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 Industrial Electronics, Radio-TV, Audio Equipment Repair

- 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 Industrial Electronics

- Which Tools for the Job?

- Measuring Up in Radio-TV

- Which Tools for the Job?

- Measuring Up in Audio Equipment Repair

19

19

19

19

20

20

21

21

22

22

Unit 5

- Objective

- Suggested Teaching Sequence

- Metric-Customary Equivalents

- Conversion Tables

- Any Way You Want It

23

23

23

23

24

25

Testing Metric Abilities 26

Answers to Exercises and Test 28

Tools and Devices List

References

TEACHING AND LEARNING 

THE METRIC SYSTEM 

This metric instructional package was designed to meet job-related 

metric measurement needs of students. To use this package students 

should already know the occupational terminology, measurement 

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

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

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

distribution. 

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

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

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

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

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

Classroom experiences with this instructional package suggest the 

following teaching-learning strategies: 

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

system fun. 

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

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

metric units to customary units can be confusing. 

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

by "doing." 

4. Students should have experience with measuring activities before 

getting too much information. 

5. Move th~ough the units in an .order which emphasizes the-simplicity of the metric system (e.g., length to area to volume ). · 

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

too much material. 

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

This unit enables students to become familiar with the basic metric 

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

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

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

and gives experience with occupational measurement tasks. 

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

Unit 4 provides experience with recogn1zmg and using metric 

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. :\Iagisos 

Editors 

This publication was developed pursuant to contract No. OEC·O· 74·9335 with the 

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

tion and Welfare . However, the opinions expressed herein do not necessarily 

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

endorsement by the U .S Office of_ Educat ion should be inferred. 
1. 

2. 

3. 

UNIT 1

SUGGESTED TEACHING SEQUENCE 

These introductory exercises may require 

two or three teaching periods for all five 

areas of measurement. 

Exercises should be followed in the order 

given to best show the relationship 

between length, area, and volume. 

Assemble the metric measuring devices 

(rules, tapes, scales, thermometers, and 

measuring containers) and objects to be 

measured.* 

4. Set up the equipment at work stations 

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

5. Have the students estimate, measure, and 

record using Exercises 1 through 5. 

6. Present information on notation and 

make Table 1 available. 

7. Follow up with group discussion of 

activities. 

*Other school departments may have devices which 

can be used. Metric suppliers are listed in the reference 

section. 

OBJECTIVES 

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

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

SKILLS 

1. Recognize and use the 

unit and its symbol for: 

2. Select, use, and read the 

appwpriate measuring 

instruments for: 

3. State or show a 

physical reference !or: 

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 centimetre (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 kilo· 

grams 

a kilogram scale 

and a gram scale 

Temperature 

(p. ll) 

degree Celsius 

tel 

the temperature of 

the air or a liquid 

A Celsius thermometer 

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

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

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

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

5. 

6. 

7. 

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

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

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

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

Information Sheet 1 

1 
2 

METRIC UNITS, SYMBOlS, AND REFERENTS METRIC PREFIXES 

Quantity Metric Unit Symbol Useful Referents Multiples and 

Prefixes Symbols Submultiples 

Length millimetre mm Thickness of dime or paper 

clip wire 

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

centimetre CIJl Width of paper clip 1000=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 2 em 

Base Unit 1 = 10° 

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

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

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

hectare ha Football field including sidelines 

and end zones 0.000 001 = 10-6 micro (mi'kro) fJ. 

Volume and millilitre ml Teaspoon is 5 ml 

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

cubic 

centimetre em 3 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'arllS) t Volkswagen Beetle 

Table 1-a 
LINEAR MEASUREMENT ACTIVITIES 

Metre, Centimetre,. Millimetre 

I. THE METRE (m) 

A. DEVELOP A FEELING FOR THE SIZE OF A METRE 

1. Pick up one of the metre 

sticks and stand it up on the 

floor. Hold it in place with 

one hand. Walk around the 

stick. Now stand next to 

the stick. With your other 

hand, touch yourself where 

the top of the metre stick 

comes on you. 

THAT IS HOW HIGH A METRE IS! 

2, Hold one arm out straight 

at shoulder height. Put 

the metre stick along this 

arm until the end hits the 

end of your fingers. Where 

is the other end of the 

metre stick? Touch yourself at that end. 

THAT IS HOW LONG A METRE IS! 

~NT<R ""' VOCATK>NAC EDUCAnON 

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 ~houlder. Look at 

the space between you. 

3 

THAT IS THE WIDTH OF A METRE! 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN lVIETRES 

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." 

1. Height of door knob . 

from floor. 

2. Height of door. 

3. Length of table. 

4. Width of table. 

5. Length of wall of 

this room. 

6. Distance from 

you to wall. 

Estimate 

(m) 

:Measurement 

(m) 

How Close 

Were You? 

Exercise 1 

(continued on next page) 
4 

II. THE CENTIMETRE (em) 

There are 100 cf'ntimetres in onf' metrf'. If thf'rf' arf' 4 mf'trf'f' 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 CENTII'v1ETRE 

B. 

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. l\1easure your index or pointing finger. How long is it? 

em 

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

around it? em 

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

DEVELOP YOUR ABILITY TO ESTIMATE IN CENTII'v1ETRES 

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

following items, follow the procedures used for estimating in 

metres. 

1. 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? 

III. THE MILLIMETRE (rom) 

There are 10 millimetres in one Cf'nt.imPtrP. When a mpasurf'ment is 

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

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

A. DEVELOP A FEELING FOR THE SIZE OF A l'v1ILLII'v1ETRE 

Using a ruler marked in millimetres, measure: 

1. Thickness of a paper clip wire. rom 

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. rom 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN MILLII'v1ETRES 

1. 

2. 

3. 

4. 

5. 

6. 

You are now ready to estimate in millirnetres. 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 SO:METHING, YOU ARE 

SAYING HOW MANY SQUARES OF A GIVEN SIZE ITT AKES TO 

COVER THE SURF ACE. 

I. THE SQUARE CENTI:METRE (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 CENTI:METRE! 

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.? 

~ENnA O'OA VOCAnoNAL EDUCATOON 

5 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE 

CENTI:METRES 

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 ESTIMA.TE IN SQUARE CENTIMETRE GRID 

METRES 

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

procedures used for estimating in metres. 

How Close 

Estimate Measurement Were You? 

(m2) (m2) 

1. Door. 

2. Full sheet of 

newspaper. 

3 . Chalkboard or 

bulletin board. 

4. Floor. 

5. Wall. 

6 . Wall chart or poster. 

7. Side of file cabinet. 

Exercise 2 
VOLUME MEASUREMENT ACTIVITIES 

Cubic Centimetre, Litre, Millilitre, Cubic Metre 

I. THE CUBIC CENTIMETRE ( cm3 ) 

A. DEVELOP A FEELING FOR THE CUBIC CENTIMETRE 

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

height, and width in centimetres. 

THAT IS ONE CUBIC CENTIMETRE! 

2. Find the volume of a plastic litre box. 

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

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

b. Place another ROW of cubes against an adjoining side 

of the box. How many rows fit inside the box 

to make one layer of cubes? ----

How many cubes in each row? ___ _ 

How many cubes in the layer in the bottom of the 

box? ___ _ 

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

How many LAYERS would fit in the box? ___ _ 

How many cubes in each layer? ___ _ 

How many cubes fit in the box altogether? ___ _ 

THE VOLUME OF THE BOX IS ---CUBIC 

CENTIMETRES. 

d. Measure the length, width, and height of the box in 

centimetres. Length em; width em; 

height em; Multiply these numbers to find 

the volume in cubic centimetres. 

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

~R OOR VOCATK>NAL 'DUCAT .... 

B. DEVELOP YOUR ABILITY TO ESTil'vlATE IN CUBIC 

CENTIMETRES 

You are now ready to develop your ability to estimate 

in cubic centimetres. · 

Remember the size of a cubic centimetre. For each of 

the following items, use the procedures for estimating in 

metres. 

1. Index card file 

box. 

2. Freezer container. 

3. Paper clip box. 

4. Box of staples. 

II. THE LITRE (I) 

Estimate 

(cm3 ) 

Measurement 

(cm3 ) 

A. DEVELOP A FEELING FOR A LITRE 

How Close 

Were You? 

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

7 

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

usually do. How many cups do you fill? 

THAT IS HOW MUCH IS IN ONE LITRE! 

3. Fill the litre container with rice . 

THAT IS HOW MUCH IT TAKES TO FILL A ONE 

LITRE CONTAINER! 

Exercise 3 

( c.ontinued on next page) 
8 

III. 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN LITRES 

You are now ready to develop your ability to estimate in 

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

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

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

2.751, or 2.75 litres. 

For each of the following items, use the procedures for 

estimating in metres. 

1. Medium-size 

freezer container. 

2. Large freezer 

container. 

3. Small freezer 

container. 

4. Bottle or jug. 

· THE :MILLILITRE (ml) 

Estimate 

(l) 

Measurement 

(l} 

How Close 

Were You? 

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

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

A. DEVELOP A FEELING FOR A MILLILITRE 

1. Examine a centimetre cube. Anything which holds 

1 em 3 holds 1 ml. 

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

spoon into your hand. Carefully pour the rice into a 

small pile on a sheet of paper. 

THAT IS HOW MUCH ONE MILLILITRE IS! 

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

pile on the sheet of paper. 

THAT IS 5 ~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! o::3''''"" "'" VOCATIONAC WUCATOON 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN :MILLILITRES 

1. 

2. 

3. 

You are now ready to estimate in millilitres. Follow the 

procedures used for estimating metres. 

Small juice can. 

Paper cup or tea 

cup. 

Soft drink can. 

Estimate 

(ml) 

How Close 

Measurement Were You? 

(ml) 

4. Bottle. 

IV. THE CUBIC METRE (m3 } 

A. DEVELOP A FEELING FOR A CUBIC METRE 

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

2. Measure a metre UP the wall. 

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

THAT IS THE VOLUME OF ONE CUBIC METRE! 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN CUBIC METRES 

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

1. Office desk. 

2. File cabinet. 

3. Small room. 

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 lise when 

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

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

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

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

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

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

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

The symbol for gram is g. 

The symbol for kilogram is kg. 

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

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

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

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

I. THE KILOGRAM (kg) 

DEVELOP A FEELING FOR THE MASS OF A KILOGRAM 

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

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

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

~NT<A FOR VOCATIONAL £DUCATOON 

:Mass 

(kg) 

1. 1 kilogram box. 

2. Textbook. 

3. Bag of sugar. 

4. Package of paper. 

5. Your own mass. 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN KILOGRAMS 

1. 

2. 

3. 

4. 

5. 

For the following items ESTIMATE the mass of the object in 

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

of the object. Write the exact mass in the :MEASURE:MENT 

column. Determine how close your estimate is: 

Bag of rice. 

Bag of nails. 

Large purse or 

briefcase. 

Another person. 

A few books. 

Estimate 

(kg) 

Measurement 

(kg) 

How Close 

Were You? 

Exercise 4 

(continued on next page) 

9 
10 

II. THE .GRA!\.1 {g) 

A. DEVELOP A FEELING FOR A GRAM 

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

2. 

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

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

when it is not in motion. 

THAT IS HOW HEAVY A GRAM IS! 

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

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

the cubes near the tips of your fingers, moving your 

hand up and down. 

THAT IS THE MASS OF TWO GRAMS! 

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

THAT IS THE MASS OF FIVE GRAMS! 

a:3 CENT•R "'" VOCATK>NA' OOUCAT<ON 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN GRAMS 

1. 

2. 

3. 

4. 

5. 

6. 

You are now ready to improve your ability to estimate in 

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

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

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

used for estimating in kilograms. 

Two thumbtacks. 

Pencil. 

Two-page letter 

and envelope. 

Nickel. 

Apple. 

Package of 

margarine. 

Estimate 

(g) 

Measurement 

(g) 

How Close 

Were You? 

Exercise 4 
TEMPERATURE MEASUREMENT ACTIVITIES 

Degree Celsius 

I. DEGREE CELSIUS (

0

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 TEMPERATURE IS 37 DEGREES 

CELSIUS (37°C). 

A FEVER IS 39°C. 

A VERY HIGH FEVER IS 40°C. 

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

CELSIUS 

11 

For each item, ESTIMATE and write down how many degrees 

Celsius you think it is. Then measure and write the :MEASURE-

:MENT. See how close your estimates and actual measure1. 

2. 

3. 

4 . 

5. 

ments are . 

l\1ix some hot and 

cold water in a 

container. Dip your 

finger into the 

water. 

Pour out some of 

the water. Add some 

hot water. Dip your 

finger quickly into 

the water. 

Outdoor temperature. 

Sunny window sill. 

Mix of ice and water. 

6. Temperature at 

floor. 

7. Temperature at 

ceiling. 

How Close 

Measurement Were You? 

tc) 

Exercise 5 
12 

UNIT 2 

OBJECTIVES 

The student will recognize and use the mecric 

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." 

~C<NTER FOR VOCATK>NAL '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 . 

lnfoTmation Sheet 2 
METRIC UNITS FOR INDUSTRIAL ELECTRONICS, 

RADIO-TV, AUDIO EQUIPMENT REPAIR 

Quantity Unit 

Length millimetre 

centimetre 

metre 

kilometre 

Area square millimetre 

square centimetre 

square metre 

Volume/Capacity cubic centimetre 

cubic metre 

millilitre 

litre 

gram 

kilogram 

**Temperature degree Celsius 

Pressure kilo pascal 

Power or heat flow rate watt 

kilowatt 

Symbol 

mm 

em 

m 

km 

ml 

kg 

kPa 

w 

kW 

Use 

Length and diameter of fasteners; screws; bolts, wrench sizes; 

taps and dies; resistors and capacitors 

Length of control shafts; wire lengths; switch openings 

Wiring runs; antenna length 

Distance to suppliers and clJS'b:;)mers 

Capacitor plateSpeaker baffle size; chassis layout; P/C boards 

Space for installing audio control consoles; area to be serviced 

Installing audio consoles, control panels, speakers in room 

spaces; control box sizes 

Purchasing chemicals 

Stylus "pressure.,* on a phonograph record; roll solder 

ROll solde< 

Effect of heat on components; melting point of solder;·equipment 

specifications; equipment operating temperatures; calibrating and 

testing heat sensors 

Fluid pressure-air, water, gas lines 

Energy dissipation; lamp size 

•Newtons is the correct metric term for the measure of force and there i& the possibility that meuurea of stylus pressure may later be changed to newtons. 

••Kelvin (K) may also be used in scientific and technical temperature apecificationa and reports. The temperature K ia called "absolute zero ... On the commonly used Celsius 

temperature acale, water freezes at about 0°C (273 K) and boils at about 100°C (373 K). 

NOTE: MOiit unita currently Uled in electronics (e.g., Hertz, volt, ohm, ampere, decibel) will remain the same in the metric system. 

ELECTRONIC COMPONENTS 9mm 

ACTUAL SIZE OF COMPO~E:!s ~ 20 mm 1._=---L__ lOmm-j t={~ 

to~~_(_ m::m '"" 

t MINIATURE t 

CAPACITOR 1

h W RESISTOR 

~:::==:1;1 

TOP VIEW OF 

INTEGRATED 

CIRCUIT 

f TRANSISTOR 

Table -2 

13 
14 

TRYING OUT METRIC UNITS 

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

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

'Then actually measure the item and write down your answers using the 16. Measuring cup 

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

17. Milk container 

Estimate Actual 

18. Motor grease cup 

Length 19. Bucket 1. Palm width 

2. Hand span 20. Meter box 

3. Your height 21. Resistor cabinet 

4. Resistor 22. Speaker cabinet 

5. A.C.line cord 

Mass 

6. Tone arm 23. Textbook 

7. Soldering gun tip 24. Tape cartridge 

8. Scope probe 25. Coil of solder 

9. Antenna 26. Transformer 

Area 27. Phono stylus 

10. Desk top 28. Audio transformer 

11. Classroom floor 

. 12. Control console Temperature 

29. Outside temperature 

13. Printed circuit board 

30. Inside temperature 

14. Amplifier chassis 

31. Hot tap water 

Volume/Capacity 32. 15. Small bottle Inside an amplifier cabinet 

Exercise 6 
REPAffiiNG WITH METRICS 

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

what measurement to use in the following situations. 

1. Height of modular tuner 

2. Diameter of a tuner knob 

3. Capacity of an eye dropper 

4. Dimensions for a transistor heat sink: 

a. Length 

b. Width 

5. Length of a 1

/2-watt resistor 

6. Height of power transformer when 

mounted on a chassis 

7. Diameter of a light cell 

8. Pressure in the air line 

9. Closing distance of a relay 

10. Dimensions of a printed circuit board: 

a. Length 

b. Width 

11. Size of a drill bit (diameter) 

12. Mass of a No. 6 self tapping screw 

13. Width of a video tape 

14. Height of tape recorder recording 

head 

~·NT>R O'OR VOCATIONAL <DUCATOON 

15 

15. Capacity of a small bottle of 

control cleaner 

16. Volume of the tool box 

17. Length of a chassis screw 

18. Width of integrated circuit 

19. Diameter of a small speaker 

20. Width of a tape recorder play- back head 

21. Length of a standard antenna 

mast 

22. Area of printed circuit board 

23. Temperature of working 

amplifier 

24. Dimensions of a capacitor: 

a. Length 

b. Diameter 

25. Mass of a tube of lubriplate 

26. Width of a cassette tape 

27. Width of a reel audio tape 

28. Volume of a speaker cabinet 

29. Stylus "pressure" 

30. Volume of cleaning solvent 

Exercise 7 
16 

UNIT3 

OBJECTIVE 

The student will recognize and use metric equivalents. 

• Given a metric unit, state an equivalent 

in a larger or smaller metric unit. 

SUGGESTED TEACHING SEQUENCE 

1. 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." 

~C<NnR R>R VOCATK>NAL WUCATOON 

METRIC.,METRIC EQUIVALENTS 

Centimetres and Millimetres 

(

llllljlllljlllljlllljlllljlllljlllljlllljllllllllljlllljlllljllllj 

1 2 3 4 5 6 (

llllljlllljlllljlllljlllljlllljlllljlllljlllljllll j lllljlllljlllljlll 

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 

34mm = 3cm+4mm 

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 = 200em, 

3m = 3 x 100 em = 300 em, 

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

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

There are 1 000 millimetres in one metre, so 

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

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

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

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

From your work with decimals you should know that 

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

one-fourth of a centimetre can be written 0.25 em 

(twenty-five hundredths of a centimetre). 

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

millimetres, you would multiply by 1 000. So 

0.75 m = 0.75 x 1 000 mm 

75 

100 x 1 000 mm 

1 000 

75 x 100 mm 

75 x 10 mm 

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

Information Sheet 4 

Fill in the following chart . 

metre centimetre millimetre 

m em mm 

1 100 1000 

2 200 

3 

9 

5 000 

74 

0.8 80 

0.6 600 

2.5 25 

1-18 

639 

CENTER"'" VOCAT>ONAC EDUCATOON 

Exercise 9 

M illilitres to Li tres 

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, 

1 000 = 1 000 litre = 1 litre. 

Or 

1000 ml 

2 000 ml 

2 000 = 1 OOO litres = 2 litres. 

And, as a final example, 

28 000 

28 000 ml = 1 OOO litres = 28 litres. 

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

worked the same way, 

500 ml = 1 ~~~litre = 0.5 litre (five-tenths of a litre ). So 500 ml 

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

Change 57 millilitres to litres. 

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

litre). 

Information Sheet 5 

Now you try some. Complete the following chart. 

mill iii tres litres 

(ml) (I) 

3 000 3 

6 000 

8 

1-l 000 

23 

300 0.3 

700 

0.9 

250 

0.-17 

275 

Exercise 10 
18 

Litres to Millilitres 

\\'hat 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 rnl. 

So, 

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

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

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

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

Information Sheet 6 

Now you try some. Complete the following chart. 

litres millili tres 

I ml 

8 8 000 

5 

46 

32 000 

0.4 

0.53 

480 Exercise 11 

Grams to Kilograms 

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

2 000 grams is the same as 2 kilograms, 

5 000 g is the same as 5 kg, 

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

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

changing from millilitres to litres. 

Information Sheet 7 

Try the following ones. 

grams kilograms 

g kg 

4 000 4 

9 000 

23 000 

8 

300 

275 

~NTEA roo VOCATIONAL 'DUCATK>N 

Exercise 12 

Kilograms to Grams 

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

.J kg = .J X 1 000 g = .J 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 ) 1 250 ml of solution is 1 

c ) 5 em diameter speaker is.__ ________ mm 

d ) 2 500 g of solder is kg 

e ) 120 mm wide chassis is em 

f ) 0.25 1 of liquid cleaner is ml 

g ) 60 kg TV set is g 

h ) 0.5 1 of concentrate is rnl 

i ) 2m board is ______________ mm 

j ) 500 g of transistors is kg 

k ) 500 ml of spray paint is 1 

l ) 10 m of wire is _____________ em 

m) 2.5 em insulator is mm 

n ) 2 400 mm length of cable is em 

Exercise 14 
UNIT 4 

OBJECTIVE 

The student will recognize and use 

instruments, tools, and devices for mea, 

surement 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 appropriate Exercises 15 

and 16. 

6. Test performance by using Section C 

of "Testing Metric Abilities." 

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 truck 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. 

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 b-loek 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, inst-ruments, and devices. 

19 

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. Drill a hole in a metal chassis to fit a rubber grommet. 

2. Measure the wire needed to go from the control panel to the 

operating equipment. 

3. Read the temperature in an electric oven. 

4. Measure the pressure needed to activate a pressure switch. 

5. Find the mass of a piece of equipment which will be hung on 

a wall. 

6. Measure the diameter of the screw used to fasten a switch into 

the switch box. 

7. Measure the overall diameter of the wire used for 220 V 

installations. 

8. Measure the contact opening on a power relay. 

9. Determine the area needed by the console control. 

10. Determine the area of a circuit panel. 

11. Measure the diameter of a control shaft. 

12. Measure for cutting a piece of perforated phenolic for a 

14 em x 10 em printed circuit board. 

a3 CENTER "'"VOCATOONAL 'OUCATOON 

Exercise 15 

(Industrial Electronics) 

MEASURING UP IN 

INDUSTRIAL ELECTRONICS 

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. 

1. Space needed to install a master 

intercom unit in a wall: 

a. Width 

b. Length 

c. Depth 

2. Depth of a panel meter. 

3. The thickness of a printed 

circuit board. 

4. The amount of video tape left 

on a half used reel. 

5. The length of a screw used to 

fasten a printed circuit board 

to a chassis. 

6. Length of cable needed for the 

video camera. 

7. Mass of a TV camera to be 

mounted. 

8. Volume of tube. 

9. Dimensions of a plate transformer. 

10. The mass of a small roll of solder. 

11. Measure the diameter of the solder- ing iron. 

12. Diameter of the shaft of a replacement gang switch. 

Estimate Verify 

Exercise 16 

(Industrial Electronics) 
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. Bore a 10 mm hole in a speaker cabinet to mount an "L" pad. 

2. Measure the lead-in wire needed to mount an antenna near your 

laboratory. 

3. Heat a circuit board to a specified temperature with the use 

of a heat lamp. 

4. Measure the stylus "pressure" on a phonograph record. 

5. Measure the extended length of an F.M. portable radio antenna. 

6. Measure the length and diameter of the screws needed to put the 

back on a TV. 

7. Measure the diameter of a tuner shaft. 

8. Select the screws needed to mount a perforated circuit board. 

9. Calculate the floor area needed for a large color TV console. 

10. Cut a piece of perforated phenolic for a 14 em x 10 em printed 

circuit board. 

~NT"' FOR VOCATOONAL 'DUCATO"" 

Exercise 15 

(Radio- TV) 

MEASURING UP IN RADIO-TV 

For the tasks below, estimate the metric measurement to within 

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

within 2% of actual measurement. 

1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

10. 

11. 

12. 

Workbench area for TV chassis 

Diameter of the color tube base 

connector 

Mount earphone jack on cabinet; 

drill hole needed 

Diameter of the tuner shaft 

Replacing a loudspeaker 

Length of a phono tone arm 

Mass of the phono cartridge 

Dimensions of the loudspeaker 

in a radio or TV: 

a. Width 

b. Length 

The thickness of a TV printed 

circuit board 

The diameter of the volume 

control in a small radio 

Replace a chassis mounted 

capacitor 

Measure the channel selector 

shaft length 

Estimate Verify 

Exerc.ise 16 

(Radio -TV) 

21 
22 

WHICH TOOLS FOR THE JOB? 

Practice and prepare to demonstrate your ability to identify, 

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

below. You should be able to use 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. Bore a hole in a speaker cabinet to mount an "L" pad. 

2. Measure the wire needed to run from an audio ainp to a wall 

speaker. 

3. Measure the size opening needed to install a microphone 

wall jack. 

4. Heat a circuit board to a specified temperature with the use 

of a heat lamp. 

5. Measure the stylus pressure on a record. 

6. Measure the length and diameter of the screws used to fasten 

the back on an amplifier. 

7. Select the drill bit to drill the hole for a No. 6 self-tapping 

screw. 

8. Measure the maximum extended height of a microphone 

stand. 

9. Determine the area needed for an audio control console. 

10. Measure the dimensions of a replacement speaker baffle. 

11. Measure the distance between holes for mounting a line 

matching transformer. 

12. Measure the thickness of a stack of ten records. 

13. Measure the tip temperature of a 25 watt soldering iron. 

G:3 CENT£R 'OR VOCATOONAC EDUCATOON 

Exercise 15 

(Audio Equipment) 

MEASURING UP IN 

AUDIO EQUIPMENT REPAIR 

For the tasks below, estimate the metric measurement to within 

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

to within 2% of actual measurement. 

1. Area of a tape deck 

2. Depth of a 12-inch speaker 

3. Amount of control cleaner in 

a bottle 

4. The size opening needed to 

mount a turntable 

5. Mass of a cassette tape 

6. Length of a phono tone arm 

7. Dimensions of the phono 

cartridge 

8. Dimensions of a loudspeaker 

baffle: 

a. Width 

b. Length 

c. Thickness 

9. The thickness of a printed 

circuit board 

10. The thickness of the volume 

control 

11. The length of the tone control 

shaft 

12. The mass of a small package of 

solder 

Estimate Verify 

Exercise 16 

(Audio Equipment) 
UNIT 5 

OBJECTIVE 

The student will recognize and use metric 

and Customary units interchangeably in ordering, selling, and using products and supplies in 

this occupation. 

• Given a Customary (or metric) measurement, find the metric (or Customary) 

equivalent on a conversion table. 

• Given a Customary unit, state the replacement unit. 

SUGGESTED TEACHING SEQUENCE 

1. Assemble packages and containers of 

materials. 

2. 

3. 

4. 

Present or make available Information 

Sheet 10 and Table 3. 

Have students find approximate metricCustomary equivalents by using 

Exercise 17. 

Test performance by using Section D of 

"Testing Metric Abilities." 

o::3C<~·R <OR VOCATOONAC WUCATOON 

-----------------------------------------------------------23 

METRIC-CUSTOMARY EQUN ALENTS 

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

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

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

1. Determine which conversion table is needed. 

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

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

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

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

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

17, Part 2 and Part 3. 

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

symbol ~ means "nearly equal to." 

1 em ~ 0.39 inch 

1 m ~ 3.28 feet 

1m ~ 1.09 yards 

1 km ~ 0.62 mile 

1 cm2 ~ 0.16 sq in 

1 m2 =::: 10.8 sq ft 

1m2 ~ 1.2 sq yd 

1 hectare ~ 2.5 acres 

1 cm3 ~ 0.06 cu in 

1 m3 =::: 35.3 cu ft 

1 m3 =::: 1.3 cu yd 

1 inch ~ 2.54 em 

1 foot ~ 0.305 m 

1 yard ~ 0.91 m 

1 mile ~ 1.61 km 

1 sq in ~ 6.5 cm2 

1 sq ft ~ 0.09 m2 

1 sq yd ~ 0.8 m 2 

1 acre ~ 0.4 hectare 

1 cu in ~ 16.4 cm3 

1 cu ft ~ 0.03 m3 

1 cu yd ~ 0.8 m3 

1 ml ~ 0.2 tsp 

1 ml ~ 0.07 tbsp 

11 ~ 33.8 fl oz 

11 ~ 4.2 cups 

11 ~ 2.1 pts 

11 ~ 1.06 qt 

11 =::: 0.26 gal 

1 gram ~ 0.035 oz 

1 kg ~ 2.2lb 

1 metric ton ~ 2205 lb 

1 kPa =::: 0.145 psi 

1 tsp =::: 5 ml 

1 tbsp =::: 15 ml 

1 fl oz =::: 29.6 ml 

1 cup =::: 237 ml 

1pt =::: 0.471 

1 qt =::: 0.95 1 

1 gal =::: 3. 79 1 

1 oz =::: 28.3 g 

llb =::: 0.45 kg 

1 ton =::: 907.2 kg 

1 psi =::: 6.895 kPa 

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

Redesign and Renewal, Ohio Department of Education, 65 S. Front Street, Columbus, OH 43215. 1975. 

Information Sheet 10 
24 

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 0 .254 .001 0.025 

2 50.8 0.2 5.08 .02 0.508 .002 0.050 

3 76.2 0.3 7.62 .03 0.762 .003 0.076 

4 101.6 0.4 10.16 .04 1.02 .004 0.102 

5 127.0 0.5 12.70 .05 1.27 .005 0.127 

6 152.4 0.6 15.24 .06 1.52 .006 0.152 

7 177.8 0.7 17.78 .07 1.78 .007 0.178 

8 203.2 0.8 20.32 .08 2.03 .008 0.203 

9 228.6 0.9 22.86 .09 2.29 .009 0 .229 

10 inches = 254 mm 

12 inches or 1 feet = 304.8 mm or 30.48 em a:3 CENTER 'OR VOCATIONAL EOUCATOON Table 3 
ANY WAY YOU WANT IT 

1. With the change to metric measurement some of the things you 

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

to be familiar with appropriate Customary equivalents in order 

to communicate with customers and suppliers who use Customary 

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

10 and give the approximate metric quantity (both number and 

unit) for each of the following Customary quantities. 

a ) 

b ) 

c ) 

d) 

e ) 

f ) 

g ) 

h ) 

) 

k ) 

l ) 

m ) 

n ) 

Customary Quantity Metric Quantity 

2 lbs. of assorted resistors 

1 pt. of control cleaner 

50 ft. of speaker cable 

5 lb. roll of solder 

24 sq. ft. work area 

18 in. control panel 

two-gallon can 

1 qt. of chemical 

6 fl. oz. of control cleaner 

3 miles 

1/2 in. chassis hole 

2 ft. piece of wire 

6 in. speaker 

1/4 in. thick cabinet board 

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

a ) 25mm in. 

b ) 2 in. mm 

c ) 300mm - in. 

d ) 5 1/2 in. - m 

e ) 0.05 in. mm 

f ) 0.005 in. mm 

g ) 600mm - in. 

h ) 50mm in. 

i ) 0.5mm in. 

j ) 250mm in. 

o:::3'E><»R roR VOCAT>ON~ •ouCATOON 

3. 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 items: 

a ) 1 pt. of solvent 

b ) one 6 fl. oz. spray can of control cleaner 

c ) 100ft. of speaker wire 

d ) 2 lbs. of solder 

e ) two 8 in. speakers 

f ) one roll of 3/4 in. electric tape 

REQUISITION 

Date 

For 

Job No. Date Wanted 

Deliver to 

QTY UNIT ITEM 

Requested by 

Approved by 

Exercise 17 

25 
26 

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. The pressure at a pressure 

indicator would be read in: 

[A] kilo pascals 

[B] kilograms 

[C] metres 

[D] litres 

4. The dimensions of.-a: resistor 

would be in: 

[A] millilitres 

[B] millimetres 

[C] metres 

[D] centimetres 

5. Roll solder is purchased by: 

[A] litres, millilitres 

[B] cubic metres, cubic 

centimetres 

[C] grams, kilograms 

[D] metres, centimetres 

6. A small bottle of control cleaner 

would be measured in : 

7. 

8. 

[A] litres 

[B] grams 

[ C] millilitres 

[D] kilograms 

The correct way to write twelve 

thousand millimetres is: 

[A] 12,000 mm. 

[B) 12.000 mm 

[C) 12 OOOmm 

[D] 12 000 mm 

The correct way to write twenty 

grams is: 

[A] 20 gms 

[B) 20Gm. 

[C) 20 

g. 

[DJ 20 g 

SECTIONB 

9. A 250 millilitre container of 

cleaner is the same as: 

[A] 250 litres 

[B] 2.5 Iitres 

[C] 0.25 litre 

[D] 0.025 litre 

10. A circuit board 5 centimetres 

wide also has a width of: 

[A] 500 millimetres 

[B] 5 millimetres 

[C] 50 millimetres 

[D] 

0.5 millimetre 

11. A box of mounting hardware 

with a mass of 4 kilograms also 

has a mass of: 

[A ] 400 000 grams 

[B] 40 000 grams 

[C] 4 000 grams 

[D] 400 grams 

12. Estimate the length of the line 

segment below : 

[A) 23 grams 

[B) 6 centimetres 

[ C J 40 millimetres 

[ D J 14 pascals 

13. Estimate the length of the line 

segment below: 

f----1 

[A] 10 millimetres 

[B] 4 centimetres 

[C] 4 pascals 

[D] 23 milligrams 

SECTION C 

14. For measuring grams you would 

use a: 

[A] tape 

[B] ruler 

[ C ] pressure gage 

[D] scale 

15. For measuring kilopascals you 

would use a: 

[A] ruler 

[B] scale 

[C] pressure gage 

[D] container 

TESTING METRIC ABILITIES 
16. For measuring in millimetres you 

would use a: 

[A] scale 

[B] pressure gage 

[ C ] container 

[D] ruler 

SECTIOND 

17. The metric unit for mass which 

replaces the dry ounce is: 

[A] millimetre 

[B] litre 

[C] gram 

[D] metre 

18. The metric unit for liquid measure 

which replaces the fluid ounce is: 

[A] hectare 

[B] gram 

[C] litre 

[ D ] millilitre 

19. The metric unit for mass which 

replaces the pound is: 

[A] kilogram 

[B] millimetre 

[C] milligram 

[D] kilometre 

o::3'£ .... R >OR VOCAT>ON~ £0UCA'00N 

Use this conversion table to answer questions 20 and 21 . 

mm in. mm 

100 3 .94 10 

200 7.87 20 

300 11.81 30 

400 15.74 40 

500 19.68 50 

600 23.62 60 

700 27.56 70 

800 31.50 80 

900 35.43 90 

20. The equivalent of 910 mm is: 

[A] 18.75 in. 

[B] 35.82 in. 

[C] 91.00 in. 

[D] 35.43 in. 

21. The equivalent of 210 mm is: 

[A] 8.0 in. 

[B] 8.26 in. 

[C] 20.0 in. 

[D] 20.26 in. 

in. 

0.39 

0.79 

1.18 

1.57 

1.97 

2.36 

2.76 

3.15 

3.54 

TESTING METRIC ABILITIES 

27 
28 

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. An- swers are in parentheses. 

Exercise 9 

metre centimetre millimetre 

m em mm 

1 100 1 000 

2 200 (2 000) 

3 (300) {3 000) 

9 (900) (9 000) 

(5) (500) 5 000 

74 (7 400) (7 4 000) 

0.8 so (800) 

0.6 (60) 600 

(0.025) 2.5 25 

(O.HS) (14 .8) - 148 

(6.39) 639 (6 390) 

o:3'<NUR ><>R VOCAT>ONAC <OUCAT>ON 

Exercise 10 

millilitres 

ml 

3 000 

6 000 

(8 000) 

(14 000) 

(23 000) 

300 

700 

(900) 

250 

(470) 

275 

Exercise 11 

litres 

1 

8 

5 

46 

(32) 

0.4 

0.53 

(0.48) 

Exer~ise 12 

grams 

g 

4 000 

9 000 

23 000 

(8 000) 

300 

275 

litres 

l 

3 

(6) 

8 

(14) 

23 

0.3 

(0.7) 

0.9 

(0.25) 

0.47 

(0.275) 

millilitres 

ml 

8 000 

(5 000) 

(46 000) 

32 000 

(400) 

(530) 

480 

kilograms 

kg 

4 

(9r 

(23 ) 

8 

(0.3 ) 

(0.275) 

Exercise 13 

kilograms grams 

kg g 

7 7 000 

11 (11 000) 

(25) 25 000 

0.4 (400) 

0.63 (630) 

(0 .175) 175 

Exercise 14 

a ) 5m h) 500 ml 

b) 1.25 litres i ) 2 000 mm 

c ) 50mm j ) 0,5 kg 

d) 2,5 kg k) 0.5 litre 

e ) 12 em l ) 1 000 em 

f ) 250 ml m) 25mm 

g ) 60 000 g n) 240 em 

EXERCISES 15 AND 16 

The answers depend on the 

items used for the activities, 

EXERCISE 17 

Part L 

a ) 0.90 kg 

b ) 0.4 7 litre 

c) 15.25 m 

d) 2.25 kg 

e ) 2,16 m2 

f ) 45.72 em 

g ) 7.58 litres 

h ) 0.95 litre 

i ) 177.6 ml 

j ) 4.83 km 

k) 1.27 em 

l ) 0.61 m 

m) 15.24 em 

n) 0.635 em 

Part 2. 

a ) 0.99 in. 

b ) 50.8 mm 

c ) 11.81 in. 

d) 139.70 mm 

e ) L27mm 

f ) 0.127 mm 

g ) 23.62 in. 

h) 1.97 in. 

i ) 0.020 in. 

j ) 9.84 in. 

Part 3. 

a ) 0.4 7 litre 

b) 177.6 ml 

c ) 30.5 m 

d) 0.9 kg 

e ) 2 -20.32 em 

f ) 1.905 em 

TESTING METRIC ABILITIES 

1. c 8 . D 15. c 

2. B 9. c 16. D 

3. A 10. c 17. c 

4. B 11. c 18. D 

5. c 12. B 19. A 

6. c 13. A 20. B 

7. D 14. D 21. B 

-tf U.S. GOVERNMENT PRINTING OFFICE, 1976-757-069/6231 Region No . 5- I I 
SUGGESTED METRIC TOOLS AND DEVICES 

NEEDED TO COMPLETE MEASUREMENT TASKS 

IN EXERCISES 1 THROUGH 5 

(* Optional) 

LINEAR MASS 

Metre Sticks Bathroom Scale 

Rules, 30 em *Kilogram Scale 

Measuring Tapes, 150 em *Platform Spring Scale 

*Height Measure 5 kg Capacity 

*Metre Tape, 10m 10 kg Capacity 

*Trundle Wheel Balance Scale with 8-piece 

*Area Measuring Grid mass set 

*Spring Scale, 6 kg Capacity 

VOLUME/CAPACITY TEMPERATURE 

*Nesting Measures, set of 5, Celsius Thermometer 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 

"rhe Oh•o State Untven•tv • 1960 Kenny Road • Columbu' Ohto 43210 

SUGGESTED METRIC TOOLS AND DEVICES 

NEEDED TO COMPLETE OCCUPATIONAL 

MEASUREMENT TASKS 

In this occupation the tools needed to complete Exercises 6, 

15, and 16 are indicated by"*·" 

* A. 

* B. 

* c. 

* D. 

E. 

F. 

G. 

* H. 

* I. 

J. 

K. 

L. 

M. 

N. 

0. 

Assorted Metric Hardware- Hex nuts, washers, screws, 

cotter pins, etc. 

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

Vernier Caliper-Pocket slide type, 120 mm range 

Micrometer-Outside micrometer caliper, 0 mm to 25 mm 

range 

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

Metre Tape-50 or 100 m tape 

Thermometers- Special purpose types such as a clinical 

thermometer 

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. 

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

may be used to complete the measurement task. 

Tools and Devices List