MAFS.2.MD.1.2Archived Standard

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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.
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

This benchmark is part of these courses.
5012040: Mathematics - Grade Two (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
7712030: Access Mathematics Grade 2 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
5020090: STEM Lab Grade 2 (Specifically in versions: 2016 - 2022, 2022 and beyond (current))
5012005: Foundational Skills in Mathematics K-2 (Specifically in versions: 2019 - 2022, 2022 and beyond (current))

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

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.

Type: Formative Assessment

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.

Type: Formative Assessment

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.

Type: Formative Assessment

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.

Type: Formative Assessment

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.

Type: Lesson Plan

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.

Type: Lesson Plan

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.

Type: Lesson Plan

Are they the same length? Understanding measurement using two different units.:

This lesson uses a discovery approach to exploring the meaning of measurement using two different units. The students will utilize math standard(s) as they analyze math solutions and explain their solutions. Since the lesson uses different units of measurement, it is a good lesson to use to check student understanding of different units of measurement prior to using the units of measure.

Type: Lesson Plan

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).

Type: Lesson Plan

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.

 

Type: Lesson Plan

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.

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.