Last updated: 11/8/2022

Math: 2nd Grade- Trimester 3

(2)	NY-2.MD.2	Measure the length of an object twice, using different “length units” for the two measurements; describe how the two measurements relate to the size of the unit chosen.
(2)	NY-2.MD.3	Estimate lengths using units of inches, feet, centimeters, and meters.
(1)	NY-2.MD.8a	Count a mixed collection of coins whose sum is less than or equal to one dollar.
(1)	NY-2.MD.8b	Solve real world and mathematical problems within one dollar involving quarters, dimes, nickels, and pennies, using the ¢ (cent) symbol appropriately.
(1)	NY-2.MD.9	Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Present the measurement data in a line plot, where the horizontal scale is marked off in whole-number units.

How do you find the total value of a group of coins?

How do you order coins to help find the value?

How do you choose coins to show a money amount?

How can you choose coins to show a money amount in different ways?

How can you show the value of one dollar with coins?

Why is using a ruler similar to using a row of tiles to measure length?

How do you estimate the length of objects?

How do you use an inch/centimeter ruler to measure length?

How can you use addition and subtraction stategies to solve word problems involving length?

How do you choose a measuring tool?

How do you use known lengths to find unknown lengths?

How do you find the difference between the length of two objects?

How do you use a tally chart to record data from a survey?

How do you use a picture graph to show data?

How is a bar graph used to show data?

How do you make a bar graph to show data?

How does making a bar graph help when solving problems about data?

- Problem solving with categorical data

- Problem solving with coins and bills

-Creating and inch ruler

- Measuring and estimating length using customary and matric units

- Problem solving with customary and metric units

- Displaying measurment data

I Can:

- Sort and record data into a table using up to four categories.

- Draw and label a picture and bar graph to represent data with up to four categories.

- Relate the count scale to the number line.

- Solve word problems using data presented in a bar graph.

- Measue the length of an object using the appropriate tool .

- Estimate the length of an object using inches, feet, centemeters and meters.

- Comparing the length of two objects using standard and nonstandard units.

- Add and subtract using measurment units including inches, feet, centemeters and meters.

- Counting mixed coins using pennies, nickles, dimes and quarters.

- Solving real word math problems using money.

Go Math Resources

Smartboard lessons

Chapter 7 Go Math - Money and Time

Module 2

Module 7

Module 8

Personal White Boards

Tape Diagram

Large Clock

Student Clocks

Dice

Money (dollars and coins)

BrainPOP Dollars and Cents

BrainPOP Counting Coins

Eureka: Homework, Classwork and Templates- Module 7

Eureka: Assessments- Module 7

Module 2- End of Mod Assessment
Module 8- End of Mod Assessment
Module 8- Mid Mod Assessment
Module 7 Mid-Module Assessment.pdf

Module 7 End of Module Assessment.pdf

Go Math: Chapters 7-10

Mid chapter checkpoints and End of Chapter Assessments

(1)	NY-2.MD.1	Measure the length of an object to the nearest whole by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
(2)	NY-2.MD.2	Measure the length of an object twice, using different “length units” for the two measurements; describe how the two measurements relate to the size of the unit chosen.
(2)	NY-2.MD.3	Estimate lengths using units of inches, feet, centimeters, and meters.
(1)	NY-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.”
(1)	NY-2.MD.5	Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units.
(1)	NY-2.MD.6	Represent whole numbers as lengths from 0 on a number line with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line.

Why is using a ruler similar to using a row of tiles to measure length?

How do you estimate the length of objects?

How do you use an inch/centimeter ruler to measure length?

How can you use addition and subtraction stategies to solve word problems involving length?

How do you choose a measuring tool?

How do you use known lengths to find unknown lengths?

How do you find the difference between the length of two objects?

How did you decide which tool to use to measure appropriately?

- Understand concepts about the ruler

- Measure and estimate length using different measurement tools

- Measure and compare length using different length units

- Relate addition and subtraction to length

I Can:

- Measue the length of an object using the appropriate tool .

- Estimate the length of an object using inches, feet, centemeters and meters.

- Comparing the length of two objects using standard and nonstandard units.

- Add and subtract using measurment units including inches, feet, centemeters and meters.

Eureka: Homework, Classwork and Templates- Module 2

Eureka: Assessments- Module 2