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 Litho Photography, Offset Stripping, Offset Platemaking

- Trying Out Metric Units

- Litho Photography With Metrics

- Offset Stripping With Metrics

- Platemaking With Metrics

12

12

12

12

13

14

15

16

17

Unit 3

- Objective

- Suggested Teaching Sequence

- Metric-Metric Equivalents

- Changing Units at Work

18

18

18

18

20

Unit 4

- Objective

- Suggested Teaching Sequence

- Selecting and Using Metric Instruments, Tools and Devices

- Which Tools for the Job?

- Measuring Up in Litho Photography

- Which Tools for the Job?

- Measuring Up in Offset Stripping

- Which Tools for the Job?

- Measuring Up in Offset Platemaking

21

21

21

21

22

22

23

23

24

24

Unit 5

- Objective

- Suggested Teaching Sequence

- Metric-Customary Equivalents

- Conversion Tables

- Any Way You Want It

25

25

25

25

26

27

Testing Metric Abilities 28

Answers to Exercises and Test 30

Tools and Devices List

References

TEACHING AND LEARNING 

THE METRIC SYSTEM 

This metric instructional package was designed to meet job-related 

metric measurement needs of students. To use this package students 

should already know the occupational terminology, measurement 

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

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

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

-distribution. 

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

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

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

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

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

Classroom experiences with this instructional package suggest the 

following teaching-learning strategies: 

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

system fun. 

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

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

metric units to customary units can be confusing. 

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

by "doing." 

4. Students should have experience with measuring activities before 

getting too much information. 

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

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

too much material. 

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

This unit enables students to become familiar with the basic metric 

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

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

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

and gives experience with occupational measurement tasks. 

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

Unit 4 provides experience with recogmzmg and using metric 

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

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

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

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

occupation. 

Using These Instructional Materials 

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

exercises facilitate experiences with measurement instruments, tools, 

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

and measuring. 

This instructional package also was designed to accommodate a 

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

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

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

materials can be expanded by the teacher. 

Gloria S Cooper 

Joel H. :\lagisos 

Editors 

Th is publication was developed pursuant to contract No . OEC-0·74-9335 with the 

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

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

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

2. 

3. 

UNIT 1 

SUGGESTED TEACillNG 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, uae, and read the 

appropriate meaaurins 

in&truments for: 

3 . State or show a 

physical reference for: 

4. Estimate within 25% 

of the actual measure 

5. Read correctly 

Linear 

(pp. 3. 4) 

millimetre (mm) 

centimetre (em) 

metre (m) 

height, width, or 

length of objects 

metre stick, metric 

tape measure, and 

metric rulers 

RULES OF NOTATION 

Area 

(pp. 5·6) 

square 

centimetre 

(cm2 ) 

square 

metre 

(m2 ) 

the area of 

a given surface 

EXERCISES 

Volume or Capacity 

(pp. 7. 8) 

cubic centimetre (cm 3 ) 

cubic metre 

(m3) 

litre (I) 

millilitre (ml) 

capacity of 

containers 

measurements 

on graduated 

volume measuring devices 

Ma.u 

(pp. 9 ·10) 

gram (g) 

kilogram (kg) 

the mass of objects 

in grams and kilo· 

gram& 

a kilogram scale 

and a gram scale 

Temperature 

(p. ll) 

degree Celsius 

(OC) 

the temperature of 

the air or a liquid 

A Celsius thermometer 

1. Symbols are not capitalized unless the unit is a proper name (nun 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 1 not 41). 

5. 

6. 

7. 

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

digits (45 271 kmnot 45,271 km). 

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

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

Information Sheet 1 

1 
2 

METRIC UNITS, SYMBOlS, AND REFERENTS METRIC PREFIXES 

Quantity Metric Unit Symbol Useful Referents Multiples and 

Prefixes Symbols Submultiples 

Length millimetre mm Thickness of dime or paper 

clip wire 

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

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

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

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

Area square Area of this space 

D centimetre cm2 

Base Unit 1 = 10° 

0.1 = 10-1 deci < des'i) d 

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

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

hectare ha Football field including sidelines 

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

Volume and 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 

CD 

cubic metre m3 A little more than a cubic yard 

Mass milligram mg Apple seed about 10 mg, grain of 

salt, 1 mg 

gram g Nickel about 5 g 

kilogram kg Webster's Collegiate Dictionary 

metric ton 

(1 000 kilolll"amS) 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 l\1ETRE IS! 

a:3CENT£R FOR VOCATK>N~ '0UCAT«>N 

3. Choose a partner to stand 

at your side. Move apart 

so that you can put one 

end of a metre stick on 

your partner's shoulder 

and the other end on 

your shoulder. Look at 

the space between you. 

THAT IS THE WIDTH OF A METRE! 

3 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN METRES 

1. 

2. 

3. 

4 . 

5. 

6. 

Now you will improve your ability to estimate in metres. 

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

body. 

For each of the following items: 

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

ESTIMATE column. Measure the size with your metre stick 

and write the answer in the MEASUREMENT column. 

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

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

"Metric Marvel." 

Height of door knob 

from floor. 

Height of door. 

Length of table. 

Width of table. 

Length of wall of 

this room. 

Distance from 

you to wall. 

Estimate 

(m) 

Measurement 

(m) 

How Close 

Were You? 

Exercise 1 

(continued on next page) 
4 

II. THE CENTIMETRE (em) 

There are 100 cPntimetres in onP metrP. If therP arP 4 mPtrPs 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 CENTIMETRE 

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. Measure your index or pointing finger. How long is it? 

em 

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

around it? em 

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

DEVELOP YOUR ABILITY TO ESTIMATE IN CENTIMETRES 

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

following items, follow the procedures used for estimating in 

metres. 

1. Length of a paper 

dip. 

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? 

~ C<NTEA R>A VOCATK>NAL EDUCATOON 

III. THE MILLIMETRE (mm) 

There are 10 millimetres in one cPntimPtrP. WhPn a measurPment is 

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

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

A. DEVELOP A FEELING FOR THE SIZE OF. A l\1ILLIMETRE 

Using a ruler marked in millimetres, measure: 

1. Thickness of a paper clip wire. mm 

2. Thickness of your fingernaiL mm 

3. Width of your fingernail. mm 

4. Diameter (width)of a coin. mm 

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

6. Width of a postage stamp. mm 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN MILLIMETRES 

1. 

2. 

3. 

4. 

5. 

6. 

You are now ready to estimate:1n millimetres. For each of the 

following items, follow the procedures used for estimating in 

metres. 

Thickness of a 

nickel. 

Diameter (thickness) 

of a bolt. 

Length of a bolt. 

Width of a sheet 

of paper. 

Thickness,of a board 

or desk top. 

Thickness of a 

button. 

Estimate 

(mm) 

How Close 

Measurement Were You? 

(mm) 

Exercise 1 
AREA MEASUREMENT ACTIVITIES 

. Square Centimetre, Square Metre 

WHEN Y:OU DESCRIBE THE AREA OF SOMETHING, YOU ARE 

SAYING HOW MANY SQUARES OF A GIVEN SIZE IT TAKES TO 

COVER THE SURF ACE. 

I. THE SQUARE CENTIMETRE (cm2 ) 

A. DEVELOP A FEELING FOR A SQUARE CENTIMETRE 

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

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

squares with a centimetre ruler. 

THAT IS ONE SQUARE CENTIMETRE! 

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

squares does it take to cover your fingernail? 

___ cm2 

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

does it take to cover the coin? cm2 

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

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

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

squares does it take to cover the envelope? 

___ ,cm2 

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

Multiply to find the area in square centimetres. 

____ em x em = cm2 . How 

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

-~NnR FOR VOCATOONAL 'DUCATOON 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE 

CENTIMETRES 

You are now ready to develop your ability to estimate 

in square centimetres. 

Remembe! the size of a square centimetre. For each of the 

following items, follow the procedures used for estimating in 

metres. 

1. Index card. 

2. Book cover. 

3. Photograph. 

4. Window pane or 

desk top. 

ll. THE SQUARE METRE (m2 ) 

Estimate 

(cm2 ) 

A. DEVELOP A FEELING FOR A SQUARE METRE 

How Close 

Were You? 

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

is one metre long and one metre wide. 

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

big it is. 

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

look. See how much floor space it covers. 

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

much space it covers. 

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

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

take to cover the door? m2 

THIS IS HOW BIG A SQUARE METRE IS! 

Exercise 2 

(continued on next page) 
6 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE CENTIMETRE GRID 

METRES I 

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 cif 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 altog ther? --~-

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

~R..,.. VOCAnoNAL •ou""Tl"" 

B. DEVELOP YOUR ABILITY TO ESTII'v1ATE 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 ) 

Measurement 

(cm3 ) 

How Close 

Were You? 

2. Freezer container. 

3. Paper clip box. 

4. Box of staples. 

IT. THE LITRE (I) 

A. DEVELOP A FEELING FOR A LITRE 

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

7 

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

usually do. How many cups do you fill? 

THAT IS HOW MUCH IS IN ONE LITRE! 

3. Fill the litre container with rice. 

THAT IS HOW MUCH IT TAKES TO FILL A ONE 

LITRE CONTAINER! 

Exercise 3 

(continued on next page) 
8 

III. 

B. DEVELOP YOUR ABILITY TO ESTL\1ATE IN LITRES 

You are now ready to develop your ability to estimate in 

litres. To write two and one-half litres, you write 2.5 1, 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 = 1 litre. Half 

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

A. DEVELOP A FEELING FOR A MILLILITRE 

1. Examine a centimetre cube. Anything which holds 

1 em 3 holds 1 mi. 

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

spoon into your hand. Carefully pour the rice into a 

small pile on a sheet of paper. 

THAT IS HOW MUCH ONE MILLILITRE IS! 

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

pile on the sheet of paper. 

THAT IS 5 l\flLLILITRES, 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'ENTER mR VOCATOONAL <DUCATOON 

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 METRE~ 

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

1. Office desk. 

2. File cabinet. 

3. Small room. 

Estimate 

(mJ) 

How Close 

Measurement Were You? 

(mJ) 

Exercise 3 
MASS (WEIGHT) MEASUREMENT ACTIVITIES 

Kilogram, Gram 

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

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

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

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

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

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

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

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

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

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

The symbol for gram is g. 

The symbol for kilogram is kg. 

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

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

A quarter of a kilogram can be written as 250 g,or 0 .25 kg. 

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

I. THE KILOGRAM (kg) 

DEVELOP A 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£R FOR VOCATMJNAC <DUCATOON 

l\1ass 

(kg) 

1. 1 kilogram box. 

2. Textbook. 

3. Bag of sugar. 

4 . Package of paper. 

5. Your own mass. 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN KILOGRAMS 

1. 

2. 

3. 

4. 

5. 

For the following items ESTIMATE the mass of the object in 

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

of the object . Write the exact mass in the :MEASUREMENT 

column. Determine how close your estimate is: 

Estimate 

(kg) 

Bag of rice. 

Bag of nails. 

Large purse or 

briefcase. 

Another person. 

A few books. 

Measurement 

(kg) 

How Close 

Were You? 

Exercise 4 

(continued on next page) 

9 
10 

II. THE .GRAM (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 tjps 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! 

~ENUR 'OR VOCATOONAC >DUCATOON 

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 ESTIM.A .. TE IN DEGREES 

CELSIUS 

1 · 

11 

For each item, ESTIMATE and write down how many degrees 

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

2. 

3. 

4. 

5. 

ments are. 

:Mix some hot and 

cold water in a 

container. Dip your 

finger into the 

water. 

Pour out some of 

the water. Add some 

hot water. Dip your 

finger quickly into 

the water. 

Outdoor temperature . 

Sunny window sill. 

l\1ix of ice and water. 

6. Temperature at 

floor. 

7. Temperature at 

ceiling. 

How Close 

:Measurement Were You? 

tc> 

Exercise 5 
UNIT 2 

OBJECTIVES 

The student will recognize and use the metric 

te~, units, and symbols used in this occupa~ 

tion. 

• 

• 

Given a metric unit, state its use in this 

occupation. 

Given a measurement task in this occupation, select the appropriate metric unit 

and measurement tool. 

SUGGESTED TEACHING SEQUENCE 

1. Assemble metric measurement tools (rules, 

tapes, scales, thermometers, etc.) and 

objects related to this occupation. 

2. Discuss with students how to read the 

tools. 

3. Present and have students discuss 

Information Sheet 2 and Table 2. 

4. Have students learn occupationally-related 

metric measurements by completing 

Exercise 6 and the appropriate Exercise 7. 

5. Test performance by using Section A of 

"Testing Metric· Abilities." 

a:3CENnR roR VOCATIONAL 'OUCATOON 

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 industri~ and scientific communities for years. Legislation, passed in 

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

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

in job-related tasks. 

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

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

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

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

Information Sheet 2 
METRIC UNITS FOR LITHO PHOTOGRAPHY, 

OFFSET STRIPPING, OFFSET PLATEMAKING 

Quantity Unit Symbol 

Length millimetre mm 

centimetre em 

Mass gram g 

kilogpun kg 

Volume/Capacity millilitre ml 

litre I 

cubic centimetre cm3 

Pressure kilopascal kPa 

Temperature degree Celsius oc 

Dilutions/Concentrates millilitres per litre ml/1 

grams per litre g/1 

Application rates millilitres per square metre ml/m2 

grams per square metre g/m2 

Use 

Litho-plates, blanket, paper, layout size, paper 

size, gripper margins, copy board, film holder, 

plate burner 

Sheet film, proof print paper, layout masking 

sheet, enlargements and reductions* 

Ink, dryer, etch gun 

Mass (weight) of press, supplies, printing ink, 

camera, plateburner 

Water, developing, fixing, hypo solutions; 

solution tanks**; lacquer, preservative, 

opaque 

Developing and fixing solution containers, 

developing tanks· and trays** 

Air pressure and vacuum settings 

Room temperature, solution temperatures, 

humidity 

Mixing solutions 

Mixing powders or crystals to liquids, 

electrostatic solutions, electrostatic mix 

and toner 

Estimating materials needed and applying 

materials 

*Either centimetres or millimetres may be used. A final decision has not been made by U.S. manufacturers. To obtain current information 

contact the National Association of Photographic Manufacturers. 

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

(cubic centimetres) of the inside space. 

Table 2 

13 
14 

TRYING OUT METRIC UNITS 

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

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

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

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

17. Milk container 

Estimate Actual 

18. Jug 

Length 19. Plate sink 1. Palm width 

2. Hand span 

20 . Small box or package 

3. Your height 21. Tube of ink 

4 . Spacing between register pins 22. Tray at safe-fill level 

5. Height of plate rub-up table 

Mass 

6. Length of offset plate 23. Textbook 

7. Sheet of paper 24. Nickle 

8. Tray length 25. Yourself 

9. Safe-light distance 26. Lens filter 

Area 27. A quantity of powdered fixer 

10. Darkroom floor 

11. Press plate 28 . A litre of water (net) 

12. Stripping table Temper a ture 

29. Outside 

13 . Masking sheet 

30. Darkroom 

14. Sheet of print paper 

31. Hot tap water 

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

OO·NT'" "'" VOCATOONAC '0UCATOON Exercise 6 
LITHO PHOTOGRAPHY WITH METRICS 

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

what measurement to use in the following situations. 

1. Height of open camera back 

2. Mixing rate for stop bath solution 

3. Distance from camera back to 

flash lamp 

4. Area of enlarger table 

5. Length of lab camera rails 

6. Spacing between darkroom 

safe lights 

7. Glass area of darkroom printing 

frame 

8. Cubic measurement of the lab 

camera 

9. Capacity of developer cubitaner 

10. Volume of liquid in partly-full 

jug of stop bath 

11. Temperature of a developer 

solution 

12. Size of a plate 

13. The amounts of different ingredients 

needed to make one gallon of fixing 

bath 

14. The scale of reproduction in setting 

the camera for a reduction 

15. The bellows extensions in setting 

the camera for a reduction 

BASIC CAMERA SETUP FOR PHOTOGRAPHING COPY 

COPYBOARD 

FILM 

-- 1 METRE --~~-- 1 METRE ----1 

Exercise 7 (Litho Photography) 

15 
16 

OFFSET STRIPPING WITH METRICS 

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

what measurement to use in the following situations. 13. Measure a flat for a 4-up position 

1. Mass of fixing crystals to make 

14. Determine the distance necessary for 

4 litres of solution 

the required gripper margin 

2. Area of replacement glass on 

15. Determine height of largest strip 

stripping table in em 2 printer font available in the lab 

3. Cubic measurement of stripping 

16. Determine proper type font and width 

table required for a headline 

4. Vacuum pressure in lab plate burner 

5. Relative humidity of plate rooms 

6. Capacity of opaque jar 

7. Volume of silver print fixer in a 

partially filled jug Dl I I I I I 

8. Measurements of a stripping table: ~ a. Length I:: ~ 

b. Width UJ lll 

c. Area "' fl "-- ___,) d. Height 

9. Cut a sheet of goldenrod paper to -

.C) press plate size (flat) - ,...... -

10. Locate the center of the flat -

11. Measure for drawing the size of a 

dress sheet on a flat 

12. Measure for drawing the liner to 

position the image for final production 

Exercise 7 (Offset Stripping) 
..?LATEMAKING WITH METRICS 17 

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

what measurement to use in the following situations. 15. Water temperature for 

washing plates 

1. Mass of crystal to make 4 litres 

of silverprint hypo solution 

2. Area of replacement glass on 

plate burner in em 2 

3. Mixing rate of gum arabic to 

water for plate solution 

4. Cubic measurement of lab plate 

burner 

5. Vacuum pressure in lab plate 

burner 

6. Distance from plate to light 

source 

7. Relative humidity of plate room 

8. Capacity of cubitaner of developer 

9. Application rate of type "R" 

plate developer 

10. Volume of liquid in half empty 

jug of gum arabic 

11. Temperature of the plate room 

12. Mixing rate of caustic solution 

13. Application rate of asphaltum 

14. Solution amounts required for 

making a zinc (albumin) 

plate 

~R""' VOCATK>NAL EOUCATOON Exercise 7 (Offset Platemaking) 
18 

UNIT3 

OBJECTIVE 

The student will recognize and use metric equivalents. 

• Given a metric unit, state an equivalent 

in a larger or smaller metric unit. 

SUGGESTED TEACHING SEQUENCE 

1. Make available the Information Sheets 

( 3 - 8) and the associated Exercises 

(8- 14), one at a time. 

2. As soon as you have presented the 

Information, have the students complete 

each Exercise. 

3. Check their answers on the page titled 

ANSWERS TO EXERCISES AND 

TEST. 

4. Test performance by using Section B of 

"Testing Metric Abilities." 

a::3 CONTER roo VOCATOONAC <OUCATOON 

METRIC-METRIC EQUN ALENTS 

Centimetres and Millimetres 

~ > 

(

llllljlllljlllljlllljlllljlllljlllljlllljlllljlllljlllljlllljllllj 

1 2 3 4 5 6 (

f1111JIIIljlllljlllljlllljlllljlllljlllljlllljlll I j I llljlllljlllljlll 

1 2 3 4 5 6 

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

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

7 mm = 0.7 em, so 57 mm 5 em+ 7 mm 

5 em+ 0.7 em 

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

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

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

34 mrn = 3 em + 4 mm 

3 em+ 0.4 em 

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

Information Sheet 3 

Now you try some. 

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

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

c ) 94mm = em g ) 1400 mm em 

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

Exercise .8 
Metres, Centimetres, and Millimetres 

There are 100 centimetres in one metre. Thus, 

2m = 2 x 100 em = 200 em, 

3m = 3 x 100 em = 300 em, 

8 m = 8 x 100 em = 800 em, 

36 m = 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 1 000 

2 200 

3 

9 

5 000 

74 

0.8 80 

0.6 600 

2.5 25 

1-!8 

639 G::3 C£NT'R ""'VOCATOONAL 'OUCATOON 

Exercise 9 

M illili tres 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. 

19 

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

1 000 

Or 

1 000 ml = 1 000 litre = 1 litre. 

2 000 

2 000 ml = 1 OOO litres = 2 litres. 

And, as a final example, 

28 000 

28 000 ml = 1 000 litres = 28 litres. 

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

worked the same way. 

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

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

Change 57 millilitres to litres. 

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

litre). 

Information Sheet 5 

Now you try some. Complete the following chart. 

mill iii tres litres 

(ml) (I) 

3 000 3 

6 000 

8 

1-1 000 

23 

300 0.3 

700 

0.9 

250 

0.47 

275 

Exercise 10 
Litres to Millilitres 

What do you do if you need to change litres to m.illilitres? Remember, 

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

So, 

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

7 litres = 7 x 1 000 ml = 7 000 mi. 

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

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

lnf<Mmatian Sheet 6 

Now you try some. Complete the following chart. 

litres millilitres 

I ml 

8 8 000 

5 

46 

32 000 

0.4 

0.53 

480 Exercise 11 

Grams to Kilograms 

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

2 000 grams is the same as 2 kilograms, 

5 000 g is the same as 5 kg, 

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

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

changing from millilitres to litres. 

Information Sheet 7 

Try the following ones. 

grams kilograms 

g kg 

4 000 4 

9 000 

23 000 

8 

300 

275 Exercise 12 

Kilograms to Grams 

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

4 kg = 4 X 1 000 g = 4 000 g, 

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

0.75 kg = 0.75 X 1 000 g = 750 g. 

lnfermatian 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 silver print paper is -------- b ) 250 ml of solution is:..__ _________ _ 

m 

1 

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

d ) 2 500 g of hypocrystals is, _____ ____ kg 

e ) 279 mm film is ______________ em 

f ) 0.25 litre of liquid plate developer is _____ ml 

g ) 60 em card stock is ------------ mm 

h) 500 g of fixer crystals is---------- kg i ) 10m roll of tape is, ____________ em 

j ) 500 ml graduate holds 1 

k ) 2 litres of water is ------------ ml 

1 ) 2 m work table is em 

m) 55 g of crystals is kg 

n ) 30 em glass stirring rod is mm 

o ) 0.5 m lamp to~subject distance is em 

p ) 350 g of wiping pads is kg 

q) 210,mm paper is em 

Exercise 14 
UNIT 4 

OBJECTIVE 

The 9t~Dt witl recognize and w;e 

in9truments, teels, aiM devices far measureHM!tlt tMks itt tilis ~eu.pati811. 

• Given metric ami Customary tools, 

instrl:l~Rel'its, or devices, differentiate 

between metric ami C1:1stomary. 

• Given a meB~~l«ement task, select 

aBd use H1 ~opriate tool, ins-trument or device. 

• Given a metric measurement task, 

judge the metric quantity within 20% 

and measure within the accuracy required by the task. 

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." oo ....... 

---.....cATSELECTING AND USING 

METRIC INSTRUMENTS , TOOLS AND DEVICES 

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

wasted time and materials, loss of customers, or injury to self or fellow workers. For example, 

mixing chemicals at 52°F instead of 52°C (about 126°F) would mean the crystals wouldn't 

go into solution properly and film or paper could be ruined in processing. Here are some 

suggestions: 

1. Find out in advance whethe-r Customary or metric units, tools, instruments, or products are Heeded for a given task. 

2. Examme the tool or instrumeAt before using it. 

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

tens or tenths, hundreds or huBdredths. 

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). 

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 
22 

WHICH TOOLS FOR THE JOB? MEASURING UP IN LITHO PHOTOGRAPHY 

Practice and prepare to demonstrate your ability to identify, For the tasks below, estimate the metric measurement to within 

select, and use metric-scaled tools and instruments for the tasks given 20% of actual measurement, and verify the estimation by measuring 

below. You should be able to use the measurement tools to the appro- to the accuracy required by the task. 

priate precision of the tool, instrument, or task. 

Estimate Verify 

1. Determine the film cutter setting for a sheet or stock film. 

L Maximum image size of lab camera 

2. Place order for 3 months supply of concentrates and solutions 

for camera/processor. 2. Temperature controlled area of 

developing sink 

3. Measure the distance of the lamps from the copy board: 

3. Temperature of: 

a. at 45° 

a. Darkroom 

b. at 60° 

b. Outside 

4. Mix four litres of litho developer in proportion 1:3: 

c. Film storage area 

a. Stock solution A 

4. Volume of box of developer 

b. Stock solution B 

5. Capacity of lab trays 

5. Set sink temperature control at specified temperature and 

check tray developer temperature. 6. Area of darkroom 

6. Using fixer in powder form, measure out by mass enough for 7. Mass of powdered fixer for 

a half batch. solution 

7. Select a piece of in-stock film or print paper. Measure it in 8. Mix stop bath solution 

metric so that you could re-order in a metric size. 

9. Determine cubic measurement 

8. Determine the volume of developer the largest lab development of darkroom developing sink 

tray will hold when filled to a depth of 25 mm. 

10. Mass of cubitaner of developer 

9. Mix four litres of stop bath using ratio of one part acetic acid 

to 16 parts water. 

10. Determine the mass of a cubitaner each of developer A and B. 

~ Exercise 15 (Litho Photography) ~CENTER FOR VOCATIONAL EDUCATION 

Exercise 16 (Litho Photography) 
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. Mix fixing solution of 55 grams of crystals to 4 litres of water. 

2. Determine cubic measurement and necessary working space 

for new light table. 

3. Check temperature in stripping area and storage room. 

4. Space register pins for step and repeat form. 

5. Check masking sheet for proper thickness for 70# basic 

weight. 

6. Calculate amount remaining in partially full opaque jar. 

7. Estimate cost of Ulano Ruby lith to cover full masking sheet. 

8. Using the diagonal of the printing frame as a guide, determine 

distance from glass to light source. 

9. Determine the maximum printing dimensions of lab press. 

~ . Exercise 15 (Offset Stripping) 

~CENTER FOR VOCATIONAL EOUCATipN 

MEASURING UP IN OFFSET STRIPPING 

For the tasks below, estimate the metric measurement to 

within 25% of actual measurement, and verify the estimation 

by measuring to within the precision of the tool. 

Estimate 

1. Determine maximum number of 

forms 22 mm x 28 mm that can 

be run at one time on a lab press 

2. Temperature of: 

a. Stripping area 

b. Outside 

c. Storage area 

3. Estimate the amount of ulano 

mask necessary to cover a full 

press sheet 

4. Mass of 5 packs of silverprint 

fixing crystals 

5. Check relative humidity of 

stripping and plate room 

6. Adjust vacuum pressure on printing frame to metric equivalent of 

25 psi 

7. Order replacement glass for 

light table 

8. Calculate mass of 500 sheets 

of 80# masking sheet for lab 

press 

Verify 

Exercise 16 (Offset Stripping) 

23 
24 

WHICH TOOLS FOR THE JOB? MEASURING UP IN OFFSET PLATEMAKING 

Practice and prepare to demonstrate your ability to identify, For the tasks below, estimate the metric measurement to within 

select, and use metric-scaled tools and instruments for the tasks given 25% of actual measurement, and verify the estimation by measuring 

below. You should be able to use the measurement tools to the appro- to the accuracy of the tool. 

priate precision of the tool, instrument, or task. 

Estimate Verify 

1. Mix fixing solution of 55 grams crystals to 4litres of water. 1. Longest dimension of plate for 

2. Determine cubic measurement and necessary working space 

lab press 

for new printing frame. 2. Glass area in plate burner 

3. Calculate the coating solution required for 50 plates for the 3. Temperature of: 

lab press. 

4. Determine the relative humidity of the plate room. 

a. Plateroom 

5. Check temperature in plate room and plate storage area. 

b. Outside 

6. Adjust vacuum pressure on printing frame to metric c. Plate storage area 

equivalent of 25 psi. 4. Area of plate sink 

7. Calculate the approximate materials cost per cm2 of 5 days 5. Size of small bottle of plate plate production. finisher 

8. Mix gum arabic solution using a ratio of 1 part gum to 6. Partially full jug of gum arabic 3 parts water. 

9. Measure the distance from the printing frame glass to the 7. Mass of sack of silverprint fixing 

light source. crystals 

10. Calculate the type "N" developer needed to develop 100 8. Humidity of plateroom 

plates for an offset duplicator. 9. Area required for lab platemaking 

operation 

10. Volume of developer in cubitaner 

~ Exercise 15 (Offset Platemaking) 

CENTER FOR VOCATIONAL EDU CATIO N 

Exercise 16 (Offset Platemaking) 
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." 

~""'" "'" VOCATOONAC OOUCATOON 

METRIC-CUSTOMARY EQUN ALENTS 

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

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

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

1. Determine which conversion table is needed. 

25 

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

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

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

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

you can use for practice in finding approximate equivalents. Table 3 can be used w!th 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 sqyd 

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

1 cm3 :::::: 0.06 cu in 

1 m3 ::::::: 35.3 cu ft 

1m3 ::::::: 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 

1 pt ::::::: 0.47 1 

1 qt ::::::: 0.95 1 

1 gal ::::::: 3.79 1 

1 oz ::::::: 28.3 g 

1lb ::::::: 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, 197 5. 

Information Sheet 10 
26 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 0.25 .001 0.03 

2 50.8 0.2 5.08 .02 0.51 .002 0.05 

3 76.2 0.3 7.62 .03 0.76 .003 0.08 

4 101.6 0.4 10.16 .04 1.02 .004 0.10 

5 127.0 0.5 12.70 .05 1.27 .005 0.13 

6 152.4 0.6 15.24 .06 1.52 .006 0.15 

7 177.8 0.7 17.78 .07 1.78 .007 0.18 

8 203.2 0.8 20.32 .08 2.03 .008 0.20 

9 228.6 0.9 22.86 .09 2.29 .009 0.23 

10 inches = 254 mm 

12 inches or 1 feet = 304:8 mm or 30.48 em 

~..,.R ""' VOCATOONAC EDUCATOON Table 3 
27 

ANY WAY YOU WANT IT 

1. With the change to metric measurement some of the things you e ) 8 1/2 in. = mm 

order, sell or use are marked only in metric units. You will need f ) 0.01 in. = mm 

to be familiar with appropriate Customary equivalents in order 

to communicate with customers and suppliers who use Customary 3. Complete the Requisition Form using the items listed. Convert 

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

10 and give the approximate metric quantity (both number and Complete all the information (Date, For, Job No., etc.). 

unit) for each of the following Customary quantities. Order the following supplies: 

a ) One 20 in. x 24 in. plastic developing tray 

b) One 18 in. stainless steel T -square 

Customary Quantity Metric Quantity c ) 1 lb. of photoengraver's etching ink 

a ) 2 lbs. of hypocrystals d) Ten 11 in. x 17 in. metal plates 

e ) Four 9 oz. jars of opaque 

b) 4 qts. of gum arabic solution f ) Six rolls of ruby litho tape 3/8 in. wide 

c ) one-gallon jug g ) One gal. of universal gum arabic, 14 degree Baume 

d) 1 pt. of lacquer REQUISITION 

e ) 50 yd. roll of tape Date 

f ) 4 oz. of fixer crystals For 

g ) 3 ft. lamp-to-subject distance 

h) 12 in. photographic paper Job No. Date Wanted 

i ) 1 qt. of hypo-clearing solution Deliver to 

j ) 2 oz. dry powder Japer 

k ) 1 qt. preservative QTY UNIT ITEM 

l ) 2 fl. oz. of developer 

m) 24 in. paper stock 

n ) 12 in. lab tray 

o ) 8 fl. oz. can of spray .. 

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

a) 2.5 mm = in. Requested by b) 555.5 mm = in. 

c) 0.1 mm = in. Approved by 

d ) 0.001 in. = miD 

~ OOR VOCAnoNAL EDUCATOON Exercise 17 
1. Oae kiloaram is aheut the ma ... 

efa: 

(A) nickel 

( 9-I apple seed 

(C 1 lnske~aU 

(DJ Volkswagen "Beetle" 

2. A !MIU&re metre is aewt the 

..-of: 

(A I this sheet ef paper 

(8 I a car.tl WMe iep 

[ C 1 a bi!EiSopfeM 

[ D I a pestaje staMp 

3. Press plate dimensions are 

measured in: 

[A] metres 

[ B] millimetres 

[ C ] milligrams 

[D] kilograms 

4. Developing solutions are 

measured in: 

[A ] cubic metres 

[B] centimetres 

[ C ] millilitres 

[ D ] kilegrams 

5. The mass of fixer in :f)Owtlered 

form is measured in: 

[A ] millilitres 

[.B] centimetres 

[ C ] cubic metFeS 

[ D ] kilograms 

6. ThP correct way· to write twenty 

grams is: 

[A I 2e gms 

[B) 2~ Gm. 

[C) 28 g. 

[0) 20 g 

7. 1'be ....... way toe Wl'fte twelw . 

tilta-•tl •illiMIMII ill: 

(A] 12.Me nun. 

(Ill 12.M8RMR 

(CJ 12 800Mm 

[91 12 Me MJIII 

SECTION X 

8. A maskiBg sheet 6G centimebes 

wide also has a width of: 

[A] 6 mHiim.etres 

[B) 6 98t) millimetres 

[ C ] 698 miHimetres 

[D] 9.6 millimetre 

9. A 7 58 millilitre battle e.f plate 

fmiel:ler is the same as: 

[A] 7 .59litres 

[E] 0.875litre 

[C) 75 1itN!S 

[D) 8.751itre 

10. Seven handred fifty grams of 

fbring erystals is the same as: 

[A] 750 000 kilograms 

[B) 7.5 kilograms 

[C] 7 500 kilograms 

[D) 0.75kilegram · 

SECfiONC 

11. For measuring grams you would 

use a: 

[A] measuring cap er graduate 

[B] Pliler 

[ C] pressare gage 

[D) scale 

TESTING METRIC ABILITIES 
12. For mell6'11l'i9g miiiUttl!es yeu 

would use a: 

[A] ruler 

[B) measuring cup er graduate 

1 c 1 pressUl'e gaae 

[D) seale 

13. Fer measuring in·miHimetres 

you would use a: 

[A] ruler 

[B) seale 

[C) pressure gage 

[D] container 

14. For measuring kilopascals you 

would use a: 

[A] container 

[B) ruler 

[C) scale 

[D] pressure gage 

15. Estimate the len,th of the line 

segment below: 

[A] 23 grams 

[B] 6 centimetres 

[C] 40 millimetres 

[D] 14 pascals 

16. Estimate the length of the line 

segment below : 

~ 

[A) 10 millimetres 

[B) 4 centimetres 

[C] 4 pascals 

[D I 23 milligrams 

~NTER ""' VOCATOON~ <DUCATOOO. 

SECTIOND 

17. The metRe 1lftit fer~ meaBUI'e 

which :replaces the fluid ounce is: 

[A) pascal 

[B] lfl'8lB 

[ c 1 millilit:re 

[D] litl'e 

18. The mekic unit fer mass which 

:replaces the ounce is: 

[A) milligram 

[B) pascal 

[ c 1 millilitre 

[D) gram 

19. The metric unit for liquid measure 

which :replaces the gallon is: 

[A) kilolitre 

[B] litre 

[C) millilitre 

[D) metre 

Use this conversion table to 

answer questions 20 and 21. 

mm in. mm 

100 3 .94 10 

200 7 .87 20 

300 11.81 30 

400 15.74 40 

500 19.68 50 

600 23.62 60 

700 27.56 70 

800 31.50 80 

900 35.43 90 

in. 

0.39 

0 .79 

1.18 

1.57 

1.97 

2.36 

2.76 

3.15 

3.54 

28. The equivaleM ef 28e l1Uii is: 

[A] 28.32 ill. 

[B) 7.87 in. 

[C) 11.41 in. 

[D) 12.00 in. 

21. The equivalent of 468 mm is: 

[A] 18.19 in. 

[B) 24.90 in. 

[C) 11.41 in. 

[D] 12.34 in. 

TESTING METRIC ABILITIES 

SUGGESTED METRIC TOOLS AND DEVICES 

NEEDED TO COMPLETE MEASUREMENT TASKS 

IN EXERCISES 1 THROUGH 5 

UNEAR 

Metre Sticks 

Rules, 30 em 

Measuring Tapes, 150 em 

*Height Measure 

*Metre Tape, 10m 

*Trundle Wheel 

*Area Measuring Grid 

VOLUME/CAPACITY 

*Nesting Measures, set of 5, 

50 ml - 1 000 ml 

Economy Beaker, set of 6, 

50 ml - 1 000 ml 

Metric Spoon, set of 5, 

1 ml- 25 ml 

Dry Measure, set of 3, 

50, 125, 250 ml 

Plastic Litre Box 

Centimetre Cubes 

(* Optional) 

MASS 

Bathroom Scale 

*Kilogram Scale 

*Platform Spring Scale 

5 kg Capacity 10 kg Capacity 

Balance Scale with 8-piece 

mass set 

*Spring Scale, 6 kg Capacity 

TEMPERATURE 

Celsius Thermometer 

The Qh.o State Un•ver\•tv • 1960 Kenny Road • Columbus Oh•o 43210 

SUGGESTED METRIC TOOLS AND DEVICES 

NEEDED TO COMPLETE OCCUPATIONAL 

MEASUREMENT TASKS 

In this occupation the tools needed to complete Exercises 6, 

15, and 16 are indicated by''*·" 

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

cotter pins, etc. 

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

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

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

range 

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

F. Metre Tape-50 or 100m tape 

G. Thermometers- Special purpose types such as a clinical 

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

cooling systems, etc. 

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

hex key sets * J. Weather Devices- Rain gage, barometer, humidity, wind 

velocity indicators * K. I Pressure Gages- Tire pressure, air, oxygen, hydraulic, fuel, 

etc. 

L. 1 Velocity- Direct reading or vane type meter 

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

and storing liquids 

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

storing dry ingredients 

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

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

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

metric measurement devices. 

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

may be used to complete the measurement task. 

Tools and Devices list