Table of Contents

Teaching and Learning The Metric System

Unit 1

- Suggested Teaching Sequence

- Objectives

- Rules of Notation

- Metric Units, Symbols, and Referents

- Metric Prefixes

- Linear Measurement Activities

- Area Measurement Activities

- Volume Measurement Activities

- Mass (Weight) Measurement Activities

- Temperature Measurement Activities

1

1 

1 

1 

2 

2 

3 

5 

7 

9 

11

Unit 2

- Objectives

- Suggested Teaching Sequence

- Metrics in this Occupation

- Metric Units For Aviation Electronics

- Trying Out Metric Units

- Flying With Metrics

12

12

12

12

13

14

15

Unit 3

- Objective

- Suggested Teaching Sequence

- Metric-Metric Equivalents

- Changing Units at Work

16

16

16

16

18

Unit 4

- Objective

- Suggested Teaching Sequence

- Selecting and Using Metric Instruments, Tools and Devices

- Which Tools for the Job?

- Measuring Up In Aviation Electronics

19

19

19

19

20

20

Unit 5

- Objective

- Suggested Teaching Sequence

- Metric-Customary Equivalents

- Conversion Table

- Any Way You Want It

21

21

21

21

22

23

Testing Metric Abilities 24

Answers to Exercises and Test 25

Tools and Devices List

References


1. 

2. 

3. 

UNIT 1 

SUGGESTED TEACHING SEQUENCE 

These introductory exercises may require 

two or three teaching periods for all five 

areas of measurement. 

Exercises should be followed in the order 

given to best show the relationship 

between length, area, and volume. 

Assemble the metric measuring devices 

(rules, tapes, scales, thermometers, and 

measuring containers) and objects to be 

measured.* 

4. Set up the equipment at work stations 

for use by the whole class or as individualized resource activities. 

5. Have the students estimate, measure, and 

record using Exercises 1 through 5. 

6. Present information on notation and 

make Table 1 available. 

7. Follow up with group discussion of 

activities. 

*Other school departments may have devices which 

can be used. Metric suppliers are listed in the reference 

section. 

OBJECTIVES 

The student will demonstrate these skills for the Linear, Area, Volume or Capacity, Mass, and 

Temperature Exercises, using the metric terms and measurement devices listed here. 

SKILLS 

1. Recognize and use the 

unit and its symbol for: 

2. Select, use, and read the 

appropriate measuring 

instruments for: 

3. State or show a 

physical reference for: 

4. Estimate within 25% 

of the actual measure 

5. Read correctly 

Linear 

(pp. 3 ·4) 

millimetre (mm) 

centimetre (em) 

metre (m) 

height, width, or 

length of objects 

metre stick. metric 

tape measure, and 

metric rulers 

RULES OF NOTATION 

Area 

(pp. 5. 6) 

square 

centimetre 

(cm2 ) 

square 

metre 

(m2) 

the area of 

a given surface 

EXERCISES 

Volume or Capacity 

(pp. 7 ·8) 

cubic centi· 

metre (cm3 ) 

cubic metre 

(m3) 

litre (I) 

millilitre (ml) 

capacity of 

containers 

measurements 

on graduated 

volume measur· 

ing devices 

Mass Temperature 

(pp. 9. 10) (p.ll) 

gram (g) degree Celsius 

(C) 

kilogram (kg) 

the mass of objects the temperature of 

in grams and kilo· the air or a liquid 

grams 

a kilogram scale A Celsius thermometer 

and a gram scale 

1. Symbols are not capitalized unless the unit is a proper name (mmnot MM). 

2. Symbols are not followed by periods (m not m.). 

3. Symbols are not followed by an s for plurals (25 g not 25 gs). 

4. A space separates the numerals from the unit symbols ( 4 1 not 41). 

5. 

6. 

7. 

Spaces, not commas, are used to separate large numbers into groups of three 

digits ( 45 271 km not 45,271 km). 

A zero precedes the decimal point if the number is less than one (0.52 g not .52 g). 

Litre and metre can be spelled either with an -re or -er ending. 

Information Sheet 1 

1 
2 

METRIC UNITS, SYMBOlS, AND REFERENTS METRIC PREFIXES 

Quantity Metric Unit Symbol Useful Referents Multiples and 

Prefixes Symbols Submultiples 

Length millimetre mm Thickness of dime or paper 

clip wire 

1 000 000 = 106 mega (meg'a) M 

centimetre em Width of paper clip 1 000 = 103 kilo (k~Uo) k 

metre m Height of door about 2 m 100 = 102 hecto (hek'to) h 

kilometre km 12-minute walking distance 10 = 101 deka (dek'a) da 

Area square Area of this space D centimetre cm2 

Base Unit 1 = 10° 

0.1 = 10-l deci ( deS'i) d 

0.01 = 10-2 centi (sen'ti) c 

square metre m2 Area of card table top 0.001 = 10-3 milli ( nril'i) m 

hectare ha Football field including sidelines 

and end zones 0.000 001 = 10-6 micro (nii'kro) J.1 

Volume and millilitre ml Teaspoon is 5 ml 

Capacity litre 1 A little more than 1 quart Table 1-b 

cubic 

centimetre cm3 Volume of this container 

[]) 

cubic metre m3 A little more than a cubic yard 

Mass milligram mg Apple seed about 10 mg, grain of 

salt, 1 mg 

gram g Nickel about 5 g 

kilogram kg Webster's Collegiate Dictionary 

metric ton 

( 1 ooo kilonams) t Volkswagen Beetle 

Table 1-a 
LINEAR MEASUREMENT ACTIVITIES 

Metre, Centimetre, Millimetre 

I. THE :METRE (m) 

A. DEVELOP A FEELING FOR THE SIZE OF A METRE 

1. Pick up one of the metre 

sticks and stand it up on the 

floor. Hold it in place with 

one hand. Walk around the 

stick. Now stand next to 

the stick. With your other 

hand, touch yourself where 

the top of the metre stick 

comes on you. 

THAT IS HOW HIGH A METRE IS! 

2. Hold one arm out straight 

at shoulder height. Put 

the metre stick along this 

arm until the end hits the 

end of your fingers. Where 

is the other end of the 

metre stick? Touch yourself at that end. 

THAT IS HOW LONG A l\IETRE IS! 

a::3 CENTER "'" VOCAT>ONAL 'OUCATION 

3. Choose a partner to stand 

at your side. Move apart 

so that you can put one 

end of a metre stick on 

your partner's shoulder 

and the other end on 

your shoulder. Look at 

the space between you. 

THAT IS THE WIDTH OF A METRE! 

3 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN I'viETRES 

1. 

2. 

3. 

4. 

5. 

6. 

Now you will improve your ability to estimate in metres. 

Remember where the length and height of a metre was on your 

body. 

For each of the following items: 

Estimate the size of the items and write your estimate in the 

ESTIMATE column. Measure the size with your metre stick 

and write the answer in the MEASUREMENT column. 

Decide how close your estimate was to the actual measure. If 

your estimate was within 25% of the actual measure you are a 

"Metric Marvel." 

Height of door knob 

from floor. 

Height of door. 

Length of table. 

Width of table. 

Length of wall of 

this room. 

Distance from 

you to wall. 

Estimate 

(m) 

Measurement 

(m) 

How Close 

Were You? 

Exercise 1 

(continued on next page) 
4 

IT. THE CENTIMETRE (em) 

There are 100 cpntimetres in onP metre. If there arP 4 mPtrPs and 

3 centimetres, you write 403 em [ ( 4 x 100 em) + 3 em = 400 em 

+ 3 em]. 

A. DEVELOP A FEELING FOR THE SIZE OF A CENTIMETRE 

B. 

1. Hold the metric ruler against the width of your thumbnail. 

How wide is it? em 

2. :Measure your thumb from the first joint to the end. 

em 

3. Use the metric ruler to find the width of your palm. 

em 

4. :Measure your index or pointing finger. How long is it? 

em 

5. Measure your wrist with a tape measure. What is the distance 

around it? em 

6. Use the tape measure to find your waist size. ____ em 

DEVELOP YOUR ABILITY TO ESTIMATE IN CENTIMETRES 

You are now ready to estimate m centimetres. .r or each of the 

following items, follow the procedures used for estimating in 

metres. 

1. Length of a paper 

clip. 

2. Diameter (width) 

of a coin. 

3. Width of a 

postage stamp. 

4. Length of a 

pencil. 

5. Width of a sheet 

of paper. 

Estimate 

(em) 

---

Measurement 

(em) 

How Close 

Were You? 

III. THE 1\fiLLIMETRE (mm) 

There are 10 millimetres in one centimetrP. Wlwn a measurement is 

2 centimetres and 5 millimetres, you write 25 mm [(2 x 10 mm) 

+ 5 mm = 20 mm + 5 mm]. There are 1 000 mm in 1m. 

A. DEVELOP A FEELING FOR THE SIZE OF A l'v1ILLIMETRE 

Using a ruler marked in millimetres, measure: 

1. Thickness of a paper clip wire. mm 

2. Thickness of your fingernaiL mm 

3. Width of your fingernail. ____ mm 

4. Diameter (width)of a coin. ____ mm 

5. Diameter (thickness) of your pencil. ____ mm 

6. Width of a postage stamp. mm 

B. DEVELOP YOUR ABILITY TO ESTil\1ATE IN l'viTLLIMETRES 

You are now ready to estimate in millimetres. For each of the 

following items, follow the procedures used for estimating in 

metres. 

1. Thickness of a 

nickel. 

2. Diameter (thickness) 

of a bolt. 

3. Length of a bolt. 

4. Width of a sheet 

of paper. 

5. Thickness of a board 

or desk top. 

6. Thickness of a 

button. 

Estimate 

(mm) 

How Close 

Measurement Were You? 

(mm) 
AREA MEASUREMENT ACTIVITIES 

Square Centimetre, Square Metre 

\VHEN YOU DESCRIBE THE AREA OF SOl\1ETHING, YOU ARE 

SAYING HOW MANY SQUARES OF A GIVEN SIZE ITT AKES TO 

COVER THE SURF ACE. 

I. THE SQUARE CENTil\1ETRE ( cm2 ) 

A. DEVELOP A FEELING FOR A SQUARE CENTil\1ETRE 

1. Take a clear plastic grid, or use the grid on page 6. 

2. Measure the length and width of one of these small 

squares with a centimetre ruler. 

THAT IS ONE SQUARE CENTil\1ETRE! 

3. Place your fingernail over the grid. About how many 

squares does it take to cover your fingernail? 

___ cm2 

4. Place a coin over the grid. About how many squares 

does it take to cover the coin? cm2 

5. Place a postage stamp over the grid. About how many 

squares does it take to cover the postage stamp? ___ cm2 

6. Place an envelope over the grid. About how many 

squares does it take to cover the envelope? 

___ cm2 

7. Measure the length and width of the envelope in centimetres. Length em; width em. 

Multiply to find the area in square centimetres. 

____ em x em= cm2 • How 

close are the answers you have in 6. and in 7 .? 

~NTER FOR VOCATOONAL EDUCATOON 

5 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE 

CENTil\1ETRES 

1. 

2. 

3. 

4. 

You are now ready to develop your ability to estimate 

in square centimetres. 

Remember the size of a square centimetre. For each of the 

following items, follow the procedures used for estimating in 

metres. 

Index card. 

Book cover. 

Photograph. 

Window pane or 

desk top. 

Estimate 

(cm2 ) 

How Close 

Were You? 

II. THE SQUARE METRE (m2 ) 

A. DEVELOP A FEELING FOR A SQUARE METRE 

1. Tape four metre sticks together to make a square which 

is one metre long and one metre wide. 

2. Hold the square up with one side on the floor to see how 

big it is. 

3. Place the square on the floor in a comer. Step back and 

look. See how much floor space it covers. 

4. Place the square over a table top or desk to see how 

much space it covers. 

5. Place the square against the bottom of a door. See how 

much of the door it covers. How many squares would it 

take to cover the door? m2 

THIS IS HOW BIG A SQUARE METRE IS! 

Exercise 2 

(continued on next page) 
6 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE CENTIMETRE GRID 

METRES 

You are now ready to estimate in square metres. Follow the 

procedures used for estimating in metres. 

How Close 

Estimate :Measurement Were You? 

(m2) {m2) ~ 

1. Door. 

2. Full sheet of 

newspaper. 

3. Chalkboard or 

bulletin board. 

4. Floor. 

5. Wall. 

6. Wall chart or poster. 

7. Side of file cabinet. 

Exercise 2 
VOLUME MEASUREMENT ACTIVITIES 

Cubic Centimetre, Litre, Millilitre, Cubic Metre 

I. THE CUBIC CENTIMETRE ( cm3 ) 

A. DEVELOP A FEELING FOR THE CUBIC CENTIMETRE 

1. Pick up a colored plastic cube. Measure its length, 

height, and width in centimetres. 

THAT IS ONE CUBIC CENTIMETRE! 

2. Find the volume of a plastic litre box. 

a. Place a ROW of cubes against the bottom of one side 

of the box. How many cubes fit in the row? ___ _ 

b. Place another ROW of cubes against an adjoining side 

of the box. How many rows fit inside the box 

to make one layer of cubes? ___ _ 

How m~ny cubes in each row? ___ _ 

How many cubes in the layer in the bottom of the 

box? __ ___._ 

c. Stand a ROW of cubes up against the side of the box. 

How many LAYERS would fit in the box? ___ _ 

How many cubes in each layer? ___ _ 

How many cubes fit in the box altogether? ___ _ 

THE VOLUME OF THE BOX IS ___ CUBIC 

CENTIMETRES. 

d. Measure the length, width, and height of the box in 

centimetres. Length em; width em; 

height em. Multiply these numbers to find 

the volume in cubic centimetres. 

em x cmx em= cm3 

--- --- Are the answers the same in c. and d.? 

~FOR VOCAT>ONAL EDUCAT!ON 

B. DEVELOP YOUR ABILITY TO ESTil'v1ATE IN CUBIC 

CENTIMETRES 

1. 

You are now ready to develop your ability to estimate 

in cubic centimetres. 

Remember the size of a cubic centimetre. For each of 

the following items, use the procedures for estimating in 

metres. 

Index card file 

box. 

Estimate 

(cm3 ) 

~asurement 

(cm3 ) 

How Close 

Were You? 

2. Freezer container. 

3. Paper clip box. 

4. Box of staples. 

II. THE LITRE (1) 

A. DEVELOP A FEELING FOR A LITRE 

1. Take a one litre beaker and fill it with water. 

7 

2. Pour the water into paper cups, filling each as full as you 

usually do. How many cups do you fill? 

THAT IS HOW MUCH IS IN ONE LITRE! 

3. Fill the litre container with rice. 

THAT IS HOW MUCH IT TAKES TO FILL A ONE 

LITRE CONTAINER! 

Exercise 3 

(continued on next page) 
8 

B. DEVELOP YOUR ABILITY TO ESTL\1ATE IN LITRES 

You are now ready to develop your ability to estimate in 

litres. To write two and one-halflitres, you write 2.5 I, or 

2.5 litres. To write one-half litre, you write 0.5 l, or 0.5 

litre. To write two and three-fourths litres, you write 

2.751, or 2.75 litres. 

For each of the following items, use the procedures for 

estimating in metres. 

1. Medium-size 

freezer container. 

2. Large freezer 

container. 

3. Small freezer 

container. 

4. Bottle or jug. 

Estimate 

(1) 

MP.asurement 

(I) 

How Close 

Were You? 

III. THE MILLILITRE (ml) 

There are 1 000 millilitres in one litre. 1 000 ml = 1 litre. Half 

a litre is 500 millilitres, or 0.5 litre= 500 ml. 

A. DEVELOP A FEELING FOR A MILLILITRE 

1. Examine a centimetre cube. Anything which holds 

1 cm3 holds 1 mi. 

2. Fill a 1 millilitre measuring spoon with rice. Empty the 

spoon into your hand. Carefully pour the rice into a 

small pile on a sheet of paper. 

THAT IS HOW MUCH ONE MILLILITRE IS! 

3. Fill the 5 ml spoon with rice. Pour the rice into another 

pile on the sheet of paper. 

THAT IS 5 MILLILITRES, OR ONE TEASPOON! 

4~ Fill the 15 ml spoon with rice. Pour the rice into a third 

pile on the paper. 

THAT IS 15 MILLILITRES, OR ONE TABLESPOON! 

~CENTER "'"VOCATOONAO. EDUCATOQN 

B. DEVELOP YOUR ABILI'.fY TO ESTIMATE IN MILLILITRES 

1. 

2. 

3. 

You are now ready to estimate in millilitres. Follow the 

procedures used for e::;timating metres. 

Small juice can. 

Paper cup or tea 

cup. 

Soft drink can. 

Estimate 

.(ml) 

How Close 

Measurement Were You? 

(ml) 

4. Bottle. 

IV. THE CUBIC :METRE (m3 ) 

A. DEVELOP A FEELING FOR A CUBIC METRE 

1. Place a one metre square on the floor next to the wall. 

2. Measure a metre UP the wall. 

3. Picture a box that would fit into that space. 

THAT IS THE VOLUME OF ONE CUBIC METRE! 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN CUBIC METRES 

For each of the following items, follow the estimating procedures used before. 

1. Office desk. 

2. File cabinet. 

3. Small room. 

Estimate 

(m3) 

How Close 

Measurement Were You? 

(m3) 

Exercise3 
MASS (WEIGHT) MEASUREMENT ACTIVITIES 

Kilogram. Gram 

The mass of an object is a measure of the amount of matter in the 

object. This amount is always the same unless you add or subtract some 

matter from the object. Weight is the term that most people use when. 

they mean ma.Ss. The weight of an object is affected by gravity; the 

mass of an object is not. For example, the weight of a person on earth 

might be 120 pounds; that same person's weight on the moon would be 

20 pounds. This difference is because the pull of gravity on the moon 

is less than the pull of gravity on earth. A person's mass on the earth 

and on the moon would be the same. The metric system does not 

measure weight--it measures mass. We will use the term mass here. 

The symbol for gram is g. 

The symbol for kilogram is kg. 

There are 1 000 grams in one kilogram, or 1 000 g = 1 kg. 

Half a kilogram can be written as 500 g,or 0.5 kg. 

A quarter of a kilogram can be written as 250 g,or 0.25 kg. 

Two and three-fourths kilograms is written as 2.75 kg. 

I. THE KILOGRAM (kg) 

DEVELOP A FEELING FOR THE MASS OF A KILOGRAM 

Using a balance or scale, find the mass of the items on the table. 

Before you find the mass, notice how heavy the object "feels" 

and compare it to the reading on the scale or balance. 

1. 1 kilogram box. 

2. Textbook. 

3. Bag of sugar. 

4. Package of paper. 

5. Your own mass. 

l\lass 

(kg) 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN KILOGRAMS 

1. 

2. 

3. 

4. 

5. 

For the following items ESTIMATE the mass of the object in 

kilograms, then use the scale or balance to find the exact mass 

of the object. Write the exact mass in the MEASUREMENT 

column. Determine how close your estimate is: 

Bag of rice. 

Bag of nails. 

Large purse or 

briefcase. 

Another person. 

A few books. 

How Close 

Estimate Measurement Were You? 

(kg) (lqg) 

Exercise 4 

(continued on next page) 

9 
10 

II. THE GRAl\I (g) 

A. DEVELOP A FEELING FOR A GRA.I"\1 

1. Take a colored plastic cube. Hold it in your hand. 

2. 

Shake the cube in your palm as if shaking dice. Feel the 

pressure on your hand when the cube is in motion, then 

when it is not in motion. 

THAT IS HOW HEAVY A GRAM IS! 

Take a second cube and attach it to the first. Shake the 

cubes in first one hand and then the other hand; rest 

the cubes near the tips of your fingers, moving your 

hand up and down. 

THAT IS THE 1\1ASS OF TWO GRAMS! 

3. Take five cubes in one hand .and shake them around. 

THAT IS THE 1\1ASS OF FIVE GRAMS! 

B. DEVELOP YOUR ABILITY TO ESTI1\1ATE IN GRAMS 

1. 

2. 

3. 

4. 

5. 

6. 

You are now ready to improve your ability to estimate in 

;rams. Remember how heavy the 1 gram cube is, how heavy 

the two gram cubes are, and how heavy the five gram cubes 

are. For each of the following items, follow the procedures 

used for estimating in kilograms. 

.i'wo thumbtacks. 

Pencil. 

Two-page letter 

and envelope. 

Nickel. 

Apple. 

Package of 

margarine. 

Estimate 

(g) 

Measurement 

(g) 

How Close 

Were You? 

Exercise 4 
TEMPERATURE MEASUREMENT ACTIVITIES 

Degree Celsius 

I. DEGREE CELSIUS (

0

C) 

Degree Celsius tc) is the metric measure for temperature. 

A. DEVELOP A FEELING FOR DEGREE CELSIUS 

Take a Celsius thermometer. Look at the marks on it. 

1. 

2. 

3. 

4. 

5. 

Find 0 degrees. 

WATER FREEZES AT ZERO DEGREES CELSIUS (0°C) 

WATER BOILS AT 100 DEGREES CELSIUS (100°C) 

Find the temperature of the room. ___ °C. Is the 

room cool, warm, or about right? 

Put some hot water from the faucet into a container. 

Find the temperature. ° C. Dip your finger 

quickly in and out of the water. Is the water very hot, 

hot, or just warm? 

Put some cold water in a container with a thermometer. 

Find the temperature. ° C. Dip your finger into 

the water. Is it cool, cold, or very cold? 

Bend your arm with the inside of your elbow around the 

bottom of the thermometer. After about three minutes 

find the temperature. ° C. Your skin temperature is not as high as your body temperature. 

NORMAL BODY TE:MPERATURE IS 37 DEGREES 

CELSIUS ( 37° C). 

A FEVER IS 39°C. 

A VERY HIGH FEVER IS 40°C. 

B. DEVELOP YOUR ABILITY TO ESTil\1A TE IN DEGREES 

CELSIUS 

11 

For each item, ESTIMATE and write down how many degrees 

Celsius you think it is. Then measure and write the l\1EASUREl\1ENT. See how close your estimates and actual measure1. 

2. 

3. 

4. 

5. 

ments are. 

Mix some hot and 

cold water in a 

container. Dip your 

finger into the 

water. 

Pour out some of 

the water. Add some 

hot water. Dip your 

finger quickly into 

the water. 

Outdoor temperature. 

Sunny window sill. 

:lvlix of ice and water. 

6. Temperature at 

floor. 

7. Temperature at 

ceiling. 

How Close 

Measurement Were You? 

(OC) 

Exercise 5 
12 

UNIT 2 

OBJECTIVES 

The student will recognize and use the metric 

terms, units, and symbols used in this occupation. 

• Given a metric unit, state its use in this 

occupation. 

• Given a measurement task in this occupa-

. tion, select the appropriate metric unit 

·and measurement tool. 

SUGGESTED TEACHING SEQUENCE 

1. Assemble metric measurement tools (rules, 

tapes, scales, thermometers, etc.) and 

objects related to this occupation. 

2. Discuss with students how to read the 

tools. 

3. Present and have students discuss 

Information Sheet 2 and Table 2. 

4. Have students learn occupationallyrelated metric measurements by completing Exercises 6 and 7. 

5. Test performance by using Section A of 

"Testing Metric Abilities." 

METRICS IN THIS OCCUPATION 

Changeover to the metric system is under way. Large corporations are already using 

metric measurement to compete in the world market. The metric system has been used in 

various parts of industrial and scientific communities for years. Legislation, passed in 

1975, authorizes an orderly transition to use of the metric system. As businesses and 

industries make this metric changeover, employees will need to use metric measurement 

in job-related tasks. 

Table 2 lists those metric terms which are most commonly used in this occupation. 

These terms are replacing the measurement units used currently. What kinds of jobrelated tasks use measurement? Think of the many different kinds of measurements you 

now make and use Table 2 to discuss the metric terms which replace them. See if you 

can add to the list of uses beside each metric term . 

Information Sheet 2 
Metric lJnits for Aviation Rlectronics 

Quantity Unit 

Length metre 

centimetre 

millimetre 

Area square millimetre 

square centimetre 

Volume/Capacity cubic metre 

cubic centimetre 

Temperature degree Celsius 

Pressure kilo pascal 

Power watt 

- --- -------··-

ELECTRONIC COMPONENTS 

9mm 

___, 20mm ti_ 

-=====l'lm::;~ MINIATURE -----rCAPACITOR I 

ACTUAL SIZE OF COMPONENTS 

~R FOR VOCATIONAL EDUCATION 

Symbol 

m 

em 

mm 

mm2 

cm2 

m3 

cm3 

oc 

kPa 

w 

----1 r- 8mm 

TRANSISTOR 

Use 

wire lengths 

wire lengths, tool lengths, locating 

switch or box openings 

length and diameter of fasteners, 

drill bit sizes, wrench sizes 

capacitor plate 

installing equipment, switches, 

control boxes 

installing equipment, switches, 

control boxes 

equipment specifications 

equipment specifications, reading 

cabin pressure 

lamp sizes, energy dissipation 

TOP VIEW OF 

INTEGRATED 

CIRCUIT 

4mm 

lOmm__, Q_ 

lliiiiilT 

lh W RESISTOR 

Table 2 

13 
14 

TRYING OUT METRIC UNITS 

To give you practice with metric units, first estimate the measure- Estimate Actual 

ments of the items below. Write down your best guess next to the item. 

Then actually measure the item and write down your answers using the 16. Measuring cup 

correct metric symbols. The more you practice, the easier it will be. 

17. Milk container 

Estimate Actual 

18. Small can 

Length 

1. Palm width 19. Bucket 

2. Hand span 20. Small box 

3. Your height 21. Tool tray 

4. Wing span 22. Switch 

5. Space between the wheels Mass 

23. Textbook 

6. Wheel height 

24. Nickel 

7. Cabin height 

25. Yourself 

8. Fuselage 

26. Box of nylon washers 

9. Propeller 

27. A litre of water (net) 

Area 

10. Wing 28. Switch 

11. Parking spot Temperature 

29. Inside 

12. Cabin 

30. Outside 

13. Hangar 

31. Hot tap water 

14. Control box 

32. Cold fountain water 

Volume/Capacity 

15. Small bottle 33. Engine temperature 

~NnR R>R VOCATK>NA\. WUCATOON Exercise 6 
FLYING WITH METRICS 

15 

It is important to know what metric measurement to use. Show 13. Diameter of the radar picture 

what measurement to use in the following situations. tube 

1. Distance from center of cabin 14. Mass of the headset 

or cockpit to the fin 

15. Integrated circuit width 

2. Miniature capacitor length 

16. Transistor diameter 

3. Height of antenna mast 

17. Length of 1.;2 watt resistor 

4. Width of aileron 

18. Power output of engine 5. Diameter of spinner 

6. Height of fin 

7. Width of instrument panel 

8. Diameter of the panel Dl I I I I IT 

ammeter ~ 

~ 

9. Dimensions of the motor ~ ~ 

generator: UI lJJ 

a) Length 

~ [l '- _,) b) Width 

c) Height 1----

C) r--

10. Battery compartment capacity f--

11. Dimensions of radio transmitter- l---

receiver: l 

a) Length 

b) Width 

c) Height 

12. Area of workbench 

~R FOR VOCATIONAL EDUCATOON Exercise 6 
16 

UNIT3 

OBJECTIVE 

The student will recognize and use metric equivalents. 

• Given a metric unit, state an equivalent 

in a larger or smaller metric unit. 

SUGGESTED TEACHING SEQUENCE 

1. :Make available the Information Sheets 

( 3 - 8) and the associated Exercises 

(8 - 14), one at a time. 

2. As soon as you have presented the 

Information, have the students complete 

each Exercise. 

3. Check their answers on the page titled 

ANSWERS TO EXERCISES AND 

TEST. 

4. Test performance by using Section B of 

"Testing Metric Abilities." 

METRIC-METRIC EQUIVALENTS 

Centimetres and M illimetn~"' 

0 > 

(

fnllflllljlllljlllljlllljlllljlllljlllljlllljlllljlllljlllljllllj 

1 2 3 4 5 6 (

llllljlllljlllljlllljlllljlllljlllljllllj llliJlllljlllljlllljllllllll 

1 2 3 4 5 6 

Look at the picture of the nail next to the ruler. The nail is 57 mm long. This is 5 em+ 7 mm 

There are 10 mm in each em, so 1 mm = 0.1 em (one-tenth of a centimetre). This means that 

7 mm = 0. 7 em, so 57 mm = 5 em + 7 mm 

= 5 em+ 0.7 em 

= 5.7 em. Therefore 57 mm is the same as 5.7 em. 

Now measure the paper clip. It is 34 mm This is the same as 3 em+ mm. Since each 

millimetre is 0.1 em (one-tenth of a centimetre), 4 mm = em. So, the paper clip is 

34 mm = 3 em + 4 mm 

3 em+ 0.4 em 

3.4 em. This means that 34 mm is the same as 3.4 em. 

Information Sheet 3 

Now you try some. 

a ) 26mm= em e ) 132mm = em 

b) 583 mm;::: em f ) 802mm = em 

c ) 94mm= em g) 1400 mm em 

d) 680mm = em h) 2 307 mm = em 

Exercise.S 
Metres, Centimetres, and Millimetres 

There are 100 centimetres in one metre. Thus, 

2m= 2 x 100 em= 200 em, 

3m = 3 x 100 em = 300 em, 

8 m = 8 x 100 em = 800 em, 

36m= 36 x 100 em= 3 600 em. 

There are 1 000 millimetres in one metre, so 

2 m = 2 x 1 000 mm = 2 000 mm, 

3 m = 3 x 1 000 mm = 3 000 mm, 

6 m = 6 x 1 000 mm = 6 000 mm, 

24 m = 24 x 1 000 mm = 24 000 mm. 

From your work with decimals you should know that 

one-half of a metre can be written 0.5 m (five-tenths of a metre), 

one-fourth of a centimetre can be written 0.25 em 

(twenty-five hundredths of a centimetre). 

This means that if you want to change three-fourths of a metre to 

millimetres, you would multiply by 1 000. So 

0.75 m = 0.75 x 1 000 mm 

75 

100 x 1 000 mm 

1000 

75 x 100 mm 

75 x 10 mm 

750 mm. This means that 0.75 m = 750 mm. 

Information Sheet 4 

Fill in the following chart. 

metre centimetre millimetre 

m em mm 

1 100 1000 

2 200 

3 

9 

5 000 

74 

0.8 80 

.. 0.6 600 

2.5 25 

1-!8 

639 

~<NT"' RlA VOCAnoNAL EDUCATOON 

Exercise 9 

M illili tres to Li tres 

There are 1 000 millilitres in one litre. This means that 

2 000 millilitres is the same as 2 litres, 

3 000 ml is the same as 3 litres, 

4 000 ml is the same as 4 litres, 

12 000 ml is the same as 12 litres. 

17 

Since there are 1 000 millilitres in each litre, one way to change milli· 

litres to litres is to divide by 1 000. For example, 

1 000 

Or 

1 000 ml = 1 000 litre = 1 litre. 

2 000 2 000 ml = 1 000 litres = 2 litres. 

And, as a final example, 

28 000 

28 000 ml = 1 000 litres = 28 litres. 

What if something holds 500 ml? How many litres is this? This is 

worked the same way, 

500 ml = 1 ~gg litre = 0.5 litre (five-tenths of a litre ). So 500 ml 

is the same as one-half (0.5) of a litre. 

Change 57 millilitres to litres. 

57 ml = 1 ~~ litre= 0.057 litre (fifty-seven thousandths of a 

litre). 

Information Sheet 5 

Now you try some. Complete the following chart. 

millilitres litres 

(ml) (I) 

3 000 3 

6.000 

8 

1-t 000 

23 

300 0.3 

700 

0.9 

250 

0.-!7 

275 

Exercise 10 
18 

Litres to Millilitres 

\Vhat do you do if you need to change litres to millilitres? Remember, 

there are 1 000 millilitres in one litre, or 1 litre = 1 000 ml. 

So, 

2 litres = 2 x 1 000 ml = 2 000 ml, 

7 litres = 7 x 1 000 ml = 7 000 ml, 

13 litres =13 x 1 000 ml =13 000 ml, 

0.65 litre = 0.65 x 1 000 ml = 650 ml. 

Information Sheet 6 

Now you try some. Complete the following chart. 

Jitres millilitres 

I ml 

8 8 000 

5 

46 

32 000 

0.4 

0.53 

480 Exercise 11 

Grams to Kilograms 

There are 1 000 grams in one kilogram. This means that 

2 000 grams is the same as 2 kilograms, 

5 000 g is the same as 5 kg, 

700 g is the same as 0.7 kg, and so on. 

To change from grams to kilograms, you use the same procedure for 

. changing from millilitres to litres. 

Information Sheet 7 

Try the following ones. 

grams kilograms 

g kg 

4 000 4 

9 OOQ 

23 000 

8 

300 

275 G:3 a;o<HR O'OR VOCATIONAL 'DUCATOON 

Exercise 12 

Kilograms to Grams 

To change kilograms to grams, you multiply by 1 000. 

4 kg = 4 X 1 000 g = 4 000 g, 

23 kg= 23 X 1 000 g = 23 000 g, 

0.75 kg= 0.75 X 1 000 g = 750 g. 

Information Sheet 8 

Complete the following chart. 

kilograms grams 

kg g 

7 7 000 

11 

25 000 

0.4 

0.63 

175 Exercise 13 

Changing Units at Work 

Some of the things you use in this occupation may be measured in 

different metric units. Practice changing each of the following to 

metric equivalents by completing these statements. 

a ) 200 em of wire is ____________ m 

b ) 150 ml of solution is 1 

c ) 1.5 em diameter waveguide is mm 

d ) 1 500 g of hardware is kg 

e ) 120 mm wide instrument panel is em 

f ) 0.75 litre of lubricating oil is ml 

g ) 1 000 kg of transmitter is t 

h ) 2 m board is mm 

i ) 500 g of solder is kg 

j ) 500 ml of epoxy cement is l 

k) 10m of wire is em 

1 ) 2.5 em diameter pipe is mm 

m) 2 400 mm wall panel length is em 

Exercise 14 
UNIT 4 

OBJECTIVE 

The student will recognize and use 

instruments, tools, and devices for measurement tasks in aviation occupations. 

• Given metric and Customary tools, 

instruments, or devices, differentiate 

between metric and Customary. 

• Given an aviation measurement task, 

select and use an appropriate tool, 

instrument or device. 

• Given a metric measurement task, 

judge the metric quantity within 

25% and measure within 5% accuracy. 

SUGGESTED TEACHING SEQUENCE 

1. Assemble metric and Customary measuring tools and devices (rules, scales, ° C 

thermometer, drill bits, wrenches, micrometer, vernier calipers, feeler gages) 

and display in separate groups at learning 

stations. 

2. Have students examine metric tools and 

instruments for distinguishing characteristics and compare them with Customary 

tools and instruments. 

3. Have students verbally describe characteristics. 

4. Present or make available Information 

Sheet 9. 

5. Mix metric and Customary tools or 

equipment at learning station. Give 

students Exercises 15 and 16. 

6. Test performance by using Section C 

of "Testing Metric Abilities." 

SELECTING AND USING 

METRIC INSTRUMENTS , TOOLS AND DEVICES 

Selecting an improper tool or misreading a scale can result in an improper sales form, 

damaged materials, or injury to self or fellow workers. For example, putting 207 pounds per 

square inch of pressure (psi) in a tractor tire designed for 207 kilopascals (about 30 psi) could 

cause a fatal accident. Here are some suggestions: 

1. Find out in advance whether Customary or metric units, tools, instruments, or pro" 

ducts are needed for a given task. 

2. Examine the tool or instrument before using it. 

3. The metric system is a decimal system. Look for units marked off in whole numbers, 

tens or tenths, hundreds or hundredths. 

4. Look for metric symbols on the tools or gages such as m, mm, kg, g, kPa, etc. 

5. Look for decimal fractions (0.25) or decimal mixed fractions (2.50) rather than common fractions ( 3/8) on drill bits, feeler gages, etc. 

6. Some products may have a special metric symbol such as a block M to show they are 

metric. 

7. Don't force bolts, wrenches, or other devices which are not fitting properly. 

8. Practice selecting and using tools, instruments, and devices. 

Information Sheet 9 

19 
20 

WHICH TOOLS FOR THE JOB? MEASURING UP IN AVIATION ELECTRONICS 

Practice and prepare to demonstrate your ability to identify, For the tasks below, estimate the metric measurement to 

select, and use metric-scaled tools and instruments for the tasks given within 25% of actual measurement, and verify the estimation by 

below. You should be able to use the measurement tools to the appro- measuring to within 5% of actual measurement. 

priate precision of the tool, instrument, or task. 

Estimate Verify 

Select and demonstrate or describe use of tools, instruments, or 

devices 1. Select the mounting screws to: 

for a panel meter. 

1. Mount an antenna mast. 

2. Find the size of the motor 

2. Install the radio transmitter. generator brushes. 

3. Install external microphone jack on airplane. 3. The diameter of the motor 

generator armature bearing. 

4. Replace panel ammeter with suitable replacement. 

4. Replace a rotary switch in 

5. Install a motor generator. the instrument panel. 

6. Cut off enough wire for the antenna transmission line. 5. Install the proper mike jack 

to match the mike plug. 

7. Replace the receiver on-off volume control. 

6. Replace the transmitter unit 

8. Cut hole in the instrument panel to mount a VU meter. with another one. 

9. Replace the bearing in the motor generator. 7. Prepare an order for the 

fasteners needed to install a 

10. Replace the brushes in the motor generator. receiver in an airplane. 

11. Replace a microphone cord. 8. Write a work order for the 

repair of a motor generator 

12. Install a chassis mounted connector. with worn bearings. 

13. Replace a set of instrument knobs. 9. Write a purchase order for 

the drill bits needed to install 

14. Rewire interior cabin lights. a long wire antenna. 

10. The shaft length and diameter 

of a radio control. 

o:::3C<NT£R FOR VOCAT>QNAL EOUCATOON 

Exercise 15 Exercise 16 
UNIT 5 

OBJECTIVE 

The student will recognize and use metric 

and Customary units interchangeably in ordering, selling, and using products and supplies in 

this occupation. 

• Given a Customary (or metric) measurement, find the metric (or Customary) 

equivalent on a conversion table. 

• Given a Customary unit, state the replacement unit. 

SUGGESTED TEACHING SEQUENCE 

1. Assemble packages and containers of 

materials. 

2. 

3. 

4. 

Present or make available Information 

Sheet 10 and Table 3. 

Have students find approximate metricCustomary equivalents by using 

Exercise 17. 

Test performance by using Section D of 

"Testing Metric Abilities." 

~·NT·R <OR VOCATOONAC <OUCATOON 

21 ------------------~---------------------

METRIC-CUSTOMARY EQUIVALENTS 

During the transition period there will be a need for finding equivalents between system.;. 

Conversion tables list calculated equivalents between the two systems. When a close equivaler' 

is needed, a conversion table can be used to find it. Follow these steps: , 

1. Determine which conversion table is needed. 

2. Look up the known number in the appropriate column; if not listed, find numbers you 

can add together to make the total of the known number. 

3. Read the equivalent(s) from the next column. 

Table 3 on the next page gives an example of a metric-Customary conversion table which 

you can use for practice in finding approximate equivalents. Table 3 can be used with Exercise 

17, Part 2 and Part 3. 

Below is a table of metric-Customary equivalents which tells you what the metric replacements for Customary units are.* This table can be used with Exercise 17, Part 1 and Part 3. The 

symbol :::::: means "nearly equal to." 

1 em ~ 0.39 inch 

1 m ~ 3.28 feet 

1m:::::: 1.09 yards 

1 km:::::: 0.62 mile 

1 cm2 :::::: 0.16 sq in 

1 m2 ~ 10.8 sq ft 

1 m 2 :::::: 1.2 sq yd 

1 hectare :::::: 2. 5 acres 

1 inch:::::: 2.54 em 

1 foot:::::: 0.305 m 

1 yard :::::: 0.91 m 

1 mile :::::: 1.61 km 

1 sq in :::::: 6.5 cm2 

1 sq ft:::::: 0.09 m2 

1 sq yd:::::: 0.8 m 2 

1 acre :::::: 0.4 hectare 

1 cu in :::::: 16.4 cm3 

1 ml:::::: 0.2 tsp 

1 ml :::::: 0.07 tbsp 

1 1 :::::: 33.8 fl oz 

11:::::: 4.2 cups 

11:::::: 2.1 pts 

11:::::: 1.06 qt 

11:::::: 0.26 gal 

1 gram :::::: 0.035 oz 

1 kg~ 2.2 lb 

1 tsp ~ 5 ml 

1 tbsp ~ 15 ml 

1 fl oz ~ 29.6 ml 

1 cup~ 237 ml 

1 pt ~ 0.47 l 

1 qt ~ 0.95 l 

1 gal~ 3.79 l 

1 oz ~ 28.3 g 

1 cm 1lb ~ 0.45 kg 3 :::::: 0.06 cu in 

1 m3 :::::: 35.3 cu ft 

1m3 ~ 1.3 cu yd 

1 cu ft:::::: 0.03 m 3 

1 cu yd :::::: 0.8 m 3 

1 metric ton:::::: 2205lb 

1 kPa :::::: 0.145 psi 

1 ton~ 907.2 kg 

1 psi ~ 6.895 kPa 

*Adapted from Let's Measure Metric. A Teacher's Introduction to Metric Measurement. Division of Educational 

Redesign and Renewal, Ohio Department of Education, 65 S. Front Street, Columbus, OH 43215, 1975. 

Information Sheet 10 
22 

CONVERSION TABLES 

MILLIMETRES TO INCHES 

nun Inches nun Inches nun Inches mm Inches 

100 3.93 10 0.39 1 0.04 0.1 0.004 

200 7.87 20 0.79 2 0.08 0.2 0.008 

300 11.81 30 1.18 3 0.12 0.3 0.012 

400 15.74 40 1.57 4 0.16 0.4 0.016 

500 19.68 50 1.97 5 0.20 0.5 0.020 

600 23.62 60 2.36 6 0.24 0.6 0.024 

700 27.56 70 2.76 7 0.28 0.7 0.028 

800 31.50 80 3.15 8 0.31 0.8 0.031 

900 35.43 90 3.54 9 0.35 0.9 0.035 

1 000 nun or 1 metre = 39.37 inches 

INCHES TO MILLIMETRES 

Inches mm Inches nun Inches nun Inches nun 

1 25.4 0.1 2.54 .01 0.25 .001 0.03 

2 50.8 0.2 5.08 .02 0.51 .002 0.05 

3 76.2 0.3 7.62 .03 0.76 .003 0.08 

4 101.6 0.4 10.16 .04 1.02 .004 0.10 

5 127.0 0.5 12.70 .05 1.27 .005 0.13 

6 152.4 0.6 15.24 .06 1.52 .006 0.15 

7 177.8 0.7 17.78 .07 1.78 .007 0.18 

8 203.2 0.8 20.32 .08 2.03 .008 0.20 

9 228.6 0.9 22.86 .09 2.29 .009 0.23 

10 inches = 254 mm 

12 inches or 1 feet = 304.8 nun or 30.48 em 

Table 3 
ANY WAY YOU WANT IT 

1. You are working in an aviation electronics service shop. With 

the change to metric measurement some of the things you 

order, sell or use are marked only in metric units. You will 

need to be familiar with appropriate Customary equivalents 

in order to communicate with customers and suppliers who 

use Customary units. To develop your skill use the Table on 

Information Sheet 10 and give the approximate metric 

quantity (both number and unit) for each of the following 

Customary quantities. 

a ) 

b) 

c ) 

d) 

e ) 

f ) 

g ) 

h) 

k) 

I ) 

m) 

n ) 

Customary Quantity Metric Quantity 

1 pt. of solvent 

lib. of grease 

35 ft. of cable 

14 in. of hook-up wire 

2 ft. of wire lead 

4 fl. oz. of epoxy glue 

6 in. circuit board 

1 in. screw 

1 lb. of hand cleaner 

4 fl. oz. of silicone spray 

two-mile range 

4 in. spacing 

2 in. clearance 

8 in. mounting bracket 

2. Use the conversion tables from Table 3 to convert the following: 

a ) 6 mm inches 

b ) 50 mm inches 

3. 

c ) 610 mm, __________ inches 

d) 1 inch mm 

e ) 2.006 inch mm 

f ) 0.75 inch mm 

Complete the Requisition Form using the items listed. Convert 

the customary quantities to metric before filling out the form. 

Complete all the information (Date, For, Job No. etc.). 

Requisition one of each of the following: 

For 

a ) 100 ft. roll of hook-up wire 

b ) 1 lb. spool of solder 

c ) 1 pint of control cleaner 

d ) 1 roll of 3/4 inch insulating tape 

e ) 1 box of 1 inch 4 amp fuses 

REQUISITION 

Date 

Job No. Date Wanted 

Deliver to 

QTY UNIT ITEM 

Requested by 

Approved by 

23 

G::3 CENTER..,.. VOCAnoNAL EDUCATOON Exercise 17 
24 

SECI'ION A 

lL One kilogram is about the mass 

of a: 

[A) nickel 

[ B I apple seed 

[C I basketball 

[D] Volkswagen "Beetle" 

2. A square metre is about the 

area of: 

[A ] this sheet of paper 

[B] a card table top 

[ C ] a bedspread 

[D] a postage stamp 

3. The length of bolts and screws 

is measured in: 

[A] metres 

[ B] millilitres 

[ C] millimetre& 

[D) grams 

4. Cabin pressure is measured in: 

[A] kilograms 

[B] grams 

[ C] millilitres 

[D] kilopascals 

5. The correct way to write twenty 

grams is: 

[A] 20 gms 

[B] 20 Gm. 

[C] 20 g. 

[D I 20 g 

6. The correct way to write twelve 

thousand millimetres is: 

[A] 12,000 mm. 

(B] 12.000mm 

[C) 12 OOOmm 

(D] 12 000 mm 

SECTION B 

7. A board 20 centimetres wide 

is the same as: 

[A] 0.2 millimetre 

[B) 200 millimetres 

[ C] 2 millimetres 

(D] 2 000 millimetres 

8. A 250 millilitre bottle of control 

cleaner is the same as: 

[A] 2.5 litres 

[B] 0.025 litre 

[C) 0.25litre 

[D] 25 litres 

SECTION C 

9. For measuring in metres you 

would use a: 

[A] pressure gage 

[B] container 

[ C] thermometer 

[D) tape 

10. For measuring in millimetres 

you would use a: 

[A] pressure gage 

[B) rule 

[C] scale 

[D] container 

11. Estimate the length of the line 

segment below: 

(A] 23 grams 

[ B ] 6 centimetres 

[C] 40 millimetres 

(D] 14 pascals 

12. Estimate the length of the line 

segment below: 

f--l 

(A] 10 millimetres 

(B] 4 centimetres 

[ C ] 4 pascals 

[D] 23 milligrams 

SECTIOND 

13. The metric unit which replaces 

the fluid ounce is: 

(A] gram 

[B] hectare 

[C] millilitre 

[D) litre 

14. The metric unit which replaces 

pounds is: 

[A] litres 

[B ] kilograms 

[C) grams 

[D] metres 

Use this conversion table to answer questions 15 and 16. 

mm in. mm 

10 0.39 1 

20 0.79 2 

30 1.18 3 

40 1.57 4 

50 1.97 5 

60 2.36 6 

70 2.76 7 

80 3.15 8 

90 3.54 9 

100 3.94 

15. The equivalent of 75 mm is: 

[A] 29.6 in. 

[B) 2.96 in. 

[C) .75in. 

[D) 7.5 in. 

16. The equivalent of 25 mm is: 

[A] .99 in. 

[B] 2.5 in. 

[C] 4 in. 

(D] .25 in. 

in. 

0.04 

0.08 

0.12 

0.16 

0.20 

0.24 

0.28 

0.31 

0.35 

o::3'"'"'" ""'VOCATION~ •oucAnON TESTING METRIC ABILITIES 
ANSWERS TO EXERCISES AND TEST 

EXERCISES 1 THR U 6 

The answers depend on the items 

used for the activities. 

EXERCISE 7 

Currently accepted metric units of 

measurement for each question are 

shown in Table 2. Standards in each 

occupation are being established 

now, so answers may vary. 

EXERCISE 8 

a) 2.6 em e) 

b) 58.3 em f) 

c) 9.4 em g) 

d) 68.0 em h) 

EXERCISES 9 THRU 13 

13.2 em 

80.2 em 

140.0 em 

230.7 em 

Tables are reproduced in total. Answers are in parentheses. 

Exercise 9 

metre centimetre millimetre 

m em mm 

1 100 1 000 

2 200 (2 000) 

3 ( 3J:J_O) (3 000) 

9 (900) {9 0001 

(5) (500) 5 000 

7-! (7 400) (7 4 000) 

0.8 80 (800~ 

0.6 (60) 600 

(0.025) 2.5 25 

(0.1-!8) (14.8j 148 

(6.39) 639 (6 390) 

~C<NT<R >OR VOCATOONA' WUCATOON 

Exercise 10 

millilitres 

ml 

3 000 

6 000 

(8 000) 

(14 000) 

(23 000) 

300 

700 

(900) 

250 

(470) 

275 

Exercise 11 

litres 

I 

8 

5 

46 

(32) 

0.4 

0.53 

(0.48) 

Exer-cise 12 

grams 

g 

-! 000 

9 000 

23 000 

(8 000) 

300 

275 

litres 

I 

3 

(6) 

8 

(14) 

23 

0.3 

(0.7) 

0.9 

(0.25) 

0.47 

(0.275) 

millilitres 

ml 

8 000 

(5 000) 

(46 000) 

32 000 

(400) 

(530) 

480 

kilograms 

kg 

4 

(9) 

(23) 

8 

(0.3) 

_[0.275) 

Exercise 13 

kilograms grams 

kg g 

7 7 000 

11 (11 000) 

(25) 25 000 

0.4 (400) 

0.63 (630) 

(0.175) 175 

Exercise 14 

a) 2m h) 2 000 mm 

b) 0.15 litre i ) 0.5 kg 

c ) 15mm j ) 0.5 litre 

d) 1.5 kg k) 1 000 em 

e ) 12 em I ) 25mm 

f ) 750 ml m) 240em 

g ) 1t 

EXERCISES 15 AND 16 

The answers depend on the 

items used for the activities. 

EXERCISE 17 

Partl. 

a ) 0.4 7 litre 

b) 0.45 kg 

c ) 10.675 m 

d) 35.56 em 

e ) 0.61 m 

f ) 118.4 ml 

g) 15.24 em 

h) 2.54 em 

i ) 0.45 kg 

j ) 118.4 ml 

k) 3.22 km 

I ) 10.16 em 

m) 5.08 em 

n) 20.32 em 

Part 2. 

a ) 0.24 in. 

b) 1.97 in. 

e ) 24.01 in. 

d) 25.4 mm 

e) 50.95 mm 

f ) 19.05 mm 

Part 3. 

a) 30.5 m 

b) 0.45 kg 

e ) 0.4 7 litre 

d) 1.905 em 

e) 2.54 em 

25 

TESTING METRIC ABILITIES 

1. c 9. D 

2. B 10. B 

3. c 11. B 

4. D 12. A 

5. D 13. c 

6. D 14. B 

7. B 15. B 

8. c 16. A 

u U.S. GOVERNMENT PRINTING OFFICE: 1976-757-069/6209 Region No. 5-11