8

TLE
(Technical Drafting)
Quarter 1 – Module 4:
Perform Mensuration
and Calculation
Technology and Livelihood Education (TLE) - Technical Drafting 7/8
Self-Learning Module (SLM)
Quarter 1 – Module 4: Perform Mensuration and Calculation
First Edition, 2020

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Development Team of the Module

Writers: Cherubim C. Cerdana, Sheryll Mae C. Agutaya
Editors: Martin I. Diaz
Reviewers: Jona Marie D. Villa Agustin, Memvie L. Alesna
Illustrator: Name
Layout Artist: Lawrence C. Aduca
Cover Art Designer: Ian Caesar E. Frondoza
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 8
TLE
(Technical Drafting)
Quarter 1 – Module 4:
Perform Mensuration
and Calculation
Introductory Message
For the facilitator:

Welcome to the Welcome to the Technology Livelihood Education (TLE) Technical

Drafting 7/8 Self-Learning Module (SLM) on the Perform Mensuration and
Calculation!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the Welcome to the Technology Livelihood Education (TLE) - Technical

Drafting 7/8 Self-Learning Module (SLM) on the Perform Mensuration and
Calculation!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

2
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

3
At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the selected measuring instruments. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module consists of one lesson and two Learning Outcomes:

Lesson 3: Perform Mensuration and Calculation
 Learning Outcome 1 – Select measuring instruments
 Learning Outcome 2 – Carry out mensuration and calculation

After going through this module, you are expected to:

1. identify measuring tools based on the object to be measured or
job requirements;

4
 2. select appropriate
d. triangle measuring instruments according to job requirements;
3. interpret an object or component to be measured according to the appropriate
6. It regular
is a measuring
geometrictoolshapes;
that reproduce, reduce, or enlarge the dimension of size
4. useonalternative
drawing asmeasuring
its main purpose.
tools without sacrificing cost and quality of work;
5. perform a. calculation
ruler needed to complete task by applying trade
mathematics/mensuration;
b. scale and
6. employc.different
tape rulertechniques in checking for accuracy of the computation.
d. triangle

7. Which of the following tools is used for drawing oblique and vertical lines?
a. ruler
b. scale
What I Know
c. triangle
d. T-square

Direction. Choose the letter of the correct answer. Use the given activity sheets for
8. Which of the following is used for the purpose of measuring dimensions?
your answer.
a. cutting tools
b. lining tools
1. Why do we use scale in drafting?
c. measuring tools
a. to keep the proportion accurate
d. testing tools
b. to keep the measurement accurate
c. to strengthen the line
9. Jason is making his project in T.L.E. class. He uses this tool as guide in
d. all of the above
drawing horizontal lines up to 48”. What tool does Jason use?
a. ruler
2. Why do we use straight edge rules as an alternative measuring tool?
b. scale
a. to draw a straight line for checking the straightness of a surface
c. triangle
b. to illustrate the straightness of a surface
d. T-square
c. to scribe a straight line for checking the straightness of a surface
d. all of the above
10. This measuring tool is a concave, spring-steel blade ranging from 1/4” to 1”
wide and 6 to about 300 feet in length.
3. How is a curved surface being measured?
a. meter stick
a. by the use of compass
b. ruler
b. by the use of divider
c. tape ruler
c. by the use of protractor
d. triangle
d. by the use of tape ruler

11. George grew 5 centimeters in 1 year. He is now 1.5 m tall. How tall was he
4. Which of the following measuring tools is used to layout an arc or an angle?
1 year ago?
a. compass
b.a. divider
1.450 m
c.b.protractor
1.590 m
d.c. tape ruler
1.609 m
d. 1.290 m
5. What is the most popular type of measuring tools that usually has the length
of 6 tobought
12. Grace 12 inches?
a reel of thread for sewing. There are 10 m of thread on the
reel.a.She
ruleruses 250 cm. How much is left on the reel in centimeters?
b. 870
a. scale
c.
b. 750 ruler
tape

65
 c. 970
d. 700

13. Shane needs to answer 0.60 of the test questions correctly to pass the
exam. What percent is this?
a. 60%
b. 75%
c. 40%
d. 35%
14. What is the fraction form of 0.75?
a. 2/4
b. 3/16
c. 3/4
d. 1/2

15. What is the ratio of circles to squares?

a. 5:6
b. 3:4
c. 3:3
d. 4:3

7
 Lesson
Perform Mensuration and
3 Calculation
This lesson helps you demonstrate an understanding of concepts and principles in
performing measurements and calculations. Furthermore, you shall be able to
perform accurate measurements and calculation based on the given tasks.

In this lesson also, you will learn how to read, write and perform calculation of
measurements accurately. You will be able to analyze that development of skill in
measuring starts with the ability to read measurements.

What’s In

Activity 1. Directions: Look for the name of the drawing/measuring tools that you
included in your inventory before.

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 What’s New

Activity 2. Directions: The following pictures/ illustrations are some of the

measuring tools/instruments. Identify them by writing their correct names. Use the
given activity sheets for your answer.

1._______ 6.___________

2._______ 7. ____________

3._______ 8.___________

4._______ 9. ____________

5.________ 10.___________

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Activity 3. Directions: Answer the following problems. Use the given activity sheets
for your answer.

1. Angela purchased 35 m & 20 cm ribbonette and Lovely purchased 12 m &

14 cm. ribbonette. What is the total length of the ribbonnette being purchased
by the two?

2. Dante is 1 m & 25 cm tall. His friend Johnny is 1 m & 20 cm tall. Who is

taller and by how much?

Activity 4. Directions: Answer the following questions. Use the given activity sheets
for your answer.

1.What is the ratio of triangle to circle?

_____________

2.What is the ratio of heart to box?

_____________

3.What is the ratio of star to triangle?

_____________

4. What is the ratio of all the shapes to circle?

_____________

5.What is the ratio of individual cherries to oranges?

______________

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 What is It

Different Measuring Tools/Instruments and their Application

An understanding of measurement is essential for all parts of manufacturing and

production technology. There should have a uniformity of measurements so that
people will have common application and understanding in the production and use
of manufactured objects.

Measuring tools are used for the purpose of measuring dimensions, implementing
any work with accuracy and precision. The measuring tools are also use largely for
carrying out different types of measurements.

Importance of Measuring Tools

Measuring tools are vital in producing quality output. It is essential also in examining
a finished product or a semi-finished product. The examination or inspection
operations include checking, or testing an object based on the required dimensions
given on a diagram or a sketch. The measurement should be taken accurately and
precisely.

Different Measuring Tools

1. Compass- this tool is used for scribing or drawing arcs, circles, parts
of many symbols and radii.

2. Divider- this is like the compass construction. As the name implies,

divider is used for diving distances into several equal parts by the trial-and-
error method.

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 3. Protractor- it is used for laying out angles and measuring and setting of
angle other than those obtainable with the triangles.

4. Ruler- is the most popular type of measuring tool. It is usually 6 to 12 inches

in length. It is needed for measuring sizes and distances. It is also used to
measure things that are small. Most rulers show customary units of
measurement like inches and metric units of measurement such as millimeter
and centimeter.

5. Tape measure- it used to measure length. They are used to measure many of
the distances that are too long for a ruler to measure easily and they are
flexible, not rigid.

6. Tape or tape ruler- is a concave, spring-steel blade ranging from 1/4” to 1”

wide and 6 to about 300 feet in length, coiled inside a carrying case. Metric
tape ruler comes in comparable widths and lengths up to 10 meters. It
provides an easy means for accurately measuring curved surfaces.

7. Triangles- are used for drawing vertical and oblique lines. The most used
triangles are the 450 and 300 x 600. The illustration below shows the proper use
of drawing lines and measuring angles using the T-square and triangle.

12
 5. Triangular scale- it is used in general drawing. Its main purpose is to reproduce
the dimension in full size or to reduce or enlarge them on a drawing. Scales help
a drafter keep the proportion accurate.

6. T-square – is used as a guide in drawing horizontal lines and in measuring up

to 48” straight line.

7. Yard stick/ meter stick – it measures one yard/meter and shows only metric
units of measurement of feet, inches, centimeters,
and millimeters. It used to measure objects that are
larger than a piece of paper.

Geometric shapes

Geometric shapes can be defined as figure or area closed by a boundary which is

created by combining the specific number of curves, points, and lines.

Common Geometric shapes

1. Circle- is a shape that can be made by tracing curve that is always the same
distance from a point that we call the center.

2. Triangle- is a shape that is formed by three straight lines that are called sides.

13
 3. Rectangle- is a shape that has four sides. The distinguishing characteristic of a
rectangle is that all four angles measure 90 degrees.

4. Rhombus- is a shape formed by four straight lines. Its sides measure the same
length but unlike the rectangle, any of all angles measure 90 degrees.

5. Square- is a type of rectangle, but also a type of rhombus. It has characteristics

of both.

Alternative Measuring tools:

Straight edge rules- are used specifically to draw or scribe straight lines or for
checking the straightness of a surface. Examples are straight hard paper, book
edges, Identification Card edges, etc..

String- the first straight lines for construction and other purposes which was used
during Medieval. They put dye and stretch tight over a wooden beam to mark straight
lines

TRADE MATHEMATICS/MEASUREMENT

The word measurement comes from the Greek word "metron," which means limited
proportion. The metre (U.S.: meter) was standardized as the unit for length after the
French Revolution, and it has been adopted throughout the world. Metric scale is
applied when the meter is used for linear measurement. Accurate measurement is
essential in many fields, and since all measurements are necessarily approximations,
a great deal of effort must be taken to make measurements as accurate as possible.

14
Measuring accurately is a skill that should be developed. Inaccurate measurement
would mean waste of time, effort, and materials. The development of the skill in
measuring starts with the ability to read measurements improving one’s numeracy
skills that can be used in the trades, thus the term – trade mathematics.

Two systems of measurement

1. English system which originated in England
2. Metric system or Systems International (S.I) which originated in France.

The basic unit in the S.I. measurement is called the meter. The meter is divided into
100 centimeters. Each centimeter is divided into 10 millimeters. They are
abbreviated as follows:
Millimeters mm
Centimeters cm
Decimeters dm
Meters m

In the English system, the inch is divided into 16 graduation lines and the smallest
graduation is read 1/16
1 3 5 7 9 11 13 15 1 3
1 1
16 16 16 16 16 16 16 16 1 1

1 3 5 7 1
1
8 8 8 8 8
1 3 1
1
4 4 4
1
2
1 INCH

To read measurement exceeding 1 inch, say 2 inches (2”) and for smaller
4 1
graduations, it is read and written as: 2 or 2 in.
16 4

3
1 Foot + 2 inches + 3 smaller graduations, it is read and written as: 14 in.
16
In the S.I measurement, the meter is divided into 10 millimeters. as shown below:

15
UNIT OF CONVERSION
System International (SI) to English
1 meter = 39.37 inches
= 3.28083 feet
= 1.094 yards
0. 3048 meter = 1 Foot
1 centimeter = 0.3937 inch
2.54 Centimeters = 1 inch
1 millimeter = 0.03937 inch
25.4 millimeter = 1 inch
1 Kilometer = 1093.61 yards

COVERSION FROM INCH TO METER

A simple guide is adopted so that anybody could easily determine the equivalent
values of the English to metric system or vice versa.

Example:
1. To convert meter to foot, divide the length by .30
say 6.0m ÷ .30 = 20ft

2. To convert foot to meter, multiply by .30 say 30ft x .30 =9.0 meters

3. To convert inch to meter, follow the additional conversion table below:

Inch Meter
1.0 .25
2.0 .050m
3.0 .075m
4.0 .10m

RATIO AND PROPORTION

Proportion

A proportion is an equation with a ratio on each side. It is a statement that two ratios
3 6
are equal. Example: =
4 8

When one of the four numbers in a proportion is unknown, cross products may be
used to find the unknown number. This is called solving the proportion. Question
marks or letters are frequently used in place of the unknown number.
1 n
Example: Solve for n: =
2 4

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Using cross products, we see that 2xn=1x4=4, so 2xn=4. Dividing both sides by 2
n=4÷2 so that n=2.
Example: Solve for the variable.
𝑋 20
=
6 24
𝑋 20
Step 1: = (Multiply)
6 24
24𝑥 120
Step 2: = (Divide)
24 24
Answer: 𝑥 = 5
Example: Solve for the variable.
4 𝑥
=
7 21
4 𝑥
Step 1: = (Multiply)
7 21
7𝑥 84
Step 2: = (Divide)
7 7
Answer: 𝑥 = 12

Ratio

A ratio is a comparison of two numbers. We generally separate the two numbers in

the ratio with a colon (:). Suppose we want to write the ratio of 8 and 12, we can write
this as 8:12 or as fraction 8/12, and we say the ratio is eight to twelve.

Examples:
Kim has a bag with 3 video cams, 4 marbles, 7 books, and 1 mango.
1. What is the ratio of books to marbles?
Expressed as a fraction, with the numerator equal to the first quantity and the
denominator equal to the second, the answer would be 7/4. Two other ways of writing
the ratio are 7 to 4, and 7:4.
2. What is the ratio of the video cams to the total number of items in the bag? There
3
are 3 video cams, and 3+4+7+1 = 15 items total. The answer can be expressed as ,
15
3 to 15 or 3:15.

PERCENTAGE, FRACTION AND DECIMAL

How to Compute Percentage?

The simplest way to compute percentage is to divide the given amount by the total
and then multiply the answer by 100.
The equation can be put up as follows: (Given amount /Total amount) x100
For example, if John scores 60 out of 75 in Drafting Technology, we can find the
percentage of his marks by dividing 60 by 75 the answer is 0.8, then multiply it to
100, the percentage of his marks is 80%.

17
Conversion of decimals to fractions

A decimal is changed to a fraction by using 10 or any power of 10 as denominator of

the given decimal. Change to lowest term when possible.

Examples:
4 2
A. 0.4 = or
10 5
2 1
B. 0.25 = or
100 4
328 82 41
C. 0.328 = or or
1000 250 125

Table 1. Millimeter Equivalent of Decimals and Fractions of an Inch.

Fractions Decimals Millimeter
1/16 0.0625 1.588
1/18 0.1250 3.175
3/16 0.1875 4.762
1/4 0.2500 6.350
5/16 0.3125 7.938
3/8 0.3750 9.525
7/16 0.4375 11.112
1/2 0.5000 12.700
5/8 0.6250 15.875
11/16 0.6875 17.462
3/4 0.7500 19.050
13/16 0.8125 20.638
7/8 0.8750 22.225
15/16 0.9375 23.812
1 1 25.400

This table is used to find the equivalent decimal numbers and millimeters of a given
fraction.

Rounding off Decimals

Metric measurements in decimals are often long numbers. They must often be
rounded to a convenient number of digits. In this text most metric dimensions are
either whole millimeter or two - place decimals that have been rounded off. To help
you round off your own calculation, rules of rounding are discussed below.

1. If the first number to be eliminated is less than 5, simply drop it (and the number
to the right of it) and let the last significant digit stand.
Example: Round off 25.4 mm to whole millimeter.
Solution: Simply drop the .4
Answer: 25
Example: Round off 0.3125 (5/16) into two significant digits. Solution: The

18
 first number to be eliminated is 2: Simply drop it and all numbers
to its right (5)
Answer: 0.31

2. If the number to be eliminated is 5 or more, drop the number, then add one to the
last digit retained.
Example:
a. Round off 78.6 into its nearest ones.
Solution: The number to be rounded off is 6 which is greater than
5, drop 6 and add one to the last digit retained.
Answer: 79

b. Round off 92.65 into its nearest tenths.

Solution: The number to be rounded off is 5, drop 5 and add one to
6 which is the last digit retained.
Answer: 92.7

What’s More

Activity 5. Directions: Using appropriate measuring tools and instruments, solve

the following problems. Use the given activity sheets for your answer.

a. Ana wants to determine the Length, Width and Height of a box. Using
the appropriate measuring tools/instruments, help Ana measure the
box.

b. Ceddie was tasked to identify diffirent angles. By using the appropriate

measuring instruments, draw the following angles;

1. 450
2. 600
3. 1300

19
Activity 6

A. This is one of the interactive ways to practice your skill, and it works perfectly for
measuring. Explore and look for an object that fits to each description below.
Write the name of that object and its actual measurement being asked. Use the
given activity sheets for your answer.

1. Two ft. long object in inch.

2. 100 cm long object in millimeter.

B. Solve the following. Use the given activity sheets for your answer.
1. Andrew has a box with 5 rulers, 7 pencils, 2 T-square, and 2 Protractor. What
is the ratio of Pencils to T-square?

2. The ratio of male and female teachers in a school is 1: 2. If there are 16 female
teachers, find the number of male teachers.

What I Have Learned

Activity 7. Directions. Complete the statements provided below. Use the given
activity sheets for your answer.

1. To be able to create accurate and precise output, you should______________

2. In using alternative measuring tools/instruments I can ___________________

Answer the following questions:

1. Differentiate Metric system from English system of measurement.

_________________________________________________________________________
_________________________________________________________________________
2. How do we read and write measurements?
_________________________________________________________________________
_________________________________________________________________________

3. Why do we need to round off decimals accurately?

_________________________________________________________________________
_________________________________________________________________________

20
 What I Can Do

Activity 8. Directions: Encircle the letter of the correct answer. Use the given activity
sheets for your answer.

1. Draw the following figures using the appropriate measuring tools/instruments:

a. Circle
b. 1300 angle
c. 10 centimeters vertical line
d. 3 feet horizontal line

2. Using alternative measuring tools, draw the following:

a. circle
b. straight line

Activity 9. Direction: Read and answer the questions below based on the ruler.

a. A rabbit landed on 3, then jumped 5 centimeters forward and 4 centimeters

backward. Where did the rabbit stop?

Answer:____________________________

b. Vergie was requested by her mother to buy 7 yards of cloth. However, the sales
girl used a meter stick on measuring. How many meters then are in 7 yards?

Answer:____________________________

c. Angela has a bag with 2 boxes of crayons, 5 pcs bond papers, 2 sets of color
pen and 7 drawing pencils.
a. What is the ratio of bond papers to drawing pencils?
Answer:____________________________

d. The ratio of pink pencils to white pencils is 2:4. If there are a total of 16 pink
pencils how many white pencils are there?
Answer:_____________________________

21
 7. It is a measuring tool that reproduce, reduce, or enlarge the dimension of size
on drawing as its main purpose.
Assessment
a. ruler
b. scale
c. tape ruler
d. triangle
Directions: Read and understand the questions below then choose the letter of the
correct answer from the given choices. Use the given activity sheets for your answer.
8. Jason is making his project in T.L.E. class. He uses this tool as guide in
1. What is thehorizontal
drawing ratio to the picture
lines up toshown, circletool
48”. What to Star?
does Jason use?
a. ruler
b. scale
c. triangle
a. t-square
d. 3:3
b. 3:4
9. Whichc.of the4:6following tools is used for drawing oblique and vertical lines?
d. ruler
a. 3:5
b. scale
2. Jane measured
c. trianglea line for her TLE project. It is 300 millimeters long. How many
centimeters is the line?
d. t-square
a. 40 cm
10. Whichb.of30cm
the following is used for the purpose of measuring dimensions?
c.
a. 50cm
cutting tools
d.
b. 25 cm tools
lining
3. How isc.ameasuring toolsbeing measured?
curved surface
d. testing
a. by tools
the use of compass
b. by the use of divider
11. George grew
c. by the5use
centimeters in 1 year. He is now 1.5 m tall. How tall was he 1
of protractor
yeard.ago?
by the use of tape ruler
a. 1.450 m
4. What b.
is 1.590
the mostm popular type of measuring tools that usually has the length
of 6 to 12 inches?
c. 1.609 m
a. ruler
d. 1.290 m
b. scale
12. Gracec.bought
tape ruler
a reel of thread for sewing. There are 10 m of thread on the
reel.d.She
triangle
uses 220 cm. How much is left on the reel in centimeters?
a. 870
5. Whichb.of780
the following measuring tools is used to layout an arc or an angle?
a.
c. compass
970
b.
d. divider
700
c. protractor
13. Shaned.needs
tape ruler
to answer 0.60 of the test questions correctly to pass the
exam. What percent is this?
6. Chane a.the60%
decimal 0.96 to percent.
a.
b. 0.096%
75%
b. 0.0096%
c. 40%
c. 96%
d. 35%
d. 960%

22
23
 14. Jade’s Jewelry box is 30 centimeters long and 20 centimeters wide. How many
more millimeters is the length of the Jewelry box than the width?
a. 100mm
b. 200mm
c. 150mm
d. 180mm

15. Change the decimal 0.30 to percent.

a. 0.030%
b. 0.0030%
c. 30%
d. 3000%

Additional Activities

Directions: Answer the following questions below. Write your answer in your activity
sheets.

a. What is the length of a tape measure in terms of centimeter?

b. How many centimeters is one thermometer? _____________

c. How many inches are in the ruler? __________________

d. Princess divided her money in the ratio 1:2 between Jean and Joey
Jean got smaller amount of 1,320. How much did Joey receive?

e. In a survey of 300 students, 35% said that they were afraid of swimming. What
decimal represents the number of students who said they were afraid
of swimming?

24
 Answer Key

15. C
14. C YARD STICK
13. A 10. METER STICK/
12. B 9. T-SQUARE
11. A SCALE
10. D 8. TRIANGULAR
9. C 7. TRIANGLES
8. D RULER
7. D TAPEMEASURE 6. TAPE OR TAPE
6. C DIVIDER 5. TAPE MEASURE
5. C YARDSTICK 4. RULER
4. C PROTRACTOR 3. PROTRACTOR
3. B RULER 2. DIVIDER
2. A T-SQUARE 1. COMPASS
1. C COMPASS Activity 2
What I Know What’s In What’s New

3.

2.
3:4 5.
8:2 4.
5:1 3.
b. 1.
5:3 2.
4:3 1.
Activity 4
H= 1.70 inches 2. 32
2. 5 cm W= 1.45 inches b. 1. 7:2
1. 47 m and 34 cm a. L= 1.50 inches
Activity 3 Activity 5 ACTIVITY 6

25
References

Giesecke, Mitchell and Spencer. Technical Drawing; The Macmillan Company: 1999. (Accessed
June 1, 2020)

French and Vierck. Engineering Drawing 10th edition MacGraw, Hill Book Company, 1960
(Accessed June 1, 2020)

German M. Manaois. Drafting 1 and 2 Phoenix Publishing:1983 (Accessed June 2, 2020)

Norman Stirling. Introduction to Technical Drawing Delmar Publishing: 1977 (Accessed June 2,
2020)

Competency Based Learning Material, Civil Technology (Accessed June 3, 2020) d. 32

Competency Based Learning Material, Drafting Technology (Accessed June 3, 2020) c. 5:7

http://images.search.yahoo.com/search/image (Accessed June 3, 2020) b. 6.4008

http://www.ehow.com/how_4880813_use-drafting-tools.html (Accessed June 3, 2020) a. 4

What I Have Learned Activity 7 Activity 8
German M. Manaois. Drafting 1 and 2 Phoenix Publishing:1983 (Accessed June 3, 2020)

Norman Stirling. Introduction to Technical Drawing Delmar Publishing: 1977 (Accessed June 3,
2020)

Spence/Atkins. Technical Drafting : Metric Design and Computation,National Bookstore, Inc.

(Accessed June 4, 2020)C 5. 10.C 15. C
A 4. 9. C 14. A
Competency Based Learning Material, Drafting Technology (Accessed June 4, 2020)
A 3. 8. D 13. A
https://www.youtube.com/watch?v=VWiNbUNrsk4
B 2. (Accessed June
7. B 4, 2020) 12. B
D 1. 6. C
https://www.ck12.org/measurement/tools-for-measurement-of-customary-and-metric- 11. A
ASSESSMENT ASSESSMENT
lengths/lesson/Appropriate-Measurement-Tools-MSM6/ (Accessed June 5, 2020) ASSESSMENT

https://www.toppr.com/guides/maths/basic-geometrical-ideas/basic-geometrical-shapes/
(Accessed June 5, 2020)

https://www.youtube.com/watch?v=10dTx1Zy_4w (Accessed June 5, 2020)

https://www.smartickmethod.com/blog/math/geometry/geometric-plane-shapes/ (Accessed
June 5, 2020)

https://www.wonkeedonkeetools.co.uk/rules/are-there-alternatives-to-
rules#:~:text=Many%20of%20the%20tools%20which,aid%20with%20producing%20straight
%20lines. (Accessed June 5, 2020)

German M. Manaois. Drafting 1 and 2 Phoenix Publishing:1983 (Accessed June 6, 2020)

Norman Stirling. Introduction to Technical Drawing Delmar Publishing: 1977 (Accessed June 6,
2020)

Spence/Atkins. Technical Drafting : Metric Design and Computation,National Bookstore, Inc.

(Accessed June 6, 2020)
https://shsph.blogspot.com/p/technical-drafting-module-
1.html?fbclid=IwAR2B9zk9UL9x_xhcO8bSFOPWdSNmSYokuLuqvLIEbMntwQ9vzJv0Wz4ISU4

26
27
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with the
primary objective of preparing for and addressing the new normal. Contents of this
module were based on DepEd’s Most Essential Learning Competencies (MELC). This
is a supplementary material to be used by all learners of Region XII in all public
schools beginning SY 2020-2021. The process of LR development was observed in
the production of this module. This is version 1.0. We highly encourage feedback,
comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph