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 Alterations Specialist, Tailoring

- Trying Out Metric Units

- Sewing 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 Clothing

19

19

19

19

20

20

Unit 5

- Objective

- Suggested Teaching Sequence

- Metric-Customary Equivalents

- Conversion Tables

- Any Way You Want It

- Figure Your Type and Size in Metric Measurements

- ‘It Figures’

21

21

21

21

22

23

24

25

Testing Metric Abilities 26

Answers to Exercises and Test 27

Tools and Devices List

References

TEACHING AND LEARNING 

THE METRIC SYSTEM 

This metric instructional package was designed to meet job-related 

metric measurement needs of students. To use this package students 

should already know the occupational terminology, measurement 

terms, and tools currently in use. These materials were prepared with 

the help of experienced vocational teachers, reviewed by experts, tested 

in classrooms in different parts of the United States, and revised before 

distribution. 

Each of the five units of instruction contains performance objectives, learning activities, and supporting information in the form of 

text, exercises, and tables. In addition, suggested teaching techniques 

are included. At the back of this package are objective-based evaluation 

items, a page of answers to the exercises and tests, a list of metric 

materials needed for the activities, references, and a list of suppliers. 

Classroom experiences with this instructional package suggest the 

following teaching-learning strategies: 

1. Let the first experiences be informal to make learning the metric 

system fun. 

2. Students learn better when metric units are compared to familiar 

objects. Everyone should learn to "think metric." Comparing 

metric units to customary units can be confusing. 

3. Students will learn quickly to estimate and measure in metric units 

by ''doing." 

4. Students should have experience with measuring activities before 

getting too much information. 

5. Move through the units in an order which emphasizes the simplicity of the metric system (e.g., length to area to volume). 

6. Teach one concept at a time to avoid overwhelming students with 

too much material. 

Unit 1 is a general introduction to the metric system of measurement which provides informal, hands-on experiences for the students. 

This unit enables students to become familiar with the basic metric 

units, their symbols, and measurement instruments; and to develop a 

set of mental references for metric values. The metric system of notation also is explained. 

Unit 2 provides the metric terms which are used in this occupation 

and gives experience with occupational measurement tasks. 

Unit 3 focuses on job-related metric equivalents and their relationships. 

Unit 4 provides experience with recogmzmg and using metric 

instru~s and tools in occupational measurement tasks. It also provides experience in comparing metric and customary measurement instruments. 

Unit 5 is designed to give students practice in converting customary and metric measurements. Students should learn to "think metric" 

and avoid comparing customary and metric units. However, skill with 

conversion tables will be useful during the transition to metric in each 

occupation. 

Using These Instructional Materials 

This package was designed to help students learn a core of knowledge about the metric system which they will use on the job. The 

exercises facilitate experiences with measurement instruments, tools, 

and devices used in this occupation and job-related tasks of estimating 

and measuring. 

This instructional package also was designed to accommodate a 

variety of individual teaching and learning styles. Teachers are encouraged to adapt these materials to their own classes. For example, the 

information sheets may be given to students for self-study. References 

may be used as supplemental resources. Exercises may be used in independent study, small groups, or whole-class activities. All of the 

materials can be expanded by the teacher. 

Gloria S Cooper 

Joel H. :\1agisos 

Editors 

Th1s publicat1on was developed pursuant to contract No. OEC-0-74-9335 With the 

Bureau of OccupatiOnal and Adult Education. US. Department of Health, Educa· 

t10n and Welfare. However. the opinions expressed herein do not necessarily 

reflect the pos1t10n or policy of the U.S. Office of Education and no off>cial 

endorsement by the US Office of EducatiOn should be inferred. 
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. 

~CENTER FOR VOCATOONAL •DUCATOON 

' 

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) 

I 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 (cm 3 ) 

cubic metre 

(m3) 

litre (I) 

millilitre (ml) 

capacity of 

containers 

measurements 

on graduated 

volume measur· 

ing devices 

Mass 

(pp. 9. 10) 

gram (g) 

kilogram (kg) 

the mass of objects 

in grams and kilo· 

grams 

a kilogram scale 

and a gram scale 

Temperature 

(p.ll) 

degree Celsius 

(OC) 

the temperature of 

the air or a liquid 

A Celsius thermometer 

1. Symbols are not capitalized unless the unit is a proper name (mm not 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 Cll1 Width of paper clip 1 000 = 103 kilo (k~ifo) 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 0.000 001 = 10-6 micro (mi'kro) }1 

and end zones 

Volume and millilitre ml Teaspoon is 5 ml 

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

cubic 

centimetre cm3 Volume of this container 

OJ 

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 

( 1 000 kiloll!ams) t Volkswagen Beetle 

G::3 CENTER O'OR VOCATIONAL EDUCATODN 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 11ETRE 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. Wbere 

is the other end of the 

metre stick? Touch yourself at that end. 

THAT IS HOW LONG A l\1ETRE IS! 

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 ESTil\llA TE IN IviETRES 

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 :MEASURE:MENT 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 l\!Iarvel." 

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 

II. THE CENTIMETRE (em) 

There are 100 centimetres in one metre. If therP are 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 CENTilVIETRE 

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

How wide is it? em 

2. l\1easure 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. \Vhat is the distance 

around it? em 

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

B. DEVELOP YOUR ABILITY TO ESTIMATE IN CENTHviETRES 

You are now ready to estimate in centimetres. For 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? 

~<'NTER roA VOCAT>ONAL EDUCAT>DN 

III. THE MILLIMETRE (mm) 

There are 10 millimetres in one centimetre. When 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 ~IILLL\1ETRE 

Using a ruler marked in millimetres, measure: 

1. Thickness ofa 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'VlATE IN MILLilVIETRES 

1. 

2. 

3. 

4. 

5. 

6. 

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

following items, follow the procedures used for estimating in 

metres. 

Thickness of a 

nickel. 

Diameter (thickness) 

of a bolt. 

Length of a bolt. 

Width of a sheet 

of paper. 

Thickness of a board 

or desk top. 

Thickness of a 

button. 

Estimate 

(mm) 

How Close 

Measurement Were You? 

(mm) 

Exercise 1 
AREA MEASUREMENT ACTIVITIES 

Square Centimetre, Square Metre 

WHEN YOU DESCRIBE THE AREA OF SOI\1ETHING, YOU ARE 

SAYING HOW ~lANY SQUARES OF A GIVEN SIZE IT TAKES TO 

COVER THE SURF ACE. 

I. THE SQUARE CENTIMETRE ( cm2 ) 

A. DEVELOP A FEELING FOR A SQUARE CENTII\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 CENTIMETRE! 

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 .? 

5 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE 

CENTIMETRES 

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. 

\Vindow pane or 

desk top. 

Estimate 

(cm2 ) 

Ivfeasurement 

(cm2 ) 

How Close 

Were You? 

H. 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 w see how 

much space it covers. 

5. Place the square against the bottor::. of a door. See how 

much of the door it covers. How rr.any squares \Yould it 

take to cov"'r the door? mz 

THIS IS HOW BIG A SQUARE rviETRE IS! 

Exercise 2 

(continued on next page) 
6 

B. DEVELOP YOUR ABILITY TO ESTIM..<\TE IN SQUARE CENTIMETRE GRID 

:METRES I 

I I 

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

procedures used for estimating in metres. I 

How Close 

Estimate Measurement Were You? 

(m2) (m2) 

1. Door. 

2. Full sheet of I 

newspaper. 

3. Chalkboard or 

bulletin board. 

4. Floor. 

5. WalL 

6. Wall chart or poster. 

7. Side of file cabinet. 

i l 

~R FOR VOCATK>NAL EOUCAnON Exercise 2 
VOLUME J\1EASUREMENT ACTIVITIES 

Cubic Centimetre, Litre, Millilitre, Cubic Metre 

I. THE CUBIC CENTil\IETRE ( cm3 ) 

A. DEVELOP A FEELING FOR THE CUBIC CENTII'v1ETRE 

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

height, and width in centimetres. 

THAT IS ONE CUBIC CENTilYlETRE! 

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 many 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 em x em = cm3 . ---- ---- Are the answers the sa..'Tle in c. and d.? 

B. DEVELOP YOUR ABILITY TO ESTII\.IATE IN CUBIC 

CENTIMETRES 

1. 

You are now ready to develop your ability to estimate 

in cubic centimetres. 

Remew.ber 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 ) 

.Measurement 

(cm3 ) 

How Close 

Were You? 

2. Freezer container. 

3. Paper clip box. 

4. Box of staples. 

II. THE LITRE (l) 

A. DEVELOP A FEELING FOR A LITRE 

1. Take a one litre beaker and fill it with '0/ater. 

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

usually do. How many cups do you fill? 

THAT IS HOW 1\<IUCH IS IN 0;\:E LITRE! 

3. Fill the litre cont;;_iner with rice. 

THAT IS HOW MUCH IT TAKES TO FILL A ONE 

LITRE CONTAINER! 

E.xe;cise 3 

( conti.t'1.ued on next page) 
8 

B. DEVELOP YOUR ABILITY TO ESTI~1A. TE IN LIT RES 

You are now ready to develop your ability to estimate in 

litres. To write two and one-half litres, you write 2.5 l, or 

2.5 litres. To write one-half litre, you write 0.5 I, 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 Measurement 

(l) (l) 

How Close 

Were You? 

III. THE J\llLULITRE (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 rviiLLILITRE 

1. Examine a centimetre cube. Anything which holds 

1 em 3 holds 1 ml. 

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

spoon into your hand. Carefuily pour the rice into a 

small pile on a sheet of paper. 

THAT IS HOW l.YIUCH ONE 1\1ILLILITRE IS! 

3. Fill the 5 ml spoon \vith rice. Pour the rice into another 

pile on the sheet of paper. 

THAT IS 5 1\-i:ILLILITRES, OR ONE TEASPOON~ 

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

pile on the paper. 

THAT IS 15 l\1ILLILITRES, OR ONE TABLESPOON! 

o:::3"~'R Foe VOCATOONAC WUCAT<ON 

B. DEVELOP YOUR ABILITY TO ESTIMA.TE IN MILLILITRES 

You are now ready to estimate in millilitres. Follow the 

procedures used for estimating metres. 

1. 

2. 

3. 

Small juice can. 

Paper cup or tea 

cup. 

Soft drink can. 

4. Bottle. 

IV. THE CUBIC METRE (m3 ) 

Estimate 

(ml) 

l\1easurement 

(ml) 

A. DEVELOP A FEELING FOR A CUBIC METRE 

How Close 

Were You? 

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 ESTIM.I\TE 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) 

Measurement 

(m3) 

How Close 

Were You? 

Exercise 3 
MASS (WEIGHT) MEASUREMENT ACTIVITIES 

Kilogram, Gram 

The mass of an object is a measure of the amount of m..atter 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 mass. 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. 

I. 

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. 

THE KILOGRAM (kg) 

DEVELOP A FEELING FOR THE l\IASS 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. 

a::3'ENT<R FOR VOCATIONAL EOUCATOO. 

1. 1 kilogram box. 

2. Textbook. 

3. Bag of sugar. 

4. Package of paper. 

5. Your own mass. 

l\1ass 

(kg) 

B. DEVELOP YOUR ABILITY TO ESTif.llATE IN KILOGRAMS 

For the following items ESTII\1A TE 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 MEASURET\:IENT 

column. Determine how close your estimate is: 

1. Bag of rice. 

2. Bag of nails. 

3. Large purse or 

briefcase. 

4. Another person. 

5. A few books. 

Estimate 

(kg) 

:Measurement 

(kg) 

How Close 

Were You? 

Exercise 4 

(continued on next page) 

9 
10 

II. THE GRAl\1 (g) 

A. DEVELOP A FEELING FOR A GRA..\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 GRAl'v1IS! 

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 tjps of your fingers, moving your 

hand up and down. 

THAT IS THE MASS OF TWO GRAl'v1S! 

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

THAT IS THE MASS OF FIVE GRAMS! 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN GRA:Y1S 

1. 

2. 

3. 

4. 

5. 

6. 

You are now ready to improve your ability to estimate in 

grams. 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. 

Two 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 tC) 

Degree Celsius (°C) 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\'LA..TE IN DEGREES 

CELSIUS 

11 

For each item, ESTil'vlA TE 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 measurements are. 

1. Mix some hot and 

cold water in a 

container. Dip your 

finger into the 

water. 

2. Pour out some of 

the water. Add some 

hot water. Dip your 

finger quickly into 

the water. 

3. Outdoor temperature. 

4. Sunny window sill. 

5. 11ix of ice and water. 

6. Temperature at 

floor. 

7. Temperature at 

ceiling. 

Estimate 

tc) 

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 occupation, 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. \Vhat 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 UNITS FOR ALTERATIONS SPECIALIST, TAILORING 

Quantity Unit Symbol 

Length millimetre mm 

centimetre em 

metre m 

Area square centimetre 2 em 

square metre I m2 

Mass gram g 

kilogram kg 

I 

I 

Volume/Capacity millilitre I ml ! 

litre 1 

Temperature degree Celsius 

I 

I 

I 

Use 

Design; drafting paper dimensions; button spacing; 

bolt and screw dimensions; wrench sizes. 

Fabric width; body measurements; patterns; seam 

and dart widths; seam and inseam lengths; zippers; 

design; work table width, 

Fabric, tape, webbing, piping, and thread lengths; 

floor dimensions. 

Fabric quantities; swatch and patch sizes; spots and 

stains. 

Work space; storage area; fabric quantities. 

Shipping and mailing; purchasing by mass beeswax, 

notions, yarn, thread, heavy sewing machine lubricant, and powdered chemicals; purchasing tools and 

equipment. 

Water; cleaning fluids; fabric treatment solutions; 

dye solutions; sewing machine oil; filling steam and 

mangle irons. 

Pressing temperatures; mixing and using chemical 

solutions; relating indoor and outdoor temperature 

and clothing fabrics to customer comfort. 

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 I 

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

17. Pattern box 

Estimate Actual 

18. Small box or package 

Length 19. Shipping container 1. Sleeve length 

2. Seam width 20. Coffee cup 

3. Your height 21. Notions bin 

4. Length of hemline 22. Spray /steam iron 

5. Height of thread spool 

Mass 

6. Height of ironing board 23. Textbook 

7. Index card 24. Nickel 

8. Length of shears 25. Paper clip 

9. Diameter of thread spool 26. Bolt of cloth 

Area 27. Thimble 

10. Desk top 28. Yourself 

11. Classroom floor 

12. Curtain Temperature 

29. Room 

13. Patch pocket 30. Cool iron 

14. Spot or stain I 

31. Cold tap water 

Volume/Capacity 32. Hot tap water 15. Small soft drink bottle I 

Exercise 6 
SEWING WITH ~1ETRICS 

It is important to know what metric measurement to ~se. Show 

what measurement to use in the following situations. 

1. Length of needle 

2. Area of table 

3. Diameter of pin cushion 

4. Mass of shears 

5. Length of lace strip 

6. Height of table 

7. Thread length on full spool 

8. Length of scissors 

9. Height of sewing machine 

10. Mass of ball of yarn or linen thread 

11. Capacity of pin box 

12. Length of pants inseam 

13. Mass of bolt of fabric 

14. Volume of cleaning fluid 

15. Length of fabrics 

16. Diameter of a button 

I 

17. Thickness of buttons I 

18. 

19. 

20. Dimensions of a zipper 

21. Width of fabrics I 

22. Temperature range for pressing 1 

23. 

wool I 

Width of hem facing 

24. Mass of heavy lubricant for 

sewing machine 

25. Temperature range for 

pressing linen 

26. Height of an ironing board 

27. Area of stain or spot 

[J 

15 

Exercise 7 
16 

UNIT 

OBJECTIVE 

The student will recognize and use met· 

ric 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 Millimetres 

a : 

(

jlllljlllljll!ljlllljlllljlllljlllljlllljlllljlllljlllljll!ljliiiJ 

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 ero.., 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) 680 rnm = em h ) 2 307 mm em 

Exercise 8 
Metres, Centimetres, and Millimetres 

There are 100 centimetres in one metre. Thus, 

2 m = 2 x 100 ern = 200 ern, 

3m= 3 x 100 ern = 300 ern, 

8 rn = 8 x 100 ern = 800 ern, 

36 rn = 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 mrn, 

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

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 OOOmm 

1 000 

75 x 100 mm 

75 x 10 mm 

750 mm. This means that 0.75 rn = 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 

us 

639 

~CENTER FOR VOCATIONAL EDUCATION 

Exercise 9 

Millilitres to Litres 

There are 1 000 millilitres in one litre. This mea.;·1s that 

2 000 millilitres is the sa.me as 2 litres, 

3 000 ml is the sa.me 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 OOO litres = 2 litres. 

And, as a final example, 

28 000 

28 000 ml = 1 OOO 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. 

millili tres litres 

(ml) (l) 

3 000 3 

6 000 

8 

1-l 000 

23 

300 0.3 

700 

0.9 

250 

0.47 

275 

Exercise 10 
18 

Litres to Millilitres 

What 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 mi. 

Information Sheet 6 

Now you try some. Complete the following chart. 

litres 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 .'L9 000 

23 000 

8 

300 

275 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 ) 290 mm drafting paper is em 

b) 500 em of yarn is m 

c ) 250 ml of water is 1 

d) 60 mm hem is em 

e ) 0.5 kg cutting shears is g 

f ) 30 em of lace is mm 

g ) 40 g thimble is kg 

h) 500 ml of machine oil is 1 

i ) 4 em needle is mm 

j ) 1.6 m body height is em 

k) 0.5 m of fabric is em 

1 ) 2 litre of water is ml 

m) 30 em cutting shears are mm 

n) 10m of hem tape is em 

0) 20 mm diameter button is em 

p) 125 g of heavy sewing machine 

lubricant is kg 

Exercise 14 
UNIT 4 

OBJECTIVE 

The student will recognize and use 

instruments, tools, and devices for measurement tasks in this occupation. 

• Given metric and Customary tools, 

instruments, or devices, differentiate 

between metric and Customary. 

• Given a measurement task, select 

and use an appropriate tool, instrument or device. 

• Given a metric measurement task, 

judge the metric quantity within 20% 

and measure within 2% accuracy. 

SUGGESTED TEACHING SEQUENCE 

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

thermometer, wrenches, tapes, hem 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." 

~·NT·R >OR VOCATOONA' <DUCATOON 

SELECTING AND USING 

METRIC INSTRUMENTS , TOOLS AND DEVICES 

Selecting an improper measuring tool or misreading a gauge can result in failure to obtain 

fit and maintain style and quality workmanship. For example, shortening a hemline 3 inches 

rather than 3 centimetres will result in an unsatisfactory fit. Here are some suggestions: 

1. Find out in advance whether Customary or metric units or equipment 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 tapes, rules or gauges-em, mm, m. 

5. Look for decimal fractions (0.25) or decimal mixed fractions (2.50) rather 

than common fractions (3/8) on tapes, rules and gauges. 

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

Information Sheet 9 

19 
20 

WHICH TOOLS FOR THE JOB? 

Practice and prepare to demonstrate your ability to identify, 

select, and use metric-scaled tools and instruments for the tasks given 

below. You should be able to use the measurement tools to the appropriate precision of the tool, instrument, or task. 

1. Cut thread the proper length for hemming a garment. 

2. Measure an even hem allowance. 

3. Trim an even seam allowance to be at least 1 em wide and 

not more than 1.5 em. 

4. Mark an even hem to be 50 em from the floor. 

5. Stitch a garment side seam to be 5 mm larger than it already 

is stitched. 

6. Make minor repairs to a sewing machine. 

7. Estimate the cost to a customer for repairing a burn or moth 

hole. 

8. Select elastic for a waistband. 

9. Select a zipper. 

10. Measure the chest or bust of a customer. 

11. Check a shipment of plastic bagging material which was purchased by mass. 

12. Measure and mark the sleeve length alterations on a man's coat. 

13. Press mark an even hem allowance. 

14. Measure even spaces between tucks, buttons, snaps, and pleats. 

15. Collect prepaid shipping costs for mailing a customer's suit 

after alteration. 

16. Inventory by mass the amount of heavy pattern paper on a roll. 

~CENT'R FOR VOCATIONAL 'OUCATOON 

Exercise 15 

MEASURING UP IN 

CLOTHING 

For the tasks below, estimate the metric measurement to within 

20% of actual measurement, and verify the estimation by measuring to 

within 2% of actual measurement. 

Estimate Verify 

1. Seam allowance 

2. Length of hem tape 

3. Zipper length 

4. Dart length 

5. Width of hem allowance 

6. Sleeve length 

7. Pants inseam length 

8. Stitches per centimetre 

9. Number of machine basting stitches 

per centimetre 

10. Mass of a box of dressmaker's pins 

11. Volume of cleaning fluid in a partly 

filled container 

12. Width of elastic for a waistband 

13. Chest or bust size of another person 

14. Mass of a roll of paper used in the 

trade 

15. Height of ironing board 

16. Waist size of another person 

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 Tables 3 and 4. 

Have students find approximate metricCustomary equivalents by using 

Exercises 17 and 18. 

Test performance by using Section D of 

"Testing Metric Abilities." 

21 

METRIC-CUSTOMARY EQUIVALENTS 

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

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

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 wlth 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 

1m~ 3.28 feet 

1m~ 1.09 yards 

1 km ~ 0.62 mile 

1 cm2 ""' 0.16 sq in 

1 m 2 ""' 10.8 sq ft 

1 m 2 ~ 1.2 sq yrl 

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 em 2 

1 sq ft ~ 0.09 m 2 

1 sq yd ~ 0.8 m 2 

1 ml ~ 0.2 tsp 

1 ml ~ 0.07 tbsp 

11 :::,; 33.8 fl oz 

ll ~ 4.2 cups 

ll ~ 2.1 pts 

ll ~ 1.06 qt 

1 i ~ 0.26 gal 

1 tsp""' 5 ml 

1 tbsp""' 15 ml 

1 fl oz ""' 29.6 ml 

1 cm3 ~ 0.06 cu in 

1 m 3 ""' 35.3 cu ft 

1 m 3 ""' 1.3 cu yd 

1 acre ~ 0.4 hectare 

1 cu in~ 16.4 cm3 

1 cu ft ~ 0. 0 3 m 3 

1 cu yd ~ 0.8 m3 

1 gram ~ 0.035 oz 

1 kg~ 2.2 lb 

1 metric ton ~ 2205 lb 

1 kPa""' 0.145 psi 

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 lb ""' 0.45 kg I 

1 ton ""' 907.2 kg 

1 psi ""' 6.895 kPa 

*Adapted from Let's Jfeasure A!etric. A Teacher's Introduction to Metric :\feasurement. Division of Ed;;c.•tionai J' 

Redesign and Renewal. Ohio Department of Education, 65 S. Front Street, Columbus, OH -±3215. 1975. 

/ 

Information Sheet 10 
22 

CONVERSION TABLES 

MILLIMETRES AND CENTIMETRES TO INCHES 

mm em in. mm em in. mm em in. 

100 10.0 3.9 10 1.0 .4 1 0.1 0.04 

200 20.0 7.9 20 2.0 .8 2 0.2 0.08 

300 30.0 11.8 30 3.0 1.2 3 0.3 0.12 

400 40.0 15.7 40 4.0 1.6 4 0.4 0.16 

500 50.0 19.7 50 5.0 2.0 5 0.5 0.20 

600 60.0 23.6 60 6.0 2.4 6 0.6 0.24 

700 70.0 27.6 70 7.0 2.8 7 0.7 0.28 

800 80.0 31.5 80 8.0 3.2 8 0.8 0.32 

900 90.0 35.4 90 9.0 3.5 9 0.9 0.35 

1000 100.0 39.4 

INCHES TO MILLIMETRES AND CENTIMETRES 

in. mm em in. mm em in. mm em 

10 254.0 25.4 1 25.4 2.5 1/8 3.2 0.3 

20 508.0 50.8 2 50.8 5.1 1/4 6.4 0.6 

30 762.0 76.2 3 76.2 7.6 3/8 9.5 1.0 

40 1016.0 101.6 4 101.6 10.2 1/2 12.7 1.3 

50 1270.0 127.0 5 127.0 12.7 5/8 15.9 1.6 

60 1524.0 152.4 6 152.4 15.2 3/4 19.1 1.9 

70 1778.0 177.8 7 177.8 17.8 7/8 22.2 2.2 

80 2032.0 203.2 8 203.2 20.3 

90 2286.0 228.6 9 228.6 22.9 

CUSTOMARY-METRIC ZIPPER LENGTHS (Available Zipper Lengths) 

in. em in. em in. em in. em 

30 75 22 55 14 35 8 20 

28 70 20 50 12 30 7 18 

26 65 18 45 10 25 6 15 

24 60 16 40 9 22 5 12 

4 10 

o:::3'ENTER roR VOCATOONAC EOUCATOON Table 3 
ANY WAY YOlT WANT IT 

1. With the change to metric measurement some patterns, fabric, 

directions and notions used in clothing alterations will be available only in metric sizes. You will need to be familiar with 

approximate Customary equivalents in order to select correct 

pattern sizes and quantities of supplies for proper fit, drape and 

style in garment construction. You will also need Customary 

equivalents to order supplies in metric units. To develop your 

skill, use Information Sheet 10 and Table 3 to give the approximate metric quantity (both numbers and unit) for each of the 

following Customary quantities 

Customary Quantity Metric Quantity 

a ) 2 1/2 ft. hem tape 

b ) 3 in. hem 

c ) 1/2 in. seam allowance 

d ) 3/4 in. button 

e ) 5 yds. of wool 

f ) 9 in. by 12 in. drafting paper 

g ) 4 oz. tube of heavy lubricant 

h) 1 pt. of sewing machine oil 

i ) 20 yd. spool of thread 

j ) 2 oz. ball of linen thread 

k) 2 in. needle 

1 ) 4 fl. oz. of spotting solution 

m) 4 in. wide sponge 

n) 2 gal. can of cleaning fluid 

0) 30 in. pants inseam 

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

a ) 15mm= in. e ) 30 in.= em 

b ) 81 em= in. f ) 24 in.= em 

c ) 30cm= in. g ) 4 in.= em 

d) 22mm= in. h) 5/8 in.= rr:tm 

50 em= in. I k) 11/8 in.= mm 

65mm= in. ll ) 4 3/4 in.~~ em 

3. Complete the Requisition Form using the items listed. Convert 

the Customary quantities to metric before fiHing out the form. 

Complete all the information (Date, For, Job, etc.). 

Order the following alterations specialist supplies: 

a ) 1 doz. 10 in. zippers 

b ) 25 yds. of seam tape 

c ) 1 gal. cleani..'lg fluid 

d ) 4 lbs. of dressmaker's pins 

e ) Two 1 pt. cans of se•,ving machine oil 

f ) 1/2 doz. 4 in. seam rippers 

REQUISITION 

Date--------

For 

Job ---------- Date Wanted 

Deliver to---------------------

QTY UNIT ITEM 

Requested by 

Approved by 

Exercise 

23 

17 
24 

FIGURE YOUR TYPE AND SIZE IN METRIC MEASUREMENTS 

MISSES' 1.65 m to 1.68 m MISSPETITE 1.57 m to 1.60 m WOMEN'S 1.65 m to 1.68 m 

Size 6 8 10 12 14 16 18 20 Size 6mp 8mp lOmp 12mp 14mp 16mp Size 38 40 42 44 46 48 50 

Bust 78 80 83 87 92 97 102 107 em Bust 78 80 83 87 92 97 em Bust 107 112 117 122 127 132 137 em 

Waist 58 61 64 67 71 76 81 87 em Waist 60 62 65 69 73 78 em Waist 89 94 99 105 112 118 124 em 

Hip 83 85 88 92 97 102 107 112 em Hip 83 85 88 92 97 102 em Hip 112 117 122 127 132 137 142 ern 

Back Waist 39.5 40 40.5 41.5 42 42.5 43 44 em Back Waist 37 37.5 38 39 39.5 40 em Back Waist 44 44 44.5 45 45 45.5 46 em 

Length Length Length 

HALF-SIZE 1.57 m to 1.60 m JUNIOR 1.63 m to 1.65 m JUNIOR PETITE 1.52 m to 1.55 m 

Size 10112 12112 14112 16'12 18112 201/z 221/z 24112 Size 5 7 9 11 13 15 Size 3jp 5jp 7ip 9jp lljp 13jp 

Bust 84 89 94 99 104 109 114 119 em Bust 76 79 81 85 89 94 ern Bust 78 79 81 84 87 89 em 

Waist 69 74 79 84 89 96 102 108 em Waist 57 60 62 65 69 74 em Waist 57 58 61 64 66 69 em 

Hip 89 94 99 104 109 116 122 128 em Hip 81 84 87 90 94 99 em Hip 80 81 84 87 89 92 em 

Back Waist 38 39 39.5 40 40.5 40.5 41 41.5cm Back Waist 38 39 39.5 40 40.5 41.5cm Back Waist 35.5 36 37 37.5 38 39cm 

Length Length Length 

YOUNG JUNIOR/TEEN 1.55 m to 1.60 m CHUBBIE GIRLS' 

Size 5/6 7/8 9!10 11!12 13/14 15/16 Size 8 1

12C 101/zC 121izC 14112C Size 7 8 10 12 14 

Bust 71 7-1 78 81 85 89 em Breast 76 80 84 88 em Breast 66 69 73 76 81 em 

Waist 56 58 61 64 66 69cm Waist 71 74 76 79 em Waist 58 60 62 65 67cm 

Hip 79 81 85 89 93 97 em Hip 84 88 92 96 em Hip 69 71 76 81 87 em 

Back Waist 34.5 35.5 37 38 39 40cm Back waist length 31 32.5 34.5 36 em Back waist length 29.5 31 32.5 34.5 36 em 

Length Height 132 142 149 155 em Height 127 132 142 149 155 em 

CHILDREN'S TODDLERS' BABIES 

Size 1 2 3 4 5 6 6x Size lf2 1 2 3 4 Age Newbom 6 months 

(1-3 months) 

Breast or Breast or 

Chest 51 53 56 58 61 ...:_.64 65cm Chest 48 51 53 56 58 em 

Waist 50 51 52 53 55 56 57 em Waist 48 50 51 52 53 em Weight 3-6 kg 6-8 kg 

Hip - 61 64 66 67 em Finished 

Back Waist Dress Length 35.5 38 40.5 43 46 em Height 43-61 em 61-67 em 

Length 21 22 23 24 25.5 27 27.5 em 

Height 79 87 94 102 109 117 122 em 

Finished 43 46 48 51 56 61 64 em 

Dress length 

BOYS' AND TEEN-BOYS' MEN'S 1.78 m 

Size 7 8 10 12 14 16 18 20 Size 34 36 38 40 42 44 46 48 

Chest 66 69 71 76 81 85 89 93 em Chest 87 92 97 102 107 112 117 122 em 

Waist 58 61 64 66 69 71 74 76 em Waist 71 76 81 87 92 99 107 112 em 

Hip/Seat 69 71 75 79 83 87 90 94 em Hip/Seat 89 94 99 104 109 114 119 124 em 

Neekband 30 31 32 33 34.5 35.5 37 38 em Neck band 35.5 37 38 39.5 40.5 42 43 44.5 em 

Height 122 127 137 147 155 163 168 173 em Shirt Sleeve 81 81 84 84 87 87 89 89em 

Source: Opal Massey. Metrics For Home Usc. Stockton, CA: Willow House Publishers, 1974, P. 21 (used by permission). 

Table 4 
25 

~IT FIGURES' 

4. Using a metric tape measure and working as partners, take the body I closest pattern 

measurements of your partner as described in the following measure- Measurement Chari my measure- size measure ... Differences (3) 

ment chart. Complete this chart with your own measurements. ments (1) ments (if appliThen choose the pattern size which comes closest to your body cable) (2) 

measurements (Table 4) and record your findings in column BUST (around fullest pari) 2. Determine the difference between your measurements and those 

of the pattern and record this amount in column 3. WAIST (snug) I 

IDP (about 18 centimetres below I 

waist or fullest pari) ('::ECK 

CHEST 

NECK (around base of neck) 

w.BUST ~ WRIST (not too tight) 

I 

WIDTH OF BACK d I 

wAIST CENTER BACK ~ II 

BACK LENGTH TO WAIST (base 

~ of neck to waistline) 

II ~HIP NECK TO WAIST \ i j FRONT LENGTH TO WAIST (base 

of neck to waistline) 

r ~ I ' 

I SHOULDER (neck to armhole) 

""" J WIDTH OF BACK I (armhole to armhole, 

\ 10 centimetres down from shoulder seam) I 

WIDTH OF CHEST (armhole to armhole 

I I above bust) 

SHOULDER ...t:-:1 ) LENGTH OF SLEEVE (top of arm to 

CHEST ,.,... wrist, arm bent) 

N ECK TO WAIST 

WIDTH OF SLEEVE (around fullest part 

I above elbow) 

CENTER FRONT\ SKIRT LENGTH BACK SKIRT LENGTH (waist to hem) 

STREET r I :-"'I 

f '\ LENGTH OF SLEEVE FRONT SKIRT LENGTH (waist to hem) 

WIDTH OF SLEEVE ) I 

SKIRT LENGTH \... Source: Adapted from Mathematics I- Needle Trades, Antoinette J. Colicchio and Burr D. Coe, 

EVENING Vocational Division- Curricuium Laboratory, Administration Building, College of Agricuiture, 

New Brunswick, NJ 08903, Juiy 1960, page 72. 

~R ""'VOCATIONAL EOUCATOON Exercise 18 
26 

SECTION A 

1. One kilogram is about the mass 

of a: 

[A] nickel 

[ B] apple seed 

[C] basketball 

[D] Volkswagen "Beetle" 

2. A square metre is about the 

area of: 

3. 

4. 

[A] this sheet of paper 

[B] a card table top 

[ C ] a bedspread 

[ D] a postage stamp 

Seam widths are measured in: 

[A] metres 

[B] millilit::es 

[C] centimetres 

[D] milligrams 

Fabric length is measured in: 

[A] metres 

[B] millimetres 

[C] milligrams 

[D] millilitres 

5. The correct way to write twenty 

grams is: 

[A] 20 gms 

[B] 20 Gm. 

[C] 20 g. 

[D] 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 

SECTIONB 

7. A zipper 20 centimetres long 

is the same as: 

[A] 2 000 millimetres 

[B J 200 millimetres 

[CJ 0.2 millimetre 

[D] 2 millimetres 

8. A 7 50 gram pair of shears is 

the same as: 

[A] 0.75 kilogram 

[B] 750 000 kilograms 

[C] 7 500 kilograms 

[ D ] 7. 5 kilograms 

SECTION C 

9. To measure in centimetres you 

would use a: 

[A] measuring cup 

[B] tape 

[C] scale 

[D] thermometer 

10. To measure in millilitres you 

would use a: 

[A ] thermometer 

[B] tape 

[C] scale 

[D] measuring cup 

11. Estimate the length of the line 

segment below: 

[A J 23 grams 

[B] 6 centimetres 

[C] 40 millimetres 

[D] 14 pascals 

12. Estimate the length of the line 

segment below: 

1---1 

[A] 10 millimetres 

[B] 4 centimetres 

[CJ 4 pascals 

[D] 23 milligrams 

SECTION D 

13. The metric unit which replaces 

the fluid ounce is: 

[A ] millilitre 

[B] centimetre 

[C] litre 

[D] gram 

14. The metric unit which replaces 

the inch is: 

[A] centimetre 

[B] metre 

[C] litre 

[D] gram 

Use this conversion table to 

answer questions 15 and 16. 

em in. em in. 

10 3.9 1 .4 

20 7.9 2 .8 

30 11.8 3 1.2 

40 15.7 4 1.6 

50 19.7 5 2.0 

50 23.6 6 2.4 

70 27.6 7 2.8 

80 31.5 8 3.2 

90 35.4 9 3.5 

100 39.4 

15. The equivalent of 95 em is: 

[A] 95 in. 

[B] 42.5 in. 

[C] 190 in. 

[D] 37.4 in. 

16. The equivalent of 15 em is: 

[A] 5.9 in. 

[B] 37.5 in. 

[C] 15 in. 

[D] 3.9 in. 

~>NT<R'ORVOCATIONACWUCAT>ON TESTING METRIC ABILITIES 
ANSWERS TO EXERCISES AND TEST 

EXERCISES 1 THRU 6 

The answers depend on the items 

used for the acfivities. 

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) 13.2 em 

b) 58.3 em f) 80.2 em 

c) 9.-1 em g) 140.0 em 

d) 68.0 em h) 230.7 em 

EXERCISES 9 THRU 13 

Tables are reproduced in total. Answers are in parentheses. 

Exercise 9 

metre centimetre millimetre 

m em mm 

1 

j_ 100 1 000 

2 200 (2000) 

3 (300) (3 000) 

9 ! (900) I (9 000) 

(5) (500) 5 000 

i 7-± I (7 400) i (74 000) I 

I 

! 0.8 I 80 • {8001 

I 0.6 I (60) I 600 

I ~0.025) 2.5 1 25 ' 

~~~.8)! 

Exercise 10 

I 

' 

millilitres 

ml 

3 000 

6 000 

(8 000) 

!14 000) 

(23 000) 

300 

700 

(900) 

250 

( 470) 

275 

Exercise 11 

litres 

1 

8 

I 5 

46 

(32) 

0.4 

I 0.53 

I (0.48) 

Exerdse 12 

l grams " ! g 

i 4 000 

! 9 000 

I 23 000 I (8 000) 

300 

275 

I 

I 

I 

l 

3 

(6) 

8 I 

(U) 

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 I 

kg I 

4 

(9) 

123\ I 

I 

8 

(0.3) 

(0.275) 

Exercise 13 

kilograms grams 

kg g 

7 7 000 

' 11 (11 000) 

(25) 25 000 

I 0.4 (-±00) 

0.63 (630) 

I 0.175 I 175 

Exercise 14 

a ) 29 em i ) 40mm 

b) 5m j ) 160 em 

c ) 0.25 litre k) 50 em 

d) 6cm l ) 2 000 ml 

e ) 500 g m) 300mm 

f ) 300mm n) 1 000 em 

g ) 0.04 kg 0) 2em 

h) 0.5 litre p) 0.125 kg 

EXERCISES 15 AND 16 

The answers depend on the 

items used for the activities. 

EXERCISE 17 

Part 1. 

a ) 0.76 m h) 0.47 litre 

b ) 7.62 em . \ 

l } 18.2 m 

c ) 1.3 em j ) 56.6 g 

d) 1.9cm k) 5.1 em 

e ) 4.55 m 1 ) 118.4 ml 

f ) 22.9 em by m) 10.2 em 

30.5 em n) 7.58 litres 

g ) 113.2 g 0) 76.2 em 

Part 2. 

a ) 0.6 in. 

b) 31.9 in. 

e ) 11.8 in. 

d) 0.88 in. 

e ) 76.2 em 

f ) 61 em 

g ) 10.2 em 

h) 1.6em 

i ) 19.7 in. 

j ) 2.6 in. 

k) 28.6 mm 

l ) 12.1 em 

Part 3. 

a) 25 em 

b) 22.75 m 

e ) 3. 79 litres 

d) 1.8 kg 

e ) 0.4 7 litre 

f ) 10.2 em 

27 

TESTING METRIC ABILITIES 

1. c 9. B 

2. B 10. D 9 

'-'· c 11. B 

4. A 12. A 

5. D 13. A 

6. D 14. A 

7. B 15. D 

8. A 16. A 

Q U.S. GOVERNMENT PR!NTiNG OFFICE: 1976- 757-069/6204 

SUGGESTED METRIC TOOLS AND DEVICES 

NEEDED TO COMPLETE MEASUREMENT TASKS 

IN EXERCISES 1 THROUGH 5 

UNEAR 

Metre Sticks 

Rules, 30 em 

Measuring Tapes, 150 em 

*Height Measure 

*Metre Tape, 10m 

*Trundle Wheel 

*Area Measuring Grid 

VOLUME/CAPACITY 

*Nesting Measures, set of 5, 

50 ml - 1 000 ml 

Economy Beaker, set of 6, 

50 ml - 1 000 ml 

Metric Spoon, set of 5, 

1 ml- 25 ml 

Dry Measure, set of 3, 

50, 125, 250 ml 

Plastic Litre Box 

Centimetre Cubes 

(* Optional) 

MASS 

Bathroom Scale 

*Kilogram Scale 

*Platform Spring Scale 

5 kg Capacity 

10 kg Capacity 

Balance Scale with 8-piece 

mass set 

*Spring Scale, 6 kg Capacity 

TEMPERATURE 

Celsius Thermometer 

FOR VOCATIONAL EDUCATION 

The Ohro State Unr11erstty • 1960 Kenny Road 4 Columbus Oh10 43210 

SUGGESTED METRIC TOOLS AND DEVICES 

NEEDED TO COMPLETE OCCUPATIONAL 

MEASUREMENT TASKS 

In this occupation the tools needed to complete Exercises 6, 

15, and 16 are indicated by"*·" 

A. Assorted Metric Hardware-Hex nuts, washers, screws, 

cotter pins, etc. 

B. Drill Bits-Individual bits or sets, 1 mm to 13 mm range 

C. Vernier Caliper-Pocket slide type, 120 mm range 

D. Micrometer-Outside micrometer caliper, 0 mm to 25 mm 

range 

E. Feeler Gage-13 blades, 0.05 mm to 1 mm range 

F. Metre Tape-50 or 100 m tape 

G. Thermometers-Special purpose types such as a clinical 

thermometer 

H. 1 Temperature Devices-Indicators used for ovens, freezing/ 

cooling systems, etc. 

I. Tools-Metric open end or box wrench sets, socket sets, 

hex key sets 

J. Weather Devices-Rain gage, barometer, humidity, wind 

velocity indicators 

K. 1 Pressure Gages-Tire pressure, air, oxygen, hydraulic, fuel, 

etc. 

L. 1 Velocity-Direct reading or vane type meter 

M. Road Map-State and city road maps 

N. Containers--Buckets, plastic containers, etc., for mixing 

and storing liquids 

0. Containers-Boxes, buckets, cans, etc., for mixing and 

storing dry ingredients 

Most of the above items may be obtained from local industrial, 

hardware, and school suppliers. Also, check with your school district's 

math and science departments and/or local industries for loan of their 

metric measurement devices. 

1 Measuring devices currently are not available. Substitute devices (i.e., thermometer) 

may be used to complete the measurement task. 

Tools and Devices list