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 Small Appliance, Major Appliance Repair

- Trying Out Metric Units

- Repairing With Metrics – Small Appliances

- Servicing With Metrics – Major Appliances

12

12

12

12

13

14

15

16

Unit 3

- Objective

- Suggested Teaching Sequence

- Metric-Metric Equivalents

- Changing Units at Work

17

17

17

17

19

Unit 4

- Objective

- Suggested Teaching Sequence

- Selecting and Using Metric Instruments, Tools and Devices

- Which Tools for the Job?

- Measuring Up in Small Appliance Repair

- Which Tools for the Job?

- Measuring Up Major Appliance Repair

20

20

20

20

21

21

22

22

Unit 5

- Objective

- Suggested Teaching Sequence

- Metric-Customary Equivalents

- Conversion Tables

- Any Way You Want It

23

23

23

23

24

25

Testing Metric Abilities 26

Answers to Exercises and Test 28

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. Move 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 publication was developed pursuant to contract N.c . OEC-0-74-9335 w 1th the 

Bureau of Occupat ional and Adu lt Education. U .S. Department of Health , Educat ion and Welfare. However, the opinions expressed herein do not necessarily 

reflect the posit1on or pol icy of the U .S. Office of Education and no offic ial 

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

2. 

3. 

UNIT 1 

SUGGESTED TEACHING SEQUENCE 

These introductory exercises may require 

two or three teaching periods for all five 

areas of measurement. 

Exercises should be followed in the order 

given to best show the relationship 

between length, area, and volume. 

Assemble the metric measuring devices 

(rules, tapes, scales, thermometers, and 

measuring containers) and objects to be 

measured.* 

4. Set up the equipment at work stations 

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

5. Have the students estimate, measure, and 

record using Exercises 1 through 5. 

6. Present information on notation and 

make Table 1 available. 

7. Follow up with group discussion of 

activities. 

*Other school departments may have devices which 

can be used. Metric 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 meaauring 

instruments for: 

3. State or show a 

physical reference for: 

4. Estimate within 25% 

of the actual measure 

5. Read correctly 

Linear 

(pp. 3. 4) 

millimetre (mm) 

centimetre (em) 

metre (m) 

height. width, or 

length of objects 

metre stick, metric 

tape measure, and 

metric rulers 

RULES OF NOTATION 

Area 

(pp. 5 . 6) 

square 

centimetre 

(cm2 ) 

square 

metre 

(m2) 

the area of 

a given surface 

EXERCISES 

Volume or Capacity 

(pp. 7 . 8) 

cubic centi· 

metre (cm 3 ) 

cublc metre 

(mJ) 

litre (I) 

millilitre (ml) 

capacity of 

containers 

measurements 

on graduated 

volume meaaur· 

ing devices 

Maso 

(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.ll) 

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. 

5. 

6. 

7. 

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

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

digits ( 45 271 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 

Prefixes Symbols Submultiples 

Length millimetre nun Thickness of dime or paper 

clip wire 

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

centimetre em Width of paper clip 1 000 = 103 kilo (k~llo) k 

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

kilometre km 12-minute walking distance 10 = 101 deka (dek'a ) da 

Area square Area of this space 

D centimetre cm2 

Base Unit 1 = 10° 

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

0 .01 = 10 - 2 centi (sen'ti) c 

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

hectare ha Football field including sidelines 

and end zones 0.000 001 = 10-6 micro (m-i'kro) J1 

Volume and millilitre mi Teaspoon is 5 ml 

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

cubic 

centimetre cm3 Volume of this container 

OJ 

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 kilorrams) t Volkswagen Beetle 

a:3 CENTER ""'VOCATIONAL EDUCATK>N 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 l'viETRE IS! 

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 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. :Measure the size with your metre stick 

and write the answer in the MEASUREMENT 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 

D. THE CENTIMETRE (em) 

There are 100 centimetres in onE> metre. If thE're arP 4 met.rPf; 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. What 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 

dip. 

2. Diameter (width) 

of a coin~ 

3. Width of a 

postage stamp. 

4. Le.rigth of a 

pencil. 

5. Width of a sheet 

of paper. 

Estimate Measurement 

(em) (em) 

How Close 

Were You? 

III. THE MILLIMETRE (mm) 

There are 10 millill'l€'tres in one cPntimPt.rP. When a measurPment 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 of a paper clip wire. -~-- mm 

2. Thickness of your fingernail. ____ mm 

3. Width of your fingernail. ____ mm 

4. Diameter (width)of a coin. ____ mm 

5. Diameter (thickness) of your pencil. ---- mm 

6. Width of a postage stamp. mm 

B. DEVELOP YOUR ABILITY TO 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 

WHEN 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 .? 

G3-NT<R roo VOCA'hONAL EDUCA-nON 

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 

Measurement Were You? 

(cm2 ) 

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 comer. 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 cov~r 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 Measurement Were You? 

(m2) (m2) 

1. Door. 

2. Full sheet of 

newspaper. 

3. Chalkboard or 

bulletin board. 

4. Floor. 

5. Wall. 

6. Wall chart or poster. 

7. Side of file cabinet. 

Exercise 2 
VOLUME MEASUREMENT ACTIVITIES 

Cubic Centimetre, Litre, Millilitre, Cubic Metre 

I. THE CUBIC CENTIMETRE (cm3 ) 

A. DEVELOP A FEELING FOR THE CUBIC CENTIMETRE 

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

height, and width in centimetres. 

THAT IS ONE CUBIC 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.? 

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. 

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. 

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 

( c.ontinued on next page) 
8 

m. 

B. DEVELOP YOUR ABILITY TO ESTL\1ATE IN LITRES 

You are now ready to develop your ability to estimate in 

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

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

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

2.751, or 2.75 litres. 

For each of the following items, use the procedures for 

estimating in metres. 

1. Medium-size 

freezer container. 

2. Large freezer 

container. 

3. Small freezer 

container. 

4. Bottle or jug. 

THE MiLLILITRE (ml) 

Estimate 

(l) 

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 

1. Examine a centimetre cube. Anything which holds 

1 em 3 holds 1 mi. 

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

spoon into your hand. Carefully pour the rice into a 

small pile on a sheet of paper. 

THAT IS HOW MUCH ONE MILLILITRE IS! 

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

pile on the sheet of paper. 

THAT IS 5 MILLILITRES, 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! 

~<HTEA FOA VOCATOONAL EDUCAnON 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN MILLILITRES 

1. 

2. 

3. 

You ate 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 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. 

Estimate 

(m3) 

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. 

~NTER FOR VOCATK>NAL H>UCATO"" 

Mass 

(kg) 

1. 1 kilogram box. 

2. Textbook. 

3. Bag of sugar. 

4. Package of paper. 

5. Your own mass. 

B. DEVELOP YOUR ABILITY TO ESTIMATE IN KILOGRAMS 

1. 

2. 

3. 

4. 

5. 

For the following items ESTIMATE the mass of the object in 

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

of the object. Write the exact mass in the MEASUREMENT 

column. Determine how close your estimate is: 

Bag of rice. 

Bag of nails. 

Large purse or 

briefcase. 

Another person. 

A few books. 

Estimate 

(kg) 

Measurement 

(kg) 

How Close 

Were You? 

Exercise 4 

(continued on next page) 

9 
10 

II. THE GRAM (g) 

A. DEVELOP A FEELING FOR A GRAM 

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

2. 

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

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

when it is not in motion. 

THAT IS HOW HEAVY A GRAM IS! 

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

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

the cubes near the tjps of your fingers, moving your 

hand up and down. 

THAT IS THE MASS OF TWO GRAMS! 

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

THAT IS THE MASS OF FIVE GRAMS! 

G.3-'ER FOR VOCATOONAC <OUCATiON 

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) 

Exercise4 
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 TEl'vlPERATURE IS 37 DEGREES 

CELSIUS (37°C). 

A FEVER IS 39°C. 

A VERY HIGH FEVER IS 40°C. 

B. DEVELOP YOUR A.I::HLITY TO ESTil\1A TE IN DEGREES 

CELSIUS 

11 

For each item, ESTIMATE and write down how many degrees 

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

:MENT. 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. 

Mix of ice and water. 

6. Temperature at 

floor. 

7. Temperature at 

ceiling. 

How Close 

:Measurement Were You? 

(OC) 

Exercise 5 
12 

UNIT 2 

OBJECTIVES 

·The student will recognize and use the metric 

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

• 

• 

Given a metric unit, state its use in this 

occupation. 

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

and measurement tool. 

SUGGESTED TEACIDNG 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 occupationally-related 

metric measurements by completing 

Exercise 6 and the appropriate Exercise 7. 

5. Test performance by using Section A of 

"Testing :Metric Abilities." 

~CENTER FOR VOCATK>NAL 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 SMALL APPLIANCE, MAJOR APPLIANCE REPAIR 

Quantity Unit Symbol Use 

Length metre m power cord length, selecting and ordering wire 

centimetre em wire length, parts dimensions, tools 

millimetre mm wire diameter, drill bit diameter; length and diameter of 

fasteners, wrench size 

kilometre km locating customers and suppliezs, estimating shipping costs 

and service vehicle -expenses 

Area square metre m2 floor space needed for an appliance, space to be heated 

Volume/Capacity cubic centimetre cm3 

m3 

amount of space occupied by an appliance 

*cubic metre 

*litre 1 washer .tub capacity, .purchasing chemicals and lubricants, 

testing liquids 

millilitre m1 cleaning chemicals, oil for lubrication 

Mass kilogram kg purchasing solder, appliance shipping mass, parts purchase, 

shipping charges 

gram g parts and supplies, replacing parts by substitution with 

approximate equivalent mass, postage 

**Temperature degree Celsius oc measuring oven, dishwasher, toaster, fryer temperature; 

measuring temperature for thermostat adjustment 

Pressure kilopascal kPa pressure cooker, canning cookers 

*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, illinois 60606. 

**Kelvin (K) temperature may be used in some instances in product specifications or technical reports. Absolute zerois,273K; 0°C = 273K; 

100°C = 373K. 

13 
14 

TRYING OUT METRIC UNITS 

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

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

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

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

17. Mixer bowl 

Estimate Actual 

18. Refrigerator 

Length 19. Electric oven 1. Palm width 

2. Hand span 20. Small box or package 

3. Your height 21. Popcorn popper 

4. Appliance power cord 22. Freezer container 

5. Timer shaft 

Mass 

6. Length of mixer beaters 23. Textbook 

7. Electric knife 24 . Nickel 

8. Space between range burners 25. Yourself 

9. Height of blender 26. Dryer 

Area 27. Mixing bowl 

10. Desk top 

11. Floorspace for dryer 28. A litre of water (net) 

12. Workbench Temperature 

29. Room temperature 

13. Waffle iron griddle Uis~wasner sanitizlng 30. cycle water 

14. Electric range top 

31. Outdoor 

Volume/Capacity 32. Perculator 15. Small bottle o:::3 CENTER FCO VOCAT>ONAC EOUCATOON Exercise 6 
REPAIRING WITH METRICS- SMALL APPLIANCES -- --- -- - --

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

what measurement to use in the following situations. 

1. Height of mixer 

2. Dimensions of waffle iron: 

Length 

Width 

3. Width of can opener 

4. Capacity of deep fryer 

5. Area of a frypan 

6. Temperature of deep fryer contents 

7. Length of electric comb 

8. Capacity of a vaporizer tank 

9. Depth of the toaster slot 

10. Diameter of the blender jar 

11. Length of coffee percolator pump 

12. Diameter of basket 

13. Volume of the basket 

14. Dimensions of toaster heating 

elements: 

Length 

Width 

15. Capacity of canister vacuum 

cleaner 

16. Clearance of the mixer beaters 

at the bottom of the bowl 

17. Capacity of the water tank in 

a steam iron 

18. 

19. 

20. 

21. 

22. 

The cotton temperature setting 

of an iron 

Length of faste:ning screw for 

the handle of a toaster 

Volume of the tool box 

Size of wrench used in disassembly 

of a coffee maker bottom plate with 

heating element 

Pressure of pressure cooker 

DT I I I If 

~ 

~ 

&::.:: 

u lJl ~ 

u 

"- __,) 

:---

-

f-- C) 

Exercise 7 

(Small Appliances) 

15 
16 

SERVICING WITH METRICS- MAJOR APPLIANCES 

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

what measurement to use in the following situations. 

1. Width of automatic washer 

2. Width of an electric oven 

3. Depth of the trash container in 

a compactor 

4. Volume of a washer tub 

5. Mass of a box of bleach 

6. Diameter of the water hose 

7. Diameter of timer dial 

8. Length of screws for the back 

of a dryer 

9. Thickness of a lock washer 

10. Height of a trash compactor 

11. Diameter of the timer shaft 

12. Area of a washer 

13. Dimensions of a vacuum cleaner tank: 

a. Length 

b. Diameter 

14. Diameter of dishwasher drain opening ~ 

15. Motor belt on a clothes dryer 

16. The dimensions of a door gasket on 

a freezer 

17. Capacity of a dishwasher 

18. Mass of a box of metal screws 

Service calls. 

Distance is measured in kilometres. To locate customers you will 

need to think of the distance in kilometres. To plan travel time you 

will need to think of speed. Using the City map below, find the distance and estimate the travel time. The top speed allowed in town is 

50 kilometres per hour (km/h). However, in traffic you will only be 

able to average about 40 kmfh. 

19. Distance 

20. Approximate time 

fk_ - ····- ~ 

Aw..~~ 

~~ ~ 

1; r~~ m 

) r; ~ , .. Ill :a: ~ ~ 

l---.35 km-+f ~.4km-l 1- .4km -1 

~ D cusroM:a~~f ~3km 

11 

~ro -- Nm -- rr 

l=n~ ...; 

en 

.;i 

<0 

ELMS 

Exercise 7 

(Major Appliances) 
UNIT3 

OBJECTIVE 

The student will recognize and use metric equivalents. 

• Given a metric unit, state an equivalent 

in a larger or smaller metric unit. 

SUGGESTED TEACHING SEQUENCE 

1. 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 

0 > 

( 

JliiiJlllljllllj II lljlllljlllljlllljlllljlllljlllljlllljlllljllllj 

1 2 3 4 5 6 (

IIIIIJIIIljlllljlllljlllljlllljlllljlllljlllljlllljlllljlllljlllljlll 

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 

34mm = 3cm+4mm 

3 em+ 0.4 em 

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

Information ·sheet 3 

Now you try some. 

a ) 26mm = em e ) 132mm = em 

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

c ) 94mm= em g ) 1400 mm em 

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

Exercise 8 

17 
18 

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 one metre, so 

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

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

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

24 m = 24 x 1 000 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 

roox 1000 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 

1-!8 

639 

~EN"<ER FOR VOCATOONAL EDUCATODN 

Exercise 9 

Millilitres to Litres 

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

2 000 millilitres is the same as 2 litres, 

3 000 ml is the same as 3 litres, 

4 000 ml is the same as 4 litres, 

12 000 ml is the same as 12 litres. 

Since there are 1 000 millilitres in each litre, one way to change milli· 

litres to litres is to divide by 1 000. For example, 

1000 

Or 

1 000 ml = 1 000 litre = 1 litre. 

2 000 

2 000 ml = 1 OOO litres = 2 litres. 

And, as a final example, 

28 000 

28 000 ml . = 1 OOO litres = 28 litres. 

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

worked the same way, 

500 ml = 1 ~gg 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. 

millili tres litres 

(ml) (I) 

3 000 3 

6 000 

8 

1-t 000 

23 

300 0.3 

700 

0.9 

250 

0.-!7 

275 

Exercise 10 
Li tres to M illili tres 

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

there are 1 000 millilitres i:n 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 mi. 

Information Sheet 6 

Now you try some. Complete the following chart. 

Jitres millilitres 

1 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 

9000 

23 000 

8 

300 

275 Exercise 12 

Kilograms to Grams 

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

4 kg = 4 X 1 000 g = 4 000 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 completingthese statements. 

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

b ) 7 50 ml of solvent is 1 

c ) 5 em diameter fan blade is mm 

d ) 2 500 g of solder is kg 

e ) 1100 mm wide door is em 

f ) 0.25 litre of alcohol is ml 

g ) 1 000 kg car is t 

h ) 0.5 litre of concentrate is ml 

i ) 2 m board is mm 

j ) 500 g box of hardware is kg 

k) 500 ml of spray paint-is 1 

1 ) 50 kg appliance is g 

m) 10 m of wire is em 

n ) 2.5 switch mounting hole is mm 

o ) 2.25 kg toaster is g 

Exercise 14 

19 
20 

UNIT 4 

OBJECTIVE 

The student will recognize and use 

instruments, tools, and devices for measurement tasks in appliance service occupations. 

• Given metric and Customary tools, 

instruments, or devices, differentiate 

between metric and Customary. 

• Given a measurement task, select and 

use a.t'l appropriate tool, instrument 

or device. 

• Given a metric measurement task, 

judge the metric quantity within 20% 

and measure within 5% accuracy. 

SUGGESTED TEACHING SEQUENCE 

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

thermometer, drill bits, wrenches, micro- meter, vernier calipers, feeler gages) and 

display in separate groups at learning 

stations. 

2. Have students examine metric tools and 

instruments for distinguishing characteristics and compare them with Customa.rY 

tools and instruments. 

3. Have students verbally describe charac- teristics. 

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." 

~<><TOR '0R VOCATOONA< <~CATOON 

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, or injury to self or fellow workers. For example, permitting 207 pounds 

per square inch of pressure (psi) in an air compressor designed for 207 kilopascals (about 30 

psi) could cause a fatal accident. Here are some suggestions: 

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

2. Examine the tool or instrument before using it. 

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

tens or tenths, hundreds or hundredths. 

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

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

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

metnc. 

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

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

Information Sheet 9 
WHICH TOOlS FOR THE JOB? 

Practice and prepare to demonstrate your ability to identify, 

select, and use metric-scaled tools and instruments for the tasks given 

below. You should be able to use the measurement tools to the appropriate precision of the tool, instrument, or task. 

Select and demonstrate or describe use of tools, instruments, or 

devices to: 

1. Find some screws one centimetre long. 

2. Measure the fasteners in an electric toaster. 

3. Adjust the thermostat on an iron using a thermometer. 

4. Measure the temperature of a toaster-oven appliance. 

5. Select the wrench used to remove a toggle switch nut. 

6. Determine the workbench area needed to disassemble a steam 

iron. 

7. Find the length of mixer beaters. 

8. Measure the thickness of the cutter in a food and meat grinder. 

9. Remove the fan blade on a fan. 

10. Measure the length of wire needed to make the internal connections on a toaster. 

11. Measure the depth that the deep fryer should be filled with oil. 

12. Find the dimensions of a blender motor shaft. 

13. Measure the distance between the metal prongs on the male 

connectors on an appliance. 

14. Measure the length of a coffee percolator pump for replacement. 

~ONTER roR VOCATK>NA<. OOUCATOON 

Exercise 15 

(Small Appliances) 

MEASURING UP IN 

SMALL APPLIANCE REPAIR 

For the tasks below, estimate the metric measurement to within 

25% of actual measurement, and verify the estimation by measuring 

to within 5% of actual measurement. 

1. Layout surface area needed for 

small appliance repair. 

2. Replace the power cord on an 

electric heater with a metric 

equivalent length. 

3. Select the correct thickness of a 

wire for toaster heating element 

replacement. 

4. Replace the solderless terminals 

with correct replacements in 

metric dimensions. 

5. Adjust the thermostat of a roaster 

over. 

6. Replace the cutter on a can opener. 

7. Replace a small fan blade, 

selecting from several blades. 

8. Find the dimensions of a mixer 

motor bearing. 

9. Determine the mass of an iron 

boxed for shipment. 

10. Replace the female plug on a heating appliance cord. Measure for 

the correct width. 

Estimate Verify 

Exercise 16 

(Small Appliances) 

21 
22 

WHICH TOOLS FOR THE JOB? 

Practice and prepare to demonstrate your ability to identify, 

select, and use metric-scaled tools and instruments for the tasks given 

below. You should be able to use the measurement tools to the appropriate precision of the tool, instrument, or task. 

Select and demonstrate or describe use of tools, instruments, or 

devices to: 

1. Level an automatic washer 

2. Measure opening for a range top 

3. Measure opening for an oven 

4. Check the diameter of vent hole needed for a dryer 

5. Measure oven temperature when making thermostat check 

6. Measure length of pigtail needed for an electric range 

7. Volume of a !lpace needed to contain a dishwasher 

8. Find mass of load of rags to be washed 

9. Measure the compacted trash bag 

10. Measure the electric dryer door 

11. Measure the leveling feet 

ENT<R O'OR VOCATk>NAL EOUCATOON 

Exercise15 

(Major Appliances) 

MEASURING UP MAJOR APPLIANCE REPAIR 

For the below, estimate the metric measurement to within 20% 

of actual measurement, and verify the estimation by measuring to 

within 5% of actual measurement. 

1. Floor space needed for a trash 

compactor 

2. Height needed to install a stack 

washer and dryer combination 

3. Length of the shortest usable 

dryer pigtail 

4. Mass of an oven door 

5. Capacity of a trash compactor 

6. The clearance between the swirl 

arm and bottom rack in an automatic dishwasher 

7. The amount of the range top 

which is below the surface 

8. Measure the water temperature 

of an automatic washer 

9. Measure tub capacity 

10. Measure drive belt length 

Estimate Verify 

Exercise 16 

(Major Appliances) 
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." 

~<NT<R "'" VOCATOONAC <DUCATOON 

--------------------------- -23 

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 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 

1m ::::::: 1.09 yards 

1 km ::::::: 0.62 mile 

1 cm2 ::::::: 0.16 sq in 

1 m2 ~ 10.8 sq ft 

1 m2 ::::::: 1.2 sq yd 

1 hectare ::::::: 2.5 acres 

1 cm3 ::::::: 0.06 cu in 

1 m3 ::::::: 35.3 cu ft 

1m3 ::::::: 1.3 cu yd 

1 inch ::::::: 2.54 em 

1 foot ::::::: 0.305 m 

1 yard ::::::: 0.91 m 

1 mile ::::::: 1.61 km 

1 sq in ::::::: 6.5 cm2 

1 sq ft::::::: 0.09 m2 

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

1 acre ::::::: 0.4 hectare 

1 cu in::::::: 16.4 cm3 

1 cu ft ::::::: 0.03 m3 

1 cu yd ::::::: 0.8 m3 

1 ml ::::::: 0.2 tsp 

1 ml ::::::: 0.07 tbsp 

11 ::::::: 33.8 fl oz 

11 ::::::: 4.2 cups 

11 ::::::: 2.1 pts 

11 ::::::: 1.06 qt 

11 ::::::: 0.26 gal 

1 gram ::::::: 0.035 oz 

1 kg ::::::: 2.2lb 

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 I 

1gal 3.79l 

1 oz ::::: 28.3 g 

1lb ~ 0.45 kg 

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, 197 5. 

Information Sheet 10 
24 

CONVERSION TABLES 

MILLIMETRES TO CENTIMETRES TO INCHES INCHES TO CENTIMETRES TO MILLIMETRES 

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

100 10 3.93 10 1 0.39 1 0.1 0.04 1 2.54 25.4 1/8 0.32 3.2 

200 20 7.87 20 2 0.79 2 0.2 0.08 2 5.08 50.8 1/4 0.64 6.4 

300 30 11.81 30 3 1.18 3 0.3 0.12 3 7.62 76.2 1/2 1.27 12.7 

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

500 50 19.68 50 5 1.97 5 0.5 0.20 5 12.70 127.0 

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

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

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

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

10 25.40 254.0 

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

METRES TO FEET FEET TO METRES 

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

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

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

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

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

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

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

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

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

900 2952.76 90 295.28 9 29.53 900 274.32 90 27.43 9 2.74 

1000 3280.84 1000 304.80 

Table 3 
ANY WAY YOU WANT IT 

1. You are working for an appliance repair and parts firm. With the 

change to metric measurement some of the things you order, sell 

or use are marked only in metric units. You will need to be 

familiar with appropriate Customary equivalents in order to communicate with customers and suppliers who use Customary units. 

To develop your skill use the Table on Information Sheet 10 and 

give the approximate metric quantity (both number and unit) for 

each of the following Customary quantities. 

a ) 

b) 

c ) 

d) 

e ) 

f ) 

g ) 

h) 

) 

k) 

l ) 

Customary Quantity Metric Quantity 

2 lb. of graphite 

4 qts. of solvent 

1 3/4 in. pipe 

100 sq. in. cover 

100lb.box 

18 in. wire 

two-gallon can 

1 pt. of control cleaner 

1 oz. of washers 

6 fl. oz. of spray paint 

12ft. cord 

5 lb. roll of solder 

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

a ) 25m ft. f ) 0.075 in. mm 

b ) 25mm = in. g ) 4 in. mm 

c ) 50 mm = in. h) 5.5 in. em 

d) 46ft. = m ) 24 em in. 

e ) 0.05 in.= mm 1 000 mm= in. 

~CENTER"'" VOCATIONAL EDUCATION 

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

the Customary quantities to metric before filling out the form. 

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

Requisition one of each of the following: 

a ) 5 lb. of laundry detergent 

b ) 1 pt. of cleaning solvent 

c ) 1 lb. of solder 

d ) 6 ft. appliance cord 

e ) 6 in. burner unit No. 432 

REQUISITION 

Date 

For 

Job No. Date Wanted 

Deliver to 

QTY UNIT ITEM 

Requested by 

Approved by 

-

Exercise 17 

25 
26 

SECfiON A 

1. One kilogram is about the mass 

of a: 

(A] nickel 

[ B I apple seed 

[ C ) basketball 

[D] Volkswagen "Beetle" 

2. A square metre is about the 

area of: 

[A] this sheet of paper 

[B] a card table top 

[ C] a bedspread 

(D] a postage stamp 

3. The length of screws and bolts 

is measured in: 

[A] kilo pascals 

(B] centimetres 

(C] millimetres 

[D] milligrams 

4. The mass of solder is 

measured in: 

[A ] millilitres 

[B] kilograms 

[ C ] cubic metres 

[D] centimetres 

5. The amount of liquid bleach 

needed for a washer load of 

clothes is normally given in: 

[A] millilitres 

[B] kilograms 

[C] grams 

[D] litres 

o::::3'E..,.R ""' VOCATIONAC <OUCATOON 

6. The correct way to write twenty 

grams is: 

(A] 20 gms 

[B) 20Gm. 

[C) 20 g. 

[D) 20 g 

7. The correct way to write twelve 

thousand millimetres is: 

(A] 12,000 mm. 

(B] 12.000 mm 

[C) 12 OOOmm 

(D] 12 000 mm 

SECfiONB 

8. A motor shaft 20 centimetres 

long also has a length of: 

[A] 2 millimetres 

[B ] 2 000 millimetres 

[C] 0.2 millimetre 

[D] 200 millimetres 

9. A 750 gram box of parts is 

the same as: 

[A ] 7 500 kilograms 

[B] 0.75 kilogram 

[ C ] 7 50 000 kilograms 

[D] 7·.5 kilograms 

TESTING METRIC ABILITIES 
SECTION C 

10. For measuring millimetres you 

would use a: 

[A] scale 

[B) ruler 

[C) thermometer 

[D] container 

11. For measuring Celsius you 

would use a: 

[A] thermometer 

[B) ruler 

[C) scale 

[ D] container 

12. For measuring kilopascals 

you would use a: 

[A] ruler 

[B] container 

[ C] pressure gage 

[D) scale 

13. Estimate the length of the line 

segment below: 

[A] 23 grams 

[ B 1 6 centimetres 

[ C 1 40 millimetres 

[D 1 14 pascals 

14. Estimate the length of the line 

segment below: 

1------1 

[A] 10 millimetres 

[B] 4 centimetres 

[C] 4 pascals 

[D) 23 milligrams 

SECfiOND 

15. The metric unit for liquid measure 

which replaces the fluid ounce is: 

[A] litre 

[B] millilitre 

[C) gram 

[D) hectare 

16. The metric unit for liquid measure 

which replaces the gallon is: 

[A] millilitre 

[B] kilolitre 

[C) litre 

(D) gram 

Use this conversion table to answer questions 17 and 18. 

mm em in. mm em 

100 10 3.94 10 1 

200 20 7.87 20 2 

300 30 11.81 30 3 

400 40 15.74 40 4 

500 50 19.68 50 5 

600 60 23.62 60 6 

700 70 27.56 70 7 

800 80 31.50 80 8 

900 90 35.43 90 9 

17. The equivalent of 610 mm is: 

[A] 6.1 in. 

[B) 24.01 in. 

[C) 28.84 in. 

[D) 61 in. 

18. The equivalent of 18 em is: 

[A] 20.32 in. 

[B) 45.72 in. 

[C) 7.09 in. 

[D) 3.15 in. 

in. 

0.39 

0.79 

1.18 

1.57 

1.97 

2.36 

2.76 

3.15 

3.54 

TESTING METRIC ABILITIES 

27 
28 

ANSWERS TO EXERCISES AND TEST 

EXERCISES 1 THRU 6 

The answers depend on the items 

used for the activities. 

EXERCISE 7 

Currently accepted metric units of 

measurement for each question are 

shown in Table 2. Standards in each 

occupation are being established 

now. so answers may vary. 

EXERCISE 8 

a) 2.6 em 

b) 58.3 em 

c) 9.4 em 

d) 68.0 em 

e) 13.2 em 

f) 80.2 em 

g) 140.0 em 

h) 230.7 em 

EXERCISES 9 THRU 13 

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

Exercise 9 

metre centimetre millimetre 

m em mm 

1 100 1 000 

2 200 (2 000) 

3 (300) (3 000) 

9 (900) J9 0001 

(5) (500) 5 000 

7-1 (7 400) (74 0001 

0.8 80 _(8001 

0.6 (60) 600 

(0.025) 2.5 25 

(0.148) (14.8j 148 

(6.39) 639 (6 390) 

o::::3'<NUR ""' VOCATK>NAC <OUCATOON 

Exercise 10 

millilitres 

ml 

3 000 

6 000 

(8 000) 

(14 000) 

(23 000) 

300 

700 

(900) 

250 

(470) 

275 

Exercise 11 

litres 

I 

8 

5 

46 

(32) 

0.4 

0.53 

(0.48) 

Exerdse 12 

grams 

g 

4 000 

9 000 

23 000 

(8 000) 

300 

275 

litres 

I 

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) 

(5301 

480 

kilograms 

kg 

4 

(9) 

(23 ) 

8 

(0.3) 

(0. 275) 

Exercise 13 Part 2. 

kilograms grams a ) 82.02 ft. 

kg g b) 0.99 in. 

7 7 000 

11 (11 000) 

(25) 25 000 

0.4 (400) 

0.63 (630) 

(0 .175) 175 

c ) 1.97 in. 

d) 14.02 m 

e ) 1.27 mm 

f ) 1.905 mm 

g ) 101.6 mm 

h) 13.97 em 

) 9.44 in. 

Exercise 14 j ) 39.37 in. 

a ) 5m i ) 2 000 mm 

b) 0.75 litre j ) 0.5 kg 

c ) 50mm k) 0.5litre 

d) 2.5 kg l ) 50 000 g 

e ) llOcm m) 1000 em 

f ) 250 ml n) 25mm 

g ) 1t 0) 2 250g 

Part 3. 

a ) 2.25 kg 

b) 0.47 litre 

c ) 0.45 kg 

d) 1.83 m 

e ) 15.24 em 

h) 500 ml 

EXERCISES 15 AND 16 TESTING METRIC ABILITIES 

The answers depend on the 1. c 10. B 

items used for the activities. 2. B 11. A 

3. c 12. c 

EXERCISE 17 4. B 13. B 

Part 1. 5. A 14. A 

a ) 0.9 kg g ) 7.58litres 

b) 3.8 litres h) 0.47 litre 

c ) 4.445 em i ) 28.3 g 

d) 650 cm2 j ) 177.6 ml 

6. D 15. B 

7. D 16. c 

8. D 17. B 

9. B 18. c 

e ) 45 kg k) 3.66m 

f ) 45.72 em I ) 2.25 kg 

-f:I U.S. GOVERNMENT PRINTING OFFICE: 1976- 757- 069/624 7 Region No· 5- I I 
SUGGESTED METRIC TOOLS AND DEVICES 

NEEDED TO COMPLETE MEASUREMENT TASKS 

IN EXERCISES 1 THROUGH 5 

(* Optional) 

UNEAR MASS 

Metre Sticks Bathroom Scale 

Rules, 30 em *Kilogram Scale 

Measuring Tapes, 150 em *Platform Spring Scale 

*Height Measure 5 kg Capacity 

*Metre Tape, 10m 10 kg Capacity 

*Trundle Wheel Balance Scale with 8-piece 

*Area Measuring Grid mass set 

*Spring Scale, 6 kg Capacity 

VOLUME/CAPACITY TEMPERATURE 

*Nesting Measures, set of 5, Celsius Thermometer 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 

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

SUGGESTED METRIC TOOLS AND DEVICES 

NEEDED TO COMPLETE OCCUPATIONAL 

MEASUREMENT TASKS 

In this occupation the tools needed to complete Exercises 6, 

15, and 16 are indicated by"*·" 

* A. 

* B. 

* c. 

* D. 

E. 

F. 

G. 

* H. 

* "I. 

J. 

K. 

L. 

M. 

N. 

* 0. 

Assorted Metric Hardware- Hex nuts, washers, screws, 

cotter pins, etc. 

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

Vernier Caliper-Pocket slide type, 120 mm range 

Micrometer-Outside micrometer caliper, 0 mm to 25 mm 

range 

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

Metre Tape-50 or 100m tape 

Thermometers- Special purpose types such as a clinical 

thermometer 

1 Temperature Devices- Indicators used for ovens, freezing/ 

cooling systems, etc. 

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

hex key sets 

Weather Devices- Rain gage, barometer, humidity, wind 

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

etc. 

1 Velocity- Direct reading or vane type meter 

Road Map- State and city road maps 

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

and storing liquids 

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

storing dry ingredients 

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

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

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

metric measurement devices. 

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

may be used to complete the mea11urement task. 

Tools and Devices List