Grade 2

Tips for Helping at Home

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Questions to ask:

What is it that you don’t understand (have

the student be specific)?

What information do you need?

What strategies are you going to use?

Can you guess and check?

Does this make sense?

What can you do to explain your answer to

show others what you are thinking?

Does your answer seem reasonable?

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Think about when you use measurement in your

daily routines. Making furniture fit just right in

your home, cutting fabric, hemming clothes, or

hanging pictures on the wall are all common

examples of using your knowledge of measure-

ment.

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Think about the many paths you walk around

your home, both inside and out. Encourage

conversations with your child about the most

direct routes. Why is one path more efficient

than another?

Mathematical Emphasis

Investigation 1—Comparing Lengths

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Using direct and indirect comparison to compare lengths

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Using a non-standard unit to measure length

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Comparing the effects of measurement using units of

different size

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Communicating the need for using a standard unit

Investigation 2—Paths and Geo-Logo

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Moving along a path

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Visualizing and then representing a path

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Determining path length by iterating and counting units

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Comparing lengths of paths by comparing the number of

units used to measure each path

Websites

http://www.funbrain.com/measure/index.html

http://illuminations.nctm.org/ActivityDetail.aspx?ID=73

http://pbskids.org/cyberchase/games/inverseoperations/

inverseoperations.html

Measurement

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About Measurement

The focus of this unit is on using a va-

riety of tools for children to make

sense of measurement. The main

concepts to cover are measuring the

lengths of different objects and finding

lengths of paths.

Get your child involved: Consider a

measurement scavenger hunt!

Look for objects that are about as

long as some other item.

For example: What items around

your home are about the length of a

pencil? What items are the length

two pencils?

Goodrow, Ann. Investigations in Number, Data and Space: How

Long? How Far? Dale Seymour Publications, 1998.

Vocabulary

measure: To determine the range,

dimension, extent, volume or capacity

of anything.

estimate: To form or give an approxi-

mate opinion or calculation.

width: The distance of something

from side to side.

length: The distance of something

from end to end.

Other important terms to know:

forward, back, right, left, turn

Glossary

http://www.amathsdictionaryforkids.com/

Game

Turn Over 10

Materials: One deck of Numeral Cards 0-10 (four

of each) plus four wild cards

Players: 2 to 3

How to play

: The object of the game is to turn over

and collect combinations of cards that total 10.

1. Arrange the cards face down in four rows of five

cards. Place the rest of the deck face down in a pile.

2. Take turns. On a turn, turn over one card then an-

other. A wild card can be made into any number.

If the total is less than 10, turn over another card.

If the total is more than 10, your turn is over and the cards

are turned face down in the same place.

If the total is 10, take the cards and replace them with

cards from the deck. You get another turn.

3. Place each of your card combinations of 10 in sepa-

rate piles so they don’t get mixed up.

4. The game is over when no more 10’s can be made.

5. At the end of the game, make a list of the number

combinations for 10 that you made.