MAFS.2.MD.4.9Archived Standard

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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.
General Information
Subject Area: Mathematics
Grade: 2
Domain-Subdomain: Measurement and Data
Cluster: Level 2: Basic Application of Skills & Concepts
Cluster: Represent and interpret data. (Supporting 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))
5020030: Science - Grade Two (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
5021040: Social Studies Grade 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current))
7712030: Access Mathematics Grade 2 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
7720030: Access Science Grade 2 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 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

Measuring our Pencils Line Plot:

Students make a line plot from a set of measurement data that includes measurements to the nearest whole inch.

Type: Formative Assessment

Measuring Hand Spans Line Plot:

Students make a line plot from a set of measurement data that includes measurements to the nearest whole centimeter.

Type: Formative Assessment

Measuring our Pencils:

Students measure their pencils to the nearest whole inch.

Type: Formative Assessment

Measuring Hand Spans:

Students measure the width of their hands to the nearest whole centimeter.

Type: Formative Assessment

Lesson Plans

Taking Flight :

Students will explore airplanes in this project-based lesson/unit with multiple lessons that are all tied to a final project.

Type: Lesson Plan

So . . . il Pick You!:

This is a Project-Based Learning Project, intended for second grade. It can be adapted and changed for other grades.

Type: Lesson Plan

X Marks the Spot!:

In this lesson, students will make multiple measurements and record the measurements on a line plot.

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

Problem-Solving Tasks

Growing Bean Plants:

This task adds some rigor to the activity, by collecting actual growth data, providing practice for students in measuring and recording length measurements. Centimeters are an appropriate unit for these measurements, as they provide a good level of precision for these measurements, while being easy enough for students to handle.

Type: Problem-Solving Task

The Longest Walk:

After students have drawn and measured their ten line segments, it might be more useful for the class to discuss part (b) as a whole group. It is a good idea to have the students use color to help them keep track of the connection between a line that they have drawn and the corresponding data point on the graph.

Type: Problem-Solving Task

Hand Span Measures:

The size of the hand makes a difference in some sports that involve throwing or catching and some activities such as playing the piano. Hand span is a measure that has been used for many years. By placing the hand on the edge of a piece of paper and marking the tips of the thumb and little finger, the student can measure a straight line. This is a better method than placing the hand directly on the ruler. Discuss rounding conventions. This could be used as a class activity, or students could gather and plot data on separate line plots from different age groups.

Type: Problem-Solving Task

MFAS Formative Assessments

Measuring Hand Spans:

Students measure the width of their hands to the nearest whole centimeter.

Measuring Hand Spans Line Plot:

Students make a line plot from a set of measurement data that includes measurements to the nearest whole centimeter.

Measuring our Pencils:

Students measure their pencils to the nearest whole inch.

Measuring our Pencils Line Plot:

Students make a line plot from a set of measurement data that includes measurements to the nearest whole inch.

Student Resources

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

Problem-Solving Task

The Longest Walk:

After students have drawn and measured their ten line segments, it might be more useful for the class to discuss part (b) as a whole group. It is a good idea to have the students use color to help them keep track of the connection between a line that they have drawn and the corresponding data point on the graph.

Type: Problem-Solving Task

Parent Resources

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

Problem-Solving Tasks

Growing Bean Plants:

This task adds some rigor to the activity, by collecting actual growth data, providing practice for students in measuring and recording length measurements. Centimeters are an appropriate unit for these measurements, as they provide a good level of precision for these measurements, while being easy enough for students to handle.

Type: Problem-Solving Task

The Longest Walk:

After students have drawn and measured their ten line segments, it might be more useful for the class to discuss part (b) as a whole group. It is a good idea to have the students use color to help them keep track of the connection between a line that they have drawn and the corresponding data point on the graph.

Type: Problem-Solving Task

Hand Span Measures:

The size of the hand makes a difference in some sports that involve throwing or catching and some activities such as playing the piano. Hand span is a measure that has been used for many years. By placing the hand on the edge of a piece of paper and marking the tips of the thumb and little finger, the student can measure a straight line. This is a better method than placing the hand directly on the ruler. Discuss rounding conventions. This could be used as a class activity, or students could gather and plot data on separate line plots from different age groups.

Type: Problem-Solving Task