Department of Education

National Capital Region

Division of Pasig City
Eusebio High School
TLE Department

DAILY LESSON PLAN

School EUSEBIO HIGH SCHOOL Grade Level 7
Sherilyn S. Macahito Mechanical
Teacher Learning Area
Drafting
Date March 27, 2023 (7:00- 7:50am) Quarter Third

I. OBJECTIVES
The learner must demonstrate an understanding of concepts
1. Content Standards and principle in interpreting technical drawings and work
plans.
2. Performance The learners shall be able to read and interpret technical
Standards drawings and work plans accurately.
At the end of the lesson, the students should be able to:
a. Explain scaling and dimensioning;
3. Learning b. Enumerate rules in dimensioning and proper
Competencies scaling; and
c. Appreciate the importance of proper use of scaling
and dimensioning.

I. CONTENT Scaling

II. LEARNING RESOURCES

A. References
1. TG pages
2. LM pages SLM 12: Scaling

3. Textbook pages

4. Additional
materials from
Learning
Resource (LR)
portal
Scaling [https://sciencing.com/scale-ruler-work-
B. Other Learning
4568637.html]
Resources
How To Do Scaling [ https://youtu.be/QVBAW8VmnII]
III. PROCEDURES
A. Reviewing previous A. Review of the Past Lesson
lesson or Direction: Give the 6 principal view of an object.
presenting the new
lesson
 Department of Education
National Capital Region
Division of Pasig City
Eusebio High School
TLE Department

DAILY LESSON PLAN

Answer:
1. Top view
2. Bottom View
3. Rear View
4. Right View
5. Left View
6. Front View

B. Motivation

The class will play a game named, 7Up. Everyone in the

class will be ask to stand up and then they will count 1-
7 the one who is number 7 should raise their hands, if
they not raise their hands they will be ask a question.

Questions:
1. Do you have any idea about scaling?
2. How do you measure your drawing

B. Establishing a
purpose for the lesson The teacher will ask the students the following question:
1. What you observed from the question being asked?
Possible Answer: Scaling, scale
2. Are you now ready to learn how to do proper scaling?
Possible Answer: Yes or No

The teacher will proceed to the lesson.

C. Presenting examples/ The teacher will present an example of drawing that used
instances of the new proper scaling and how it is used in the drawing.
lesson
 Department of Education
National Capital Region
Division of Pasig City
Eusebio High School
TLE Department

DAILY LESSON PLAN

D. Discussing new The teacher will start the discussion of the following concept.
concepts and practicing
new skills Proportion - size or distance in comparison to another.
Proportion Scale – a scale for measuring distances for drawings.
Marks on a proportion scale indicate the reduced size in proportion
to the full or actual scale.
Scale – a graduated measurement to allow production of a drawing
to any size desired.

Function of a Scale
1. To measure or layout line distances accurately either in full size
and larger
or smaller than full size.
2. To produce drawing to a certain sizes (making drawing into scale)

The Scale Ratio (Object/Drawing)

Scale ratio 1 : 1 - means that 1 mm. on the drawing represent 1 mm.
on the actual product or work piece.

Commonly Used Scale

Full-Size Scale - has a ratio of 1:1. This means that 1 mm on the
drawing represents 1 mm of the actual object. The views on the
drawing paper are the same size as those of the actual object.

Reduced Scale (Scaled-down) - has a ratio of 1:2. This means

that 1 mm on
the drawing represents 2 mm on the actual object. The actual
object is twice the size of the drawing.

Enlarged Scale (Scaled-up)

Scale 2:1 - This means that every 2 mm on the drawing
represents 1 mm on the actual object. The views on the
drawing paper are twice the size of those of the actual object.
Scale 5:1 - This means that every 5 mm on the drawing
 Department of Education
National Capital Region
Division of Pasig City
Eusebio High School
TLE Department

DAILY LESSON PLAN

represents 1mm on the actual object. The views on the drawing
paper are five times larger than those of the actual object.

Things to Remember in Scaling a Drawing

1. Whenever possible, the work piece must be drawn in full-
size.
2. When dimensioning, always enter the actual dimension of
the work piece.
3. Angular dimensions remain the same regardless of the scale
to which an object is drawn.
4. The first figure of a scale designation refers to the dimension
used to construct the views. The second figure of a scale
designation refers to the actual dimensions of the object being
drawn.
Dimensioning Method
1. Aligned Method
All dimensions are placed aligned with the dimension line and
be read from either the bottom or right side of the paper.

2. Unidirectional Method
In the unidirectional method, all dimensions are read from the
bottom
of the page as illustrated.

Rules in Dimensioning
Dimensioning - placing sizes and related information on a
drawing
Size dimension - gives the detail and overall sizes of the object
Location dimension - merely locates part or parts and features
 Department of Education
National Capital Region
Division of Pasig City
Eusebio High School
TLE Department

DAILY LESSON PLAN

of
the objectFor a beginner like you, remember these
dimensioning rules when
placing measurements in your drawing.
1. Dimensions should be placed between the views.
2. Avoid repetition of dimensions.
3. Use outside dimension if the space is limited, and use an
inside
dimension if there is enough space.
4. Continuous dimensions should be used whenever possible.
5. Staggered dimensioning should be used when the space for
dimensioning is limited.
6. When dimensioning a circle, it should be from center to
center.
7. Dimensions without measures are entered in millimeters.
8. Extension lines must have a distance of about 10 mm from
the
object edge and an approximate 2 millimeters after the
dimension lines.
E. Developing mastery The teacher will show a video that shows the proper use of
(Leads to Formative scaling.
Assessment 3) Video link: https://www.youtube.com/watch?
v=QVBAW8VmnII
F. Developing Mastery The teacher will ask the students to research more about
scaling and dimensioning.
G. Finding practical Direction: In a your notebook, write the importance of using a
applications of concepts proper scaling.
and skills in daily living
H. Making The teacher will ask the students what are their insights in
generalizations and today’s lesson.
abstractions about the
lesson
I. Evaluating Learning Activity #1
A. Directions: Differentiate Enlarge Scale (scaled-up) from
Reduce Scale
(scaled-down) Give at least 2 example from them.
B. Directions: Enumerate and define two types of dimensioning
method. Give an example.

J. Additional activities Activity #2

for application or Directions: Read the statement write CHECK if it is correct and
remediation WRONG if it Is false.
1. Avoid repetition of dimensions.
 Department of Education
National Capital Region
Division of Pasig City
Eusebio High School
TLE Department

DAILY LESSON PLAN

2. Continuous dimensions should not be used whenever
possible.
3. Extension lines must have a distance of about 10 mm from
the object edge
and an approximate 2 millimeters after the dimension lines.
4. Angular dimensions changes regardless of the scale to which
an object is drawn
5. When dimensioning, do not enter the actual dimension of
the work piece.

Answer:
3. Check
4. Wrong
5. Check
6. Wrong
7. Wrong

IV. REMARKS

V. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or superior
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
 Department of Education
National Capital Region
Division of Pasig City
Eusebio High School
TLE Department

DAILY LESSON PLAN

wish to share with
other teachers?

Prepared by:
SHERILYN S. MACAHITO
Student Teacher
Checked by:

ZERLINE M. POL
Critique Teacher
Noted by:

EVELYN B. YARIN
Head Teacher VI, TLE Department