Measure the lengths of two objects using the same unit and determine the difference between their measurements.

### Clarifications

*Clarification 1:*Within this benchmark, the expectation is to measure objects to the nearest inch, foot, yard, centimeter or meter.

General Information

**Subject Area:**Mathematics (B.E.S.T.)

**Grade:**2

**Strand:**Measurement

**Date Adopted or Revised:**08/20

**Status:**State Board Approved

## Benchmark Instructional Guide

### Connecting Benchmarks/Horizontal Alignment

### Terms from the K-12 Glossary

- NA

### Vertical Alignment

Previous Benchmarks

Next Benchmarks

### Purpose and Instructional Strategies

The purpose of this benchmark is to directly compare the length of two objects measured using the same unit and determine the difference.- Instruction includes selecting the appropriate tool to measure.
- Instruction includes helping a student choose a method they can use reliably to determine the difference.
- Instruction includes helping students record the appropriate measurement when the object falls between two whole number measurements.

### Common Misconceptions or Errors

- Students may misalign the ruler with the object and measure an object from 1 instead of 0.
- Students may count all tick marks, not just the whole-unit marks, when reading a ruler.
- Students may leave gaps when measuring objects.

### Strategies to Support Tiered Instruction

- Instruction includes providing opportunities to make and use rulers to construct understanding of how lengths of each unit align to tick marks and numbers on a ruler.
- For example, students make and use their own ruler in three phases.
- Phase 1: Using paper square tiles glued to a strip of cardstock, students count the units that span an object to measure.

- For example, students make and use their own ruler in three phases.

- Phase 2: Labeling each square tile with a number in the center of the unit, students use numbers to count the units of measure.

- Phase 3: Eliminating the square tiles, students draw tick marks at the end of each unit and label with a number below, the starting at zero. Students reference the numbers to count the units.

### Instructional Tasks

*Instructional Task 1* (MTR.4.1)

- Part A. Find objects in the classroom or that are shorter or longer than the given object and find the difference using the common unit.
- Part B. Discuss which tool was more appropriate to use and what strategy was used to find the difference.

### Instructional Items

*Instructional Item 1 *

- a. The glue stick is 9 cm. longer than the scissors.
- b. The glue stick and scissors are 8 cm. long.
- c. The scissors are 8 cm. longer than the glue stick.

**The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive*

## 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.2: Measure the lengths of two objects using the same unit (i.e., inch, foot, yard) and determine the difference between their measurements.

## Related Resources

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

## Formative Assessments

## Lesson Plans

## Teaching Idea

## MFAS Formative Assessments

Comparing Zigzag Segments:

Students are shown a zigzag figure and are asked to determine how much longer the longest segment is than the shortest.

Dragonflies and Grasshoppers:

Students shown images of a grasshopper and a dragonfly and are asked to determine how much longer one is than the other.

How Much Longer?:

Students are asked to determine how many inches longer one line segment is than another.

Walking Ants:

Students are shown the paths that two different ants took and are asked to determine how much longer one path is than the other.

## 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.