Republic of the Philippines

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

Unit of Competency: Perform Mensuration and Calculation

Module Title: Performing Mensuration and
Module No.: 1
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

1
 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.
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.
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 to perform

2.1 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.

ANGLE. An angle is a figure formed by two rays with common end point.
Angles are classified according to their measures. The following are the
different kinds of 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 90 0.
4. Obtuse angle. It is an angle whose measure is more than 900 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.

1800
A 900
LESS THAN 900
B

STRAIGHT ANGLE RIGHT ANGLE ACUTE ANGLE

1800 900
MORE THAN 900 A A
B B

OBTUSE ANGLE COMPLEMENTARY ANGLES

SUPPLEMENTARY ANGLES

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

RECTANGLE SQUARE RHOMBUS

TRAPEZOID TRAPEZIUM RIGHT TRIANGLE

ISOSCELES TRIANGLE EQUILATERAL 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
HEXAGON

EQUILATERAL TRIANGLE
SQUARE

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.
1. Concentric circles consist of two or more circles with a
2. Eccentric circles are circles having no common center.
3. Ellipse is an oblique circle with two axes, the minor axis and the
major 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 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.

KINDS AND PARTS OF CIRCLE

CIRCUMFERENCE
ANGLES

RADIUS
TANGENT

CHORD
QUADRANT
900
CENTER RADIUS

ARC

SEGMENT
SECTOR
DIAMETER

CONCENTRIC CIRCLES ECCENTRIC 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

CYLINDER TETRAHEDRON HEXAHEDRONOCTAHEDRON OCTAHEDRON

PRISM

SPHER ICOSAHEDRON
DODECAHEDRON CONE PYRAMID
E

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

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.
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 30x 60.
Illustrations below show the proper use of drawing lines and
measuring angles using the T-square and triangle.

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.

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

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.
 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 Column B

1. A measuring tool used to layout an angle or an

a. Triangle
arc.
2. Most popular type of measuring tools, usually 6
b. Tape Ruler
or 12 inches in length.
3. Its main purpose is to reproduce, reduce or
c. T-Square
enlarge the dimension of size on a
drawing.
4. It is used for drawing vertical and oblique
d. Scale
lines.
5. It provides an easy means for accurately
e. Ruler
measuring curved surfaces.

B. List down at least five uses and care of

drafting or measuring tools.
1.

2.

3.

4.

5.
 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
Regular n-polygon (1/4) x n x side x cot(pi/n)
2

Trapezoid height x (base1 + base2) / 2

Circle pi x radius2 or 6S2
Ellipse pi x radius1 x radius2
Cube (surface) 6 x side2
Sphere (surface) 4 x pi x radius2 or 4Пr2
Cylinder (surface of perimeter of circle x height
side)
2 x pi x radius x height
Cylinder (whole Areas of top and bottom circles
surface) + 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 or 4/3Пr2
Ellipsoid (4/3) x pi x radius1 x radius2
x radius3
Cylinder pi x radius2 * height or Пr2h
Cone (1/3) x pi x radius2 x height or 1/3 Пr2h
Pyramid (1/3) x (base area) x height
Torus (1/4) x pi2 x (r1 + r2) x (r1 - r2)2

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

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)
= (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 = Lx 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.

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

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

1. Read Information Sheet No. 2.1

on Trade and Mathematics (Two
systems of measurements).
 Answer Self-Check without looking
2. Answer Self Check No. 2.1. at the information sheet.

3. Check your answers using the

answer key.

4. Read Operation Sheet No. 2.2

about constructing geometric  Try to perform
figures. the said task.

5. Perform task on Self Check No.

2.2.

6. Read Information Sheet no. 2.3  Try to answer Self-Check No. 2.2.
on Dimensions.

7. Answer Self Check No. 2.3.

 Try to answer Self-Check No. 2.3.

8. If you missed some of the items,
go over the Information Sheet
again very carefully.

9. Answer again Self-Check no.

2.3.

10. Read Information Sheet No,

2.4 on Ratio and Proportion.

11. Answer Self Check No. 2.4.

12. Read Information Sheet no.  Try to answer Self-Check No. 2.4.
2.5 on Percentage, Fractions
and Decimal.

13. Answer Self Check No. 2.5.

 Try to answer Self-Check No. 2.5.
14. Read Information Sheet no.
2.6 on Unit of Conversion.
 15. Answer Self Check No. 2.6.
 Try to answer Self-Check No. 2.6.

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.

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 mm
Centimeters cm
Decimeters dm
Meters 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 3 5 7 9 11 13 15 1 1 1 3
16 16 16 16 16 16 16 16 1 1
6 6
1 3 5 7
1 81 1
1 3
4 1 4 4 24

0 1 INCH
8
8
 2

To read measurement exceeding 1 inch say 2” and for

smaller graduations, it is read and written as: 2 4/16 or 2 ¼.

1 Foot + 2 inches + 3 smaller graduations, it is read and written as: 14

3/16

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

shown below:

mm mm mm
1 2 3 4 5 6 7 8 9 10 20 30

0 1 2 3
cm cm cm

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.

25
 A. English System
2

1
3

1 INCH

1 2 INCH

B. Metric System
8

1 2 3 4 5 CM

10
9

1 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.

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.

2 3

1 4

6 5

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
Steps:
a. Add the radius of the smaller circle R1 and the given radius r
b. Using this sum as the radius and point O1 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 O2 as center, draw an arc
so that it will intersect the other arc at point O3. 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

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

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.

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.)

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.

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.

The dimension should be centered between the extension lines.

 Place larger dimensions towards the outside so that extension lines

don’t 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.

 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 Ø.
 Use the radius to dimension an arc. The radius dimension is preceded
by the symbol R.

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

 Concentric circles should be dimensioned in a longitudinal view.

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

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.
 SELF-CHECK # 2.3

LO2. Carry out measurements and calculation

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

14

11
11.
2.00
12
12. 15

13.
13

14.
15.

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

S for size dimension A
B

16. Dimension A C D E
E A A
17. Dimension B
A
18. Dimension C
19. Dimension E
20. Dimension F
F H
A G G
A
 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

statement that two ratios are equal. Example: 3 6

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:

Solve for n: 1 n
2  4.
Using cross products, we see that 2xn=1x4=4, so 2xn=4. Dividing
both sides by 2 n=4÷2 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
and 12. We can write this as 8:12 or as fraction , and we say the ratio is
8/12

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.
 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 N
3. 2 = N
5 20

II. Find the ratio of the following

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:

(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

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
13/16 0.8125 20.638
7/8 0.8750 22.225
15/16 0.9375 23.812
1 1.00 25.400

This table is used to find the equivalent decimal numbers and millimeters of
a given fraction
 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
.5
Sample :
½ =N 2 1.
10
0

TEST I. Answer the next activity based from the sample

1. ¼ to decimal
2. ¾ to decimal
3. 7/16 to decimal
4. 3/8 to decimal
5. 1/8 to decimal

TEST II. Round off the following numbers to their nearest hundredths.

1. 76.3456
2. 93.674
3. 27.009
4. 4.6245
 5. 5.2532

TEST III. Change the following decimals to percent.

1. 0.78
2. 8.2
3. 0.86
4. 9
5. 1

TEST IV. Change the following percent to decimals.

1. 92.5%
2. 78%
3. 2%
4. 50%
5. 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.
.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
 ASSESSMENT RESOURCES

Performance Assessment
Scoring Rubrics
Criteria Score
(Tick the corresponding pts.)
Accuracy
50
45
40
Speed
10
6
8
Neatness
25
20
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

 Speed
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

 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
missing and misspelled.
8 pts - pieces of information are not legibly printed and words are
missing and misspelled
 ASSESSMENT PLAN

Evidence Checklist

Competency standard: Drafting Technology

Unit of competency: Performing Mensuration and Calculation
Title of Module Perform Mensuration and Calculation
Ways in which evidence will be collected:
Written Test

Questioning
Direct Observation
Actual Demonstration

[tick the column]

LO1- Select Measuring Instrument

 Objects or components 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 from relevant
sources.
 Measuring instruments are selected according to job
requirements
  Alternative measuring tools are selected without
sacrificing cost and quality of work.
 Measurements are obtained according to job
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
for accuracy.
 Accurate measurements are obtained according to
job requirements
 Converted system of measurements are identified
according to job requirements
 Workpieces are measured according to job requirements.

Prepared by: Date:

Checked by: Date:

NOTE: *Critical aspects of competency

 ANSWER KEY

Self -Check 1.1

A.
1. Triangle
2. Cube
3. Decagon
4. Curve
5. Arc
B.
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. B
2. E
3. D
4. A
5. F

Self -Check 1.3 ( Teacher’s 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 ¼”
B. Metric System
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 ( Teacher’s Check)

Self -Check 2.3

I.
1. True
2. False – 1/8” or 3mm
3. True
4. False – left side
5. False – capital letters/ uppercase
6. False – repetition
7. True
8. True
9. True
10. 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. N=2
2. N= 8
3. N= 4
4. 4;8
5. 2;7

Self -Check 2.5

I.
1. 0.25
2. 0.75
3. 0.43
4. 0.37
5. 0.125

II.
1. 76.35
2. 93.67
 3. 27.01
4. 4.62
5. 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. 9.84 inches
2. 206.74 feet
3. 15.24 meters
4. 0.33 meter
5. 0.39 inch
 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
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

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

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