Technical Drafting Module 8 PDF

\+   *This page is intentionally blank* Table of Contents {#table-of-contents.TOCHeading} ================= [What This Module is About i](#_Toc44652773) [What I Need to Know i](#what-i-need-to-know) [Icons of this Module ii](#icons-of-this-module) [...

\+   *This page is intentionally blank* Table of Contents {#table-of-contents.TOCHeading} ================= [What This Module is About i](#_Toc44652773) [What I Need to Know i](#what-i-need-to-know) [Icons of this Module ii](#icons-of-this-module) [What I Know iii](#page9) [**Perform Calculation and Mensuration 1**](#_Toc44652777) [What I Need to Know 1](#what-i-need-to-know-1) [What's In 1](#whats-in) [What's New: Activity 1: indicating a correct measurement 1](#whats-new) [What Is It 2](#what-is-it) [What's More: Activity 2: English system measurement 5](#whats-more) [What I Have Learned: Activity 3: Metric system measurement 6](#what-i-have-learned) [What I Can Do: Activity 4: Conversion 6](#what-i-can-do) (#activity-4-conversion) [What I Need to Know 7](file:///C:%5CUsers%5CUser%5CDesktop%5CNew%20folder%20(2)%5CTechnical%20Drafting%5CTechnicalDrafting_Lesson5_module9_Final.docx#_Toc44652791) [What's In 7](file:///C:%5CUsers%5CUser%5CDesktop%5CNew%20folder%20(2)%5CTechnical%20Drafting%5CTechnicalDrafting_Lesson5_module9_Final.docx#_Toc44652792) [What's New: Activity 1: recall- four fundament math operations 7](file:///C:%5CUsers%5CUser%5CDesktop%5CNew%20folder%20(2)%5CTechnical%20Drafting%5CTechnicalDrafting_Lesson5_module9_Final.docx#_Toc44652793) [What's is It 8](file:///C:%5CUsers%5CUser%5CDesktop%5CNew%20folder%20(2)%5CTechnical%20Drafting%5CTechnicalDrafting_Lesson5_module9_Final.docx#_Toc44652795) [What's More: Activity 2: word search puzzle 10](file:///C:%5CUsers%5CUser%5CDesktop%5CNew%20folder%20(2)%5CTechnical%20Drafting%5CTechnicalDrafting_Lesson5_module9_Final.docx#_Toc44652796) [What I Have Learned: Activity 3: solving using four fundamentals operation 11](file:///C:%5CUsers%5CUser%5CDesktop%5CNew%20folder%20(2)%5CTechnical%20Drafting%5CTechnicalDrafting_Lesson5_module9_Final.docx#_Toc44652798) [What I Can Do: Activity 4: checking of answers accuracy 11](file:///C:%5CUsers%5CUser%5CDesktop%5CNew%20folder%20(2)%5CTechnical%20Drafting%5CTechnicalDrafting_Lesson5_module9_Final.docx#_Toc44652800) [**Summary** 12](#summary) [Post test) 13](#post-test) [**Key to Answers** 14](file:///C:%5CUsers%5CUser%5CDesktop%5CNew%20folder%20(2)%5CTechnical%20Drafting%5CTechnicalDrafting_Lesson5_module9_Final.docx#_Toc44652804) [**References** 15](file:///C:%5CUsers%5CUser%5CDesktop%5CNew%20folder%20(2)%5CTechnical%20Drafting%5CTechnicalDrafting_Lesson5_module9_Final.docx#_Toc44652805) How to Use this Module..........................................................................................i **Assessment** ( *This page is intentionally blank* []{#_Toc44652773.anchor}**What This Module is About** In the absence of face-to-face classes, due to the pandemic (COVID 2019) the department of education are opting to design a leaning package module to be printed and to be given to all student so that the learning of our children will still continue in the midst of the world crisis that we are facing. In technical drafting, one of the important skill that you should learn is performing mensuration and calculation. **Understanding measurements is essential for all parts of manufacturing and production technology Measurements must be uniform to have common understanding and application in the production and use of manufactured objects.**  What I Need to Know ------------------- **In this particular lesson, students will be able to learn the following competencies** - **LO 2. Carry out measurements and calculations** **How to Learn from this Module** To achieve the objectives cited above, you are to do the following: - - - Icons of this Module ==================== -- -- -- -- -- --  []{#page9.anchor} What I Know (Pre-Test) ====================== **TEST I** **Conversion English to Metric measurement and vice versa** **Direction**: Select the correct answer from the choices given below 1. Which is the equivalent of 25cm? 4\. 13 inches is equivalent to \_\_\_\_\_\_\_\_\_\_ meters? a\. 2 b. 3 c. 1 d. 0.33 5\. 10milimeter is equivalent to \_\_\_\_\_\_\_\_\_\_ inch? a\. 1 b. 2 c. 0.39 d. 0.5 6\. What is the term used as the result of multiplication? A. sum B. difference C. quotient D. product 7\. What is the sum of 2020 + 1987? A. 4,007 B. 4087 C. 4020 D. 4200 8\. Product is to multiplication; difference is to \_\_\_\_\_\_\_\_\_\_? A. subtraction B. multiplication C. division D. addition 9\. Subtrahend is to subtraction; divisor is to \_\_\_\_\_\_\_\_\_\_ ? A. subtraction B. multiplication C. division D. addition 10\. Find the product of 45**x** 64? A. 2099 B. 1987 C. 2020 D. 2880 +-------------+-------------+-------------+-------------+-------------+ | | **Lesson** | | | | +=============+=============+=============+=============+=============+ | | | Perform Cal | | | | | | culation an | | | | | | d Mensurati | | | | | | on | | | | | | =========== | | | | | | =========== | | | | | | =========== | | | | | | == | | | +-------------+-------------+-------------+-------------+-------------+ | | **5** | | | | +-------------+-------------+-------------+-------------+-------------+ | | | | | | +-------------+-------------+-------------+-------------+-------------+ What I Need to Know ------------------- At the end of this Lesson, Students will be able to: - Perform calculation needed to complete task by applying trade mathematics/mensuration What's In --------- In the previous lesson, you were able to identify the different measuring tools/instrument and know it's uses, you were also able to draw a lines, angles and circles using the different tools.  What's New ---------- ### Activity 1: indicating a correct measurement **Direction**: Write the correct measurements as indicated by extension lines below. Use a separate sheet of paper. What Is It ================================= **TRADE MATHEMATICS / MEASUREMENT** Measuring accurately is a skill that should be developed. Inaccurate measurement would mean waste of time, effort and materials. The development of the skill in measuring starts with the ability to read measurement. An orthographic or pictorial view of an object cannot be used as a working guide in the construction of an object without complete and accurate dimensions indicated in the drawing. **Two systems of measurement** There are two systems of measurement: The English system which originated in England and the Metric system or Systems International (S.I) which originated in France. The basic unit in the Systems International measurement is called the meter. The meter is divided into 100 centimeters. Each centimeter is divided into 10 millimeters. They are abbreviated as follows: 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. 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 Systems International measurement, the meter is divided into 10 millimeters. as shown below:  **Metric System of Measurement** (linear equivalent) **English System of Measurement** (linear equivalent) **Metric Conversion Table** **English Conversion Table** 1 inch (in.) =.0254 mm. = 2.54 cm. =.0254 (m.) 1 foot (ft.) = 304.8 mm. = 30.48 cm =.3048 (m.) 1 yard (yd.) = 914.4 mm = 91.4 cm =.9144 (m.) **Conversion Formulas** Length in inches x 0.0254 = length in meters Length in inches x 2.54 = length in centimeters Length in feet ÷ 3.28 = length in meters Length in meters x 39.37 = length in inches Length in inches ÷ 39.37 = length in meters Length in feet x 0.305 = length in meters Length in feet x 30.5 = length in centimeters What's More =========== ### Activity 2: English system measurement **Directions**: Write the correct measurements as indicated by extension lines below. Use a separate sheet of paper.  What I Have Learned =================== ### ### Activity 3: Metric system measurement **Directions**: Write the correct measurements as indicated by extension lines below. Use a separate sheet of paper. What I Can Do ------------- ### Activity 4: Conversion **Direction: c**onvert the following measurement from metric to English system or vice versa. 1\. 60 cm = \_\_\_\_\_\_\_\_\_\_ in. 2\. 3 ½ in. = \_\_\_\_\_\_\_\_\_\_ cm. 3\. 75 cm. = \_\_\_\_\_\_\_\_\_\_ m. 4\. 10 in. = \_\_\_\_\_\_\_\_\_\_ cm. 5\. 30 cm = \_\_\_\_\_\_\_\_\_\_ ft.  ***At the end of this module, you as a learner is expected to:*** - **LO 2.2**Employ different techniques in checking for accuracy of the computation From your previous lesson, you were able to learn on how to convert metric system to English system or vice versa. You've learned different conversion table that you can refer to whenever you need to perform such calculation. For this lesson, you, as student will be able to learn a technique on how to check the accuracy of your answer using the four fundamental operations of mathematics  ### ### Activity 1: recall- four fundament math operations **Direction:** Supply what is being ask in the box. *First line in the box is done for you* Math sign of operation Math name of operation Name of the answer of math operation ------------------------ ------------------------ -------------------------------------- \+ Addition Sum Subtraction X Quotient Employ techniques in checking for the accuracy of the computation using four fundamental mathematics operations. 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 mathematics. These operations are commonly called [**arithmetic operations**](https://www.mathemania.com/lesson/arithmetic-properties/). Arithmetic is the oldest and most elementary branch of mathematics. In this and other related lessons we will briefly explain basic math operations. Keep in mind that, even though the operations and the examples shown here are pretty simple, they provide the basis for even the most complex operations used in mathematics. **Addition** -- the act of adding two or more numbers **(+)** Sign of addition **Addends-** refer to two or more things/numbers being added **Sum** -- the result of addition or he total Example: Where, 6 and 3 is the addend **Subtraction** - It the inverse of addition. It is taking away something from another **(-)** sign of subtraction **Minuend**- is the first number where the second number is subtracted from. **Subtrahend** -- is the number being subtracted **Difference** -- is the result of subtraction Example: 9 -- 3 = 6 Where, 9 is the minuend 3 is the subtrahend 6 is the differences Now, take note that subtraction is the inverse of addition, as well as addition is the inverse of subtraction. Hence by checking if your answer is correct, you will just simply reverse the process. Just like from the example above, in addition 6 and 3 is being added to get the result which is the number 9. To check if we got the correct answer we will just simply subtract the number 3 from number 9 to get the result which is the number 6. **MULTIPLICATION** - the process of combining matrices, vectors, or other quantities under specific rules to obtain their product. **(x)** sign of multiplication **Factors --**are numbers you can multiply together to get another number **Product -** is the result/answer of multiplication Example: 3 X 6 = 18 Where, 3 and 6 are the factors 18 is the product **DIVISION** - The operation of determining how many times one quantity is contained in another - The inverse of multiplication **(÷)** sign of division Dividend -- the number that is divided by another number in a division operation Divisor -- is the number used to divide Quotient -- is the result of division Remainder -- is the part that is left over Example: 10 ÷ 3 = 3 r1 Where, 10 is the dividend 3 is the divisor 3 is the quotient 1 is the remainder Take note: Division is the inverse on multiplication. Thus, to check if you get the correct answer you will just simply reverse the process. In above example from multiplication, we have 3 multiplied by 6 to get the product of 18. Now to check if our answer is correct, we will just simply divide 6 from 18 or (18 ÷ 6) to get the result/quotient 3.  ### ### Activity 2: word search puzzle **Direction:** highlight the four fundamental operation and their corresponding answers of mathematics that you will found in the puzzle. *The first one is done for you*  ### Activity 3: solving using four fundamentals operation Solve the following equation using the indicated operation ### ### Activity 4: checking of answers accuracy **Direction:** after you have answer the four equation above, you check if your answer is correct use the inverse operation to check your answer. Show your solution... *Get another extra sheet of paper for your answer.* Summary ======= **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. Millimeters mm Centimeters cm Decimeters dm Meters m **Conversion Formulas** Length in inches x 0.0254 = length in meters Length in inches x 2.54 = length in centimeters Length in feet ÷ 3.28 = length in meters Length in meters x 39.37 = length in inches Length in inches ÷ 39.37 = length in meters Length in feet x 0.305 = length in meters Length in feet x 30.5 = length in centimeters **ADDITION**-- the act of adding two or more numbers **(+)** Sign of addition **Addends** - refer to two or more things/numbers being added **Sum** -- the result of addition or the total **SUBTRACTION**- It the inverse of addition. It is taking away something from another **(-)** sign of subtraction **Minuend** - is the first number where the second number is subtracted from. **Subtrahend** -- is the number being subtracted **Difference** -- is the result of subtraction **MULTIPLICATION** - the process of combining matrices, vectors, or other quantities under specific rules to obtain their product. **(x)** sign of multiplication **Factors** -- are numbers you can multiply together to get another number **Product** - is the result/answer of multiplication **DIVISION** -The operation of determining how many times one quantity is contained in another (The inverse of multiplication) **(÷)** sign of division **Dividend** -- the number that is divided by another number in a division operation **Divisor** -- is the number used to divide **Quotient** -- is the result of division **Remainder** -- is the part that is left over  Post test ========= **Test I** **Conversion of** metric to English system or vice versa. 1. Which is the equivalent of 60cm? 4\. 10 inches is equivalent to \_\_\_\_\_\_\_\_\_\_ centimeter? A. 30 B. 24.5 C. 25.4 D. 30.5 5\. 30 cm is equivalent to\_\_\_\_\_\_\_\_\_feet? A. 1 B. 2 C. 0.39 D. 0.5 6\. What is the result of division? A. sum B. difference C. quotient D. product 7\. what is the product of 25 x 25 A. 255 B. 225 C. 252 D. 625 8\. Product is to multiplication; difference is to \_\_\_\_\_\_\_\_\_\_? A. subtraction B. multiplication C. division D. addition 9\. Subtrahend is to subtraction; divisor is to \_\_\_\_\_\_\_\_\_\_ ? A. subtraction B. multiplication C. division D. addition 10\. Find the quotient of 2,880**‬÷** 64? A. 54 B. 46 C. 45 D. 65