11

TVL-IA-EIM
Quarter 3 – Module 2 (Week 3 to 4)
CARRY OUT MEASUREMENTS AND
CALCULATIONS - BASIC
Electrical Installation and Maintenance NCII – Grade 11
Alternative Delivery Mode
Quarter 3 – Module 2: Carry out Measurements and Calculations - Basic
First Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any
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holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Lester S. Barriga

Editor: Howel Jay M. Caluyo
Reviewers: Dennis S. Calinao, Gemuel C. Ibero, Howel Jay M. Caluyo, Alden B. Deguit
Typesetter: Lester S. Barriga
Layout Artist: Alden B. Deguit
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Maricel S. Rasid
Adolf P. Aguilar, Ed.D., TM Elmar L. Cabrera
Nilita R. Ragay, Ed.D.
Antonio B. Baguio Jr., Ed.D.

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
 11

TVL-IA-EIM
Quarter 3 – Module 2 (Week 3 to 4)
Carry out Measurements and
Calculations - Basic
Introductory Message
For the facilitator:

Welcome to the Electrical Installation and Maintenance Grade-11 Alternative

Delivery Mode (ADM) Module on Carry out Measurements and Calculations –
Basic!
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.

ii
For the learner:

Welcome to the Electrical Installation and Maintenance Grade-11 Alternative

Delivery Mode (ADM) Module Carry out Measurements and Calculations -
Basic!

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.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.

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 This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

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!

iv
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the skills in electrical installation and maintenance. 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 contains the lesson:

• Carry out Measurements and Calculations - Basic.

After going through this module, you are expected to:

1. Identify object or component to be measured.
2. Carry out measurements and calculation correctly.
3. Value the importance of proper measurement and calculations.

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 What I Know

A. Directions: Give the equivalent value of the given unit. Write your answer
in your activity notebook.
1. 1cm is __________ mm
2. 1 yard is __________ inches
3. 1dm is __________ cm
4. 10mm is __________ cm
5. 1 foot is __________ inches

B. Directions: Give the correct unit abbreviation of the following:

__________ 1. Centimeter
__________ 2. Meter
__________ 3. Decimeter
__________ 4. Yard
__________ 5. Feet

What’s In

The word “measurement” comes from the Greek word “metron,” which means
“limited proportion.” Measurement is a technique in which properties of an
object are determined by comparing them to a standard. Calculation is an
assessment of risks, possibilities, or effects of a situation or course of action.

In its process, proper knowledge on the measuring instruments to be used is

vital.

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 Notes to the Teacher
This module contains the topics on carrying out
measurements and calculations that introduces the system
of measurements and the basic mathematical operations
useful in the determining accurate data and information.

To enhance the learners’ experience in this module, varied

activities are introduced relevant to the topic. Hence, a
thorough explanation on the use of this module is required
as well as keeping track of the learners’ progress to ensure
its effectiveness.

Continued guidance and encouragement is expected of the

facilitator within the duration of the module in order for
the learners to sustain its requirements.

What’s New

SYSTEM OF MEASUREMENT

A system of measurement is a set of units which can be used to specify

anything can be measured.

These are common units of measurement used in making layout and

installation of electrical materials:

A. Linear measures

1. English system provides the creative way on how people can measure by
themselves. For example, people measure shorter distance on the ground
with their feet. They measure long distances by their palms which is equal
to a yard.
• Inch
• Yard
• Miles

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2. Metric System is a decimalized system of measurement. It exists in
several variations with different choices of base units. Metric units are
widely used around the world for personal, commercial and scientific
purpose.
• Millimeter
• Centimeter
• Decimeter
• Meter

B. English units and each equivalent

• 2 inches = foot(ft)
• 1 foot = 3yard (yd)
• 1 yard = 36 inches

C. Metric units and each equivalent

• 10millimeter (mm) = 1centimeter (cm)
• 10centimeter = 1decimeter(dm)
• 0 decimeter = 1meter

D. English to metric equivalent

• inch = 2.54 cm
• foot = 30.48 cm
• yard = 91.44 cm

E. The Centimeter Graduation

The graduation shows that every digit is .5mm

How to read the cm graduation:

1. First graduation is .5 mm.

2. Second graduation is 1mm.
3. Third graduation is 1.5mm
4. Fourth graduation is 2mm.

Note: If the graduation reaches 10mm, it is equivalent to 1cm.

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F. The inch graduation

0 1/8 1/4 3/8 1/2 5/8 3/4

7/8 1 inch

1/16 3/16 5/16 7/16 9/16 11/16

13/16 15/16

How to read the inch graduation:

1. First graduation is 1/16
2. Second graduation is 18
3. Third graduation is 3/16
4. Fourth graduation is 1/4, then follow the given scale above.

The inch graduation in a steel rule:

Converting the unit of measurement from English to metric and vice

versa

Example:

1. 12 inches = ________ cm
Since
12 inches = 2.54 cm
1 inch

12 x 2.54 cm Perform the indicated operation.

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 Therefore: 12 inches = 30.48 cm

2. 6 feet = ________ inches

Since 6 feet = 12 inches
1 foot

6 x 12 inches
1
Therefore: 6 feet = 72 inches

What is It

Lesson
Carry out Measurements and
1 Calculations

The Four Basic Mathematical Operations

The four basic mathematical operations--addition, subtraction,
multiplication, and division.

Addition and Subtraction

Addition and subtraction are two complementary operations--we can define

subtraction in terms of addition. Addition is simply the combination of
distinct sets of like entities (and we must stress the word like). Thus, if we add
one set of four squares to another set of five squares, we get a total of nine
squares. (Or, if you prefer, substitute anything you like for "squares"--dogs,
bananas, people, rocks, or anything else.)

The above diagram is an illustration of the process of addition. Note that the
plus sign (+) indicates the operation performed on the two terms. In this case,
the summands are four squares and five squares. The equal sign (=) indicates
that what is on its left and what is on its right are equivalent (or equal). On
the right side is the sum, which is the result of the addition of the summands.
Of course, drawing pictures every time we wanted to represent an addition

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would be highly annoying (and in some cases impossible). Thus, instead of
talking about a certain number of squares, apples, people, inches, or dollars)
for instance, we can simply deal with the numbers.

4+5=9

Furthermore, note that the order in which we add the squares makes no
difference. Whether we add four squares to five squares or vice versa, the
result is always nine squares.

In mathematical parlance, addition is commutative; we can add two

summands in any order and always get the same result. Following our
example,

4+5=9

5+4=9

4+5=5+4

Subtraction is the opposite of addition. Instead of adding two quantities

(numbers), we are removing one quantity from another. Thus, if we have nine
squares and take away (subtract) five, we are left with four squares. Using
just the numbers, where the minus sign (–) represents the subtraction
operation,

9–5=4

Here, 9 and 5 are the terms of the operation, and 4 is the difference. Unlike
addition, subtraction is not commutative. That is to say, 9 – 5 and 5 – 9
are not the same-in fact, they yield quite different results! (The symbol ≠ below
simply means "does not equal.")

9–5≠5–9

Negative Numbers

Addition (and any other of the basic operations) can involve the counting
numbers (1, 2, 3, 4, 5, and so on), the number zero (0), and any number in
between (fractional values such as a half, for instance). Also, we may
encounter negative numbers, which are quantities that are less than zero. If
we think of positive numbers as quantities of something that we possess (say,
for instance, that we have 10 oranges), then a negative number would be a
quantity of something that we owe (if we owed someone 10 oranges, then we
might say that we have negative 10 oranges). Negative numbers are typically

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expressed using a minus sign (–); thus, negative 10 can be written as -10. The
use of the minus sign is no coincidence-in fact, subtraction is nothing more
than addition involving a negative number! Imagine you have in your
possession nine apples (positive nine), but you owe a friend four apples
(negative four). Thus, you take four apples out of the nine that you have,
leaving five.

9–4=5

Another way of looking at this operation is that you have nine apples, and you
are adding negative four (nine are in your possession, but four belong to
someone else). We can write the numbers for this operation as follows. (Note
that we use parentheses only for the purpose of avoiding confusion of the plus
and minus signs.)

9 + (–4) = 5

Then,
9 – 4 = 9 + (–4)

Multiplication and Division

Let's say we want to add a particular number, such as six, to itself many
times. For instance, a worker at a factory may wish to count the number of
parts delivered in several boxes. Each box contains six parts, and there are a
total of five boxes. To find out how many parts he has, the worker must add
the number six to itself five times.

6+6+6+6+6

We can find the sum simply by performing the addition several times over. A
shortcut, however, is multiplication. Imagine the parts in each of the five
boxes laid out in rows, as shown below (we use a square to represent a part).

Each row above represents a box; in each row is six parts. We have a total of
five rows. Thus, instead of performing five additions of six, we simply multiply
six by five to get a total of 30. Multiplication is typically represented by an ,
although sometimes a · is used instead. The two numbers being multiplied
are called factors, and the result is called the product.

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Like addition, multiplication is commutative. Imagine flipping the
arrangement of squares shown above so that instead of being five rows of six
squares each, it is six rows of five squares each. We have not changed the
total number of squares, but following the logic we've used, we can say that
the total number of squares is now six multiplied by (or times) five.

Multiplication of negative numbers carries with it some additional subtleties.

Let us say someone owes a friend five apples; in some sense, he then has –5
apples. We can also look at this situation as that person owing his friend one
apple five times over, which is –1 multiplied by 5. We already know that he
has –5 apples, so the product of –1 and 5 must be –5.

Thus, if one factor is positive and the other negative, their product is negative.
What about the product of two negative numbers? We can view this as the
"negation of a negation," or a double negative-the result is a positive number.
(Imagine owing a friend a negative number of apples-that would be the same
as having those apples in the first place!) For instance, then,

Division is the inverse of multiplication. For instance, imagine that the factory
worker mentioned above has 30 parts and wants to distribute them among
five boxes. He must divide 30 by 5; this operation is shown using the division
symbol ( ).

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In other words, among the 30 parts, we can count 5 parts a total of 6 times.
(Another way of saying this is that 5 goes into 30 six times.) The number being
divided (30 in this case) is called the dividend, the number by which it is
divided (5 in this case) is called the divisor, and the result is called
the quotient. Recall that we wrote the following product:

Note, then, that if the product of two factors is divided by one of the factors,
the quotient is equal to the other factor.

Division, unlike multiplication, is not commutative.

The rules for dividing negative numbers are the same as those for
multiplication: if the dividend and divisor are both positive or both negative,
the quotient is positive, and if one is positive and the other negative, then the
quotient is negative. The following practice problems give you the opportunity
to practice using some of the concepts discussed in this article.

Practice Problem: For each pair of expressions, determine if they are equal.

a. 3 + (–4) and (–4) + 3 b. 4 2 and 2 4 c. 3 – 1 and (–1) + 3

Solution: Each pair of expressions above is equal. Let us look at why this is
the case. For part a, remember that addition is commutative. Thus, it does
not matter what order we use for the terms, regardless of whether the
numbers are negative or positive. The same reasoning applies to part b:
multiplication is commutative. In part c, the two are also equal because
subtraction is the same as addition of a negative:

3 – 1 = 3 + (–1)

Also, addition is commutative:

3 – 1 = 3 + (–1) = (–1) + 3

3 – 1 = (–1) + 3

Nevertheless, you must be cautious, because 3 – 1 is not equal to 1 – 3!

Practice Problem: Calculate each of the following.

a. (–5) + (–1) b. (–2) ( –5) c. 21 (–7) d. (–6) – (3)

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e. 4 + (–8) f. (–18) 6 g. 4 – (–3) h. 9 (–7)

Solution: In each case, make careful note of the sign of the terms, factors,
dividends, and divisors of the operations, being sure to follow the rules as laid
out earlier. Parts a and b are straightforward.

a. –6 b. 10

If you cannot recall the rules for signs when dividing, remember that the
product of the quotient and the divisor is the dividend. (In this case, the
product of –3 and –7 is 21.)

c. -3

You can also rewrite part d using addition: (–6) – (3) = (–6) + (–3). The
remainder of the parts follow the basic rules already discussed or the
strategies we have reviewed for this problem.

d. –9 e. –4 f. –3 g. 7 h. –63

What’s More

Activity: Unit Conversion Activity

Direction: Answer the problems below in your activity notebook.
1. A room is 10 ft by 12 ft. How many square yards are in the room? The
area of the room is 120 ft2 (area = length x width).
2. Convert 8 ft3 to yd3.

What I Have Learned

To contextualize what you have learned and to have a better appreciation of

the lesson, complete the statements below accordingly.

I have learned that ________________________________________.

I have realized that ________________________________________.

I will apply ________________________________________________.

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 What I Can Do

Task 1: LENGTH MEASUREMENT ACIVITY

Measuring Length
Direction: Answer the activity below in your activity notebook. Use the ruler
to measure the length of each object in units.
1. Measure from the grasshopper’s back leg to his front leg.

2. Measure from left to right on the snail.

3. Measure from the fly’s left wing to his right wing.

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 Assessment

A. Direction: Write your answer on the space provided after the number. Write
solution in your test booklets.
_____1. A rectangle has a length of 8 inches and a width of 5 inches. What is
the area of the rectangle?
_____2. The side of a square is 10 meters. What is the area of the square?
_____3. The area of a square is 36 in2. What is the side of the square?
_____4. The area of a rectangle is 40 cm2. What is its width if the length is
8cm?
_____5. The perimeter of a square is 24 cm. What is the area of the square?

B. Direction: Convert the following:

1. 10 feet = ________ cm
2. 70cm = ________mm
3. 15 inches= ________ft
4. 5 meters = ________yard
5. 1 meter = __________ft

Additional Activities

Activity: Area and Parameter Activity

Direction: Answer the activity below in your activity notebook.
1. The perimeter of a rectangular pool is 56 meters. If the length of the pool is
16 meters, then find its width.
2. The area of a rectangular fence is 500 square feet. If the width of the
fence is 20 feet, then find its length.

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 14
What I Can Do What’s More What I Know
A. A.
1. 3 units 1. 13 1/3 yd2 1. 10mm
2. 4 ½ units 2. 36 in
3. 6 ½ units 2. 8/27 yd3 or 0.296 3. 10 cm
yd3 4. 1 cm
5. 12 in
Assessment B.
A. 1. cm
1. 40in 2. m
2. 100 m2 3. dm
3. 6 in 4. yd
4. 5 cm 5. ft
5.36 cm2
B.
1. 304.8 cm
2. 700 m
3. 1.25 ft
4. 5.46 yd
5. 3.281 ft
Answer Key
References

“Fisco Stainless Steele Rule.” Tftools.co.uk. Accessed February 5, 2021.

https://www.tftools.co.uk/products/fisco-stainless-steel-rule

“Measurement Activities.” The Routty Math Teacher.com. Accessed

February 5, 2021.
https://www.therouttymathteacher.com/2019/02/measurement-
activities.html

“15 Measurement Activities for Students.” Mt Instruments.com.

Accessed February 5, 2021.
https://mtiinstruments.com/knowledge-center/15-measurement-
activities-for-students/

“Word Problems Area and Perimeter of a Rectangle.” Varsity tutors.com.

Accessed February 5, 2021.
https://www.varsitytutors.com/hotmath/hotmath_help/topics/wor
d-problems-area-and-perimeter-of-a-
rectangle?fbclid=IwAR3Kwr6hifR1F87e2R_YuU99VfEg5ZoMkg9V6N
0YAIwkXXJmOLEKVRsDZhc

“Chapter 6-4 Electrical Measuring Instruments.” Open press.usask.ca.

Accessed February 5, 2021.
https://openpress.usask.ca/physics155/chapter/6-4-electrical-
measuring-instruments/

“How to Calculate Resistors in Series and Parallel.” Kitronik.co.uk.

Accessed February 5, 2021.
https://kitronik.co.uk/blogs/resources/how-to-calculate-resistors-
in-series-and-parallel
For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net