systems of measurement. For example, an inch is longer than a centimeter. (Students are not expected to convert between systems of measurement.)
MGSE2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
MGSE2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Relate addition and subtraction to length.
MGSE2.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.
MGSE2.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 whole-number sums and differences within 100 on a number line diagram. Work with time and money.
MGSE2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Represent and Interpret Data.
MGSE2.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 whole-number units.
MGSE2.MD.10 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
OVERVIEW In this unit students will:
• Know the following customary units for measuring length: inch, foot, yard
• Recognize the need for standard units of measure
• Use rulers and other measurement tools with the understanding that linear measure involves an iteration of units.
• Recognize that the smaller the unit is, the more iterations needed to cover a given length.
• Know the following metric units for measuring length: centimeter and meter
• Compare the relationship of one unit of measurement to another, within the same system
• Check by measuring to determine if estimates are accurate for length
• Determine the appropriate tool for measuring length: inch ruler and yardstick, centimeter ruler, and meter stick
• Tell time to the nearest five minutes
• Understand the relationship of hours and days
• Understand the importance and usefulness of reasonable estimations
• Connect the whole-number units on rulers, yardsticks, meter sticks and measuring tapes to number lines showing whole-number units starting at 0
• Use these measuring tools to model different representations for whole-number sums and differences less than or equal to 100 using the numbers 0 to 100.
• Be able to represent the length of several objects by making a line plot