U.S. National Standards
N.11. Grade 2 Curriculum Focal Points
11.3. Measurement: Developing an understanding of linear measurement and facility in measuring lengths
11.3.1. Children develop an understanding of the meaning and processes of measurement, including such underlying concepts as partitioning (the mental activity of slicing the length of an object into equal-sized units) and transitivity (e.g., if object A is longer than object B and object B is longer than object C, then object A is longer than object C). 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 (centimeter 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).
N.12. Connections to the Grade 2 Focal Points
12.2. Geometry and Measurement: Children estimate, measure, and compute lengths as they solve problems involving data, space, and movement through space. By composing and decomposing two-dimensional shapes (intentionally substituting arrangements of smaller shapes for larger shapes or substituting larger shapes for many smaller shapes), they use geometric knowledge and spatial reasoning to develop foundations for understanding area, fractions, and proportions.
4.1. Understand measurable attributes of objects and the units, systems, and processes of measurement.
4.1.1. Recognize the attributes of length, volume, weight, area, and time.
4.1.3. Understand how to measure using nonstandard and standard units.
4.1.4. Select an appropriate unit and tool for the attribute being measured.
4.2. Apply appropriate techniques, tools, and formulas to determine measurements.
4.2.3. Use tools to measure.