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Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer.
Standard #: MAFS.2.MD.1.2Archived Standard
Standard Information
General Information
Subject Area: Mathematics
Grade: 2
Domain-Subdomain: Measurement and Data
Cluster: Level 2: Basic Application of Skills & Concepts
Cluster: Measure and estimate lengths in standard units. (Major Cluster) -

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.
Date Adopted or Revised: 02/14
Content Complexity Rating: Level 2: Basic Application of Skills & Concepts - More Information
Date of Last Rating: 02/14
Status: State Board Approved - Archived
Related Courses
Related Resources
Formative Assessments
  • Centimeters and Meters # Students measure the length of a line segment twice and are given an opportunity to explain why the line segment measures in fewer meters than centimeters.
  • Feet and Inches # Students measure the length of a line twice and are given an opportunity to explain why the line measures in fewer feet than inches.
  • Inches and Centimeters # Students measure the length of a line segment twice, once using inches and again using centimeters, and are asked to explain why the two measures are different.
  • Feet and yards # Students are given the length of an alligator in both feet and yards and are asked to explain why the measure given in feet is greater than the measure given in yards.
Lesson Plans
  • Measure Both and Find their Difference # Students will measure the lengths of two objects to the nearest inch and determine the difference in the objects' lengths.
  • If the Shoe Fits... # In this lesson, students will create line plots based on linear measurements that they collect while participating in the practice of scientific inquiry.
  • Inching Along # This lesson will require students to measure with nonstandard units and then compare the measurements to the standard measurement unit (inches). This activity will lead students to the conclusion that by using standard units they can create a universal understanding of length.
  • How Long Is It? # This is a lesson designed to help students gain a better understanding of how different units of measurement (inches to feet) change in relationship to the size of the object. Students will get hands-on practice measuring objects using at least two different tools (inch/centimeter ruler, yardstick, meter stick, tape measure).
  • How Many Inches, Feet, and Yards? # Students will measure the length of given objects using various measuring tools. The students will record their measurements using different units including inches, feet, and yards to the nearest whole unit. Students will also estimate and measure the lengths of objects, then compare their estimations to their measurements to find the difference.  
MFAS Formative Assessments
  • Centimeters and Meters # Students measure the length of a line segment twice and are given an opportunity to explain why the line segment measures in fewer meters than centimeters.
  • Feet and Inches # Students measure the length of a line twice and are given an opportunity to explain why the line measures in fewer feet than inches.
  • Feet and yards # Students are given the length of an alligator in both feet and yards and are asked to explain why the measure given in feet is greater than the measure given in yards.
  • Inches and Centimeters # Students measure the length of a line segment twice, once using inches and again using centimeters, and are asked to explain why the two measures are different.
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