2nd Grade Math Unit 9

Big Idea:

Read and write time to the nearest minute and use units of measurement to determine the length of an object.

Student Expectations:

Priority TEKS

2.9(G) [Readiness] Read and write time to the nearest one‐minute increment using analog and digital clocks and distinguish between a.m. and p.m

2.9(A) [Supporting] find the length of objects using concrete models for standard units of length

2.9(D) [Supporting] determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes

Focus TEKS

2.9(B) [Supporting] describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object

2.9(C) [Supporting] represent whole numbers as distances from any given location on a number line

2.9(F) [Supporting] use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit

2.9(E) [Readiness] determine a solution to a problem involving length, including estimating lengths

Student Learning Targets:

• I will use skip counting to tell time to the minute using an analog or digital clocks.
• I will distinguish between AM and PM.
• I will use different units to determine length of an object or area.

Essential Questions:

• Why is it important to know the difference between the hour hand and minute hand?
• How does skip counting by 5’s and counting on help when telling time to the nearest minute on an analog clock?
• How are digital and analog clocks similar? different?
• What is the difference between a.m and p.m.?
• What is a standard unit of length?
• How does the size of a unit impact the length of an object?
• How can measuring tools be used to determine length?

Extra Information:

Adopted Textbook: Pearson - enVision Math

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