Observation	Next Unit Supports	Assessment item(s) (standard assessed)
Students show they may be considering the difference in the lengths of smaller and larger units or may be considering the unit they hear people using when talking about height (feet), but do not yet choose the reasonable estimate (50 inches).	During center time in the next section, encourage students to play Estimate and Measure, Stage 2. After students make their estimates, invite them to share their thinking as they made their estimate. As students play, encourage them to use the words “actual measurement” and “estimate” as they describe their work and reflect on their results. Throughout the school year, consider inviting students to use the Estimation Exploration routine to estimate the length of an object. As students estimate, encourage them to share their thinking, including any benchmarks (for example, length of a meter stick/yardstick, height of a basketball goal, etc.). Consider keeping a display of common benchmarks that students relate to standard units and find useful for estimating lengths.	1, CCSS.2.MD.A.3CA.2.MD.3.
Students show they may not yet understand the relative sizes of inches and centimeters or how the size of a length-unit relates to the number of units it takes to measure the same length.	Before students work with fractions in Unit 6 Section B, encourage students to play Estimate and Measure, Stage 2. After students choose the unit they plan to use to measure their object, invite them to explain why. Listen for ways they match the length of the unit to the length of the object. After students estimate the length, ask them to estimate the length of the object in the other units. Ask students to explain why their estimates are different. Emphasize the connection between the length of the unit and the number of units needed to measure an object.	2 CCSS.2.MD.A.2CA.2.MD.2.
Students show they may not yet understand how to label the scale of a line plot. For example, they only label the measurements given on the line plot or start the scale with 0 on the left side. Students do not yet represent the data accurately on the line plot.	Throughout the next unit, encourage students to play Creating Line Plots, Stage 1. Invite students to share how they decided what numbers to include on their scale and how they know their scale matches the way numbers are represented on a ruler. Invite partners to check each other's work and give feedback on how the line plots clearly and accurately reflect the data collected.	3 CCSS.2.MD.D.9CA.2.MD.9.
Students show they may not yet be lining up the length-units on their measuring tool to the starting and ending points of the objects they measure. For example, they may find a measurement 1 cm more or less than actual measurements because they do not line up the ruler with 0 and do not count the number of length-units that span the length of the object.	During center time in the next unit, encourage students to play Estimate and Measure, Stage 2 or Target Measurements, Stage 1. Look for ways they use their rulers to measure the length of objects. Invite them to share their methods and compare their method to a peer’s method as needed. Emphasize the way students describe how they line up the ruler with the starting point of the object to determine the length of the object. As students develop their understanding of the number line and locate and label points, invite students to share how they see a labeled point as a length from 0. As needed, ask them to count the number of length-units from 0 to the location of the point. Emphasize they are counting the length between each tick mark (and not the tick marks themselves).	4 CCSS.2.MD.A.1CA.2.MD.1.
Students find the sum of the lengths rather than the difference.	Before students use the number line to represent operations in Unit 4 Section B, including those used to compare numbers, display samples of student work that show finding the sum of the lengths and those that compare the lengths. Samples might also include students who included the unit in their response, and those that did not. Ask students to share how the approaches are the same and how they are different. Invite students to share how to improve each response.	4 CCSS.2.MD.A.4CA.2.MD.4.
Students find the numerical difference, but do not express the length unit.	Encourage students to play Estimate and Measure, Stage 2 or Target Measurements, Stage 1. As students play, invite them to compare the lengths of two different objects. If students respond without sharing the unit, ask them which unit they used and why sharing the unit is important.	4 CCSS.2.MD.A.4CA.2.MD.4.
Student work shows they may need support in making sense of or solving story problems with measurement units. For example, they find sums of measurements rather than differences (6) or attempt to draw out discrete units like circles to represent each inch (5).	As students are invited to use number lines to represent story problems at the end of Unit 4 Section B, consider revisiting the story problems from this assessment. Encourage students to represent the problems on a number line and share how the representation helps them make sense of the problems. Before students represent and solve story problems in Unit 4 Section B, display the stories with Jada’s and Han’s estimates from the assessment and any tape diagrams that students used to represent the problems. Invite students to play Math Stories, Stage 5 and create similar stories about estimates and actual lengths for the tape diagrams that show comparison.	5, 6 CCSS.2.MD.B.5CA.2.MD.5.
Students solve the one-step problems (6) and one part of the two-step problem (5), but do not solve the problem. Students solve Add To, Result Unknown problems (5), but do not yet solve Compare, Difference Unknown problems (6).	Before the Warm-up in a lesson in the upcoming section, use the Three Reads routine with the two-step and/or Compare problem. Invite students to discuss their work and identify ways to revise their answers.	5, 6 CCSS.2.OA.A.1CA.2.OA.1.

2.3 End-of Unit Assessment Guidance