For instance, a foot…is basically a foot length. So there’s this foot-measuring waddle some people do walking literally heel-to-toe to get a general sense of the space. An inch is kinda a finger width, etc (they’re all not perfect by any sense).
I’ve decided to just take the plunge and basically re-learn all my measurement systems because I’m seeing less and less of those being used. I started with just memorizing all the conversions but that’s literally just adding another step. Everything I own basically has settings to switch or show both measurements (like tape measures) so I’m just going to stop using Fahrenheit and the United states “Customary System” all together.
Any tips or things you’re taught or pick up on? There’s a funny primary school poem for conversion of customary liquid measurements,
Land of Gallon
Introducing capacity measurement to learners can be challenging. To make this topic more accessible and memorable, we can integrate creative and interactive activities into our teaching approach. Using storytelling, we can transform the sometimes daunting task of learning measurement conversions into a whimsical tale.
- In the Land of Gallon, there were four giant Queens.
- Each Queen had a Prince and a Princess.
- Each Prince and Princess had two children.
- The two children were twins, and they were eight years old.
Once students are familiar with the story be sure they see the connection between the story characters and the customary units of capacity measurement. If necessary, label the story pieces with their corresponding units of measure: queen = quart, prince/princess = pint, children = cups, 8 years old = 8 fluid ounces. You can reduce the number of customary units in the story based on student readiness. link
tl;dr looking for anything to remember the hierarchy and memorizing the metric and Celsius measurement system, sometimes explained in schooling or local sayings. (if I had an example for those systems I would give one lol).
As many other said, milli and kilo are the prefix you are going to use 90% of the time, with the exception of centimeters. Food and beverage products are measured in kg, liters or milliliters, furnitures are measured in mm, cm or meters, distances are in meters or kilometers. Everything else is relatively uncommon. If you are not used to them you can still use some rough estimates, at least to get a sense of scale, but it’s generally not used by people who learn it first.
For example, the width of a finger is a few centimeres, a bottle of water is usually 1 or 1.5 liters, a leg of an average male is around 1 meter long, a kilometer is how much you walk in 5 minutes, and so on.
As for the writing, the rules are quite simple: the base measurement is always in lowr case (m, g, l), you might see liter written as L instead of l but, while common, is technically wrong. For the modifiers, most are lower case, some are upper case to distinguish
1000 = kilo k 100 = hecta = h 1/10 = deci = d 1/100 = centi = c 1/1000 = milli = m 1000000 = mega = M
There are more specific rules for scientific units of measures, like if the abbreviation of the base unit is more than ine letter, the first is upper case (1 Pascal, the measure of pressure is 1 Pa instead of 1 pa), but if you don’t work in STEM, you likely won’t care.