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 Dietetic Technician

- Trying Out Metric Units

- Measuring 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 The Dietary Department

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

Temperature 26

Tools and Devices List

References
a::3 CENTVI FOR VOCATlONAL I!DUCATION 
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 provide'S 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 recogn1zmg and using metric 

instru~ 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. l\Iagisos 

Editors 

This publication was developed pursuant to contract No. OEC-0-74-9335 with the 

Bureau of Occupational and Adult Education, U.S. Department of Health, Education and Welfare. However, the opinions expressed herein do not necessarily 

reflect the position or policy of the U.S. Office of Education and no official 

endorsement by the U.S Office of Education should be inferred. 
UNIT 1 

SUGGESTED TEACHING SEQlJENCE 

1. These introductory exercises may require 

two or three teaching periods for all five 

areas of measurement. 

2. Exercises should be followed in the order 

given to best show the relationship 

between length, area, and volume. 

3. 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. 

~NTER FOR VOCATIONAL EDUCATION 

I 

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. 

EXERCISES 

SKILLS 

Linear Area Volume or Capacity Mass Temperature 

(pp. 3- 4) (l)p. 5-6) (pp. 7- 8) (pp. 9- 10) (p. 11) 

1. Recognize and use the millimetre (mm) square cubic centi- gram (g) degree Celsius 

unit and its symbol for: centimetre metre (cm3 ) (C) 

centimetre (em) (cm2 ) kilogram (kg) 

2. Select, use, and read the cubic metre 

appropriate measuring metre (m) square (mJ) 

instruments for: metre 

(mf) litre (I) 

3. State or show a 

physical reference for: millilitre (ml) 

4. Estimate within 25% height; width, or the area of capacity of the mass of objects the temperature of 

of the actual measure length of objects a given surface containers in grams and kilo- the air or a liquid 

grams 

5. Read correctly .metre stick, metric measurements a kilogram scale A Celsius thermometer 

tape measure, and on graduated and a gram scale 

metric rulers volume measuring devices 

RULES OF NOTATION 

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 l not 41). 

5. 

6. 

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. 

t 

Information Sheet 1 

1 
2 

METRIC UN"ITS, SYMBOlS, AND REFERENTS METRIC PREFIXES 

Quantity Metric Unit Symbol Useful Referents Multiples and 

Prefixes Symbols Submultiples 

Length millimetre m.m 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 (kllo) 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=10-1 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 <ffiki> m 

hectare ha Football field including sidelines 

and end zones 0.000 001 = 10-6 micro (mi"kro) jJ. 

Volume and millilitre ml Teaspoon is 5 ml 

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

cubic 

4::!entimetre cm3 Volume of this container 

C] 

cubic metre m 3 A little more than a cubic yard 

Mass milligram mg Apple seed about 10 mg, grain of 

salt, 1 mg 

1~am g Nickel about 5 g 

kilogram kg Webster's Collegiate Dictionary 

metric ton 

(1 000 kilo!ll'ams) t Volkswagen Beetle 

a::3 CENTER FOR VOCATIONAL EDUCATION 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 HO\V LONG A 1\IETRE IS! 

~ENTER FOR VOCATIONAL EDUCATION 

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 ESTii\1A TE IN METJ{ES 

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 

ESTii\1A TE 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 l\1arvel." 

Height of door knob 

from floor. 

Height of door. 

Length of table. 

\Vidth 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 one metre. If there are 4 metre5' 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 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. \Vidth of a sheet 

of paper. 

Estimate 

(em) 

:Measurement 

(em) 

How Close 

Were You? 

~R FOR VOCATIONAL EDUCATION 

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 :\HLLIMETRE 

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 ESTIMATE IN MILLIMETRES

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 SOMETHING, YOU ARE 

SAYING HO\V MANY SQUARES OF A GIVEN SIZE IT TAKES TO 

COVER THE SURFACE. 

I. THE SQUARE CENTIMETRE (cm2 ) 

A. DEVELOP A FEELING FOR A SQUARE CENTIMETRE 

L 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? em 2 

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 .? 

~ENTER FOR VOCATIONAL EDUCATION 

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 fqr estimating in 

metres. 

Index card. 

Book cover. 

Photograph. 

Window pane or 

desk top. 

Estimate 

(cm2 ) 

Measurement 

(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 corner. 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 cov~r 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. Chalk board or 

bulletin board. 

4. Floor. 

5. Wall. 

6. Wall chart or poster. 

7. Side of file cabinet. 

~R FOR VOCATIONAL EDUCATION Eltercise 2 
VOLUME MEASUREMENT ACTIVITIES 

Cubic Centimetre, Litre, Millilitre, Cubic Metre 

I. THE CUBIC CENTlMETRE (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 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 same in c. and d.? 

a3 CENTER FOR VOCATIONAL EDUCATION 

B. DEVELOP YOUR ABILITY TO ESTIMATE 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 ) 

How Close 

\Vere 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 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 ESTIMATE IN LITRES 

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 0.51, or 0.5 

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

2.75 1, 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 

(I) 

Measurement 

(I) 

How Close 

Were You? 

Ill. THE 1\fiLLILITRE ( 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 em 3 holds 1 ml. 

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 MILLILITREIS! 

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 i.-ice. Pour the rice into a third 

pile on the paper. 

THAT IS 15 MILLILITRES, OR ONE TABLESPOON! 

o:3CENTEA FOR VOCATIONAl EDUCATION 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN MILLILITRES 

1. 

2. 

3. 

You are now ready to estimate in millilitres. Follow the 

procedures used for estimating 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 u&ed 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 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 tise 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. 

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. 

~ENTER FOR VOCATIONAL EDUCATION 

Mass 

(kg) 

1. 1 kilogram box. 

2. Textbook. 

3. Bag of sugar. 

4. Package of paper. 

5. Your own mass. 

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 IVIEASUREMENT 

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) (kg) 

Exercise 4 

(continued on next page) 

9 
10 

II. THE GRAM (g) 

A. DEVELOP A FEELING FOR A GRMf 

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 MASS OF TWO GRAl\18! 

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

THAT IS THE MASS OF FIVE GRAMS! 

~ER FOR VOCATIONAL EDUCATiON 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN GRAMS 

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 {° 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 TEMPERATURE IS 37 DEGREES 

CELSIUS ( 37° C). 

A FEVER IS 39°C. 

A VERY HIGH FEVER IS 40°C. 

~FOR voc;AnONAL EDUCATION 

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. 

l\1ix 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. 

:Mix 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 

term;, 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." 

~CENTER FOR VOCATlONAL EDUCATION 

METRICS IN THIS OCCUPATION 

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

metric measurement to com pete 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 Units for the Dietetic Technician 

Quantity Unit Symbol Use 

Length millimetre mm Thickness of dough, meat. 

centimetre em Thickness of dough and meat; dimensions of pans, work surfaces, equipment 

(e.g., toaster, refrigerator); diameter of cookies, meat patties, utensil size, 

clothing size, paper products. 

metre m Floor dimensions. 

Area square centimetre cm2 Work surfaces, storage areas, paper products, equipment specifications. 

square metre m2 

Volume/Capacity millilitre ml Measuring liquid ingredients, cleaners, sanitizers; tin or can sizes, storage and 

serving containers, cleaning equipment, dishwasher, preparation and mixing 

litre 1 bowls, capacity of equipment (coffee urn, steam jacketed kettle), refrigeration 

and freezer capacity.* 

cubic metre ma Cold storage area (bulk stock). 

Mass gram g Ordering and receiving dry ingredients (seasoning), cans or containers of 

food and food supplies, product size (mass of roast, loaf of bread; box of 

kilogram kg chicken parts), quantity purchases (potatoes, flour), measuring liquid and 

dry ingredients by mass (weight). 

metric.ton t Ordering and receiving dry ingredients (flour, sugar). 

Temperature degree Celsius oc Oven, room, dry storage, refrigeration and freezing, serving holding, 

cleaning and sanitizing, preparation temperatures (coffee brewing). 

Pressure kilopascals kPa Steam pressure, (cooker). 

Dilutions millilitres per litre ml/1 Cleaners, sanitizers, food preparation from concentrates. 

grams per litre g/1 Adding dry concentrates to liquids (cleaners). 

Food Energy kilojoule kJ The energy value of foods, energy requirements of people, energy content of 

diets (100 calorie apple, about 400 kJ), diabetic instruction of exchange. 

megajoule MJ Calculating, recording and reporting total or fractional intake. 

kilojoules per gram kJ/g Calculating portion serving size, counting food energy value intake, e intake, 

kilojoules per kilogram kJ/kg planning menus, making purchasing decisions. 

kilojoules per day kJ/d Energy content of diet requiremenils (2000 calorie diet, about .~out 

megajoules per day MJ/d 8000 kJ/d, calculating and planning therape111tic diets. 

*A final decision has not been made by U.S. appliance manufacturers for refrigerator and freezer sizes. Capacity could be given in cubic metres or litres. 

Obtain current information from Association of Home Appliance Manufacturers. 

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 (metric) 

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

17. Juice decanter 

Estimate Actual 

18. Storage container 

Length 19. Bucket 1. Cookie 

2. Spatula length 20. Small box or package 

3. Oven door height 

21. Preparation bowl 

4. Serving pan depth 22. Capacity of preparation pan 

5. Diameter of hamburger patty Mass 

6. Length of cake knife 23. Empty measuring cup 

Distance of oven shelf rack 

7 · from heating element 24. Full measuring cup 

8. Diameter of cake pan 25. Portion of meat 

9. Thickness of cake wedge 26. Cup of flour 

Area 27. Cup of sugar 

1 0. Cutting table 

11. Oven rack 28. Loaf of bread 

12. Storage shelf Temperature 

29. Warm oven 

13. Piece of paper 

30. Room 

14. Cookie sheet 

31. Ice water 

Volume/Capacity 32. 15. Detergent dispenser Hot tap water 

~ENTER FOR VOCATIONAL EDUCATION Exercise 6 
15 

MEASURING WITH METRICS ----·--- - -- . --- -

It is important to know what metric measurement to use. Show 

what measurement to use in the following situations. 18. Temperature of hot holding area 

1. Dimensions of pan: 19. Temperature of freezer 

a. Length 20. Temperature of refrigerator 

b. Width 21. Temperature of sterilizing water 

c. Depth 22. Pressure in a pressure cooker 

2. Thickness of cheese or meat 23. Dilution rate of concentrated liquid 

3. Diameter of plate cover 

cleaner 

4. Size of cake portion 

24. Dilution rate of powdered cleaner 

5. Your uniform size: 

25. Energy value of an apple 

a. Chest or bust 26. Energy value of a serving of meat 

b. Waist 27. Planned energy value by portion 

size for a menu 

c. Length 28. Energy requirements of an adult 

6. Area of storage space female 

7. Area of storage bin 

8. Area of wrapping paper Dl l 1 l l r 

9. Capacity of dishwasher ~ 10. Capacity of steam jacketed kettle c: ~ 

Ul lJJ 11. Capacity of ladle 

12. Capacity of coffee urn measure ~ [J 13. Capacity of No. 10 can (full) '- ... ~ 

~ 14. Mass of No. 10 can (full) 

15. Mass of potato ,..... r---

16. Mass of meat portion 

17. Mass of hot dog 

J . I 

~CENTER FOR VOCATIONAL EDUCATION Exercise 7 
16 

UNIT3 

OBJECTIVE 

The student will recognize and use metric equivalents. 

e 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." 

a:::3CENT£R FOR VOCATIONAL EDUCATION 

METRIC-METRIC EQUIVALENTS 

Centimetres and Millimetres 

rm ml 1llljllll 1111jllll 1111jllll 1,11jllll ,~~~ ~~~~ , m

1 

1 2 3 4 5 6 

(JIIIIjlllljl I I I I III ljlllljlll I I I I lljlll 'I I lllj I llljlllljlllljlllljlll 

I' 1 2 3 4 s 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 mmin 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) 680 mm = 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 em = 200 em, 

3m= 3x100cm= 300cm, 

8 m = 8 x 100 em = 800 em. 

36 m = 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. 

24m= 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 

l-t8 

639 

~ENTER FOR VOCATIONAL EDUCATION 

Exercise 9 

Millilitres to Litres 

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, 

1000 

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 t:he 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 lit res 

(ml) (I) 

3 000 3 

6 000 

8 

1-t 000 

23 

300 0.3 

700 

' 0.9 

250 

0.47 

275 

Exercise 10 
18 

Li tres to M illili tres 

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 htres = 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. • ..J 

Information Sheet 6 

Now you try some. Complete the following chart. 

lit res 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 

9 000 

23 000 

8 

300 

275 

~NTER FOR VOCATlONAI. EDUCATION 

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 ) 50 em steam table pan is --------- mm 

b ) 1 580 ml of milk is _ 1 

c ) 22.8 em diameter pie is mm 

d ) 4 536 g of sugar is kg 

e ) 20 em french knife is mm 

f ) 0.125 litre of orange juice is ml 

g ) 500 kg of sugar is t 

h ) 0.5 litre of concentrate is ml 

i ) 2 m shelf is mm 

j ) 500 g of sugar is kg 

k ) 500 ml of cream is 1 

1 ) 0.5 t of potatoes is kg 

m) 10m of wrapping paper is em 

n ) 5 em bolt is mm 

o ) 250 g of shortening 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, measuring 

cup) and display in separate groups 

at learning stations. 

2. Have students examine metric tools and 

instruments for distinguishing characteristi~s and compare them with Customary 

tools and instruments. 

3. Have students verbally describe characteristics. 

4. Present or make available Information 

Sheet 9 and Temperature Visual located 

on page 26. 

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." 

~ENTER FOR VOCATIONAL EDUCATION 

SELECTING AND USING 

METRIC INSTRUMENTS , TOOLS AND DEVICES 

Selecting an improper serving utensil or misreading a scale can result in loss of 

portions and increased food costs, or a food product being prepared that does not 

meet quality standards for the establishment. For example, selecting an 8 oz. (240 

ml) ladle instead of No.8 dipper (120 ml) for serving creamed dried beef will mean 

you can serve only half as many as you should. Here are some suggestions: 

1. Find out in advance whethe:r Customary or metric units, utensils, 

equipment, or products are needed for a given task. 

2. Examine the tool or equipment 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 f0r metric symbols on the tools or gages such as m, mm, kg, g, kPa. 

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

rather than common fractions (lh). 

6. Some equipment may have a special metric symbol such as a block M 

to show that it is metric. 

7. Don't force devices or parts of equipment which are not fitting properly. 

8. Practice selecting and using equipment and utensils. 

Information Sheet 9 

19 
20 MEASURING UP 

WHICH TOOLS FOR THE JOB? THE DIETARY DEPARTMENT 

Practice and prepare to demonstrate your ability to identify, For the tasks below, estimate the amount to-within 20% of 

select, and use metric-scaled tools and instruments for the tasks given actual measurement, and verify the estimation by measuring to 

below. You should be able to use the measurement tools to the appro- within 2% of actual measurement. 

priate precision of the tool, instrument, or task. 

Estimate Verify 

1. Measure out 30 grams of ntleat. 1. Measure out 45 grams of meat. 

2. Select a pan that will fill1/3 of an opening in the steam table. 2. Select a pie tin to hold a 23 em 

3. Set a service place at a table with all serviceware 1 em from pie. 

the edge of the table. 3. Find the number of 110 g por4. Calculate the number of 10 em x 10 em servings you will be 

tions of vegetable you can get 

from a package or container of 

able to get from a full steam table pan. frozen food. 

5. Measure and dilute cleaner to be used in cleaning a hot cart. 4. Find the number of 8 em x 8 em 

servings you will be able to 

6. Check proper temperature in the refrigerator or a storage area. obtain from a preparation pan. 

7. Prepare and make a fruit jello recipe. 5. Measure the volume of cleaner 

to be mixed with water for 

8. Select the correct preparation bowl to hold 1 000 ml of gravy. cleaning a hot cart. 

9. Measure out the quantity of salt to be used for making a 

6. Set the proper temperature in 

cookie recipe. the refrigerator or a storage area. 

10. Determine the capacity of a coffee urn. 

7. Measure out a quantity of fruit 

to be used in a jello recipe. 

11. Check the storage area available on a refrigeration or storage 8. Find the capacity of a sauce pan. shelf. 

9. Mix or heat water to the proper 

temperature for sanitizing dishes 

or pans . 

10. Determine the capacity of a 

storage container. 

11. Describe and/or cut a portion of 

meat required to meet a prescribed standard or diet. 

a:3 CENTER FOR VOCATIONAL EDUC~TIO~ . 

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) measuremerit, 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." 

o:3=ENTER FOR VOCATIONAL EDUCATION 

METRIC-CUSTOMARY EQUN ALENTS 

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

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

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

1. Determine which conversion table is needed. 

21 

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 iri 

1 m 2 ::::: 10.8 sq ft 

1m2 :::::1.2 sqyd 

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 

11 ~ 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 ::::: 0.4 7 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 m3 

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, 197 5. 

Information Sheet 10 
22 

CONVERSION TABLES 

GRAM TO OUNCE OUNCE TO GRAM 

CULINARY MEASURES 

TO METRIC (APPROXIMATE) 

I oa&. I oa&. I oz. oz. I oz. I Ounces (fluid) MiDilitrn 

- 100 3.53 10 0.35 1 0.04 10 283 1 28 1/6 (1 tsp.) 5 

1/2 (1 Tba.) 15 

200 7.05 20 0.71 2 0.07 20 567 2 57 1 30 

300 10.58 30 1.06 3 0.11 30 850 3 85 2 (1/4 cup) 60 

3 9() 

400 14.11 40 1.41 4 0.14 40 1134 4 113 4 (1/2 cup) 120 

5 150 

500 17.64 50 1.76 5 0.18 50 1417 5 142 6 (3/4 cup) 180 

600 21.16 60 2.12 6 0.21 60 1701 6 170 7 210 

8 (1 cup) 240 

700 24.70 ·ro 2.47 7 0.25 70 1984 7 198 16 (2 cups= 1 pint) 480 

24 (3 cups) 720 

800 28.22 80 2.82 8 0.28 80 2268 8 227 32 (4 cups= 1 quart) 950 (0 .. 951) 

900 31.75 9() 3.17 9 0.32 90 2551 9 255 64 (8 cups= 1/2 gallon) 1920 (1.91) 

128 (16 cups= !gallon) 3840 (3.81) 

1000 35.27 

- KILOGRAM TO POUND POUND. TO KILOGRAM MILLILITRES TO FLUID OUNCES FLUID OUNCES TO MILLILITRES 

- kg lb. kg lb. lb. kg lb. kg ml fl. oz. ml fl. oz. ml fl. oz. fl. oz. ml fl. oz. ml fl. oz. ml 

10 22.0 1 2.2 10 4.5 1 0.5 100 3.4 10 .3 1 .03 10 295.7 1 29.6 .10 3 

20 44.1 2 4.4 20 9.1 2 0.9 200 6.8 20 .7 2 .07 20 591.5 2 59.2 .2 6 

30 66.1 3 6.6 30 13.6 3 1.4 300 10.1 30 1.0 3 .10 30 887.2 3 88.7 .3 9 

- 40 88.2 4 8.8 40 18.1 4 1.8 400 13.5 40 1.4 4 .14 40 1182.9 4 118.3 .. 4 12 

50 110.2 5 11.0 50 22.7 5 2.3 500 16.9 50 1.7 5 .17 50 1478.7 5 147.9 .5 15 

60 132.3 6 13.2 60 27.2 6 2.7 600 20.3 60 2.0 6 .20 60 1774.4 6 177.4 .6 18 

70 154.3 7 15.4 70 31.8 7 3.2 700 23.7 70 2.4 7 .24 70 2070.2 7 207.0 .7 21 

80 176.4 8 17.6 80 36.3 8 3.6 800 27.1 80 2.7 .8 .27 80 2365.9 8 236.6 .8 24 

90 198.4 9 19.8 90 40.8 9 4.1 900 30.4 9() 3.0 9 .30 9() 2661.6 9 266.2 .9 27 

100 220.5 100 45.4 

5 ml (4.9 ml) = 1 teaspoon 1 teaspoon= 5 ml (4.9 ml) 

15 ml (14.8 ml) = 1 tabl!!pOOn 1 tablespoon= 15 ml (14.8 ml) 

~ENTER FOR VOCATIONAL EDUCATION Table 3 
23 

ANY WAY YOU WANT IT 

1. You are working in the dietary department of an extended health e ) 15lbs. = kg 

care center. With the change to metric measurement some of the f ) 9 kg= lbs. 

things you order, sell or use are marked only in metric units. You g ) 6 fl. oz.= ml 

will need to be familiar with appropriate Customary equivalents h ) 4-80 "nil = fl. oz. 

in order to communicate with customers and suppliers who use i ) 1 kg= oz. 

Customary units. To develop your skill use the j ) 32 fl. oz. = ml 

Table on Information Sheet 10 and give the approximate 3. Complete the Requisition Form using the items listed. Convert metric quantity (both number and unit) for each of the 

following Customary quantities: the Customary quantities to metric before filling out the form. 

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

Customary Quantity Metric Quantity Requisition the following supplies: 

a ) 10 in. dinner plate a ) 1 case of 10 inch dinner plates 

b) 1 case of 5 ounce juice glasses 

b) 5 oz. juice glass c ) 2 each 20 gallon garbage cans 

c ) 25 lb. bag of turnip~_ d) 5 gallons of french fryer oil 

e ) 4 each 13 inch by 17 inch serving trays 

d) 14 in. drain board on sink 

e ) 5 gal. of french fryer oil REQUISITION 

20 qt. stock pot 

Date 

f ) 

g ) 13 in. x 17 in. serving tray 

For 

h) 3 in. paring knife 

i ) 30 gal. garbage can Dept. Date Wanted 

j ) 9 in. pie tin Deliver to 

k) 4 in. by 4 in. serving of meat QTY UNIT ITEM 

l ) 2 in. by 2 in. serving of cake 

m) 1 pt. of vanilla 

n) 1/2 in. thick portion of cake 

0) 16 oz. of milk 

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

a) 14 oz.= g Requested by 

b) 30 g = oz. 

c ) 16 fl. oz. = ml Approved by 

d) 180 ml = oz. 

~FOR VOCATIONAL EDUCATION Exercise 17 
24 

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: 

[A ] this sheet of paper 

[ B ] a card table top 

[ C ] a bedspread 

[ D ] a postage stamp 

3. Measurements of dry ingredients for 

cupcakes are usually given in: 

[A] kilograms 

[B] litres 

[C] metres 

[ D ] milligrams 

4. Milk used for making instant 

pudding is measured in: 

[A] metres 

[B] pascals 

[C 1 millilitres 

[D] centimetres 

5. The correct way to write twenty 

grams is: 

[A] 20 gms 

[B) 20Gm. 

[C) 20 g. 

[D] 20 g 

6. The correct way to write twelve 

thousand millimetres is: 

[A] 12,000 mm. 

[B] 12.000 mm 

[C) 12 OOOmm 

[D) 12 000 mm 

SECTIONB 

7. A utensil 20 centimetres long 

also has a length of: 

[A] 2 000 millimetres 

[ B] 2 millimetres 

[ C] 200 millimetres 

[D] 0.2 millimetre 

8. A 454 gram can of ground cloves 

is the same as: 

[A] 4.54 kilograms 

[B] 0.4 54 kilogram 

[C] 0.045 4 kilogram 

[D] 4 540 kilograms 

SECTIONC 

9. For measuring centimetres you 

would use a: 

[A] ruler 

[B 1 scale 

[ C] measuring cup 

[ D ] pressure gage 

10. For measuring kilopascals you 

would use a: 

[A] ruler 

[B] pressure gage 

[C] measuring cup 

[D] scale 

o:::3CENTEA FOR VOCATlONAl. EDUCATION 

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: 

~ 

[A) 10 millimetres 

[B] 4 centimetres 

[C] 4 pascals 

[D] 2 3 milligrams 

SECTION D 

13. The metric unit which replaces 

the calorie is: 

[A] kilojoule 

rB1 Celsius 

[C] pascal 

[D] kilopascal 

14. The metric unit which replaces 

the dry ounce is: 

[A] millilitre 

[B] centimetre 

[C] gram 

[ D ] kilo pascal 

Use this conversion table to answer questions 15 and 16. 

ml fl. oz. ml fl. oz. 

100 3.4 10 .3 

200 6.8 20 .7 

300 10.1 30 1.0 

400 13.5 40 1.4 

500 16.9 50 1.7 

600 20.3 60 2.0 

700 23.7 70 2.4 

800 27.1 80 2.7 

900 30.4 90 3.0 

15. The equivalent of 480 ml is: 

[A] 13.4 fl. oz. 

[B] 218 fl. oz. 

[C] 480 fl. oz. 

[D] 16.2 fl. oz. 

16. The equivalent of 230 ml is: 

[A] 2.0 fl. oz. 

[B] 16.4 fl. oz. 

[C] 7.8 fl. oz. 

[D] 4.5 fl. oz. 

TESTING METRIC ABILJTIES 
ANSWERS TO EXERCISES AND TEST 

EXERCISES 1 THRU 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 

b) 58.3 em 

c) 9.4 em 

d) 68.0 em 

e) 13.2 em 

f) 80.2 em 

g) 140.0 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 

1 100 1 000 

2 200 (2 000) 

3 (300) (3 000) 

9 (900) (9 000) 

(5) (500) 5 000 

7-f (7 400) (7 4 000) 

0.8 80 (800) 

0.6 (60) 600 

(0.025) 2.5 25 

(0.148) (14.81 148 

(6.39) 639 ( 6 390) 

~ENTER FOR VOCATIONAL EDUCATION 

Exercise 10 

millilitres 

ml 

3 000 

6 000 

(8 000) 

(14000) 

(23 000) 

300 

700 

(900) 

250 

( 470) 

275 

Exercise 11 

litres 

l 

8 

5 

46 

(32) 

0.4 

0.53 

(0.48) 

Exer~ise 12 

grams 

g 

4 000 

9 000 

23 000 

(8 000) 

300 

275 

litres 

1 

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) 

_(5301 

480 

kilograms 

kg 

4 

(9) 

(23) 

8 

(0.3) 

10.275) 

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 ) 500mm i ) 2 000 mm 

b ) 1.58 litres j ) 0.5 kg 

c ) 228mm k) 0.5 litre 

d) 4.536 kg l ) 500 kg 

e ) 200mm m) 1 000 em 

f ) 125 ml n) 50mm 

g ) 0.5 t 0 ) 0.25 g 

h) 500 ml 

EXERCISES 15 AND 16 

The answers depend on the 

items used for the activities. 

EXERCISE 17 

Part 1. 

a ) 25.4 em i ) 113.7 litres 

b ) 148 ml j ) 22.86 em 

e ) 11.25 kg k) 10.16 em by 

d ) 35.56 em 10.16 em 

e ) 18.95litres 1 ) 5.08 em by 

f ) 19 litres 5.08 em 

g ) 33.02 em x m) 0.4 7 litre 

43.18 em n) 1.27em 

h) 7.62 em 0 ) 473.6 ml 

Part 2. 

a ) 396 g 

b) 1.06 oz. 

e ) 473.1 ml 

d) 6.1 oz. 

e ) 6.8 kg 

f ) 19.8 lbs. 

g) 177.4ml 

h ) 16.2 fl. oz. 

) 35.27 oz. 

j ) 946.4 ml 

Part 3. 

a) 25.4 em 

b) 148 ml 

e ) 75.8 litres 

d ) 18.95 litres 

e ) 33.02 em by 

43.18 em 

25 

TESTING METRIC ABILITIES 

1. C 9. A 

2. B 10. B 

3. A 11. B 

4. C 12. A 

5. D 13. A 

6. D 14. C 

7. C 15. D 

8. B 16. C 
26 

TEMPERATURE 

.....,__ ___ Boiling 100°C 

-+-----Water temp. for sanitizing 85°C 

.....,__ ___ Hot holding temp .. 60°C 

Water temp. for general cleaning 

43°C 

.,...___ ___ Dry storage temp. 22°C 

~ 

Refrigeration temp. 5°C 

Freezing 0°C 

~Freezer temp. -24°C 

a::3 CENTER FOR VOCATIONAL EDUCATION * U.S. GOVERNMENT PRINTING OFFICE: 1976-757-069/6219 Region No. 5-11 

Visual 1 
SUGGESTED METRIC TOOLS AND DEVICES 

NEEDED TO COMPLETE M·EASUREMENT 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 Ohoo State Un11tersoty • 1960 Kenny Road • Columbus Ohoo 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. 

B. 

c. 

D. 

E. 

F. 

G. 

* H. 

I. 

J. 

K. 

L. 

M. 

N. 

0. 

Assorted Metric Hardware-Hex nuts, washers, screws, 

cotter pins, etc. 

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

Vernier Caliper-Pocket slide type, 120 mm range 

Micrometer-Outside micrometer caliper, 0 mm to 25 mm 

range 

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

Metre Tape-50 or 100 m tape 

Thermometers-Special purpose types such as a clinical 

thermometer 

1 Temperature Devices-Indicators used for ovens, freezing/ 

cooling systems, etc. 

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

hex key sets 

Weather Devices-Rain gage, barometer, humidity, wind 

velocity indicators 

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

etc. 

1 Velocity-Direct reading or vane type meter 

Road Map-State and city road maps 

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

and storing liquids 

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 
REFERENCES 

Implementing the Metric System in Hospital Food Preparation, by Derleth Rone 

and Elizabeth M. Frakes. Journal of the American Dietetic Association, v67, 

October 1975, pages 361°3. 

Article describing the conversion of recipes, conversion of equipment used 

for weighing and measuring, and training of employees in the use of converted 

recipes and equipment at the University of Kansas Medical Center. 

Let's Measure Metric. A Teacher's Introduction to Metric Measurement. Division of Educational Redesign and Renewal, Ohio Department of Educag 

tion, 65 S. Front Street, Columbus, OH 43215, 1975, 80 pages; $1.50, 

must include check to state treasurer. 

Activity-oriented introduction to the metric system designed for indepen· 

dent or group inservice education study. Introductory information about 

metric measurement; reproducible exercises apply metric concepts to 

common measurement situations; laboratory activities fot'individuals or 

groups. Templates for making metre tape, litre box, square centimetre grid. 

Measuring with Meters, or, How to Weigh a Gold Brick with a Meter-Stick. 

Metrication Institute of America, P.O. Box 236, Northfield, IL 60093, 

1974, 23 min., 16 mm, sound, color; $310.00 purchase, $31.00 rental. 

Film presents units for length, area, volume and mass, relating each unit 

to many common objects. Screen overprints show correct use of metric 

symbols and ease of metric <:alculations. Relationships among metric 

measures of length, area, volume, and mass are illustrated in interesting 

and unforgettable ways. 

Metric Education, An Annotated Bibliography for Vocational, Technical and 

Adult Education. Product Utilization, The Center for Vocational Edu· 

cation, The Ohio State Univ4~rsity, Columbus, OH 43210, 197 4, 149 

pages; $10.00. 

Comprehensive bibliography of instructional materials, reference mate· 

rials and resource list for secondary, post-secondary, teacher education, 

and adult basic education. Instructional materials indexed by 15 occupational clusters, types of materials, and educational level. 

Metric Education, A Position Paper for Vocational, Technical and Adult 

Education. Product Utilization, The Center for Vocational Education, 

The Ohio State University, Columbus, OH 43210, 1975, 46 pages; 

$3.00. 

Paper for teachers, curriculum developers, and administrators in voca· 

tiona!, technical and adult education. Covers issues in metric education, 

the metric system, the impact of metrication on vocational and technical 

education, implications of metric instruction for adult basic education, 

and curriculum and instructional strategies. 

Metrics in the Kitchen, by Mary Darling. Agricultural Extension Service, 1974, Bulletin 

Room, 1 Coffey Hall, University of Minnesota, St. Paul, MN 55108, 4 pages, 

$.10, paper, 10% discount for 100 or more copies. 

Brochure on future applications of metric for food preparation in the home. 

Positive and practical approach. Describe five stages toward individual adoptioo 

of metrics. Discusses limited effects of metrication on food preparation, tem· 

perature, nutrition, and food shopping. Presents six basic metric units, conversion table for cooking temperatures, and metric-customary conversion table. 

Metrication ... Its Effect on Food Preparation, by Charlette Raye Walker. American 

Metric Journal, v2 n4, page 361, July/August 1974. 

Article describing independent study on metrication in food preparation for 

consumer and homemaking reference. Describes implications for liquid and 

dry measurement, measuring spoons, oven and range temperature conversions, 

and conversion of recipes. Editor notes author has coined some terms not 

considered "standard." 

METRIC SUPPLIERS 

Dick Blick Company, P.O. Box 1267, Galesburg, IL 61401 

Instructional quality rules, tapes, metre sticks, cubes, height measures, 

trundle wheels, measuring cups and spoons, personal scales, gram/kilogram 

scales, feeler and depth gages, beakers, thermometers, kits and other aids. 

Ohaus Scale Corporation, 29 Hanover Road, Florham Park, NJ 07932 

Instructional quality and precision balances and,scales, plastic calipers and 

stackable gram cubes for beginners. 

INFORMATION SOURCES 

American Home Economics Association, 2010 Massachusetts Avenue, NW, 

Washington, D C 20036 

American National Metric Council, 1625 Massachusetts Avenue, N.W., Washington, 

DC 20036 

Charts, posters, reports and pamphlets, Metric Reporter newsletter. National 

metric coordinating council representing industry, government, education, 

professional and trade organizations. 

Association of Home Appliance Manufacturers, 20 North Wacker Drive, Chicago, 

IL 60606 

Trade association developing product standards, the use of measurement units, 

metric practices, and coordinating the metric changeover in the appliance 

industry. 

National Bureau of Standards, Office of Information Activities, U.S. Department of 

Commerce, Washington, D C 20234. 

Free and inexpensive metric charts and publications, also lends films and 

displays.