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 Numerical Control Operators

- Trying Out Metric Units

- Growing 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 Numerical Control Machinery

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 to estimate and measure in metric units 

by ·'doing." 

Students should have experience with measuring activities before 

getting too much information. 

Move through the ·units in an order which emphasizes 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 also is explained. 

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

and gives experience with occupational measurement tasks. 

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

Unit 4 provides experience with recogmzmg and using metric 

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 e:;Limating 

and measuring. 

This instructional package also was designed to accommodate a 

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

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

may be used as supplemental resources. Exercises may be used in inde- . . . ' ; .. ~ . "' 

pendent study, small groups, or whol~ c1asr activJti~~ All of the 

materials can be expanded by ' the<' t~ cheJ' . · •• _' •. - '·~ 

G Ioria S Cooper 

Joel H. :\lagisos 

Editors 

Th1s publication was developed pursuant to con tract No . OEC-0· 74-9335 with the 

Bureau of Occupat ional and Ad ult Education. U .S. Departmen t of Health. Educa· . 

tion and Welfare . However. the opinions e)\pressed he r_ein do <:Ot . necessarily 

reflect the posit 1on or policy of the U .S. Ofiice oi Educat io ~ an d no. ofiiciar 

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

2. 

3. 

UNIT 1 

SUGGESTED TEACHING SEQUENCE 

These introductory exercises may require 

two or three teaching 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 sc hool departments may have devices which 

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

section. 

a3 C<NnA O'OA VOCATOONAL •ou C,>TOON 

I 

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 

I. 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: 

~. 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 

(m 3) 

litre (I) 

millilitre (ml ) 

capacity of 

containers 

measu rem en ts 

on graduated 

volume measuring devices 

Mass Temperature 

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

gram (g) degree Celsius 

t cJ 

kilogram (kg) 

th e mass of objec ts 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 (rnm 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. 

5. 

6. 

7. 

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

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

digits (45 271 kmnot 45,271 km). 

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

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

Information Sheet 1 

1 
2 

METRIC UNITS, SYMBOLS, AND REFERENTS METRIC PREFIXES 

Quantity Metric Unit Symbol Useful Referents Multiples and 

Prefixes Symbols Submultiples 

Length millimetre mm Thickness of dime or paper 

clip wire 

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

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

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

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

Area square Area of this space 

centimetre 2 D em 

Base Unit 1 = 10° 

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

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

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

hectare ha Football field including sidelines 

and end zones 0.000 001 = 10-6 micro (mi' kro) 11 

Volume and millilitre ml Teaspoon is 5 ml 

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

cubic 

centimetre cm3 Volume of this container 

CD 

cubic metre m3 A little more than a cubic yard 

Mass milligram mg Apple seed about 10 mg, grain of 

salt, 1 mg 

gram g Nickel about 5 g 

kilogram kg Webster's Collegiate Dictionary 

metric ton 

(1 000 kilol[rarns) t Volkswagen Beetle 

a3 C£NnR O'OR VOCATIONAL 'DUCATOON 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 HO\\' LONG A l\JETRE IS! 

~·NT~R <00 VOCAnONAC WUCAnON 

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 ESTIW..A TE IN lV1ETRES 

1. 

2. 

3. 

4. 

5. 

6. 

Now you will improve your ability to estimate in metres. 

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

body. 

For each of the following items: 

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

ESTIMATE column. Measure the size with your metre stick 

and write the answer in the MEASUREMENT colurrm. 

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

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

"Metric lVIarvel." 

Height of door knob 

from floor. 

Height of door. 

Length of table. 

Width of table. 

Length of wall of 

this room. 

Distance from 

you to wall. 

Estimate 

(m) 

Measurement 

(m) 

How Close 

Were You? 

Exercise 1 

(continued on next page) 
4 

II. THE CENTIMETRE (em) 

There are 100 centimetres in one metre. 1f 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 CENTEviETRE 

L 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. l'vleasure 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 CENTIMETRES 

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

following it~ms, 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) 

l\1easurement 

(em) 

How Close 

Were You? 

a::3 c.NnR FOR VOCATK>NAL WUCATOON 

III. THE MILLIMETRE (mm) 

There are 10 millirnetres in one centimetrP When 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 :\!ILLII\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\LL\TE IN l\1ILLIJ\1ETRES 

1. 

2. 

3. 

4. 

5. 

6. 

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

following items, follow the procedures used for estimating in 

metres. 

Thickness of a 

nickel. 

Diameter (thickness) 

of a bolt. 

Length of a bolt. 

Width of a sheet 

of paper. 

Thickness of a board 

or desk top . 

Thickness of a 

button. 

Estimate 

(mm) 

How Close 

Measurement Were You? 

(mm) 

Exercise 1 
AREA MEASUREMENT ACTIVITIES 

Square Centimetre, Square Metre 

WHEN YOU DESCRIBE THE AREA OF SOJ\.1ETHING, YOU ARE 

S.-\ YING HO\\' I\L\NY SQUARES OF A GIVEN SIZE IT TAKES TO 

COVER THE SURFACE. 

I. THE SQUARE CENTIMETRE (em 2 ) 

A. DEVELOP A FEELING FOR A SQUARE CENTIMETRE 

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

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

squares with a centimetre ruler. 

THAT IS ONE SQUARE CENTIMETRE! 

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

squares does it take to cover your fingernail? 

___ cm2 

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

does it take to cover the coin? cm2 

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

squares does it take to cover the postage stamp? 

___ cm2 

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

squares does it take to cover the envelope? 

___ cm2 

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

Multiply to find the area in square centimetres. 

____ em x em = cm2 . How 

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

()::3C"'"R '0R VOCATOONAC EOUCATOON 

5 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE 

CENTI!VIETRES 

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 ) 

l\1easurement 

(cm2 ) 

How Close 

Were You? 

II. THE SQUARE METRE (m2) 

A. DEVELOP A FEELING FOR A SQUARE METRE 

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

is one metre long and one metre wide. 

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

big it is. 

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

look. See how much floor space it covers. 

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

much space it covers. 

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

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

take to cover the door? m2 

THIS IS HOW BIG A SQUARE METRE IS! 

Exercise 2 

(continued on next page) 
6 

B. DEVELOP YOUR ABILITY TO ESTIMA.TE IN SQUARE CENTIMETRE GRID 

:METRES 

I 

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

procedures used for estimating in metres. 

How Close 

Estimate l\1easurement Were You? 

(m2) (m2) 

1. Door. 

2. Full sheet of ' 

newspaper. 

3. Chalkboard or 

bulletin board. 

4. Floor. 

5. Wall. 

6. Wall chart or poster. 

7. Side of file cabinet. 

I 

. 

' 

Exercise 2 
VOLUME MEASUREMENT ACTIVITIES 

Cubic Centimetre, Litre, ~1illilitre, Cubic Metre 

I. THE CUBIC CENTIMETRE ( cm3 ) 

A . DEVELOP A FEELING FOR THE CUBIC CENTIJ\1ETRE 

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

height, and width in centimetres. 

THAT IS 0:--JE CUBIC CENTIMETRE! 

2. Find the volume of a plastic litre box. 

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

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

b. Place another ROW of cubes against an adjoining side 

of the box. 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 VOLUl\1E OF THE BOX IS ___ CUBIC 

CENTHv1ETRES . 

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.? 

~E~ER '0R VOCAT>ONAC WUCATOON 

B. DEVELOP YOUR ABILITY TO ESTII\IATE IN CUBIC 

CENTil'vlETRES 

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 ) 

J\.1easurement 

(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. 

7 

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

usually do. How many cups do you fill? 

THAT IS HOW MUCH IS IN ONE LITRE! 

3. Fill the litre container with rice. 

THAT IS HOW MUCH IT TAKES TO FILL A ONE 

LITRE CONTAINER! 

Exercise 3 

(continued on next page) 

_: ... -"" 
8 

B. DEVELOP YOUR ABILITY TO ESTI.:\1A TE 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 following items, use the procedures for 

estimating in metres. 

1. Med ium-size 

freezer container. 

2. Large freezer 

container. 

3. Small freezer 

container. 

4. Bottle or jug. 

Estimate 

(I) 

How Close 

Measurement Were You? 

(I) 

III. THE J\llLLILITRE (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 mi. 

A. DEVELOP A FEELING FOR A MILLILITRE 

1. Examine a centimetre cube. Anything which holds 

1 em 3 holds 1 mi. 

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

spoon into your hand . Carefully pour the rice into a 

small pile on a sheet of papeJ;. 

THAT IS HOW MUCH ONE MILLILITRE IS! 

3. Fill the 5 ml spoon with rice. Pou-r the rice into another 

pile on the sheet of paper. 

THAT IS 5 !\1ILLILITRES, OR ONE TEASPOO:-·J! 

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

pile on the paper. 

THAT IS 15 MILLILITRES, OR ONE TABLESPOON! 

~CH<nR "'" VOCATOQNAC <OUCATOON 

B. DEVELOP YOUR ABILITY TO ESTIJ\1A.TE IN MILLILITRES 

You are now ready to estimate in millilitres. Follow the 

procedures used for estimating metres. 

Estimate 

(ml) 

How Close 

Measurement Were You? 

(ml) 

1. Small juice can. 

2. 

3. 

Paper cup or tea 

cup. 

Soft drink can. 

4. Bottle. 

IV. THE CUBIC METRE (m3 ) 

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

1. Place a one metre square on the floor next to the wall. 

2. Measure a metre UP the wall. 

3. Picture a box that would fit into that space. 

THAT IS THE VOLUME OF ONE CUBIC l'v1ETRE! 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN CUBIC ~1ETRI 

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

1. Office desk. 

2. File cabinet. 

3. Small room. 

Estimate 

(m~) 

How Close 

Measurement Were You? 

(mJ) 

Exercise 3 
MASS (WEIGH.T) MEASUREMENT ACTIVITIES 

K 1 "l og1 . r, am, ~'ram 

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

object. This amount is ah\·ays 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; t he 

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~G FOR THE l\L.\SS 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. 

~ENT<R 'OR VOCAT>ONAC WUCAT>ON 

1. 1 kilogram box. 

2. Textbook. 

3. Bag of sugar. 

4. Package of paper. 

5. Your own mass. 

\lass 

(kg) 

B. DEVELOP YOUR ABILITY TO ESTI"\IlATE 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 MEASURE::\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 GRAI\1 (g) 

A. DEVELOP A FEELING FOR A GRA.l\1 

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

2. 

Shake the cube in your P,alm 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 GRA:VI 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 GRAl'vlS! 

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

THAT IS THE MASS OF FIVE GRAl\18! 

B. DEVELOP YOUR ABILITY TO ESTI!\L-\TE 10! GRA.\lS 

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. hmv 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 

\\'ere 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 . 

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

Put some hot water from the faucet into a container. 

Find the temperature. °C. Dip your finger 

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

hot, or just warm? 

Put some cold water in a container with a thermometer. 

Find the temperature. °C. Dip your finger into 

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

Bend your arm with the inside of your elbow around the 

bottom of the thermometer. After about three minutes 

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

NORMAL BODY TEMPERATURE IS 37 DEGREES 

CELSIUS ( 37° C). 

A FEVER IS 39°C. 

A VERY HIGH FEVER IS 40°C. 

B. DEVELOP YOUR ABILITY TO ESTI\L'-\TE I!\" DEGREES 

CELSIUS 

11 

For each item, ESTIMATE and write down how many degrees 

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

tenus, 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 J\.1etric 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 this occupation. 

These terms are replacing the measurement units used currently . Wl1at 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 Numerical Control Operators 

Quantity Unit Symbol Use 

Length micro metre fJ.m Surface finishes.* 

millimetre mm Length and diameter of screws and bolts; wrench openings; 

drill hole size ; N.C. tape width. 

centimetre em Length of table. 

metre m Length of N.C. tape. 

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

square centimetre em 2 Area of table; machined face or surface. 

Volume cubic millimetre mm3 Metal removal. 

cubic centimetre cm3 Volume of hydraulic cylinder and coolant tanks.** 

cubic metre m 3 Maximum limits of machine bed. 

millilitre ml Cutting oil; chemicals; lubricants; coolant. 

litre l 

Mass gram g Mass of small machined part. 

kilogram kg Steel; materials. 

metric ton t Steel; machinery. 

Temperature degree Celsius oc Coolant temperature. 

Feed Rate metres per minute m/min Cutting, grinding, and shaping speeds for machining 

operations. 

Pressure kilo pascal kPa Hydraulic or air pressure in numerical control system. 

Flow Rate millilitres per second ml/s Coolant flow. 

*Surface finish is given in micrometres. 

Example : ~ is a super finish similar to a very fine buff, lap, burnish, or bright polish . Suitable for raceways, ball bearings, and rollers of antifriction 

bejlrings. 

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

**Tank and container capacities, and engine displacement can be given either in millilitres and litres or in cubic centimetres and cubic metres. 

a:3 CENTER O'OR VOCATIONAC WUCAT<ON Table 2 

13 
14 

TRYING OUT METRIC UNITS 

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

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

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

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

17. Milk container 

Estimate Actual 

18. Cylinder 

Length 19. Coolant tank 1. Palm width 

2. Hand span 

20. Small box or package 

3. Your height 21. Tool box 

4. Width of N.C. tape 22. Oil can 

5. Cutter width 

Mass 

6. Reamer or drill diameter 23. Textbook 

7. Feed table length 24. Nickel 

8. Feed table width 25. Yourself 

9 . Height of table off floor 26. Cutter 

Area 27. Gage block 

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

11. Classroom floor 

12. Greenhouse bench Tern perature 

29 . Room temperature 

13. A machined surface 

30. Outside temperature 

1-L Feed table surface 

31. Hot tap water 

\' olu rn e/ Capaci t y 

15. Small bottle 32. Ice water 

o:::3C<NT<R >OR VOCAWNAC WUCATOON Exercise 6 
15 

GROWING WITH METRICS 

It is important to know what metric measurement to use. Show 20. Temperature of coolant 

what measurement to use in the following situations. 

21. Pressure in N.C. system lines 

1. Width of N.C. tape 

22. Feed rate for stock 

2. Width of cutter 

23. Wrench size 

3. Mass of cutter 

4. Length of table (feed) 

5. Coolant flow rate 

6. Bed travel 

7 . Cutter travel 

-

8. Head angle 

9. Drill bit diameter - Dl l I I 1 I 1r 

10. Length of N.C. tape roll ..) 

11. Mass of N.C. machine c. ~ 

til llJ 

12. Length of mandrels 

~ 0 "--- 13. Diameter of mandrels _,) 

14. Size of mandrel nut - 1 

J(l)l - 15. Size of washer ...... -

16. Fixture placement on table I--

17. Area of machined surface 

18. Height of blocks 

19. Size of clamps 

Exercise 7 
16 

UNIT3 

OBJECTIVE 

The student will recognize and use metric equivalents. 

• Given a metric unit, state an equivalent 

in a larger or smaller metric unit. 

SUGGESTED TEACHING SEQUENCE 

1. l\1ake 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'!IJII''l'"'l'll'l'"'l''"l''''ll'''l''"l'" il''"l ,,1, 1

,,,, 1 

1 2 3 4 5 6 (

jlllljlllljlllljlllljlllljlllljlliljllll j lllljllll j lllljlllljlllljlll 

1 2 3 4 5 6 

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

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

7 mm = 0.7 em, so 57 mm 5 em+ 7·mm 

5 em+ 0.7 em 

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

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

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

34 mm = 3 em + 4 mm 

3 em+ 0.4 em 

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

Information Sheet 3 

Now you try some. 

a ) 26 mm = em e ) 132 mm em 

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

c ) 94mm = em g ) 1400 mm em 

d ) 68 0 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 ern, 

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

There are 1 000 rnillimetres in one metre, so 

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

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

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

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

From your work with decimals you should know that 

one-half of a metre can be written 0 .5 m (five-tenths of a metre), 

one-fourth of a centimetre can be written 0.25 em 

(twenty-five hundredths of a centimetre). 

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

millimetres, you would multiply by 1 000 . So 

0.75 m = 0 .75 x 1 000 mm 

75 

100 x 1 000 mm 

1 000 

75 x 100 mm 

75 x 10 mm 

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

Information Sheet 4 

Fill in the following chart. 

metre centimetre millimetre 

m em mm 

1 100 1 000 

2 200 

3 

9 

5 000 

74 

0 .8 80 

0.6 600 

2.5 'r - u us 

639 

Exercise 9 

Millilitres to Litres 

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

2 000 millilitres is the same as 2 litres. 

3 000 ml is the same as 3 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 millilitres to litres is to divide by 1 000. For example, 

1 000 

Or 

1 000 ml = 1 000 litre = 1 litre. 

2 000 

2 000 ml = 1 OOO litres = 2 litres. 

And, as a final example, 

28 000 

28 000 ml = 1 OOO litres = 28 litres. 

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

worked the same way. 

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

is the same as one-half (0 .5) of a litre. 

Change 57 millilitres to litres. 

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

litre). 

Information Sheet 5 

Now you try some. Complete the following chart. 

mi!lilitres lit res 

(ml) (I) 

3 000 3 

6 000 

8 

1-l 000 

23 

300 0.3 

700 

0.9 

250 

0.-l'i 

275 

Exercise 10 
18 

Litres to Millilitres 

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

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

So , 

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

7 litres = 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 ml. 

Information Sheet 6 

I\'o\v you try some. Complete the following chart. 

litres millilitres 

l ml 

8 8 000 

5 

46 

32 000 

0.4 

0 .53 

480 Exercise 11 

Grams to Kilograms 

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

2 000 grams is the same as 2 kilograms, 

5 000 g is the same as 5 kg, 

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

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

changing from millilitres to litres. 

Information Sheet 7 

Try the following ones. 

grams kilograms 

g kg 

4 000 4 

9 000 

23 000 

8 

300 

275 Exercise 12 

Kilograms to Grams 

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

-l kg = -! X 1 000 g = -l 000 g. 

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

0.75kg= 0.75x1 000g= 750g. 

Information Sheet 8 

Compl ete the following chart. 

kilograms gr:Jm~ 

kg g 

7 I 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 N.C. tape is m 

b ) 250 ml of solution is 1 

c ) 5 em diameter stock is mm 

d) 2 500 g cutter is kg 

e ) 120 mm bolt is em 

f ) 0.25 litre of oil is ml 

g ) 2 000 kg machine bed is t 

h ) 0.5 litre of coolant is ml 

i ) 2 m feed table is mm 

J ) 500 g cutter is kg 

k) 500 ml coolant is 1 

l ) 0.5 t of millings is kg 

m) 10m of wire is em 

n ) 2.5 em diameter mandrel is mm 

0 ) 2 400 mm work space length is em 

Exercise 14 
UNIT 4 

OBJECTIVE 

The student will recognize and use 

inst;ruments, 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 1% 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 "'" VOCAmNAC WUCAT<ON 

~ELECTING AND USING 

METRIC INSTRUMENTS , TOOLS AND DEVICES 

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

damaged materials, or injury to self or fellow workers. For example, setting up stock to be 

machined at 5 em from the origin point 0.0 instead of 5 mm from the origin point would 

cause the cutter to take too heavy a cut and destroy itself. 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 f.1 m, m, mm, kg, g, kPa. 

5. Look for decimal fractions (0.25) or decimal mixed fractions (2.50) rather t han common fractions ( 3/8) on drill bits, feeler gages, etc. 

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

metric. 

7. Don't force bolts, wrenches, or other devices which are not fitling properly . 

8. Practice se lecting and using tools, instruments, and devices. 

Information Sheet 9 

19 
20 MEASURING UP IN 

WHICH TOOLS FOR THE "JOB? NUMERICAL CONTROL MACHINERY 

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 1% of actual measurement. 

priate precision of the tool, instrument, or task. 

Estimate Verify Select and demonstrate or describe use .of tools, instruments, or 

devices to: 1. Diameter of round stock 

1. Measure diameter of round stock. 2. Length of rough stock 

2. Measure length of round stock. 3. Diameter of a hole 

3. Measure length of finished piece. 4. Location of a hole 

4. Measure location of hole from point of origin. 5. Pitch of a thread 

5. Measure chamfer on project. 6. Mandrel size 

6. Measure distance between gear teeth. 7. Collar size (length ) 

7. Measure thread diameter. 8. Cutter size 

8. Measure thread pitch. 9. Key way width 

9. Measure table feed. 10. Feed of table 

10. Measure cutter feed. 11. Size of bolt 

11. Measure diameter of hole. 12. Size of wrench 

12. Measure perpendicular of a surface. 13. Mass of stock 

13. Measure parallel of a surface. 14. Area of feed table 

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 the replacement unit. 

SUGGESTED TEACHING SEQUENCE 

1. Assemble packages and containers of 

materials. 

2. 

3. 

4. 

Present or make available Information 

Sheet 10 and Table 3. 

Have students find approximate metricCustomary equivalents by using 

Exercise.17. 

Test performance by using Section D of 

"Testing :'vletric Abilities." 

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

METRIC-CUSTOMARY EQUIVALENTS 

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

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

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

1. Determine which conversion table is needed. 

21 

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

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

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

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

you can use for practice in finding approximate equivalents. Table 3 can be used w1th 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 

1m2 ::::: 10.8 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 

1 sq ft:::::: 0.09 m2 

1 sq yd :::::: 0.8 m2 

1 acre :::::: 0. 4 hectare 

1 cu in:::::: 16.4 cm3 

1 ml:::::: 0.2 tsp 

1 ml :::::: 0.07 tbsp 

1 1 :::::: 33.8 fl oz 

11:::::: 4.2 cups 

11:::::: 2.1 pts 

1 l ::::: 1.06 qt 

ll::::: 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 

1pt=::: 0.47l 

1 qt ::::: 0.95 l 

1 gal::::: 3.79 l 

1 oz ::::: 28.3 g 

1 cm llb::::: 0.45 kg 3 ::::: 0.06 cu in 

1m3 ::::: 35.3 cu ft 

1 m3 ::::: 1.3 cu yd 

1 cu ft::::: 0.03 m3 

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 

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

Redesign and Renewal. Ohio Department of Education, 65 S. Front Street, Columbus, OH -13215. 19 75. 

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 

Table 3 
. 23 

ANY WAY YOU WANT IT 

1. You are working in a machine shop. With the change to metric 3. Complete the Requisition Form using the items list ed. Convert 

measurement some of the things you order, sell or use are marked the Customary quantities to metric before filling out the form. 

only in metric units. ·. You will need to be familiar with appropriate Complet e all the information (Date, For, No., etc.). 

Customary equivalents in order to communicate with customers Order the following N..C. operator supplies: 

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

the Table on Information Sheet 10 and give the approximat e a ) 5 lbs. of bar stock 

metric quantity (both number and unit) for each of the following b ) 6 in. cutter 

Customary quantities. c ) 5 gals. of coolant 

d ) 1 pt. of cutting oil 

Customary Quantity Metric Quantity 

a ) 2lb. cutter REQUISITION 

b ) 4 qts. of marking dye 

c ) 3/4 in. pipe Date 

d ) 1/2 in. drills For 

e ) 100 lbs. of scrap millings 

f ) 18 in. table 

g ) two-gallon can of coolant No. Date Wanted 

h) 1 pt. of cutting oil Deliver to 

i ) 1 fl. oz. of spray paint 

J ) 3 mile delivery QTY UNIT ITEM 

k) 1/2 in. stock 

l ) 4 in. cutter 

m) 2 ft. of working space 

n) 6 in. gage block 

0 ) 1 in. micrometer 

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

a ) 0.009 in. = mm f ) 102mm = in . Requested by 

b) 12 in. = mm g ) 27 .5mm = m. 

c ) 18 in. Approved by = mm h ) 125 mm = m. 

d ) 0.028 in. = mm i ) 150mm = m. 

e ) 20in. = mm j ) 1000 mm= in. 

.. 

~ENTER '"" VOCATOONAC EOUCATo<>N Exercise 17 
24 

SECTION A 

1. One kilogram is about the milss 

of a: 

[A] nickel 

[ B 1 apple seed 

[ C] basket bail 

[D 1 Volkswagen "Beetle" 

2 . A squa:e metre is about the 

area of: 

[A l this sheet of paper 

[B j a card table top 

[ C ] a bedspread 

[ D 1 a postage stamp 

3. The table length of a numerical

control mill is normally given in: 

[A] grams 

[B] kilograms 

[C] pascals 

[D] centimetres 

4. The mass of a machined part 

is measured in: 

[A] centimetres 

[B] kilograms 

[C] cubic metres 

[D] millilitres 

5. The correct way to write twenty 

grams is: 

[A] 20 gms 

[B] 20 Gm. 

[C1 20 g. 

[D] 20 g 

6. The correct way to write twelve 

thou5<!nd millimetres is: 

[A] 12.000 mm. 

[B 1 12.'000 mm 

(C 1 12 OOOmm 

[D1 12 000 mm 

SECTION :j3 

7. A piece of steel 20 centimetres 

long also has a length of: 

[A ] 0. 2 millimetre 

[ B J 2 millimetres 

[ C] 200 millimetres 

[D] 2 000 millimetres 

8. A 750 gram piece of aluminum is 

the same as: 

[A] 7 50 kilograms 

[BJ 0.75 kilogram 

[C] 7 5 kilograms 

[D] 7.5 kilograms 

SECTION C 

9. For measuring grams you would 

use a: 

[A] rule 

[B] scale 

[C] container 

[D] pressure gage 

10. For measuring kilopascals you 

would use a: 

l~l ruler 

[Bl scale 

[C] pressure gage 

[D] container 

11. Estimate the length of the line 

segment below : 

[A] 23 grams 

[81 6 centimetres 

[C] 40 millimetres 

[D1 14 pascals 

12 . Estimate the length of the line 

segment below· 

~ 

[A] 10 millimetres 

[B] 4 centimetres 

[C] 4 pascals 

[D] 23 milligrams 

SECTION D 

13. The metric unit for liquid measure 

which repiaces the fluid ounce is: 

[A] gram 

[B] hectare 

[C] millilitre 

[D] litre 

14. The metric unit for liquid measure 

which replaces the gallon is: 

[A] metric ton 

[B] litre 

[C] metre 

[D] kilometre 

Use this conversion table to answer questions 15 and.16 . 

mm in . mm 

10 0.39 1 

20 0.79 2 

30 1.18 3 

40 1.57 4 

50 1.97 5 

60 2.36 6 

70 2.76 7 

80 3.15 8 

90 3.54 9 

15. The equivalent of 15 mm is: 

[A] .15 in. 

[B] .59 in. 

[C] .39in. 

[D] .49 in. 

16. The equivalent of 76 mm is: 

[A] 3.00 in. 

[B] 0 .76 in. 

[C] 4.00 in. 

[D] 7.60 in . 

in. 

0.04 

0 .08 

0.12 

0 .1 6 

0.20 

0.24 

0 .28 

0 .3 1 

0.35 

TESTING IV1ETRIC ABILITIES 
ANSWERS TO EXERCISES AND TEST 

EXERCISES 1 THRU 6 

The answers depend on the items 

used for the activities. 

£jXERCISE 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 e) 13.2 em 

b) 58.3 em f) 80.2 em 

c) 9.4 em g) 140.0 em 

d) 68.0 em h) 230.7 em 

EXERCISES 9 THRU 13 

Tables are reproduced in total. Answers are in parentheses. 

Exercise 9 

metre centimetre millimetre 

m em mm 

1 100 1 000 

2 200 (2 000) 

3 (300) (3 000) 

9 (900) (9 000) 

(5) (500) 5 000 

74 (7 400) (7 4 0001 

0.8 80 (800j 

0.6 (60) 600 

(0.025) 2.5 25 

(0.148) (14 .8) 148 

(6 .39 ) 639 (6 390) 

~""'" H>R VOCATOONAC <OUCATOON 

Exercise 10 

rnillilitres 

ml 

3 000 

6 000 

-(8 000) 

(14 000) 

(23 000) 

300 

700 

(900) 

250 

( 470) 

275 

ExerCise 11 

litres 

l 

8 

5 

46 

(32) 

0.4 

0.53 

( 0.48) 

Exereise 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 grams 

kg g 

7 7 000 

11 (11 000) 

(25) 25 000 

0.4 (400) 

0.63 (630) 

(0 .175) 175 

Exercise 14 

a ) 5m i ) 2 000 mm 

b) 0.25 litre j ) 0.5 kg 

c ) 50mm k) 0.5 litre 

d) 2.5 kg 1 ) 500 kg 

e ) 12 em m) 1000 em 

f ) 250 ml n) 25mm 

g ) 2t 0 ) 240 em 

h) 500 ml 

EXERCISES 15 AND 16 

The answers depend on the 

items used for the activities. 

EXERCISE 17 

Part 1. 

a ) 0.9 kg i ) 29.6 ml 

b) 3.8 litres j ) 4.83 km 

c ) 1.905 em k) 1.27cm 

d) 1.27cm 1 ) 10.16 em 

e ) 45 kg m) 0.61 m 

f ) 45.72 em n) 15.24 em 

g ) 7.58 litres 0) 2.54 em 

h) 0.47 litre 

25 

Part 2. 

a ) 0.23 mm f ) 4.01 in. 

b) 304.8 mm g ) 1.09 ~n. 

c ) 457.2 mm h) 4.92 in. 

d) 0.71 mm ) 5.90 in. 

e ) 508mm j ) 39.37 in. 

Part 3. 

a ) 2.25 kg 

b) 15.24 em 

c ) 18.95 litres 

d·) 0.4 7 litre 

TESTING METRIC ABILITIES 

1. C 9. B 

2. B 10. C 

3. D 11. B 

4. B 12. A 

5. D 13. C 

6. D 14. B 

7. C 15. B 

8. B 16. A 

i:< U .S . GOVERNMENT PRINTING OFFICE: 1977- 757-{)69/6238 

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, 10 m 

*Trundle Wheel 

*Area Measuring Grid 

VOLUME/CAP A CITY 

*Nesting Measures, set of 5, 

50 ml - 1 000 ml 

Economy Beaker, set of 6, 

50 ml - 1 000 ml 

Metric Spoon, set of 5, 

1 ml - 25 ml. 

Dry Measure, set of 3, 

50, 125, 250 ml 

Plastic Litre Box 

Centimetre Cubes 

(* Optional) 

MASS 

Bathroom Scale 

*Kilogram Scale 

*Platform Spring Scale 

5 kg Capacity 

10 kg Capacity 

Balance Scale with 8-piece 

mass set 

*Spring Scale, 6 kg Capacity 

TEMPERATURE 

Celsius Thermometer 

NTER FOR VOCATIONAL EDUCATION 

The Oh1o State Untventty • 1960 Kenny Road • Co lumbu\ Ohto 43210 

SUGGESTED METRIC TOOLS AND DEVICES 

NEEDED TO COMPLETE OCCUPATIONAL 

MEASUREMENT TASKS 

In this occupation the tools needed to complete Exercises 6, 

15, and 16 are indicated by"*·" 

* A. 

B. 

* c. 

* D. 

* E. 

F. 

G. 

H. 

* I. 

J. 

K. 

L. 

M. 

N. 

'J. 

Assorted Metric Hardware-Hex nuts, washers, screws, 

cotter pins, etc. 

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

Vernier Caliper-Pocket slide type, 120 mm range 

Micrometer-Outside micrometer caliper, 0 mm to 25 mm 

range 

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

Metre Tape- 50 or 100 m tape 

Thermometers- Special purpose types such as a clinical 

thermometer 

1 Temperature Devices-Indicators used for ovens, freezing/ 

cooling systems, etc. 

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

hex key sets 

Weather Devices- Rain gage, barometer, humidity, wind 

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

etc. 

1 Velocity- Direct reading or vane type meter 

Road Map- State and city road maps 

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

and storing liquids 

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

storing dry ingredients 

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

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

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

metric measurement devices. 

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

may be used to complete the measurement task. 

Tools and Devices List