1Conversion and Problem Solving
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 problemsolving 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.
Converting English Units of Measurement
Video: 2m 05s
To make measurement conversions, you need to know the following basic equivalencies.
Click for larger image of measurement chart.
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 problemsolving strategies to solve the following problem involving measurement conversions. A good problemsolving 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.
Click for larger image of pancake box.
List some ways you could demonstrate common equivalencies and the proportional method to solve problems.
Click for more teaching ideas.
5Skill Review
Common Units of Measurement
Measurement: Lesson 2  Standard Measurement Conversion and Problem Solving
Document
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.
Return to the GED Online Professional Development Course.
Credits
Screen 1:
Screen 2:
Producer/Director: Vince Spoelker
Editor: Jim Piston
Screen 3:
Producer/Director: Vince Spoelker
Editor: Jim Piston
Screen 4:
Flash programming by Esther Tattershall
Graphic Artist: Missy Upton
Screen 5:
Standard Measurement Conversion and Problem Solving is the second of five selfpaced lessons in the “Measurement” section. This lesson demonstrates using proportion to convert ...
Standard Measurement Conversion and Problem Solving is the second of five selfpaced 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.
Head Start Child Development and Early Learning Framework

1 (Prekindergarten ): The understanding that numbers represent quantities and have ordinal properties (number words represent a rank order, particular size, or position in a list).
Benchmarks for Science Literacy

11 (Grades: 912 ): Common Themes

11A (Grades: 912 ): Systems

11A/H1 (Grades: 912 ): A system usually has some properties that are different from those of its parts, but appear because of the interaction of those parts.

11A/H1 (Grades: 912 ): A system usually has some properties that are different from those of its parts, but appear because of the interaction of those parts.

11B (Grades: 912 ): Models

11B/H1a (Grades: 912 ): A mathematical model uses rules and relationships to describe and predict objects and events in the real world.

11B/H1a (Grades: 912 ): A mathematical model uses rules and relationships to describe and predict objects and events in the real world.

11C (Grades: 912 ): Constancy and Change

11C/H1 (Grades: 912 ): If a system in equilibrium is disturbed, it may return to a very similar state of equilibrium, or it may undergo a radical change until the system achieves a new state of equilibrium with very different conditions, or it may fail to achieve any type of equilibrium.

11C/H1 (Grades: 912 ): If a system in equilibrium is disturbed, it may return to a very similar state of equilibrium, or it may undergo a radical change until the system achieves a new state of equilibrium with very different conditions, or it may fail to achieve any type of equilibrium.

11D (Grades: 912 ): Scale

11A (Grades: 912 ): Systems

12 (Grades: 35 ): Habits of Mind

12A (Grades: 35 ): Values and Attitudes

12A/E1 (Grades: 35 ): Keep clear and accurate records of investigations and observations.

12A/E1 (Grades: 35 ): Keep clear and accurate records of investigations and observations.

12B (Grades: 35 ): Computation and Estimation

12A (Grades: 35 ): Values and Attitudes

12 (Grades: 912 ): Habits of Mind

12A (Grades: 912 ): Values and Attitudes

12A/H1 (Grades: 912 ): Exhibit traits such as curiosity, honesty, openness, and skepticism when making investigations, and value those traits in others.

12A/H1 (Grades: 912 ): Exhibit traits such as curiosity, honesty, openness, and skepticism when making investigations, and value those traits in others.

12B (Grades: 912 ): Computation and Estimation

12A (Grades: 912 ): Values and Attitudes

12 (Grades: 68 ): Habits of Mind

12A (Grades: 68 ): Values and Attitudes

12A/M2 (Grades: 68 ): Hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

12A/M2 (Grades: 68 ): Hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

12B (Grades: 68 ): Computation and Estimation

12A (Grades: 68 ): Values and Attitudes

12 (Grades: 68 ): Habits of Mind

12A (Grades: 68 ): Values and Attitudes

12A/M2 (Grades: 68 ): Hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

12A/M2 (Grades: 68 ): Hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

12B (Grades: 68 ): Computation and Estimation

12A (Grades: 68 ): Values and Attitudes

12 (Grades: 68 ): Habits of Mind

12A (Grades: 68 ): Values and Attitudes

12A/M2 (Grades: 68 ): Hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

12A/M2 (Grades: 68 ): Hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

12B (Grades: 68 ): Computation and Estimation

12A (Grades: 68 ): Values and Attitudes

12 (Grades: 68 ): Habits of Mind

12A (Grades: 68 ): Values and Attitudes

12A/M2 (Grades: 68 ): Hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

12A/M2 (Grades: 68 ): Hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

12B (Grades: 68 ): Computation and Estimation

12A (Grades: 68 ): Values and Attitudes

9 (Grades: 912 ): The Mathematical World

9A (Grades: 912 ): Numbers

9A (Grades: 912 ): Numbers
Common Core State Standards

CCSS.Math.Con.HSNQ (High School  Number and Quantity ): Quantities

CCSS.Math.Con.HSNQ.A (High School  Number and Quantity ): Reason quantitatively and use units to solve problems.

CCSS.Math.Con.HSNQ.A (High School  Number and Quantity ): Reason quantitatively and use units to solve problems.

CCSS.Math.Cont.6.RP (Grade 6 ): Ratios and Proportional Relationships

CCSS.Math.Cont.6.RP.A (Grade 6 ): Understand ratio concepts and use ratio reasoning to solve problems.

CCSS.Math.Cont.6.RP.A (Grade 6 ): Understand ratio concepts and use ratio reasoning to solve problems.

CCSS.Math.Cont.6.RP (Grade 6 ): Ratios and Proportional Relationships

CCSS.Math.Cont.6.RP.A (Grade 6 ): Understand ratio concepts and use ratio reasoning to solve problems.

CCSS.Math.Cont.6.RP.A (Grade 6 ): Understand ratio concepts and use ratio reasoning to solve problems.

CCSS.Math.Cont.6.RP (Grade 6 ): Ratios and Proportional Relationships

CCSS.Math.Cont.6.RP.A (Grade 6 ): Understand ratio concepts and use ratio reasoning to solve problems.

CCSS.Math.Cont.6.RP.A.3 (Grade 6 ): Use ratio and rate reasoning to solve realworld 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.3 (Grade 6 ): Use ratio and rate reasoning to solve realworld 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 (Grade 6 ): Understand ratio concepts and use ratio reasoning to solve problems.
NSTA National Science Education Standards

3 (Grades: K12 ): Constancy, change, and measurement