Republic of the

Department of Education
PUBLIC TECHNICAL-VOCATIONAL
HIGH SCHOOLS
PUBLIC TECHNICAL-VOCATIONAL
HIGH SCHOOLS

Unit of Competency: Perform Mensuration and Calculation

Module No.: 1

Module Title:

Performing Mensuration and

Calculation

Table of Contents
INTRODUCTION...........................................................................................1
TECHNICAL TERMS.....................................................................................2
LEARNING EXPERIENCES / ACTIVITIES..................................................4
INFORMATION SHEET # 1........................................................................5
SELF CHECK # 1.1.................................................................................11
INFORMATION SHEET # 2......................................................................12
SELF CHECK # 2.1.................................................................................16
INFORMATION SHEET # 3......................................................................17
SELF-CHECK # 3.1.................................................................................20
LEARNING EXPERIENCES / ACTIVITIES................................................22
INFORMATION SHEET # 2.1...................................................................24
SELF-CHECK # 2.1.................................................................................26
OPERATION SHEET # 2.1.......................................................................27
SELF-CHECK # 2.2.................................................................................29
INFORMATION SHEET # 2.3...................................................................30
SELF-CHECK # 2.3.................................................................................39
INFORMATION SHEET # 2.4...................................................................41
SELF-CHECK # 2.4................................................................................43
INFORMATION SHEET # 2.5...................................................................44
SELF-CHECK # 2.5................................................................................47
INFORMATION SHEET # 2.6...................................................................48
SELF-CHECK # 2.6.................................................................................49
ASSESSMENT PLAN...................................................................................50
ANSWER KEY.............................................................................................54

HOW TO USE THIS MODULE

Activities are properly arranged in this module to help you work at

your own pace, this module also covers the knowledge, skills, and proper
attitudes you need in Drafting Technology.
A pre-assessment precedes the learning activities in each module to
determine your level and need.
The learning activity page gives the sequence of the learning task. This
page serves as the road map in achieving the desired objectives.
After you accomplished all the tasks required, a post-assessment is
given to check if you are already competent with the specified learning
outcome/s and are ready for the next task.
Definitions of terms are provided in this module for your better
understanding.

Program/Course

DRAFTING TECHNOLOGY

Unit of Competency

PERFORM MENSURATION AND

CALCULATION

Module Title

Performing Mensuration and

Calculation

INTRODUCTION
This module is designed to familiarize students with 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.

Proper practice in holding different tools, instruments and materials
as well as safety measures are also included in this module.

SUMMARY OF LEARNING OUTCOMES

Upon the completion of this module, you should be able to:
LO1. Select measuring instruments; and
LO2. Carry out measurements and calculation

TECHNICAL TERMS
Aligned system is a dimensioning system where all dimensions are parallel
to the line being measured.
Angle is a geometrical figure composed of two straight lines intersecting at
one of their extremities.
Circle is a closed curvewhere all points are equally distant from the center.
Concentric circles consist of two or more circles with a common center.
Cone is generated by a straight line moving in contact with a curved line in
passing through a fixed point.
Dodecahedron is a solid shape with twelve pentagons.
Eccentric circles are circles having no common center.
Heptagon is a polygon with seven sides.
Hexahedron is a solid cube.
Hexagon is a polygon with six sides.
Icosahedron is a solid shape with twenty triangles.
Nonagon is a polygon with seven sides.
Octagon is a polygon with eight sides.
Octahedron is a solid shape with eight triangles.
Pentagon is a polygon with five sides.
Polygon is a plane geometric figure bounded by straight lines.
2

Prism has two bases which are parallel equal polygon.

Pyramid has a polygon for a base and triangular lateral faces intersecting at
a common point called vertex.
Quadrilateral is a four-sided plane geometrical figure.
Radius is the length of a straight line connecting the center of a circle with a
point on the circumference of a circle.
Sector is a portion of a circle bounded by two radii and the intercepted arc.
Segment is a portion of a circle bounded by an arc and a chord.
Solid is a three-dimensional figure.
Sphere is generated by a circle revolving around each diameter.
Tetrahedron is a solid with four triangles.

Program/Course

DRAFTING TECHNOLOGY

Unit of Competency

PERFORM MENSURATION AND

CALCULATION

Module Title

Performing Mensuration and Calculation

Nominal Duration

20 hours

Learning Outcome 1

Select measuring instruments

Assessment Criteria
1. Objects or components to be measured are identified, classified and
interpreted according to appropriate regular geometric shape.
2. Measuring tools are selected/identified as per object to be
measured per job requirements.
3. Correct specifications are obtained from relevant sources.
3

4. Measuring instruments are selected according to job requirements.

5. Alternative measuring tools are used without sacrificing cost and
quality of work.
6. Measurements are obtained according to job requirements.

References:
Giesecke, Mitchell and Spencer. Technical Drawing; The Macmillan Company: 1999.

French and Vierck. Engineering Drawing 10th edition MacGraw, Hill Book Company,
1960

German M. Manaois. Drafting 1 and 2 Phoenix Publishing:1983

Norman Stirling. Introduction to Technical Drawing Delmar Publishing: 1977

Competency Based Learning Material, Civil Technology

LEARNING EXPERIENCES / ACTIVITIES

Learning Outcome # 1: Select measuring instruments

Learning Activities

Special Instruction

1. Read Information Sheet No. 1

on geometric figures.

2. Answer Self Check No. 1.1

Try to answer Self Check No. 1.1.

3. Check your answers using the

answer key.

4. Read Information Sheet No. 2

about measuring tools.

5. Perform task on Self Check No.

Try

2.1

to

perform

the said task.

Ask your teacher

on the items which are difficult

to perform.
6. Read Information Sheet No. 3
on

formulas

for

computing

volume, area and perimeter of a

plane and geometric figures.

7. Answer Self Check No. 3.1

Try to answer Self Check No. 3.1

INFORMATION SHEET # 1
LO1. Select measuring instruments

GEOMETRIC FIGURES
The geometric figures commonly used in drawing pictures are lines,
angles, triangles, quadrilaterals, regular polygons, circles and arcs and
solids.
LINE.

A line is a set of points. A portion of the line between two distinct

points is a called a line segment. The following are the different kinds of
lines.
1. Straight line. It is the shortest distance between two points.
2. Parallel lines. These are lines on the same plane which will not
meet no matter how long you extend them.
3. Perpendicular lines. These are two intersecting lines which form
right angles.

STRAIGHT LINES

PARALLELL LINES

PERPENDICULAR
LINES

AB
STRAIGHT ANGLERIGHT ANGLE

ACUTE ANGLE

ANGLE. An angle is a figure formed

900 by two rays with common end point.
Angles are classified according to their measures. The following are the
different kinds of angles.

OBTUSESUPPLEMENTARY
ANGLE
ANGLES

COMPLEMENTARY ANGLES

1. Straight angle. It is an angle whose measure is 1800.

2. Right angle. It is an angle whose measure is 900.

3 Acute angle. It is an angle whose measure is less than 900.

4. Obtuse angle. It is an angle whose measure is more than 90 0 but
less than 1800.
5. Complementary angles.

These are two angles whose sum

measures 900.
6. Supplementary angles.

These are two angles whose sum

measures 1800.

POLYGON. A polygon is a closed figure formed by line segments intersecting

at end points. The line segments are called sides of the polygon. Polygon is

classified according to the number of sides. The following are the different
kinds of polygon.

1. Triangle. It is a three-sided polygon. The different kinds of triangles are

as follows:
a. Equilateral has all three sides equal.
b. Isosceles has two of the sides equal.
c. Scalene- has three sides of unequal length.
d. Right is where one of the angles is a right angle

QUADRILATERALS AND TRIANGLES

RHOMBUS
SQUARE
TRAPEZIUM

TRAPEZOID
RECTANGLE

ISOSCELES TRIANGLE RIGHT EQUILATERAL TRIANGLE

TRIANGLE

2. Quadrilateral. It is a four sided polygon. The different kinds of

quadrilaterals are as follows:
a. Parallelogram is a quadrilateral with two pairs of opposite sides
parallel and equal.
b. Rectangle is a parallelogram with a right angle.
c. Square is a rectangle with four equal sides.
d. Rhombus is a parallelogram with a right.
e. Trapezoid is a quadrilateral with one pair of opposite sides parallel
in which one of them is longer than the other.
f. Isosceles trapezoid is a trapezoid with its nonparallel sides equal.

g. Trapezium is a quadrilateral with no parallel sides and no equal

angles.
3. Pentagon. It is a five-sided polygon. If all the sides and angles of the
pentagon are equal, it is a regular pentagon. The measure of each included
angle is 1080.
4. Hexagon. It is polygon with six sides. If all the sides and angles are
equal, it is a regular hexagon. The measure of each included angle of a
regular hexagon is1200.
5. Heptagon. It is a polygon with seven sides. If all the sides and angles are
equal, it is a regular heptagon and the measure of each angle is
approximately equal to 128.560.
6. Octagon. It is a polygon with eight sides. If all the sides and angles are
equal, it is a regular octagon and the measure of each angle is 1350.
7. Nonagon. It is a polygon with nine sides. If all the sides and angles are
equal, it is a regular nonagon and the measure of each angle is 1400.
8. Decagon. It is a polygon with ten sides. If all the sides and angles are
equal, it is a regular decagon and the measure of each angle is 1440.

REGULAR POLYGONS

PENTAGON
OCTAGON

SQUARE

HEXAGON

EQUILATERAL TRIANGLE

10

ANGLES

CIRCLE. A circle is a closed curve, all points are equally distant from the
center. An arc is a portion of the circumference of the circle. The following
are terms related to a circle or parts of a circle.
RADIUS

1. Concentric circles consist of two or more circles with a

2. Eccentric
ARC circles are circles having no common center.
3. Ellipse
SEGMENT

QUADRANT

is an oblique circle with two axes, the minor axis and the major
900

axis.
4. Radius is a line segment from the center to any point on the circle.
5. Chord is a line segment whose endpoints lie on the circle.
6. Diameter is a chord that passes through the center.
7. Sector is a portion of a circle bounded by two radii and the intercepted
TANGENT

arc.
8. Segment is a portion of a circle bounded by an arc and a chord.
9. Circumference is the distance around the circle. The circumference is
equal to the diameter multiplied by 3.1416.
10.

Quadrant is one-fourth of the entire area of the circle.

CENTER

KINDS AND PARTS O

CIRCUMF

CHORD
RADIUS

SE
DIAMETER

11

CONCENTRIC CIRCLES

SOLID. A solid is a three-dimensional figure. The three dimensions are the

length, width and height. The following are the different kinds of solids.
1. Sphere is a three dimensional figure whose points are located at a
constant distance away from the center.
2. Prism is a three dimensional figure with a polygonal base and
triangular lateral faces.
3. Cube is a prism whose faces are congruent squares. An example of a
cube is a dice.
4. Cylinder is a solid figure with two circular bases in parallel plane and
parallel line segments connecting to these bases. An example of a
cylinder is a tin can.
5. Cone is solid figure with a circular base and a surface formed by line
segments joining every point on the edge of the base to a common point
in a parallel plane.
6. Tetrahedron is a solid figure composed of four equilateral triangles.
7. Dodecahedron is a solid figure bounded by twelve equal regular
pentagons.
8. Icosahedron is a solid figure bounded by twenty equilateral triangles.
COMMON GOEMETRIC SOLIDS
12

SELF CHECK # 1.1

LO1. Select measuring instruments
Directions:

A. Identify the correct word that has the same relationship to the word
as the first pair. Write the answer on a separate sheet of paper.

1. Quadrilateral: Rhombus

; ____________: Isosceles
13

2. Circle: Sphere

; Square: ____________

3. 1080: Hexagon

; 1440: ____________

4. Straight: Polygon

; ____________: Circle

5. Line: Triangle

; ____________: Compass

B. Identify the following geometric figures and solids below.

6._____________

7._____________

8._____________

9._____________

10._____________

11.____________

12.____________
_

13.____________
_

14.____________
_

15.____________
_

INFORMATION SHEET # 2
LO1. Select measuring instruments
Measuring Tools used for the purpose of measuring dimensions,
measuring tools are imperative for implementing any work with precision.
14

The measuring tools are also used largely for carrying out different types of
measurements.
Importance of measuring tools
Measuring tools are essential

for examining a finished product or

semi- finished product. The inspection or examination operations include

checking, or testing an object based on the required dimensions given on a
diagram or a sketch. Again the measurements taken must be accurate.

Types of measuring tools

1. T-Square is used a guide in drawing horizontal lines and in

measuring up to 48 straight line.

2. Triangles are used for drawing vertical and oblique lines. They are

usually made of celluloid or plastic and come in various sizes. The

most commonly used triangles are the 45 and the 30x 60.
Illustrations below show the proper use of drawing lines and
measuring angles using the T-square and triangle.

15

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.

16
TRIANGULAR SCALE

5. Protractor is used for measuring and setting of angles other than

those obtainable with the triangles.

PROTRACTOR

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.

How to Take Care of Drafting Measuring Tools

17

Tools will last longer when properly kept and maintained. A good
worker or draftsman keeps and takes care of these tools. The following are
some pointers:

1. Be sure to inspect tools before using them. This is to check if they are
in working condition.This can be detected when there is ease and
speed when in use.
2. After using a tool, clean it thoroughly with a damp cloth. Wipe it dry
with another piece of cloth before keeping it.
3. When not in use, the T-square is preferably hung by inserting the hole
to a nail (attached to a wall) at the end of its blade.
4. Do not abuse or misuse any piece of drawing instruments.
5. Avoid throwing tool to anybody instead hand it over
6. Avoid setting off the distances individually by moving the scale to a
new position each time, because slight errors in the measurements
may accumulate and give rise to a large error.
7. Avoid unnecessary sliding of T-square or triangles across the drawing.
Pick up the triangle by their tips and tilt the T-square blade upward
slightly before moving.
8. Report defective tool and any hazard to instructor immediately.

18

SELF CHECK # 2.1

LO1. Select measuring instruments
A. Directions: Match Column A with Column B. Write only the letter of
the correct answer on a separate sheet of paper.
Column A
1. A measuring tool used to layout an angle or
arc.
2. Most popular type of measuring tools, usually
or 12 inches in length.
3. Its main purpose is to reproduce, reduce or
enlarge the dimension of size on a
drawing.
4. It is used for drawing vertical and oblique
lines.
5. It provides an easy means for accurately
measuring curved surfaces.

Column B
a. Triangle

an

b. Tape Ruler

c. T-Square

d. Scale
e. Ruler

B. List down at least five uses and care of drafting or measuring tools.
1. _______________________________________________________________
_______________________________________________________________
2. _______________________________________________________________
_______________________________________________________________
3. _______________________________________________________________
_______________________________________________________________
4. _______________________________________________________________
_______________________________________________________________
5. _______________________________________________________________
_______________________________________________________________

19

INFORMATION SHEET # 3
LO1. Select measuring instruments
Formulas for Computing Volume, Area and Perimeter of a Plane and
Geometric Figures
Perimeter formula
Square

4 x side

Rectangle

2 x (length + width)

Parallelogram

2 x (side1 + side2)

Triangle

side1 + side2 + side3

Regular n-polygon

n x side

Trapezoid

height x (base1 + base2) / 2

Trapezoid

base1 + base2 + height

x [csc(theta1) + csc(theta2)]

Circle

2 x pi x radius

Ellipse

4 x radius1 x E(k,pi/2)
E(k,pi/2) is the Complete
Elliptic Integral of the Second Kind
k = (1/radius1)
x sqrt(radius12 - radius22)

Area formula
Square

side2

or

S2

Rectangle

length x width

or LW

Parallelogram

base x height

or bh

Triangle

base x height / 2

or bh/2 or 1/2bh

20

Regular n-polygon

(1/4) x n x side2 x cot(pi/n)

Trapezoid

height x (base1 + base2) / 2

Circle

pi x radius2

Ellipse

pi x radius1 x radius2

Cube (surface)

6 x side2

Sphere (surface)

4 x pi x radius2

Cylinder (surface of
side)

perimeter of circle x height

or 6S2

or 4r2

2 x pi x radius x height
Cylinder (whole
surface)

Areas of top and bottom circles

+ Area of the side
2(pi x radius2) + 2 x pi x radius
x height

Cone (surface)

pi x radius x side

Torus (surface)

pi2 x (radius22 - radius12)

Volume formula
Cube

side3

or S3

Rectangular Prism

side1 x side2 x side3

Sphere

(4/3) x pi x radius3

Ellipsoid

(4/3) x pi x radius1 x radius2

x radius3

Cylinder

pi x radius2 * height

or r2h

Cone

(1/3) x pi x radius2 x height

or 1/3 r2h

Pyramid

(1/3) x (base area) x height

Torus

(1/4) x pi2 x (r1 + r2) x (r1 - r2)2

or 4/3r2

Using the precise measuring tools and accurate formulas, computing

for volume, area and perimeter of a plane and geometric figures can be
attained.
Example No. 1
Compute the volume of a rectangular prism with the given dimensions.
5.00 m

10.00 m

3.00 m

21

V= HxWxL
Given
H = 3.00 m
W = 5.00 m
L = 10.00 m
Solution:
V = HxWxL
= 3.00 x 5.00 x 10.00
V = 150.00 cu.m

Example No. 2
Compute the volume of a cylinder with the given dimensions.
5.00 m

10.00

V =

r2h where r is the radius of the cylinder and h is its height.

Given
r = 2.50 m
h = 10.00 m
Solution:
V = r2h
= (3.1416)(2.50)2(10.00)
= (3.1416)(6.25)(10.00)
22

= (19.635)(10.00)
V = 196.35 m3

Example No. 3
Compute the area of a rectangle with the given dimensions.
6.00 m

3.00 m

Given: W= 8m
L=12m
Solution:
A

=
=
=

L x W
6.00m x 3.00m
18.00 m2

SELF-CHECK # 3.1
LO1. Select measuring instruments
Directions:

1. Find the total volume of columns located in your drafting room. Select
appropriate measuring tools to be used.
2. Compute the total area of your drafting board.

23

Program/Course

DRAFTING TECHNOLOGY

Unit of Competency

PERFORM MENSURATION AND

CALCULATION

Module Title

Performing Mensuration and

Calculation

Nominal Duration

20 hours

Learning Outcome 2

Carry out measurements and

calculation
24

Assessment Criteria
1 Calculation needed to complete workplace tasks are performed
using the four basic processes of addition (+), subtraction (-),
multiplication (x) and division (/) including but not limited to
trigonometric functions and algebraic computations.
2 Calculation involving fractions, percentages and mixed numbers
are used to complete workplace tasks.
3 Numerical computations are self-checked and corrected for
accuracy.
4 Accurate measurements are obtained according to job
requirements.
5 Systems of measurement are identified and converted according to
job requirements.
6 Workpieces are measured according to job requirements.

References:
Giesecke, Mitchell and Spencer. Technical Drawing; The Macmillan Company: 1999.

French and Vierck. Engineering Drawing 10th Edition; MacGraw Hill Book
Company: 1960

German M. Manaois. Drafting 1 and 2, Phoenix Publishing:1983.

Norman Stirling. Introduction to Technical Drawing, Delmar Publishing, 1977.

Competency Based Learning Material, Civil Technology

LEARNING EXPERIENCES / ACTIVITIES

Learning Outcome # 2: Carry out measurements and calculation

Learning Activities

Special Instruction

25

Read Information Sheet No. 2.1

on Trade and Mathematics (Two
systems of measurements).

Answer Self Check No. 2.1.

Answer Self-Check without looking

at the information sheet.

1. Check your answers using

the answer key.
2. Read Operation Sheet No.
2.2 about constructing
geometric figures.

Try to perform

the said task.

3. Perform task on Self Check

No. 2.2.
4. Read Information Sheet no.
2.3 on Dimensions.
8

Try to answer Self-Check No. 2.2.

Answer Self Check No. 2.3.

5. If you missed some of the

items, go over the Information
Sheet again very carefully.

Try to answer Self-Check No. 2.3.

6. Answer again Self-Check no.

2.3.
7.

8.

Read Information Sheet No,

2.4 on Ratio and Proportion.
Answer Self Check No. 2.4.

Read Information Sheet no.

2.5 on Percentage, Fractions
and Decimal.

Try to answer Self-Check No. 2.4.

10 Answer Self Check No. 2.5.

26

 Try to answer Self-Check No. 2.5.

9.

Read Information Sheet no.

2.6 on Unit of Conversion.

11 Answer Self Check No. 2.6.

Try to answer Self-Check No. 2.6.

27

INFORMATION SHEET # 2.1

LO2. Carry out measurements and calculation

TRADE MATHEMATICS/MEASUREMENT
INTRODUCTION
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 as 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.

Two systems of measurement

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

28

The basic unit in the S.I. measurement is called the meter. The meter is
divided into 100 centimeters. Each centimeter is divided into 10 millimeters.
They are abbreviated as follows:
Millimeters
Centimeters
Decimeters
Meters

mm
cm
dm
m

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

1
16

1
8

16

16

1
4

9
16

3
8

11
16

5
8
1
2

13
16

3
4

7
8

15 1 1
16
16
16

1
8

3
16

1
4

1 INCH

To read measurement exceeding 1 inch say 2 and for smaller

graduations, it is read and written as: 2 4/16 or 2 .
1 Foot + 2 inches + 3 smaller graduations, it is read and written as:

3/16

14

In the S.I measurement , the meter is divided into 10 millimeters. as

shown below:
mm m m
1 2 3 4 5 6 7 8 9 10

0 1 2 3
cm cm cm

mm
2030

29

SELF-CHECK # 2.1
LO2. Carry out measurements and calculation
Directions: Write the correct measurements starting from the end of ruler at
the left to the points as indicated by extension lines. Use a separate sheet of
paper.
A. English System

1
3

1 INCH

6
5
4

30
1

2 INCH

B. Metric System

5 CM

10
9

2 CM

OPERATION SHEET # 2.1

OPERATION SHEET # 2.1
LO2. Carry out measurements and calculation
One way to practice the use of drawing instruments and drawing
geometric figures mechanically 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.

The following problems include computations needed in drawing

geometric figures.
31

1.

Construct a hexagon with the given radius.

Given: 30 mm
Steps:
a. Draw a circle with the given radius equivalent to 30 mm.
b. Draw a horizontal line passing through the center of the circle until
it intersects the circumference at points 1 and 4.
c. With these two points as centers and with the same radius, draw
two arcs so that they will intersect the circumference at points 2,
3, 5, and 6.
d. The straight lines connecting all these points become the sides of
the polygon.

Constructing a regular hexagon

2.

Draw an arc tangent to two unequal circles.

Given 2 circles of unequal radii and the radius r
R1 =

; smaller circle

R2 =

; bigger circle

R =

: given radius

32

Steps:
a. Add the radius of the smaller circle R1 and the given radius r
b. Using this sum as the radius and point O 1 as center, draw an arc
above and between the two given circles.
c. Add the radius of the larger circle R2 and the given radius r.
d. Using this sum as the radius and point O 2 as center, draw an arc
so that it will intersect the other arc at point O 3. The points of
tangency, P1 and P2 are found by drawing straight lines from the
centers of the two circles.

An arc tangent to two unequal arcs

SELF-CHECK # 2.2
LO2. Carry out measurements and calculation
33

A.
Directions: Solve the following geometric problems by applying the four
fundamental operations. Write the solution on a separate sheet of paper.

1. Given the diameter equal to 75 mm, draw a regular pentagon.

2. Draw an arc tangent to two unequal circles.

Given 2 circles of unequal radii and the radius r

R1 =

15 mm

R2 =

25 mm

R =

20 mm

B.
Directions: Draw the following geometric figures applying the freehand
drawing technique.
1. Square
2. Rectangle
3. Circle
4. Ellipse
5. Polygon
6. Simple geometric solids such as cube, prism, pyramid and
cylinder

34

INFORMATION SHEET # 2.3

LO2. Carry out measurements and calculation

DIMENSION
Dimension is the numerical value that is being assigned to the size,
shape or location of the feature being described. Dimensions are indicated in
drawings by dimension lines and numerical figures. A properly dimensioned
drawing helps ensure that the part produced in the manufacturing phase
matches the part asked for.
Before we begin to study the rules for dimensioning, let us learn first
the anatomy of a dimension (Please see figure below).

FIG. 1 Anatomy of a dimension.

35

KINDS OF DIMENSION
a. Size Dimension tells how large or small an object is.
b. Location Dimension locates a feature of an object.

Location and size dimension

DIMENSIONING SYSTEM
a. Aligned system are figures aligned with the dimension lines so that
they may be read from the bottom or from the right side of the sheet.
(Note: Dimensions and notes shown with leader lines are aligned with
the bottom of the page.)

36

b. Unidirectional system are figures and notes lettered horizontally on

the sheet and read from the bottom of the drawing.

/ ALIGNED

System of placing dimensions

OVERALL DIMENSIONS are the total thickness or height, width and
length of an object.
DETAILED DIMENSIONS are the thickness, length and width of each
part of the same object.

RULES IN DIMENSIONING
The following rules provide some simple guidelines to be followed when
placing dimensions on a drawing.

The dimension should be applied in the view that provides the best
description of the feature being dimensioned. For example, holes
should be dimensioned in a view where they appear round. Generally
the dimension is placed between views.

37

Sample illustration of placing dimensions

Apply dimensions in a view where the feature appears in its true size.

Reference dimensions should be placed in parenthesis. This means

that it is not required. The total length is known because the radius of
the curve on the left side is given.

Parenthesis is placed in reference dimension

The dimension should be centered between the extension lines.

The dimension may be placed outside of the dimension lines if there is

insufficient space. The arrows may point out depending on the
available space.
38

The dimension should be centered between the extension lines.

Place larger dimensions towards the outside so that extension lines

dont cross dimension lines.

Avoid crossing dimension lines

Do not over-dimension. Each feature should be dimensioned once.

If aligned dimension is used, dimensions must be read from the lower

or right-hand side of the sheet. If unidirectional system is used, all
dimensions must be read from the bottom of the sheet.

39

Dimension lines should not end at object lines. Use extension lines to
relate the dimension to the feature being described.

Do not place dimensions in the view. Use extension lines from the
feature and locate the dimension outside of the view.

Using extension lines in dimensioning

Use the diameter dimension to specify the size of holes and cylinders.
Precede the dimension with the diameter symbol .

40

Use the radius to dimension an arc. The radius dimension is preceded

by the symbol R.

For round holes, dimension with the diameter symbol . For arcs, use
radius dimension preceded by the symbol r.

Concentric circles should be dimensioned in a longitudinal view.

41

Dimensioning concentric circles.

Stagger the dimensions if they are stacked.

Dimensions should be uniformly spaced.

Circular features should be located by dimensioning the centerlines

Circles are located through dimensioning the centerlines.

Avoid dimensioning hidden lines. Create a section view if necessary to

dimension an object line.

Dimensioning hidden edges

42

OTHER DIMENSIONING RULES

Dimensions should generally be placed between views.

Avoid repetition of dimensions.

Dimension lines should be parallel to the edge or line being measured.

The flares of the arrowhead should be properly made.

The fine line in a dimension line must be strictly observed.

The figures or numbers in a dimension line should be legible and

properly located.

Use an outside dimension if the space is limited and use inside

dimension if the space is ample or wide.

Continuous dimensions should be used whenever possible.

Staggered dimensioning should be used when the spaces for the

dimensions are narrow.

A dimension line may be terminated by a projection or center line.

Dimension lines should not be extended beyond the edge of line being
measured.

Arrowheads should point to the terminating line and not to the

dimensional figure.

Let no workman add or subtract dimensions.

When giving the location dimensions for round holes, measure the
center-to-center distance between holes and from the center line of the
holes to the two nearest visible lines.

Never crowd dimensions.

Give the diameter of a circle or round hole and radii of arcs.

Projection or extension lines and other alphabet of lines used in

dimensioning should be properly drawn.

43

SELF-CHECK # 2.3
LO2. Carry out measurements and calculation

44

Directions: Write TRUE if the statement is correct and FALSE if it is wrong

then write the word/s that makes it correct. Use a separate sheet of paper.

1. All lettering and numerals must be perfectly legible.

2. Standard height of numerals is 1.
3. Dimension should generally be placed between views.
4. Notes are not always placed parallel to the right side of drawing.
5. Use lower case letters in dimensioning notes.
6. Avoid repetitions of dimensions.
7. Use an outside dimension if the space is limited and an inside dimension
if the space is ample or wide.
8. Continuous dimensioning should be used whenever possible.
9. Extension lines should end exactly at the arrowhead.
10.

A dimension line may be terminated by a projection, visible, hidden

or center line.

II. IDENTIFICATION
A. Identify the basic dimensions of an object

B. Name the elements of

dimension

2.00

11

_____ 11.
_____ 12.

12
15

_____ 13.
_____ 14.

13

_____ 15.

45

B.

Identify the kinds of dimension by placing L for location dimension and

S for size dimension

A
CEA

_____ 16.

Dimension A

_____ 17.

Dimension B

_____ 18.

Dimension C

_____ 19.

Dimension E

_____ 20.

Dimension F

B
DA

FA

EA

HGA

46

INFORMATION SHEET # 2.4

LO2. Carry out measurements and calculation

RATIO AND PROPORTION

Proportion
A proportion is an equation with a ratio on each side. It is a
3 6

statement that two ratios are equal. Example: 4 8

When one of the four numbers in a proportion is unknown, cross

products may be used to find the unknown number. This is called solving
the proportion. Question marks or letters are frequently used in place of the
unknown number.

Example:
1 n

Solve for n: 2 4 .

Using cross products, we see that 2xn=1x4=4, so 2xn=4. Dividing

both sides by 2 n=42 so that n=2.

Ratio
A ratio is a comparison of two numbers. We generally separate the two

numbers in the ratio with a colon (:). Suppose we want to write the ratio of 8

47

and 12. We can write this as 8:12 or as fraction

8/12,

and we say the ratio is

eight to twelve.

Examples:
Jerson has a bag with 3 videocams, 4 marbles, 7 books, and 1 mango.
1. What is the ratio of books to marbles?
Expressed as a fraction, with the numerator equal to the first quantity and
the denominator equal to the second, the answer would be 7/4.
Two other ways of writing the ratio are 7 to 4, and 7:4.
2. What is the ratio of the videocams to the total number of items in the bag?
There are 3 videocams, and 3+4+7+1 = 15 items total.The answer can be
expressed as 3/15, 3 to 15 or 3:15.

48

SELF-CHECK # 2.4
LO2. Carry out measurements and calculation

I.

Directions: Solve the following. Use a separate sheet of paper.

1. 1 = N
5

10

2. 3 = 6
4

3. 2 = N
5

20

II. Find the ratio of the following

49

Gemir has a box with 4 sets of drawing instruments,8 pcs of drawing

papers, 2 boxes of craypass and 7 drawing pencils
4. What is the ratio of the box to the drawing instruments?
5. What about the ratio of the box to the drawing pencils?

INFORMATION SHEET # 2.5

LO2. Carry out measurements and calculation

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:

50

(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%

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-places 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

51

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.
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

Millimeters Equivalent of Decimals and Fractions of an Inch.

Fractions

Decimals

Millimeter

1/16

0.0625

1.588

1/18

0.1250

3.175

3/16

0.1875

4.762

1/4

0.2500

6.350

5/16

0.3125

7.938

3/8

0.3750

9.525

7/16

0.4375

11.112

1/2

0.5000

12.700

9/16

05625

14.288

5/8

0.6250

15.875

11/16

.0.6875

17.462

3/4

0.7500

19.050

52

13/16

0.8125

20.638

7/8

0.8750

22.225

15/16

0.9375

23.812

1.00

25.400

This table is used to find the equivalent decimal numbers and millimeters of
a given fraction

53

SELF-CHECK # 2.5
LO2. Carry out measurements and calculation
Directions: Convert the numbers into Decimals. Write your answer on a
separate sheet of paper.
Practice Activity
Sample :
=N

.5
2

1.
10
0

TEST I. Answer the next activity based from the sample

1.
2.
3.
4.
5.

to decimal
to decimal
7/16 to decimal
3/8 to decimal
1/8 to decimal

_____________
_____________
_____________
_____________
_____________

TEST II. Round off the following numbers to their nearest hundredths.
1.
2.
3.
4.
5.

76.3456
93.674
27.009
4.6245
5.2532

_____________
_____________
_____________
_____________
_____________

TEST III. Change the following decimals to percent.

1.
2.
3.
4.
5.

0.78
8.2
0.86
9
1

_____________
_____________
_____________
_____________
_____________

TEST IV. Change the following percent to decimals.

54

1.
2.
3.
4.
5.

92.5%_____________
78% _____________
2%
_____________
50% _____________
2. 5% _____________

INFORMATION SHEET # 2.6

LO2. Carry out measurements and calculation
UNIT OF CONVERSION
System International (SI) to English
1 meter

39.37

3.28083 Feet

0. 3048 meter

= 1 Foot

1 centimeters

= 0.3937 inch

2.54 Centimeters

= 1 inch

1 millimeter

= 0.03937 inch

2.54 millimeter

= 1 inch

1 Kilometer

= 1093.61 yards

COVERSION FROM INCHES TO METER

A simple guide is adopted so that anybody could easily determine the

equivalent values of the English to metric system or vice versa.
Example:
1. To convert meter to feet, divide the length by .30
say 6.0m = 20 ft.
55

.30
2. To convert feet to meter, multiply by .30
say 30ft x .30 =9.0 meters
3. To convert inches to meter, follow the additional conversion table
below:
1inch = .25m
2 inches= .050m
3inches = .075m
4inches = .10m

SELF-CHECK # 2.6
LO2. Carry out measurements and calculation

Directions: Convert the following. Write your answer on a separate sheet of

paper.Round off your answers into two decimal places.
1. 25 cm to inches
2. 63 mto ... feet
3. 50 ft to meters
4. 13 inches .. meters
5. 10 mm to .. inches

56

ASSESSMENT RESOURCES
Performance Assessment
Scoring Rubrics
Criteria

Score
(Tick the corresponding pts.)

Accuracy
50
45
40
Speed
10
6
8
Neatness
25
20

57

15
Lettering/Labeling
15
12
10
8
Total
Performance Criteria:
Accuracy
50 pts

the output is accurately done

45 pts

two to five errors are observed on the output

40 pts.

six to ten errors are observed on the output

10 pts

the output is done 5 minutes before the time

8 pts

the output is done on time

6 pts.

the output is done after the allotted time

Speed

Neatness
25 pts.

has no error

20 pts

has two to three erasures

15 pts

has four or more erasures

Lettering/Labeling
15 pts.

all pieces of information are completely indicated and legibly

printed.

12 pts

all pieces of information are legibly printed but some are

missing.

10 pts.

all pieces of information are legibly printed but some are

58

missing and misspelled.

8 pts

pieces of information are not legibly printed and words are

missing and misspelled

ASSESSMENT PLAN
Evidence Checklist

59

Performing Mensuration and Calculation

Title of Module

Perform Mensuration and Calculation

Actual Demonstration

Ways in which evidence will be collected:

[tick the column]

LO1- Select Measuring Instrument

Objects or components

Questioning

Unit of competency:

Written Test

Drafting Technology

Direct Observation

Competency standard:

to be measured are identified,

classified and interpreted according to the appropriate

regular geometric shape.

Measuring tools are selected/identified as per object to

be measured for job requirements

Correct specifications are obtained

sources.
Measuring instruments are selected according to job

requirements
Alternative measuring

sacrificing cost and quality of work.

Measurements are obtained according to job

tools

are

from

selected

relevant

without

requirements.
LO2. Carry out measurements and calculations

Calculation needed to complete workplace tasks are

performed using the four basic processes of addition (+),
subtraction (-), multiplication (x) and division (/)
including but not limited to trigonometric functions and

algebraic computations.
Calculation involving fractions, percentages and mixed

numbers are used to complete workplace tasks

Numerical computations are self-checked and corrected

60

for accuracy.

Accurate measurements are obtained according to

job requirements
Converted system

according to job requirements

Workpieces are measured according to job requirements.

of

measurements

Prepared by:
Checked by:

are

identified

Date:
Date:

NOTE: *Critical aspects of competency

61

ANSWER KEY
Self -Check 1.1
A.

B.

1.
2.
3.
4.
5.

Triangle
Cube
Decagon
Curve
Arc

6. Cylinder
7. Cube
8. Dodecahedron
9. Pyramid
10. Pentagon
11. Cone
12. Icosahedron
13. Octahedron
14. Rectangle
15. Sphere
Self -Check 1.2
1.
2.
3.
4.
5.

B
E
D
A
F

Self -Check 1.3 ( Teachers Check)

Self -Check 2.1
A. English System
1. 9/16
2. 13/16
3. 3/8
4. 15/16
5. 1 7/8
6. 2
B. Metric System
62

7. 1.30 cm or 13 mm
8. 3.70 cm or 37 mm
9. .40 cm or 4mm
10. .75 cm or 7.5 mm

Self -Check 2.2 ( Teachers Check)

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Self -Check 2.3

I.
True
False 1/8 or 3mm
True
False left side
False capital letters/ uppercase
False repetition
True
True
True
True
II. A.
11. Depth
12.Height
13.Width
14.Number or figure
15.Extension line
B.
16. S
17. S
18. L
19. L
20. S
Self -Check 2.4
1.
2.
3.
4.
5.

N=2
N=8
N=4
4;8
2;7
63

Self -Check 2.5

I.

II.

1.
2.
3.
4.
5.

0.25
0.75
0.43
0.37
0.125

1.
2.
3.
4.
5.

76.35
93.67
27.01
4.62
5.25

III.
1. 78%
2. 820%
3. 86%
4. 900%
5. 100%
IV.
1. .925
2. .78
3. .002
4. .50
5. .0025
Self -Check 2.6
1.
2.
3.
4.
5.

9.84 inches
206.74 feet
15.24 meters
0.33 meter
0.39 inch

64

ACKNOWLEDGEMENT
We, the teachers assigned to work on the Competency Based
Curriculum (CBC) and Contextual Learning Material (CLM) and
Competency Based Learning Modules (CBLM) particularly in Drafting
Technology, wish to express our gratitude and appreciation for having been
given the chance to take part in this educational breakthrough. With high
hopes we look forward to the improvement of the Technical-Vocational
Education of the country through the development of functional materials
such of this kind.

Marikina Hotel
Marikina City
May 25-30, 2009
June 5-7, 2009

Technology Writers
Conrado C. Casulla
65

Pangasinan School of Arts and Trades

Lingayen, Pangasinan
Region I
Mirasol F. Dasig
San Pedro Relocation Center National High School
San Pedro, Laguna
Region IV-A, Calabarzon
Rolando V. Inay
E. Rodriguez Vocational High School
Nagtahan,Sampaloc,Manila
Mario S. Gregorio
Tagum National Trade School
Tagum City, Davao Del Norte
Region XI
Alexander M. Latoga
Manuel S. Enverga Memorial School of Arts and Trades
Mauban, Quezon

Ariel F. Maglalang
Assemblywoman Felecita G. Bernardino Memorial Trade School
Lias, Marilao, Bulacan

English Teacher
Mercy F. Divina
E. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila
Math Teacher
Emmanuel V. Dionisio
Assemblywoman Felecita G. Bernardino Memorial Trade School
Lias, Marilao, Bulacan
Science Teacher
66

Ma. Lenalyn Q. Manzano

E. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila
Editorial Specialist
Estrelita Y. Evangelista Ed.D. (Ret.)
CESO VI
DepED-Director, BSE
Beatriz A. Adriano
Principal III
E. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila
Carolina F. Chavez
Principal II
Muntinlupa Business High School
Facilitator
Orlando E. Manuel Ph.D.
Principal I
Cabarroguis National School of Arts and Trades
Gundaway, Cabarroguis, Quirino
Region II
Math Specialist
Jesus L. Huenda
Senior Education Program Specialist
DepED-BSE

Encoders
Eduardo B. Dicion Jr.
Integrative School of Quezon City
U.P. Village, Diliman, Quezon City
67

Jomel Gail O. Ponce

One World Connection
31/F Wynsun Corporate Plaza
Ortigas Center, Pasig City
Percival Magaway
Cabarroguis Natural School of Arts and Trades
Gundaway, Cabarroguis, Quirino
Region II

68