'DOCUMENT RESUME ED 13A 755 084 CE 009 744 AUTHOR Cáoper, Gloria S., Ed.; Mag4,sos Joel B., Ed. TITLE q Met,rits for.Theatrical COstum g: ° INSTITUTION Ohio State Univ., Columbus. enter for Vocational Education. SPONS AGENCY Ohio State Univ., Columbus. Center for.Vocational Education. PUB DATE 76 4. CONTRACT - OEC-0-74-9335 NOTE 59p.1 For a. related docuMent see CE 009 736-790 EDRS PRICE 10-$0.8.3 C-$3.50 Plus Pdstage: DESCRIPTORS *Curriculu; Fine Arts; Instructional Materials; Learning. ctivities;xMeasurement.Instrnments; *Metric, System; S condary Education; Teaching Technigue8; *Theater AttS; Units of Sttidy (Subject Fields) ; , *Vocational Eiducation- IDENTIFIERS Costumes (Theatrical) AESTRACT . Desigliedto meet tbe job-related m4triceasgrement needs of theatrical costuming students,'thiS instructio11 alpickage is one of live-for the arts and-huminities occupations cluster, part of aset b*: 55 packages for:metric instrection in diftepent occupations.. .The package is in'tended for students who already knovthe occupaiiOnal terminology, measurement terms, and tools currently in use. Each of the five units in this instructional package.contains performance' objectiveS, learning:Activities, and'supporting information in-the form of text,.exertises,- ard tabled. In. add±tion, Suggested teaching technigueS are included. At the'back of the package*are objective-base'd:e"luation items, a-page of answers to' the exercises,and tests, a list of metric materials ,needed for the ,activities4 references,- and a/list of supPliers.t The_material is Y- designed. to accVmodate awariety of.individual teacting,:and learning k. styles, e.g., in,dependent:study, small group, or whole-class Setivity. Exercise8 are intended to facilitate experiences with measutement instrumetts,, tools, ahd devices used in.tAis occupation and lob-related taskS of estimating and measuring. Obit 1, a general introducyon to the Metric System bemeasurement, provips0.nformal, 'hands-on experiences for.the stud4tts. This unit enableS siudents to become familiar-witithe Ldsic metric units, their sYmbols, and measureMent instruments; AO to develop a set of mentall .refer.enceS for metriC values.. Themettic System, of notation also is explained.. Unit 2 provides the Metric terms wEich areL used in this occupation and gives experience with occupational-measuremeAt tasks...Unit 3 focuses on job-related.metriceguilraleits and their relationships. Uni 4 provides experience with rec04nizing. and dsing metrc instruments and toolsin occupational measurement tasks. It also pro-vides experience in;comparing.metric and customary measurement instruMents. Unit 5 is deSigned to give students practice in nvertiAa, cuitosary aRd metric' measurements), eskill -considered eful,ddeing tht transiticn to metric in ealth otcupation.(BD) . t N ; Documentsacci-uired*.by ERIC include many informal unpublished Materials not available from other sources. ERIC makes every effort to ohtain the best copy available. Nevertheless, items of marginal reproducibility are oftenencountered kid this affects the quality of the microfiche and hardcopy reproductions ER_IC Makes available via the ERIC Document.ReproduttionService (EDRS). byEDRS are the best that can be made from EDRS is not responsible for the quality of the original docament. fteproductions supplied _ the original:. ,ey.t 4e TEACHING ANp LEARNING THE METRIC SYSTEM .( Th'is metric instructional packagewas designed to meet job-related Unit 2 provides the metric terms which are used in this occupation metric measurement needs of students. To use this' package students and gives experienCe wittee-tcupational measurement tasks. ' should already, know te occupational terminology, measurement terms, and tools currentl9 in use, These materials were prepared,With Unit 3 focuses on job-related metric equivalents and their relation. the help ofexperienced vocational teachers, reviewed by experts, tested ships. in classrooms in different parts of the United States, and revised before distribution. Unit 4provides experience with recogn g and using metric instruments and tools in occupational measurethent tasks.It also pro. Each of the five units of instruction contains perfonnance objec. vides experience in comparing metric and customary measurementin- tives, learning 'activities, and supporting information in the form ot struments, text, exercises,, and tables.In addition, suggested 'teaching techniques , areincluded. At the back.of this packageare objective-based evaluation l.it 5 is de igned. to give students 'practice inconverting custom- items, a page of answers to the exercises and tests, i list of medic ary and metric measurements. Studentsshould learn to "think metric" materials needed for the gtivities, references, and a list of suppliers. and avoid coMparing cuStomary and Metric units, However, skill with conversion tables will be useful during the traisition to metric in eap occupation, Classroom experiences with this instructional package suggest the f011owing teaching-learning strategies: Using These Instructional Materials , 1. Let the first experiences be informal to mike learning the metric' This package was designed to help students learn a core of know!. system fun. edgabOut the metric system which they will use on the job.The exerc es facilitate experiences with measurement instruments,tools, 2. Students learn better tvhefi Metric units are compared toakniliar and kvices used in this occupation' and job-relatedtisks of estimktingt iobjects.Everyone should learn to ,"think metric." CO paring nd meIuring. ,metric units to customary Units can be confusing. 3, Students will learn quiCkly to estimate and Measure in metric units This instn. tilonal package also was designed to accommodate a .,by "doing," variety of individual ;aching and learning styles.Teacheiare 'encour. aged to adapt these materials to their own classes. For example, the 4. Students should have etnerienCe with measuring activities before information sheets may be give,n to students for self.stutli. References getting too.much information. may be used' as supplemental resources.Exertises may be used in inde- pendent study, small groups, or whole-class activities,All of the 5. Move throUgh the :units' iii.;an order which emphasize§ the sim- materialsCUbe expanded by the teacher. , plicity "ofe the metiic system (e.g., length to area to Nolume), 6, Teach one concept at a time to avoid overwhelming studenti with dl'a S' Cooper too much material. JoeH.' Magisos, Editors Unit 1 is a general introduction to the metric system of measure ment which provides informal, hands-on experiences for the students. This publication was developed pursuant to contract No. OEC.0.74.9335 with the IhO unit enables students to 'become familiar with the basid metric Bureau of Occupational and AdultlEducation, U.S. Departmxnt ofHealthrjduca . heria do not necessvily units, their symbols, 'auk:measurement instruments; and to develop' a tion and Welfare, However, the opinions expressed reflect the position or policy of the U.S. Of lice of Education and noofficial set of mental references for metric values'. The'metric system of nota- cendorsement by the U S Office of Education shouldbe inferred. tion also is explained. s 4 UNIT OBJECTIVES ). The student will demonstrate these skills forthe Linear, Area, Volunle or Capacity, Mass Temperature Exercises, using the metlic terms and measurement deiices listed bete. _ SUGGESTED TEACHING1SEQUENCE EXERCISES . , ''t SKILLS t Lirwar Ara Volume or Capacity Slim , Temperature 1. These introductory exercises may require ' (pp.th 10) (p. 11) (PP. 34) (Pp. 5 6)t (pp. 7 .0) two or three teaching periods for all five . , , areas of measurement. 1. Recognize Ind use the millimetre (mm) square cubic* grim (1, (1) degree Celsius unit md its symbol f9r: centimetre metre (cm3) i 1 (°C) 2. Exercises should be followed in the order centimetre (ern) (cm2) ' Err (kg) given to best show,the relationship eubicibetre 2. Select wm. wrid md the 1 between length, area, and volume. appropriate rumoring metre (m) square (m3) 1 I instruments for: i , metre ; , ,, , r (mi), litre (I) , . 3. Assemble the metric measuring devices 3. Slate or show i (rules, tapes, scales, thermometers, and physical reference for: millilitre (m1) measuring containers) and objects to be ` measured.*, 4. Estiniste within 25% .. height, width, or the arm of . opacity of themass of objects *the temperature of of ahetus1 mewsre length of objects a given surface containen ingraros irlir kilo- the air or a liquid 4. Set up the equipment at Work stations - / Fill for use by the whole class or as individu- r . A Celsius thermometer alized resource activities. 5. Reed correctly metre stkk, metric irmurements a l!iloism scale tape meson, Ind ow Er:dueled add a imm mak . metric mks rots* mum- gy 5. Have the students estimate, measure, and w Hog deice record using Exercises 1 through 5. t 6. Present information on notation and make Table 1 available. Follow, up with group discussion of RULES OF NOTATION activities. 1. Symbols are not capitalized atiless the unit is a proper name (rnm not MM). 2. Symbols are not followedly periods (in not in,). 3. Symbols are not followed by an 8 for plurals (25 g riot 25 gs). 4.'A space sparates the numerals'trom the unit symbols (4 I iwt 41). 5. ,Spaces, nOt commis, are used to separ* large nuntrs into groups of three . *Other school departments may have devices which can be used, Metric suppliers arelisted in the referenre digits (45 271 km not 45,271 km). , section, 6. A zero precedes the decimal pointifithe number is less than onel(0.52 g not .52 g). 7. Litre slid metre can be spelled either With an -re or -er ending. , Infoation Sheet 1 , Is (d r METRIC UNITS:SYMB)01AS, AND REFERENTS METRIc PREFIXES ' metric unit Multiplesand Quantity Symbol Useful Referents Prefixes .. VSTbols Sfibmultiples Length millimetre mm, ickneu of dime a RP& 1000000=106 mega (mrii0 M clip wire , 4 11 000,= 103.. kilo ik1145) . centimetre Width of paper clip 1 P'hecio (iilli ti)) metre ,.m Heightof'door &bait 2 100 = 102 /a) kilometre km 12minute walking distance : 10 =10 deuek di ,. Base Unit 1 . 100 Area square Area of this space , 2 centimetre cm e d , 0.1 = 10-1 deci (dill) 1 .