Competency-Based Learning Materials

Common Competency
Perform Mensuration and Calculations
 Competency-Based Learning Material

Perform Mensuration and Calculation

Printed by:
Carwill Construction Inc. Technical School
Technical Education and Skills Development Authority

October 2021

All rights reserved

These Competency-Based Learning
Materials are properties of the
Carwill Construction Incorporated
Technical School encourages the
use of the CBLMs contain herein for
education and training purposes
with appropriate credit given to
CCITS. Duplication and/or use of
the CBLMs for commercial
purposes require prior written
approval from the authors.

For further information, please

contact

The AC Manager
Carwill Construction Inc. Technical
School
Tibungco,Davao City
Tel. no. (082)285-2758
E-mail Add:
[email protected]
 COMPETENCY BASED LEARNING
MATERIAL

Sector: CONSTRUCTION

Qualification Title: HYDRAULIC EXCAVATOR NC II

Unit of Competency: Perform Mensuration and Calculations

Module Title: Performing Mensuration and Calculations

Carwill Construction Inc. Technical School

Tibungco, Davao City
 ACKNOWLEDGEMENT

The Competency- Based Learning Materials on Perform Mensuration and

Calculations under Heavy Equipment Operation (Hydraulic Excavator NC II)
under the TESDA Training Regulations, could have not been possible without
the outsourced materials presented in the Bibliography; and participation and
support of the following who in the way or another contributed in the
development of the CBLMs, and to whom the CCITS extends its sincerest
gratitude:
Mr. Antonio Segura, AC Manager of CCITS, who supervised the initial
stage development of the materials.
The personnel of the AC and UPTRASS Department TESDA Region XI for
their unwavering assistance in organizing training programs, which serves as
the CCITS facilities in validating CBLMs.
The trainers, who researched, developed, and used the CBLMs during the
actual training.
The TESDA Regional Director for: 1) allowing their people to participate in
making the institution; and 2) for hosting the validation of assessment tools and
regional conduct of program: a) Regional Training Center-KORPHIL Davao.
Mr. Gaudencio C. Villaceran, General Manager, CCI, and TESDA Region
XI for motivating the CCITS to develop CBLMs in support of Competency-Based
Training implementation; and extending the much-needed technical guidance.
Engr. Willy T. Ho, Owner, CCI, for recognizing, believing, and trusting the
CCITS in the pursuits of its mandate.
Secretary Adonis F. Culas, Provincial Director, for supporting the cause of
the CCITS and inspiring its people to excel; and
Finally, we would like to thank God Almighty for giving us the strength
and the passion to serve as one family which enables us to deliver beyond
words.
TO GOD BE THE GLORY!

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HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL

The unit of competency, “Perform Mensuration and Calculations is one of

the competencies of HYDRAULIC EXCAVATOR NCII, a course which comprises
the knowledge, skills, and attitudes required for a TVET trainee to possess.
The module, Observing Procedures, Specifications and Manual of
Instruction, contains training materials and activities related to perform
adjustments or replacement for noted defects, perform basic preventive
maintenance servicing (PMS), and prepare equipment reports.
In this module, you are required to go through a series of learning
activities in order to complete each learning outcome. In each learning outcome
are Information Sheets, Self-checks, Operation Sheets, Task Sheets, and Job
Sheets. Follow and perform the activities on your own. If you have questions, do
not hesitate to ask for assistance from your facilitator.
Remember to:
 Read information sheet and complete the self-checks.
 Perform the Task Sheets, Operation Sheets, and Job Sheets until you are
confident that your outputs conform to the Performance Criteria
Checklists that follow the said work sheets.
 Submit outputs of the Task Sheets, Operation Sheets, and Job Sheets to
your facilitator for evaluation and recording in the Achievement Chart.
Outputs shall serve as your portfolio during the Institutional Competency
Evaluation. When you feel confident that you have had sufficient practice,
ask your trainer to evaluate you. The results of your assessment will be
recorded in your Achievement Chart and Progress Chart.
You must pass the Institutional Competency Evaluation for this
competency before moving to another competency. A Certificate of Achievement
will be awarded to you after passing the evaluation.

You need to complete this module before you can perform the module on
Maintain Tools and Calculations.

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 HYDRAULIC EXCAVATOR NC II
COMMON COMPETENCIES
COMPETENCY BASED LEARNING MATERIALS

LIST OF COMPETENCIES
No. Unit of Competency Module Title Code

Prepare construction Preparing construction

1 CON931201
materials and tools materials and tools

Observe procedures, Observing procedures,

2 specifications and manuals specifications and manuals CON311201
of instruction of instruction

Interpreting technical
3 Interpret technical drawing CON311202
drawing

Perform mensuration and Performing mensuration CON31120

4
calculations and calculations 3

Maintain tools and Maintaining tools and

5 CON311204
equipment equipment

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 Table of Contents

ACKNOWLEDGEMENT………………………………………………………………………………………………………………………………..
…………..i

HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL……………………………………………………………….……….

…….ii

List of Competencies………………………………………………………………………………………………………………………………….
………….iii

Table of Contents………………………………………………………………………………………………………………………………………….………
iv

MODULE CONTENCT……………………………………………………………………………………………………………………………………….…….v

COMPETENCY SUMMARY………………………………………………………………………………………………………………………….…………vi

LEARNING OUTCOME #Select Measuring Instrument………………….…….….………………………………………………………..…...1

Learning Experiences…………………………………………………………………………………………………………………………………………….3
Information Sheet 4.1-1 Mensuration and Measuring Tools….…………………………….……….……………..
………….4
Self-check 4.1-1……………………………………………………………………………………………………………..
………….9
Answer Key 4.1-1……………………………………………………………………………………………….………..
………….10

LEARNING OUTCOME #2 Carry-out Measurements &

Calculations………………………………………………………………………..11

Learning Experience……………………………………………………………………………………………………………….……………………………
11
Information Sheet 4.2-1 Prefixes, Basic Conversion and Basic Geometric Expression………………….………….13
Self-check 4.2.-…………………………………………………………………………………………………………..……..……30
Answer Key 4.2-1..…………………………………………………………………………………………………..………………
31

Task Sheet 3.3-1 Measuring Distance and Diameter…………………………… ………………………………….……………………………

32
Performance Criteria Checklist 4.2-1………………………………….…………………………………..………….
…...33

References………………………………………………………………………………………………………………………………………….……………...34

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MODULE CONTENT

UNIT OF COMPETENCY : Perform Mensuration and Calculations

MODULE TITLE : Performing Mensuration and Calculations

MODULE DESCRIPTOR:

This unit covers the knowledge, skills and attitudes on identifying and
measuring objects based on the required performance standards.

Nominal Duration: 4 hours

Learning Outcomes:
Upon completion of this module, you must be able to:
1. Select Measuring Instrument

2. Carry out measurements and calculations

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COMPETENCY SUMMARY

Qualification Title : Hydraulic Excavator NC II

Unit of Competency : Perform Mensuration and Calculations

Module Title : Perform Mensuration and calculations

Introduction

This unit covers the knowledge, skills and attitudes on identifying and
measuring objects base on the required performance.

Learning Outcomes:

Upon completion of this module, you MUST be able to:

1 Select Measuring Instrument

2. Carry out measurements and calculations

ASSESSMENT CRITERIA

1. Object or component to be measured is identified, classified and

interpreted according to the appropriate regular geometric shape.

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2. Measuring tools are selected/identified as per object to be measured or

job requirements.

3. Correct specifications are obtained from relevant sources.

4. Appropriate measuring instruments are selected according to job

requirements.

5. Alternative measuring tools are used with technical plan are obtained

according to job sacrificing cost and quality of work.

6. Accurate measurements are obtained according to job requirements.

7. Alternative measuring tools are used without sacrificing cost and quality

of work.

8. Calculation needed to complete work tasks are performed using the four-

basic process of addition (+), subtraction (-), multiplication (x) and

division (/) including but not limited to: trigonometric functions,

algebraic computations.

9. Calculations involving fractions, percentages and mixed numbers are

used to complete workplace tasks.

10. Numerical computation is self-checked and corrected for accuracy

Instruments are read to the limit of accuracy of the tool.

11. Systems of measurement identified and converted according to job

requirements/ISO.

12. Work pieces are measured according to job requirements.

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Heavy Equipment Date Developed: Document No.
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 LEARNING OUTCOME no. 1:
SELECT MEASURING INSTRUMENT

Contents:
1. Mensuration and Measuring Tools
Assessment Criteria:

1. Object or component to be measured is identified, classified and

interpreted according to the appropriate regular geometric shape.

2. Measuring tools are selected/identified as per object to be measured or

job requirements.

3. Correct specifications are obtained from relevant sources.

4. Appropriate measuring instruments are selected according to job

requirements.

5. Alternative measuring tools are used with technical plan are obtained

according to job sacrificing cost and quality of work

CONDITIONS: The student/trainee must be provided with the following:

 Trade mathematics/mensuration.
 Four fundamental operations
 Kinds of measurement
 Dimensions
 Ratio and proportion
 Trigonometric Functions
 Algebra Equations
 Fractions, percentage and decimals
 Conversion
ASSESSMENT METHODS:

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 Direct observation
 Oral questioning
 Written test or examination
 Third party report
 Demonstration (able to impart knowledge and skills)

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Learning Experiences

Learning Outcome 1

Select Measuring Instrument

Learning Activities Special Instructions

Read Information Sheet 2.1-1: “Mensuration Read the Information Sheet.

and Measuring Tools” After reading the learner is
encourage to answer the
self-check.

Answer Self-check 2.1-1: Compare the answer to the

answer key.

Information Sheet 4.1-1

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 MENSURATION AND MEASURING TOOLS
Learning Objectives:
After reading this information sheet, you must be able to:
1. Determine the different measuring tools used in the industry
2. Identify the usage of its tools and applications base on the job
requirements.

Introduction

Mensuration is an integral part in building and construction

industries. Those measuring device are essential to create a specific
measurement needed aiding the production of everything that revolves in
the project. It enables to create a visualization and realization of the fix and
correct size or length. In this information sheet, everything that revolves
around the concept of mensuration will be discuss.

Mensuration
Mensuration is the branch of mathematics that studies the
measurement of geometric figures and their parameters like length,
volume, shape, surface area, lateral surface area, etc.

 Length
The measurement or extent of something from end to end; the greater
of two or the greatest of three dimensions of a body. Various terms for
the length of a fixed object are used, and these include height, which is
vertical length or vertical extent, and width, breadth or depth. Height
is used when there is a base from which vertical measurements can be
taken. Width or breadth usually refer to a shorter dimension when
length is the longest one. Depth is used for the third dimension of a
three-dimensional object.

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  Volume - the amount of space that a substance or object occupies, or
that is enclosed within a container.

 Area - area can be defined as the space occupied by a flat or the

surface of an object. The area of a figure is the number of unit
squares that cover the surface of a figure. Area is measured in square
units such as square centimeters, square feet, square inches, etc.

COMMONLY USED MEASURING TOOLS AND INSTRUMENTS

The following are the most commonly used measuring instruments in
construction.
Measuring wheels - measures a
lot, plot of land or mark off a
foundation, measuring wheels roll
off a distance quickly, without an
unwieldy tape which may not be
long enough to cover the perimeter
of a lot. They move with you, so as
you walk, you can quickly mark
the size and distance of any plot of
land.
Long Tapes - are durable, tough
tape measures that can handle
much larger areas than a
standard tape measure. They
come in multiple housings,
including stainless steel and ABS,
so no matter what weather or job
site conditions, the housing will
hold up to the job.
Tape Measure - is a small, stiff
tape meant for measuring areas of
up to 40 feet. Twenty-five and
thirty-foot versions are the most
common. They come with different
options, including bold numbers,
rubber grips, ultra-bright blades
for easy reading in low light.

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 Pocket Rods - A compact tool,
gives quick, accurate
measurements of vertical grades,
such as the depth of trenches, of
swimming pools and of
foundations.

Diameter Tape Measure -

Flexible and with a 6-foot range, it
gives accurate circumference
measurements of pipes, trees and
other objects round and roundish
objects.

Wood Rules - are able to unfold

and spring back quickly, and they
hold a rigid position when open,
so you can take fast
measurements on your own. Great
for depths and in windy
conditions these stiff and
adjustable tools extend easily and
fold down for storage.
Surveyor’s Rope - can be dragged
over any surface, allowing you to
get accurate measurements no
matter what the terrain.

Levels - containing a FOCUS Vial

lets you determine at a glance if
something is level to within .
5mm/m, .0005in/in, and .029
degrees. Choose a level that is
tough enough to handle the stress
of a job site while still giving you
accurate readings each time.

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 Tally Meter - help you keep an
accurate count of amounts on the
job site. Whether you’re keeping
track of materials or the number
of times an object has been
measured, a tally meter makes
keeping track simple. Just push
the button for each count and let
it keep track for you. You can tally
up the number of wheelbarrows of
concrete poured into a driveway or
the number of times the new guy
screws up.

READING THE SCALE OF LINEAR MEASURING INSTRUMENTS

There are two systems of linear measurement used in electronic
drawings. They are the English and Metric. The English system uses inches
while the Metric system uses millimeter and centimeter. In the English
system, an inch is graduated in 16th, 8th, 4th, and 2nd. There are 16/16,
8/8, 4/4, 2/2 in 1 inch. There are 12 inches in 1 foot. In the Metric system,
the centimeter is graduated in millimeter. There are 10 millimeters in 1
centimeter. There are 100 centimeters in 1 meter. How to Read the Linear
Measurements in the English System The first graduation is 1/16, second is
1/8, third is 3/16, next graduation is ¼, followed by 5/16, 3/8, 7/16, 1/2,
9/16, 5/8, 11/16, 3/4, 13/16, 7/8, 15/16, and 1 inch. After 1 inch, the
graduation is written as 1 and 1/16, 1 and 5/8, and etc.

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How to Read the Linear Measurements in the Metric System
The first graduation is 1 millimeter or 1mm. For every graduation the
equivalent is 1 millimeter. After 1 centimeter or 1cm., it is written as 1.2
cm.,
1.8cm., and etc. In terms of meter, 1 meter and 10 centimeters is written as
1.10m.

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 Self-Check 4.1-1
Identification

____________1. ___________2.

____________3. ___________4.

____________5.

____________6. Can be defined as the space occupied by a flat or the surface

of an object.
____________7. Measures a plot of land or mark off a foundation
____________8. The branch of mathematics that studies the measurement of
geometric figures and their parameters like length, volume,
shape, surface area, lateral surface area, etc.
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___________9. The amount of space that a substance or object occupies, or
that is enclosed within a container.
___________10. A compact tool, gives quick, accurate measurements of
vertical grades, such as the depth of trenches, of swimming
pools and of foundations.
Answer Key 4.1-1
Identification
1. Tape Measure
2. Tally Metter
3. Surveyor’s Rope
4. Diameter Tape Measure
5. Wood Rules
6. Area
7. Measuring Wheels
8. Mensuration
9. Volume
10. Pocket Rods

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 LEARNING OUTCOME no. 2:
CARRY OUT MEASUREMENTS AND CALCULATIONS

Contents:
1. Mensuration and Measuring Tools
Assessment Criteria:

1. Accurate measurements are obtained according to job requirements.

2. Alternative measuring tools are used without sacrificing cost and quality

of work.

3. Calculation needed to complete work tasks are performed using the four-

basic process of addition (+), subtraction (-), multiplication (x) and

division (/) including but not limited to: trigonometric functions,

algebraic computations.

4. Calculations involving fractions, percentages and mixed numbers are

used to complete workplace tasks.

5. Numerical computation is self-checked and corrected for accuracy

Instruments are read to the limit of accuracy of the tool.

6. Systems of measurement identified and converted according to job

requirements/ISO.

7. Work pieces are measured according to job requirements.

CONDITIONS: The student/trainee must be provided with the following:

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  Trade mathematics/mensuration.
 Four fundamental operations
 Kinds of measurement
 Dimensions
 Ratio and proportion
 Trigonometric Functions
 Algebra Equations
 Fractions, percentage and decimals
 Conversion
ASSESSMENT METHODS:
 Direct observation
 Oral questioning
 Written test or examination
 Third party report
 Demonstration (able to impart knowledge and skills)

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Learning Experiences

Learning Outcome 1

Select Measuring Instrument

Learning Activities Special Instructions

Read Information Sheet 4.2-1: “Mensuration Read the Information Sheet.

and Measuring Tools” After reading the learner is
encourage to answer the
self-check.

Answer Self-check 4.2-1: Compare the answer to the

answer key.

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 Information Sheet 4.2-1
PREFIXES, BASIC CONVERSION AND BASIC GEOMETRICAL EXPRESSION

Learning Objectives:
After reading this information sheet, you must be able to:
1. Determine the basic mathematical operation and calculations involve
in construction.
2. Identify the different prefixes involve in calculations.
Introduction

Mathematics is an integral part to construction. It doesn’t only help

with measuring the land or components of a structure but also accurately
find the exact value needed to complete the structure. Values such as
strength of materials, length and estimations which is always used in
building a structure comes from the different calculations. In this
information basic mathematical operations and algebraic expressions will be
discuss.

Common Mathematical Prefixes

COMMON MATHEMATICAL PREFIXES
PREFIX SYMBOL MATHEMATICAL EQUIVALENT
Exa E 1018 or (1 000 000 000 000 000 000)
Peta P 1015 or (1 000 000 000 000 000)
Tera T 1012 or (1 000 000 000 000)
Giga G 109 or (1 000 000 000)
Mega M 106 or (1 000 000)
Kilo K 103 or (1 000)
Hecto H 102 or (100)
Deka D 10
Deci d 10−1 or (0.1)
Centi c 10−2 or (0.01)
Milli m 10−3 or (0.001)
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 Micro u 10−6 or (0.000 001)
Nano n 10−9 or (0.000 000 001)
Pico p 10−12 or (0.000 000 000 001)
Femto f 10−15 or (0.000 000 000 000 001)
Atto a 10−18 or (0.000 000 000 000 000 001)
Example:
1. CONVERSION OF MULTIPLES INTO STANDARDS UNITS
1. 4 Gm (x 1, 000, 000, 000) = 4, 000, 000, 000 m
2. 10 Mm (X 1,000,000) = 10, 000, 000 m
3. 27 Km (X 1,000) = 27, 000 m
4. 50 Km (X 1,000) = 50, 000 m
5. 0.5 Km (X 1,000) = 500 m

2. CONVERSION OF STANDARD UNIT INTO MULTIPLE UNITS

1. 3,300m (÷ 1,000) = 3.3 Km
2. 10,000,000 m (÷ 1,000,000) = 10Mm
3. 3,580,000 m (÷ 1,000,000) = 3.58 Mm
4. 100,000,000 m (÷ 1,000,000) = 100 Mm
5. 12,000 m (÷ 1000) = 12 km

3. CONVERSION OF SUB-MULTIPLES INTO STANDARD UNITS

1. 5,000 mg (÷ 1,000) = 5g
2. 400 µg (÷ 1,000,000) = 0.004 g
3. 750 mg (÷ 1,000) = 0.0.75 g
4. 68, 000 µg (÷ 1,000,000) = 0. 068 g
5. 40 mg (÷ 1,000) = 0.0004 g

4. CONVERSION OF STANDARD UNITS INTO SUB –MULTIPLES UNITS

1. 0.000050 L (X 1,000) = 0.050 mL
2. 0.0004 L (X 1,000,000) = 400 µL
3. 0.00020 L (X 1,000) = 200 µL
4. 0.12 L (X 1,000,000) = 120,000 µL
5. 0.175 L (X 1000) = 175 mL

5. CONVERSION OF SUB-MULTIPLES UNITS TO ANOTHER

SUBMULTIPLE
UNITS
1. 0.18 mA (X 1000) = 180 µA
2. 40.000 µA (÷ 1000) = 40 mA
3. 10 Pf (÷ 1000,000) = 0.00001 µf
4. 0.00047 µf (X 1,000,000) = 470 Pf
5. 0.68 mH (X 1000) = 680 µH

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6. CONVERSION OF UNITS (ENGLISH TO METRIC AND VISE-VERSA)
Length
1. 1 mile = 1.61 kilometers
2. 1 yard = 0.914 meter
3. 1 foot = 0.305 meter
4. 1 inch = 2.54 centimeters
5. 1 kilometer = .62 mile
6. 1 meter = 1.09 yard
7. 1 meter = 3.28 feet
8. 1 centimeter = 0.394 in
Volume
1. 1 gallon = 3.79 liters
2. 1 quart = 0.946 liter
3. 1 liter = 0.264 gallon
4. 1 liter = 1.06 quarts
Weight
1. 1 pound = 0.454 kilogram
2. 1 ounce = 28.35 grams
3. 1 kilogram = 2.2 pounds
4. 1 gram = 0.0353 ounce

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7. Shapes and its corresponding formulas
Area

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Volume
Shape Formula Variables

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 Cube V =a3

Cuboid V =abc

Prism
V =Bh
(B = Area of Base)

Pyramid 1
V = Bh
(B = Area of Base) 3

2
Regular Tetrahedron V = √ a3
12

4
Sphere V = πr 3
3

Cylinder V =πr 3 h

1
Cone V = πr 3 h
3

Perimeter and Circumference

PERIMETER OF A TRIANGLE
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 a. Perimeter (as a measure) is the sum of the
measures of the sides of a polygon
b. The formula for finding perimeter of a triangle
P=a+b+c
c. Perimeter is the sum of the measures of the
length of the three sides.
Example:
A triangular piece of a paper measures 8 cm, 12
cm, and 15 cm. What is the perimeter in centimeters of the piece of paper?
P=a+b+c
= 8 + 15 + 12
= 35 cm
PERIMETER OF A RECTANGLE
a. The perimeter of a rectangle can be
formulated by adding twice its length and
twice its width.
b. The formula for finding perimeter of a
rectangle P = 2L + 2W
Example:
A rectangular tablecloth has a width 1.5 m
and a length of 2.8 m. How many meters of
lace trimmings should be bought to make its
borders?
P = 2L + 2W = 2(2.8)+2(1.5) = 2(4.3)
= 8.6 m needed for the lace trimming
PERIMETER OF A SQUARE
a. A square has for equal sides. Its perimeter can be found
simply by multiplying one side by four (4).
b. The formula for finding the perimeter of a
45.5 square is P = 4S
Example:
A decorative mat is a square. One side is 45.5 cm. How
long an edging is needed to put borders on it?
P = 4(45.5)
= 182 cm
CIRCUMFERENE OF A CIRCLE
a. The circumference of a circle is expressed in terms of π
(pi) approximately equal to 3.1416. It is equal to dπ
where d is the diameter of the circle.

d
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b. The formula for finding the circumference of a circle: C = dπ or C = 2πr.
Example:
Calculate the circumference of a five-peso coin
which has a diameter of 2.6 cm.
C = πd
= 3.14 x 2.6 cm
= 8.164 cm circumference of a five-peso coin
MATHEMATICAL COMPUTATION
A. ARITHMETIC OPERATIONS
There are four basic operations in arithmetic: addition, subtraction,
multiplication, and division. However, subtraction is the inverse of addition,
and division is the inverse of multiplication. Therefore, the laws of arithmetic
are defined only for addition and multiplication. There are two types of laws
that apply to addition and multiplication.
Commutative Law
The first type of law is the commutative law. This law says that it makes no
difference in what order two numbers are added or multiplied.
For example,
3 + 7 = 7 + 3 = 10 and 3 x 5 = 5 x 3 = 15
For any two numbers a and b the commutative laws are, therefore,
a+b=b+a
axb=bxa
Observe, however, that subtraction and division are not commutative:
7 - 3 is not equal to 3 - 7
2 + 6 is not equal to 6 + 2
Associate Law
The second type of law is the associative law. This law states that if three
numbers are to be added or multiplied together, it makes no difference if the
operations start with the first and second numbers or with the second and
third. For example, in addition, if you want to add

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6 + 3 + 2, you can do it in two ways. Using parentheses to indicate which
operation is to be done first; the two ways are as follows:
(6 + 3) + 2 = 9 + 2 = 11
6 + (3 + 2) = 6 + 5 = 11
Note that operations in parentheses are always done first. In multiplication,
if you want to multiply 8 x 4 x 2, you can also do it in two ways:
(8 x 4) x 2 = 32 x 2 = 64
6 x (4 x 2) = 8 x 8 = 64
For any two numbers a and b the associative laws are, therefore,
(a + b) = c = a + (b + c)
(a x b) x c = a x (b x c)
Observe that subtraction and division are also not associative. The
subtraction sign and the division sign apply only to the number that
immediately follows the sign moving from left to right. For example,
6 - 3 - 2 means (6 - 3) - 2 = 3 - 2 = 1
8 ÷ 4 ÷ 2 means (8 ÷ 4) ÷ 2 = 2 ÷ 2 = 1
When the commutative and associative laws are applied together, it follows
that three or more numbers can be added or multiplied in any order.
For example, 2, 3, and 4 can be added (or multiplied) in any one of
six different ways with the same result:
(2 + 3) + 4 = (3 + 2) + 4 = (4 + 2) + 3
= (2 + 4) + 3 = (3 + 4) + 2 = (4 + 3) + 2 = 9

Distributive law
Another important law of arithmetic which combines multiplication and
addition is the distributive law. This law says that multiplication distributes
over addition. For any three numbers a, b, and c, a x (b + c) = (a x b) + (a x c)
For example,

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 2 x (2 + 4) = (3 x 2) + (3 x 4)
which correctly states that
2 x 6 = 6 + 12 = 18
The distributive law is important in algebra.
The order of operations in arithmetic is, moving from left to right.
1. Perform operations in parentheses.
2. Do multiplication or division.
3. Do addition or subtraction.
EXAMPLE:
Calculate the following:
3 x 19 - 36 + 6 ÷ 2
Solution: Apply the order of operations and perform multiplication and
division first as shown by parentheses:
(4 x 19) - 36 + (6 ÷ 2) = 76 - 36 + 3
Then subtract and add:
(76 - 36) + 3 = 40 + 3 = 43
Notice that you must move from left to right and subtract the 36 first before
adding the 3. The subtraction sign applies only to the 36. If you add the 3
first, it will become subtracted from the 76 and the answer will not be
correct.
76 - (36 + 3) = 76 - 39 = 37

FRACTIONS
Calculations with fractions, decimals and percentages are very
important in technical work. Mistakes are often made because the concepts
are not understood well enough. The calculator can prevent some of these
mistakes, but it is not a substitute for clear understanding. Study this
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section and the next one thoroughly. The more problems you do correctly,
the better you will grasp the concepts.
Reducing fractions
The fraction line means division, but since 8 does not divide evenly
into 6 the fraction cannot be simplified to a whole number. However, it can
be reduced to lowest terms by dividing out common factors (divisors) in the
numerator and the denominator.
6/8 = 2/2 x 3/4 = 3/4
To reduce a fraction into lowest terms, it is not necessary to show the
factors before dividing. You can just divide the numerator and denominator
of the preceding fraction by 2 to get the result. The following examples with
fractions are designed to be done without the calculator to reinforce your
skills in arithmetic.
EXAMPLE: Simplify (reduce to lowest terms):
28/42
Solution: The common factors of 28 and 42 are 2 and 7 (or 14). You
can divide the numerator and denominator by 2 and then 7 (or 14):
28/42 = 14/21 = 2/3
You can also first factor the numerator and the denominator into their
smallest factors and then divide out the common factors:
28/42 = 2/2 x 2/3 x 7/7 = 2/3
The smallest factors of a number are numbers that have no other
factors except one and the number itself. These smallest factors are called
prime numbers.
For example, 2, 3, 5, 7, 11 and so forth are prime numbers. It is
important to emphasize again that you can only divide out factors in the
numerator and denominator of a fraction. If numbers are
separated by a + or - sign, then they are not factors. Factors are always
separated by a multiplication sign.
For example, in the fraction
5+1
5x 7
4 is not a factor in the numerator but is a factor in the denominator
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Multiplying and dividing fractions
To multiply fractions, you multiply the numerators and the denominators
A/B x C/D = A x C / B x D
You then reduce the result to lowest terms. However, you can divide out
common factors first that are in the numerator and denominator of either
fraction and then multiply. This simplifies the multiplication. Study the next
two examples, which show this procedure.
Multiply the following fractions:
3/16 x 2/9
Solution: divide out common factors in any numerator and denominator and
then multiply:
1 1
3/16 x 2/9 = 1/24
8 3
EXAMPLE: Multiply the following:
4 x 3/14 x 5/9
Solution: Before multiplying, express the whole number 4 as a fraction
with a denominator of 1. Then proceed in the same way you would for
two fractions by dividing out all common factors that occur in any
numerator and denominator.
4/1 x 3/14 x 5/9 = 10/ 21
Note that in this example a whole number is just a fraction with a
denominator of 1. Therefore, when you multiply a whole number by a
fraction, you can just multiply the numerator by the whole number. For
example,
4 x 3/14 = 4x3/14 = 12/14 = 6/7
To divide fractions, invert the divisor (the fraction after the division
sign), and change the operation to multiplication.
EXAMPLE: Divide the following fractions:
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 5/12 ÷ 15/16
Solution: Invert the fraction after the division sign, and change to
multiplication. Then divide out common factors and multiply.
1 4
5/12 ÷ 15/16 = 5/12 x 16/15 = 5/12 x 16/15 = 4/9
3 3
Study the next example, which combines multiplication and division of
fractions. Calculate the following.
5/4 x 8/15 ÷ 2
Solution: Invert the 2 to 1/2 and change the division to multiplication. Then
divide out common factors and multiply:
1 2
5/4 x 8/15 x 1/2 = 2/6 = 1/3
1 3
Adding fractions
Adding fractions is not as straightforward as multiplying fractions.
Calculators can add fractions as decimals, and some can add them as
fractions. However, it is necessary for you to understand how to add
fractions so that you can estimate results, recognize an incorrect answer,
and troubleshoot for the error. More important, to add fractions I algebra
requires first understanding the process in arithmetic. Fractions can be
added or subtracted only if their denominators are the same. When the
denominators are the same, you add the fractions by adding the numerators
over the common denominator.
1/8 + 5/8 1 5 / 8 = 6/8 = ¾
Observe that you always reduce the result if possible. The rule for adding
fractions with the same denominator is then
A/D + B/D = A+ B /D
When the denominators of fractions that are to be added are different,
it is first necessary to change the fractions of so the denominators are the
same. A fraction can be changed to an equivalent fraction by dividing out
common factors or by multiplying the numerator and denominator by the
same factor. For example, the following fractions are all equivalent.
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 3/10 = 6/20 = 9/30 = 30/100 and so forth.
Note that a fraction is a ratio of two whole numbers. The fraction 3/10
is a ratio of 3 parts to 10 parts. The equivalent fraction 6/20, 9/30, etc. are
all equal to the same ratio. The process of adding two fractions whose
denominators are different is done as follows. Suppose you wanted to add
the fractions.
2/3 + 5/6
Since the denominators are not the same, you must first change one
or both, fractions to equivalent fractions with a common denominator. You
look for the lowest common denominator (LCD), which is the smallest
number that contains each denominator as a divisor.
Since 3 divides into 6 exactly, the LCD equals 6. Change the fraction
to an equivalent fraction by multiplying the numerator and denominator by
2.
2(2)/3(2) + 5/6 = 4/6 + 5/6
Note that parentheses are used here instead of an x sign for
multiplication. Parentheses or a dot (.) are used in algebra so as not to
confuse the letter x with multiplication.
Now you can combine the numerators over the LCD and reduce the
result.
4/6 + 5/6 = 4 + 5/6 = 9/6 = 3/2
DECIMALS
Our number system is called the decimal system because it is based on the
number ten. Dec means ten in Latin. For example, in expanded form, the
number 5643 represents
5643 = 5000 + 600 + 40 + 3 = 5(1000) + 6(100) + 4(10) + 3(1)
From right to left, each digit represents a multiple of 1, 10, 100, 1000 and
so forth. When a number is written with a decimal point, such as 56.43, the
decimal digits 4 and 3 represents multiples of fractions whose numerators
are 1 and denominators are 10, 100, 1000, etc. as follows:
56.43 = 5(10) + 6(1) + 4 (1/10) = 3(1/100) = 50 + 6 + 4/10 + 3/100

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Decimals, then, are fractions with denominators of 10, 100, 1000, etc. The
number of decimal places equals the number of zeros in the denominator as
follows:
0.5 = 5/10
0.21 = 21/100
0.076 = 76/ 1000
4.6 = 4 + 6/10 = 46/10
To add or subtract decimals, line up the decimal points and the
columns. Then add or subtract in the same way as whole numbers. The
following examples show how to add and subtract decimals.
Calculate the following:
+ 5.05 - 10.4
Solution: Line up the decimal points and the columns. Add the first two
numbers, bringing down the decimal point.
7.74
+ 5.05
12.79
Then subtract as follows:
12.79
- 10.40
2.39
Note that a zero is added at the end of 10.4 to aid in the calculation,
but it does not change the value of the decimal. To multiply the decimals,
multiply the same way as with the whole numbers. Then add the decimal
places in all the numbers to determine the total number of decimal places in
the answer. Study the following examples, which show how to multiply
decimals.
Multiply: 0.1 x 0.04
Solution: The number 0.1 has one decimal place, and 0.04 has two decimal
places. Therefore, there are three decimal places in the answer.
0.1 x 0.04 = 0.004
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Percentages
A percentage (or percent) is a convenient way of writing a fraction
whose denominator is 100. The numerator is written with the percent sign
(%) which represents the denominator of 100. For example,
20% = 20/100 = 0.20
150% = 150/100 = 1.50
8 ¼ = 8.25 /100 = 0.0825
Therefore:
RULE: To change percent to a decimal, move the decimal point two
places to the left. To change from a decimal point to a percent, move the
decimal point two places to the right.
EXAMPLE 1.1 Express each fraction as a percent and a decimal:
1/4
3/8
Solution: First express ¼ as a percent, first change the denominator to 100
by multiplying the numerator and denominator by 25. Then move the
decimal point two places to the left to change to a decimal.
1(25)/4(25) = 25/100 = 25% = 0.25
Next, to express 3/8 as a percent, the denominator cannot be easily
be changed to 100. First change the fraction to a decimal with two decimal
places as follows. Add a decimal point and three zeroes to the numerator
and divide 8 into 3.000. This will give you a decimal with three decimal
places.
3/8 = 3.000/8 = 0.375
Now move the decimal point to the right two places to express as a percent.
0.375 = 37.5%
EXAMPLE 1.2 Express each decimal as a percent and a fraction:
0.80
0.015

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Solution: First to express 0.80 as a percent, move the decimal point two
places to the right. Then write the fraction by putting the percent number
over a denominator of 100 and reduce the fraction:
0.80 = 80% = 80/100 = 4/5
Second, to express 0.015 as a percent, move the decimal point two
places
to the right. Then write the fraction with a denominator of 100.
0.15 = 1.5% = 1.5/100
A fraction is not in simplest form if it contains a decimal in the
numerator or denominator. Eliminate the decimal in the numerator by
multiplying the numerator and denominator by 10; then reduce the
fraction.
1.5(10)/100(10) = 15/1000 = 3/200
EXAMPLE 1.3 Express each percentage as a decimal and a fraction.
7.5%
110%
Solution: To express 7.5% as a decimal, move the decimal point two
places to the left.
7.5% = 0.075
Write the fraction by putting the percent number 7.5 0ver 100.
However, the fraction is not in simplest form until the decimal is eliminated.
Multiply the numerator and denominator by 10; then reduce the fraction.
7.5% = 7.5/100 = 7.5(10)/100(10) = 75/1000 = 3/40
To express 110% as decimal, move the decimal point two places to the
left. Change the percent to a fraction with a denominator of 100 and reduce.
110% = 1.10 = 110/100 = 11/10
Note that 100% = and a percent greater than 100 represents a number
greater than one.
Self-Check 4.2-1

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I. Convert the following B. Area of the Plane Figures
1. 35 mg →g 1. a rectangle with l = 7 cm, w = 3 cm
2. 3.5 Kg →g 2. a triangle with b = 4.5 m, h = 9 m
3. 1,500 mm →m 3. a circle with r = 0.5 m
4. 4, 800 cm →m 4. a square with s = 18 cm
5. 35000 µL →L 5. a rectangle with L = 0.15 m, W = 0.8 m
6. 3256 mL →L
7. 1.71 KW →W
8. 1.632 MW → KW
9. 4.75 Kb →b
10. 12 Mb → GB
11. 1yard → in.
12. 1 inch → cm
13. 1 cm → inches
14. 1 meter → feet
15. 1 foot → 1 meter
II. Solve the following.
A. Perimeter and Circumference
of each Plane Figures
1. a circle with r = 7.1 cm
2. a square with s = 2.8 cm
3. a triangle with sides 3.84 cm,
6.23 cm, 5.6 cm =
4. a rectangle with L = 24.5 cm,
W = 17.61 cm
5. a circle with d = 52 mm
Answer Key 4.2-1

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I II
1. 0.035 g A.1. 44.61 cm
2. 3500g 2.11.2 cm
3. 1.5 m 3. 15.67 cm
4. 48 m 4. 84.22 cm
5. 0.035 L 5. 163.36 mm
6. 3.256 L B.1. 21 cm 2

7. 1710 W 2. 20.25 cm2

8. 1632 KW 3. 0.79 cm 2

9. 4750 b 4. 324 cm2

10. 0.012 Gb 5. 0.12 cm2

11. 36 in C.1. 96 cm2

12. 2.54 cm 2. 15 cm2

13. 0.39 in 3. 365. 93 cm2

14. 3.28 ft 4. 396 cm2

15. 0.3048 5. 110cm2

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 TASK SHEET 4.2-1
Title: Measuring the distance & diameter
Performance Objective: Given a tape measure and a bucket use for
excavators, measure the Pin diameter, dipper gap & pin centers at the
different test points using the diagram below as a guide. Record the
measurement on another sheet of paper.
Supplies/Materials:
 Excavator Bucket
 Tape Measure
Equipment: None
Steps/Procedure:
 Measure the diameter (pin)
1. Either use a pair of Vernier calipers or tape measure to measure the width
of the pin body, or use the hole in the side of the bucket, providing neither are
worn out too much. See Fig. A
2. Read what’s indicated on the tape measure or caliper and record it.
 Measure the distance (dipper gap)
1. If there is any pin attach in the dipper remove pin.
2. Slot the tape measure through one hole, and press the tip of the tape
measure against the boss at the opposite side. See Fig. B
3. Read what’s indicated on the tape measure or caliper and record it.

Fig. A Fig. b
4. Present your work to the trainer.
Assessment Method:

Performance Criteria Checklist

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 Performance Criteria Checklist 4.2-1

Criteria Yes No

Did the trainee:

1. Set-ups the tape according to the direction written.

2. Understands the concept in which allowable

adjustments is applied

3. Reads the tape measure in SI and English unit of

measurement.

4. Records accurately the data observed during

measurement.

Comments/ Suggestions:

Trainer: ______________________ Date: _________________

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 References
Websites
https://www.keson.com/a-guide-to-construction-measuring-tools/

https://www.splashlearn.com/math-vocabulary/geometry/area

http://www.depedbataan.com/resources/9/k_to_12_masonry_learning_module.pdf

https://brainly.in/question/18518962

https://rhinox-group.com/blogs/news/how-to-measure-digger-bucket-pin-dimensions

https://www.ozbuckets.com.au/how-to-measure-excavator-or-backhoe-pickup-measurements-
correctly/

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