Grade 2: Measurement

Developing an understanding of linear measurement and facility in measuring lengths


Children develop an understanding of the meaning and processes of measurement, including such underlying concepts as estimation, measurement, and computation of lengths as they solve problems involving data, space, and movement through space.  They understand linear measure as an iteration of units and use rulers and other measurement tools with that understanding. They understand the need for equal-length units, the use of standard units of measure (centimetre and inch), and the inverse relationship between the size of a unit and the number of units used in a particular measurement (i.e., children recognize that the smaller the unit, the more iterations they need to cover a given length).  Finally children will be covering partitioning (the mental activity of slicing the length of an object into equal-sized units).

Directly Related Specific Curriculum Outcomes

P-D1  compare and order objects based on length, capacity, and mass  2-D1  identify procedures not involving units to be used to compare areas 3-D1  estimate and measure length in metres 
P-D2  sequence events 2-D2  demonstrate a sense of how long 1cm and 1m are 3-D2  estimate and measure capacity in millilitres and litres
P-D3  sort items based on measurement attributes 2-D3   estimate and measure length in non-standard and standard units 3-D3  estimate and measure mass in grams and kilograms
1-D1  identify procedures (not involving units) to compare and/or order lengths, capacities, and area 2-D4  recognize and explain why standard units are used 3-D4  estimate and measure area in non-standard units and square centimetres
1-D2  identify procedures (not involving units) to compare and/or order masses and durations of time 2-D5  demonstrate a sense of how much 1L is  3-D5  solve problems involving kilometres
1-D3  identify and use non-standard units to estimate and measure length, capacity, time, mass and area 2-D6  estimate and measure capacity in non-standard and standard units  3-D6  use appropriate units for capacity and mass
1-D4  read hours on an analog clock 2-D7  demonstrate a sense of how much 1Kg is   3-D7  read digital and analog clocks to the nearest five minutes
P-A6  interpret ordinal numbers 2-D8  estimate and measure mass using non-standard and standard units   3-D8  continue to solve a wide variety of measurement problems
P-A9  determine which group has more, which has less/fewer, or whether groups are equivalent  2-D9  estimate and measure time using non-standard units  4-D1 recognize and demonstrate that objects of various shapes can have the same area
P-C2  copy patterns based on measurement attributes
 2-D10  read hours and half-hours on a clock  4-D2  recognize and demonstrate that objects of the same area can have different perimeters
1-A1 compare two sets for size in a variety of ways  2-D11  explore properties of the calendar  4-D3  measure volume, using non-standard untis
1-A5 match quantities with numerals  2-D12  choose appropriate units with which estimate and measure, and perform the measurements  4-D4  estimate and determine the volume of rectangular prisms, using centimetre cubes
1-A9  order numbers and use ordinal language  2-D13  demonstrate an understanding that the size of unit used affects the number describing the measurement   4-D5  recognize that the measure of an angle indicates an amount of turn

1-C3  sequence events
 2-D14  demonstrate and understanding that 100cm make up 1 m  4-D6  estimate and measure angles, using non-standard units
1-E11  cover figures and fill shapes with countable non-standard units 2-A1  order numbers and use ordinal language   4-D7  use a thermometer to read temperatures

 4-D8  estimate and measure in millimetres, centimetres, decimetres, metres and kilometres
 4-D9  estimate and measure area in square centimetres

 4-D10  solve relevant problems involving millilitres and litres, grams and kilograms
   4-D11  relate dimensions and areas of rectangles to factors and products

3-E1 continue their development of spatial sense with emphasis on perceptual constancy

3-E2 recognize and represent angles that are less than/more than right angles
3-E7  build skeletons of various prisms and pyramids to focus on edges and vertices
3-E12  make the connection for rectangles between the arrays of squares forming them and the describing of their dimensions
4-A4  compare and order whole numbers
4-C4  understand how a change in either a or b in a+b, a-b, axb, or a/b will affect the result of the computation
4-E6  recognize, name, describe, and construct acute and obtuse angles  
4-E7  recognize, name, describe, and construct equilateral, isosceles, and scalene triangles 
4-E8  make generalizations about the angle, side length, and parallel side properties of the various quadrilaterals 
4-E9  sort quadrilaterals under property headings
4-E10  make generalizations about the numbers of vertices, edges, and faces of various prisms, pyramids, cones, and cylinders 

Possibly Related Specific Curriculum Outcomes

P-A7 recognize the meaning of halves when used in context 2-A3 estimate the size of numbers to the nearest multiple of 10 3-A1  compare and order whole numbers to the thousands
P-B1  count the results when small groups are combined 2-A4  identify simple fractions using models 3-A2  estimate the size of numbers to the nearest ten or hundred
P-B2  count the results when small groups are seperated 2-B1  recognize that multiplication can be used to determine the total amount in groups of  equal size 3-A3 use simple fractions to describe situations
P-B3  determine how many more one group has than another 2-B7 demonstrate an understanding of basic principles so addition 3-A7 extend the place-value system to model and record numbers involving tenths
P-C1 copy and extend patterns including those involving number shape, size and colour 2-B8  add 3 single-digit numbers                                                                             3-A8 order and compare decimals to tenths
P-E1 develop spatial sense, including position-in-space and the language associated with it  2-B9 model and perform the addition of two 2-digit numbers, with and without regrouping 3-B1 recognize several meanings for multiplications
P-E2 develop spatial sense, including eye-motor co-ordination 2-E1  develop aspects of spatial sense, including perceptual constancy, perception of spatial relationships, and visual discrimination   3-B6 add and subtract with and without regrouping (up to and including three-digit numbers)
P-E5  recognize, name, describe, and compare 3-D shapes (including sphere, cylinder, cone, and cube) and 2-D shapes (including square, triangle, circle, and rectangle) 2-E4 recognize, name, and represent parallel lines and right angles 3-B7 recognize principles of multiplication and division.
P-F1  collect and organize data about issues of personal interest 2-E8 recognize surfaces and faces of 3-D shapes 3-B9 continue to estimate in addition and subtraction situations
P-F2  form and interpret "people" graphs 2-E10 subdivide and change 2-D figures 3-C4 record a repeated addition pattern using multiplicative notation
P-F3  interpret and create real and picture graphs 2-F2 create and interpret pictographs and symbolic bar graphs 3-C5  recognize the meaning of open sentences of the forms
1-A2 create equivalent sets and sets that differ by small amounts 3-E8 predict the results of combining triangles and/or quadrilaterals
1-A4 sort sets based on number
3-F1  select appropriate strategies for collecting, recording, organizing, and describing relevant data
1-A8 demonstrate an understanding of simple fractional parts 3-F2  interpret and create pictographs in which each symbol represents more than one item
1-B1 recognize that addition is used to represent the joining of two groups 3-F3  create bar graphs using simple scales
1-B4  recognize that subtraction can be used to solve missing addend problems 3-F4  implement plans with respect to the collection of data
1-B5  recognize how to use addition or subtraction to solve comparison problems 4-A4  compare and order whole numbers
1B6  move freely among representing an addition or subtraction situation with a picture, a model, or a number sentence  4-A5  compare and order fractions
1-E1 develop aspects of spatial sense, including visual memory   4-A6  rename fractions with and without the use of models 
1-E2 develop aspects of spatial sense, including figure ground perception   4-A7  compare and order decimals with and without models
1-E4 recognize and represent angles 4-B1  add and subtract decimals involving tenths and hundredths, and whole numbers to five digits
1-E6  describe attributes of and sort and compare 2-D and 3-D shapes 4-B2 demonstrate an understanding of multiplication meanings and applications
1-E7  recognize 2-D figures in 3-D shapes 4-B13 estimate sums and differences of whole numbers and decimals
1-F1  collect and organize data  4-B15 mentally solve appropriate addition and subtraction computations
1-F2  interpret and create concrete and picture graphs 4-B16  mentally multiply 2-digit numbers by 10 or 100
1-F3  interpret and create pictographs and symbolic graphs 4-E1  draw various nets for rectangular prisms and cubes
1-F4 pose oral questions in relation to conducting surveys and/or interpreting data 4-E2  construct models for various cylinders, cones, prisms, and pyramids
4-E3  construct shapes given isometric drawings
4-E4  explore relationships among 3-D shapes
4-F1  recognize and use a variety of methods for the collection and organization of data
4-F3  read and interpret bar graphs, line graphs, pictographs and stem-and-leaf plots
4-F4  display position, using ordered pairs on a grid
4-F5  construct bar graphs, pictographs and stem-and-leaf plots
4-F6  interpolate data from a display

Web page created by Joanna Wetmore and Cathie Wiggs
This page was last updated: 4/1/2007

[4173] [School of Education] [Acadia University] [Copyright info]
Web site maintained by David A Reid