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 Agricultural Supplies and Services, Agricultural Production

- Metric Units For Agricultural Supplies and Services, Agricultural Production

- Trying Out Metric Units

- Agriculture With Metrics

12

12

12

12

13

14

15

16

Unit 3

- Objective

- Suggested Teaching Sequence

- Metric-Metric Equivalents

- Changing Units at Work

17

17

17

17

19

Unit 4

- Objective

- Suggested Teaching Sequence

- Selecting and Using Metric Instruments, Tools and Devices

- Which Tools for the Job?

- Measuring Up in Agriculture

20

20

20

20

21

21

Unit 5

- Objective

- Suggested Teaching Sequence

- Metric-Customary Equivalents

- Conversion Tables

- Any Way You Want It

22

22

22

22

23

24

Testing Metric Abilities 25

Answers to Exercises and Test 27

Tools and Devices List

References

TEACHING AND LEARNING 

THE METRIC SYSTEM 

This metric instructional package was designed to meet job-related 

metric measurement needs of students. To use this package students 

should already know the occupational terminology, measurement 

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

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

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

distribution. 

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

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

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

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

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

Classroom experiences with this instructional package suggest the 

following teaching-learning strategies: 

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

system fun. 

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

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

metric units to customary units can be confusing. 

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

by "doing." 

4. Students should have experience with measuring activities before 

getting too much information. 

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

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

too much material. 

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

This unit enables students to become familiar with the basic metric 

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

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

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

and gives experience with occupational measurement tasks. 

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

Unit 4 provides experience with recogmzmg and using metric 

instru~ 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\1agisos 

Editors 

Th1s publication was developed pursuant to contract No. OEC·0-74·9335 with the 

Bureau of Occupational and Adult Education, U.S. Department of Health. Educa· 

tion 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. 
1. 

2. 

3. 

UNIT 1 

SUGGESTED TEACHING SEQUENCE 

These introductory exercises may require 

two or three teaching periods for all five 

areas of measurement. 

Exercises should be followed in the order 

given to best show the relationship 

between length, area, and volume. 

Assemble the metric measuring devices 

(rules, tapes, scales, thermometers, and 

measuring containers) and objects to be 

measured.* 

4. Set up the equipment at work stations 

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

5. Have the students estimate, measure, and 

record using Exercises 1 through 5. 

6. Present information on notation and 

make Table 1 available. 

7. Follow up with group discussion of 

activities. 

*Other school departments may have devices which 

can be used. Metric suppliers are listed in the reference 

section. 

OBJECTIVES 

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

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

SKILLS 

1. Recognize and use the 

unit and its symbol for: 

2. Select, use, and .ead 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 

square 

centimetre 

(cm2 ) 

square 

metre 

(m2) 

the area of 

a given surface 

EXERCISES 

Volume or Capacity 

(pp. 7 ·8) 

cubic centi~ 

metre (cm 3 ) 

cubic metre 

(mJ) 

litre (I) 

millilitre (ml) 

capacity of 

containers 

measurements 

on graduated 

volume measur· 

ing devices 

Mass Temperature 

(pp. 9 ·10) (p.ll) 

gram (g) degree Celsius 

tcJ 

kilogram (kg) 

the mass of objects the temperature of 

in grams and kilo· the air or a liquid 

grams 

a kilogram scale A Celsius thermometer 

and a gram scale 

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

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

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

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

5. 

6. 

7. 

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

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

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

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

Information Sheet 1 

1 
2 

METRIC UNITS, SYMBOlS, AND REFERENTS METRIC PREFIXES 

Quantity Metric Unit Symbol Useful Referents Multiples and 

Prefixes Symbols Submultiples 

Length millimetre mm Thickness of dime or paper 

clip wire 

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

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

metre m Height of door about 2m 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'f) d 

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

square metre m2 Area of card table top 0.001 = 10-3 milli ( mi([) m 

hectare ha Football field including sidelines 

and end zones 0.000 001 = 10-6 micro (mfkro) J-l 

Volume and millilitre ml Teaspoon is 5 ml 

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

cubic 

centimetre cm3 Volume of this container 

OJ 

cubic metre m3 A little more than a cubic yard 

Mass milligram mg Apple seed about 10 mg, grain of 

salt, 1 mg 

gram g Nickel about 5 g 

kilogram kg Webster's Collegiate Dictionary 

,_ metric ton 

( 1 000 kilo!n"ams) t Volkswagen Beetle 

Table 1-a 
LINEAR MEASUREMENT ACTIVITIES 

Metre, Centimetre, Millimetre 

I. THE METRE (m) 

A. DEVELOP A FEELING FOR THE SIZE OF A METRE 

1. Pick up one of the metre 

sticks and stand it up on the 

floor. Hold it in place with 

one hand. Walk around the 

stick. Now stand next to 

the stick. With your other 

hand, touch yourself where 

the top of the metre stick 

comes on you. 

THAT IS HOW HIGH A METRE IS! 

2. Hold one arm out straight 

at shoulder height. Put 

the metre stick along this 

arm until the end hits the 

end of your fingers. \Vhere 

is the other end of the 

metre stick? Touch yourself at that end. 

THAT IS HO\V LONG A l\lETRE IS! 

3. Choose a partner to stand 

at your side. Move apart 

so that you can put one 

end of a metre stick on 

your partner's shoulder 

and the other end on 

your shoulder. Look at 

the space between you. 

THAT IS THE WIDTH OF A METRE! ' 

3 

B. DEVELOP YOUR ABILITY TO ESTLMATE IN :lvlETRES 

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 estirr.ate in the 

ESTIJVIATE column. Measure the size with your metre stick 

and write the answer in the MEASUREMENT column. 

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

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

"Metric :Marvel." 

Height of door knob 

from floor. 

Height of door. 

Length of table. 

Width of table. 

Length of wall of 

this room. 

Distance from 

you to wall. 

Estimate 

(m) 

How Close 

l\1easurement Were You? 

(m) 

Exercise 1 

(continued on next page) 
4 

II. THE CENTIMETRE (em) 

There are 100 cf'ntimetres in onf' metrf'. If therf' arf' 4 mf'trf's and 

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

+ 3 em]. 

A. DEVELOP . ..\. FEELING FOR THE SIZE OF A CENTil\lETRE 

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

How wide is it? em 

2. fv1easure 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 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN CENTHvlETRES 

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

following items, follow the procedures used for estimating in 

metres. 

1. 

2. 

3. 

4. 

5. 

Length of a paper 

clip. 

Diameter (width) 

of a coin. 

Width of a 

postage stamp. 

Length of a 

pencil. 

Width of a sheet 

of paper. 

Estimate 

(em) 

o::::3 "'"'"'" FOR VOCATIONA<. <DUCAn<>N 

Measurement 

(em) 

How Close 

Were You? 

III. THE MILLIMETRE (mm) 

There are 10 millimf'tres in onf' cPntimPtrf'. VV'l1f'n a mP.asurf'ment is 

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

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

A. DEVELOP A FEELING FOR THE SIZE OF A l\IILLil\1ETRE 

Using a ruler marked in millimetres, measure: 

1. Thickness ofa paper clip wire. mm 

2. Thickness of your fingernaiL mm 

3. Width of your fingernail. mm 

4. Diameter (width)of a coin. mm 

5. Diameter (thickness) of your pencil. mm 

6. Width of a postage stamp. mm 

B. DEVELOP YOUR ABILITY TO 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 SOJ\1ETHING, YOU ARE 

SAYING HO\V lVLA..NY SQUARES OF A GIVEN SIZE IT TAKES TO 

COVER THE SURF ACE. 

I. THE SQUARE CENTII\1ETRE (cm2 ) 

• ..i,. DEVELOP A FEELING FOR A SQUARE CENTil'viETRE 

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 CENTilVIETRE! 

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. Nf...easure 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.? 

B. DEVELOP YOUR ABILITY TO ESTI:t\1ATE IN SQUARE 

CENTil'viETRES 

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 Measuren1ent 

How Close 

Were You? 

1. Index card. 

2. Book cover. 

3. Photograph. 

4. Window pane or 

desk top. 

H. THE SQUARE METRE (m2 ) 

(cm2 ) (cm2 ) 

A. DEVELOP A FEELING FOR A SQUARE rviETRE 

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 tack 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 ho>N 

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

take to cover the door? m 2 

THIS IS HOW BIG A SQUARE Iv.IETRE IS! 

Exercise 2 

(continued on next page) 
6 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE CENTIMETRE GRID 

METRES 

I I 

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

procedures used for estimating in metres. 

How Close 

Estimate l\1easurement Were You? I 

(m2) (m2) 

1. Door. 

2. Full sheet of 

newspaper. 

3. Chalkboard or 

bulletin board. 

4. Floor. 

5. Wall. 

6. Wall chart or poster. 

7. Side of file cabinet. 

I I 

Exercise 2 
VOLUME I\1EASUREMENT ACTIVITIES 

Cubic Centimetre, Litre, Millilitre, Cubic 1\1etre 

L THE ClJBIC CENTIJ\1ETRE (cm3 ) 

A. DEVELOP A FEELING FOR THE CUBIC CENTII>1ETRE 

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 piastic litre box. 

a. Place a RO\V 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. rv1easure 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.ancl. d.? 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN CUBIC 

CENTIIv1ETRES 

1. 

You are now ready to develop your ability to estimate 

in cubic centimetres. 

Remember the size of a cubic centirr,etre. For each of 

the follov,ring items, use the procedures for estimating in 

metres. 

Index card file 

box. 

Esti.J.-nate 

(cm3 ) 

:Measurement 

(cm3 ) 

How Close 

Were You? 

2. Freezer container. 

3. Paper clip box. 

4. Box of staples. 

II. THE LITRE (1) 

A. DEVELOP A FEELING FOR A LITRE 

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

7 

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

usually do. How many cups do you fill? 

THAT IS HOW MUCH IS IN 0:-.JE LITRE! 

3. Fill the litre container with rice. 

THAT IS HOW:MUCH IT TAKES TO FILL A ONE 

LITRE CO:-JTAINER! 

Exercise 3 

(continued on next page) 
8 

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

You are now ready to develop your ability to estimate in 

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

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

litre. To write two a.nd three-fourths litres, you write 

2.75 l, 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. 

HI. THE ~ITLLILITRE (ml) 

Estimate 

(l) 

l\1easurement 

(l) 

How Close 

Were You? 

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

a litre is 500 miliilitres, or 0.5 litre= 500 mi. 

A. DEVELOP A FEELING FOR A l\IILLILITRE 

1. Exam.ine a centimetre cube. Anything which holds 

1 crr1:; holds 1 r:nl. 

2. Fili 2. J. miliilitre 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 HO\V .:Vfl.JCH ONE ivTILLILITRE IS! 

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

piie on the sheet of paper. 

THAT IS 5 Iv'ITLLILITRES, OR ONE TEASPOO~-J: 

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

p1le on the paper. 

THAT IS 15 IvliLLILITRES, OR O~E TABLESPOO:-J: 

o::3C·~·R '0R VOCATOONAC <OUCATOON 

B. DEVELOP YOUR ABILITY TO EST!l\1A.TE IN MILLILITRES 

1. 

2. 

3. 

You are now ready to estimate in miililitres. 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 VOLUiviE OF ONE CUBIC J:v1ETRE! 

B. DEV'ELOP YOUR ABILITY TO ESTIMATE IN CUBIC ?vffiTRES 

For each of the following items, follow the estimating procedures used befor;c. 

1. Office desk. 

2. Fiie 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 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\1ASS 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. 

~·mER 'OR VOCATOONAC <OUCATOON 

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 ESTII\1ATE IN KILOGRAMS 

1. 

2. 

3. 

4. 

5. 

For the following items ESTL\1ATE 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 MEASUREI\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 

H. THE GRAM (g) 

A. DEVELOP A FEELING FOR A GRAM 

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 tjps of your fingers, moving your 

hand up and down. 

THAT IS THE lVIASS OF TWO GRAMS! 

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

THAT IS THE MASS OF FIVE GRAMS! 

~'NT'R "'" VOCATOONAC WUCATOON 

B. DEVELOP YOUR ABILITY TO ESTIIvlATE IN GRA.\1S 

1. 

2. 

3. 

4. 

5. 

6. 

You are now ready to improve your ability to estimate in 

grams. Remember how heavy the 1 gram cube is, how heavy 

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

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

used for estimating in kilograms. 

Two thumbtacks. 

Pencil. 

Two-page letter 

and envelope. 

Nickel. 

Apple. 

Package of 

margarine. 

Estimate 

(g) 

Measurement 

(g) 

How Close 

Were You? 

Exercise 4 
TEMPERATURE MEASUREMENT ACTIVITIES 

Degree Celsius 

I. DEGREE CELSIUS tC) 

Degree Celsius 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. 

B. DEVELOP YOUR ABILITY TO ESTI~\LA..TE I.N DEGREES 

CELSIUS 

11 

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

Celsius you think it is. Then measure and write the lVlEASUREl\tlENT. See how close your estimates and actual measure1. 

2. 

3. 

4. 

5. 

ments are. 

:Mix some hot and 

cold water in a 

container. Dip your 

finger into the 

water. 

Pour out some of 

the water. Add some 

hot water. Dip your 

finger quickly into 

the water. 

Outdoor temperature. 

Sunny window sill. 

i'viix of ice and water. 

6. Temperature at 

floor. 

7. Temperature at 

ceiling. 

How Close 

Measurement Were You? 

(OC) 

Exercise 5 
12 

UNIT 2 

OBJECTIVES 

The student will recognize and use the metric 

terms, units, and symbols used in this occupation. 

Given a metric unit, state its use in this 

occupation. 

Given a measurement task in this 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. \Nhat 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 AGRICULTURAL SUPPLIES .AND SERVICES, 

AGRICULTURAL PRODUCTION 

Quantity Unit Symbol Use 

Length millimetres mm Belts, rope, machinery, and seed sizes. 

centimetres em Row width; plows; tile; length of livestock 

metres m Silos; fence; combine header width; buildings. 

kilometres km Distance. 

Area square metre m2 Floor space; barnyard; gardens; lawns. 

hectare ha Field size; lots; plots. 

Volume/Capacity millilitre ml Small engine fuel tank; chainsaw oil reservoir. 

litre 1 Sprayer, bulk, and fuel tank size; bins; silos. 

Mass gram g Trace minerals; small quantities of seed; mailing charges. 

·-

kilogram I kg Buying food for livestock; nails; vegetables; grain; fertilizers; 

I milk; chemicals. 

metric ton ! t Buying food for livestock; fertilizers; construction 

i materials; grain; lime; stone; sand. 

Temperature degree CeLsius oc Bulk tanks; meat; vegetables; animals; grain in dryer 

bins; dryer; storage areas. 

' 

Pressure kilo pascals kPa Liquids and gases-tire pressure; spray tank pressure; 

I anhydrous ammonia. 

Application Rates I 

Dry or granular grams per square metre . ? 

I 

g/mkilograms per hectare kgiha Seed; fertilizer; pesticides. 

! metric tons p er hectare t/ha I Fertilizers. 

Liquids millilitres per square metre Fertilizer; pesticides. 

litres per square metre 

Soil sterilants; liquid fertilizer; pesticides. 

litres per hectare l/ha 

Table 2 

13 
14 METRIC UNITS FOR AGRICULTURAL SUPPLIES AND SERVICES , AGRICULTURAL PRODUCTION 

Quantity Unit Symbol Use 

Dilutions or Concentrates 

Dry mixes grams per kilogram g/kg 

Fertilizer; pesticides. 

grams per metric ton g/t 

grams per cubic metre g/m3 Seedbed preparation; compost. 

kilograms per metric ton kg/t Mixing feed. 

Liquids millilitres per litre ml/1 

grams per litre (powder mixed g/1 

in liquid) Fertilizer; sprays; pesticides; cleaning solutions; feeds. 

kilograms per litre kg/! 

Growth Rate kilograms per month (year) kg/mo Animal growth. 

millimetres per week (month, year) mm/wk Plant growth. 

kilograms per day kg/d Livestock feeding. 

Density kilograms per cubic metre kg/m 3 

.l Storage capacity of tanks, bins, storage areas, trucks . 

metric ton per cubic metre t/m 

Crop Yields kilograms per square metre kg{m 2 Garden vegetables and berries. 

kilograms per hectare kg/ha 

Field and orchard crops-grain, cabbage. potatoes. 

metric ton per hectare t/ha 

cubic metres per hectare m 3 /ha Woodlot production. 

litres per hectare l/ha Measuring crop yield by volume. 

Wind Speed metres per second m/s 

Sowing; spraying; fertilizing; plant protection. 

kilometres per hour km!h 

Depth of water millimetres per square metre mm/m2 

applied to soil Irrigation. 

millimetres per hectare mm/ha 

Flow Rates millilitres per second (hour) ml/s 

lit res per second (hour) 1/s Irrigation. 

cubic metres per second m·\fs 

Velocity of Flow millilitres per second ml/s 

Irrigation. 

metres per second m/s 

Water holding millilitres per millimetre ml/mm Irrigation. 

capacity of soil 

Feed Conversion kilograms per kilogram kg/kg Feed efficiency. 

~ENTER H>R VOCAnoNAL EDUCATOON Table 2 (continued) 
TRYING OUT METRIC UNITS 

To give you practice with metric units, first estimate the measurements 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 

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

Estimate I Actual 

Length 

1. Palm width 

2. Hand span I 

3. Your height 

4. Cornstalk height 

5. Space between plant rows 

6. Fence height 

7. Small tree height 

8. Field width 

9. Grass height 

Area 

10. Desk top 

11. Classroom floor 

12. Sheet of paper 

13. Workbench 

14. Football field 

Volume/Capacity 

15. Small bottle 

~CENTER FOR VOCATiONAL EDUCATION 

~ 

I 

15 

Estimate Actual 

16. Measuring cup (metric) 

~ 

17 Small box or nackagp ~ 

18. Milk container 

19. Bucket 

20. Freezer container 

I -· 

21. Crop container (basket, bag, 

crate) I 

22. Storage bin, feeder, or 

storage area 

Mass 

23. Textbook 

24. Yourself 

25. Nickel 

26. Animals' daily feed ration 

27. Litre of water (net) 

28. Bag of feed, seed, or soil 

conditioner 

Temperature 

29. Room 

30. Outside 

I 

I 

31. Cold tap water 

32. Hot tap water I 

I 

Exercise 6 
16 

AGRICULTURE WITH METRICS 

It is important to know what metric measurement to use. Show l what measurement to use in the following situations. 17. Crop yield for grain 

18. Livestock feeding rate ; 

19. Dilution rate for granular 

1. Amount of precipitation fertilizer 

2. Outside temperature 20. Pressure of air compressor 

3. Mass of a bale of hay 21. Application rate for seed 

4. Width of pond I 22. Spark plug gap 

5. Depth for planting 23. Height of a plant 

I 

' 

6. Mass of a farm animal 24. Truck or tractor tire 

p ressure 

7. Quantity of liquid fertilizer 

25. Storage capacity of 

8. Size of a farm a bin 

9. Field, orchard, or garden 26. Flow rate for ditch 

crop production irrigation 

10~ Mass of an egg 27. Capacity of tractor 

~lL fuel tank 

Wind speed 

28. Height of barn roof 

12. Pond depth 

29. Dilution rate for liquid 

13. Roll of fence wire fertilizer 

14. Mass of a packet of seed 30. Excavation for pond, 

ditch, or building 

15. Mixing rate for trace minerals 

or antibiotics in feed 

16, Woodlot production 

Exercise 7 
UNIT 

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:3 CENT'R ""' VOCAT<ONAC <DUCAT<ON 

17 

METRIC-METRIC EQUIVALENTS 

Centimetres and Millimetres 

(

'lllljlllljlllljl! I ljlllljll lljlllljllllj Ill ljlllljlllljlllljllllj 

1 2 3 4 5 6 (

jlllljlllljlllljlllljlllljlllljlllljlllljlllljllll j lllljll i ljlllljlll 

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 mrn = 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 ) 132 mm = 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 
18 

Metres, Centimetres, and Millimetres 

There are 100 centimetres in one metre. Thus, 

2 m = 2 x 100 em = 200 em, 

3m= 3 x 100 em = 300 em, 

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, 

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

From your work with decimals you should know that 

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

one-fourth of a centimetre can be written 0.25 em 

(twenty-five hundredths of a centimetre). 

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

millimetres, you would multiply by 1 000. So 

0.75 m = 0.75 x 1 000 mm 

75 

100 x 1 OOOmm 

1 000 

75 x 100 mm 

75 x 10 mm 

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

Information Sheet 4 

Fill in the following chart. 

metre centimetre millimetre 

m em mm 

1 100 1000 

2 200 

3 

9 

5 000 

74 

0.8 80 

0.6 600 

2.5 25 

1-!8 

639 

G::3C,NT<R ""' VOCATOON"'- •oUCATOON 

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. 

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

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

1 000 

Or 

1 000 ml = 1 000 litre = 1 litre. 

2 000 . . 2 000 ml = 1 000 htres = 2 htres. 

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 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. 

mill iii tres litres 

(ml) (I) 

3 000 3 

6 000 

8 

14 000 

23 

300 0.3 

700 

0.9 

250 

0.47 

275 

Exercise 10 
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 

l 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 I 

g kg i 

4 000 l w 9000 i 

23 000 ! 

8 ' 300 I 

275 ! Exercise 12 

I 

I ) 

19 

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 ) 500 em of rope is m 

b) 250 ml of solution is l 

c ) 5 em diameter pipe is mm 

d ) 2 500 g of seed is kg 

e ) 120 mm bolt is em 

f ) 0.25 litre of liquid nutrient is ml 

g ) 2 000 kg of feed is t 

h ) 0.5 litre of concentrate is ml 

i ) 2m board is mm 

j ) 500 g of seed is kg 

k) 500 ml rooting hormone is 

l ) 0.5 t of fertilizer is kg 

m) 10 m of wire is em 

n ) 2.5 em diameter pipe is mm 

0 ) 2 400 mm fence post em 

p) 4 7 5 ml feeding bottle is 

Exercise 14 
20 

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 25% and 

measure within 5% accuracy. 

SUGGESTED TEACHING SEQUENCE 

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

thermometer, drill bits, wrenches) and 

display in separate groups at learning 

stations. 

2. Have students examine metric tools and 

instruments for distinguishing characteristics and compare them with Customary 

tools and instruments. 

3. Have students verbally describe characteristics. 

4. Present or make available Information 

Sheet 9. 

5. Mix metric and Customary tools or 

equipment at learning station. Give 

students Exercises 15 and 16. 

6. Test performance by using Section C 

of "Testing Metric Abilities." 

SELECTING AND USING 

METRIC INSTRUMENTS , TOOLS AND DEVICES 

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

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

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

cause a fatal accident. Here are some suggestions: 

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

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

common fractions (3/8) on drill bits and wrenches. 

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 
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. Space fence posts around a field and calculate fencing wire 

needed. 

2. Space rows of plants or trees. 

3. Layout a sketch of the farm, ranch or feedlot. 

4. Calculate number of trees needed for a one hectare 

orchard. 

5. Check the temperature of storage area or animal shelter. 

6. Prepare and use a liquid herbicide for an area the size of 

your classroom. 

7. Find the capacity of a silo. 

8. Determine storage area of truck, combine, or farm wagon. 

9. Find the area of a stall. 

10. Estimate material needed for simple tile drainage system 

the size of your classroom. 

11. Mix protein concentrate in feed. 

12. Keep production records for beef or dairy cattle. 

13. Measure and dilute wettable powders to be used in a 

small hand sprayer. 

14. Adjust mower height. 

15. Calculate seed and fertilizer needed for a 16 hectare 

field of corn. 

Exercise 15 

MEASURING UP IN AGRICULTURE 

For the tasks below, estimate the metric measurement to within 

25% of actual measurement, and verify the estimation by measuring 

to within 5% of actual measurement. 

Estimate Verify 

1. Temperature of grain storage bin 

2. Mass of a bale of hay or filled crop 

container 

3. Area of a field or pasture 

4. Height of mower when mowing 

5. Depth for planting seed, plant, 

or tree 

6. Spacing between crop rows 

7. Length of a bolt for equipment 

or machinery 

8. Volume of barn, silo, shed, 

truck or wagon bed 

9. Volume of a feed bucket 

21 

--- 10. Amount of hay, grain, soil conditioner, farm or orchard product, 

or construction material in a pile 

or a storage bin 

11. Length of rope, wire, pipe, fence 

or board 

12. Area of shed, barn, house, or 

animal shelter floor ' 

13. Volume of liquid herbicide 

14. Mass of a farm or ranch animal 

Exerdse 16 
22 

UNIT 5 

OBJECTIVE 

The student will recognize and use metric 

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

this occupation. 

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

equivalent on a conversion table. 

• Given a Customary unit, state the replacement unit. 

SUGGESTED TEACHING SEQUENCE 

1. Assemble packages and containers of 

materials. 

2. 

3. 

4. 

Present or make available Information 

Sheet 10 and Table 3. 

Have students find approximate metricCustomary equivalents by using 

Exercise 17. 

Test performance by using Section D of 

"Testing Metric Abilities." 

METRIC-CUSTOMARY EQUIVALENTS 

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

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

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

1. Determine which conversion table is needed. 

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

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

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

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

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

1 m ~ 1.09 yards 

1 km ~ 0.62 mile 

1 cm2 ~ 0.16 sq in 

1 m 2 ~ 10.8 sq ft 

1 m 2 ~ 1.2 sq yd 

1 hectare~ 2.5 acres 

1 cm3 ~ 0.06 cu in 

1 m 3 ~ 35.3 cu ft 

1 m 3 ~ 1.3 cu yd 

1 litre ~ 0.03 bu 

1 inch ~ 2.54 em 

1 foot ~ 0.305 m 

1 yard ~ 0.91 m 

1 mile ~ 1.61 km 

1 sq in ~ 6. 5 em 2 

1 sq ft ~ 0.09 m2 

1 sq yd ~ 0.8 m 2 

1 acre ~ 0.4 hectare 

1 cu in~ 16.4 cm3 

1 cu ft ~ 0.03 m 3 

1 cu yd ~ 0.8 m 3 

1 bu ~ 35.24 litres 

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 

11 ~ 0.26 gal 

1 gram ~ 0.035 oz 

1 kg~ 2.2 lb 

1 metric ton ~ 2205 lb · 

1 kPa ~ 0.145 psi 

1 tsp ~ 5 ml 

1 tbsp ~ 15 ml 

1 fl oz ~ 29.6 ml 

1 cup~ 237 ml 

1 pt ~ 0.47 I 

1 qt ~ 0.95 1 

1gal~3.79l 

1 oz ~ 28.3 g 

1lb ~ 0.45 kg 

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 
23 

CONVERSION TABLES 

ACRES TO HECTARES 

Acres Hectares Acres Hectares Acres Hectares 

100 40.5 10 4.0 1 0.4 

200 80.9 20 8.1 2 0.8 

300 121.4 30 12.1 I 3 1.2 

400 161.9 40 16.2 I 4 1.6 

500 202.3 50 20.2 i 5 2.0 

600 242.8 60 24.3 6 2.4 

700 283.3 70 28.3 7 2.8 

800 323.7 80 32.4 8 3.2 

900 364.2 90 36.4 9 3.6 

HECTARES TO ACRES 

Hectares Acres Hectares Acres Hectares Acres 

100 247.1 10 24.7 1 2.5 

200 494.2 20 49.4 2 4.9 

3QO 741.3 30 74.1 3 7.4 

400 988.4 40 98.8 4 9.9 

500 1235.5 50 123.6 5 12.4 

600 1482.6 60 148.3 6 14.8 

700 1729.7 70 173.0 7 17.3 

800 1976.8 80 197.7 8 19.8 

900 2223.9 90 222.4 9 22.2 a:::3 CENT"' roR VOCAT>ONAL EDUCATION Table 3 
24 

ANY WAY YOU WANT IT 

1. With the change to metric measurement some of the things 

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

will need to be familiar with appropriate Customary equivalents in order to communicate with customers and suppliers 

who use Customary units. To develop your skill use the 

Table on Information Sheet 10 and give the approximate 

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

following Customary quantities. 

a ) 

b ) 

c ) 

d } 

e ) 

f ) 

g } 

h) 

Customary Quantity Metric Quantity 

2 lbs. of grass seed 

4 qts .. of starter solution 

3/4 in. pipe 

10 acres 

100 lbs. of fertilizer 

18 in. plant 

two-gallon can 

1 pt. pesticide 

) 1 fl. oz. spray concentrate 

j ) 3 miles ------------------+---------------- k ) 1/2 in. pipe 

l ) 11 bu. apples 

m} _2 ft. row space 

n ) 6 in. plant space 

o ) 1/4 in. seed depth 

p ) 500 lb. feeder calf 

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

a ) 55 acres= ha ~f ) 103 ha = 

b) ~;:;res= ha · g )53 ha = 

acres 

acres 

c ) 40 acres= ha h) 2 ha = acres 

d ) 160 acres= ha i ) 15 ha = acres 

e ) 12 acres= ha lj)65ha= acres 

I 

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, No., etc.). 

For 

No. 

Order the following supplies: 

a ) 100 bu. of oats 

b ) Four 2 gal. sprayers 

c ) Six 50 lb. bags of poultry feed 

d ) Ten 1 qt. bottles of insecticide 

e ) Twelve 6 oz. packages of pumpkin seeds 

f ) 100ft. roll of chicken wire 

g ) 1 paint brush, 4 in. wide 

REQUISITION 

Date 

Date Wanted 

Deliver to 

QTY UNIT 

Requested by 

Approved by 

I ITEM 

I 

I I 

Exercise 17 
SECfiON 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. Application rates of dry fertilizers 

for fields are normally given in: 

[A] grams per square millimetre 

[B] kilograms per square centimetre 

[C] grams per square centimetre 

[D] kilograms per hectare 

4. The mass of hulk seeds is measured 

in: 

[A] kilograms 

[B] millilitres 

[ C] centimetres 

[D] cubic metres 

5. Small quantities of liquids are 

measured in: 

[A] kilolitres 

[B] millilitres 

[C] millimetres 

[D] kilo pascals 

~'NnR ""' VOCATOONAC WUCAT>QN 

6. The correct way to write twenty 

grams is: 

[A] 20 gms 

[B] 20Gm. 

[C] 20 g. 

[D) 20 g 

7. 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 

8. A board 20 centimetres wide also 

has a width of: 

[A] 2 millimetres 

[B] 0.2 millimetre 

[ C ] 2 000 millimetres 

[D] 200 millimetres 

9. Forty kilograms of fertilizer is 

the same as: 

[A] 40 000 grams 

[B] 0.04 gram 

[CJ 0.40 gram 

[D] 400 000 grams 

SECTION C 

10. For measuring in millilitres 

you would use a: 

[A] scale 

[B] measuring cup or graduate 

[ C] pressure gage 

[D) ruler 

25 

TESTING METRIC ABILITIES 
26 

11. For measuring hectares you would 

use a: 

[A] scale 

[B] tape 

[C] container 

[D] pressure gage 

12. For measuring kilopascals you 

would use a: 

[A] container 

[B] ruler 

[C] pressure gage 

[D] scale 

13, Estimate the length of the line 

segment below: 

[A] 23 grams 

[B] 6 centimetres 

(C] 40 millimetres 

[D] 14 pascals 

12. Estimate the length of the line 

segment below: 

f-----l 

[A] 10 millimetres 

[B] 4 centimetres 

[C] 4 pascals 

[D] 23 milligrams 

~·NnR "'" VOCATOONAC WUCATOON 

SECTION D 

15. The metric unit for liquid measure 

which replaces the gallon is: 

[A] kilogram 

[B] millilitre 

[C] litre 

[D] cubic metre 

16. The metric unit for liquid measure 

which replaces the fluid ounce is: 

JA] millilitre 

[B] litre 

[C] hectare 

[D] gram 

17. The metric unit for length which 

replaces feet is: 

[A] millimetres 

[B] centimetres 

[C] kilometres 

[D] metres 

Use this conversion table to answer questions 18 and 19. 

Hectares Acres Hectares 

10 24.7 1 

20 49.4 2 

30 74.1 3 

40 98.8 4 

50 123.6 5 

60 148.3 6 

70 173.0 7 

80 197.7 8 

90 222.4 9 

100 247.1 

Acres 

2.5 

4.9 

7.4 

9.9 

12.4 

14.8 

17.3 

19.8 

22.2 

18. The equivalent of 102 hectares is: 

[A] 41.3acres 

[B] 296.5 acres 

[C] 252.0 acres 

[D] 48.6 acres 

19. The equivalent of 44 hectares is: 

[A] 108.7 acres 

[B] 110.0 acres 

[C] 98.8 acres 

[D] 44.0 acres 

TESTING METRIC ABILITIES 
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 

no\v, 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) 

1 9 (900) j9 OOOj 

(5) (500) 5 000 

! 7-± (7 400) (7-± OOOJ 

0.8 80 I 1800) 

0.6 160) 600 

I (0.025) 2.5 25 I 

(0.1-±8) (14.8) 148 

(6.39) 639 (6 390) 

Exercise 10 

millilitres 

ml 

3 000 

6 000 

(8 000) 

(14 000) 

(23 000) 

300 

700 

(900) 

250 

(470) 

275 

Exercise 11 

litres 

l 

8 

5 

46 

(32) 

0.4 

0.53 

(0.48) 

Exerdse 12 

g-rams 

g 

4 000 

9 000 

! 23 000 

(8 000) 

300 

l 275 

I 

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) 

(46000) 

32 000 

(400) 

(530) 

480 

kilograms I 

kg l 

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 ) 5m i ) 2 000 mm 

b ) 0.25 litre j ) 0.5 kg 

c ) 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) 0.475 litre 

EXERCISES 15 AND 16 

The answers depend on the 

items used for the activities. 

EXERCISE 17 

Partl. 

a ) 0.9 kg i ) 29.6 ml 

b ) 3.8 litres j ) 4.83 km 

c ) 1.905 em k) 1.27cm 

d) 4 ha l ) 387.64 litre 

e ) 45 kg m) 0.61 m 

f ) 45.72 em n) 15.24 em 

g ) 7.58 litres 0) 0.635 em 

h) 0.47 litre p) 225 kg 

Part 2. 

a) 22.2 ha 

b) 107.2 ha 

c) 16.2 ha 

d) 64.8 ha 

e) 4.8 ha 

f ) 254.5 acres 

g ) 131.0 acres 

h) 4.9 acres 

) 37.1 acres 

j ) 160.7 acres 

Part 3. 

a ) 3 524 litres 

b) 4 -7.58litres 

c ) 6- 22.5 kg 

d ) 10 - 0.95 litre 

e ) 12 - 169.8 g 

f ) 30.5 m 

g ) 1 - 10.16 em 

27 

TESTLT~U METRIC ABILITIES 

1. C 11. B 

2. B 12. C 

3. D 13. B 

4. A 14. A 

5. B 15. C 

6. D 16. A 

7. D 17. D 

8. D 18. C 

9. A 19. A 

10. B 

1:;: U.S. GOVERNMENT PRINTING OffiCE, !976-- 757-069/6202 

SUGGESTED METRIC TOOLS AND DEVICES 

NEEDED TO COMPLETE MEASUREMENT TASKS 

IN EXERCISES 1 THROUGH 5 

UNEAR 

Metre Sticks 

Rules, 30 em 

Measuring Tapes, 150 em 

*Height Measure 

*Metre Tape, 10m 

*Trundle Wheel 

*Area Measuring Grid 

VOLUME/CAPACITY 

*Nesting Measures, set of 5, 

50 ml - 1 000 ml 

Economy Beaker, set of 6, 

50 ml - 1 000 ml 

Metric Spoon, set of 5, 

1 ml- 25 ml 

Dry Measure, set of 3, 

50, 125, 250 ml 

Plastic Litre Box 

Centimetre Cubes 

(* Optional) 

MASS 

Bathroom Scale 

*Kilogram Scale 

*Platform Spring Scale 

5 kg Capacity 

10 kg Capacity 

Balance Scale with 8-piece 

mass set 

*Spring Scale, 6 kg Capacity 

TEMPERATURE 

Celsius Thermometer 

The Oh10 State Untver'5o•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 mm 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 ovens, freezing/ 

cooling systems, etc. 

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

hex key sets 

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

velocity indicators 

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

etc. 

L. 1 Velocity-Direct reading or vane type meter 

M. Road Map-State and city road maps 

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

and storing liquids 

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

storing dry ingredients 

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

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

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

metric measurement devices. 

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

may be used to complete the measurement task. 

Tools and Devices List