Mathematics
Grade 2: Measurement 
Planning: Term # Tracking: Ach. Level 

Overall Expectations 
1 
2 
3 
4 
•
estimate, measure, and record length, perimeter, area, mass, capacity, time, and
temperature, using nonstandard units and standard units; 




•
compare, describe, and order objects, using attributes measured in
nonstandard units and standard units. 




Specific Expectations





Attributes, Units and Measurement Sense 




–
choose benchmarks – in this case, personal referents – for a centimetre and a
metre (e.g.,“My little finger is about as wide as one centimetre. A really
big step is about one metre.”) to help them perform measurement tasks; 




–
estimate and measure length, height, and distance, using standard units
(i.e., centimetre, metre) and nonstandard units; 




– record
and represent measurements of length, height, and distance in a variety of
ways (e.g., written, pictorial, concrete) (Sample problem: Investigate how
the steepness of a ramp affects the distance an object travels. Use
cashregister tape for recording distances.); 




–
select and justify the choice of a standard unit (i.e., centimetre or metre)
or a nonstandard unit to measure length (e.g., “I needed a fast way to check
that the two teams would race the same distance, so I used paces.”); 




–
estimate, measure, and record the distance around objects, using nonstandard
units (Sample problem: Measure around several different doll beds using
string, to see which bed is the longest around.); 




– estimate,
measure, and record area, through investigation using a variety of
nonstandard units (e.g., determine the number of yellow pattern blocks it
takes to cover an outlined shape) (Sample problem: Cover your desk with index
cards in more than one way. See if the number of index cards needed stays the
same each time.); 




–
estimate, measure, and record the capacity and/or mass of an object, using a
variety of nonstandard units (e.g.,“I used the pan balance and found that the
stapler has the same mass as my pencil case.”); 




–
tell and write time to the quarterhour, using demonstration digital and
analogue clocks (e.g.,“My clock shows the time recess will start [10:00], and
my friend’s clock shows the time recess will end [10:15].”); 




–
construct tools for measuring time intervals in nonstandard units (e.g., a
particular bottle of water takes about five seconds to empty); 




– describe
how changes in temperature affect everyday experiences (e.g., the choice of
clothing to wear); 




–
use a standard thermometer to determine whether temperature is rising or
falling (e.g., the temperature of water, air). 




Measurement Relationships 




– describe, through investigation, the relationship
between the size of a unit of area and the number of units needed to cover a
surface (Sample problem: Compare the numbers of hexagon pattern blocks and triangle
pattern blocks needed to cover the same book.); 




–
compare and order a collection of objects by mass and/or capacity, using
nonstandard units (e.g.,“The coffee can holds more sand than the soup can,
but the same amount as the small pail.”); 




–
determine, through investigation, the relationship between days and weeks and
between months and years. 




Student Name: 




Expectations: Copyright The Queen's Printer for Ontario, 2005. Format: Copyright B.Phillips, 1998.