Department of Education

Region XII
Kidapawan City Division
KIDAPAWAN CITY NATIONAL HIGH SCHOOL
Roxas St., Kidapawan City

LEARNING MODULE 4 (WEEK 2)

Measuring Tools
Objective: At the end of this chapter students should be able to: Identify different measuring
instruments to be selected and used according to the level of accuracy required.
4.1 Different Measuring Tools/instrument and their application
Measuring tools are used for the purpose of measuring dimensions, implementing any
work with precision. The measuring tools are also used largely for carrying out different types of
measurements.
4.2 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. Measurements taken must be accurate.
4.3 Different Measuring Tools
4.3.1. T-Square is used as guide in drawing
horizontal lines and in measuring up to 48”
straight line.

4.3.2. 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.
4.3.3. 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.
4.3.4 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
keep the proportions accurate.
Steps in Using a Scale
a. Place the edge of the scale parallel to the line being measured.
b. Face the edge of the scale that you're reading toward your non dominant
side (if it's oriented vertically) or away from you (if it's oriented horizontally).
This helps keep you from casting shadows on the relevant face of the scale
as you work.
c. Make light marks to indicate the distance you're measuring or drawing out,
as measured by the scale.
d. Adjust dividers with the scale by making a pencil line as long as the
dividers should be wide, using the scale as a guide. Then adjust the dividers
by orienting the points on the ends of the pencil line. Adjusting the dividers by
placing the points directly on the scale might nick the surface of the scale,
making it hard to read.

LEARNING MODULE (W2) Page | 1

 Department of Education
Region XII
Kidapawan City Division
KIDAPAWAN CITY NATIONAL HIGH SCHOOL
Roxas St., Kidapawan City

4.3.5 Protractor is used for measuring and setting of angles other than those obtainable
with the triangles.
4.3.6 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.
4.3.7 Divider is similar to the compass in construction. As the name implies, divider is
used for dividing distances into a number of equal parts by the trial-and-error method.
Steps in Using a Divider
a. Align each arm of the dividers so that one point is laying on the start point of
the measurement you want to transfer and the other divider point is laying on the
endpoint of that same measurement.
b. Lift the dividers off the measurement you intend to transfer, being careful not
to change their alignment.
c. Place the dividers over the location you'd like to transfer the measurement to,
and make a pencil mark to indicate where each of the dividers' pointers sits. This
duplicates the measurement.
4.3.8 Compass is used to draw circles, arcs, radii, and parts of many symbols.

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 Department of Education
Region XII
Kidapawan City Division
KIDAPAWAN CITY NATIONAL HIGH SCHOOL
Roxas St., Kidapawan City

ROBOTICS

Name: ____________________________________ Date: ____________

Grade & Section: ______________ Score: ____________

DEVELOPMENTAL ACTIVITY 1:
I. Directions: In the given image below list the measuring tools needed to recreate the
image thru drawing, and state the function of each measuring tool listed.

ACTIVITY SHEET 1

OBJECTIVE: Identify different measuring instruments to be selected and used according to the level of
accuracy required.

II. Directions: By using the correct measuring tools or instruments, draw the sample
figures below.

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 Department of Education
Region XII
Kidapawan City Division
KIDAPAWAN CITY NATIONAL HIGH SCHOOL
Roxas St., Kidapawan City

LEARNING MODULE 5 (WEEK 2)

Objective: At the end of this chapter students should be able to: Convert different values and
measures needed in Technical Drafting.

5.1 Introduction

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 measurement
An orthographic or pictorial view of an object cannot be used as a working guide in the
construction of an object without complete and accurate dimensions indicated in the
drawing.
5.2 How to read measurements on a Ruler
5.2.1.0 An inch ruler
because it will have 12
lines that denote inches
on the ruler. 12 inches
equals 1 foot (0.305 m).
Each foot is broken down
into inches. Each inch is
broken down into 15 smaller marks, equaling 16 marks in total for each inch on the ruler.
5.2.1.1 The inch marks. A ruler is made up of 12 inch marks. These are typically the
numbered marks on the ruler and are denoted by the longest lines on the ruler. For
example, if you need to measure a nail, place one end directly on the left side of the ruler.
If it ends directly above the long line next to the large number 5, then the nail is 5 inches
long.
5.2.1.2 The ½ inch marks
The 1/2 inch marks will be the second
longest lines on the ruler, half as long
as the inch marks. Each 1/2 inch mark
will come midway between each inch
number because it is half of an inch.
This means that marks directly
between the 0 and 1 inch, 1 and 2
inches, 2 and 3 inches, and so on
across the ruler, are the 1/2 inch
marks. In total, there are 24 of these
marks on a 12 inch ruler.
5.2.1.3 The ¼ inch marks
Halfway in between each 1/2 inch line, there will
be a smaller line that denotes a 1/4 of an inch. In
the first inch, these marks will mark 1/4, 1/2, 3/4,
and 1 inch. Although the 1/2 inch and 1 inch marks
have their own lines, they are still part of the 1/4 of
an inch measurements because 2/4 of an inch
equals half an inch and 4/4 of an inch equals 1
inch. There are a total of 48 of these marks on a
12 inch ruler.

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 Department of Education
Region XII
Kidapawan City Division
KIDAPAWAN CITY NATIONAL HIGH SCHOOL
Roxas St., Kidapawan City

5.2.1.4 The 1/16 of an inch

marks The small lines
halfway between each 1/8 of
an inch denote 1/16 of an
inch. These are also the
smallest lines on the ruler.
The very first line on the left
hand side of the ruler is the
1/16 of an inch mark. Between
0 and 1 inch, there are marks
that denote 1/16, 2/16 (or
1/8), 3/16, 4/16 (or 1/4), 5/16,
6/16 (or 3/8), 7/16, 8/16 (or 1/2), 9/16, 10/16 (or 5/8), 11/16, 12/16 (3/4), 13/16, 14/16 (or
7/8), 15/16, 16/16 (or 1) of an inch. There are a total of 192 of these lines on the ruler.
** Not every ruler will have the 1/16 inch mark. If you plan on measuring things that are
small or you need to be extremely accurate, make sure the ruler you use has these
marks.
5.2.2.0 A metric ruler is based on the
International System of Units (SI),
sometimes called the metric system,
and is divded into either millimeters
or centimeters instead of inches.
Rulers are often 30 centimeters long,
which are designated by large numbers on the ruler. Between each centimeter (cm)
mark, there should be 10 smaller marks called millimeters (mm).
5.2.2.1 The ½ of a centimeter
marks halfway between each
centimeter, there is a slightly
shorter line that denotes 1/2 of a
centimeter, or 0.5cm. There are
a total of 60 of these marks on a
30 cm ruler.

5.2.2.2. The millimeter marks.

Between each 0.5cm line, there are
four additional lines that denote the
millimeter marks. There are a total of
10 lines per centimeter, with the 0.5cm
line acting as the 5 millimeter mark,
making each centimeter 10mm long.
There are 300 millimeter marks on a
30 cm ruler. For example, if you
measure a piece of paper and it ends
on the 7th mark between the 24 and
25 centimeter mark, it means your object is 247mm, or 24.7cm, long.

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 Department of Education
Region XII
Kidapawan City Division
KIDAPAWAN CITY NATIONAL HIGH SCHOOL
Roxas St., Kidapawan City

5.3 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.
The basic unit in the Systems International measurement is called the meter. The meter
is divided into 100 centimeters. Each centimeter is divided into 10 millimeters. They are
abbreviated as follows:

Metric System of Measurement Conversion Formulas

(linear equivalent) Length in inches x 0.0254 = length
10 millimeters (mm.) = 1 centimeter (cm.) in meters
10 centimeters (cm.) = 1 decimeter (dm.) Length in inches x 2.54 = length
10 decimeter (dm.) = 1 meter (m.) in centimeters
10 meters (m.) = 1 decameter (Dm.) Length in feet ÷ 3.28 = length in
10 decameter (Dm.) = 1 hectometer (Hm.) meters
10 hectometer (Hm.) = 1 kilometer (Km.) Length in meters x 39.37 = length
10 kilometer (Km.) = 1 mayriameter (Mn.) in inches
English System of Measurement Length in inches ÷ 39.37 = length
(linear equivalent) in meters
12 inches (in.) = 1 foot (ft.) Length in feet x 0.305 = length in
3 feet (ft.) = 1 yard (yd.) meters
Metric Conversion Table Length in feet x 30.5 = length in
1 millimeter = 0.03937 inches (in.) centimeters
1 centimeter = .3937 inches (in.)
1 meter = 39.37 inches (in.)
English Conversion Table
1 inch (in.) = .0254 mm. = 2.54 cm. = .0254 (m.)
1 foot (ft.) = 304.8 mm. = 30.48 cm = .3048 (m.)
1 yard (yd.) = 914.4 mm = 91.4 cm = .9144 (m.)

Example:
Convert 1.000 km to inches.
Solution:
1) A conversion that you should memorize is this:
1 inch = 2.54 cm
2) Based on that, I propose to first change km to cm (which is a common Metric-only
conversion):
1.000 km times (105 cm / km) = 1.000 x 105 cm
3) Now, the conversion to inches:
1.000 x 105 cm times (1 inch / 2.54 cm) = 39370 inch
Since 1 inch = 2.54 cm

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 Department of Education
Region XII
Kidapawan City Division
KIDAPAWAN CITY NATIONAL HIGH SCHOOL
Roxas St., Kidapawan City

ROBOTICS

Name: ____________________________________ Date: ____________

Grade & Section: ______________ Score: ____________

DEVELOPMENTAL ACTIVITY 2:
I. Directions: Write the correct measurements as indicated by extension lines below.
Use a separate sheet of paper.
1 2 3

4 5

II. Conversion: Convert the following measurement from metric to English system or
vice versa. Show your solution.

1. 70 cm = __________ in.

2. 4 ½ in. = __________ cm.

3. 85 cm. = __________ m.

4. 15 in. = __________ cm.

5. 35 cm = __________ ft.

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 Department of Education
Region XII
Kidapawan City Division
KIDAPAWAN CITY NATIONAL HIGH SCHOOL
Roxas St., Kidapawan City

ACTIVITY SHEET 2

OBJECTIVE: Measure and convert different values and measures needed in Technical Drafting.

I. Directions: Measure the given lines accurately.

1. Inches =
Cm=

2. Inches =
Cm=

3. Inches =
Cm=

4. Inches =
Cm=

5. Inches =
Cm=

II. Direction: Measure the sides of the triangle.

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 Department of Education
Region XII
Kidapawan City Division
KIDAPAWAN CITY NATIONAL HIGH SCHOOL
Roxas St., Kidapawan City

LEARNING MODULE 6 (WEEK 2)

Objective: At the end of this chapter students should be able to: Create an object using
different measuring instrument to achieve the desired measures given accurately.

6.1 Scaling
Scale drawings allow us to accurately represent sites, spaces, buildings and
details to a smaller or more practical size than the original. When a drawing is described
as ‘to scale’, it means that each element in that drawing is in the same proportion, related
to the real or proposed thing – it is smaller or indeed larger by a particular percentage. In
the real world, one meter is equal to one meter. A drawing at a scale of 1:10 means that
the object is 10 times smaller than in real life scale 1:1. You could also say, 1 unit in the
drawing is equal to 10 units in real life.
As the numbers in the scale get bigger, i.e. 1:50 – 1:200, the elements in the
drawing actually get smaller. This is because in a drawing at 1:50 there is 1 unit for every
50 unit in real life. A drawing of 1:200 is representing 200 units for every one unit – and
therefore is showing the elements smaller than the 1:50 drawing.
It is worth noting that scale drawings represent the same units. So, if a drawing is
at 1:50 in cm, 1cm in the drawing will be equal to 50cm in real life. Similarly, if a drawing
is in mm, at 1:200 – one mm unit in the drawing will represent 200mm in real life.
6.2 Working with scales for architectural representation
In architecture, we use a
collection of standard scales to
represent our designs. For
example, it is common practice to
produce floor plans at a scale of
1:100 (dependent on size of
project and paper). Once you
gain an understanding of scales,
it is easy to understand which
scale is most suited to which type
of drawing.

These scale bars show what one unit represents at different scales.
The general requirement of a scaled drawing is to convey the relevant information
clearly with the required level of detail. If you are working in practice there will often be
office standards. For example, they may only use layout sheets of either A3 or A1 –
depending on the scale of the project and information that is being represented. As a
student, you need to make these decisions based on industry standard. It is always best
to use a ’round’ scale, i.e., one of the scales mentioned below, and not make up your own.
6.3 Scale to use
The following looks at the recommended scales for architectural use in the metric
system. The chosen scale and paper size will often depend on the size of site/design of
each individual project.
Location Plan and Key Plans Site Plans, Sketch schemes etc

1:1250 (often requested by planners) 1:200

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 Department of Education
Region XII
Kidapawan City Division
KIDAPAWAN CITY NATIONAL HIGH SCHOOL
Roxas St., Kidapawan City

1:1000 1:100
1:500
Plan drawings – floor plans, elevations, Room plans, interior elevations
sections
1:20
1:100
1:50
Component / detail drawings

1:10
1:5

6.4 Working out the scale

A scale is shown as a ratio, for example
1:100. A drawing at a scale of 1:100 means that the
object is 100 times smaller than in real life scale
1:1. You could also say, 1 unit in the drawing is
equal to 100 units in real life.
So, if we were drawing a table that
measured 100cm wide by 200cm long at a scale of
1:50, you would draw the table 2cm wide by 4cm
long on your piece of paper. This is worked out by
dividing the real-life size (100cm) by 50 (1:50
scale). This gives you a result of 2cm. For the
length of the table we divide 200cm by 50 to get a
result of 4cm.
6.5 How to use a scale ruler
A scale ruler is a tool that architects, engineers and designers use to draw their
designs at an appropriate scale that it fits on a piece of paper and is in proportion to
accurately convey the scheme. The scale ruler comes in different shapes, flat or triangular
but they all provide sets of graduated numbered spaces, that establishes a proportion of
one unit to the specified unit, i.e. different scales. As an example, the ruler I have in front
of me now has the following scales; 1:1, 1:100, 1:20, 1:200, 1:5, 1:500, 1:1250, 1:2500.
Scale rules have varying number of scales on them, depending on their intended
use. Using a scale rule is pretty easy when you know how.
When you are drawing a plan, you select the scale you intend to use by turn the
ruler to the appropriate side. You can then draw the line to the desired measurement using
the scale ruler. For example, if you have select to draw a 5m wall at 1:100, you would
select your 1:100 side of the ruler, and draw 5 units along the ruler, as each unit represents
1m.

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 Department of Education
Region XII
Kidapawan City Division
KIDAPAWAN CITY NATIONAL HIGH SCHOOL
Roxas St., Kidapawan City

ROBOTICS

Name: ____________________________________ Date: ____________

Grade & Section: ______________ Score: ____________

DEVELOPMENTAL ACTIVITY 3:
I. Directions: Compute the following problem. Show your Solution.

1. A horse has a height of 15000 mm with a length of 2000mm with a scale of 1:10
what would be the measure of the length and height of the horse in a drawing?

2. I'm drawing an architectural floor plan for a retail shop and it needs to be on a scale
of 1:20, my room size is 12m by 8m. What would be the measure of my drawing?
(In cm)

ACTIVITY SHEET 3

OBJECTIVE: Create an object using different measuring instrument to achieve the desired measures
given accurately.

I. Directions: Cut a piece of colored paper with the exact measures given below and
paste it on your activity sheets. Note: The image below is scaled.

Scale 1:10

6 cm

Scale 1:20

4 cm

5 cm

3 cm

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 Department of Education
Region XII
Kidapawan City Division
KIDAPAWAN CITY NATIONAL HIGH SCHOOL
Roxas St., Kidapawan City

LEARNING MODULE (W2) Page | 12