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 Commercial, Industrial, Residential Electricity

- Trying Out Metric Units

- Wiring With Metrics

12

12

12

12

13

14

16

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?

- Commercial Electricity

- Measuring Up in Industrial Electricity

- Measuring Up in Residential Electricity

21

21

21

21

22

23

23

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 strategi,es: 

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 

b}' ·'doing:" · 

4. Students shouid have experience with measuring activities before 

getting too much information. 

5. Move through _the units in ' an order whi.ch emphasizes the sim-

: plicity of the metric system (e.g., length to area to volume). -

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

too much material. , 

Unit 1 is a ~neral 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 tQ develop a 

set of mental references for metric values. The metric system of nota~ 

tion 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 thei.r 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 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 resour..ces. Exercises may be used in independent ~tudy, sm~ll groups; or \yhole-class activities. All of the 

materials can::_ be' expanded . by th_e-. teacher. 

Gloria S. Cooper 

Joel H. :-..Iagisos 

Editors 

T h1s publication was developed pursuant to contract No. OEC-0-74-93 35 with the 

Bureau of Occupat iqnal ar)d ,Adu lt Education, U .S. Department of Health. Edu · ·-

tion and We·lfare·. However. the opinions expressed herei!1 do . QOt necessq_ri"ly 

reflect ihe poSit,on · or policy of the U.S. bftice·· ~f Education ·;-n·d ~o ofl.li:i_al. 

endorsement by the U .S Office of Education 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 may have devices which 

can be used. Metric suppliers are listed in the reference 

section. 

: 

; 

OBJECTIVES 

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

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

SKILLS 

1. Recognize and use the 

unit and its symbol for : 

2 Select, use, and read the 

appropri.ate measuring 

instruments for: 

3. State or show a 

physical reference Cor: 

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 

Area 

(pp. 5. 6) 

square 

centimetre 

(cm2 ) 

square 

metre 

(m2) 

EXERCISES 

Volume or Capacity 

(pp. 7 . 8) 

cubic centimetre (cm3 ) 

cubic metre 

(mJ) 

litre (I) 

millilitre(ml) 

the area of capacity of 

a given surface containers 

measurements 

on graduated 

volume measuring devices 

Mass 

(pp. 9. 10) 

gram (g) 

kilogram (kg) 

the mass of objects 

in grams and kilo· 

grams 

a kilogram scale 

and a gram scale 

Temperature 

(p. ll) 

de2ree Celsius 

tc> 

the temperature of 

the air or a liquid 

A Celsius thermometer 

RULES OF NOTATION 

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

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

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

4: 

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 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 nun Thickness of dime or paper 

clip wire 

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

centimetre CUl 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 k.m 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 m 2 Area of card table top 0.001 = 10-3 milli ( ntil'i) m 

hectare ha Football field including sidelines 

and end zones 0.000 001 = 10-6 micro (mfkro) J1 

Volume and millilitre ml Teaspoon is 5 ml 

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

cubic 

centimetre cm3 Volume of this container 

CD 

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 kiloiP'8mS) t Volkswagen Beetle 

Table 1-a 
LINEAR MEASUREMENT ACTIVITIES 

Metre, Centimetre, Millimetre 

I. THE METRE (m) 

A. DEVELOP A FEELING FOR THE SIZE OF A METRE 

1. Pick up one of the metre 

sticks and stand it up on the 

floor. Hold it in place with 

one hand. Walk around the 

stick. Now stand next to 

the stick. With your other 

hand, touch yourself where 

the top of the metre stick 

comes on you. 

THAT IS HOW HIGH A METRE IS! 

2. Hold one arm out straight 

at shoulder height. Put 

the metre stick along this 

arm until the end hits the 

end of your fingers. Where 

is the other end of the 

metre stick? Touch yourself at that end. 

THAT IS HOW LONG A :METRE IS! 

~NT£R FOR VOCATIQN~ WUCATK>N 

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 betwe~n you. 

THAT IS THE WIDTH OF A METRE! 

3 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN METRES 

1. 

2. 

3. 

4. 

5. 

6. 

Now you will improve your ability to estimate in metres. 

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

body. 

For each of the following items: 

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

ESTIMATE column. Measure the size with your metre stick 

and write the answer in the MEASUREMENT colurrm. 

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

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

"Metric Marvel." 

Height of door knob 

from floor. 

Height of door. 

Length of table. 

Width of table. 

Length of wall of 

this room. 

Distance from 

you to wall. 

Estimate 

(m) 

Measurement 

(m) 

How Close 

Were You? 

Exercise 1 

(continued on next page) 
4 

II. THE CENTIMETRE (em) 

There are 100 centimetres in one metre. If there are 4 metres: 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 CENTil\1ETRE 

B. 

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

How wide is it? em 

2. l'vfeasure your thumb from the first joint to the end. 

em 

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

em 

4. l'vfeasure your index or pointing finger. How long is it? 

em 

5. l'vfeasure your wrist with a tape measure. What is the distance 

around it? em 

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

DEVELOP YOUR ABILITY TO ESTIMATE IN CENTil\1ETRES 

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 

pencii. 

5. Width of a sheet 

of paper. 

Estimate 

(em) 

Measurement 

(em) 

How Close 

Were You? 

III. THE rillLLIMETRE (mm) 

There are 10 millimetres in one centimPtrP. When a measurement is 

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

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

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

Using a ruler marked in millimetres, measure: 

1. Thickness of a paper clip wire. mm 

2. Thickness of your fingernaiL mm 

3. Width of your fingernail. mm 

4. Diameter (width)of a coin. mm 

5. Diameter (thickness) of your pencil. mm 

6. Width of a postage stamp. mm 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN MILLIJ\1ETRES 

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 

\VHEN YOU DESCRIBE THE AREA OF SOMETHING, YOU ARE 

SAYING HOW MANY SQUARES OF A GIVEN SIZE ITT AKES TO 

COVER THE SURF ACE. 

I. THE SQUARE CENTIMETRE (cm2 ) 

A. DEVELOP A FEELING FOR A SQUARE CENTIMETRE 

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

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

squares with a centimetre ruler. 

THAT IS ONE SQUARE CENTIMETRE! 

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

squares does it take to cover your fingernail? 

___ cm2 

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

does it take to cover the coin? cm2 

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

squares does it take to cover the postage stamp? 

_ _ _ cm2 

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

squares does it take to cover the envelope? 

___ ,cm2 

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

Multiply to find the area in square centimetres. 

____ em x em = cm2. How 

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

5 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE 

CENTIMETRES 

1. 

2. 

3. 

4. 

Y cw are now ready to develop your ability to estimate 

in square centimetres. 

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

following items, follow the procedures used for estimating in 

metres. 

Index card. 

Book cover. 

Photograph. 

Window pane or 

desk top. 

Estimate 

(cm2 ) 

How Close 

Were You? 

II. THE SQUARE METRE (m2 ) 

A. DEVELOP A FEELING FOR A SQUARE METRE 

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

is one metre long and one metre wide. 

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

big it is. 

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

look. See how much floor space it covers. 

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

much space it covers. 

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

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

take to cov~r the door? m2 

THIS IS HOW BIG A SQUAREMETRE IS! 

Exercise 2 

(continued on next page) 
6 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE CENTIMETRE GRID 

METRES 

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

procedures used for estimating in metres. 

How Close 

Estimate 'Measurement Were You? 

(m2) (m2) 

1. Door. 

2. Full sheet of 

newspaper. 

3. Chalkboard or 

bulletin board. 

4. Floor. 

5. Wall. 

6. Wall chart or poster. 

7. Side of file cabinet. 

Exercise 2 
VOLUME MEASUREMENT ACTIVITIES 

Cubic Centimetre, Litre, Millilitre, Cubic Metre 

I. THE CUBIC CENTIMETRE ( cm3 ) 

A. DEVELOP A FEELING FOR THE CUBIC CENTIMETRE 

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

height, and width in centimetres. 

THAT IS ONE CUBIC CENTIMETRE! 

2. Find the volume of a plastic litre box. 

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

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

b. Place another ROW of cubes against an adjoining side 

of the box. How many rows fit inside the box 

to make one layer of cubes? -----

How 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 iri the box? ___ _ 

How many cubes in each layer? ___ _ 

How many cubes fit in the box altogether? ___ _ 

THE VOLUME OF THE BOX IS ___ CUBIC 

CENTIMETRES. 

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

centimetres. Length em; width em; 

height em. Multiply these numbers to find 

the volume in cubic centimetres. 

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

B. DEVELOP YOUR ABILITY TO ESTil'v1ATE IN CUBIC 

CENTIMETRES 

1. 

You are now ready to develop your ability to estimate 

in cubic centimetres. 

Remember the size of a cubic centimetre. For each of 

the following items, use the procedures for estimating in 

metres. 

Index card file 

box. 

Estimate 

(cm3 ) 

How Close 

Were You? 

2. Freezer container. 

3. Paper clip box. 

4. Box of staples. 

il. THE LITRE (I) 

A. DEVELOP A FEELING FOR A LITRE 

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

7 

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

usually do. How many cups do you fill? 

THAT IS HOW MUCH IS IN ONE LITRE! 

3. Fill the litre container with rice. 

THAT IS HOW MUCH IT TAKES TO FILL A ONE 

LITRE CONTAINER! 

Exercise 3 

(continued on next page) 
8 

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

You are now ready to develop your ability to estimate in 

litres. To write two and one-halflitres, you write 2.5 1, or 

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

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

2.751, or 2.75 litres. 

For each of the following items, use the procedures for 

estimating in metres. How Close 

Were You? 

1. Medium-size 

freezer container. 

2. Large freezer 

container. 

3. Small freezer 

container. 

4. Bottle or jug. 

Estimate 

(l) 

Measurement 

(l) 

ill. THE MILLILITRE (ml) 

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

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

A. DEVELOP A FEELING FOR A MILLILITRE 

1. Examine a centimetre cube. Anything which holds 

1 em 3 holds 1 ml. 

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

spoon into your hand. Carefully pour the rice into a 

small pile on a sheet of paper. 

THAT IS HOW MUCH ONE MILLILITRE IS! 

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

pile on the sheet of paper. 

THAT IS 5 MILLILITRES, OR ONE TEASPOON! 

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

pile on the paper. 

THAT IS 15 MILLILITRES, OR ONE TABLESPOON! 

~ENTER FOO VOCATOONAL <DUCATOON 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN MILLILITRES 

1. 

2. 

3. 

You are now ready to estimate in millilitres. Follow the 

procedures used for estimating metres. 

Small juice can. 

Paper cup or tea 

cup. 

Soft drink can. 

Estimate 

(ml) 

How Close 

Measurement Were You? 

(ml) 

4. Bottle. 

IV. THE CUBIC METRE (m3 ) 

A. DEVELOP A FEELING FOR A CUBIC METRE 

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

2. Measure a metre UP the wall. 

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

THAT IS THE VOLUME OF ONE CUBIC METRE! 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN CUBIC METRES 

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

1. Office desk. 

2. File cabinet. 

3. Small room. 

How Close 

Measurement Were You? 

(m3) 

Exercise3 
MASS (WEIGHT) MEASUREMENT ACTIVITIES 

Kilogram, Gram 

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

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

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

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

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

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

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

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

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

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

The symbol for gram is g. 

T;.'!e symbol for kilogram is kg. 

T-'lere are 1 000 grams in one kilogram, or 1 000 g = 1 kg. 

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

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

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

I. THE KILOGRAM (kg) 

DEVELOP A FEELING FOR THE MASS OF A KILOGRAM 

U3ing 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. 

~ENT<R FOR VOCATK>NAL <OUCATOON 

1. 1 kilogram box. 

2. Textbook. 

3. Bag of sugar. 

4. Package of paper. 

5. Your own mass. 

l\tass 

(kg) 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN KILOGRAMS 

1. 

2. 

3. 

4. 

5. 

For the following items ESTIMATE the mass of the object in 

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

of the object. Write the exact mass in the MEASUREMENT 

column. Determine how close your estimate is: 

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 pag~) 

9 
10 

II. 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 arid attach it to the first. Shake the 

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

the cubes near the tips of your fingers, moving your 

hand up and down. 

THAT IS THE MASS OF TWO GRAMS! 

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

THAT IS THE MASS OF FIVE GRAMS! 

~CENTER"'" VOCAT.,..AC <DUCATION 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN GRAMS 

1. 

2. 

3. 

4. 

5. 

6. 

You are now ready to improve your ability to estimate in 

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

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

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

used for estimating in kilograms. 

Two thumbtacks. 

Pencil. 

Two-page letter 

and envelope. 

Nickel. 

Apple. 

Package of 

margarine. 

Estimate 

(g) 

Measurement 

(g) 

How Close 

Were You? 

Exercise 4 
TEMPERATURE MEASUREMENT ACTIVITIES 

Degree Celsius 

I. DEGREE CELSIUS tC) 

Degree Celsius (

0

C} is the metric measure for temperature. 

A. DEVELOP A FEELING FOR DEGREE CELSIUS 

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

1. 

2. 

3. 

4. 

5. 

Find 0 degrees. 

WATER FREEZES AT ZERO DEGREES CELSIUS (0°C) 

WATER BOILS AT 100 DEGREES CELSIUS (100°C) 

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

room cool, warm, or about right? 

Put some hot water from the faucet into a container. 

Find the temperature. °C. Dip your finger 

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

hot, or just warm? 

Put some cold water in a container with a thermometer. 

Find the temperature. ° C. Dip your finger into 

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

Bend your arm with the inside of your elbow around the 

bottom of the thermometer. After about three minutes 

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

NORMAL BODY TEMPERATURE IS 37 DEGREES 

CELSIUS (37°C). 

A FEVER IS 39°C. 

A VERY HIGH FEVER IS 40°C. 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN DEGREES 

CELSIUS 

11 

For each item, ESTIMATE and write down how many degrees 

Celsius you think it is. Then measure and write the MEASUREMENT. See how close your estimates and actual measurements are. 

1. 

2. 

3. 

4. 

5. 

l\1ix some hot and 

cold water in a 

container. Dip your 

finger into the 

water. 

Pour out some of 

the water. Add some 

hot water. Dip your 

finger quickly into 

the water. 

Outdoor temperature. 

Sunny window sill. 

l\1ix of ice and water. 

6. Temperature at 

floor. 

7. Temperature at 

ceiling. 

Estimate 

tc> 

How Close 

Measurement Were You? 

(OC) 

Exercise 5 
12 

UNIT 2 

OBJECTIVES 

The student will recognize and use the metric 

term;;, units, and symbols used in this occupation. 

• 

• 

Given a metric unit, state its use in this 

occupation. 

Given a measurement task in this occupation, select the appropriate metric unit 

and measurement tool. 

SUGGESTED TEACHING SEQUENCE 

1. Assemble metric measurement tools (rules, 

tapes, scales, thermometers, etc.) and 

objects related to this occupation. 

2. Discuss with students how to read the 

tools. 

3. Present and have students discuss 

Information Sheet 2 and Table 2. 

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

5. Test performance by using Section A of 

"Testing Metric Abilities." 

a:3.,.,.,.,. FOR VOCAnoNAC EDUCATOON 

METRICS IN THIS OCCUPATION 

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

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

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

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

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

in job-related tasks. 

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

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

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

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

Information Sheet 2 
METRIC UNITS FOR COMMERCIAL, INDUSTRIAL, RESIDENTIAL ELECTRICITY 

Quantity Unit Symbol Use 

Linear dimensions millimetre mm wire thickness, fastener length and diameter 

centimetre em measure for box openings and box sizes 

metre m wire lengths 

kilometre km power lines, underground pipe, travel, shipping distances, 

customers' locations 

Area square millimetre mm2 cross-sectional area of wire 

square metre m2 floor space for power panel, room size for lighting 

Volume cubic centimetre cm3 storage space in cabinet and tool boxes; space needed for a 

wiring box, or space available inside a wiring box 

cubic metre m3 size of a room or building 

Mass kilograms kg supplies and materials, fixtures, panels 

Heat energy kilojoule kJ warm air to heat room 

*Temperature degree Celsius oc used to give ambient reference temperature for wire 

resistance standards, oil temperature 

Pressure kilo pascal kPa measure pressure in air lines 

Flow rate (liquids or gases) litres per minute l/min air flow for heating or cooling 

litres per hour 1/h pump or metering capacities 

*Kelvin may be used in some product specifications or technical reports. -273°C = 0 K, 0°C = 273 K, 100°C = 373 K. 

NOTE: All other electrical units are currently metric and they will not change. 

NEMA will be issuing information on electrical metric standards in the future. 

Table 2 

13 
14 

TRYING OUT METRIC UNITS 

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

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

Then actually measure the item and write down your answers using the 14. Measure a wood bit used 

correct metric symbols. The more you practice, the easier it will be. to bore a hole for service 

entrance cable 

Estimate Actual 15. Measure the thickness of 

the entrance wall 

Length Area 

1. Height of outlet from floor 

16. Desk top 

2. Length of a wall 17. Classroom floor 

3. Length of a fixture 

18. Workbench 

4. Cartridge fuse length 19. Power panel base 

5. Width of a double 

circuit breaker 20. Area of room for lighting 

6. Diameter of 000 21. Area needed to install 

gage wire control panel 

7. Height of switch from floor Volume/Capacity 

8. Strip and measure a 

22. Junction box 

piece of wire for connection 

to a switch 

23. Octogon box 

9. Length of wire needed 

24. Single gang old work box 

for underwriter's knot 25. Locker 

10. Outside diameter of thin 

wall conduit 26. Handy box 

11. Inside diameter of rigid 27. Capacity of a tank 

conduit 28. Piece of rigid conduit 

12. Thickness of the wall 29. Small box of rigid conduit 

30 Wire capacity of a 13 rom 13. Measure length of wood conduit using 3 No. 10 

screw used for fastening THW gage wire service entrance cable clamp 

NTER ""'VOCAT>ONAL 'DUCATOON Exercise 6 
15 

Estimate Actual SAMPLE METRIC DRAWING 

Mass 

31. Piece of pipe REAR 

32. Motor 0 

I 33. Light fixture I 

34. Electric panel I 

7.4 m I 

35. 3 metre stick of rigid b- ---- ---- ---e conduit s : 

36. 3 metre stick of thin : I 

wall conduit 

37. Wall clock 0 FLOOR PLAN 38. Wire stripper ELECTRICAL 

39. A litre of water (net) / ?41' Temperature 

40. Outside 

41. Inside 

42. Hot water tap 

s 

43. Cold water tap c.o 

44. Water-cooler water 

45. Transformer oil 

46. Temperature of motor 

bearing 

0 Conduit bent towards you 

e Conduit bent away from you 

--- Conduit in floor 

- Conduit in wall 

Exercise 6 (continued) 
16 

WffiiNG WITH METRICS 

It is important to know what metric measurement to use. Show 13. Temperature of hot water from what measurement to use in the following situations. the tap 

1. Length of conduit needed from 14. Diameter of a solenoid 

ceiling to switch box. 

15. The depth of a power control 

2. Determine the dimensions of a console 

wall support needed for 13 mm 

conduit. 16. Length of a porcelain insulator 

3. Measure the intervals for support 17. Length of a fluorescent fixture 

clamps for 13 mm conduit. reflector . -

4. Measure the length of cable needed 18. Diameter of a pipe for power 

to run a switch loop from ceiling entrance 

outlet to the wall switch in the room. 

19. Length of fire extinguisher 

5. Depth of ditch needed for an under- - ground wire to be used for a ground. 20. Cut opening in panel for 

6. The distance from the ground to installin~ an AC voltmeter 

the weatherhead. 21. Length of extension cord 

7. Height of meter on outside wall. needed to provide power to 

the center of the classroom 

8. Capacity of wash basin. 

22. Length of three wire cable used 

9. Fuel tank capacity of a portable in residential wiring 

power generator. 

23. Circular mil of entrance cable 

10. Width of the wire groove in porcelain 

insulators used for the service wires. 24. Thickness of copper wire including 

insulation that is used for wiring a 

11. Measure a pipe that would be needed chime 

to accommodate four wire, three phase 

electric service, 500 amperes. 25. Distance of outlet switch from 

floor 

12. Measure the length of a coupling used 

with rigid conduit. 26. Drill bit for holes for wiring runs 

Exercise 7 
WIRING WITH METRICS 

27. Dimensions of outlet box: 

a. Length 

b. Width 

c. Thickness 

_j'~ 28. Dimensions of screw for installing 

duplex outlet: ... ~ 

a. Length 

b. Diameter 

29. Length of screwdriver blade 

30. Length of wire needed from ceiling 

outlet to wall switch 

31. Measure the longest wire run from 

the entrance box 

32. Compute the area of a small 

room 

33. Volume of an old work box 

-

/ 

/ 

SCALE: 

METRIC BLUEPRINT 

I I 

s $ 

OUTLET 

BEDROOM-! 

I 

2.2m l 'I 2.2m 

4.4m 

lmm = 50mm 

. -----;-; 

/ 

/ 

e 

co 

0 

...;. 

v 

/ 

/ 

/ 

Exercise 7 

(continued) 

17 
18 

UNIT3 

OBJECTIVE 

The student will recognize and use metric equivalents. 

• Given a metric unit, state an equivalent 

in a larger or smaller metric unit. 

SUGGESTED TEACHING SEQUENCE 

1. Make available the Information Sheets 

( 3 - 8) and the associated Exercises 

(8 - 14), one at a time. 

2. As soon as you have presented the 

Information, have the students complete 

each Exercise. 

3. Check their answers on the page titled 

ANSWERS TO EXERCISES AND 

TEST. 

4. Test performance by using Section B of 

"Testing Metric Abilities." 

METRIC-METRIC EQUIVALENTS 

Centimetres and Millimetres 

(

fllllllljlllljlllljlllljlllljlllljlllljlllljlllljlllljlllljllllj 

1 2 3 4 5 6 (

jlllljlllljlllljlllljlllljlllljlllljlllljllllJilll 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 c~ntimetres in one metre. Thus, 

2m = 2 x 100 ern = 200 ·em, 

3m = 3 x 100 ern = 300 ern, 

8 m = 8 x 100 ern = 800 em, 

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

There are 1 000 millimetres in one metre, so 

2 m = 2 x 1 000 rnm = 2 000 rnm, 

3 rn = 3 x 1 000 rnrn = 3 000 rnrn, 

6 rn = 6 x 1 000 rnm = 6 000 rnrn, 

24 rn = 24 x 1 000 rnm = 24 000 rnrn. 

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 rn = 0.75 x 1 000 rnrn 

75 

100 x 1 000 rnrn 

1 000 

75 x 100 rnrn 

75 x 10 rnrn 

750 rnrn . This means that 0.75 rn = 750 mrn. 

Information Sheet 4 

Fill in the following chart. 

metre centimetre millimetre 

Ill ern rnrn 

1 100 1000 

2 200 

3 

9 

5 000 

74 

0.8 80 

0.6 600 

2.5 25 

1~8 

639 

Exerc ise 9 

Millilitres to Litres 

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

2 000 rnillilitres is the same as 2 litres, 

3 000 rnl is the same as 3 litres, 

4 000 rnl is the same as 4 litres, 

12 000 rnl 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 

Or 

1 000 rnl = 1 000 litre = 1 litre. 

2 000 2 000 rnl = 1 000 litres = 2 litres. 

And, as a final example, 

28 000 

28 000 rnl = 1 000 litres = 28 litres. 

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

worked the same way, 

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

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

Change 57 millilitres to litres. 

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

litre). 

Information Sheet 5 

Now you try some_ Complete the following chart. 

rnillili tres litres 

(rnl) (I) 

3 000 3 

6 000 

8 

1~ 000 

23 

300 0.3 

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 mi. 

Information Sheet 6 

Now you try some. Complete the following chart. 

litres millilitres 

I ml 

8 8 000 

5 

46 

32 000 

0.4 

0.53 

480 Exercise 11 

Grams to Kilograms 

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

2 000 grams is the same as 2 kilograms, 

5 000 g is the same as 5 kg, 

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

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

changing from millilitres to litres. 

Information Sheet 7 

Try the following ones. 

grams kilogr;uns 

g kg 

4 000 4 

9 000 

23 000 

8 

300 

275 

NT£R ""'VOCAnoNAL EOUCATK>N 

Exercise 12 

Kilograms to Grams 

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

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

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

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

Information Sheet 8 

Complete the following chart. 

kilograms grams 

kg g 

7 7 000 

11 

25 000 

0.4 

0.63 

175 Exercise 13 

Changing Units at Work 

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

different metric units. Practice changing each of the following to 

metric equivalents by completing these statements. 

a ) 500 em of wire is m 

b) 250 ml of solution is 1 

c ) 5 em diameter pipe is mm 

d ) 2 500 g of oil is kg 

e ) 120 mm of tape is em 

f ) 0.25 litre of liquid solvent is ml 

g ) 2 000 kg of compound is t 

h ) 0.5 litre of concentrate is ml 

i ) 2 m board is mm 

j ) 500 g of nails is kg 

k) 500 ml of cleaner is 1 

1 ) 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 

Exercise 14 
UNIT 4 

OBJECTIVE 

The student will recognize and use 

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

• Give metric and Customary tools, 

instruments, or devices, diff~ntiate 

between metric and Customary. 

• Given a residential electricity task, 

select and use an appropriate tool, 

instrument or device. 

• Given a metric measurement task, 

judge the metric quantity within 

25% and measure within 5% accuracy. 

SUGGESTED TEACHING SEQUENCE 

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

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

and display in separate groups at learning 

stations. 

2. Have students examine metric tools and 

instruments for distinguishing characteristics and compare them with Customary 

tools and instruments. 

3. Have students verbally describe characteristics. 

4. Present or make available Information 

Sheet 9. 

5. Mix metric and Customary tools or 

equipment at learning station. Give 

students Exercise 15 and the 

appropriate Exercise 16. 

6. Test performance by using Section C 

of "Testing Metric Abilities." 

o::3C,NT>R >OR VOCATOON~ >DUCAHON 

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 desig.ed 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. Fill a can with 2 litres of lubricating oil S.A.E. 30. 

2. Get 5 kilograms of rags for your work area. 

3. Measure the volume of a small room for a new control 

console installation. 

4. Take the temperature of the room. 

5. Determine the distance between adjacent work benches. 

6. Estimate the maximum length of screws needed to mount 

a motor on a machine. 

7. Measure the length of a standard section of conduit. 

8. Order a small spool of number 20 magnet wire. 

9. Measure the length of one of the welding electrodes on 

a spot welder. 

10. Measure the width of an electric motor pulley for selecting 

a belt. 

11. Find the length of wire cable needed to hook-up a motor 

from an overhead buss bar. 

12. Measure the diameter of an electric motor drive shaft. 

13. Measure the length of bare wire to put around the contact 

screw on a male plug. 

14. Determine how much wire is needed for a "T" splice. 

15. Measure the length of conduit needed to suspend a 

fluorescent fixture from the ceiling. 

16. Measure the size wrench needed to tighten the mounting 

nut on a rotary switch. 

~R "'"VOCATOONAL EDUCAT""' 

17. 

18. 

19. 

20. 

21. 

22. 

23. 

Measure 6 metres of entrance cable from the spool. 

Make the measurements for the wire which was used to 

wire your classroom switches and outlets. 

Determine how much conduit is needed in your classroom 

according to the local code. 

Select the coupling needed to butt two conduits 

together. 

Measure the ambient temperature of a running electric 

motor. 

Measure the diameter of the spark plug from a portable 

power unit. 

Locate the support pole for the service entrance cable. 

24. Select the needed tool to secure a conduit to a switch box. 

25. 

26. 

27. 

28. 

29. 

30. 

31. 

32. 

33. 

Measure the spacing between the room lights. 

Compute the area of the tool room. 

Measure 10 metres of 6 mm wire. 

Fill an order for a spool of 2 mm wire. 

Measure an outlet box to contain two switches. 

Determine the shipping mass of 12 ceiling outlet boxes. 

Select the drill bit for a 6 mm non-metallic three-wire cable. 

Determine the size of a clamp to fasten the entrance cable 

to the building. 

Find the mass of any piece of common house wire 20 metres 

long to determine the spacing of support staples. · - ·-·· 

Exercise 15 
MEASURING UP IN 

COMMERCIAL ELECTRICITY 

For the tasks below, estimate the metric measurement to within 

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

to within 5% of actual measurement. 

1. Width of an "I" beam. 

2. Temperature of cooking area. 

3. Width of luminaire reflectors 

in room. 

4. Length of luminaire reflectors 

in room. 

5. Length of chain used to suspend 

luminaires. 

6. Dimensions of a weatherproof 

outlet box: 

a. Width 

b. Height 

7. Height of fuse panel. 

8. Length of the threads cut on the 

end of a rigid conduit. 

9. Thickness of dry wall: 

a. Side wall 

b. Ceiling 

10. Size of hole needed to install a 

junction box: 

a. Length 

b. Width 

11. The width and height of a raceway 

that would be required to accept 

three No. 12 gage wires THW: 

a. Length 

b. Width 

~ONTER O'OR VOCATOONAL EDUCATOON 

Estimate Verify 

Exercise 16 

(Commercial Electricity) 

MEASURING UP IN I INDUSTRIAL ELECTRICITY 

For the tasks below, estimate the metric measurement to within 

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

to within 5% of actual measurement. 

1. Physical dimensions of an 

electrical motor. 

2. Mark on a wall the location of an 

outlet according to code. 

3. Length of a fluorescent tube. 

4. Dimensions of a ballast: 

Height 

Width 

5. Measure a replacement bushing 

for an electric motor armature. 

6. The dimensions of a safety cover 

for an electric motor. 

7. How much oil will a lubrication 

cup on a machine hold. 

8. Dimensions of a control console: 

Width 

Length 

9. Volume of a control console. 

10. Measure the height of a voltage 

transformer. 

11. Measure the diameter of nine 

pairs of bell wire. 

Estimate Verify 

Exercise 16 

(Industrial Electricity) 

23 
24 

MEASURING UP IN 

RESIDENTIAL ELECTRICITY 

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. 

1. Height of wall outlet from floor 

2. Entrance box size: 

a. Height 

b. Width 

3. Temperature of room 

4. Height from floor for the 

installation of an electric 

dryer outlet 

5. Length of wires needed for the 

installation of the service 

entrance: 

a. Wire from meter box to 

the mast 

b. Wire from the meter to 

circuit breaker panel 

6. Compute the volume of your 

present room 

7. Using a part of the classroom 

wall, show how to locate the 

outlet in the visual, "Metric 

Blueprint" (p. 17). The outlet 

is to be placed halfway be- tween the doors 

8. Find what size hole is needed 

to mount an outdoor flood- light fixture on a house if a 

standard junction box is used 

9. The distance from the fuse box 

to an electric dryer receptacle 

10. Locate the center of the room 

to install a light fixture: 

a. Length 

b. Width 

R O'OR VOCATOONAL EDUCAnON 

Estimate Verify 

Exercise 16 

(Residential Electricity) 

Dl I I I I II 

_) 

.:::::: ~ UT lU ~ 

D '- __,) 

t------

t------

~ r--

t------
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. " 

HR >OR VOCATOONAC WUCATOO N 

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 ~sed with Exercise 17, Part 1 and Part 3. The 

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

1 em ::::: 0.39 inch 

1 m ::::: 3.28 feet 

1m::::: 1.09 yards 

1 km ::::: 0.62 mile 

1 cm2 ::::: 0.16 sq in 

1 m 2 :::::: 10.8 sq ft 

1m2 ::::: 1.2 sq yd 

1 hectare ::::: 2. 5 acres 

1 cm3 ::::: 0.06 cu in 

1 m3 :::::: 35.3 cu ft 

1 m 3 :::::: 1.3 cu yd 

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 cu ft ::::: 0.03 m3 

1 cu yd::::: 0.8 m3 

1 ml ::::: 0.2 tsp 

1 ml :::::: 0.07 tbsp 

1 1 ::::: 33.8 fl oz 

11 ::::: 4.2 cups 

11 ::::: 2.1 pts 

1 1 ::::: 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 l 

1 qt :::::: 0.95 l 

1gal ::::: 3.79l 

1 oz:::::: 28.3 g 

1 lb :::::: 0.45 kg 

1 ton :::::: 907.2 kg 

1 psi :::::: 6.895 kPa 

*Adapted from Let's Measure Me tric. A Teacher's Introduc tion to Metric Measurement. Division o f Educational 

Redesign and Renewal, Ohio Department of Educatio n, 65 S. Front Street, Columbus, OH -!3215. 197 5. 

Information Sheet 10 

25 
26 

CONVERSION TABLES 

SQUARE FEET TO SQUARE METRES 

ft ~ ' ft 2 m2 ft2 m2 ft m- 2 m2 

1000 92.90 100 9.29 10 0.93 1 0.09 

2000 185.81 200 18.58 20 1.86 2 0.19 

3000 278.71 300 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 ft2 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:3C ...... R RlA VOCATOONAL EDUCATOON Table 3 
27 

ANY WAY YOU WANT IT 

1. Your are working in an electrical supply store or warehouse. k) 876 ft.

2 - m2 n ) 1159 m2 - ft.2 

With the change to metric measurement some of the things l ) 46 ft. 2 = m2 0) 490m2 = ft.2 

you order, sell or use are marked only in metric units. You m) 1413 ft. 2 = m2 p) 68m2 = ft.2 

will need to be familiar with appropriate Customary equivalents in order to communicate with customers and suppliers 3. Complete the Requisition Form using the items listed. Convert 

who use Customary units. To develop your skill use the Table the Customary quantities to metric before filling out the form. 

on Information Sheet 10 and give the approximate metric Complete all the information (Date, For, Job No., etc.). quantity (both number and unit) for each of the following Requisition one of each of the following: Customary quantities. a ) 10 foot piece of 3/4 inch conduit 

b ) 1 quart of lubrication oil 

Customary Quantity Metric Quantity c ) 2 pound can of wire ease 

d) 250 foot coil of No. 12 electrical wire 

a ) 2 lb. of graphite e ) 1 carton of 48 inch 2-pin fluorescent lights 

b ) 2 qts. of lube oil 

REQUISITION 

c ) 3/4 in. conduit 

d ) 20 ft. of wire Date 

e ) 6 ft. piece of conduit For 

f ) two-gallon can 

g ) 4 in. square box Job No. Date Wanted 

h ) 8 in. needlenose pliers Deliver to 

i ) 6 fl. oz. of sjlicone spray QTY UNIT ITEM 

j ) 1/2 lb. of staples 

k) 1/2 in. screw 

l ) 2 miles 

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

a ) 90 ft.

2 = m2 f ) 800m2 = ft. 2 

b) 30ft.2 = m2 g) 1620 m2 = ft.2 

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

d ) 105 ft. 2 = m2 i ) 42m2 = ft.2 Approved by 

e ) 63 ft. 2 m2 J) 284m2 ft. 2 

Exercise 17 
28 SECTION A 

1. One kilogram is about the mass 

of a: 

[A) nickel 

[ B] apple seed 

[C) basketball 

[D 1 Volkswagen "Beetle" 

2. A square metre is about the 

area of: 

[A ] this sheet of paper 

[B] a card table top 

[ C ] a bedspread 

[D] a postage stamp 

3. The mass of 100 cond~o~it con· 

nectors is measured in: 

[A] millilitres 

[B] cubic metres 

[ C] kilograms 

[D] litres 

4 . The length of bolts and screws 

is measured in: 

[A] kilograms 

[B) millimetre& 

[C) metres 

[D) millilitres 

5. The correct way to write twenty 

grams is: 

(A] 20gms 

[B] 20 Gm. 

[C) 20 g. 

[D] 20 g 

~ ..... A •OR VOCATION~ WUCATOON 

6. The correct way to Wfi.te twelve 

thousand millimetres is: 

(A] 12,000 mm. 

[B) 12.000 mm 

[C) 12 OOOmm 

[D) 12 000 mm 

SECTIONB 

7. A board 20 centimetres wide 

is the same as: 

[A] 2 millimetres 

[B] 200 millimetre& 

[C 1 2 000 millimetre& 

[D] 0.2 millimetre 

8. An electric switch with a mass 

of 350 grams is the same as: 

[A ] 3 500 kilograms 

[B] 0.35 kilogram 

[C] 3.5 kilograms 

[D] 35 kilograms 

SECTIONG 

9 . For measuring millilitres 

you would use: 

[A] scale 

[B) container 

[C] pressure gage 

[D) ruler 

10. For measuring grams you 

would use a: 

[A] container 

[B) scale 

[C] pressure gage 

[D) ruler 

11. For measuring kilopascals 

you would use a: 

[A] container 

[B] scale 

[C) ruler 

[D) pressure gage 

12. For measuring in metres 

you would use a: 

[A] container 

[B) scale 

[C) tape 

[D ] pressure gage 

13. Estimate the length of the line 

segment below: 

[A I 23 grams 

[ f!) 6 centimetres 

[C) 40 millimetres 

[D] 14 pascals 

14. Estimate the length of the line 

segment below: 

f---1 

(A] 10 millimetres 

[B) 4 centimetres 

[C1 4 pascals 

[D] 23 milligrams 

SECTIOND 

15. The metric· unit which replaces 

the fluid ounce is: 

[A] litre 

[B] hectare 

[C] millilitre 

[D] gram 

16. The metric unit which replaces 

feet is: 

[A] kilogram 

[B) metre 

[C] millimetre 

[D] paseal 

TESTING METRIC ABILITIES 
17. The metric unit which Mplaces 

pounds is: 

[A] metric tons 

[B] grams 

[ C ] milligrams 

[D] kilograms 

18. The metric unit which replaces 

the gallon is: 

[A] cubic metre 

[B] millilitre 

[C) gram 

[D) litre 

Use this conversion table to answer questions 19 and 20. 

m2 ft.2 m2 

10 107.64 1 

20 215.28 2 

30 322.92 3 

40 430.56 4 

50 538.20 5 

60 645.83 6 

70 753.47 7 

80 861.11 8 

90 968.75 9 

19. The equivalent of 12m2 is: 

[A] 107.64 ft.2 

[B) 32.29 ft. 2 

[C) 36 ft. 2 

[D) 129.17ft.2 

ft.2 

10.76 

21.53 

32.29 

43.06 

53.82 

64.58 

75.35 

86.11 

96.87 

20. The equivalent of 64m2 is: 

[A] 968.75 ft.2 

[B) 64 ft.2 

[C) 688.89 ft. 2 

[D) 192ft.2 

Use this conversion table to answer questions 21 and 22. 

mm in. mm 

100 3.94 10 

200 7.87 20 

300 11.81 30 

400 15.74 40 

500 19.68 50 

600 23.62 60 

700 27.56 70 

800 31.50 80 

900 35.43 90 

21. The equivalent of 150 mm is: 

[A] 5.91 in. 

[B) 15 in. 

[C) 150 in. 

[D) 3.94 in. 

22. The equivalent of 610 mm is: 

[A] 6.1 in. 

[B) 28.84in. 

[C) 24.01 in. 

[D) 61 in. 

in. 

0.39 

0.79 

1.18 

1.57 

1.97 

2.36 

2.76 

3.15 

3.54 

TESTING METRIC ABILITIES 

29 
30 

ANSWERS TO EXERCISES AND TEST 

EXERCISES 1 THRU 6 

The answers depend on the items 

used for the activities. 

EXERCISE 7 

Currently accepted metric units of 

measurement for each question are 

shown in Table 2. Standards in each 

occupation are being established 

now, so answers may vary. 

EXERCISE 8 

a) 2.6 em 

b ) 58.3 em 

c) 9.4 em 

d ) 68.0 em 

e) 13.2 em 

f) 80.2 em 

g) 140.0 em 

h) 230.7 em 

EXERCISES 9 THRU 13 

Tables are reproduced in total. An- swers are in parentheses. 

Exercise 9 

metre centimetre millimetre 

m em mm 

1 100 1 000 

2 200 (2 000) 

3 (300) (3 000) 

9 (900 ) t9 0001 

(5) (500 ) 5 000 

7-± (7 400 ) (74 0001 

0.8 80 ( 8001 

0.6 (60 ) 600 

I (0.025 ) 2.5 25 

(0.1-±8 ) (14.8 } 148 

(6.39 ) 639 (6390) 

o::3'· NHR •OR VOCATOONAO WUCATOON 

Exercise 10 

millilitres 

ml 

3 000 

6 000 

(8 000 ) 

(14000 ) 

(23 000) 

300 

700 

(900) 

250 

( 470) 

275 

Exercise 11 

litres 

l 

8 

5 

46 

(32 ) 

0.4 

0.53 

(0 .48 ) 

Exerdse 12 

grams 

g 

-± 000 

9 000 

23 000 

(8 000 ) 

300 

275 

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 ) 

(23 ) 

8 

(0.3 ) 

(0.275) 

Exercise 13 

kilograms 

kg 

7 

11 

(25 ) 

0.4 

0.63 

(0.175) 

Exercise 14 

a ) 5 m 

b ) 0.25 litre 

c ) 50 mm 

d ) 2.5 kg 

e ) 12 em 

f ) 250 ml 

g ) 2 t 

h ) 500 ml 

grams 

g 

7 000 

(11 000) 

25 000 

(400) 

(630} 

175 

i ) 2 000 mm 

j ) 0.5 kg 

k ) 0.5 litre 

l ) 500 kg 

m) 1000 em 

n ) 25 mm 

o ) 240 em 

EXERCISES 15 AND 16 

The answers depend on the 

items used for the activities. 

EXERCISE 17 

Partl. 

a ) 0.9 kg g ) 10.16 em 

b ) 1.9 litres h ) 20.32 em 

c ) 1.905 em i ) 177.6ml 

d ) 6.1 m j ) 0.225 kg 

e ) 1.83 m k ) 1.27cm 

f ) 7.58 litres l ) 3.22 km 

Part 2. 

a) 8.36 m2 

b) 2.79 m2 

c ) 232.26 m2 

d ) 9.75 m2 

e) 5.85 m2 

f ) 8,611.13 ft. 2 

g ) 17,437.54 ft.

2 

h ) 5,360.42 ft. 2 

i ) 452.09 ft. 

2 

j ) 3,056.95 ft. 2 

k ) 81.38 m2 

I ) 4.28 m2 

m) 131.27 m2 

n ) 12,475.37 ft. 2 

0 ) 5,274.31 ft. 2 

p ) 731.94 ft. 2 

Part 3. 

a ) 3.05 m; 1.905 em 

b ) 0.95 litre 

c ) 0.9 kg 

d ) 76.25 

e ) 121.92 em 

TESTING METRIC ABILITIES 

1. c 9. B 16. B 

2. B 10. B 17. D 

3. c 11. D 18. D 

4. B 12. c 19. D 

5. D 13. B 20. c 

6. D 14. A 21. A 

7. B 15. c 22. c 

8. B 

-{;:{U. S. GOVERNMENT PRINTING OFfiCE: 1976- 757- 069/6214 Region No. 5- I I 
SUGGESTED METRIC TOOLS AND DEVICES 

NEEDED TO COMPLET~ MEASUREMENT TASKS 

IN EXERCISES 1 THROUGH 5 • ·,!. 

LINEAR · 

Metre Sticks · 

Rules, 30 cni 

Measuring Tapes, 150 em 

*Height Measure 

*Metre Tape, 10m 

*Truridl~ Whee'i 

*Area Me~~g Grid 

VOLUME/CAPACITY 

*NestingMeas~es, set of 5, 

50 ml - 1 000 ml 

Economy Beaker, set of 6, 

50 ml - 1 000 ml 

Metric Spoon; set <>f 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 

~OR VOCATIONAL ED~~ATION 

{.:. 

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 schqol suppliers. Also, check with yourschool district's 

math and science depimments and/or local industries for loan. of their 

metric measurement devices. 

1 Measuring devices currently are not available. Substit~te devices (i.e~, thermometer) 

may be used to complete the measurement task. ·. · 

Tools and Devices List