Additional Mathematics Content Modifications

Students should select an appropriate measurement unit (feet, yards, or meters) and measure the length and width of their study area. Add a place for students to record their plant height, along with a place for the students to identify the units they used to measure the height. 

When students are in the field, direct them to record the time to the nearest 5-minute increment using both analog and digital clocks. Teachers should not provide this information as this will serve as practice for the students in telling and writing time. Students might begin by attempting to use only analog clocks and then confirm their time by referencing a digital clock.
 
Deletion of the inch ruler on the data sheet allows the students the opportunity to measure the height using appropriate tools. Allow students to decide if they think they need a meter stick, a ruler, etc. Then, have students measure the height of the plant (or other object) twice, using two different units of measure and allow them to describe how the two measurements relate to the size of the units that they chose to measure the plant with.
 
Have students estimate the heights of the plants using inches, feet, centimeters, and meters prior to measurement.
 
Have students compile the measurements of all students’ plant heights. Teachers can provide a giant line plot, marked off in whole number units, displayed in the classroom. Students can then plot the height of their individual plant. (2.MD.D.9) Discourse on the set of class data should ensue.
 
Extending instruction to address 3rd grade content:

• Have students record time to the nearest minute.  Teachers should not provide this information as this will serve as practice for the students telling and writing time. (3.MD.1 Work with time and money. a. Tell and write time to the nearest minute. Measure time intervals in minutes (within 90 minutes). Solve real-world problems involving addition and subtraction of time intervals (elapsed time) in minutes, e.g., by representing the problem on a number line diagram or clock.)
• Have students compile the measurements of their same plant over time. Show how the height of the plant changes by making a line plot where the horizontal scale is marked off in whole numbers, halves, and quarters. (3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by creating a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.)