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High School — Mathematics
Measurement

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      Overview: Talking with Teachers about Measurement

      Measurement allows us to quantify sizes that would otherwise be described with general phrases like "small," "large" or "very big." Units of measure provide such specifics as square feet, cubic centimeters, and meters per second.

      In high school, students develop a better understanding of measurement. For example, they learn that length is measured using a unit, area is measured using a squared unit and volume is measured using a cubed unit. Students should understand the concepts and recall the formulas for area, surface area, and volume. They should be able to use these formulas both forward (finding the surface area of a prism given the dimensions of the figure) and backward (finding the length of one edge of a prism when given its volume and two other edge lengths.) Students should be able to convert between units and be able to use rates, such as velocity. Students should also be able to use the Pythagorean theorem and right triangle trigonometry. Each of these skills and concepts should be applied in real world contexts and students should be able to determine whether an answer is reasonable.

      Even though students will not receive a score for the Mathematical Processes standard on the OGT, it is still an important part of the curriculum. Content and processes should be taught in tandem. To better understand Measurement, click on the dropdown menu above and select Mathematical Processes.

      The content in this Teaching Tool is based largely on the Ohio Mathematics Content Standards and Benchmarks and includesreleased items from the Ohio Graduation Test. Additionally, these materials are aligned with the NCTM standards. While there are various suggestions and activities here to use when working with students, this Teaching Tool is designed to complement a rigorous, research-based curriculum, not to substitute for one.

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