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 Offset Press Operation

- Trying Out Metric Units

- Printing 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 Printing

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 instructional package was designed to meet job-related 

metric measurement needs of students. To use this package students 

should already know the occupational terminology, measurement 

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

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

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

distribution. 

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

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

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

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

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

Classroom experiences with this instructional package suggest the 

following teaching-learning strategies: 

1. 

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 

metric units to customary units can be confusing. 

Students will learn quickly t o 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 emphasize's the simplicity of the metric system (e.g., length to area 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, and measurement instruments; and to develop a 

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

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

and gives experience with occupational measurement tasks. 

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

Unit 4 provides experience with recogmzmg and using metric 

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

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

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

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

occupation. 

Using These Instructional Materials 

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

exercises facilitate experiences with measurement instruments, tools, 

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

and measuring. 

This instructional package also was designed to accommodate a 

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

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

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

materials can be expanded .by the teacher. · ... 

' 

Gloria S Cooper 

Joel H. :\lagisos 

Editors 

T h1 s publicat iO n w as developed pursuant to co n tract No . OEC·O· 74-9335 wl!h t he 

Bureau of Occupat iOna l and Ad u lt Education, U .S. Depa rtm en t of Health . Educa· 

t ion and Welfare . However. the op ini ons pre~sed herein do not necessarily 

reflec t the p o s1t 10 n o r pol icy of the U .S. Off i~~ of Educat ion and no o f f ic ial 

endorsemen t by t he US Office of Educat ion should be inferred . 
1. 

2. 

3. 

UNIT·l 

SUGGESTED TEACHING SEQUENCE 

These introductory exercises may require 

two or three teaching periods for all five 

areas of measurement. 

Exercises should be followed in the order 

given to best show the relationship 

between length, area, and volume. 

Assemble the metric measuring devices 

(rules, tapes, scales, thermometers, and 

measuring containers) and objects to be 

measured.* 

4. Set up the equipment at work stations 

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

5. Have the students estimate, measure, and 

record using Exercises 1 through 5. 

6. Present information on notation and 

make Table 1 available. 

7. Follow up with group discussion of 

activities. 

*Other school departments may have devices which 

can be used. Metric suppliers are listed in the reference 

section. 

~R FOR VOCAT>ONAL •oucAnON 

OBJECTIVES 

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

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

SKILLS 

1. Recognize and use the 

unit and its symbol for: 

2. Select, use, and read the 

appropriate measuring 

instruments for: 

3. State or show a 

physical reference for : 

4. Estimate within 25% 

of the actual measure 

5. Read correctly 

Linear 

(pp. 3 - 4) 

millimetre (mm) 

centimetre (em) 

metre (m) 

height, width, or 

length of objects 

metre stick, metric 

tape measure, and 

metric rulers 

RULES OF NOTATION 

Area 

(pp. 5 . 6) 

square 

centimetre 

(cm 2 ) 

square 

metre 

(m2) 

the area of 

a given surface 

EXERCISES 

Volume or Capacity 

(pp. 7 - 8) 

cubic centi· 

metre (cm 3 ) 

cubic metre 

(m3) 

litre (I) 

millilitre (ml) 

capacity of 

containers 

measurements 

on graduated 

volume measur· 

ing devices 

Mass Temperature 

(pp. 9- 10) (p. 11) 

gram (g) degree Celsius 

tcl 

kilogram (kg) 

the mass of objects the temperature of 

_in grams and kilo· the air or a liquid 

grams 

a kilogram scale A Celsius thermometer 

and a gram scale 

1. Symbols are not capitalized unless the unit is a proper name (mm not 1Wv1). 

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. 

5. 

6. 

7. 

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

Spaces, ~ot commas, are used to separate large numbers into groups of three 

digits (45 271 kmnot 45,271 km). · 

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

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

Information Sheet 1 

1 
2 

METRIC UNITS, SYMBOLS, AND REFERENTS METRIC PREFIXES 

Qu ant ity Metric Unit Symbol Useful Referents Multiples and 

Prefixes Symbols Submultiples 

Length millimetre mm Thickness of dime or paper 

clip win: 

1 000 0 00 = 10 6 mega (meg'a) M 

centimetre ern Width of paper clip 1 000 = 103 kilo (k-ilo) k 

metre m Height of door about 2 m 1 00 = 102 hecto (hek'to) h 

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

Are.a square Area of this space 

D centimetre 2 em 

Base Unit 1 = 10° 

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

0.01 = 10 - 2 centi (sen't1) c 

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

hect are ha Football field including sidelines 

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

Volume and millilitre rnl Teaspoon is 5 ml 

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

cubic 

centimetre em 3 Volume of this container 

co cubic metre 3 m 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 Webst er's Collegiate Dictionary 

metric ton 

(1 000 kiloll!'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 .METRE IS! 

~C'NT'R 'OR VOCAnoNAC 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! 

B. DEVELOP YOUR ABILITY TO ESTII'vlA TE 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 

ESTII'vlA TE column. Measure the size with your metre stick 

and write the answer in the MEASUREMENT column. 

3 

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

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

"Metric Marvel." 

1. 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 centimetres in onP metre. Tf there are 4 metrPs 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 CENTiivlETRE 

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. What is the distance 

around it? em 

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

B. 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. 

2. 

3. 

4. 

5. 

Length of a paper 

clip. 

Diameter (width) 

of a coin. 

Width of a 

postage stamp. 

Length of a 

pencil. 

Width of a sheet 

0f paper. 

Estimate 

(em) 

a3 C£HTER roR VOCATIONAL EDUCAnON 

Measurement 

(em) 

How Close 

Were You? 

III. THE MILLIMETRE (mm) 

There are 10 millimetres in one cPntimPtrP. \\~'hen a measurement is 

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

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

A. DEVELOP A FEELING FOR THE SIZE OF A :\IILLIJ\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 ESTil\1ATE IN MILLIMETRE~ 

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 

\\l-1£0.' YOU DESCRIBE THE AREA OF SOi\IETHING, YOU ARE 

S.-\ YING HO\V \L-\NY SQL-\RES OF A GIVEN SIZE IT TAKES TO 

COVER THE SURFACE. 

I. THE SQUARE CENTIMETRE (cm2 ) 

A. DEVELOP A FEELING FOR A SQUARE CENTIMETRE 

1. Take a clear plasti c 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.? 

<NT<R >OR VOCATOONAC <OUCAMN 

5 

B. DEVELOP YOUR ABILITY TO ESTI\1ATE IN SQUARE 

CENTLMETRES 

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. ) 

Measurement 

(cm2 ) 

How Close 

Were You? 

II. THE SQUARE METRE (m2 ) 

A. DEVELOP A FEELING FOR A SQUARE l\IETRE 

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

is one metre long and one metre wide . 

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

big it is. 

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

look. See how much floor space it covers. 

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

·much space it covers. 

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

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

take to cover the door? m2 · 

THIS IS HOW BIG A SQUARE METRE IS! 

Exercise 2 

(continued on next page) 
6 

B. DEVELOP YOUR A~I LIT Y TO ESTIMATE IN SQ.UARE CENTIMETRE GRID 

iv1ETRES ' ' ' I i I I I i 

I 

You are now ready to estimate in square me tres. Follow the 

procedures used for esti'mating in metres. 

How Close 

Estimate J\.1easurement Were You? I . I I (m2) (m2:) 

1. Door. - I I I .2. Full sl;leet of ' 

newspaper. _L 

3 . Chalkboard or 

. bulletin board. .. ·- -

4 . Floor. 

5. Viall. 

6. \Vall chart or poster. I I 

7. Side of fife cabinet. ----

.. I 

I 

I .. 

' 

I I 

i 

I . I 

'. ' .. 

-

' ; 

Exercise 2 
VOLUME MEASUREMENT ACTIVITIES 

Cubic Centimetre, Litre, l\1illilitre, 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 CENTil\IETRE! 

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 th~ 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 

CENTHviETRES. 

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 ffiR VOCAT>ONAC WUCAT>ON 

B. DEVELOP YOL'R ABILITY TO ESTil\lATE IN CUBIC 

CENTil\1ETRES 

1. 

You are now ready to develop your ability to estimate 

in cubic centimetres. 

Remember the size of a cubic centimetre. For each of 

the following items, use the procedures for estimating in 

metres. 

Index card file 

box. 

Estimate 

(cm3 ) 

:Measurement 

(cm3 ) 

How Close 

Were You? 

2. Freezer container. 

3. Paper clip box. 

4. Box of staples. 

11. THE LITRE (l) 

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 

vsually 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:t\HJCH IT TAKES TO FILL A ONE 

LITRE CONTAINER! 

Exercise 3 

(continued on next page) 
8 

B. DEVELOP YOUR ABILITY TO ESTI~1ATE IN LITRES 

You are now ready to develop your ability to estimate in 

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

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

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

2.75 I, or 2.75 litres. 

For each of ·thP. fol!O\ving items, use the procedures for 

estimating in inetres. How Close 

Were You? 

1. Medium-size 

freezer container. 

2. Large freezer 

container. 

3. Small freezer 

container. 

. 4. Bottle or jug. 

Estimate 

(l) 

Measurement 

(I) 

III. THE l\1ILLILITRE (ml) 

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

a litre is 500 mi!lilitres, or 0.5 litre = 500 ml. 

A. DEVELOP A FEELING FOR A .rviiLLILITRE . 

1. Examine a centimetre cube. Anything which holds 

1 cm 3 holds 1 mi. 

2. Fill a 1 milliljtre 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. 

TH.-\T IS 5 r-.IILLILITRES. OR ONE TE.\SP00:-; 1 

-L Fill the 15 ml spoon with rice. Pour the rice into a third 

pile on the paper. 

THAT IS 15 MILLILITRES, OR ONE TABLESPOON! 

·~·R >OR VOCAnDNAC WUCAnON 

B. DEVELOP YOUR ABILITY TO ESTIM.ATE IN 1\-ITLLILITRES 

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_-\ FEELING FOR A CUBIC ~viETRE 

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 l\IETRE! 

B. DEVELOP YOUR ABILITY TO ESTIMA.TE IN CUBIC \IETRES 

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

1. Office desk. 

2. File cabinet. 

3. Small room. 

·Measurement 

(mJ) 

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 mo on 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. 

a3'ENTER 'OR VOCATOONAC EOUC ATOON 

Mass 

(kg) 

1. 1 kilogram box. 

2. Textbook. 

3. Bag of sugar. 

4. Package of paper. 

5. Your own mass. 

B. ·DEVELOP YOUR ABILITY TO ESTIMATE IN KILOGRAMS 

1. 

2. 

3. 

4. 

5. 

For the following items ESTIMATE the mass of the object in 

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

of the object. Write the exact mass in the lVIEASURE!\1ENT 

column. Determine how close your estimate is: 

Bag of rice. 

Bag of nails. 

Large purse or 

briefcase. 

Another person. 

A few books. 

Estimate 

(kg) 

Measurement 

(kg) 

How Close 

Were You? 

Exercise 4 

(continued on next page) 

9 
10 

II. THE GRAM (g) 

A. DEVELOP A FEELING FOR A GRAM 

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

2. 

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

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

when it is not in motion. 

THAT IS HOW HEAVY A GRAM IS! 

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

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

the cubes near the tjps of your fingers, moving your 

hand up and 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! 

~·NT·R H>ft VOCMOONAC WUCMOON 

B. DEVELOP YOUR ABILITY TO ESTil'vlATE IN GR.-\:\18 

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 tC) 

Degree Celsius tc) is the metric measure for temperature. 

A. DEVELOP A FEELING FOR DEGREE CELSIUS 

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

1. 

2. 

3. 

4. 

5. 

Find 0 degrees. 

WATER FREEZES AT ZERO DEGREES CELSIUS (0°C) 

WATER BOILS AT 100 DEGREES CELSIUS (100°C) 

Find the temperature of the room. ___ °C. Is the 

room cool, warm, or about right? 

Put some hot water from the faucet into a container. 

Find the temperature. °C. Dip your finger 

quickly in and out of the water. Is the water very hot, 

hot, or just warm? 

Put some cold water in a container with a thermometer. 

Find the temperature. °C. Dip your finger into 

the water. Is it cool, cold, or very cold? 

Bend your arm with the inside of your elbow around the 

bottom of the thermometer. After about three minutes 

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

NORMAL BODY TKMPERATURE IS 37 DEGREES 

CELSIUS (37°C). 

A FEVER IS 39°C. 

A VERY HIGH FEVER IS 40°C. 

a:3 CENnR FCO VOCATIONAL EDUCATOON 

B. DEVELOP YOUR ABILITY TO ESTI~'Lt\.TE IN DEGREES 

CELSIUS 

11 

For each item, ESTIMATE and write down how many degrees 

Celsius you think it is. Then measure and write the ivlEASUREivlENT. See how close your estimates and actual measurements are. 

1: Mix 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 v.rindow sill. 

5. l'vlix of ice and water. 

6. Temperature at 

floor. 

7. Temperature at 

ceiling. 

How Close 

l\1easurement Were You? 

(oC) 

Exercise 5 
12 

UNIT 2 

OBJECTIVES 

The student will recognize and use the metric 

term;;, units, and symbols used in this occupation. 

• Given a metric unit, state its use in this 

occupation. 

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

and measurement tool. 

SUGGESTED TEACHING SEQUENCE 

1. Assemble metric measurement tools (rules, 

tapes, scales, thermometers, etc.) and 

objects related to this occupation. 

2. Discuss with students how to read the 

tools. 

3. Present and have students discuss 

Information Sheet 2 and Table 2. 

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

5. Test performance by using Section A of 

"Testing Metric Abilities." 

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 tlt_is occupation. 

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

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

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

Information Sheet 2 
Metric Units for Offset Press Operation 

Quantity Unit Symbol Use 

millimetre mm 

Length Plates,* blanket, paper, margins 

centimetre em 

gram g Ink, dryer, etch gun 

Mass 

kilogram kg Press weight, spray powder 

Area square millimetre ? mm- Paper, card stock, oil span 

square centimetre 2 em 

square metre m2 Materials 

millilitre ml 

Water, alcohol, wash-up, spray powder,solution** 

Volume/Capacity litre I 

cubic centimetre cm3 Press solution tanks** 

_ Pressure kilopascal kPa Air pressure and vacuum settings 

Temperature degree Celsius oc Room temperature, solution temperature 

\ 

mill iii tres per I i tre ml/l Diluting rubber cement, mixing solutions 

Dilutions/Concentrates 

grams per litre g/l Mixing solutions 

millilitres per square metre ml/m 2 

Application rates Estimating materials needed and applying 

materials 

grams per square metre g/m 2 

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

the National Association of Photographic Manufacturers. 

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

centimetres) of the inside space. 

~'NTER ""'VOCATIONAL 'DUCATOON 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. Fountain etch jug 

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

17. Press solution tank 

Estimate Actual 

18. Plate finisher bottle 

Length 19. Alcohol safety can 1. Palm width 

2. Hand span 20. Hand cleaner container 

3. Your height 21. Partly-filled ~ottle 

4 . Lab press height 22. Stockroom ®r storage space 

5. Lab press length 

Mass 

6. Lab press width 23. Yourself 

7. Card stock length 24 . A litre of water (net) 

8. Card stock width 25. Can of ink 

9 . Paper length 26. Container of alcohol 

Area 27. Package of paper 

10 . ..tPress sheet size - maximum 

28. Box of paper stock 

11 . Press sheet size - minimum 

12. Lab press floor space Temperature 

29. Room 

13. Oil span for lab press 

30. Outside 

14 . Card stock 

31. Lab press room 

Volume/Capacity 32. Hot tap water 15. Measuring graduate (metric) 

o:3'<HT<R '0R VOCATION~ <DUCATOON Exercise 6 
15 

PRINTING WITH METRICS 

It is important to knmv what metric measurement to use. Show 15. Diameter of ink form rollers what measurement to use in the following situations. 

I 

16. Weight of lab press 

1. Maximum printing area of 

lab press 17. Paper thickness 

2. Amount of alcohol in normal 18. A quantity of printing ink 

fountain solution 

19. The combined thickness of a 

3. Spray powder blanket and packing 

20. Maximum image area of a lab press 

4. Plate to blanket pressure 

21. Dimensions of a lab press: 

5. Impression cylinder setting for 

4.4 kg bond paper a. Height 

b. Length 6. Gripper margin of lab press 

i 

c. Width 

7. Initial air blast setting 

8. Blanket size for lab press Dl I I I I If 9. Overpacking of blanket cylinder 

necessary for proper printing _) 

pressure c:. ~ 

10. Undercut of plate cylinder on Ul u 

lab press 

~ 

a 

11. Plate thickness range for lab a;:::: ___,) 

press 

I C) 

1----

12. Feeder capacity of lab press t---

f---

13. Delivery capacity of lab press 

f---

14. Diameter of ink dampener roller I 

on lab press 

o::J ~·R ""' VOC ATOONAC >OUC ATOON Exercise 7 
16 

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. :V1ake 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 

ANS\VERS TO EXERCISES AND 

TEST. 

4. Test performance by using Section B of 

"Testing Metric Abilities." 

METRIC-METRIC EQUIVALENTS 

Centimetres and Millimetres 

(

r I! ljlllljlllljlllljlllljlllljlllljlllljlllljllll jlllljlllljl I IIJ 

1 2 3 4 5 6 

(llllljlllljlllllillljlllljlllljllll!illljlllljllll jill 1111 llj Ill IIIII 

I I 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 m..'ll = 0. 7 em, so 57 mm 5 em + 7 mm 

5 em+ 0.7 em 

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

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

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

34 mrn = 3 em + 4 mm 

3 em+ 0.4 em 

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

Information Sheet 3 

Now you try some. 

a ) 26mm = em e ) 132 mm em 

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

e ) 94 mm = em g ) 1400 mm em 

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

Exercise 8 
Metres, Centimetres, and Millimetres 

There are 100 centimetres in one metre. Thus, 

2m= 2 x 100 em = 200 em, 

3m = 3 x 100 em = 300 em, 

8 m = 8 x 100 em = 800 em, 

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

There are 1 000 millimetres in one metre, so 

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

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

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

24 m = 24 x 1 000 nun = 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 

l-l8 

639 

~ENTER H>R VOCA,>ONAC EDUCMOON 

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. 

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 = 1 000 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. 

millilitres lit res 

(ml) (I) 

3 000 3 

6 000 

8 

1-l 000 

23 

300 0.3 

.700 

0.9 

250 

O.-l7 

275 

Exercise 10 
18 

Litres to Millilitres 

What do you do-if you need to change litres to millilitres? Remember, 

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

So, 

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

7 iitres = 7 x 1 000 ml = 7 000 ml, 

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

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

Now you try some. Complete the following chart. 

litres millilitres 

I ml 

8 8 000 

5 

46 

32 000 

0.4 

0.53 

480 

Grams to Kilograms 

Information Sheet 6 

Exercise 11 

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

2 000 grams is the same as 2 kilograms, 

5 000 g is the same as 5 kg, 

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

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

changing from millilitres to litres. 

Information Sheet 7 

Try the following ones. 

grams kilograms 

g kg 

4 000 4 

9 000 

23 000 

8 

300 

275 Exercise 12 

Kilograms to Grams 

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

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

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

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

Information Sheet 8 

Complete the following chart. 

kilograms grams 

kg g 

7 7 000 

11 

25 000 

0.4 

0.63 

175 Exercise 13 

Changing Units at Work 

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

different metric units. Practice changing each of the following to 

metric equivalents by completing these statements. 

a ) 500 em of paper is---- ------- - m 

b ) 250 ml of solution is 1 

c ) 50 em diameter bottle is. ___ _______ mm 

d ) 2 500 g of ink is kg 

e ) 203 mm plate is em 

f ) 0.25 litre of fountain solution is ml 

g ) 2 000 kg press is · t 

h ) 0.5 litre of concentrate is ml 

i ) 2 m cut poster is mm 

j ) 500 g of ink is kg 

k ) 500 ml of gum arabic solution is 1 

I ) 0.5 t of paper stock is kg 

m) 10m roll of tape is - em 

n ) 2.5 em diameter roller is mm 

o ) 15 em ink knife blade is mm 

Exercise 14 
U N IT 

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 25% and 

measure within 5% accuracy. 

SUGGESTED TEACHING SEQUENCE 

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

thermometer, drill bits, wrenches, micrometer, vernier calipers, feeler gages) 

and display in separate groups at learning 

stations. 

2. Have students examine metric tools and 

instruments for distinguishing characteristics and compare them with Customary 

tools and instruments. 

3. Have students verbally describe characteristics. 

4. Present or make available Information 

Sheet 9. 

5. Mix metric and Customary tools or 

equipment at learning station. Give 

students Exercises 15 and 16. 

6, Test performance by using Section C 

of "Testing Metric Abilities." 

~·NT•R '0R VOCAT>ONAC <DUCATOON 

SELECTING AND USING 

METRIC INSTRUMENTS , TOOLS AND DEVICES 

Selecting an improper tool, misreading a scale or misinterpreting figures can result 

in improper forms, damaged materials, or injury to self or fellow workers. For example : 

The weight markings on a new German-built offset press were read as 2000 lbs. instead 

of 2 000 kilograms ( 4400 lbs). The press was placed on a 1 ton elevator. The elevator 

slowly sank to the basement instead of lifting the press to the third floor. Much time 

and money was lost. Here are some suggestions: 

1. Find out in advance whether Customary or metric units, tools, instruments, or products are needed for a given task. 

2. Examine the tool or instrument before using it. 

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

tens or tenths, hundreds or hundredths. 

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

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

than common fractions. 

6. Some products may have a special metric symbol such as a block M to show they are 

metric. 

7. Don't force 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? MEASURING UP IN PRINTING 

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

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

below. You should be able to use the measurement tools to the appro- to within 5% of actual measurement. 

priate precision of the tool, instrument, or task. 

Estimate Verify 

1. Determine plate thickness. 1. Thickness of new offset blanket 

2. Mix fountain solution. 2. Sheet of paper: 

3 . Calculate amount of ink needed for 10,000 sheet run of a. Length 

420 mm x 594 mm stock. b. Width 

4. Adjust vacuum for proper sheet feed. 3. Number of sheets of No. 20 bond I 

paper in stack 90 em high 

5. Determine floor space needed for additional lab press. . 4 . Size of new offset blanket: 

6 . Calculate the number of sheets of paper in f.eed pile. a. Length 

7. Determine blanket to impression cylinder pressure. b. Width 

5. Temperature of: 

8 . Measure dryer and varnish to be added to ink. 

a. Lab 

9. Determine amount of packing for plate cylinder. b. Outisde 

10. Order diameter change in No. 1 form roller. c. Paper storage area 

6. Volume of carton containing jugs 

11 .l.. Check the blanket and plate packing. of concentrate 

12. Determine capacity of a fountain solution bottle. 7. Spacing of ink fountain setting keys 

8. Working area needed for lab press 

9. Mass of large can of ink 

10. Volume of plate developer remaining in partially full container 

11. Amount of dry spray to replenish 

drum 

12. Height of 100 sheets of 

No. 110 card stock 

Exercise 15 Exercise 16 
UNIT 5 

OBJECTIVE 

The student will recognize and use metric 

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

this occupation. 

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

equivalent on a conversion table. 

• Given a Customary unit, state thereplacement unit. 

SUGGESTED TEACHli'IG SEQUENCE 

1. Assemble packages and containers of 

materials. 

2. 

3. 

4 . 

Present or make availabie Information 

Sheet 10 and Table 3. 

Have students find approximate metricCustomary equivalents by using 

Exercise 17. 

Test performance by using Section D of 

"Testing :\1etric Abilioies." 

NT'R "'" VOCAnQNAC WUCA'•ON 

METRIC-CUSTOMARY EQUIVALENTS 

During the transition period there will be a need for finding equivaients behveen systems. 

Conversion tabies list calculated equivalents between the two systems. \Vhen a close eqpivalent 

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 cm 2 ::::: 0.16 sq in 

1 m 2 :::: 1 0. 8 sq ft 

1m2 """- 1.2 sq yd 

1 hectare:::: 2.5 acres 

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 

1sqft:::::0.09m2 

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

1 acre :::::: 0.4 hectare 

1 cu in:::::: 16.4 cm3 

1 ml:::::: 0.2 tsp 

1 ml :::::: 0.07 tbsp 

11:::::33.8fl oz 

1 I ::::: -±.2 cups 

11:::::: 2.1 pts 

1 I ::::::- 1.06 qt 

11::::: 0.26 gal 

1 gram ::::: 0.035 oz 

1 kg ::::: 2.2 lb 

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 

1 cm 1lb ::::: 0.45 kg 3 :::::: 0 .06 cu in 

1 m 3 ::::: 35.3 cu ft 

1 m 3 ::::: 1.3 cu yd 

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

1 cu yd ::::: 0.8 m 3 

1 metric ton ::::: 2205 lb 

1 kPa::::: 0.145 psi 

1 ton::::: 907.2 kg 

1 psi ::::: 6.895 kPa 

*Adapt ed from Let 's .\teasure .\!etric . .-4 Teacher- 's Introduction to :\fetric .\feasurement. Div1sion of Educational 

Redes1gn and Renewal, Ohio Department of Education, 65 S. Front Street, Columbus. OH -±3215. 19/5. 

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 

o:3'·NT>R >OR VOCATOONAC WUCAT<ON Table 3 
ANY WAY YOU WANT IT 

1. Your are working in a printing plant. With the change to metric 

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

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

Customary equivalents in order to communicate with customers 

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

the Table on Information Sheet 10 and give the approximate 

metric quantity (both number and unit) for each of the following Customary quantities. 

a ) 

b ) 

c ) 

d) 

e ) 

f ) 

g ) 

h ) 

) 

k) 

l ) 

m ) 

Customary Quantity 

5lbs. of ink 

4 gal. of gum arabic solution 

3/4 in. air hose 

1000 lbs. of paper 

25 in. plates 

five-gallon can 

20 lb. drum of dry spray 

24 in. poster board 

1 pt. of cleaner concentrate 

1 fl. oz. of silicone spray 

9 in. card stock 

1/2 in. margin 

2 ft. wide press 

n ) 4 in. roller 

o ) 15 yd. roll of tape 

Metric Quantity 

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

a ) 0.004 in. 

b) 24 in. 

c) 300 mm 

d) 294 mm 

CENT£R O'OR VOCAT>ONAL EOUC ATOON 

mm 

mm 

in. 

m. 

e ) 10mm in. 

f ) 203 mm in. 

g ) 483mm in. 

h) 535 mm m. 

i ) 8 1 /2 in. mm 

J ) 11 in. mm 

k) 14 in. mm 

l ) 17 in. mm 

3. Complete the Requisition Form using the items listed. Convert 

the Customary quantities to metric before filling out the form. 

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

Requisition the following printing supplies: 

a ) 20 .reams of 8 1 /2 in. x 11 in. 20 lb. white paper 

b ) four 12 oz. cans of black ink 

c ) 5 gal. of blanket cleaner solution 

d) fifty 8 3/4 in. x 12 in. paper masters 

REQUISITION 

Date 

For 

Job No . Date Wanted 

Deliver to 

QTY UNIT ITEM 

Requested by 

Approved by 

23 

Exercise 17 
24 

SECTION A 

1. One kilogram is about the m<~"S 

of a: 

[A] nickel 

[ B] apple seed 

[ C] basketball 

[D] Volkswagen "Beetle" 

2. A square metre is about the 

area of: 

[A] this sheet of paper 

[B] a card table top 

[ C] a bedspread 

[ D] a postage stamp 

3. Application rates of ink for paper 

are normally given in: 

[A] grams"per square metre 

[B] litres per square metre 

[C] kilograms per square centimetre 

[D] grams per square centimetre 

4. The mass of a press is measured in: 

[A] centimetres 

[B] kilograms 

[C] millilitres 

[D] cubic metres 

5. The correct way to 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] 12.000mm. 

[B] 12.000 mm 

[C] 12000mm 

[D] 12000mm 

SECTION B 

7. A sheet of paper 20 centimetres 

wide also has a width of: 

[A] 200 millimetres 

[B] 2 000 millimetres 

[ C] 2 millimetres 

[D] 0.2 millimetre 

8. A 7 500 gram drum of dry spray 

is the same as: 

[A] 7 500 kilograms 

[B] 7.5 kilograms 

[C] 750 000 kilograms 

[D] 0. 7 5 kilogram 

SECTION C 

9. For measuring millimetres you 

would use a: 

[A] scale 

[B] container 

[C] pressure gage 

[D] ruler 

10. For measuring kilopascals you 

would use a : 

[A] scale 

[B] pressure gage 

[ C] c·ontainer 

[D] ruler 

o::3'>NT>R "'" VOCATOONAC >OUCAT>ON 

11 . Estimate the length of the line 

segment below: 

[A] 23 grams 

[B] 6 centimetres 

[C] 40 millimetres 

[D] 14 pascals 

12. Estimate the length of the line 

segment below: 

f-----l 

[A] 10 millimetres 

[B] 4 centimetres 

[C] 4 pascals 

[D] 23 milligrams 

SECTION D 

13. The metric unit for liquid measure 

which replaces the fluid ounce is: 

[A] litre 

[B] gram 

[ C ] millili tre 

[D] hectare 

14. The metric unit for liquid measure 

which replaces the gallon is: 

[A] kilogram 

[B] gram 

[C] kilolitre 

[D] litre 

Use this conversion table to answer questions 15 and 16. 

mm in. mm 

100 3 .94 10 

200 7.87 20 

300 11.81 30 

400 15.74 40 

500 19.68 50 

600 23.62 60 

700 27.56 70 

800 31 .50 80 

900 35.43 90 

15. The equivalent of 290 mm is: 

[A] 7 .87 in. 

[B] 29.32 in. 

[C] 12 .00 in . 

[D] 11.41 in. 

16. The equivalent of 460 mm is: 

[A] 11.41 in. 

[B] 12.34 in. 

[C] 18 .10 in. 

[D] 24.00 in. 

in. 

0.39 

0.79 

1.18 

1.57 

1.97 

2.36 

2.76 

3.15 

3.54 

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 metric units of 

measurement for each question are 

shown in Table 2 . . Standards in each 

occupation are being established 

now, so answers may vary. 

EXERCISE 8 

a) 2.6 em 

b ) 58.3 em 

c) 9.4 em 

d) 68.0 em 

e) 13.2 em 

f) 80.2 em 

g) 140.0 em 

h) 230.7 em 

EXERCISES 9 THRU 13 

Tables are reproduced in total. An- swers are in parentheses. 

Exercise 9 

metre centimetre millimetre 

m em mm 

1 100 1 000 

2 200 (2 000) 

3 (300) (3 000) 

9 (900) (9 OOOj 

(5) (500) 5 000 

74 (7 400) (7 4 000) 

0.8 80 (800) 

0.6 (60) 600 

(0.025 ) 2.5 25 

(0.148) (14.8) 148 

(6.39) 639 (6 390) 

~<=m ><>R VOCATOO NAC <OUCATOO N 

Exercise 10 

millilitres 

ml 

3 000 

6 000 

(8 000) 

( 14 000) 

(23 000) 

300 

700 

(900) 

250 

( 470) 

275 

Exercise 11 

litre~ 

l 

8 

5 

46 

(32) 

0.4 

0.53 

. (0.48 ) 

Exerdse 12 

grams 

g 

4 000 

9 000 

23 000 

(8 000) 

300 

275 

litres 

l 

3 

(6) 

8 

(14) 

23 

0 .3 

(0. 7) 

0.9 

(0.25) 

0.47 

(0. 275) 

millilitres 

ml 

8 000 

(5 000) 

(46 000) 

32 000 

(400) 

(530) 

480 

kilograms 

kg 

4 

(9) 

(23) 

8 

(0.3 ) 

(0.275) 

Exercise 13 

kilograms 

kg 

7 

11 

(25 ) 

0.4 

0.63 

(0 .175) 

Exercise 14 

a) 5 m 

b) 0.25 ml 

c ) 500 mm 

d) 2.5 kg 

e) 20.3 em 

f ) 250 ml 

g ) 2 t 

h) 500 ml 

grams 

g 

7 000 

(11 000) 

25 000 

(400) 

(6301 

175 

i ) 2 000 mm 

j ) 0.5 kg 

k ) 0.5 litre 

l ) 500 kg 

m) 1000 em 

n ) 25 mm 

o ) 150 mm 

EXERCISES 15 AND 16 

The answers depend on the 

items used for the activities. 

EXERCISE 17 

Part 1. 

a ) 2.25 kg i ) 0.47 litre 

b ) 15.16 litres j ) 29.6 ml 

c ) 1.905 em k ) 22.86 em 

d) 450 kg . l ) 1.27cm 

e ) 63.5 em m) 0.61 m 

f ) 18.95 litres n) 10.16 em 

g ) 9 kg 0 ) 13.65 m 

h ) 60.96 em 

Part 2. 

a) 0.10 mm 

b) 609.6 mm 

c ) 11.81 in. 

d) 11.57 in. 

e ) 0.39 in. 

f ) 7.99 in. 

g ) 19.01 in. 

h) 21.06 in. 

i ) 215.90 mm. 

j ) 279.4 mm 

k) 355.6 mm 

l ) 431.8 mm 

Part 3. 

25 

a ) 20- 21.59 em x 27.94 em, 9 kg 

b) 4 - 339.6 g 

c ) 18.95 litres 

d ) 50 - 22.225 em x 30.48 em 

TESTING METRIC ABILITIES 

1. c 9. D 

2. B 10. B 

3. A 11. B 

4. B 12. A 

5. D 13. c 

6. D 14. D 

7. A 15. D 

8. B 16. c 

1:< U .S . GOVERNMENT P RINT ING OFFICE: 1977- 757-o69/6241 

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, 0.00 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 

The Qh oo Stat~ Un•vers•ty • 1960 Kenny Road • Columbus Q.-uo 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. 

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--Dutside micrometer caliper, 0 mm to 25 mm 

range 

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

Metre Tape-50 or 100m tape 

Thermometers- Spedal purpose types such as a clinical 

thermometer . 

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

cooling systems, etc. 

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

hex key sets 

J. Weather Devices- Rain gage, barometer, humidity, wind 

velocity indicators * K. 1 Pressure Gages Tir~ pressure, air, oxygen, hydraulic, fuel, 

etc. 

L. 1 Velocity- Direct reading or vane type meter 

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

and storing liquids 

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

storing dry ingredients 

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

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

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

metric measurement devices. 

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

may be used to complete the measurement task. 

Tools and Devices List