{"id":5965,"date":"2023-12-13T10:20:50","date_gmt":"2023-12-13T04:50:50","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=5965"},"modified":"2023-12-14T17:08:15","modified_gmt":"2023-12-14T11:38:15","slug":"envision-math-common-core-grade-2-answer-key-topic-12","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-2-answer-key-topic-12\/","title":{"rendered":"enVision Math Common Core Grade 2 Answer Key Topic 12 Measuring Length"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Grade 2 Answer Key<\/a>\u00a0Topic 12 Measuring Length<\/strong>\u00a0regularly and improve your accuracy in solving questions.<\/p>\n

enVision Math Common Core 2nd Grade Answers Key Topic 12 Measuring Length<\/h2>\n

Essential Question:<\/strong>
\nWhat are ways to measure length?
\n\"Envision<\/p>\n

enVision STEM Project: Growing and Measuring<\/strong>
\nFind Out Grow bean plants. Give them numbers. Put some in sunlight. Put some in a dark place. Water some of the plants. Do not water some of the plants. See how the plants in each group grow.<\/p>\n

Journal: Make a Book Show what you learn in a book. In your book, also:<\/p>\n

    \n
  • Tell if plants need sunlight and water to grow.<\/li>\n
  • Find plants to measure. Draw pictures of the plants. Tell how tall each plant is.<\/li>\n<\/ul>\n

    Review What You Know<\/strong><\/p>\n

    Vocabulary<\/strong>
    \nQuestion 1.
    \nDraw a line under the bat to show its length.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-12-Measuring-Length-2-1\"<\/p>\n

    Question 2.
    \nSchool is getting out. Circle a.m. or p.m.
    \n\"Envision
    \nAnswer:
    \n4 pm.<\/p>\n

    Explanation:
    \nThe time shown on the clock is 4 pm.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-12-Measuring-Length-3-1\"<\/p>\n

    Question 3.
    \nDraw clock hands to show quarter past 10.
    \n\"Envision
    \nAnswer:
    \n10:25.<\/p>\n

    Explanation:
    \nThe clock shows 10:25.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-12-Measuring-Length-4-1\"<\/p>\n

    \"Measuring<\/p>\n

    Estimating and Measuring Length<\/strong>
    \nQuestion 4.
    \nUse snap cubes.
    \n\"Envision
    \nEstimate the length.
    \nabout ________ cubes
    \nMeasure the length.
    \nabout ________ cubes
    \nAnswer:
    \nThe estimated length is about 2 cubes.
    \nThe measuring length is about 2 cubes.<\/p>\n

    Explanation:
    \nThe estimated length of the above image is two cubes and the length of the measurement is two cubes.<\/p>\n

    Question 5.
    \nUse snap cubes.
    \n\"Envision
    \nEstimate the length.
    \nabout ________ cubes
    \nMeasure the length.
    \nabout ________ cubes
    \nAnswer:
    \nThe estimated length is about 3 cubes.
    \nThe measuring length is about 3 cubes.<\/p>\n

    Explanation:
    \nThe estimated length of the above image is three cubes and the length of the measurement is three cubes.<\/p>\n

    Skip Counting<\/strong>
    \nQuestion 6.
    \nWrite the missing numbers.
    \n5, 10, _____, 20, _____
    \n210, 220, _____, 240
    \n400, ____, 600, 700
    \n\"Envision
    \nAnswer:
    \n5, 10, 15, 20, 25.
    \n210, 220, 230, 240.
    \n400, 500, 600, 700.<\/p>\n

    Explanation:
    \nThe difference between the first number and the second number is 10 – 5 which is 5, so the missing numbers are 15,25.
    \n5, 10, 15, 20, 25.
    \nThe difference between the second number and the first number is 220 – 210 which is 10, so the missing number is 230.
    \n210, 220, 230, 240.
    \nThe difference between the last number and the last before the number is 700 – 600 which is 100, so the missing numbers are 400, 500, 600, 700.<\/p>\n

    \"\"<\/p>\n

    Pick a Project<\/strong><\/p>\n

    PROJECT 12A
    \nHow are measurements used to design clothing?
    \nProject: Measure Feet and Create Sock Designs
    \n\"Envision<\/p>\n

    Answer:
    \nHere, we will place a tape measure on the floor and we will take a position back of the heel at the zero marks on the tape. Then we will measure to the longest toe. And with the foot circumstances, we will make sure the sock wearer’s foot is placed on the ground. So we can get an accurate measurement.<\/p>\n

    PROJECT 12B
    \nWhat units should you use to measure longer distances?
    \nProject: Compare the Measurements of Sports Fields
    \n\"Envision<\/p>\n

    Answer:
    \nWe will use kilometers to measure the longer distances.<\/p>\n

    PROJECT 12C
    \nWhat can help you remember different measurement facts?
    \nProject: Create a Booklet of Measurement Rhymes
    \n\"Envision<\/p>\n

    PROJECT 12D
    \nHow long or how tall are some animals and insects?
    \nProject: Make a Poster of Snake Lengths
    \n\"Envision<\/p>\n

    Lesson 12.1 Estimating Length<\/h3>\n

    Solve & Share<\/strong>
    \nYour thumb is about 1 inch long. Use your thumb to find three objects that are each about 1 inch long. Draw the objects. From your elbow to your fingers is about I foot long. Use this part of your arm to find three objects that are each about I foot long. Draw the objects.
    \nI can … estimate the length of an object by relating the length of the object to a measurement I know.
    \n\"Envision<\/p>\n

    Answer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-12-Measuring-Length-12-1\"<\/p>\n

    Visual Learning Bridge
    \n\"Envision<\/p>\n

    Convince Me! Is your height closer to 4 feet or 4 yards? How do you know?
    \nAnswer:
    \nYes, my height is closer to 4 feet or 4 yards.<\/p>\n

    Explanation:
    \nGiven that some objects and their estimated lengths. So, here we have 3 + 3 + 3 + 3 which is 12 feet. As 1 yard is 3 feet, so 12 feet is 4 yards. So my height is closer to 4 feet or 4 yards.<\/p>\n

    Guided Practice<\/strong><\/p>\n

    Write the name and length of an object whose length you know. Then use that object to help you estimate the length of the object shown.
    \n\"Envision
    \nAnswer:
    \nPencil is 6 inch long.
    \nBook is 1 foot long.
    \nDesk is 2 feet long.<\/p>\n

    Explanation:
    \nThe pencil is about 6 inch long and my book is 1 foot long and my desk is about 2 feet long.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-12-Measuring-Length-14-1\"<\/p>\n

    Independent Practice<\/strong><\/p>\n

    Write the name and length of an object whose length you know. te Then use that object to help you estimate the length of the object shown.
    \n\"Envision
    \nAnswer:
    \nMy thumb is 1 inch long.
    \nMy hand is about 6 inches long.
    \nMy book is 1 foot long.
    \nMy chair is about 3 feet high.<\/p>\n

    Explanation:
    \nMy thumb is 1 inch long.
    \nMy hand is about 6 inches long.
    \nMy book is 1 foot long.
    \nMy chair is about 3 feet high.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-12-Measuring-Length-15-1\"<\/p>\n

    \"Measuring<\/p>\n

    Question 5.
    \nHigher Order Thinking Would you estimate the distance from your classroom to the principal’s office in inches, feet, or yards? How many units? Explain.
    \n\"Envision
    \nAnswer:
    \nGiven that the estimated distance from your classroom to the principal’s office is a gaint step is about a yard. So we would use yards because it covers more length at one time.<\/p>\n

    Problem Solving<\/strong><\/p>\n

    Solve each problem.
    \nQuestion 6.
    \nVocabulary<\/strong> Complete each sentence using one of the words below.
    \nexact
    \nestimated
    \ninch
    \nyard
    \nAn ___________ measurement is a good guess.
    \nThe height of a kitchen window is about 1 ________.
    \nA small paper clip is about 1 _______ long.
    \nAnswer:
    \nAn estimated measurement is a good guess.
    \nThe height of a kitchen window is about 1 yard.
    \nA small paper clip is about 1 inch long.<\/p>\n

    Question 7.
    \nReasoning<\/strong> Joy and Kyle estimate the height of their classroom. Joy estimates the height to be 10 feet. Kyle estimates the height to be 10 yards. Who has the better estimate? Explain.
    \nAnswer:
    \nGiven that Joy and Kyle estimate the height of their classroom and Joy estimates the height to be 10 feet and Kyle estimates the height to be 10 yards. So Joy has the better estimation as we know that 1 yard is 3 feet and 10 yards is 30 feet which is big.<\/p>\n

    Question 8.
    \nHigher Order Thinking<\/strong> A city wants to build a bridge over a river. Should they plan out an exact length of the bridge, or is an estimated length good enough? Explain.
    \nAnswer:
    \nHere, we need an exact length because then cars or people would tall so if it was too short<\/p>\n

    Question 9.
    \nAssessment Practice<\/strong> Draw a line from each estimate to a matching object.
    \n\"Envision
    \nAnswer:
    \nThe book is about 1 foot and the stamp is about 1 inch and the umbrella is about 1 yard.<\/p>\n

    Explanation:
    \nIn the above image, we can see that the book is about 1 foot and the stamp is about 1 inch and the umbrella is about 1 yard.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-12-Measuring-Length-17-1\"<\/p>\n

    Lesson 12.2 Measure with Inches<\/h3>\n

    Solve & Share<\/strong>
    \nThe orange square is I inch long. How can you use I inch squares to find the length of the line in inches? Measure the line and explain.
    \nI can … estimate measures and use a ruler to measure length and height to the nearest inch.
    \n\"Envision
    \nThe line is about _____ inches long.<\/p>\n

    Answer:
    \nThe line is about 5 inches long.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-12-Measuring-Length-18-1\"<\/p>\n

    Visual Learning Bridge
    \n\"Envision<\/p>\n

    Convince Me! Use a ruler to measure. What classroom objects are about 12 inches long?<\/p>\n

    Answer:
    \nThe classroom objects which are about 12 inches long is books, plates, sink, Chromebook and tissue box.<\/p>\n

    Guided Practice<\/strong><\/p>\n

    Estimate the height or length of each real object. Then use a ruler to measure to the nearest inch.
    \nQuestion 1.
    \n\"Envision<\/p>\n

    \"Envision<\/p>\n

    Question 2.
    \n\"Envision
    \nAnswer:
    \nThe estimated length of the pencil case is about 8 inches and the measured value is about 7 inches.<\/p>\n

    Independent Practice<\/strong><\/p>\n

    Estimate the height or length of each real object. Then use a ruler to measure. Compare your estimate and measurement.
    \nQuestion 3.
    \n\"Envision
    \nAnswer:
    \nThe estimated width of the bag is about 6 inches and the measured value is about 12 inches.<\/p>\n

    \"Envision<\/p>\n

    Question 4.
    \n\"Envision
    \nAnswer:
    \nThe estimated length of the paintbrush is about 5 inches and the measured value is about 8 inches.<\/p>\n

    Question 5.
    \n\"Envision
    \nAnswer:
    \nThe estimated height of a cup is about 4 inches and the measured value is about 6 inches.<\/p>\n

    \"Envision<\/p>\n

    Question 6.
    \n\"Envision
    \nAnswer:
    \nThe estimated length of a crayon box is about 4 inches and the measured value is about 5 inches.<\/p>\n

    Higher Order Thinking<\/strong> Think about how to use a ruler to solve each problem.<\/p>\n

    Question 7.
    \nJason measures an object. The object is just shorter than the halfway mark between 8 and 9 on his inch ruler. How long is the object?
    \nabout _______ inches
    \nAnswer:
    \nThe length of the object is about 8 inches.<\/p>\n

    Explanation:
    \nGiven that Jason measures an object and the object is just shorter than the halfway mark between 8 and 9 on his inch ruler, so the length of the object is about 8 inches.<\/p>\n

    Question 8.
    \nGina measures an object. The object is just longer than the halfway mark between 9 and 10 on her inch ruler. How long is the object?
    \nabout _______ inches
    \nAnswer:
    \nThe length of the object is about 10 inches.<\/p>\n

    Explanation:
    \nGiven that Gina measures an object and the object is just longer than the halfway mark between 9 and 10 on her inch ruler. So the length of the object is about 10 inches.<\/p>\n

    Problem Solving<\/strong><\/p>\n

    Solve each problem.
    \nQuestion 9.
    \nExplain Pam says that each cherry is about 1 inch wide. Is she correct? Explain.
    \n\"Envision
    \nAnswer:
    \nYes, she is correct.<\/p>\n

    Explanation:
    \nAs Pam says that each cherry is about 1 inch wide, yes she is correct. Because it is longer than the halfway mark.<\/p>\n

    Question 10.
    \nVocabulary<\/strong> Find an object in the classroom that measures about 6 inches. Write a sentence to describe the object. Use these words.
    \nestimate
    \ninches
    \nAnswer:
    \nEstimated: 8 inches.
    \nActual: 10 inches.<\/p>\n

    Explanation:
    \nThe estimated length of the chrome book is about 8 inches and its actual length of the chrome book is about 10 inches.<\/p>\n

    Question 11.
    \nHigher Order Thinking<\/strong> Explain how to use an inch ruler to measure the length of an object.
    \nAnswer:
    \nI would hold up the ruler next to the object to measure.<\/p>\n

    Question 12.
    \nAssessment Practice<\/strong> Use a ruler. About how many inches long are the two stamps together?
    \n\"Envision
    \nA. 4 inches
    \nB. 3 inches
    \nC. 2 inches
    \nD. 1 inch
    \nAnswer:
    \n2 inches.<\/p>\n

    Explanation:
    \nThe length of the two stamps together is 2 inches.<\/p>\n

    Lesson 12.3 Inches, Feet, and Yards<\/h3>\n

    Solve & Share<\/strong>
    \nWhich objects in the classroom are about 1 inch, about I foot, and about 1 yard long? Show these objects below.
    \nI can … estimate measures and use tools to measure the length and height of objects to the nearest inch, foot, and yard.
    \nabout 1 inch
    \nabout 1 foot
    \nabout 1 yard<\/p>\n

    Visual Learning Bridge
    \n\"Envision<\/p>\n

    Convince Me! Would you measure the length of a school building in inches or yards? Why?
    \nAnswer:
    \nYards.<\/p>\n

    Explanation:
    \nThe length of the school building is measured in yards because they are large units.<\/p>\n

    Guided Practice<\/strong><\/p>\n

    Match each object with a reasonable estimate of its length.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-12-Measuring-Length-32-1\"<\/p>\n

    Independent Practice<\/strong><\/p>\n

    Estimate the length of each real object. Choose a ruler, yardstick, or measuring tape to measure. Write the tool you used.
    \n\"Envision<\/p>\n

    \"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-12-Measuring-Length-33-1\"
    \nQuestion 4.
    \n\"Envision
    \nAnswer:
    \n3 feet.<\/p>\n

    Explanation:
    \nThe length of the pencil is about 3 feet.<\/p>\n

    Question 5.
    \n\"Envision
    \nAnswer:
    \n6 feet.<\/p>\n

    Explanation:
    \nThe length of the table is about 6 feet.<\/p>\n

    Question 6.
    \n\"Envision
    \nAnswer:
    \n11 feet.<\/p>\n

    Explanation:
    \nThe length of the door is about 11 feet.<\/p>\n

    Question 7.
    \nHigher Order Thinking<\/strong> Explain how you could use a foot ruler to measure the length of a room in feet.
    \nAnswer:
    \nWe will start at one end and then we will make a mark for one foot. Then we will move the ruler to the mark and measure a second foot then we will keep going to the end of the room.<\/p>\n

    Problem Solving<\/strong><\/p>\n

    Solve each problem.
    \nQuestion 8.
    \nGeneralize Circle the real object that is about 4 feet in length.
    \n\"Envision
    \nAnswer:
    \nThe real object that is about 4 feet in length is a cycle.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-12-Measuring-Length-37-1\"<\/p>\n

    Question 9.
    \nNumber Sense<\/strong> Explain how to use a yardstick to measure the length of an object. Estimate the length of your classroom in yards. Then measure.
    \nAnswer:
    \nA yardstick is used to measure larger objects. A yardstick also has inches on it.<\/p>\n

    Question 10.
    \nHigher Order Thinking<\/strong> Find an object in the classroom that you estimate measures about 2 feet. Draw the object.
    \nWhat tool would you use to measure it? Explain why you chose the tool you did.
    \nAnswer:
    \nBookshelves.<\/p>\n

    Explanation:
    \nThe object in the classroom is bookshelves and I would use a book to measure because they are 1 foot.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-12-Measuring-Length-37-2\"<\/p>\n

    Question 11.
    \nAssessment Practice<\/strong> Jon sets two of the same real objects next to each other. Together, they have a length of about 4 feet. Which is the object Jon uses?
    \n\"Envision
    \nAnswer:
    \nTable.<\/p>\n

    Explanation:
    \nIn the above objects which are about 4 feet is table.<\/p>\n

    Lesson 12.4 Measure Length Using Different Customary Units<\/h3>\n

    Solve & Share<\/strong>
    \nChoose an object. Measure your object in feet. Then measure it in inches. Do you need more units of feet or inches to measure your object? Why?
    \nI can … estimate and measure the length and height of objects in inches, feet, and yards.
    \n\"Envision
    \nabout ______ feet long
    \nabout ________ inches long<\/p>\n

    Answer:
    \nabout 1 foot long,
    \nabout 12 inches long.<\/p>\n

    Explanation:
    \nHere, my laptop is about 1 foot long and it is about 12 inches long. I need more units of inches because it took 12 of them.<\/p>\n

    Visual Learning Bridge
    \n\"Envision<\/p>\n

    Convince Me! Juan measures the height of a wall in his room. He lines the wall with one-foot rulers. He could find this height with yardsticks. Would Juan need more rulers or yardsticks? Explain.<\/p>\n

    Guided Practice<\/strong><\/p>\n

    Measure each real object using different units. Circle the unit you use more of to measure each object.
    \nQuestion 1.
    \n\"Envision
    \nabout ______ feet
    \nabout _______ yards
    \nI use more units of:
    \nfeet
    \nyards
    \nAnswer:
    \nabout 3 feet.
    \nabout 1 yard.<\/p>\n

    Explanation:
    \nThe measurement of the object in the above image is about 3 feet and about 1 yard.<\/p>\n

    Question 2.
    \n\"Envision
    \nabout ______ feet
    \nabout ______ inches
    \nI use more units of:
    \ninches
    \nfeet
    \nAnswer:
    \nabout 3 feet.
    \nabout 36 inches.<\/p>\n

    Explanation:
    \nThe measurement of the object in the above image is about 3 feet and about 36 inches.<\/p>\n

    Independent Practice<\/strong><\/p>\n

    Measure each real object using different units. Circle the unit you use fewer of to measure each object.
    \nQuestion 3.
    \n\"Envision
    \nabout _______ inches
    \nabout _______ feet
    \nI use fewer units of:
    \ninches
    \nfeet
    \nAnswer:
    \nabout 3 feet.
    \nabout 36 inches.<\/p>\n

    Explanation:
    \nThe measurement of the object in the above image is about 3 feet and about 36 inches.<\/p>\n

    Question 4.
    \n\"Envision
    \nabout _______ feet
    \nabout _______ yards
    \nabout
    \nI use fewer units of:
    \nfeet
    \nyards
    \nAnswer:
    \nabout 6 feet.
    \nabout 2 yards.<\/p>\n

    Explanation:
    \nThe measurement of the object in the above image is about 6 feet and about 2 yards.<\/p>\n

    Question 5.
    \n\"Envision
    \nabout _______ feet
    \nabout _______ yards
    \nI use fewer units of:
    \nfeet
    \nyards
    \nAnswer:
    \nabout 3 feet.
    \nabout 1 yard.<\/p>\n

    Explanation:
    \nThe measurement of the object in the above image is about 3 feet and about 1 yard.<\/p>\n

    Number Sense<\/strong> Circle the best estimate for the length of each object.
    \nQuestion 6.
    \nAbout how long is a key?
    \n2 inches
    \n2 feet
    \n2 yards
    \nWhich tool would you use to measure the length of a key?
    \nAnswer:
    \nRuler.
    \nAnd the length is 2 inches.<\/p>\n

    Explanation:
    \nThe tool would we use to measure the length of a key is a Ruler and the length of a key is 2 inches.<\/p>\n

    Question 7.
    \nAbout how long is a suitcase?
    \n2 inches
    \n2 feet
    \n2 yards
    \nWhich tool would you use to measure the length of a suitcase?
    \nAnswer:
    \nRuler.
    \nAnd the length is 2 feet.<\/p>\n

    Explanation:
    \nThe tool would we use to measure the length of a suitcase is a Ruler and the length of a key is 2 feet<\/p>\n

    Problem Solving<\/strong><\/p>\n

    Solve each problem.
    \nQuestion 8.
    \nUse Tools Measure the length of an object in your classroom using two different units.
    \nObject: ___________
    \nabout ________ about _________
    \nWhich unit did you use more of?
    \nCircle which tool you used.
    \nruler
    \nyardstick
    \nmeasuring tape
    \nAnswer:<\/p>\n

    Question 9.
    \nHigher Order Thinking<\/strong> Andrew wants to measure the length of a football field. Should he use feet or yards to measure it? Which tool should he use? Explain.
    \nAnswer:
    \nAndrew uses yards.<\/p>\n

    Explanation:
    \nHere, Andrew wants to measure the length of a football field, so he uses yards to measure. Because the football field is very long. So he uses yards.<\/p>\n

    Question 10.
    \nAssessment Practice<\/strong> Which unit would you need the fewest of to measure the length of the table?
    \n\"Envision
    \nA. inches
    \nB. feet
    \nC. yards
    \nD. all the same
    \nAnswer:
    \nThe table is measured in yards.<\/p>\n

    Explanation:
    \nThe fewest of to measure the length of the table is yards, as the length of the table will be one yard.<\/p>\n

    Question 11.
    \nAssessment Practice<\/strong> Which is the best estimate for the length of a vegetable garden?
    \n\"Envision
    \nA. about 5 inches
    \nB. about I foot
    \nC. about 5 yards
    \nD. about 20 inches
    \nAnswer:
    \nAbout 5 yards.<\/p>\n

    Explanation:
    \nThe best estimate for the length of a vegetable garden is about 5 yards.<\/p>\n

    Lesson 12.5 Measure with Centimeters<\/h3>\n

    Solve & Share
    \n<\/strong>The green cube is I centimeter long. How can you use I centimeter cubes to find the length of the line in centimeters? Measure the line and explain.
    \nI can … estimate measures and use a ruler to measure length and height to the nearest centimeter.
    \n\"Envision
    \nThe line is about _______ centimeters long.<\/p>\n

    Answer:
    \nThe line is about 7 centimeters long.<\/p>\n

    Explanation:
    \nThe line is about 7centimeters long.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-12-Measuring-Length-48-1\"<\/p>\n

    Visual Learning Bridge
    \n\"Envision<\/p>\n

    Convince Mel Explain how you know the length of the paper clip above is about 3 centimeters long.<\/p>\n

    Answer:
    \nWe can see where it is measured on the ruler.<\/p>\n

    Guided Practice<\/strong><\/p>\n

    Estimate the height or length of each real object. Use a ruler to measure to the nearest centimeter.
    \nQuestion 1.
    \n\"Envision<\/p>\n

    \"Envision<\/p>\n

    Answer:
    \nThe estimated length is 15 centimeters and the actual measure is 18 centimeters.<\/p>\n

    Explanation:
    \nThe estimated length of the stapler is about 15 centimeters and the actual measurement is 18 centimeters.<\/p>\n

    Question 2.
    \n\"Envision
    \nAnswer:
    \nThe estimated length is 22 centimeters and the actual measure is 25 centimeters.<\/p>\n

    Explanation:
    \nThe estimated length of the stapler is about 22 centimeters and the actual measurement is 25 centimeters.<\/p>\n

    Independent Practice<\/strong><\/p>\n

    Estimate the width, height, or length of each real object. Then use a ruler to measure. Compare your estimate and measurement.
    \n\"Envision
    \nQuestion 3.
    \n\"Envision
    \nwidth of a shoelace
    \nAnswer:
    \nThe estimated width is 3 centimeters and the actual measure is 2 centimeters.<\/p>\n

    Explanation:
    \nThe estimated width of the shoelace is about 3 centimeters and the actual measurement is 2 centimeters.<\/p>\n

    Question 4.
    \n\"Envision
    \nwidth of a chair
    \nAnswer:
    \nThe estimated width is 25 centimeters and the actual measure is 35 centimeters.<\/p>\n

    Explanation:
    \nThe estimated width of the shoelace is about 25 centimeters and the actual measurement is 35 centimeters.<\/p>\n

    Question 5.
    \n\"Envision
    \nlength of a pencil
    \nAnswer:
    \nThe estimated length is 15 centimeters and the actual measure is 12 centimeters.<\/p>\n

    Explanation:
    \nThe estimated length of a pencil is about 15 centimeters and the actual measurement is 12 centimeters.<\/p>\n

    \"Envision<\/p>\n

    Question 6.
    \n\"Envision
    \nheight of scissors
    \nAnswer:
    \nThe estimated height is 10 centimeters and the actual measure is 13 centimeters.<\/p>\n

    Explanation:
    \nThe estimated height of the scissors is about 10 centimeters and the actual measurement is 13 centimeters.<\/p>\n

    Higher Order Thinking<\/strong> Explain whether each estimate is reasonable or not.
    \nQuestion 7.
    \nJosh estimated that the length of his reading book is about 6 centimeters.
    \nAnswer:
    \nNo, Josh estimated length is not correct.<\/p>\n

    Explanation:
    \nNo, Josh estimated length is not correct. Because 6 centimeters is too small.<\/p>\n

    Question 8.
    \nShae estimated that the height of her desk is about 10 centimeters.
    \nAnswer:
    \nNo, Shae estimated height is not correct.<\/p>\n

    Explanation:
    \nNo, Josh estimated height is not correct. Because 10 centimeters is too small.<\/p>\n

    Problem Solving<\/strong><\/p>\n

    Solve each problem.
    \nQuestion 9.
    \nVocabulary<\/strong> Find an object that is about 10 centimeters long. Write a sentence to describe your object using these words.
    \ncentimeters
    \nestimate
    \nAnswer:
    \nHere, we have taken the eraser as an object which is about 10 centimeters long. The estimated length of the eraser is about 12 centimeters.<\/p>\n

    Question 10.
    \nLook for Patterns Nick wants to put another pen end to end with this one. About how long would the two pens be together?
    \nabout _________ centimeters
    \n\"Envision
    \nAnswer:
    \n14 centimeters.<\/p>\n

    Explanation:
    \nThe length of the two pens be together would be 7 + 7 which is 14 centimeters.<\/p>\n

    Question 11.
    \nHigher Order Thinking<\/strong> Paul says that a toothbrush is about 19 centimeters long. Sarah says it is about 50 centimeters long. Who is correct? Explain.
    \nAnswer:
    \nPaul is correct.<\/p>\n

    Explanation:
    \nPaul is correct, we know that by measuring. So Sarah is wrong.<\/p>\n

    Question 12.
    \nAssessment Practice<\/strong> Mary measures the length of her eraser to the nearest centimeter. What is the length of her eraser to the nearest centimeter?
    \n__________ centimeters
    \n\"Envision
    \nAnswer:
    \n4 centimeters.<\/p>\n

    Explanation:
    \nThe length of her eraser to the nearest centimeter is centimeters.<\/p>\n

    Lesson 12.6 Centimeters and Meters<\/h3>\n

    Solve & Share<\/strong>
    \nWhich objects in the classroom are about 3 centimeters long? Which objects are about I meter long?
    \nShow these objects below.
    \nI can … estimate measures and use a ruler, a meter stick, or a tape measure to measure length and height to the nearest centimeter or meter.
    \nabout 3 centimeters
    \nabout 1 meter<\/p>\n

    Answer:
    \nSharpener lid, pencil, and a marker cap.<\/p>\n

    Explanation:
    \nThe objects that are about 3 centimeters long are a sharpener lid, pencil, and a marker cap.<\/p>\n

    Visual Learning Bridge
    \n\"Envision<\/p>\n

    Convince Me! Would you measure the length of a house in centimeters or meters? Why?<\/p>\n

    Answer:
    \nMeters.<\/p>\n

    Explanation:
    \nThe length of the house is measured in meters because meters are a bigger unit of measurement.<\/p>\n

    Guided Practice<\/strong><\/p>\n

    Match each object with a reasonable estimate of its length.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-12-Measuring-Length-62-1\"<\/p>\n

    Independent Practice<\/strong><\/p>\n

    Estimate the length or height of each real object shown. Then choose a tool and measure. Compare your estimate and measurement.
    \n\"Envision
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-12-Measuring-Length-63-1\"
    \nQuestion 5.
    \n\"Envision
    \nAnswer:
    \nThe estimated length is 5 cm and the measured value is 6 cm.<\/p>\n

    Explanation:
    \nThe estimated length of the above object is about 5 cm and the measured value is about 6 cm. We have used a ruler to measure the object.<\/p>\n

    Question 6.
    \n\"Envision
    \nAnswer:
    \nThe estimated height is 1 m and the measured value is 1 m.<\/p>\n

    Explanation:
    \nThe estimated height of the above object is about 1 m and the measured value is about 1 m. We have used a meterstick to measure the object.<\/p>\n

    Question 7.
    \n\"Envision
    \nAnswer:
    \nThe estimated length is 8 cm and the measured value is 12 cm.<\/p>\n

    Explanation:
    \nThe estimated length of the above object is about 8 cm and the measured value is about 12 cm. We have used a ruler to measure the object.<\/p>\n

    Question 8.
    \n\"Envision
    \nAnswer:
    \nThe estimated height is 1 m and the measured value is 1 m.<\/p>\n

    Explanation:
    \nThe estimated height of the above object is about 1 m and the measured value is about 1 m. We have used a meterstick to measure the object.<\/p>\n

    Question 9.
    \nTom uses a meter stick to measure the length of a fence. He places the meter stick 5 times on the fence to measure from one end to the other end. How long is the fence?
    \n________ meters
    \nAnswer:
    \n5 meters.<\/p>\n

    Explanation:
    \nHere, Tom uses a meter stick to measure the length of a fence and he places the meter stick 5 times on the fence to measure from one end to the other end, so the length of the fence is 5 meters.<\/p>\n

    Question 10.
    \nHigher Order Thinking<\/strong> Debbie says that her doll is about 30 meters long. Do you think this is a good estimate? Why or why not?
    \nAnswer:
    \nNo, Debbie’s estimation is incorrect.<\/p>\n

    Explanation:
    \nNo, Debbie’s estimation is incorrect because it is too big.<\/p>\n

    Problem Solving<\/strong><\/p>\n

    Solve each problem.
    \nQuestion 11.
    \nBe Precise Choose an object to measure. Use metric units. Estimate first and then measure.
    \nDraw the object and write your estimate and measurement. Was your estimate reasonable?
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 12.
    \nCircle the real object that would be about 2 meters long.
    \n\"Envision
    \nAnswer:
    \nObject 1 is about 2 meters longer than object 2.<\/p>\n

    Explanation:
    \nHere, Object 1 is about 2 meters longer than object 2.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-12-Measuring-Length-69-1\"<\/p>\n

    Question 13.
    \nHigher Order Thinking<\/strong> Each side of a place-value cube is I centimeter long. Use a place-value cube to draw a 5-centimeter ruler.
    \nAnswer:
    \nHere, we have placed I centimeter long 5 cubes.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-12-Measuring-Length-48-1\"<\/p>\n

    Question 14.
    \nAssessment Practice<\/strong> Choose an appropriate tool. Measure each line. Which lines are at least 6 centimeters long? Choose all that apply.
    \n\"Envision
    \nAnswer:
    \nOption A and Option B are at least 6 centimeters long.<\/p>\n

    Lesson 12.7 Measure Length Using Different Metric Units<\/h3>\n

    Solve & Share<\/strong>
    \nMeasure this pencil in inches. Then measure it again in centimeters. Which measurement has more units?
    \nI can … measure the length and height of objects using different metric units.
    \n\"Envision
    \nabout _________ inches
    \nabout _________ centimeters
    \nWhich has more units? ___________<\/p>\n

    Answer:
    \nabout 6 inches,
    \nabout 15 centimeters.
    \nCentimeter has more units.<\/p>\n

    Explanation:
    \nThe length of the pencil in inches is about 6 inches and in centimeters, it is about 15 centimeters. So, here centimeter has more units.<\/p>\n

    Visual Learning Bridge
    \n\"Envision<\/p>\n

    Convince Me! Tina measures the length of a room with centimeter rulers. She could find this length with meter sticks. Would Tina need fewer rulers or meter sticks? Explain.
    \nAnswer:
    \nHere, centimeters are more because they are smaller.<\/p>\n

    Guided Practice<\/strong><\/p>\n

    Measure each real object using different units. Circle the unit you use more of to measure each object.
    \nQuestion 1.
    \n\"Envision
    \nabout _________ centimeters
    \nabout _________ meters
    \nI use more units of:
    \ncentimeters
    \nmeters
    \nAnswer:
    \nabout 200 centimeters,
    \nabout 2 meters.
    \nCentimeters are more.<\/p>\n

    Explanation:
    \nThe above image is about 200 centimeters and about 2 meters. Here, centimeters are more.<\/p>\n

    Question 2.
    \n\"Envision
    \nabout _________ centimeters
    \nabout _________ meters
    \nI use more units of:
    \ncentimeters
    \nmeters
    \nAnswer:
    \nabout 300 centimeters,
    \nabout 3 meters.
    \nCentimeters are more.<\/p>\n

    Explanation:
    \nThe above image is about 300 centimeters and about 3 meters. Here, centimeters are more.<\/p>\n

    Independent Practice<\/strong><\/p>\n

    Measure each real object using different units. Circle the unit you use fewer of to measure each object.
    \nQuestion 3.
    \n\"Envision
    \nabout _________ meters
    \nabout _________ centimeters
    \nI use fewer units of:
    \ncentimeters
    \nmeters
    \nAnswer:
    \nabout 200 centimeters,
    \nabout 2 meters.
    \nMeters are fewer.<\/p>\n

    Explanation:
    \nThe above image is about 200 centimeters and about 2 meters. Here, meters are fewer.<\/p>\n

    Question 4.
    \n\"Envision
    \nabout _________ meters
    \nabout _________ centimeters
    \nI use fewer units of:
    \ncentimeters
    \nmeters
    \nAnswer:
    \nabout 300 centimeters,
    \nabout 3 meters.
    \nMeters are fewer.<\/p>\n

    Explanation:
    \nThe above image is about 300 centimeters and about 3 meters. Here, meters are fewer.<\/p>\n

    Question 5.
    \nHigher Order Thinking<\/strong> Jay measured the height of his bedroom in both centimeters and meters. Did he use fewer units of centimeters or meters? Explain.
    \nAnswer:
    \nMeters.<\/p>\n

    Explanation:
    \nHere, Jay used fewer meters because they are larger units of measurement.<\/p>\n

    Problem Solving<\/strong><\/p>\n

    Solve each problem.
    \nQuestion 6.
    \nExplain If you had to measure the length of the hallway outside of your classroom, would you use centimeters or meters? Explain.
    \nAnswer:
    \nMeters.<\/p>\n

    Explanation:
    \nWe would use meters because they are larger.<\/p>\n

    Question 7.
    \nHigher Order Thinking<\/strong> A meter stick is about 39 inches long. Is a meter longer or shorter than a yard? Explain.
    \nAnswer:<\/p>\n

    Explanation:
    \nGiven that a meter stick is about 39 inches long. Now we will check that meter is longer or shorter than a yard. As we know that 1 foot is 12 inches and for 3 feet it will be 12 \u00d7 3 which is 36 inches. And here meter stick is 39 inches, so the meter is longer.<\/p>\n

    Question 8.
    \nAssessment Practice<\/strong> Estimate the length of a baseball bat in centimeters and meters.
    \n_________ centimeters
    \n________ meters
    \nWhich number must be greater? Explain.
    \nAnswer:<\/p>\n

    Question 9.
    \nAssessment Practice<\/strong> Tina measures the length of a jump rope using different units. How will her measurements compare?
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-12-Measuring-Length-77-1\"<\/p>\n

    Lesson 12.8 Compare Lengths<\/h3>\n

    Solve & Share<\/strong>
    \nCircle two paths. Estimate which one is longer. How can you check if your estimate is correct?
    \nI can … tell how much longer one object is than another.
    \n\"Envision
    \nEstimate: The _________ path is longer.
    \nMeasure: The __________ path is longer.<\/p>\n

    Answer:
    \nEstimate: The blue path is longer.
    \nMeasure: The blue path is longer.<\/p>\n

    Explanation:
    \nHere, the blue path is longer.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-12-Measuring-Length-78-1\"<\/p>\n

    Visual Learning Bridge
    \n\"Envision<\/p>\n

    Convince Me! How can you find the length of a path that is not straight?<\/p>\n

    Answer:
    \nHere, we will move the ruler and then we need to add both parts.<\/p>\n

    Guided Practice<\/strong><\/p>\n

    Estimate the length of each path. Then use a centimeter ruler to measure each path.
    \nQuestion 1.
    \n\"Envision<\/p>\n

    Question 2.
    \nPath B
    \n\"Envision
    \nEstimate: about _______ cm
    \nMeasure: about ________ cm
    \nAnswer:
    \nEstimate: about 7 cm.
    \nMeasure: about 6 cm.<\/p>\n

    Explanation:
    \nThe estimated length of path B is 7 cm and the measured value is about 6 cm.<\/p>\n

    Question 3.
    \nWhich path is longer?
    \nAnswer:
    \nPath A.<\/p>\n

    Explanation:
    \nFrom the above paths, Path A is longer than Path B.<\/p>\n

    Question 4.
    \nHow much longer?
    \nabout _________ cm longer
    \nAnswer:
    \nAbout 4 cm longer.<\/p>\n

    Explanation:
    \nIn the above, we can see that Path A measured value is about 10 cm and Path B measured value is about 6 cm. So the Path A is 10 – 6 which is 4 cm longer than Path B.<\/p>\n

    Independent Practice<\/strong><\/p>\n

    Estimate the length of each path. Then use a centimeter ruler to measure each path. Compare your estimate and measurement.
    \nQuestion 5.
    \n\"Envision
    \nEstimate: about ________ centimeters
    \nMeasure: about __________ centimeters
    \nAnswer:
    \nEstimate: about 10 cm.
    \nMeasure: about 11 cm.<\/p>\n

    Explanation:
    \nThe estimated length of path C is 10 cm and the measured value is about 11 cm.<\/p>\n

    Question 6.
    \nPath D
    \n\"Envision
    \nEstimate: about ________ centimeters
    \nMeasure: about __________ centimeters
    \nAnswer:
    \nEstimate: about 8 cm.
    \nMeasure: about 7 cm.<\/p>\n

    Explanation:
    \nThe estimated length of path D is 8 cm and the measured value is about 7 cm.<\/p>\n

    Question 7.
    \nWhich path is longer?
    \nAnswer:
    \nPath C.<\/p>\n

    Explanation:
    \nFrom the above paths, Path C is longer than Path D.<\/p>\n

    Question 8.
    \nHow much longer?
    \nabout ________ centimeters longer
    \nAnswer:
    \nAbout 4 cm longer.<\/p>\n

    Explanation:
    \nIn the above, we can see that Path C measured value is about 11 cm and Path D measured value is about 7 cm. So the Path A is 11 – 7 which is 4 cm longer than Path D.<\/p>\n

    Higher Order Thinking<\/strong> Think about the length of each object. Circle the best estimate of its length.
    \nQuestion 9.
    \na key
    \nabout l cm
    \nabout 6 cm
    \nabout 20 cm
    \n\"Envision
    \nAnswer:
    \nAbout 6 cm.<\/p>\n

    Explanation:
    \nHere, the key is about 6 cm.<\/p>\n

    Question 10.
    \na pen
    \nabout 2 cm
    \nabout 4 cm
    \nabout 15 cm
    \nUse your estimates to complete:
    \nA pen is about ________ cm than a ________.
    \nAnswer:
    \nA pen is about 9 cm than a key.<\/p>\n

    Explanation:
    \nIn the above, we can see that the key is about 6 cm long and the pen is about 15 cm long. So a pen is 15 – 6 which is 9 cm longer than a key.<\/p>\n

    Problem Solving<\/strong><\/p>\n

    Solve each problem.
    \nQuestion 11.
    \nExplain A path has two parts. The total length of the path is 12 cm. If one part is 8 cm, how long is the other part? Explain.
    \n________ centimeters
    \nAnswer:
    \nAbout 4 cm long.<\/p>\n

    Explanation:
    \nGiven that the total length of the path is 12 cm and one part is 8 cm, so the other part is 12 – 8 which is 4 cm long.<\/p>\n

    Question 12.
    \nHigher Order Thinking<\/strong> Draw a path with two parts. Measure the length to the nearest centimeter. Write an equation to show the length of your path.
    \nAnswer:
    \nThe equation is 7 cm + 3 cm = 10 cm.<\/p>\n

    Explanation:
    \nHere, we have taken a path with two parts Path A and Path B with 7 cm and 3 cm. So the equation will be 7 + 3 = 10 cm.<\/p>\n

    Question 13.
    \nHigher Order Thinking<\/strong> Beth drew a picture of a bike path. Use tools. Measure the length of the path below. Write the total length.
    \n\"Envision
    \nabout __________ centimeters
    \nAnswer:
    \nThe length is about 12 cm.<\/p>\n

    Explanation:
    \nThe length of Beth’s path is 5 + 2 + 5 which is 12 cm.
    \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-12-Measuring-Length-85-1\"<\/p>\n

    Question 14.
    \nAssessment Practice<\/strong> Measure each path in centimeters.
    \n\"Envision
    \nHow much longer is Path A than Path B? Show your work.
    \nAnswer:
    \nPath A is 2 cm longer than Path B.<\/p>\n

    Explanation:
    \nIn the above image, the length of Path A is 14 cm and the length of Path B is 12 cm. So Path A is 14 – 12 = 2 cm longer than Path B.<\/p>\n

    Lesson 12.9 Problem Solving<\/h3>\n

    Precision<\/strong>
    \nSolve & Share<\/strong>
    \nZeke measures the snake and says it is about 4 inches long. Jay says it is about 5 inches long. Who measures the snake more precisely? Measure and explain.
    \nI can … choose tools, units, and methods that help me be precise when I measure.
    \n\"Envision
    \nLength: __________<\/p>\n

    Answer:
    \nThe length of the snake is 5 inches long.<\/p>\n

    Explanation:
    \nHere, Jay measures it more precisely because I measured to check his answer. The length of the snake is 5 inches long.<\/p>\n

    Thinking Habits
    \nWhich unit of measure will I use? Is my work precise?
    \n\"Envision<\/p>\n

    Visual Learning Bridge
    \n\"Envision<\/p>\n

    Convince Me! How does using a string help Anna use precision to measure the worm?<\/p>\n

    Answer:
    \nHere, the string helps to measure the curves.<\/p>\n

    Guided Practice<\/strong><\/p>\n

    Solve.
    \nQuestion 1.
    \nBev measures the crayon and says it is 5 centimeters long. Is her work precise? Explain.
    \n\"Envision
    \nAnswer:
    \nYes, Bev’s work is precise.<\/p>\n

    Explanation:
    \nYes, Bev’s work is precise. Because we can see the measurement.<\/p>\n

    Independent Practice<\/strong><\/p>\n

    Solve each problem.
    \nQuestion 2.
    \nSteve uses centimeter cubes. He says the pencil is 9 centimeters long. Is his work precise? Explain.
    \n\"Envision
    \nAnswer:
    \nNo, Steve’s work is not precise.<\/p>\n

    Explanation:
    \nNo, Steve’s work is not precise. Because he left the spaces between the centimeter cubes.<\/p>\n

    Question 3.
    \nUse a centimeter ruler to measure the pencil yourself. How long is the pencil? Explain what you did to make sure your work is precise.
    \nAnswer:
    \nThe pencil is 11 cm long.<\/p>\n

    Explanation:
    \nIt is 11 cm long and here we have used a ruler to measure.<\/p>\n

    Question 4.
    \nFind the difference in the lengths of the paths in inches. Is your answer precise? Explain.
    \n\"Envision
    \nAnswer:
    \nThe difference between the two paths is 3.<\/p>\n

    Explanation:
    \nThe length of Path A is 3 inches and the length of Path B is 6 inches. So the difference between the two paths is 6 – 3 which is 3.<\/p>\n

    Problem Solving<\/strong><\/p>\n

    Performance Task
    \nShoestring Katie lost a shoestring. The shoestring has the same length as the shoestring at the right. What is the length of the shoestring Katie lost?
    \n\"Envision<\/p>\n

    Question 5.
    \nMake Sense Estimate the length of the shoestring in the picture. Explain how your estimate helps you measure.
    \nAnswer:
    \nThe length of the shoelace is 15 cm.<\/p>\n

    Explanation:
    \nThe estimation of each part of the shoelace is to be 5 cm. So the total will be 15 cm.<\/p>\n

    Question 6.
    \nUse Tools What tools can you use to measure the shoestring? Explain.
    \nAnswer:
    \nHere, we can use a string to measure the shoestring.<\/p>\n

    Question 7.
    \nBe Precise<\/strong> Measure the shoestring. Tell why your work is precise.
    \nAnswer:
    \nHere, we have measured 30 cm with the string and then we measure the string on the ruler.<\/p>\n

    Topic 12 Fluency Practice Activity<\/h3>\n

    Find a Match
    \nFind a partner. Point to a clue. Read the clue.
    \nLook below the clues to find a match. Write the clue letter in the box next to the match. Find a match for every clue.
    \nI can … add and subtract within 100.
    \nClues
    \nA. The sum is between 47 and 53.
    \nB. The difference equals 56 – 20.
    \nC. The sum equals 100.
    \nD. The difference equals 79 – 27.
    \nE. The difference is between 25 and 35.
    \nF. The sum equals 41 + 56.
    \nG. The difference is less than 20.
    \nH. The sum equals 26 + 19.
    \n\"Envision<\/p>\n

    Answer:
    \nA. The sum is between 47 and 53 is 100 which is 56 + 44 is 100.
    \nB. The difference equals 56 – 20 = 36 which is 60 – 24 is 36.
    \nC. The sum equals 100 which is 56 + 44 is 100.
    \nD. The difference equals 79 – 27 is 52 which is 81 – 29 is 52.
    \nE. The difference is between 25 and 35 is 10.
    \nF. The sum equals 41 + 56 is 97 which is 32 + 65 is 97.
    \nG. The difference is less than 20 is 47 – 31 is 16.
    \nH. The sum equals 26 + 19 is 45 which is 34 + 11 is 45.
    \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-12-Measuring-Length-94-1\"<\/p>\n

    Topic 12 Vocabulary Review<\/h3>\n

    Understand Vocabulary
    \nWord List
    \n\u2022 centimeter (cm)
    \n\u2022 estimate
    \n\u2022 foot (ft)
    \n\u2022 height
    \n\u2022 inch (in.)
    \n\u2022 length
    \n\u2022 meter (m)
    \n\u2022 nearest centimeter
    \n\u2022 nearest inch
    \n\u2022 yard (yd)<\/p>\n

    Question 1.
    \nCircle the unit that has the greatest length.
    \nfoot
    \nmeter
    \ninch
    \nAnswer:<\/p>\n

    Question 2.
    \nCircle the unit that has the shortest length.
    \nyard
    \ninch
    \ncentimeter
    \nAnswer:<\/p>\n

    Question 3.
    \nCross out the unit you would NOT use to measure the length of a book.
    \ninch
    \ncentimeter
    \nyard
    \nAnswer:<\/p>\n

    Question 4.
    \nCross out the unit you would NOT use to measure the height of a house.
    \ninch
    \nfoot
    \nmeter
    \nAnswer:<\/p>\n

    Estimate the length of each item.
    \nQuestion 5.
    \npencil
    \n_________
    \nAnswer:<\/p>\n

    Question 6.
    \npaper clip
    \n_________
    \nAnswer:<\/p>\n

    Question 7.
    \nschool desk
    \n__________
    \nAnswer:<\/p>\n

    Use Vocabulary in Writing<\/strong>
    \nQuestion 8.
    \nUse words to tell how to find the height of a table. Use terms from the Word List.
    \nAnswer:<\/p>\n

    Topic 12 Reteaching<\/h3>\n

    Set A<\/strong><\/p>\n

    There are 12 inches in I foot. There are 3 feet in I yard. You can use lengths of objects you know to estimate lengths of other objects.
    \n\"Envision<\/p>\n

    Estimate the lengths of two classroom objects in feet. Name each object and write your estimate.
    \nQuestion 1.
    \nObject: __________
    \nabout ____ feet
    \nAnswer:
    \nObject: Window
    \nAbout 6 feet.<\/p>\n

    Explanation:
    \nThe estimated value of the window is 6 feet and the sink is 2 feet.<\/p>\n

    Question 2.
    \nObject: ____________
    \nabout ________ feet
    \nAnswer:
    \nObject: Sink
    \nAbout 2 feet.<\/p>\n

    Explanation:
    \nThe estimated value of the sink is 2 feet.<\/p>\n

    Set B<\/strong><\/p>\n

    You can measure the length of an object to the nearest inch.
    \n\"Envision
    \nThe string is longer than halfway between 1 and 2.
    \nSo, use the greater number.
    \nThe string is about 2<\/span> inches.<\/p>\n

    Find objects like the ones shown. Use a ruler to measure their lengths.
    \nQuestion 3.
    \n\"Envision
    \nabout _______ inches
    \nAnswer:
    \nAbout 5 inches.<\/p>\n

    Explanation:
    \nThe length of the object is about 5 inches.<\/p>\n

    Question 4.
    \n\"Envision
    \nabout _______ inches
    \nAnswer:
    \nAbout 3 inches.<\/p>\n

    Explanation:
    \nThe length of the object is about 3 inches.<\/p>\n

    Set C<\/strong><\/p>\n

    The measure of the height of a window takes more units of feet than yards.
    \n\"Envision<\/p>\n

    Measure the real object in inches and feet. Circle the unit you needed more of.
    \nQuestion 5.
    \n\"Envision
    \nabout ________ feet
    \nabout ______ yard<\/p>\n

    Answer:
    \nFeets are more.<\/p>\n

    Explanation:
    \nThe measurement of the object is about 3 feet and about 1 yard. Here, feets are more.<\/p>\n

    Set D<\/strong><\/p>\n

    You can measure the length of an object to the nearest centimeter.
    \n\"Envision
    \nThe paper clip is less than halfway between 3 and 4.
    \nSo, use the lesser number.
    \nThe paper clip is about 3<\/span> cm.<\/p>\n

    Find real objects like the ones shown. Use a ruler to measure their lengths.
    \nQuestion 6.
    \n\"Envision
    \nabout _________ cm
    \nAnswer:
    \nAbout 16 cm.<\/p>\n

    Explanation:
    \nThe measurement of the object is about 16 cm.<\/p>\n

    Question 7.
    \n\"Envision
    \nabout _________ cm
    \nAnswer:
    \nAbout 7 cm.<\/p>\n

    Explanation:
    \nThe measurement of the object is about 7 cm.<\/p>\n

    Set E<\/strong><\/p>\n

    Reteaching Continued<\/strong><\/p>\n

    There are 100 centimeters in 1 meter.
    \n\"Envision<\/p>\n

    Circle the picture of the real object that is about each length or height.
    \nQuestion 8.
    \nabout 1 centimeter
    \n\"Envision
    \nAnswer:
    \nThe height of the pen is about 1 centimeter.<\/p>\n

    Explanation:
    \nThe height of the pen is about 1 centimeter.
    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-12-Measuring-Length-105-1\"<\/p>\n

    Question 9.
    \nabout 1 meter
    \n\"Envision
    \nAnswer:
    \nThe length of the belt is about 1 meter.<\/p>\n

    Explanation:
    \nThe length of the belt is about 1 meter.
    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-12-Measuring-Length-106-1\"<\/p>\n

    Set F<\/strong><\/p>\n

    The measure of the height of this cart takes fewer units of meters than centimeters.
    \n\"Envision
    \nabout 93<\/span> centimeters
    \nabout 1<\/span> meters<\/p>\n

    Measure the real object in centimeters and meters. Circle the unit you needed fewer of.
    \nQuestion 10.
    \n\"Envision
    \nabout ________ centimeters
    \nabout _______ meters
    \nAnswer:
    \nAbout 200 centimeters,
    \nAbout 2 meters.<\/p>\n

    Explanation:
    \nThe length of the door is about 200 centimeters and about 2 meters. So it is fewer in meters.<\/p>\n

    Set G<\/strong><\/p>\n

    Which path is longer? How much longer? Measure each part. Then add the lengths.
    \n\"Envision
    \nSubtract the lengths to compare.
    \n6<\/span> – 5<\/span> = 1<\/span>
    \nThe purple path is about 1<\/span> centimeter longer.<\/p>\n

    Use a centimeter ruler. Measure each path.
    \n\"Envision
    \nQuestion 11.
    \nRed path: ________ centimeters
    \nAnswer:
    \n9 centimeters.<\/p>\n

    Explanation:
    \nThe red path is 9 centimeters.<\/p>\n

    Question 12.
    \nBlue path: ________centimeters
    \nAnswer:
    \n7 centimeters.<\/p>\n

    Explanation:
    \nThe blue path is 7 centimeters.<\/p>\n

    Question 13.
    \nWhich path is longer?
    \n_________
    \nHow much longer is it?
    \nabout _________ centimeters longer
    \nAnswer:
    \nRed path.<\/p>\n

    Explanation:
    \nThe longer path is the red path and 9 – 7 = 2 centimeters longer.<\/p>\n

    Set H<\/strong><\/p>\n

    Thinking Habits<\/strong>
    \nAttend to Precision Which unit of measure will I use? Is my work precise?
    \n\"Envision<\/p>\n

    Question 14.
    \nMeasure the length of the bottom of this page in feet and in inches.
    \nabout _______ ft
    \nabout ________ in.
    \nAnswer:
    \nabout 1 ft
    \nabout 10 in.<\/p>\n

    Explanation:
    \nThe length of the bottom of this page in feet is about 1 foot and in inches, it is about 10 inches.<\/p>\n

    Question 15.
    \nWhich measure in Item 14 is more precise? Explain.
    \nAnswer:
    \nHere, 10 inches is more precise because it is the exact measurement.<\/p>\n

    Topic 12 Assessment Practice<\/h3>\n

    Question 1.
    \nEstimate. About how tall is the flower?
    \n\"Envision
    \nA. about 5 cm
    \nB. about 10 cm
    \nC. about 15 cm
    \nD. about 1 meter
    \nAnswer:
    \nB.<\/p>\n

    Explanation:
    \nThe flower is about 10 cm.<\/p>\n

    Question 2.
    \nDraw a line from each estimate to a matching object.
    \n\"Envision
    \nabout 1 yard
    \nabout 1 foot
    \nabout 1 inch
    \nAnswer:
    \nThe shoe is about 1 foot.
    \nThe coin is about 1 inch.
    \nThe ribbon is about 1 yard.<\/p>\n

    Question 3.
    \nWhich units would you need the fewest of to measure the height of a fence?
    \nA. inches
    \nB. feet
    \nC. yards
    \nD. all the same
    \nAnswer:
    \nC.<\/p>\n

    Explanation:
    \nThe fewest of to measure the height of a fence is yards.<\/p>\n

    Question 4.
    \nDan measures the width of a window with answer precise? Explain.
    \n\"Envision
    \nAnswer:
    \nNo, Dan’s answer was not precise.<\/p>\n

    Explanation:
    \nNo, Dan’s answer was not precise. Because he didn’t mention the measurements.<\/p>\n

    Question 5.
    \nUse a ruler to measure each line to the nearest centimeter. Which are about 3 centimeters long? Choose all that apply.
    \n\"Envision
    \nAnswer:
    \nOption 1.<\/p>\n

    Explanation:
    \nThe first option is about 3 centimeters long.<\/p>\n

    Question 6.
    \nUse a ruler to measure the length of the pencil in inches. Which is the correct measurement?
    \nA. 2 inches
    \nB. 3 inches
    \nC. 4 inches
    \nD. 5 inches
    \nAnswer:
    \nB.<\/p>\n

    Explanation:
    \nThe pencil is 3 inches long.<\/p>\n

    Question 7.
    \nCircle the unit you need fewer of to measure the length of a kitchen.
    \ncentimeters
    \nmeters
    \nCircle the unit you need fewer of to measure the length of a table.
    \nfeet
    \nyards
    \nAnswer:
    \nFewer meters.
    \nFewer yards.<\/p>\n

    Explanation:
    \nThe length of the kitchen is fewer meters.
    \nThe length of the table os fewer yards.<\/p>\n

    Question 8.
    \nUse a ruler. Measure each path to the nearest inch.
    \n\"Envision
    \nWhich path is longer? ________
    \nHow much longer? about ________ longer
    \nAnswer:
    \nPath B.<\/p>\n

    Explanation:
    \nIn the above image path B is longer and 4 – 3 = 1 inch longer.<\/p>\n

    Question 9.
    \nUse a ruler. Measure the length of the marker to the nearest centimeter. How long is the marker?
    \n\"Envision
    \nA. 6 centimeters
    \nB. 9 centimeters
    \nC. 12 centimeters
    \nD. 15 centimeters
    \nAnswer:
    \n9 centimeters.<\/p>\n

    Explanation:
    \nThe length of the marker to the nearest centimeter is 9 centimeters.<\/p>\n

    Question 10.
    \nA path has two parts. The total length of the path is 15 cm. One part of the path is 9 cm long. How long is the other part?
    \nA. 24 cm
    \nB. 15 cm
    \nC. 9 cm
    \nD. 6 cm
    \nAnswer:
    \nD.<\/p>\n

    Explanation:
    \nGiven that total length is 15 cm and one part is 9 cm long, so the length of the other part is 15 – 9 which is 6 cm.<\/p>\n

    Question 11.
    \nUse a ruler. Measure each path to the nearest centimeter.
    \n\"Envision
    \nWhich path is longer? ________
    \nHow much longer?
    \nabout _________ longer.
    \nAnswer:
    \nPAth A, 2 cm longer.<\/p>\n

    Explanation:
    \nThe longer path\u00a0 is PAth A and 8 – 6 which is 2 cm longer.<\/p>\n

    Question 12.
    \nMeasure the gray line with tools you need to be precise. Choose all the measurements that are precise.
    \n\"Envision
    \n\u2610 4 centimeters
    \n\u2610 4 inches
    \n\u2610 10
    \n\u2610 10 centimeters
    \n\u2610 4
    \nAnswer:
    \n4 inches,
    \n10 centimeters.<\/p>\n

    Explanation:
    \nThe gray line with tools we need to be precise the measurements is 4 inches and 10 centimeters.<\/p>\n

    Question 13.
    \nJuan uses different units to measure a jump rope. Compare the measurements. Choose all that apply.
    \n\"Envision
    \n\u2610 more inches than feet
    \n\u2610 fewer centimeters than meters
    \n\u2610 fewer inches than feet
    \n\u2610 more yards than feet
    \n\u2610 more centimeters than meters
    \n\u2610 fewer yards than feet
    \nAnswer:
    \nOption A and Option E.<\/p>\n

    Explanation:
    \nThe measurements that apply are more inches than feet and more centimeters than meters.<\/p>\n

    Question 14. What is the length of the crayon to the nearest centimeter? What would be the combined length of two crayons?
    \n\"Envision
    \nThe crayon is _________ centimeters.
    \nTwo crayons would measure ________ centimeters.
    \nAnswer:
    \nThe crayon is 4 centimeters.
    \nTwo crayons would measure 8 centimeters.<\/p>\n

    Explanation:
    \nThe length of the crayon to the nearest centimeter is 4 cm and the measurement of the two caryons will be 4 + 4 which is 8 cm.<\/p>\n

    Question 15.
    \nKim’s softball bat is 1 yard long. She uses 3 bats to measure the length of the classroom whiteboard. About how long is the whiteboard?
    \n\"Envision
    \nA. 3 inches
    \nB. 3 feet
    \nC. 1 yard
    \nD. 3 yards
    \nAnswer:
    \n3 yards.<\/p>\n

    Explanation:
    \nThe length of the whiteboard is 3 yards.<\/p>\n

    Question 16.
    \nKevin measured the length of a car in inches and in feet. Why is the number of feet less than the number of inches?
    \n\"Envision
    \nAnswer:
    \nFeets are larger than inches.<\/p>\n

    Explanation:
    \nHere, feets are larger than inches so we need fewer of them.<\/p>\n

    Topic 12 Performance Task<\/h3>\n

    Happy Hiking! The Torres family loves to hike. They use this map to plan their hiking trip.
    \n\"Envision<\/p>\n

    Question 1.
    \nUse a centimeter ruler.
    \nFind the total length of the triangle hiking path shown on the map.
    \nabout ________ centimeters
    \nExplain how you found the length.
    \nAnswer:<\/p>\n

    Question 2.
    \nDebbie Torres uses a backpack for hiking. She wants to measure its width. She wants to be precise. Should she use inches, feet, or yards? Explain your answer.
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 3.
    \nDaniel Torres estimates the height of his water bottle. Is his estimate reasonable? Explain.
    \n\"Envision
    \nAnswer:<\/p>\n

    Explanation:<\/p>\n

    Question 5.
    \nOn the hike, the Torres family sees a caterpillar. Use the picture below to answer the questions.
    \n\"Envision
    \nPart A
    \nTo be precise, which unit would you choose to measure the length of the caterpillar? Explain.<\/p>\n

    Answer:
    \nThe unit we will choose to measure the length of the caterpillar is centimeter.<\/p>\n

    Explanation:
    \nThe unit we will choose to measure the length of the caterpillar is centimeter, because if we choose a unit that is too small then we will get a larger number that is harder to keep track.<\/p>\n

    Part B
    \nEstimate and then measure the length of the caterpillar. Then explain how you measured.
    \nEstimate: ___________
    \nMeasurement: ___________
    \nAnswer:
    \nEstimate: 5 centimeters.
    \nMeasurement: 4 centimeters.<\/p>\n

    Explanation:
    \nThe lenth of the caterpillar is 4 centimeters and it was measured by using ruler.<\/p>\n

    Question 4.
    \nMaria Torres says that it would take more units of yards than feet to measure the height of the tower. Do you agree? Circle Yes or No. Explain.
    \nYes
    \nNo
    \nAnswer:
    \nNo, Maria Torres is not correct.<\/p>\n

    Explanation:
    \nNo, Maria Torres is not correct. As the height of the tower is measured in feet.<\/p>\n","protected":false},"excerpt":{"rendered":"

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