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 Air Conditioning and Refrigeration, Heating, Ventilating

- Trying Out Metric Units

- Cooling With Metrics

- Heating With Metrics

- Venting With Metrics

12

12

12

12

13

14

15

16

17

Unit 3

- Objective

- Suggested Teaching Sequence

- Metric-Metric Equivalents

- Changing Units at Work

18

18

18

18

20

Unit 4

- Objective

- Suggested Teaching Sequence

- Selecting and Using Metric Instruments, Tools and Devices

- Which Tools for the Job?

- Measuring Up in Air Conditioning/ Refrigeration

- Which Tools for the Job?

- Measuring Up in Heating

- Which Tools for the Job?

- Measuring Up in Ventilating

21

21

21

21

22

22

23

23

24

24

Unit 5

- Objective

- Suggested Teaching Sequence

- Metric-Customary Equivalents

- Conversion Tables

- Any Way You Want It

25

25

25

25

26

27

Testing Metric Abilities 28

Answers to Exercises and Test 30

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 

instruments 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 e:;timating 

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. :\lagisos 

Editors 

Th1s publicatiOn was developed pursuant to contract No. OEC-0-74-9335 w1th the 

Bureau of Occupat1onal and Adult Education, US. Department of Health, Education and Welfare. However, the opinions expressed herein do not necessarily 

reflect the pos1t1on or policy of the U.S. Office of Education and no official 

endorsement by the U S Office of Educat1on should be inferred. 
1. 

2. 

3. 

4. 

5. 

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.* 

Set up the equipment at work stations 

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

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 mav have devices which 

can be used .. Met~ic suppliers a~e listed in the reference 

section. 

OBJECTIVES 

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

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

SKILLS 

1. Recognize and use the 

unit and its symbol for: 

2. Select, use, and read the 

appropriate measuring 

instruments for: 

3. State or show a 

physical reference for: 

4. Estimate within 25~ 

of the actual measure 

5. Read correctly 

Linear 

(pp. 3. 4) 

millimetre (mm) 

centimetre (em) 

metre (m) 

height, width, or 

length of objects 

metre stick, metric 

tape measure, and 

metric rulers 

RULES OF NOTATION 

Area 

(pp. 5. 6) 

square 

centimetre 

(cm2 ) 

square 

metre 

(m2) 

EXERCISES 

Volume or Capacity 

(pp. 7. 8) 

cubic centimetre (cm 3 ) 

cubic metre 

(m3) 

litre (I) 

millilitre (ml) 

the area of capacity of 

a given surface containers 

measurements 

on graduated 

volume measur· 

ing devices 

Mass 

(pp. 9- 10) 

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 :Ml\1). 

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. 

5. 

6. 

7. 

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

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

digits (45 271 kmnot 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 mrn Thickness of dime or paper 

clip wire 

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

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

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

kilometre km 12-rninute 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' f) d 

0.01 = 10-2 centi (sen't'f) c 

square metre m2 Area of card table top 0.001 = 10-3 rnilli ( n~il'i) m 

hectare ha Football field including sidelines 

and end zones 0.000 001 = 10-6 micro (ml/kro) jJ. 

Volume and millilitre ml Teaspoon is 5 ml 

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

cubic 

centimetre cm3 Volume of this container 

C11 

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 kilol{rams) t Volkswagen Beetle 

Table 1-a 
LINEAR MEASUREMENT ACTIVITIES 

Metre, Centimetre, Millimetre 

I. THE 1\iETRE (m) 

A. DEVELOP A FEELING FOR THE SIZE OF A l\IIETRE 

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 l'viETRE 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. Vv'here 

is the other end of the 

metre stick? Touch yourself at that end. 

THAT IS HOW LONG A i\IETRE 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 l'v1ETRE! 

3 

B. DEVELOP YOUR ABILITY TO ESTUviA TE IN l'viETRES 

1. 

2. 

3. 

4. 

u. 

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 

ESTIJ\1A TE column. I\1easure the size with your metre stick 

and write the answer in the l\IIEASUREl\IIENT column. 

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

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

"Metric Marvel." 

Height of door knob 

from floor. 

Height of door. 

Length of table. 

\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 

II. THE CENTIMETRE (em) 

There are 100 centimetres in one metre. If there are 4 metre>: 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 CENTEviETRE 

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

How wide is it? em 

2. J'v1easure 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. Wbat is the distance 

around it? em 

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

B. DEVELOP YOUR ABILITY TO ESTIMATE IN CENTII'viETRES 

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? 

~NT£R >OR VOCATION"'- 'DUCATION 

III. THE MILLIMETRE (mm) 

There are 10 millimetres in one centimetre \'v'hen a measurement i>: 

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

+ 5 m ... '11 = 20 mm + 5 mm]. There are 1 000 mm in 1m. 

A. DEVELOP A FEELING FOR THE SIZE OF A l\IILLIMETRE 

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 ESTHvLA..TE IN MILLil\IETRES 

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 

l\1easurement Were You? 

(mm) 

Exercise 1 
AREA MEASUREMENT ACTIVITIES 

Square Centimetre, Square Metre 

\'vriEN YOU DESCRIBE THE AREA OF SOlVIETHING, YOU ARE 

SAYING HO\V l'vL\.NY SQUARES OF A GIVEN SIZE IT TAKES TO 

COVER THE SURF ACE. 

I. THE SQUARE CENTIMETRE (cm2 ) 

A. DEVELOP A FEELING FOR A SQUARE CENTL\/IETRE 

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 .? 

~ENT<R •OR VOCAT<ONAL EDUCAT>ON 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE 

CENTINIETRES 

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. 

5 

Estimate 

(cm2 ) 

Measurement 

(cm2 ) 

How Close 

Were You? 

1. Index card. 

2. Book cover. 

3. Photograph. 

4. Window pane or 

desk top. 

II. THE SQUARE METRE (m2 ) 

A. DEVELOP A FEELING FOR A SQUARE :rviETRE 

1. Tape four metre sticks together to make a square w·hich 

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 cover the door? m2 

THIS IS HOW BIG A SQUARE METRE IS! 

Exercise 2 

(continued on next page) 
6 

B. DEVELOP YOUR ABILITY TO ESTI11ATE IN SQUARE CENTIMETRE GRID 

METRES I 

I I I I 

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

procedures used for estimating in metres. 

I I I I 

How Close I 

Estimate Measurement Were You? 

(m2) (m2) 

1. Door. 

2. Full sheet of I 

newspaper. 

3. Chalkboard or 

bulletin board. I 

4. Floor. 

5. Wall. 

6. Wall chart Dr poster. 

7. Side of file cabinet. 

I 

I 

I 

I 

Exercise 2 
VOLUME MEASUREMENT ACTIVITIES 

Cubic Centimetre, Litre, Millilitre, Cubic Metre 

!. THE CUBIC CENTE\1ETRE ( cm3 ) 

A. DEVELOP A FEELING FOR THE CUBIC CENTE\IETRE 

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

height, and width in centimetres. 

THAT IS ONE CUBIC CENTilV!ETRE: 

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. l\1easure the length, width, and height of the box in 

centimetres. Length em; width em; 

height em. Multiply these nmr.bers to find 

the volume in cubic centimetres. 

em x em x em = cm3 . ----- ---- Are the answers the same in c. and d.? 

G:3 C£NTER roR VOCATOONAC <DUCAT! ON 

B. DEVELOP YOUR ABILITY TO ESTL\IATE I:\' 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 ) 

l\'!easurement 

(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 HOWlVRJCH IT TAKES TO FILL A ONE 

LITRE CONTAINER! 

Exercise 3 

(continued on next page) 
8 

B. DEVELOP YOUR ABILITY TO ESTI~iA.TE 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 iitre, you write 0.5 l, or 0.5 

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

2.751, or 2.75 litres. 

For each of the following items, use the procedures for 

estimating in metres. 

Estimate l'vfeasurement 

(l) (l) 

1. Medium-size 

freezer container. 

2. Large freezer 

container. 

3. Small freezer 

contai:rer. 

4. Bottle or jug. 

How Close 

Were You? 

III. THE J\r'!ILLILITRE (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 FEELil\iG FOR A IvliLLILITRE 

1. Examine a centimetre cube. Anything which holds 

·1 cm3 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 .1v1UCH ONE l\1ILLILITRE IS! 

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

pile on the sheet of paper. 

THAT IS 5 ~1ILLILITRES, OR m\'E TEASPOON! 

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

p1le on the paper. 

THAT IS 15 MILLILITRES, OR ONE TABLESPOON! 

o::::3C·~·R "'" VOCAT<ONAC WUCATOON 

B. DEVELOP YOUR ABILITY TO ESTI1\1A.TE IN MILLILITRES

1. 

2. 

3. 

You are now ready to estimate in miHilitres. 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 VOLUlVIE OF ONE CUBIC fviETRE! 

B. DEVELOP YOUR ABILITY TO ESTIMA.TE IN CUBIC },;IETRES 

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

1. Office desk. 

2. File cabinet. 

3. Small room. 

.Measurement 

(m3) 

How Close 

Were You? 

Exercise3 
MASS (WEIGHT) MEASUREMENT ACTIVITIES 

Kilogram, Gram 

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

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

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

they mean 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 l'vlASS 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 ffiR VOCATIONAC EOUCAT>ON 

1. 1 kilogram box. 

2. Textbook. 

3. Bag of sugar. 

4. Package of paper. 

5. Your own mass. 

r.1ass 

(kg) 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN KILOGRAMS 

1. 

2. 

3. 

4. 

5. 

For the following items ESTIMATE the mass of the object in 

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

of the object. Write the exact mass in the MEASUREl\1ENT 

column. Determine how close your estimate is: 

Estimate 

(kg) 

Bag of rice. 

Bag of nails. 

Large purse or 

briefcase. 

Another person. 

A few books. 

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 GR.AJ.\1 

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

2. 

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

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

when it is not in motion. 

THAT IS HOW HEAVY A GRAM IS! 

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

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

the cubes near the tips of your fingers, moving your 

hand up and down. 

THAT IS THE ?viASS OF TWO GRAMS! 

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

THAT IS THE MASS OF FIVE GRAMS! 

B. DEVELOP YOUR ABILITY TO ESTil'vlATE IN GRAl'v1S 

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) 

How Close 

:Measurement Were You? 

(g) 

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 (ODC) 

WATER BOILS AT 100 DEGREES CELSIUS (lOODC) 

Find the temperature of the room. ___ DC. Is the 

room cool, warm, or about right? 

Put some hot water from the faucet into a container. 

Find the temperature. DC. 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. DC. 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. DC. Your skin temperature is not as high as your body temperature. 

NORMAL BODY TEMPERATURE IS 37 DEGREES 

CELSIUS (37DC). 

A FEVER IS 39DC. 

A VERY HIGH FEVER IS 40DC. 

B. DEVELOP YOUR ABILITY TO ESTil\LA..TE IN DEGREES 

CELSIUS 

11 

For each item, ESTil\1A TE and write down how many degrees 

Celsius you think it is. Then measure and write the l'viEASURE-

:MENT. 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. Ivlix of ice and water. 

6. Temperature at 

floor. 

7. Temperature at 

ceiling. 

Estimate 

(C) 

How Close 

l\1easurement Were You? 

(DC) 

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. 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 
13 

Metric Units for Air Conditioning&Refrigeration ,Heating ,Ventilating 

Quantity Unit Symbol Use 

Length millimetre rom drill bit sizes, length and diameter of fasteners, 

pipe, tube, duct sizes 

centimetre em pipe, tube, duct length, stack height 

metre m 

Area square centimetre cm2 floor space, window and door openings, coil 

m2 

surfaces, roof and ceiling area, grille sizes 

square metre 

cubic centimetre cm3 combustion air, storage capacity of cylinders and 

Volume/Capacity tanks, air in duct 

cubic metre m3 volume of air in a space to be cooled, heated, 

or exhausted; capacity of cylinders and tanks 

millilitre ml volume of liquids, gases and chemicals, 

equipment capacities 

litre 1 volume of fluids, gases, or chemicals, 

equipment or system capacities 

Mass gram g amount of charge in a receiver 

kilogram kg 

metric ton t shipping "weight'' 

Pressure kilopascals kPa tire pressure, pressure in a system 

Temperature degree Celsius oc air, water, refrigerant 

Density milligrams per cubic metre rog/m3 industrial hygiene standards for fumes, mists, 

and dusts 

Quantity of heat kilojoule kJ ability of equipment to produce warm air 

Velocity metres per second m/s speed of air or liquid through a system 

cubic metres per second m3 Is measures of air exchange in a region, exhaust 

Flow and air exchange system ratings 

Further Metric Units ref. ASHRAE Fundamental Handbook, 1972. 

Table 2 
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. Milk container 

Estimate Actual 

18. Refrigerator 

Length 19. Accumulator 1. Palm width 

2. Hand span 

20. Iron pipe 

3. Your height 21. Toolbox 

4. Ceiling height 22. Paint can 

5. Width of paper clip Mass 

6. Diameter of round duct 23. Textbook 

7. Width of this room 24. A litre of refrigerant 12 

8. Diameter of small tubing 25. Yourself 

9. Length of a full joint of pipe 26. Paper clip 

Area 27. Spool of solder 

10. Desk top 28. LP gas container 

11. Classroom floor 

12. Opening of a duct Temperature 

29. Room 

13. Evaporator 

30. Outside 

14. Windows of classroom 

31. Cold tap water 

Volume/Capacity 32. Hot tap water 15. Fire extinguisher 

~CENTER 'OR VOCATOONA<. >OUCATOON Exercise 6 
COOLING WITH METRICS 

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

what measurement to use in the following situations. 

1. Capacity of nitrogen cylinder 

2. Volume of small expansion tank 

3. Center-to-center distance of 

assembled pipe 

4. End-to-center distance of 

assembled pipe 

5. Back-to-back distance of 

assembled duct 

6. Amount of water in a cooling 

tower 

7. Amount of compressor oil in 

a partly filled container 

8. Measure the length of several 

cut rolls of soft copper tube 

9. Volume of the classroom or 

work area 

10. Calculate the displacement of 

a compressor 

11. Setting the temperature of 

food freezer 

12. Suction and discharge pressure 

of a refrigeration system 

13. Temperature of air at the 

condenser inlet and outlet 

~·NTER FOft VOCAT'ONAL roucATOON 

14. Temperature of the inlet and outlet 

water of a condensor 

15. Calculate and estimate the air conditioning requirements of a small 

house. 

Exercise 7 (Air Conditioning and Refrigeration) 

15 
16 

HEATING WITH METRICS 

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

what measurement to use in the following situations. 

1. Capacity of fuel oil tank 

2. Area for setting small furnace 

3. Rough-in height for furnace flue 

4. Center-to-center distance of 

assembled duct 

5. Back-to-back distance of 

assembled duct 

6. Air-flow rate of assembled duct 

7. Proper transition between 

different duct size 

8. Air-velocity of small blower 

9. Layout of a heating system: 

a. Forced air 

b. Hot water or steam 

c. Electric baseboard 

10. Determine heat loss in duct 

due to friction 

11. Determine piping sizes of: 

a. Hot water 

b. Steam 

12. Calculate relative humidity 

13. Measuring the pressure in a 

duct 

14. Measuring size of boiler 

15. Figuring insulation requirements 

16. Calculate and estimate heating 

requirements of a small house 

Exercise 7 (Heating) 
VENTING WITH METRICS 17 

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

what measurement to use in the following situations. 13. Amount of air in a duct 

1. Volume of round duct 14. Calculate and estimate ventilating 

requirements of a classroom 

2. Rough opening for roof-top 

ventilator 

3. Center-to-center length of 

assembled duct 

4. Back-to-back length of 

assembled duct 

5. Air flow of assorted grilles 

6. Surface of assorted grilles Dl I I ! ll 

7. Capacity of classroom or ~ work region tC ~ 

u 1IJ 

8. Velocity in a duct 

"' 0 9. Loss in duct due to friction "" _,) 

10. Layout of a ductwork system: r-- 1 

-

C) a. Lengths -

b. Diameters I----

c. Grille sizes 

d. Diffusers 

e. Supports, brackets 

and hangers 

11. Determining flow 

12. Hygiene standards for dust 

~·NTER FOR VOCATIONAL EDUCATOON Exercise 1 {Ventilating) 
18 

UNIT 

OBJECTIVE 

The student will recognize and use metric equivalents. 

• Given a metric unit, state an equivalent 

in a larger or smaller metric unit. 

SUGGESTED TEACHING SEQUENCE 

1. :Make available the Information Sheets 

( 3 - 8) and the associated Exercises 

(8- 14), one at a time. 

2. As soon as you have presented the 

Information, have the students complete 

each Exercise. 

3. Check their answers on the page titled 

ANSWERS TO EXERCISES AND 

TEST. 

4. Test performance by using Section B of 

"Testing Metric Abilities." 

a3 CENTER""' VOCATK>NAC >OUCATOON 

r:ETRIC-METRIC EQUIVALENTS I Centimetres and Millimetres 

(

jll!ljlll ljll!ljllllj! llljl I lljlllljllll I lllljlllljlllljlllljllllj 

1 2 3 4 5 6 (

jlllljlllljll! ljlllljlllljlllljlliljlllljlllljllll j lllljlllljlllljlll 

1 2 3 4 5 6 

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

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

7 mm = 0.7 em, so 57 mm 5 em+ 7 mm 

5 em+ 0.7 em 

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

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

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

34 mm = 3 em + 4 mm 

3 em+ 0.4 em 

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

Information Sheet 3 

Now you try some. 

a ) 26mm= em e ) 132mm em 

b) 583 mm"" em f ) 802mm em 

c ) 94mm= em g ) 1400 mm em 

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

Exercise 8 
Metres, Centimetres, and Millimetres 

There are 100 centimetres in one metre. Thus, 

2m= 2 x 100 em= 200 em, 

3m= 3 x 100 em = 300 em, 

8 m = 8 x 1 00 em = 800 em, 

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

There are 1 000 rnillimetres in one metre, so 

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

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

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

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

1 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 

1 000 

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 I m em mm ! 

1 100 1 000 I 

2 200 I 

3 

9 

5 000 

74 

0.8 80 

0.6 600 I 

2.5 •:r -<> ! 

1-lS ' 639 

Exercise 9 

Millilitres to Litres 

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

2 000 milli!itres is the same as 2 Iitres, 

3 000 ml is the same as 3 Iitres, 

4 000 ml is the same as 4 litres, 

12 000 ml is the same as 12 litres. 

19 

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 = 1 000 litre = 1 litre. 

Or 

1000 m! 

2 000 ml 

2 000 = 1 000 litres = 2 litres. 

And, as a final example, 

28 000 

28 000 ml = 1 000 litres = 28 litres. 

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

worked the same way. 

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

l 

millilitres I litres 

(ml) (l) j 

3 000 3 

6 000 

8 

1-1 000 

23 

300 i 0 .• .0 

700 

0.9 

250 

0.47 

275 

Exercise 10 
20 

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 ml. 

Information Sheet 6 

Now you try some. Complete the following chart. 

litres millilitres 

1 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 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 complPting these statements. 

a ) 500 em of wire is m 

b ) 250 ml of solution is I 

c ) 5 em diameter pipe is mm 

d ) 2 500 g of insulating wool is kg 

e ) 120 mm duct is em 

f ) 0.25 litre of compressor oil is ml 

g ) 2 000 kg of sand is t 

h) 0.5 litre of concentrate is ml 

i ) 2m board is mm 

j ) 500 g of solder is kg 

k) 500 ml flux is l 

l ) 0.5 t of cement is kg 

m) 10 m of wire is em 

n) 2.5 em diameter pipe is mm 

0) 2 400 mm wall panel length is em 

p) 8 mmserew is em 

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

and display in separate groups at learning 

stations. 

2. Have students examine metric tools and 

instruments for distinguishing characteristics and compare them with Customary 

tools and instruments. 

3. Have students verbally describe characteristics. 

4. Present or make available Information 

Sheet 9. 

5. Mix metric and Customary tools or 

equipment at learning station. Give 

students appropriate Exercises 15 

and 16. 

6. Test performance by using Section C 

of "Testing Metric Abilities." 

o::3:ENTER roR VOCATIONAL EDUCAT>ON 

SELECTING AND USING 

METRIC INSTRUMENTS , TOOLS AND DEVICES 

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

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

per square inch of pressure (psi} in a truck tire designed for 207 kilopascals (about 30 psi) 

could cause a fatal accident. Here are some suggestions: 

1. Find out in advance whether Customary or metric units, tools, instruments, or products are needed for a given task. 

2. Examine the tool or instrument before using it. 

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

tens or tenths, hundreds or hundredths. 

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

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

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

metric. 

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

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

Information Sheet 9 

21 
22 

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. 

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

devices to: 

1. Order pre-mixed concrete for a compressor slab 1 metre 

square and 10 em thick. 

2. Measure the w .b. temperature of your classroom. 

3. Measure the d. b. temperature of your classroom. 

4. Measure the water temperature of your building. 

5. Describe the difference between a customary and a metric 

tube cutter. 

6. Construct a suction line trap. 

7. Determine the relative humidity of your classroom. 

8. Determine area of classroom ceiling (roof). 

9. Measure area of a window in your classroom. 

10. Measure area of a door in your classroom. 

11. Measure supply and return openings. 

12. Measure the velocity in a duct system. 

~ Exercise 15 (Air Conditioning and Refrigeration) 

~CENTER FOR VOCATIONAL EDUCATION 

MEASURING UP IN 

AIR CONDITIONING/REFRIGERATION 

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. Work space or bench large enough 

for pipe or duct assembly 

2. Volume of a tool box 

3. Capacity of a refrigerant cylinder 

4. Find the largest available entry 

into the classroom 

5. Construct two parallel lines of 

rigid copper tubing and connect 

together with 45° offset 

6. Amount of square duct necessary 

to extend the width of the classroom 

7. Determine the ambient temperature of the classroom 

8. Size of grilles: 

a. Length 

b. Width 

9. Measure the air velocity at a grille 

10. Find the air exchange rate for a 

room 

Exercise 16 (Air Conditioning and Refrigeration) 
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. 

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

devices to: 

1. Describe the difference between a Customary and a metric 

hack saw. 

2 Demonstrate notching marking and installing top collars. ' , 

3. Demonstrate how to measure, cut, a_nd assemble 142 em 

of 150 mm round. 

4. Measure and cut insulation for 142 em of 150 mm round. 

5. List the dimensional information in metric necessary to 

calculate heat loss for your classroom. 

6. Measure the outside air temperature and inside air temperature and describe the difference. 

7. Measure the air flow from a duct in your classroom. 

8. Ordering diffusers, registers and other supplies. 

9. Figuring damper sizes. 

10. Adjusting a thermostat. 

11. Measuring hot water pressure pressure. 

~ Exercise 15 (Heatmg) ~ENTER FOR VOCATIONAL. EDUCAT10N 

1 

MEASURING UP IN HEATING 

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. 

1. Work space or bench large 

enough for duct assembly 

2. Volume of a tool box 

3. Volume of a distribution 

4. Amount of duct necessary to extend wall to wall of classroom 

5. Find the largest available entry 

into classroom 

6. Construct two different sized 

runs and connect together with 

proper transition 

7. Heat loss for classroom or work 

space 

8. Capacity of fuel tank 

9. Sizes of different grills 

a. Length 

b. Width 

10. Sizes of diffusers 

a. Length 

b. Width 

c. Diameter 

Estimate Verify 

I 

. Exerc1se 16 (Heating) 

23 
24 

WHICH TOOLS FOR THE JOB? MEASURING UP IN VENTILATING 

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

select, and use metric-scaled tools and instruments for the tasks given within 20% of actual measurement, and verify the estimation 

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

priate precision of the tool, instrument, or task. 

Estimate Verify 

1. Draw, layout, and fabricate the following: 

1. Workspace or bench large 

a. Straight rectangular duct. enough for duct assembly 

b. Straight round duct. 2. Area of roof over classroom 

c. Simple square ell. 3. Area of windows of classroom 

d. Simple round heel ell. 4. Volume of classroom 

e. Reducing ell. 5. Volume of a tool box 

f. Ell's other than 90°. 6. Find the largest available 

entry into classroom 

2. Demonstrate cutting, seaming, joining square duct. 

7. Construct two duct runs of 

3. Measure and cut insulation for square duct. different sizes and connect together with proper transition 

4. Ordering diffusers, registers and other supplies. 

8. Size of grilles: 

5. Figuring damper sizes. 

a. Length 

6. Measuring supply and return openings. b. Width 

7. Measuring the velocity i...'1. ducts. 9. Size of filters: 

a. Length 

b. Width 

c. Thickness 

~ Exercise 15 (ventilating) 

~CENTER FOR VOCATIONAL EDUCATION 

Exerc1se 16 \Ventilating) 
UNIT 

OBJECTIVE 

The student will recognize and use metric 

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

this occupation. 

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

equivalent on a conversion table. 

• Given a Customary unit, state the replacement unit. 

SUGGESTED TEACHING SEQUENCE 

1. Assemble packages and containers of 

materials. 

2. 

3. 

4. 

Present or make available Information 

Sheet 10 and Table 3. 

Have students find approximate metricCustomary equivalents by using 

Exercise 17. 

Test performance by using Section D of 

"Testing Metric Abilities." 

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. 

25 

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 w!th 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 m2 ;::,: 1.2 sq yd 

1 hectare ;::,: 2.5 acres 

1 inch ~ 2.54 em 

1 foot ~ 0.305 m 

1 yard~ 0.91 m 

1 mile ~ 1.61 km 

1 sq in ;::,: 6.5 cm2 

1 sq ft ~ 0.09 m 2 

1 sq yd ~ 0.8 m 2 

1 acre ~ 0.4 hectare 

1 cu in~ 16.4 cm3 

1 ml ~ 0.2 tsp 

1 ml ~ 0.07 tbsp 

1 l ~ 33.8 fl oz 

11 ~ 4.2 cups 

11 ~ 2.1 pts 

11 ~ 1.06 qt 

1 l ;::,: 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 llb;::,: 0.45 kg 3 ~ 0.06 cu in 

1m3 ;::,: 35.3 cu ft 

1 m 3 ;::,: 1.3 cu yd 

1 cu ft;::,: 0.03 m 3 

1 cu yd;::,: 0.8 m3 

1 metric ton ;::,: 2205 lb 

1 kPa;::,: 0.145 psi 

1 ton;::,: 907.2 kg 

1 psi ;::,: 6.895 kPa 

*Adaj:>ted from Let's Measure Metric. A Teacher's Introduction to Metric Measurement. Division of Educational I 

Redes1gn and Renewal. Ohio Department of Education, 65 S. Front Street, Columbus, OH -±3215, 1975. } 

Information Sheet 10 
26 

CONVERSION TABLES 

SQUARE FEET TO SQUARE METRES 

ft=' m2 ft2 m2 ft 2 m2 ft2 m2 

1000 92.90 100 9.29 10 0.93 1 0.09 

2000 185.81 200 18.58 20 1.82 2 0.19 

3000 278.87 300 27.87 30 2.79 3 0.28 

4000 371.61 400 37.16 40 3.72 4 0.37 

5000 464.52 500 46.45 50 4.65 5 0.46 

6000 557.42 600 55.74 60 5.57 6 0.56 

7000 650.32 700 65.03 70 6.50 7 0.65 

8000 743.22 800 74.32 80 7.43 8 0.74 

9000 836.13 900 83.61 90 8.36 9 0.84 

SQUARE METRES TO SQUARE FEET 

m2 ft 2 m2 ft 2 m2 ft 2 m2 ft 2 

100 1076.39 10 107.64 1 10.76 0.1 1.08 

200 2152.78 20 215.28 2 21.53 0.2 2.15 

300 3229.17 30 322.92 3 32.29 0.3 3.23 

400 4305.56 40 430.56 4 43.06 0.4 4.31 

500 5381.96 50 538.20 5 53.82 0.5 5.38 

600 6458.35 60 645.83 6 64.58 0.6 6.46 

700 7534.74 70 753.47 7 75.35 0.7 7.53 

800 8611.13 80 861.11 8 86.11 0.8 8.61 

900 9687.52 90 968.75 9 96.87 0.9 9.69 

a:::7E"""R H>R VOCATOONAC EDUCATOON Table 3 
ANY WAY YOU WANT IT 

1. You are working in a shop or on a job site. With the change to 

metric measurement some of the things you order, sell or use 

are marked only in metric units. You will need to be familiar 

with appropriate Customary equivalents in order to communicate with customers and suppliers who use Customary units. 

To develop your skill use the Table on Information Sheet 10 

and give the approximate metric quantity (both number and 

unit) for each of the following Customary quantities. 

2. 

a ) 

b) 

c ) 

d) 

e ) 

f ) 

g ) 

h) 

i ) 

j ) 

k) 

1 ) 

m) 

n) 

0) 

Customary Quantity 

2 lbs. of insulating wool 

4 qts. of compressor oil 

3/4 in. pipe 

10 sq. ft. of floor area 

100 lbs. of asbestos cement 

18 in. round duct 

two-gallon can 

4 ft. section of duct 

50 ft. of tape 

10 oz. of screws 

2 fl. oz. of spray 

1 pt. contact cleaner 

2 miles 

1/4 in. drill bit 

4 in. wide grille 

Metric Quantity 

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

a ) 90 ft.2 = m2 f ) 800m2 = ft. 2 

b) 30 ft. 2 = m2 g ) 16.2 m2 = ft. 2 

c ) 2500 ft. 2 = m2 h) 498m2 = ft.2 

d) 105 ft. 2 = m2 ) 42m2 = ft. 2 

e ) 63 ft. 2 = m2 j ) 284m2 = ft. 2 

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

the Customary quantities to metric before filling out the form. 

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

Requisition one of each of the following: 

a ) 1 qt. motor oil 

b ) 2 1/2 in. x 14 1/4 in. vent cover 

c ) 6 fl. oz. can of silicone spray 

d ) 5 lbs. of insulating wool 

e ) 50 ft. roll of 1/2 in. refrigeration copper tubing 

f ) roll of 2 in. duct tape 

g ) 10 lb. drum of R-22 

REQUISITION 

Date 

For 

Job No. Date Wanted 

Deliver to 

QTY UNIT ITEM 

Requested by 

Approved by 

27 

I 

Exercise 17 
28 

SECI'ION A 

1. One kilogram is about the mass 

of a: 

[A) nickel 

[ B ) apple seed 

[ C I basketball 

[D) Volkswagen "Beetle" 

2. A square metre is about the 

area of: 

[A] this sheet of paper 

[B] a card table top 

[ C 1 a bedspread 

[ D 1 a postage stamp 

3. Ratings for exhaust fans are 

normally given in: 

[A] millilitres per cubic metre 

[B] cubic metres per second 

[ C ] litres per square metre 

[D] kilograms per square centimetre 

4. The surface opening of ceiling 

grilles is normally measured in: 

[A] kilograms 

[B] square centimetres 

[C] millimetres 

[D] cubic metres 

5. The length of bolts is measured in: 

[A] litres 

[B] millimetres 

[ C] centimetres 

[D] cubic centimetres 

6. 

7. 

8. 

9. 

The amount of charge in a receiver 

is measured in: 

[A] grams 

[B] millimetres 

[C] metres per second 

[D] kilopascals 

The "sizes" (heating capability) of 

furnaces are normally stated in: 

[A] kilo joules 

[B] millimetres 

[C] kilo pascals 

[D] centimetres 

The correct way to write twenty 

grams is: 

[A] 20 gms 

[B] 20Gm. 

[C] 20 g. 

[D1 20 g 

The correct way to write twelve 

thousand millimetres is: 

[A] 12.000 mm. 

[B] 12.000 mm 

[C1 12 OOOmm 

[D1 12 000 mm 

SECTIONB 

10. A 500 millilitre container of 

flux is the same as: 

[A] 0.5litre 

[B] 50 litres 

[C] 5 litres 

[D] 0.051itre 

11. A grille 20 centimetres wide 

also has a width of: 

[A] 0.2 millimetre 

[B] 2 000 millimetres 

[C] 2 millimetres 

[D] 200 millimetres 

12. A section of duct 2.4 metres in 

length also has a length of: 

[A] 0.24 centimetre 

[B] 240 centimetres 

[C] 24 centimetres 

[D] 2 .4 centimetres 

TESTING METRIC ABILITIES 
SECTIONC 

13. For measuring millimetres you 

would use a: 

[A] ruler 

[B] scale 

[C] container 

[D] pressure gage 

14. For measuring kilopascals you 

would use a: 

[A] ruler 

[B] scale 

[ C ] container 

[D] pressure gage 

15. Estimate the lenfth of the line 

segment below: 

[A I 23 grams 

{ B J 6 centimetres 

[ C] 40 millimetres 

[DJ 14 pascals 

16. Estimate the length of the line 

segment below: 

f----1 

[AJ 10 millimetres 

(Bj 4 centimetres 

[C] 4 pascals 

[D] 2 3 milligrams 

SECTIOND 

17. The metric unit for liquid measure 

which replaces the fluid ounce is: 

[A] cubic metre 

[B] millilitre 

[C] gram 

[D] litre 

18. The metric unit for liquid measure 

which replaces the gallon is: 

[A] litre 

[B] kilogram 

[ C ] millilitre 

[D] cubic metre 

19. The metric unit for heat which 

replaces the BTU is: 

[A] gram 

[B] joule 

[C] hectare 

[D] litre 

20. The metric unit for flow which replaces 

cubic feet per minute is: 

[A] kilograms per square centimetre 

[B] millilitres per cubic centimetre 

[C] millimetres per minute 

[D] cubic metres per second 

m2 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

Use this conversion table to answer questions 21 and 22. 

ft.2 ft.2 

10.76 1 

21.53 2 

32.29 3 

43.06 4 

53.81 5 

64.58 6 

75.35 7 

86.11 8 

96.87 9 

107.64 10 

21. The equivalent of 14 ft. 2 is: 

[A] 0.93 m2 

[B] 2.6 m2 

[C] 1.3 m2 

[D] 37.16 m 2 

22. The equivalent of 15 m 2 is: 

[A] 161.45 ft.2 

[B] 8.73 ft. 2 

[C] 973.06 ft. 2 

[D] 97.33 ft. 2 

m2 

0.09 

0.18 

0.28 

0.37 

0.46 

0.56 

0.65 

0.74 

0.84 

0.93 

TESTING METRIC ABILITIES 

29 
ANS'NERS 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 questwn are 

shown in Table 2. Standards in each 

occupation are being established 

now. so answers may vary. 

EXERCISE 8 

a) 2.6 em 

b) 58.3cm 

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 I .t I 1 000 0 200 (2 000) "" 

3 I (300) (3 000) 

9 (900) I (9 000) 

(5) (500) 5 000 

r 74 (7 400) 1 174000) 

I 0.8 I 80 ~ (800) 

I 0.6 I {60) 600 

i (0.025) 2.5 25 

I (0.1-±8) (14.8\ 148 

I (6.39) 639 (6 390) 

Exercise 10 

f millilitres 

ml 

3 000 

6 000 

(8 000) 

(14000) 

(23 000) 

I 300 

700 

(900) 

250 

I ( 470) 

275 

Exercise 11 

litres 

I 

8 I 5 

46 

(32) 

0.-± 

0.53 

' (0.48) 

Exerdse 12 

! grams l 

I g 

I 

4 000 I 

I 9 000 

I 23 ooo 

i (8 000) 

r 300 

I ')~~ 

~10 

litres 

l 

3 

(6) 

8 

(14) 

23 

0.3 

(0. 7) 

0.9 

(0.25) 

0.47 

(0.275) 

millilitres 

ml 

8 000 

(5 000) 

( 46 000) 

32 000 

(400) 

(530) 

480 

kilograms 

kg 

4 

(9) 

1,23) 

8 

(0.3) 

(0.275) 

Exercise 13 

I kilograms grams I kg i g I 

7 1 7 000 

11 (11 000) 

(25) 25 000 

0.4 (400) 

0.63 I (630) 

(0.175) 175 

Exercise 14 

a ) 5m i ) 2 000 mm 

b) 0.25 litre j ) 0.5 kg 

e ) 50mm k) 0.5 litre 

d) 2.5 kg l ) 500 kg 

e ) 12 em m) 1 000 em 

f ) 250 ml n) 25mm 

g ) 2t 0) 240 em 

h) 500 ml p) 0.8 em 

EXERCISES 15 AND 16 

The answers depend on the 

items used for the activities . 

EXERCISE 17 

Part 1. 

a) 0.90 kg 

b ) 3.8 litres 

e) 1.905 em 

d) 0.9 m 2 

e ) 45 kg 

f ) 45.72 em 

g ) 7.58 litres 

h) 1.22 m 

i ) 15.25 m 

j ) 283 g 

k) 59.2 ml 

l ) 0.4 7 litre 

m) 3.22 km 

n) 0.635 em 

o) 10.16 em 

Part 2. 

a) 8.36 m2 

b) 2.79 m 2 

c) 232.26 m2 

d) 9.75 m2 

e ) 5.85 m2 

f ) tl,611.13 ft. 2 

g ) 174.37 ft.7 

h) 5,360.42 ft. 2 

) 452.09 ft. 2 

j ) 3,056.95 ft. 2 

Part 3. 

a ) 0.95 litre 

30 

b ) 6.35 em x 36.195 em 

e) 177.6ml 

d) 2.25 kg 

e ) 15.25 m x 1.27 em 

f ) 5.08 em 

g) 4.5 kg 

TESTING METRIC ABILITIES 

1. C 9. D 17. B 

2. B 10. A 18. A 

3. B 11. D 19. B 

4. B 12. B 20. D 

5. B 13. A 21. C 

6. A 14. D 22. A 

7. A 15. B 

8. D 16. A 

-fZ U.S. GOVERNMENT PRINTING OffiCE, 1976- 757-069/6203 
SUGGESTED METRIC TOOLS AND DEVICES 

NEEDED TO COMPLETE MEASUREMENT TASKS 

IN EXERCISES 1 THROUGH 5 

LINEAR 

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 

The Qh,o State Unn1eno~ty • 1960 Kenny Road • 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 inm to 25 mm 

range 

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

F. Metre Tape-50 or 100m tape 

G. Thermometers-Special purpose types such as a clinical 

thermometer 

H. 1 Temperature Devices-Indicators used for ov~ns, 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