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 Hard Goods Merchandising

- Trying Out Metric Units

- Selling 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 Hard Goods

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. 

4. 

5. 

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.* 

Set up the equipment at work stations 

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

Have the students estimate, measure, and 

record using Exercises 1 through 5. 

6. Present information on notation and 

make Table 1 available. 

7. Follow up with group discussion of 

activities. 

*Other school departments may have devices which 

can be used. Metric suppliers are listed in the reference 

section. 

OBJECTIVES 

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

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

SKILLS 

1. Recognize and use the 

unit and its symbol for: 

2. Select, use, and read the 

appropriate measuring 

instruments for: 

3. State or show a 

physical reference for: 

4. Estimate within 259< 

of the actual measure 

5. Read correctly 

Linear 

(pp. 3. 4) 

millimetre (mm) 

centimetre (em) 

metre (m) 

height, width, or 

length of objects 

metre stick, metric 

tape measure, and 

metric rulers 

RULES OF NOTATION 

Area 

(pp. 5. 6) 

square 

centimetre 

(cm 2 ) 

square 

metre 

(m2) 

EXERCISES 

Volume or Capacity 

(pp. 7. 8) 

cubic centimetre (cm 3 ) 

cubic metre 

(m3) 

litre (1) 

millilitre (ml) 

the area of capacity of 

a given surface containers 

measurements 

on graduated 

volume measuring devices 

Mass 

(pp. 9. 10) 

gram (g) 

kilogram (kg) 

the mass of objects 

in grams and kilograms 

a kilogram scale 

and a gram scale 

Temperature 

(p.ll) 

degree Celsius 

(C) 

the temperature of 

the air or a liquid 

A Celsius thermometer 

1. Symbols are not capitalized unless the unit is a proper name (mrn not Mlv1). 

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 bP spelled either with an -re or -er ending. 

Information Sheet 1 

1 
2 

METRIC UNITS, SYMBOLS, AND REFERENTS METRIC PREFIXES 

Quantity Metric Unit Symbol Useful Referents Multiples and 

Prefixes Symbols Submultiples 

Length millimetre mm Thickness of dime or paper 

clip wire 

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

centimetre em Width of paper clip 1 000 = 103 kilo (k~Uo) k 

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

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

Area I square Area of this space 

D centimetre cm2 

Base Unit 1 = 10° 

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

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

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

hectare ha Football field including sidelines 

and end zones 0.000 001 = 10-6 micro (ml'kro) J.1 

Volume and ·I millilitre ml Teaspoon is 5 ml 

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

cubic 

centimetre cm3 Volume of this container 

I CD I 

l 

I b' 1 cu 1c metre mJ A little more than a cubic yard 

rv1ass milligram mg Apple seed about 10 mg, grain of 

salt, 1 mg 

gram g Nickel about 5 g . 

kilogram kg Webster's Collegiate Dictionary 

j metric ton 

i (1 000 kilo!ll"ams) t Volkswagen Beetle 

Table 1-a 
LL!\TEAR 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. \Valk 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 HO'X 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! 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN rviETRES 

Now you will improve your ability to estimate in metres. 

Remember where the length and height of a metre was on your 

body. 

For each of the following items: 

Estimate the size of the items and write your estimate in the 

ESTIMATE column. "Measure the size with your metre stick 

and write the answer in the MEASUREMENT column. 

3 

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

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

"Metric :Marvel." 

1. 

2. 

3. 

4. 

Height of door knob 

from floor. 

Height of door. 

Length of table. 

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 CENTEv!ETRE (em) 

There are 100 cPntimetres in onf' mPtre. Tf thPrP <J.re 4 metre~ <Jnd 

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

+ 3 em}. 

A. DEVELOPA.FEELING FOR THE SIZE OF A CENTilVIETRE 

' ..!.. Hold the metric ruler against the width of your thumbnail. 

How wide is it? em 

2. M.easure 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. Hov: long is it? 

em 

5. l\leasure your wrist with a tape measure. \vnat is the distance 

around it'~ em 

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

B. DE'lELOP YOUR ABILITY TO ESTIM.L~,.TE IN CENTIIviETRES 

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. Diar.oeter (-width) 

of a coin .. 

3. WJ.dth of a 

postage stamp. 

4. Len.gth of a 

penciL 

5. Width of a sheet 

of paper. 

Estimate 

(em) 

l\1easurement 

(em) 

Hovv Close 

Were You? 

III. THE :MJLLIJ\1ETRE ( mm) 

There are 10 rr1.illimetres in one cPntimPtrP. \V"hen a measurement i;;; 

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 ~TILLII\1ETRE 

Using a ruler marked in rrillimetres, 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. mrn 

5. Diameter (thickness) of your pencil. ___ _ mm 

6. Width of a postage stamp. mm 

B. DEVELOP YOUR ABILITY TO ESTE\LLI,.TE IN l'vTILLIIviETRES 

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

following items, follow the procedures used for estimating in 

metres. 

1. Thickness of a 

nickeL 

2. Diameter {thickness) 

of a bolt. 

3. Length of a bolt. 

4. Width of a sheet 

of paper. 

5. Thickness of a board 

or desk top. 

6. Thickness of a 

button. 

Estimate 

(mm) 

How Close 

I\1easurement Were You? 

(mm) 

Exercise 1 
AREA MEASUREMENT ACTIVITIES 

Square Centimetre, Square Metre 

WHEN YOU DESCRIBE THE AREA OF SOTviETHING, YOU ARE 

SAYING HOW :\L~NY SQUARES OF A GIVEN SIZE IT TAKES TO 

COVER THE SURF ACE. 

I. THE SQUARE CENTilVIETRE (cm2 ) 

A. DEVELOP A FEELING FOR A SQUARE CENTil'v1ETRE 

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 .? 

5 

B. DEVELOP YOURABILITY TO ESTIMATE IN SQUARE 

CENTHviETRES 

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. 

\Vindow pane or 

desk top. 

Estimate 

(cm2 ) 

:Measurement 

(cm2 ) 

How Close 

Were You? 

II. THE SQUARE METRE (m2 ) 

A. DEVELOP A FEELING FOR A SQUARE METRE 

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

is one metre long and one metre wide. 

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

big it is. 

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

look. See how much floor space it covers. 

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

much space it covers. 

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

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

take to cover the door? m2 

THIS IS HOW BIG A SQUARE METRE IS! 

Exercise 2 

(continued on next page) 
6 

B. DKVELOP YOUR. ABILITY TO ESTIJ\1A.TE IN SQUARE 

ME'I'RES 

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

procedures used for estimating in metres. 

How Close 

Estimate l\:ieasurement Were You? 

(m2) (m2) 

I . I 

I I 

H 

I I 

CENTIMETRE GRID 

1. Door. 

2. Full sheet of 

nev-rspaper. 

~-+---r--t---+---~~--~--~--+---+-~--~ 

3. Chalkboard or 

bulletin board .. 

4. Floor. 

5. WaH. 

6. Wall chart or poster. 

7. Side of file cabinet. 

I 

i i 

I I I I I I i I I 

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I I I i ! I l I I I I I I I J I I I I I I 

l ; ! I I I I I I i I I I I I I I i I I 

Willi 111111

1

1

1

: 11 

I i l I I I I I I I I' I ,. I I I I "! I i i I I i I i +--+j---ili--+--+---+-1 --+-1 --+j--+-- ! . 

1--1~+1~1---rlll~,l--r-~~--~11 -+i~l--+1~~~--~~~~1--~' -+~~---~~~ -+,~~~--+~~~--~~ I I 

I I I I 1 I I . I I i I I I I I I I I I I I ' I I 

Exercise 2 
VOLUME MEASUREMENT ACTIVITIES 

Cubic Centimetre, Litre_, Millilitre, Cubic Metre 

I. THE CUBIC CENTIMETRE ( crn3 ) 

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 CENTI1V1ETRE! 

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.? 

a3 C£NTER roR VOCA'10NAL WUCATOON 

B. DEVELOP YOUR ABILITY TO EST!:tv1ATE IN CUBIC 

CENTIMETRES 

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 ) 

How Close 

Were You? 

2. Freezer container. 

3. Paper clip box. 

4. Box of staples. 

II. THE LITRE (1) 

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 HOWiv'IUCH IT TAKES TO FILL A ONE 

LITRE CONTAINER! 

Exercise 3 

(n:mtiwJed on next, page) 
8 

B. DEVELOP YOUR .f>~BILITY TO ESTI:.1ATE IN LITRES 

You are now ready to develop your ability to estimate in 

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

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

litre. To cvrite tvvo and three-fourths iitres, you write 

2.751, or 2.75 litres. 

For each of the following items, use the procedures for 

estimating in metres. How Close 

Estimate 

(l) 

"Measurement Were You? 

1. I\1edium-size 

freezer container. 

2. Large freezer 

con.tainer. 

3. SmaU freezer 

container. 

4. Bottle or jug. 

HI. THE ~1ILLILITRE (ml) 

(l) 

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 IVTILLILITRE 

1. Examine a centimetre cube. Anything which holds 

1 cm3 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 IVITLLILITRE IS! 

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

pile on the sheet of paper. 

THAT IS 5 :tvllLLILITRES, 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! 

B. DEVELOP YOUR ABILITY TO ESTI:MATE IN :MILLILITRES 

You are now ready to estirm.te in miililitres. Follow the 

procedures used for estimating metres. 

1. Small juice can. 

2. 

3. 

Paper cup or tea 

cup. 

Soft drink can. 

4. Bottle. 

IV. THE ClJBIC :METRE (m3 ) 

Estimate 

(ml) 

How Close 

l'v1easurement Were You? 

(ml) 

A. DEVELOP A FEELING FOR A CUBIC l\1ETRE 

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 VOLU:tv1E OF ONE CUBIC TviETRE! 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN CUBIC IviETRES 

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

1. Office desk. 

2. File cabinet. 

3. Small room. 

How Close 

l\1easurement Were You? 

(m3) 

Exercise 3 
MASS (WEIGHT) MEASUREMENT ACTIVITIES 

Kilogram, Gram 

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

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

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

they mean mass. The weight of an object is ~ffected 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. 

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 ESTIMATE IN KILOGRAMS 

1. 

2. 

3. 

4. 

5. 

For the following items ESTI:MP.TE 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 I\1EASUREl'v1ENT 

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 

IL THE GRA!\1 (g) 

A. DEVELOP A FEEU!'TG FOR A GRA .. M 

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

2. 

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

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

when it is not in motion. 

THAT IS HOW HEAVY A GRAM IS! 

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

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

the cubes near the tjps of your fingers, moving your 

hand up and dmvn. 

THAT IS THE TvL\SS OF TWO GRAI\1Sl 

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

TI:L·\T IS THE IviA.SS OF FIVE GRATY1S! 

B. DEVELOP YOUR ABILITY TO ESTil'vLA.TE IN GRA.'V1S 

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 ofthe following items, follow the procedures 

used for estimating in kilograms. 

1. Two thumbtacks. 

2. Pencil. 

3. Two-page letter 

and envelope. 

4. Nickel. 

5. Apple. 

6. Package of 

margarine. 

Estimate 

(g) 

IVieasurement 

(g) 

How Close 

Were You? 

Exercise 4 
TE~iPERATURE MEASUREMENT ACTIVITIES 

Degree Celsius 

I. DEGREE CELSIUS (

0

C) 

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

A. DEVELOP A FEELING FOR DEGREE CELSIUS 

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

1. 

2. 

3. 

4. 

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. 

room cool, warm, or about right? ---°C. Is the 

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? 

5. 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\LA.. 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 !v.lEASURE-

!v.lENT. See how close your estimates and actual measure1. 

2. 

3. 

ments are. 

Mix sorp.e hot and 

cold w~ter 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. 

4. Sunny window sill. 

5. 1v1Lx of ice and water. 

6. Temperature at 

floor. 

7. Temperature at 

ceiling. 

Estimate 

tC) 

How Close 

l\1easurement Were ""{ ou? 

(OC) 

Exercise 5 
12 

tJ 

OBJECTIVES 

The student will recognize and use the metric 

tenns, a.c""ld symbols used in this occupation~ 

Gjven a rnetric unit, state its use in this 

Given. 2 rneasurement task in this occupation, select the appropriate metric unit 

ar:.d rneasure111ent tooL 

St'GGESTED TEACHING SEQUENCE 

1. Assernble metric measurement tools (rules, 

tapes~ scales? thermon1eters, etc~) and 

objc::::ts 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. H2ve students learn occupationallyrelated metric measurements by completing Exercises 6 and 7. · 

5. Tesi. perfor::r.ance by using Section A of 

"Testircg Met:t~c Abilities." 

FOO VOCA.TIONAL EDUCATION 

METRICS IN THIS OCCUPATION 

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

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

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

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

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

in job-related tasks. 

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

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

now w.ake 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. 

/~ r I \ ~) 

Information Sheet 2 
13 

METRIC UNITS FOR HARD GOODS MERCHANDISING 

Quantity Unit Symbol Use 

Length millimetre mm Buttons; ammunition; bolts; screws; lock pins. 

centimetre em Cookware; sporting goods; fans. 

metre m Cord; wire; chain; shelving; lumber. 

Area square centimetre cm2 Space utilization; iron sole plate; cookware. 

square metre m2 Space utilization; department storage space; floor coverings. 

Volume/Capacity millilitre ml Lubricants; paint; fertilizers and pesticides. 

litre l Cookware; water tanks; dehumidifiers; cleaning agents; fertilizers; pesticides. 

cubic metre cm3 Concrete. 

Mass gram g Direct mail; parcels; fishing lures; golf clubs; tennis rackets. 

kilogram kg Washer and dryer loads; air conditioners; small hand appliances; bowling balls. 

Temperature degree Celsius oc Thermostat settings on cookware; store, department, and merchandise storage; application temperature of products. 

Power watt w Power input and output for appliance and equipment motors (Note: kilowatt 

replaces horsepower unit of measure). 

kilowatt kW 

Application Rates 

Dry or Granular grams per square metre g/m2 Seed; fertilizer; pesticides; cleaning agents. 

millilitres per square metre ml/m2 Fertilizer; pesticides; cleaning agents; paint. 

Liquid litres per square metre l/m2 

Dilutions or Concentrates 

Dry mixes grams per kilogram g/kg Pesticides; fertilizer; cleaning agents. 

Liquid mixes millilitres per litre ml/1 Fertilizer; pesticides; cleaning agents. 

grams per litre g/1 

Rates of Recovery litres per hour 1/h Water heaters; heat pumps. 

Air flow cubic metres per min. m3 /min Heating and cooling equipment; paint sprayer. 

Evaporation litres per day l/d Humidity control equipment. 

or condensation 

Sound level decibel dB Motor, blower noise; stereo hi-fi equipment. 

Table 2 

L 
14 

TRYING OUT 1v1ETRIC 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. Storage area 

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

I I 

17. Packing box 

Estimate Actual 

18. Paint sprayer 

Length 19. Popcorn popper 1. Door height 

2. Dimensions of room 20. Pressure cooker 

21. Thermos bottle ' 

3. Height of a file cabinet I 

4. Piece of shelving I 22. Microwave oven 

5. Tennis racket 

Mass 

6. Diameter of waffle iron 23. Nails 

"' Height of a bicycle 24. Fishing lure I. 

8. Diagonal size of a TV screen 25. Bowling ball 

9 Height of a step ladder 26 Hand . digital calculator 

Area 27. Electric can opener 

I 

10. Wall I I 

! 

11. Carpeting I 28. Table model radio 

12. Sheet of plywood Temperature 

I 

29. Storage area 

' 13. Piece of lineoleum 

30. Selling area 

14. Sales department 

31. Cold tap water 

Volume/Capacity 32. Hot tap water I 15. Water heater I 

Exercise 6 
15 

SELLING WITH METRICS 

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

what measurement to use in the following situations. 20. Power requirements of a 

lawnmower 

1. Water capacity of a clothes washer 

21. Application rate of a bag of 

2. Diameter of a frying pan fertilizer 

3. Clothes dryer load capacity 22. Mass of a small package to be 

mailed 

4. Mass of a bowling ball 23. Application rate of paint 

5. Length of a vacuum cleaner cord 24. Dilution of joint compound 

6. Capacity of a water heater 

25. Rate of recovery of water 

7. Dimensions of a warming tray heater 

8. Height of a step ladder 26. Air flow of air conditioner 

9. Area of a hardware department 27. Sound level of smoke alarm 

10. Temperature of tap water 

11. Capacity of an insulated jug Dl I I l I If 

12. Mass of luggage _) 

.::-.: ~ 

13. Capacity of a blender jar UJ .1 IJ 

14. Mass of a bag of potting soil 

"""' [J '- _,) 15. Mass of a travel iron 

16. Capacity of a pressure cooker -

C) I 

- 17. Area of room size carpet ~ 

1---

18. Temperature of sales department l---

19. Area of a parking lot 

o:::3'a.TER FOR VOCAnoNAC EDUCATOON Exercise 7 
16 

OBJECTIVE 

The student will recognize and use met- 0 ~ l ' 

nc eqmvau:~nts, 

e Given a metric unit, state an equivalent 

in a larger or smaller metric unit. 

SUGGESTED TEACHING SEQUENCE 

1. I'v'fake available the Information Sheets 

( 3 - 8) and the associated Exercises 

(8- 14), one at a time. 

2. As soon as you have presented the 

Infom:ation, have the students complete 

each Exercise. 

3. Check their answers on the page titled 

ANS\VERS TO EXERCISES AND 

TEST. 

4. Test performar1ce by using Section B of 

"Testing I;Ietric Abilities." 

r:ETRIC-METRIC EQUIVALENTs 

( Centimetres and Millimetres 

( jlllljlllljlllljlllljll I ljlllljlllljll I I lllljllllj! llljll i '1''''1''' 

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 m.'ll = 0.1 em (one-tenth of a centimetre). This means that 

7:rr>..m= 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 

G

4 3cm+4mm 

em+ 0.4 em 

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

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

Information Sheet 3 

Now you try some. 

a ) 26 mm = em e ) 132mm em 

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

e ) 94mm= em g ) 1400 mm em 

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

Exercise 8 
:rv1etres, Centimetres, and Millimetres 

There are 100 centimetres in one metre. Thus, 

2m= 2x100em= 200em, 

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 cine 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, 

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

From your work with decimals you should know that 

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

one-fourth of a centimetre can be written 0.25 em 

(twenty-five hundredths of a centimetre). 

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

millimetres, you would multiply by 1 000. So 

0.75 m = 0.75 x 1 000 mm 

75 

100 x 1 000 mm 

1 000 

75 x 100 mm 

75 x 10 mm 

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

Information Sheet 4 

Fill in the following chart. 

metre centimetre millimetre 

m em mm 

1 100 1 000 

2 200 

3 

9 

5 000 

74 

0.8 80 

0.6 600 

2.5 25 

1~8 

639 

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 Iitres, 

4 000 ml is the same as 4 litres, 

12 000 ·1 is the same as 12 litres. 

17 

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

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

1 000 

Or 

1 000 ml = 1 000 litre = 1 litre. 

00 2 000 . . 2 0 ml = 1 OOO htres = 2 htres. 

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

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

Change 57 millilitres to litres. 

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

litre). 

Information Sheet 5 

Now you try some. Complete the following chart. 

millilitres litres 

(ml) (!) 

3 000 3 

6 000 

8 

14 000 

23 

300 0.3 

700 

0.9 

250 

0.47 

275 

Exercise 10 
18 

Li tres to ]\,Hllilitres 

. \-Vhat do ym; do if you need to crange litres to millilitres? Remember, 

t.here are 1 COO r.nillilitres in one litre, or 1 litre= 1 000 rnJ.. 

So, 

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

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

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

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

Information Sheet 6 

Now you try some. Complete the following chart. 

8 

5 

46 

i 

0.4 

0.53 

( 

Grams to Kilograms 

I 

! 

I 

I 

millilitres 

ml 

8 000 

32_.QQQ_ 

480 Exercise 11 

There a:ce 1 000 grams in one kilogram. This means that 

2 000 gTams 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. 

l grams kilograms 

g kg 

I 4 000 4 

I 9 ooo 

l 23 000 

L 8 

I 300 

Exercise 12 

l 

Kilograms to Grams 

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

4 kg = 4 X 1 000 g = -± 000 g, 

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

0.75kg= 0.75x1000g= 750g. 

Information Sheet 8 

Complete the following chart. 

!dlograrns I grams f I 

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 paint is 1 

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

d ) 2 500 g of seed is kg 

e ) 6 kg bowling bali is g 

f ) 2 m appliance cord is em 

g ) 6 litre pressure cooker is ml 

h) 10m of wire is em 

i ) 10 kg bag of potting soil is g 

j ) 150 litres hot water tank is ml 

k ) 12 kg washer load is __________ .,....,.,=-

1 ) 270 ml of spray paint is----------

m) 2 kg package to mail is-----------

g 

g 

n ) 500 em electrical cord is m 

o ) 2 400 mm display panel is em 

Exercise 14 

J 
UNIT 

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) 

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::::Y<>IT<R >OR VOCATOONAC mUCATOON 

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, and lost sales. For example, if a customer needs forty pounds of fertilizer 

to treat his lawn, selling him two 20-kilogram sacks could create a problem. If you were this 

customer, would you shop at that store again? 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, rom, kg, g, I. 

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 

19 
20 

WHICH TOOLS FOR THE JOB? 

Practice and prepare to demonstrate your ability to identify, 

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

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

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

devices to: 

1. Determine the barrel length of a shotgun. 

2. Adjust height of cut of reel and :rotary mowers. 

3. Determine amount of water a dehumidifier container will hold. 

4. Determine the weight o:f a clothes iron. 

5. Determine the area of a sporting goods department. 

6. Determine the mass of a bowling ball. 

7. Determine the proper temperature for a sales depa.rtment. 

MEASURING UP IN HARD GOODS 

For the ta.sks below, estimate the metric measurement to withiil 

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

within 2% of actu::JJ measurement. 

1. Temperatures of: 

a. Sales floor 

b. Storage area 

c. Outside 

2. Dimensions of a refrigerator: 

a. Height 

b. Width 

C" Depth 

3. Capacity of the refrigerator in task 

number 2 

Estimate Verify 

I 

I 

I 

l 

I 

1 

8. Determine the proper size air conditioner needed to cool a room.1 

9. Detennine the capacity of a washing machine. l 5. Mass of a portable television set 

4. Power output of lawn mower 

10. 

1 _, ...._ l_. 

Calculate the number of floor tiles needed to cover a kitchen 

area. 

Determine amount of ventilation area for an·attic. 

12. Determine the capacity of a refrigerator. 

13. Determine the application rate for a bag of fertilizer. 

Exercise 15 THE CF..NTiEIR r-OP; VOCATlOi'\iAL EDUCATION / -

~~ 6. Capacity of a popcorn popper 

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

1· 7 V oume 1 f f na; t o acano·. .n- ' 

I 8. Mass of a small electrical appliance 

l 9. Mass of a catalogue to be mailed I 

10. Height of a room divider 

11. Len gt h of a vacuum clea.l'ler cord 

12. Sound level of a doorbell 

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. 

e Given a Customary unit, state the replacement unit. 

SUGGESTED TEACHING SEQUENCE 

1. Assemble packages and containers of 

materials. 

2. Present or make available Information 

Sheet 10 and Table 3. 

3. Have students find approximate metricCustomary equivalents by using 

Exercise 17. 

4. Test performance by using Section D of 

"Testing Metric Abilities." 

o::3C,NHR '0R VOCAnONAC WUCAHON 

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. 

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

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

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

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

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

17, Part 2 and Part 3. 

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

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

1 em:::::: 0.39 inch 

1 m :::::: 3.28 feet 

1 m:::::: 1.09 yards 

1 km :::::: 0.62 mile 

1 cm2 :::::: 0.16 sq in 

1 m 2 :::::: 10.8 sq ft 

1 m2 :::::: 1.2 sq yd 

1 hectare :::::: 2. 5 acres 

1 cm3 :::::: 0.06 cu in 

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

1 m 3 :::::: 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 m 2 

1 sq yd :::::: 0.8 m 2 

1 acre :::::: 0.4 hectare 

1 cu in:::::: 16.4 cm3 

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

1 cu yd:::::: 0.8 m3 

1 ml:::::: 0.2 tsp 

1 ml :::::: 0.07 tbsp 

1 l :::::: 33.8 fl oz 

11:::::: 4.2 cups 

11:::::: 2.1 pts 

1 l:::::: 1.06 qt 

1 l :::::: 0.26 gal 

1 gram :::::: 0.035 oz 

1 kg:::::: 2.2 lb 

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 

1 pt "::: 0-.47 l 

1 qt "::: 0.95 l 

1 gal :::::: 3.79 1 

1 oz ~ 28.3 g 

1lb ~ 0.45 kg 

1 ton~ 907.2 kg 

1 psi ~ 6.895 k?a 

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

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

Information Sheet 10 

I 

I 
22 

CONVERSION TABLES 

MILLILITRES TO FLU'1D OUNCES 

ml 

:.00 

200 

300 

400 

500 

600 

700 

300 

900 

I fl. 02. I m> fl. oz. n-J f!. 02. 

3.4 I 10 .3 .03 I 6.8 i 20 .7 .07 

10.1 30 1 0 .10 

13 t; 40 1 4 14 

16.9 i 50 1.7 .17 ' 2:0.3 l 

I 60 2.0 .20 

23.7 I 70 2.4 .24 I 

-27.1 &l 2.7 I : .27 

30.4 i"" 3.0 .30 

CENTIMETRES TO iNCHES 

10 

20 

30 

f-~ 

70 

&1 

in. 

3.93 

11.81 

23.62 

27.W 

31.50 

-----· 

90 35.43 

in. 

0.39 

0.7S 

1.18 

2.36 

2.76 

3.15 

3.$4 

FLUID OtJNCES TO MILLILITRES 

5. 02 rill fl.O'Z:. ml 

10 295.7 .10 

20 591.5 .2 

30 887.2 88.7 

I 

3 

40 1182 9 118 3 12 

50 14.78.7 147.9 .5 15 

60 1774.4 177.4 .6 18 

70 2070.2 207.0 .7 21 

80 2365.9 236.6 .8 2< 

90 2661.6 266.2 27 

INCHES TO CENTIMETRES 

in. 

2.54 

5.08 

7.62 

10.16 

12.70 

15.24 

17.78 

20.32 

9 22.86 

10 25.40 

m 

10 

20 

30 

40 

i 50 

I 60 

I 

I 

I 70 

I 80 

I w i 

METRES TO FEET FEET TO METRES 

ft. ft. ft. m ft. KILOGRAM TO POL'ND 

32.81 3.28 io 3.05 0.30 kg lb. kg lb. 

65.62 6.56 20 6.10 0.61 10 22.0 2.2 

20 44.1 4.4 

30 66.1 6.6 

40 88.2 8.8 

50 110.2 11.0 

60 132.3 13.2 

70 154.3 15.4 

80 176.4 17.6 

98 43 9 84 30 914 091 I 

131.23 I 4 13.12 

I 

40 12.19 4 1.22 I 164.04 

I 

5 16.40 50 15.24 5 1.62 

I 196.85 6 19.69 I 60 18.29 6 1.83 

229.66 

I 

7 22.97 I 70 21.34 7 2.13 ! 262.47 8 26.25 80 24.38 8 2.44 

I 295.28 9 21!.53 I 90 27.43 9 2.74 ! 

90 198.4 19.8 

GRAM TO OUNCE OUNCE TO GRAM POUND TO KILOGRAM 

lb. kg lb. kg 

• "'· I • 10 4.5 0.5 oz. oz. • oz . • 10 0.35 1 0.04 10 283 1 28 

20 9.1 0.9 

20 0.71 2 0.07 20 567 2 57 

30 13.6 L4 

40 18 1 1.8 

50 22.7 2.3 

30 1.0<; 3 0.11 30 850 I 3 85 

40 1.41 I 4 0.14 40 1134 ! 4 113 

50 1.76 5 0.18 50 1417 5 142 60 27.2 2.7 

so 2.12 6 0.21 60 1701 6 170 

70 31.8 3.2 

70 2.47 7 0.25 70 198-4 7 198 

80 36.3 3.6 

80 2.82 8 0.28 80 2268 8 227 

90 40.8 '9 4.1 

90 3.17 I 9 0.32 i 90 2551 9 255 

Table 3 
23 

ANY WAY YOU WANT IT 

1. You are working in an appliance store. With the change to metric g ) 4ft. = m i ) 56 g - oz. 

measurement some of the things you order, sell or use are marked 

h) 1m = ft. j ) 16 oz. = g only in metric units. You will need to be familiar with appropriate 

Customary equivalents in order to communicate with customers 3. Complete the Requisition Form using the items listed. Convert and suppliers who use Customary units. To develop your skill use the Customary quantities to metric before filling out the form. the Table on Information Sheet 10 and give the approximate Complete all the information (Date, For, Dept., etc.). metric quantity (both number and unit) for each of the following Order the following items: Customary quantities. 

Customary Quantity Metric Quantity a ) Two 52 gal. hot water tanks 

b ) Six 4 qt. popcorn poppers 

a ) 2 gal. gas can c ) Twelve 6 fl. oz. cans of light weight lubrication oil 

d ) Three 5 lb. portable vacuum cleaners 

b ) 2 1/2 lbs. of nails e ) Four 15 ft. replacement electrical cords 

c ) 6 in. by 10 in. waffle iron 

d) 6 qt. popcorn popper REQUISITION 

e ) 18 ft. vacuum cleaner cord Date 

f ) 60 gal. hot water tank For 

g ) 12 oz. hammer 

h) 1 gal. of paint Dept. Date Wanted 

i ) 6 fl. oz. of sewing machine oil 

Deliver to 

j ) 10 lb. bag of potting soil 

k) 5 lb. steam iron QTY UNIT ITEM 

l ) 3 mile delivery distance 

m) 5 acre parking lot 

n ) 2 gal. waste basket 

0) 40 lb. bag of fertilizer 

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

a ) 425 ml = fl. oz. d) 11 kg = lbs. Requested by 

b) 6 fl. oz.= ml e ) 12 in. = em Approved by 

c ) 10 lbs. = kg f ) 75cm = in. 

~NT£R -VOCATIONAL 'D0CATION Exercise 17 
24 

SECI'ION A 

1. One kilogram is about the ma'-S 

of a: 

[A] nickel 

I B] apple seed 

[ C] basket bali 

[D] Volkswagen "Beetle" 

2. A square metre is about the 

area of: 

[A] this sheet of paper 

[B] a card table top 

[ C J a bedspread 

[D J a postage stamp 

3. Capacities of cooking utensils 

are measured in: 

[A] kilograms 

[B] "metres 

rcr 1it:res 

(D] millimetres 

4. The power output of an appliance 

motor is measured in: 

[A] ne-...,;tons 

[B] • 1 J0th6S 

[CJ watts 

[D] pascals 

5. The correct way to write twenty 

grams is: 

[A] 20 gms 

[B] 20Gm. 

[C] 20 g. 

[D] 20 g 

6. The correct way to write twelve 

thousand miilimetres is: 

[A] 12.000 mm. 

[B] 12.000 mm 

[Cj 12 OOOmm 

[D] 12 000 mm 

SECTION B 

7. A shelf 20 centimetres wide also 

has a.width of: 

[A] 0:2 millimetre 

[B] 2 millimetres 

[ C] .2 000 millimetres 

[D 1 200 millimetres 

8. A pipe with a diameter of 50 millimetres also has a diameter of: 

[A] 5 centi.metres 

[B] 500 centimetres 

[C] 5 metres 

[DJ 25 centimetres 

SECTION C 

9. For measuring in millimetres you 

would use a: .. 

[A] scale 

[B 1 pressure gage 

[Cj rule 

[D] measuring cup 

10. For measuring in grams you· 

would use a: 

[A] 

[B J 

[C} 

[D] 

rule 

measuring cup 

pressure gage 

scale 

11. Estimate the length of the line 

segment below: 

[A] 23 grams 

[BJ 6 centimetres 

[C] 40 millimetres 

[D] 14 pascals 

12. Estimate the length of the line 

segment below: 

1----i . 

[A] 10 millimetres 

[B] 4 centimetres 

[ C ] 4 pascals 

[D] 23 milligrams 

SECTIOND 

13. The metric unit which replaces 

the inch is: 

[A] centimetre 

[BJ metre 

[C] .. kilogram 

[ D ] millilitre 

14. The.!!J.etri.c unit which replaces 

the gallon is: 

[Al metre 

[B] · litre 

[ C l kilogram 

[ D] mil.limetre 

Use this conversion table to answer questions 15 and 16. 

em in. em in. 

10 3.94 1 0.39 

20 7.87 2 0.79 

30 11.81 3 1.18 

40 15.74 4 1.57 

50 19.68 5 1.97 

60 23.62 6 2.36 

70 27.56 7 2.76 

80 31.50 8 3.15 

90 35.43 9 3.54 

15. The equivalent of 81 em is: 

[A] 81.00 in. 

[B] 31.89 in. 

[C] 60.05 in. 

[D] 40.05 in. 

16. The equivalent of 31 em is: 

[A] 12.20 in. 

[B] 78.74 in. 

[C] 31.00 in. 

[D] 11.81 in. 

TESTING METRIC ABILITIES 
ANSWERS TO EXERCISES AND TEST 

EXERCISES 1 THR U 6 

The answers depend on the items 

used for the activities. 

EXERCISE 7 

Currently accepted metric u:1its of 

measurement for each question are 

shown in Table 2. Stan-dards in each 

occupation are being established 

now, so answers may vary. 

EXERCISE 8 

a) 2.6 em e) 13.2 em 

b) 58.3 em f) 80.2 em 

c) 9.4 em g) 140.0 em 

d) 68.0 em h) 230.7 em 

EXERCISES 9 THRU 13 

Tables are reproduced in total. Answers are in parentheses. 

Exercise 9 

I metre ! centimetre millimetre 

m ! em mm 

1 100 1 000 

2 200 (2 000) 

3 (300) (3 000) 

9 (900) (9 000) 

(5) I (500) 5 000 

7-± (7 400) (74000) 

I 0.8 80 1 800) 

I 0.6 (60) 600 

I (0.025) 2.5 25 

! (0.148) (14.81 148 

(6.39) 639 (6 390) 

Exercise 10 

r millilitre<: - ~ litres 

ml I l I 

3 000 3 

' 6 000 (6) 

r~ (8 000) 8 

(14 000) (14) 

(23 000) 23 

I 300 0.3 ' 

700 (0. 7) 

(900) 0.9 

250 (0.25) 

( 470) 0.47 

I 275 (0.275) 

Exercise 11 

litres millilitresl ~ 

l ml 

8 i 8 000 

5 (5 000) 

46 (46 000) 

(32) 32 000 

0.4 (400) 

0.53 (530J 

(0.48) 480 

Exer-cise 12 

grams kilograms 

g kg 

4 000 4 

9 000 (9) 

23 000 (23) 

I (8 000) 8 

300 (0.3) 

275 (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 i ) 10 000 g 

b) 1.25 litre j ) 150 000 ml 

e ) 50mm k) 12 000 g 

d) 2.5 kg l ) 0.27 litre 

e ) 6 000 g m) 2 000 g 

f ) 200 em n) 5m 

g ) 6 000 ml 0) 240 em 

h) 1 000 em 

EXERCISES 15 AND 16 

The answers depend on the 

items used for the activities. 

EXERCISE 17 

Part 1. 

a ) 7.58 litres h) 3.79 litres 

b) 1.125 kg i ) 177.6 ml 

e ) 15.24emby j ) 3.8 litres 

25.4 em k) 4.5 kg 

d) 5.7 litres I ) 4.83km 

e ) 5.49 m m) 2 ha 

f ) 227.4 litres n) 7.58 litres 

g ) 339.6 g 0) 18 kg 

Part 2. 

a ) 14.27 fl. oz. 

b) 177.4 ml 

e) 4.5 kg 

d) 24.2 lbs. 

e) 30.48 em 

f ) 29.53 in. 

g) 1.22 m 

h) 3.28 ft. 

) 1.97 oz. 

j ) 453 g 

Part 3. 

a ) 197.08 litres 

b) 3.8 litres 

e ) 177.6 ml 

d) 2.25 kg 

e ) 4.575 m 

25 

TESTING METRIC ABILITIES 

1. c 9. c 

2. B 10. D 

3. c 11. B 

4. c 12. A 

5. D 13. A 

6. D 14. B 

7. D 15. B 

8. A 16. A 

-{:(U.S. GOVERN1v1ENT PRINTING OFFICE: 1977- 757-fl59/5227