GRADE 2 MATHEMATICS

(2.9) Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative
language to solve problems and answer questions. The student selects and uses nonstandard units to describe length, area, capacity, and
weight/mass. The student recognizes and uses models that approximate standard units (from both SI, also known as metric, and
customary systems) of length, weight/mass, capacity, and time. The student is expected to: (D) select a non-standard unit of measure
such as beans or marbles to determine the weight/mass of a given object.

GRADE 2 MEASUREMENT

Date: ______________________________

Dear Grade 2 Parent,

Your child is learning about measurement in math class. Your child must be able to compare the
attributes of mass and weight and select a non-standard unit of measure *such as beans or
marbles) to determine the weight/mass of an object. Please let me know if you have questions
about the measurement Texas Essential Knowledge and Skills (TEKS) for Grade 2 Mathematics.

The information on the following pages was introduced to your child during math class over a
period of time. Please use this information to help your child complete two homework assignments
that will be sent home over the next several days. Your child will ask you or another adult or older
child to help them read and complete the homework assignments.

Thank you for helping your child master the measurement TEKS for Grade 2 Mathematics.
Mastery of the TEKS requires many hours of practice. Your child will need to work hard to master
the TEKS during math class and outside school hours. The Grade 2 TEKS are the foundation for
the Grade 3 TEKS that will be assessed on the Grade 3 Texas Assessment of Knowledge and
Skills (TAKS) at the end for Grade 3.

Sincerely,

___________________________________
Grade 2 Teacher

TEKSING TOWARD TAKS 2007 Page 1

 GRADE 2 MATHEMATICS
(2.9) Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative
language to solve problems and answer questions. The student selects and uses nonstandard units to describe length, area, capacity, and
weight/mass. The student recognizes and uses models that approximate standard units (from both SI, also known as metric, and
customary systems) of length, weight/mass, capacity, and time. The student is expected to: (D) select a non-standard unit of measure
such as beans or marbles to determine the weight/mass of a given object.

GRADE 2 MATHEMATICS BACKGROUND

FOR MEASUREMENT TEKS 2.9D
Understanding When to Use Measurement
Measurement is used to find how heavy something is or how light something is.
Understanding How to Measure Weight in Customary Units
Ounces and pounds are called customary units of weight.

Customary Units of Weight

ounce

1 pound  16 ounces

When you find how heavy or light an object is, you are finding the weight of the object. Use a
scale to measure weight.

Weigh small things, like an apple,

on a scale that measures in ounces.

Weigh large things, like a

person, on a scale that
measures in pounds.

TEKSING TOWARD TAKS 2007 Page 2

 GRADE 2 MATHEMATICS
(2.9) Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative
language to solve problems and answer questions. The student selects and uses nonstandard units to describe length, area, capacity, and
weight/mass. The student recognizes and uses models that approximate standard units (from both SI, also known as metric, and
customary systems) of length, weight/mass, capacity, and time. The student is expected to: (D) select a non-standard unit of measure
such as beans or marbles to determine the weight/mass of a given object.

Understanding How to Measure Mass in Metric Units

Grams and kilograms are called metric units of mass.

Metric Units of Mass

gram

1 kilogram  1000 grams

When you find how much matter an object has you are finding the mass of the object.
Mass is measured in grams and kilograms. Use a balance to measure mass. If both pans are
straight across, the objects have about the same mass.

Measure small amounts in

grams and large amounts in
kilograms

If one of the pans is lower than the other, the object in the lower pan has more mass than the
object in the higher pan.

The object in the right pan has more mass than the object in the left pan.

TEKSING TOWARD TAKS 2007 Page 3

 GRADE 2 MATHEMATICS
(2.9) Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative
language to solve problems and answer questions. The student selects and uses nonstandard units to describe length, area, capacity, and
weight/mass. The student recognizes and uses models that approximate standard units (from both SI, also known as metric, and
customary systems) of length, weight/mass, capacity, and time. The student is expected to: (D) select a non-standard unit of measure
such as beans or marbles to determine the weight/mass of a given object.

Understanding the Difference Between Mass and Weight

Mass and weight are similar, but they are not the same. Mass is different from weight because it
does not change when the force of gravity changes.
Suppose you took a trip to the moon. If you got on a scale on the moon you would weigh much
less than you weigh on Earth. The moon has less gravity than Earth. The moon pulls down on
your body less than Earth does, so your weight would be less on the moon.
There is still the same amount of you no matter where you are. Your mass on the moon would be
the same as on Earth.

Understanding Benchmarks for Mass and Weight

Customary Units of Weight Metric Units of Mass

ounce gram

A slice of bread A small paperclip

weighs about 1 ounce weighs about 1 gram

pound kilogram

A loaf of bread A textbook

weighs about 1 pound weighs about 1 kilogram

TEKSING TOWARD TAKS 2007 Page 4

 GRADE 2 MATHEMATICS
(2.9) Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative
language to solve problems and answer questions. The student selects and uses nonstandard units to describe length, area, capacity, and
weight/mass. The student recognizes and uses models that approximate standard units (from both SI, also known as metric, and
customary systems) of length, weight/mass, capacity, and time. The student is expected to: (D) select a non-standard unit of measure
such as beans or marbles to determine the weight/mass of a given object.

A balance can be used to compare weight or mass.

EXAMPLE 1: Compare the weight of a loaf of bread and a box of cookies.

Place the loaf of bread on one side of the balance. Place the box of cookies on the other side of
the balance.

COOKIES

Both objects are about the

same weight because the
balance is even.

A loaf of bread weighs about 1 pound, so the box of cookies weighs about 1 pound.

EXAMPLE 2: Compare the mass of a loaf of bread and a blackboard eraser.

The object in the left pan has more

mass than the object in the right pan
because the left pan is lower.

The loaf of bread has a greater mass than the eraser.

TEKSING TOWARD TAKS 2007 Page 5

 GRADE 2 MATHEMATICS
(2.9) Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative
language to solve problems and answer questions. The student selects and uses nonstandard units to describe length, area, capacity, and
weight/mass. The student recognizes and uses models that approximate standard units (from both SI, also known as metric, and
customary systems) of length, weight/mass, capacity, and time. The student is expected to: (D) select a non-standard unit of measure
such as beans or marbles to determine the weight/mass of a given object.

A balance and nonstandard units can be used to measure weight or mass.

EXAMPLE 1: The slice of bread weighs about 1 ounce. How much does the book weigh?

The book weighs more than the slice of

bread because the right pan is lower.

The book weighs more than 1 ounce. Add more slices of bread until the balance pans are level.

The book weighs about the same as 6 slices of bread. The book weighs about 6 ounces.

EXAMPLE 2: A small paperclip has a mass of about 1 gram. What is the mass of the nickel?

The nickel has more mass than the small

paperclip because the right pan is lower.

TEKSING TOWARD TAKS 2007 Page 6

 GRADE 2 MATHEMATICS
(2.9) Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative
language to solve problems and answer questions. The student selects and uses nonstandard units to describe length, area, capacity, and
weight/mass. The student recognizes and uses models that approximate standard units (from both SI, also known as metric, and
customary systems) of length, weight/mass, capacity, and time. The student is expected to: (D) select a non-standard unit of measure
such as beans or marbles to determine the weight/mass of a given object.

The nickel has a mass that is greater than 1 gram. Add more small paper clips until the balance
pans are level.

The nickel has about the same mass as 5 small paper clips. The nickel has a mass of about
5 grams.

TEKSING TOWARD TAKS 2007 Page 7