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Domain Measurement and Data
Grade 2
Cluster Relate addition and subtraction to length.
Standard Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
Task High Jump Competition

High Jump Competition


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Alignments to Content Standards: 2.MD.B.5
Student View

Task

Presley jumped 36 cm on her first jump  in the high jump competition. On her second jump, she jumped 45 cm.  

  1. How many total cm did Presley jump?  

  1. How many fewer cm did Presley jump on her first jump than her second jump?   

  1. Logan also jumped twice. The total of Logan's two jumps was 95 cm. How many more total cm did Logan jump than Presley?

IM Commentary

This task was designed to offer multiple entry points and solution strategies as students engage in the problem. A variety of problem types were selected to intentionally provide students with opportunities to find the sum and difference of result unknown and compare problems and relate addition and subtraction problems to length. Through the class discussion, students will analyze a variety of strategies and consider why and how different operations may be used to solve the problems.

As students work on the task, monitor their progress and look for students who solved the problems using different strategies to share out with the class. The teacher might ask questions before, during, and after students work for a variety of purposes.

Questions to support students in engaging in the task:

  • What is the story about?  What is happening in the story?

  • What do you know?

  • What are you trying to find out?

Questions to probe student thinking:

  • What did you do first?

  • How did you get ___?

  • Will your strategy always work?  How do you know?

Questions to engage students in each other’s thinking:

  • What do you think ___ did?  (students look a student’s work prior to the student explaining)

  • How is ____’s strategy similar or different than ______’s strategy?

  • Why did he/she  _____?

  • How was your strategy similar or different than ___’s strategy?

Questions to extend student thinking:

  • Why did _____  add to find the total distance that Presley jumped?

  • What operation did you use to find the difference between Presley’s first jump and second jump?  Why does that operation work?  Is there another operation that works?  How do you know?

  • What operation did you use to find the difference between Presley’s jumps and Logan’s  jumps?  Why does that operation work?  Is there another operation that works?  How do you know?

  • How are addition, subtraction, and measurement connected within this task?

 

Solution

  1. 81 cm

  2. 9 cm

  3. 14 cm

High Jump Competition

Presley jumped 36 cm on her first jump  in the high jump competition. On her second jump, she jumped 45 cm.  

  1. How many total cm did Presley jump?  

  1. How many fewer cm did Presley jump on her first jump than her second jump?   

  1. Logan also jumped twice. The total of Logan's two jumps was 95 cm. How many more total cm did Logan jump than Presley?

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