Chapter 11: Measurement

Measurement is about the methods and ideas we use to determine the size of things.  Because measurement is so familiar, we may take the underlying ideas for granted.  Every object has different attributes that can be measured, such as length, area, volume,  or weight. In this chapter we study ideas that are involved in all kinds of measurement.  We also see how length, area, and volume are different even though they use interrelated  units. This lays the groundwork for our additional study of area and volume in Chapters  12 and 13. 

Standards for Mathematical Content in the CCSSM 

In the domain of Measurement and Data (Kindergarten through Grade 5), students  describe measurable attributes, and they measure attributes such as length, area, (liquid)  volume, and mass. They use different units to measure the same quantity and they  describe how the size of a unit affects the numerical value of the measurement. Later,  they learn to convert measurements from one unit to another. In the domain of Ratios and  Proportional Relationships (Grades 6, 7) students use ratio reasoning to convert measurements and they manipulate units appropriately. 

Standards for Mathematical Practice in the CCSSM  

Opportunities to engage in all eight of the Standards for Mathematical Practice described in  the Common Core State Standards occur throughout the study of measurement, although  the following standards may be especially appropriate for emphasis:  

• 4 Model with mathematics. Students engage in this practice when they make or  estimate measurements and then use them in calculations to determine other quantities of interest.  

• 5 Use appropriate tools strategically. Students engage in this practice when they  recognize how the markings on rulers determine a count of unit-length segments  and when they apply this knowledge in determining lengths, even when one end of  the ruler is not at the 0 mark. 

 • 6 Attend to precision. Students engage in this practice when they make and  report measurements with an appropriate degree of precision depending on the  purpose and the tools used.  

(From Common Core Standards for Mathematical Practice. Published by Common  Core Standards Initiative.) 

Chapter Summary