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 Interior Design Assistants

- Trying Out Metric Units

- Designing 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?

- Sizing It Up

- Planning With Centimetres

19

19

19

19

20

20

21

Unit 5

- Objective

- Suggested Teaching Sequence

- Metric-Customary Equivalents

- Conversion Tables

- Any Way You Want It

22

22

22

22

23

24

Testing Metric Abilities 25

Answers to Exercises and Test 26

Tools and Devices List

References

TEACHING AND LEARNING 

THE METRIC SYSTEM 

This metric instructional package was designed to meet job-related 

metric measurement needs of students. To use this package students 

should already know the occupational terminology, measurement 

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

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

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

distribution. 

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

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

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

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

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

Classroom experiences with this instructional package suggest the 

following teaching-learning strategies: 

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

system fun. 

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

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

metric units to customary units can be confusing. 

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

by ·'doing." 

4. Students should have experience with measuring activities before 

getting too much information. 

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

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

too much material. 

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

This unit enables students to become familiar with the basic metric 

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

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

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

and gives experience with occupational measurement tasks. 

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

Unit 4 provides experience with recogmzmg and using metric 

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 used in independent study, small groups, or whole-class activities. All of the 

materials can be expanded by the teacher. 

Gloria S Cooper 

Joel H. :\lagisos 

Editors 

Th1s publ1cat1on was developed pursuant to contract No. OEC-0-74-9335 '.'vlth the 

Bureau of Occupat1onal and Adult Education. US_ Department of Health, Educatton and Welfare. However. the opinions expressed herein do not necessarily 

reflect the pos1t1on or policy of the US. Office of Education and no off1cial 

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

2. 

3. 

4. 

5. 

UNIT 1 

SUGGESTED TEACHING SEQUENCE 

These introductory exercises may require 

two or three teaching periods for all five 

areas of measurement. 

Exercises should be followed in the order 

given to best show the relationship 

between length, area, and volume. 

Assemble the metric measuring devices 

(rules, tapes, scales, thermometers, and 

measuring containers) and objects to be 

measured.* 

Set up the equipment at work stations 

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

Have the students estimate, measure, and 

record using Exercises 1 through 5. 

6. Present information on notation and 

make Table 1 available. 

7. Follow up with group discussion of 

activities. 

*Other school departments may have devices which 

can be used. :\let ric suppliers are listed in the reference 

section. 

OBJECTIVES 

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

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

SKILLS 

1. Recognize and use the 

unit and its symbol for: 

2 Select, use, and read the 

appropriate measuring 

instruments for: 

3. State or show a 

physical reference for: 

4. Estimate within 25S: 

of the actual measure 

Read correctly 

Linear 

(pp. 3. 4) 

miilimetre (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 

square 

metre 

(m2) 

the area of 

EXERCISES 

Volume or Capacity 

(pp. 7. 8) 

cubic centimetre (em 3 ) 

cubic metre 

(mJ) 

litre (I) 

millilitre(ml) 

capacity o"f 

a given surface containers 

measurements 

on graduated 

volume measur~ 

ing devices 

Mass 

(pp. 9. 10) 

gram (g) 

kilogram (kg) 

the mass of objects 

in grams and kilograms. 

a kilogram scale 

and a gram scale 

Temperature 

(p. 11) 

degree Celsius 

(oC) 

the temperature of 

the air or a liquid 

A Celsius thermometer 

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

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

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

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

5. 

6. 

7. 

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

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

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

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

Information Sheet 1 

l 
2 

METRIC UNITS, SYMBOLS, AND REFERENTS METRIC PREFIXES 

Quantity ~Ietric Unit Symbol Useful Referents Multiples and 

Prefixes Symbols Submultiples 

Length millimetre nun Thickness of dime or paper 

clip wire 

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

centimetre Cil1 Width of paper clip 1 000 = 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[ deka (dek'a) da 

Area square Area of this space 7 D centimetre emBase Unit 1 = 10° 

0.1 = 10-l deci ( des'il d 

0.01 = 10-2 centi (senti) c 

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

hectare ha Football field including sidelines 0.000 001 = 10-6 micro (mTkro) }1 

and end zones 

Volume and millilitre ml Teaspoon is 5 ml 

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

cubic 

centimetre em 3 Volume of this container 

OJ 

cubic metre m3 A little more than a cubic yard 

Mass milligram rug 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(rams) t Volkswagen Beetle 

~CENTER FOR VOCATIONAL EDUCATION Table 1-a 
LINEAR MEASUREMENT ACTIVITIES 

Metre, Centimetre, Millimetre 

I. THE :METRE (m) 

A. DEVELOP A FEELING FOR THE SIZE OF A l\!IETRE 

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 l\!IETRE IS! 

2, Hold one arm out straight 

at shoulder height. Put 

the metre stick along this 

arm until the end hits the 

end of your fingers. Where 

is the other end of the 

metre stick? Touch yourself at that end. 

THAT IS HOW LONG A l\IETRE IS! 

a::3 CENT'R 'OR VOCATK>NAC WUCAT>ON 

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 ESTHv1ATE IN l\IETRES 

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 

ESTil\!1A TE column. Measure the size with your metre stick 

and write the answer in the MEASUREl\!IENT column. 

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

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

"Metric Marvel." 

Height of door knob 

from floor. 

Height of door. 

Length of table. 

Width of table. 

Length of wall of 

this room. 

Distance from 

you to wall. 

Estimate 

(m) 

Measurement 

(m) 

How Close 

Were You? 

Exercise 1 

(continued on next page) 
4 

II. < THE CENTI:METRE (em) 

There are 100 centimetres in one metre. If there are 4 metres 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 CENTilV1ETRE 

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. Length of a paper 

clip. 

2. Diameter (width) 

of a coin. 

3. Width of a 

postage stamp. 

4. Length of a 

pencil. 

5. Width of a sheet 

of paper. 

Estimate 

(em) 

Measurement 

(em) 

How Close 

Were You? 

III. THE MILLIMETRE (mm) 

There are 10 millimetres in one centimetre. \%en 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 1m. 

A. DEVELOP A FEELING FOR THE SIZE OF A ~IILLil\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. mni 

5. Diameter (thickness) of your pencil. mm 

6. Width of a postage stamp. mm 

B. DEVELOP YOUR ABILITY TO ESTilVL-'\TE IN MILLIMETRES 

1. 

2. 

3. 

4. 

5. 

6. 

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

following items, follow the procedures useq 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 SOl\1ETHING, YOU ARE 

SAYING HOW l'vLA..NY SQUARES OF A GIVEN SIZE IT TAKES TO 

COVER THE SURF ACE. 

I. THE SQUARE CENTIMETRE (cm2 ) 

A. DEVELOP A FEELING FOR A SQUARE CENTIMETRE 

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

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

squares with a centimetre ruler. 

THAT IS ONE SQUARE CENTIMETRE~ 

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

squares does it take to cover your fingernail? 

___ cm2 

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

does it take to cover the coin? cm2 

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

squares does it take to cover the postage-stamp? 

___ cm2 

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

squares does it take to cover the envelope? 

___ cm2 

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

Multiply to find the area in square centimetres. 

____ em x em = cm2 • How 

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

o:::3'ENTER roR VOCAT<ONAL EDUCAT<ON 

5 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE 

CENTIMETRES 

1. 

2. 

3. 

4. 

You are now ready to develop your ability to estimate 

in square centimetres. 

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

following items, follow the procedures used for estimating in 

metres. 

Index card. 

Book cover. 

Photograph. 

Window pane or 

desk top. 

Estimate 

(cm2 ) 

How Close 

Were You? 

II. THE SQUARE METRE (m2 ) 

A. DEVELOP A FEELING FOR A SQUARE METRE 

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

is one metre long and one metre wide. 

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

big it is. 

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

look. See how much floor space it covers. 

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

much space it covers. 

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

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

take to cover the door? m2 · 

THIS IS HOW BIG A SQUARE METRE IS! 

Exercise 2 

(continued on next page) 
6 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE CENTIMETRE GRID 

l\1ETRES 

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

procedures used for estimating in metres. 

How Close 

Estimate Measurement Were You? 

(m2) (m2) 

1. Door. 

2. Full sheet of 

newspaper. 

3. Chalkboard or 

bulletin board. 

4. Floor. 

5. Wall. 

6. Wall chart or poster. 

7. Side of file cabinet. 

a3 C<NnR FeR VOCATIONAL EDUCAT>ON Exercise 2 
VOLUME MEASUREMENT ACTIVITIES 

Cubic Centimetre, Litre, Millilitre, Cubic Metre 

I. THE CUBIC CENTIJ\1ETRE ( cm3 ) 

A. DEVELO.P A FEELING FOR THE CUBIC CENTil'vlETRE 

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

height, and width in centimetres. 

THAT IS ONE CUBIC CENTil'vlETRE! 

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'vlE OF THE BOX IS ___ CUBIC 

CENTil'vlETRES. 

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.? 

o:3 CENTER O'OR VOCAT>ONAL <DUCATOON 

B. DEVELOP YOUR ABILITY TO ESTIMATE 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 ) 

How Close 

Were You? 

2. Freezer container. 

3. Paper clip box. 

4. Box of staples. 

II. THE LITRE (I) 

A. DEVELOP A FEELING FOR A LITRE 

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

7 

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

usually do. How many cups do you fill? 

THAT IS HOW MUCH IS IN ONE LITRE! 

3. Fill the litre container with rice. 

THAT IS HOW MUCH IT TAKES TO FILL A ONE 

LITRE CONTAINER! 

Exercise 3 

(continued on next page) 
8 

III. 

B. DEVELOP YOUR ABILITY TO ESTIMATE 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 l, or 

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

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

2.751, or 2.75 litres. 

For each of the following items, use the procedures for 

estimating in metres. 

Estimate Measurement 

(l) (l) 

1. Medium-size 

freezer container . . 2. Large freezer 

container. 

3. Small freezer 

container. 

4. Bottle or jug. 

THE l\1ILLILITRE (ml) 

How Close 

Were You? 

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

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

A. DEVELOP A FEELING FOR A MILLILITRE 

1. Examine a centimetre cube. Anything which holds 

1 em 3 holds 1 ml. 

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

spoon into your hand. Carefully pour the rice into a 

small pile on a sheet of paper. 

THAT IS HOW MUCH ONE MILLILITRE IS! 

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

pile on the sheet of paper. 

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

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

pile on the paper. 

THAT IS 15 MILLILITRES, OR ONE TABLESPOON! 

~ENT<R A>R VOCATOONAL EOUCATOON 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN MILLILITRES 

1. 

2. 

3. 

You are now ready to estimate in millilitres. Follow the 

procedures used for estimating metres. 

Small juice can. 

Paper cup or tea 

cup. 

Soft drink can. 

Estimate 

{ml) 

How Close 

Measurement Were You? 

(ml) 

4. Bottle. 

IV. THE CUBIC METRE (m3 ) 

A. DEVELOP A FEELING FOR A CUBIC METRE 

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

2. Measure a metre UP the wall. 

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

THAT IS THE VOLUME OF ONE CUBIC JVIETRE! 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN CUBIC JVIETRES 

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

1. Office desk. 

2. File cabinet. 

3. Small room. 

How Close 

Measurement Were You? 

(m3) 

Exercise3 
MASS (WEIGHT) MEASUREMENT ACTIVITIES 

Kilogram, Gram 

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

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

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

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

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

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

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

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

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

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

The symbol for gram is g. 

The symbol for kilogram is kg. 

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

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

A quarter of a kilogram can be written as 250 g,or 0.25 kg. 

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

I. THE KILOGRAM (kg) 

DEVELOP A FEELING FOR THE MASS OF A KILOGRAM 

Using a balance or scale, find the mass of the items on the table. 

Before you find the mass, notice how heavy the object "feels" 

and compare it to the reading on the scale or balance. 

~ENTER O'OR VOCATIONAC EOUCAT>ON 

1. 1 kilogram box. 

2. Textbook. 

3. Bag of sugar. 

4. Package of paper. 

5. Your own mass. 

j\fass 

(kg) 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN KILOGRAMS 

1. 

2. 

3. 

4. 

5. 

For the following items ESTIMATE the mass of the object in 

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

of the object. Write the exact mass in the MEASUREMENT 

column. Determine how close your estimate is: 

Estimate 

(kg) 

Bag of rice. 

Bag of nails. 

Large purse or 

briefcase. 

Another person. 

A few books. 

Measurement 

(kg) 

How Close 

Were You? 

Exercise 4 

(continued on next page) 

9 
10 

II. THE GRAM (g) 

A. DEVELOP A FEELING FOR A GRAM 

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

2. 

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

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

when it is not in motion. 

THAT IS HOW HEAVY A GRAM IS! 

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

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

the cubes near the t.ips 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 ""' VOCATOONAC WUCATOON 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN GRAMS 

1. 

2. 

3. 

4. 

5. 

6. 

You are now ready to improve your ability to estimate in 

grams. Remember how heavy the 1 gram cube is, how heavy 

the two gram cubes are, and how heavy the five gram cubes 

are. For each of the following items, follow the procedures 

used for estimating in kilograms. 

Two thumbtacks. 

Pencil. 

Two-page letter 

and envelope. 

Nickel. 

Apple. 

Package of 

margarine. 

Estimate 

(g) 

Measurement 

(g) 

How Close 

Were You? 

Exercise 4 
TEMPERATURE MEASUREMENT ACTIVITIES 

Degree Celsius 

I. DEGREE CELSIUS 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 TEMPERATURE IS 37 DEGREES 

CELSIUS (37°C). 

A FEVER IS 39°C. 

A VERY HIGH FEVER IS 40°C. 

B. DEVELOP YOUR ABILITY TO ESTil\1ATE IN DEGREES 

CELSIUS 

11 

For each item, ESTIMATE and write down how many degrees 

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

2. 

3. 

4. 

5. 

ments are. 

Mix some hot and 

cold water in a 

container. Dip your 

finger into the 

water. 

Pour out some of 

the water. Add some 

hot water. Dip your 

finger quickly into 

the water. 

Outdoor temperature. 

Sunny window sill. 

l'vli.x of ice and water. 

6. Temperature at 

floor. 

7. Temperature at 

ceiling. 

Estimate 

tc) 

How Close 

:Measurement Were You? 

(oC) 

Exercise 5 
12 

UNIT 2 

OBJECTIVES 

The student will recognize and use the metric 

tenm, units, and symbols used in this occupation. 

• 

• 

Give12- 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." 

G:3 CENTER <OR VOCATIONAL EDUCATOON 

METRICS IN THIS OCCUPATION 

Changeover to the metric system is under way. Large corporations are already using 

metric measurement to compete in the world market. The metric system has been used in 

various parts of industrial and scientific communities for years. Legislation, passed in 

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

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

in job-related tasks. 

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

These terms are replacing the measurement units used currently. What kinds of 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 Interior Design Assistant 

Quantity Unit Symbol Use 

Length millimetre mm Architectural drawings; floor plans; wood, hardware, bolt and screw 

dimensions; furniture arrangements on paper; wrench sizes; drafting 

paper dimensions. 

centimetre 

I em Small furniture; windows; fabric lengths and widths; height of lamps; 

height and diameter of lampshade; dimensions of picture frame. 

metre m Room size; equipment and furniture size; fabric lengths and widths; 

spacing of trees or shrubs for landscaping; height of trees; architectural 

drawings; carpeting; window treatments; wall coverings. 

Area square centimetre 2 em Picture/decoration arrangement; speciality fabric coverings for small 

areas; tile coverage; wall covering. 

square metre 2 m Carpeting, window coverings; room sizes; furniture; picture/decoration 

arrangements; wall covering. 

Volume/Capacity cubic centimetre cm3 Size or capacity of small objects or appliances. 

cubic metre 3 m V olurne of room; volume or capacity of large appliances;* storage 

areas; trucking or shipping space. 

millilitre ml Small liquid volumes; size of glasses, vases, and containers; paint. 

litre l Size of larger liquid containers; paint; capacities of appliances, equipment, 

and built-ins. 

Mass gram g Mailing and shipping packages; selecting supports for pictures, art objects, 

appliances, lamps; purchasing hardware, stone, dry and metal products 

kilogram kg by mass; furniture. 

illumination lumens per square metre lm/m2 Intensity of light on a given space; planning light levels. 

(also called lux) lx 

*Storage capacity of refrigerators and freezers may be given either in cubic metres or litres. Standards have not yet been defined by manufacturers. 

Obtain current information from the Association of Home Appliance Manufacturers, 20 North Wacker Drive, Chicago, IL 60606. 

~ .... R F()ft VOCATIONAL '0UCATOON 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. Floor space of a sofa 

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

17. Storage area 

Estimate Actual 

18. Small box or package 

Length Volume/Capacity 1. Height of a lamp I I 

19. Freezer container 

2. Diameter of lamp shade 

20. Bud vase 

3. Picture frame 

21. Brandy snifter or bowl 

4. Graph paper 

5. Pencil 22. Large vase 

6. Index card Mass 

23. Sample book 

7. Table top 

24. Hardware 

8. Ceiling height 

25. Accessories 

9. Window width and height 

26. Large vase filled with water 

Area 

10. Light switch plate 27. Large framed picture 

11. Desk top 28. Quantity of stone or bricks 

12. Classroom floor Temperature 

29. Room 

13. Window 

30. Outside 

14. Wall 

31. Cold tap water 

15. Floor space of a chair 

32. Hot tap water 

Exercise 6 
15 

DESIGNING WITH METRICS 

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

what measurement to use in the following situations. 19. Width of upholstery fabric 

20. Capacity of an aquarium tank 

1. Length of picture frame 

2. 

21. Mass of a bag of decorative 

Height of rocking chair pebbles 

3. Width of book case 22. Quantity of paint for painting 

a room 

4. Volume occupied by chest of 

drawers 

5. Width of door " 

6. Width of hallway 

7. Length of a wall 

8. Floor occupied by couch 

9. Size of a bed Dl I I I fT 

""''I 

10. Area of kitchen island ~ 

IIC: ~ 

11. Size of 1 floor tile T 

u !U 

12. Area of room ~ 

[] '- -_;;;J 13. Dimensions of wood panel f----

C) 14. Length and diameter of a bolt 1---

..-

15. Mass of a large framed picture c---

1---

16. Quantity of wall covering 

17. Light level for reading area 

18. Length of a lamp cord 

o:::3'ENTER ""' VOCATIONAC 'OUCATOON Exercise 7 
16 

UNIT 3 

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'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 

ANSWERS TO EXERCISES AND 

TEST. 

4. Test performance by using Section B of 

"Testing Metric Abilities." 

a:3 Ca.rr<R 'C>R VOCATK>NAC WUCAT<ON 

METRIC-METRIC EQUIVALENTS 

Centimetres and Millimetres 

(

jlllljlllljlllljlllljlllljlllljlllljlllljlllljlll ijlllljlllljllllj 

1 2 3 4 5 6 (

jlllljlllljlllljlllljlllljlllljlllljlllljlllljlllljllllj II lljlllljlll 

1 2 3 4 5 6 

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

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

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

5 em+ 0.7 em 

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

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

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

34 mm = 3 em + 4 mm 

3 em+ 0.4 em 

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

Information Sheet 3 

Now you try some. 

a ) 26mm = em e ) 132 mm em 

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

c ) 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 r:n..etre. Thus, 

2m= 2 x 100 em= 200 em, 

3m= 3 x 100 em = 300 em, 

8 m = 8 x 100 em = 800 ern, 

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

There are 1 000 millimetres in one metre, so 

2 m = 2 x 1 000 mrn = 2 000 rom, 

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

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

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

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 rom 

75 

100 x 1 000 rom 

1 000 

75 x 100 rom 

75 x 10 rom 

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

Information Sheet 4 

Fill in the following chart. 

metre centimetre millimetre 

m em rom 

1 100 1 000 

2 200 

3 

9 

5 000 

74 

0.8 80 

0.6 600 

2.5 'r -Z> 

ll8 

639 

o:::3C'NT'R ""' VOCATOONAC <DUCAnON 

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= 1litre. 

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) (!) 

3 000 3 

6 000 

8 

1-1 000 

23 

300 0.3 

700 

0.9 

250 

0.47 

275 

Exercise 10 
18 

Li tres to M illili tres 

\Vhat 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 

"t\mv you try some. Complete the following chart. 

litres millilitres 

I ml 

8 8 000 

5 

46 

32 000 

0.4 

0.53 

480 Exercise 11 

Grams to Kilograms 

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

2 000 grams is the same as 2 kilograms, 

5 000 g is the same as 5 kg, 

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

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

changing from millilitres to litres. 

Information Sheet 7 

Try the following ones. 

grams kilograms 

g kg 

4 000 4 

··- 9 000 

23 000 

8 

300 

275 Exercise 12 

Kilograms to Grams 

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

~l kg = ·± X 1 000 g = l 000 g, 

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

0.75kg= 0.75x1000g= 750g. 

Information Sheet 8 

Complete the following chart. 

kilograms gr:1ms 

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 carpet runner is m 

b ) 7.8 m wall length is em 

c ) 28 m upholstery fabric is em 

d ) 97 em of material is m 

e ) 1.5 m table length is em 

f ) 300 mm drafting paper is em 

g ) 0.5 m of fabric is em 

h ) 10 em bolt length is mm 

i ) 250 em drapery rod is mm 

j ) 2 400 mm wood panel is em 

k ) 500 ml of wood stain is 

l ) 10 m measuring tape is em 

m) 250 ml brandy snifter is 1 

n ) 500 g of nails is kg 

o ) 1.5 m desk is em 

Exercise 14 
UNIT 4 

OBJECTIVE 

The student will recognize and use 

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

• Given metric and Customary tools, 

instruments, or devices, differentiate 

between metric and Customary. 

• Given a measurement task, select 

and use an appropriate tool, instrument or device. 

• Given a metric measurement task, 

judge the metric quantity within 20% 

and measure to the accuracy required 

by the task. 

SUGGESTED TEACHING SEQUENCE 

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

°C thermometer, wrenches, tapes) 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, 16 and 17. 

6. Test performance by using Section C 

of "Testing Metric Abilities." 

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

SELECTING AND USING 

METRIC INSTRUMENTS , TOOLS AND DEVICES 

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

form, wasted or damaged materials, excessive cost to the business, loss of customers, or injury 

to self or fellow workers. For example, measuring for draperies with a metric rule marked in 

centimetres and recording the measurements as inches would mean the draperies you order 

would be much too small. Here are some suggestions: 

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

products are needed for a given task. 

2. Examine the tool or instrument before using it. 

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

numbers, tens or tenths, hundreds or hundredths. 

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

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

than common fractions (3/8). 

6. Practice selecting and using tools, instruments, and devices. 

Information Sheet 9 

19 
20 

WHICH TOOLS FOR THE JOB? SIZING IT UP 

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

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

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

priate precision of the tool, instrument, or task. 

Estimate Verify 

Select and demonstrate or describe use of tools, instruments, or 1. Floor area for display 

devices to: 

2. Size of picture in frame 

1. Estimate the amount of wallpaper needed to cover one wall. 

3. Length of a kitchen counter 

2. Determine the amount of wall-to-wall carpeting needed for a 

given room. 4. Floor space occupied by a stereo 

console 

3. Determine the minimum floor space needed for a dining table 

and six chairs. 5. Area of wall to be painted 

4. Design a furniture arrangement for a living room. 6. Size of a fireplace 

5. Measure the wall space to be covered with paneling. 7. Height of a door jamb 

6. Determine the proportion for a lamp and lampshade. 8. Volume of a vase 

7. Design a kitchen floor plan with an efficient work triangle. 9. Size of an area rug 

8. Measure the size of a woven wall hanging. 10. Size of a window casing 

9. Calculate the amount of curtain material needed for a kitchen 11. Material needed for curtaining a 

window. window or windows 

10. Draw a wall elevation to scale. 12. Material needed for draperies 

11. Select a picture wall hanger. 13. Amount of wallpaper for a room 

12. Check the illumination level of a study area. 14. Amount of wall-to-wall carpeting 

for a room 

13. Check the temperature of the plant room. 

15. Useful storage space in a cabinet 

or storage area 

. 

~'NnR .OR VOCATOONAL WUCATOON 

Exercise 15 Exerc1se 16 
PLANNING WITH CENTIMETRES 

Measure and diagram the classroom on the centimetre-square paper attached. Use the scale that 

1 em = 1 m for drafting the floor plan. 

o:::3'<NT•R >OR VOCATK>NAC <DUCAT>ON 

21 

Exercise 17 
22 

UNIT 5 

OBJECTIVE 

The student will recognize and use metric 

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

this occupation. 

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

equivalent on a conversion table. 

• Given a Customary unit, state the replacement unit. 

SUGGESTED TEACHING SEQUENCE 

1. Assemble packages and containers of 

materials. 

2. 

3. 

4. 

Present or make available Information 

Sheet 10 and Table 3. 

Have students find approximate metricCustomary equivalents by using 

Exercise 18. 

Test performance by using Section D of 

"Testing Metric Abilities." 

~<NHR '"" VOCATOONAC <OUCA'OON 

METRIC-CUSTOMARY EQUIVALENTS 

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

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

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

1. Determine which conversion table is needed. 

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

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

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

Table 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 replace" 

ments for Customary units are.* This table can be used with Exercise 18, Part 1 and Part 3. The 

symbol ""=' means "nearly equal to." 

1 em ""=' 0.39 inch 

1m""=' 3.28 feet 

1m""=' 1.09 yards 

1 km ""=' 0.62 mile 

1 cm2 ::::: 0.16 sq in 

1 m2 ::::: 10.8 sq ft 

1 m 2 ::::: 1.2 sq yd 

1 hectare ::::: 2.5 acres 

1 cm3 ""=' 0.06 cu in 

1 m3 ::::: 35.3 cu ft 

1 m3 ::::: 1.3 cu yd 

1 inch ""=' 2.54 em 

1 foot""=' 0.305 m 

1 yard""=' 0.91 m 

1 mile ""=' 1.61 km 

1 sq in ""=' 6.5 cm2 

1 sq ft ""=' 0.09 m2 

1 sq yd ""=' 0.8 m2 

1 acre ""=' 0.4 hectare 

1 cu in""=' 16.4 cm3 

1 cu ft ::::: 0.03 m3 

1 cu yd ""=' 0.8 m3 

1 ml ""=' 0.2 tsp 

1 ml ""=' 0.07 tbsp 

1 I ""=' 33.8 fl oz 

11 ""=' 4.2 cups 

11 ""=' 2.1 pts 

1 I ""=' 1.06 qt 

1 I ::::: 0.26 gal 

1 gram ::::: 0.035 oz 

1 kg""' 2.2 lb 

1 metric ton ""=' 2205 lb 

1 kPa::::: 0.145 psi 

1 tsp::::: 5 ml 

1 tbsp::::: 15 ml 

1 fl oz ::::: 29.6 ml 

1 cup::::: 237 ml 

1 pt::::: 0.47 I 

1 qt::::; 0.95 l 

1 gal::::: 3.79 I 

1 oz::::; 28.3 g 

lib::::; 0.45 kg 

1 ton::::: 907.2 kg 

1 psi ::::: 6.895 kPa 

* AdaiJ.- '-' trom Let's Measure Metric. A Teacher's Introduction to Metric Jieasurement. Division of Educational 

Redesign and Renewal, Ohio Department of Education, 65 S_ Front Street, Columbus, OH -±3215. 197 5. 

Information Sheet 10 
23 

CONVERSION TABLES 

MILLIMETRES AND CENTIMETRES TO INCHES 

nun em in. nun em in. mm em in. 

100 10.0 3.9 10 1.0 .4 1 0.1 0.04 

200 20.0 7.9 20 2.0 .8 2 0.2 0:08 

300 30.0 11.8 30 3.0 1.2 3 0.3 0.12 

400 40.0 15.7 40 4.0 1.6 4 0.4 0.16 

500 50.0 19.7 50 5.0 2.0 5 0.5 0.20 

600 60.0 23.6 60 6.0 2.4 6 0.6 0.24 -

700 70.0 27.6 70 7.0 2.8 7 0.7 0.28 

800 80.0 31.5 80 8.0 3.2 8 0.8 0.32 

900 90.0 35.4 90 9.0 3.5 9 0.9 0.35 

1000 100.0 39.4 

INCHES TO MILLIMETRES AND CENTIM~TRES 

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

10 254.0 25.4 1 25.4 2.5 1/8 3.2 0.3 

20 508.0 50.8 2 50.8 5.1 1/4 6.4 0.6 

30 762.0 76.2 3 76.2 7.6 3/8 9.5 1.0 

40 1016.0 101.6 4 101.6 10.2 1/2 12.7 1.3 

50 1270.0 127.0 5 127.0 12.7 5/8 15.9 1.6 

60 1524.0 152.4 6 152.4 15.2 3/4 19.1 1.9 

70 1778.0 177.8 7 177.8 17.8 7/8 22.2 2.2 

80 2032.0 203.2 8 203.2 20.3 

90 2286.0 228.6 9 228.6 22.9 

METRES TO FEET FEET TO METRES 

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

10 32.81 1 3.28 10 3.05 1 0.31 

20 65.62 2 6.56 20 6.10 2 0.61 

30 98.43 3 9.84 30 9.14 3 0.91 

40 131.23 4 13.12 40 12.19 4 1.22 

50 164.04 5 16.40 50 15.24 5 1.52 

60 196.85 6 19.69 60 18.29 6 1.83 

70 229.66 7 22.97 70 21.34 7 2.13 

80 262.47 8 26.25 80 24.38 8 2.44 

90 295.28 9 29.53 90 27.43 9 2.74 

Table 3 
24 ANY WAY YOU WANT IT 

1. You are working in an interior design studio. With the change to 3. Complete the Order Form using the items listed. Convert the 

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

marked only in metric units. You will need to be familiar with Complete all the information (Date, For, No., etc.). 

appropriate Customary equivalents in order to communicate with Order the following interior design supplies: 

customers and suppliers who use Customary units. To develop 

your skill use the Table on Information Sheet 10 and give the a ) 2 gal. royal blue paint 

approximate metric quantity (both number and unit) for each of b ) 16 self-adhesive cork tiles, 12 in. by 12 in. 

the following Customary quantities. c ) 1 oriental rug, 6 ft. by 9 ft. 

d ) 2 lbs. of sea green aquarium gravel 

Customary Quantity Metric Quantity e ) 3 yds. of antique satin drapery fabric 

f ) 2 vases, 40 fl. oz. size 

a ) 18 in. pillow 

b ) 8 ft. ceiling 

c ) 80 lb. sofa ORDER FORM 

d )_ 10 sq. yds. of carpeting Date 

e ) 8 in. vase 

For 

f ) 1 gal. container 

g ) 20 fl. oz. brandy snifter 

h ) 10 ft. measuring tape No. Date Wanted 

i ) ,20 lb. picture wall support Deliver to 

j ) 24 in. mirror 

k ) 4 in. ceramic tile QTY UNIT ITEM 

l ) 9 in. tile 

m) 1lb. of upholstery tacks 

n ) 20 lb. bag of limestone chips 

0 ) 5 yds. of gold organdy fabric 

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

a ) 150 em = in. g ) 60 in. = em 

b ) 5cm = in. h ) 12 in. = em 

Requested by 

c ) 2 400 mm = in. i ) 3/4 in. = mm 

d ) 1 200 mm = in. j ) 30 in. = em Approved by 

e ) 50mm = in. k ) 11m = ft. 

f ) 54 in. = em l . ) 3m = ft. 

~ENTER FOO VOCATIONAC EDUCATOON Exercise 18 
TESTING METRIC ABILITIES 

SECTION A 

1. One kilogram is about the ma"S 

of a: 

[A] nickel 

[ B] apple seed 

[C] basketball 

[D J Volkswagen "Beetle" 

2. A square metre is about the 

area of: 

3. 

4. 

[A] this sheet of paper 

[B] a card table top 

[ C ] a bedspread 

[ D] a postage stamp 

Floor space in a room is 

measured in: 

[A] square metres 

[B] square litres 

[C] square centimetres 

[D] square pascals 

Drapery lengths are measured 

in: 

[A] centimetres 

[B] litres 

[C] square centimetres 

[D] square 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) 12.000 mm. 

[B] 12.000 mm 

[CJ 12 OOOmm 

[D) 12 000 mm 

SECTION B 

7. A table measuring 60 centimetres 

also has a width of: 

[A] 6 000 miliimetres 

[B] 600 millimetres 

[ C] 60 millimetres 

[D J 0.6 millimetre 

8. A 7 50 gram wall trivet is the 

same as: 

[A] 0.75 kilogram 

[B J 7.5 kilograms 

[ C] 7 50 000 kilograms 

[D] 7 500 kilograms 

SECTION C 

9. To measure in centimetres you 

would use a: 

[A ] measuring cup 

[B] thermometer 

[C] scale 

[D] rule 

10. To measure in millilitres you 

would use a: 

[A} measuring cup 

[B] scale 

[C] rule 

(D] thermometer 

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-----i 

[A] 10 millimetres 

(B] 4' centimetres 

[C) 4 pascals 

[D] 23 milligrams 

SECTION D 

13. The metric unit which replaces 

the square foot is: 

[A] square yard 

[B] square metre 

[C] square millimetre 

[D} square kilogram 

14. The metric unit which replaces 

the yard is: 

[A] metre 

[B] foot 

[ C] centimetre 

[ D] millimetre 

Use this conversion table to answer questions 15 and 16. 

em in. I em 

10.0 3.9 

I 

1.0 

20.0 7.9 2.0 

30.0 11.8 3.0 

40.0 15.7 

I 

4.0 

50.0 19.7 5.0 

60.0 23.6 6.0 

70.0 27.6 I 

I 7.0 I so.o 31.5 

I 

8.0 I 90.0 35.4 9.0 

100.0 39.4 

in. 

.4 

.8 

1.2 

1.6 

2.0 

2.4 

2.8 

3.2 

3.5 

15. The equivalent of 95 em is: 

[A] 42.5 in. 

[B] 37.4 in. 

[C] 95 in. 

[D] 190 in. 

16. The equivalent of 15 em is: 

[A] 37.5 in. 

[B] 15in. 

[C] 3.9 in. 

[D l 5.9 in. 

25 
26 

ANSWERS TO EXERCISES .. ~1\JD 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 c:n e) 13.2 em 

bl 58.3 em f) 80.2 em 

c) 9.-± 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 

I 1 100 I 1 000 

2 200 (2 000) ') (300) (3 000) ._, 

9 (900) (9 000) 

' I (5) (600) 6 000 

l 7 4 (7 400) ~ (74000)! 

i 0.8 80 ! i800) 

0.6 i60) 600 

! (0.025) ') - ~.o 25 

I (0.1-18) 114.8) 148 

(6.39) 639 (6 390) 

Exercise 10 

millilitres 

ml 

3 000 

6 000 

(8 000) 

\14 000) 

(23 000) 

300 

700 

(900) 

250 

( 470) 

275 

8 

I 5 

I 46 

I (32) 

! 0.-± 

I 0.53 

(0.48) 

Exercise 12 

grams a 

"' 

4 000 

! 9 000 

I 23 000 

t (8 000) 

300 

275 

I 

litres 

l I 

3 

(6) 

8 ! 

(14) I 

23 

0.3 

(0.7) 

0.9 

(0.25) 

0.47 

(0.275) 

8 000 

(5000) 

( 46 000) 

32 000 

C-±00 l 

(530) i 

480 

kilograms 1 

kg 

(9) 

( 2.3) 

s 

(0.3) 

(0.275' 

Exercise 13 

kilograms 

kg 

11 

I (25) 

0.4 

0.63 

(0.J.76) 

Exercise 14 

a 5m 

b ) 780 em 

c ) 2 800 em 

d ) 0.97m 

e ) 150 em 

f ) 30 em 

g ) 50 em 

h ) 100mm 

I 

grams 

g 

7 000 

lll 000) 1 

26 000 

(4001 

:630) 

116 

) 2 500 mm 

j ) 240 em 

k ) 0.5 litre 

1 ) 1000 em 

m) 0.25 litre 

n ) 0.5 kg 

0 ) 150 em 

EXERCISES 15, 16 and 17 

The answers depend on the 

items used for the activities. 

EXERCISE 18 

Partl. 

a ) 45.72 em ) 9kg 

b ) 2.44 m j ) 60.96 em 

c ) 36 kg k ) 10.16 em 

d ) 8m2 l ) 22.86 em 

e ) 20.32 em m) 0.45 kg 

f ) 3. 79 litres n ) 9kg 

g ) 592 ml 0 ) 4.55m 

h ) 3.05m 

Part 2. 

a ) 59.1 in. g ) 152.4 em 

b ) 2 in. h ) 30.5 em 

c ) 94.5 in. ) 19.1 mm 

d ) 47.3 in. j ) 76.2 em 

e ) 2 in. k ) 36.09 ft. 

f ) 137.2 em l ) 9.84 ft. 

Part 3. 

a ) 7.58 litres 

b) 30.48 em by 30.48 em 

e ) 1.83 m by 2.745 m 

d) 0.9 kg 

e ) 2.73m 

f ) 1184 ml 

TESTING METRIC ABILITIES 

1. C 9. D 

2. B 10. A 

3. A 11. B 

4. A 12. A 

5o D 13. B 

6. D 14. A 

7. B 15. B 

8. A 16. D 

"(::U.S. GOVERNMENT PRINTING OFFiCE: 1977- 757-069/6232 
SUGGESTED METRIC TOOLS AND DEVICES 

NEEDED TO COMPLETE MEASUREMENT TASKS 

IN EXERCISES 1 THROUGH 5 

LINEAR 

Metre Sticks 

Rules, 30 em 

Measuring Tapes, 150 em 

*Height Measure 

*Metre Tape, 10m 

*Trundle Wheel 

*Area Measuring Grid 

VOLUME/CAPACITY 

*Nesting Measures, set of 5, 

50 ml - 1 000 ml 

Economy Beaker, set of 6, 

50 ml - 1 000 ml 

Metric Spoon, set of 5, 

1 ml- 25 ml 

Dry Measure, set of 3, 

50, 125, 250 ml 

Plastic Litre Box 

Centimetre Cubes 

(* Optional) 

MASS 

Bathroom Scale 

*Kilogram Scale 

*Platform Spring Scale 

5 kg Capacity 

10 kg Capacity 

Balance Scale with 8-piece 

mass set 

*Spring Scale, 6 kg Capacity 

TEMPERATURE 

Celsius Thermometer 

FOR VOCATIONAL EDUCATION 

The Ohto State Untver~tty • 1960 Kenny Road • Columbu~ 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. Assorted Metric Hardware-Hex nuts, washers, screws, 

cotter pins, etc. 

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

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

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

range 

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

F. Metre Tape-50 or 100m tape 

G. Thermometers-Special purpose types such as a clinical 

thermometer 

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

cooling systems, etc. 

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

hex key sets 

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

velocity indicators 

K. 1 Pressure Gages-Tire pressure, air, oxygen, hydraulic, fuel, 

etc. 

L. 1 Velocity-Direct reading or vane type meter 

M. Road Map-State and city road maps 

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

and storing liquids 

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

storing dry ingredients 

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

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

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

metric measurement devices. 

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

may be used to complete the measurement task. 

Tools and Devices list