7

Technology and
Livelihood Education
ICT - Illustration
Quarter 0 – Module 3:
Perform Mensuration and
Calculation
TLE – Grade 7
Alternative Delivery Mode
Quarter 0 – Module 3: Perform Mensuration and Calculation
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright 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

Writers: Michelle V. Banaglorioso
Editors: Hernan A. Delos Santos Jr., Rodel Jay A. Tuario
Lorybhel B. Boholano, Feliza P. Gregorio, Joyce P. Tungala
Reviewers: Agabai S. Kandalayag, Yusof A. Aliudin, Mary Joy D. Bautista,
Mary Anne A. Barrientos
Layout Artist: Ruel B. Collong, Richard T. Alagos, Lady Mae M. Ansing
Management Team: Allan G. Farnazo - Regional Director
Fiel Y. Almendra – Assistant Regional Director
Isagani S. Dela Cruz - Schools Division Superintendent
Natividad G. Ocon – Asst.SDS
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson, Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gilda A. Orendain – REPS, TLE
Elpidio B. Daquipil – CID Chief
Juvy B. Nitura – EPSVR, LRMS
Marcelo A. Bocatera – EPSVR/ADM

Printed in the Philippines by Department of Education - SOCCSKSARGEN

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2281893
E-mail Address: region12@deped.gov.p
 7
Technology and
Livelihood Education
ICT - Illustration
Quarter 0 – Module 3:
Perform Mensuration and
Calculation
Introductory Message
For the teacher:
Welcome to the Technology and Livelihood Education 7 –ICT - Illustration
Alternative Delivery Mode (ADM) Module on 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

Hello, facilitator! You are lucky to have this learning material to easily deliver
the lesson for our learners and enhance their knowledge on Mensuration and
Calculation. Please help them achieve our learning objectives.
Please tell our leaners to read, understand, analyze, and answer all the given
activities and questions seriously as this material is designed and made for
them. This is also to inform our learners to take some precautionary
measures and some activities need extra care.
This is just a reminder my dear facilitators of learning, do not go beyond our
objectives and main goal for our learners. Be an agent of learning. Have fun!

As a teacher, 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 Technology and Livelihood Education 7-ICT-Illustration Alternative

Delivery Mode (ADM) Module on Mensuration and Calculation.
The hand is one of the most symbolized parts 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.
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 into process
what you learned from the lesson.

iii
 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.

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

Hello! How are you? Why we need to measure length of an object? Do you
know how to read the lines or scale of a ruler? Have you tried measuring an object
and you do not know how to read it as well as placing dimensions on an object and
reducing and enlarging different figures.
This module will help you acquire basic skills in calculation and
mensuration. Measuring accurately is skill that needs to be developed. The ability
to read measurement should be developed to have a successful output.
Most Essential Learning Competencies:

Carry out mensuration and calculation;

1. perform calculation needed to complete task by applying trade
2. mathematics/mensuration;
3. employ different techniques in checking for accuracy of the
computation

After going through this module, you are expected to:

1. perform calculation needed to complete task by applying trade
mathematical/ mensuration; and
2. employ different techniques in checking accuracy of the computation.

What I Know

Directions: Read and analyze the given questions. Show your solutions if possible.

A. Convert fractions to decimals and vice versa.

1. 1/8 to decimal ____________________

2. ½ to decimal ____________________
3. 0.75 to fraction ____________________

B. Convert Metric System to English system and vice versa.

4. 15 millimeter = __________________ inches

5. 25 feet = __________________ meter

1
C. Write the correct measurements as indicated by extension lines below.

Inches
6.
7.

8.

9.
10.

D. Label the three dimension of an object.

11
.

13
.
12
E. Solve for Ratio and Proportion.
.
14. 6cm 9cm
12 ₌
18m
m

15. 24c
x
m ₌
12in 2 in

2
 What’s In

Help me guess this riddle.

What Am I? Answer?

I’m sometimes made of plastic but I’m not a bottle

I’m sometimes made of wood but I’m not a table
I have a straight edge but I’m not a door
I have measurements on me but I’m not a swimming pool
I’m usually 12 inches long but I’m not a shoe

What’s New

Hello there! Let us try your ability in measuring. Given the different objects
and sample ruler, try to give the correct measurements.

Let’s Play..

1. How long is the stick?

Answer:______________

2. What is the length of the box?

Answer: ________________

3. What is the length of a pencil?

Answer: _______________

3
 What is It

In almost all everyday activities, to sciences, engineering and even in

construction, measurement is fundamental. Measurement is an act of measuring
an object to acquire its size or dimension. It is the process of associating numbers
or quantity like 1,2,3 and so on with physical quantities such as inches, feet,
millimeter and centimeter. Mensuration is measuring the length, width and height
of geometrical figures. Reading of measurements as well as calculation is a skill
that should be developed.

Two Systems of Measurement

1. English system, originated in England, which scaled in inches.

2. Metric System or System International (S.I), originated in France, which

the system of measurement is based on meter.

An Inch of a Ruler in English System

To read measurement exceeding 1 inch, study the example below:

1 3

7 7"
1 inch or 1
16 16

4
A Centimeter and Millimeter of Metric System
Millimeter represents smaller tick
1mm 10 mm 20 mm 30 mm

2 3 4 5 6 7 8 9 11 15 19 21 25 29

0.1cm 1.3cm 2.5cm

1 cm 3 cm

Conversion from Metric System to English System and vice versa

Metric System of Measurement Conversion

1 centimeter (cm) = 10 millimeters (mm)
1 decimeter (dc) = 10 centimeters (cm)
1 meter (m) = 10 decimeters (dm)
1 decameter (Dm) = 10 meters (dm)
1 hectometer (Hm) = 10 decameter (Dm)
1 kilometer (Km) = 10 hectometer (Hm)

English System of Measurement Conversion

1 foot (ft) = 12 inches (in.)

1 yard (yd) = 3 feet (ft.)

Metric to English Conversion Table

1 millimeter (mm) = 0.03937 inches (in.)

1 centimeter (cm) = 0.3937 inches (in.)
1 meter (m) = 39.37 inches (in.)

English to Metric Conversion Table

1 inch (in.) = 25.4 mm. = 2.54 cm. = 0.0254m

1 foot (ft.) = 304.8 mm = 30.48 cm. = 0.3048m
1 yard (yd.) = 914.4 mm = 91.4 cm. = 0.9144 m

5
Ruler fraction measurements converted to equivalent decimal and millimeter
metric values.

Fraction (”/inch) Decimal Millimeter

1"
0.0625 1.5875
16
1"
0.125 3.175
8
3"
0.1875 4.7625
16
1"
0.25 6.35
4
5"
0.3125 7.9375
16
3"
0.375 9.525
8
7"
0.4375 11.1125
16
1"
0.5 12.7
2
9"
0.5625 14.2875
16
5"
0.625 15.875
8
11"
0.6875 17.4625
16
3"
0.75 19.05
4
13"
0.8125 20.6375
16
7"
0.875 22.225
8
15"
0.9375 23.8125
16

1″ 1 25.4

6
 Conversion of Fraction to Decimal and vice versa
Change Fraction to decimal
Note: This is done by simply dividing the numerator by the denominator.

Illustrative Example 1:
0.3125
Therefore,
16 5.000
5 48 5 is equal to 0.3125
16 20 16
Numerator 16
Denominator 40
32
80
80
0

Illustrative Example 2:

1 0.333… The digit 3 is repeating digit

3 3 1.0000
9
10 Therefore,
9
1
10 is equal to 0.333
3
9
10
80
0
Remember This: Rounding Off Numbers
Rule #1: If the number to be eliminated is less than 5, simply drop it and let the
significant digit stand.
Examples: Round off to the nearest hundredths
0.234 = 0.23
0.523 = 0.52
Rule #2: If the number to be eliminated is 5 or more, drop the number, then
add one to the last digit retained.
Examples: Round off to the nearest hundredths
0.236 = 0.24

7
Change Decimal to Fraction

A decimal number can be changed to fraction by using its places from

tenths, hundredth, thousandths and so on then change to lowest term when
possible.

0.1234

tenths
hundredths
thousandth
ten thousandths

Illustrative Examples: Divisible by 125

1. 0.125 to fraction
Therefore,
125 125 1 1
0.125 ₌ ₌ ₌ 0.125 ₌
1000 125 8 8
2. 0.625

Therefore,
625 125 5 5
0.625 ₌ ₌ ₌ 0.125 ₌
1000 125 8 8

Divisible by 5
3. 0.5
Therefore,
5 5 1
0.5 ₌ ₌ ₌ 1
10 5 2 0.5 ₌
2

Remember: Always change to lowest term when possible.

8
 Convert Measurements from English System to Metric System and
vice versa
Let’s Try!

Exercise 1 : Convert 60 centimeters to _______________ inches

How to Solve?
First: Get the conversion values from Metric to English Table
1 centimeter = 0.3937 inch
Second: Substitute the given and the conversion using the given
solution below.
60 cm 0.3937 in (60)(0.3937 in) 23.622 in
x ₌ ₌ ₌ 23.622 in
1 1 cm 1 1
Third: Check your answer. Use your technology or calculator.
60 x 0.3937 = 23.622 ÷1 = 23.622 in.

Your Answer: 60 centimeters is equal to 23.622 inches

1
Exercise 2 : Convert 3 inches to _______________ feet
2
How to Solve?
First: Get the conversion values from English System Table
12 inches = 1 foot
1
Second: Convert fraction to decimal.
2
Solution:
Fraction to decimal
0.5
1
2 1.0 = 0.5
2
10 1
Third: Use the solution. 0 Substitute the3given
= 3.5 inches
conversion.
2
3.5 in 1 ft. (3.5)(1 ft) 3.5 ft
x ₌ ₌ ₌ 0.292 ft
1 12 in (1)(12) 12
Fourth: Check your answer. Use your technology or calculator.
3.5 x 1 = 3.5÷12 = 0.292 ft.

1
Your Answer: 3 inches to _______________ feet
2

Remember: When you write the measurement always indicate the unit.
Example: 2 meter, 2 feet

Let’s practice:
25 inches = ________________ feet

10 millimeter = ________________ inches

9
 Ratio, Proportion and Scale Drawing
Ratio is a comparison of two numbers by division.
The ratio can be expressed in the following ways:
• x to yphrase form or 1to 2
• x : y colon form or 1:2
1
• fraction form or
2
Equal ratios form a proportion. In equal ratios four (4) numbers are involved,
namely the end called extremes, and the middle numbers which are the means.
See the sample below.
Sample: 1:2 = 3:6

Means

Extremes
One way to determine if two ratios are equivalent is to find their cross products.
In a proportion, the product of the extremes is equal to the product of
means.

1 3
= Write as fractions
2 6

1x6=2x3 Cross multiply

6 =6
Therefore, ratios are equal.

Use cross products to find a missing value of a proportion.

1 x one term is unknown

₌
2 6

6 2x
₌
2 2

X = 3
1 3
Therefore, ₌
2 6
Let’s practice by answering the given items:
1. 3ft : 36in = 4ft : 48 in

2. 12 ft: _____ cm = 2ft : 24in

10
 Scale Drawing
Scale Drawing is a reduction or an enlargement of an actual picture. A reduction is
a drawing that is smaller in scale than its original picture. In enlargement it allows
us to see details such as textures and parts that are hard to see to the naked eye.
In art, this is used in murals and portraits.

Illustrative Examples:
1.

20 a. If the original lengths are

multiplied by 2, what are the
new coordinates?

Original: (0,0), (6,9), (6,0)

15 New: (0,0), (12,18), (12,0)

b. Use the table to organize

lengths (vertical and horizontal
legs)
10
Width Height

Actual
6cm 9cm
Picture
5
New
12m 18m
Picture

c. What is the constant

0 5 10 15 20
proportionality? 2

d. Is the new drawing a reduction or an enlargement?

Enlargement

e. Check if they are proportion.

6cm 9cm
₌
12m 18m
(6cm)(18m) ₌ (9cm)(12m) C.
108cm m ₌ 108 cm m

2. Sample Picture.
A. Reduce
B. Original
C. Enlarge
DimensionA. B. C.

11
Dimension is usually a measurement in length, width and thickness. Length
refers to the most extended dimension of a fixed object. Width refers to the extent of
something from side to side. Height, or thickness, refers to as the distance from the
bottom to the top.
Observe the given figure on you right. A.

A. A line has one dimension (1D). B.

B. A square has two dimensions (2D).

C.
C. A cube has three dimensions (3D).

For figure A. The line represents one dimension which is the length.
For figure B. The square represents two dimensions which are the length and the
width.
For figure C. The cube represents three dimensions which are the length, The width
and the thickness.

Illustrative Examples:
A. A line with corresponding measurements.
Length
10 cm

B. A rectangle with corresponding measurements.

Length
10 inches

Width
2 inches

C. A cube with corresponding measurements.

Height
2 inches

Width
2 inches
Length
2 inches

12
 What’s More

Directions: Read and analyze the given items. Show your solution if possible.

A. Measurement in Inch

1. Length
_______________________

0 1

Length
2. _______________________

5
44 5
B. Measurement in Centimeter

3.
Length
_______________________

3
2
C. Convert the following:

4. 12 ft = ______________ in
5. 45 cm = _____________ in

D. Find the missing value.

6. 2ft : 24 in = _____________ ft : 36 in
7. 24cm : _____________ = 3.5 cm : 35mm

13
E. Scale drawing with the given figure.
yy
a. Original Length: (0,0),(6,9),
(6,0)
Draw the given New Picture:
(0,0), (2,3), (2,0) 15

b. Constant Proportionality is 15
1/3

c. Fill the table to organize 10

lengths. 10

d. Is the new drawing

reduction or enlargement? 0 5 10 15 20 x
_________________________

14
 What I Have Learned

Directions: Read the paragraph carefully and identify the correct words that
fit in the given sentences from the box below.

I learned that there are two system of measurement. The (1)_______________

measurement which scaled in inches and Metric System is based in
(2)________________. Typically, an inch of a ruler is divided into (3)________________
line graduation and a centimeter is divided into (4)__________________ line
graduation. To convert fraction simply divide (5)________________ by the
(6)___________________. When converting decimal to fraction always use
(7)________________ as possible.
I also learned that (8)________________ is a measurement of length, width and
height. When comparing two numbers in division it is called (9)________________. We
call it (10)_______________ if two ratios are equal. Scaling drawing is applicable
because it is reducing or enlarging pictures or objects. Reduction makes drawing
(11)______________ than its original drawing and (12)________________ makes drawing
longer than its original drawing.
Reading measurements as well as computation is a skill that needs to be
developed to have a successful and accurate output.

10 denominator dimension lowest term numerator ratio

16 enlargement English System meter small proportion

15
 What I Can Do

Directions: Measure the length, width and height of the given object. Use
appropriate tool in measuring.

1. In inches
Length: ___________
Width: ___________
Height: ___________
2. In Centimeter
Length: ___________
Width: ___________
Height: ___________

Assessment

Directions: Read and analyze the given items. Show your solution if possible. Write
your answers in your Activity Notebook.

A. Write the correct measurements as indicated by extension lines below.

Inches

In centimeter

16
 B. Convert fractions to decimals and vice versa.

6. 0.5625 to ____________________ fraction

7. 3/4 to ____________________ decimal
8. 7/16 to ____________________ decimal

C. Convert Metric System to English system and vice versa.

9. 20 millimeter = __________________ inches
10. 2 feet = __________________ inches
11. 25 inches = __________________ centimeter

D. Analyze the given figures and answer the questions below.

Original Image Second Image

15 15

10 10

5 5

0 0
5 10 15 5 10 15 20
20

A. Fill in the table below.

Height Width
Original Image 5 units 3 units
Second Image 12. 13.

B. Multiple Choices: Write the letter of your choice.

14. With the given figures above, does constant of proportionality exist?
A. No, because the ratios of corresponding side lengths are not equal.
B. No, because the ratios of corresponding side lengths are equal.
C. Yes, because the ratios are not proportional with each other.
D. Yes, because the ratios are equal.
15. Is the second image a scale drawing of the original image?
A. No, the image does not have all sides lengths proportional to each other.
B. No, the image has constant of proportionality.
C. Yes, the image has constant of proportionality.
D. Yes, the image has equal ratios.

17
 Additional Activities

Direction: Create scale drawings of your own robot using the grids provided.

18
 Answer Key

What’s In What’s More Assessment

What I Know RULER A.
A. 1. 1 1/4in A.
1. 0.125 2. 4 7/16in 1. 3 1/16 in
2. 0.5 2. 9/16 in
3. 3/4 B. 3. 3.4 cm 3. 3/16 in

B. What’s New C. 4. 144in B.

4. 0.591mm 1. 3 2/8 in or 3 5. 4.72in 4. 2.4 cm
5. 7.622m 1/4 in 5. 1.5 cm
D. 6. x = 3 6. 9/16 in
C. 2. 2 1/2in 7. x = 240 7. 0.75
6. 1 1/16 in 8. 0.4375
7. 9/16 in 3. 3.7cm E. A. Scaling
8. 3/16 in Drawing to the C.
What Is it grid using 9. 0.787 in
D Let’s Practice coordinates 10. 24 in
9. 3.2 cm (0,0),(6,2),(6,0) 11. 63.5 cm
10. 2.4 cm 25 in = 2.083 ft. C. New Picture
Width: 2 D.
E. 10mm = 0.3937in Height: 3 12. 3 units
11. Height D. Reduction 13. 10 units
12. length 14. A
13. width Let’s Practice 15. A
3ft/36in = 4ft/48 What I
F. (3)(48) = (4)(36) have Learned
14. 108 = 108 144 = 144 1. English System
25. x = 24 2. meter
12/x = 2ft/24 3. 16
(12)(24)= (2)(x) 4. 10
288= 2x 5. numerator
288/2 = x 6. denominator
x= 144 7. lowest term
8. dimension
9. ratio
10. proportion
11. small
12. enlargement

19
References
Bermas, Dante B, Dasig, Mirasol F. n.d. K to 12 Basic Education Curriculum
Technology and Livelihood Education Learning Module Mechanical Drafting
Exploratory 7&8. Department of Education.
Bryant, Merden L., Bulalayao, Leonides E., et.al. 2014. Mathematics Learning
Material 9. Pasig City: Department of Education.
Manuel, Fely L., Ph.D., Orlando E. Manuel, Ph. D. n.d. K to 12 Basic Education
Curriculum Technology and Livelihood Education Learning Module Carpentry
Exploratory Course Grade 7 and Grade 8. Department of Education.

20
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph