This 15 day unit has everything you need to teach or review telling time to the 5 minute, measurement with inches/feet, centimeters/meters, and graphing/data.  You will receive detailed lesson plans with engaging tasks,  learning targets, standards, step-by-step procedures, and independent student work. You also receive the teaching slides for each lesson. You have everything you need to start teaching! Also included in the unit is a summative assessment.  With this unit, you are ready to go!

Measurement & Data
Lesson 1: I can tell time to the hour and half hour.
Lesson 2: I can tell the time to the quarter hour. 
Lesson 3: I can tell the time to 5 minutes. 
Lesson 4: I can distinguish between am & pm.
Lesson 5: I can explore measurement tools and units.
Lesson 6: I can estimate and measure with inches, feet, and yards.
Lesson 7: I can estimate and measure in feet and inches.  I can make a dot plot.  
Lesson 8: I can measure in centimeters and meters.
Lesson 9:  I can estimate and measure in centimeters.  I can make a dot plot.
Lesson 10: I can compare measurements. 
Lesson 11: I can estimate lengths.
Lesson 12:  I can create a pictograph and solve problems using information presented in the graph
Lesson 13: I can create a bar graph and solve problems using information presented in the graph
Lesson 14:  I can solve measurement problems, tell time, create and read graphs.
Lesson 15:  Assessment

Unit Common Core Standards

• KY.2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks and measuring tapes.
• Students are exposed to different situations where they choose the appropriate tool(s) to measure.
• KY.2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
• Students measure an object using two different units and describe how the two measurements relate to the size of the unit chosen. (Students measure a door in inches and then in feet. Students relate the size and amount of each unit to discover more inches than feet are needed to measure the door.)
• KY.2.MD.3 Estimate lengths using units of inches, feet, yards, centimeters and meters.
• Students understand estimates are not exact answers or unreasonable guesses. Estimates are based on prior knowledge and the ability to reason about the appropriateness of their estimates.

standards continue on page 2

• KY.2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of either a customary or metric standard length unit.
• Students measure using appropriate tools and standard unit lengths to find the difference between the lengths.
• KY.2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units by using drawings and equations with a symbol for the unknown number to represent the problem.
• Students use concrete models and/or representations such as drawings of rulers to make sense of adding and subtracting word problems involving length. For example, a girl had a 43 cm section of a necklace and another section that was 8 cm shorter than the first. How long would the necklace be if she combined the two sections?
• KY.2.MD.6 Represent whole numbers as lengths from 0 on a number line with equally spaced points corresponding to the numbers 0, 1, 2,... and represent whole-number sums and differences within 100 on a number line.
• Students show their thinking of adding and subtracting quantities using a number line. For example, a grasshopper jumped 7 cm forward and 4 cm back and then stopped. If the grasshopper started at 18 cm, where did the grasshopper stop?
• KY.2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
• Students orally tell and write the time from both types of clocks to the nearest five minutes. Realizing that a clock can be seen as a number line.
• KY.2.MD.9 Investigate questions involving measurements. 
• a. Identify a statistical question focused on measurements. 
• b. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. 
• c. Show the measurements by making a dot plot, where the horizontal scale is marked off in whole-number units. 
• For example, as a class, how long are our feet with our shoes on? 5 in. 6 in. 7 in. 8 in. 9 in. 10 in. 
• MD.10 Create a pictograph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart and compare problems using information presented in a bar graph