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 Metal Patternmaking

- Trying Out Metric Units

- Patternmaking 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 Metal Patternmaking

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

TEACHING AND LEARNING 

THE METRIC SYSTEM 

This metric instrtJ,ctional package was designed to meet job-related 

metric measurement needs of students. To use this package students 

should already know the OCCUpational termiD.ology, m~a$Urement 

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 m~tric 

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

Classroom experiences with this instructional package suggest the 

following teaching-learning strategies: · 

1. 

2. 

3. 

4. 

5. 

6. 

Let the first experiences be informal to make learnl.ng the metric 

system fun. 

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. 

Students will learn quickly to estimate and measure in metric units 

by ·'doing." · 

Students should have experience with measuring activities before 

getting too much information. 

Move through the units in an order which ~mphasizes the. :simplicity of the metric system (e.g., length to a'rea to volume). 

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, arid measurement instruments; and to devel~p a 

set of mental references for metric values. The metric system.of nota-·· 

tion 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 provtdes .experience with recogn1zmg and using metric 

instruments and tools 1n 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 teach~ng 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 independept , study, smail groups, or whole-class activities. All of the 

materials can be exl?anded by the teacher. 

Gloria S Cooper 

Joel H. ~lagisos 

Editors 

Th1s publication was developed pursuant to contract No. OEC-0·74 -9335 w 1th the 

Bureau qf Occupat ional and ult Education. U .S. Department o f Health . Educa· 

ti on and Welfare . However. the op ini ons expressed herein do not necessarily 

reflec.t the p"OSit d)n r policy of the u:S. Office ~f Education arid no -off ci~l 

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

2. 

3. 

UNIT 1 

SUGGESTED TEACHING SEQUENCE 

These introductory exercises may require 

two or three teaching f>eriods 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. l\Ietric suppliers are listed in the reference 

section. 

~FOR VOCAT>ONAL EDUCAT""' 

' 

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: 

-l. Estimate within 25o/c 

of the actual measure 

5. Read correctly 

Linear 

(pp. 3. 4) 

millimetre (mm) 

centimetre (em) 

metre (m) 

height, width, or 

length of objects 

metre stick, .metric 

tape measure, and 

metric rulers 

RULES OF NOTATION 

Area 

(pp. 5. 6) 

square 

centimetre 

(cm2 ) 

square 

metre 

(m2) 

the area of 

a given surface 

EXERCISES 

Volume or Capacity 

(pp. 7. 8) 

cubic centi· 

metre (cm 3 ) 

cubic metre 

(mJ) 

litre (I) 

millilitre (ml) 

capac ity of 

containers 

measurements 

on graduated 

volume measuring dev1ces 

Mass 

(pp. 9 ·.10) 

gram (g) 

kilogram (kg) 

the mass of objects 

in grams and kilo· 

grams 

a kilogram scale 

and a gram scale 

Temperature 

(p. 11) 

degree Celsius 

(OC) 

the temperature of 

the air or a liquid 

A Celsius thermometer 

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

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

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

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

5. 

6. 

7. 

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

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

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

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

Information Sheet 1 

1 
2 

METRIC UNITS, SYMBOLS, AND REFERENTS METRIC PREFIXES 

Quantity Me tric Unit Symbol Useful Referents Multiples and 

Prefixes Symbols Submultiples 

Length millimetre nun Thickness of dime or paper 

clip wire 

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

centimetre em Width of paper clip 1000 = 103 kilo (k-ilo ) k 

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

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

Area square Area of this space 

D centimetre cm2 

Base Unit 1 = 10° 

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

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

square metre m 2 Area of card table top 0.001 = 10 - 3 milli (mil'[) m 

hectare ha Football field including sidelines 

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

Volume and millilitre ml Teaspoon is 5 ml 

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

cubic 

centimetre em 3 Volume of this container 

01 

cubic metre m 3 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 kilolf!"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'v1ETRE IS! 

~·~·R '0R VOCATIONAc •DUCAT>ON 

3. Choose a partner to stand 

at your side. Move apart 

so that you can put one 

end of a metre stick ori 

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 METRES 

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 

1. 

"Metric Marvel." 

Height of door knob 

from floor. 

2. Height of door. 

3. Length of table. 

4. Width of table . 

5. Length of wall of 

this room. 

6. Distance from 

you to wall. 

Estimate 

(m) 

Measurement 

(m) 

How Close 

Were You? 

Exercise 1 

(continued on next page) 
4 

II. THE CENTIMETRE (em) 

There are 100 cf'ntimetres in one metre. Tf therf' arf' 4 mf'trP~ 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 CENTIJ\1ETRE 

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 joill,t to the end . 

em 

3. Use the metric ruler to find the width of your palm. 

em 

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

em 

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

around it? em 

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

DEVELOP YOUR ABILITY TO ESTIMATE IN CENTIMETRES 

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

following items, follow the procedures used for estimating in 

metres. 

1. Length of a paper 

clip. 

2. Diameter (width) 

of a coin. 

3. Width of a 

postage stamp. 

4. Length of a 

pencil. 

5. Width of a sheet 

of paper. 

Estimate 

(em) 

Measurement 

(em) 

How Close 

Were You? 

III. THE :MILLil\1ETRE (mm) 

There are 10 millimetres in one cf'ntimf'trP. \Vhf'n a me-a~urf'ment 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 l\IILLIMETRE 

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 in millimetres. For each of the 

following items, follow the procedures used for estimating in 

metres. 

Thickness of a 

nickel. 

Diameter (thickness) 

of a bolt. 

Length of a bolt. 

Width of a sheet 

of paper. 

Thickness of a board 

or desk top. 

Thickness of a 

button. 

Estimate 

(mm) 

How Close 

Measurement Were You? 

(mm) 

Exercise 1 
AREA MEASUREMENT ACTIVITIES 

Square Centimetre, Square Metre 

WHEN YOU DESCRIBE THE AREA OF SOMETHING, YOU ARE 

SAYING HOW MANY SQUARES OF A GIVEN SIZE IT TAKES TO 

COVER THE SURF ACE. 

I. THE SQUARE CENTIMETRE ( cm2 ) 

A. DEVF.LOP 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 .? 

~'"'R FOR VOCATOONAL EDUCATOON 

5 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE 

CENTIMETRES 

1. 

2. 

3. 

4. 

You are now ready to develop your ability to estimate 

in square centimetres. 

Remember the size of a square centimetre. For each of the 

following items, follow the procedures used for estimating in 

metres. 

Index card. 

Book cover. 

Photograph. 

Window pane or 

desk top. 

Estimate 

(cm2 ) 

How Close 

Were You? 

II. THE SQUARE METRE (m2 ) 

A. DEVELOP A FEELING FOR A SQUARE METRE 

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

is one metre long and one metre wide. 

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

big it is. 

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

look. See how much floor space it covers. 

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

much space it covers. 

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

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

take to cover the door? m2 

THIS IS HOW BIG A SQUARE METRE IS! 

Exercise 2 

(continued on next page) 
6 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE CENTIMETRE GRID 

METRES 

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

procedures used for estimating in metres. 

How Close 

Estimate l\1easurement 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. 

' 

~R roA VOCATIONAL EOUCAnoN Exercise 2 
VOLUME MEASUREMENT ACTIVITIES 

Cubic Centimetre, Litre, Millilitre, Cubic Metre 

I. THE CUBIC CENTIMETRE ( cm3 ) 

A. DEVELOP A FEELING FOR THE CUBIC CENTIMETRE 

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

height, and width in centimetres. 

THAT IS ONE CUBIC CENTIMETRE! 

2. Find the volume of a plastic litre box. 

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

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

b. Place another ROW of cubes against an adjoining side 

of the box. I::Iow many rows fit inside the box 

to make one layer of cubes? ___ _ 

How many cubes in each row? ___ _ 

How many cubes in the laye 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.? 

G::3 C<NTER roR YOCAnoNAL >DUCATOON 

B. DEVELOP YOUR ABILITY TO ESTI1V1ATE 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 ) 

l\1easurement 

(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 HOW MUCH IT TAKES TO FILL A ONE 

LITRE CONTAINER! 

Exercise 3 

(continued on next page) 
8 

B. DEVELOP YOUR ABILITY TO ESTE\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 1, or 0.5 

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

2.751, or 2.75 litres. 

For each of thA following items, use the procedures for 

estimating in metres. How Close 

Estimate Measurement Were You? 

(l) (l) 

1. Medium-size 

freezer container. 

2. Large freezer 

container. 

3. Small freezer 

container. 

4. Bottle or jug. 

III. THE MILLILITRE (ml) 

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 l\1ILLILITRE 

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 ml spoon with rice. Pour the rice into another 

pile on the sheet of paper. 

THAT IS 5 l\1ILLILITRES, OR ONE TEASPOON! 

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

pile on the paper. 

THAT IS 15 MILLILITRES, OR ONE TABLESPOON! 

~·~·R 'OR VOCATOONAC WUCATOON 

B. DEVELOP YOUR ABILITY TO ESTII\1ATE IN MILLILITRES 

1. 

2. 

3. 

You are now ready to estimate in millilitres. Follow the 

procedures used for estimating metres. 

Small juice can. 

Paper cup or tea 

cup. 

Soft drink can. 

Estimate 

(ml) 

How Close 

Measurement Were You? 

(ml) 

4. Bottle. 

IV. THE CUBIC :METRE (m3 ) 

A. DEVELOP A 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 VOLUl\1E OF ONE CUBIC !vlETRE! 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN CUBIC ?vlETRES 

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

1. Office desk. 

2. File cabinet. 

3. Small room. 

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 tise 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. 

~·NTER O'OR VOCATOONAL <OUC ATO"" 

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 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: 

Bag of rice. 

Bag of nails. 

Large purse or 

briefcase. 

Another person. 

A few books. 

Estimate Measurement 

(kg) (kg) 

How Close 

Were You? 

Exercise 4 

(continued on next page) 

9 
10 

II. THE GRAl\I (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 and attach it to the first. Shake the 

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

the cubes near the tips of your fingers, moving your 

hand up and down. 

THAT IS THE MASS OF TWO GRAMS! 

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

THAT IS THE MASS OF FIVE GRAMS! 

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) 

How Close 

Measurement Were You? 

(g) 

Exercise 4 
TEMPERATURE 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. 

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. o 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 ESTII\1ATE IN DEGREES 

CELSIUS 

11 

For each item, ESTIMATE and write down how many degrees . 

Celsius you think it is. Then measure and write the l\1EASURE· 

l\1ENT. See how close your estimates and actual measurements are. 

1. 

2. 

3. 

4. 

5. 

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. 

:tv1ix of ice and water. 

6. Temperature at 

floor. 

7. Temperature at 

ceiling. 

Estimate 

tc) 

How Close 

Measurement Were You? 

(OC) 

Exercise 5 
12 

UNIT 2 

OBJECTIVES 

The student will recognize and use the metric 

terms, units, and symbols used in this occupation. 

• 

• 

Given a metric unit, state its use in this 

occupation. 

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

and measurement tool. 

SUGGESTED TEACHING SEQUENCE 

1. Assemble metric measurement tools (rules, 

tapes, scales, thermometers, etc.) and 

objects related to this occupation. 

2. Discuss with students how to read the 

tools. 

3. Present and have students discuss 

Information Sheet 2 and Table 2. 

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

5. Test performance by using Section A of 

"Testing :Metric Abilities." 

~NTER 'OR VOCAnoNAC '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 industrial and scientific communities for years. Legislation, passed in 

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

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

in job-related tasks. 

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

These terms are replacing the measurement units used currently. What kinds of job-

·related tasks use measurement? Think of the many different kinds of measurements you 

now make and use Table ? 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 METAL PATTERNMAKING 

Quantity Unit Symbol Use 

Length micrometre j.lm Surface finishes* 

millimetre mm Shrinkage; dimensions on blueprints; screw and bolt 

lengths and diameters; tool and drill hole sizes; wood 

dimensions 

centimetre em Dimensions of sandpaper. board length 

metre m Wire length 

kilometre km Road map, customer and supplier distances 

Area square millimetre mm2 Cross sectional area of wire; area of small openings 

square centimetre cm2 Area of paper and pattern surfaces 

square metre m2 Floor area, large surfaces 

Volume/Capacity cubic centimetre cm3 Core box** - -

cubic metre m3 Large tanks and containers, storage space 

millilitre ml Liquid glue, paint, chemicals, lubricants 

litre 1 

Mass gram g Dry or solid material (dry glue or cleaning compounds) 

kilogram kg Packages of screws and bolts; dry or solid supplies; 

pattern weights 

metric ton t Shipping mass; steel, machinery 

Pressure kilo pascal kPa Air and hydraulic systems, oxygen/acetylene pressures 

Power kilowatt kW Output of motors on lathes, drills, grinders, and other 

equipment (replaces horsepower) 

*Surface finish is. given in micrometres. 

Example: ~is a super finish similar to a very fine buff, lap, burnish, or bright polish. Suitable for raceways, ball bearings, and the rolls of anti-friction bearings. 

Note: The roughness values are the average deviation in micrometres. 1 micrometre = 0.001 mm 

**Tanks. containers, and auto engine displacement will be measured either in litres and millilitres or in cubic centimetres and cubic metres. a::3 ""'""'" ..,.. VOCATK>NAL EDUCATOON 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. Tube of hardner 

Length 19. Bucket 1. Palm width 

2. Hand span 20. Small box 

3. Your height 21. Can of epoxy 

4. Desk height 22. Shaped product ~ 

~ 

5. Space between tables 

Mass 

6. Pencil 23. Handbook 

7. Chair height 24. Nickel 

8. Small table height \ 25. Yourself 

9 . Classroom length 26. Paper clip 

Area 27. A quantity of wood, steel, or 

10. Desk top pattern material 

11. Classroom floor 28. A litre of water (net) 

12. Workbench Temperature 

29. Outside 

13. Classroom wall 

30. Classroom 

14. Sheet of paper 

31. Hot tap water 

Volume/Capacity 32. Cold water 15. Small bottle 

~<NT·R >OR VOCATIONAC •noCATOON Exercise 6 
PATTERNMAKING WITH METRICS 15 

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

what measurement to use in the following situations. 17. Can of R TV rubber 

1. Length of a work table 18. Wrench size 

19. Coarse surface finish or machined 2. Width of a work table part 

3. Area of a work table 20. Temperature for soldering 

aluminum 

4. Capacity of rectangular container 21. Volume of machine oil 

5. Capacity of a cylindrical container 22. Diameter of wire 

6. Oxygen/acetylene pressure 

7. Angle of point of drill 

8. Mass of piece of metal 

9. Volume of shellac thinner or 

other liquid Dl I I I 1 1 T 

""''Il 

10. Length of hacksaw blade ~ 

c. ~ 

11. Thickness of hacksaw blade l11 liT 

12. Diameter of drill bits ~ 

[] 13. Length of bolts, screws, nails - "--: ~ 

I~ f-----

14. Dimensions of plywood sheet: r--- ...... a. Length .r---

b. Width 1----

15. Volume of a paint can 

16. Mass of a quantity of screws or 

bolts 

~"""R •OR VOCATOON~ E~CATOON Exercise 7 
16 

U

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." 

a3 CENT'R ""' VOCATOONAC <OUCAT<ON 

METRIC-METRIC EQUIVALENTS 

Centimetres and Millimetres 

(

f111Jlllljlllljlllljlllljllllj lllljlllljlllljlllljllll!ll I ljll I lj 

1 2 3 4 5 6 (

jlllljlllljlllljll I ljlllljlllljlllljlllljlllljllll j lllljlllljlllljlll 

1 2 3 4 5 6 

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

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

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

5 em+ 0.7 em 

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

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

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

34 mm = 3 em + 4 mm 

3 em+ 0.4 em 

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

Information Sheet 3 

Now you try some. 

a ) 26mm = em e ) 132mm em 

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

c ) 94mm = em g ) 1400 mm em 

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

Exercise 8 
Metres, Centimetres, and Millimetres 

There are 100 centimetres in one metre. Thus, 

2m = 2x100em = 200em, 

3m = 3 x 100 em = 300 em, 

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

36 m = 36 x i 00 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-t8 

639 

ENTER"'" VOCATK>NAC WUCATOON 

Exercise 9 

Millilitres· to Litres 

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

2 000 millilitres is the same as 2 litres. 

3 000 ml is the same as 3 litres, 

-t 000 ml is the same as -t litres, 

12 000 ml is the same as 12 litres. 

17 

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

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

1 000 

Or 

1 000 ml = 1 000 litre = 1 litre. 

2 000 

2 000 ml = 1 OOO litres = 2 litres. 

And, as a final example, 

28 000 

28 000 ml = 1 OOO litres = 28 litres. 

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

worked the same way. 

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

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

Change 57 millilitres to litres. 

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

litre). 

Information Sheet 5 

Now you try some. Complete the following chart. 

mi!lilitres lit res 

(ml) (I) 

3 000 3 

6 000 

8 

1-l 000 

23 

300 0.3 

/00 

0.9 . 

250 

0.-t/ 

275 

Exercise 10 
18 

Litres to Millilitres 

\'vl1at do you do if you need to change litres to millilitres? Remember, 

there are 1 000 mil!ilitres in one litre . or 1 litre = 1 000 ml. 

So, 

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

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

13 litres =1 3 x 1 000 ml =13 000 ml, 

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

Information Sheet 6 

Now you try some. Complete the following chart. 

lit res 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 ooo 

23 000 

8 

300 

275 Exercise 12 

Kilograms to Grams 

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

-1 kg = -l X } 000 g = -l 000 g, 

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

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

Information Sheet 8 

Complete the following chart. 

kilograms grams 

kg g 

I 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 ~nits. Practice changing each of the following to 

metric equivalents by completing these statements. 

a ) 500 em of wire is m 

b ) 250 ml of liquid glue is l 

c ) 5 em diameter pipe is mm 

d ) 2 500' g of wood filler is kg 

e ) 120 mm length wood dowel is em 

f ) 0.25 litre of paint is ml 

g ) 2 000 kg of wood is t 

h ) 500 kg of steel sheet is t 

i ) 10 em bolt is mm 

j ) 500 g of dry glue is kg 

k ) 3 m steel tape is mm 

I ) 500 ml of liquid flux is 1 

m) 2 litres of tap and die cutting fluid is ml 

n ) 150 mm reamer is em 

Exercise 14 
UNIT 4 

OBJECTIVE 

The student will recognize and use 

instruments, tools, and devices for measurement tasks in this occupation. 

• Given metric and Customary tools, 

instruments, or devices, differentiate 

between metric and Customary. 

• Given a measurement task, select 

and use an appropriate tool, instrument or device. 

• Given a metric measurement task, 

judge the metric quantity within 20% 

and measure within 2% accuracy. 

SUGGESTED TEACHING SEQUENCE 

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

°C thermometer, drill bits, wrenches, 

micrometer, vernier calipers) 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." 

~ENTER H>A VOCATIONAC EOUCATOON 

SELECTING AND USING 

METRIC INSTRUMENTS , TOOLS AND DEVICES 

Selecting an improper tool or misreading a scale can result in an improper requisition 

form, damaged materials, or injury to self or fellow workers. For example, putting a piece 

of machinery or a casting with a mass of 2 000 kilograms (about 4400 pounds) on a oneton electric crane designed to hoist 2000 pounds could cause a serious accident. Here are 

some suggestions: 

1. Find out in advance whether Customary or metric units, tools, instruments, 

or products are needed for a given task. 

2. Examine the tool or instrument before using it. 

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

numbers, tens or tenths, hundreds or hundredths. 

4. Look for metric symbols on the tools or gages such as m, mm, kg, g, kPa. 

5. Look for decimal fractions (0.25) or decimal mixed fractions (2.50) rather 

than common fractions (3/8) on drill bits, wrenches, and measuring devices. 

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. 

1. Sand a wood block to 3 em by 5 em by 7 em. 

2. Scribe six 5 mm diameter holes on a wood block. 

3. Allowing for shrink, locate and scribe two lines 90 em apart. 

4. Measure the diameter of a round dowel in mm. 

5. Drill a 6 mm diameter hole in a block of wood. 

6. Cut a 10 em by 12 em piece of wood on the handsaw. 

7. Tum a piece of wood to 7 5 mm diameter on a lathe. 

8. Rout a slot in a piece of wood that measures 1 mm wide by 

1 mm deep. 

9. Measure out and dilute dry glue with water. 

10. Order replacement sanding belts. 

11. Order bolts to assemble a pattern. 

12. Check the temperature of the work area to determine glue 

drying time 

13. Set the planer. 

~·Nn'R FOR VOCATOONAC <DUCATOON 

Exercise 15 

MEASURING UP IN 

METAL PATTERNMAKING 

For the tasks below, estimate the metric measurement to within 

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

within 2% of actual measurement. 

Estimate Verify 

1. Spacing of tool rest for off-hand 

grinding 

2. Dimensions of wood for a pattern: 

a. Length 

b. Width 

c. Thickness 

3. Spacing of nails for pattern assembly 

4. Length of nails for pattern assembly 

5. Size of drill bit for pattern preparation 

a. Diameter 

b. Length 

6. Size of bolts for pattern assembly: 

a. Diameter 

b. Length 

7. Surface area for painting 

8. Quantity of dry glue to mix for a 

pattern 

9. Temperature of: 

a. Painting area 

b. Glue drying area 

10. Metal shrinkage for a casting 

11. Router setting for a slot 

12. Board width in millimetres 

13. Wrench size in millimetres 

14. Board length in millimetres 

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 Custbmary) 

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." 

~·NT>R ·~ VOCAnONA< WUCAnON 

METRIC-CUSTOMARY EQUIVALENTS 

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

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

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

1. Determine which conversion table is needed. 

21 

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

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

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

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

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

17, Part 2 and Part 3. 

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

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

1 em :::::: 0.39 inch 

1 m :::::: 3.28 feet 

1 m :::::: 1.09 yards 

1 km :::::: 0.62 mile 

1 cm2 :::::: 0.16 sq in 

1 m 2 :::: 10.8 sq ft 

1 m 2 :::::: 1.2 sq yd 

1 hectare:::::: 2.5 acres 

1 cm3 :::::: 0.06 cu in 

1 m 3 :::: 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 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 

11:::::: 33.8 fl oz 

11:::::: 4.2 cups 

11:::::: 2.1 pts 

1 l:::::: 1.06 qt 

11:::::: 0.26 gal 

1 gram :::::: 0 .035 oz 

1 kg::::; 2.2 lb 

1 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 l 

1 gal:::: 3.79 l 

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 . .4. 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 
22 

CONVERSION TABLES 

MILLIMETRES TO INCHES 

mm Inches mm Inches mm Inches mm Inches 

100 3.93 10 0.39 1 0.04 0.1 0.004 

200 7.87 20 0.79 2 0.08 0.2 0.008 

300 11.81 30 1.18 3 0.12 0.3 0.012 

400 15.74 40 1.57 4 0.16 0.4 0.016 

500 19.68 50 1.97 5 0.20 0.5 0.020 

600 23.62 60 2.36 6 0.24 0.6 0.024 

700 27.56 70 2.76 7 0.28 0.7 0.028 

800 31.50 80 3.15 8 0.31 0.8 0.031 

900 35.43 90 3.54 9 0.35 0.9 0.035 

1 000 mm or 1 metre = 39.37 inches 

INCHES TO MILLIMETRES 

Inches mm Inches mm Inches mm Inches mm 

1 25.4 0.1 2.54 .01 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 G:3 CENTER"'" VOCATOONAL EDUCATOON Table 3 
23 

ANY WAY YOU WANT IT 

1. You are working in a pattern shop. With the change to metric g ) 2mm = in. J ) 915mm = in. 

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

only in metric units. You will need to be familiar with appropriate h ) 0.5 in. = mm k) 5mm = in. 

Customary equivalents in order to communicate with customers i ) 9 in. = mm 1 ) 125mm = in. 

and suppliers who use Customary units. To develop your skill use 

the Table on Information Sheet 10 and give the approximate 3. Complete the Requisition Form using the items listed. Convert 

metric quantity (both number and unit) for each of the following the Customary quantities to metric before filling out the form. 

Customary quantities. Complete all the information (Date, For, Job No., etc.). 

Order the following metal pattemmaking supplies: 

Customary Quantity Metric Quantity a ) Four 1 lb. cans of dry waterproof glue 

a ) 2 lbs. of wood filler 

b ) 5 sheets exterior plywood, 3/4 in. by 

4ft. by 8ft. 

b ) 4 qts. of shellac thinner c ) 2 pt. can of shellac thinner 

c ) 3/4 in. pipe 

d) Two 1 gal. cans of turpentine 

e ) 6 packages of 9 in. by 10 in. flint paper 

d ) 100 lbs. of wood REQUISITION 

e ) 18 in. board 

f ) two-gallon can 

Date 

g ) 6 in. "C" clamp . For 

h) 1 pt. of resin glue 

i ) 1 gal. of paint Job No. Date Wanted 

j ) 12 in. length wrench Deliver to 

k ) 6 ft. steel tape 

1 ) 4 fl. oz. of rust preventative spray QTY UNIT ITEM 

. m) 4 ft. by 8 ft. plywood sheet 

n ) 1/8 in. drill 

o ) 4 in. paint brush 

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

-

a ) 0.002 in. = mm d) 0.25 in. = mm Requested by 

b ) 0.02 in. = mm e ) 0.125in. = mm 

Approved by 

c ) 0.2mm = in. f ) 300mm = in. 

Exercise 17 
24 

SECfiON A 

1. One kilogram is about the mass 

o( a: 

[A) nickel 

[B) apple seed 

[C) basketball 

[0) Volkswagen "Beetle" 

2. A square metre is about the 

area of: 

3 . 

4 . 

5. 

[A] this sheet of paper 

[B I a card table top 

[ C ) a bedspread 

[D] a postage stamp 

The mass of bulk wood filler is 

measured in : 

[A] millilitres 

[B I centimetres 

[C] kilograms 

[D] litres 

The diameter of a drill bit is 

measured in: 

[A] kilometres 

[B] kilograms 

[C] kilo pascals 

[D] millimetres 

The correct way to write twenty 

grams is: 

(A] 20 gms 

[B] 20Gm. 

[C] 20 g. 

[D] 20 g 

6. The correct way to write twelve 

thousand millimetres is: 

(A] 12.000mm. 

[B] 12 .000 mm 

[C] 12000mm 

[D] 12000mm 

SECTION B 

7. A board 20 centimetres wide is 

the same as: 

[A ] 2 millimetres 

[B] 200 millimetres 

[C] 0.2 millimetre 

[D] 2 000 millimetres 

8. A 7 50 gram container of wood 

filler is the same as: 

[A] 0.75 kilogram 

[B] 750 000 kilograms 

[CJ 7.5 kilograms 

[D ] 750 kilograms 

SECTION C 

9. For measuring millimetres you 

would use a: 

[A ] scale 

[B] container 

[C] rule 

[D] pressure gage 

10. For measuring millilitres you 

would use a: 

[A ] steel rule 

[B] container 

[C] pressure gage 

[D] scale 

11. Estimate the length of the line 

segment below: 

[A] 23 grams 

[B] 6 centimetres 

[Cl 40 millimetres 

[D] 14 pascals 

12. Estimate the length of the line 

segment below: 

1-----l 

[A] 10 millimetres 

[B) 4 centimetres 

[C) 4 pascals 

[D) 23 milligrams 

SECTION D 

13. The metric unit which replaces 

the fluid ounce is: 

[A] millilitre 

[B] hectare 

[C] gram 

[D] litre 

14. The metric unit which replaces 

the dry ounce is: 

[A] Celsius 

[BJ gram 

[C] kilogram 

[D] kilopascal 

Use this conversion table to answer questions 15 and 16. 

mm in. mm in. 

10 0 .39 1 0.04 

20 0.79 2 0 .08 

30 1.18 3 0.12 

40 1.57 4 0.16 

50 1.97 5 0.20 

60 2.36 6 0.24 

70 2.76 7 0.28 

80 3.15 8 0.31 

90 3.54 9 0.35 

100 3 .94 

15. The equivalent of 110 mm is: 

[A] 277 in. 

[B] 27.5 in. 

[C] 2.75 in. 

[D] 4.33 in. 

16. The equivalent of 76 mm is: 

[A] 3 in. 

[B] .76 in. 

[C] 7.6 in. 

[D] 2.76 in. 

~'NTE""'RVOCATOON~WUCATOON TESTING METRIC ABILITIES 
ANSWERS TO EXERCISES AND TEST 

EXERCISES 1 THRU 6 

The answers depend on the items 

used for the activities. 

EXERCISE 7 

Currently accepted metbc units of 

measurement for each question are 

shown in Table 2. Standards in each 

occupation are being established 

now, so answers may vary. 

EXERCISE 8 

a) 2.6 em 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 

~-

metre centimetre 1 millimetre 

m em mm 

r-· ' 

r-+- 100 1 000 

? 200 {2 000) 

3 {300) {3 000) 

9 (900) {9 OOOJ 

( - \ <>, (500) 5 000 

~ (7 400) (7 4 000) 

0.8 80 (800j 

0.6 (60) 600 

~5) 2.5 25 

( 8 ) (14.8) 148 

(6.39) 639 (6 390) 

Exercise 10 

millilitres litres 

ml l 

3 000 3 

6 000 (6) 

_(8 000) 8 

t14 000) (14) 

{23 000) 23 

300 0.3 

700 (0. 7) 

(900) 0.9 

250 (0.25) 

( 470) 0.47 

275 (0.275) 

Exercise 11 

I litres I milli.litres 

l ml 

8 8 000 

5 (5 000) 

46 {46 000) 

{32) 32 000 

0.4 (400) 

0.53 (530 ) 

(0 .48 ) 480 

Exercise 12 

I grams kilograms 

g kg 

4 000 4 

9 000 (9) 

23 000 (23) 

(8 000) 8 F 300--R.3) 

- 275 __ 0.275) 

Exercise 13 

kilograms grams 

kg g 

r--· 

7 7 000 

11 (11 000) 

(25 ) 25 000 

0.4 (400) 

0 .63 (630]_ 

(0 .175) 175 

Exercise 14 

a ) 5m h) 0.5 t 

b) 0.25 litre i ) lOOmm 

e ) 50mm j ) 0.5 kg 

d) 2.5 kg k) 3 000 mm 

e ) 12 em l ) 0.5 litre 

f ) 250 ml m) 2 000 ml 

g ) 2t n) 15 em 

EXERCISES 15 AND 16 

The answers depend on the 

items used for the activities. 

EXERCISE 17 

Partl. 

a ) 0.9 kg i ) 3.79 litres 

b} 3.8 litres j ) 30.48 em 

c ) 1.905 em k) 1.83 m 

d) 45 kg l ) 118.4 ml 

e ) 45.72 em m) 1.22 m by 

f ) 7.58 litres 2.44em 

g ) 15.24 em n ) 3.175 mm 

h) 0.47 litre 0) 10.16 em 

25 

Part 2. 

a ) 0.05 mm 

b ) 0.51 mm 

e ) 0.008 in. 

d) 6.35 mm 

e ) 3.18 mm 

f ) 11.81 in. 

g ) 0.08 in. 

h) 12.7 mm 

i ) 228.6 mm 

j ) 36.02 in. 

k) 0.2 in. 

l ) 4.92 in. 

Part 3. 

a ) 0.45 kg 

b) 19.05 mm by 1 220 mm by 

2 440 mm 

c ) 0.94 litre 

d ) 7.58 litres 

e ) 22.86 em by 25.4 em 

TESTING METRIC ABILITIES 

1. c 9. c 

2. B 10. B 

3. C 11. B 

4. D 12. A 

5. D 13. A 

6. D 14. B 

7. B 15. D 

8. A 16. A 

1:r U.S. GOVERNMENT PR.INTING OFFICE: 1977-757-Q69/6237 

SUGGESTED METRIC TOOLS AND DEVICES 

NEEDED TO COMPLETE MEASUREMENT TASKS 

IN EXERCISES 1 THROUGH 5 

LINEAR 

Metre Sticks 

Rules, 30 em 

Measuring Tapes, 150 em 

*Height Measure 

*Metre Tape, 10m 

*Trundle Wheel 

*Area Measuring Grid 

VOLUME/CAPACITY 

*Nesting Measures, set of 5, 

50 ml - 1 000 ml 

Economy Beaker, set of 6, 

50 ml - 1 000 ml 

Metric Spoon, set of 5, 

1 ml - 25 ml 

Dry Measure, set of 3, 

50, 125, 250 ml 

Plastic Litre Box 

Centimetre Cubes 

(* Optional) 

MASS 

Bathroom Scale 

*Kilogram Scale 

*Platform Spring Scale 

5 kg Capacity 

10 kg Capacity 

Balance Scale with 8-piece 

mass set 

*Spring Scale, 6 kg Capacity 

TEMPERATURE 

Celsius Thermometer 

FOR VOCATIONAL EDUCATION 

fhe Oh•o State Untver\tty • 1960 Kenny Road • Columbu\ 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. 

* B. 

c. 

D. 

E. 

F. 

G. 

H. 

* I. 

J. 

K. 

L. 

M. 

N. 

0. 

Assorted Metric Hardware-Hex nuts, washers, screws, 

cotter pins, etc. 

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

Vernier Caliper-Pocket slide type, 120 mm range 

Micrometer-Outside micrometer caliper, 0 mm to 25 mm 

range 

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

Metre Tape- 50 or 100 m tape 

Thermometers-Special purpose types such as a clinical 

thermometer 

1 Temperature Devices-Indicators used for ovens, freezing/ 

cooling systems, etc. 

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

hex key sets 

Weather Devices-Rain gage, barometer, humidity, wind 

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

etc. 

1 Velocity-Direct reading or vane type meter 

Road Map- State and city road maps 

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

and storing liquids 

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

storing dry ingredients 

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

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

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

metric measurement devices. 

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

may be used to comple te the measurement task. 

Tools and Devices List