Carpentrync II LM g9

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Grade 9
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Department of Education
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Technology & Livelihood Education– Grade 9
Learner’s Material
First Edition, 2013
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Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, Ph.D.
Assistant Secretary: Lorna Dig-Dino, Ph.D.
Development Team of the Learner’s Material
Consultant: Rosendo R. Rafael, Howard Mark N. Plete and Clodualdo V.

Paiton
Authors: Antonio Blanco Jr. Roderick C. Verano
Master Teacher I Teacher I/Furniture Making NC II
Olongapo City NHS Community Vocational High School
Calapan City
Editors: Lando T. Guzman
Reviewers: Edgar Salcedo, Dr. Fely Manuel, Joel Castillo, Arnel Anonical,
Romeo Vicmudo, Allan Mazon, Dr. Orly Manuel and Merham Abelardo
Illustrators:
Subject Specialists: Albert Erni, James Julius M. Liquigan, Owen S.

Milambiling
Management Team: Lolita M. Andrada, Jocelyn DR Andaya, Bella O. Mariñas

and Jose D. Tuguinayo Jr.
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TABLE OF CONTENTS PAGE
PECs…………………………………………………………………………………………………. 6
Environment and Market…………………………………………………………………….. 19
Process and Delivery ………………………………………………………………………….. 20
Introduction……………………………………………………………………………… 20
Pre/diagnostic assessment LO1…………………………………………………………….. 21
Information sheet 1.1 …………………………………………………………………………. 21
Self-check 1.1 …………………………………………………………………………………… 22
Self-check 1.2 …………………………………………………………………………………… 28
Self-check 1.3 …………………………………………………………………………………... 29
Pre/diagnostic assessment LO2 ……………………………………………………………. 30
Self-check 2.1 …………………………………………………………………………………… 31
Activity sheet 2.1……………………………………………………………………………….. 32
Summative Assessment Quarter I ……………………………………………………….. 36
Pre diagnostic LO3 …………………………………………………………………………….. 38
Information sheet 3.1 …………………………………………………………………. 39
Self-check 3.1 …………………………………………………………………………… 43
Information sheet 3.2 …………………………………………………………………. 43
Self-check 3.2 …………………………………………………………………………… 46
Activity sheet 3.1 ……………………………………………………………………………….. 46
Summative Assessment Quarter II ………………………………………………………. 54
Introduction ……………………………………………………………………………………… 56
Pre/ diagnostic LO1 …………………………………………………………………………… 57
Self-check 1.1 …………………………………………………………………………………… 58
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Self-check 1.2 …………………………………………………………………………………... 60
Pre/diagnostic LO2 ……………………………………………………………………………. 60
Information sheet 2.1 ………………………………………………………………............ 61
Self-check 2.1 …………………………………………………………………………………… 61
Activity sheet 2.1………………………………………………………………………………… 62
Summative Assessment Quarter III ……………………………………………………… 65
Pre diagnostic LO3 …………………………………………………………………............. 68
Information sheet 3.1 ………………………………………………………………………….. 68
Self-check 3.1 ……………………………………………………………………………………. 69
Activity sheet 3.1 ……………………………………………………………………………….. 69
Activity sheet 3.2 ……………………………………………………………………………….. 72
Summative Assessment Quarter IV ……………………………………………………… 74
Technical Terms................................................................ 77
References............................................................................................ 78
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PART I: PERSONAL ENTREPRENEURIAL COMPETENCIES
(PECS)
KNOW
LESSON1. IMPORTANT ENTREPRENEURIAL TRAITS
The following are the fundamental characteristics of an entrepreneur:
1. Hard working: If you are determined to run your own business, you
must concentrate on your work either as a producer or a seller. The
success of your business depends on how much time and effort you
will spend on it.
2. Self- Confidence: You must have strong faith in your ability despite
the problems that you will encounter along the way.
3. Future-Oriented: Once a person enters in a line of business, you
must understand that you are in a non-stop contract that an
entrepreneur should understand. It may take several years to build
up a business to a reasonable standard. The goal for most successful
business people is to build a secure job and stable income for
themselves based on their own ability.
4. Profit-Oriented: When you enter into the world of business,
obviously, you are looking for income because you know that this will
be your bread and butter not only for you but also for your family.
Therefore, you must see to it that the business can generate income.
Another plan of action is to expand your own business through the
use of your generated income.
5. Goal-Oriented: An entrepreneur is forward looking. You have an
advanced preparation for your business. You set a long-term goal
for the activities that are needed, an extensive preparation for the
production process and procedures that you need to go through to
acquire, human and non-human resources. Everything in your
business will have to be set clearly, organized, and planned
depending on the goal you want to achieve.
6. Persistence: Differences in opinion and judgment. Your opponent
can be a part of the rejection on what you intend to do for your
endeavor. As an entrepreneur, you must be firm, strong-willed, and
stick or follow your own belief.
7. Copes with Failure: Learn from your mistakes. As an
entrepreneur, you must learn how to deal with the frustrations and
failures instead, turn these into productive learning experiences.
8. Responds to Feedback or Open to Feedback: You must be
concerned to know how well you are doing and keep track of your
performance. You must obtain useful feedback and advice from
others.
9. Take the Initiative: A successful entrepreneur takes the initiative.
You must put yourself in a position where you personally are
responsible for the failure or success of your business.
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10. Willing to Listen: Take time to listen to the advice, suggestions,
and recommendations of fellow entrepreneurs. It will help your
business grow.
11. Set your Own Standards: This involves developing and using logical,
step-by-step plans to reach the goals, or offering evaluation
alternatives, monitoring progress, and switching to successful
strategies for the goal you want to achieve. To be a successful
entrepreneur you must take into consideration that sales and
production depend on your own standards.
12. Copes with Uncertainty: Pursue your vision to be a
successful entrepreneur; you should know how to handle unusual
events that may happen in the business which include problems in
managing the workers, problems on the delivery of goods and
services, and the problems on demand and production. You must be
patient in dealing with these uncertainties.
13. Committed: You should know that in your business, personal
needs, attachment to your friends, families and relatives are set aside.
You must separate the money for your business from the amount that
you need to spend for your personal obligations your lifestyle.
14. Builds on Strengths: Successful business people base their work on
strengths. Use your manual skills, knowledge in creating products or
services, knowledge in trade and industry, ability to make and use of
a wide network of contacts to build your business.
15. Reliable and has Integrity: An entrepreneur, you must build a good
reputation, possess the courage to do the right thing, do what you
say, walk your talk, be loyal, and be fair in dealing with the
subordinates and costumers.
16. Risk-Taker: Risk sometimes cannot be anticipated. When
misfortunes happen, consider these as challenges and work them out
and set good alternatives. Risks may
result to loss of your business or even bankruptcy.
PROCESS: ACTIVITY1: ALIGNING ONE’S PECS

DIRECTIONS: Choose from the list below the characteristics and traits that
best describe your own personal entrepreneurial characteristics. Find ways
on how to align them according to the personal entrepreneurial
characteristics of an entrepreneur which were discussed earlier. Write your
answers in the activity sheet provided.
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Creative Resourceful Persistent Organized
Independent
Confident Risk taker Observant Competent

Trustworthy
Optimistic Passionate Flexible Sensitive

Committed
Dynamic Efficient Hardworking Decision-maker

Reliable
Knowledgeable Persevering Decisive Strong–minded

Courteous
Example: My PECs
Try to design a concept map that indicates your traits,
characteristics and skills that you need to possess in order to
become a successful entrepreneur.
Activity 2. My PECs that need further improvement
Directions: At the center of the street are arrows where positive and
negative characteristics and traits are written. Pick the
positive PECs that you are already strong at, and write them
down on the blank arrows on the left side. PECs written on the
arrows at the right side are the negative characteristics that
need to further improved.
Things to do to align with the
My PECs My simple definition PECs of a successful
entrepreneur
1. Creative
2. Organized
3. Competent
4. Observant
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UNDERSTANDING:
Lesson 1: Strengthening your Identified PECs
Guides on how to strengthen your own PECs:
1. React positively to criticisms and be open to feedback.
2. Always demonstrate positive attitude to achieve a desired goal.
3. Always project strong and well-balanced behavior.
4. Always exercise the assertive style in your work environment.
5. Avoid being too passive and being too aggressive.
6. Consider negative comments as a challenge in improving your
business.
7. Prioritize your business goal rather than personal goal in order to
become a successful entrepreneur.
8. Acquire specific skills for creating and maintaining a conducive work
environment.
9. Be responsible for everything you do in your business.
10. Always observe entrepreneurial ethics in putting up a business.
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ACTIVITY 1: MY TECHNIQUES TO STRENGTHEN MY PECS
DIRECTIONS: From the given chart below, write at least six techniques on
how you would strengthen your own PECs. Write the PECs that
you feel that you still need to strengthen.
Example:
Self-confidence
TRANSFER:
PREPARATION OF AN ACTION PLAN
CULMINATING ACTIVITY
DIRECTIONS: Examine yourself once again. Make a short list of PECs
that you need to strengthen. From this activity, prepare an action plan that
requires further development. You may opt to follow the suggested format
below. You may improve or change it as long as it suits your own plan of
action
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SAMPLE ACTION PLAN
Specific Purpose Statement: Developing self-confidence in furniture and sash factory

business.
(Or any business related to Civil Technology)
Measures Reward/
Focus Current of Success Actions Time Recognition
Area Situation Goal Required Frame
My PECs I need to - To Achieve -Selling -During -Earns

develop my exercise 100% finished culminating expected
undefined my own completion of products activities income
characteris PECs development derived -After -Outstanding
-tics during of my own from learning performance
necessary selling and PECs through culminating the in selling and
for my producing selling and activities in principles, promoting
business. products/ production of any of theories, products and
such as: services products, chosen processes services.
_Furniture -To become proper career. and of any
and Sash proficient manner when -Participate chosen
factory. in my dealing with in skills career.
chosen people. competition
skill. sponsored
by NGO,
and GO
A. POST ASSESSMENT
A. MATCHING TYPE
DIRECTIONS: Column A lists the characteristics of a successful
entrepreneur.
Draw a line from the items in Column A that connects the
correct
definition of terms listed in Column B.
Column A Column B
1. Hardworking a. Ability to set realistic targets.

2. Self-confident b. Interest in money generation.
3. Profit-oriented c. To succeed, one must believe in one’s self.
4. Goal-oriented d. Working diligently and industriously.
5. Persistent e. Being able to listen to the advice of others.
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6. Responds or open to f. Obtaining useful feedback and advice from
feedback others.
7. Willing to listen g. Being patient and strives to achieve the
8. Committed goal.
9. Reliable and has integrity h. Ability to take measured or calculated
10. Risk-taker risks.
i. Being honest, fair and trustworthy.
j. A major priority in the entrepreneur’s life.
k. Set aside things from the others
E.2 MULTIPLE CHOICE.

DIRECTIONS: Read and study the situation that describes entrepreneurial
characteristics. Then answer the question by writing the
letter of your choice in your assignment notebook or in the
provided answer sheet.
Mr. Antonio Cinco opens up his own furniture and sash factory
business. He knows that his personal entrepreneurial characteristics are
insufficient to ensure a successful operation of the business that he has
in mind. Your answers to the questions below will help in developing his
PECs.
1. What PECs must he possess if there are customers who complain about
the quality of his product?
A. Hardworking C. Trustworthy
B. Patience D. Versatile
2. Which of the following is NOT considered as a characteristic of an
entrepreneur?
A. Copes with failure C. Opportunity seeker
B. Dependent D. Persistent
3. If he wants to ensure a profitable business, what characteristic will he
maintain?
A. Commitment C. Goal oriented
B. Futuristic D. Opportunity seeker
4. Mr. Cinco follows the advice of a friend to be flexible especially if he
intends to open
a furniture and sash factory business. What PECs has been
demonstrated by
Mr. Cinco?
A. Open to feedback C. Reliable
B. Persistent D. Self-confidence
5. He tells his best friend that he has strong will and does not give up to
find a solution to a business problem. What PEC has been demonstrated
by Mr. Cinco?
A. Hard work C. Risk taking
B. Persistence D. Self-confidence
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KNOW:
LESSON 1
NEEDS AND WANTS OF PEOPLE
Everyone has his or her own needs and wants. However, people have
different concepts of needs and wants. Needs in business are important
things that every individual can’t do without in a society.
These include:
1. Basic commodities for consumption,
2. Clothing and other personal belongings,
3. Shelter, sanitation and health, and
4. Education and relaxation.
Basic needs are essential to every individual so he/she may be able
to live with dignity and pride in the community of people. Focusing on these
needs can obviously help you generate business ideas.
Wants are desires, luxury and extravagance that signify wealth and
an expensive
way of living. Wants or desires are considered over and above the basic
necessities of life. Some examples are fashion accessories, designer shoes
and clothes, travelling around the world, eating in an exclusive restaurant;
watching movies, concerts, plays, having luxurious cars, wearing expensive
jewelry, perfume, living in impressive homes, and others.
Needs and wants of people are the basic indicators of the kind of
business that you may engage into because; it can serve as the measure of
your success. Some other good points that you might consider in business
undertakings are the kind of people, their needs, wants, lifestyle, culture
and tradition, and social orientation that they belong.
LESSON 2
GENERATING IDEAS FOR BUSINESS
Here are some ways by which you may generate possible ideas for business.
1. Examine the existing goods and services.
Are you satisfied with the product? What do other people, who use
the product say about it? How can it be improved? There are many ways of
improving a product from the way it is made to the way it is packed and
sold? You can also improve the materials used in crafting the product. In
addition, you introduce new ways of using the product, making it more
useful and adaptable to the customers’ many needs. When you are
improving the product or enhancing it, you are doing an innovation. You
can also do an invention by introducing an entirely new product to replace
the old one. Business ideas may also be generated by examining what goods
and services are sold outside of the community. Very often, these products
are sold in a form that can still be enhanced or improved.
2. Examine the present and future needs.
Look and listen to what the customers, institution, and communities
are missing in terms of goods and services. Sometimes, these needs are
already obvious and felt at the moment. Other needs are not that obvious
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because they can only be felt in the future, in the event of certain
developments in the community. For example, a town will have its
electrification facility in the next six months. Only by that time will the
entrepreneur could think of electrically- powered or generated business
such as photocopier, computer service, digital printing, etc.
3. Examine how the needs are being satisfied.
Needs for the products and services are referred to as market
demand. To satisfy these needs is to supply the products and services that
meet the demands of the market. The term market refers to whoever will
use or buy the products or service, and these may be people or institutions
such as other businesses, establishments, organizations, or government
agencies. There is a very good business opportunity when there is absolutely
no supply to a pressing market demand. Businesses or industries in the
locality also have needs for goods and services. Their needs for raw
materials, maintenance, and other services such as selling and distribution
are good sources of ideas for business.
4. Examine the available resources around you.

Observe what materials or skills are available in abundance in your
area. A business can be started out of available raw materials by selling
them in raw form and by processing and manufacturing them into finished
products. For example, in a copra-producing town, there will be many
coconut husks and shells available as “waste” products. These can be
collected and made into coco rags/doormat and charcoal bricks and sold
profitably outside the community. A group of people in your neighborhood
may have some special skills that can be harnessed for business. For
example, women in the Mountain Province possess loom weaving skills that
have been passed on from one generation to the next generation. Some
communities there set up weaving businesses to produce blankets, as well
as decorative items and various souvenir items for sale to tourists and
lowland communities.
Business ideas can come from your own skills. The work and
experience you may have in agricultural arts, industrial arts, home
economics, and ICT classes will provide you with business opportunities to
acquire the needed skills which will earn for you extra income, should you
decide to engage in income-generating activities. With your skills, you may
also tinker around with various things in your spare time. Many products
were invented this way.
5. Read magazines, news articles, and other publications on
new products and techniques or advances in technology.
You can pick up new business ideas from Newsweek, Reader’s
Digest, Business Magazines, Go Negosyo, KAB materials, Small- industry
Journal. The Internet serves as a library where you may browse and surf on
possible businesses. It will also guide you on how to put the right product
in the right place, at the right price, at the right time. A listing of possible
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businesses to set up in an area may also be available from banks or local
non-government organizations.
LESSON 3
SELECTING THE RIGHT IDEA

Once you have embarked on identifying the business opportunities,
you will eventually see that there are many possibilities that are
available for you. It is very unlikely that you will have enough resources to
pursue all of them at once. Which one will you choose?
You have to select the most promising one from among hundreds and
one ideas. It will be good to do this in stages. In the first stage, you screen
your ideas to narrow them down to about five choices. In the next stage,
trim down the five choices to two options. In the final stage, choose between
the two and decide which business idea worth pursuing.
In screening your ideas, examine each one in terms of the
following factors:
1. How much capital is needed to put up the business?
2. How big is the demand for the product? How many people need
this product and will continue to need it for a long time?
3. How is the demand being met? Who are producing the products
to meet the need? How much of the need is now being met
(current level of supply)?
4. Do you have the background and experience needed to run this
particular business?
5. Will the business be legal, not going against any existing or
foreseeable government regulation?
6. Is the business in line with your interest and expertise?
7. Your answers to these questions will be helpful in screening
which ones from among your many ideas are worth examining
further and worth pursuing.
Lesson 4
ENVIRONMENTAL SCANNING
There is a need to conduct environmental scanning to identify the
needs of the people, niche for your business mission, and to give attention
to trends and issues. This may also serve as an evaluation of the type of
the entrepreneurial activity appropriate in the community.
Environmental scanning is defined as a process of gathering,
analyzing, and dispensing information for tactical or strategic purposes.
The environmental scanning process entails obtaining both factual and
subjective information on the business environments in which a company is
operating.
Environment in the community can be viewed according to its
technological, political, economic, and social aspects. Some people in a
community do not use computers but with the transmission of development
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in terms of technology they look forward for changes to satisfy their needs
and wants.
As a future entrepreneur, you must be well-versed in this kind of
advancement and progression of your environment particularly in
technology so as to secure the success of your future business. Always
think of something new, something novel, authentic, reinvent the existing
ones, and create your new version of goods/products, and services. For
instance, your own hair straightening is herbal, while in the other salons it
is made of synthetic chemicals. This kind of changes being made will affect
the existing principles in business and industries that can be easily adapted
to the changes in producing the products/services to meet the needs and
wants of people in the community.
PROCESS:
In generating business ideas, you should first identify what type of
business is suited to your business idea. You should analyze and scan the
potential environment, study the marketing practices and strategies of your
competitors, analyze the Strengths, Weaknesses, Opportunities, and the
Threats in your environment to ensure that the products/goods and
services you are planning to offer will be patronized within the easy reach by
your target markets/consumers.
Bear in mind these simple rules for successful SWOT analysis.
 Be realistic about the strengths and weaknesses of your business
when conducting SWOT analysis.
 SWOT analysis should distinguish between where your business
is today, and where it could be in the future.
 SWOT should always be specific. Avoid any grey areas.
 Always apply SWOT in relation to your competition i.e. better
than or worse than your competition.
 Keep your SWOT short and simple. Avoid complexity and over
analysis
 SWOT is subjective.
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Age Bracket Population Needs Wants
Example: 35 Toys, coloring books, Wooden toys, glossy
pajama coloring books, etc.
5 and below fashionable pajama
6- 10 years old
11-15 years old
16-20 years old
21-25 years old
26-35 years old
35-45 years old
46-55 years old
56-65 years old
66 and above
UNDERSTANDING:
People keep on searching for new things, new trends, and
new issues. For this reason, an entrepreneur must quickly respond.
As generations come and go, another set of new trends will come or
will exist. In order to adapt to the rapid changes in the business
environment, the existing industries need to improve their products and
services. But how can you generate business ideas with those strong
competitors? There are three main sets of decisions that you need to make -
what to produce, how to produce, and how to share or sell out the product to
the market.
ACTIVITY 1: MINI SURVEY
Directions: Conduct a mini survey in your immediate community. Gather
pertinent data on the population across age bracket as suggested in the
matrix below. Opposite each age group, indicate their probable needs and
wants.
ACTIVITY 2 SCREENING BUSINESS IDEAS

Directions: After filling out the chart above, try to list down all the
probable business opportunities which you may wish to venture in.
Remember to consider the ideas and suggestions discussed in Lesson 3. Use
the suggested matrix below to indicate your choice. Write your answers in
your notebook.
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Example: Wooden toys
Positive Factors
Negative Factors
Strengths Opportunities Weaknesses Threats
TRANSFER
Now that, you have all the information, are you ready to test
your ability to generate your own business idea? If your answer is
yes, start studying the sample vicinity map of a community with a
population of two thousand people. A new housing project will be
constructed adjacent to Daang Hari St, close to Old Molino St., its main
road. This housing project targets the homeowners who are young couples
with two kids.
In this activity, you need to answer the questions that may lead to the
generation of a probable business. Your answers to these questions will
serve as the bases in formulating your own business ideas.
1. Who do you think are your target consumers/markets?

2. Where is the most ideal location to situate your business?
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3. Which products or services would appeal to your target
consumers/markets?
4. Can you say that you have seized the most feasible
business opportunity?
POST-ASSESSMENT
ENVIRONMENT AND MARKET
MULTIPLE CHOICE:
DIRECTIONS: Select the letter of the best answer. Write your answers in
your activity notebook.
1. The following are examples of peoples’ basic needs, except:
a. Clothing
b. Food
c. Recreation
d. Shelter
2. Which of the following should be considered first by a prospective
entrepreneur in choosing the right location for his/her business?
a. Access of the target customers
b. The attractiveness of the shop layout
c. The prevailing prices of goods in the area
d. Types of merchandise
3. Tony plans to put a “digi-print” studio in their locality. Which of
the following will help him determine a successful plan for setting up
his business?
a. Checking for similar business to avoid competition
b. Conduct a SWOT analysis
c. Getting feedback on the quality of service
d. Survey of consumer associations
4. John Paul studies the population in his immediate community.
He is doing this to –
a. determine whom to sell his product or service.
b. identify his would be “suki”.
c. predict his biggest buyer.
d. select his favorite costumers..
5. When an entrepreneur improves and alter products to make it
more appealing to target consumers, he/she is doing an -------- of the
product.
a. alteration
b. improvisation
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Process and Delivery
Content Standard Performance Standard

The learner demonstrates The learner independently prepares
understanding in staking out materials and stake out building
building lines. lines in carpentry based on
construction standards.
QUARTER I Time Allotment: 40 Hours

LESSON: Prepare stakeout building lines
I. INTRODUCTION
Welcome to the Learners Module in “Carpentry NC II TLE Grade 9”
This module contains training materials and activities for you to
complete.
The unit of competency “Prepare Stake-out Building Lines”contains
the knowledge, skills and attitudes required for a Carpentry NC II TLE
Grade 9 course.
You are required to go through a series of learning activities in order
to complete each of the learning outcomes of this module. In each
learning outcome there are Information Sheets, Activity Sheets. Follow
these activities on your own and answer the Self-Check at the end of
each learning activity.
II. LO1: PREPARE TOOLS, EQUIPMENT AND MATERIALS FOR
STAKEOUT BULDING LINES
 Identify tools and materials for stakeout building lines
 Prepare tools,materials and necessary permit for stakeout
building lines.
 Select appropriate Personal Protective Equipment (PPE)
III. PRE/DIAGNOSTIC ASSESSMENT
Directions: Match column A with column B. Write your answers on your
notebook.
A B
1. Falling object A. Safety shoes
2. Objects that could puncture the skin B. Hard hats
3. Objects that could roll over the worker’s feet C. Goggles
4. Radiation D. Respirators
5. Toxic chemicals E. Gloves
6. Excessive noise F. Ear muff
7. Requirements in constructing a building G. Plumb bob
8. It is used to check the verticalness H. Steel square
9. It is used to check squareness I. Claw hammer
10. It is used to drive and pull out nails J. Building permit
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INFORMATION SHEET 1.1
TYPES AND USES OF PERSONAL PROTECTIVE EQUIPMENT (PPE)
The use of protective clothing and equipment is not the solution for
preventing accident.
It is most important that the primary protection against accidents is
to identify possible hazards and take the necessary safety measure to
eliminate the hazard.
When necessary, workers should be provided with protective clothing
and other personal protective equipment.
Types of Personal Protective Equipment (PPE)

1. Eye and face protection Goggles and face protection must be worn
to protect workers from flying particles, liquid chemicals, acids,
chemical gases or vapors. Workers must also be protected from
radiation during welding, touching, soldering, brazing and other
operations that emit light.
2. Head protection Hard hats must be worn where there is danger of
falling objects. Specialized hard hats are required to reduce electrical
shock hazards.
3. Foot protection Safety shoes with impact protection are required in
work areas where heavy objects or tool could be accidentally dropped
on the feet. Safety shoes with puncture protection are required when
working around nails, wires, tacks, scrap metal and other objects
that could pierce the feet.
4. Hand protection Gloves are required to protect workers from cuts,
scrapes, punctures, burns, chemical absorption or extreme
temperature
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5. Hearing protection Appropriate ear muffs or ear plugs should be
worn to lessen the noise in the workplace.
6. Respirators: Appropriate respirators must be worn as a last resort if
it is not possible to ventilate the work area properly.
SELF-CHECK 1.1
TYPES AND USES OF PERSONAL PROTECTIVE EQUIPMENT (PPE)
Directions: Match column A with column B. Write your answers on your
notebooks
A B
1. Falling object a. Safety shoes
2. Objects that could roll over the worker’s feet b. Hard hats
3. Heat c. Goggles
4. Radiation d. Respirator
5. Toxic chemicals e. Gloves
6. Excessive noise f. Ear muff

TOOLS AND MATERIALS USED FOR STAKING-OUT BUILDING
LINES
It is very important to know that the name and proper use of each of
the various tools we need in our works. In addition, application on their
proper care and maintenance will give you the following advantages:
efficiency of the work, quality speed and accomplishment and accuracy.
Tools and Materials
1. Claw hammer is used for driving and pulling out nails.
22
2. Water hose level is used to determine the horizontal levelness of batter
baords, and parts of the building such as beam, floorings and others.
3. Bar Level or Spirit Level is a tool used to test the horizontal levelness of
the sufaces of material. It is framed in aluminum or wood.
4. Plumb bob is a cone shaped metal suspended on a string used to check

the verticalness of post or column and other.
5. Nylon string is used to indicate the sides of the building.
23
6. Steel square is a L-shaped with one arm forming a perfect right angle to
the other. It used to check the squareness of corner of a particular
object.
7. Ripping/Wrecking bar is used to pull out long nails. This may be

straight or gooseneck. It has a nail slot for pulling out spikes and
wedging apart nailed boards.
8. Pull-push rule is used for laying out measurements. This is a flexible

strip of metal provided with the scale of the English and Metric Systems of
measurements. It is rolled in a case.
24
9. Try square it is look like the steel square but it is used to check the
flatness and squareness of small piece of stock or lumber.
25
10. Cross cut saw is used for cutting lumber across the grain of wood.
11. Bolo is used to cut pegs for stake-out.
26
12. Sledge hammer is used to drive pegs for stake-out
13. Lumber is a milled or sliced piece of wood.
14. Chalk line is used to mark straight line on a long piece of stock or
lumber.
27
SELF-CHECK 1.2
TOOLS AND MATERIALS USED FOR STAKING-OUT BUILDING
LINES.
Directions: Identify the tool/material being defined. Write your answers in
your notebook.
1. It is used to drive pegs for stake-out.
2. A cone shaped metal suspended on a string used to check the
verticalness of post or column and other.
3. A tool rolled in a case and is used to layout measurements.
4. It is bigger than try square and used to check squareness of a wider or
bigger object.
5. It is used to drive and pull out nails
6. It is used to check the horizontal levelness of the surface material.
7. It is used to cut pieces of lumber across the grain.
8. It is used to indicate the sides of a building.
9. It is used to cut pegs for stake-out.
10. It is used to mark straight line on a long piece of stock or lumber.
11.
INFORMATION SHEET1.3
CONSTRUCTION COMPANY RULES AND REGULATIONS
To avoid headaches and unnecessary expenses, make sure that all
necessary permits are secured from local authorities concerned before
conducting activities in the construction site.
1. A type of authorization that must be granted by a government or other
regulatory body before the construction of a new or existing building
can legally occur.
2. Relocate the boundaries of the construction, especially lots without
existing reference point or adjoining structures. This job is to be given
to a geodetic engineer.
3.Clear all sites of any existing structures, trees and elements that will
obstruct the construction activities. Cutting of trees requires permit
from the Department of Energy and Natural Resources.
4. Allocate space for warehousing, workers’ quarter and construction
office which are usually requirements in the construction embodied in
the specification contract.
5. Apply and secure temporary electric power connections and water
supply.
6. The site of the construction must be securely fenced to protect the
construction activities from onlookers and passersby and to also
protect the materials from pilferage both from the outside and the
inside.
28
7. Determine the building set back from the road line. Install the
stake on the ground at a reasonable spacing that will fit into the
length of the batter board available.
Types of permit that are necessary to secure before constructing a

building.
1. Building permit
2. Electrical permit
3. Sanitary and plumbing permit
4. Zoning clearance
5. Fencing permit
6. Permit to cut trees
7. Water installation permit
8. Excavation and ground preparation permit
9. Enclosure permit
10. Mechanical permit
11. Scaffolding permit
12. Sidewalk construction permit
SELF-CHECK 1.3
CONSTRUCTION COMPANY RULES AND REGULATIONS

Direction: TRUE or FALSE. Write the word TRUE if the statement is
correct and write the word FALSE if the statement is wrong.
1. The permit that are given by the Department of Environment and Natural
Resources is permit to cut the trees.
2. The person who have the authority to relocate the bounderies of the
costruction when there is no existing reference point is the geodetic
engineer.
3. Determining the building set back from the road line is not necessary.
4. The site of the construction must be securely fenced to protect the

construction activities.
5. Allocating space for warehousing, workers’ quarter and construction
office are not usually required in the construction.
IV. LO2: STAKE OUT AND SET BATTER BOARDS
 Set out stakes from pre-determined building lines
 Measure, lay-out and cut batter board according to specification
 Set stakes at 0.75 – 1.00 meter away from the pre-determined
building lines
 Secure batter boards with tolerance for dimensions at +/- 5mm,
and levelness of +/- 3mm.
 Use PPE according to job requirements
29
V. PRE/DIAGNOSTIC ASSESSMENT
Directions: Multiple choice: Choose the letter ofthe correct answer.
1. A horizontal boards that placed when laying out a building.
a. Facia board b. Batter board c. Panel board d. None
2. What is the distance between the stakes in laying out a building?
a. 2 feet b. 3 feet c. 4 feet d. 5 feet
3. When constructing a defferent height of foundation, how do you set the
height of the batter board?
a. regarding the height of shortest foundation
b. regarding the average height of the foundation.
c. regarding the height of the tallest foundation.
d. both A and C
4. What do you call to mark stake for the batter board?
a. grade stake b. level stake c. stake d. All of these
5. Where do you start leveling for the batter boards?
a. center stake b. Between the corner and center stake
c. corner stake d. Both A and C

TYPES OF BATTER BOARD
Batter boards are the horizontal boards placed at the corner and at
the sides of the projected building when final layout takes place. The
reference for the foundation is marked on these boards.
 Two Types of Batter Boards
1. Batter boards for foundation posts may be either joined by
continuous pieces surrounding the site of foundation or by individual piece
for each foundation.
2. Batter boards for the foundation walls are either single or double
batter boards which are placed at corner.
30
The batter boards should be set as high as the desired height of the
foundation. In constructing with different heights of foundation, the tallest
foundation is set as the height of batter boards.
SELF-CHECK 2.1
TYPES OF BATTER BOARDS
Answer Briefly: Write your answers in your notebook.
1. What do you call to horizontal boards that areplaced when laying out a
building?
2. What do you call to mark stake for the batter board?
3-4.What are the two types of batter boards?
5. When constructing a defferent height of foundation, how do you set the
height of the batter board?
31
ACTIVITY SHEET 2.1
PROCEDURE IN SETTING BATTER BOARD
Procedure:
1. Determine the height of the foundation at any of the four corners of the
proposed building. Set the stakes at 0.75 to 1m away from the pre-
determined building lines, preferably where the grade stake is.
Fig.1 Determining the height of the foundation.
2. In this corner, drive a stake as high as the desired height of the

foundation.
Fig.2 Putting up the stake for foundation
3. Drive in set of posts for the batter boards 3 feet away from the corners
and along the sides. Drive in the posts firmly. Align these posts with a
string.
32
Fig.3 Set of post for the batter boards and the distance of the string on it.
4. Move the height of the foundation from the stakes to the corner post of
the batter board. This is done by stretching a string, leveled with spirit level
or level bar from the stake to the post.
Fig.4 Transferring the height of the foundation from the stake to the corner
post.
5. From the mark of this post, stretch out a string going around the corners
of the building and passing at the side of the batter board posts.
6. Level this string with a spirit level or level bar. Stretch the string tight.
Start leveling from the corner stake where the height of the foundation is
established. Recheck the levelness.
33
Fig.5-6 Transferring the height of the foundation from the corner post to all
batter board post aroud the building layout.
7. Mark batter board posts along the line just leveled. These marks are
places for the top of the batter boards.
8. Nail the batter boards in place, the straight side up and at the marks of
the posts.
Fig. 7 A Batter board
34
Assessmet Criteria:
1. Batter boards are set away from the building line excavation.
2. Batter boards are properly secured with tolerance for dimension at
+ 5mm, and levelness of + 3mm.
3. Unexpected situations are responded to in line with company rules
and regulations.
4. Housekeeping is performed according to safety regulation.
Rubrics in assessing the performance/output
Operation: Procedure in setting batter boards
Criteria Percentage 5 4 3 2 1 Average
1.Proper handling of tools 20%
and equipments.
2. Accuracy of 25%
measurement.
3. Skills and Knowlegde on 25%
work.
4. Safety 15%
5. Work ethics 15%
Total 100%
Criteria 5 4 3 2 1
Proper All tools are 1-2 tools are 3-4 tools are Most of the tools No attempt to
handling properly improperly improperly are improperly work or
of tools handled and handled and not handled and not handled and not Incomplete work
and used. properly used. properly used. properly used. performance
equipment
.
Accuracy 100% of batter 75% of batter 50% of batter 25% of batter No attempt to
of boards are boards are boards are boards are work or
measurem properly set properly set with properly set with properly set with Incomplete work
ent. with tolerance tolerance for tolerance for tolerance for performance
for dimension of dimension of dimension of dimension of
+5mm, and +5mm, and +5mm, and +5mm, and
levelness of levelness of levelness of levelness of
+ 3mm. + 3mm. + 3mm. + 3mm.
.
Skills and Learners will Learners will Learners will Learners will Learners were not
Knowledge perform the perform the perform the attempt to work attempt to do the
on work. procedure procedure procedure but they will not job.
completely and completely with completely with able to finish the
independently. minimal help of more help of job.
teacher. teacher.
Safety Learners will 1 of the required 2 of the required 3 of the required All of the required
use complete PPE is not used PPE are not used PPE are not used PPE are not used
PPE according during work. during work. during work. during work.
to job
requirements.
35
Work Learners were Learners were Learners were Learners were Learners were
ethics finished the job finished the job finished the job finished the job attempt to do the
completely completely with completely with 4- completely with 7- job but not
without 1-3 destruction/ 6 destruction/ 9 destruction/ completely
destruction/ damage. damage. damage. finished.
damage.
V. SUMMATIVE ASSESSMENT FOR QUARTER 1
Multiple choice: Choose the letter of the correct answer.

1. A type of authorization that must be granted by a government or other
regulatory body before the construction of a new or existing building
can legally occur.
a. Fencing permit b. Building permit
c. Construction materials d. Tools and equipments needed
2. A personal protective equipment worn to lessen the noise in the
workplace.
a. Hearing protection b. Respirators
c. Foot protection d. Eyes and face protection
3. These must be worn as a last resort if it is not possible to ventilate the
work area properly.
a. Hearing protection b. Respirators
c. Foot protection d. Eyes and face protection
4. A tool used to test the horizontal levelness of the sufaces of material.
a. Plumb bob b. Nylon String
c. Spirit level or level bar d. Steel square
5. This is used to indicate the sides of the building.
a. Plumb bob b. Nylon String
c. Spirit level or level bar d. Steel square
Identification: Identify the following statement.
6 What do you call the horizontal boards placed at the corners and at the
sides of the projected building when final layout takes place?
7. It is a flexible strip of metal provided with the scale and used for laying
out measurement.
8. This protection is worn to protect the worker from radiation.
9. What do you call to marked stake for the batter board?
10. Where do you start leveling for the batter boards?
Fill in the blanks: Supply the blanks with the correct word or group of
words to complete the sentence.
PROCEDURE IN SETTING BATTER BOARD

A. Determine the 11 at any of the four corners of
the proposed building, Set the stakes at 0.75 to 1m away from the pre-
determined building lines, preferably where the grade stake is.
36
B. In this corner, drive a 12 as a high as the desired height of
the foundation.
C. Drive in set of posts for the 13 3 feet away from the
corners and along the sides. Drive in the posts firmly. Align these posts
with a 14 .
D. Move the height of the foundation from the stakes to the 15 of
the batter board. This is done by stretching a string, leveled with spirit level
or level bar from the stake to the post.
E. From the mark of this post, 16 a string going around
the corners of the building and passing at the side of the batter board posts.
F. Level this string with a 17 . Stretch the string
tight. Start 18 from the corner stake where the height of the
foundation is established. Re-check the levelness.
G. 19 batter board posts along the line just leveled. These
marks are places for the top of the batter boards.
H. 20 the batter boards in place, the straight side up and at
the marks of the posts.
Performance test: Execute the Procedure in setting batter boards.
Note: Students are grouped with a minimum of 2 and a maximum of 5
persons in each group.
Assessmet Criteria:
1. Batter boards are set away from the building line excavation.
2. Batter boards are properly secured with tolerance for dimension at
+ 5mm, and levelness of + 3mm.
3. Unexpected situations are responded to in line with company rules
and regulations.
4. Housekeeping is performed according to safety regulation.
Operation: Procedure in setting batter boards

and equipment.
2. Accuracy of 25%
measurement.
work.
4. Safety 15%
5. Work ethics 15%
Total 100%
37
Criteria 5 4 3 2 1
equipment
.
Accuracy 100% of batter 75% of batter 50% of batter 25% of batter No attempt to
of boards are boards are boards are boards are work or
measurem properly set properly set with properly set with properly set with Incomplete work
ent. with tolerance tolerance for tolerance for tolerance for performance
for dimension of dimension of dimension of dimension of
+5mm, and +5mm, and +5mm, and +5mm, and
levelness of levelness of levelness of levelness of
+ 3mm. + 3mm. + 3mm. + 3mm.
.
teacher. teacher.
to job
requirements.
damage.
QUARTER II Time Allotment: 40 Hours

LESSON: Prepare stakeout building lines
I. LO3: FIX BUILDING LINES
 Square building lines with end tolerance of +/- 3mm
 Measure and set building lines
 Use PPE according to job requirements
II. PRE/DIAGNOSTIC ASSESSMENT
Multiple choice: Choose the letter that corresponds to the correct
answer.
1. A type of drawing that show the layout of a building taken at a level
plan through windows and doors approximately 1 meter from the floor.
a. Floor plan b. Site plan c. Elevation d. Details
2. It is a written document prepared by an architect which serves as a set of
instructions or guidelines that accompany a working drawing.
a. Floor plan b. Site plan c. Specification d. Layout
3. These plan essentially shows the location of a building or house site.
38
4. It is a cone-shaped metal suspended on a string used to check or obtain
a vertical line.
a. Steel square b. Plastic hose c. Level bar d. Plumb bob
5. These pertains to a lines representing the side of the building passing
through the center of the foundation post.
a. Building lines b. Plane lines c. Center lines d. None

BLUEPRINT READING
A blueprint is a type of paper-based reproduction usually of technical
drawing, documenting done by architecture or an engineering design.
Generally, the term "blueprint" refers to any detailed plan of a building.
A working drawing is a type of technical drawing, which is part of the
documentation needed to build an engineering product or architecturl plan.
Building plans and specification form part of the working drawings
needed in any construction project.
A working drawing should include the following:
1. Site Plan essentially shows the location of a building or house
site. It includes the following:
 lot number
 distance of the house from the site boundaries
 name of the road on which the site is located
 actual size of the site
 compass direction
 position and size of the casement
 scale of the drawing
39
2. Floor Plan is a drawing showing the layout of a building taken at
a level plan through windows and doors approximately one meter up from
the floor. It shows the following:
 arrangement and names of the rooms
 location of all external and internal walls
 room sizes
 length and width dimensions
 position of doors and windows
 built-in furniture
 sectioning lines and labels in alphabetical order
 eaves lines
 roof structure as shown by broken diagonal lines to represent hips
and valleys.
40
41
3. Elevation is a scaled drawing of the front, rear or side of a
building. It includes dimensions that cannot be shown on a floor plan such
as the height dimension.
4. Details Most working drawings are drawn to the scale of 1:100,

which is rather small. It is not always possible to show important shapes,
positions for assembly, and dimensions of specific parts of a building. A
separate drawing is made using the larger scales of 1:5 or 1:10.
42
5. Specification is a written document prepared by an architect
which serves as a set of instruction or guidelines that accompanies a
working drawing. It describes how certain aspects of building construction
are to be done and which materials are to be used. It also describes their
desired quality and the expected standard of work.
Knowing how to read and interpret a working drawing saves time,
money and effort in the construction of the building.
SELF-CHECK 3.1
BLUEPRINT READING
Based on a given blueprint plan, answer the following questions
1 Explain the use of a working plan.
2 Enumerate the components of a blueprint plan.
3 What does the elevation plan show?
4 What particular dimension is found in an elevation plan?
5 What is the importance of a detailed drawing?
6 What is the vital aspect of specification?
7 What are the names of different room’s in the floor plan?
8 What is the area of bedroom no. 1, no. 2?
9 How long is the building?
10 How wide is the building?
11 What is the floor area of the building?
TYPES, FUNCTIONS AND USES OF TESTING TOOLS
Good carpentry work demands accuracy in measurement. This could
be done only with the aid of various testing tools to accomplish a precise
and quality work.
It is important to know the various testing tools and how to use them
properly. They may cause accidents if proper care and use are not observed.
Using proper tools in the proper job can prolong their use.
Types of Testing Tools and Their Uses
1. Square is a 90o standard right angle sometimes called try square
used for testing squareness of work.
Types of Squares:
43
A. Try square is a square with blade ranging from 6 inches to 12
inches.
B. Miter square is a square with blade permanently set at 45o.
C. Combined try and miter square is a combination of 45o and

90o in one set.
D. Combined square is similar in appearance to try square only

that the head can be slide and clamped at any desired
distance from the blade. It is also provided with a meter and
level guide.
E. Sliding T-bevel is like try square with sliding and adjustable

blade that could be set any angle.
44
F. Framing or steel square is used effectively on various framing
works.
Parts of Framing Square:

A. Body is the longer and wider part
B. Tongue is the shorter and narrower part of the square
C. Face is the side visible when the square is held by the tongue
with the left hand and the body pointing to the right.
D. Heel is the point at which the tongue and body meet on the
outside edge.
2. Level bar is used for both guiding and testing the work to a vertical or
horizontal position.
3. Plastic hose with water is one of the best and accurate tools for
guiding work in establishing a horizontal level.
45
4. Plumb bob is a cone-shaped metal suspended on a string used to check
or obtain a vertical line.
SELF-CHECK 3.2
TYPES, FUNCTIONS AND USES OF TESTING TOOLS
Direction: Match column A with column B. Write your answers in your
notebook.
Column A Column B
1. a square made of flat steel throughout a framing square
2. a square with sliding and adjustable b plastic hose
blade that could be set to any angle. c combination square
3. used for both guiding and testing the d tongue
work to a vertical or horizontal position e level bar
4. a combination of 45o and 90o in one set f combined try and
5. the must accurate tool for guiding work miter square
in establishing a horizontal level. g plumb bob
6. a square with blades ranging from 6-12” h sliding T-bevel
7. a metal used to check or obtain a vertical i miter square
Line j body
8. a square with blades permanently set at
45o k try square
9. the shorter and narrower part of the
framing square
10. a square whose head can be slided and
clamped at any desired distance from the
blade.
46
ACTIVITY SHEET 3.1
LAYING OUT BUILDING LINES
Building lines pertain to lines representing the side of the building
passing through the center of the foundation posts. The final laying-out is
done on the batter board. Before the builder can start the layout, he has to
decide which among the building lines he is going to use.
Procedure in Laying out the Foundation Lines:

1. Transfer the oriented line to the top of the batter boards. This is done by
hanging a plumb bob to the oriented line, and by making the corresponding
point on the batter board.
Fig. 1 Transferring Orientation line to top of batter boards.
2. Locate the center of the foundation from the orientation line at the
opposite batter boards. Then mark these two points with nails or a saw
kerf.
47
Fig. 2.a. Locating the
center of the foundation.
Fig.2.b. Marking the point

with nail.
3. Stretch string No. 1 on these two marks. Anchor it to the batter boards.
This line should never be moved during the process of squaring lines.
Fig.2 Locate center line of foundation from orientation line
48
Fig. 3 Stretching of string and anchoring it on the batter boards.
4. Tie a cord to this line to indicate the original corner A. Align this cord to
the corner stake with a plumb bob.
Fig.3 Locating corner at string 1
5. Measure the length of the side that falls on line 1, starting from the
original corner, and tie another cord to mark this corner B.
49
2
Fig.4 Four sides of a building laid out
6. Sketch line No. 2 square or perpendicular to line 1, passing through the

cord tied at the original corner A. Tie line 2 to nails on the batter boards.
7. From the intersection of lines 1 and 2 at the original corner A. Measure

the length of the side of the building that falls on string 2. Tie another cord
to mark this corner C.
8. Through this corner just mark, stretch string 3 square to string 2.
9. Measure the length of the side that falls on line 3, and tie a cord to mark
corner D.
10. Through corner D, stretch line 4 to the adjacent corner B on line 1.

Check the squareness of these two lines.
Note: Through the four sides of the building are completely laid out
there is a need to check squareness by the use of the Framing square
or diagonal.
50
Fig.6-10a. Squaring the four corners of the building using a framing or
carpenters’ square.
Fig.6-10b. Squaring of the four corners of the building using a diagonal.
Fig.5 A layout square
51
Fig.6 How to use the layout square
Fig.7 3:4:5 Measured on stakes.
Fig.8 A Trapezoid
52
ASSESSMENT CRITERIA:
1. Stake-out building lines are properly secured for references in
excavating building foundation.
2. Marking lines are squared and plumbed from the batter board
lines with tolerance of + 3mm all measurement.
3. Worksite is cleaned and kept in safe state according to OSHC
regulations.
4. Daily work report is accomplished in accordance with company
rules and regulations.
Operation: Laying Out Building Plans
and equipment.
2. Accuracy of 25%
measurement.
work.
4. Safety 15%
5. Work ethics 15%
Total 100%
Criteria 5 4 3 2 1
equipment
.
Accuracy 100% of details 75% of details of 50% of details of 25% of details of No attempt to
of of building building plans building plans are building plans are work or
measurem plans are are properly lay properly lay out properly lay out Incomplete work
ent. properly lay out out with correct with correct with correct performance
with correct measurement. measurement. measurement.
measurement.
teacher. teacher.
to job
requirements.
53
S without 1-3 destruction/ 6 destruction/ 9 destruction/ completely
U damage.
M
SUMMATIVE ASSESSMENT FOR QUARTER II

Multiple choice: Choose the letter of the correct answer.
1. A type of drawing that showing the layout of a building taken at a level
plan through windows and doors approximately 1 meter from the floor.
2. It is a written document prepared by an architect which serves as a set of
instructions or guidelines that accompanies a working drawing.
a. Floor plan b. Site plan c. Specification d. Layout
3. These plan essentially shows the location of a building or house site.
4. It is a cone-shaped metal suspended on a string used to check or obtain
a vertical line.
a. Steel square b. Plastic hose c. Level bar d. Plumb bob
5. These pertains to a lines representing the side of the building passing
through the center of the foundation post.
Identification: Identify the following statement.

6.It is a scaled drawing of the front, rear or side of a building. It includes
dimensions that cannot be shown on a floor plan such as the height
dimension.
7. It is the shorter and narrower part of the square.
8. A square with blade ranging from 6 inches to 12 inches.
9. It is one of the best and accurate tools for guiding work in establishing a
horizontal level.
10. A type of paper-based reproduction usually of a technical drawing,
documenting an architecture or an engineering design
Fill in the blank: Fill the blank with a word or group of words to complete
the sentence.
Procedure in Laying out the Foundation Lines
11. the oriented line to the top of the batter boards. This is done
by hanging a plumb bob to the oriented line, and by making the
corresponding point on the batter board.
12. the center of the foundation from the orientation line at the
opposite batter boards. Then mark these two points with nails or a saw
kerf.
13. Stretch string No. 1 on these two marks. Anchor it to the batter boards.
This line should never be moved during the process of lines.
54
14. Tie a cord to this line to indicate the original corner A. Align this cord
to the with a plumb bob.
15. the length of the side that falls on line 1, starting from
the original corner, and tie another cord to mark this corner B.
16. Sketch line No. 2 square or to line 1, passing through
the cord tied at the original corner A. Tie line 2 to nails on the batter
boards.
17. From the of lines 1 and 2 at the original corner A.
Measure the length of the side of the building that falls on string 2.Tie
another cord to mark this corner C.
18. Through this corner just mark, string 3 square to string 2.
19. Measure the of the side that falls on line 3, and tie a cord to
mark corner D.
20. Through corner D, stretch line 4 to the corner B on
line1. Check the squareness of these two lines.
Through the four sides of the building are completely laid out there is a
need to check squareness by the use of the diagonal.
Performance test: Execute the Procedure in Laying out the

Foundation Lines
Note: Students were group at a minimum of 2 and a maximum of 5
Assessmet Criteria:
1. Stake-out building lines are properly secured for references in
excavating building foundation.
2. Marking lines are squared and plumbed from the batter board
lines with tolerance of + 3mm all measurement.
regulations.
rules and regulations

Operation: Procedure in Laying out the Foundation Line
and equipments.
2. Accuracy of 25%
measurement.
work.
4. Safety 15%
5. Work ethics 15%
Total 100%
55
Criteria 5 4 3 2 1
equipment
.
Accuracy 100% of details 75% of details 50% of details and 25% of details and No attempt to
of and and measurement of measurement of work or
measurem measurement measurement of building plans are building plans are Incomplete work
ent. of building building plans properly lay-out. properly lay-out. performance
plans are are properly lay-
properly lay-out. out.
teacher. teacher.
to job
requirements.
damage.
Content Standard Performance Standard

The learner demonstrates The learner independently
understanding of the concepts and performs fabrication of formworks
underlying principles in fabricating based on construction standards.
formworks.
QUARTER III Time Allotment: 40 Hours

LESSON: Fabricate formworks
I. INTRODUCTION:
This module contains information and suggested learning activities on
Carpentry NC II TLE Grade 9. It includes instruction and procedure on
how Fabricate Formworks.
Completion of this module will help you better understand the
succeeding module on Installing Formwork Components.
56
This module consists of 3 learning outcomes. Each learning outcome
contains learning activities supported by instruction sheets. Before you
perform the instructions, read the information sheets and answer the self-
check and activities provided to ascertain to yourself and your teacher that
you have acquired the knowledge necessary to perform the skill portion of
the particular learning outcome.
Upon completing this module, report to your instructor for assessment to
check your achievement of knowledge and skills requirements of this
module. If you pass the assessment, you will be given a certificate of
completion.
II. LO1: PREPARE TOOLS, EQUIPMENT AND MATERIALS FOR
FABRICATING FORMWORKS ACCORDING TO JOB
REQUIREMENTS
 Identify tools and materials for fabricating formworks
 Prepare tools and materials for fabricating formworks
 Select appropriate PPE
III. PRE/DIAGNOSTIC ASSESSMENT
Direction: Multipe choice: Choose the letter of the correct answer.
1. A tool used to drive and pull out nails.
a. Pull-push rule b. Claw hammer c. Ball peen hammer d. Pencil
2. A term applied to wood after it is milled or sliced into boards, planks,
flitch for commercial purposes.
a. Lumber b. Plywood c. Hardboard d. Log
3. This tool is used for marking straight line.
a.Steel square b. Cross cut saw c. Chalk line d. Try square
4. Find the number of board feet, a 6pcs. 2’’x2’’x9’ lumber.
a. 3 bd.ft b. 6 bd.ft. c. 12 bd.ft. d. 18 bd.ft.
5. Solve for the number of board feet. A 3’’x4’’x144’’ lumber.

TOOLS, MATERIALS AND EQUIPMENT FOR FABRICATING
FORMWORK
A. Tools:
1. Claw hammer used to drive and pull out nails.
2. Pencil is an instrument containing lead or carbon used for
marking purposes.
3. Pull-push rule is a measuring tool made of flexible steel rolled
in a case and used for taking and laying out dimensions.
4. Steel square is a highly accurate tool made of flat steel
throughout its body used to check the squareness of the
foundation and other parts of the building.
5. Try square is smaller than the steel square used to test the
square ness of small pieces of work.
57
6. Cross cut saw is used to cut wood across the grain.
7. Chalk line is used for marking straight line on a long piece of
lumber or wood.
B. Equipment:
1. Proper foot protection -wear footwear of an appropriate type
at the places where there are falling objects, sharp-edged tools,
nails, abnormally wet surface or slippery surfaces.
2. Hand protection- Wear suitable gloves or guantes when
employed at places where the hands may be exposed to
injuries from sharp or rough points, edges or surface objects.
C. Materials
1. Lumber is the term applied to wood after it is milled or sliced
into boards, planks, flitch etc. for commercial purposes.
2. Nails are a round piece of metal with flat head on one end and
pointed at the other used to join numbers of the project
together.
SELF-CHECK 1.1
TOOLS, MATERIALS AND EQUIPMENT FOR FABRICATING
FORMWORK
Identification : Identify the following statement.Write your answers on a
sheet of paper.
1. It is used to protect the hand from sharp and pointed
objects.
2. This tool is used to drive and pull out nails.
3. A term applied to wood after it is milled or sliced.
4. It is aninstrument containing lead or Carbon used for
marking purposes.
5. It is used for marking straight line on a long piece of
lumber or wood.
6. This tool is used for sawing the lumber across the grain of
wood.
7. A tool used in testing and squaring the foundation and
other parts of a building.
8. It is a measuring tool made of flexible steel and used for
taking and laying out dimensions.

COMPUTE BOARD FEET OF A LUMBER
Quality lumber needed is cumputed in board feet. A board foot means
that is one inch thick, 12 inches wide and 12 inches long.
This can be computed using the following formulas:
Where: T = thickness
W = width
L = length
58
’’ = inch or inches
’ = foot or feet
a. This formula is used when T” , W” , L” are given.
T”xW”xL”
12x12
Example:
2”x2”x72” 4”x72” 288”
2 Bd.ft.
12x12 144 144”
b. This formula is used when T” , W”, L’ are given.
T”xW”xL’
12
Examlpe 2: 7pcs - 2”X6”X16’ Solution 2 : 7pcs (2”X6”X16’)
12
= 7pcs (12”X16’)
12
= 7pcs.(192)
12
= 1344
12
= 112 board feet
Computation: Solve for the number of boardfeet and explain the

process.
Given:
1. 5pcs – 1”X2’’ X 14’
2. 9pcs – 4’’X4”X48”
3. 3pcs – 1’’X2’’X9’
4. 12pcs – 2”x2”x36”
SELF-CHECK 1.2
COMPUTE BOARD FEET OF A LUMBER
Prepare materials for the construction of forms for Column, Beam
and Slab.
Direction. Solve for the number of board feet of the following:
Pieces of lumber and dimension
59
1. 15 pcs – 2” X3”X14’
2. 60 pcs – 2”X2”X72”
3. 75 pcs -1”X12’’X14’
4. 50 pcs 2”x3”x120”
5. 48 pcs – 3”X4”X9’
IV. LO2: LAY OUT AND CUT THE DIMENSION OF FORM

SHEATHING AND STIFFENER
 Layout form sheathing and stiffeners with tolerances of +3mm for
all measurements and squareness
 Mark form sheathing and stiffeners according to job requirements
 Cut form sheathing and stiffeners according to dimension
 Use appropriate PPE
V. PRE/DIAGNOSTIC ASSESSMENT
Direction: Write the letter of your answer on your answer sheet.
1. In the absence of circular saw; the alternative tools used for ripping
plywood is
a. Back saw
b. Cross cut saw
c. Key hole saw
d. Rip saw
2. Claw hammer is used for
a. Driving cold chisel
b. Pulling out and driving nails
c. Driving chisel
d. None of the above
3. To avoid waste materials
a. Always refer to schedule before cutting
b. Always ask the teacher the quantity of parts to the cut
c. Apply the direct counting method
d. All of the above
4. The following are tips to avoid waste construction materials, EXCEPT
a. Carefully study the plan and specification
b. Determine the schedule of cutting
c. measure twice and cut once
d. Follow rules “ measure twice, cut once.”
5. How does method of cutting affect the efficiency of work?
a. It affects the fitting of parts
b. It increases or decreases the dimension
c. It lessens the strength of form when assembled
d. All of the above
60
LAY-OUT AND CUT DIMENSION OF FORM SHEETING AND
STIFFENERS
You will learn the basic knowledge in lay outing and cutting of forms
materials.
 safe and effective use of power and hand tools
 tools for layouting sheeting
Pull push rule
 Don’t pull out the maximum length of the rule so that you will
not destroy the tool
Try Square
Don’t use this tool for driving nails
Claw Hammer
 Avoid pulling bigger nails
Chalk line
 Take care of its chord and always check the oil.
 Note: Always use tools and equipment according to their uses
and functions to prolong their life.
ECONOMIC USE OF MATERIALS
Tips in avoiding waste of construction materials.
*Study carefully the plan and detailed drawing.
*From the given detailed drawing, you can study its different parts,
including sizes of these parts
*Cutting lumbers, always refer to the schedule of cutting
*Always determine the method of measurement used in the plan for marking
*Always remember the principles for cutting “measure twice and cut once”
*In cutting lumber and plywoods, always use effective tools.
SELF-CHECK 2.1
LAY-OUT AND CUT TO DIMENSION OF FORM SHEATHING AND
STIFFENERS
Enumeration: Enumerate the correct answer.
1. What are the tips in avoiding waste of construction
materials:
a.
b.
c.
d.
e.
f.
2. What are the tools for layouting sheeting?
a.
b.
c.
61
d.
ACTIVITY SHEET 2.1

LAY-OUT AND CUT TO DIMENSION OF FORM SHEATHING AND
STIFFENERS
Tools: Pencil, Chalk line, Straight edge, working bench, Cross cut saw, Try
square, wooden plane
Materials: -12 pcs 2”x2”x8’ good lumber
 1 pc ¼” x4’x8” ordinary plywood
 ½ kilo 1”cwn
 2 kilo 3”cwn
 1 kilo 2”cwn
Equipment:
 Circular saw (optional)
Note: Ask the plan and details from your teacher

Procedure:
1. Read and interpret plan and details
2. Prepare tools and materials needed as per job requirement.
3. Adopt the schedule for cutting , mark 2”x2” lumber for the
frame.(remember the method of measurement used)
Fig.3 Marking and squaring a 2”x2” lumber for the frame.
62
4. Determine the plywood to be cut.
5. Locate the sizes of the forms to the plywood at both ends then
using your chalk line, mark the boundaries to be cut.
Fig.5 Marking the size of the form to the plywood.
6. Cut the mark lines of plywood.

 Observe safety while cutting
Fig.6 Cutting the mark lines of plywood.

Note: If you use circular saw in cutting plywood ask the
permission from your teacher
63
7. After cutting, arrange and classify cut members ready for
Assembling
Fig.7 Arranging and classifying the cut members for form.

8. Ask your teacher to check or evaluate your work.
Assessmet Criteria:S
1. Marking lines are squared and properly cut according to job
requirements.
regulations.
Operation: Lay-Out And Cut To Dimension Of Form Sheathing And
Stiffeners
and equipments.
2. Accuracy of 25%
measurement.
work.
4. Safety 15%
5. Work ethics 15%
Total 100%
64
Criteria 5 4 3 2 1
equipment
.
Accuracy 100% of 75% of dimension 50% of the 25 % of the No attempt to
of dimension Of Of Form Dimension Of dimension Of work or
measurem Form Sheathing Sheathing And Form Sheathing Form Sheathing Incomplete work
ent. And Stiffeners Stiffeners are And Stiffeners are And Stiffeners are performance
are properly lay- properly lay-out properly lay-out properly lay-out
out and cut. and cut. and cut. and cut.
.
teacher. teacher.
to job
requirements.
damage.
VI. Summative Assessment for Quarter III
Multipe choice: Choose the letter of the correct answer.

1. How does method of cutting affect the efficiency of work?
a. It affects the fitting of parts
b. It increases or decreases the dimension
c. It lessens the strength of form when assembled
d. All of the above
2. A term applied to wood after it is milled or sliced into boards, planks,
flitch etc. for commercial purposes.
a. Lumber b. Plywood c. Hardboard d. Log
3. This tool is used for marking straight line on a long piece of stocks.
a.Steel square b. Cross cut saw c. Chalk line d. Try square
4. Find the number of board feet of a 6pcs. 2’’x2’’x9’ lumber.
5. Solve for the number of board feet for 3’’x4’’x144’’ lumber.
65
Identification:Identify the following statement.Write your answers on a
sheet of paper.
6. A term applied to wood after it is milled or sliced.
7. It is an instrument containing lead or Carbon used for
marking purposes.
8. It is used for marking straight line on a long piece of
lumber or wood.
9. A tool used in testing and squaring the foundation and
other parts of a building.
10. It is a measuring tool made of flexible steel and used for
taking and laying out dimensions.
Fill in the blanks: Supply the blanks with the correct word or group of
words to complete the sentence.
Lay-Out And Cut To Dimension Of Form Sheathing And Stiffeners
. Procedure:
A. Read and 11 plan and details.
B. Prepare 12 and 13 needed as per job
requirements
C. Adopt the schedule for 14 , mark 2”x2” lumber for the
frame.(remember the method of measurement used)
D. Determine the 15 to be cut.(always)
E. 16 the sizes of the forms to the plywood at both
ends then using your chalk line, mark the boundaries to be cut.
F. 17 the mark lines .Observe safety while cutting
Note: If you use circular saw for cutting plywood ask the
permission of your teacher
G. After cutting, 18 and 19 cut members ready
for assembling.
H. Ask your 20 to check or evaluate your work.
Performance test: Lay-Out And Cut To Dimension Of Form

Sheathing And Stiffeners
Note: Students were group at a minimum of 2 and a maximum of 5
Assessmet Criteria:
1. Marking lines are squared and properly cut according to job
requirements
regulations.
3. Daily work report is accomplished in accordance with construction
company rules and regulations.
66
Operation: Lay-Out And Cut To Dimension Of Form Sheathing And
Stiffeners
and equipment.
2. Accuracy of 25%
measurement.
work.
4. Safety 15%
5. Work ethics 15%
Total 100%
Criteria 5 4 3 2 1
equipment
.
Accuracy 100% of 75% of dimension 50% of the 25 % of the No attempt to
of dimension Of Of Form Dimension Of dimension Of work or
measurem Form Sheathing Sheathing And Form Sheathing Form Sheathing Incomplete work
ent. And Stiffeners Stiffeners are And Stiffeners are And Stiffeners are performance
are properly lay- properly lay-out properly lay-out properly lay-out
out and cut. and cut. and cut. and cut.
.
teacher. teacher.
to job
requirements.
damage.
67
QUARTER IV Time Allotment: 40 Hours
LESSON: Fabricate formworks

I. LO3: Assemble form panels
 Layout form panels and stiffeners for pre-assembly
 Pre-assemble form panels and stiffeners
 Check form panels and stiffeners for squareness according to job
requirements
 Assemble form panels and stiffeners
 Use appropriate PPE
II. PRE/DIAGNOSTIC ASSESSMENT
Identification: Identify whether the given statement are TOOLS,
EQUIPMENT or MATERIALS.
1.Plan and detail drawing
2. String
3. Scaffoldings
4. Lumber
5. Cross cut saw

TOOLS, MATERIALS AND EQUIPMENTS IN FABRICATING
FORMWORKS
In this lesson you will learn the importance of tools, materials and
equipment in assembling form panel.
Formworks are the structure of boards that make up a form for pouring
concrete mixture in construction.
Tools in Fabricating Formworks:
-Plan and Detail drawing
- Cross cut saw
- Bar clamp
- String (tansi)
- Claw hammer
- Bar level or plumb bob
- Clear hose level
- Try square
Note: Proper handling of tools increases your speed, power and it will make
your work accurate.
 Equipment:
 H-frame/Scaffolding (see to it that all parts are well –secured
before using)
 Personal protective equipments.
 Safety shoes
 Hand gloves
 Working clothes
 Safety helmet
68
 Materials:
 Materials for assembling forms should be inspected. See to it
that they are free from wood defects so that the efficiency of
your work will not get affected.
SELF-CHECK 3.1
TOOLS, MATERIALS AND EQUIPMENTS IN FABRICATING
FORMWORKS
Identification: Identify whether the given statement are TOOLS,
2. String
3. Scaffoldings
4. Lumber
5. Cross cut saw
6. Safety helmet
7. Clear hose level
8. Nails
9. Plywood
10. H-frame
ACTIVITY SHEET 3.1

ASSEMBLING OF FORMS FOR COLUMN
Tools: Claw hammer, Chalk line, Try square, Pull-push-rule, Pencil
Working drawing of form.
Materials: Fabricated Forms and Stiffener, 1”cwn, 2”cwn, 3’cwn
Procedure:
1. Read end interpret plan/specification
69
2. Prepare all tools and materials required.
Note: Your materials except fasteners should have been
fabricated based on plan.
3. Using your skill in squaring stock, layout/mark the length of
Longitudinal ribs then cut.
4. Cut the perpendicular Ribs
Note: For 3 and 4 consider the method of measurement.
Fig.4 Cutting the perpendicular and longitudinal ribs.
5. Position perpendicular and longitudinal ribs to their position, then

drive 3”cwn to fasten.
Fig.5 Nailing of perpendicular and longitudinal ribs

Note: check the square ness.
70
6. Position the plywood to the frame, and then fasten it with protruding
plywood outside the frame.
7. Position form A1 and A2 to B1, then fasten it with 3”or 4” cwn. Check
the square ness and dimension based on plan and detail.
8. Secure with braces to avoid changing of angle.
Note: they should be in 900 angles.
9. Drive at least 8 pieces of 4”cwn at both end of form B2
Note: form B2 is attached to form A1, A2 and B1 (in U form)
after placing to its final setting.
10. Let your teacher check your work for installation.
Fig.8 Form ready for installation.
Assessmet Criteria:
1. Marking lines are squared and all joints are properly fixed
according to job requirements.
regulations.
Operation: ASSEMBLING OF FORMS FOR COLUMN
and equipments.
2. Accuracy of 25%
measurement.
work.
4. Safety 15%
5. Work ethics 15%
71
Total 100%
Criteria 5 4 3 2 1
equipment
.
Accuracy 100% of forms 75% of forms for 50% of forms for 25% of forms for No attempt to
of for column are column are column are column are work or
measurem properly properly properly assemble properly assemble Incomplete work
ent. assemble assemble performance
teacher. teacher.
to job
requirements.
damage.
ACTIVITY SHEET 3.2

INSTALLATION OF FORMS FOR COLUMN
Tools: Bar level or Plumb Bob, Pull-Push Rule, Claw hammer, Cross Cut
saw
Materials: Fabricated Forms ready for Installation, 2”x2” for braces.
Equipment: H-frame, Ladder, Scaffolding
Procedure:
1. Prepare all tools, materials and equipment for the installation of
forms for column.
2. From the center of the foundation located at the battery board, locate
one side of the form (0.15 away from the center of the foundation ,
mark and drive 2” cwn)
3. Connect 2”x2”s into this marked line, ready to support the form.
4. Install the form into the final positioned
5. Cover the form with form B2, secure them with nail.
Note: see to it that there will be new open space. Make it water
tight.
6. Temporarily , place the stiffener /braces then check the vertical and
alignment of forms to the center of the foundation.
72
Note: always check the protective covering.
7. Fix all braces.
8. Perform good housekeeping.
9. Let your teacher evaluate your finished work.
Fig. 3.2 Correct position of installing forms for column.

Operation: Installation of forms for column
and equipments.
2. Accuracy of 25%
measurement.
work.
4. Safety 15%
5. Work ethics 15%
Total 100%
Criteria 5 4 3 2 1
equipment
.
Accuracy 100% of parts of 75% of parts of 50% of parts of 25% of parts of No attempt to
of forms for forms for column forms for column forms for column work or
measurem column are are properly are properly are properly install Incomplete work
ent. properly install install install. performance
73
teacher. teacher.
to job
requirements.
damage.
III. Summative Assessment for Quarter IV

Identification: Identify whether the given statements are TOOLS,
2. String
3. Scaffoldings
4. Lumber
5. Cross cut saw
True or False: Read and analyze each sentence. Write the word TRUE if the
statement is correct and write the word False if the statement is wrong.
6. Formwork is the structure of boards for pouring concrete in
construction.
7. The tool used to check the verticality of the post or colunm is the
spirit level or level bar.
8. Assemble means to fit together as the part of the mechanism.
9. A material composed of a number of thin sheets of wood glued
together with the grains of adjacent sheets at right angles is called
plywood.
10. Column is the lowest support on which the building rests.
Fill in the blanks: Supply the blanks with the correct word or group
of words to complete the sentence.
ASSEMBLING OF FORMS FOR COLUMN
Procedure:
11. and interpret plan/specification
12. all tools and materials required.
Note: Your materials except fasteners should have been fabricated
based on plan.
74
13.Using your skill in squaring stock, layout/mark the length of
then cut.
14.Cut the .
Note: For 3 and 4 consider the method of measurement
15. perpendicular and longitudinal ribs to their
position, then drive 3”cwn to fasten.
Note: check the squareness
16. Position the plywood to the , and then fasten it
with protruding plywood outside the frame.
17.Position form A1 and A2 to B1, then fasten it with 3”or 4” cwn.
Check the squareness and dimension based on .
18.Secure with to avoid changing of angle.
Note: they should be in 900 angles.
19. at least 8 pieces of 4”cwn at both end of form B2
Note: form B2 is attached to form A1, A2 and B1 (in U form) after
placing to its final setting.
20.Let your teacher check your work for .
Performance test: Installation Of Forms For Column

Note: Students are group with a minimum of 2 and a maximum of 5
Assessmet Criteria:
1. Forms are securely tight and there is no open parts that may cause
the leaking of cement/concrete mixture.
regulations.
3. Daily work report is accomplished in accordance with construction
company rules and regulations.

Operation: Installation Of Forms For Column

and equipments.
2. Accuracy of 25%
measurement.
work.
4. Safety 15%
5. Work ethics 15%
Total 100%
75
Criteria 5 4 3 2 1
equipment
.
Accuracy 100% of parts of 75% of parts of 50% of parts of 25% of parts of No attempt to
of forms for forms for column forms for column forms for column work or
measurem column are are properly are properly are properly install Incomplete work
ent. properly install install install. performance
teacher. teacher.
to job
requirements.
damage.
76
Technical Terms
Prepare stakeout building lines
Batter boards are horizontal boards placed at corners and sides of the
projected building where the final layout takes place.
Foundation is lowest support on which the building rests.
Grade line is levelness of the ground after filling or leveling.
Ground line is natural contour of the ground.
Orientation line is line representing one side of the building to be erected.
Plumb is perpendicular to a horizontal line.
Fabricate formworks
Assemble means to fit together as the part of the mechanism/
system/assembly.
Bulge means to swell; make or be protuberant.
Dimension any measurable extent or magnitude, as to length,
breadth or thickness.
Fabricate means to make, assemble or manufacture
Form is a temporary boarding, sheathing or pan used to
produce the desired shape and size concrete.
Lumber is sawed or sliced board, plank.
Plywood is a material composed of a number of thin sheets of
wood glued together with the grains of adjacent sheets at
right angles.
Sheet is a broad, piece of any thin material
Stable means standing firmly in place; not easily moved, shaken,

or overthrown; fixed
Stiff means not moving easily/durable support.
77
References and other reading materials
Fajardo, Max B. Jr.,Simplified Methods on Building Construction

First Edition
SEDP Series, Industrial Technology

Experimental Edition
Lubrica, Jose; Building Construction/House Wiring, House Plumbing

and Estimate First Edition
Fajardo, Max B., Jr ;Simplified Construction Estimate

Third Edition
Valdriz, Rd. Eufemio; Civil Technology

First Edition
Maguire, Byron W.; Carpentry for Residential Construction

1975 Edition
Competency Based Learning Materials (CBLM) Carpentry NC II
78
79

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Published by the Department of Education

Development Team of the Learner’s Material

Consultant: Rosendo R. Rafael, Howard Mark N. Plete and Clodualdo V.

Editors: Lando T. Guzman

Subject Specialists: Albert Erni, James Julius M. Liquigan, Owen S.

Management Team: Lolita M. Andrada, Jocelyn DR Andaya, Bella O. Mariñas

Department of Education-Instructional Materials Council Secretariat (DepEd-

PROCESS: ACTIVITY1: ALIGNING ONE’S PECS

Confident Risk taker Observant Competent

Optimistic Passionate Flexible Sensitive

Dynamic Efficient Hardworking Decision-maker

Knowledgeable Persevering Decisive Strong–minded

Activity 2. My PECs that need further improvement

Specific Purpose Statement: Developing self-confidence in furniture and sash factory

My PECs I need to - To Achieve -Selling -During -Earns

1. Hardworking a. Ability to set realistic targets.

E.2 MULTIPLE CHOICE.

4. Examine the available resources around you.

SELECTING THE RIGHT IDEA

ACTIVITY 2 SCREENING BUSINESS IDEAS

1. Who do you think are your target consumers/markets?

Content Standard Performance Standard

QUARTER I Time Allotment: 40 Hours

Types of Personal Protective Equipment (PPE)

INFORMATION SHEET 1.2

Tools and Materials

1. Claw hammer is used for driving and pulling out nails.

4. Plumb bob is a cone shaped metal suspended on a string used to check

5. Nylon string is used to indicate the sides of the building.

7. Ripping/Wrecking bar is used to pull out long nails. This may be

8. Pull-push rule is used for laying out measurements. This is a flexible

11. Bolo is used to cut pegs for stake-out.

13. Lumber is a milled or sliced piece of wood.

Types of permit that are necessary to secure before constructing a

CONSTRUCTION COMPANY RULES AND REGULATIONS

4. The site of the construction must be securely fenced to protect the

INFORMATION SHEET 2.1

Fig.1 Determining the height of the foundation.

2. In this corner, drive a stake as high as the desired height of the

Fig.2 Putting up the stake for foundation

Fig. 7 A Batter board

V. SUMMATIVE ASSESSMENT FOR QUARTER 1

Multiple choice: Choose the letter of the correct answer.

PROCEDURE IN SETTING BATTER BOARD

Rubrics in assessing the performance/output

Operation: Procedure in setting batter boards

QUARTER II Time Allotment: 40 Hours

INFORMATION SHEET 3.1

4. Details Most working drawings are drawn to the scale of 1:100,

B. Miter square is a square with blade permanently set at 45o.

C. Combined try and miter square is a combination of 45o and

D. Combined square is similar in appearance to try square only

E. Sliding T-bevel is like try square with sliding and adjustable

Parts of Framing Square:

Procedure in Laying out the Foundation Lines:

Fig. 1 Transferring Orientation line to top of batter boards.

Fig.2.b. Marking the point

Fig.2 Locate center line of foundation from orientation line

Fig.3 Locating corner at string 1

Fig.4 Four sides of a building laid out

6. Sketch line No. 2 square or perpendicular to line 1, passing through the