Grade 10: GOP - Textbook Funds

Grade 10
GOP – Textbook Funds
Teacher’s Guide
GOVERNMENT PROPERTY
NOT FOR SALE
ALLOTTED TO
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Division _________________________________________________
First Year of Use: _________________________________________
Source of Fund (Year included):__________________________
Department of Education
Republic of the Philippines
Technology & Livelihood Education– Grade 10
Teacher’s Guide
First Edition, 2013
ISBN: ___________
Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition the
payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, Ph.D.
Assistant Secretary: Lorna Dig-Dino, Ph.D.
Development Team of the Teacher’s Guide

Consultants: Alfredo L. Alcala Jr., Lorenzo A. Ladia, and Famy L. Pepito
Authors:
ROBERTO S. DAQUIL FERNANDO N. MAGALANG
HT VI, Manila High School HT III, Claro M. Recto High School
DepEd – Manila DepEd – Manila
Editor: Lando T. Guzman
Reviewers: Arnel C. Anonical, Joel G. Castillo, Arnold M. Mendoza, Marvin A.
Mendoza, Lino A. Olit, Atanacio D. Pagkaliwangan, Benjie R. San
Juan, and Rainbee F. Priol
Illustrators:
Subject Specialists: Albert Erni, James Julius M. Liquigan, Owen S. Milambiling
Management Team: Lolita M. Andrada, Jocelyn DR. Andaya, Bella O. Mariñas

and Jose D. Tuguinayo Jr.
Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-
IMCS)
Office Address: 2nd Floor Dorm G, Philsports Complex, Meralco Avenue,
Pasig City, Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com
K to12 BASIC EDUCATION CURRICULUM
Industrial Arts
AUTOMOTIVE SERVICING NC II
GRADE 10
Personal Entrepreneurial Competencies (PECS)

Teachers Guide
4 Hours
Grade Level Standard:
This is a specialization course which leads to Automotive Servicing

National Certificate Level II (NC II). It covers two (2) core competencies that a
Grade 10 Technology and Livelihood Education (TLE) student ought to
possess, namely: 1) communicate effectively using the English language; and
2) deliver quality customer service.
The preliminaries of this specialization course include the following:

1) discussion on the relevance of the course; 2) explanation of key concepts
relative to the course; and 3) exploration on career opportunities.
Content Standard
The learner demonstrates understanding of one’s Personal

Entrepreneurial Competencies in Automotive Servicing.
Performance Standard
The learner independently creates a plan of action that strengthens and

or further develops his/her PECs in Automotive Servicing.
Learning Competencies
Develop and strengthen PECs needed in Automotive Servicing.
I. Introduction
This teacher’s guide will lead you to effectively and efficiently teach
PECs. Moreover, this will guide you in determining relevant and appropriate
teaching techniques and strategies that will tailor fit to the learning needs and
demands of the learners to make them best understand, appreciate and be
inspired in realizing the importance of entrepreneurship and the
entrepreneurial competencies related to Automotive Servicing.
This module will also provide learners an opportunity to know that

individuals possess different PECs. These PECs include characteristics,
attributes, lifestyles, skills, or traits that make a person different from others.
Likewise, when one aligns these competencies with the competencies of
successful practitioners or entrepreneurs, he or she may become ready to face
the experiences of starting a business or being employed.
Moreover, the module is designed to stimulate the learners mind to

think about entrepreneurship and its role in the business community and in
economic and social development.
II. Objectives
With your assistance and the guidance of this module, learners

are expected to understand the underlying principles and concepts of PECs
more particularly in:
- identifying areas for improvement, development and growth;
- aligning learners’ PECs according to their business or career choice;
and
- creating a plan of action that ensures success in their business or
career choice.
III. Presentation of Content
Introduction
 Guide learners in appreciating and understanding PECs in order to be
successful in business or in the world of work by sharing / telling them
inspiring real-life stories of successful businessman and or well-known
workers in the field of Automotive Servicing in the town/municipality.
 Explain to learners the importance of assessing their PECs.
 Guide learners in understanding the importance of entrepreneurs and
entrepreneurship.
Pre-Assessment
 Utilize the sample pre-assessment test available in the learners
materials or craft a comprehensive teacher-made test to assess learner’s
prior knowledge and skills in PECs.
 Evaluate the result of the pre-assessment and prepare a plan of action
to strategically address the learning needs and requirements of the
learners.
Guide Questions
 Have learners actively perform Task 2, and let them share their answers
and relevant experiences to the class.
 Process learners’ understanding on the guide questions presented on
Task 2.
Learning Goals and Target
 Help learners in utilizing available technology / resources in planning
their own learning goals and targets as reflected on page 4.
Group Activity
 Group the learners then let them perform Task 3 and let them share
their thought to the class.
 Process learners’ understanding and guide them in arriving to a relevant
and acceptable generalization.
IV. Know, Process, Reflect and Understand, and Transfer

Know
 Discuss / present the importance of assessing personal entrepreneurial
competencies (PECs) and skills vis-à-vis a practicing entrepreneur or
employee; provide a solid example of an entrepreneur or employee
existing in your town/municipality.
 Expand learner’s curiosity by asking essential questions on the
important characteristics / traits / attributes and skills of a good
entrepreneur.
 Assist / Guide learners in understanding the entrepreneurial
competencies (characteristics, traits, attributes) and skills of a good
entrepreneur.
 Have an appropriate, relevant and timely learning activity for the
learners to appreciate the best entrepreneurial competencies.
 Assess learner’s knowledge, skills and understanding on the topic.
Utilize the result of the pre-assessment to improve their learning.
Process
 Let learners accomplish Task 4 (PECs Checklist) on page 8-9. Let them
have their own interpretation or personal insights based from the
accomplished task.
 Facilitate student-to-student interactions and process learners
understanding.
Reflect and Understand
 Deepen learners’ understanding on PECs by guiding them to accomplish
task 5 (Interview) on page 9-12.
 Facilitate appropriate learning activities to finish the task.
 Encourage learners to report their accomplishments to the class.
 Process learners’ understanding.
Transfer
 Assist learners in individually accomplishing task 6 (Preparation of a
Plan of Action) on page 12. Let them intelligently craft their own plan of
action. Have learners present this on class and process their
understanding.
 Guide learners in answering the essential questions presented on Task
7 on page 13.
 Have learners share their answers to the class and then process their
understanding.
 Provide learners more concrete examples and enrichment activities to
further deepen their understanding about PECs and its importance in
day-to-day living as future entrepreneurs or workers.
 Provide learners applicable activities whereby they can transfer to the
community what they have learned.
 Let learners utilize available resources in the community to accomplish
the task.
V – Feedback
Pre / Post Assessment
1. E 6. B
2. K 7. C
3. H 8. I
4. A 9. D
5. J 10. F
VI – References
1. Module 5, Project EASE, Effective and Affordable Secondary Education
2. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A
3. http://www.thetimes100.co.uk/theory/theory--opportunities-
constraints-business-environment--165.php#ixzz1PVjUuaWu
4. http://www.thetimes100.co.uk/theory/theory--constraints--
421.php#ixzz1PVki8a36
5. http://www.thetimes100.co.uk/theory/theory--constraints-on-
production--303.php#ixzz1PVkyDy8k
6. http://www.thetimes100.co.uk/theory/theory--production-and-
resource-requirements--354.php#ixzz1PVlGG7zv
7. http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-
marketing--245.php#ixzz1PVlc88gR
Environment and Market (EM)
4 Hours
Grade Level Standard:
This is a specialization course which leads to Automotive Servicing

National Certificate Level II (NC II). It covers two (2) core competencies that a
Grade 10 Technology and Livelihood Education (TLE) student ought to possess,
namely: 1) communicate effectively using the English language and 2) deliver
quality customer service.
The preliminaries of this specialization course include the following:

1) discussion on the relevance of the course; 2) explanation of key concepts
relative to the course and; 3) exploration on career opportunities.
Content Standard
The learner demonstrates understanding of environment and market in

i Automotive Servicing NC II in one’s town/municipality.
Performance Standard
The learner independently creates a business vicinity map reflective of

potential market in Automotive Servicing NC II in a town/municipality.
Learning Competencies
 Develop a quality and marketable products or services in Automotive

Servicing NC II
 Select a business idea based on the criteria and techniques set
 Develop a brand for the product
Introduction
People who aspire to start a business need to explore the economic,

cultural and social conditions prevailing in an area. Needs and wants of the
people in a certain area that are not met may be considered as business
opportunities. Identifying the needs of the community, its resources, available
raw materials, skills, and appropriate technology can help a new entrepreneur
in seizing a business opportunity.
To be successful in any kind of business venture, potential

entrepreneurs should always look closely at the environment and market.
They should always be watchful on the existing opportunities and constraints.
The opportunities in the business environment are those factors that provide
possibilities for a business to expand and make more profits. Constraints, on
the other hand, are those factors that limit the business to grow, hence reduce
the chance of generating profit. One of the best ways to evaluate the
opportunities and constraints is to conduct Strengths, Weakness,
Opportunities and Threats (SWOT) Analysis.
Objectives
With your assistance and the guidance of this module, learners are
expected to understand the underlying principles and concepts of EM more
particularly in:
- identifying what is of “value” to the customer;
- identifying the customer to sell to;
- explaining what makes a product unique and competitive;
- applying creativity and innovative techniques to develop marketable
product; and
- employing a unique selling proposition (USP) to the product and or
service.
Presentation of Content
Introduction
 Utilizing appropriate activities, lead learners in giving value to
environment and market and its implication to be successful in a
business relating to Automotive Servicing NC II
 Guide learners in understanding the importance of environment and
market; likewise lead them in appreciating the value of SWOT Analysis.
 Provide relevant, appropriate and meaningful examples of SWOT Analysis
pertaining to Automotive Servicing NC II.
 Help learners in presenting the importance of assessing their immediate
environment and market pertaining to Automotive Servicing NC II.
 Using your processing and questioning skills, guide learners in coming
up with a generalization about environment and market and its relation
to be successful in the field of. Automotive Servicing NC II
Pre-Assessment
 Utilize the sample pre-assessment test available in the learner’s
materials or craft a comprehensive teacher made-test to assess learner’s
prior knowledge and skills in EM.
 Evaluate the result of the pre-assessment and prepare a plan of action to
strategically address the learning needs and requirements of the
learners.
Guide Questions
 Ask learners to actively perform Task 2 and guide them in presenting
their answers to the class.
 Process learner’s responses and guide them to have an appropriate
generalization.
Learning Goals and Target
 Help learners in planning their own learning goals and target as reflected
on page 18.
 Provide enrichment activities and guide them in analyzing available
resources and technology in the community in accomplishing their
learning goals and targets.
V. Know, Process, Reflect and Understand, and Transfer

Product development
Know
 Discuss product development, concept of developing a product,
finding value, innovation, unique selling proposition and its
relationship to environment and market and business at large.
 Let learners actively participate in the discussion on the
aforementioned topics. Assist or guide learners in presenting their
ideas and relevant experiences.
 Design varied levels of learning activities for the learners to better
understand the aforementioned topics.
 Guide learners in reflecting on the importance of product
development, concept of developing a product, finding value,
innovation, and unique selling proposition.
 Design an assessment to evaluate learner’s understanding on the
previous topics.
 Utilize the result of the assessment in designing / developing learning
activities that would enrich learner’s understanding.
Process
 Guide learners in accomplishing Task 3 on page 24. Let them
passionately conduct a research by doing an interview to a successful
entrepreneur or practitioner within the town/municipality.
 Have learners present their research to the class and process their
understanding in relation to the objectives of this module.

 Inspire learners to deepen their understanding on environment and
market by carefully watching the videos related to the prescribed
topics on task 4 on page 25.
 After letting the learners watch the videos, let them prepare a
comprehensive narrative report on the topics they have watched.
 Encourage learners to present their accomplishments to the class.
 Process learner’s understanding in relation to the objectives of this
module.
Transfer
 Guide learners in developing their concept for their own product or
service as reflected on Task 5 on page 25 to 26.
 Assist learners in analyzing and utilizing available resources in
developing their concept of their own product or service.
 Evaluate learner’s output by referring to teachers-made rubrics which
are aligned to the performance standards.
 Let learners eloquently share and present their output to the class.
 Lead learners in reflecting on the importance of product
conceptualization.
Generating Ideas for Business
Know
 Let learners read and understand topics relating to generating ideas
for business, key concept of selecting a business idea, and branding.
 Let learners undergo varied levels of learning activities to better
appreciate the importance of generating ideas for business, key
concept of selecting a business idea, and branding.
 Process learner’s understanding relative the objectives of this module.
Process
 Lead learners in reflecting on their SWOT Analysis and its importance
in generating business ideas by engaging them to learning
opportunities for interaction with others outside the classroom and
with the use of technology.
 Instruct learners to enrich their knowledge on SWOT Analysis by
conducting researches.
 Provide an appropriate type of assessment to evaluate learner’s
understanding on SWOT Analysis. Utilize the result of the assessment
to craft more appropriate and productive learning activities.
 Assist learners in performing Task 6 (SWOT Analysis).
 Evaluate / Assess learner’s output and check it against the objectives
of this module.

 Let learners work on an independent learning activity or cooperative
learning (ICL) in accomplishing Task 7 (Extra Readings and Video
Viewing) on page 32.
 Assist learners in presenting their output. Assess the evidence of
learning and provide useful input to improve their output.
Transfer
 Have learners prepare task 9 (Making My Own Logo). Assist learners
in accomplishing this task by adhering on with their real life
experience.
 Assess learners output using a teacher-made rubrics following the
standards and objectives of this module.
V – Feedback
Pre / Post Assessment
1. D 6. D
2. C 7. B
3. A 8. C
4. B 9. D
5. A 10. D
VI – References
1. Module 5, Project EASE, Effective and Affordable Secondary Education
2. http://www.entrepreneur.com/article/77408#ixzz2twpYG49Ahttp://ww
w.thetimes100.co.uk/theory/theory--opportunities-constraints-business-
environment--165.php#ixzz1PVjUuaWu
3. http://www.thetimes100.co.uk/theory/theory--constraints--
421.php#ixzz1PVki8a36
4. http://www.thetimes100.co.uk/theory/theory--constraints-on-
production--303.php#ixzz1PVkyDy8k
5. http://www.thetimes100.co.uk/theory/theory--production-and-
resource-requirements--354.php#ixzz1PVlGG7zv
6. http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-
marketing--245.php#ixzz1PVlc88gR
Process and Delivery (P & D)
The learner demonstrates understanding The learner independently performs

of the principles in Testing and Repairing Testing ands Repairing Wiring/Lighting
Wiring/Lighting System. System.
LESSON: TESTING AND REPAIRING WIRING /LIGHTING SYSTEM
QUARTER I 40 Hrs.
Table of Suggested
Contents Pages Instructions No. Hours
Introduction 45 This module shall give learners an overview of 1 hr.
the competencies in testing and repairing
LO1 - Explain wiring/lighting system. It includes information,
the principles suggested learning activities, instructions, and
of auto- procedures of the four learning outcomes in
electricity which learners are expected to:
LO1: EXPLAIN THE PRINCIPLE OF AUTO-

ELECTRICITY
LO2: EXPLAIN AUTOMOTIVE LIGHTING
SYSTEM AND ITS FUNCTION
LO3: INSTALL WIRING/LIGHTING SYSTEM
Each learning outcome contains learning

activities with information and activity sheets.
Pre/Diagnostic Assessment and Self-Check.
Pre/Diagnostic 46 A. Instruct learners to prepare a separate sheet 1 hr.
for the Pre/ Diagnostic Assessment or let the
learners bring their own modules together
with their Activity Notebooks.
B. Explain to learners about the need for a

Pre/Diagnostic Assessment. Guide them in
taking a Pre/Diagnostic assessment in the
operation, construction, types, and safe
handling of the testing and repairing
wiring/lighting system in assessing their
prior knowledge. Results of the assessments
shall provide feedback to clarify
misconceptions in guiding them for further
learning.
C. Answer Key:
1. C 6. C
2. C 7. D
3. C 8. A
4. B 9. A
5. B 10. C
Information 48 A. Ask learners to prepare their modules in 1 hr.
Sheet1.1 lesson about principles of automotive
electricity.
Principles of B. Guide learners in the discussion of the lesson
Auto-Electricity about:
 Description of electricity
 Particles of an atom
 Types of electric current
 Ohm’s Law
 Law of magnetism
 Kinds of magnet
 Schematic diagram of an electrical circuit
 Parts of a complete circuit
Activity Sheet 52 A. Ask learners to prepare the tools, materials 2 hrs.
1.1 and equipment needed in Activity 1.1 in
connecting parts of a circuit
Connecting B. Guide them in performing Activity 1.1 about:
Parts of a  Connecting parts of a circuit
Circuit C. Suggested Activities:
For fast learners, allow them to coach the
slow learners or by peer group. For slow
learners, give them an easy task to perform,
like identifying the parts, telling the function
of each parts, naming the tools used and
performing how to use the tools, and citing
the troubles and remedy.
Self-Check 1.1 54 A. Instruct learners to prepare their Activity 1 hr.
Notebooks and modules. Answer Self-Check
Connecting 1.1 about connecting parts of a circuit.
Parts of a B. Have learners read and assess their
Circuit performance by answering the Self -
Rating Competency in connecting parts of a
circuit. For criteria needing assistance
provide related activity.
Information 55 A. Instruct learners to prepare their modules 1 hr.

Sheet 1.2 on Information Sheet 1.2 about electrical
terms and symbols, sizes of wires, polarity,
Automotive conductor, and insulator.
Electrical Terms B. Ask learners to read and have a group
and Symbols, discussion about the lesson in electrical
Sizes of Wires, terms and symbols, sizes of wires, polarity,
Polarity, conductor, and insulator.
Conductor, and  Different size of wires according to job
Insulator requirement
 Sizes of wires with corresponding amperes
 Polarity, conductor, and insulator
Self-Check 1.2 61 A. Ask learners to prepare their Activity 1 hr.
Notebooks and modules on Self-Check 1.2
Automotive about electrical terms and symbols, sizes of
Electrical Terms wires, polarity, conductor, and insulator.
and Symbols, B. Let learners take their assessment on Self-
Sizes of Wires, Check 1.2.
Polarity, C. Answer Key:
Conductor, and 1. B 6. I
Insulator 2. A 7. J
3. D 8. G
4. C 9. F
5. E 10. H
Pre/Diagnostic 63 A. Have learners make a separate sheet for 1 hr.
LO2 - Explain Pre/Diagnostic Assessment or have them
automotive bring their own modules together with their
lighting system Activity Notebooks.
and its B. Guide learners in taking a Pre-Diagnostic
function Assessment identifying learners prior
knowledge. Results of the assessment shall
provide feedback to clarify misconceptions to
guide them for further learning.
C. Pre-Diagnostic
Answer Key:
1. D 6. A
2. C 7. B
3. B 8. B
4. D 9. B
5. B 10. D
Information 65 A. Instruct learners to prepare their modules in 1 hr.
Sheet 2 Information Sheet 2 about automotive
lighting system and components.
Automotive B. Ask learners to read and have a group
Lighting System discussion about:
and  Automotive lighting system and its
Components Components
2.1 and equipment needed in identifying the
parts and terminals of lighting system.
Identify, Cite B. Assist learners in performing the Activity 2 in
the Function or identifying the parts, uses and terminals of
Uses and lighting system.
Terminals of C. Suggested Activities:
Each Parts of For fast learners, allow them to coach the
Lighting slow learners or by peer group. For slow
System. learners, give them an easy task to perform,
Notebooks and modules on Self-Check 2
Identify, Cite about identifying the parts, uses and
the Function or terminals of lighting system.
Uses and B. Let learners read and do Self-Check 2.2 on
Terminals of Self-Rating Competency Checklist. For areas
Each Parts of needing assistance provide related activity.
Lighting
System.
Pre/Diagnostic 78 A. Let learners bring their own modules together 1 hr.
LO3- Install with their Activity Notebooks.
wiring/lighting B. Guide learners in taking a Pre/Diagnostic
system Assessment in identifying learners prior
knowledge in testing and interpreting
schematic diagram of lighting system.
Results of the assessments shall provide
feedback to clarify misconceptions in guiding
them for further learning.
C. Ask learners to answer the Self-Rating
Competency in testing and interpreting
schematic diagram of lighting system.
Information 79 A. Instruct learners to prepare their modules on 1 hr.
Sheet 3.1 Information Sheet 3.1 about automotive
lighting system and its components.
Interpreting B. Ask learners to read and have a group
lighting and discussion about automotive lighting system
warning circuit and components.
diagram  Head light circuit
 Tail, park, and plate light circuit
 Turn signal and hazard light circuit
 Stop light circuit
 Back-up light circuit
 Horn circuit
3.1 and equipment needed in Activity Sheet 3.1
about connecting back-up light circuit.
Connecting B. Discuss and guide them in performing
Back-up Light Activity 3.1 about:
Circuit  Connecting back-up light circuit
C. Suggested Activities:
learners, give them an easy task to perform, like
identifying the parts, telling the function of each
parts, naming the tools used and performing
how to use the tools, and citing the troubles and
remedy.
Self-Check 3.1 87 A. Inform learners to prepare their Activity 1 hr.
Connecting about connecting back-up light circuit.
Back-up Light B. Guide learners in taking their Self-Rating
Circuit Performance on Self-Check 3.1. For areas
needing assistance provide related activity.
3.2-Connecting and equipment needed in connecting turn
Turn Signal signal light and hazard light circuit.
Light and B. Discuss and perform Activity 3.2
Hazard Light about:
Circuit  Connecting turn signal light and hazard
light circuit.
learners, give them an easy task to perform, like
identifying the parts, telling the function of each
parts, naming the tools used and performing
how to use the tools, and citing the troubles and
remedy.
Notebooks and module on Self-Check 3.2
Connecting about connecting turn signal light and
Turn Signal hazard light circuit.
Light and B. Let learners answer Self-Check 3.2.For areas
Hazard Light needing assistance provide related activity.
Circuit.
Activity Sheet 91 A. Ask learners to prepare the tools, materials, 5 hrs.
3.3-Connecting and equipment needed in connecting horn
Horn Circuit circuit.
B. Discuss and do the activity 3.3 in connecting
horn circuit.
Connecting about connecting horn circuit..
Horn Circuit. B. Guide learners in taking Assessment of
Performance on Self-Check 3.3. Have
learners prepare their score. For areas
Summative 94 A. Prepare the learners for a Summative 3 hrs.

Assessment Assessment. Ask them to prepare their
Activity Notebooks and modules about
testing and repairing wiring/lighting system.
B. Administer a Summative Assessment
 Written Assessment
 Activity Assessment
 Performance Assessment
C. Answer Key:
1. a 6. c
2. c 7. a
3. c 8. d
4. b 9. d
5. d 10. c
 Activity Assessment
1. Refer to Information Sheet.
2. Refer to figure and table given.
 Performance Assessment
 Refer to Performance Rubrics.

 Have learners assess their
performance.
For learners who failed to meet the
minimum requirements, provide the
appropriate intervention/s.
Content Standard Performance Standard

The learner demonstrates understanding The learner independently performs
of the principles in testing and repairing testing and repairing wiring/lighting
wiring/ lighting system system
LESSON: TESTING AND REPAIRING WIRING/LIGHTING SYSTEM
QUARTER II 40 Hrs.
Table of Suggested
Contents Pages Instructions No. of Hours
the competencies in the testing and repairing
LO3: Install wiring/lighting system. It also includes learning
wiring/ outcomes containing information and suggested
lighting learning activities. Upon completion of this
system module, learners are expected to:
LO3: CONTINUATION OF INSTALL WIRING
LIGHTING SYSTEM
LO4: TEST ELECTRICAL SYSTEM AND
DETERMINE PREFERRED ACTION
LO5: CARRY OUT NECESSARY REPAIR IN
THE ELECTRICAL SYTEM
activities with Information and Activity Sheets.
Pre/ Diagnostic Assessment and Self-Check of
their basic knowledge of testing and repairing
wiring/lighting system.
Information 100 A. Instruct learners to prepare their modules in 1 hr.
Sheet 3.2 Information Sheet 3.2 about checking
continuity and condition of a combination
Checking switch.
Continuity and B. Let learners read and discuss the
Condition of a Information Sheet 3.2 about:
Combination  Checking continuity and condition of a
Switch combination switch.
Activity Sheet 104 A. Instruct learners to prepare the tools, 3 hrs.
3.4 supplies and materials, and equipment
needed in Activity 3.4 about tracing wires of
Tracing Wires of tail light, high beam, and low beam of
Tail Light, High combination switch using multi-tester.
Beam, and Low B. Guide learners to perform the activity 3.4 in
Beam of tracing wires of tail light, high beam, and
Combination low beam of combination switch using
Switch Using multi-tester.
Multi-tester C. Suggested Activities:
like identifying the parts, telling the function of
each parts, naming the tools used and
performing how to use the tools, and citing the
troubles and remedy.
Notebook and module on Self-Check 3.4
Tracing Wires of about tracing wires of tail light, high beam,
Tail Light, High and low beam of combination switch using
Beam, and Low multi-tester.
Beam of B. Have learners assess themselves by
Combination answering the Self-Rating Checklist. For
Switch Using areas needing assistance provide related
Multi-tester activity.
Activity Sheet 107 A. Instruct learners in preparing tools, supplies, 8 hrs.
3.5 materials, and equipment needed in Activity
3.5 about connecting the wire of circuit
Connecting the diagram of a combination switch in head,
Wire of Circuit park, tail, and plate lights.
Diagram of B. Let learners perform the activity in
Combination connecting the wire of circuit diagram of a
Switch in combination switch in head, park, tail, and
Headlight, Park, plate lights.
Tail, and Plate C. Suggested Activities:
Light For fast learners, allow them to coach the
Connecting the about connecting the wire of circuit diagram
Wire of Circuit of combination switch in headlight, park, tail,
Diagram of and plate light.
Combination B. Have learners prepare for a Self-Check 3.5.
Switch in by answering the Self-Rating Checklist. For
Headlight, Park, areas needing assistance provide related
Tail, and Plate activity.
Light
Sheet 3.3 information Sheet 3.3 about installing
Install Wires wires leading to different lights and other
Leading to relevant devices causing improper
Different Lights grounding.
and Other B. Guide learners in group discussion on the
Relevant lesson in:
Devices Causing  Proper grounding of wires
Improper
Grounding
3.6 supplies, materials and equipment needed in
Crimping and crimping and soldering lead terminals of
Soldering Lead wires.
Terminals of B. Engage learners in performing the Activity
Wires 3.6 about crimping and soldering lead
terminals of wires.
Crimping and about crimping and soldering lead terminals
Soldering Lead of wires.
Terminals of B. Guide learners in taking Assessment of
Wires Performance on Self-Check 3.6. For areas
Pre/Diagnostic 115 A. Let learners bring their own modules 1 hr.
LO4 together with their Activity Notebooks. Let
them bring their own module together with
LO4: Test their Activity Notebooks.
electrical B. Discuss to learners the need for a
system and Pre/Diagnostic. Guide them in taking a
determine Pre/Diagnostic Assessment about testing
preferred electrical system and determining
action preferred action. Results of the
assessments shall provide feedback to
clarify misconceptions to guide them for
further learning.
Sheet 4.1 Information Sheet 4.1 about repair, replace
of headlight and techniques in determining
Repair, Replace the faults/defects of electrical system.
of Headlight and B. Guide learners in group discussion on the
Techniques in lesson in:
Determining the  Determine the faults/defects using
Faults/Defects appropriate tools and techniques.
of Electrical
System
4.1 supplies, materials, and equipment needed
in headlight repair and replacement.
Headlight B. Engage learners in performing the Activity 4
Repair and about headlight repair and replacement.
Replacement C. Suggested Activities:
of each parts, name the tools used and
Head Light about head light repair and replacement.
Repair and B. Guide learners in taking Assessment of
Replacement Performance on Self-Check 4.1.For areas
Pre/Diagnostic 123 A. Let learners bring their own modules 1 hr.
LO5 together with their Activity Notebooks.
Discuss how a Pre/Diagnostic assessment is
LO5: Carry taken.
out necessary B. Guide them in taking a Pre/Diagnostic
repair in the Assessment about carrying out necessary
electrical repair in the electrical system without
causing damage to work place and property
system
of vehicle and to identify their initial level
of knowledge. Results of the assessments
misconceptions to guide them for further
learning.
C. Do the Pre/Diagnostic Self-Rating Checklist.
Sheet 5.1 Information Sheet 5 about troubleshooting
electrical system.
Troubleshooting B. Guide learners in group discussion on the
Electrical lesson in:
System  Steps in troubleshooting
 Open circuit
 Short to voltage
 Short to ground
 Auto lighting trouble diagnosis chart
5.1 supplies, materials, and equipment needed
in Activity 5.1 about checking for open,
Checking for shorted to voltage, and shorted to ground
Open, Shorted circuit by using test lamp or multi-tester.
to Voltage, and B. Engage learners in performing the Activity
Shorted to 5.1about checking for open, shorted to
Ground Circuit voltage, and shorted to ground circuit by
by Using Test using test lamp or multi-tester.
Lamp or Multi- C. Suggested Activities:
tester For fast learners, allow them to coach the
Checking for about checking for open, shorted to voltage,
Open, Shorted and shorted to ground circuit by using test
to Voltage, and lamp or multi-tester.
Shorted to B. Guide learners in taking Assessment of
Ground Circuit Performance on Self-Check 5. Have learners
by Using Test prepare their score. For areas needing
Lamp or Multi- assistance provide related activity.
tester
Summative 132 A. Instruct learners to prepare their Activity 3 hrs.
Assessment Notebooks and modules in testing and
repairing wiring/lighting system.
B. Administer a Summative Assessment.
C. Answer Key:
1. D 6. C
2. B 7. D
3. B 8. B
4. B 9. A
5. B 10.C
11/12/14 BSP 2:01 PM

The learner demonstrates understanding of The learner independently performs the
the principles in performing the underchassis underchassis maintenance
preventive maintenance
LESSON: PERFORM UNDERCHASSIS PREVENTIVE MAINTENANCE
QUARTER III 40 Hours

Suggested No
Table of Contents Pages Instructions
of Hours

the competencies in performing the
Pre/diagnostic Underchassis Preventive Maintenance. Each
assessment
learning outcome contains learning activities
LO1.1 – Check with Pre/Diagnostic Assessment, Information
clutch brake Sheet, Activity Sheet, and Self-Check in which
fluid and lines learners are expected to:
LO 1.2 – Inspect LO1.1: CHECK CLUTCH BRAKE FLUID

/ Bleed brake LINES
and clutch LO1.2: INSPECT / BLEED BRAKE AND
system CLUTCH SYSTEM
LO2 : INSPECT AND CHANGE
TRANSMISSION / DIFFERENTIAL
GEAR OIL
A. Instruct learners to prepare a separate

sheet for the Pre/ Diagnostic Assessment.
Ask learners bring their own modules
together with their Activity Notebooks.
B. Discuss to learners the need for a

taking a Pre/Diagnostic assessment about
the construction and operation of
clutch/brake systems, fluid and fluid
levels and lines. In assessing their prior
knowledge, results of the assessments
misconceptions in guiding them for further
learning.
C. Pre/Diagnostic
Answer Key:
6. D 11. D
7. A. 12. B
8. C 13. B
9. B 14. D
5. C 15. A
6. C 16. C
7. B 17. A
8. B 18. D
9. A 19. A
10. D 20. A
Information 141 A. Ask learners to prepare their modules. 2 Hrs.

Sheet 1.1.1 Read Information Sheet 1.1.1 about the
Construction discussion of the following lessons:
and operation of  Construction of clutch
clutch  Operation of clutch.
B. Guide learners in the discussion of the
lesson about:
 Purpose
 Parts
 Types
 Operation
Self-Check 1.1.1 150 A. Instruct learners to prepare their Activity ! Hr.
Construction Notebooks and modules on Self-Check .
and operation of 1.1.1.
clutch B. Have learners read and answer the Self-
Check 1.1.1. Feedback shall be addressed
at once for further understanding.
Information 152 A. Ask learners to prepare their modules on 1 Hr.
Sheet 1.1.2 Information Sheet 1.1.2 about checking the
Check Clutch clutch brake fluid level.
Brake Fluid Level B. Guide learners in the discussion of the
lesson about:
 Fluid and fluid level
 Effect of low and high fluid level
 Type of brake fluid to use
Activity Sheet 154 A. Lead learners to Activity Sheet 1.1.2. Let 1 Hr.
1.1.2 them prepare the tools, materials and
Check Level and equipment needed in checking and refilling
Refill Clutch with clutch/brake fluid.
Brake Fluid B. Guide them in performing Activity 1.1.2
about:
 Checking clutch / brake fluid level
 Refilling clutch/brake fluid
Self-Check 1.1.2 157 A. Ask learners to prepare their Activity 1 Hr.
Check Clutch Notebooks and modules on Self-Check
Brake Fluid Level 1.1.2 about checking clutch / brake fluid
level.
B. Let learners take Self-Check 1.1.2.
C. Answer Key:
1. D 6. C
2. B 7. A
3. B 8. D
4. D 9. A
5. A 10.A
Information 159 A. Ask learners to prepare their modules in 1 Hr.
Sheet 1.1.3 Information Sheet 1.1.3 about checking
Check clutch clutch/ brake fluid lines/cables for
brake fluid cracks, twists/bends, looseness,
lines/cables for restrictions and leakage
cracks, B. Guide learners in conducting group
twists/bends, discussion about the lesson in:
looseness,  Checking clutch/ brake fluid
restrictions and lines/cables for cracks, twists/bends,
leakage looseness, restrictions and leakage.
Activity Sheet 161 A. Instruct learners to prepare the tools, 1Hr.
1.1.3 supplies, and materials needed in checking
Check clutch clutch/ brake fluid lines/cables for cracks,
brake fluid lines, twists/bends, looseness, restrictions and
cables for cracks, leakage
twists, bends, B. Engage learners in performing the Activity
looseness, 1.1.3 about checking clutch/ brake fluid
restrictions and lines/cables for cracks, twists/bends,
leakage looseness, restrictions and leakage
Self-Check 1.1.3 162 A. Ask learners to prepare their Activity 30 Mins..
Check clutch Notebooks and modules on Self-Check
brake fluid lines, 1.1.3 about checking clutch/ brake fluid
cables for cracks, lines/cables for cracks, twists/bends,
twists, bends, looseness, restrictions and leakage
looseness, B. Guide learners in taking the assessment in
restrictions and Self-Check 1.1.3.
leakage C. Answer Key:
1. A 3. B 5. A
2. D 4. C
Information 163 A. Instruct learners to prepare their module 1 Hr.
Sheet 1.1.4 in Information Sheet 1.1.4 about replacing
Replace defective defective clutch/brake system components
clutch system B. Engage learners in the discussion of the
components lessons about :
 Replacing defective clutch / brake
system components
1.1.4 supplies, materials and equipment needed
Replace defective in replacing defective clutch / brake
clutch/brake system components.
system B. Assist learners in performing the Activity
components 1.1.4 replacing defective clutch / brake
system components
Self-Check 1.1.4 167 A. Instruct learners to prepare their Activity 30 Mins.
Replace defective Notebooks and modules on Self-check .
clutch/brake 1.1.4 about replacing defective clutch /
system brake system components.
components B. Let learners read and do Self-Check 1.1.4
C. Answer Key:
1. Replace parts with the same part
number.
2. Use replacement part when necessary.
3. Use clutch/brake fluid with correct
DOT specifications.
4. Replace with the right fluid lines and
fittings.
5. Use quality clutch disc and brake pads.
D. Guide learners in assessing their
competencies based on the competency
checklist. For areas needing assistance,
provide related activities.
LO 1.2: 169 A. Ask learners to prepare their modules in 2 Hrs.
Inspect/Bleed Information Sheet 1.2.1.
brake and clutch B. Let learners read and discuss the lessons
system about:
Information  Types of automotive brakes
 Friction in vehicle brakes and brake
Sheet 1.2.1 action
Inspect brake  Brake operating mechanism and its
system function
Activity Sheet 186 A. Prepare the materials and equipment 1 Hr.
1.2.1 needed in inspecting the brake system.
Inspect brake B. Discuss and do the Activity 1.2.1 in
system inspecting the brake system.
Self-Check 1.2.1 187 A. Instruct learners to prepare their Activity 1 Hr.
Inspect brake Notebooks and modules on Self-Check
system 1.2.1 about inspecting the brake system.
B. Let learners do Self-Check 2.1.
C. Guide learners in the Assessment of their
Competency level. For areas needing
assistance, provide related activity. Refer
to Performance Rubric
Activity Sheet 188A. A. Prepare the tools, supplies, materials and 2 Hrs.
1.2.2 equipment needed in checking and
Check and adjust adjusting the brake pedal height, free-play,
brake pedal and pedal reserve distance.
height, free-play, B. Perform the Activity 1.2.2 checking and
and pedal reserve adjusting brake pedal height, free-play,
distance and pedal reserve distance
Activity Sheet 191 A. Ask learners to prepare the tools, supplies, 2 Hrs.
1.2.3 and materials needed in bleeding the
Bleed the brake brake system.
system B. Discuss and do the Activity 1.2.3 about
bleeding the brake system.
Activity Sheet 193 A. Ask learners to prepare the tools, supplies, 1 Hr.
1.2.4 and materials needed in refilling the
Refill master master cylinder with brake fluid.
cylinder with B. Discuss and do the Activity 1.2.3 about
brake fluid refilling the master cylinder with brake
fluid.
Self Check 1.2.2 195 A. Instruct learners to prepare the Activity ! Hr..
– 1.2.4 Notebooks and modules on Self-Check:
1.2.2 – Check and 1.2.2 Check and adjust brake pedal
adjust brake height and free-play
pedal height and 1.2.3 Bleed the brake system
free-play 1.2.4 Refill master cylinder with brake
1.2.3 – Bleed the fluid
brake system B. Let learners do Self-Check 1.2.2, 1.2.3, and
1.2.4 – Refill 1.2.4.
master cylinder C. Guide learners in the Assessment of Self-
with brake fluid Rating Competency Checklist. For areas
needing assistance, provide related
activity.
Activity Sheet 196 A. Prepare the tools, supplies, materials and 1 Hr.
1.2.5 equipment needed in checking leaks in
Check leaks in the brake system.
the brake system B. Discuss and perform the activity in
checking leaks in the brake system.
Self-Check 1.2.5 198C. A. Instruct learners to prepare their Activity 1 Hr.
Check leaks in Notebooks and modules on Self-Check
the brake system 1.2.5 about checking leaks in the brake
system.
B. Let learners do Self-Check 1.2.5.
C. Guide learners in filling up the checklist for
checking, recording , and remarks.
Summative 199 A. Prepare the learners for a Summative 4 Hrs.
Assessment Assessment in LO 1.1 – 1.2.
LO 1.1 – 1.2 a. Written Assessment
Answer Key:
1. D 11.D
2. A 12. B
3. C 13. B
4. B 14. D
5. C 15. A
6. C 16. C
7. B 17. A
8. C 18. D
9. A 19. A
10. D 20. A
b. Oral Assessment
c. Performance Assessment
C. For learners who failed to meet the
appropriate intervention and assistance.
Refer to their Levels of Performance.
Pre/Diagnostic 204 A. Instruct learners to prepare a separate 30 Mins.
Assessment sheet for the Pre/ Diagnostic Assessment.
Let them bring their own modules together
LO2 Inspect and with their Activity Notebooks.
Change B. Discuss to learners the need for a
Transmission / Pre/Diagnostic Assessment. Guide them in
Differential Gear assessing their prior knowledge about
Oil inspection and change of transmission /
differential gear oil. Results of the
clarify misconceptions in guiding them for
further learning.
C. Pre/Diagnostic
Answer Key:
1. B 6. D
2. D 7. B
3. D 8. B
4. A 9. C
5. B 10. C
Information 206 A. Instruct learners to prepare their modules 30 Mins.
Sheet 2.1 in Information Sheet 2.1 about checking
Check transmission / differential for leakage.
transmission / B. Engage students in the discussion of the
differential for lessons in checking the transmission /
leakage differential for leakage.
Activity Sheet 208 A. Instruct learners to prepare the tools, 30 Mins.
2.1 supplies, materials and equipment needed
Check in checking the transmission / differential
transmission/diff for leakage.
erential for B. Engage learners in performing the Activity
leakage 2.1.
Self-Check 2.1 209 A. Instruct learners to prepare their Activity 30 Mins.
Check Notebooks and modules on Self-check 2.1.
transmission/diff about checking the transmission /
erential for differential for leakage.
leakage B. Let learners read and do Self-Check 2.1.
Guide learners in the Self-Evaluation
Checklist. Have them assess their
competencies. For areas needing
assistance, provide related activities.
Information 210 A. Ask learners to prepare their modules in 30 Mins.
Sheet 2.2 Information Sheet 2.2 about checking the
Check transmission / differential gear oil level.
transmission/ B. Let learners read and discuss the lessons
differential gear about the following:
oil level  Gear oil and oil viscosity
2.2 equipment needed in checking the oil level
Check level and and refilling transmission / differential
refill gear oil.
transmission/diff B. Discuss and do the Activity 2.2 in
erential gear oil checking the oil level and refilling
transmission / differential gear oil.
Check level and Notebooks and modules on Self-Check 2.2
refill about checking the oil level and refilling
transmission/ transmission and differential gear oil.
differential gear B. Let learners do Self-Check 2.2.
oil C. Guide learners in the Self-evaluation
checklist. Have learners assess their
competencies. For areas needing
assistance, provide related activity. Refer
to their competency result.
Activity Sheet 216D. A. Prepare the tools, supplies, materials and 1 Hr.
2.3 equipment needed in Activity 2.3 about
Change changing transmission / differential gear
transmission / oil.
differential gear B. Discuss and perform changing
oil transmission / differential gear oil.
Change Notebooks and modules on Self-Check 2.3
transmission / about checking the oil level and refilling
differential gear transmission and differential gear oil.
oil B. Let learners do Self-Check 2.3.
C. Guide learners in the Assessment of
C. Performance. For areas needing
assistance, provide related activities. Refer
to Performance Rubrics.
Suggested A. Based on learners level of performance, 2 Hrs.
Differentiated guide them on the following activities:
Activities for
LO2 Learners Content Process
Level of
Performance
Outstanding A. Plan for the A. Proceed to the
next activity next activity
B. Proceed to B. Assist in the
the next collaborative
activity skills
C. Conduct mentoring for
peer learners who
mentoring needs
for learners improvement
who needs
improve-
ment
Very Good A. Plan for the A. Proceed to the
B. Proceed to
the next
activity
Good A. View video A. Proceed to the
clips next activity
Fair A. Do B. Do
supplement- compensatory
ary reading activity
Needs A. Reread A. Retake the
Improvement information process

Assessment LO 2 Assessment in LO 2.
a. Written Assessment
Answer Key:
1. B 11. A
2. D 12. B
3. D 13. A
4. A 14. C
5. B 15. B
6. D 16. A
7. B 17. A
8. B 18. B
9. C 19. B
10. C 20. A
b. Oral Assessment
B. For learners who failed to meet the
appropriate intervention and assistance.
Refer to their Level of Performance.
LESSON: PERFORM UNDERCHASSIS PREVENTIVE MAINTENANCE
QUARTER IV 40 Hours
Table of Contents Pages Instructions Suggested
No. of Hours
Introduction 229 This module shall give learners an overview of 1 Hr.
the competencies in performing underchassis
Pre/Diagnostic preventive maintenance of a vehicle. It includes
Assessment
module containing information and suggested
LO 3 – Inspect / learning activities. It also includes instructions
Replace Power and procedure of the of four learning outcomes
Steering Fluid namely:
LO3: INSPECT/REPLACE POWER

STEERING FLUID
LO4: CHECK / REFILL AUTOMATIC
TRANSMISSION FLUID
LO5: CHECK TIRE AND TIRE PRESSURE

activities with Information and Activity sheets,
Pre/Diagnostic Assessment, and Self-Check of
their basic knowledge as part of the
prerequisites
A. Instruct learners to prepare a separate sheet

for the Pre/ Diagnostic Assessment or let the
with their Activity Notebooks. .
B. Discuss to learners the need for a
taking a Pre/Diagnostic assessment in
inspecting/replacing of power steering fluid.
In assessing their prior knowledge, results of
the assessments shall provide feedback to
further learning.
C. Answer Key
1. B 6. C
2. A 7. D
3. C 8. A
4. A 9. B
5. D 10. A
Information 232 A. Ask learners to prepare their modules in 2 Hrs.
Sheet 3.1 lesson Information Sheet 3.1 about the
Power Steering power steering system.
System B. Let learners read and discuss the lessons
about the following:
 Hydraulic principles used in power
steering
 Rack and pinion type
3.1 equipment needed in checking the power
Check Power steering fluid.
Steering Fluid B. Discuss and do the Activity 3.1 in checking
the power steering fluid.
Check Power Notebooks and modules on Self-Check 3.1
Steering Fluid about checking the power steering fluid.
B. Let learners answer Self-Check 3.1.
C. Answer Key
1. True
2. False
3. True
4. True
5. False
Activity Sheet 242E. A. Prepare the tools, supplies, materials and 2 Hrs.
3.2 equipment needed in Activity Sheet 3.2 in
Inspect Power inspecting power steering fluid for leakage.
Steering Fluid for B. Discuss and perform the Activity 3.2.
Leakage
Activity Sheet 244F. A. Prepare the tools, supplies, materials and 2 Hrs.
Replace Power replacing power steering fluid.
Steering Fluid B. Discuss and perform the Activity 3.3.
Self-Check 245 A. Instruct learners to prepare their Activity 2 Hrs.
3.2 - Inspect Notebooks and modules on:
power steering Self-Check 3.2 - Inspect power steering
leakage leakage
3.3 – Replace Self-Check 3.3 - Replace power steering
power steering fluid
fluid B. Let learners do Self-Check 3.2 – 3.3
C. Guide learners in the Self-Rating
Competency Checklist. For areas needing
assistance, provide related activity. Refer to
result of based on checklist.
Answer Key:
1. B 6. C
2. A 7. D
3. C 8. A
4. A 9. B
5. D 10. A
b. Oral Assessment
B. For learners who failed to meet the minimum
requirements, provide the appropriate
intervention and assistance. Refer to their
Level of Performance.
Pre/Diagnostic 250 A. Instruct learners to bring their own modules 1 Hr.
Assessment together with their Activity Notebooks. Let
them prepare a separate sheet for the Pre/
LO 4 – Check / Diagnostic Assessment.
Refill Automatic B. Discuss to learners the need for a
Transmission Pre/Diagnostic Assessment. Guide them in
Fluid taking a Pre/Diagnostic assessment in
checking/refilling the automatic
transmission fluid. In assessing their prior
knowledge, results of the assessments shall
provide feedback to clarify misconceptions in
guiding them for further learning.
C. Answer Key
1. D 6. C
2. C 7. B
3. B 8. A
4. B 9. D
5. C 10. C
Sheet 4.1 Information Sheet 4.1 about the automatic
Automatic transmission fluid.
transmission B. Let learners read and discuss the lessons
fluid about the following:
 Transmission fluid cooler
 Hydraulic system
 Normal maintenance
Activity Sheet 255 A. Ask learners to prepare the tools, supplies, 3 Hrs.
4.1 and materials needed in refilling the master
Check, drain and cylinder with brake fluid.
refill automatic B. Discuss and do the Activity 4.1 about check,
transmission drain and refill automatic transmission
fluid fluid.
Answer Key:
1. D 6. B
2. C 7. A
3. B 8. A
4. B 9. A
5. C 10. C
b. Oral Assessment
Level of Performance.
Pre/Diagnostic 265 A. Instruct learners to prepare a separate sheet 30 Mins.
Assessment for the Pre/ Diagnostic Assessment. Let the
LO 5 – Check with their Activity Notebooks.
Tire and Tire B. Discuss to learners the need for a
Pressure Pre/Diagnostic Assessment. Guide them in
taking a Pre/Diagnostic assessment about
checking tire and tire pressure. In assessing
their prior knowledge, results of the
further learning.
C. Pre/Diagnostic Asessment
Answer Key:
1. D 6. B
2. B 7. B
3. C 8. B
4. D 9. C
5. D 10. A
Sheet 5.1 Information Sheet 5.1 about checking tire
Check tire and and tire pressure.
inflate tire B. Let learners read and discuss the following
pressure lessons about:
 Purpose of tire.
 Types of tire construction
 Bias and radial tires
 Tire tread and valve
 Tire pressure and monitoring
 Tire size and sidewall markings
 Tire inspection and inspection guidelines
 Tire rotation
Activity Sheet 277G. A. Prepare the tools, supplies, materials and 3 Hrs.
Inspect/Check inspecting/checking wheels and tires..
wheels and tires B. Discuss and perform the Activity 5.1..
Activity Sheet 278H. A. Prepare the tools, supplies, materials and 2 Hrs.
Check and inflate checking tire pressure and inflating tire.
tire pressure B. Discuss and perform the Activity 5.1..
Suggested A. Based on learners Levels of performance, 2 Hrs.
Differentiated guide them on the following activities:
Activities for
LO 5 Learners Content Process
Level of
Performance
Outstanding A. Plan for the A. Proceed to the
B. B. Proceed B. Assist in the
to the next collaborative
activity skills
C. Conduct mentoring for
peer learners who
mentoring needs
for learners improvement
who needs
improvement
Very Good A. Plan for the A. Proceed to the
B. Proceed to
the next
activity
Good A. View video B. Proceed to the
clips next activity
Fair A. Do A. Do compen -
supplementary satory
reading activites
Needs A. Reread B. Retake the
Improvement information process

Answer Key:
1. D 6. B
2. B 7. B
3. C 8. B
4. D 9. C
5. D 10. A
b. Oral Assessment
Levels of Performance.
TECHNICAL 284 A. Instruct learners to look and read the
TERMS technical terms.
Quarters 1 and 2 B. Discuss and familiarize themselves on the
technical terms.
Quarters 3 and 4 286 A. Instruct learners to look and read the
technical terms.
B. Discuss and familiarize themselves on the
technical terms.
REFERENCES 289  Auto. Mechanics 10th Edition by
Crouse/Anglin, Glencoe Division of
Macmillian/Mc Graw-Hill School Publishing
Company, USA 1993
 Auto. Mechanics 7thEdition by

Crouse/Anglin, Glencoe Division of
Macmillian/Mc Graw-Hill School Publishing
Company, USA 1993
 Automotive Electricity, Electronics and

Computer Controls By: Barry Hollembeak,
Delmar Cengage Learning, USA 1998
 Electricity Master. Meralco Foundation

Institute. Pasig City
 Strenghtened Technical - Vocational

Education Program (STVEP) – Competency-
Based Learning Materials (CBLM)
 Petersen Mini-Truck Repair Manual.

Petersen Publishing Co.8490 unset Blvd.
Los Angeles , California U.S.A.,
 Toyota Manual.
 Tan, Marcelo E., Hernando, Emmanuel C.

et.al. Pinoy Entrepreneur.
INDUSTRIAL ARTS AND TECHNOLOGY.
Phil. Copyright. 2007
 http://www.google.com.ph
 http://www.autoshop101.com
 http://www.wikihow.com.
 http://auto.howstuffworks.com
 www.autobatteries.com
 www.electronics–symbols.com
 www.intermotorimport.com
 www.ehow.com
Auto LM Grade 10 relc –Jul 14-18, 2014

Refined Aug. 18-22, 2014, RELC
Reviewed & Finalized Oct. 14-17/27-31,2014
11/12/14 BSP2.05 PM
K to12 BASIC EDUCATION CURRICULUM

TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS – AUTOMOTIVE SERVICING
Grade 10 (Specialization)
Course Description:
This course leads to a specialization in Automotive Servicing, NC Level I. It covers

entrepreneurial concepts and two core competencies that the Grade 10 TLE student should possess: (1)
testing and repairing wiring/lighting system, and (2) performing underchassis preventive maintenance .
CONTENT PERFORMANCE LEARNING

CONTENT CODE
STANDARD STANDARD COMPETENCIES
Introduction The learner 1. Explain basic concepts

1. Basic concepts The learner independently in automotive servicing
in automotive demonstrates demonstrates an 2. Discuss the relevance
servicing an common of the course
2. Relevance of the competencies in 3. Explore career
understanding
course automotive opportunities
of basic
3. Career servicing as automotive servicing
opportunities concepts and prescribed by
underlying TESDA Training
theories in Regulations.
automotive
servicing.
PERSONAL ENTREPRENEURIAL COMPETENCIES (PECs)

CONTENT CODE
1. Assessment of
learner’s The learner The learner LO 1. Develop and TLE_PECs10
Personal demonstrates independently strengthen personal -Ik-8
Competencies an creates a plan of competencies and skills
and Skills (PECs) understanding action that (PECs) needed
vis-à-vis those of
of one’s strengthens/devel automotive servicing
a practicing
Personal ops one’s PECs in
entrepreneur/em 1.1 Identify areas for
ployee in a Competencies automotive
improvement,
town/municipalit and Skills servicing.
development and
y. (PECs) in growth
1.1 Characteristi automotive 1.2 Align one’s PECs
cs servicing. according to his/her
1.2 Attributes business/career choice
1.3 Lifestyle 1.3 Create a plan of action
1.4 Skills that ensures success
1.5 Traits of his/her
2. Analysis of business/career choice
learner’s PECs
compared to a
practitioner’s
PECs
3. Strengthening
and developing
further one’s
PECs
ENVIRONMENT AND MARKET (EM)
1. Product
Development The learner The learner LO 1. Develop a TLE_EM10-
2. Key concepts in demonstrates independently product/ service in Ik-IIk-1
developing a an creates a business automotive servicing
product understanding vicinity map
3. Finding Value 1.1 Identify what is of
of the reflective of the
4. Innovation “Value” to the
concepts of potential
4.1 Unique customer
Selling environment automotive 1.2 Identify the customer
Proposition and market servicing market 1.3 Explain what makes a
(USP) and how they within the product unique and
relate to the locality/town. competitive
field of 1.4 Apply creativity and
automotive innovative techniques
to develop marketable
servicing,
product
particularly in 1.5 Employ a Unique
one’s
CONTENT CODE
town/municip Selling Proposition

ality. (USP) to the
product/service
5. Selecting LO 2. Select a business

Business Idea idea based on the TLE_EM10-
6. Key concepts in criteria and techniques IIIk-2
selecting a set
business idea 2.1 Enumerate various
6.1 Criteria criteria and steps in
6.2 Techniques selecting a business
idea
2.2 Apply the criteria/steps
in selecting a viable
business idea
2.3 Determine a business
idea based on the
criteria/techniques set
7. Branding LO 3. Develop a brand

for the product TLE_EM10-
3.1 Identify the benefits IVk-3
of having a good
brand
3.2 Enumerate
recognizable brands
in the
town/town/municipalit
y
3.3 Enumerate the criteria
for developing a
brand
3.4 Generate a clear
appealing product
brand
TESTING AND REPAIRING WIRING/LIGHTING SYSTEM (56) (WS)
1. Ohm’s law The learner The learner LO1. EXPLAIN THE TLE_IAAS10
2. Schematic demonstrates independently PRINCIPLE OF AUTO WS-Ia-d-1
diagram and an performs servicing ELECTRICITY
circuitry
understandin of the wiring /
3. Signs and 1.1 Explain Ohm’s law
symbols g of the
1.2 Explain the Law of
CONTENT CODE
4. Sizes/color principles in lighting system. magnetism

code/ampere servicing of 1.3 Draw schematic
rating of wires the diagram of an
5. Polarity, electrical circuit
wiring/lightin
conductor and 1.4 Interpret signs and
non-conductors g system. symbols.
6. Laws of 1.5 Identify size of wire
magnetism and according to job
electric charges requirement
1.6 Determine polarity,
conductor and
insulator.
7. Component LO2. EXPLAIN TLE_IAAS10

parts of the AUTOMOTIVE WS-Ie-h-2
lighting system LIGHTING SYSTEM AND
8. Functions of:
ITS FUNCTIONS
8.1 Headlights
8.2 Park and tail
2.1 Identify components
lights
of the lighting system
8.3 Signal/hazar
d lights
2.2 Explain functions of
8.4 Back-up
lights lighting system parts
8.5 Interior
lights 2.3 Observe occupational
8.6 Horns health and safety
9. Occupational practices
health and
safety practices
10. Procedure in LO3. INSTALL TLE_IAAS10

installing lighting WIRING/LIGHTING WS-Ii-IIb-3
system SYSTEM
11. Principles of
auto electricity 3.1 Interpret lighting
and their system circuit
applications diagram.
12. Personal safety 3.2 Install electrical
requirements devices such as
13. Reading and switches, lights and
interpreting fuse boxes
circuits and 3.3 Install wires leading
diagrams to different lights
14. Soldering and and other relevant
crimping devices
15. Installing/repairi 3.4 Solder and crimp
ng components lead terminals of
and wiring
CONTENT CODE
wires
16. Hand tools, LO4. TEST ELECTRICAL TLE_IAAS10

testing SYSTEM AND WS-IIc-f-4
equipment DETERMINE
including multi-
PREFERRED ACTION
meters and test
lamp.
2.1 Test electrical system
17. Reading and
without causing
interpretation
damage to workplace
of circuit and
or vehicle
diagrams
2.2 Perform correct
18. Testing and
procedure for testing
electrical
and interpreting
measurements
schematic diagram in
19. Fault finding
accordance with the
using aural,
manufacturer’s
visual and
specification.
functional
2.3 Determine
assessments
faults/defects using
for damage,
appropriate tools and
correction,
techniques.
wear and
2.4 Execute remedies
electrical
based on the identified
defects
faults/defects.
20. Installing/repair
ing components
and wiring
21. Soldering
22. Crimping
23. Procedure in LO5. CARRY OUT TLE_IAAS10

repairing NECESSARY REPAIR IN WS-IIg-j-5
electrical THE ELECTRICAL
system
SYSTEM
enumerated.
24. Reading and
5.1 Identify procedure in
interpretation
repairing electrical
of circuit and
diagram. system.
25. Hand tools,
testing 5.2 Interpret information
equipment, based on assessment.
multi-testers.
26. Open, close 5.3 Use appropriate tools,
and short technique and
circuits materials in repairing
27. Occupational,
health and
CONTENT CODE
safety practices electrical system.

related to job
5.4 Repair electrical
system without
causing damage to
workplace, property
or vehicle.
PERFORMING UNDERCHASSIS PREVENTIVE MAINTENANCE (40) (PM)
1. Clutch/brake The learner The learner LO1.1 CHECK CLUTCH TLE_IAAS10

fluid levels and demonstrates independently AND BRAKE FLUID AND PM-IIIa-d-
lines. an performs LINES 1.1
2. Clutch/brake line
understand- underchassis
cracks, twists, 1.1.1 Check clutch/brake
bends, ing of the preventive
fluid level and lines
looseness and concept of maintenance.
for leakage.
restrictions. performing 1.1.2 Check clutch/brake
3. Master cylinder underchassis lines for cracks,
fluid low level. preventive twists, bends,
4. Safe handling of maintenance. looseness and
hydraulic fluid. restrictions.
5. Hazards 1.1.3 Refill clutch/brake
associated with master cylinder with
the use of brake brake fluid to the
fluid. specified level.
1.1.4 Replace defective
clutch/brake system
components in
accordance with
manufacturer’s
specification.
LO1.2 INSPECT/BLEED TLE_IAAS10

BRAKE AND CLUTCH PM-IIIa-d-
SYSTEM 1.2
6. Inspect or LO2. INSPECT AND TLE_IAAS10

change CHANGE PM-IIIe-h-2
transmission TRANSMISSION/DIFFE
gear oil
RENTIAL GEAR OIL
7. Inspect or
change
2.1 Check transmission /
differential gear
differential for
oil
8. Check leakage
CONTENT CODE
of gear oil leakage

9. Refill gear oil
10. Observe 2.2 Check transmission
procedure and /differential gear oil
safety level
2.3 Change transmission

/differential gear oil in
accordance with
manufacturer’s
specification
2.4 Refill
transmission/differenti
al gear oil to specified
level
11. Inspecting LO3. TLE_IAAS10

power steering INSPECT/REPLACE PM-IIIi-IVb-
fluid level POWER STEERING 3
12. Replacing power
FLUID
steering fluid
13. Gather technical
3.1 Read technical data
data
pertaining to power
14. Inspect leakage
on linkages steering.
3.2 Check power steering

fluid level.
3.3 Inspect power

steering for leakage.
3.4 Replace power

steering fluid in
accordance with
manufacturer’s
specification.
15. Automatic LO4. CHECK/REFILL TLE_IAAS10

transmission AUTOMATIC PM-IVc-f-4
fluid TRANSMISSION FLUID
specifications
16. Automatic 4.1 Check automatic
transmission
transmission for
fluid level
CONTENT CODE
17. Hazards and leakage

safe handling of
automatic 4.2 Check automatic
transmission transmission fluid
fluid (ATF) following instructions
18. Check leakage
in service manual
for automatic
transmission 4.3 Refill transmission
19. Refill
fluid to specified level
transmission
fluid
20. Determine LO5. CHECK TIRE AND TLE_IAAS10

causes of TIRE PRESSURE PM-IVg-j-5
abnormalities
21. Check tire and 5.1 Inspect tires for stuck
tire pressure solid objects
22. Check tire studs
23. Check wheel 5.2 Inspect tires for wear
nuts and bolts
and deformities
24. Inspect tire for
solid object 5.3 Determine causes of
struck
abnormal tire wear
25. Inspect tire wear
and deformities
5.4 Check tire pressure in
accordance with
manufacturer’s
specifications

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Grade 10: GOP - Textbook Funds

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Grade 10

GOP – Textbook Funds

Published by the Department of Education

Development Team of the Teacher’s Guide

Management Team: Lolita M. Andrada, Jocelyn DR. Andaya, Bella O. Mariñas

Printed in the Philippines by ____________

Personal Entrepreneurial Competencies (PECS)

Grade Level Standard:

This is a specialization course which leads to Automotive Servicing

The preliminaries of this specialization course include the following:

The learner demonstrates understanding of one’s Personal

The learner independently creates a plan of action that strengthens and

Develop and strengthen PECs needed in Automotive Servicing.

This module will also provide learners an opportunity to know that

Moreover, the module is designed to stimulate the learners mind to

With your assistance and the guidance of this module, learners

IV. Know, Process, Reflect and Understand, and Transfer

Pre / Post Assessment

1. Module 5, Project EASE, Effective and Affordable Secondary Education

This is a specialization course which leads to Automotive Servicing

The preliminaries of this specialization course include the following:

The learner demonstrates understanding of environment and market in

The learner independently creates a business vicinity map reflective of

 Develop a quality and marketable products or services in Automotive

People who aspire to start a business need to explore the economic,

To be successful in any kind of business venture, potential

V. Know, Process, Reflect and Understand, and Transfer

Reflect and Understand

Generating Ideas for Business

Reflect and Understand

Pre / Post Assessment

1. Module 5, Project EASE, Effective and Affordable Secondary Education

The learner demonstrates understanding The learner independently performs

LESSON: TESTING AND REPAIRING WIRING /LIGHTING SYSTEM

LO1: EXPLAIN THE PRINCIPLE OF AUTO-

Each learning outcome contains learning

B. Explain to learners about the need for a

Information 55 A. Instruct learners to prepare their modules 1 hr.

Summative 94 A. Prepare the learners for a Summative 3 hrs.

 Refer to Performance Rubrics.

Content Standard Performance Standard

LESSON: TESTING AND REPAIRING WIRING/LIGHTING SYSTEM

11/12/14 BSP 2:01 PM

LESSON: PERFORM UNDERCHASSIS PREVENTIVE MAINTENANCE

QUARTER III 40 Hours

Introduction 137 This module shall give learners an overview of 1 hr.

LO 1.2 – Inspect LO1.1: CHECK CLUTCH BRAKE FLUID

A. Instruct learners to prepare a separate

B. Discuss to learners the need for a

Information 141 A. Ask learners to prepare their modules. 2 Hrs.

Summative 223 A. Prepare the learners for a Summative 4 Hrs.

LO3: INSPECT/REPLACE POWER

Each learning outcome contains learning

A. Instruct learners to prepare a separate sheet

Summative 280 A. Prepare the learners for a Summative 4 Hrs.

 Auto. Mechanics 7thEdition by

 Automotive Electricity, Electronics and

 Electricity Master. Meralco Foundation

 Strenghtened Technical - Vocational

 Petersen Mini-Truck Repair Manual.

 Tan, Marcelo E., Hernando, Emmanuel C.

Auto LM Grade 10 relc –Jul 14-18, 2014

K to12 BASIC EDUCATION CURRICULUM