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Chapter 53: Measuring Length with Standard Units

Learn Grade 2 mathematics with very-beginner explanations, original worked examples, practice, reasoning, and review.

Grade 2Very Beginner Friendly10 Examples Per Topic30 Q&APractice + Review
Estimated reading time0% read
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Chapter Overview

This chapter teaches Measuring Length with Standard Units with simple explanations, visual thinking, worked examples, practice, and review.

53.1 Centimetres

Length tells how long something is. Standard units such as centimetres and metres make measurements comparable. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: An activity starts at 5:00 and lasts 60 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 6:00

Worked Example 2

Problem: An activity starts at 6:00 and lasts 30 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 6:30

Worked Example 3

Problem: An activity starts at 4:00 and lasts 30 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 4:30

Worked Example 4

Problem: An activity starts at 1:00 and lasts 30 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 1:30

Worked Example 5

Problem: An activity starts at 6:00 and lasts 60 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 7:00

Worked Example 6

Problem: An activity starts at 10:00 and lasts 30 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 10:30

Worked Example 7

Problem: An activity starts at 8:00 and lasts 30 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 8:30

Worked Example 8

Problem: An activity starts at 10:00 and lasts 60 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 11:00

Worked Example 9

Problem: An activity starts at 7:00 and lasts 30 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 7:30

Worked Example 10

Problem: An activity starts at 6:00 and lasts 60 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 7:00

53.2 Metres

Length tells how long something is. Standard units such as centimetres and metres make measurements comparable. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 8 and 17 to make a simple example about Metres.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Metres.

Worked Example 2

Problem: Use 3 and 10 to make a simple example about Metres.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Metres.

Worked Example 3

Problem: Use 10 and 19 to make a simple example about Metres.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Metres.

Worked Example 4

Problem: Use 9 and 7 to make a simple example about Metres.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Metres.

Worked Example 5

Problem: Use 15 and 19 to make a simple example about Metres.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Metres.

Worked Example 6

Problem: Use 18 and 20 to make a simple example about Metres.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Metres.

Worked Example 7

Problem: Use 1 and 20 to make a simple example about Metres.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Metres.

Worked Example 8

Problem: Use 5 and 8 to make a simple example about Metres.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Metres.

Worked Example 9

Problem: Use 16 and 12 to make a simple example about Metres.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Metres.

Worked Example 10

Problem: Use 20 and 20 to make a simple example about Metres.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Metres.

53.3 Choosing centimetres or metres

Length tells how long something is. Standard units such as centimetres and metres make measurements comparable. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: An activity starts at 8:00 and lasts 60 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 9:00

Worked Example 2

Problem: An activity starts at 7:00 and lasts 60 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 8:00

Worked Example 3

Problem: An activity starts at 8:00 and lasts 60 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 9:00

Worked Example 4

Problem: An activity starts at 3:00 and lasts 30 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 3:30

Worked Example 5

Problem: An activity starts at 2:00 and lasts 30 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 2:30

Worked Example 6

Problem: An activity starts at 4:00 and lasts 30 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 4:30

Worked Example 7

Problem: An activity starts at 8:00 and lasts 60 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 9:00

Worked Example 8

Problem: An activity starts at 3:00 and lasts 60 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 4:00

Worked Example 9

Problem: An activity starts at 1:00 and lasts 60 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 2:00

Worked Example 10

Problem: An activity starts at 2:00 and lasts 30 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 2:30

53.4 Using a ruler

Length tells how long something is. Standard units such as centimetres and metres make measurements comparable. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 8 and 19 to make a simple example about Using a ruler.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using a ruler.

Worked Example 2

Problem: Use 17 and 16 to make a simple example about Using a ruler.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using a ruler.

Worked Example 3

Problem: Use 8 and 12 to make a simple example about Using a ruler.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using a ruler.

Worked Example 4

Problem: Use 18 and 9 to make a simple example about Using a ruler.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using a ruler.

Worked Example 5

Problem: Use 13 and 8 to make a simple example about Using a ruler.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using a ruler.

Worked Example 6

Problem: Use 9 and 18 to make a simple example about Using a ruler.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using a ruler.

Worked Example 7

Problem: Use 2 and 1 to make a simple example about Using a ruler.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using a ruler.

Worked Example 8

Problem: Use 11 and 12 to make a simple example about Using a ruler.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using a ruler.

Worked Example 9

Problem: Use 2 and 16 to make a simple example about Using a ruler.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using a ruler.

Worked Example 10

Problem: Use 10 and 1 to make a simple example about Using a ruler.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using a ruler.

53.5 Starting at zero

Starting at zero is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 8 and 12 to make a simple example about Starting at zero.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Starting at zero.

Worked Example 2

Problem: Use 19 and 9 to make a simple example about Starting at zero.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Starting at zero.

Worked Example 3

Problem: Use 17 and 10 to make a simple example about Starting at zero.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Starting at zero.

Worked Example 4

Problem: Use 6 and 15 to make a simple example about Starting at zero.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Starting at zero.

Worked Example 5

Problem: Use 17 and 3 to make a simple example about Starting at zero.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Starting at zero.

Worked Example 6

Problem: Use 14 and 10 to make a simple example about Starting at zero.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Starting at zero.

Worked Example 7

Problem: Use 11 and 11 to make a simple example about Starting at zero.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Starting at zero.

Worked Example 8

Problem: Use 2 and 8 to make a simple example about Starting at zero.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Starting at zero.

Worked Example 9

Problem: Use 7 and 14 to make a simple example about Starting at zero.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Starting at zero.

Worked Example 10

Problem: Use 5 and 2 to make a simple example about Starting at zero.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Starting at zero.

53.6 Measuring to the nearest centimetre

Length tells how long something is. Standard units such as centimetres and metres make measurements comparable. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: An activity starts at 7:00 and lasts 30 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 7:30

Worked Example 2

Problem: An activity starts at 8:00 and lasts 30 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 8:30

Worked Example 3

Problem: An activity starts at 8:00 and lasts 30 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 8:30

Worked Example 4

Problem: An activity starts at 7:00 and lasts 60 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 8:00

Worked Example 5

Problem: An activity starts at 4:00 and lasts 60 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 5:00

Worked Example 6

Problem: An activity starts at 5:00 and lasts 60 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 6:00

Worked Example 7

Problem: An activity starts at 3:00 and lasts 60 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 4:00

Worked Example 8

Problem: An activity starts at 2:00 and lasts 60 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 3:00

Worked Example 9

Problem: An activity starts at 10:00 and lasts 30 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 10:30

Worked Example 10

Problem: An activity starts at 9:00 and lasts 60 minutes. When does it end?

  1. Move forward by the elapsed time.

Very beginner explanation: Elapsed time tells how long passes.

Answer: 10:00

53.7 Measuring objects longer than a ruler

Length tells how long something is. Standard units such as centimetres and metres make measurements comparable. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 3 and 3 to make a simple example about Measuring objects longer than a ruler.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Measuring objects longer than a ruler.

Worked Example 2

Problem: Use 12 and 3 to make a simple example about Measuring objects longer than a ruler.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Measuring objects longer than a ruler.

Worked Example 3

Problem: Use 12 and 16 to make a simple example about Measuring objects longer than a ruler.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Measuring objects longer than a ruler.

Worked Example 4

Problem: Use 3 and 6 to make a simple example about Measuring objects longer than a ruler.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Measuring objects longer than a ruler.

Worked Example 5

Problem: Use 4 and 8 to make a simple example about Measuring objects longer than a ruler.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Measuring objects longer than a ruler.

Worked Example 6

Problem: Use 2 and 11 to make a simple example about Measuring objects longer than a ruler.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Measuring objects longer than a ruler.

Worked Example 7

Problem: Use 12 and 10 to make a simple example about Measuring objects longer than a ruler.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Measuring objects longer than a ruler.

Worked Example 8

Problem: Use 12 and 5 to make a simple example about Measuring objects longer than a ruler.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Measuring objects longer than a ruler.

Worked Example 9

Problem: Use 8 and 12 to make a simple example about Measuring objects longer than a ruler.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Measuring objects longer than a ruler.

Worked Example 10

Problem: Use 13 and 5 to make a simple example about Measuring objects longer than a ruler.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Measuring objects longer than a ruler.

53.8 Using a metre stick

Length tells how long something is. Standard units such as centimetres and metres make measurements comparable. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 4 and 17 to make a simple example about Using a metre stick.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using a metre stick.

Worked Example 2

Problem: Use 15 and 9 to make a simple example about Using a metre stick.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using a metre stick.

Worked Example 3

Problem: Use 9 and 4 to make a simple example about Using a metre stick.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using a metre stick.

Worked Example 4

Problem: Use 4 and 3 to make a simple example about Using a metre stick.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using a metre stick.

Worked Example 5

Problem: Use 16 and 10 to make a simple example about Using a metre stick.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using a metre stick.

Worked Example 6

Problem: Use 5 and 19 to make a simple example about Using a metre stick.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using a metre stick.

Worked Example 7

Problem: Use 15 and 8 to make a simple example about Using a metre stick.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using a metre stick.

Worked Example 8

Problem: Use 2 and 2 to make a simple example about Using a metre stick.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using a metre stick.

Worked Example 9

Problem: Use 4 and 17 to make a simple example about Using a metre stick.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using a metre stick.

Worked Example 10

Problem: Use 7 and 12 to make a simple example about Using a metre stick.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using a metre stick.

53.9 Recording a measurement with units

Recording a measurement with units is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 14 and 7 to make a simple example about Recording a measurement with units.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Recording a measurement with units.

Worked Example 2

Problem: Use 20 and 14 to make a simple example about Recording a measurement with units.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Recording a measurement with units.

Worked Example 3

Problem: Use 3 and 18 to make a simple example about Recording a measurement with units.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Recording a measurement with units.

Worked Example 4

Problem: Use 11 and 5 to make a simple example about Recording a measurement with units.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Recording a measurement with units.

Worked Example 5

Problem: Use 1 and 15 to make a simple example about Recording a measurement with units.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Recording a measurement with units.

Worked Example 6

Problem: Use 20 and 20 to make a simple example about Recording a measurement with units.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Recording a measurement with units.

Worked Example 7

Problem: Use 12 and 3 to make a simple example about Recording a measurement with units.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Recording a measurement with units.

Worked Example 8

Problem: Use 13 and 3 to make a simple example about Recording a measurement with units.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Recording a measurement with units.

Worked Example 9

Problem: Use 16 and 9 to make a simple example about Recording a measurement with units.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Recording a measurement with units.

Worked Example 10

Problem: Use 19 and 1 to make a simple example about Recording a measurement with units.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Recording a measurement with units.

53.10 Comparing lengths

Length tells how long something is. Standard units such as centimetres and metres make measurements comparable. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 15 and 20 to make a simple example about Comparing lengths.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Comparing lengths.

Worked Example 2

Problem: Use 8 and 12 to make a simple example about Comparing lengths.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Comparing lengths.

Worked Example 3

Problem: Use 20 and 15 to make a simple example about Comparing lengths.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Comparing lengths.

Worked Example 4

Problem: Use 5 and 4 to make a simple example about Comparing lengths.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Comparing lengths.

Worked Example 5

Problem: Use 19 and 5 to make a simple example about Comparing lengths.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Comparing lengths.

Worked Example 6

Problem: Use 3 and 12 to make a simple example about Comparing lengths.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Comparing lengths.

Worked Example 7

Problem: Use 11 and 20 to make a simple example about Comparing lengths.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Comparing lengths.

Worked Example 8

Problem: Use 3 and 12 to make a simple example about Comparing lengths.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Comparing lengths.

Worked Example 9

Problem: Use 19 and 19 to make a simple example about Comparing lengths.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Comparing lengths.

Worked Example 10

Problem: Use 15 and 2 to make a simple example about Comparing lengths.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Comparing lengths.

53.11 Ordering measured objects

Ordering measured objects is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 1 and 9 to make a simple example about Ordering measured objects.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Ordering measured objects.

Worked Example 2

Problem: Use 3 and 10 to make a simple example about Ordering measured objects.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Ordering measured objects.

Worked Example 3

Problem: Use 3 and 2 to make a simple example about Ordering measured objects.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Ordering measured objects.

Worked Example 4

Problem: Use 8 and 1 to make a simple example about Ordering measured objects.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Ordering measured objects.

Worked Example 5

Problem: Use 14 and 8 to make a simple example about Ordering measured objects.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Ordering measured objects.

Worked Example 6

Problem: Use 9 and 14 to make a simple example about Ordering measured objects.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Ordering measured objects.

Worked Example 7

Problem: Use 18 and 6 to make a simple example about Ordering measured objects.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Ordering measured objects.

Worked Example 8

Problem: Use 18 and 7 to make a simple example about Ordering measured objects.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Ordering measured objects.

Worked Example 9

Problem: Use 8 and 14 to make a simple example about Ordering measured objects.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Ordering measured objects.

Worked Example 10

Problem: Use 5 and 19 to make a simple example about Ordering measured objects.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Ordering measured objects.

53.12 Checking a measurement

Checking a measurement is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 9 and 14 to make a simple example about Checking a measurement.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Checking a measurement.

Worked Example 2

Problem: Use 17 and 12 to make a simple example about Checking a measurement.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Checking a measurement.

Worked Example 3

Problem: Use 10 and 17 to make a simple example about Checking a measurement.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Checking a measurement.

Worked Example 4

Problem: Use 9 and 20 to make a simple example about Checking a measurement.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Checking a measurement.

Worked Example 5

Problem: Use 15 and 20 to make a simple example about Checking a measurement.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Checking a measurement.

Worked Example 6

Problem: Use 12 and 9 to make a simple example about Checking a measurement.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Checking a measurement.

Worked Example 7

Problem: Use 11 and 19 to make a simple example about Checking a measurement.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Checking a measurement.

Worked Example 8

Problem: Use 16 and 15 to make a simple example about Checking a measurement.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Checking a measurement.

Worked Example 9

Problem: Use 3 and 9 to make a simple example about Checking a measurement.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Checking a measurement.

Worked Example 10

Problem: Use 19 and 19 to make a simple example about Checking a measurement.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Checking a measurement.

30 Review Questions and Answers

Q1. What should a Grade 2 learner understand about Centimetres?

Answer: Length tells how long something is. Standard units such as centimetres and metres make measurements comparable.

Q2. What should a Grade 2 learner understand about Metres?

Answer: Length tells how long something is. Standard units such as centimetres and metres make measurements comparable.

Q3. What should a Grade 2 learner understand about Choosing centimetres or metres?

Answer: Length tells how long something is. Standard units such as centimetres and metres make measurements comparable.

Q4. What should a Grade 2 learner understand about Using a ruler?

Answer: Length tells how long something is. Standard units such as centimetres and metres make measurements comparable.

Q5. What should a Grade 2 learner understand about Starting at zero?

Answer: Starting at zero is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q6. What should a Grade 2 learner understand about Measuring to the nearest centimetre?

Answer: Length tells how long something is. Standard units such as centimetres and metres make measurements comparable.

Q7. What should a Grade 2 learner understand about Measuring objects longer than a ruler?

Answer: Length tells how long something is. Standard units such as centimetres and metres make measurements comparable.

Q8. What should a Grade 2 learner understand about Using a metre stick?

Answer: Length tells how long something is. Standard units such as centimetres and metres make measurements comparable.

Q9. What should a Grade 2 learner understand about Recording a measurement with units?

Answer: Recording a measurement with units is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q10. What should a Grade 2 learner understand about Comparing lengths?

Answer: Length tells how long something is. Standard units such as centimetres and metres make measurements comparable.

Q11. What should a Grade 2 learner understand about Ordering measured objects?

Answer: Ordering measured objects is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q12. What should a Grade 2 learner understand about Checking a measurement?

Answer: Checking a measurement is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q13. What should a Grade 2 learner understand about Centimetres?

Answer: Length tells how long something is. Standard units such as centimetres and metres make measurements comparable.

Q14. What should a Grade 2 learner understand about Metres?

Answer: Length tells how long something is. Standard units such as centimetres and metres make measurements comparable.

Q15. What should a Grade 2 learner understand about Choosing centimetres or metres?

Answer: Length tells how long something is. Standard units such as centimetres and metres make measurements comparable.

Q16. What should a Grade 2 learner understand about Using a ruler?

Answer: Length tells how long something is. Standard units such as centimetres and metres make measurements comparable.

Q17. What should a Grade 2 learner understand about Starting at zero?

Answer: Starting at zero is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q18. What should a Grade 2 learner understand about Measuring to the nearest centimetre?

Answer: Length tells how long something is. Standard units such as centimetres and metres make measurements comparable.

Q19. What should a Grade 2 learner understand about Measuring objects longer than a ruler?

Answer: Length tells how long something is. Standard units such as centimetres and metres make measurements comparable.

Q20. What should a Grade 2 learner understand about Using a metre stick?

Answer: Length tells how long something is. Standard units such as centimetres and metres make measurements comparable.

Q21. What should a Grade 2 learner understand about Recording a measurement with units?

Answer: Recording a measurement with units is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q22. What should a Grade 2 learner understand about Comparing lengths?

Answer: Length tells how long something is. Standard units such as centimetres and metres make measurements comparable.

Q23. What should a Grade 2 learner understand about Ordering measured objects?

Answer: Ordering measured objects is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q24. What should a Grade 2 learner understand about Checking a measurement?

Answer: Checking a measurement is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q25. What should a Grade 2 learner understand about Centimetres?

Answer: Length tells how long something is. Standard units such as centimetres and metres make measurements comparable.

Q26. What should a Grade 2 learner understand about Metres?

Answer: Length tells how long something is. Standard units such as centimetres and metres make measurements comparable.

Q27. What should a Grade 2 learner understand about Choosing centimetres or metres?

Answer: Length tells how long something is. Standard units such as centimetres and metres make measurements comparable.

Q28. What should a Grade 2 learner understand about Using a ruler?

Answer: Length tells how long something is. Standard units such as centimetres and metres make measurements comparable.

Q29. What should a Grade 2 learner understand about Starting at zero?

Answer: Starting at zero is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q30. What should a Grade 2 learner understand about Measuring to the nearest centimetre?

Answer: Length tells how long something is. Standard units such as centimetres and metres make measurements comparable.