Measurement: Lesson 2 - Standard Measurement Conversion and Problem Solving

Standard Measurement Conversion and Problem Solving is the second of five self-paced lessons in the “Measurement” section. This lesson demonstrates using proportion to convert measurement units. It also applies measurement conversions to the types of problems that students may encounter in their daily lives and on the GED^{®} Tests. This lesson, and the “Measurement” section are part of KET’s GED Geometry Professional Development Online Course.

On the GED^{®} Mathematics Test, students may encounter problems using standard units of measurement. There are several reasons why they find these questions difficult.

Students may not be aware of the common equivalencies that are used to convert one unit to another.

They are unfamiliar with measurement problem-solving strategies, including using conversions to find an answer or to put an answer in a final form.

This lesson demonstrates using proportion to convert measurement units. It also applies measurement conversions to the types of problems that students may encounter in their daily lives and on the GED Tests.

2Converting Units

Watch the video to see how equivalencies are used to make unit conversions before working through this problem.

Question Inez wants to know how many quarts of oil are in the container below.

How many quarts are there in the oil container?

Step 1 Look at the volume part of the chart to see how many quarts are equal to 1 gallon.

1 gallon = 4 quarts

Step 2 Write a proportion using 1 gallon = 4 quarts as one of the ratios. Make sure to write the second ratio with the labels in the same order as the first one.

Step 3 Find the cross products. Then divide by the remaining term.

Answer 42 quarts

3Problem Solving

Watch the video to see an example of equivalences before working through the following problem.

Equivalencies and Benchmarks

Video: 1m 23s

Use problem-solving strategies to solve the following problem involving measurement conversions. A good problem-solving strategy is to convert measurements using equivalencies.

Question When Jen had a computer problem, she spent 200 minutes waiting on hold for technical support. When Eva had a computer problem, she spent 1 ¾ hours waiting on hold.

How much longer was Jen waiting on hold than Eva?

Step 1 Compare the time given in minutes with the time given in hours and minutes. Use what you know about equivalencies to write each time in the same unit of measurement.

Step 2 Subtract to compare the time Jen spent waiting on hold (200 minutes) with the time Eva spent waiting on hold (105 minutes).

Step 3 Use equivalencies to rename 95 minutes as hours and minutes. Divide 60 into 95 to find the number of hours. The remainder is the number of minutes

Answer 1 hour 35 minutes

4Sample GED Questions

Directions: There are two questions on this page. Each will appear in the blue rectangle below. Click on Question 1 to see the first question, and then select your answer. Click on Question 2 to see the second question, and select your answer. As you solve these problems, consider how you would work through them with your students.

Questions 1 and 2 are based on the following information and picture.

Henry is making a pancake breakfast for his children.

Use information from the package label on the pancake box to respond to the practice problems below.

Measurement: Lesson 2 - Standard Measurement Conversion and Problem Solving

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Printable Resource

In this lesson you have learned about standard measurement. This review consists of many of the charts you have used to answer questions and some new terms with which you will need to be familiar. Click the view button on the left to access a review sheet.

Below you will also see a Classroom Connection with suggestions for linking this content with your instruction.

Head Start Child Development and Early Learning Framework

1.1 ( Prekindergarten ): Recognizes numbers and quantities in the everyday environment.

Benchmarks for Science Literacy

11D/H1 ( Grades: 9-12 ): Representing very large or very small numbers in terms of powers of ten makes it easier to perform calculations using those numbers.

12B/E9 ( Grades: 3-5 ): Use appropriate units when describing quantities.

12B/H6 ( Grades: 9-12 ): When describing and comparing very small and very large quantities, express them using powers-of-ten notation.

12B/M11 ( Grades: 6-8 ): Use powers of ten when estimating the result of a calculation.

12B/M7a ( Grades: 6-8 ): Use the units of the inputs to a calculation to determine what units (such as seconds, square inches, or dollars per tankful) should be used in expressing an answer.

12B/M7b ( Grades: 6-8 ): Convert quantities expressed in one unit of measurement into another unit of measurement when necessary to solve a real-world problem.

12B/M9 ( Grades: 6-8 ): Express numbers like 100, 1,000, and 1,000,000 as powers of ten.

9A/H1 ( Grades: 9-12 ): Comparison of numbers of very different size can be made approximately by expressing them as nearest powers of ten.

NSTA National Science Education Standards

3.4 ( Grades: K-12 ): Different systems of measurement are used for different purposes. Scientists usually use the metric system. An important part of measurement is knowing when to use which system. For example, a meteorologist might use degrees Fahrenheit when reporting the weather to the public, but in writing scientific reports, the meteorologist would use degrees Celsius.

CCSS.Math.Con.HSN-Q.A.1 ( High School - Number and Quantity ): Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

CCSS.Math.Cont.6.RP.A.1 ( Grade 6 ): Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

CCSS.Math.Cont.6.RP.A.3 ( Grade 6 ): Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

CCSS.Math.Cont.6.RP.A.3b ( Grade 6 ): Solve unit rate problems including those involving unit pricing and constant speed.

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