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 Cooking, Baking, Meat Cutting

- Trying Out Metric Units

- Cooking With Metrics

12

12

12

12

13

14

16

Unit 3

- Objective

- Suggested Teaching Sequence

- Metric-Metric Equivalents

- Changing Units at Work

17

17

17

17

19

Unit 4

- Objective

- Suggested Teaching Sequence

- Selecting and Using Metric Instruments, Tools and Devices

- Which Tools for the Job? 

- Measuring Up in Cooking

- Which Tools for the Job? 

- Measuring Up in Baking

- Which Tools for the Job? 

- Measuring Up in Meat Cutting

20

20

20

20

21

21

22

22

23

23

Unit 5

- Objective

- Suggested Teaching Sequence

- Metric-Customary Equivalents

- Conversion Tables

- Any Way You Want It

24

24

24

24

25

26

Testing Metric Abilities 27

Answers to Exercises and Test 29

Temperature 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 experien~es be informal to make learning the metric 

system fun. •.. .. . . . 2. Students learn l;>etter when metric uri-its are compared to familiar 

objects. ·Everyone sh6uld learn to '''think metric." Comparing 

metric units to customary units can be confusing. 

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

by "tioing." . . 

4. Students should have experience with measuring adtivities before 

getting too · much information. . . ~· ... _ _; 

5. . Move throllgh the units ~n an order which eniph~izes the sim-

'plicity of the metric system (e.g., length to area to volume). · 

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

to·o 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 

u,nits, 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 recogn1zmg 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 resources. Exercises may be used in independent· study, small groups, or whole-class activities. All of the 

materials can he expanded by the teacher. 

Gloria S. Cooper 

Joel H. :\lagisos 

Editors 

Th is publication was developed pursuant to contract No . OEC.0-74-9335 w ith the 

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

t ion and Welfare . However, the opinions exp essed herein do not necessarily 

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

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

2. 

3. 

UNIT 1 

SUGGESTED TEACHING SEQUENCE 

These introductory exercises may require 

two or three teaching periods for all five 

areas of measurement. 

Exercises should be followed in the order 

given to best show the relationship 

between length, area, and volume. 

Assemble the metric measuring devices 

(rules, tapes, scales, thermometers, and 

measuring containers) and objects to be 

measured.* 

4. Set up the equipment at work stations 

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

5. Have the students estimate, measure, and 

record using Exercises 1 through 5. 

6. Present information on notation and 

make Table 1 available. 

7. Follow up with group discussion of 

activities. 

*Other school departments may have devices which 

can be used. Metric suppliers are listed in the reference 

section. 

OBJECTIVES 

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

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

SKILLS 

1. Recognize and use the 

unit and its symbol for: 

2. Select, use, and read the 

appropriate measuring 

instruments for: 

3. State or show a 

physical reference for: 

4. Estimate within 25% 

of the actual measure 

5. Read correctly 

Linear 

(pp. 3. 4) 

millimetre (mm) 

centimetre (em) 

metre (m) 

height , width, or 

length of objects 

metre stick, metric 

tape measure, and 

metric rulers 

RULES OF NOTATION 

Area 

(pp. 5 . 6) 

square 

centimetre 

(cm2) 

square 

metre 

(m2 ) 

the area of 

a given surface 

EXERCISES 

Volume oi Capacity 

(pp. 7. 8) 

cubic centi· 

metre (cm 3 ) 

cubic metre 

(mJ) 

litre (I) 

millilitre (ml) 

capacity of 

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. 11) 

degree Celsius 

(OC) 

the temperature of 

the air or a liquid 

A Celsius thermometer 

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

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

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

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

5. 

6. 

7. 

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

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

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

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

Information Sheet 1 

1 
2 

METRIC UNITS, SYMBOLS, AND REFERENTS. METRIC PREFIXES 

Quantity Metric Unit Symbol Useful Referents Multiples and 

Prefixes Symbols Submultiples 

Length millimetre mm Thickness of dime or paper 

clip wire 

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

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

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

kilometre km 12-minute walking distance 10 = 101 deka (dek'a) da 

Area square Area of this space 

D centimetre cm2 Base Unit 1 = 10° 

0.1 = 10 - 1 deci (des' f) d 

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

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

hectare ha Football field including sidelines 

and end zones 0.000 001 = 10- 6 micro (m1' 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 

OJ 

cubic metre m3 A little more than a cubic yard 

Mass milligram mg Apple seed about 10 mg, grain of 

salt, 1 mg 

gram g Nickel about 5 g 

kilogram kg Webster's Collegiate Dictionary 

metric ton 

( 1 000 kilolll'8mS) t Volkswagen Beetle 

Table 1-a 
LINEAR MEASUREMEN-T 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! 

~NnR O'OR VOCATIONAC EDUCATION 

3. Choose a partner to stand 

at your side. Move apart 

so that you can put one 

end of a metre stick on 

your partner's shoulder 

and the other end on 

your shoulder. Look at 

the space 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 columnDecide 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 

ll. THE CENTIMETRE (em) 

There are 100 centimetres in onP metre. If there are 4 met.reg and 

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

+ 3 em] . 

A. DEVELOP. A FEELING FOR THE SIZE OF A CENTIMETRE 

B. 

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

How wide is it? em 

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

em 

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

em 

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

em 

5. Measure your wrist with a tape measure. What is the distance 

around it? em 

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

DEVELOP YOUR ABILITY TO ESTIMATE IN CENTIMETRES 

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

following items, follow the procedures used for estimating in 

metres. 

1. Length of a paper 

clip. 

2. Diameter (width) 

of a coin. 

3. Width of a 

postage stamp. 

4. Length of a 

pencil. 

5. Width of a sheet 

Estimate Measurement 

(em) (em) 

How Close 

Were You? 

of paper. 

·a3cun<R F<M VOCATXWAL ~TICN 

III. THE MILLIMETRE (mm) 

There are 10 millimetres in one centimPt.re. When a measurement is 

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

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

A. DEVELOP A FEELING FOR THE SIZE OF A l'viTLLIMETRE 

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 l'viTLLIMETRES 

1. 

2. 

3. 

4. 

5. 

6. 

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

following items, follow the procedures used for estimating in 

metres. 

Thickness of a 

nickel. 

Diameter (thickness) 

of a bolt. 

Length of a bolt. 

Width of a sheet 

of paper. 

Thickness of a board 

or desk top. 

Thickness of a 

button. 

Estimate 

(mm) 

How Close 

Measurement Were You? 

(mm) 

Exercise 1 
AREA MEASUREMENT ACTIVITIES 

Square Centimetre, Square Metre 

WHEN YOU DESCRIBE THE AREA OF SOMETHING, YOU ARE 

SAYING HOW MANY SQUARES OF A GIVEN SIZE ITT AKES TO 

COVER THE SURFACE. 

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.? 

~ENTER FOft VOCATOONAL EDUCATION 

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 ) 

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? m 2 

THIS IS HOW BIG A SQUARE METRE IS! 

Exercise 2 

(continued on next page) 

5 
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. I:Iow 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.? 

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. 

II. 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 

( c.ontinued on next page) 
8 

m. 

B. DEVELOP YOUR ABILITY TO ESTL\L\TE IN LITRES 

You are now ready to develop your ability to estimate in 

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

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

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

2.751, or 2.75 litres. 

For each of the following items, use the procedures for 

estimating in metres. 

1. Medium-size 

freezer container. 

2. Large freezer 

container. 

3. Small freezer 

container. 

4. Bottle or jug. 

THE Mi:Lt.ILITRE (ml) 

Estimate 

(I) 

Measurement 

(I) 

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 em 3 holds 1 ml. 

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

spoon into your hand. Carefully pour the rice into a 

small pile on a sheet of paper. 

THAT IS HOW MUCH ONE MILLILITREIS! 

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

pile on the sheet of paper. 

THAT IS 5 ~flLLILITRES, OR ONE TEASPOON! 

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

pile on the paper. 

THAT IS 15 MILLILITRES, OR ONE TABLESPOON! o::3 C£NTEA roA VOCATOONAL '0UCATOON 

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 Y ot.t? 

_(ml) 

4. Bottle. 

IV. THE CUBIC METRE (m3 ) 

A. DEVELOP A FEELING FOR A CUBIC METRE 

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

2. Measure a metre UP the wall. 

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

THAT IS THE VOLUME OF ONE CUBIC METRE! 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN CUBIC METRES 

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

1. Office desk. 

2. File cabinet. 

3. Small room. 

Estimate 

(m3) 

Measurement 

(m3) 

How Close 

Were You? 

Exercise3 
MASS (WEIGHT) MEASUREMENT ACTIVITIES 

Kilogram, Gram 

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

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

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

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

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

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

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

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

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

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

The symbol for gram is g. 

The symbol for kilogram is kg. 

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

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

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

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

I. THE KILOGRAM (kg) 

DEVELOP A FEELING FOR THE lVIASS 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. 

a3CENTER- VOCATIONAL EOUCATOO. 

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: 

Estimate 

(kg) 

Bag of rice. 

Bag of nails. 

Large purse or 

briefcase. 

Another person. 

A few books. 

Measurement 

(kg) 

How Close 

Were You? 

Exercise 4 

(continued on next page) 

9 
10 

II. THE GRAl\1 (g) 

A. DEVELOP A FEELING FOR A GRA.l\1 

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

2. 

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

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

when it is not in motion. 

THAT IS HOW HEAVY A GRAM IS! 

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

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

the cubes near the tips of your fingers, moving your 

hand up and down. 

THAT IS THE MASS OF TWO GRAMS! 

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

THAT IS THE MASS OF FIVE GRAMS! 

C!(3CENT<R 'OR VOCATK>NAC <OUCATOON 

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. Find 0 degrees. 

WATER FREEZES AT ZERO DEGREES CELSIUS (0°C) 

WATER BOILS AT 100 DEGREES CELSIUS (100°C) 

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

room cool, warm, or about right? 

3. 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? 

4. Put some cold water in a container with a thermometer. 

Find the temperature. °C. Dip your finger intc 

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

5. 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 TEl\1PERATURE 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 :MEASURE-

:MENT. See how close your estimates and actual measurements are. 

1. :Mix some hot and 

cold water in a . 

container. Dip your 

finger into the 

water. 

2. Pour out some of 

the water. Add some 

hot water. Dip your 

finger quickly into 

the water. 

3. Outdoor temperature. 

4. Sunny window sill. 

5. :Mix of ice and water. 

6. Temperature at 

floor. 

7. Temperature at 

ceiling. 

How Close 

Measurement Were You? 

(OC) 

Exercise 5 
12 

UNIT 2 

OBJECTIVES 

The student will recognize and use the metric 

terin>, units, and symbols used in this occupation. 

• 

• 

Given a metric unit, state its use in this 

occupation. 

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

and measurement tool. 

SUGGESTED TEACHING SEQUENCE 

1. Assemble metric measurement tools (rules, 

tapes, scales, thermometers, etc.) and 

objects related to this occupation. 

2. Discuss with students how to read the 

tools. 

3. Present and have students discuss 

Information Sheet 2 and Table 2. 

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

5. Test performance by using Section A of 

"Testing Metric Abilities." 

METRICS IN THIS OCCUPATION 

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

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

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

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

industries make this metric changeover, employees will need t o use metric measurement 

in job-related tasks. 

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

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

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

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

Information Sheet 2 
13 

METRIC UNITS FOR COOKING, BAKING, MEAT CUTTING 

-Quantity Unit Symbol Use Quantity Unit Symbol Use 

Mass kilogram kg Measuring, ordering, and receiving dry ingredients, meat, and cans 

Length mi1limetre mm Thickness of sliced meat or bacon; thickness of dough. (continued) or containers of fruit; product size (e.g., pork loin), quantity 

purchases (flour, sugar, curing ingredients, meat carcasses). 

centimetre em Thickness of meat cuts; diameter of casings; dimensions Or pans, 

work surfaces, smoke house, equipment, refrigeration and dry metric ton t Ordering and receiving supplies, quantity purchases (flour, sugar, 

storage areas; proof box~ portion size; thickness of fat covering; meat, potatoes). 

clothing size; diameter of cookies; fonning and shaping dough; 

utensil size. Temperature degree Celsius oc Smoke house, dry storage, refrigeration and freezing, cleaning and 

sanitizing temperatures, hot holding, dough proofing, equipment 

metre m Dimensions of work surfaces, smoke house, storage areas, kitchen; operating temperatures (e.g., oven, fryer, grill). 

rolls of wrapping paper. 

Pressure kilo pascals kPa Air and steam pressure. 

Area square centimetre cm2 

Work surfaces, refrigerated and dry storage areas; paper products, Dilutions millilitres per litre ml/1 Cleaners, sanitizers, curing solutions, fruit juice, pesticides. 

square metre m2 storage racks. 

grams per litre g/1 Adding dry ingredients to liquids (cleaners or beverages). 

Volume/Capacity millilitre ml Measuring liquid ingredients, cleaners, sanitizers, oils; scoop size, 

frozen or canned fruit tins. storage containers, preparation bowls; Food energy kilojoule kJ Measuring or stating the energy value of foods, energy requirements 

fresh, frozen, canned, dehydrated foods. of people. energy content of diets. (100-calorie apple, about 400 kJ) 

litre I Measuring liquid ingredients, cleaners, and sanitizers, sizes of megajoule MJ Calculating or reporting total daily, weekly, or annual inta·ke. 

frozen or canned fruit containers, refrigeration or dry storage 

containers, preparation bowls, refrigerator and freezer sizes.* kilojoules per gram kJ/g Calculating sizes of portions and servings, counting food energy 

cubic metre m' Storage space. kilojoules per kilogram kJ/kg value intake, planning menus, making purchasing decision. 

Mass gram g Measuring, ordering, and receiving dry ingredients, meat. and cans kilojoules per day kJd Energy content of diet or energy requirements. ( 2000 calorie diet, or containers of fruit; product size (e.g., loaf of bread, cookie), 

finding mass of liquid ingredients; portion size (e.g., mass of pork Megajoules per day Mj/d about 8000 kJ/d) 

chops, vegetables, roast). 

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

Obtain current information from Association of Home Appliance Manufacturers. 

Table 2 
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. 

18. Diameter of cookie Then actually measure the item and write down your answers using the 

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

19. Length of knife 

Estimate Actual 20 Oven door height 

Length 21. Diameter of pie tin 

1. Dimensions of work area 

22. Length of whip 

2. Length of walk-in freezer 

23. Arm reach 

3. Length of steam table 

Area 

4. Dimensions of roasting pan 24. Work table 

5. Diameter of hamburger bun 25. Kitchen floor 

6. Length of whip 26. Steam table pan 

7. Broiler door height 27 . Grill 

8. Diameter of pizza tray 28. Cutting board 

9. Tray width 29. Pre-cut wrapping paper 

10. Diameter of luncheon meat 30. Sheet pan 

11. Length of knife 31. Waxed paper for one 

sandwich 

12. Door height 

13. Dimensions of work area 

Volume/Capacity 

32. Sauce pan 

14. Thickness of your finger 

33. Loaf pan 

15. Width of a saw blade 

34. No.8 scoop 

16. Working stance width 

35. Fruit tin 

17. Baking pan height 

36. Storage container 

a:3 CENTER "'"VOCAnoNAL EDUCATO"" 

Exercise 6 
15 

Estimate Actual Estimate Actual 

37. Bucket 57. Cup of flour 

58. Ten servings of uncooked 38. Small box or package spaghetti 

39. Mixing bowl 59. Two servings of meat 

40. Cardboard box 60. Bag of sugar 

41. Jar Temperature 

42. Serving ladle 61. Ice water 

Mass 62. Work area 

43. Empty measuring cup 63. Proofing area 

44. Full measuring cup 64. Refrigerator 

45. Box of ingredients 65. Hot oven 

46. Teaspoon of sugar 66 . Display case 

47. Teaspoon of nonfat milk 

67. Dry storage 

48. Scoop of salt 

68. Freezer 

49. Empty casserole 

69. Dishwater temperature 

50. Casserole full of water 

51. Teaspoon of flour 

52. Scoop of sugar 

53. Serving of pastry 

54. Meat or vegetable portion 

55. Bread or pastry portion 

56. Slice of cheese 

Exercise 6 

(continued) 
16 

COOKING WITH METRICS

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

what measurement to use in the following situations. 

14. Mass of potatoes 

15. Mass of a cut of meat 

1. Dimensions of pan: 16. Energy value of one serving 

of roast beef 

a. Length 

17. Temperature of oven 

b. Width 

18. Temperature of frying oil 

c. Depth 

19. Temperature of freezer 

2. Thickness of meat 

20. Temperature for hot holding 

3. Reconstitute dry milk foods 

21. Energy requirement per 

4. Mass of one portion of day of an adult male 

baked main entree 22. Mass of additives 

5. Your uniform size: 23. Prepare sanitizing solution 

a. Chest- bust with powdered cleaner 

b. Waist 24. Diameter of a bun 

25. Area of wrapping paper c. Trouser - skirt length 

26. Capacity of sauce pan 

6. Area of storage space 27. Mass of full can of fruit 

7. Area of broiler grid 28. Temperature of proofing 

area 

8. Capacity of stock pot 

29. Capacity of pastry bag 

9. Capacity of mixing bowl 

30. Temperature of meat 

10. Capacity of individual cutting area 

casserole 31. Length of "tail" on steak 

11. Capacity of spoon or ladle 32. Energy value of one serving 

of vegetables 

12. Capacity of french fryer 33. Diluting concentrated fruit 

juice 

13. Capacity of vegetable can 

o;::3 CENTER .... VOCATOONAL EDUCATION Exercise 7 
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." 

~CENTER"'" VOCAT.,..AC •oucATOON 

METRIC-METRIC EQUIVALENTS 

Centimetres and Millimetres 

0 > 

( 

f11JIIlljlllljlllljlllljlllljlllljlllljlllljlllljlllljlllljlllll 

1 2 3 4 5 6 (l""l""l'"'l''''l''''l''''l''''l''''l''"l''''l'"'l''''l''''l'll 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 ) 1400mm em 

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

Exercise 8 

17 
18 

Metres, Centimetres, and Millimetres 

There are 100 centimetres in one metre. Thus, 

2m = 2x100cm= 200 ·cm, 

3m = 3 x 100 em = 300 em, 

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

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

There are 1 000 millimetres in one metre, so 

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

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

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

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

From your work with decimals you should know that 

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

one-fourth of a centimetre can be written 0.25 em 

(twenty-five hundredths of a centimetre). 

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

millimetres, you would multiply by 1 000. So 

0.75 m = 0.75 x 1 000 mm 

75 

roox 1000 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 

1-t8 

639 G::3 CENT'R roA VOCATK>NAL 'OUCATOON 

Exercise 9 

Millilitres to Litres 

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

2 000 millilitres is the same as 2 litres. 

3 000 ml is the same as 3 litres, 

4 000 ml is the same as 4 litres, 

12 000 ml is the same as 12 litres. 

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

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

1 000 

Or 

1 000 ml = 1 000 litre = 1litre. 

2 000 

2 000 ml = 1 OOO litres = 2 litres. 

And, as a final example, 

28 000 

28 000 ml = 1 OOO litres = 28 litres. 

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

worked the same way, 

500 ml = 1 ~~~ litre = 0 .5 litre (five-tenths of a litre ). So 500 ml 

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

Change 57 millilitres to litres. 

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

litre). 

Information Sheet 5 

Now you try some. Complete the following chart. 

mill iii tres litres 

(ml) (I) 

3 000 3 

6 000 

8 

-14 000 

23 

300 0.3 

700 

0.9 

250 

0.47 

275 

Exercise 10 
Li tres to M illili tres 

What do you do if you need to change litres to millilitres? Remember, 

there are 1 000 mil!ilitres in one litre, or 1 litre = 1 000 rnl. 

So, 

2 litres = 2 x 1 000 rnl = 2 000 ml, 

7 litres = 7 x 1 000 ml = 7 000 ml. 

13 litres =13 x 1 000 ml =13 000 rnl, 

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 kilograms 

g kg 

4 000 4 

900Q 

23 000 

8 

300 

275 Exercise 12 

Kilograms to Grams 

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

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

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

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

Information Sheet 8 

Complete the following chart. 

kilograms grams 

kg g 

7 7 000 

11 

25 000 

0.4 

0.63 

175 Exercise 13 

Changing Units at Work 

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

different metric units. Practice changing each of the following to 

metric equivalents by completing these statements. 

a ) 150 mm boning knife is---------- em 

b ) 0.5 litre of concentrate is ml 

c )2m shelf is em 

d ) 500 g of sugar is kg 

e )250 ml of vanilla is 1 

f ).0.5 t of meat is kg 

g ) 10 m of wrapping paper is em 

h ) 8 em of freezer tape is mm 

i · ) 250 g of shortening is kg 

j ) 40 em roasting pan is m 

k ) 960 ml of clam juice is 1 

I ) 10 em diameter hamburger is;.;_·--------- mm 

m) 500 g of flour is kg 

n ) 130 mm roast-beef knife is em 

o ) 0.25 litre curing solution is ml 

p ) 1 000 kg of potatoes is t 

Exercise 14 

19 
20 UNIT 4 

OBJECTIVE 

The student will recognize and use 

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

• Given metric and Customary tools, 

instruments, or devices, differentiate 

between metric and Customary. 

• Given a measurement task, select 

and use an appropriate tool, instrument or device. 

• Given a metric measurement task, 

judge the metric quantity within 20% 

and measure within 2% accuracy. 

SUGGESTED TEACHING SEQUENCE 

1. Assemble metric and Customary 

measuring tools and devices (rules, 

scales, °C thermometer, and measuring cups) and display 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 and Temperature Visual located 

on page 30. 

5. Mix metric and Customary tools or 

equipment at learning station. Give 

students the appropriate Exercises 15 

and 16. 

6. Test performance by using Section C 

of "Testing Metric Abilities." 

G::3C£m£R""' VOCAnoNAL <DOCATOON 

SELECTING AND USING 

METRIC INSTRUMENTS , TOOLS AND DEVICES 

Selecting an improper container or misreading a scale or recipe can result in an 

undesirable product. For example, using a quart measure instead of a litre measure 

when making filling for a lemon pie can cause lumps and too stiff a filling. 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 utensil or equipment before using it. 

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

numbers, tens or tenths, hundreds or hundredths. 

4. Look for metric symbols on the utensils or equipment, such as m, mm, kg,, 

g,ml,l. 

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

than common fractions (1/2) on measuring cups, storage containers and pans. 

6. Don't force whips, beaters, choppers, or parts of equipment which are not 

fitting properly. 

7. Practice selecting and using utensils, instruments, and equipment. 

Information Sheet 9 -
WHICH TOOLS FOR THE JOB? 

Practice and prepare to demonstrate your ability to identify, 

select, and use metric-scaled tools and instruments for the tasks given 

below. You should be able to use the measurement tools to the appropriate precision of the tool, instrument, or task. 

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

devices to: 

1. Measure out a 400 gram portion of prime roast beef for 

a customer. 

2. Determine the size of a steam table pan that will fit a shelf 

in the hot holding area. 

3. Form a meatloaf mixture into a rectangle which is 30 em x 

60cm. 

4. Calculate the number of 10 em x 10 em servings you will be 

able to get from a steam table pan. 

5. Measure and dilute luquid cleaner to be used in cleaning the 

preparation table. 

6. Check proper temperatures in the refrigerator or french fryer. 

7. Prepare a stew. 

8. Determine the correct stock pot to hold 4 litres of soup. 

9. Measure out the quantity of bread crumbs to be used as a 

topping. 

10. Determine the capacity of a french fryer basket. 

11. Find the capacity of a jello mold. 

~ENTER R>R VOCATOONAL EOUCATOON 

Exercise 15 

(Food Preparation) 

MEASURING UP IN COOKING 

For the tasks below, estimate the metric measurement to within 

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

to within 2% of actual measurement. 

1. Select 2 kilograms of potatoes 

or other vegetables. 

2. Select a 30 em diameter saute 

pan. 

3. Find the number of 10 em x 

10 em servings you will get 

from a steam table pan. 

4. Space pork chops or other 

portions 3 em apart on a pan. 

5. Measure the volume of cleaner 

to be mixed with water for 

cleaning the preparation table. 

6. Check proper temperature in 

the refrigerator or french fryer. 

7. Measure out a quantity of 

vegetables needed to make 

a soup recipe. 

8. Find the volume of food which 

can be·prepared in a stock pot. 

9. Proper temperature for roasting 

meats and poultry. 

10. Determine the amount of oil 

needed to fill the french fryer. 

11. Measure out one kilogram of 

flour. 

12. Measure out one kilogram of 

salt or sugar. 

13. Cut or identify a 125 gram 

portion of meat. 

Estimate Verify 

Exercise 16 

(Food Preparation) 

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 t he 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. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

10. 

Measure out 2 kg of cookies for a customer. 

Determine the size pan that will fill a shelf in the proof box. 

Roll out dough into a rectangle which is 22 em x 90 em. 

Calculate the number of 8 em x 8 em servings you will be 

able to get from a baking sheet. 

Measure and dilute sanitizer to be used in cleaning the 

refrigerator. 

Check proper temperature in the refrigerator or an area 

where dough is proofed. 

Prepare and make a cookie recipe. 

Determine the correct mixing bowl to hold 4 000 ml of 

frozen apple slices. 

Measure out the quantity of baking powder to be used for 

making biscuits. 

Determine the capacity of a storage container. 

Exercise 15 

(Baking) 

MEASURING UP IN BAKING 

For the tasks below, estimate the metric measurement to within 

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

to within 2% of actual measurement. 

1. Measure a quantity of salt which 

has a mass of 60 grams. 

2. Determine the cake pan size to 

hold a 60 em diameter layer cake. 

3. Find the number of 8 em x 8 em 

servings you will get from a baking 

sheet. 

4. Space cookies 5 em apart. 

5. Measure the volume of sanitizer 

to be mixed with water for cleaning the refrigerator. 

6. Check the proper temperature in 

the refrigerator or area where 

dough is proofed. 

7. Measure out a quantity of flour 

needed to make a cookie recipe. 

8. Find the volume of a mixing bowl. 

9. Prepare hot water at the proper 

temperature for dissolving 

granulated yeast. 

10. Find the capacity of a storage 

area. 

11. Slice a loaf of bread into 8 ml 

slices. 

Estimate Verify 

Exercise 16

(Baking) 
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. Measure out a 3.5 kg roast for a customer. 

2. Cut a steak with a standard length "tail" of 7.5 em. 

3. Tie a rolled roast at approximately 5 em intervals. 

4. Calculate the number of 170 gram chops or steaks you will 

be able to get from a loin. 

5. Measure and dilute sanitizer to be used in cleaning the work 

area. 

6. Check for proper temperatures in the refrigerator or dry 

storage area. 

7. Prepare curing solution. 

8. Select the correct mixing bowl to hold 6 000 ml of water. 

9. Measure out an 85 gram portion of meat. 

10. Slice or cut a 2.5 em thick piece of meat. 

11. Cut a m 2 piece of paper to be used for wrapping primal 

cuts of meat. 

a:3 CENTER O'OR VOCATK>NAL EDUCATION 

Exercise 15 

(Meat Cutting) 

MEASURING UP IN MEAT CUTTING 

For the tasks below, estimate the metric measurement to within 

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

within 2% of actual measurement. 

1. Measure out 0.5 kg of sliced 

bacon. 

2. Fino diameter of a tenderloin 

muscle. 

3. Tie a rolled roast at 5 em 

intervals. 

4. Cut 170 gram chops or steaks 

from a loin. 

5. Measure the volume of sanitizer 

to be mixed with water for 

cleaning the work area. 

6. Set proper operating temperature in the smoke house. 

7. Measure the amount of textured 

vegetable protein granules to 

make 2.5 kg of 50% ground 

meat mixture. 

8. Select the correct mixing bowl 

to hold 6 000 ml of water. 

9. Find how many slices of 

luncheon meat 2 mm thick 

can be cut from 1 kg. 

10. Slice or cut a 2.5 em thick 

piece of meat. 

Estimate Verify 

Exercise 16 

(Meat Cutting) 

23 
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 TEACHING SEQUENCE 

1. Assemble packages and containers of 

materials. 

2. 

3. 

4. 

Present or make available Information 

Sheet 10 and Table 3. 

Have students find approximate metricCustomary equivalents by using 

Exercise 17. 

Test performance by using Section D of 

"Testing Metric Abilities." 

o:::3 C£Nn'R '"" VOCATOONAC <DUCATOON 

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 :::::: 0.16 sq in 

1 m2 ~ 10.8 sq ft 

1 m2 :::::: 1.2 sq yd 

1 hectare :::::: 2. 5 acres 

1 cm3 :::::: 0.06 cu in 

1 m3 ~ 35.3 cu ft 

1 m3 ::::: 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 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 

1 l :::::: 2.1 pts 

11 ~ 1.06 qt 

11 :::::: 0.26 gal 

1 gram :::::: 0.035 oz 

1 kg ~ 2.2 lb 

1 metric ton :::::: 2205Ib 

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 I 

1gal 3.79l 

1 oz ::::: 28.3 g 

1lb ~ 0.45 kg 

1 ton ::::: 907.2 kg 

1 psi ::::: 6.895 kPa 

*Adapted from Let's Measure Metric. A Teacher's Introduction to Metric Measurement. Division of Educational 

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

Information Sheet 10 
25 

CONVERSION TABLES 

GRAM TO OUNCE OUNCE TO GRAM 

CULINARY MEASURES 

TO METRIC (APPROXIMATE) 

I oa. I oa. I oa. oa. I oa. I Ounc:a(fluid) MiiUiitres 

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

1/2 (1 Tba.) 15 

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

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

3 90 

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

5 150 

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

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

8 (1 cup) 240 

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

24 (3 CUlM) 720 

800 28.22 80 2.82 8 0.28 80 2268 8 227 32 (4 CUlM= 1 quart) 950 (0.95 I) 

900 31.75 90 3.17 9 0.32 90 2551 9 255 64 (8 cupa = 1/21allOD) 1950 (1.91) 

128 (16 CUlM= 1 ,anon) 3800 (3.81) 

1000 35.27 

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

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

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

20 4.4.1 2 4.4 20 9.1 2 0.9 200 6.8 20 .7 2 .07 20 591.5 2 59.2 .2 6 

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

40 88.2 4 8.8 40 18.1 4 1.8 400 13.4 40 1.4 4 .14 40 1182.9 4 118.3 .. 4 12 

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

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

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

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

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

100 220.5 100 45.4 

5 ml (4.9 ml) = 1 teupoon 1 talpoon -- 5 ml (4.9 ml) 

15 ml (14.8 ml) = 1 table!poon 1 tabJt!pOOD = 15 mJ (14.8 mJ) 

Table 3 
26 

ANY WAY YOU WANT IT 

1. You are working in a food service operation as the assistant chef. g ) 3.8 litres cups With the change to metric measurement some of the things you h) 180 ml fluid oz. order, sell or use are marked only in metric units. You will need 

to be familiar with appropriate Customary equivalents in order to 3. Complete the Requisition Form using the items listed. Convert 

communicate with customers and suppliers who use Customary the Customary quantities to metric before filling out the form. 

units. To develop your skill use the Table on Information Sheet 10 

and give the approximate metric quantity (both number and unit) 

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

for each of the following Customary quantities. Order the following food supplies: 

a ) 12 - 12 pound hams 

Customary Quantity Metric Quantity b ) 10 pounds of hamburger patties 

a ) 5 lbs. of hamburger c ) 1 case of 24 eight ounce water glasses 

d ) 12 gallons of milk 

b ) 4 qts. of Hollandaise sauce e ) 20 pounds of sugar 

c ) 3/4 in. thick pork chop f ) 1 quart of vanilla 

d ) 18 in. piano whip 

e ) 10 lbs. of frozen egg yolks 

REQUISITION 

f ) 8 tablespoons Date 

g ) 5 oz. of sliced beef For 

h ) 1/2 c. of cooked vegetable 

i ) 2 in. by 2 in. petits fours 

Job No. Date Wanted j ) 100 lbs. of flour 

k ) 2 fl. oz. of cleaner Deliver to 

l ) 4 in. slice of cake 

m) 1 gal. of mayonnaise QTY UNIT ITEM 

n ) 1 pt. of vanilla 

o ) 8 fl. oz. glass 

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

a ) 12 oz. g 

b ) 30 g oz. 

c ) 16 fl. oz. ml 

d ) 2 lbs. kg Requested by 

e ) 5 kg lbs. Approved by 

f ) 1/2 cup ml 

Exercise 17 
SECTION A 

1. One kilogram is about the mass 

of a: 

(A] nickel 

[ B] apple seed 

[ C] basketball 

(D] Volkswagen "Beetle" 

2. A square metre is about the 

area of: 

[A] this sheet of paper 

[B] a card table top 

[ C] a bedspread 

[ D ] a postage stamp 

3. Measurement of the dry ingredients 

for bakery products are usually 

given in: 

[A] litres 

[B] kilograms 

[C) metres 

[D) Celsius 

4. Fluid milk used for making bisquits 

is measured in: 

[A] millilitres 

[B] centimetres 

[C) pascals 

[D) Celsius 

5. Temperature for storage, cooking, 

and baking are measured in: 

[A] pascals 

[B) degrees Celsius 

[C) centimetres 

(D) millilitres 

6. Thickness of cuts of meat are 

measured in: 

[A] kilograms 

(B] cubic metres 

~ 

[ C ] millilitres 

[D] centimetres 

~ENTER FOR VOCATIONAL EDUCATION 

7. The correct way to write twenty 

grams is: 

[A) 20 gms 

[B) 20Gm. 

[C] 20 g. 

[D] 20 g 

8. The correct way to write twelve 

thousand millimetres is: 

[A] 12,000 mm. 

[B] 12.000 mm 

[C] 12 OOOmm 

[D] 12 000 mm 

SECTION B 

9. A knife blade 20 centimetres 

long is the same as: 

[A] 0. 2 millimetre 

[B) 200 millimetres 

[C) 2 millimetres 

[D) 2 000 millimetres 

10. A 454 gram rib steak is the 

same as: 

(A] 4.54 kilograms 

(B) 454 000 kilograms 

[C) 0.454 kilogram 

[D) 4 540 kilograms 

SECTION C 

11. For measuring millilitres you 

would use a: 

(A] ruler 

(B] measuring cup 

[C] scale 

[D] pressure gage 

12. For measuring kilopascals you 

would use a: 

[A] scale 

[B] ruler 

[C] measuring cup 

[D] pressure gage 

13. For measuring grams you would 

use a: 

[A] measuring cup 

[B) scale 

[C) pressure gage 

[D) ruler 

14. Estimate the length of the line 

segment below : 

(A] 23 grams 

[B] 6 centimetres 

[C] 40 millimetres 

[D] 14 pascals 

15. Estimate the length of the line 

segment below: 

1--1 

[A] 10 millimetres 

[B] 4 centimetres 

[C] 4 pascals 

[D) 2 3 milligrams 

SECTION D 

16. The metric unit which replaces 

the fluid ounce is: 

(A] millilitre 

[B) metre 

[C] litre 

[D) gram 

17. The metric unit which replaces 

the pound is: 

[A] centimetre 

[B) millilitre 

[C) kilogram 

[D) gram 

TESTING METRIC ABILITIES 

27 
28 

18. The metric unit which replaces 

the gallon is: 

[A] gram 

[B] litre 

[C] millilitre 

[D] centimetre 

19. The metric unit which replaces 

the dry ounce is: 

[A] millilitre 

[B] litre 

[C] gram 

[D] centimetre 

Use this conversion table to answer questions 20 and 21. 

ml fl. oz. ml fl. oz. 

100 3.4 10 .3 

200 6.8 20 .7 

300 10.1 30 1.0 

400 13.5 40 1.4 

500 16.9 50 1.7 

600 20.3 60 2.0 

700 23.7 70 2.4 

800 27.1 80 2.7 

900 30.4 90 3.0 

1000 33.8 

20. The equivalent for 750 ml is: 

[A] 25.4 fl. oz. 

[B] 237 fl. oz. 

[C] 750fl.oz. 

[D] 23.7 fl. oz. 

~ENTER H>R VOCATOONAO. <DUCAT""' 

21. The equivalent for 180 ml is: 

g 

100 

200 

300 

400 

500 

600 

700 

800 

900 

1000 

[A] 3.4 fl. oz. 

[B] 180 fl. oz. 

[C] 6.1 fl. oz. 

{D] 32 fl. oz. 

Use this conversion table to answer questions 22 and 23. 

oz. g 

3.53 10 

7.05 20 

10.58 30 

14.11 40 

17.64 50 

21.16 60 

24.70 70 

28.22 80 

31.75 90 

35.27 

oz. 

0.35 

0.71 

1.06 

1.41 

1.76 

2.12 

2.47 

2.82 

3.17 

22. The equivalent for 450 g is: 

[A] 12.00 oz. 

[B] 0.45 oz. 

[C] 45.00 oz. 

[D] 15.87 oz. 

23. The equivalent for 910 g is: 

[A] 32.1 oz. 

[B] 45.0 oz. 

[C] 31.75 oz. 

[D] 450 oz. 

TESTING METRIC ABILITIES 
ANSWERS TO EXERCISES AND TEST 

EXERCISES 1 THR U 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) (9 0001 

(5) (500) 5 000 

7-! (7 400) (74 000) 

0.8 80 (800) 

0.6 (60) 600 

(0.025) 2.5 25 

(0.1-±8) (14.8) 148 

(6.39) 639 (6 390) 

o:3"~'R 'OR VOCATOONAC WUCATOON 

Exercise 10 

millilitres 

ml 

3 000 

6 000 

(8 000) 

i14 000) 

(23 000) 

300 

700 

(900) 

250 

(470) 

275 

Exercise 11 

litres 

I 

8 

5 

46 

(32) 

0.4 

0.53 

(0.48) 

Exereise 12 

grams 

g 

4 000 

9 000 

23 000 

(8 000) 

300 

?...,_ 

- ID 

litres 

I 

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 Part 2. 

kilograms grams a ) 340 g 

kg g b) 1.06 oz. 

7 7 000 

11 (11 000) 

(25) 25 000 

0.4 (400) 

0.63 (630) 

(0 .175) 175 

c ) 473.1 ml 

d) 0.9 kg 

e ) 11lbs. 

f ) 120 ml 

g ) 16 cups 

h) 6.1 fl. oz. 

Exercise 14 Part 3. 

a ) 15 em i ) 0.25 kg 

b ) 500ml j ) 0.4 m 

c ) 200 em k) 0.96 litre 

d) 0.5 kg I ) 100mm 

e ) 0.25 litre m) 0.5 kg 

f )- 500 kg n) 13 em 

a ) 5.4kg 

b) 4.5 kg 

c ) 240 ml 

d) 45.6litres 

e ) 9 kg 

f ) 0.95 litre 

g ) 1000 em 0) 250 ml 

h) 80mm p) 1t TESTING METRIC ABILITIES 

EXERCISES 15 AND 16 1. C 9. B 17. C 

2. B 10. C 18. B 

The answers depend on the 3. B 11. B 19. C 

items used for the activities. 4. A 12. D 20. A 

EXERCISE 17 

Part 1. 

5. B 13. B 21. C 

6. D 14. B 22. D 

7. D 15. A 23. A 

a ) 2.25 kg i ) 5.08 em by 8. D 16. A 

b) 3.8 litres 5.08 em 

c ) 1.905 em j ) 45 kg 

d) 45.72 em k) 59.2 ml 

e ) 4.5 kg 1 ) 10.16 em 

f ) 120 ml m) 3.79 litres 

g ) 141.5 g n) 0.47 litre 

h) 118.5 ml 0) 236.8 ml 
30 

-· 

zo 

TEMPERATURE 

Boiling water 100°C 

Water temperature for sanitizing 82°C 

Internal cooked temperature for pork products 77° C 

- Water temperature for washing hands 44°C 

Comfortable room temperature 20°C to 23°C 

-Dry storage 21° C 

--Refrigeration storage 2° C 

Water freezes 0°C 

--Freezer temperature -24°C 

Pie Crust 220° 

Quick bread 200° C 

French frying foods 190°C 

Cakes, Cookies, Grilling steal{S 180° C 

Roasting meat, poultry 165°C ---~-­

Meringues 150° C 

COMMON COOKING 

TEMPERATURES °C Cooking vegetables in water 100°C 

Visual 1 

-(:( U.S. GOVERNMENT PRINTING OFFICE 1976-757-069/6223 Region No. 5-11 
SUGGESTED METRIC TOOLS AND DEVICES 

NEEDED TO COMPLETE MEASUREMENT TASKS 

IN EXERCISES 1 THROUGH 5 

LINEAR 

Metre Sticks 

Rules, 30 em 

Measuring Tapes, 150 em 

*Height Measure 

*Metre Tape, 10m 

*Trundle Wheel 

*Area Measuring Grid 

VOLUME/CAPACITY 

*Nesting Measures, set of 5, 

50ml-1000ml 

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 Ohto Stat~ Un~vl!f\lty • 1960 Kenny Road • Columbus Oh•o 43210 

SUGGESTED METRIC TOOLS AND DEVICES 

NEEDED TO COMPLETE OCCUPATIONAL 

MEASUREMENT TASKS 

In this occupation the tools needed to complete Exercises 6, 

15, ~d 16 are indicated by"*·" · · · 

A. 

B. 

c. 

D. 

E. 

F. 

G. 

* H. 

I. 

J. 

K. 

L. 

M. 

* N. 

* 0. 

Assorted Metric Hardware-Hex nuts, washers, screws, 

cotter piris, etc. 

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

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

Micrometer-Outside micrometer caliper, 0 mm to 25 mm 

range 

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

Metre Tape-50 or 100 m tape 

Thermometers-Special purpose types such as a clinical 

thermometer 

1 Temperature Devices- Indicators used for .ovens, freezing/ 

cooling systems, etc. · 

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

hex key sets · 

Weather Devices--:-Rain gage, barometer, humidity, wind 

velocity indicators · 1 Pressure Gages.:_Tire pressure, air, oxygen, hydraulic, fuel, 

etc. 

1 Velocity- Direct reading or vane type meter 

Road Map- State and city road maps 

Containers-Buckets; plastic containers, etc., for miXing 

and storing liquids 

Containers Boxes~ buckets, cans, etc., for mixing and 

storing dry ingredients 

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

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

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

metric measurement devices. 

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

may be used to complete the measurement task. · 

Tools and Devices List