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 Copy Preparation, Layout and Design, Type Composition

- Trying Out Metric Units

- Copy Preparation With Metrics

- Layout With Metrics

- Composition With Metrics

12

12

12

12

13

14

15

16

17

Unit 3

- Objective

- Suggested Teaching Sequence

- Metric-Metric Equivalents

- Changing Units at Work

18

18

18

18

20

Unit 4

- Objective

- Suggested Teaching Sequence

- Selecting and Using Metric Instruments, Tools and Devices

- Which Tools for the Job? 

- Measuring Up With Copy Preparation

- Which Tools for the Job? 

- Measuring Up in Layout and Design

- Which Tools for the Job? 

- Measuring Up in Type Composition

21

21

21

21

22

22

23

23

24

24

Unit 5

- Objective

- Suggested Teaching Sequence

- Metric-Customary Equivalents

- Conversion Tables

- Any Way You Want It

25

25

25

25

26

27

Testing Metric Abilities 28

Answers to Exercises and Test 30

Tools and Devices List

References

TEACHING AND LEARNING 

THE METRIC SYSTEM 

This metric instructional package was designed to meet job-related 

metric measurement needs of students. To use this package students 

should already know the occupational terminology, measurement 

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

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

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

distribution. 

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

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

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

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

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

Classroom experiences with this instructional package suggest the 

following teaching-learning strategies: 

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

system fun. 

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

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

metric units to customary units can ·be confusing. 

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

by "doing." 

4. Students should have experience with measuring activities before 

getting too much information. 

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

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

too much material. 

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

This unit enables students to become familiar with the basic metric 

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

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

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

and gives experience with occupational measurement tasks. 

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

Unit 4 provides experience with 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 be expanded by the teacher. 

Gloria S Cooper 

Joel H. :\lagisos 

Editors 

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

Bureau of Occupational and Adult Education, U.S. Department of Health, Education and Welfare. However. the opinions expressed herein do not necessarily 

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

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

2. 

3. 

UNIT 1 

SUGGESTED TEAClllNG 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 measurine 

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 or Capacity 

(pp. 7. 8) 

cubic centi· 

metre (cm 3 ) 

cubic metre 

(ml) 

litre (I) 

millilitre (ml) 

capacity of 

containers 

measurements 

on graduated 

volume measuring devices 

Mass Temperature 

(pp. 9. 10) (p.ll) 

gram (g) degree Celsius 

tel 

kilogram (kg) 

the mass of objects the temperature of 

in grams and kilo· the air or a liquid 

grams 

a kilogram scale A Celsius thermometer 

and a gram scale 

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

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

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

4. A space separates the numerals from the unit symbols (4 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 Submult iples 

Length millimetre nun Thickness of dime or paper 

clip wire 

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

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

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

kilometre km 12-minute walking distance 10 = 10 1 deka (dek'a) da 

Area square Area of this space 

D centimetre cm2 

Base Unit 1 = 10° 

0.1 = 10-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 ( rr~il'[) m 

hectare ha Football field including sidelines 

and end zones 0.000 001 = 10-6 micro (mTkro) Jl 

Volume and millilitre m1 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 MEASUREMENT ACTIVITIES 

Metre, Centimetre, Millimetre 

I. THE METRE (m) 

A. DEVELOP A FEELING FOR THE SIZE OF A METRE 

1. Pick up one of the metre 

sticks and stand it up on the 

floor. Hold it in place with 

one hand. Walk around the 

stick. Now stand next to 

the stick. With your other 

hand, touch yourself where 

the top of the metre stick 

comes on you. 

THAT IS HOW HIGH A METRE IS! 

2, Hold one arm out straight 

at shoulder height. Put 

the metre stick along this 

arm until the end hits the 

end of your fingers. Where 

is the other end of the 

metre stick? Touch yourself at that end. 

THAT IS HOW LONG A METRE IS! 

G:3 CENnR FOR VOCAT>QNA>. EOUCATOON 

3. Choose a partner to stand 

at your side. Move apart 

so that you can put one 

end of a metre stick on 

your partner's shoulder 

and the other end on 

your shoulder. Look at 

the space between you. 

THAT IS THE WIDTH OF A METRE! 

3 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN METRES 

1. 

2. 

3. 

4. 

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 column. 

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

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

"Metric Marvel." 

Height of door knob 

from floor. 

Height of door. 

Length of table. 

Width of table. 

Length of wall of 

this room. 

Distance from 

you to wall. 

Estimate 

(m) 

:Measurement 

(m) 

How Close 

Were You? 

Exercise 1 

(continued on next page) 
4 

II. THE CENTIMETRE (em) 

There are 100 cPntimetres in onP metre. If thPrP arP 4 mPtrP!' 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 

of pap.er. 

Estimate Measurement 

(em) (em) 

How Close 

Were You? 

III. THE WLLIMETRE (mm) 

There are 10 milliffiE.tres in one cPntimPt.TP. 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\ULLIMETRE 

Using a ruler marked in millimetres, measure: 

1. Thickness of a paper clip wire. mm 

2. Thickness of your fingernaiL mm 

3. Width of your fingernail. mm 

4. Diameter (width)of a coin. mm 

5. Diameter (thickness) of your pencil. mm 

6. Width of a postage stamp. mm 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN .MILLIMETRES 

1. 

2. 

3. 

4. 

5. 

6. 

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

following items, follow the procedures used for estimating in 

metres. 

Thickness of a 

nickel. 

Diameter (thickness) 

of a bolt. 

Length of a bolt. 

Width of a sheet 

of paper. 

Thickness of a board 

or desk top. 

Thickness of a 

button. 

Estimate 

(mm) 

How Close 

Measurement Were You? 

(mm) 

Exercise 1 
AREA MEASUREMENT ACTIVITIES 

Square Centimetre, Square Metre 

WHEN YOU DESCRIBE THE AREA OF SOMETHING, YOU ARE 

SAYING HOW MANY SQUARES OF A GIVEN SIZE ITT AKES TO 

COVER THE SURF ACE. 

I. THE SQUARE CENTIMETRE (cm2) 

A. DEVELOP A FEELING FOR A SQUARE CENTIMETRE 

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

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

squares with a centimetre ruler. 

THAT IS ONE SQUARE CENTIMETRE! 

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

squares does it take to cover your fingernail? 

___ cm2 

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

does it take to cover the coin? cm2 

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

squares does it take to cover the postage stamp? ___ cm2 

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

squares does it take to cover the envelope? 

___ cm2 

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

Multiply to find the area in square centimetres. 

____ em x em= cm2 • How 

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

~R FOR VOCATOONAL EDUCATOON 

5 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE 

CENTIMETRES 

1. 

2. 

3. 

4. 

You are now ready to develop your ability to estimate 

in square centimetres. 

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

following items, follow the procedures used for estimating in 

metres. 

Index card. 

Book cover. 

Photograph. 

Window pane or 

desk top. 

Estimate 

(cm2 ) 

Measurement 

(cm2 ) 

How Close 

Were You? 

II. THE SQUARE METRE (m2 ) 

A. DEVELOP A FEELING FOR A SQUARE METRE 

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

is one metre long and one metre wide. 

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

big it is. 

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

look. See how much floor space it covers. 

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

much space it covers. 

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

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

take to cover the door? m2 

THIS IS HOW BIG A SQUARE METRE IS! 

Exercise 2 

(continued on next page) 
6 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE CENTIMETRE GRID 

METRES 

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

procedures used for estimating in metres. 

How Close 

Estimate Measurement Were You? 

(m2) (m2) 

1. Door. 

2. Full sheet of 

newspaper. 

3. Chalkboard or 

bulletin board. 

4. Floor. 

5. Wall. 

6 . Wall chart or poster. 

7. Side of file cabinet. 

Exercise 2 
VOLUME MEASUREMENT ACTIVITIES 

Cubic Centimetre, Litre, Millilitre, Cubic Metre 

I. THE CUBIC CENTlMETRE ( cm3 ) 

A. DEVELOP A FEELING FOR THE CUBIC CENTIMETRE 

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

height, and width in centimetres. 

THAT IS ONE CUBIC CENTIMETRE! 

2. Find the volume of a plastic litre box. 

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

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

b. Place another ROW of cubes against an adjoining side 

of the box. How many rows fit inside the box 

to make one layer of cubes? ___ _ 

How many cubes in each row? ___ _ 

How many cubes in the layer in the bottom of the 

box? ___ _ 

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

How many LAYERS would fit 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 

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. 

1. · Index card file 

box. 

2. Freezer container. 

3. Paper clip box. 

4. Box of staples. 

II. THE LITRE (I) 

Estimate 

(cm3 ) 

:Measurement 

(cm3 ) 

A. DEVELOP A FEELING FOR A LITRE 

How Close 

Were You? 

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\1ATE IN LITRES 

You are now ready to deVelop your ability to estimate in 

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

2.5 litres. To write one-half litre, you write 0.51, 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 MiLLILITRE (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 MILLILITRE IS! 

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

pile on the sheet of paper. 

THAT IS 5 l\1ILLILITRES, OR ONE TEASPOON! 

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

pile on the paper. 

THAT IS 15 MILLILITRES, OR ONE TABLESPOON! 

. ~ENTER roo VOCATOONAL EDUCATOON 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN MILLILITRES 

1. 

2. 

3. 

You are now ready to estimate in millilitres. Follow the 

procedures used for estimating metres. 

Small juice can. 

Paper cup or tea 

cup. 

Soft drink can. 

Estimate 

(ml) 

How Close 

Measurement Were You? 

(ml) 

4. Bottle. 

IV. THE CUBIC METRE (m3 ) 

A. DEVELOP A FEELING FOR A CUBIC METRE 

1. Place a one 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) 

How Close 

Measurement Were You? 

(m3) 

Exercise3 
MASS (WEIGHT) MEASUREMENT ACTIVITIES 

Kilogram, Gram 

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

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

matter from the object. Weight is the term that most people 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 MASS OF A KILOGRAM 

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

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

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

a:::> ....... FOR VOCATM>NAL <DUCATOON 

Mass 

(kg) 

1. 1 kilogram box. 

2. Textbook. 

3 . Bag of sugar. 

4. Package of paper. 

5. Your own mass. 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN KILOGRAMS 

1. 

2. 

3. 

4. 

5. 

For the following items ESTIMATE the mass of the object in 

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

of the object. Write the exact mass in the MEASUREMENT 

column. Determine how close your estimate is: 

Bag of rice. 

Bag of nails. 

Large purse or 

briefcase. 

Another person. 

A few books. 

Estimate 

(kg) 

Measurement 

(kg) 

How Close 

Were You? 

Exercise 4 

(continued on next page) 

9 
10 

II. THE GRA:M {g) 

A. DEVELOP A FEELING FOR A GRAM 

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

2. 

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

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

when it is not in motion. 

THAT IS HOW HEAVY A GRAM IS! 

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

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

the cubes near the tips of your fingers, moving your 

hand up and down. 

THAT IS THE MASS OF TWO GRAMS! 

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

THAT IS THE MASS OF FIVE GRAMS! 

a:3 CENT<R "'" VOCA,OONAc >DUCAnON 

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 

margai-in e. 

Estimate 

{g) 

Measurement 

{g) 

How Close 

Were You? 

Exercise 4 
TEMPERATURE MEASUREMENT ACTIVITIES 

Degree Celsius 

I. DEGREE CELSIUS tc) 

Degree Celsius (

0

C) is the metric measure for temperature. 

A. DEVELOP A FEELING FOR DEGREE CELSIUS 

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

1. 

2. 

3. 

4. 

5. 

Find 0 degrees. 

WATER FREEZES AT ZERO DEGREES CELSIUS (0°C) 

WATER BOILS AT 100 DEGREES CELSIUS (100°C) 

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

room cool, warm, or about right? 

Put some hot water from the faucet into a container. 

Find the temperature. °C. Dip your finger 

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

hot, or just warm? 

Put some cold water in a container with a thermometer. 

Find the temperature. ° C. Dip your finger into 

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

Bend your arm with the inside of your elbow around the 

bottom of the thermometer. After about three minutes 

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

NORMAL BODY TE:MPERATURE IS 37 DEGREES 

CELSIUS (37°C). 

A FEVER IS 39°C. 

A VERY HIGH FEVER IS 40°C. 

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

CELSIUS 

11 

For each item, ESTIMATE and write down how many degrees 

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

2. 

3. 

4. 

5. 

ments are. 

Mix some hot and 

cold water in a 

container. Dip your 

finger into the 

water. 

Pour out some of 

the water. Add some 

hot water. Dip your 

finger quickly into 

the water. 

Outdoor temperature. 

Sunny window sill. 

Mix of ice and water. 

6. Temperature at 

floor. 

7. Temperature at 

ceiling. 

How Close 

Measurement Were You? 

(OC) 

Exercise 5 
12 

UNIT 2 

OBJECI'IVES 

The student will recognize and use the metric 

tenns, 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 occupationally-related 

metric measurements by completing 

Exercise 6 and the appropriate Exercise 7. 

5. Test performance by using Section A of 

"Testing Metric Abilities." 

~ CONTER >OR VOCATOONAL EDUCATOON 

METRICS IN THIS OCCUPATION 

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

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

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

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

industries make this metric changeover, employ~es 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 COPY PREPARATION, LAYOUT AND DESIGN, TYPE COMPOSITION 

Quantity Unit Symbol Use 

Length millimetre mm Film, plates, blanket, press size, paper, margins, 

line length, n"bbons, headlining, type size 

centimetre em Sheet film,* print paper, layout, masking sheet* 

type size, Rubylitb, acetate 

Mass gram g Ink, dry powders and concentrates, pliable 

adhesive 

kilogram kg Mass (weight) of equipment, quantity 

purchase of supplies, shipping 

Volume/Capacity millilitre ml ' Sprays, India ink, water, alcohol, rubber 

cement, wax, paints 

litre 1 Developing, fixing, hypo solutions; bulk ink; 

developing tanks and trays** 

cubic centimetre cm3 Developing tanks and trays** 

Pressure kilopascal kPa Air pressure and vacuum settings 

Temperature degree Celsius oc Room temperature, solution temperature, 

adhesive wax coating machine temperature, 

dry mount press temperature 

Dilutions/Concentrates millilitres per litre ml/l Diluting rubber cement, mixing solutions 

grams per litre g/l Mixing dry powders or crystals to liquids 

Application rates millilitres per square, metre ml/m2 Estimating materials needed and applying 

grams per square metre g/m2 

materials 

*Either centimetres or millimetre& may be used. A final decision bas not been made by U.S. manufacturers. To obtain current information, 

contact the National Association of Photographic Manufacturers. 

**Capacities of tanks, trays, and reservoirs can be given either in terms of liquid capacity (millilitres and litres) or in terms of cubic volume 

(cubic centimetres) of the. inside space. 

Table 2 

13 
14 

TRYING OUT METRIC UNITS 

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

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

"Then actually measure the item and write down your answers using the 16. Measuring cup (metric) 

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

17. India ink bottle 

Estimate Actual 

18. Rubber cement container 

Length 19. Jar of tempra color 1. Palm width 

2. Hand span 

20. Dross drum 

3. Your height 21. Small box or package 

4. Face of large type 22. Safety can 

5. Spacing between lines of type Mass 

6. Height of drawing table 23. Ream of paper 

7. Speedball pen point width 24. Nickel 

8. Dia of proportional scale 25. Yourself 

9. Length of "T" square 26. Block of wax 

Area 27. A litre of water (net) 

10. Sheet of paper 

Drawing board top 

A quantity of tracing 

11. 28. paper 

12. Floor space for Temperature composing room 

29. Room temperature 

13. Sheet of mounting board 

30. Outside temperature 

14. A photo 

31. Hot tap water 

Volume/Capacity 32. Cold tap water 15. Small bottle 

Exercise 6 
COPY PREPARATION WITH METRICS ··· -- .. 

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

what measurement to use in the following situations. 

1. Dimensions of drawing table 

2. Width of trim or bleed area 

3. Dimensions of a clip-out or 

adhesive image 

4. Quantity of developing solution 

5. Quantity of drawing fluid 

6. Length of a roll of transparent 

tape 

7. Width of pressure sensitive chart 

tapes 

8. Temperature of refrigerated 

storage area 

9. Width of gripper margins 

10. Volume of developer for filling 

photo-type printer 

11. Developer solution for process 

camera 

12. Mixing rate to prepare developer 

solutions from powdered chemicals 

13. Ordering dry powder for electrostatic image carrier processor 

14. Diluting rubber cement 

15. Leugth of roll of paper 

G:3 CENTER FOR VOCATK>NAL 'DUCATOON 

16. 

17. 

18. 

19. 

20. 

21. 

Dimensions of illustration board 

Height and width of adhesive 

letters 

Quantity of press ink 

India ink or drawing fluids 

Ordering rubber bands 

Air pressure settings on 

equipment 

Dl I I 

""' -

- (l 

f---

l lf 

.) 

.:::::: ~ 

u IIJ 

'- __,) 

~ 

Exercise 7 

(Copy Preparation) 

15 
16 

LAYOUT WITH METRICS 

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

what measurement to use in the following situations. 16. 

1. Length of paper cutter bar 17. 

2. Dimensions of acetate sheet 

3. Height of transfer letters 

18. 

4. Application rate for acrylic 

paints 

19. 

5. Width of margins on magazine 

20. 

or poster layout 21. 

6. Width of trim or bleed area 

22. 

7. Dimensions of large size poster 

board 

8. Volume of solution in developing tray 

9. Mass of a quantity of cotton 

10. Mass of a box of rubber bands 

11. Volume of liquid in a liquid 

soap container 

12. Dimensions of a photograph 

13. Width of lithograph tape or 

other tape 

14. Dimensions of a section of copy 

in a comprehensive layout 

15. Dimensions of largest letters 

in a layout 

~ R>A VOCATIONAL mucATOON 

Dimensions of one piece of 

artwork on a layout 

Capacity of developing tanks 

and trays 

Volume of liquid in a can of 

spray 

Quantity of ink 

Application rate of ink 

Dilution of liquid developer concentrate for photo-type printer 

Dilution rate for powdered fixer 

Dl I I 1 11 

~ c ~ 

u 1IT 

"' a 

"- ___,) 

-

-

-

r---- ~ 

Exercise 7 

(Layout and Design) 
COMPOSITION WITH METRICS 

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

what measurement to use in the following situations. 18. 

1. Length of master 

19. 

2. Width of master 

20. 

3. Mass of a can of spray 

21. 

4. Mass of an image carrier 22. 

5. Mass of a box of presensitized 

carriers 

6. Volume of a camera/processor tank 

7. Length of copyboard 

8. Width of rubber blanket 

9. Application rate of press ink 

10. Application rate of liquid developer 

11. Thickness of paper 

12. Thickness of emulsion on image 

master 

13. Mass of lithographic stone 

14. Temperature of photographic 

processing solutions 

15. Temperature of refrigerated 

storage area 

16. Mass of a Ludlow press 

17. Margin width o:::3 CENTER FOR VOCATIONAL •ouCATODN 

Gripper width 

Capacity of phototype printer tanks 

Pressure or vacuum settings 

Dilution rate for mixing liquid 

developer and water 

Dilution rate for mixing fixer 

crystals and water 

Dl I I I I I 

_.) 

c. ~ 

UJ 1IJ 

"'"" ~ .....,) 

r--- [] 

I C) I--

I--

Exercise 7 

(Type Composition) 

17 
18 

UNIT3 

OBJECTIVE 

The student will recognize and use metric equivalents. 

• Given a metric unit, state an equivalent 

in a larger or smaller metric unit. 

SUGGESTED TEACHING SEQUENCE 

1. :Make available the Information Sheets 

( 3 - 8) and the associated Exercises 

(8- 14), one at a time. 

2. As soon as you have presented the 

Information, have the students complete 

each Exercise. 

3. Check their answers on the page titled 

ANSWERS TO EXERCISES ANDTEST. 

4. Test performance by using Section B of 

"Testing Metric Abilities." 

~ER""' VOCATOONAL WUCAT<ON 

METRIC-METRIC EQUIVALENTS 

Centimetres and Millimetres 

( Jlllljlllljllllj ""l''''l''''l''''l''''l''''l''''l''''l''''l"''l 

1 2 3 4 5 6 ( l''''l''''l''''l''''l''''l''''l''''l''''l''''l''''l''''l''''l''''l''' 

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 iO mm in each em, so 1 mm = 0.1 em (one-tenth of a centimetre). This means that 

7 mm = 0. 7 em, so 57 mm 5 em + 7 mm 

5 em+ 0.7 em 

= 5.7 em. Therefore 57 mm is the same as 5.7 em. 

Now measure the paper clip. It is 34 mm This is the same as 3 em + mm. Since each 

millimetre is 0.1 em (one-tenth of a centimetre), 4 mm = em. So, the paper clip is 

34 mm = 3 em + 4 mm 

3 em+ 0.4 em 

= 3.4 em. This means that 34 mm is the same as 3.4 em. 

Information Sheet 3 

Now you try some. 

a ) 26mm= em e ) 132mm = em 

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

c ) 94mm = em g ) 1400 mm em 

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

Exercise 8 
Metres, Centimetres, and Millimetres 

There are 100 centimetres in one metre. Thus, 

2m = 2x100cm = 200cm, 

3m = 3 x 100 em = 300 em, 

8 m = 8 x 100 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 mm, 

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

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

From your work with decimals you should know that 

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

one-fourth of a centimetre can be written 0.25 em 

(twenty-five hundredths of a centimetre). 

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

millimetres, you would multiply by 1 000. So 

0.75 m = 0.75 x 1 000 mm 

75 

100 x 1 000 mm 

1000 

75 x 100 mm 

75 x 10 mm 

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

Information Sheet 4 

Fill in the following chart. 

metre centimetre millimetre 

m em mm 

1 100 1000 

2 200 

3 

9 

5 000 

74 

0.8 80 

0.6 600 

2.5 25 

1-!8 

639 

Exercise 9 THE CENTER FOR VOCATIONAL EDUCATION 

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, 

-! 000 ml is the same as 4 litres, 

12 000 ml is the same as 12 litres. 

19 

Since there are 1 000 millilitres in each litre, one way to change millilitres to litres is to divide by 1 000. For example, 

1000 

Or 

1 000 ml = 1 000 litre = 1 litre. 

2 000 

2 000 ml = 1 OOO litres = 2 litres. 

And, as a final example, 

28 000 

28 000 ml = 1 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. 

millilitres litres 

(ml) (I) 

3 000 3 

6 000 

8 

1-HOO 

23 

300 0.3 

700 

0.9 

250 

0.-!7 

275 

Exercise 10 
20 ----------------------------------------------~ 

Litres to Millilitres 

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

there are 1 000 millilitres in one litre, or 1 litre = 1 000 ml. 

So, 

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

7 litres = 7 x 1 000 ml = 7 000 ml, 

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

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

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 n 

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 

9000 

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 ) 500 em of litho tape is m 

b ) 250 ml of solution is -----------l 

c ) 30 em glass stirring rod is mm 

d ) 2 500 g of fixer crystals is kg 

e ) 120 mm photo is em 

f ) 0.25 litre of rubber cement is ml 

g ) 2 em Speedball pen is mm 

h ) 2.5 em sable brush is mm 

i ) 0.5 litre of India ink is ml 

j ) 10 m roll of lithographers tape is em 

k ) 50 m roll of cellophane tape is em 

l ) 300 mm of tracing paper is em 

m) 5 em letter height is mm 

n ) 0.5 em letter thickness is mm 

o ) 900 mm poster board is em 

P ) 24 em of type copy is mm 

q ) 500 g of dry powder is kg 

r ) 1 000 kg of type metal is t 

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, 

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 to the accuracy 

required by the task. 

SUGGESTED TEACHING SEQUENCE 

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

°C thermometer, wrenches, micrometer, vernier calipers, feeler gages) 

and display in separate groups at learning stations. 

2. Have students examine metric tools and 

instruments for distinguishing characteristics and compare them with Customary 

tools and instruments. 

3. Have students verbally describe characteristics. 

4. Present or make available Information 

Sheet 9. 

5. Mix metric and Customary tools or 

equipment at learning station. Give 

students appropriate Exercises 15 and 

16. 

6. Test performance by using Section C 

of "Testing Metric Abilities." 

~·N~R '0R VOCATOONAC WUCATOON 

-----------------------------------------------21 

SELECTING AND USING 

METRIC INSTRUMENTS , TOOLS AND DEVICES 

Selecting an improper tool, misreading a scale, or misinterpreting figures can result in 

improper forms, damaged materials, or injury to self or fellow workers. Fo~ example: The 

weight markings on a new German-built offset press were read as 2000 lbs. mstead of 2 000 

kilograms (4400 lbs.). The press was placed on a 1 ton elevator. The elevator slowly sank 

to the basement instead of lifting the press to the third floor. Much time and money was 

lost. Here are some suggestions: 

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

products are needed for a given task. 

2. Examine the tool or instrument before using it. 

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

numbers, tens or tenths, hundreds or hundredths. 

4. Look for metric symbols on the tools or gages such as m, mm, kg, g, kPa. 

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

than common fractions (3/8). 

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

they are metric. 

7. Don't force adjustments, gages, or devices which are not working properly. 

8. Practice selecting and using tools, instruments, and devices. 

Information Sheet 9 
22 

WHICH TOOLS FOR THE JOB? 

Practice and prepare to demonstrate your ability to identify, 

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

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

1. Determine margins and type area of a page. 

2. Compute the type area of 16 pages. 

3. Determine the proper layout for a ruled form. 

4. Establish page margins and determine number of lines that 

can be used for type of a given size. 

5. Compute the reduction of a photo by a formula and by the 

diagonal line method. 

6. Compute the mass of 1 gal. of rubber cement. 

7. Check copy preparation area for correct temperature and 

relative humidity. 

8. Determine the spacing of lines on a ruled form according to 

customer specifications. 

9. Prepare paste-up and indicate trim. 

10. Determine the number of lines to be drawn for a business 

form. 

11. Measure the layout area for a computer key punch card. 

12. Determine the amount of wax needed to operate a wax coater. 

13. Determine the amount of overlay material needed for two 

color layout. 

~NnR FOR VOCAT>ONAL EDUCATOON 

Exercise 15 

(Copy Preparation) 

MEASURING UP IN COPY PREPARATION 

For the tasks below, estimate the metric measurement within 20% 

of actual measurement, and verify the estimation by measuring to 

within 2% of actual measurement. 

1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

Measure of a line of type 

Glass area of a light table 

Work area required for copy 

preparation 

Volume of a partly full bottle of 

rubber cement 

Mass of ream of layout sheets for 

full-size press sheet 

Spacing of columns on ruled form 

Paste-up in centimetres: 

a. Length 

b. Width 

Dimensions of piece of illustration 

board: 

a. Length 

b. Width 

Dimensions of a photo: 

a. Length 

b. Width 

Estimate Verify 

Exercise 16 

(Copy Preparation) 
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. 

1. Determine horizontal and vertical center lines of a sheet of 

mounting board. 

2. Estimate the cost of ten pieces of Ulano Ruby lith, 560 mm x 

425mm. 

3. Calculate the shipping mass of an amount of rubber cement. 

4. Estimate the capacity of a waxer fountain. 

5. Space register marks in even thirds of the layout. 

6. Find the volume of a carton of wax cakes. 

7. Determine the proper layout for a ruled form. 

8. Check layout and design area for correct temperature and 

relative humidity readings. 

9. Set compass to draw a circle 180 mm in diameter. 

10. Determine the various sizes of type styles available from a 

headliner. 

11. Determine the justification for aligning a right hand margin. 

12. Determine proportional spacing for a poster. 

<:!(::,~""'VOCATIONAL EOUCATOON 

:Exercise 15 

(Layout and Design) 

MEASURING UP IN LAYOUT AND DESIGN 

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. The longest side of a triangle 

2. Surface of the drawing table 

3. A Speedball pen 2 em wide 

4. A lettering guide for 25 mm 

letter height 

5. A 50 mm margin on a layout 

6. Dimensions of a photo for a 

layout 

7. Mass of a package of tracing 

paper 

8. Capacity of a bottle of drawing 

ink 

9. Replenish photo-type printer 

developer 

10. Area required for layout and 

design operation 

11. Volume of one-year lab supply 

of rubber cement 

12. Select a 10 mm wide sable brush 

13. Determine the amount of phototype print developer in a partly 

filled bottle 

Estimate Verify 

Exercise 16 

(Layout and Design) 

23 
24 

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. 

1. Determine mass of type lead in customer order. 

2. Check metal crucible for correct temperature. 

3. Space type pages for imposition. 

4. Find the amount of photoprint paper required for a photocomposition order. 

5. Establish margins, line measure and type area for page size. 

6. Determine number of type characters per page of predetermined type size and line measure. 

7. Estimate the volume of a one-year supply of developer 

for phototypesetter composer. 

8. Determine volume of activator in marked bottle for each batch 

of solution for photostabilization processor. 

9. Find the volume of liquid remaining in a partly filled bottle 

or jug. 

10. Find the application rate for a compound used in composition. 

11. Determine the mass of an electric typewriter. 

12. Measure the width and length of preprinted artwork for a 

chart or graph. 

13. Measure the temperature of a type composing room. 

a:3 CENTER FOR VOCATIONAL EDUCATOON 

Exercise 15 

(Type Composition) 

MEASURING UP IN TYPE COMPOSITION 

For the tasks below, estimate the metric measurement to within 

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

to the precision of the tool. 

1. Amount of white space on a 

composed page 

2. Volume of solution needed to fill 

a phototype printer tank 

3. Area of a drawing board of a light 

table 

4. Length and width of a headliner strip 

5. Temperature of: 

a. Room 

b. Outside 

6. Length of composing stick 

7. Capacity of a solvent can 

8. Length and width of a type form 

9. Mass of an electric typewriter 

10. Margin measurements for a two-page 

215 mm by 280 mm layout 

a. Head 

b. Gutter 

c. Inner 

d. Outside 

Estimate Verify 

Exercise 16 

(Type Compo~ition) 
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'ENTOR ""' VOCATIONA< OOUCATOON 

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

METRIC-CUSTOMARY EQUN ALENTS 

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. 

25 

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 m 2 :::::: 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 

1 1 :::::: 33.8 fl oz 

11:::::: 4.2 cups 

11 :::::: 2.1 pts 

1 1 :::::: 1.06 qt 

11:::::: 0.26 gal 

1 gram :::::: 0.035 oz 

1 kg:::::: 2.2 lb 

1 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 1 

1 gal :::::: 3. 79 l 

1 oz:::::: 28.3 g 

1 cm 1lb:::::: 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. 197 5. 

Information Sheet 10 
26 

CONVERSION TABLES 

MILLIMETRES TO INCHES INCHES TO MILLIMETRES 

mm Inches mm Inches mm Inches mm Inches Inches mm Inches mm Inches mm Inches mm 

100 3.93 10 0.39 1 0.04 0.1 0.004 1 25.4 0.1 2.54 .01 0.254 .001 0.025 

200 7.87 20 0.79 2 0.08 0.2 0 .008 2 50.8 0.2 5.08 .02 0.508 .002 0.050 

300 11.81 30 1.18 3 0.12 0 .3 0.012 3 76.2 0 .3 7.62 .03 0.762 .003 0.076 

400 15.74 40 1.57 4 0.16 0.4 0.016 4 101.6 0.4 10.16 .04 1.02 .004 0.102 

500 19.68 50 1.97 5 0.20 0.5 0 .020 5 127.0 0.5 12.70 .05 1.27 .005 0 .127 

600 23.62 60 2.36 6 0.24 0.6 0.024 6 152.4 0.6 15.24 .06 1.52 .006 0.152 

700 27 .56 70 2.76 7 0.28 0.7 0.028 7 177.8 0.7 17.78 .07 1.78 .007 0.178 

800 31.50 80 3.15 8 0.31 0.8 0.031 8 203.2 0.8 20.32 .08 2.03 .008 0.203 

900 35.43 90 3.54 9 0.35 0.9 0.035 9 228.6 0.9 22.86 .09 2.29 .009 0.229 

1 000 mm or 1 m = 39.37 in. 10 in. = 254 mm; 12 in. or 1ft. = 304.8 mm or 30.48 em --

METRIC TYPE SIZE 

The present system of measuring type size by points and picas is difficult to use. New methods based on fractions of millimetres are being considered. No decision 

bas been made. When a decision is made, it will take a long time to change to the new sizes because equipment now in use will be used for some time. 

A metric type system was proposed by S. J. Heden of Stockholm, Sweden in December, 1969. 

The Heden system* proposes a unit called "d" for measuring type size. One "d" is defined as 0 .1 of millimetre. Unit "d" is used to specify type size, body size, line 

spacing and width of margins. With the Heden system, type size would be indicated by a two-number code. The first number gives the mainstroke size; the second number 

gives the body size. For example, the symbol35/48 would mean: a mainstroke of 3.5 mm and a body size of 4.8 mm. 

type size in "d" 

35/48 

45/60 

60/75 

75/100 

90/130 

To find the body size in points, multiply the first number (mainstroke "d" size) by 4. 

Using the Heden system, calculation of line widths and text lengths would be much simpler. 

type size in points 

14 

18 

24 

30 

36 

The British* have proposed a metric type size system very similar to the Heden method except that type height, character depth, and line spacing would be based on 

a unit of measurement of 0.025 mm. Twenty-two preferred type sizes were proposed, ranging from 1.75 mm to 9 mm. 

*These two systems are described in greater detail in Going Metric With The US Printing Industry, pp. 90-94 (see References). Check with your professional 

organization for the current status of these proposed standards. 

Table 3 
ANYWAY YOU WANT IT 

1. . You are working in a graphics company. With the change to 

metric measurement some of the things you order, sell or use 

are marked only in metric units. You will need to be familiar 

with appropriate Customary equivalents in order to communicate with customers and suppliers who use Customary units. 

To develop your skill use the Table on Information Sheet 10 

and give the approximate metric quantity (both number and 

unit) for each of the following Customary quantities. 

a ) 

b) 

c ) 

d ) 

e ) 

f ) 

g ) 

h) 

) 

j ) 

k) 

l ) 

m) 

n) 

0) 

p) 

Customary Quantity Metric Quantity 

4 qts. of rubber cement 

3/4 in. lithography tape 

1 pt. of developer 

one-gallon can 

1 lb. of fixer crystal 

2 fl. oz. of acrylic paint 

8 fl. oz. of photo-type 

printer developer 

1 in. Speedball steel brush 

2 in. stick-on letters 

12 in. sheet of Rubylith 

3 yd. roll of charting tape 

2 oz. of pliable plastic adhesive 

2 in. wide image master 

2 lbs. of pliable plastic adhesive 

4 in. burnisher 

lr oz. ofdry chemical 

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

a ) 210 mm = ----------in. 

b ) one-half inch letters = mm letters 

~A"'" VOCAnoNAL EDUCATOON 

3. 

27 

c ) 16 in. x 24 in. = --------- mm x ___ mm. 

d ) 610 mm = in. 

Complete the Requisition Form using the items listed. Convert 

the Customary quantities to metric before filling out the form. 

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

Order the following graphics supplies: 

a ) Four pts. of rubber cement 

b ) Two 3 fl. oz. jars of black drawing ink 

c ) One roll of litho tape 3/8 in. wide 

d ) 2 lbs. of adhesive wax 

e ) One pack of 2 in. paper type letters 

REQUISITION 

Date 

For 

Job No. Date Wanted 

Deliver to 

QTY UNIT ITEM 

Requested by 

Approved by 

Exercise 17 
28 

SECI'ION .-\ 

1. Oae kiloifam is about the maq 

of a: 

(A) nickel 

I 8 I apple seed 

(C) bask~tball 

(D) Volkswagen "Beetle" 

2. A square metre is about the 

area of: 

I A I this sheet of paper 

[ B ) a card table top 

I C I a bedspread 

( D ) a postage stamp 

3. The mass of a carton of rubber 

cement is measured in: 

[A ] kilograms 

[B] cubic metres 

[ c] millilitres 

[D] centimetres 

4. Small quantities of liquids are 

measured in: 

[A] centimetres 

[B] kilograms 

[C] m.illilitres 

[ C] cubic metres 

5. The size (width) of a roll of 

film is measured in: 

[A] kilograms 

[B] "millilitres 

fc J millimetres 

[ D ] kilometres 

~ENnR '"" VOCATOON~ EOUCATOON 

6. Type and line spacing is 

measured in: 

[A] centimetres 

[B) millilitres 

[C) milligrams 

[D) millimetres 

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 

SECfiONB 

9. A layout 60 centimetres wide 

also has a width of: 

[A] 6 000 millimetres 

[B] 0.6 millimetre 

[ C] 6 millimetres 

(D] 600 millimetres 

10. 750 millilitres of rubber cement 

is the same as: 

[A] .075litre 

[B] 0.75litre 

[C) 7.5litres 

(D] 7 500 litres 

SECfiON C 

11. For measuring millimetres you 

would use a: 

[A] ruler 

[B) scale 

( C] prel8ure gage 

(D] measuring cup 

12. For measuring millilitres you 

would use a: 

[A) ruler 

[B] measuring cup 

[C) scale 

(D] pre18ure gage 

TESTING METRIC ABILITIES 
13. For measuring kiloerama you 

would use a: 

[A] pressure gage 

(B] thermometer 

[C) ruler 

[D) scale 

14. For measuring CeJsius you 

would use a: 

[A] ruler 

[B] thermometer 

[C) scale 

[D] pressure gage 

15. Eatimate the leqth of the liDe 

setment below: 

(A I 23,rams 

[ B I 6 centimetres 

( C I 40 millimetres 

[ D ] 14 pascals 

16. Estimate the lenl(th of the line 

segment below: 

~ 

[A) 10 millimetres 

[B) 4 centimetres 

[C) 4 pascals 

[D) 23 millilrams 

SECI'ION D 

17. The metric unit for mass which 

replaces the ounce is: 

[A] milligram 

[B) gram 

[C) pascal 

[C) millilitre 

18. The metric unit for liquid measure 

which replaces the fluid ounce is: 

[A] millilitre 

[B) litre 

[C) gram 

[D) hectare 

19. The metric unit for liquid measure 

which replaces the gallon is: 

[A] kilogram 

[B) gram 

(C) kilolitre 

[D) litre 

Use this conversion table to answer questions 20 and 21. 

mm in. mm 

100 3.94 10 

200 7.87 20 

300 11.81 30 

400 15.74 40 

500 19.68 50 

600 23.62 60 

700 27.56 70 

800 31.50 80 

900 35.43 90 

in. 

0.39 

0.79 

1.18 

1.57 

1.97 

2.36 

2.76 

3.15 

3.54 

20. The equivalent of 290 mm is: 

[A] 11.41 in. 

[B] 29.32 in. 

[C) 12.00 in. 

[D) 7.87 in. 

21. The equivalent of 610 mm is: 

[A] 24 in. 

[B) 12 in. 

[C) 8 1/2 in. 

[D) 18 in. 

TESTING METRIC ABILITIES 

29 
30 

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 e) 

b) 58.3 em f) 

c) 9.4 em g) 

d ) 68.0 em h) 

EXERCISES 9 THRU 13 

13.2 em 

80.2 em 

140.0 em 

230.7 em 

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) (9 000) 

(5) (500) 5 000 

74 (7 400) (74 000) 

0.8 80 (800) 

0.6 (60) 600 

(0.025) 2.5 25 

(0.148) (14.8) 148 

(6.39) 639 (6 390) 

~<NUR 'OR VOCATOONAC <OUCAT<ON 

Exercise 10 

rnillilitres 

ml 

3 000 

6 000 

(8 000) 

i14 000) 

(23 000) 

300 

700 

(900) 

250 

(470) 

275 

Exercise 11 

litres 

l 

8 

5 

46 

(32) 

0.4 

0.53 

(0.48) 

Exereise 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:-2-5T 

0.47 

(0.275) 

millilitres 

ml 

8 000 

(5 000) 

(46 000) 

32 000 

(400) 

(530) 

480 

kilograms 

kg 

4 

(9) 

(23) 

8 

(0.3) 

(0.275) 

Exercise 13 

kilograms grams 

kg g 

7 7 000 

11 (11 000) 

(25) 25 000 

0.4 (400) 

0.63 (630) 

(0.175) 175 

Exercise 14 

a ) 5m j ) 1000 em 

b) 0.25litre k) 5 000 em 

c ) 300mm l ) 30cm 

d) 2.5 kg m) 50mm 

e ) 12 em n) 5mm 

f ) 250 ml o) 90cm 

g ) 20mm p) 240mm 

h) 25mm q) 0.5 kg 

i ) 500 ml r ) 1t 

EXERCISES 15 AND 16 

The answers depend on the 

items used for the activities. 

EXERCISE 17 

Part 1. 

a ) 3.8 litres i ) 5.08 em 

b) 1.905 em j ) 30.48 em 

e ) 0.47 litre k) 2.73m 

d) 3.79litres l ) 56.5 g 

e ) 0.45 kg m) 5.08 em 

f ) 59.2 ml n) 0.90 kg 

g ) 236.8 ml 0) 10.16 em 

h) 2.54 em p) 169.8 g 

Part 2. 

a ) 8.26 in. 

b) 12.70 mm 

e) 406.4 mm x 609.6 mm 

d) 24.01 in. 

Part 3. 

a ) 1.88 litres 

b) 2 - 88.8 ml 

e) 0.953 em 

d) 0.90 kg 

e) 5.08 em 

TESTING METRIC ABILITIES 

1. C 8. D 15. B 

2. B 9. D 16. A 

3. A 10. B 17. B 

4. C 11. A 18. A 

5. C 12. B 19. D 

6. A 13. D 20. A 

7. D 14. B 21. A 

1:r U. S. GOVERNMENT PRINTING OFFICE: 1976- 757- 069/6216 Region No. S- 1 I 
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, 

50 ml - 1 000 ml 

Economy Beaker, set of 6, 

50 ml - 1 000 ml 

Metric Spoon, set of 5, 

1 ml- 25 ml 

Dry Measure, set of 3, 

50, 125, 250 ml 

Plastic Litre Box 

Centimetre Cubes 

(* Optional) 

MASS 

Bathroom Scale 

*Kilogram Scale 

*Platform Spring Scale 

5 kg Capacity 

10 kg Capacity 

Balance Scale with 8-piece 

mass set 

*Spring Scale, 6 kg Capacity 

TEMPERATURE 

Celsius Thermometer 

FOR VOCATIONAL EDUCATION 

'rhe Qh.o State Untvers•tv • 1960 Kenny Road • Columbus Ohto 43210 

SUGGESTED METRIC TOOLS AND DEVICES 

NEEDED TO COMPLETE OCCUPATIONAL 

MEASUREMENT TASKS 

In this occupation the tools needed to complete Exercises 6, 

15, and 16 are indicated by"*·" 

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

cotter pins, etc. 

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

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

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

range 

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

F. Metre Tape-50 or 100m tape 

G. Thermometers- Special purpose types such as a clinical 

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

cooling systems, etc. 

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

hex key sets 

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

velocity indicators 

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

etc. 

L. 1 Velocity- Direct reading or vane type meter 

M. Road Map- State and city road maps * N. Containers-Buckets, plastic containers, etc., for mixing 

and storing liquids 

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

storing dry ingredients 

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

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

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

metric measurement devices. 

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

may be used to complete the measurement task. 

Tools and Devices List