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Unit 6: MeasurementUnit pacing: 8 Days (Dates were adjusted due to Benchmark Post Assessment, Dibels and Holiday Break.)

Module 17: April 13- 17, 2026
Module 18: April 20- 24, 2026
GALILEO BENCHMARK POST ASSESSMENT (April 27- May 1, 2026)
REVIEW: May 4- 21, 2026
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Unit Overview and Enduring Understandings
In this Unit, students will learn to measure length using nonstandard units like paper clips or cubes and practice ordering objects based on their length from shortest to longest or vice versa. They will also explore methods of comparing lengths, including indirect measurement techniques where one object is used to measure another indirectly. In addition to length, students will engage with time-telling skills, mastering how to read analog clocks to tell time to the hour and progressing to telling time to the half-hour using both analog and digital clocks. Through hands-on activities, visual learning tools, and real-world applications, teachers will guide students to understand and apply these fundamental mathematical concepts effectively in Unit 6.

ENDURING UNDERSTANDINGS:
What key concepts will students grasp by the end of the unit? "Students will understand that..."
1. Measuring length with nonstandard units, such as paper clips or cubes, helps us understand the concept of length and practice using measurement tools.
2. Ordering objects by length helps us arrange items from shortest to longest or vice versa, developing our understanding of spatial relationships.
3. Indirect measurement techniques, like using one object to measure another indirectly, teach us different ways to compare lengths effectively.
4. Analog clocks show us how to read time to the nearest hour, developing our ability to tell time accurately in daily activities.
5. Digital clocks provide a digital display of time, which helps us learn to tell time to the half hour precisely and understand the difference between analog and digital time-telling methods.
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Essential Questions		1. How do we measure length using nonstandard units, and why is it important?
2. What strategies can we use to order objects by their length?
3. Why do we use indirect measurement techniques to compare lengths?
4. How can analog clocks help us tell time to the hour?
5. What is the difference between telling time on analog and digital clocks, and why is it significant?
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Content DomainEssential StandardsSupporting StandardsConceptsSkillsStrategies/ ModelsVocabularyEvidence of MasteryAssessmentsDistrict Aligned Resources
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Conceptual Understanding

1.MD.A.2- Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. (Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.)

1.MD.B.3a- Tell and write time in hours and half-hours using analog and digital clocks.

1.MD.B.3b- Identify coins by name and value (pennies, nickels, dimes and quarters).

Module 17:

Length is how long something is from end to end.

We measure length by lining up units from one end of an object to the other.

Measuring is comparing the size of something using repeating units.

We compare objects to see which is longer, shorter, or the same length.

When measuring, the units must all be the same size to be fair.

If we can’t measure directly, we can use a third object to compare lengths indirectly.

We can describe length using words like longer than, shorter than, or about the same length as.



Module 18:

A clock tells us time using a short hour hand and a long minute hand.

The hour hand is short and shows the hour.

The minute hand is long and points to the 12 for “o’clock” and to the 6 for “half past hour.”

There are 12 numbers on a clock that show the hours from 1 to 12.

We use clocks to know what time events happen (like lunch, recess, bedtime).

Time moves in a cycle: after 12 o’clock comes 1 o’clock again.

A digital clock shows time using numbers only.

We can use time words like morning, afternoon, evening, now, later, before, after to describe events.

Additional/ Optional Lesson:

We have five common coin denominations—penny, nickel, dime, quarter, and dollar—each with a different value, size, and appearance.

We use the ¢ symbol to show cents and the $ symbol to show dollars.

We can count coin values by starting with the biggest value and adding up.

Coins are used to buy things and show the idea of value and exchange.
Module 17:

a. Identify and describe length using vocabulary like long, short, and same length.
b. Compare two or more objects to determine which is longer, shorter, or equal in length.
c. Measure the length of objects using nonstandard units (e.g., paper clips, cubes, sticks).
d. Align measurement tools correctly—starting at one end with no gaps or overlaps.










Module 18:

a. Identify the hour and minute hands on an analog clock.
b. Tell and write time to the hour using both analog and digital clocks.
c. Tell and write time to the half hour.
d. Match analog clocks with digital clocks that show the same time.
e. Sequence daily events based on time (e.g., what happens in the morning, afternoon, night).
f. Draw hands on an analog clock to show given times.






Additional/ Optional Lesson:
a. Identify coins by name and value (pennies, nickels, dimes and quarters).
b. Match each coin to its value (1¢, 5¢, 10¢, 25¢, $1).
c. Recognize coin features (size, color, symbols, presidents).
d. Use ¢ and $ symbols appropriately when writing money.
e. Order coins by value from least to greatest.
f. Count a collection of like coins (e.g., 3 nickels = 15¢).
g. Count mixed coins starting with the highest value.
h. Solve simple word problems involving coin values and total amounts.
Module 17:

a. Hands-on exploration: Let students physically manipulate and measure classroom items with nonstandard units.
b. Think-aloud modeling: Demonstrate aligning measuring units from edge to edge. Talk through the process.
c. Partner practice: One student measures, the other checks for alignment and accuracy.
d. Use real-world objects: Clipboards, pencils, books, shoes—connect math to the world around them.
e. Use comparison statements: Practice saying and writing "longer than," "shorter than," or "same length as."
f. Estimation games: Have students guess the length before measuring and compare results.
g. Measurement scavenger hunts: Students find objects that match a specific length or are longer/shorter than a known item.
h. Use Paper clips (same size)
i. Use yarn or string pieces (cut to measure)
j. Use nonstandard rulers (rulers made of glued cubes or uniform rectangles)
k. Number lines (to help show units lined up in order)

Module 18:

a. Use Daily Time Talk: Incorporate clock reading into daily routines.
b. Use Real-Life Context: Link time to events like recess, specials, or lunch to make it meaningful.
c. Clock Matching Games: Have students match analog clocks to digital time cards.
d. Clock Sorting: Sort times into “morning,” “afternoon,” or “evening.”
e. Draw the Time: Practice drawing the correct hands on a blank clock for given times.
f. Use Time Story Problems
g. Clock Bingo or Memory Match: Make learning fun and interactive with games.
h. Use anchor chart




Additional/ Optional Lesson:
a. Real-Life Context: Connect money to familiar experiences (buying snacks, lunch, toys).
b. Coin Sorting Activities: Sort by size, color, and value to build recognition.
c. Skip Counting Practice: Reinforce skip counting by 5s, 10s, and 25s.
d. "Mystery Coin" Games: Give clues and let students guess the coin.
e. Role-Play Shopping Centers: Use classroom stores with price tags and coin exchanges.
f. Daily Warm-Ups: Quick coin ID and value questions at the start of math block.
g. Use plastic coin manipulatives
h. Use anchor chart
Measurement
Length
Nonstandard units
Indirect measurement
Time
Analog clock
Digital clock
Hour
Half hour
Minute
Second
Telling time
Elapsed time
Coins
Value
Penny
Nickel
Dime
Quarter

TSWBAT understand the concept of non-standard units of measurement by using objects such as paper clips, blocks, or straws to measure the length of various items.

TSWBAT identify the hour and minute hands of a clock; describe its functions; and read and write the time to the nearest hour or half an hour on both analog and digital clocks.

TSWBAT recognize the four main U.S. coins (penny, nickel, dime, and quarter) by name and value with at least 80% accuracy.
DISTRICT BENCHMARK POST TESTS:
GALILEO
INTO MATH

Formative Assessments:
Exit Tickets
Observation Checklists
Weekly Tests
Written Assessments

Summative Assessments:
Unit Test (can also be done through Galileo)
Periodic/ Quarterly Tests
INTO MATH:

Module 17: Measure Length

Module 18: Measure Time

Additional/ Optional Lesson:
Identifying Coins and Their Values
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Application
1.MD.A.1- Order three objects by length. Compare the lengths of two objects indirectly by using a third object.
TSWBAT compare the lengths of various objects by their measurements and order them from shortest to longest, and vice versa.
Performance-Based Assessments through
manipulatives and visual models
Think-Pair-Share
White Board Responses
Group Activities
Interactive Games
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Procedural Skills and Fluency
1.OA.A.1- Use addition and subtraction within 20 to solve word problems with unknowns in all positions (e.g., by using objects, drawings, and/or equations with a symbol for the unknown number to represent the problem).


1.NBT.A.1- Count to 120 by 1's, 2's, and 10's starting at any number less than 100. In this range, read and write numerals and represent a number of objects with a written numeral.

1.NBT.C.5-Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count.

1.OA.C.5- Relate counting to addition and subtraction (e.g., by using counting on 2 to add 2).

1.OA.C.6- Fluently add and subtract within 10.
TSWBAT count to 120 by 1's, 2's, and 10's, starting at any number less than 100, with at least 90% accuracy.

TSWBAT read and write numerals up to 120 and represent a given number of objects with the correct written numeral, demonstrating comprehensive understanding and fluency.

TSWBAT fluently add and subtract within 10.
Technology-Based Assessments:
Online Quizzes
Educational Apps/ Program, e.g. Happy Numbers, Prodigy, etc.

Math Fact Fluency Assessments
Fluency Timed Tests
Flash Crads
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Considerations:
When teaching Unit 6, teachers should keep several key considerations in mind for effective instruction:

1. It is crucial to provide hands-on activities that allow students to actively engage in measuring length using nonstandard units and practicing time-telling skills with analog and digital clocks.
2. Emphasizing the importance of accuracy in measurement and time-telling helps students develop foundational skills that are applicable in daily life.
3. Teachers should guide students in comparing lengths using both direct and indirect measurement techniques. This promotes critical thinking and problem-solving abilities.
4. Differentiate instruction to accommodate diverse learning styles. This ensures that all students grasp these fundamental mathematical concepts.
5. Provide regular assessments and constructive feedbacks. These are essential to monitor student progress and adjust teaching strategies accordingly, ensuring a thorough understanding of measurement and time concepts by the end of the unit.
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