Students extend their measurement understanding to work with customary units, reason with shapes and their attributes, partition shapes into equal shares and describe them, and extend knowledge of time by reading and representing time to the nearest five minutes.
Math
Unit 6
2nd Grade
In Unit 6, 2nd grade students revisit measurement concepts and skills as they apply them to customary units. After being introduced to the metric standard units centimeters and meters in Unit 3, students encounter inches and feet as another unit of length measurement in this unit. Throughout Topic A, students measure the lengths of objects in inches and draw lines that can be measured to the nearest inch. They use inch rulers and yardsticks as measuring tools to measure and estimate lengths in inches and in feet. Students also come to understand that when measuring an object with two different units of measure, the measurement value is relative to the size of the unit. For example, if a student were to measure a pencil in centimeters and then inches, they would reason that the higher valued measurement is centimeters since a centimeter is smaller than an inch and it therefore takes more of them to measure the same object. Similarly, to measure the same pencil, they would need fewer inches than centimeters. In this topic, students also apply their problem solving skills to solving onestep and twostep word problems involving customary measurement.
In Topic B, students reason about shapes and their attributes. Building off their geometry work of previous grades, students begin by identifying defining attributes and classifying flat, closedsided polygons. Throughout the topic, students will have opportunities to sort, identify, and draw shapes based on their number of sides, angles, and other defining attributes. They will be introduced to the terms quadrilateral, pentagon, and hexagon. As students build on their work of shapes, they also extend their work on partitioning shapes into equal shares and describing them. In first grade, students partitioned shapes into halves and quarters/fourths, and in second grade, their work builds on that learning to partition rectangles and circles into thirds, as well. Students will be able to see a whole as 2 halves, 3 thirds, or 4 fourths depending on the partition as they build their foundation for fraction work in third grade.
Finally, in Topic C, students relate their knowledge of partitioning circles into halves and quarters to the telling of time to the nearest half and quarter hours before further diving into telling time to the nearest 5minute increment. In first grade, students told time to the nearest hour and half hour. Combined with their earlier work with skipcounting by 5s, this will support students as they reason about the time shown on analog clocks and as they represent time on analog clock faces to the nearest 5 minutes. As student knowledge of telling time grows, they complete the unit by assigning a.m. and p.m. distinctions to time. This work forms the foundation for their third grade work with elapsed time.
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The following assessments accompany Unit 6.
Have students complete the MidUnit Assessment after lesson 12 .
Use the resources below to assess student understanding of the unit content and action plan for future units.
Read pp. 96–103 on Geometric Measurement and pp. 113–125 on Geometry in the Progressions.
Read the following table that includes models used in this unit.
Model  Example 
line plot 

tape diagram 
Armando buys 16 peppers for a barbecue. 7 of the peppers are red and the rest of the peppers are orange. How many orange peppers did Armando buy?

angle, $${\angle}$$
analog clock
cube
digital clock
edge
face
foot/feet
hexagon
inch/inches
partition
pentagon
quadrilateral
quarter till
quarter past
thirds
To see all the vocabulary for Unit 6 , view our 2nd Grade Vocabulary Glossary.
Centimeter cubes (20 per student)
Topic A: Customary Measurement
Topic B: Shapes, Their Attributes, and Equal Shares
Topic C: Telling Time
Key
Major Cluster
Supporting Cluster
Additional Cluster
CCSS.MATH.PRACTICE.MP1 — Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2 — Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3 — Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP4 — Model with mathematics.
CCSS.MATH.PRACTICE.MP5 — Use appropriate tools strategically.
CCSS.MATH.PRACTICE.MP6 — Attend to precision.
CCSS.MATH.PRACTICE.MP7 — Look for and make use of structure.
CCSS.MATH.PRACTICE.MP8 — Look for and express regularity in repeated reasoning.
Next
Understand a new length unit, an inch, and make an inch ruler to measure.
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