Grade 2 Math

January 22nd-26th, 2024

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Standards: Measurement and Data:

2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

Daily Students will be able to
determine if an object is
Objectives
more or less than 1 meter.
Students will be able to Students will be able to Students will be able to Students will be able to
compare lengths in meters. measure items in compare lengths in measure items in
centimeters. centimeters. centimeters with a ruler not
starting at 0.

Materials ● Meter stick ● Pencil ● Centimeter stick ● white board eraser ● Centimeter ruler
● Workbook ● Workbook pages ● Crayon and marker ● Pencil
● Pencil ● Pencil ● Paper clip
● Anchor chart paper ● Addition items ● Eraser
● Chair around the ● Index card
● Teacher desk classroom ● String
● Door ● Centimeter ruler
● Pencil
● Crayon
● Glue stick
● Highlighter
 Direct Teacher will introduce the
concept by showing the
Instruction
students what a meter stick
looks like. The teacher will
state that the stick is equal
to 1 meter and is used to
measure the length or height
of large items. The teacher
will also state that
sometimes a meter is shown
as the letter m, so the
meterstick is equal to 1
meter or 1 m.
Afterwards, the teacher will
measure a workbook and
state “This workbook is less
than 1 meter.” Then the
teacher will measure the
door and state “The door is
more than 1 meter.”
The teacher will emphasize
that when measuring, less
means shorter than and
more means taller or longer
than.
Teacher will introduce the
concept by stating that the
heights and lengths of items
can be compared when you
put them side by side, but
we can also use our unit of
measure to compare
measurements.
The teacher will display two
items and their
measurements on the board.
Example: Fence A is equal to
3 meters and Fence B is
equal to 7 meters.
The teacher will state Fence
B is longer than Fence A.
After, the teacher will say,
we can see exactly how
much longer by subtracting.
The teacher will then
subtract the length of Fence
B from the length of Fence A
and state exactly how much
longer it is.
Teacher will introduce the
concept by showing the
students a meterstick. The
teacher will state that a
smaller unit of measure is
used for measuring things
that you know are smaller
than 1 meter. The teacher
will then show the students a
centimeter ruler and point
out the length of 1
centimeter. The teacher will
state that centimeter is
sometimes shown as the
letters cm.
After, the teacher will
demonstrate measuring a
crayon and a pencil and
writing down their
measurements in
centimeters.
Teacher will introduce the
concept by referring back to
Tuesday's lesson where the
students compared the
length of items in meters.
The teacher will state that
today we will be comparing
the lengths of items using
centimeters.
The teacher will demonstrate
measuring a paper clip and
an eraser using a centimeter
ruler. The teacher will be
sure to write down the
measurements of both items.
Then the teacher will answer
the following questions:
Which is longer, the
paperclip or the eraser? How
much longer? Which is
shorter, the paperclip or the
eraser? How much shorter?
Teacher will introduce the
concept by stating that we
can still find the
measurements of items with
a ruler that does not start at
zero or a broken ruler.
The teacher will demonstrate
measuring items using a
centimeter ruler but placing
the items in different parts
of the ruler.
The teacher will demonstrate
that in order to find the
correct measurement you
must count from the
beginning of your item to the
end of the item.
Example: Place the pencil at
3cm, count each centimeter
until the pencil ends and
there you have the
measurement. The teacher
will repeat the process with
the same item, starting at
different parts of the ruler to
show that it will measure the
same each time.
 Guided Students will work together
to measure items around the
Instruction
room and fill in the
sentences stating whether
they are less than or more
than a meter.
Items include:
-pencil
-anchor chart paper
-chair
-teacher desk
Independent Students will be shown a
picture of two items next to
Practice/Exit
a meter stick and they will
Ticket have to complete the
sentences below.
Students will work together
to complete a worksheet
that shows the
measurements of items in
meters.
Students will demonstrate
their understanding by
writing down which items
are longer and subtracting to
find out how much longer.
Example:
Item 1 = _______ meters
Item 2 = __________ meters
Item 1 is (longer/shorter)
than Item 2.
Item 1 is ______ meters
(longer/shorter) than Item 2
Students will be shown a
picture of two items next to
a meter stick and they will
have to complete the
sentences below.
Students will work together
to pick 3 items around the
room to measure using their
centimeter rulers. They will
be given a chart to fill out as
they work.
Item Measureme
nt in cm
Students will be given a post
it note. They will measure
the post it note in
centimeters and write down
the measurement. Once they
are done they will stick the
Students will work together Students will work together
to compare the to measure items starting at
measurement of items in different parts of the ruler.
centimeters.
Example: Starting at 5 cm, 2
Items include: cm, or 7 cm, how long is the
crayon?
-white board eraser and
marker
- pencil and crayon
-glue stick and highlighter
Students will answer the
following questions:
Which item is longer? How
much longer? Which item is
shorter? How much shorter?
Students will be given an Students will be given a
index card and a piece of worksheet that shows a
string. They will be asked to picture of an item on a
measure both items in broken ruler. They will be
centimeters and determine asked to measure the item in
which item is longer and how centimeters.
Directions: Fill in the blank Item 1 is (longer/shorter) post it note on the board. much longer.
with the word more or less. than item 2.

Item 1 is __________ than a Item 1 is _________ meters

meter.
(longer/shorter) than item 2.
Item 2 is ________ than a
meter.