MA.2.M.1.1

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Estimate and measure the length of an object to the nearest inch, foot, yard, centimeter or meter by selecting and using an appropriate tool.

Clarifications

Clarification 1: Instruction includes seeing rulers and tape measures as number lines.

Clarification 2: Instruction focuses on recognizing that when an object is measured in two different units, fewer of the larger units are required. When comparing measurements of the same object in different units, measurement conversions are not expected.

Clarification 3: When estimating the size of an object, a comparison with an object of known size can be used.

General Information
Subject Area: Mathematics (B.E.S.T.)
Grade: 2
Strand: Measurement
Standard: Measure the length of objects and solve problems involving length.
Date Adopted or Revised: 08/20
Status: State Board Approved

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))
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.
MA.2.M.1.AP.a: Measure the length of an object to the nearest inch, foot and or yard when given the appropriate tool.
MA.2.M.1.AP.b: Explore estimation strategies by developing measurement benchmarks of familiar objects that could be used to make reasonable estimates of length to the nearest inch, foot, or yard.

Related Resources

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

Formative Assessments

Estimating in Yards:

Students are asked to estimate a predetermined length in yards.

Type: Formative Assessment

Measuring to the Nearest Foot:

Students use a ruler or yardstick to measure a length to the nearest foot.

Type: Formative Assessment

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

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

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

Measuring a Curve:

Students use a ruler and piece of string to measure the length of a curve.

Type: Formative Assessment

Measuring to the Nearest Inch and Centimeter:

Students use a ruler to measure one segment to the nearest inch and one segment to the nearest centimeter.

Type: Formative Assessment

Estimating in Feet:

Students are asked to estimate the length of a table in feet.

Type: Formative Assessment

Estimating in Meters:

Students are asked to estimate a predetermined length in meters.

Type: Formative Assessment

Estimating in Centimeters:

Students are asked to estimate the length of a line segment in centimeters.

Type: Formative Assessment

Estimating in Inches:

Students are asked to estimate the length of a piece of paper in inches.

Type: Formative Assessment

Rulers and Meter Sticks:

Students choose an appropriate tool to measure a hallway.

Type: Formative Assessment

Measuring a Segment Longer Than 12 Inches:

Students use a ruler to measure a 17 inch segment to the nearest inch.

Type: Formative Assessment

Lesson Plans

Animal Sanctuary Engineering Design Challenge:

This Engineering Design Challenge is a hands-on investigation in both math and science. Students will be able to use prior knowledge and problem solving skills to solve non-routine problems and real-world situations, using mathematical and scientific models. It is a great way to introduce your students to real-world problem solving. Students will be engaged in hands-on learning by designing and creating an enclosure for zoo animals. Both math and science standards have been incorporated for an integrated lesson.

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

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

If the Shoe Fits...:

In this lesson, students will create pictographs or bar graphs based on linear measurements that they collect while participating in the practice of scientific inquiry.

Type: Lesson Plan

Original Student Tutorial

Big Brown Bug: Estimating Measurements!:

A 6 foot bug? No way! Learn how to estimate length using inches, feet and yards by using objects around you in this interactive tutorial.

Type: Original Student Tutorial

Professional Development

What Does It Mean To Measure?:

This is a professional development session from the Learning Math series from Annenberg. Learners will begin to explore the questions "What can be measured?" and "What does it mean to measure something?" Learners identify measurable properties of objects such as weight, surface area, and volume, and discuss which metric units are appropriate for measuring these properties. Learners will also learn that measurement is, by its nature, approximate. Finally, learners will consider how to make measurements using nonstandard units. This session features a number of problems for learners to solve and open-ended questions to discuss, videos that demonstrate measurement techniques, and an interactive activity that asks learners to construct shapes using different size triangles to foster understanding of area and perimeter. There are also nine homework problems in which learners are asked to generate different measurements, graph measurements, and evaluate the appropriateness of the measurements generated using a data chart. Many of the professional development activities can be used directly in the classroom.

Type: Professional Development

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.

Estimating in Centimeters:

Students are asked to estimate the length of a line segment in centimeters.

Estimating in Feet:

Students are asked to estimate the length of a table in feet.

Estimating in Inches:

Students are asked to estimate the length of a piece of paper in inches.

Estimating in Meters:

Students are asked to estimate a predetermined length in meters.

Estimating in Yards:

Students are asked to estimate a predetermined length in yards.

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.

Measuring a Curve:

Students use a ruler and piece of string to measure the length of a curve.

Measuring a Segment Longer Than 12 Inches:

Students use a ruler to measure a 17 inch segment to the nearest inch.

Measuring Hand Spans:

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

Measuring our Pencils:

Students measure their pencils to the nearest whole inch.

Measuring to the Nearest Foot:

Students use a ruler or yardstick to measure a length to the nearest foot.

Measuring to the Nearest Inch and Centimeter:

Students use a ruler to measure one segment to the nearest inch and one segment to the nearest centimeter.

Rulers and Meter Sticks:

Students choose an appropriate tool to measure a hallway.

Original Student Tutorials Mathematics - Grades K-5

Big Brown Bug: Estimating Measurements!:

A 6 foot bug? No way! Learn how to estimate length using inches, feet and yards by using objects around you in this interactive tutorial.

Student Resources

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

Original Student Tutorial

Big Brown Bug: Estimating Measurements!:

A 6 foot bug? No way! Learn how to estimate length using inches, feet and yards by using objects around you in this interactive tutorial.

Type: Original Student Tutorial

Parent Resources

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