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 Architectural, Civil and Mechanical Drafting

- Trying Out Metric Units

- Building With Metrics

- Drafting With Metrics

- Drawing With Metrics

12

12

12

12

13

14

15

16

17

Unit 3

- Objective

- Suggested Teaching Sequence

- Metric-Metric Equivalents

- Changing Units at Work

18

18

18

18

20

Unit 4

- Objective

- Suggested Teaching Sequence

- Selecting and Using Metric Instruments, Tools and Devices

- Which Tools for the Job?

- Measuring Up in Architectural Drafting

- Which Tools for the Job?

- Measuring Up in Civil Drafting

- Which Tools for the Job?

- Measuring Up in Mechanical Drafting

21

21

21

21

22

22

23

23

24

24

Unit 5

- Objective

- Suggested Teaching Sequence

- Metric-Customary Equivalents

- Conversion Tables

- Any Way You Want It

25

25

25

25

26

27

Testing Metric Abilities 28

Answers to Exercises and Test 30

Tools and Devices List

References

TEACHING AND LEARNING 

THE METRIC SYSTEM 

This metric instructional package was designed to meet job-related 

metric measurement needs of students. To use this package students 

should already know the occupational terminology, measurement 

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

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

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

distribution. 

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

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

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

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

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

Classroom experiences with this instructional package suggest the 

following teaching-learning strategies: 

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

system fun. 

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

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

metric units to customary units can be confusing. 

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

by "doing." 

4. Students should have experience with measuring activities before 

getting too much information. 

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

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

too much material. 

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

This unit enables students to become familiar with the basic metric 

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

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

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

and gives experience with occupational measurement tasks. 

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

Unit 4 provides experience with recogmzmg and using metric 

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

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

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

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

occupation. 

Using These Instructional Materials 

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

exercises facilitate experiences with measurement instruments, tools, 

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

and measuring. 

This instructional package also was designed to accommodate a 

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

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

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

materials can be expanded by the teacher. 

Gloria S Cooper 

Joel H. :\lagisos 

Editors 

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

Bureau of Occupat iona l and Adu lt Education. U .S. Department of Health . Educa· 

t ion and Welfare . However. the opinions expressed herein do not necessarily 

reflect the posit1on o r po licy of the US. Office of Education and no offic ial 

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. Selec t, use, and read the 

appropriate measuring 

instruments for: 

3. State or show a 

physical reference for: 

4. Estimate within 25o/c 

of the actual measure 

5. Read correctly 

Linear 

(pp. 3. 4) 

millimetre (mm ) 

centimetre (em) 

metre (m) 

height, width, or 

length of objects 

metre stick , metric 

tape measure, and 

metric rulers 

RULES OF NOTATION 

Area 

(pp. 5. 6) 

square 

centimetre 

(cm2 ) 

square 

metre 

(m2) 

the area of 

a given surface 

EXERCISES 

Volume or Capacity 

(pp. 7. 8) 

cubic centimetre (cm 3 ) 

cubic metre 

(m3) 

litre (I) 

millilitre (ml) 

capacity of 

containers 

measurements 

on graduated 

volume measuring devices 

Mass Temperature 

(pp. 9 . 10) (p. 11) 

gram (g) degree Celsius 

tcl 

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 conunas, 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 (k llo) k 

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

kilometre km 12-minute walking distance 10 = 10 1 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 (mil'[) m 

hectare ha Football field including sidelines 

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

CJJ 

cubic metre m 3 A little more than a cubic yard 

Mass milligram mg Apple seed about 10 mg, grain of 

salt, 1 mg 

gram g Nickel about 5 g 

kilogram kg Webster's Collegiate Dictionary 

metric ton 

(1 000 kiloll!'ams) t Volkswagen Beetle 

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. Vilhere 

is the other end of the 

metre stick? Touch yourself at that end. 

THAT IS HOW LONG A l\JETRE IS! 

~NT£R '0R VOCATION~ 'DUCATOON 

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 ESTIMATE IN METRES 

1. 

2. 

3. 

4. 

;). 

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 column. 

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

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

"Metric l\1arvel." 

Height of door knob 

from floor. 

Height of door. 

Length of table. 

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 cPntimetres in onP metre 1f therP <UP 4 mPtrP~ and 

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

+ 3 em] . 

A. DEVELOP A FEELING FOR THE SIZE OF A CENTilVIETRE 

B. 

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

How wide is it? em 

2. Measure your thumb from the first joint to the end. 

em 

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

em 

4. Measure your index or pointing finger. How long is it? 

em 

5. Measure your wrist with a tape measure. \\~hat is the distance 

around it? em 

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

DEVELOP YOUR ABILITY TO ESTIMATE IN CENTIMETRES 

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

following items, follow the procedures used for estimating in 

metres. 

1. Length of a paper 

clip. 

2. Diameter (width) 

of a coin. 

3. Width of a 

postage stamp. 

4. Length of a 

pencil. 

5. Width of a sheet 

of paper. 

Estimate 

(em) 

"Measurement 

(em) 

How Close 

Were You? 

~ .... R roR VOCATION~ <DUCATOON 

III. THE MILLIMETRE (mm) 

There are 10 millimetres in onP cPntimPtrP When a measurPment 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\TILLIMETRE 

Using a ruler marked in millimetres, measure: 

1. Thickness of a paper clip wire. mm 

2. Thickness of your fingernaiL mm 

3. Width of your fingernail. mm 

4. Diameter (width)of a coin. mm 

5. Diameter (thickness) of your pencil. mm 

6. Width of a postage stamp. mm 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN MILLIMETRES 

1. 

2. 

3. 

4. 

5. 

6. 

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

following items, follow the procedures used for estimating in 

metres. 

Thickness of a 

nickel. 

Diameter (thickness) 

of a bolt. 

Length of a bolt. 

Width of a sheet 

of paper. 

Thickness of a board 

or desk top. 

Thickness of a 

button. 

Estimate 

(mm) 

How Close 

"Measurement Were You? 

(mm) 

Exercise 1 
AREA MEASUREMENT ACTIVITIES 

Square Centimetre, Square Metre 

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

SAYING HOW !vlANY SQUARES OF A GIVEN SIZE IT TAKES TO 

COVER THE SURF ACE. 

I. THE SQUARE CENTlMETRE (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. 

You are now ready to develop your ability to estimate 

in square centimetres. 

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

following items, follow the procedures used for estimating in 

metres. 

Index card. 

Book cover. 

Photograph. 

Window pane or 

desk top. 

Estimate 

(cm2 ) 

Measurement 

(cm2 ) 

How Close 

Were You? , 

II. THE SQUARE METRE (m2 ) 

A. DEVELOP A FEELING FOR A SQUARE METRE 

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

is one metre long and one metre wide. 

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

big it is. 

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

look. See how much floor space it covers. 

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

much space it covers. 

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

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

take to cover the door? m2 

THIS IS HOW BIG A SQUARE METRE IS! 

Exercise 2 

(continued on next page) 
6 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE ·cENTIMETRE GRID 

METRES 

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

procedures used for estimating in metres. 

How Close 

Estimate Measurement Were You? 

(m2) (m2) 

1. Door. 

2. Full sheet of 

newspaper. 

3 . Chalkboard or 

bulletin board. 

4. Floor. 

5. Wall. 

6. Wall chart or poster. 

7. Side of file cabinet. 

~..,.A FOR VOCA"OONAL <DUCAT>ON Exercise 2 
VOLUME MEASUREMENT ACTIVITIES 

Cubic Centimetre, Litre, Millilitre, Cubic Metre 

I. THE CUBIC CENTIMETRE (cm3 ) 

A. DEVELOP A FEELING FOR THE CUBIC CENTil\1ETRE 

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

height, and width in centimetres. 

THAT IS ONE CUBIC CENTIMETRE! 

2. Find the volume of a plastic litre box. 

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

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

b. Place another ROW of cubes against an adjoining side 

of the box. How many rows fit inside the box 

to make one layer of cubes? ___ _ 

How many cubes in each row? ___ _ 

How many cubes in the layer in the bottom of the 

box? ___ _ 

c. Stand a ROW of cubes up against the side of the box. 

How many LAYERS would fit in the box? ___ _ 

How many cubes in each layer? ___ _ 

How many cubes fit in the box altogether? ___ _ 

THE VOLUME OF THE BOX IS ___ CUBIC 

CENTIMETRES. 

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

centimetres. Length em; width em; 

height em. Multiply these numbers to find 

the volume in cubic centimetres. 

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

~ENT<R O'OR VOCATOONAL EOUCATOON 

B. DEVELOP YOUR ABILITY TO ESTil\IA TE IN CUBIC 

CENTIMETRES 

1. 

You are now ready to develop your ability to estimat e 

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 ) 

Measurement 

(cm3 ) 

How Close 

Were You? 

2. Freezer container. 

3. Paper clip box. 

4. Box of staples. 

II. THE LITRE (l) 

A. DEVELOP A FEELING FOR A LITRE 

1. Take a one litre beaker and fill it with 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 

III. 

B. DEVELOP YOUR ABILITY TO ESTn1ATE IN LITRES 

You are now ready to develop your ability to est1mate in 

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

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

litre. To write two and three-fourths litres, you w1ite 

2.751, or 2.75 litres. 

For each of the following items, use the procedures for 

estimating in metres. 

Estimate Measurement 

(l) {l) 

1. Medium-size 

freezer container . 

2. Large freezer 

container. 

3. Small fre ezer 

container. 

4. Bottle or jug. 

THE ~IILLILITRE (ml) 

How Close 

Were You? 

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 cm3 holds 1 ml. 

2. Fill a 1 mil ilitre measuring spoon with rice. Empty the 

spoon into your hand . Carefuliy 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 !\1ILLILITRES, OR ONE TEASPOON! 

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

pile on the paper. 

THAT IS 15 MILLILITRES, OR ONE TABLESPOON! 

~'NT'R '0R VOCAnQNAC WUCAT>ON 

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 l\1ETRE (m3 ) 

A. DEVELOP A FEELING FOR A CUBIC METRE 

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

2. Measure a metre UP the wall. 

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

THAT IS THE VOLUME OF ONE CUBIC METRE! 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN CUBIC l\1ETRES 

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

1. Office desk. 

2. File cabinet. 

3. Small room. 

Estimate 

(m3) 

How Close 

Measurement Were You? 

(m3) 

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 lise when 

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

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

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

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

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

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

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

The symbol for gram is g. 

The symbol for kilogram is kg. 

There are 1 000 grams in .one kilogram, or 1 000 g = 1 kg. 

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

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

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

I. THE KILOGRAM (kg) 

DEVELOP A FEELING FOR THE MASS OF A KILOGRAM 

Using a balance or scale, find the mass of the items on the table. 

Before you find the mass, notice how heavy the object "feels" 

and compare it to the reading on the scale or balance. 

~ENT£R "'"VOCAnONAC EOUCATOON 

Mass 

(kg) 

1. 1 kilogram box. 

2. Textbook. 

3. Bag of sugar. 

4. Package of paper. 

5. Your own mass. 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN KILOGRAMS 

1. 

2. 

3. 

4. 

5. 

For the following items ESTIMATE the mass of the object in 

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

of the object. Write the exact mass in the MEASUREMENT 

column. DeterminE? how close your estimate is: 

Bag of rice. 

Bag of nails. 

Large purse or 

briefcase. 

Another person. 

A few books. 

Estimate 

(kg) 

Measurement 

(kg) 

How Close 

Were You? 

Exercise 4 

(continued on next page) 

9 
10 

II. THE G RAI\1 (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 artd 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! 

B. DEVELOP YOUR ABILITY TO ESTIMA.TE 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 fivf> gram cubes 

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

used for estimating in kilograms. 

Two thumbtacks. 

Pencil. 

Two-page letter 

and envelope. 

Nickel. 

Apple. 

Package of 

margarine . 

Estimate 

(g) 

How Close 

Measurement Were You? 

(g) 

Exercise 4 
TEMPERATURE MEASUREMENT ACTIVITIES 

Degree Celsius 

I. DEGREE CELSIUS tC) 

Degree Celsius 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. 

~ OOR VOCAnoNAL EDUCATION 

B. DEVELOP YOUR ABILITY TO ESTil\1ATE IN DEGREES 

CELSIUS 

11 

For each item. ESTIMATE and write down how many degrees 

Celsius you think it is. Then measure and write the :MEASURE-

:MENT. See how close your estimates and actual measure1. 

2. 

3. 

4. 

5. 

ments are. 

l.\1ix some hot and 

cold water in a 

container. Dip your 

finger into the 

water. 

Pour out some of 

the water. Add some 

hot water. Dip your 

finger quickly into 

the water. 

Outdoor temperature. 

Sunny window sill. 

l\lix of ice and water. 

6. Temperature at 

floor. 

7. Temperature at 

ceiling. 

How Close 

Measurement Were You? 

(C) 

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." 

G:::3 C£NT£R >OR VOCAT>ONAL WUCATOON 

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. VJhat kinds of jobrelated tasks use measurement? Think of the many different kinds of measurements you 

now make and use Table 2to 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 ARCHITECTURAL, CIVIL,AND MECHANICAL DRAFTING 

Quantity Unit Symbol Use 

Length micrometre IJm. Surface finishes.* 

millimetre mm Chamfer; length and diameter of screws and bolts; t olerances; 

drill hole size; tool sizes; length of a metric drafting scale; 

pencil lead diameter; bolt radius; length and width of drafting 

paper; fixture dimensions. 

centimetre em Length of drafting table ; 'radius; length of a T-square; panel 

and pavement thickness. 

metre m Length of bar stock, wire, and rolls of white print paper; road 

width; curve radius; h ouse plan; wall and floor length, wall 

height. 

kilometre km Plat; surveys; landscaping; hauling distance; road construction. 

Area square millimetre mm2 Cross-sectional area of wire, reinforcing rod and pipe. 

square centimetre cm2 Area of drafting paper; size of openings; cross sections. 

square metre m2 Floor area; sidewalk; driveways; ventilating systems. 

hectare ha 

square kilometre Km2 

Survey; plats. 

Volume/Capacity cubic millimetre mm3 Metal removal. 

cubic centimetre cm3 Volume of hydraulic cylinder engine displacement; capacity 

of small tanks and containers.** 

cubic metre m3 Concrete; earth excavation; landfill; backfill; sand and gravel; 

tack coat. 

millilitre ml Ink; rubber cement; thinner; tanks and containers; measuring 

granular substance by volume; bottle of ammonia; spray 

marking paint. 

litre 1 Water heater; liquid or gas tanks**; pool specifications. 

Mass gram g Powdered plastic; small finished products; erasing compound; 

soil samples; concrete coloring. 

kilogram kg Steel; structural materials; furnishings and equipment. 

metric ton t Steel; machinery; equipment; concrete; sand; gravel; fill; 

asphalt. 

Pressure kilo pascal kPa Pressure in auto tires; air, gas, plumbing or hydraulic systems; 

pressure for air brush. 

*Surface finish is given in micrometres. 

Example: o/ is a super finish similar to a very fine buff, lap, bumish, or bright polish. Suitable for raceways, ball bearings, and rollers of antifriction bearings. 

Note : The roughness values are the average deviation in micrometres. 1 micrometre = .001 mm. 

**Tank and container capacities, and engine displacement can be given either in rnillilitres and litres or in cubic centimetres and cubic metres. a3 C£""R FOA VOCATIONAL 'DUCATOON 

Table 2 

13 
14 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. Estimate Actual 

Then actually measure the item and write down your answers using the 24. Window pane 

correct metric symbols. The more you practice, the easier it will be. 25. Sheet of drafting paper 

Estimate Actual Volume/Capacity 

Length 26. Small bottle 

1. Palm width 27. Desk drawer 

2. Hand span 28. Length of pipe 

3. Your height 29. Cylinder 

4. Wall height 30. Cabinet 

5. Pavement width 31. Bathtub 

6. Tree diameter 32. Dump truck bed 

7. Brick 33. Bucket 

8. Room width 34. Small box or package 

9. Ceiling height 35. Room 

10. Sidewalk width Mass 

11. Shrub height 36. Textbook 

12. Window length 37. Nickel 

13. Length of a city block 38. Yourself 

14. Door height 39. Brick 

15. Door opening width 40 . A quantity of dirt 

Area 41. A litre of water (net) 

16. Desk top 42. Paper clip 

17. Floor 43. Piece of steel 

18. Pavement surface between 44. Sheet of plywood 

two points 45. Wall stud 

19. Parking lot 

20. Sidewalk between two points Temperature 

21. Wall 46. Room 

22. Lawn 47 . Outside 

23. Ceiling 48. Hot tap water 

49. Ice water 

o::3'"VT£R •OR VOCATOONA>. <OUCA TOON 

Exercise 6 
BUILDING WITH METRICS 

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

what measurement to use in the following situations. 

1. Height of wall 

2. Width of door opening 

3. Dimensions of window 

4. Length of wall stud 

5. Dimensions of plywood 

6. Capacity of pipe 

7. Capacity of heating duct 

8. Area of floor 

9. 

I 

Area of wall 

10. Mass of plywood sheet 

11. Thickness of brick ledge 

12. Height of foundation 

13. Area of living space 

14. Volume of living space 

15. Window glass area 

16. Wall stud spacing ' 

17. Water pressure 

18. Soil percolation 

19. Foundation depth 

G:3'NTER 'OR VOCATOONAL WUCATOON 

20. Length of brick 

21. Width of mortar joint 

Dl I 

~ 

-

-

ll 

~ 

r-----

I I IT 

~ """"' 

c ~ 

U11IJ 

"---- __,) 

C) 

Exercise ·7 

(Architectural Drafting) 

15 
16 

DRAFTING WITH METRICS 

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

what measurement to use in the following situations. 

1. Length and width of table top 

2. Length and width of drafting paper 

3. Area of table top 

4. Area of drafting paper 

5. Volume of classroom 

6. Mass of yourself 

7. Mass of contents of room 

8. Area of walls of the room 

9. Span of compass 

10. Span of beam compass 

11. Temperature of room 

I 

12. Mass of sand 

13. Mass of water 

I 

14. Height of concrete slump 

15. Depth of beam flex 

16. Melting point of steel 

17. Swimming pool capacity 

18. Mass of water in swimming pool 

19. Capacity of dump truck box 

~ENn'R O'OR VOCATOONAC EDUCAT>ON 

20. Pressure in water pipe 

21. Angle of highway curve 

22. Distance between two towns 

Dl I I 

""" r---- [J :---- ,_. -

r----

I If 

~ ,;:: ::lJ 

UJ TU 

"-- _,) 

C) 

Exercise 7 

(Civil Drafting) 
DRAWING WITH METRICS 

It is important to know what metric measurement to use. Show 20. what measurement to use in the following situations. 

1. Length and width of table top 21. 

2. Length and width of drafting paper 22. 

3. Area of table top 

4. Area of drafting paper 

5. Volume of ink bottle 

6. Volume of inking pen 

7. Thickness of sheet of paper 

8. Thickness of a ream of paper 

9. Pencil thickness 

10. Pencil lead diameter 

11. Area of cross section of pencil lead 

12. Span of compass 

13. Span of beam compass 

14. Area of triangle 

15. Angles of a triangle 

16. Length of a piece of bar stock 

17. Thickness of a drawing template 

18. Dimension of arrow heads 

19. Surface finish on a machined surface 

o:::3'"""R FOR VOCATK>NAL <DUCATOON 

Length of roll of blueprint or 

white print paper 

Bolt dimensions 

Tolerance dimensions 

Dl I I 

~ 

[J - ,.... -

r---

I I Ir 

.) 

&:: ~ 

UI TlJ 

"- __,) 

~ 

Exercise 7 

(Mechanical Drafting) 

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." 

a:3 CENT<R roR VOCATOONAC <OUCATOON 

METRIC-METRIC EQUIVALENTS 

Centimetres and Millimetres 

~ > 

(

llllljlllljlllljlllljlllljlllljlllljllllj lllljl llljlllljlllljllliJ 

, 2 3 4 5 6 (

jlllljlllljlllljlllljlllljlllljlllljlllljlllljlllljlllljlllljlllljlll 

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 ) 132mm = em 

b) 583 mm-= em f ) 802mm = em 

c ) 94mm = em g ) 1400 mm em 

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

Exercise 8 
Metres, Centimetres, and Millimetres 

There are 100 centimetres in one metre. Thus, 

2m = 2 x 100 em = 200 em, 

3m = 3 x 100 em = 300 em, 

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

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

There are 1 000 millimetres in one metre, so 

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

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

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

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

From your work with decimals you should know that 

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

one-fourth of a centimetre can be written 0.25 em 

(twenty-five hundredths of a centimetre). 

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

millimetres, you would multiply by 1 000. So 

0.75 m = 0.75 x 1 000 mm 

75 

100 x 1 000 mm 

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 1 000 

2 200 

3 

9 

5 000 

74 

0.8 80 

0.6 600 

2.5 25 

U8 

639 

Exercise 9 THE CENTER FOR VOCATION A L EDUCATIO N 

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. 

19 

Since there are 1 000 milli1itres in each litre, one way to change milli· 

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

1 000 

Or 

1 000 ml = 1 000 litre = 1 litre. 

2 000 

2 000 ml = 1 OOO litres = 2 litres. 

And, as a final example, 

28 000 

28 000 ml = 1 000 litres = 28 litres. 

What if something holds 500 ml? How rn.any 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. 

millilitres litres 

(ml) (!) 

3 000 3 

6 000 

8 

14 000 

23 

300 0 .3 

700 

0.9 

250 

0.-l/ 

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 

1 ml 

8 8 000 

5 

46 

32 000 

0.4 

0.53 

480 Exercise 11 

Grams to Kilograms 

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

2 000 grams is the same as 2 kilograms, 

5 000 g is the same as 5 kg, 

700 g is the same as 0. 7 kg, and so on. 

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

changing from millilitres to litres. 

Information Sheet 7 

Try the following ones. 

grams kilograms 

g kg 

4 000 4 

9 000 

23 000 

8 

300 

275 Exercise 12 

Kilograms to Grams 

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

-1 kg = -f X 1 000 g = -f 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 

a ) 5 em diameter pipe is mm 

b ) 2 500 kg of soil is t 

c ) 50 x 800 mm board is em 

d ) 0.25 litre of solvent is ml 

e ) 240 em of rope 1s m 

f ) 65 em stud spacing is m 

g ) 0.5 t of copper is kg 

h ) 2 m board is mm 

i ) 500 g of nails is kg 

j ) 120 x 240 em sheet is mm 

k ) 250 ml of solution is I 

1 ) 10 m of wire is em 

m) 1 em mortar joint is mm 

n ) 2 kg of brick is g 

o ) 1 m x 2.1 m door is mm 

p ) 500 ml of oil is l 

q ) 3 em nail is mm 

r ) 50 m wall length is em 

s ) ·2 500 g of cement is kg 

t ) 120 mm diameter tree is em 

u ) 0.5 litre of dye is ml 

v ) 2 400 mm wall panel is em 

Exercise 14 
UNIT 4

OBJECTIVE 

The student will recognize and use 

instruments, tools, and dev~ces 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 1% accuracy. 

SUGGESTED TEACHING SEQUENCE 

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

°C thermometer, micrometer, drafting 

scales, templates, measuring tapes, gages) 

and display in separate groups at learning 

stations. 

2. Have students examine metric tools and 

instruments for distinguishing characteristics and compare them with Customary 

tools and instruments. 

3. Have students verbally describe characteristics. 

4. Present or make available Information 

Sheet 9. 

5. Mix metric and Customary tools or 

equipment at learning station. Give 

students appropriate Exercises 15 

and 16. 

6. Test performance by using Section C 

of "Te·:ting Metric Abilities." 

~·~·· >OR VOCATOONAC <OUCMOON 

SELECTING AND USING 

METRIC INSTRUMENTS , TOOLS AND DEVICES 

Selecting an improper tool or misreading a scale can result in an improper plan, damaged 

materials, or injury to workers. For example, if the design flexing moment of a steel beam is 

0.5 mm, but was misread as 0.5 em, the longer flexing moment would cause undue stress and 

the beam would collapse; measuring a road bed width in yards by using a measuring tape 

dimensioned in metres would result in an improper survey or plan; and when the design 

tolerance of an axle bearing shaft is 0.001 m and the shaft is machined to 0.01 m, it will 

have too tight a fit and break. 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, hundred 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 tools and devices. 

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

they are metric. 

7. Don't force 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? 

MEASURING UP IN 

ARCHITECTURAL DRAFTING 

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. Measure length of board. 

2. Determine mass of a brick. 

3. Measure height of a wall. 

4. Measure width of a window. 

5. Find width and height of a door. 

6. Find capacity of a room. 

7. Calculate area of floor space. 

8. Find ceiling dimensions. 

9. Find paneling dimensions. 

10. Select lettering size on blueprint. 

11. Calculate wall weight. 

12. Measure panel thickness. 

13. Find beam flex. 

14. Check nail length. 

15. Find compression strength. 

~<NTER "'" VOCATOONAL '0UCATOON 

Exercise 15 

(Architectural Drafting) 

For the tasks below, estimate the metric measurement to within 

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

to within 1% of actual measurement. 

1. Length of table 

2. Width of table 

3. Length of paneling 

4. Width of paneling 

5. Wall height 

6. Window dimensions 

7. Doorway opening: 

a. length 

b. width 

8. Hall width 

9. Floor space 

10. Room capacity 

11. Stud dimension 

12. Heat register dimensions: 

a. length 

b. width 

13. Wall length 

14. Dimensions of drafting paper: 

a. length 

b. width 

15. Width of white print paper 

16. Angle of rafter slope 

17. Volume of ammonia in partlyfilled jug 

Estimate Verify 

Exercise 16

(Architectural 

Drafting) 
d 

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 

evices to: 

1. Adjust a compass to draw a circle. 

2. Adjust a beam compass to draw an arc. 

3. Calculate the scale of the drawing to fit on a sheet of paper. 

4. Calculate the area of an irregularly shaped plot of land. 

5. Survey a plot to determine area. 

6. Survey a project and figure the grade. 

7. Calculate the cut and fill on a project. -

8. Calculate the quantity of asphalt paving needed for a project. 

9. Calculate the amount of fill sand needed for a project. 

10. Calculate the amount of tack coat needed for a project. 

11. Test a core sample of concrete. 

12. Measure the percolation rate of the soil. 

13. Measure the overall length of a bolt. 

~ENTER FOR VOCATOONAC EOUCATOON 

Exercise 15 

(Civil Drafting) 

MEASURING UP IN CIVIL DRAFTING 

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. Length of a city block 

2. Mass of a concrete building block 

3. Cubic volume of sand 

4. Area of water main pipe 

5. Length of building 

6. Angle between three points 

7. Distance between two points 

8. Percolation rate of soil 

9. Slope of angle 

10. Radius of curbing 

11. Width of sidewalk 

12. Diameter of tree 

13. Tire air pressure 

14. Mass of ingredients of concrete 

prepared for a slump test : 

a. sand 

b. gravel 

c. cement 

d. water 

Estimate 

I 

Verify 

Exercise 16 

(Civil Drafting) 

23 

( 
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. Adjust the compass to draw a circle. 

2. Adjust the beam compass to draw an arc. 

3. Center a view on a piece of paper. 

4. Scale down a bookcase to fit a piece of drafting paper. 

5. Draw two tangents to a circle so that they intersect at 90°. 

6. Draw two tangents to a circle so that they intersect at 45° . 

7. Determine the cross hatch spacing on a cut away view. 

8. Draw a 24 mm circle in an isometric view. 

9. Measure a styrofoam cup. 

10. Measure the overall length of a bolt. 

11. Measure the angle of screw threads. 

12. Measure a root thread diameter. 

13. Measure the number of threads per mm. 

14. Order a drawing pen point by size. 

~·m£R •OR VOCATOONAL 'DUCATOON 

Exercise 15 

(Mechanical Drafting) 

MEASURING UP IN 

MECHANICAL DRAFTING 

For the tasks below, estimate the metric measurement to within 

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

to within 1% of actual measurement. 

1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

10. 

11. 

12. 

13. 

14. 

15. 

Length of table 

Width of table 

Length of a sheet of drafting paper 

Width of a sheet of drafting paper 

Temperature of the drafting room 

Height of table top 

Angle of slant of drawing board 

Bolt dimension (length and thread 

size) 

Extension of lead from mechanical 

pencil 

Size of pen point 

Angles of a triangle 

Degree of chamfer on a machined 

product 

Thread pitch of a bolt 

Hole diameter 

Diameter across flats of bolt head 

Estimate Verify 

Exercise 16 

(Mechanical Drafting) 

24 
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 TEACHLN"G 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 

1m ~ 1.09 yards 

1 km ~ 0.62 mile 

1 cm2 ~ 0 .1 6 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 m 3 ~ 35.3 cu ft 

1m3 ~ 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 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 m3 

1 ml ~ 0 .2 tsp 

1 ml ~ 0.07 tbsp 

1 l ~ 33.8 fl oz 

1 1 ~ 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 l 

1 qt ~ 0.95 l 

1 gal ~ 3.79 l 

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 Te.1cher's Introductio11 to Metric A!easurement. Division of Educational 

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

Information Sheet 10 

25 
26 

CONVERSION TABLES 

MILLIMETRES TO CENTIMETRES TO INCHES INCHES TO CENTIMETRES TO MILLIMETRES 

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

100 10 3.93 10 1 0.39 1 0 .1 0 .04 1 2.54 25.4 1/8 0 .32 3.2 

200 20 7 .87 20 2 0.79 2 0 .2 0.08 2 5.08 50.8 1/4 0.64 6.4 

300 30 11.81 30 3 1.18 3 0 .3 0.12 3 7.62 76.2 1/2 1.27 12.7 

400 40 15.74 40 4 1.57 4 0.4 0 .16 4 10.16 101.6 3/4 1.91 19.1 

500 50 19.68 50 5 1.97 5 0.5 0.20 5 12.70 127.0 

600 60 23.62 60 6 2.36 6 0.6 0 .24 6 15.24 152.4 

700 70 27.56 70 7 2.76 7 0 .7 0.28 7 17 .78 177 .8 

800 80 31.50 80 8 3 .15 8 0 .8 0 .31 8 20.32 203.2 

900 90 35.43 90 9 3.54 9 0.9 0.35 9 22.86 228.6 

10 25 .40 254.0 

1000 mm or 1 metre = 39.37 inches 1:t in. or 1 ft. = 30.48 em or 304.8 mm 

SQUAREFEETTOSQUAREMETRES SQUARE METRES TO SQUARE FEET 

ft2 m 2 ft2 mz I ft: m - ft: m - m- ftc i m- ft 2 m - ft: m - ft: 

1000 92.90 100 9.29 10 0.93 1 0.09 100 1076.39 10 107 .64 1 10.76 0.1 1.08 

2000 185.81 200 18.58 20 1.82 2 0.19 200 2152.78 20 215.28 2 21.53 0.2 2.15 

3000 278.81 300 27 .88 30 2.79 3 0.28 300 3229.17 30 322.92 3 32.29 0.3 3.23 

1000 371 .61 -tOO 37.16 -tO 3.72 -t 0.37 lOO -1305.56 40 430.56 -t 43.06 0.4 -1.31 

5000 -t6t.52 500 46.45 50 4.65 5 0.46 500 5381.96 50 538.20 5 !13.82 0.5 5.38 

6000 557.42 600 55.74 60 5.57 ti 0.56 600 6458.35 60 645.83 6 64.58 0.6 6.46 

7000 650.32 700 65.03 70 6.50 7 0.65 700 7534.74 70 753.47 7 75.35 0.7 7.53 

8000 743.22 800 74.32 80 7.43 8 0.74 800 8611.13 80 861.11 8 86.11 0.8 8.61 

9000 836.13 900 83.61 90 8.36 9 0.84 900 9687.52 90 968.75 9 96.87 0.9 9.69 G::3 CENTER FOR VOCATIONAL WUCATOON Table 3 
ANY WAY YOU WANT IT 

27 

1. You are working in a drafting firm. With the change to metric 3. Complete the Requisition Form using the items listed. Convert 

measurement some of the things you order, sell or use are marked the Customary quantities to metric before filling out the form. only in metric units. You will need to be familiar with approp- Complete all the information (Date, For, No., etc.). riate Customary equivalents in order to communicate with Order the following civil engineering or drafting materials: 

customers and suppliers who use Customary units. To develop 

a ) 1200 lbs. of sand your skill use the Table on Information Sheet 10 and give the 

b) 5 gals. of white print.fluid in 1 gal. containers approximate metric quantity (both number and unit) for each 

c ) 50 yd. roll of white print paper of the following Customary quantities. d) 1000 sq. ft. of paneling 

Customary Quantity Metric Quantity e ) 1 pt. of rubber cement thinnker 

f ) 6 ft. metal tape measure 

a ) 2 lbs. of grass seed g ) 6- 4 in. paint brushes 

b) 4 qts. of ammonia 

c ) 3/4 in. pipe REQUISITION 

d) 10 acres 

e ) 1000 lbs. of aluminum Date 

f ) 18 in. diameter tree For 

g ) two-gallon can 

h) 6 ft. tape measurer No. Date Wanted 

i ) 1 fl. oz. of spray paint Deliver to j ) 3 miles 

k) 8 in. pipe QTY UNIT ITEM 

1 ) 2 in. x 4 in. x 8 ft. stud 

m) 2 ft. sidewalk 

n ) 6 in. stake 

0) 1/4 in. bolt 

p) 16 oz. can of epoxy 

q) 4 ft. x 2 ft. window 

r ) 5 gals. of paint 

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

a ) 1 3/4 in. = mm f ) 0.4 em = in. Approved by 

b) 13mm = in. g ) 19 in. = mm 

c ) 1241 ft. 2 = m2 h) 331.7 m2 = ft. 2 

d) 11.3 em = in. i ) 442mm = in. 

Exercise 17 e ) 39.37 in. = mm j ) 1ft. = em 

~'NT'R 'OR VOCATOON.._ 'OUCATOON 
28 

SECI'ION 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 . The length of screws and bolts 

is measur~ in : 

[A] millilitres 

[B] micro metres 

[C] millimetres 

[D] kilograms 

4. The mass of steel is measured 

in : 

[A] millilitres 

[B] centimetres 

[C] kilograms 

[D] cubic metres 

o:3C·~·· "'" VOCAT>ONAC ODUCATOO« 

5. Road width is normally given 

in: 

[A] kilograms 

[B] metres 

[C] grams 

[D] centimetres 

6. The correct way to write twenty 

grams is: 

(A] 20 gms 

[B] 20 Gm. 

[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] 0.2 millimetre 

[B] 2 000 millimetres 

[C] 2 millimetres 

[D] 200 millimetres 

9. A 750 gram drafting set is the 

same as: 

[A] 7.5 kilograms 

[B] 75.0 kilograms 

[C] 7 50 kilograms 

[D] 0.75 kilogram 

SECTION C 

10. For measuring kilograms you 

would use a: 

[A] scale 

[B] pressure gage 

[C] ruler 

[D] container 

11. For measuring millilitres you 

would use a : 

[A] tape 

[B] container 

[C] ruler 

[ D ] pressure gage 

TESTING METRIC ABILITIES 
12. For measuring in centimetres and 

millimetres you would use a: 

[A] thermometer 

[B] ruler 

[C ] scale 

[D ] measuring cup or graduate 

13. For measuring in Celsius you 

would use a: 

[A] ruler 

[B] measuring cup or graduate 

[C] thermometer 

[D] scale 

14. Estimate the len,th of the line 

segment below: 

(A J 23p-ams 

[BJ 6 centimetres 

(C ) 40 millimetres 

[D] 14 pascals 

15. Estimate the length of the line 

segment below: 

l--1 

[A] 10 millimetres 

(B] 4 centimetres 

[C) 4 pascals 

(D I 23 milligrams 

SECTIOND 

16. The metric unit for liquid measure 

which replaces the fluid ounce is: 

[A ] millili tre 

[B ] hectare 

[C] litre 

[D] gram 

17. The metric unit for area which 

replaces the acre is: 

[A] litre 

[B] kilometre 

[C] square metre 

[D] hectare 

18. The metric unit for pressure which 

replaces pounds per square inch 

(psi) is: 

[A] cubic centimetre 

[B] kilopascal 

[ C ] cubic metre 

[D] Celsius 

19. The metric unit for liquid measure 

which replaces the gallon is: 

[A] litre 

[B] pascal 

[C] metre 

[D] kilogram 

mm 

1 

2 

3 

4 

5 

6 

7 

8 

9 

Use this conversion table to answer questions 20 and 21. 

in. mm 

0.04 0.1 

0.08 0.2 

0 .1 2 0.3 

0.16 0.4 

0.20 0.5 

0 .24 0.6 

0.28 0 .7 

0.31 0 .8 

0.35 0.9 

20. The equivalent of 5.5 mm is: 

[A] 0.220 in. 

[B] 0.55 in. 

[C] 2.20 in. 

[D] 0.055 in. 

21. The equivalent of 6.2 mm is: 

[A] 0.62 in. 

[B] 0 .062 in. 

[C] 0.248 in. 

[D] 0.2408 in. 

in. 

0.004 

0.008 

0.012 

0.016 

0.020 

0.024 

0.028 

0.031 

0.035 

o::3'•NT<• roo VOCATOON~ £OUCATOON TESTING METRIC ABILITIES 

29 
30 ANSWERS TO EXERCISES AND TEST 

EXERCISES 1 THRU 6 

The answers depend on the items 

u;;ed 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\\ .. so answers may vary . 

EXERCISE 8 

a) 2.6 em 

b) 58.3 em 

ci 9.-± em d ) 68 .0 em 

e) 13.2 em f) 80.2 em 

g) 1-±0.0 em h) 230.7 em 

EXERCISES 9 THRU 13 

Tables are reproduced in total. An- S\vers are in parentheses. 

Exercise 9 

metre centimetre millimetre m em mm 

1 

~ 100 1 000 

2 200 (2 000) 

3 (3_00) (3 000) 

9 (900) (9 000) 

I (5i I (500) 5 000 

7-± 17 -±00) (7-± 000) 

0.8 80 ! t800) 

0.6 160) 600 

I 10.0251 2.5 ')~ 

~;:) 

(0 .1-±8 ) ( 1-±.8) 1-±8 

(6.39) 639 (6 390) 

Exercise 10 

millilitres 

ml 

3 000 

6 000 

(8 000) 

t14 000) 

(23 000) 

300 

700 

(900) 

250 

( -±70) 

275 

Exercise 11 

litres 

I 

8 

5 

-±6 

(32) 

0.4 I 0.53 

(0..!8) 

Exer<.>ise 12 

! grams 

g 

4 000 

9 000 

23 000 

I (8 000) 

300 

275 

litres 

I 

3 

(6) 

8 

(1-±) 

23 

0.3 

(0. 7) 

0.9 

(0 .25) 

0.47 

(0 .275) 

millilitres 

ml 

8 000 

(5 000) 

(46 000) 

32 000 

(400) 

(5.'30) 

-±80 

kilograms 

kg 

-! 

(9) 

!23) 

8 

(0.3) 

10.275) 

Exercise 13 

I kilograms grams 

kg g 

I 7 000 

11 (11 000) 

125) 25 000 

0.-± (-!00) 

0.63 (630) 

(0.J 75 ) 1"i5 

Exercise 14 

a ) 50mm I ) 1 000 em 

b ) 2.5 t m) 10mm 

c ) 5cmx n ) 2 000 g 

80 em 0) 1000 mm x 

d) 250 ml 2100 mm 

e ) 2.4 m p ) 0.5 litre 

f ) 0.65m q) 30mm 

g ) 500 kg r ) 5 000 em 

h ) 2 000 mm s ) 2.5 kg 

i ) 0.5 kg t ) 12 em 

j ) 1 200 mmx u) 500 ml 

2 400 em v ) 240 em 

k ) 0.25 litre 

EXERCISES 15 A)JD 16 

The answers depend on the 

items used for the activities. 

EXERCISE 17 

Part 1. 

a ) 0.9 kg I ) 5.08 em x 

b) 3.8 litres 10.16 em x 

c ) 1.905 em 2.44 m 

d) 4 ha m) 0.61 m 

e ) 450 kg n ) 15.24 em 

f ) 45.72 em 0) 0.635 em 

g} 7.58 litres p ) 452.8 g 

h ) 1.83 m q ) 1.22 m x 

i ) 29.6 ml 0.61 m 

j ) 4.83 km r ) 18.95 litres 

k) 20.32 em 

Part 2. 

a ) 44.5 mm f ) 

b) 0.51 in. g ) 

c ) 115.29 m2 h ) 

d) 4.44 in. ) 

e ) 1000 mm j ) 

Part 3. 

a ) 540 kg 

b) 5 - 3.79litres 

c ) 45.5 m 

d) 90m2 

e ) 0.4 7 litre 

f ) 1.83 m 

g ) 6- 10.16 em 

0.16 in. 

482.6 mm 

3,570.38 ft. 2 

17.39 in. 

30.48 em 

TESTING METRIC ABILITIES 

1. c 8. D 15. A 

2. B 9. D 16. A 

3. c 10. A 17. D 

4. c 11. B 18. B 

5. B 12. B 19. A 

6. D 13. c 20. A 

7. D 14. B 21. c 

-1:1: U.S. GOVERNMENT PRINTING OFFICE, 1976- 757-069/6205 
SUGGESTED METRIC TOOLS AND DEVICES 

NEEDED TO COMPLETE MEASUREMENT TASKS 

IN EXERCISES 1 THROUGH 5 

UNEAR 

Metre Sticks 

Rules, 30 em 

Measuring Tapes, 150 em 

*Height Measure 

*Metre Tape, 10m 

*Trundle Wheel 

*Area Measuring Grid 

VOLUME/CAPACITY 

*Nesting Measures, set of 5, 

50 ml - 1 000 ml 

Economy Beaker, set of 6, 

50 ml - 1 000 ml 

Metric Spoon, set of 5, 

1 ml - 25 ml 

Dry Measure, set of 3, 

50, 125, 250 ml 

Plastic Litre Box 

Centimetre Cubes 

(* Optional) 

MASS 

Bathroom Scale 

*Kilogram Scale 

*Platform Spring Scale 

5 kg Capacity 

10 kg Capacity 

Balance Scale with 8-piece 

mass set 

*Spring Scale, 6 kg Capacity 

TEMPERATURE 

Celsius Thermometer 

FOR VOCATIONAL EDUCATION 

The Qhoo State Un•vef\•tv • 1960 Kenny Road · Columbus Otl•o 43210 

SUGGESTED METRIC TOOLS AND DEVICES 

NEEDED TO COMPLETE OCCUPATIONAL 

MEASUREMENT TASKS 

In this occupation the tools needed to complete Exercises 6, 

15, and 16 are indicated by"*·" 

* 

* * 

* 

* 

* 

* 

* 

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

cotter pins, etc. 

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

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

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

range 

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

F. Metre Tape-50 or 100 m tape 

G. Thermometers- Special purpose types such as a clinical 

thermometer 

H. I 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. I Pressure Gages- Tire pressure, air, oxygen, hydraulic, fuel, 

etc. 

L. I 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. 

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

may be used to complete the measurement task. 

Tools and Devices List