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 Food Service

- Trying Out Metric Units

- Serving Food With Metrics

12

12

12

12

13

14

15

Unit 3

- Objective

- Suggested Teaching Sequence

- Metric-Metric Equivalents

- Changing Units at Work

16

16

16

16

18

Unit 4

- Objective

- Suggested Teaching Sequence

- Selecting and Using Metric Instruments, Tools and Devices

- Which Tools for the Job? 

- Measuring Up in Food Service

19

19

19

19

20

20

Unit 5

- Objective

- Suggested Teaching Sequence

- Metric-Customary Equivalents

- Conversion Tables

- Any Way You Want It

21

21

21

21

22

23

Testing Metric Abilities 24

Answers to Exercises and Test 25

Temperature 26

Tools and Devices List

References

TEACHING AND LEARNING 

THE METRIC SYSTEM · 

This metric instructional package was designed to meet job relat~d 

metric measurement needs of students. To use this pac,kage 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 activitie-s, 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 

ge.tting too much information. 

5. M<;>ve through the dnits in an order which emphasizes the simplicity of the 'metric system (e.g., length to area to volume):'' 

6. Teach one c,ancept at a time to avoid overwhelming students with 

too much material. 

Unit 1 is a general Introduction to the ~ehic 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. 

,F > 

.. .. 

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 expenence with recogmzmg and using metric 

instruments and tools in occupational measurement tasks. It also provides experience m 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 resou,rce;;. Exercises may be used in independent study, small 'groups, or~' wfiole-class activities. All of the 

materials can 'be ~xp nded by; tfi~ teaGher. 

Gloria S Cooper 

Joel H . ..\lagisos 

Editors 

Th15 p ublicatiOn was developed pursuant tO contract No . OEC-0- 74-9335 w1th the 

Surea~ of Occupational and Adult Education. U .S. Department of Health. Educa- . 

11 on and · Welfare . However. th e opil).i ons expressed herein do not necessarily 

reflect the pos111on or policy of the ' U .S. Office o f Educ.ini on and no official 

endorsement by the US Offic e of Educati on should be inferred. 
1. 

2. 

3. 

4. 

5. 

UNIT 1 

SUGGESTED TEACHING SEQUE..NCE 

These introductory exercises may require 

two or three teaching periods for all five 

areas of measurement. 

Exercises should be followed in the order 

given to best show the relationship 

between length, area, and volume. 

Assemble the metric measuring devices 

(rules, tapes, scales, thermometers, and 

measuring containers) and objects to be 

measured.* 

Set up the equipment at work stations 

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

Have the students estimate, measure, and 

record using Exercises 1 through 5. 

6. Present information on notation and 

make Table 1 available. 

7. Follow up with group discussion of 

activities. 

*Other school departments may have devices which 

can be used . l\letric suppliers are listed in the reference 

section. 

OBJECTIVES 

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

Temperature Exercises, using the metric terms and measurement devices Jist~d 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 o/c 

of the actual measure 

5. Read correctly 

Linear 

(pp. 3. 4) 

millimetre (rnm) 

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 

(cm 2 ) 

square 

metre 

(m2) 

EXERCISES 

Volume or Capacity 

(pp. 7. 8) 

cubic centimetre (cm 3 ) 

cubic metre 

(m3) 

litre (I) 

millilitre(ml) 

the area of capacity of 

a given surface containers 

measurements 

on graduated 

volume measuring devices 

Mass 

(pp. 9 . 10) 

gram (g) 

kilogram (kg) 

the mass of objects 

in grams and kilo· 

grams 

a kilogram sca le 

and a gram scale 

Temperature 

(p . 11) 

degree Celsius 

( OC) 

the temperatu re 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. 

5. 

6. 

7. 

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

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

digits (4q 271 km not 45 ,271 km). 

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

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

Information Sheet 1 

1 
2 

METRIC UNITS, SYMBOLS, AND REFERENTS METRIC PREFIXES 

Quantity Metric Unit Symbol Useful Referents Multiples and 

Prefixes Symbols Submultiples 

Length millimetre nun Thickness of dime or paper 

clip wire 

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

centimetre CJl1 Width of paper clip 1000=103 kilo (k-i{ o) 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 2 em 

Base Unit 1 = 10° 

0 .1 = 10-l deci ( des'i ) d 

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

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

hectare ha Football field including sidelines 0.000 001 = 10-6 micro (ml' kro) f.1. 

and end zones 

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 

CJ) 

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 kiloi{I'ams) t Volkswagen Beetle 

~"""R O'OR VOCATK>NAL EDUCATOON 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. v\'here 

is the other end of the 

metre stick? Touch yourself at that end. 

THAT IS HOW LONG A I\IETRE IS! 

~E~ER "'" VOCAnONAC <DUCATOON 

3. Choose a partner to stand 

at your side. l\1ove 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! 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN l'viETRES 

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 MEASURKMENT column. 

3 

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

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

"Metric .Marvel." 

1. Height of door knob 

from floor. 

2. Height of door. 

3. Length of table. 

4. Width of table. 

5. Length of wall of 

this room. 

6. Distance from 

you to. wall. 

Estimate 

(m) 

Measurement 

(m) 

How Close 

Were You? 

Exercise 1 

(continued on next page) 
4 

II. THE CENTIMETRE (em) 

There are 100 centimetres in one metre . Tf there Rre 4 metres Rnd 

3 centimetres, you write -!03 em [(4 x 100 em)+ 3 em = -!00 em 

+ 3 cmj. 

A . DE \'ELOP A FEELING FOR THE SIZE OF A CENTil\IETRE 

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

How wide is it? em 

2. Me asure your thumb from the first joint to the end. 

em 

3. Use the metri c ruler to find the width of your palm. 

em 

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

em 

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

around it? em 

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

B. DEVELOP YOUR ABILITY TO ESTIMATE IN CENTII'v1ETRES 

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

following items, follow the procedures used for estimating in 

metres. 

1. 

2. 

3. 

4. 

5. 

Length of a paper 

clip. 

Diameter (width) 

of a coin. 

Width of a 

postage stamp. 

Length of a 

pencil. 

Width of a sheet 

of paper. 

Estimate 

(em) 

a3 C<HTER O'OR VOCAnoN~ WOCAT>ON 

Measurement 

(em) 

How Close 

Were You? 

III. THE t-.1ILLI!'v1ETRE (mm) 

There are 10 millimetres in one centimetre . Wlwn a meRsurement is 

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

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

A. DEVELOP A FEELI.\:G FOR THE SIZE OF A l\IILLil\1ETRE 

Using a ruler marked in millimetres, measure: 

1. Thickness of a paper clip wire . mm 

2. Thickness of your fingernaiL mm 

3. Width of your fingernail. mm 

4. Diameter (width)of a coin. mm 

5. Diameter (thickness) of your pencil. mm 

6. Width of a postage stamp. mm 

B. DEVELOP YOUR ABILITY TO ESTil\L\.TE IN ;'>.1ILLII\1ETRES 

1. 

2. 

3. 

4. 

5. 

6. 

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

following items, follow the procedures used for estimating in 

metres. 

Thickness of a 

nickel. 

Diameter (thickr1ess) 

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 

\\"HEN YOU DESCRIBE THE AREA OF SOl\lETHING, YOU ARE 

S.-\ YING I-!0\\ . .\L-\:'\I"Y SQUARES OF A GIVE~ SIZE IT TAKES TO 

COVER THE SURFACE. 

I. THE SQUARE CENTIMETRE (cm2 ) 

A. DEVELOP A FEELING FOR A SQUARE CENTil\lETRE 

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 .? 

a::J·NHR >OR VOCAnONAC WUCAnON 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE 

CENTil\'IETRES 

You are now ready to develop your ability to estimate 

in square centimetres. 

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

following items, follow the procedures used for estimating in 

metres. 

5 

Estimate 

(cm2 ) 

Measurement 

(cm2 ) 

How Close 

Were You? 

1. Index card. 

2. Book cover. 

3. Photograph . 

4. Window pane or 

desk top. 

II. THE SQUARE METRE (m2) 

A. DEVELOP A FEELING FOR A SQUARE 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 SQ UARE CENTIMETRE GRID 

METRES I 

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. 

I 

I 

I 

Exercise 2 
VOLUME MEASUREMENT ACTIVITIES 

Cubic Centimetre, Litre, Millilitre, Cubic Metre 

I. THE CUBIC CENTIMETRE ( cm3 ) 

A. DEVELOP A. FEELING FOR THE CUBIC CENTil\IETRE 

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

height, and width in centimetres. 

THAT IS ONE CUBIC CENTIJ\IETRE! 

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 

CENTLMETRES. 

d. l\1easure 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 cmx em = ___ cm3 . 

Are the answers the same in c. and d.? 

~·NT·R ""' VOCATOON= WUCATOON 

B. DEVELOP YOL'R ABILITY TO ESTIMATE IN CUBIC 

CENTil'vlETRES 

1. 

You are now ready to develop your ability t o 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 ) 

l\1easurement 

(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 O="!E LITRE! 

3. Fill the litre container with rice. 

THAT IS HOWJ\1UCH IT TAKES TO FILL A ONE 

LITRE CONTAINER! 

Exercise 3 

(continued on next page) 
III. 

B. DEVELOP YOUR ABILITY TO ESTI!\1ATE IN LITRES 

You are now ready to develop your ability to estimate in 

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

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

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

2.75 I, or 2.75 litres. 

For each of thP. 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 MILLILITRE (ml) 

Estimate 

(I) 

How Close 

Measurement Were You? 

(1) 

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 l'v1ILLILITRE 

1. Examine a centimetre cube. Anything which holds 

1 em 3 holds 1 ml. 

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

spoon into your hand. Carefully pour the rice into a 

small pile on a sheet of paper. 

THAT IS HOW MUCH ONE MILLILITRE IS! 

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

pile on the sheet of paper. 

THAT IS 5 !\1ILLILITRES, OR ONE TEASPOO='J' 

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::::J·NT·R ' 0R VOCATOONAC WUCATOON 

B. DEVELOP YOUR ABILITY TO ESTIM.ATE IN MILLILITRES 

You are now ready to estimate in millilitres. Follow the 

procedur~s u~ for estimating metres. 

Estimate 

(ml) 

How Close 

Measurement Were You? 

(ml) 

1. Small juice can. 

2. 

3. 

Paper cup or tea 

cup. 

Soft drink can. 

4. Bottle. 

IV. THE CUBIC l\.fETRE (m3 ) 

A. DEVELOP A FEELING FOR A CUBIC :-.IETRE 

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 VOLUl'vfE OF ONE CUBIC lVIETRE! 

B. DEVELOP YOUR ABILITY TO ESTifVL.<\TE IN CUBIC .'v!ETRES 

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

1. Office desk. 

2. File cabin et. 

3. Small room. 

Measurement 

(mJ ) 

How Close 

Were You? 

Exercise 3 
MASS (WEIGHT) MEASUREMENT ACTIVITIES 

Kilogram, Gram 

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

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

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

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

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

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

:20 pounds. This differen ce is because the pull of gravity on the moon 

is less than the pull of gravity on earth .. -\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. 

Tv;o and three-fourths kilograms is written as 2.75 kg. 

I. THE KILOGRAM (kg) 

DEVELOP A FEELI:--.JG FOR THE 1\L~SS 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. 

~·NnR >OR VOCATOONAC OOUCATOON 

1. 1 kilogram box. 

2. Textbook. 

3. Bag of sugar. 

4 . Package of paper. 

5. Your own mass. 

:\lass 

(kg) 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN KILOGRAMS 

1. 

2. 

3. 

4. 

5. 

For the following items ESTIMATE the mass of the object in 

kilograms, then use the scale or balance to find the ex~ct mass 

of the object. Write the exact mass in the MEASUREl\IENT 

column. Determine how dose your estimate is: 

Bag of rice. 

Bag of nails. 

Large purse or 

briefcase. 

Another person. 

A few books. 

Estimate Measurement 

(kg) (kg) 

How Close 

Were You? 

Exercise 4 

(continued on next page) 
10 

II. THE GRAi\1 {g) 

A. DEVELOP A FEELING FOR A GRAl\.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 GRArvlS! 

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

THAT IS THE MASS OF FIVE GRAJ\18! 

~'"''"<O VOCATOONAC WUCMOON 

B. DEVELOP YOUR ABILITY TO ESTEvlATE IN GRA.\1.8 

1. 

2. 

3. 

4. 

5. 

6. 

You are now ready to improve your ability to estimate in 

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

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

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

used for estimating in kilograms. 

Two thumbtacks. 

Pencil. 

Two-page letter 

and envelope. 

Nickel. 

Apple. 

Package of 

margarine. 

Estimate 

{g) 

How Close 

Measurement Were You? 

(g) 

Exercise 4 
TEMPERATURE MEASUREMENT ACTIVITIES

Degree Celsius 

I. DEGREE CELSIUS tC) 

Degree Celsius (°C) is the metric measure for temperature. 

A. DEVELOP A FEELING FOR DEGREE CELSIUS 

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

1. 

2. 

3. 

-1. 

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 TEP.1PERATURE IS 37 DEGREES 

CELSIUS (37°C). 

A FEVER IS 39°C. 

A VERY HIGH FEVER IS 40°C. 

~"""R O'OR VOCATIONA'- <DUC ATOON 

B. DEVELOP YOUR -\BILITY TO ESTI:\i-\ TE IN DEGREES 

CELSIUS 

11 

For each item, ESTIMATE and write down how ~ny degrees 

Celsius you think it is. Then measure and write the l\1EASUREl\1ENT. See how close ryour estimates and actual measurements are. 

1. l'vlix 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. l\lix of ice and water. 

6 . Temperature at 

floor. 

7. Temperature at 

ceiling. 

How Close 

Measurement Were You? 

(OC) 

Exercise 5 
12 

UNIT 2 

OBJECTIVES 

The student will recognize and use the metric 

terms, units, and symbols used in this occupation. 

• 

• 

Given a metric unit, state its use in this 

occupation. 

Given a measurement task in this occupa-. 

tion, 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 st udents learn occupationallyrelated metric measurements by completing Exercises 6 and 7. 

5. Test performance by using Section A of 

"Testing Metric Abilities." 

~~·· roR VOCAT>ONAC 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. What kinds of jobrelated tasks use measurement? Think of the many different kinds of measurements you 

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

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

Information Sheet 2 
Metric Units for Food Service 

Quantity Unit Symbol Use 

Length millimetre mm Thickness of sliced meat. 

centimetre em Dimensions of oven, pans, grill, storage areas, steamers, rolls; portion size (slice of roast beef, 

baked vegetable serving); utensil size, clothing size. 

metre m Dimensions of kitchen or large equipment; length of wrapping paper. 

Area square centimetre cm2 Work surfaces; equipment surfaces; storage areas; size of disposable containers and paper products. 

square metre m2 Floor area. 

Volume/Capacity millilitre ml Liquid and dry ingredients; cleaners, sanitizers; oils; fresh, frozen, canned, dehydrated foods; refrigeration and dry storage containers; size of disposable cups, bowls, and containers. 

litre I Cleaning equipment (bucket); preparation and serving bowls; size of disposable cups, bowls, and 

containers; refrigeration and dry storage containers; refrigerator or freezer size.* 

cubic metre m3 Storage space. 

Mass gram g Measuring, ordering, and receiving dry ingredients; fresh, frozen, canned, dehydrated foods, and 

supplies. Determining portion and product size (e.g., mass of pork chops, steaks, roasts, stew). 

metric ton t Ordering and receiving quantity purchases of dry ingredients; fresh, frozen, canned, dehydrated 

foods, and supplies. 

Temperature degree Celsius oc Room, dry storage, temperatures of refrigerator, freezer, and hot holding container; equipment 

operating temperatures (e.g. oven _fry_er grill}. 

Dilutions millilitres per litre ml/l Cleaners, sanitizers, mixing fruit juices. 

grams per litre g/l Adding dry concentrates to liquids (cleaners or beverages). 

Application Rates 

Dry or Granular grams per square metre g/m2 Pesticides, cleaning powder. 

Liquid millilitres per square metre ml/m2 Pesticides, cleaning solutions. 

Food Energy kilojoule kJ Measuring or stating the energy value of foods, energy requirements of people, energy content 

of diets (100-calorie apple, about 400 kJ). 

megajoule MJ Calculating or reporting total daily, weekly, or annual intake. 

kilojoules per gram kJ/g Calculating sizes of portions and servings; counting food energy value intake; planning menus; 

kilojoules per kilogram kJ/kg making purchasing decisions. 

kilojoules per day kJ/d Energy content of diet or energy requirements (2000-calorie diet, about 8 000 kJ/d). 

megajoules per day MJ/d 

*Refrigerator or freezer capacity could be given in litres or cubic metres. A final decision has not been made by U.S. manufacturers. Obtain current information 

from the Association of Home Appliance Manufacturers, 20 North Wacker Drive, Chicago, IL 60606. 

13 

a:3 C£NnR FOR VOCATIONAL <OUCATOON Table 2 
14 

TRYING OUT METRIC UNITS 

To give you practice with metric units, first estimate the measure- 1 Estimate I --\ct ual 

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

Then actually measure the item and write down your answers using the 16. Water glass 

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

17. French fry portion server 

Estimate Actual 

18. Serving ladles 

Length 19. Serving spoon 1. Arm length 

2. Thickness of a piece of cake 20. Coffee cup 

3. Your height 

21. Soup bowl 

4. Serving spoon 22 . Water pitcher 

5. Chef's knife 

Mass 

6. Desk or table 23 . One layer cake 

7. Length of work station 2-L Loaf of bread 

8 . Sheet pan 25. Yourself 

9. Wrapping paper width 26. Tablespoon of butter 

Area 27. 2 cups of sugar 

10. Desk top 

11. Work station 28. Fruit or vegetable 

12. Storage for china Tern perature 

29. Dry storage 

13 . Dining room 

30. Food serving temperature 

1-L Roasting or baking pan 

31. Refrigeration unit 

Vo lurn t'/Capacity 32 . Freezer l ;:-, 

v. Iced tea glass 

ooc ,Nn R "'" vocAnONA< mucAnON Exercise 6 
15 

SERVING FOOD WITH METRICS 

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

18. Size of disposable cups what measurement to use in the following situations. 

19. Length of roll of wrapping paper 1. Mass of one tablespoon of sugar 

) 20. Area of banquet room 

2. Capacity of a water glass 

21. Ordering soft drink concentrate 

3. Mass of a bag of flour 

22. Thickness of sliced cheese 

4. Capacity of a large jug of 

liquid floor cleaner 23. Thickness of a steak 

5. Oven tern perature 24. Mass of a container of ice cream 

6. Table height 25. Serving temperature of foods 

7. Volume of a large bulk container of ice cream 

8. Ma<;s of a pork chop D1 I I 1 1 1 If 

9. Diameter of a pie ..) 

10. Length of a roasting pan c. ~ 

l11 Til 

11. Size of a napkin 

~ ll 12. Volume of a large jar of '- ____,) mayonnaise 

~ 

C) 13. Application rate of liquid cleaner 1----

~ 

14. Diluting fruit juice concentrate f---

~ 

15. Mixing liquid cleaner with water I 

16. Determine the mass of a single 

portion of cut sirloin 

17. Food energy value of a serving 

of vegetables 

oo·~·R ·~ VOCATOONAO >OUCATOO N Exercise7 
16 

UNIT 3 

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. l\1ake 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 CENnR H>R VOCAT""'AC WUCAT>ON 

METRIC-METRIC EQUIVALENTS 

Centimetres and Millimetres 

jlllljlllljlllljlllljlllljlllljlllljlllljllllji~ 

1 2 3 4 5 6 

~lllljlllljlllljlllljlllljlllljlllijlllljlllljllll i''''l""l''"l''' 

I I 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 ) 26 mm = em e ) 132 mm em 

b) 583 mm;;: em f ) 802mm em 

c ) 94.mm = 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, 

3 rn = 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 mm = 2 000 mm, 

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

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

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

From your work with decimals you should know that 

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

one-fourth of a centimetre can be written 0.25 em 

(twenty-five hundredths of a centimetre). 

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

millimetres, you would multiply by 1 000. So 

0.75 m = 0.75 x 1 000 mm 

75 

100 x 1 000 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 ?

_ ' ;::, 

l-t8 

639 

~·NHR "'" VOCAnONAC WUCAnQN 

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 = 1 000 litre = 1 litre . Or 

1 000 ml 

2 000 ml 2 000 = 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 . o . . t· s ·oo l 500 ml = 1 OOO litre = .5 litre (five-tenths of a 1tre ). o ;::, m 

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). 

17 

Information Sheet 5 

Now you try some. Complete the following chart. 

millilitres litres 

(ml) (I) 

3 000 3 

6 000 

8 

1-t 000 

23 

300 0.3 

/00 

0.9 

250 

0.47 

275 

Exercise 10 
18 

Litres to Millilitres 

Vvl1at do you do if you need to change litres to m.illilitres ? Remember, 

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

So, 

2 litres = 2 x 1 000 ml = 2 000 ml. 

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

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

. 0.65 litre = 0.65 x 1 000 ml = 650 ml. 

Information Sheet 6 

I\'ow 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 th e same as 0.7 kg, and so on . 

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

changing from m.illilitres 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 Gran1s 

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

-J kg = ..) X 1 000 g = ~ 000 g, 

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

0.75kg = 0.75x1 UUOg = 7o0g. 

Information Sheet 8 

Complete the following C'h art . 

kilograms gr:~m> 

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 t he following to 

metric equivalents by completing these st atements. 

a ) 500 em of wrapping paper is~------­

b ) 150 ml of coffee is------------

m 

c ) 20 em sauce pan is mm 

d ) 2 500 g of sugar is kg 

e ) 0.24 litre of milk is ml 

f ) 0.4 kg of salt is g 

g ) 0.5 litre concentrate is ml 

h ) 2 m length of wrapping paper is mm 

i ) 500 g salt is kg 

j ) 500 ml disposable cup is l 

k ) 5 em baked roll is ____________ mm 

1 ) 2 400 mm work table length is em 

m) 20 kg of dishwasher detergent is ______ g 

n ) 5 kg of flour is ---- --------- g 

Exercise 14 
UNIT 4 

OBJECTIVE 

The student will recognize and use 

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

• Given metric and Customary tools, 

instrument, 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 to the accuracy required. 

SUGGESTED TEACHING SEQUENCE 

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

°C thermometer, measuring cups) 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 and Temperature Visual located 

on page 26. 

5. Mix metric and Customary tools or 

equipment at learning station. Give 

students Exercises 15 and 16. 

6. Test performance by using Section C 

of "Testing Metric Abilities." 

~C,NT<R '0R VOCAnQNAC WUCA<OON 

SELECTING AND USING 

METRIC INSTRUMENTS , TOOLS AND DEVICES 

Selecting an improper pan or misreading an oven thermostat can result in wasted food 

servings. For example, you can't put 1 500 millilitres of milk into a quart pan. Setting the 

oven thermostat at 250°C instead of 250°F for roasting meats will result in drier meat and 

fewer portions to serve to customers. Here are some suggestions: 

1. Find out in advance whether Customary or metric units, utensils, equipment 

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 (3/8). 

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

are metric. 

7. Don't force whipbeaters, choppers or other parts of equipment which are not 

fitting properly. 

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

Information Sheet 9 

19 
20 

WHICH TOOLS FOR THE JOB? MEASURING UP IN FOOD SERVICE 

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

select, and use metric-scaled tools and instruments for the tasks given 25% of actual measurement; and verify the estimation by measuring 

below. You should be able to use the measurement tools to the appro- to the accuracy required. 

priate precision of the tool, instrument, or task. 

Estimate Verify 

1. Mix 4 litres of iced tea. 1. Capacity of a juice glass 

2. Fill take-out order for 5 servings of cole slaw. 2. Mass of an order of potato salad 

3. Calculate and prepare an amount of liquid cleaner for a 3. Volume of a container of milk 

kitchen the size of your classroom. 

4. Temperature of: 

4. Check proper temperature in cold storage areas. 

a. Refrigeration storage area 

5. Measure and dilute soap powder for cleaning. b. Dining room 

6. Prepare sauce for twenty-five 60 ml servings. c. Dishwasher water 

7. Compare the net mass of two No. 10 cans of peas. 5. Area of a dining room 

8. Find the mass and volume of one ice cream scoopful of food. 6. Amount of detergent required 

for dishwasher 

9. Measure a classmate for size of a uniform. 

7. Mass of a single serving of meat 

10. Measure a 400 gram order of food for a customer. 

8. Length of a counter -

11. Find the number of 10 em by 10 em servings you will be able 

to get from a steam table pan. 9. Volume of a storage bin 

12. Check the proper temperature in the dining room area. 10. Spacing of table place settings 

11. Diameter of a large stock pot 

12. Area of a steam table 

13. Capacity of a sauce pan 

14. Length and width of a table cloth 

15. Area of wrapping paper for 

one sandwich 

Exercise15 Exercise 16 
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 m€tric (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." 

~'NUR '0R VOCAnONA< WUCMOON 

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. 

21 

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

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

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

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

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

17, Part 2 and Part 3. 

Below is a table of metric-Customary equivalents which tells you what the metric replacements for Customary units are.* This table can be used with Exercise 17, Part 1 and Part 3. The 

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

1 em :::::: 0.39 inch 

1 m :::::: 3.28 feet 

1 m:::::: 1.09 yards 

1 km:::::: 0.62 mile 

1 cm2 ~ 0.16 sq in 

1 m 2 ~ 10.8 sq ft 

1m2 ~ 1.2 sq yd 

1 hectare :::::: 2.5 acres 

1 inch:::::: 2.54 em 

1 foot :::::: 0.305 m 

1 yard:::::: 0.91 m 

1 mile :::::: 1.61 km 

1 sq in :::::: 6.5 cm2 

1 sq ft:::::: 0.09 m2 

1 sq yd :::= 0.8 m 2 

1 acre ~ 0.4 hectare 

1 cu in ~ 16.4 cm3 

1 ml:::::: 0.2 tsp 

1 ml :::= 0.07 tbsp 

11 :::::: 33.8 fl oz 

11:::::: 4.2 cups 

11:=::;2.1pts 

1 I:::::: 1.06 qt 

11 ~ 0.26 gal 

1 gram ~ 0.035 oz 

1 kg:::::: 2.2 lb 

1 tsp ~ 5 ml 

1 tbsp ~ 15 ml 

1 fl oz ~ 29.6 ml 

1 cup~ 237 ml 

1 pt ~ 0.47 1 

1 qt ~ 0.95 I 

lgal~3.791 

1 oz ~ 28.3 g 

1 cm lib~ 0.45 kg 3 :::::: 0.06 cu in 

1 m3 ~ 35.3 cu ft 

1 m 3 ~ 1.3 cu yd 

1 cu ft:::::: 0.03 m3 

1 cu yd :::= 0.8 m3 

1 metric ton :::::: 2205 lb 

1 kPa:::::: 0.145 psi 

1 ton~ 907.2 kg 

1 psi ~ 6.895 kPa 

*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 
22 

CONVERSION TABLES 

OUNCE TO .GRAM 

CULINARY MEASURES 

GRAM TO OUNCE TO METRIC (APPROXIMATE) 

ll oz. ll oz. ll oz. oz. ll oz. ll Ounces (fluid) Millilitres 

100 3.53 10 0.35 1 0.04 10 283 1 28 1/6 (1 t.p.) 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 (1/2 cup ) 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 cups = 1 pint) 480 

24 (3 cups) 720 

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

900 31.75 90 3.17 9 0.32 90 2551 9 255 64 (8 cups= 1/2 gallonr 1920 (1.91) 

128 (16 cups = 1 gallon) 3840 (3.8 1) 

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 44.1 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 13.5 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 teaspoon 1 teaspoon- 5 ml (4 .9 ml) 

15 ml (14 .8 ml) = 1 tablespoon 1 tablespoon= 15 ml (14.8 ml) 

Table 3 
ANY WAY YOU WANT IT 

1. You are working in a food service operation as the assistant chef. 

With the change to metric measurement some of the things you 

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

to be familiar with appropriate Customary equivalents in order to 

communicate with customers and suppliers who use Customary 

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

10 and give the approximate metric quantity (both number and 

unit) for each of the following Customary quantities. 

Customary Quantity Metric Quantity 

a ) 

b ) 

c ) 

d ) 

e ) 

f ) 

g ) 

h ) 

) 

k) 

l ) 

m) 

n) 

5 lbs. of hamburger 

4 qts. of hollandaise sauce 

3/4 in. thick pork chop 

18 in. piano whip 

10 lbs. of frozen egg yolks 

8 tsp. of flavoring 

5 oz. of sliced beef 

16 oz. of cooked vegetable 

2 in. by 2 in. petits fours 

100 lbs. of flour 

2 fl. oz. of cleaner 

4 in. slice of cake 

1 gal. of mayonnaise 

1 pt. of vanilla 

o ) 8 fl. oz. glass 

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

a ) 12 oz. 

b) 30g ____________________ __ g 

oz. 

c ) 16 fl. oz. 

d ) 2 lbs. ---------------------- ml 

-------------------------- kg 

~C<NTER O'OR VOCATION~ 'OUCATOON 

3. 

e ) 5 kg ---------- - lbs. 

f ) 3/4 cup ml 

g ) 180 ml fl. oz. 

Complete the Requisition Form using the items listed. Convert 

the Customary quantities to metric before filling out the forin. 

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

Order the following food supplies: 

a ) Forty 10 lbs. package of frozen com 

b ) One hundred 8 oz. sirloin steaks 

c ) Four 9 in. sauce pans 

d ) One 5 gal. can of liquid cleaner 

e ) Two 10 in. x 4 in. tube pans 

REQUISITION 

Date 

For 

No. Date Wanted 

Deliver to 

QTY UNIT ITEM 

~ 

Requested by 

Approved by 

Exercise 17 

23 
24 

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 b edspread 

[ D] a postage stamp 

3. Bulk order quantities of foodstuffs, 

such as meat and potatoes, are 

normally given in: 

[A] metres 

[B ] litres 

[ C] kilograms 

[D J kilolitres 

4. Banquet room requirements would 

normally be made in terms of: 

[A J square centimetres 

[B] hectares 

[C] cubic millimetres 

[D] square metres 

5. The correct way to write twenty 

grams is: 

[A] 20 gms 

[B] 20 Gm. 

[C] 20 g. 

[D] 20 g 

6. The correct way to write twelve 

thousand millimetres is: 

[A] 12.000 mm. 

[B] 12.000 mm 

[C] 12000mm 

[D] 12000mm 

SECTION B 

7. A 7 50 gram package of gelatin is 

the same as: 

[A] 0.75 kilogram 

[B] 7 500 kilograms 

[C] 7.5 kilogram.s 

[D] 7 50 000 kilograms 

8. A table 200 centimetres long 

also has a length of: 

[A] 4 metres 

[B] 2 metres 

[C j 2 kilometres 

[D] 20 millimetres 

SECTION C 

9 . For measuring grams you would 

use a: 

[A] scale 

[B] tape 

[C] pressure gage 

[D] measuring cup 

10. For measuring centimetres you 

would use a: 

[A] pressure gage 

[B] tape 

[C] scale 

[D] measuring cup 

11. Estimate the length of the line 

segment below: 

~--------------------~ 

[A] 23 grams 

[B] 6 centimetres 

[C] 40 millimetres 

[D] 14 pascals 

12. Estimate the length of the line 

segment below: 

f----'---l 

[A] 10 millimetres 

[B] 4 centimetres 

[C] 4 pascals 

[D] 23 milligrams 

SECTION D 

13. The metric unit which replaces 

the dry ounce is: 

[A] gram 

[B] litre 

[C] millimetre 

[D] milligram 

14. The metric unit which replaces 

the gallon is: 

[A] gram 

[B] kilolitre 

[C] litre 

[D] kilogram 

ml 

100 

200 

300 

400 

500 

600 

700 

800 

900 

Use this conversion table to answer questions 15 and 16. 

fl. oz. ml fl. oz. ml 

3.4 10 .3 1 

6.8 20 .7 2 

10.1 30 1.0 3 

13.5 40 1.4 4 

16.9 50 1.7 5 

20.3 60 2.0 6 

23.7 70 2.4 7 

27.1 80 2.7 8 

30.4 90 3.0 9 

15. The equivalent of 480 ml is: 

[A] 162 fl. oz. 

[B] 13.4 fl. oz. 

[C] 4.8 fl. oz. 

[D] 16.2 fl. oz. 

16. The equivalent of 110 ml is: 

[A] 3.7 fl. oz. 

[B] .33 fl. oz . 

[C] 110 fl. oz. 

[D] 11.0 fl. oz. 

fl. oz. 

.03 

.07 

.10 

.14 

.17 

.20 

.24 

.27 

.30 

o:::3c•""• •~ vocATOONAC mucAT>oN TESTING METRIC ABILITIES 
ANSWERS TO. EXERCISES AND TEST 

EXERCISES 1 THRU 6 

The answers depend on the items 

used for the activities. 

EXERCISE 7 

Currently accepted metric units of 

measurement for each question are 

shown in Table 2. Standards in each 

occupat.ion 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 OOOj 

(5) (500 ) 5 000 

74 (7 400) (7 4 000) 

0.8 80 (800) 

0.6 (60) 600 

(0.025) 2.5 25 

(0 .148 ) (14 .8 ) 148 

(6.39 ) 639 (6 390) 

o:3'•~•• •OR vocATOONAc muCATOON 

Exercise 10 

millilitres 

ml 

3 000 

6 000 

(8 000) 

(14 000) 

(23 000) 

300 

700 

(900) 

250 

( 470) 

275 

Exercise 11 

litres 

l 

8 

5 

46 

(32) 

0.4 

0.53 

(0.48) 

Exerdse 12 

grams 

g 

4 000 

9 000 

23 000 

(8 000) 

300 

275 

litres 

l 

3 

(6) 

8 

(14) 

23 

0.3 

(0. 7) 

0.9 

(0.25) 

0.47 

(0.275 ) 

millilitres 

ml 

8 000 

(5 000) 

(46000) 

32 000 

(400) 

(530) 

480 

kilograms 

kg 

4 

(9) 

(23) 

8 

(0.3) 

(0.275) 

25 

Exercise 13 Part 2~ 

kilograms grams 

kg g 

a ) 340 g e ) lllbs. 

b ) 1.06 oz. f ) 180 ml 

c ) 473.1 ml g ) 6.1 fl. oz. 

7 7 000 d) 0.9 kg 

11 (11 000) 

(25) 25 000 

0.4 (400) Part 3. 

0.63 (630) a ) 4.5 kg d) 18.95 litres 

(0.17 5) 175 b) 226.4 g e ) 25.4 em x 

c ) 22.86 em 10.16 em 

Exercise 14 

a ) 5m h) 2 000 mm TESTING METRIC ABILITIES 

b) 0.15 litre i ) 0.5 kg 

e ) 200mm j ) 0.5 litre 

d) 2.5 kg k) 50mm 

e ) 240 ml l ) 240cm 

f ) 400 g m) 20 000 g 

g ) 500 ml n) 5 000 g 

1. c 9. A 

2. B 10. B 

3. c 11. B 

4. D 12. A 

5. D 13. A 

6. D 14. c 

EXERCISES 15 AND 16 

7. A 15. D 

8. B 16. A 

The answers depend on the 

items used for the activities. 

EXERCISE 17 

Partl. 

a ) 2.25 kg i ) 5.08 em by 

b) 3.8 litres 5.08 em 

e ) 1.905 em j ) 45 kg 

d) 45.72 em k) 59.2 ml 

e ) 4.5 kg 1 ) i0.16 em 

f ) 40 ml m) 3. 79 litres 

g ) 141.5 g n) 0.47 litre 

h) 452.8 g 0) 236.8 ml 
26 

TEMPERATURE 

~ Boilingwater 100°C 

r Normal body temp. 37°C 

~Comfortable room temp. 

J1 20°C to 23°C 

~ Freezing water 0° C 

French frying foods 190°C 

Grilling steaks 180° C 

Roasting meat, poultry 160°C 

Very slow oven 

COMMON COOKING 

TEMPERATURES °C 

(Baked beans, Custard) 120°C 

Cooking vegetables in water 100°C 

Visual1 

-{;r U.S . GOVERNM ENT PRINTING OFFICE: 1977- 757-o69/6224 
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/CAP A CITY 

*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 

NTER FOR VOCATIONAL EDUCATION 

The Oh•o State Un •yer\•t v • 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, and 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 pins, 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 

I 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 

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

etc. 

I 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. 

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

may be used to complete the measurement task. 

Tools and Devices List