Annex 2B.1 to DepEd Order No. 42, s.

2016
School Cantilan N National High School Grade Level 8
Writer Remelyn D. Cortes Subject TLE
DETAILED Teaching Dates SEPTEMBER 18- 22, 2023 Quarter 1
LESSON and Time
PLAN 8:30-9:30 Week 4

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of concepts and principles in performing measurements and calculation

B. Performance Standards The learners shall be able to perform accurate measurements and calculation based on a given task.

C. Learning Competencies LO 1. Select measuring instruments

with LC code TLE_ICTTD7/8MC-0f-1
At the end of the session, the .learners are expected to:

D. Objectives 1. Identify measuring tools based on the object to be measured or job requirements.
2. Interpret an object or component to be measured according to the appropriate regular geometric shapes.
3. Appreciate the importance of each measuring tools in technical drafting.

II. CONTENT
A. Topic Perform Mensuration and Calculation
III. LEARNING RESOURCES
 A. References Alternative Delivery Mode (ADM) Quarter 1- Module 7
1. Teacher’s Guide pages N/A
2. Learner’s Material pages 1-23
3. Textbook pages N/A
4. Additional Materials from N/A
learning Resource (LR)
portal
B. Other Learning Resources projector, laptop, pentel pen, manila paper, cellphones, pictures, and visual aids

DAY 1
IV. Procedures PRELIMINARIES
● Prayer

● Greetings

● Checking of attendance

● Setting the mood of the learners

● Setting of classroom standard

COLORS C-ooperate O-bserve L-isten be O-utput- oriented R-espectful S-upportive
A. Reviewing previous lesson Review
or presenting the new
● The teacher checks learners’ understanding by asking them to state the difference between inventory form and
 lesson requisition form.
● Discuss the importance of borrower’s slip.

Motivation
In technical drafting, we have different measuring tools that we can use to have an accurate measurement in each job that we are going to
perform. In the table below, name as many as you can the measuring tools that you know. Number one is done for you.

B. Establishing a purpose for

● The teacher presents the objectives by allowing learners to read it. The teacher gives further inputs to emphasize the
the lesson
learning goals that students will achieve at the end of the lesson.
● After reading the objectives, the teacher asks if the learners are ready for the lessons and the activities.

C. Presenting examples/
Instances of the new ● The teacher conducts unlocking of difficulties to help improve the understanding of the text by defining unfamiliar words.
lesson
- horizontal line - length
- vertical line - dimension
ACTIVITY - oblique line

● After the preliminary activity, the teacher proceeds to the differentiated tasking. The teacher gives instructions to guide
learners of the tasks.
● The learners gather by group in a designated area.

● Each group are given the envelop with materials needed for the activity.

● The activity will be performed within 10 minutes only.

● Each group will assign the following roles to the members.

Leader One who leads the group

 Secretary One who writes the answers of the group

Reporter One who reports the output to the class

Timekeeper One who monitors the time

Members Will cooperate and participate in constructing ideas

● The teacher allows the groups to decide first who are assigned with the different tasks in a minute. Once the groups are
done assigning the tasks, the teacher presents the rubrics and informs the learners that the rubric will be used in rating the outputs.

Criteria 10 8 6
Promptness The group who The group who The group who finished
finished the activity finished the activity 3 the activity more than 5
on or before the minutes after the minutes the given time.
given time. given time.
Cooperation All the members 1 member did not More than 1 member did
(Brainstorming) actively participated participate in not participate in
in performing the performing the performing the activity.
activity. activity.
Behavior All the members 1 of the members did More than 1 member did
behave properly. not behave. not behave
Accuracy All the answers are One answer is not More than one answer is
correct. correct. not correct.
ACTIVITY 1: Different Measuring Tools and its Uses
Instructions:
Match Column A with Column B. Write only the letter of the correct answer on a separate sheet of paper.

ACTIVITY 2: Identification of Measuring Tools

Instructions:
Based on the given picture below, identify what measuring/drawing tools inside each box by writing each name in the blank box.
ACTIVITY 3: Type of Measuring Tools
  Another 5 minutes will be given for the presentation of outputs.

D. Discussing new concepts

● The teacher will use the fishbowl method in the processing of questions to elicit responses from the students. In case
and practicing new skills
#1 learners’ answers are needing more support, other learners will be called through the same method, or the teacher may shift to
voluntary modality to allow other learners who are ready to share to answer the questions. The teacher must ensure also those
ANALYSIS other learners are given a chance to share their answers.
Eliciting Learners’ Experience
1. Was the activity easy?
2. Did you encounter difficulties in carrying out the tasks?
3. What were those difficulties?
4. What did you do to overcome those difficulties?

Teamwork
5. Did you apply any strategy to finish your task on time?
 6. What are those strategies?
7. How did it help you during the process of making the activity?
Content
8. What was the activity all about?
9. What is Protractor? Compass? Divider?
10. What instrument to be used when measuring triangle? Circle? Pentagon? Rectangle?
11. What geometrical figure can be measured by ruler? Compass? Divider? Protractor?
12. Why is measuring instruments important?

● After the series of processing questions the teacher wraps up about what the learners understand in the
activities. This is to ensure that learners are now ready for the discussion of the lesson. The teacher makes sure that
there is smooth transition from process questions so that learners see the connectivity of the activities and the lessons.

DAY 2
8. Continuation of discussion  Class discussion (PPT Presentation)
of new concepts leading to  The teacher will provide key inputs and discussions of the lesson proper. The key inputs will deepen the knowledge of
formative assessment students through some sort of discussion, simple question and answer portion and some sort of sharing on the
ABSTRACTION lessons. The teacher might as well use translation on terms that are difficult or not common to learners.
********************************************************************************
Different Measuring Tools

1. T-Square is used as a guide in drawing horizontal lines and in measuring up to 48” straight lines.
2. Triangles are used for drawing vertical and oblique lines. The most commonly used triangles are the 45 and the 30 x 60 .
Illustrations below show the proper use of drawing lines and measuring angles using the T-square and triangle.
3. Ruler is the most popular type of measuring tool. It is usually 6 or 12 inches’ in length. It is needed for measuring sizes and
 distances.
4. Triangular Scale 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 keeps the proportions accurate.
5. Protractor is used for measuring and setting of angles other than those obtainable with the triangles.
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. Compass is used to draw circles, arcs, radii, and parts of many symbols.
8. Divider is similar to the compass in construction. As the name implies, divider is used for dividing distances into several
equal parts by the trial-and-error method.

9. Developing Mastery  The teacher allows learners to answer an objective type of test to measure learners’ understanding on the lesson and
Formative Practice check it right away.

I – Multiple Choice:
Instructions: Select the correct answer from the choices given below:
1: Which measuring tool is primarily used for measuring angles in technical drafting?
A) Ruler B) Protractor C) Compass D) Calipers
2: What is the main purpose of a compass in technical drafting?
A) Measuring straight lines B) Creating circles and arcs C) Measuring angles D) Drawing parallel lines
3: Which measuring tool is best suited for obtaining precise linear measurements in technical drawings?
A) Protractor B) Compass C) Ruler D) T-square
4: In technical drafting, which tool is used for measuring the internal and external dimensions of objects accurately?
A) Compass B) Ruler C) Calipers D) Protractor
5: What is the primary function of a T-square in technical drafting?
A) Measuring angles B) Creating circles and arcs C) Drawing parallel lines D) Measuring linear dimensions
 Answers:1. B) Protractor 2. B) Creating circles and arcs 3. C) Ruler 4. C) Calipers 5. C) Drawing parallel lines

II – Essay:

Essay Question 1: Choose one measuring tool commonly used in technical drafting and describe its main features and functions.
Explain how it is used in technical drawings and provide an example of a situation where this tool would be indispensable in
creating accurate technical drawings.

Essay Question 2: Discuss the importance of precision and accuracy when using measuring tools in technical drafting. Explain how
errors in measurements can impact the quality and functionality of technical drawings.

Essay Question 3: Imagine you are a technical draftsman tasked with creating a detailed technical drawing of a complex machine.
Describe the measuring tools you would use, their specific functions in this project, and the sequence in which you would use
them.

DAY 3
10. Finding practical
applications of concepts DIFFERENTIATED ACTIVITIES:
and skills in daily living GROUP 1: Geometric Figures

Given the different geometric figures, write the correct instrument to be used in measuring the figure.
APPLICATION 1. Triangle 5. Square
2. Parallelogram 6. Rhombus
3. Trapezoid 7. Circle
4. Rectangle

Activity 2: Drawing of lines, angles, and circles

Activity 3:

Direction: List all the measuring instruments that can be used in technical drafting, write their uses, and their alternative instrument.
 DAY 4
11. Making generalizations
about the lesson The teacher allows the learners to share short reflections on the importance of using different alternative tools in the absence
of a specific tool.

12. Evaluating learning

Directions: Carefully read and understand each question and select the best answer by writing the letter of your choice in your
FORMATIVE ASSESSMENT activity notebook.
1. A measuring tool used to layout an angle or an arc.
A. Compass B. Divider C. Protractor D. Tape ruler
2. The most popular type of measuring tool, usually 6 or 12 inches in length.
A. Tape ruler B. Triangle C. Ruler D. Scale .
3. Its main purpose is to reproduce, reduce, or enlarge the dimension of size on a drawing.
A. Tape ruler B. Triangle C. Ruler D. Scale
4. It is used for drawing vertical and oblique lines.
A. Ruler B. Scale C. Triangle D. T- Square
5. It provides an easy means for accurately measuring curved surfaces.
A. Compass B. Divider C. Protractor D. Tape ruler
6. These are used to measure dimensions.
A. Cutting Tools B. Measuring Tools C. Lining Tools D. Testing Tools
7. This is used as a guide in drawing horizontal lines.
A. Ruler B. Scale C. Triangle D. T- Square
8. This instrument is used to draw circles, arcs, radii, and parts of many symbols.
A. Compass B. Divider C. Protractor D. Tape ruler
9. It is a concave, spring-steel blade ranging from 1/4" to 1" wide and 6 to about 300 feet in length
A. Meter stick B. Tape ruler C. Triangle D. Ruler
10. It helps a drafter keep the proportions accurate.
A. Ruler B. Scale C. Triangle D. T- Square
Answers Key:
1. C 2. C 3. D 4. C 5. D 6. B 7. D 8. A 9. B 10. B
 13. Additional Activities for Cross Word Puzzle
application or remediation
Pick the describe measuring instrument Direction: Read the question carefully beside the puzzle block and write your answer
inside the puzzle boxes

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
 remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lessons.
D. No. 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 supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?

Prepared by: Checked and Validated:

ESTERLITA A. VEGA ALWIN A. LUAREZ, MSTM

Subject Teacher Instructional Supervisor Level