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 - Trying Out Metric Units - Key Punching With Metrics

12

12

12

12

13

14

Unit 3

- Objective - Suggested Teaching Sequence - Metric-Metric Equivalents - Changing Units at Work

15

15

15

15

17

Unit 4

- Objective - Suggested Teaching Sequence - Metrics in the Office - Process It Metric Style! - Key Punch It Right - Key Punch In Metric - Writing Metric Terms

18

18

18

18

19

20

21

21

Unit 5

- Objective - Suggested Teaching Sequence - Metric-Customary Equivalents - Conversion Tables - Any Way You Want It

22

22

22

22

23

24

Testing Metric Abilities 25

Answers to Exercises and Test 26

Tools and Devices List

References

TEACHING AND LEARNING 

THE METRIC SYSTEM 

This metric instructional package was designed to meet job-related 

metric measurem~nt 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. 

2. 

3. 

4. 

5. 

6. 

Let the first experiences be informal to make learning the metric 

system fun. 

Students learn better when metric units are compared to familiar 

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

i:netric units to customary units can be confusing. 

Studen~s will learn quickly to estimate and measure in metric units 

by ··'doihg." . , ·' 

Students should have experierice ·with ~eastl~ing activities before 

getting too much information. 

; ,. 

Mpve ·through theo ~nits in ·ari ··order· whi'Ch emphasizes the ~i ; 

plJeity pf tl)e metric system- (e.g., .length to area to vo~u~e). · 

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 measti'rement 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 or' nota- · 

tion also is explained. 

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

and gives experience >y.ith occupational measurement tasks. 

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

Unit 4 provides experience in keypunching input data using 

metric units, terms and symbols. 

Unit 5 . is desigried 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 d~vices used in this occupation and job-related tasks of estimating 

and measuring. 

This instructional package also was designed to accommodate a 

vanety of individual tea:ching 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 inde-

. , ·-pendent study · sm.q.lf' groups, or whole-class activities. All of the 

. . :'' m'aterials· can ' be ~xpanded by the teacher. 

Gloria S Cooper 

Joel I-i. :\lagisos 

Editors 

Th1s publ icat ion was developed pursuant to contract No . OEC-0-74-9335 w1th the 

B~reau of •Occupational and_ Adult Education , U .S. Department of Health, Educa· 

t i.gn a_nd Welfare . . Howev er. the opinions expressed herein do not necessarily 

. reilect the POSiilon o r policy of the· U .S. Off ~:_e o f. EducatiO.(l and. no- o-ffic_ial . 

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

2. 

3. 

4. 

5. 

UNIT 1 

SUGGESTED TEACHING SEQUENCE 

These introductory exercises may require 

two or three teaching periods for all five 

areas of measurement. 

Exercises should be followed in the order 

given to best show the relationship 

between length, area, and volume. 

Assemble the metric measuring devices 

(rules, tapes, scales, thermometers, and 

measuring containers) and objects to be 

measured .* 

Set up the equipment at work stations 

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

Have the students estimate, measure, and 

record using Exercises 1 through 5. 

6. Present information on notation and 

make Table 1 available. 

7. Follow up with group discussion of 

activities. 

*Other school departments may have devices which 

can be used . l\letric suppliers are listed in the re ference 

section. 

o:3 CENTER O'CR VOCATIONAL EOUCATOON 

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 o r show a 

ph ysical reference for: 

-1 . Estimate within 25% 

of the actual measure 

5. Read co rrectly 

Linear 

(pp. 3. 4) 

m illimetre (mm ) 

centimetre (em } 

metre (m) 

height, width, or 

length of objects 

metre stick , me tric 

tape measure , and 

metric rulers 

RULES OF NOTATION 

Area 

(pp. 5 . 6) 

square 

centimetre 

(cm2 ) 

square 

metre 

(m2 ) 

EXERCISES 

Volume or Capacity 

(pp. 7. 8) 

cubic centi· 

metre (cm 3 ) 

cubic metre 

(m3) 

litre (I) 

millilitre (ml ) 

the area of capacity of 

a given surface containers 

measurements 

on graduated 

volume measur· 

ing devices 

Mass 

(pp. 9 . 10) 

gram (g) 

kilogram (kg) 

the mass of objects 

in grams and kilo· 

grams 

a kilogram scal e 

and a gram scale 

Temperature 

(p. 11) 

degree Celsius 

t el 

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 1 not 41). 

5. 

6. 

7. 

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

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

A zero precedes the decimal point if the number is less than one (0 .52 g not .52 g). 

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

Information Sheet 1 

1 
2 

METRIC UNITS, SYMBOlS, AND REFERENTS METRIC PREFIXES 

Quantity Metric Unit Symbol Useful Referents Mult iples &nd 

Prefixes Symbols Keypunch 

Submultiples Symbols 

Length millimetre nun Thickness of dime or paper 

clip wire 

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

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

metre m Height of d oor about 2 m 100 = 102 hecto (he k'to) h H 

kilometre km 1 2-rninute walking dist ance 10 = 10 1 deka (dek'a ) da DA 

Area square Area 0 f this space 

D centimetre 2 em 

Base Unit 1 = 10° 

0 .1 = 10 - l deci ( des 'i ) d D 

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

square metre m 2 Area of card table top 0 .001 = 10 - 3 milli (mil'f) m M 

he ctare ha Football field including sidelines 

and end zones 0 .000 0 0 1 = 10-6 micro (mi ' kro ) }1 u 

Volume and millilitre ml Teaspoon is 5 ml 

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

cubic 

cen timetre cm3 Volume of this container 

OJ 

cubic metre m 3 A little more than a cubic yard 

Mass milligram mg Apple seed abo ut 10 mg, grain of 

salt, 1 mg 

gram g Nickel about 5 g 

kilogram kg Webster's Collegiate Dictionary 

metric ton 

( 1 000 kilo!lrams) t Volkswagen Beetle 

NTER "'"VOCATIONAL EDUCATOON Table 1- a 
LINEAR MEASUREMENT ACTIVITIES 

Metre, Centimetre, Millimetre 

I. THE METRE (m) 

A. DEVELOP A FEELING FOR THE SIZE OF A NIETRE 

1. Pick up one of the metre 

sticks and stand it ·UP on the 

floor. Hold it in place >vith 

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 lVIETRE 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. \Vhere 

is the other end of the 

metre stick? Touch yourself at that end. 

THAT IS HOW LONG A I\.IETRE IS! 

G:::J·~·R '0R VOCATOONAC WUCATOON 

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 ESTLvlA TE I~ .lvlETRES 

1. 

2. 

3. 

4. 

5. 

ti. 

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 

ESTilVlA TE column. l\1easure the size with your metre stick 

and write the answer in the lYIEASURElVIENT 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) 

How Close 

Measurement Were You? 

(m) 

Exercise 1 

(continued on next page) 
4 

II. THE CENTIMETRE (em) 

There are 100 cPntimetres in onP metre. 1f there are 4 metre~ anct 

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 CENTI!VIETRE 

1. Hold the metric ruler against the width of your thumbnail. 

How wide is it? em 

2. Measure your thumb from the first joint to the end. 

em 

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

em 

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

em 

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

around it? em 

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

B. DEVELOP YOUR ABILITY TO ESTIMATE IN CENTilVIETRES 

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? 

a3 C£NTER roR VOCATION~ •oucAnON 

III. THE l\1ILLIMETRE (mm) 

There are 10 millimPtres in onP cPntimetrP \\11wn a mPasurPment is 

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

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

A. DEVELOP A FEELI\TG FOR THE SIZE OF A :\HLLil\.1ETRE 

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 ESTIMA.TE IN l\1ILLIIVIETRES 

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) 

Measurement 

(mm) 

How Close 

Were You? 

Exercise 1 
AREA MEASUREMENT ACTIVITIES 

Square Centimetre, Square Metre 

\VHEN YOU DESCRIBE THE AREA OF SOl\1ETHING; YOU ARE 

SAYING HOW :\L'\NY SQ UARES OF A GIVEN SIZE IT TAKES TO 

COVER THE SURFACE. 

I. THE SQUARE CENTIMETRE (cm2 ) 

A. DEVELOP A FEELING FOR A SQUARE CENTII\IETRE 

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.? 

~ENTER H>R VOCATOONAC EDUCATOON 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE 

CENTII\1ETRES 

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. 

5 

Estimate 

(cm2 ) 

:Measurement 

(cm2 ) 

How Close 

Were You? 

1. Index card. 

2. Book cover. 

3. Photograph. 

4. ·window pane or 

desk top. 

II. THE SQUARE METRE (m2 ) 

A. DEVELOP A FEELING FOR A SQUARE METRE 

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

is one metre long and one metre wide . 

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

big it is. 

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

look. See how much floor space it covers. 

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

much space it covers. 

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

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

take to cover the door? m 2 · 

THIS IS HOW BIG A SQUARE METRE IS! 

Exercise 2 

(continued on next page) 
6 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE ·cENTIMETRE GRID 

METRES 

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

procedures used for estimating in metres. 

How Close 

Estimate Measurement Were You? 

(m2) (m2) 

1. Door. 

2. Full sheet of ' 

newspaper. 

3. Chalkboard or 

bulletin board. 

4. Floor. 

5. Wall. 

6. Wall chart or poster. 

7. Side of file cabinet. 

Exercise 2 
VOLUME MEASUREMENT ACTIVITIES 

Cubic Centimetre, Litre, l\1illilitre, Cubic Metre 

I. THE CUBIC CENTii\1ETRE ( 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 CENTIT\1ETRE! 

2. Find the volume of a plastic litre box. 

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

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

b. Place another ROW of cubes against an adjoining side 

of the box. How many rows fit inside the box 

to make one layer of cubes? ___ _ 

How many cubes in each row? ___ _ 

How many cubes in the layer in the bottom of the 

box? ___ _ 

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

How many LAYERS would fit in the box? ___ _ 

How many cubes in each layer? ___ _ 

How many cubes fit in the box altogether? ___ _ 

THE VOLUME OF THE BOX IS ___ CUBIC 

CENTIMETRES. 

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

centimetres. Length em; width em; 

height em. Multiply these numbers to find 

the volume in cubic centimetres. 

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

~·NT·R O'OR VOCAT>ONAC <DUCAT>ON 

B. DEVELOP YOUR ABILITY TO ESTII\lATE IN CUBIC 

CENTIMETRES 

1. 

You are now ready to develop your ability to estimate 

in cubic centimetres. 

Remember the size of a cubic centimetre. For each of 

the following items, use the procedures for estimating in 

metres. 

Index card file 

box. 

Estimate 

(cm3 ) 

How Close 

Were You? 

2. Freezer container. 

3. Paper clip box. 

4. Box of staples. 

II. THE LITRE (l) 

A. DEVELOP A FEELING FOR A LITRE 

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

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 ESTI!-.1A TE IN LIT RES 

You are now ready to develop your ability to estimate in 

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

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

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

2.75 l, or 2.75 litres. 

For each of thP following items, use the procedures for 

estimating in metres. How Close 

Estimate "Measurement Were You? 

(l) (l) 

1. Medium-size 

freezer container. 

2. L~rge freezer 

container. 

3. Small freezer 

container. 

4. Bottle or jug. 

III. THE l\11LLILITRE (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 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 ml spoon with rice. Pour the rice into another 

pile on the sheet of paper. 

THAT IS 5 ~1ILLILITRES, OR ONE TEASPOON! 

4. Fill the 15 ml spoon with dee. Pour the rice into a third · 

pile on the paper. 

THAT IS 15 l\11LLILITRES, OR ONE TABLESPOON! 

~·~··'OR VOCATOON"'" WUCATOON 

B. DEVELOP YOUR ABILITY TO ESTil\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 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 I\IIETRE! 

B. DEVELOP YOUR ABILITY TO ESTIMA. TE IN CUBIC :viETRES 

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

1. Office desk . 

2 . File cabinet. 

3. Small room. 

Measurement 

(m3) 

How Close 

Were You? 

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 FEELI:\TG FOR THE l'vlASS 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 '0R VOCATOONAC <OUCATOON 

1. 1 kilogram box. 

2. Textbook . 

3. Bag of sugar. 

4 . Package of paper. 

5. Yourownmass. 

\lass 

(kg) 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN KILOGRAMS 

1. 

2. 

3. 

4. 

5. 

For the following items ESTii\1A TE the mass of the object in 

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

of the object. Write the exact mass in the MEASUREI'viENT 

column. Determine how close your estimate is: 

Bag of rice . 

Bag of nails. 

Large purse or 

briefcase. 

Another person. 

A few books. 

Estimate 

(kg) 

~1easurement 

(kg) 

How Close 

Were You? 

Exercise 4 

(continued on next page) 

9 
10 

II. THE GRA\1 (g) 

A. DEVELOP A FEELING FOR A GRAl\I 

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, t hen 

. 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 GRAlV1S! 

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

THAT IS THE MASS OF FIVE GRAlVlS! 

~H<UR "'" VOCAnONAC .OUCA"'N 

B. DEVELOP YOUR ABILITY TO ESTilVL\TE IN GR.-\:V1S 

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 (° 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. °C. Your skin temperature is not as high as your body temperature. 

NORMAL BODY TEl\1PERATURE IS 37 DEGREES 

CELSIUS (37°C). 

A FEVER IS 39°C. 

A VERY HIGH FEVER IS 40°C. 

a:3C<NTER FOR VOCATOOO!AL EDUCATOON 

B. DEVELOP YOUR ABILITY TO ESTI:\1A .. TE IN DEGREES 

CELSIUS 

11 

For each item, ESTUvlA TE 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. 

ments are. 

ivlix some hot and 

cold water in a 

container. Dip your 

finger into the 

water. 

2. Pour out some of 

the water. Add some 

hot water. Dip your 

finger quickly into 

the water. 

3. Outdoor temperature. 

4. Sunny window sill. 

o. .Mix of ice and water. 

6. Temperature at 

floor. 

7. Temperature at 

ceiling. 

How Close 

Measurement Were You? 

(oC) 

Exercise 5 
12 

UNIT 2 

OBJECTIVES 

The student will recognize and use the metric 

ternl5, 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. Review Table la and discuss 

how these measurements can be used in 

this occupation. 

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

5. Test performance by using Section A of 

"Testing Metric Abilities." 

G::3 CENTER O'OR VOCATIONA' WUCAT>ON 

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

These terms are replaciag 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 la 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 
13 

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. Water cooler 

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

17. ·Container of hand cleaner 

Estimate Actual 

18. Coffee cup 

Length 19 . Wastebasket 1. Palm width 

2. Width of a card file drawer 20. Small box or package 

3. Height of a chair seat 21. Card file drawer 

4. Width of a key-punch ribbon 22. Flower or plant container 

5. Length of a standard tab card 

Mass 

6. Length of a card file drawer 23 . Textbook 

7 . Length of a card punch 24. Nickel machine 

8. Height of a doorway 25. Yourself 

9. Thickness of a stack of 26. Paper clip tab cards 

Area 27. A stack of punched cards 

10. Desk top 28. A litre of water (net) 

11. Classroom floor 

12. Work area Temperature 

29. Room temperature 

13. Standard tab card 

30. Outside temperature 

14 . Sheet of paper 

31. Hot tap water 

Volume/Capacity 32 . Ice water 15. Desk drawer 

~NTER •OR VOCATK>NAC EDUCATOON Exercise 6 
14 

KEY PUNCHING WITH METRICS 

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

what measurement to use in the following situations. 2. For each item below, select the appropriate metric unit. 

The dimensions of a punch card The length of a punch card: 

a) metres c) grams The area of a key punch machine b) litres d) centimetres ------

The mass of a stack of punched cards The width of punched tape: 

The capacity of a ·bottle of rubber CE?ment a) millimetres c) millilitres 

b) grams d) cubic metres 

The capacity of a coffee maker The temperature of a computer equipment area: 

Area of key punch work or read area a) kelvins c) Fahrenheit 

b) degrees Celsius d) BTU 

The capacity of a wastebasket Mileage for picking up and dispatching programs: 

Diameter of a program drum a) metres c) millimetres 

b) kilometres d) centimetres 

Capacity of a machine's card hopper 

Length of the space bar Dl I I I I If 

..) Width of key punch ribbon ~ ~ 

Height of a filing cabinet UJ TIJ 

Temperature of work area ~ 

[] "-.... ___,) 

Mass of a ream of paper -

t---

I (I) Height of chair seat ,..... 

r--

r--

Exercise 7 
UNIT 

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. rvlake available the Information Sheets 

( 3 . 8) and the associated Exercises 

(8 . 14), one at a time. 

2. As soon as you have presented the 

Information, have the students complete 

each Exercise. 

3. Check their answers on the page titled 

ANSWERS TO EXERCISES AND 

TEST. 

4. Test performance by using Section B of 

"Testing Metric Abilities." 

a:3 CENT<R •OR VOCATOONA< WUCATOON 

METRIC-METRIC EQUIVALENTS 

Centimetres and Millimetres 

(r'lll'"'l"''l''"l''''l''" l ''''l''"l'"'l'"'l''''l"''l''''l 1 2 3 4 5 6 (l"lll'"'l'"'l''''l"''l''''l'''ll''''l'"'l'"' I "''l''''l''''l''' 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 ) 8"02mm em 

c ) 94 mm = em g ) 1400 mm em 

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

Exercise 8 

15 
Metres, Centimetres, and Millimetres 

There are 100 centimetres in one metre. Thus, 

2 m = 2 x 100 em= 200 em, 

3m= 3 x 100 em= 300 em, 

8 m = 8 x 100 em = 800 em, 

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

There are 1 000 millimetres in one metre, so 

2 m = 2 x 1 000 nun = 2 000 mm. 

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

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

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

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 ? -

-" 1-t8 

639 

~·~·R O'OR VOCATOONAL 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, 

4 000 ml is the same as 4 litres. 

12 000 ml is the same as 12 litres. 

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). 

16 

Information Sheet 5 

Now you try some. Complete the following chart. 

millilitres litres 

(ml) (I) 

3 000 3 

6 000 

8 

1-l 000 

23 

300 0.3 

700 

0.9 

250 

0.47 

275 

Exercise 10 
l 

Litres to Millilitres 

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

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

So, 

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

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

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

0.65 litre = 0 .65 x 1 000 ml = 650 ml. 

Information Sheet 6 

~ow 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 CENnR roo VOCA~~ 'DUCATOON . 

Exercise 12 

Kilograms to Grams 

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

-! kg = -f X } 000 g = -f 000 g. 

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

0./ 5 kg = 0 .75 X 1 000 g = /50 g. 

Information Sheet 8 

Complete the following chart. 

kilograms grams 

kg g 

7 7 000 

11 

25 000 

0.4 

0.63 

175 Exercise 13 

Changing Units at Work 

Some of the things you use in this occupation may be measured in 

different metric units. Practice changing each of the following to 

metric equivalents by completing these statements. 

a ) 500 em of cord is-------------

b ) 250 ml of solution is -----------

c ) 5 em wide column is -----------

d ) 2 500 g of punched cards is --------

e ) 120 mm wide cabinet is 

f ) 0.25litre of liquid cleaner is _______ _ 

g ) 2 000 kg computer is ----------- h ) 0.5 litre of concentrate is, _________ _ 

i ) 2 m high door is-:__ ___________ _ 

j ) 500 g instruction manual is ---------

k ) 500 ml of water is ------------

1 ) 0.5 t of punched cards is ----------

m) 10m of twine is 

n) 3.5 em paperclip is ------------

o ) 2 400 mm room divider length is -------

m 

l 

mm 

kg 

em 

ml 

t 

ml 

mm 

kg 

l 

kg 

em 

mm 

em 

Exercise 14 

17 
18 

UNIT 4 

OBJECTIVES 

The student will key punch correctly and 

proof input data, and verify output, using 

special metric symbols for key punching. 

• Given input data containing metric terms, 

correctly key punch the data using proper 

rules of notation. 

• Given a metric quantity, write the 

measurement in special metric symbols 

for key punching. 

SUGGESTED TEACHING SEQUENCE 

1. Present or make available Information 

Sheet 9 and Tables lb, 2, and 3. 

2. Discuss how to use these tables as 

reference guides. 

3. Have students use the reference materials 

to key punch Exercise 15. 

4. Have students use the reference materials 

to write out special metric key punch 

symbols in Exercise 16. 

o::3'"""R O'OR VOCATIONAC ODUCATOON 

METRICS IN THE OFFICE 

Business and office workers are more concerned with the correct usage of metric terms 

and symbols than with actual measurement tasks. They use metric terms to place orders, bill 

customers, type and proof correspondence, and key punch data. 

Paper sizes and weights are changing. Margins are changing to centimetres and millimetres. Postal rate calculations will be based on grams. Business and office students need to 

learn to say and spell the names of metric units, write the symbols, and use proper metric 

notation. In addition, they need to be able to spot when a term has been used inappropriately--

for example, if kilolitre is used to describe distance instead of kilometre, or a person is billed 

for 500 kilograms of chocolate (half a metric ton) instead of 500 grams (about a pound). 

Metric prefixes are located in Table lb. Table 2 is a style reference containing key punch 

rules for punctuation, spacing, spelling, fractions and mathematical operations, as well as 

special metric symbols. Table 3 gives the correct spelling of metric units and symbols for key 

punching. 

Information Sheet 9 

_
PROCESS IT METRIC STYLE! 

One of the primary concerns of the data pmcessor will be that of conectly identifying 

and key punch in!! metric terms and symbols. The fo ll owing rules should be fol lowed: 

H U LE 1: KEY PUNCHING THE NUMBERS METRICALLY* 

I. I Tlw comn¥1 will no longer be used to denote thousands: howpver a space wil l be left after" 

each !!roup of 3 numbers. The exception to this rule would be four digit numbPt'S. They 

ma:c be key punched with or without the space unless they occur in a tabu lation. at which 

timP they should align. 

Con·pct: :J6 91\7 

):2871 

Incorrect: :J6.9H7 

1932.1\71 

-~ \\1wn a d<?ciinal point is used to denote a ft·actional breakdown. do not key punch spaces 

before or after the decimal. 

Con·pct: ;16.-!5 

1 96-!.:36 

lnconect: S6 . -!'> 

1961.36 

.:3 Fr<tctions are not used in n1tllric figures. Convert them to their dPcimal equivalt>nt. 

Co erect: 0.1:1 

I. 20 

Incorrect. :l ;.J 

1 /:1 

1.-! If a decimal point is not pr<'CPdt'd by a numlwr a zPro should lw addt>d. 

Co n·ect: Incorn•ct: . 16 

.HI I :l 

" Supet·scripts are indicated by thP numpral placed direct!,· afl•n th<· symbol. N<'!!alive 

exronents are indicated by placing tlie minus sign and numt>ral directly aft<'r th e symbol. 

Coaect: 

RGLE :2: 

I\ I~ 

S · I 

Inconecl 

USING THE METRIC SYMBOLS AND UNIT NAMES* 

I\'1:2 

S I 

2.1 Npa rly all key punch machirws manufacttll·ecl in lh<• Un ited Stall's have tlw capability to 

punch and J)l'int l<?tter\ only in the upper case. Table 3 on page 20 lists tlw propl'r form 

to use when kPy punching metric symbols. (Also see impot·tanl noll' at lhP end of this 

table.) 

2.2 A spaC<' is left lwtween tlw numb<•r and th<• symbol. SincP thl' nwtric symbo ls arP 

internationally acct>pted symbols and not abbreviations. a Jl<'riod doPs not follow tlw 

mP l ric s~ mhol unless it ends a s(•ntence. 

CoJTPCt: IU MG 

HM 

Incorrect: 

~ENTER FOO< OCATOON~ E~CATfON 

IUMG. 

HM 

2.3 The symbols never reflect p lura ls, a lthough the spell ed out term ·does. 

2.-l 

Correct: 8 CM 

-!6 G 

8 LITRES 

Incorrect: 8 CMS 

-!6 GS 

8 LITRE 

When key punching the unit of measure with a prefix , there is no space or hyphen. 

Con·ect: MILLIMETRE Incorrect: MILLI-METRE 

RULE 3: SPECIALIZED USES OF METRIC SYMBOLS AND UNIT NAMES 

3.1 Do not combine metric words, symbols, or units in an expression. 

Correct: !2M 

KIL(j)WATTS PER HOUR 

CM/S 

Incorrect: 1 000 MM 100 CM 10M (units) 

KIL(J)WATTS/ HR. (words and symbols ) 

CM/SECO D (words and symbols) 

3. 2 If both Customary and metric measurements a1·e expressed, place the Customary measure- · 

menl in pan~ntheses after the metric measurement unless otherwise dirPcted. 

:; I\'liLLILITRES (I TEA.SPOON). I METRE (3.3 FEET) 

3. :i Us<· Pilhet· mell·ic ot· Customary units, but do not combine the expressions. 

Correct: KG /!\l:i Inconect: KG /FT3 

RULE --1: MAKE IT l\ffiTRIC 

-1.1 Tlw symbol for micro- is made by stt·iking the " U"· key. 

-!.2 

-! 3 

To indicate multipli cat ion of metric units. a full slop ( ) between the units is necessary. 

CorTect: l N.M Incmrect: -! N I\1, -! NX!\1, -! N X I\1 

Division is indicated by tlw use of the solidus" / " or negative expon~nt. Only one solidus 

should be used in a compound unit of measure. In doing th is, avoid the usP of the pr·efixes 

in thP dPnon1inalor. 

Corn•ct: CI\1/S 

CMS-1 

In correct: Cl\1 

- s-

-1.-1 Both "n•" and "er " are conecl endings for the words metre /meter and li tr<? /liter. Spell 

tlwm consislE>nlly. 

NOTE: Tlw uppet·-case le tters used to rE>presenl metric symbols arp intPnded primarily for 

tlw use of data procl'ssing syst<>ms and equ ipment. Upper-case IE>tters should nPYer 

be printed out for publication o1· for othe,· forms of publi c information. In thesP 

cases the special symbo ls must b<' t·eplacPd by tlw propE>r metric symbol ot· by tlw 

fufl names of the units. 

*All ruiPs p<'t·tainin~ to spacing apply to fre<> tPxt (narTativp) data. In formatted data. such as in 

records, t!H· use of a spac: character is optional since it.s use or non-use is defint>d in thP forn1at 

'dPscription . 

19 

Table 2 
20 

KEY PUNCH IT RIGHT 

Quantity Unit Plural 

Special Key Symbol Punch Symbol Quantity Unit Plural Symbol 

length metre metres m M force newton newtons N 

centimetre centimetres em CM conductance sieme ns siemens s 

millimetre millimetres mm MM e lectric current ampere amperes A 

kilometre kilometres km KM electric changP coulomb coulombs c area square metre square metres m - M2 electric volt volts v 

square centimetre square centimetres ? CM2 potential emelectric farad fara ds F 

square millimetre square millimetres mm 2 MM2 capacitance 

volume / cubic metre cubic metres m .l M3 e lectrica l o hm ohms r2 

capacity cubic centimetre cubic centimetres cm 3 CM3 resistance 

li tre lit res I L power watt watts w 

millilitre millilitrPS ml ML kilowatt kilowatts kW 

energy joule joul es J mass gram grams g G kilojoule ki lojoules kJ kilogram kilograms kg KG 

metric ton metric tons t TNE illuminance lux I lux lx 

degree Celsius degrees Celsius oc CEL luminous cande la candelas cd temperature intensity kelvin kelvins K K density kilogram per kilograms per kg /m 

time day days d D cubic metre cubic metre 

hour hours h HR presstu·e /stress pascal pascals Pa 

minute minutes min MIN kilopascal kilopascals kPa second seconds s s amo un t of mole m o les mol 

velocity metre per second metres per second m/s M/S substance 

freq uenc y hertz hertz Hz HZ lum inous flux lumen lumens lm 

megahertz megahertz MHz MAHZ magnetic flux we ber webers Wb 

magnetic testa teslas T 

inductance 

induc ta nce henry he1Hies H 

*The upper-case letters used to represent metric symbols are intended primarily for the use of data processing systems and equipment. They should never be 

printed out for publication or for other forms of public information. In these cases the special symbols must be replaced by the proper metric symbol or by 

the full names of the units. 

C .. <n.R 'OR VOCATOONAC >OUCATOON 

3 

Special Key 

Punch Symbol 

N 

SIE 

A 

c 

v 

F 

0HM 

w 

KW 

J 

KJ 

LX 

CD 

KG/M3 

PA 

KPA 

M0L 

LM 

WB 

T 

H 

Table 3 
KEY PUNCH IN METRIC 

Key punch the following text using metric key punch symbols. 

Proof and verify your cards. 

Review the following information and keep it available for easy 

reference. 

1. Linear measures will be : millimetres (mm) and centimetres 

(em) instead of inches; metres ( m) will replace feet and yards; 

kilometres will take the place of miles. Travel reports will 

reflect km rather than miles. Speed will be recorded in km/h 

rather than mph. 

2. Area is measured by cm2 replacing square inches. Square 

feet and square yards will be replaced by m2 . The unit of 

land measure which replaces the acre will be the hectare. 

3. Liquid supplies will be measured in millilitres {ml) and litre_s (l) 

(replacing the cup, pint, quart, gallon); and very large 

quantities will be measured in kilolitres (kl). 

4. Weights will be determined in grams (g), kilograms (kg), and 

metric tons (t). 

5. A comfortable room temperature will be 20 degrees Celsius 

(20°C) instead of 68 degrees Fahrenheit. Also, scientific use 

of temperature will be shown in kelvins. 

6. The following electrical terms will not change: volts (V), 

henries (H), webers (Wb), farads (F), watts (W), ohms (D.), 

couloumbs (C), hertz (Hz), amperes (A), and seimens (S). 

7. Force will be measured in newtons (N) and energy will be 

joules ( J) instead of calories. 

8. Time will remain the same : days (d), hours (h), minutes (inin), 

and seconds (s). 

~NTER O'OR VOCATIONAC '0UCATOON 

Exercise 15 

WRITING METRIC TERMS 

Write the following measurements using numbers and special metric 

symbols for key punching. 

a ) Ten kilograms 

b ) Eighty-five millimetres 

c ) Twenty-seven degrees Celsius 

d) Nineteen litres 

e ) Thirty-seven watts 

f ) Forty volts 

g ) Nine centimetres 

h) Forty-five amperes 

Ten webers 

Eight lux 

k) Twenty-five cubic metres 

1 ) Fifteen newton-metres 

m) Ten microvolts 

n) Five ohms 

0 ) ·twenty square metres 

p) Two hundred seventy-four kelvins 

q) Forty siemens 

21 

Exercise 16 
22 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 4. 

Have students find approximate metricCustomary equivalents by using 

Exercise 1 7. 

Test performance by using Section D of 

"Testing Metric Abilities." 

~·NHR ><>o VOCATOONAC <OUCATOON 

METRIC-CUSTOMARY EQUIVALENTS 

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

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

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

1. Determine which conversion table is needed. 

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

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

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

Table 4 on the next page gives an example of a metric-Customary conversion table which 

you can use for practice in finding approximate equivalents. Table 4 can be used with Exercise 

17, Part 2 and Part 3. · 

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

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

1 em:::::: 0.39 inch 

1 m :::::: 3.28 feet 

1 m:::::: 1.09 yards 

1 km:::::: 0.62 mile 

1 cm2 :::::: 0.16 sq in 

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

1 m2 :::::: 1.2 sq yd 

1 hectare :::::: 2.5 acres 

1 cm3 :::::: 0.06 cu in 

1 m3 :::::: 35.3 cu ft 

1 m 3 :::::: 1. 3 cu yd 

1 inch :::::: 2.54 em 

1 foot :::::: 0.305 m 

1 yard:::::: 0.91 m 

1 mile:::::: 1.61 km 

1 sq in :::::: 6.5 cm2 

1 sq ft:::::: 0.09 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 

1 l :::::: 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:::::: 2.2 lb 

1 metric ton :::::: 2205 lb 

1 kPa:::::: 0.145 psi 

1,tsp:::::: 5 ml 

1 tbsp:::::: 15 ml 

1 fl oz :::::: 29.6 ml 

1 cup:::::: 237 ml 

1 pt:::::: 0.47 l 

1 qt :::::: 0.95 l 

1 gal:::::: 3.79 l 

1 oz:::::: 28.3 g 

1lb:::::: 0.45 kg 

1 ton:::::: 907.2 kg 

1 psi :::::: 6.895 kPa 

*Ada!Jted from Let's Measure Metric. A Teacher's Introduction to Me tric Afeasuremen/. Division o f Educational 

Redesign and Renewal , Ohio Department of Education, 6 5 S. Front Street, Columbus, OH -±3215. 1975. 

Information Sheet 10 
2~ 

CONVERSION TABLES 

MILLIMETRES TO CENTIMETRES TO INCHES INCHES TO CENTIMETRES TO MILLIMETRES 

mm crn in. mm em in. mm em in. in. crn mm in. em mm 

100 10 3 .93 10 1 0.39 1 0.1 0.04 1 2.54 25.4 1/8 0 .32 3.2 

200 20 7.87 20 2 0 .79 2 0.2 0.08 2 5.08 50.8 1/4 0 .64 6.4 

300 30 11.81 30 3 1.18 3 0.3 0.12 3 7 .62 76.2 1/2 1.27 12.7 

400 40 15.74 40 4 1.57 4 0.4 0.16 4 10.16 101.6 3/4 1.91 19.1 

500 50 19.68 50 5 1.97 5 0.5 0.20 5 12.70 127 .0 

600 60 23.62 60 6 2.36 6 0.6 0.24 6 15.24 152.4 

700 70 27.56 70 7 2.76 7 0.7 0.28 7 17.78 177.8 

800 80 31.50 80 8 3.15 8 0.8 0.31 8 20.32 203.2 

900 90 35.43 90 9 3.54 9 0.9 0.35 9 22.86 228.6 

10 25.40 254.0 

1000 mm or 1 metre = 39.37 inches 12 in. or 1 ft. = 30.48 em or 304.8 mm 

METRES TO FEET FEET TO METRES 

m ft. m ft. m ft. ft. m ft. m ft. m 

100 328.08 10 32.81 1 3.28 100 30.48 10 3.05 1 0.30 

200 656.17 20 65.62 2 6.56 200 60.96 20 6.10 2 0.61 

300 984.25 30 98.43 3 9.84 300 91.44 30 9.14 3 0.91 

400 1312.34 40 131.23 4 13.12 400 121.92 40 12.19 4 1.22 

500 1640.42 50 164.04 5 16.40 500 152.40 50 15.24 5 1.52 

600 1968.50 60 196.85 6 19.69 600 182.88 60 18.29 6 1.83 

700 2296.59 70 229.66 7 22.97 700 213.36 70 21.34 7 2.13 

800 2624.67 80 262.47 8 26.25 800 243.84 80 24.38 8 2.44 

900 2952.76 90 295.28 9 29.53 900 274.32 90 27 .43 9 ' 2.74 

1000 3280.84 1000 304.80 

Table 4 
24 

ANY WAY YOU WANT IT 

1. You are working in a data processing center. With the change to 

metric measurement, some of the purchase orders you process are 

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

metric equivalents in order to process the orders. To develop your 

skill, use the Table on Information Sheet 10 and give the approximate metric quantity (both number and unit) for each of the 

following Customary quantities. 

2. 

Customary Quantity 

a ) 5 gal. of gas 

b ) 2 lbs. of ink 

c ) 5 in. tape 

d J 3 ft. deep desk 

e ) 5 yds. of ribbon 

Metric Quantity 

Use the conversion Table 4 to convert the following: 

a ) 30 mm = in. J ) 4 in. = mm 

b ) 750 mm = in. k) 12in. = em 

c ) 2.5 em = in. l ) 1/2 in. = mm 

d) 88 em = in. m) 4 1/4 in.= em 

e ) 3m= ft. n) 16 1/2 in. = __ em 

f ) 48m ft. 0) 6ft. = m 

g ) 472 mm = in. p) 85ft.= m 

h) 65.4 em= in. q) 20ft.= m 

i ) 152m= ft. r ) 428ft.= ___ m 

~ ..... roo VOCATIONAL EDUCATION 

3. For the following Purchase Order, verify the metric quantity (use 

conversion tables and round to nearest unit) and unit of measure 

(use Table 4 ). If it is correct, place a check by it. If it is incorrect, 

show the correction on the Purchase Order. After you have completed this, key punch the Purchase Order and reverify your results. 

Use your signature as the Purchasing Agent. (Customary quantities 

_appear in parentheses at the end or each item; do not key punch 

it.) 

TO: Super Supply Co. 

987 Stone St. 

Here, Ohio 43200 

We Need It Company 

971 We Street 

Need, OH 43718 

(614) 965-8213 

PURCHASE ORDER 

,Order No. 19789 

Ship Via : Express 

Date : January 5, 19 

Terms: 2/1 0, n/30 

Quantity Description Unit Cost Total 

2 a )114 mm trim saw, Model $ 89.20 $178.40 

314 (4 1/2") 

1 b ) End mill sharpener with 107.00 107.00 

8.9 mm brushings (.35") 

3 c ) Digital outside micrometre 33.50 100.50 

51 mm range, Model 

417115 (2") 

1 d )152 mm standard grinder 66.00 66.00 

with guard cover, Model 

No. 612 (6") 

2 e ) Power hacksaws, cuts 38 mm 240.00 480.00 

solids, Model No. 1376 

(1 1/2") 

TOTAL $931.40 

SEND INVOICE IN DUPLICATE 

--------'Purchasing Agent 

Exercise 17 
SECI'ION A 

1. One kilogram is about the mass 

of a: 

2. 

3. 

4. 

5. 

[A] nickel 

[B ) apple seed 

[C] basketball 

[D I Vol kswagen "Beetle" 

A square metre is about the 

area of: 

[ A ] this sheet of paper 

[B) a card table top 

[C ) a bedspread 

[D] a postage stamp 

A keypunch ribbon width will be 

measured in: 

[A] kilometres 

[B] metres 

[C] millimetres 

[D] litres 

Temperature for the computer 

equipment area is given in: 

[A] kilograms 

[B] centimetres 

[C] degrees Celsius 

[D] litres 

The correct way t o write twenty 

grams is: 

[A) 20 gms 

[B] 20 Gm. 

[C] 20 g. 

[D] 20 g 

6. The correct way to write twelve 

thousand millimetres is: 

[A] 12,000 mm. 

[B) 12.000mm 

[C] 12 OOOmm 

[D] 12 000 mm 

SECTION B 

7. A card 20 centimetres wide is 

the same as: 

[A] 2 000 millimetres 

[B] 2 millimetres 

[C] 200 millimetres 

[D] 0.2 millimetre 

8. A magnetic tape 25 rnillimetres 

wide is the same as: 

[A] 2.5 centimetres 

[B] 0.25 centimetre 

[C] 25.0 cent imetres 

[D] 0.025 centimetre 

SECTION C 

9. Which metric term is misspelled? 

[A] herts 

[ B] centimetre 

{C] watt 

[D] Celsius 

10. The correct key punch symbol 

for degree Celsius is: 

[A] oc 

[B] eel 

[C] c 

[D] CEL 

11. Which metric term is misspelled? 

[A] pascel 

[B] metre 

[C] volt 

[D] weber 

12. The correct key punch symbol for 

kilograrns per cubic metre is: 

[A] kg/m3 

[B] K/M 

[C] KG/M3 

[D] KG/CM 

13. The metric unit which replaces the 

gallon is: 

[A] litre 

[B] gram 

[C] hectare 

[D] millilitre 

14. The metric unit which replaces the 

foot is: 

[A] litre 

[B] gram 

[C] metre 

[D] millimetre 

-

Use this conversion table to answer questions 15 and 16. 

rnm in. rnm 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 

15. The equivalent of 15 mm is: 

[A] 0 .15 in. 

[B ] 0.39 in. 

[C] 0.59 in. 

[D] 1.15 in. 

16. The equivalent of 89 mm is: 

[A] 0.89 in. 

[B] 3.50 in. 

[C] 3.15 in. 

[D] 8.90 in. 

o::::J·"""· "'"VOCAnoNAO. WUCATOON TESTING METRIC ABILITIES 

25 

. 
26 

ANS\VERS TO EXERCISES AND TEST 

EXERCISE 7 

Partl. 

Currently accepted metric units of 

measurement for each question are 

shown in Table 3. Standards in each 

occupation are being established 

now, so answers may vary. 

Part 2. 

d,a, b, b 

EXERCISE 14 

a ) 5m i ) 2 000 mm 

b) 0.25 litre j ) 0.5 kg 

c ) 50mm k) 0.5 litre 

d) 2.5 kg l ) 500 kg 

e ) 12 em m) · 1 000 em 

f ) 250 ml n) 35mm 

g ) 2t 0) 240 em 

h) 500 ml 

o:3"'"'"" >OR VOCAT>ONA> WUCAT >ON 

EXERCISE 15 

1. MM, CM, M, KM, KM/HR 

2. CM2, M2 

3. ML, L, KL 

4. G, KG, TNE 

5. 20 CEL 

6. V, H, WB, F, W, (,7)HM, C, HZ, A, SIE 

7. N, J 

8. ·D, HR, MIN, S 

EXERCISE 16 

a ) 10 KG 

b) 85MM 

c ) 27 CEL 

d) 19 L 

e ) 37W 

f ) 40 v 

g ) 9CM 

h) 45 A 

i ) 10WB 

EXERCISE 17 

Part 1. 

a ) 18.95 litres 

b) 0.9 kg 

c ) 12.7 em 

d) 0.915 m 

e ) 4.55 m 

j ) 

k) 

l ) 

m) 

n) 

0) 

p) 

q) 

8 LX 

25M3 

15 N.M 

10 uv 

5(,7)HM 

20M2 

274 K 

40 SIE 

Part 2. 

a ) 1.18 in. j ) 101.6 mm 

b) 29.53 in. k) 30.48 em 

c ) 0.99 in. 1 ) 12.7 mm 

d) 34.65 in. m) 10.8 em 

e ) 9.84 ft. n) 41.91 em 

f ) 157.48 ft. 0) 1.83 m 

g ) 18.58 in. p) 25.9 m 

h) 25.75 in. q) 6.1 m 

i ) 498.68 ft. r ) 130.46 m 

Part 3. 

a ) 114mm 

b) 8.9mm 

c ) 51mm 

d) 152mm 

c ) 38mm 

TESTING METRIC ABILITIES 

1. c 7. c 12. c 

2. B 8. A 13. A 

3. C 9. A 14. C 

4. C 10. D 15. C 

5. D 11. A 16. B 

6. D 

"(:{U.S. GOVERNMENT PRINTING OFFICE: 1977-757-Q69/6233 
Tools and Devices List 

SUGGESTED METRIC TOOLS AND DEVICES 

NEEDED TO COMPLETE MEASUREMENT TASKS 

.JN EXERCISES 1 THROUGH 5 

(* Optional) 

LINEAR MASS 

Metre Sticks 

Rules, 30 em 

Measuring Tapes, 150 em 

*Height Measure 

*Metre Tape, 10m 

*Trundle Wheel 

· *Area Measuring Gnd 

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 

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 

The Oh•o State Un•ver\•tv • 1960 Kenny Road • Columbo\ Oh•o 43210