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 Soft Goods Merchandising

- Trying Out Metric Units

- Selling 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 Soft Goods Merchandising

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. 

-1. 

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 esti'mate and measure in metric units 

by ·'doing. " 

Students should have experience with measuring activities before 

getting too much information. 

i\·Iove 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 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 

Th 1s pub licat iOn was developed pursuant tO contract No . OEC-0-74·9335 With the 

Bureau of Occupat ional and Adult Education. U .S. Depa rtmen t of Health , Ectuca· 

t ion and Welfare . However. the op in i ens expressed herein do not necessarily 

re f lect the pos1t 10n or policy of the U .S. Office of Education and no off,c ial 

endorsement by the US 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 resou.rce activities. 

5. Have the students estimate, measure, and 

record using Exercises 1 through 5. 

6. Present information on notation and 

make Table 1 available. 

7. Follow up with group discussion of 

activities. 

*Other school departments may have devices which 

can be used. Metric suppliers are listed in the reference 

section. 

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. 

4. Estimate within 25% height, width, or 

of the actual measure length of objects 

5. Read correctly metre stick, metric 

tape measure, and 

metric rulers 

Area 

(pp. 5. 6) 

square 

centimetre 

(cm2 ) 

square 

metre 

(m2 ) 

the area of 

a given surface 

EXERCISES 

Volume or Capacity 

(pp. 7. 8) 

cubic centi· 

metre (ern 3 ) 

cubic metre 

(m3) 

litre (I) 

rnillilitre (ml) 

capacity of 

containers 

measurements 

on graduated 

volume measuring devices 

Mass 

(pp. 9 -10) 

gram (g) 

kilogram (kg) 

the mass of objects 

in grams and kilo· 

grams 

a kilogram scale 

and a gram scale 

Temperature 

(p. 11) 

degree Celsius 

(OC) 

the temperature of 

the air or a liquid 

A Celsius thermometer 

RULES OF NOTATION 

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

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

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

4. A space separates the numerals from the unit symbols ( 4 1 not 41). 

5. 

6. 

7. 

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

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

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

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

Information Sheet 1 

1 
2 

METRIC UNITS, SYMBOLS, AND REFERENTS METRIC PREFIXES 

Quantity Metric Unit Symbol Useful Referents ' Multiples and 

Pre fixe~ Symbols Submultiples 

Length millimetre nun Thickness of dime or paper 

clip wire 

centimetre em Width of paper clip 

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

1000=103 kilo (k Uo) k 

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

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

Area square Area of this space 

D centimetre cm2 

Base Unit 1 = 10° 

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

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

square metre m2 Area of card table top 0 .001 = 10-3 milli ( nrll 'i) m 

hectare ha Football field including sidelines 

and end zones 0.000 001 = 10- 6 micro (m1'kro) J.1. 

Volume and millilitre ml Teaspoon is 5 ml 

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

cubic 

centimetre cm3 Volume of this container 

co 

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 kilonams) t Volkswagen Beetle 

Table 1-a 
LINEAR MEASUREMENT ACTIVITIES 

Metre, Centimetre, Millimetre 

I. THE METRE (m) 

A. DEVELOP .A FEELING FOR THE SIZE OF A METRE 

1. Pick up one of the metre 

sticks and stand it up on the 

floor. Hold it in place with 

one hand . Walk around the 

stick. Now stand next to 

the stick. With your other 

hand, touch yourself where 

the top of the metre stick 

comes on you. 

THAT IS HOW HIGH A METRE IS! 

2. Hold one arm out straight 

at shoulder height. Put 

the metre stick along this 

arm until the end hits the 

, end of your fingers. Where 

is the other end of the 

metre stick? Touch yourself at that end. 

THAT IS HOW LONG A METRE IS! 

3. Choose a partner to stand 

a:t 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 ESTIMATE IN METRES 

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. J\!Ieasure the size with your metre stick 

and write the answer in the l\1EASUREMENT 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. 

Distan::e from 

you to wall. 

Estimate 

(m) 

How Close 

:Measurement Were You? 

(m) 

Exercise 1 

(continued on next page) 
4 

II. THE CENTIMETRE (em) 

There are 100 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 CENTIMETRE 

B. 

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

How wide is it? em 

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

em 

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

em 

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

em 

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

around it? em 

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

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 centimetrf'. 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 1m. 

A. DEVELOP A FEELING FOR THE SIZE OF. A MILLIMETRE 

Using a ruler marked in millimetres, measure: 

1. Thickness ofa 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 st amp. mm 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN MILLIMETRES 

1. 

2. 

3. 

4. 

5. 

6. 

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

following items, follow the procedures used for estimating in 

metres. 

Thickness of a 

nickel. 

Diameter (thickness) 

of a bolt. 

Length of a bolt. 

Width of a sheet 

of paper. 

Thickness of a board 

or desk top. 

Thickness of a 

button. 

Estimate 

(mm) 

How Close 

Measurement Were You? 

(mm) 

Exercise 1 
AREA MEASUREMENT ACTIVITIES 

Square Centimetre, Square Metre 

\VH:EN YOU DESCRIBE THE AREA OF SOMETHING, YOU ARE 

SAYING HOW MANY SQUARES OF A GIVEN SIZE ITT AKES 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.? 

~ENT<R >OR VOCATOONAL 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 ) 

:Measurement 

(cm2 ) 

How Close 

Were Ybu? 

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. St ep back and 

look. See how much floor space it covers. 

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

much space it covers. 

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

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

take to cover the door? m2 

THIS IS HOW BIG A SQUARE METRE IS! 

Exercise 2 

(continued on next page) 
6 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE CENTIMETRE GRID 

METRES 

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

procedures used for estimating in metres. 

How Close 

Estimate· .l\1easurement Were You? 

(m2 ) (m2 ) 

1. Door. 

2. Full sheet of 

newspaper. 

3. Chalkboard or 

bulletin board. 

4. Floor. 

5. Wall. 

6. Wall chart or poster. 

7. Side of file cabinet . 

-

. 

Exercise 2 
VOLUME MEASUREMENT ACTIVITIES 

Cubic Centimetre, Litre, Millilitre, Cubic Metre 

I. THE CUBIC CENTIMETRE ( cm3 ) 

A. DEVELOP A FEELING FOR THE CUBIC CENTI'METRE 

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

height, and width in centimetres. 

THAT IS ONE CUBIC CENTIMETRE! 

2. Find the volume of a plastic litre box. 

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

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

b. Place another ROW of cubes against an adjoining side 

of the box. How many rows fit inside the box 

to make one layer of cubes? ___ _ 

How many cubes in each row? ___ _ 

How many cubes in the layer in the bottom of the 

box? _ _ ___ _ 

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

How many LAYERS would fit in the box? ___ _ 

How many cubes in each layer? ___ _ 

How many cubes fit in the box altogether? ___ _ 

THE VOLUME OF THE BOX IS ___ CUBIC 

CENTIMETRES. 

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

centimetres. Length em; width em; 

height em. Multiply these numbers to find 

the volume in cubic centimetres. 

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

~NTER A)R VOCATIONAL •oUCAT!ON 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN CUBIC 

CENTIMETRES 

1. 

You are now ready to develop your ability to estimate 

in cubic centimetres. 

Remember the size of a cubic centimetre. For each of 

the following items, use the procedures for estimating in 

metres. 

Index card file 

box. 

Estimate 

(cm3 ) 

Measurement 

(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. 

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 ESTL\1ATE IN LITRES 

You are now ready to develop your abiCy to esti~ate in 

litres. To write two and one-halflitres, you write 2.5 l, or 

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

litre. T') write two and three-fourths litres, you write 

2.75 1, or 2.75 litres. 

For each of the following items, use the procedures for 

estimating in metres. 

1. Medium-size 

freezer cont.ainer. 

2. Large freezer 

container. 

3 .. Small freezer 

container. 

4. Bottle or jug. 

THE l\11LtiLITRE (ml) 

Estimate 

(1) 

Measurement 

(l) 

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 

i. 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 m1 spoon with rice. Pour the rice into another 

pile on the sheet of paper. 

THAT IS 5 l\llLLILITRES, OR ONE TEASPOON! 

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

pile on the paper. 

THAT IS 15 MILLILITRES, OR ONE TABLESPOON! 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN MILLILITRES 

1. 

2. 

3. 

4. 

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. 

Bottle. 

£stimate 

(rnl) 

How Close 

Measurement Were You? 

(ml) 

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 VOLU:ME OF ONE CUBIC :METRE! 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN CUBIC METRES 

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) 

Exercise 3 
MASS (WEIGHT) MEASUREMENT ACTIVITIES 

Kilogram, Gram 

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

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

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

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

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

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

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

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

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

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

The symbol for gram is g. 

The symbol for kilogram is kg. 

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

Half a kilogram can bewritten 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. 

a::3:""'R roR VOCATOONA<. 'OUCATOON 

1. 1 kilogram box. 

2. Textbook. 

3. Bag of sugar. 

4. Package of paper. 

5. Your own mass. 

l'vtass 

(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. 

Me~urement 

(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 tips of your fingers, moving your 

hand up and down. 

THAT IS THE MASS OF TWO GRAMS! 

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

THAT IS THE MASS OF FIVE GRAMS! 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN GRAMS 

1. 

2. 

3. 

4. 

5. 

6. 

You are now ready to improve your ability to estimate in 

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

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

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

used for estimating in kilograms. 

Two thumbtacks. 

Pencil. 

Two-page letter 

and envelope. 

Nickel. 

Apple. 

Package of 

. margarine. 

Estimate 

(g) 

How Close 

Measurement Were You? 

(g) 

Exercise 4 
TEMPERATURE MEASUREMENT ACTIVITIES 

Degree Celsius 

I. DEGREE CELSIUS 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. Find 0 degrees. 

WATER FREEZES AT ZERO DEGREES CELSIUS (0°C) 

WATER BOILS AT 100 DEGREES CELSIUS (100°C) 

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

room cool, warm, or about right? 

3. 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? 

4. 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? 

5. 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 TEJ.\IIPERATURE 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 measurements are. 

1. Mlx 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. 

5. Mlx 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 

ternl'5, units, and symbols used in this occupation. 

• 

• 

Given a metric unit, state its use in this 

occupation. 

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

and measurement tool. 

SUGGESTED TEACHING SEQUENCE 

1. Assemble metric measurement tools (rules, 

tapes, scales, thermometers, etc.) and 

objects related to this occupation. 

2. Discuss with students how to read the 

tools. 

3. Present and have students discuss 

Information Sheet 2 and Table 2. 

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

5. Test performance by using Section A of 

"Testing Metric Abilities." 

a:3 ........ R>A 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 
TEMPERATURE MEASUREMENT ACTIVITIES 

Degree Celsius 

I. DEGREE CELSIUS tC)

Degree Celsius (

0

C) is the metric measure for temperature. 

A. DEVELOP A FEELING FOR DEGREE CELSIUS 

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

1. 

2. 

3. 

4. 

5. 

Find 0 degrees. 

WATER FREEZES AT ZERO DEGREES CELSIUS (0°C) 

WATER BOILS AT 100 DEGREES CELSIUS (100°C) 

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

Put some hot water from the faucet into a container. 

Find the temperature. °C. Dip your finger 

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

hot, or just warm? 

Put some cold water in a container with a thermometer. 

Find the temperature. °C. Dip your finger into 

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

Bend your arm with the inside of your elbow around the 

bottom of the thermometer. After about three minutes 

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

NORMAL BODY TE:MPERATURE IS 37 DEGREES 

CELSIUS (37°C). 

A FEVER IS 39°C. 

A VERY HIGH FEVER IS 40°C. 

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

CELSIUS 

11 

For each item, ESTIMATE and write d~wn how many degrees 

Celsius you think it is. Then measure and write the :MEASURE-

:MENT. 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. 

3. 

4. 

5. 

Pour out some of 

the water. Add some 

hot water. Dip your 

finger quickly into 

the water. 

Outdoor temperature. 

Sunny window sill. 

Mix of ice and water. 

6. Temperature at 

floor. 

7. Temperature at 

ceiling. 

How Close 

Measurement Were You? 

(OC) 

Exercise 5 
12 

UNIT 2 

OBJECfiVES 

The student will recognize and use the metric 

terms, units, and symbols used in this occupation. 

• 

• 

Given a metric unit, state its use in this 

occupation. 

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

and measurement tool. 

SUGGESTED TEACHING SEQUENCE 

1. Assemble metric measurement tools (rules, 

tapes, scales, thermometers, etc.) and 

objects related to this occupation. 

2. Discuss with students how to read the 

tools. 

3. Present and have students discuss 

Information Sheet 2 and Table 2. 

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

5. Test performance by using Section A of 

"Testing Metric Abilities." 

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 
13 

METRIC UNITS FOR SOFT GOODS MERCHANDISING 

Quantity Unit Symbol Use 

Length millimetre mm Button sizes; ribbon; stationery -

centimetre em Clothing; shelving; zippers; jewelry 

metre m Hanging rod; layout; fabric; carpeting 

kilometre km Shipping and delivery 

Area square metre m2 Department; store; tile; carpeting 

Volume/Capacity millilitre rnl Cologne; perfume; liquid polish; after shave; 

soda pop 

litre 1 Pesticides; cleaning agents; paint; paint rem'over 

Mass milligram mg Vitamins; nonprescription drugs 

gram g Paste polish; body powders; direct mail; parcels -- . -- -

kilogram kg Packages; cleaning agents; candy 

Temperature degree Celsius oc Store; fitting rooms; product storage and . display areas 

Dilutions or Concentrates 

Dry mixes grams per kilogram g/kg Cleaning agents; spot removers; pesticides 

Liquid mixes millilitres per litre mill 

grams per litre g/l 

Application Rates 

Dry or granular grams per square metre g/m2 Cleaning agents; pesticides 

Liquid millilitres per square metre rnl/m2 Cleaning agents; pesticides 

litres per square metre l/m2 

-

a:3 CENTER ""'VOCAnoNAC EDUCATOON Table 2 
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. Bottle of liquid polish 

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

17 . Small box or package 

Estimate Actual 

18. Perfume bottle. 

Length 19. After shave bottle 1. Display case height 

2. Store dimensions 20 . Freezer capacity 

3. Your height 21. Spray can of water repellent 

4. Sleeve length 22. Fire extinguisher 

5. Waste size 

Mass 

6. A quantity of fabric 23. Ream of paper 

,., Display props 24. Box of candy I. 

8. Height of display rack 25. Yourself 

9 . Width of display shelving 26. First class letter 

Area 27. Container of talcum powder 

10. Student store 

11. Storage area 28 . Bag of unpopped com 

12. Dressing room Temperature 

29 . Fitting room 

13. Cashier counter 

Women's sportswear 

30. Selling area 

14 . . department 31. Storage area 

Volume/Capacity 

15. Soda pop bottle 32. Cafeteria 

~CENTER FOR VOCATIONAL EDUCATION Exercise 6 

~ 
15 

SELLING WITH METRICS 

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

15. Mass of a small parcel what measurement to use in the following situations. 

1. Capacity of a standard cleaning 

16. Height and width of front door 

bucket 17. Length of man's belt 

2. Neck size of a classmate 18. Length of a shoelace 

3. Mass of a can of shoe polish 19. Men's hat sizes 

4. Area of men's clothing department 20. Mass of a ream of paper 

5. Length of a trouser inseam 21. Length of a woman's skirt 

6. Capacity of a liquid shoe polish 22. Length of a man's shirt sleeve 

container 

23. Mix a solution from a 

7. Mass of a direct mail parcel powdered cleaning agent 

(envelope and contents) 24. Mix a solution from a 

8. Temperature of water suitable for liquid pesticide 

sanitary cleaning 25. Apply wax to selling area 

floor 

9. Width of a window for draperies 

Dl l I l I 10. Area of carpeting needed for j T 

~ 

a room ~ 

&:::: 

T~ 11. Diameter of a shirt button u 

12. Dimensions of a piece of shelving: 

~ 

a 

'-._ . ___,) a. Length 

b. Width -

C) c. Area 1----

r---

13. Area of a window display 

f------. 

14. Size of a sign card J 

OOENTER FOR VOCAnoNAL WUCATOON Exercise 7 
16 

UNIT 

OBJECTIVE 

The student will recognize and use metric equivalents. 

e Given a metric unit, state an equivalent 

in a larger or smaller metric unit. 

SUGGESTED TEACHING SEQUENCE 

1. Make available the Information Sheets 

( 3 . 8) and the associated Exercises 

(8. 14), one at a time. 

2. As soon as you have presented the 

Information, have the students complete 

each Exercise. 

3. Check their answers on the page titled 

ANSWERS TO EXERCISES AND 

TEST. 

4. Test performance by using Section B of 

"Testing Metric Abilities." 

METRIC-METRIC EQUIVALENTS 

Centimetres and Millimetres 

B > 

( rm1

m,1,n,1n,,1,,,,,,,"l''"'''''l'1l''''''l''''l''l'l''lll 

1 2 3 4 5 6 (

jlllljlllljlllljlllljlllljlllljlllljlllljlll lj I I II j I llljlllljlllljlll 

1 2 3 4 5 6 

Look at the picture of the nail ne:(Ct 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 ) 94mm = em g ) 1400 mm em 

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

Exercise 8 
Metres, Centimetres, and Millimetres 

There are 100 centimetres in one metre. Thus, 

2m = 2 x 100 em= 200 em, 

3m= 3 x 100 em = 300 em, 

8 m = 8 x 100 em = 800 em, 

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

There are 1 000 millimetres in cine metre, so 

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

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

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

24 m = 24 x 1 000 mm = 24 000 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 1000 

2 ' 200 

3 

9 

5 000 

74 

0.8 80 

0.6 600 

2.5 25 

l.t8 

639 

·NT·R FOR VOCAT>ONAC •oUCATOON 

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 

1 000 ml = 1 000 litre = 1 litre. 

Or · 2 000 . . 2 000 ml = 1 000 htres = 2 htres. 

And, as a final example, 

28 000 

28 000 ml . = 1 000 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 f 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. 

mill iii tres lit res 

(ml) (1) 

3 000 3 

6 000 

8 

1-1 000 

23 

300 0.3 

700 

0.9 

250 

0.47 

275 

Exercise 10 
18 

Litres to Millilitres 

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

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

So, 

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

7 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 

Now you try some. Complete the following chart. 

litres rnillilitres 

I rnl 

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 miliilitres to litres. 

Information Sheet 7 

Try the following ones. 

grams kilograms 

g kg 

4 000 4 

9000 

23 000 

8 

300 

275 Exercise 12 

Kilograms to Grams 

To c}Jange kilograms to grams, you multiply by 1 000 . 

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

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

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

Information Sheet 8 

Complete the following chart. 

kilograms grams 

kg g 

7 7 000 

11 

25 000 

0.4 

0.63 

175 Exercise 13 

Changing Units at Work 

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

different metric units. Practice changing each of the following to 

metric equivalents by completing these statements. 

a ) 500 em of cloth is m 

b) 250 ml of cologne is i 

c ) 3 em button is mm 

d) 2 500 g talc is kg 

e ) 120 mm wide shelf is em 

f ) 0.25 litre of perfume is ml 

g ) 2m shelf is mm 

h) 0.5 litre of concentrate is ml 

i ) 500 g parcel is kg 

j ) 500 ml of after· shave lotion is 1 

k) 10 m long carpet runner is em 

1 ) 4 em wide belt is mm 

m) 5 kg suitcase is g 

n) 100 em of fabric is · m 

0 ) 2 400 mm display panel length is em 

Exercise 14 
UNIT 

OBJECTIVE 

The student will recognize and use 

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

• Given metric and Custornary tools, 

instruments, or devices, differentiate 

between metric and Customary. 

• Given a measurement task, select 

and use an appropriate tool, instrument or device. 

• Given a metric measurement task, 

judge the metric quantity within 20% 

and measure within 2% accuracy. 

SUGGESTED TEACHING SEQUENCE 

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

° C thermometer) 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." o:::3 CEN~R ·~ VOCATOONAC WUCAT<ON 

SELECTING AND USING 

METRIC INSTRUMENTS , TOOLS AND DEVICES 

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

damaged materials, and lost sales. For example, misreading and mismarking an alteration 

ticket could result in irreversible' alterations that would ruin the garment, lose the sale, 

and possibly discourage the customer from ever returning to your store. 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, 1. 

5. Some products may have a special metric symbol such as a block M to show 

they are metric. 

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

Information Sheet 9 

19 
20 MEASURING UP IN ~~---

WHICH TOOLS FOR THE JOB? SOFT GOODS MERCHANDISING 

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

se lect, and use metric-scaied 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 within 2% of actual measurement. 

priate precision of the tool, instrument, or task. 

Estimate Verify 

1. Determine the area of a millinery department. - 1. Area of a sales department 

2. Determine the mass of a package to be shipped. 2. Width of a watch band 

3. Determine the temperature of a man's fitting room. 

3. Height of display mannequin 

4. Temperature of: 

.. 4. Adjust the hem of a woman's skirt. 

a. Selling area 

5. Determine a man's shirt size. b. Fitting room 

6. Adjust the sleeve length on a man's sport coat. 

5. Dimensions of a piece of luggage: 

a. Length 

7. Determine a man's pant size. b. Width 

8. Determine drapery size needed for a window. c. Depth 

6. Mass of piece of luggage in task 

9. Determine size of carpet needed for room. number 5 

7. Capacity of a man's after 

10. Determine temperature of eating area. shave bottle 

8. Size of a man's hat 

11. Determine area needed for an end display. 

9. Length from a woman's 

skirt hem to floor 

12. Determine the sizes of sign cards needed for the department. 

10. Shipping mass of a pair of 

children's boots 

.. 11. Distance from home to work 

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 Metric Abilities. " 

o::3C<N T<R '0R OCA~ AC >OU CATOON 

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 ~onversion table w:hich 

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

17, Part 2 and Part 3. 

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

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

1 em ;:::; 0.39 inch 

1 m ;:::; 3.28 feet 

1 m ;:::; 1.09 yards 

1 km;:::; 0.62 mile 

1 cm2 ;:::; 0.16 sq in 

1 m2 ::::: 10.8 sq ft 

1 m 2 ;:::; 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 m 2 

1 acre ;:::; 0.4 hectare 

1 cu in;:::; 16.4 cm3 

1 ml;:::; 0.2 tsp 

1 ml ;:::; 0.07 tbsp 

1 I;:::; 33.8 fl oz 

11;:::; 4.2 cups 

1 I ;:::; 2.1 pts 

11;:::; 1.06 qt 

11;:::; 0.26 gal 

1 gram ;:::; 0.035 oz 

1 kg;:::; 2.2 lb 

1 tsp::::: 5 ml 

1 tbsp::::: 15 ml 

1 fl oz ::::: 29.6 ml 

1 cup ::::: 237 ml 

lpt"'='0.47l 

1 qt::::: 0.95 I 

1 gal ::::: 3. 79 1 

1 oz::::: 28.3 g 

1 cm lib::::: 0.45 kg 3 ;:::; 0.06 cu in 

1m3 ;:::; 35.3 cu ft 

1 m 3 ;:::; 1.3 cu yd 

1 cu ft;:::; 0.03 m3 

1 cu yd;:::; 0.8 m3 

.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 43215, 1975. 

Information Sheet 10 
22 

CONVERSION TABLES 

MILLILITRES TO FLUID OUNCES FLUID OUNCES TO MIJ,.LILITRES METRES TO FEET FEET TO METRES 

ml 0 . oz. ml ft. oz. ml n. oz. tl. oz. ml tl. oz. ml fi. 0%. ml m tt. m tt. tt. m tt. m KILOGRAM TO POUND 

100 3.4 10 .3 .03 10 295.7 29.6 .10 10 32.81 1 3 .28 io 3.05 1 0.30 .. lb . .. lb. 

200 6.8 21l .7 .07 20 591.5 59. 2 .2 20 65.62 2 6.56 20 6 .10 2 0.61 10 22.0 2.2 

300 10.1 30 1.0 .10 30 887.2 88.7 .3 30 98.43 3 9.84 30 9.14 3 0.91 21l 44 .1 ... <00 13.4 <O 1.< .1< 40 1182.9 118.3 .4 12 40 131.23 4 13.12 40 12.19 4 1.22 30 66.1 6.6 

soo 16.9 so 1.7 .17 so 1478.7· 147 .9 .5 15 so 164.04 5 16.40 so 15.24 5 1.52 40 88.2 8.8 

600 20.3 60 2.0 .20 60 1774.4 177.4 .6 18 60 196.85 6 19.69 60 18.29 6 1.83 so 110.2 11.0 

70 229.66 7 22.97 70 21.34 7 2.13 

700 23.7 70 2:4 .2< 70 2070.2 207.0 .7 21 80 262.47 8 :1\1.25 80 24.38 8 2.44 60 132.3 13.2 

~ 27.1 80 2.7 .27 80 2366.9 236.6 . 8 .. 30.4 90 3.0 .30 90 ~1.6 266.2 .9 27 

90 295.28 9 29.53 90 27.43 9 2.74 70 1!>4.3 15.4 

80 176.4 17.6 

90 198.4 19.8 

POUND. TO KILOGRA.\1 GRAM TO OUNCE OUNCE TO GRAM 

CENTIMETRES TO INCHES INCHES TO CENTIMETRES lb . .. lb. k. 

em io. io. io. 10 4.5 0.5 I 0&. I a&. 00. • .... • 10 0.35 1 0.04 10 283 1 28 

10 3.93 0.39 2.54 20 9.1 0.9 

20 0 .71 2 0.07 20 587 2 57 

20 7.87 0.79 5.08 30 13.6 1.4 

30 1.06 3 0.11 30 8SO 3 86 so 11.81 1.18 7.62 40 18.1 1.8 

40 15.74 1.57 10.16 so 22.7 2.3 •o l..U • 0 .14 40 1134 4 113 

50 19.68 1.97 12.70 60 27.2 2.7 so 1.76 • 0.18 50 1417 • 142 

60 23 .62 2.36 6 15.24 60 2.12 6 0.21 60 1701 6 170 70 31.8 3.2 

70 27.56 2.76 17 .78 70 2.·&7 7 0.25 70 1984 7 198 80 36.3 3.6 60 31.50 3 .15 20.32 80 2.82 8 0.28 80 2268 8 227 

90 35.43 9 3.54 9 22.86 90 40.8 4.1 

90 3.17 9 0.32 90 2551 9 255 

10 25.40 

o::3 C<NnR;.,. VOCATK>NAL EDUCATODN Table 3 
23 

ANY WAY YOU WANT IT 

1. You are working in a specialty store. With the change to metric g ) 12 fl. oz. = ml i ) 40m = ft. 

measurement some of the things you order, sell or use are marked h) only in metric units. You will need to be familiar with appropriate 45 em = in. j ) 16 in. = em 

Customary equivalents in order to communicate with customers - -. -·- . -

and suppliers who use Customary units. To develop your skill use 3. Complete the Requisition Form using the items listed. Convert 

the Table on Information Sheet 10 and give the approximate e 

the Customary quantities to metric before filling out the form. 

metric quantity (both number and unit) for each of the following Complete all the information (Date, For , No., etc.). 

Customary quantities. Order the following items: 

Customary Quantity Metric Quantity a ) 24 men's short sleeve shirts, size 16 

b) 12 men's belts, size 30-34 

a ) 2 lb. package c ) 10 after shave gift sets, 6 fl. oz. bottles 

b ) 4 qt. fire extinguisher d) One 4 ft. by 6 ft. display rug 

c ) 54 in. fabric width 

d) 12ft. by 15ft. carpet REQUISITION 

e ) 1 1/2 fl. oz. of liquid makeup Date 

f ) 2 fl. oz. of after shave lotion For 

g ) 5 acre parking lot 

h) two gallon waste basket No. Date Wanted 

i ) 3 mile distance Deliver to 

j ) 6 fl. oz. water repellent spray 

k) 2 in. wide belt QTY UNIT ITEM 

l ) 16 in. by 33 in. man's shirt 

m) 6 oz. of candy 

n) 9 ft. by 12 ft. shag rug 

0) 100 lb. display rack 

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

a ) 1 oz. = g d) 25 kg = lbs. 

Requested by 

b) 60 g = oz. e ) 42 ml = fl. oz. 

c ) 36 lbs. = kg f ) 6ft. = Approved by 

m 

Exercise 17 
24 

SECI'ION A 

1. One kilogram is about the mass 

of a: 

[A] nickel 

( B] apple seed 

( C J basketball 

(D] 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 

The length of fabric is 

measured in: 

[A] metres 

[B] millilitres 

[C] square metres 

[D] cubic metres 

Clothing is measured in: 

[A ] mill iii tres 

[B) centimetres 

(C] cen tilitres 

[D] millimetres 

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 t o write twelve 

thousand millimetres is: 

(A] 12,000 mm. 

(B) 12.000 mm 

(C] 12 OOOmm 

[D] .12 000 mm 

SECTIONB 

' ·' 

7. A shelf 20 centimetres wide 

also has a width of: 

[A] 2 000· millimetres 

[B] 200 millimetre's 

[C) 2 millimetres 

[C] 0.2 millimetre 

8. A carpet 360 centimetres by

450 centimetres is also: 

[A] 6 metres x 9 metres 

[B] 36 metres x 45 metres 

[C] 3.6 metres x-4.5 metres 

[D] 0.36 metre x 0.45 metre 

SECTION C 

9. To measure in centimetres you 

would use a: 

[A] trundle wheel or tape 

[B] scale · 

[C] dressmaker's tape 

[D] metric container 

10. For measuring in grams you·would 

use a: 

[A] metric container 

[B] trundle wheel or tape 

[C ] scale 

[D] dressmaker's tape 

o::3 CENnR FOO VOCAT"""AL EOUCATOON 

11. Estimate the length of the line 

segment below: 

[A] 23 grams 

[ B] 6 centimetres 

[ C] 40 millimetres 

[D] 14 pascals 

12. Estimate the length of the line 

segment below: 

f--l 

(A] 10 millimetres 

[B] 4 centimetres 

[ C ] 4 pascals 

[D] 23 milligrams 

SECTION D 

13. The metric unit which replaces 

the dry ounce is: 

[A] millimetre 

[ B] rnillilitre 

[C] gram 

[D] centimetre 

14. The metric unit which replaces 

the fluid ounce is: 

[A] gram 

[B ] centimetre 

[ C ] rnillili tre 

[D] litre 

ern 

10 

20 

30 

40 

50 

60 

70 

80 

90 

Use this conversion table to answer questions 15 and 16. 

in. ern 

3.94 1 

7.87 2 

11.81 3 

15.74 4 

19.68 5 

23.62 6 

27.56 7 

31.50 8 

35.43 9 

15. The equivalent of 81 ern is: 

[A] 81.00 in. 

[B] 31.89 in. 

[C) 60.05 in. 

[D] 40.05 in. 

16. The equivalent of 31 ern is: 

[A] 12.20 in. 

[B) 78.74 in. 

[C] 31.00 in. 

[D] 11.81 in: 

in. 

0.39 

0.79 

1.18 

1.57 

1.97 

2.36 

2.76 

3.15 

3.54 

TESTING METRIC ABILITIES 
ANSWERS TO EXERCISES AND TEST 

EXERCISES 1 THR U 6 

The answers depend on the items 

used for the activities. 

EXERCISE 7 

Currently accepted metric units of 

measurement for each question are 

shown in Table 2. Standards in each 

occupation are being established 

now, so answers may vary. 

EXERCISE 8 

a) 2.6 em 

b) 58.3 em 

c) 9.4 em 

d) 68.0 em 

e) 13.2 em 

f) 80.2 em 

g) 140.0 em 

h) 230.7 em 

EXERCISES 9 THRU 13 

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

Exercise 9 

metre centimetre millimetre 

m em mm 

1 100 1 000 

2 200 (2 000) 

3 (300) (3 000) 

9 (900) (9 000) 

(5) (500) 5 000 

74 (7 400) (7 4 000) 

0.8 80 (800) 

0.6 _{ 60) 600 

(0.025) 2.5 25 

(0.1-18) (14.8) 148 

(6.39) 639 (6 390) 

~·~·· '<>R VOCATOONAC WUCAnON 

Exercise 10 

millilitres 

ml 

3 000 

6 000 

(8 000) 

(14 000) 

(23 000) 

300 

700 

(9 00 ) 

250 

( 470) 

275 

Exercise 11 

litres 

l 

8 

5 

46 

(32) 

0.4 

0.53 

(0.48) 

Exer-cise 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 (6301 

(0 .175) 175 

Exercise 14 

a ) 5m i ) 0.5 kg 

b) 0.25 litre j ) 0.5 litre 

c ) 30mm k) 1 000 em 

d) 2.5 kg 1 ) 40mm 

e ) 12 em m) 5 000 g 

f ) 250 ml n) 1m 

g ) 2 0.00 mm 0) 240 em 

h) 500 ml 

EXERCISES 15 AND 16 

The answers depend on the 

items used for the activities. 

EXERCISE 17 

Partl. 

a ) 0.9 kg i ) 4.83 km 

b ) 3.8 litres j ) 177.6 ml 

c ) 137.16 em k) 5.08 em 

d) 3.66 m by l ) 40.64 em by 

4.575 em 83.82 em 

e ) 44.4 ml m) 169.8 g 

f ) 59.2 ml n) 2.745 m by 

g ) 2 ha 3.66m 

h) 7.58 litres 0) 45 kg 

Part 2. 

a) 28 g 

b) 2.12 oz. 

c ) 16.3 kg 

d) 55.1lbs. 

e ) 1.47 fl. oz. 

Part 3. 

a) 40.64 em 

25 

f ) 1.83 m 

g) 354.9 ml 

h) 17.71 in. 

) 131.23 ft. 

j ) 40.64 em 

b ) 76.2 em - 86.36 em 

c) 177.6 ml 

d ) 1.22 m by 1.83 m 

TESTING METRIC ABILITIES 

1. c 9. c 

2. B 10. C 

3. A 11. B 

4. B 12. A 

5. D 13. C 

6. D 14. C 

7. B 15. B 

8. C 16. A 

"{:{ U.S. GOVE RNMENT PRINTING OFFICE: 1977-757-o69/62A8 
SUGGESTED METRIC TOOLS AND DEVICES 

NEEDED TO COMPLETE MEASUREMENT TASKS 

IN EXERCISES 1 THROUGH 5 

UNEAR 

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 

The Oh•o State Un•ven•tv • 1960 Kennv Road • Co lumbus Oh•o 432 10 

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 l.ocal 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 
REFERENCES 

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 43215, 1975,80 pages; $1.50, 

must include check to state treasurer. 

Activity-oriented introduction to the metric system designed for independent or group inservice education study. Introductory information about 

metric measurement; reproducible exercises apply metric concepts to 

common measurement situations; laboratory activities for individuals or 

groups. Templates for making metre tape, litre box, square centimetre grid. 

.Measuring with Meters, or, How to Weigh a Gold Brick with a Meter-Sticil. 

Metrication Institute of America, P.O. Box 236, Northfield, IL 60093, 

1974, 23 min., 16 mm, sound, color; $310.00 purchase, $31.00 rental. 

Film presents units for length, area, volume ana mass, relating each unit 

to many common objects. Screen overprints show correct use of metric 

symbols and ease of metric calculations. Relationships among metric measures of length, area, volume, and mass are illustrated in interesting 

and unfotgettable ways. 

.l1etric Education, An Annotated Bibliography for Vocational, Technical and 

Adult Education. Product Utilization, The Center for Vocational Education, The Ohio State University, Columbus, OH 43210, 1974, 149 

pages; $10.00. 

Comprehensive bibliography of instructional materials, reference materials 

and resource list for secondary, p06t-secondary, teacher education, and 

adult basic education. Instructional materials indexed by 15 occupational 

clusters, types of materials, and educational level. 

Metric Education, A Position Paper {or Vocational, Technical and Adu/1 

Education. Prod'uct Utilization, The Center for Vocational Education, 

The Ohio State University, Columbus, OH 43210, 1975, 46 pages; $3.00. 

Paper for teachers, curriculum developers, and administrators in vocational, 

technical and adult education. Covers issues in metric education, the metric 

system, the impact of metrication on vocational and technical education, 

implications of metric instruction for adult basic education, and curriculum 

and instructional strategies. 

.\1etrics in Career Education. _Lindbeck, John R., Charles A. Bennett Company, 

Inc., 809 W. Detweiller Drive, Peoria, IL 61614, 197 5, 1()3 pages, 

$3.60, paper; $2.70 quantity school purchase. 

Presents metric units and notation in a well-illustrated manner. Individual 

chapters on metrics in drafting, metalworking, woodworking, power and 

energy, graphic arts, and home economics. Chapters followed by several 

learning activities for student use. Appendix includes conversion tables 

and charts. 

Think Metric. Home Economics Extension, The Ohio State University, Cooperative 

Extension Service, 1787 Neil Avenue, Columbus, OH 43210,1973,31 slides 

(35 mm, color); 1 audio cassette; script 28 p.; $9.00. 

Fifteen-minute sound slide kit to create awareness of metric system and dispel 

anxieties of consumers and homemakers. Presents brief history of measurement and plan for U.S. conversion; relates metre, litre, gram to foot-pound 

system and to common consumer items; describes advantages of conversion. 

Includes script for leader. 

Think Metric. Cooperative Extension Service, The Ohio State University, 1787 

Neil Avenue, Columbus, OH 43210,1973, Leader's Guide (6 p.); 2 pamphlets 

(4 p. and 4 p. fold-out); 2 charts (21.5 x 28 em each); measuring tape (150 em); 

bumper sticker, $.50. 

Packet of basic materials for consumers and homemakers. Leader's guide with 

objectives, lesson outline, activities and problems for group use, and selected 

resource list. Includes pamphlet, chart, brochures from Ohio Department of 

Transportation and National Bureau of Standards, and metric tape measure. 

Guide can be used with Extension Service's Think Metric sound slide kit . 

METRIC SUPPLIERS 

Dick Blick Company, P.O. Box 1267, Galesburg, IL 61401 

Instructional quality rules, tapes, metre sticks, cubes, height measures, 

trundle wheels, measuring cups and spoons, personal scales, gram/kilogram 

scales, feeler and depth gages, beakers, thermometers, kits and other aids. 

Ohaus Scale Corporation, 29 Hanover Road, Florham Park, NJ 07932 

Instructional quality and precision balances and scales, plastic calipers and 

stackable gram cubes for beginners. 

INFORMATION SOURCES 

American National Metric Council, 1625 Massachusetts Avenue, N.W., Washington, 

DC 20036 

Charts, posters, reports and pamphlets, Metric Reporter newsletter. National 

metric coordinating council representing industry, government, education, 

professional and trade organizations. 

National Bureau of Standards, Office of Information Activities, U.S. Department of 

Commerce, Washington, DC 20234. 

Free and inexpensive metric charts and publications, also lends films and 

displays.