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 Homemaker/ Health Aides

- Trying Out Metric Units

- Aiding 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 Homemaker/ Health Aides

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-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. l'v!ove 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 measure· 

ment which provides informal, hands-on experiences for the students. 

This unit enables students to become familiar with the basic metric 

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

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

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

and gives experience with occupational measurement tasks. 

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

Unit 4 provides experience with recogmzmg and using metric 

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

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

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

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

occupation. 

Using These Instructional Materials 

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

exercises facilitate experiences with measurement instruments, tools, 

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

and measuring. 

This instructional package also was designed to accommodate a 

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

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

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

materials can be expanded by the teacher. 

Gloria S Cooper 

Joel H. :-.lagisos 

Editors 

Th1s publication was developed pursuant to contract No. OEC-0-74·9335 w1th 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 pos1t1on or policy of the U.S. Office of Education and no official 

endorsement by the US Office of Education should be inferred. 
1. 

2. 

3. 

UNIT 1 

SUGGESTED TEACHING SEQUENCE 

These introductory exercises may require 

two or three teaching periods for all five 

areas of measurement. 

Exercises should be followed in the order 

given to best show the relationship 

between length, area, and volume. 

Assemble the metric measuring devices 

(rules, tapes, scales, thermometers, and 

measuring containers) and objects to be 

measured.* 

4. Set up the equipment at work stations 

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

5. Have the students estimate, measure, and 

record using Exercises 1 through 5. 

6. Present information on notation and 

make Table 1 available. 

7. Follow up with group discussion of 

activities. 

*Other school departments may have devices which 

can be used. I\!etric suppliers are listed in the reference 

section. 

~NTER roo VOCAT>ONAL EDUCATION 

' 

OBJECTIVES 

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

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

SKILLS 

1. Recognize and use the 

unit and its symbol for: 

2 Select, use, and read the 

appropriate measuring 

instruments for: 

3. State or show a 

physical reference for: 

4. Estimate within 25o/c 

of the actual measure 

5. Read correctly 

Linear 

(pp. 3. 4) 

millimetre (mm) 

centimetre (em) 

metre (m) 

height, width, or 

length of objects 

metre stick, metric 

tape measure, and 

metric rulers 

< 

RULES OF NOTATION 

Area 

(pp. 5. 6) 

square 

centimetre 

(cm 2 ) 

square 

metre 

(m2) 

the area of 

a given surface 

EXERCISES 

Volume or Capacity 

(pp. 7. 8) 

cubic centi· 

metre (cm 3 ) 

cubic metre 

(mJ) 

litre (I) 

millilitre(ml) 

capacity of 

containers 

measurements 

on graduated 

volume measur· 

ing devices 

Mass 

(pp. 9. 10) 

gram (g) 

kilogram (kg) 

the mass of objects 

in grams and kilograms 

a kilogram scale 

and a gram scale 

Temperature 

(p. 11) 

degree Celsius 

(OC) 

the temperature of 

the air or a liquid 

A Celsius thermometer 

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

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

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

4. 

5. 

6. 

7. 

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

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

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

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

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

Information Sheet 1 

1 
2 

METRIC UNITS, SYMBOLS, AND REFERENTS METRIC PREFIXES 

Quantity Metric Unit Symbol Useful Referents Multiples and 

Prefixes Symbols Submultiples 

Length millimetre mm Thickness of dime or paper 

clip wire 

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

centimetre em Width of paper clip 1 000 = 103 kilo (k~ilol 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'il d 

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

square metre m2 Area of card table top 0.001 = 10-3 milli (mil1

i) m 

hectare ha Football field including sidelines 

and end zones 0.000 001 = 10-6 micro (m'Ykro) J1 

Volume and millilitre ml Teaspoon is 5 ml 

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

cubic 

centimetre cm3 Volume of this container 

CD 

cubic metre m3 A little more than a cubic yard 

Mass milligram mg Apple seed about 10 mg, grain of 

salt, 1 mg 

gram g Nickel about 5 g 

kilogram kg Webster's Collegiate Dictionary 

metric ton 

( 1 000 kilo~narns) t Volkswagen Beetle 

G:3 CENTER FOR VOCATIONAL 'DUCATOON Table 1-a 
LINEAR MEASUREMENT ACTIVITIES 

Metre, Centimetre, Millimetre

I. THE :METRE (m) 

A. DEVELOP A FEELING FOR THE SIZE OF A Tv1ETRE 

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 l\1ETRE IS! 

2. Hold one arm out straight 

at shoulder height. Put 

the metre stick alongthis 

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 HO\V L00;G A :-.IETRE IS! 

~CENT<R '0R VOCATIONAC WUCATOON 

3. Choose a partner to stand 

at your side. l\Iove 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 l\1ETRE! 

3 

B. DEVELOP YOUR ABILITY TO ESTI.:VIA TE I~ .:VfETRES 

1. 

2. 

3. 

4. 

5. 

6. 

Now you will improve your ability to esdmate in metres. 

Remember where the length and height of a m~t'te was on your 

body. 

For each of the following items: 

Estimate the size of the items and writ~ your estimate in the

ESTil\IA TE column. Measure the size with your Ih~tre stick 

and write the answer in the l\IEASUREivfEN'T columrt. 

• . • l 

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

your estimate was within 25% of the a~tual tneasure you a:te ;1 

"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) 

'flow Clhs~ 

Measurmtent Were You? 

{rrt) 

' "' 

. ... i. 

Exercise·1 

(-wntih:u(!d..ctjl next page) 
4 

II. THE CENTIMETRE (em) 

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

3 centimetres, you write -103 em [ ( 4 x 100 em)+ 3 em= 400 em 

+ 3 em]. 

A. DEVELOP 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. l\1easure 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. \Vhat is the distance 

around it? em 

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

B. DEVELOP YOUR ABILITY TO ESTil\1A.TE IN CENTil\IETRES 

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. 

W!dth of a 

postage stamp. 

Length of a 

pencil. 

Width of a sheet 

of paper. 

Estimate 

(em) 

~ CEHnR roR VOCATION~ •oUCATIDN 

.Measurement 

(em) 

How Close 

Were You? 

III. THE 1\1JLLil\1ETRE (mm) 

There are 10 millimetres in one centimetre. When a measllrement is 

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

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

A. DEVELOP A FEELING FOR THE SIZE OF A :\IILLI:\IETRE 

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. W!dth of a postage stamp. mm 

B. DEVELOP YOUR ABILITY TO ESTE\L\TE IN :\TILLII\IETRES 

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 

WHET\ YOU DESCRIBE THE AREA OF S01\1ETHII\G, YOU ARE 

SAYING HOW \L~i\TY SQUARES OF A GIVEN SIZE IT TAKES TO 

COVER THE SURFACE. 

I. THE SQUARE CENTIMETRE (cm2 ) 

A. DEVELOP A FEELING FOR A SQUARE CENTil\IETRE 

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 .? 

~ENITR >OR VOCATOONA'- EOUCATOON 

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 ) 

l\1easurement 

(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 l'viETRE 

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 ESTIJV1ATE IN SQUARE 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? I 

(m2) (m2) I 

1. Door. 

2. Full sheet of ' 

newspaper. I 

3. Chalkboard or 

bulletin board. 

4. Floor. 

5. Wall. 

6. Wall chart or poster. 

7. Side of file cabinet. 

I 

I 

a3aNT£R FOR VOCATIONAL 'OUCATION Exercise 2 
VOLUME MEASUREMENT ACTIVITIES 

Cubic Centimetre, Litre, l\1illilitre, Cubic Metre 

I. THE CUBIC CENTI1\1ETRE ( cm3 ) 

A. DEVELOP A FEELING FOR THE CUBIC CENTIJ\IETRE 

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

height, and width in centimetres. 

THAT IS ONE CUBIC CENTil\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 VOLU?v1E 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 YOL;R ABILITY TO ESTil\IATE IN CUBIC 

CENTil\IETRES 

1. 

You are now ready to develop your ability to estimate 

in cubic centimetres. 

Remember the size of a cubic centimetre. For each of 

the following items, use the procedures for estimating in 

metres. 

Index card file 

box. 

Estimate 

(cm3 } 

Measurement 

(cm3 ) 

How Close 

Were You? 

2. Freezer container. 

3. Paper clip box. 

4. Box of staples. 

II. THE LITRE {l) 

A. DEVELOP A FEELING FOR A LITRE 

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

7 

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

usually do. How many cups do you fill? 

THAT IS HOW iv1UCH IS IN 0::\E LITRE! 

3. Fill the litre container with rice. 

THAT IS HOW 1v1UCH IT TAKES TO FILL A ONE 

LITRE CONTAINER! 

Exercise 3 

(continued on next page) 
8 

III. 

B. DEVELOP YOUR ABILITY TO ESTI~1A TE IN LITRES 

You are now ready to develop your ability to estimate in 

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

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

litre. To write two and three-fourths Iitres, you \vrite 

2.75 l, or 2.75 litres. 

For each of the following items, use the procedures for 

estimating in metres. 

Estimate Measurement 

(I) (I) 

1. Medium-size 

freezer container. 

2. Large freezer 

container. 

3. Small freezer 

container. 

4. Bottle or jug. 

THE ~1ILLILITRE (ml) 

How Close 

Were You? 

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

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

A. DEVELOP A FEELING FOR A MILLILITRE 

1. Examine a centimetre cube. Anything which holds 

1 em 3 holds 1 mi. 

2. Fill a 1 millilitre measuring spoon \vith 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 l'vTILLILITRE IS! 

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

pile on the sheet of paper. 

THAT IS 5 !1-ITLLILITRES. OR ONE TL~SPOON! 

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

pile on the paper. 

THAT IS 15.l'v1ILLILITRES, OR ONE TABLESPOON! 

~C'NT'R •OR VOCATO~AC >DUCAT>ON 

B. DEVELOP YOUR ABILITY TO ESTI~1ATE 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 FEELL\'G FOR A CUBIC iviETRE 

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\IE OF ONE CUBIC l\IETRE! 

B. DEVELOP YOUR ABILITY TO ESTil\iA. TE IN CUBIC :'viETRES 

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

1. Office desk. 

2. File cabinet. 

3. Small room. 

How Close 

Measurement Were You? 

(m3) 

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 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 FEELI~G FOR THE l\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. 

:.Jass 

(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 MEASUREl\1ENT 

column. Determine how close your estimate is: 

Estimate 

(kg) 

Bag of rice. 

Bag of nails. 

Large purse or 

briefcase. 

Another person. 

A few books. 

Measurement 

(kg) 

How Close 

Were You? 

Exercise 4 

(continued on next page) 

9 
10 

II. THE G RA.:\1 (g) 

A. DEVELOP A FEELING FOR A GRA.M 

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 GRAl\liS! 

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 l\1ASS OF TWO GRAMS! 

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

THAT IS THE MA.SS OF FIVE GRA\'IS! 

B. DEVELOP YOUR ABILITY TO ESTilYL>\TE IN GRA.:\18 

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) 

lYle as urem en t 

(g) 

How Close 

Were You? 

Exercise 4 
TEMPERATURE MEASUREMENT ACTIVITIES 

Degree Celsius 

I. DEGREE CELSIUS (°C) 

Degree Celsius tC) is the metric measure for temperature. 

A. DEVELOP A FEELING FOR DEGREE CELSIUS 

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

1. 

2. 

3. 

4. 

5. 

Find 0 degrees. 

WATER FREEZES AT ZERO DEGREES CELSIUS (0°C) 

WATER BOILS AT 100 DEGREES CELSIUS (100°C) 

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

room cool, warm, or about right? 

Put some hot water from the faucet into a container. 

Find the temperature. °C. Dip your finger 

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

hot, or just warm? 

Put some cold water in a container with a thermometer. 

Find the temperature. ° C. Dip your finger into 

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

Bend your arm with the inside of your elbow around the 

bottom of the thermometer. After about three minutes 

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

NORMAL BODY TE:V1PERATURE IS 37 DEGREES 

CELSIUS (37°C). 

A FEVER IS 39°C. 

A VERY HIGH FEVER IS 40°C. 

B. DEVELOP YOUR ABILITY TO ESTL\L\TE I:\ DEGREES 

CELSIUS 

11 

For each item, ESTIJ\!IA TE and write down how many degrees 

Celsius you think it is. Then measure and write the .\1EASURElVfENT. See how close your estimates and actual measurements are. 

1. Mix some hot and 

cold water in a 

container. Dip your 

finger into the 

water. 

2. Pour out some of 

the water. Add some 

hot water. Dip your 

finger quickly into 

the water. 

3. Outdoor temperature. 

4. Sunny window sill. 

o. :\lix of ice and water. 

6. Temperature at 

floor. 

7. Temperature at 

ceiling. 

Estimate 

tc) 

How Close 

:~\1easurement 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 occupation, select the appropriate metric unit 

and measurement tool. 

SUGGESTED TEACHING SEQUENCE 

1. Assemble metric measurement tools (rules, 

tapes, scales, thermometers, etc.) and 

objects related to this occupation. 

2. Discuss with students how to read the 

tools. 

3. Present and have students discuss 

Information Sheet 2 and Table 2. 

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

5. Test performance by using Section A of 

"Testing Metric Abilities." 

~CENTER O'OR VOCATK>NAC WUCAT>ON 

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

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

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

Information Sheet 2 
13 

METRIC UNITS FOR HOMEMAKER/ HEALTH AIDES 

Quantity Unit Symbol Use 

Length millimetre mm Thickness of sliced meat or cheese; thickness of materials such as wire, plastic, 

or metal products. 

centimetre em Dimensions of saucepans, baking pans, casseroles; food portion sizes; height of 

patient; clothing sizes; dressings, compresses, bandaging materials. 

metre m Floor dimensions; length of fabric, string, roll paper or wire. 

Distance metre m Travel directions; locating patients' homes; preparing trip reports. 

kilometre km 

Area square centimetre 2 em Skin surface for rash or burn treatment; size of wash cloth or bath towel. 

square metre 2 m Floor area; fabrics; blankets. 

Volume/Capacity millilitre ml Measuring spoons and cups; serving cups; one serving of juice, milk, water; liquid 

I I 

medicines; chemicals; dry measures for sugar, flour, and baking soda in cooking 

and baking. 

litre l Saucepans, casseroles, mixing bowls; pitcher of juice, milk, water; cleaning and 

bathing solutions. 

Mass milligram mg Dosages of dry powdered or granular medicines. 

gram g Dry packaged mixes; dry ingredients; cereals; canned goods; dehydrated foods; 

portion sizes. 

kilogram kg Meats; cheeses; fresh fruits and vegetables; frozen foods; boxes or bags of dry 

ingredients; canned goods; dehydrated foods; mass of patient. 

Dilutions or millilitres per litre ml/l Mixing liquid cleaners and sanitizers; mixing fruit juice from liquid or frozen 

Concentrates concentrates; preparing bathing or treatment solutions. 

grams per litre g/l Mixing powders or granular concentrates with liquids for cleaning; sanitizing; 

reconstituting dehydrated foods; preparing baking soda bath. 

Temperature degree Celsius oc Cooking; baking; patient's body temperature; room temperature; outside temperature. 

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. 

kilo joules per gram kJ/g Calculating sizes of portions and servings; counting food energy value intake; 

kilojoules per kilogram kJ/kg .planning menus; 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 

a:::3CE..,..R O'OR VOCATIONAL EDUCATODN Table 2 
14 

TRYING OUT METRIC UNITS 

To give you practice with metric uqits, 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. Bath basin 

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

17. Milk container 

Estimate Actual 

18. Night stand drawer 

Length 19. Sanitizing liquid bottle 1. Bed sheet length 

2. Bandage length 20. Coffee cup 

3. Patient's height 21. Juice glass 

4. Height of ironing board 22. Cottage cheese container 

5. Length of food tray 

Mass 

6. Index card 23. Traction weights 

7. Length of hallway 24. Box of detergent 

8. Length of room 25. Tray of food 

9. Width of bed 26. A litre of water (net) 

Area ' 27. Bag of oranges 

10. Patient's room 

28. Patient 

11. Kitchen floor 

12. Wash cloth Temperature 

29. Hot tap water 

13. Index card 

30. Cold water 

14. Table top 

31. Room 

Volume/Capacity 32. Outside 15. Specimen bottle 

o:::3'·NT>R '"" VOCATOONAC 'DUCATOON Exercise 6 
15 

AIDING WITH METRICS 

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

what measurement to use in the following situations. 18. Mass of a food portion 

19. Mass of adult male 

1. Diameter of cake pan 

2. Room temperature 

20. Mass of adult female 

3. Height of table 

21. Mass of a baby 

4. Capacity of plastic container 

22. Mass of a child 

5. Area of serving tray 

23. Reconstituting dry milk 

6. Mass of a fruit or vegetable 24. Energy value of an apple 

7. Dimensions of baking pan 

25. Energy value requirement 

of an adult female 

8. Volume of casserole dish 

9. Mass of bag of potatoes Dl I I I I 11 

10. Capacity of serving bowl _) 

11. Height of kitchen counter c. ~ UT lll 

12. Your body temperature 

~ 13. Mass of box of raisins l] '-. __,) 

14. Volume of milk container C) ~ 

15. Dimensions of food portion: ~ 

.......... r--

a. Length 1---

b. Width 

16. Length of room curtain 

17. Volume of a juice glass 

03'·~· '0R VOCATOON~ EOUCATOON Exercise 7 
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." 

G:3 CENT'R ffiR VOCATOONAC >DUCAT< ON 

METRIC-METRIC EQUIVALENTS 

Centimetres and Millimetres 

(rllljll''lll''l""l''''l''l'll'''ll'''lllllj'lllll'''l''''l''"l 

1 2 3 4 5 6 (

jlllljlllljlllljlllljlllljlllljlllijlllljlllljlllljlllljlllljlllljlll 

1 2 3 4 5 6 

Look at the picture of the nail next to the ruler. The nail is 57 mm long. This is 5 em+ 7 mm. 

There are 10 mm in each em, so 1 mm = 0.1 em (one-tenth of a centimetre). This means that 

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

5 em+ 0.7 em 

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

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

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

34 mrn = 3 em+ 4 mm 

3 em+ 0.4 em 

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

Information Sheet 3 

Now you try some. 

a ) 26 mm = em e ) 132mm em 

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

c ) 94 mm = em g ) 1400 mm em 

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

Exercise 8 
Metres, Centimetres, and Millimetres 

There are 100 centimetres in one metre. Thus, 

2 m = 2 x 100 em= 200 em, 

3m= 3x100em= 300em, 

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 mrn 

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 ern mrn 

1 100 1 000 

2 200 

3 

9 

5 000 

74 

0.8 80 

0.6 600 

2.5 25 

1-!8 

639 

~C'NT'R roR VOCATOONAL WUCATOON 

Exercise 9 

Millilitres to Litres 

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

2 000 rnillilitres is the same as 2 litres. 

3 000 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. 

17 

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

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

1 000 

Or 

1 000 ml = 1 000 litre = 1 litre. 

2 000 

2 000 ml = 1 OOO litres = 2 litres. 

And, as a final example, 

28 000 

28 000 ml = 1 000 litres = 28 litres. 

What if something holds 500 ml? How 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. 

mi!lilitres litres 

(ml) (!) 

3 000 3 

6 000 

8 

1~ 000 

23 

300 0.3 

100 

0.9 

250 

0.41 

275 

Exercise 10 
18 

Litres to M illili tres 

\\l1at do you do if you need to change litres to millilitres? Remember, 

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

So. 

2 litres = 2 x 1 000 ml = 2 000 mL 

7 litres = 7 x 1 000 ml = 7 000 mL 

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

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

Information Sheet 6 

I\o\v you try some. Complete the following chart. 

litres miliili tres I 

1 ml j 

8 8 000 

5 

46 . 32 000 

0.4 

0.53 

480 Exercise 11 

Grams to Kilograms 

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

2 000 grams is the same as 2 kilograms, 

5 000 g is the same as 5 kg, 

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

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

changing from millilitres to litres. 

Information Sheet 7 

Try the following ones. 

grams kilograms 

g kg 

4 000 4 

9 000 ·-

23 000 

8 

300 

275 

~NnR >OR VOCATION~ EDUCATOON 

Exercise 12 

Kilograms to Grams 

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

-1 kg = -1 X 1 000 g = 1 000 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 ) 425 g of raisins is kg 

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

c ) 21 em bandage is mm 

d ) 2 kg of oranges is------------- g 

e ) 287 mm of tape is em 

f ) 0.2 litre of milk is ml 

g ) 5 g of salt is kg 

h ) 500 g of sugar is kg 

i ) 2 m of wrapping paper is em 

j ) 0.5 litre of juice is ml 

k ) 10 em compress is mm 

l ) 1 kg of meat is g 

m) 500 ml of milk is l 

n ) 50 mg of salt is g 

o ) 50 em curtain width is m 

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 25% 

and measure within 5% accuracy. 

SUGGESTED TEACHING SEQUENCE 

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

°C thermometer, measuring cups and 

spoons) 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 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." 

o::)C<NT>R '0R VOCAT>ONAC <OUCAT>ON 

SELECTING AND USING 

METRIC INSTRUMENTS, TOOLS AND DEVICES 

Selecting an improper measuring tool or misreading a recipe may ruin prepared food or 

fail to meet the requirements for special diets. For example, using 1 teaspoon of salt rather 

than 1 millilitre (1/5 teaspoon) in a recipe would provide too much salt for persons on a low 

sodium diet. 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 tools and equipment such as m, mm, l, ml. 

5. Some products may have a special metric symbol to show they are metric. 

6. Don't force devices which are not fitting properly. 

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

Information Sheet 9 

19 
20 

WHICH TOOLS FOR THE JOB? 

Practice and prepare to demonstrate your ability to identify, 

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

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

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

devices to: -

1. Measure 250 ml of milk. 

2. Select and prepare a 21 em square pan for baking. 

3. Measure internal temperature of cooked meat. 

4. Measure the amount of flour needed for a recipe for quick 

breads. 

5. Check the proper room temperature. 

6. Determine the quantities of the ingredients needed for a fruit 

compote. 

7. Prepare a meat loaf. 

8. Determine, prepare, and serve the required amount of food 

for a convalescent's diet. 

9. Bake a cake. 

10. Order fabric for new curtains. 

11. Measure al}d dilute a juice concentrate. 

12. Determine the patient's mass. 

13. Determine the size and location of a new skin lesion so you 

can describe it to the doctor. 

G::3 C<NT<R FOft VOCATOONAC <DUCATOON 

Exercise 15 

L 

MEASURING UP IN 

HOMEMAKER/ HEALTH AIDES 

For the tasks below, estimate the metric measurement to within 

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

to within 5% of actual measurement. 

Estimate Verify 

1. Flour in a canister: 

a. Mass 

b. Volume 

2. Temperature of: 

a. Room 

b. Outside 

c. Bathing solution 

d. Baby formula 

3. Mass of a roast 

4. Dimensions of a baking pan 

5. Mass of squash or some other 

vegetable 

6. Body temperature 

7. Mass of one serving portion of meat 

8. Height of shelf space in storage 

cabinet 

9. Volume of a juice glass 

10. Mass of a head of lettuce 

11. Size of a 10 ml dose of medicine 

12. Mass of: 

a. Another adult 

b. An infant 

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 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 Yletric Abilities." 

METRIC-CUSTOMARY EQUIVALENTS 

During the transition period there will be a need for finding equivalents between systems. 

Conversion tables list calculated equivalents between the two systems. When a close equivalent 

is needed, a conversion table can be used to find it. Follow these steps: 

1. Determine which conversion table is needed. 

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 m2 :::::: 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 m 2 

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""' 2.1 pts 

1 l :::::: 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 l 

1 gal :::::: 3.79 l 

1 oz ::::: 28.3 g 

1 cm 1lb:::::: 0.45 kg 3 ""'0.06 cu in 

1 m 3 :::::: 35.3 cu ft 

1m3 :::::: 1.3 cu yd 

1 cu ft:::::: 0.03 m 3 

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 1\Ieasure Metric. A Teacher's Introduction to Metric Jfeasuremen!. Division of Educational 

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

Information Sheet 10 
22 

CONVERSION TABLES 

MILLILITRES TO FLUID OUNCES FLUID OUNCES TO MILLILITRES 

ml fl.oz. ml fl. oz. ml fl. oz. fl. oz. ml fl. oz. ml fl. oz. ml 

100 3.4 10 .3 1 .03 10 295.7 1 29.6 .10 3 

200 6.8 20 .7 2 .07 20 591.5 2 59.2 .2 6 

300 10.1 30 1.0 3 .10 30 887.2 3 88.7 .3 9 

400 13.4 40 1.4 4 .14 40 1182.9 4 118.3 .4 ·12 

500 16.9 50 1.7 5 .17 50 1478.7 5 147.9 .5 15 

600 20.3 60 2.0 6 .20 60 1774.4 6 177.4 .6 18 

700 23.7 70 2.4 ' 7 .24 70 2070.2 7 207.0 .7 21 

800 27.1 80 2.7 8 .27 80 2365.9 8 236.6 .8 24 

900 30.4 90 3.0 9 .30 90 2661.6 9 266.2 .9 27 

5 ml (4.9 ml) = 1 teaspoon, 15 ml (14.8 ml) = 1 tablespoon 1 teaspoon= 5 ml ( 4.9 ml), 1 tablespoon= 15 ml (14.8 ml) 

CULINARY MEASURES BAKING TEMPERATURES 

Ounces (fluid) Millilitres Oven OF oc 

11_6 (1 tsp.) 5 

1/2 (1 Tbs.) 15 Very slow 250- 275 120- 135 

1 30 

2 (1/4 cup) 60 Slow 300-325 150- 165 

3 90 

4(1/2 CUD) 120 Moderate 350- 37!) 175 -190 

5 150 

6 (3/4 cup) 180 Hot 400-425 205- 220 

7 210 

8 (1 cup) 240 Very hot 450-475 230- 245 

16 (2 CUDS- 1 oint) 480 

24 {3 cups) 720 

32 (4 cups= 1 quart) 950 (0.95 l) 

64 (8 cups= 1/2 gallon) 1920 (1.91) 

128 (16 cups= 1 gallon) 3840 (3.81) 

a:: "~R FOR VOCATOONAL WUCATOON Table 3 
23 

ANY WAY YOU WANT IT 

1. You are working as a homemaker/health aide in a patient's home. i ) 16 fl. oz. - ml k ) 85 ml = fl. oz. 

With the change to metric measurement some of the things you j ) 64 fl. oz. = order or use are marked only in metric units. You will need to 

ml l ) 1 Tbs. = ml 

be familiar with appropriate Customary equivalents in order to 

communicate with other professionals, patients, and suppliers 3. Complete the Requisition Form using the items listed. Convert 

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

on Information Sheet 10 and give the approximate metric Complete all the information (Date, For, etc.). 

quantity (both number and unit) for each of the following Order the following homemaker/health aide supplies: 

Customary quantities. a ) 1 pt. of vinegar 

Customary Quantity Metric Quantity b ) 1 gal. of milk 

c ) 10 lbs. of potatoes 

a ) 2 cups of flour d ) 5 lbs. of sugar 

b ) 1 qt. of milk e ) 1/4 lb. of steak 

f ) 4 fl. oz. of medicine 

c ) lib. of ground meat 

d ) 8 in. square pan REQUISITION 

e ) 2 tsp. dose of medicine Date 

f ) 3 Tbs. of sugar For 

g ) 1/4 in. thick slice of beef 

h ) 3 I 4 in. thick steak Date Wanted 

i ) 4 fl. oz. of cleaner 

Deliver to 

j ) 8 oz. serving of potatoes 

k ) 2 yd. of fabric- QTY UNIT ITEM 

I ) 1/2 in. wide bandage 

m) 4 oz. casserole serving 

n ) 150 lb. patient 

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

a ) 120 ml = fl. oz. e ) 6 fl. oz. = ml . 

b ) 250 ml = fl. oz. f ) 1/2 cup = ml Requested by 

c ) 950 ml = fl. oz. g ) 1 3/4 cup= ml Appmved by 

d ) 32 fl. oz. = ml h ) 2 tsp. = ml 

~CENTER O'OR VOCATIONAL •ouCATION Exercise 17 
24 SECTION A 

1. One kilogram is about the mass 

of a: 

[A] nickel 

[B] apple seed 

[C] basketball 

[D] Volkswagen "Beetle" 

2. A square metre is about the 

area of: 

[A] this sheet of paper 

[B] a card table top 

[C] a bedspread 

[D] a postage stamp 

3. To measure the amount of milk for 

a given diet, the metric units used are: 

[A] millilitres 

[B] metres 

[C] grams 

[D] Celsius 

4. The metric unit used in determining 

the mass of apples is: 

[A] millilitre 

[B] milligram 

[C] litre 

[D] kilogram 

5. The correct way to write twenty 

grams is: 

[A] 20 gms 

[B] 20Gm. 

[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] 12 OOOmm 

[D] 12 000 mm 

o:::3'E"'£R "'" VOCATOONM EDUCATOON 

SECTIONB 

7. A baking sheet 20 centimetres 

wide also has a width of: 

[A] 0.2 millimetre 

[B] 200 millimetres 

[C] 2 millimetres 

[D] 2000 millimetres 

8. A 7 50 gram can of fruit is the 

same as: 

[A] 0. 7 5 kilogram 

[B] 7500 kilograms 

[C] 750 kilograms 

[D] 7.5 kilograms 

SECTION C 

9. For measuring centimetres, you 

would use a: 

[A] scale 

[B] thermometer 

[C] measuring cup 

[D] tape 

10. For measuring Celsius, you would 

use a: 

[A] tape 

[B] scale 

[C] thermometer 

[D] measuring cup 

11. Estimate the length of the line 

segment below: 

[A] 23 grams 

[B] 6 centimetres 

[C] 40 millimetres 

[DJ 14 pascals 

12. Estimate the length of the line 

segment below: 

1-----1 

[A] 10 millimetres 

[B] 4 centimetres 

[C] 4 pascals 

[D] 2 3 milligrams 

SECTION D 

13. The metric unit which replaces 

the dry ounce is: 

[A] millimetre 

[B] milligram 

[C] gram 

[ D ] millili tre 

14. The metric unit which replaces teaspoons and tablespoons for medicine 

dosages is: 

[A] grams 

[ B ] millili tres 

[ C ] milligrams 

[D] millimetres 

Use this conversion table to answer questions 15 and 16. 

ml fl. oz. ml 

100 3.4 10 

200 6.8 20 

300 10.1 30 

400 13.4 40 

500 16.9 50 

600 20.3 60 

700 23.7 70 

800 27.1 80 

900 30.4 90 

15. The equivalent of 250 ml is: 

[A] 2.5 fl. oz. 

[B] 8.5 fl. oz. 

[C] 25 fl. oz. 

[D] 6.8 fl. oz. 

16. The equivalent of 940 ml is: 

[A] 30.4 fl. oz. 

[B] 94.0 fl. oz. 

[C] 9.40 fl. oz. 

[D] 31.8 fl. oz. 

fl. oz. 

.3 

.7 

1.0 

1.4 

1.7 

2.0 

2.4 

2.7 

3.0 

TESTING METRIC ABILITIES 
.A.NSWERS TO EXERCISES iLND TEST 

EXERCISES 1 THRLT 6 

The answers depend on the items 

used hr 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 

nmY. so answers may vary. 

EXERCISE 8 

a) 2.6 em e) 13.2 em 

b) 58.3 em f) 80.2 em 

c) 9.-1 em g) 140.0 em 

d) 68.0 em h) 230.7 em 

EXERCISES 9 THRU 13 

Tables are reproduced in total. ~-\n~ 

swers are in parentheses. 

Exercise 9 

l metre centimetre \ millimetre 1 

m em 1 mm 

1 100 1 000 

2 200 (2 000) I 3 (300) (3 000) ! 

I 9 (900) i9 000) 

i (5) (500) 5 000 J I 74 (7 400) (74 000) I 

I 

0.8 80 (800) 1 

I 0.6 i (60) 600 I (0.025) 'I - ~.:::> 25 

I 0.1-±8)1 (14.8) 148 ., I j 6.o9) 1 639 (6 390)j 

Exercise 10 

millili tres li tres 

ml l 

3 000 3 

6 000 (6) 

I 18000) s 

I t14 000) (14) I . i (23 000) 23 

· ·~oo o ., i ,_)' .0 ' t· 

700 (0.7) i 

I 

(9001 0.9 

250 (0.25) 

I ( 470) 0.47 

2t5 0.275) 

Exercise 11 

I litres 

~~ millilj tres I 

m1 I 

i 8 8 000 

5 (5000)1 j 46 ( 46 000) 

(32) I 32 000 

0.4 I (-WO) 

0 - ~ .Ou ! (530)! 

(0.48) I -±80 

Exer-cise 12 

grams ! kilograms] a kg 

I 

" ! 

4 000 ! 4 

9 000 I (9) 

I 23 ooo I (23) I 

i (S 000) I 8 

I 300 l !0.3) 

i '!~-

~10 I 10.275) 

Exercise 13 

1

1 

kilograms 

I kg 

I I 

I 11 I 

I (25) I 

I 0.-1 ! 

I 0.63 i 

(0.175) 

Exercise 14 

a ) 0.425 kg 

b ) 0.25 litre 

c ) 210mm 

d ) 2 000 g 

e ) 28.7 em 

f ) 200 ml 

g ) 0.005 kg 

h ) 0.5 kg 

grams I 

g , 

7 000 i ' 

ill 0001 

25 000 

( -100) 

(630) -

) 200 em 

j ) 500 ml 

k ) lOOmm 

I ) 1000 g 

m) 0.5 litre 

n ) 0.05 g 

0 ) 0.5m 

EXERCISES 15 A::\D 16 

The answers depend on the 

items used for the activities. 

EXERCISE 17 

Part 1. 

a ) 474 ml h) 1.905 em 

b ) 0.95 litre i ) 118.4 ml 

e ) 0.45 kg J ) 226.4 g 

d ) 20.32 em k) 1.82m 

e ) 10 ml l ) 1.27 em 

f ) 45 ml m) 113.2 g 

g ) 0.635 em n) 67.5 kg 

25 

Part 2. 

a ) 4.1 fl. oz. g ) 420 ml 

b ) 8.5 fl. oz. h ) 10 ml 

c ) 32.1 fl. oz. i ) 473.1 ml 

d ) 946.4 ml ) 1 892.7 ml 

e 177.4 ml k ) 2.87 fl. oz. 

f 120 ml l ) 15 ml 

Part 3. 

a ) 0.4 7 litre d 2.25 kg 

b ) 3.79 litre e 0.112 5 kg 

c ) 4.5 kg f 118.4 ml 

TESTING METRIC ABILITIES 

1. c 9. D 

2. B 10. c 

3. A 11. B 

4. D 12. A 

5. D 13. c 

6. D 14. B 

7. B 15. B 

8. A 16. D 
26 

42 m 

41 lltl! 

Dangerous temp. 40°C 40 + 

High fever temp. 39° C 39 

1

1 

Feverish temp. 38°C 38 

Normal temp. 37°C 37 

Subnormal temp. 36° C 36 1 t I ·Ti 

35 t 

34lt I , 

TEMPERATURE 

n 

100 1!, ! ......,i 1--

·· .. 

,_ 

80 ........ 

:E,j• ...._ I 

I. 

:l·,, 

'1--

~·L 

40 I._ I 

II I 3 ' : 

I~' I! 

-20 

Boiling water 100°C 

Normal body temp. 37°C 

Comfortable room temp. 

20°C to 23°C 

Freezing water 0° C 

Visual 1 

V: U.S. GOVERNMENT PRINTING OFFICEr 1977-757-069/6228 
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 

The Qh,o State Un,ver\11Y • 1960 Kenny Road • Columbui Qh,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 100m tape 

Thermometers-Special purpose types such as a clinical 

thermometer 

1 Temperature Devices-Indicators used for ovens, freezing/ 

cooling systems, etc. 

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

hex key sets 

Weather Devices-Rain gage, barometer, humidity, wind 

velocity indicators 

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

etc. 

1 Velocity-Direct reading or vane type meter 

Road Map-State and city road maps 

Containers-Buckets, plastic containers, etc., for mixing 

and storing liquids 

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

storing dry ingredients 

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

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

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

metric measurement devices. 

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

may be used to complete the measurement task. 

Tools and Devices List