3.

Perform Estimation AND Calculations

Agricultural Crops Production NCII (Bayawan National High School)

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 TABLE OF CONTENTS

Course Design.......................................................................................................................1-2

I. Modules of Instruction
COMMON COMPETENCY
3.1. Perform Estimation and Basic calculation........................................................3
3.1.1. Perform Estimation...................................................................................4
3.1-1. Problem Solving Procedures ….………….………..……...…
6
3.1-2. Basic Mathematics Operations........................................................13

3.2.1. Perform Basic Workplace Calculation.....................................................17

3.2-1. System of Measurement..................................................................19

HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL

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 Welcome to the module in Agricultural Crop Production NC I This module contains
training materials and activities for you to complete.

The Performing Estimation and Basic Calculation contains knowledge, skills and
attitudes required for “Agricultural Crop Production NCI”.

You are required to go through a series of learning activities in order to complete each
learning outcome of the module. In each learning outcome there are Information Sheets, Resource
Sheets and Reference Materials for further reading to help you better understand the required
activities. Follow these activities on your own and answer the self- check at the end of each learning
outcome. Get the answer key from your instructor and check your work honestly.

If you have questions, please don’t hesitate to ask your facilitator for assistance. Your
facilitator will always be available to assist you during the training.

The goal of this course is the development of practice skills. To gain these skills, you must
learn basic concepts and terminology.

This will be the source of information for you to acquire knowledge and skills in this
particular competency independently and at your own pace, with minimum supervision or help from
your instructor.

Remember to:
Work through all the information and complete the activities in each section.

Read information sheets and complete the self-check. Suggested references are included to
supplement the materials provided in this module.

Most probably your trainer will also be your supervisor or manager. He / she is there to
support you and show you the correct way to do things.

You will be given plenty of opportunity to ask questions and practice on the job. Make
sure you practice your new skills during regular work shifts. This way you will improve both your
speed and memory and also your confidence.

Use the Self-checks, Operation Sheets or Job Sheets at the end of each section to test
your own progress.

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 Progress chart and Accomplishment
Chart.

UNIT OF PERFORM ESTIMATION AND BASIC

COMPETENCY CALCULATION

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 PERFORMING ESTIMATION AND
MODULE TITLE
BASIC CALCULATION

INTRODUCTION:
This unit covers with the knowledge, skills and attitudes performing
estimation and basic calculation.

NOMINAL DURATION: 18 HOURS

LEARNING OUTCOMES:
Upon completion of this module the students/trainees will be able to:

1. Perform estimation

2. Perform basic workplace calculations

Learning Outcome 3.1.1 PERFORM ESTIMATION

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CONTENTS:

1. Problem solving procedures

2. Basic mathematical operations

ASSESSMENT CRITERIA:

1. Job requirements are identified from written or oral communications

2. Quantities of materials and resources required to complete a work task are
estimated
3. Time needed to complete a work activity is estimated
4. Accurate estimate for work completion are made
5. Estimate of materials and resources are reported to appropriate person

CONDITION:
The students/trainees must be provided with the following:
1. Pen/pencil
2. Paper
3. Sample problems

ASSESSMENT METHOD:
1. Oral questioning
2. Interview

Learning Experiences
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 Learning Outcome 3.1.1: PERFORM ESTIMATION

Learning Activities Special Instructions

1. Read Information Sheet 3.1-1 on If you have some problem on the content of the
“Problem solving procedures” information sheet don’t hesitate to approach your
facilitator.
If you feel that you are knowledgeable on the content
of the information sheet, you can now answer self-
check provided in the module.
2. Answer Self-Check 3.1-1 Compare your answers to the answer keys on 3.1- 1
“Problem solving procedures” You are required to get
on “Problem solving procedures” all answers correct. If not, read the information sheets
again to answer all the questions correctly.

3. Read Information Sheet 3.2-2 on “Basics If you have some problem on the content of the
mathematics” information sheet don’t hesitate to approach your
facilitator.
If you feel that you are knowledgeable on the content
of the information sheet, you can now answer self-
check provided in the module.
4. Answer Self-Check 3.2-2 on Compare your answers to the answer keys on 3.2- 2
“Basics mathematics”. You are required to get all
“Basics mathematics” answers correct. If not, read the information sheets
again to answer all the questions correctly.

Learning Outcome 3.1.1 – Perform Estimation

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 Information Sheet 3.1-1: Problem Solving Procedures

I. Learning Outcomes
You are expected to:

1. define the term problem solving

2. identify the step in solving

3. write an article from a given topic

4. develop appreciation, and confidence

A. Key Concepts: Problem Solving Procedures

II. Materials:
Laptop, blackboard, chalk, projector, instructional materials, paper

a. References:
Revised CBLM (2020), Problem Solving Procedures, Gold Farm School. A Practical
Application

Values Statement:

Participation, Cooperation, Enthusiasm

b. Presentation

Everybody can benefit from having good problem solving skills as we all
encounter problems on a daily basis. Some of these problems are obviously more
severe or complex than others.
It would be wonderful to have the ability to solve all problems efficiently and in a
timely fashion without difficulty, unfortunately though there is no one way in which
all problems can be solved.

c. Lesson

Basics Mathematics

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 Problem solving is the act of defining a problem; determining the cause of the
problem; identifying, prioritizing, and selecting alternatives for a solution; and implementing
a solution.

Step Characteristics
1. Define the problem
• Differentiate fact from opinion
• Specify underlying causes
• Consult each faction involved for
information
• State the problem specifically
• Identify what standard or
expectation is violated
• Determine in which process the
problem lies
• Avoid trying to solve the problem
without data

2. Generate alternative solutions

• Postpone evaluating alternatives
initially
• Include all involved individuals in the
generating of alternatives
• Specify alternatives consistent with
organizational goals
• Specify short- and long-term
alternatives
• Brainstorm on others' ideas
• Seek alternatives that may solve the
problem

3. Evaluate and select an alternative

• Evaluate alternatives relative to a
target standard
• Evaluate all alternatives without bias
• Evaluate alternatives relative to
established goals
• Evaluate both proven and possible
outcomes
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 • State the selected alternative
explicitly

4. Implement and follow up on the

solution • Plan and implement a pilot test of the
chosen alternative
• Gather feedback from all affected
parties
• Seek acceptance or consensus by
all those affected
• Establish ongoing measures and
monitoring
• Evaluate long-term results based on
final solution

1. Define the Following

Diagnose the situation so that your focus is on the problem, not just its
symptoms. Helpful problem-solving techniques include
using flowcharts to identify the expected steps of a process and cause-and- effect
diagrams to define and analyze root causes.

The sections below help explain key problem-solving steps. These steps
support the involvement of interested parties, the use of factual information,
comparison of expectations to reality, and a focus on root causes of a problem.
You should begin by:

• Reviewing and documenting how processes currently work (i.e., who does what,
with what information, using what tools, communicating with what organizations
and individuals, in what time frame, using what format).

• Evaluating the possible impact of new tools and revised policies in the
development of your "what should be" model.

2. Generate alternative solutions

Postpone the selection of one solution until several problem-solving alternatives

have been proposed. Considering multiple alternatives can significantly enhance the value of
your ideal solution. Once you have decided on the "what should be" model, this target
standard becomes the basis for developing a road map for investigating alternatives.
Brainstorming and team problem-solving techniques are both useful tools in this stage of
problem solving.
Many alternative solutions to the problem should be generated before final evaluation. A
common mistake in problem solving is that alternatives are evaluated
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as they are proposed, so the first acceptable solution is chosen, even if it’s not the best fit. If
we focus on trying to get the results we want, we miss the potential for learning something
new that will allow for real improvement in the problem-solving process.

3. Evaluate and select an alternative

Skilled problem solvers use a series of considerations when selecting the best
alternative. They consider the extent to which:
A particular alternative will solve the problem without causing other unanticipated problems.
All the individuals involved will accept the alternative. Implementation of the
alternative is likely. The alternative fits within the organizational constraints.

4. Implement and follow up on the solution

Leaders may be called upon to direct others to implement the solution, "sell" the
solution, or facilitate the implementation with the help of others. Involving others in the
implementation is an effective way to gain buy-in and support and minimize resistance to
subsequent changes.
Regardless of how the solution is rolled out, feedback channels should be built into
the implementation. This allows for continuous monitoring and testing of actual events
against expectations. Problem solving, and the techniques used to gain clarity, are most
effective if the solution remains in place and is updated to respond to future changes.
In order to be effective at problem solving you are likely to need some other
key skills, which include:
✓ Creativity. Problems are usually solved either intuitively or systematically. Intuition
is used when no new knowledge is needed - you know enough to be able to make a quick
decision and solve the problem, or you use common sense or experience to solve the
problem. More complex problems or problems that you have not experienced before will
likely require a more systematic and logical approach to solve, and for these you will need to
use creative thinking. See our page on Creative Thinking for more information.

✓ Researching Skills. Defining and solving problems often requires you to do

some research: this may be a simple Google search or a more rigorous research project.
✓ Team Working. Many problems are best defined and solved with the input of other
people. Team working may sound like a 'work thing' but it is just as important at home and
school as well as in the workplace.

✓ Emotional Intelligence. It is worth considering the impact that a problem and/or

its solution has on you and other people. Emotional intelligence, the ability to
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 recognize the emotions of yourself and others, will help guide you to an appropriate solution.

✓ Risk Management. Solving a problem involves a certain amount of risk - this risk
needs to be weighed up against not solving the problem

✓ Decision Making. Problem solving and decision making are closely related
skills, and making a decision is an important part of the problem solving process as
you will often be faced with various options and alternatives.

Module Title PERFORMING ESTIMATION AND BASIC CALCULATION

Learning Outcome 3.1-1 Problem Solving Procedures

Self-Check 3.1-1:

Check your mastery of learning outcome 3.1-1 by completing the question below.

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Test 1:
1. In order to be effective at problem solving you are likely to need some other key
skills what it is?

Module Title PERFORMING ESTIMATION AND BASIC CALCULATION

Learning Outcome 3.1-1 Problem Solving Procedures

Model Answer 3.1-1:

Check your answer with the model answer below. If you fail to get it right, refer back to
corresponding resource until you make it.
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Test 1:

✓ Creativity. Problems are usually solved either intuitively or systematically. Intuition

is used when no new knowledge is needed - you know enough to be able to make a quick
decision and solve the problem, or you use common sense or experience to solve the
problem

✓ Researching Skills. Defining and solving problems often requires you to do

some research: this may be a simple Google search or a more rigorous research project.

✓ Team Working. Many problems are best defined and solved with the input of other
people. Team working may sound like a 'work thing' but it is just as important at home and
school as well as in the workplace.

✓ Emotional Intelligence. It is worth considering the impact that a problem and/or

its solution has on you and other people. Emotional intelligence, the ability to recognize the
emotions of yourself and others, will help guide you to an appropriate solution.

✓ Risk Management. Solving a problem involves a certain amount of risk - this risk
needs to be weighed up against not solving the problem

✓ Decision Making. Problem solving and decision making are closely related
skills, and making a decision is an important part of the problem solving process as
you will often be faced with various options and alternatives.

Information Sheet 3.1-2: Basic Mathematics Operation

I. Learning Outcomes
You are expected to:

1. define the term basic mathematics

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 2. identify the properties of basic mathematical operations

3. write an article from a given topic

4. develop appreciation, and confidence

A. Key Concepts: Basic Mathematics Operation

II. Materials:
Laptop, blackboard, chalk, projector, instructional materials, paper

a. References:
Revised CBLM (2020), Basic Mathematics Operation, Gold Farm School. A Practical
Application

Values Statement:

Participation, Cooperation, Enthusiasm

b. Presentation

The four basic mathematical operations addition, subtraction, multiplication,

and division have application even in the most advanced mathematical theories. Thus,
mastering them is one of the keys to progressing in an understanding of math and,
specifically, of algebra.

c. Lesson
Basic Mathematics Operation

Electronic calculators have made these (and other) operations simple to perform, but
these devices can also create a dependency that makes really understanding mathematics
quite difficult. Calculators can be a handy tool for checking answers, but if you rely too
heavily on one, you may deprive yourself of the kind of rigorous mental exercises that will
help you not just to do math, but to fully understand what you are doing.

Properties of Basic Mathematical Operations

Some mathematical operations have properties that can make them easier to work
with and can actually save you time.

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Basic operations

Recall:

The four basic mathematics

+ Addition

− Subtraction

X Multiplication

÷ Division

1. Addition

Adding two (or more) numbers means to find their sum (or total). The symbol used for
addition is '+'.

For example, 5 + 10 = 15

This is read as five plus ten is equal to fifteen or simply, five plus ten is fifteen. Example 1

Find the sum of 9 and 8

Solution:

9 + 8 = 17

Addition of Large Numbers

To add large numbers, list them in columns and then add only those digits that have the same
place value.

2. Subtraction

Subtracting one number from another number is to find the difference between them. The
symbol used for subtraction is '–'. This is known as the minus sign.

For example, 17 – 8 = 9

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This is read as seventeen take away eight is equal to nine (or seventeen take away eight is
nine). Also, we can say that 17 minus 8 is 9.

Example 3

Subtract 9 from 16. Solution:

16 – 9 = 7

Subtraction of Large Numbers

To subtract large numbers, list them in columns and then subtract only those digits
that have the same place value.

Note:

• Use the equals addition method or the decomposition method.

• Line up the thousands, hundreds, tens and units place values for the two
numbers when placing the smaller number below the larger number as shown above.

3. Multiplication

Multiplication means times (or repeated addition). The symbol used for multiplication is '×'.

For example, 7 × 2 = 14

This is read as seven times two is equal to fourteen or simply, seven times two is fourteen.

To multiply a large number with another number, we write the numbers vertically and
generally multiply the larger number with the smaller number.

Note:
A product is the result of the multiplication of two (or more) numbers. Example 5

Calculate 765 × 9.

Solution:

Write the smaller number, 9, under the larger number, 765, and then calculate the
multiplication.
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Note:

• 9 × 5 = 45. So, place 5 units in the unit’s column and carry the 4 (i.e. four tens)
to the tens column.
• Calculate 9 × 6 and then add 4 to give 58 (i.e. 58 tens). Then place 8 in the tens
column and carry 5 to the hundreds column.
• Finally, multiply 7 by 9 and add 5 to give 68 (i.e. 68 hundreds). Write this
number down as shown above.

Remember:

• To multiply two large numbers, write the numbers vertically with the larger
number generally being multiplied by the smaller number which is called the
multiplier.
• We use the 'times table' to find the product of the larger number with each digit
in the multiplier, adding the results.
• Remember to add a zero for every place value after the multiplying digit. For
example, if the multiplying digit is in the hundreds column, add two zeros for the tens
column and for the unit’s column.

4. Division

Division 'undoes' multiplication and involves a number called the dividend being 'divided' by
another number called the divisor. The symbol used for division is '÷'.

Clearly, 9 x 8 = 72

72 ÷ 9 =

And 72 ÷ 8 = 9

Example:

Calculate 48 ÷ 8

Solution:

48 ÷ 8 = 6 8 x 6 = 48

Some properties (axioms) of multiplication

You should know the definition of each of the following properties of multiplication and
how each can be used.
• Closure is when all answers fall into the original set. If you multiply two even
numbers, the answer is still an even number (2 × 4 = 8); therefore, the set of even
numbers is closed under multiplication (has closure). If you multiply two

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 odd numbers, the answer is an odd number (3 × 5 = 15); therefore, the set of odd
numbers is closed under multiplication (has closure).

• Commutative means the order does not make any difference.

2x3=3x2

axb=bxa

Note: Commutative does not hold for division.

2÷4≠4÷2

2/4 ≠ 4/2

½≠2

a÷b≠b÷a

• Associative means that the grouping does not make any difference. (2 x
3) x 4 = 2 x (3 x 4)
(a x b) x c = a x (b x c)

The grouping has changed (parentheses moved) but the sides are still equal. Note:

Associative does not hold for division.

(8 ÷ 4) ÷ 2 ≠ 8 ÷ (4 ÷ 2)

2÷2≠8÷2

1≠4

(a ÷ b) ÷ c ≠ a ÷ (b ÷ c)
• The identity element for multiplication is 1. Any number multiplied by 1 gives the
original number.

3x1=1x3=3

ax1=1xa=a

• The multiplicative inverse is the reciprocal of the number. Any nonzero

number multiplied by its reciprocal equals 1.

2 x ½ = 1; therefore, 2 and ½ are multiplicative inverses.

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 a x 1/a = 1; therefore, a and 1/a are multiplicative inverses (provided a 0).

A property of two operations

The distributive property is the process of passing the number value outside of the
parentheses, using multiplication, to the numbers being added or subtracted inside the
parentheses. In order to apply the distributive property, it must be multiplication outside the
parentheses and either addition or subtraction inside the parentheses.

3 (4 x 5 x 6) ≠ 3 (4) x 3 (5) x 3 (60

3 (120) ≠ 12 x 15 x 18

360 ≠ 3240

a (bcd) ≠ a (b) x a (c) x a (d) or

a (bcd) ≠ (ab) (ac) (ad)

Note: You cannot use the distributive property with only one operation.

2 (3+4) = 2 (3) + 2 (4) 5 (12-3) = 5 (12) – 5 (3)

2 (7) = 6+ 8 5 (9) = 60 - 15

14 = 14 45 =

a (b+c) = a (b) = a (c) a (b-c) = a (b) – a (c)

Generalization:

• The four basic mathematical operations are:

+ Addition

− Subtraction

X Multiplication

÷ Division

• Adding two (or more) numbers means to find their sum (or total).

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 • Subtracting one number from another number is to find the difference
between them.
• Multiplication means times (or repeated addition). A product is the result of the
multiplication of two (or more) numbers.
• Division 'undoes' multiplication.

Module Title PERFORMING ESTIMATION AND BASIC CALCULATION

Learning Outcome 3.1-2 Basic Mathematics

Self-Check 3.1-2:

Check your mastery of learning outcome 3.1-2 by completing the question below.

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Test 1:

Direction: Answer the following.

1. Divide the product of 60 and 27 by 17.

2. Add the product of 15 and 27 to the quotient of 1440 ÷ 60.

3. Divide the difference of 6012 and 1849 by 23.

4. 1350 toffees are distributed equally among 9 groups of children. How many
toffees does each group set?

5. How many days are there in 157 weeks?

6. Weight of 1 bag of rice is 95 kg. What is the weight of 103 bags?

7. A man walks at the speed of 8 km per hour. How much time does he take to
cover 96 km?

Test 2:

Direction: Describe the word listed below.

1. Addition
2. Subtraction
3. Multiplication
4. Division
5. Commutative
6. Associative
7. Products
8. Closure
9. Multiplicative inverse
10. Distributive Property

Test 3:

1. Write the missing number:

a. 406 + ? = 104 + 406

b. 1234 = 0 + ?

c. (25 + 28) + 105 = 25 + (28 + ?)

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2. Add the following:

a. 318 + 682 = ?

b. 3142 + 2314 = ?

3. Subtract the following:

a. 845 - 623 = ?

b. 546 - 178 = ?

c. 7083 - 5063 = ?

4. Add 4765 and 3486 and subtract 5362 from the sum.

5. Multiply the following:

a. 73 × 8 = ?

b. 54 × 45 = ?

c. 317 × 6 = ?

d. 308 × 24= ?

e. 1023 × 9 = ?

f. 276 × 35 = ?

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Module Title PERFORMING ESTIMATION AND BASIC CALCULATION

Learning Outcome 3.1-2 Basic Mathematics

Model Answer 3.1-2:

Check your answer with the model answer below. If you fail to get it right, refer back to
corresponding resource until you make it.

Test 1:

1. Product = 1620, Q = 95, R = 5

2. Product = 405, Q = 24, Sum = 429

3. Q = 181

4. 150 toffees

5. 1099 days

6. 9785 kg

7. 12 hours

Test 2:

1. Adding two (or more) numbers means to find their sum (or total). The symbol used
for addition is '+'.

2. Subtracting one number from another number is to find the difference between
them. The symbol used for subtraction is '–'. This is known as the minus sign.

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3. Multiplication means times (or repeated addition). The symbol used for
multiplication is '×'.
4. Division 'undoes' multiplication and involves a number called the dividend being
'divided' by another number called the divisor. The symbol used for division is '÷'.
5. Commutative means the order does not make any difference.
6. Associative means that the grouping does not make any difference.
7. Product is the result of the multiplication of two (or more) numbers.

8. Closure is when all answers fall into the original set.

9. Multiplicative inverse is the reciprocal of the number. Any nonzero number

multiplied by its reciprocal equals 1.
10. Distributive property is the process of passing the number value outside of the
parentheses, using multiplication, to the numbers being added or subtracted inside
the parentheses.

Test 3:

1. a. 104

b. 1234

c. 105

2. a. 1000

b. 5456

3. a. 222

b. 368

c. 2020

4. 8251, 2889
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 5. a. 584

b. 2430

c. 1902

d. 7392

e. 9207

f. 9660

Learning Outcome 3.2.1 PERFORM BASIC WORKPLACE CALCULATION

CONTENTS:

1. Systems of measurement
- Units of measurement
- Conversion of units
- Fractions and decimals
- Percentages and ratios

ASSESSMENT CRITERIA:

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 1. Calculations to be made are identified according to job requirements
2. Correct method of calculation is determined
3. Systems and units of measurement to be followed are ascertained
4. Calculations needed to complete work task are performed using the four
basic mathematical operations
5. Appropriate operations are used to comply with the instruction
6. Result obtained is reviewed and thoroughly checked

CONDITION:
The students/trainees must be provided with the following:

1. Pen/pencil
2. Calculator
3. Paper
4. Reference materials
5. Sample problems/worksheets
6. Conversion table

ASSESSMENT METHODS:

• Oral/written examination
• Practical exercise
• Practical demonstration

Learning Experiences

Learning Outcome 3.2.1: Perform Basic Workplace Calculation

Learning Activities Special Instructions

1. Read Information Sheet 3.2-1 on If you have some problem on the content of the
“System of Measurement” information sheet don’t hesitate to approach your
facilitator.
If you feel that you are knowledgeable on the content
of the information sheet, you can now answer self-
check provided in the module.

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2. Answer Self-Check 3.2-1 on Compare your answers to the answer keys on 3.1- 1
“System of Measurement” You are required to get all
“System of Measurement”
answers correct. If not, read the information sheets
again to answer all the questions correctly.

Congratulations on a Job well done!!! You have now successfully completed

the last competency for this qualification and is now ready for the National
Assessment. Good luck and use what you have learned here well!!!

Learning Outcome 3.2.1 – Perform Basic Workplace Calculation

Information Sheet 3.2-1: Systems of Measurement

I. Learning Outcomes
You are expected to:

1. define the term system of measurement

2. Calculate fraction to decimal

3. solve the problem given

4. develop appreciation, and confidence

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 A. Key Concepts: Systems of Measurement

II. Materials:
Laptop, blackboard, chalk, projector, instructional materials, paper

a. References:
Revised CBLM (2020), Perform Basic Workplace Calculation, Villaconzoilo Farm
School. A Practical Application

Values Statement:

Participation, Cooperation, Enthusiasm

b. Presentation

The metric system was officially adopted as a standardized system of measurement

by the French in the late 18th century, although it was ‘invented’ over a century earlier.
Believe it or not, the length of a ‘meter’ was derived from measurements of the earth’s
circumference, which at the time aroused much curiosity and suspicion! However, it is the
simplicity of the system that led to its rapid adoption throughout much of the industrialized
world.
c. Lesson
All the units in the metric system are in multiples of 10: there are 10mm in 1cm,
100cm in a meter, 1000m in a kilometer, and so on. It means that calculations can be done as
decimals, so multiples of units can be calculated by dividing and multiplying by 10 and its
powers. This is much easier to work out in your head and is easily adaptable in all sorts of
applications, particularly in science and engineering.

System of Measurement
• English system- most commonly used in the US.
Disadvantage: units are not systematically related to each other and require
memorization
• Metric (SI)- used by the scientist around the world. Adopted from the French
Name Le System international d’ Unites

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A lot of the work in problem solving involves understanding what the underlying issues of
the problem really are - not the symptoms. Dealing with a customer complaint may be seen as
a problem that needs to be solved, and it's almost certainly a good idea to do so. The
employee dealing with the complaint should be asking what has caused the customer to
complain in the first place, if the cause of the complaint can be eliminated then the
problem is solved.

The British Imperial System of Measurement

There are 20 or more ‘base units’ in the imperial system, unlike the metric system,
which has fewer than 10. This is a lot to remember. Some of them are no longer in common
usage, such as ‘fathom’, which is a unit of length used for measuring the depth of water.
Others are used in very specific applications, such as ‘furlong’, which is still the recognized
unit of distance in horse racing, and ‘chain’, which is a unit of distance used in the railway
industry.
The following are the most commonly used and officially recognized imperial units in
today’s world:

Length or distance
Lengths and distances are measured in inches, feet, yards and miles:

12 inches (in) = 1 foot (ft)

3 feet = 1 yard

1760 yards = 1 mile

When writing lengths in feet and inches it is common to abbreviate. 6 feet and 2
inches can be written as 6'2". Note that the symbols ' and " (a prime and double prime) are
not the same as ‘(an apostrophe) or “(a quotation mark).
Fluid volume
Fluids are measured in fluid ounces, cups, pints, quarts and gallons. In the
American system:

8 fluid ounces (fl oz) = 1 cup

2 cups = 1 pint

2 pints = 1 quart

4 quarts = 1 gallon

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 In the British imperial system, 20 fluids ounces = 1 pint, and ‘cups’ are not used at
all.
This is only likely to be a problem in recipes. However, it’s usually clear whether you
have an English or American recipe by the use of cups as a standard measure, and you can
therefore amend your other quantities accordingly.
In the imperial system, mass is measured in ounces, pounds and tons:

16 ounces (oz) = 1 pound (lb)

14 pounds = 1 stone (English imperial system only)

2,000 pounds = 1 ton

Note that a ton is not the same as a tonne – see below under Metric Units in Everyday
Use.
The Metric (SI) System
The metric system is much simpler than the imperial system. There are a series of
base units, one for each of distance, mass, and volume, and a series of prefixes to tell you
what multiple of the base unit is being used. These are the most common:

Basic Unit Symbol Measuring

Metre/meter m Distance

Gram g Mass

Second s Time

Litre/liter l Volume

Newton N Weight/Force

Other standard units in the metric system include the Kelvin (K) to measure temperature,
ampere (A) to measure electric current, the candela (cd) to measure light intensity, and the
mole (mol) to measure the amount of a substance in a scientific (molecular) context. Some
of these are only used in scientific applications, so you are unlikely to come across them in
day to day usage.

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The prefixes and what they mean are:

Prefix Symbol Meaning Number

Tera- T One trillion 1012

Giga- G One billion 1,000,000,000

Mega- M One million 1,000,000

Kilo- K One thousand 1,000

Deca- D Ten 10

(none) One 1

Deci- d One tenth 0.1

Centi- c One hundredth 0.01

Milli- m One thousandth 0.001

Micro- µ One millionth 0.000001

Nano- n One trillionth 10-9

Metric Units in Everyday Use

You will most commonly come across kilo-, centi- and milli-, as in millimeters,
centimeters, and kilometers.
There are 1000 meters in a kilometer, just as there are 1000 grams in a
kilogram.
In today’s world, the common usage of both historic and modern measurement
systems can cause some confusion, especially when travelling or doing business, or
when using resources from the internet, such as recipes, that originate in a different
region. It can therefore be helpful to have a basic understanding of the two main
systems of measurement and know roughly how to convert between them.

Converting Between Metric and British Imperial Systems

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 You very seldom need to convert exactly between imperial and metric
systems. If you do, you can just multiply by the desired ‘conversion factor’.
However, it is often useful to be able to convert approximately, for example, to
estimate driving distance or maximum speed limit when travelling in another
country.
There are a series of useful approximations which you can use. For example:
• 1 yard is approximately 1 meter
• 1 mile is about 1.5 kilometers (km), and a km is about two thirds of a
mile.
• 1 liter is about 1 American quart
• 1 (UK) pint is about 500ml (half a liter)
• 1 kilogram (kg) is about 2 pounds (lb)

Unit of Measurement

A unit is any measurement that there is 1 of. So 1

meter is a unit.

And 1 second is also a unit

And 1 m/s (one meter per second) is also a unit, because there is one of it. And so

on…

Without the "1"

It is also common to drop the "1" in front and just talk about the type of measurement as a
unit.

Example: a commonly used unit of time is the second

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We don't say a stopwatch measures "1 seconds", we say it measures "seconds".

So "Unit" is a general term that means the type of measurement. And people understand that
we mean just "1" of it.

So a conversation might go like this

Alex: "It measures 100"
Sam: "In what Unit?" Alex:
"Centimeters"

Units of the SI System

There are seven base units in the SI system:

• the kilogram (kg), for mass

• the second (s), for time
• the kelvin (K), for temperature
• the ampere (A), for electric current
• the mole (mol), for the amount of a substance
• the candela (cd), for luminous intensity
• the meter (m), for distance

Fractions and decimals

A fraction explains how many parts of a whole. It is expressed by a top number (the
numerator) and a bottom number (the denominator). A decimal is a fraction where the
denominator is a power of ten (such as 10, 100, 1000, etc.) and can be written with a
decimal point.

Decimals, Fractions and Percentages

Decimals, Fractions and Percentages are just different ways of showing the same value:

A Half can be written...

As a fraction: 1
/2
As a decimal: 0.5
As a percentage: 50%

A Quarter can be written...

As a fraction: 1
/4
As a decimal: 0.25
As a percentage: 25%

Example Values:
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Here is a table of commonly used values shown in Percent, Decimal and Fraction form:

Percent Decimal Fraction

1% 0.01 1
/100
5% 0.05 1
/20
10% 0.1 1
/10
12½% 0.125 1
/8
20% 0.2 1
/5
25% 0.25 1
/4
331/3% 0.333... 1
/3
50% 0.5 1
/2
75% 0.75 3
/4
80% 0.8 4
/
9 5
90% 0.9 /10
99% 0.99 99
/100
100% 1
125% 1.25 5
/4
150% 1.5 3
/2
200% 2

Conversions

FROM PERCENT TO DECIMAL

To convert from percent to decimal: divide by 100, and remove the "%" sign.

The easiest way to divide by 100 is to move the decimal point 2 places to the left:

From To
Percent Decimal
75 % 0.75 move the decimal point 2 places to the left, and
remove the "%" sign.

FROM DECIMAL TO PERCENT

To convert from decimal to percent: multiply by 100, and add a "%" sign.

The easiest way to multiply by 100 is to move the decimal point 2 places to the right:

From To
Decimal Percent
0.125 12.5% move the decimal point 2 places to the right, and add
the "%" sign.

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FROM FRACTION TO DECIMAL

The easiest way to convert a fraction to a decimal is to divide the top number by the bottom
number (divide the numerator by the denominator in mathematical language)

Example: Convert 2/5 to a decimal

Divide 2 by 5: 2 ÷ 5 = 0.4 Answer:

2
/5 = 0.4

FROM FRACTION TO DECIMAL

The easiest way to convert a fraction to a decimal is to divide the top number by the bottom
number (divide the numerator by the denominator in mathematical language)

Example: Convert 2/5 to a decimal

Divide 2 by 5: 2 ÷ 5 = 0.4 Answer:

2
/5 = 0.4

FROM DECIMAL TO FRACTION

To convert a decimal to a fraction needs a little more work. Example: To

convert 0.75 to a fraction

Steps Example
First, write down the decimal "over" the number 1 0.75
1

Multiply top and bottom by 10 for every number 0.75 × 100

after the decimal point (10 for 1 number, 100 for 2 1 × 100
numbers, etc.)
(This makes a correctly formed fraction) 75
100
Then Simplify the fraction 3
4

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FROM FRACTION TO PERCENTAGE

The easiest way to convert a fraction to a percentage is to divide the top number by the
bottom number. then multiply the result by 100, and add the "%" sign.

Example: Convert 3/8 to a percentage First

divide 3 by 8: 3 ÷ 8 = 0.375,
Then multiply by 100: 0.375 x 100 = 37.5
Add the "%" sign: 37.5%

Answer: 3/8 = 37.5%

FROM PERCENTAGE TO FRACTION

To convert a percentage to a fraction, first convert to a decimal (divide by 100), then use the
steps for converting decimal to fractions (like above).

Example: To convert 80% to a fraction

Steps Example
Convert 80% to a decimal (=80/100): 0.8

Write down the decimal "over" the number 1 0.8

1

Multiply top and bottom by 10 for every number 0.8 × 10

after the decimal point (10 for 1 number, 100 for 2 1 × 10
numbers, etc.)
(This makes a correctly formed fraction) 8
10
Then Simplify the fraction 4
5

Percentage into ratio

We will follow the following steps for converting a percentage into a ratio:

Step I: Obtain the percentage.

Step II: Convert the given percentage into fraction by dividing it by 100 and removing
percentage symbol (%).
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Step III: Reduce the fraction obtained in step II in the simplest form.

Step IV: Write the fraction obtained in step III as a ratio.

1. Express each of the following percentage as ratios in the simplest form: 46 %

= 46/100 = 23/50 = 23 : 50

2. Express each of the following fraction percentage into ratio in lowest term: 3/4 %

= 3/4 × 1/100 = 3/400 = 3 : 400

3. Express each of the following decimal percentage as ratios in the simplest form:

16.5 % = 165/10 % = 165/10 × 1/100 = 165/1000 = 33/200 = 33 : 200

Generalization:

Metric systems of units have evolved since the adoption of the first well- defined
system in France in 1795. During this evolution the use of these systems has spread
throughout the world, first to non-English-speaking countries, and then to English speaking
countries.
Multiples and submultiples of metric units are related by powers of ten and their
names are formed with prefixes. This relationship is compatible with the decimal system of
numbers and it contributes greatly to the convenience of metric units.
In the early metric system there were two base units, the meter for length and the
gram for mass. The other units of length and mass, and all units of area, volume, and derived
units such as density were derived from these two base units.
Mesures usuelles (French for customary measurements) were a system of
measurement introduced as a compromise between the metric system and traditional
measurements. It was used in France from 1812 to 1839.

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Module Title PERFORMING ESTIMATION AND BASIC CALCULATION

Learning Outcome 3.2-1 Systems of Measurement

Self-Check 3.2-1:

Check your mastery of learning outcome 3.2-1 by completing the question below.

Test 1:

Direction: Solve the following.

1. Convert a percent to a ratio expressed as A: B by entering percentage below.

2. Write 0.27 in percent.
3. Write 89% as a decimal.
4. In a box of eight donuts two have pink sprinkles. Try to express how many
percent of the donuts in the box that have pink sprinkles using proportions.
5. Use cross product to determine if the two ratios form a proportion.

Test 2:

Direction: Answer the following.

1. Express each of the following percentage as ratios in the simplest form:

a. 20 % = 20/100 = 1/5 =

b. 125 % = 125/100 = 5/4 =

c. 34% = 34/100 = 17/50=

d. 1 % = 1/100 =

2. Express each of the following fraction percentage into ratio in lowest term:

a. 62/3 % = 20/3 % = 20/3 × 1/100 = 20/300 =

b. 3/5 % = 3/5 × 1/100 = 3/500 =

c. 62/5 % = 32/5 % = 32/5 × 1/100 = 32/500 = 8/125 =

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 d. 53/8 % = 43/8 % = 43/8 × 1/100 = 43/800 =

3. Express each of the following decimal percentage as ratios in the simplest form:

a. 0.4 % = 4/10 % = 4/10 × 1/100 = 4/1000 = 1/250 =

b. 2.5 % = 25/10 % = 25/10 × 1/100 = 25/1000 = 1/40 =

c. 10.10 % = 1010/100 % = 1010/100 × 1/100 = 1010/10000 = 101/1000 =

d. 1.2 % = 12/10 % = 12/10 × 1/100 = 3/250 =

Test 3:

Direction: Choose the correct answer.

1. Which of these decimal fractions is not the same as 0· 123 123

123 ...?
a. [123]

b. 123 [123]

c. [123]

d. [ 23123]

e. 0.12[312]

2. Convert the following fractions to decimals: 1/7, 2/7, 3/7, 4/7, 5/7, 6/7.
What do all the 6-digit cycles of these 7th fractions have in common ?

3. Is this true of the eights? Try all the fractions from 1/8 to 7/8.

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Module Title PERFORMING ESTIMATION AND BASIC CALCULATION

Learning Outcome 3.2-1 Systems of Measurement

Model Answer 1:

Check your answer with the model answer below. If you fail to get it right, refer back to
corresponding resource until you make it.

Test 1:
1. Convert a percent to a ratio expressed as A: B by entering percentage below.

Solution:
3:4

Steps to Solve:
Step One: Convert the percentage to a decimal 75%=0.75
Step Two: Convert from decimal form to fraction 0.75=34
2. Write 0.27 in percent.

Solution:

0.27 0.27 / 1 x 100 = 27 / 100 or 27 %

3. Write 89% as a decimal.
x / 100 = 89 / 100 – 0.89
4. In a box of eight donuts two have pink sprinkles. Try to express how many percent of the
donuts in the box that have pink sprinkles using proportions.
2 / 8 = x / 100
2 / 8 x 8 = x / 100 x 100

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 2 x 100 = 8x / 100 x 100
200 / 8 = 8 x / 8
x = 25 %
5. Use cross product to determine if the two ratios form a proportion. 2 /
16, 5 / 40
2 / 16 = 5 / 40
2 / 16 x 16 x 40 = 5 / 40 x 16 x 40
2 / 16 x 16 x 40 = 5 / 40 x 16 x 40
2 x 40 = 5 x 16
80 = 80
Test 2:

1. Express each of the following percentage as ratios in the simplest form:

a. 1 : 5

b. 5 : 4

c. 17 : 50

d. 1 : 100

2. Express each of the following fraction percentage into ratio in lowest term:

a. 1 : 15

b. 3 : 500

c. 8 : 125

d. 43 : 800

3. Express each of the following decimal percentage as ratios in the simplest form:

a. 1 : 250

b. 1 : 40

c. 101 : 1000
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 d. 3 : 250

Test 3:

1. d
2. They all have the same six digits in their repeating part, starting at different points
in the cycle:
1/7 = 0.[142857]
2/7 = 0.[285714]
3/7 = 0.[428157]
4/7 = 0.[571428]
5/7 = 0.[714285]
6/7 = 0.[857142]
3. No

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