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 Diesel Mechanics

- Trying Out Metric Units

- Repairing 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 Diesel Mechanics

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

Tools and Devices List

References


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. 1\.Ietric suppliers are listed in the reference 

section. 

OBJECTIVES 

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

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

SKILLS 

1. Recognize and use the 

unit and its symbol for: 

2. Select, use, and read the 

appropriate measuring 

instruments for: 

3. State or show a 

physical reference for: 

4. Estimate within 25% 

of the actual measure 

5. Read correctly 

Linear 

(pp. 3- 4) 

millimetre (mm) 

centimetre (em) 

metre (m) 

height, width, or 

length of objects 

metre stick, metric 

tape measure, and 

metric rulers 

RULES OF NOTATION 

Area 

(pp. 5 ·6) 

square 

centimetre 

(cm2 ) 

square 

metre 

(m2) 

the area of 

a given surface 

EXERCISES 

Volume or Capacity 

(pp. 7- 8) 

cubic centi· 

metre (cm 3 ) 

cubic metre 

(m3) 

litre (I) 

millilitre (ml) 

capacity of 

containers 

measurements 

on graduated 

volume measuring devices 

Mass 

(pp. 9. 10) 

gram (g) 

kilogram (kg) 

the mass of objects 

in grams and kilograms 

a kilogram scale 

and a gram scale 

Temperature 

(p.ll) 

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 (rom 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 I not 41). 

5. 

6. 

7. 

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

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

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

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

Information Sheet 1 

1 
2 

METRIC UNITS, SYMBOLS, AND REFERENTS METRIC PREFIXES 

Quantity Metric Unit Symbol Useful Referents Multiples and 

Prefixes Symbols Submultiples 

Length millimetre mm Thickness of dime or paper 

clip wire 

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

centimetre Cil1 Width of paper clip 1 000 = 103 kilo (k~llo) k 

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

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

Area square Area of this space D centimetre cm2 Base Unit 1 = 10° 

0.1=10-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 ( nril'f) m 

hectare ha Football field including sidelines 0.000 001 = 10-6 micro (ml'kro) J1 

and end zones 

Volume and millilitre ml Teaspoon is 5 ml 

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

cubic 

centimetre cm3 Volume of this container 

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'arns) t Volkswagen Beetle 

~NT<R "'"VOCATK>NAL EDUCATOON Table 1-a 
LINEAR MEASUREMENT ACTIVITIES 

Metre, Centimetre, Millimetre 

I. THE :METRE (m) 

A. DEVELOP A FEELING FOR THE SIZE OF A METRE 

1. Pick up one of the metre 

sticks and stand it up on the 

floor. Hold it in place with 

one hand. Walk around the 

stick. Now stand next to 

the stick. With your other 

hand, touch yourself where 

the top of the metre stick 

comes on you. 

THAT IS HOW HIGH A METRE IS! 

2, Hold one arm out straight 

at shoulder height. Put 

the metre stick along this 

arm until the end hits the 

end of your fingers. Where 

is the other end of the 

metre stick? Touch yourself at that end. 

THAT IS HOW LONG A METRE IS! 

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. l\1easure 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. 

\Vidth 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 centimetres in one metre. If there are 4 metres and 

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

+ 3 em]. 

A. DEVELOP A FEELING FOR THE SIZE OF A CENTil\1ETRE 

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 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN CENTIMETRES 

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

following items, follow the procedures used for estimating in 

metres. 

1. Length of a paper 

clip. 

2. Diameter (width) 

of a coin. 

3. Width of a 

postage stamp. 

4. Length of a 

pencil. 

5. Width of a sheet 

of paper. 

Estimate 

(em) 

Measurement 

(em) 

How Close 

Were You? 

THE WLLIMETRE (mm) 

There are 10 millimetres in one centimetre. 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\1ILLIMETRE 

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 WLLIMETRES 

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 l\LL\.NY SQUARES OF A GIVEN SIZE IT TAKES 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 .? 

~ C£NTER roR VOCATOONAC 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 ) 

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 CENTIMETRE ( cm3 ) 

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

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

height, and width in centimetres. 

THAT IS ONE CUBIC CENTil'v1ETRE! 

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 VOLUl\1E OF THE BOX IS ___ CUBIC 

CENTil\1ETRES. 

d. l\1easure the length, width, and height of the box in 

centimetres. Length em; width em; 

height em. Multiply these numbers to find 

the volume in cubic centimetres. 

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

~""R FOR VOCATIONAL WUCAT10N 

B. DEVELOP YOUR ABILITY TO ESTil\lATE IN CUBIC 

CENTil\1ETRES 

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 (I) 

A. DEVELOP A FEELING FOR A LITRE 

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

7 

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

usually do. How many cups do you fill? 

THAT IS HOW MUCH IS IN ONE LITRE! 

3. Fill the litre container with rice. 

THAT IS HOW MUCH IT TAKES TO FILL A ONE 

LITRE CONTAINER! 

Exercise 3 

(continued on next page) 
8 

ill. 

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-halflitres, you write 2.5 l, or 

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

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

2.751, or 2.75 litres. 

For each of the following items, use the procedures for 

estimating in metres. 

Estimate :Measurement 

(1) (l) 

1. Medium-size 

freezer container. 

2. Large freezer 

container. 

3. Small freezer 

container. 

4. Bottle or jug. 

THE MILLILITRE (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 with rice. Empty the 

spoon into your hand. Carefully pour the rice into a 

small pile on a sheet of paper. 

THAT IS HOW MUCH ONE MILLILITREIS! 

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

pile on the sheet of paper. 

THAT IS 5 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! 

~ENT>R FOft VOCATION~ 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 Jlv1ETRE! 

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

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

1. Office desk. 

2. File cabinet. 

3. Small room. 

Estimate 

(m3) 

:Measurement 

(m3) 

How Close 

Were You? 

Exercise3 
MASS (WEIGHT) MEASUREMENT ACTIVITIES 

Kilogram, Gram 

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

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

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

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

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

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

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

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

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

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

The symbol for gram is g. 

The symbol for kilogram is kg. 

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

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

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

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

I. THE KILOGRAM (kg) 

DEVELOP A FEELING FOR THE l\1ASS 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. 

G::3CENTER FOR VOCATIONAL EDUCATION 

1. 1 kilogram box. 

2. Textbook. 

3. Bag of sugar. 

4. Package of paper. 

5. Your own mass. 

:\1ass 

(kg) 

B. DEVELOP YOUR ABILITY TO ESTI.l\iATE IN KILOGRAMS 

1. 

2. 

3. 

4. 

5. 

For the following items ESTI.l\iATE the mass of the object in 

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

of the object. Write the exact mass in the MEASUREMENT 

column. Determine how close your estimate is: 

Estimate 

(kg) 

Bag of rice. 

Bag of nails. 

Large purse or 

briefcase. 

Another person. 

A few books. 

Measurement 

(kg) 

How Close 

Were You? 

Exercise 4 

(continued on next page) 

9 
10 

II. THE GRA~I (g) 

A. DEVELOP A FEELING FOR A GRAi\J 

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 GRAi\II IS! 

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

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

the cubes near the tips of your fingers, moving your 

hand up and down. 

THAT IS THE MASS OF TWO GRAl'v1S! 

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

THAT IS THE l\1..<\SS OF FIVE GRAl'v1S! 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN GRAl\1S 

1. 

2. 

3. 

4. 

5. 

6. 

You are now ready to improve your ability to estimate in 

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

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

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

used for estimating in kilograms. 

Two thumbtacks. 

Pencil. 

Two-page letter 

and envelope. 

Nickel. 

Apple. 

Package of 

margarine. 

Estimate 

(g) 

Measurement 

(g) 

How Close 

Were You? 

Exercise 4 
TEMPERATURE MEASUREMENT ACTIVITIES 

Degree Celsius 

I. DEGREE CELSIUS tc) 

Degree Celsius 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"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\I..A..TE 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. 

1vfiA of ice and water. 

6. Temperature at 

floor. 

7. Temperature at 

ceiling. 

How Close 

:Measurement Were You? 

(OC) 

Exercise 5 
12 

UNIT 2 

OBJECTIVES 

The student will recognize and use the metric 

term;, 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." 

a3C<NT£R FOR VOCATIONAL 'DUCATOON 

METRICS IN THIS OCCUPATION 

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

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

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

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

industries make this metric changeover, employees will need to use metric measurement 

in job-related tasks. 

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

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

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

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

Information Sheet 2 
Metric Units for Diesel Mechanics 13 

Quantity Unit Symbol Use 

Linear millimetre mm shaft size, length 

centimetre em bearing sizes, journals, wrenches 

Area square centimetre cm2 piston head surface 

Volume/Capacity cubic centimetre cm3 cylinder bore 

millilitre ml brake fluid and lubricating oils 

litre I fuel storage and tanks 

Mass kilogram kg pistons, small engines 

metric ton t vehicles, load limits, large engines 

Temperature degree Celsius oc ignition temperature, engine operating 

temperature ranges, thermostats 

Bending moment newton metre N·m torque specifications 

(moment of force) 

Pressure/vacuum kilopascal kPa 

manifold pressure compression, 

air hose pressure 

Velocity kilometre per hour km/b speed of the vehicle 

work efficiency of an engine (80 hph 

Energy/work kilowatt hour* kW·h is about 60 kWh) 

*Note: Further metric information for mechanics can be found in Rules for SAE Use of SI (Metric) Units, Society of Automotive Engineers, Inc. 

Avail: Society of Automotive Engineers, Inc., 400 Commonwealth Dr., Warrendale, PA 15096. 

Table 2 
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. Drain pan 

Estimate Actual 

18. Fuel can 

Length 19. Bucket 1. Palm width 

2. Hand span 20. Small box or package 

3. Your height 21. Tool box 

4. Ceiling height of this room 22. Oil can 

5. Width of a snap ring 

Mass 

6. Thickness of a piston ring 23. Textbook 

7. Length of a connecting rod 24. Nickel 

8. Diameter of hydraulic tubing 25. Yourself 

9. Length of valve stem 26. Paper clip 

Area 27. A litre of water (net) 

10. Desk top 28. A hand tool 

11. Classroom floor 

12. Workbench Temperature 

29. Room temperature 

13. Workshop floor 

30. Outside temperature 

14. Parking lot 

31. Hot tap water 

Volume/Capacity 32. Ice water 15. Small bottle 

o:3CENTER "'" VOCATIONA!. 'OUCATOON Exercise 6 
15 

REP AIRING WITH METRICS 

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

what measurement to use in the following situations. 15. Capacity of fuel tank 

1. Length of a crankshaft 16. Length of positive battery cable 

2. Bore of a cylinder 17. Cylinder compression check 

3. Air pressure on brake system 18. Oil pressure when operating at 

normal temperature and R.P.M. 

4. Amount of fuel in a full tank 19. Tightening head bolts 

5. Capacity of air tank 20. Engine efficiency 

6. Amount of oil for wheel bearing 21. Mass of cylinder 

reservoir 

7. Length of power take-off drive 

shaft 

8. Capacity of gear box Dl I I I If 

9. Dimensions of a diesel engine: ..) 

a. Length c ~ 

b. Width u TJJ 

c. Height ~ [J '---- _,) 10. The stroke of a piston 

11. Length of a fuel line -

1(0 ,.... 

12. Capacity of a radiator -

~ 

13. Temperature of cooling 

system while idling engine 

14. Specific gravity of a 

battery 

Exercise 7 
16 

UNIT3 

OBJECTIVE 

The student will recognize and use metric equivalents. 

e Given a metric unit, state an equivalent 

in a larger or smaller metric unit. 

SUGGESTED TEACHING SEQUENCE 

1. :Make available the Information Sheets 

( 3 - 8) and the associated Exercises 

(8 - 14), one at a time. 

2. As soon as you have presented the 

Information, have the students complete 

each Exercise. 

3. Check their answers on the page titled 

ANSWERS TO EXERCISES AND 

TEST. 

4. Test performance by using Section B of 

"Testing Metric Abilities." 

a::3 CENT•R FOR VOCATOONAC <DUCAT<ON 

METRIC-METRIC EQUIVALENTS 

Centimetres and Millimetres 

0 > 

( 

rllljllll ,,~,,,,,, ,,,, ,,,, ,,,,1,,,, ,,,,1,,,1 ,,,, ,,,, n,,

1 1 2 3 4 5 6 

(lllllflllljlllljlllljlllljlllljlllljlllljll) I I Ill) j lllljlllljlllljlll 

I I 1 2 3 4 5 6 

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

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

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

= 5 em+ 0.7 em 

= 5.7 em. Therefore 57 mmis 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= 2 x 100 em= 200 ·em, 

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 1000 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 

~ENT'R 'OR VOCATOONAL 'DUCATOON 

Exercise 9 

Millilitres to Litres 

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

2 000 millilitres is the same as 2 litres, 

3 000 ml is the same as 3 litres, 

4 000 ml is the same as 4 litres, 

12 000 ml is the same as 12 litres. 

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, 

1000 

1 000 ml = 1 000 litre = 1 litre. 

Or · 2 000 . . 2 000 ml = 1 OOO htres = 2 htres. 

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. 

millilitres lit res 

(ml) (l) 

3 000 3 

6 000 

8 

1-!000 

23 

300 0.3 

700 

0.9 

250 

0.47 

275 

Exercise 10 
18 

Li tres to M illili tres 

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

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

So, 

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

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

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

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

Information Sheet 6 

Now you try some. Complete the following chart. 

litres millilitres 

1 ml 

8 8 000 

5 

46 

32 000 

0.4 

0.53 

480 Exercise 11 

Grams to Kilograms 

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

2 000 grams is the same as 2 kilograms, 

5 000 g is the same as 5 kg, 

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

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

changing from millilitres to litres. 

Information Sheet 7 

Try the following ones. 

grams kilograms 

g kg 

4 000 4 

9 000 

23 000 

8 

300 

275 Exercise 12 

Kilograms to Grams 

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

4 kg = -± X 1 000 g = -± 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 wire is ------------- m 

b ) 250 ml of solution is I 

e ) 5 em diameter pipe is----------- mm 

d ) 2 500 g of grease is kg 

e ) 120 mm piston is em 

f ) 0.25 litre of motor oil is ml 

g ) 2 000 kg of floor sweep is t 

h ) 500 g of solder is kg 

i ) 500 ml of brake fluid is I 

j ) 0.5 t engine is kg 

k) 10m of wire is em 

I ) 2.5 em diameter pipe is mm 

m) 2 400 mm belt length is em 

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 within 2% accuracy. 

SUGGESTED TEACHING SEQUENCE 

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

thermometer, drill bits, 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 Exercises 15 and 16. 

6. Test performance by using Section C 

of "Testing Metric Abilities." 

o:::3'·~·· '0R VOCATOONAC <DUCATOON 

------------------------------------------------------------------

SELECTING AND USING 

METRIC INSTRUMENTS , TOOLS AND DEVICES 

Selecting an improper tool or misreading a scale can result in an improper sales form, 

damaged materials, or injury to self or fellow workers. For example, putting 207 pounds 

per square inch of pressure (psi) in a tire designed for 207 kilopascals (about 30 psi) could 

cause a fatal accident. 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. 

19 

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, etc. 

5. Look for decimal fractions (0.25) or decimal mixed fractions (2.50) rather than common fractions ( 3/8) on drill bits, feeler gages, etc. 

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

metric. 

7. Don't force bolts, wrenches, or other devices which are not fitting properly. 

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

Information Sheet 9 
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. Determine the amount of shop floor space necessary to park a 

tri-axle tractor. 

2. Measure cam shaft. 

3. Measure a crankshaft for bearings and seals. 

4. Determine compression of engine. 

5. Check water temperature of cooling system. 

6. Determine work space large enough to work on engine. 

7. Install cam followers. 

8. Disassemble and clean injector. 

9. Measure flow rate of injector. 

10. Describe the difference between a Customary and metric 

crescent wrench. 

11. Pressure test radiator. 

12. Replace cylinder head. 

~N>ER FOR VOCATIONAL EOUCATOON 

Exercise 15 

MEASURING UP DIESEL MECHANICS 

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. 

Estimate 

1. Volume of a tool box. 

2. Find largest available entry 

into classroom. 

3. Select bearings for crankshaft. 

4. Oil temperature. 

5. Amount of oil in crank case 

6. An air system requires 4.3 m of 

hose. From several cut pieces 

select a piece for the job with 

the least amount of waste. 

7. Volume of fuel tank. 

8. Length of tachometer cable. 

9. Cooling system temperature. 

10. Capacity of fuel tank. 

11. Size of fanbelt. 

Verify 

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 TEACHll~G SEQUENCE 

1. Assemble packages and containers of 

materials. 

2. 

3. 

4. 

Present or make available Information 

Sheet 10 and Table 3. 

Have students find approximate metricCustomary equivalents by using 

Exercise 17. 

Test performance by using Section D of 

"Testing Metric Abilities." 

o::3'·NT·R "'" VOCATOONAC WUCATOON 

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 

1m=:::: 1.09 yards 

1 km =:::: 0.62 mile 

1 cm2 =:::: 0.16 sq in 

1m2 ::::::: 10.8sq ft 

1 m2 =:::: 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 m2 

1 acre =:::: 0.4 hectare 

1 cu in=:::: 16.4 cm3 

1 ml =:::: 0.2 tsp 

1 ml =:::: 0.07 tbsp 

1 l ;::::: 33.8 fl oz 

11 =:::: 4.2 cups 

1 1 ::::::: 2.1 pts 

11;::::: 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 :::::: 0.4 7 l 

1 qt:::::: 0.95 I 

1gal:::::3.79! 

1 oz:::::: 28.3 g 

1 cm 1lb:::::: 0.45 kg 3 =:::: 0.06 cu in 

1 m 3 =:::: 35.3 cu ft 

1 m 3 =:::: 1.3 cu yd 

1 cu ft =:::: 0.03 m 3 

1 cu yd =:::: 0.8 m 3 

1 metric ton =:::: 2205 lb 

1 kPa::::::: 0.145 psi 

1 ton:::::: 907.2 kg I 

1 psi :::::: 6.895 kPa 

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

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

Information Sheet 10 

I 
22 

CONVERSION TABLES 

MILLIMETRES TO INCHES 

mm Inches mm Inches mm Inches mm Inches 

100 3.93 10 0.39 1 0:04 0.1 0.004 

200 7.87 20 0.79 2 0.08 0.2 0.008 

300 11.81 30 1.18 3 0.12 0.3 0.012 

400 15.74 40 1.57 4 0.16 0.4 0.016 

500 19.68 50 1.97 5 0.20 0.5 0.020 

600 23.62 60 2.36 6 0.24 0.6 0.024 

700 27.56 70 2.76 7 0.28 0.7 0.028 

800 31.50 80 3.15 8 0.31 0.8 0.031 

900 35.43 90 3.54 9 0.35 0.9 0.035 

1 000 mm or 1 metre = 39.37 inches 

INCHES TO MILLIMETRES 

Inches mm Inches mm Inches mm Inches mm 

1 25.4 0.1 2.54 .01 .25 .001 .03 

2 50.8 0.2 5.08 .02 .51 .002 .05 

3 76.2 0.3 7.62 .03 .76 .003 .08 

4 101.6 0.4 10.16 .04 1.02 .004 .10 

5 127.0 0.5 12.70 .05 1.27 .005 .13 

6 152.4 0.6 15.24 .06 1.52 .006 .15 

7 177.8 0.7 17.78 .07 1.78 .007 .18 

8 203.2 0.8 20.32 .08 2.03 .008 .20 

9 228.6 0.9 22.86 .09 2.29 .009 .23 

10 inches = 254 mm 

12 inches or 1 feet = 304.8 mm or 30.48 em 

o:::3'ENTIOR O'OR VOCATIONAC EOUCATOON Table 3 
ANY WAY YOU WANT IT 

1. You are working in a repair shop or parts house. With the change 

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

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

appropriate Customary equivalents in order to communicate with 

customers and suppliers who use Customary units. To develop 

your skill use the Table on Information Sheet 10 and give the 

approximate metric quantity (both number and unit) for each 

of the following Customary quantities. 

Customary Quantity Metric Quantity 

a ) 2 lbs. of heavy lube 

b ) 4 qts. of starting solution 

c ) 3/4 in. pipe 

d ) 10 lbs. of floor sweep 

e ) 18 in. hydraulic hose 

f ) two-gallon can 

g ) 1 pt. of hydraulic fluid 

h ) 6 fl. oz. of spray paint 

) 3 miles 

j ) 1/2 in. pipe 

k ) 5 acre parking lot 

l ) 2ft. fuel hose 

m)6 in. bolt 

n ) 1/4 in. drill bit 

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

a ) 0.002 in. 

b) 0.2 in. 

c) 2.3 mm 

mm d ) 0.05 in. 

mm e ) 0.75 in. 

in. f ) 1.5 in. 

a::3-- FOR VOCATOONAL EDUCATOON 

mm 

mm 

mm 

3. 

g) 0.04 in. mm i 15mm in. 

h) 0.5 in. mm } 150mm 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.). 

Requisition one of each of the following: 

a ) 25 ft. of 5/16 in. fluid hose 

b ) 12 fl. oz. spray can of lubricant 

c ) 1 pt. can of gasket cement 

d ) 5 lbs. spool of 50/50 solder 

e ) 8 in. wire wheel brush 

REQUISITION 

Date--------

For 

Job No .. _______ _ Date Wanted ------

Deliver to--------------------

QTY UNIT 

Requested by 

Approved by 

ITEM 

Exercise 17 

23 
24 

SECfiON A 

1. One kilogram is about the mass 

of a: 

[AJ nickel 

[ B J apple seed 

[ C] basketball 

[D 1 Volkswagen "Beetle" 

2. A square metre is about the 

area of: 

[A] this sheet of paper 

[B 1 a card table top 

[ C J a bedspread 

[ D ] a postage stamp 

3. Displacement of an engine is 

given in: 

[A] cubic centimetres 

[B] square centimetres 

[ C ] millilitres 

[D] grams per square metre 

4. Capacity of a brake oil reservoir 

is measured in: 

[A] grams 

[B] pascals 

[C] metres 

[D] litres 

5. The correct way to write twenty 

grams is: 

[A] 20gms 

[BJ 20 Gm. 

[C] 20 g. 

[D] 20 g 

6. The correct way to write twelve 

thousand millimetres is: 

[A J 12.000 mm. 

[B] 12.000 mm 

[C] 12 OOOmm 

[D] 12 000 mm 

SECTIONB 

7. A board 20 centimetres wide also 

has a width of: 

[A ] 0. 2 millimetre 

[B] 2 millimetres 

[ C ] 2 000 millimetres 

[D] 200 millimetres 

8. A piece of hydraulic tubing 400 

millimetres long is the same as: 

[A] 400 centimetres 

[B] 4 000 centimetres 

[C) 0.40 centimetre 

[D] 40 centimetres 

SECTION C 

9. For measuring in millimetres you 

would use a: 

[A] thermometer 

[ B] pressure gage 

[C] rule 

[D] scale 

10. For measuring kilopascals you 

would use a: 

[A ] pressure gage 

[B] scale 

[C] container 

[D] rule 

11. Estimate the length of the line 

segment below: 

[A] 23 grams 

[B I 6 centimetres 

[ C] 40 millimetres 

[D I 14 pascals 

12. Estimate the length of the line 

segment below: 

f-----l 

[A] 10 millimetres 

[B] 4 centimetres 

[C] 4 pascals 

[D] 2 3 milligrams 

SECTION D 

13. The metric unit for liquid measure 

which replaces the fluid ounce is: 

[A] litre 

[B] hectare 

[C] gram 

[D] millilitre 

14. The metric unit for liquid measure 

which replaces the gallon is: 

[A] millilitre 

[B] kilogram 

[C] cubic metre 

[D] litre 

mm 

10 

20 

30 

40 

50 

60 

70 

80 

90 

100 

Use this conversion table to answer questions 15 and 16. 

in. in. 

0.39 1 

0.27 2 

1.18 3 

1.57 4 

1.97 5 

2.36 6 

2.76 7 

3.15 8 

3.54 9 

3.94 10 

mm 

25.4 

50.8 

76.2 

101.6 

127.0 

152.4 

177.8 

203.2 

228.6 

254.0 

15. The equivalent of 110 mm is: 

[A] 2.75 in. 

[B] 277 in. 

[C] 27.5in. 

[D] 4.33 in. 

16. The equivalent of 18 in. is: 

[A] 254.7 mm 

[B] 457.2 mm 

[C] 180 mm 

[D] 1800 mm 

TESTING METRIC ABILITIES 
ANSWERS TO EXERCISES AND TEST 

EXERCISES 1 THRU 6 

The answers depend on the items 

used for the activities. 

EXERCISE 7 

Currently accepted metric units of 

measurement for each question are 

shown in Table 2. Standards in each 

occupation are being established 

now. so answers may vary. 

EXERCISE 8 

a) 2.6 em 

b) 58.3 em 

c) 9.4 em 

d) 68.0 em 

e) 13.2 em 

f) 80.2 em 

g) 140.0 em 

h) 230.7 em 

EXERCISES 9 THRU 13 

Tables are reproduced in total. Answers are in parentheses. 

Exercise 9 

metre centimetre millimetre 

m em mm 

1 100 1000 

2 200 (2 000) 

3 (300) (3 000) 

9 (900) (9 000} 

(5) (500) 5 000 

7-1 (7 400) I (74000) 

0.8 80 (800) 

0.6 (60) 600 

I (0.025) 2.5 25 

(0.1-18) (14.8) 148 

(6.39) 639 (6390) 

Exercise 10 

millilitres 

ml 

3 000 

6 000 

(8 000) 

(14 000) 

. (23 000) 

300 

700 

(900) 

250 

( 470) 

275 

Exercise 11 

litres 

l 

8 

5 

46 

(32) 

0.4 

0.53 

(0.48) 

Exerdse 12 

grams 

g 

-1 000 

9 000 

' 23 000 

(8 000) 

300 

275 

litres 

1 

3 

(6) 

8 

(14) 

23 

0.3 

(0.7) 

0.9 

(0.25) 

0.47 

(0.275) 

millilitres 

ml 

8 000 

(5 000) 

(46 000) 

32 000 

(400) 

(530) 

480 

kilograms 

kg 

4 

(9) 

(23) 

8 

(0.3) 

(0.275) 

Exercise 13 

kilograms 

kg 

7 

11 

(25) 

0.-l 

0.63 

(0.175) 

Exercise 14 

a) 5 m 

b ) 0.25 litre 

c) 50 mm 

d) 2.5 kg 

e) 12 em 

f ) 250 ml 

g) 2t 

grams 

g 

7 000 

(11 000) 

25 000 

(-100) 

(630) 

175 

h) 0.5 kg 

i ) 0.5 litre 

j ) 500 kg 

k) 1 000 em 

l ) 25 mm 

m) 240 em 

EXERCISES 15 AND 16 

The answers depend on the 

items used for the activities. 

EXERCISE 17 

Part 1. 

a) 0.9 kg h) 177.6ml 

b) 3.8 litres i ) 4.83 km 

c ) 1.905 em j ) 1.27cm 

d) 4.5 kg k) 2 ha 

e ) 45.72 em l ) 0.61m 

f ) 7.58 litres m) 15.24 em 

g ) 0.47 litre n) 0.635 em 

25 

Part 2. 

a ) 0.05 mm f ) 38.10 mm 

b ) 5.08 mm g ) 1.02 mm 

c ) 0.092 in. h ) 12.70 mm 

d ) 1.27 mm ) 0.59 in. 

e ) 19.05 mm j ) 5.90 in. 

Part 3. 

a) 7.625 m of 0.794 em 

b) 355.2 ml 

c ) 0.4 7 litre 

d) 2.25 kg 

e ) 20.32 em 

TESTING METRIC ABILITIES 

1. c 9. c 

2. B 10. A 

3. A 11. B 

4. D 12. A 

5. D 13. D 

6. D 14. D 

7. D 15. D 

8. D 16. B 

U.S. GOVERNMENT PRINTING OFFICE: 1976·757·069/6220 Region No. 5-11