# MAFS.2.MD.1.1Archived Standard

Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
General Information
Subject Area: Mathematics
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 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))
5001030: Art - Grade 2 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current))
5020090: STEM Lab Grade 2 (Specifically in versions: 2016 - 2022, 2022 and beyond (current))
7701030: Access Art Grade 2 (Specifically in versions: 2018 - 2019, 2019 - 2023, 2023 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 to the Nearest Foot:

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

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

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

Huff and Puff: A Lesson Focused on the Force of the Wind:

In this lesson students will be exploring the force of wind and its affect on objects. Students will use the engineering design process to sketch, build, and assess how their structure withstands different forces of wind.

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

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

Measuring Mania:

This lesson is a culminating activity for the end of a unit on measurement. Students focus on selecting tools for measuring various objects, justifying why they picked a certain tool.

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

Oh My! Meters or Centimeters?:

This lesson is designed to teach students how to use rulers to measure centimeters. They will also learn how to use a meter stick to measure centimeters and multiple meters at once. Additionally, they will be able to decide whether they should use meters or centimeters when measuring an object, based on it's overall size, and explain their decision.

Type: Lesson Plan

Might We Measure This?:

Students will use a ruler to measure. Students will measure footprints to try to find the real “foot-sized-foot”.

Type: Lesson Plan

Three Pigs 2.0 - An Engineering Design Challenge:

This Engineering Design Challenge is intended to help students apply the concepts of force from SC.2.P.13.1 (investigate the effect of applying various pushes and pulls on different objects) and the concept of wind from SC.2.E.7.4 (investigate that air is all around us and that moving air is wind) as they build structures to withstand the force of high-speed winds. It is not intended as an initial introduction to these concepts.

Type: Lesson Plan

Three Billy Goats Gruff Build a Bridge - An Engineering Design Challenge:

This Engineering Design Challenge is intended to help students apply the concepts of force from SC.2.P.13.1 (investigate the effect of applying various pushes and pulls on different objects) as they build bridges to hold the greatest load. It is also intended to help students apply the concepts of money from MAFS.2.MD.3.8 (Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \$ and ¢ symbols appropriately) as they strive to construct the most cost effective bridge. It is not intended as an initial introduction to these concepts.

Type: Lesson Plan

Discovering Math: Beginning Measurement:

Demonstrate the basic measures of length, width, height, weight, and temperature by measuring objects and recording the information.

• Demonstrate how time is measured by recording it to the nearest minute.
• Count money using coins and bills.

Type: Lesson Plan

## Teaching Ideas

How Big Am I-SeaWorld Classroom Activity:

In this activity, given various tools for measurement, students will be able to measure length. They will compare various units of measurement.

Type: Teaching Idea

Big as a Baby Whale-SeaWorld Classroom Activity:

In this activity, students will create life size chalk drawings of J.J. the gray whale to discover the size and growth rate of juvenile gray whales.

Type: Teaching Idea

## MFAS Formative Assessments

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 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.

## 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.