Technology and Livelihood Education – Grade 7

Alternative Delivery Mode

Module 6: Carry out Mensuration and Calculation
First Edition, 2020
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Published by the Department of Education – Region 10

Regional Director: Dr. Arturo B. Bayocot, CESO III
Assistant Regional Director: Dr. Victor G. De Gracia Jr., CESO V
Development Team of the Module
Writers: Michael Joseph F. Boniao, T I, Mansabay IS
Remegio S. Adlaon, Jr., T I, Clarin NHS
Merrydelle Joy B. Lauron, T II, Baliangao SOF
Anna Z. Gumahad, T I, Baliangao SOF
Remuel D. Montifalcon, T II, Aloran THS
Helen G. Marcellana, MT I, Aloran THS

Evaluators: Nena T. Arcay, School Head, Baliangao SOF

Gregorio F. Carillo, Jr., HT III, Clarin NHS
Spark Erl E. Balicog, T I, Clarin NHS
Sammy C. Adlaon, T II, Lampasan IS

Illustrator and Layout Artist: Michael Joseph F. Boniao

Management Team
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director
Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V
Asst. Regional Director
Edwin R. Maribojoc, EdD, CESO VI
Schools Division Superintendent
Myra P. Mebato,PhD, CESE
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD
Members Neil A. Improgo, EPS-LRMS
Bienvenido U. Tagolimot, Jr., EPS-ADM
Samuel C. Silacan, EdD, CID Chief
Joseph T. Boniao, EPS – EPP/TLE
Rone Ray M. Portacion, EdD, EPS – LRMS
Edwin V. Palma, PSDS
Ray G. Salcedo, Principal II/District In-charge
Avilla G. Taclob, Principal I/District In-charge
Agnes P. Gonzales, PDO II
Vilma M. Inso, Librarian II

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 7
Technology and
Livelihood Education
Module 6
(Carry out Mensuration and Calculation)

This instructional material was collaboratively developed and

reviewed by educators from public schools. We encourage teachers and
other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education – Region 10 at
region10@ deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

FAIR USE AND CONTENT DISCLAIMER: This SLM (Self – Learning Module)
is for educational purposes only. Borrowed materials (i.e., songs, stories, poems,
pictures, photos, brand names, trademarks, etc.) included in these modules are
owned by their respective copyright holders. The publisher and authors do not
represent nor claim ownership over them. Sincerest appreciation to those who
have made significant contributions to these modules.
 Introductory Message

For the learner:

Welcome to the Technology and Livelihood Education 7 Alternative Delivery Mode
(ADM) Module on Carry out Mensuration and Calculation.

This is an introduction to the study of Drawing as a subject. It serves as the

foundation in a deeper study of drawing. This subject deals with the basics, like rules
and regulations, objectives of the subject, instruments used, materials and supplies
needed, reminders in the process of preparing and while drawing, maintain drawing
tools and equipment, and applying occupational safety in the working environment.

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.

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

sentences/paragraphs to be filled in to
process what you learned from the lesson.

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 What I Can Do This section provides an activity that will help
you transfer your new knowledge or skill in
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 to the
retention of the learned concepts.

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. Do not 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!

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 Table of Contents

What I Need to Know ---------------- 1

What I Know ---------------- 1
What’s In ---------------- 2
What’s New ---------------- 2
What is It ---------------- 2
What’s More ---------------- 5
What I Have Learned ---------------- 8
What I Can Do ---------------- 9
Assessment ---------------- 10
Additional Activities ---------------- 11
Answer Key ---------------- 12
References ---------------- 13

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 What I Need to Know

This module is designed to familiarize you with Carry out Mensuration

and Calculation. A description of shape is valueless without proper and
complete indication of size. The shop worker, preferably the draftsman must
know the exact width, height, and depth of a work piece, as well as the diameter
and precise location of holes. Accuracy of measurements depends on one's
ability to use measuring tools correctly.

Upon the completion of this module, you are expected to:

1. perform calculation needed to complete task by applying trade

mathematics/mensuration; and

2. employ different techniques in checking for accuracy of the computation.

What I Know

Directions: Give what is being asked from the statements below. Write the
correct answer in your TLE-Technical Drafting Notebook.

1-2. The 2 systems of measurement.

3-5. Give at least 3 units of linear measurements in the English system.
6-9. Give at least 4 units of linear measurements in the Metric system.

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 Lesson Perform Mensuration and
Calculation
1
LO 2 - Carry out Mensuration and Calculation

What’s In

One way of practicing the use of drawing instruments and drawing

geometric figures technically is to solve geometrical problems graphically. In
fact, a concerned draftsman always applies the four (4) basic operations of
mathematics, such as addition, subtraction, multiplication, and division.

What’s New

The word measurement comes from the Greek word "metron," meaning
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 accurate as possible.

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.

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 What is It

Two Systems of Measurement

There are two systems of measurement: the English system which
originated in England also known as the U.S. customary system of
measurement, and the Metric system or Systems International (S.I) which
originated in France.

(UNIT OF MEASURES) – LINEAR MEASUREMENT

ENGLISH METRIC

Yard ( yd ) Meter ( m )

Foot ( ft ) / ( “ ) Decimeter ( dm )

Inch ( in. ) / ( ‘ ) Centimeter ( cm )

Millimeter ( mm )

In the English system , the inch is divided into 16 graduations and the
smallest graduation is read as 1/16.

1 1 1 3
1/16 3/16 5/16 7/16 9/16 11/16 13/16 15/16 16 16

1 3 5 7
8 1 8 8 8 11
3
11
1 8
4 4 4
0 1 INCH
2
To read measurement exceeding 1 inch say 2” and for smaller
graduations, it is read and written as: 2 4/16 or 2 ¼.

1 Foot + 2 inches + 3 smaller graduations is read and written as: 14 3/16

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 In the S.I. measurement, the centimeter is divided into 10 millimeters as
shown below:

mm mm mm
1 2 3 4 5 6 7 8 9 10 20 30

0 1cm 2cm 3cm

What’s More

CONVERTING UNITS OF MEASURE

We often come across situations where we need to bring a uniformity

in the units. This is when converting between units comes into play. Learning
metric units have a whole lot of advantages. It's simple as its units scale to the
power of 10.

GUIDE TABLE IN CONVERSION

English to English 1 foot = 12 inches

Metric to Metric 1 meter = 100 centimeter

1 meter = 10 decimeter
1 dm = 10 centimeter
1 cm = 10 millimeter

English to Metric 1 inch = 2.54 cm

1 inch = 25.4 mm
1 foot = 30.48 cm

Metric to English 1 meter = 3.28 feet

1 meter = 39.37 inches

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Sample Solutions in Conversion

A. Foot to inches
3 ft = _________ inches
Solution: Multiply 3 ft by 12 inches / feet = 36 inches

B. Inch to feet
48 inches = _________ feet
Solution: Divide 48 inches by 12 inches / feet = 4 feet

C. Centimeter to millimeter
22 cm = _________ millimeters
Solution: Multiply 22 cm by 10 mm / cm = 220mm

D. Inch to centimeter
6 inches = _________ centimeter
Solution: Multiply 6 inches by 2.54 cm / inch = 15.24 cm

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,
multiplying it by 100. The percentage of his marks is 80%.

Example: (60/75) x 100= 80%

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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 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.
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 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

Convert the Fraction into Decimals:

Practice Activity

Sample : 0.5

½ =N 2 1.0
10
00

Answer: .5

What I Have Learned

 There are two systems of measurement: the English system and the
Metric system or Systems International (S.I) which originated in France.
 We need to convert between units to bring uniformity in the units.
 Metric measurements in decimals are often long numbers. They must
often be rounded to a convenient number of digits.

Activity 1: “Take measurements”

Directions: Write the correct measurements starting from the left end of the
ruler to the points as indicated by extension lines. Write the measurements in
your TLE-Technical Drafting Notebook.

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A. English System
2
1
3

1 INCH

1 2 INCH

B. Metric System
8

1 2 3 4 5 CM

10
9

1 2 CM

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 What I can do

Show that you have learned something by doing this activity.

Directions: Convert the following measurements with its unit equivalents.

Copy and answer it in your TLE-Technical Drafting Notebook.

1. 4 meters = __________ cm
2. 4 meters = __________ ft
3. 8 feet = _____________ inches
4. 20 inches = __________ cm
5. 236.22 inches = _______meters

Assessment

Directions: Write the answers in your TLE-Technical Drafting Notebook.

TEST I. Give what is being asked from the statements below. Write the correct
answer in your TLE-Technical Drafting Notebook.

1-2. The 2 systems of measurement?

3-5. Give at least 3 units of linear measurements in the English system.
6-9. Give at least 4 units of linear measurements in the Metric system.

TEST II. Change the fractions to decimals.

1. ¼ to decimal _____________
2. ¾ to decimal _____________
3. 7/16 to decimal _____________
4. 3/8 to decimal _____________
5. 1/8 to decimal _____________

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TEST III. Round off the following numbers to their nearest hundredths.

1. 76.3456_____________

2. 93.674 _____________

3. 27.009 _____________

4. 4.6245 _____________

5. 5.2532 _____________

Additional Activities

Activity 2: Problem Solving

Directions: Solve the following problems and write the answer in your TLE-
Technical Drafting Notebook.

I - Convert the following measurements with solution:

A. Foot to inches
5ft = _________ inches
Solution: Multiply ___ ft by ____ inches / feet = ______ inches
B. Inch to feet
36 inches = _________ feet
Solution: Divide ___ inches by ___ inches / feet = ___ feet

II - Compute percentage of the following scores:

A. John scores 42 out of 50 in Drafting Technology. Find the percentage

of his marks.

Solution: ( ___ /___ ) x ___= ___%

B. Find the percentage of Peter’s score which is 38 out of 50 in

Drafting Technology.

Solution: ( ___ /___ ) x ___= ___%

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