Time, Money, Measurement, Data, and Geometry
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TouchMath Second Grade Unit 4 covers the Common Core State Standards for measurement & data and geometry. The concept of telling time extends to a.m. and p.m. and the nearest five-minute interval. In working with money students learn the value of coins and count the value of mixed coins. These skills are scaffolded to incorporate increasing numbers of coins and applied in one-and-two-step word problems.
Students build on their knowledge of bar and picture graphs, extending to four categories. Line plots for recording measurements are introduced. Measurement includes selecting appropriate tools using different tools to develop understanding of different size units and estimating length. The concept of length is then related to addition and subtraction in word problems using drawings, equations, and unknowns.
The unit concludes with geometry, clear definitions and comparisons of shapes, foundational work for understanding area, and fractional parts of shapes are introduced.
 Click the worksheet image to download free sample pages! One page per module is included for you to test in your classroom. NOTE: To preserve workspace for young learners and non-readers, and to provide lesson expansion opportunities, the page directions are included in the Instructional Strategies within each Module Guide.
This Unit includes: - 150 student activity pages
- Implementation guide
- Six module guides complete with strategies and answer keys
- Pre-and Posttests for each module
- Three unique sets of FlipCards
- Learning about Money
- Selecting Tools for Measurement
- Reasoning with Shapes
- 1-year subscription to TouchMath PLUS
Need more FlipCards? Buy individual sets here!
Module 1: Telling Time
The activities in this module begin with an introduction to a 24-hour day with a.m. and p.m., using both analog and digital clocks. The learning is scaffolded from tracing the hands on analog clocks to tracing the hands on analog clocks and writing the digital time. The analog clocks have five-point stars as visual cues for the five-minute increments. A 60-minute hour is introduced, and its representation is shown on an analog clock. Telling time is then gradually introduced, beginning with the hour, then the half hour, and then five minutes. With five-minute intervals, students are encouraged to transfer their understanding of counting by fives. The activities conclude with reading, writing, and selecting appropriate times for certain activities; finishing with a brief introduction to finding elapsed time.
Module 2: Learning About Money
This module is built on identifying coins and the one-dollar bill, counting the values of multiple coins of the same type, counting the values of mixed coins, finding the coins to represent given values, and finally problem solving with money. To ensure learner success, one coin is presented with multiple activities before introducing a new coin. Instruction is encouraged using actual or plastic coins, demonstrating the fronts and backs of the coins, writing the coin names, and matching the coin values. Both cent and dollar values are represented, as students count and record the value of coins.
Module 3: Representing and Interpreting Data
Four skills are included in this module: collecting, organizing, representing, and interpreting data –– using vertical and horizontal graphs and line plots. Activities begin with recording and interpreting data in picture graphs before moving on to bar graphs. The learning is scaffolded from three to four categories with up to 10 data points per category. After experiences with reading and constructing graphs, collecting and organizing data are presented. Students measure common classroom objects and lengths provided on the page using both non-standard and standard tools, as well as drawings of rulers. The data is recorded and then ordered from least to greatest to be transferred later to line plots.
Module 4: Measuring, Comparing, and Estimating Length
Initial instruction is presented using standard tools: rulers, yardsticks, and tape measures. Metric tools include the metric ruler and meter stick. A ruler is used to measure lengths up to one foot (12 inches), a yardstick is used for lengths greater than a foot and up to a yard, and the tape measure is used for lengths greater than a yard. The concept is expanded to include placing a tool end-to-end for multiple feet, meters, etc. Students use their skill of skip counting by threes to determine yards on the tape measure. Each tool is introduced, and students are guided through measuring various lengths and identifying objects in their environments. The activities are scaffolded to identify the tool for a list of objects, to measure the objects, and to record the measurements. Students then measure a given list of objects with two different tools and record the measurements, building the ideas that the smaller the unit, the greater the number of them and the smaller the unit, the more accurate the measurement. After the multiple experiences described above, students estimate lengths of objects by selecting from a pair of choices.
Module 5: Relating Addition and Subtraction to Length
Activities from the previous module are extended here as the process of adding and subtracting length is presented. Students measure and record line lengths with a ruler, cut out the lines and lay them end-to-end for addition and subtraction practice. The learning is extended from measuring line lengths to measuring how many units are needed to frame a given object –– a soft introduction to perimeter. Students identify how much of a given material is needed for each of two objects and then find the sum or difference of the material needed. Unknowns in equations are introduced gradually and within the context of real-world situations. The learning is then scaffolded to include distances between cities. Number lines are introduced to demonstrate relative distance, giving students a visual reference for addition and subtraction of distances.
Module 6: Reasoning With Shapes
Three sets of skills/activities are presented in this module. The first set introduces shapes according to the number of sides: triangles (equilateral, right, isosceles, and irregular), quadrilaterals (square, rhombus, rectangle, parallelogram, and trapezoid), other polygons (pentagon, hexagon, heptagon, octagon, nonagon, and decagon), and one 3-D shape (cube). The learning has been structured to identify the critical attributes of a shape, trace its name, select it from other shapes, and then draw it. The second set of skills/activities is partitioning rectangles into same-size squares, which is a soft introduction to area. The third set of skills/activities presents partitioning rectangles and circles into fractional parts: halves, thirds, and fourths. Writing the fractions and their various names (e.g., one fourth or a fourth of) are presented through tracing.
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