Unit Plan 8 (Grade 2 Math): Length—Measure, Estimate, and Compare

Focus: Measure length with rulers in inches and centimeters; make estimates using benchmarks; compare objects to decide how much longer/shorter using standard units.

Grade Level: 2

Subject Area: Mathematics (Measurement & Data)

Total Unit Duration: 5 sessions (one week), 35–45 minutes per session

I. Introduction

This week builds reliable measuring habits: selecting a tool, aligning to zero, iterating equal units without gaps/overlaps, and labeling units. Students estimate with benchmarks (about 1 inch/1 centimeter) before measuring and then decide how much longer/shorter one object is than another.

Essential Questions

• How do I choose the right tool and unit for what I’m measuring?
• Why should I estimate first, and how do benchmarks help?
• How do I figure out how much longer/shorter one object is than another using standard units?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Use rulers/metersticks/tape measures to measure the length of objects in inches and centimeters with correct alignment.
2. Iterate a unit (end-to-end) without gaps/overlaps and record measurements with unit labels.
3. Estimate lengths using benchmarks (about 1 inch, about 1 cm) and check estimates by measuring.
4. Compare two lengths and state how much longer/shorter using the difference in standard units.

Standards Alignment — CCSS Grade 2 (spiral across the unit)

• 2.MD.1: Measure lengths by selecting and using appropriate tools (rulers, yardsticks, metersticks, tape measures).
• 2.MD.2: Measure using the iteration of a length unit laid end to end, with no gaps/overlaps.
• 2.MD.3: Estimate lengths using units of inches, feet, centimeters, and meters.
• 2.MD.4: Measure to determine how much longer/shorter one object is than another; express the difference in a standard length unit.
• MP.5: Use appropriate tools strategically.

Success Criteria — Student Language

• I can estimate first with a benchmark and then measure to check.
• I can line up the zero, make equal jumps with no gaps/overlaps, and write the unit.
• I can tell how much longer/shorter one object is by finding the difference in inches or centimeters.