ABSTRACT

This module covers the

knowledge, skills and attitudes
required to obtain, interpret and
convey information in response to
workplace requirements
 Welcome to the Module Leading Workplace Communication. This module contains training materials and activities
for you to complete.

The unit of competency LEAD WORKPLACE COMMUNICATION is one of

the Basic Competencies which contains the knowledge, skills and attitudes required for all the programs offered by all
TESDA-Institutes.

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 trainer and check your work honestly. If you have questions, please don’t
hesitate to ask him/her for assistance.

Recognition of Prior Learning (RPL)

You may already have some or most of the knowledge and skills covered in this module because you have:
• Been working in the same industry for some time.
• Already completed training in this area.

If you can demonstrate to your trainer that you are competent in a particular skill or skills, talk to him/her about having
them formally recognized so you won’t have to do the same training again. If you have qualifications or Certificates of
Competency from previous trainings, show them to your trainer. If the skills you acquired are still relevant to this module, they
may become part of the evidence you can present for RPL.
A Trainee Record Book (TRB) is given to you to record important dates, jobs undertaken and other workplace
events that will assist you in providing
further details to your trainer/assessor. A Record of Achievement/Progress Chart is also provided to your trainer to
complete/accomplish once you have completed the module. This will show your own progress.
 DIRECTION FOR USE OF THE CBLM

This module was prepared to help you achieve the required competency: LEAD
WORKPLACE COMMUNICATION. This will be the source of information for you to acquire
the knowledge and skills in this particular module with minimum supervision or help from your
trainer. With the aid of this material, you will acquire the competency independently and at your
own pace.
Talk to your trainer and agree on how you will both organize the training of this unit.
Read through the module carefully. It is divided into sections which covers all the skills and
knowledge you need to successfully complete in this module.

Work through all the information sheets and complete the activities in each section. Do
what is asked in the INSTRUCTIONAL 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. Ask for help.
Your trainer will tell you about the important things you need to consider when you are
completing activities and it is important that you listen and take notes.

Talk to more experienced workmates and ask for their guidance.

Use the self-check questions at the end of each section to test your own progress.
When you are ready, ask your trainer to watch you perform the activities outlined in the
module.
As you work through the activities, ask for written feedback on your progress. Your
trainer gives feedback/pre-assessment reports for this reason. When you have successfully
completed each element or learning outcome, ask your trainer to mark on the reports that you are
ready for assessment.
When you have completed this module and feel confident that you have had sufficient
practice, your trainer will schedule you for the institutional assessment. The result of your
assessment/evaluation will be recorded in your COMPETENCY
LEAD WORKPLACE COMMUNICATION
 INFORMATION SHEET 1.1-1

PARTS OF SPEECH

Learning Objectives: After reading this INFORMATION SHEET, you MUST be

able to:
1. Determine the Parts of Speech
2. Identify the eight parts of speech
3. Define each of the eight part of the speech
3. Learn and apply each part of the speech in constructing a sentence.

THE PARTS OF SPEECH

There are thousands of words in any language. But not all words have the same job. For
example, some words express "action". Other words express a "thing". Other words "join" one
word to another word. These are the "building blocks" of the language. Think of them like the
parts of a house. When we want to build a house, we use concrete to make the foundations or
base. We use bricks to make the walls. We use window frames to make the windows, and door
frames to make the doorways. And we use cement to join them all together. Each part of the
house has its own job. And when we want to build a sentence, we use the different types of word.
Each type of word has its own job.

What are the Parts of Speech?

“Parts of speech” are the basic types of words that English has. Most grammar books say
that there are eight parts of speech: nouns, verbs, adjectives, adverbs, pronouns, conjunctions,
prepositions and interjectio ns.

The Noun

A noun is a word used to name a person, animal, place, thing, and abstract idea. Nouns
are usually the first words which small children learn. The highlighted words in the following
sentences are all nouns:
 Late last year our neighbours bought a goat.
Portia White was an opera singer.
The bus inspector looked at all the passengers' passes.
According to Plutarch, the library at Alexandria was destroyed in 48 B.C.
Philosophy is of little comfort to the starving.

The Verb

A verb is a word which describes an action (doing something) or a state (being

something).

In each of the following sentences, the verb or compound verb is

highlighted:

Dracula bites his victims on the neck.

The farmer searches the woods for his cow.
His automobile develops a motor trouble.

The Pronoun

A pronoun can replace a noun or another pronoun. You use pronouns like "he," "which,"
"none," and "you" to make your sentences less cumbersome and less repetitive.

In the following sentences, each of the highlighted words is a subjective personal pronoun
and acts as the subject of the sentence:

I was glad to find the bus pass in the bottom of the green knapsack.
You are surely the strangest child I have ever met.
He stole the selkie's skin and forced her to live with him.
When she was a young woman, she earned her living as a coal miner. After many years,
they returned to their homeland.

The Adjective

An adjective modifies a noun or a pronoun by describing, identifying, or quantifying

words. An adjective usually precedes the noun or the pronoun which it modifies.

In the following examples, the highlighted words are adjectives:

The truck-shaped balloon floated over the treetops.

Mrs. Morrison papered her kitchen walls with hideous wall paper. The small
 boat foundered on the wine dark sea.
The coal mines are dark and dank.
Many stores have already begun to play irritating Christmas music. A battered
music box sat on the mahogany sideboard.
The back room was filled with large, yellow rain boots.

The Adverb

An adverb can modify a verb, an adjective, another adverb, a phrase, or a clause. An

adverb indicates manner, time, place, cause, or degree and answers questions such as "how,"
"when," "where," "how much".

While some adverbs can be identified by their characteristic "ly" suffix, most of them
must be identified by untangling the grammatical relationships within the sentence or clause as a
whole. Unlike an adjective, an adverb can be found in various places within the sentence.

In the following examples, each of the highlighted words is an adverb:

The seamstress quickly made the mourning clothes.

The midwives waited patiently through a long labour.
The boldly spoken words would return to haunt the rebel.
We urged him to dial the number more expeditiously.

The Conjunction

You can use a conjunction to link words, phrases, and clauses, as in the following example:

I ate the pizza and the pasta.

Call the movers when you are ready.

The P reposition

A preposition links nouns, pronouns and phrases to other words in a sentence. The word
or phrase that the preposition introduces is called the object of the preposition.

A preposition usually indicates the temporal, spatial or logical relationship of its object to
the rest of the sentence as in the following examples:
 The book is on the table.
The book is beneath the table.
The book is leaning against the table.
The book is beside the table.
She held the book over the table.
She read the book during class.

In each of the preceding sentences, a preposition locates the noun "book" in space or in time.

The Interjection

An interjection is a word added to a sentence to convey emotion. It is not grammatically

related to any other part of the sentence.

You usually follow an interjection with an exclamation mark. Interjections are uncommon
in formal academic prose, except in direct quotations.

The highlighted words in the following sentences are interjections:

Ouch, that hurt!

Oh no, I forgot that the exam was today.
Hey! Put that down!
I heard one guy say to another guy, "He has a new car, eh?"
I don't know about you but, good lord, I think taxes are too high!
Multiple Choice: Choose the letter of the correct answer from the given choices.

1. It is the basic types of words that English has and consists of eight parts.

a. noun
b. parts of speech
c. conjunction
d. adverb
2. It is a word used in a place of a noun.
a. noun
b. verb
c. pronoun
d. conjunction

3. A part of speech which is added to a sentence to convey emotion.

a. interjection
b. noun
c. conjunction
d. verb

4. A part of speech that links nouns, pronouns and phrases to other words in a sentence.

a. speech
b. interjection
c. preposition
d. verb

5. It usually precedes the noun or the pronoun which it modifies.

a. adjective
b. pronoun
 c. adverb
d. verb

6. It usually indicates the temporal, spatial or logical relationship of its object to the rest of
the sentence.

a. preposition
b. adverb
c. interjection
d. noun
7. “He” and “she” are the common example of what part of speech?
a. noun
b. adjective
c. preposition
d. pronoun
8. It is a word which describes an action or a state of being.
a. adverb
b. verb
c. noun
d. pronoun
9. It links words, phrases, and clauses.
a. adjective
b. preposition
c. interjection
d. conjunction

10. Is a word used to name a person, animal, place, thing, and abstract idea.
a. verb
b. adverb
c. noun
 ANSWER KEY #
1.1-1

d. pronoun
1. b
2. c
3. a
4. c
5. a
6. a
7. d
8. b

9. d
10. c
SENTENCE CONSTRUCTION

Learning Objectives: After reading this information sheet, the student/ trainee should be able to;
1. Differentiate what is a sentence.
2. Determine the parts of a sentence.
3. Identify what are a subject and a predicate.
4. Determine what a sentence fragment is.
5. Identify what a run-on sentence is.
6. Familiarize what the subject-verb agreements are.
7. Write complete, grammatically correct sentences.

THE SENTENCE
A sentence is a group of words containing a verb and its subject and expressing a
completed thought.
A sentence always begins with a capital letter and ends with a mark of punctuation.
In order to express a complete thought, every sentence must have two parts - the subject
and the predicate.

A. The Subject
The subject of a sentence is that part about which something is said. In the following
sentences, the subjects are in heavy type.
1. The eager quarterback shouted the signals.
2. Ricky reminded me of the game tonight.
3. An old brick building hung over the river’s edge
To find the subject of a sentence, ask yourself Who...? or What..? Suppose you want to
find the subject of this sentence: The huge plane rolled slowly out of the hangar onto the
runway. Ask yourself, What rolled? The answer is, The huge plane rolled,. The plane is the
subject of the sentence.

B. The P redicate
 The predicate of a sentence is that part which says something about the subject. In the
following sentences, the predicates are in heavy type.
1. The tulips bloomed early this year.
2. Mr. McKay took a later train than usual.
3. Summer vacation is always too short.

That's it! A sentence is just someone or something being or doing something. Simple, huh?

SENTENCE FRAGMENTS

A fragment is a sentence which is not complete, and therefore not grammatically correct.
Sentence fragments are problematic because they are disjointed and confusing to the reader.
There are three main causes of fragments: (a) a missing subject; (b) a missing verb; (c) "danger"
words which are not finished.

When you read a sentence fragment, you are left wondering whom or what the sentence is
about or what happened in the sentence.

You can change a sentence fragment into a complete sentence by adding the missing
information.

Sentence Fragment Sentence

in the butter My glasses fell in the butter!

early this morning I awoke early this morning.

running across the field I saw you running across the field

RUN-ON SENTENCES

A run-on sentence is one which actually contains two (or more) complete sentences without the
proper punctuation to create separate sentences. There are two common forms of the run-on: (1)
the "comma splice" in which a comma is inserted between two comp lete sentences where a
period should actually be used; (2) a lack of punctuation where a semi-colon or period is needed.
 - The Comma Splice

John is a musician, he plays the guitar for a living. - Incorrect Example

The sentence above is incorrectly joined by a comma, thus "splicing" two complete sentences
together into one run-on sentence. To correct these run-on's, the comma should be replaced by a
period, thus creating two separate sentences, as shown below.

John is a musician. He plays the guitar for a living. - Correct Example

- Lack of Punctuation
Incorrect Examples:
1. There is a problem with the television however no one is available to fix
it.
2. Nobody knows what really happened the policeman said there was a
fight.

In each of the examples above, some type of punctuation is needed to separate the two parts
of the sentence: either a semi-colon or a period.
Correct Examples
1. There is a problem with the television; however, no one is available to
fix it.
There is a problem with the television. However, no one is available to fix it.
2. Nobody knows what really happened; the policeman said there was a fight.
Nobody knows what really happened. The policeman said there was a fight.

SUBJECT-VERB AGREEMENT

In order for a sentence to be grammatically correct, the subject and verb must both be
singular or plural. In other words, the subject and verb must agree with one another in their tense.
If the subject is in plural form, the verb should also be in plural form (and vice versa). To ensure
subject-verb agreement, identify the main subject and verb in the sentence, then check to see if
they are either plural or singular. Consider the examples below.
Singular and Plural Number - when a word refers to one person, place, thing or idea, it
is singular in number. When it refers to more than one, it is plural in number.
Singular Plural
woman women
hand hands
fireman firemen
lesson lessons

• The verb agrees with its subject in number. If the subject is singular, the verb is singular. If the
subject is plural, the verb is plural.
 Singular Plural
she bakes it whistles they bake they
everyone sees he is whistle all see they
are

• The number of a subject is not changed by a prepositional phrase following the subject. The
subject is never in a prepositional phrase. Be certain to make the verb agree with the subject
itself, not with the word in the phrase.
Wrong
The lamp near the windows are broken. [Since lamp is the
subject, the verb must agree with it, not with the windows, which
is part of the prepositional phrase.
Right The lamp near the windows is broken.

• The following common pronouns are singular and take a singular verb: anybody, anyone,
each, either, everybody, neither, nobody, no one, somebody, someone.

Examples:
1. Each of the pens costs a dollar
2. Everyone in the two families likes to play ping-pong.
3. Neither of these paths is the trail.

• The following common pronouns are plural and take plural verbs: both, few, many,
several.

Examples:
1. Both of his trucks are disabled
2. Many of the sailboats are out today.
3. Several of the players rush to the mound.

• When the subject comes after the verb, as in interrogative sentences and sentences
beginnining with here or there, be especially careful to determine the subject and
make sure that it agrees with the verb.

Examples:
1. Was the contest exciting?
2. Were the contests exciting?
3. Here is the book.
4. Here are the books.

• Compound subject joined by and are plural and take a plural verb.
 Examples:
1. Fishing and lumbering are carried on in the Northwest.
2. Corn and beans grow well in one garden.
Exemption: If the items in a compound subject actually refer to only one person or
are thought of as one thing, the subject and the verb are singular.
Ex.
1. The president and manager of the factory is on vacation.
2. Strawberries and cream costs thirty pesos.
• Singular subjects joined by or or nor are singular and take a singular verb.

Examples:
1. Monday or Tuesday is all right for the picnic.
2. Neither snow nor icy wind keeps the travelers indoors.
 Self-Check 1.1-2
Test 1. Multiple Choice: Choose the letter of the correct answer from the given choices.

1. It has two parts - the subject and the predicate.

a. Sentence
b. Run-on Sentence
c. Fragment
2. A part of a sentence which something is said about.
a. Run-on sentence
b. Subject
c. Predicate
3. A part of a sentence which says something about the subject.
a. Run-on sentence
b. Subject
c. Predicate
4. It is a sentence which is not complete, and therefore not grammatically correct.
a. Run-on sentence
b. Subject
c. Fragment
5. A sentence which actually contains two (or more) complete sentences without the proper
punctuation to create separate sentences.
a. Subject
b. Run-on sentence
_______c. Fragment___________________________________________________________
Test 2. Identification: Choose the correct verb that agrees with the subject in each following
sentences:

1. The keys to the car (are, is) on the table

2. Nobody in this houses (have, has) shoveled the sidewalks.
3. Everyone in the two clubs (are, is) ready to help
4. (Was, Were) those visitors from Batangas?
5. Neither the radio nor the television (seems, seem) to work.
Test 1:
1. a
2. b
3. c
4. c
5. b

Test 2:

1. are
2. has
3. is
4. were
5. seems
EFFECTIVE COMMUNICATION

Learning Objectives: After reading this information sheet, the student/ trainee should be able to;
1. Explain the importance of communication.
2. Identify the various elements of communication
3. Determine the modes of communication.
4. Differentiate the various methods/skills of communication.
5. Identify the three main modes of communication.
6. Determine the barriers to communication.
7. Identify the benefits of effective communication and the consequences in failing to
communicate effectively.

COMMUNICATION
Is defined as the art of sending and receiving information. It is a process of conveying
messages, of transmitting meaning between individuals. It is an exchange; for it to be effective,
information must flow back and forth from sender to the receiver. The former must have some
knowledge of the latter’s reaction. This process by which a system regulates itself by feeding to
itself parts of its outputs is called feedback.
Basic Elements of Communication:
The process of communication is composed of three elements:
1. the source (sender, speaker, transmitter, or instructor),
2. the symbols used in composing and transmitting the message (words or signs), and;
3. the receiver (listener, reader, or student).
The three elements are dynamically interrelated since each element is dependent on the
others for effective communication to take place.

back
Effective Communication helps workers to:

• complete a schedule of tasks

• follow a set of instructions
• learn correct procedures and improve work practices
• solve problems
• work as part of a team
• follow the enterprise Occupational Health and Safety and environmental procedures.

There are three main modes of communication:

1. Verbal communication
2. Non-verbal communication
3. Written communication

Verbal Communication

In industries a large proportion of communication is verbal or spoken. This may occur

face-to-face or via telephones or two-way radios. For verbal communication to be effective both
the speaker and the listener need to be actively engaged in the conversation.

The speaker should be clear, concise, and courteous and use a style of language that is
appropriate to the situation and the audience. The information should be accurate to the best of
the speaker’s knowledge. The tone of voice and body language used when speaking are often as
important as the words themselves.

The listener should give the speaker their full attention and be sure that they clearly
understand the message being conveyed. Again, body language is very important. Good listening
skills are necessary when receiving instruction or being taught new procedures.

Questions should be asked by the listener to clarify the meaning and by the speaker to ensure
that the information has been fully understood. There are three types of questions:

1. Closed questions are used to obtain a particular piece of information. They are usually
answered with a yes or no or with a limited response. For example:
• Have you driven a four-wheel drive tractor before?

2. Open questions encourage people to discuss a situation and share information. They often
require longer answers and begin with how, where, when, which, who, why or what. For
example:
What types of tractors have you driven?

3. Reflective questions, also called mirror questions, are used to show the speaker that you
have been actively listening to them. They are also helpful when encouraging a person to
express their opinions clearly. For example:
• So, you’ve driven this type of tractor before?
 • You’ve found this type of tractor to run reliably, haven’t you?

Good speaking, listening and questioning skills are essential when communicating via the
telephone or two-way radios to ensure that the correct information has been received.

There are a number of barriers that reduce the effectiveness of verbal communication. These
include:

• inappropriate choice of language style

• inappropriate body language
• disruptions
• noise in the proximity and/or a poor signal
• relevance of the topic to the listener
• Assumptions made by both the speaker and listener.

Non-verbal communication

A significant aspect of face-to-face communication is non-verbal body language. This

includes body posture, arm and hand positions, facial expressions, and eye-contact and hand
gestures. Sometimes a conflicting message may be given because the words spoken do not match
a speaker’s body language.

Good observation skills are needed to ‘read’ what is really being communicated. Being
aware of cues and signals is a crucial skill in understanding people’s attitudes.

Personal presentation, dress and hygiene also contribute to the impression a person makes
when they are communicating.

Other forms of non-verbal communication regularly found in the workplace include:

• Signals, for example hand signals used when operating machinery; traffic lights.
• Signs, for example safety signs; workplace warnings; men’s, ladies and disabled toilets;
first aid posts.
• Diagrams, for example property maps; diagrams in machinery manuals.
• Symbols, for example poison schedules; map legends; machinery gears
and levers.

Basic Communication Skills

The four basic methods of communication in everyday life are: listening, speaking,
reading and writing.
• Effective Listening and Speaking
In today’s changing world, listening and speaking play significant roles because the first
contact between ourselves and others is established through this two-way process.
Listening and hearing are not the same. Hearing is simply the travel of sound through the
ears to the brain without effort for the listeners; listening involves a reaction of the brain to the
sounds waves. Another way of expressing this difference is to say that listening has a purpose.
Different purposes in listening imply different kinds of listening.
Among the linguistic skills, speaking developed alongside listening. Learning to speak
well is an asset. Since most of us talk much more than we write, we are judged more than by our
speech than by our writing.
• Reading
A third communication skill after listening and speaking is reading. People read for many
different reasons and in many different ways. One reason for reading is to find specific
information, which is called scanning. Another, is for meaning and absorption of information or
which is called active reading.
• Writing
Writing tends to be more formal than speaking. Writing can be group into three kinds
according to style: formal, informal-public, and casual.
- Formal style is used for writing letters to the government officials, speeches,
articles for newsletter and magazines, school assignments, long reports and formal
compositions.
- Informal-public style is used in public communication, not private
communication; we use it when we want to sound informal, not formal.
- Casual style is used in writing to friends, to classmates, and in jotting down notes
to family members.

BARRIERS TO EFFECTIVE COMMUNICATION

Recognizing the various barriers to communication further enhances the
flow of ideas between an instructor and the student. The instructor must
develop communication skills in order to convey desired information to the
students and must recognize that communication is a two-way process. In the
end, the true test of whether successful communication has taken place is to
determine if the ^ ' ~’i1ts have been achieved.
COMMUNICATION
BARRIERS
• Lack of Common Experience \
• Confusion Between the Symbol 1
and the Symbolized Object m
, • Overuse of Abstractions f
N. ■ Interference

• Lack of common experience. Many people seem to believe that words transport meanings
from speaker to listener in the same way that a truck carries bricks from one location to
another. A communicator's words cannot communicate the desired meaning to another person
unless the listener or reader has had some experience with the objects or concepts to which
these words refer.
• Confusion between the Symbol and the Symbolized Object. Languages abound with words
that mean different things to different people. Confusion between the symbol and the
symbolized object results when a word is confused with what it is meant to represent.
Although it is obvious that words and the connotations they carry can be different, people
sometimes fail to make the distinction. Words and symbols do not always represent the same
thing to every person.
• Overuse of Abstractions. Abstractions are words that are general rather than specific.
Concrete words or terms refer to objects that people can relate directly to their experiences.
They specify an idea that can be perceived or a thing that can be visualized. Abstract words,
on the other hand, stand for ideas that cannot be directly experienced, things that do not call
forth mental images in the minds of the students.
• Interference. Barriers to effective communication are usually under the direct control of the
sender/encoder. However, interference is made up of factors that are outside the direct
control of the sender/encoder: physiological, environmental, and psychological interference.
To communicate effectively, the sender should consider the effects of these factors.

Psychological interference is any biological problem that may inhibit symbol reception,
such as hearing loss, injury or physical illness. These, and other physiological factors, can inhibit
communication because the student is not comfortable.

Environmental interference is caused by external physical conditions. One example of

this is the noise level found in many light aircraft. Noise not only impairs the communication
process, but also can result in long- term damage to hearing.

Psychological interference is a product of how the sender and the receiver feel at the time
the communication process is occurring. If either sender or receiver is not committed to the
communication process, communication is impaired. Fear of the situation or mistrust between the
sender and receiver could severely inhibit the flow of information.

Communication Systems

• Downward communication. Communication flows from the superiors to its subordinates.

• Upward communication. The communication flows from the subordinates to its
superiors.
• Lateral communication. Communication flows from functional areas at a given level of
the organization or hospital.
• Diagonal communication. The communication flows from a subordinate of a certain
level to the superior of another level and vice versa.
• Grapevine. It stretches throughout the organization in all directions irrespective of
authority.
Benefits of effective communication:

• Rewarding and harmonious relationships with others

• Easily build rapport with clients, customers, friends, new acquaintances
• Getting what you want
• More time for yourself and others

• Satisfaction and success in life

Failing to communicate effectively:

It is often our failure to communicate effectively that leads to:

• Professional setbacks
• Personal disappointment
• Breakdown of important relationships
• Wasting energy and time on frustration and dramas
• Not reaching our full potential
Self-Check 1.1-3

Test 1. Multiple Choice: Choose the letter of the correct answer from the given choices.

_________1. It is a process of conveying messages, of transmitting meaning

between individuals.
a. Communication
b. Listening
c. Reading
_________2. A style of writing which is used for writing letters to the
government officials, speeches, articles for newsletter and magazines, school assignments,
long reports and formal compositions.
a. Informal-public style
b. Formal style
c. Casual style
_________3. A style of writing which is used in writing to friends, to
classmates, and in jotting down notes to family members.
a. Informal-public style
b. Formal style
c. Casual style
_________4. A factor of Interference which is a biological problem that may
inhibit symbol reception, such as hearing loss, injury or physical illness.
a. Psychological interference
b. Environmental interference
c. Psychological interference
_________5. A factor of Interference in which is a product of how the sender
and the receiver feel at the time the communication process is occurring. If either sender or
receiver is not committed to the communication process, communication is impaired.
a. Psychological interference
b. Environmental interference
c. Psychological interference
_________6. When a communicator's words cannot communicate the desired
meaning to another person unless the listener or reader has had some experience with the
objects or concepts to which these words refer. What factor of barrier to communication is
this?
a. Lack of common experience
b. Overuse of Abstractions
c. Interference
_________7. A barrier to communication which also made up of factors that
are outside the direct control of the sender/encoder such as; physiological, environmental,
and psychological.
a. Lack of common experience
b. Overuse of Abstractions
c. Interference
_________8. A basic method of communication which tends to be more
formal than speaking.
a. Listening
b. Writing
c. Reading
_________9. Simply refers to the travel of sound through the ears to the brain
without effort for the listeners.
a. Hearing
b. Listening
c. Reading

_________10. Which of the choices below is considered a benefit of effective

communication?

a. Satisfaction and success in life

b. Personal disappointment
 SELF CHECK ANSWER KEY 1.1-3

c. Wasting energy and time on frustration and dramas

1. a
2. b
3. c
4. a
5. c
6. a
7. c
8. b
9. a
10. a
LEARNING OUTCOME 2

PARTICIPATE IN WORKPLACE MEETINGS AND DISCUSSIONS

CONTENTS:
- Technical Writing
- Recording information

ASSESSMENT CRITERIA:

1. Team meetings are attended on time.

2. Own opinions are clearly expressed and those of others are listened to without
interruption.
3. Meeting inputs are consistent with the meeting purpose and established protocols.
4. Workplace interactions are conducted in a courteous manner appropriate to cultural
background and authority in the enterprise procedures.
5. Questions about simple routine workplace procedures and matters concerning conditions
of employment are asked and responded.

6. Meeting outcomes are interpreted and implemented.

CONDITIONS:

The students/ trainees must be provided with the following:

Paper

Pencils/Ball pen References (books)

Manuals
M ETHODOLOGIES:

Group Discussion Interaction

Lecture
ASSESSMENT METHODS:

Written Test
Practical/performance test
Interview
LEARNING EXPERIENCES

LEARNING OUTCOME # 2 PARTICIPATE IN WORKPLACE MEETINGS

AND DISCUSSIONS

Learning Activities Special Instructions

l.Read information sheet 1.2-1 Technical
Writing
If you have some problem on the content of
the information sheets don’t hesitate to
approach your facilitator.
If you feel that you are now knowledgeable on
the content of the information sheets, you can
now answer self-check provided in the
module.

2.Answer self-check # 1.2-1

Refer your answer to answer key 1.21.

3.Read information sheet 1.2-2 on
Recording Information
If you have some problem on the content of
the information sheets
don’t hesitate to approach your facilitator.
If you feel that you are now knowledgeable on
the content of the information sheets, you can
now answer self-check provided in the
module.

4.Answer self-check 1.2-2

Refer your answer to answer key 1.22
INFORMATION SHEET # 1.2-1

TECHNICAL WRITING

Learning Objectives: After reading this information sheet, the student/ trainee should be able to;
1. Determine what technical writing is.
2. Identify the various types of technical report.
3. Identify the characteristics of technical reports.
4. Determine the note-taking process.
5. Identify the rules for numbers.

TECHNICAL COMMUNICATIONS

Technical communications—or technical writing, as the course is often called—is not

writing about a specific technical topic such as computers, but about any technical topic. The term
"technical" refers to knowledge that is not widespread, that is more the territory of experts and
specialists. Whatever your major is, you are developing an expertise —you are becoming a
specialist in a particular technical area. And whenever you try to write or say anything about your
field, you are engaged in technical communications.
Another key part of the definition of technical communications is the receiver of the
information—the audience. Technical communications is the delivery of technical information to
readers (or listeners or viewers) in a manner that is adapted to their needs, level of understanding,
and background. In fact, this audience element is so important that it is one of the cornerstones of
this course: you are challenged to write about highly technical subjects but in a way that a
beginner—a nonspecialist—could understand. This ability to "translate" technical information to
nonspecialists is a key skill to any technical communicator. In a world of rapid technological
development, people are constantly falling behind and becoming technological illiterates.
Technology companies are constantly struggling to find effective ways to help customers or
potential customers understand the advantages or the operation of their new products.

TECHNICAL-WRITING

Technical-writing introduce you to some of the most important aspects of writing in the
world of science, technology, and business—in other words, the kind of writing that scientists,
nurses, doctors, computer specialists, government officials, engineers, and other such people do as
a part of their regular work.
To learn how to write effectively for the world of work, you'll study common types of
reports, special format items such as lists and headings, simple techniques for putting graphics
into reports, and some techniques for producing professional-looking final copy.
No matter what sort of professional work you do, you're likely to do lots of writing—and
much of it technical in nature. The more you know about some basic technical-writing skills,
which are covered in this guide and in technical- writing courses, the better job of writing you're
likely to do. And that will be good for the projects you work on, for the organizations you work
in, and—most of all—good for you and your career.

Types of Technical Reports

Technical-background report. The background report is the hardest to define but the
most commonly written. This type of technical report provides background on a topic—for
example, solar energy, global warming, CD-ROM technology, a medical problem, or U.S.
recycling activity. However, the information on the topic is not just for anybody who might be
interested in the topic, but for some individual or group that has specific needs for it and is even
willing to pay for that information.

Instructions. These are probably the most familiar of all the types of reports. Students
often write backup procedures for the jobs they do at their work. Others write short user manuals
for an appliance, equipment, or program. If there is too much to write about, they write about
some smaller segment—for example, instead of instructions on using all of WordPerfect, just a
guide on writing macros in WordPerfect.

Feasibility, recommendation, and evaluation reports. Another useful type of report is

one that studies a problem or opportunity and then makes a recommendation. A feasibility report
tells whether a project is "feasible"—that is, whether it is practical and technologically possible. A
recommendation report compares two or more alternatives and recommends one (or, if necessary,
none). An evaluation or assessment report studies something in terms of its worth or value.

Primary research report. Primary research refers to the actual work someone does in a
laboratory or in the field—in other words, experiments and surveys. You may have written a "lab
report," as they are commonly called, for one of your previous courses. This is a perfectly good
possibility for the technical report as well. In this type of report, you not only present your data
and draw conclusions about it, but also explain your methodology, describe the equipment and
facilities you used, and give some background on the problem. You can modify this type by
summarizing other primary research reports.
Technical specifications. In this report type, you discuss some new product design in
terms of its construction, materials, functions, features, operation, and market potential. True
specifications are not much on writing— the text is dense, fragmented; tables, lists, and graphics
replace regular sentences and paragraphs whenever possible. Thus, specifications are not a good
exercise of your writing abilities. However, you can write a more high-level version—one that
might be read by marketing and planning executives.

Report-length proposal. As you may be aware, proposals can be monster documents of

hundreds or even thousands of pages. (Please, not this semester.) Most of the elements are the
same, just bigger. Plus elements from other kinds of reports get imported—such as feasibility
discussion, review of literature, and qualifications; these become much more elaborate.

Business plans. If you are ambitious to run your own business, you can write a business
plan, which is a plan or proposal to start a new business or to expand an existing one. It is aimed
primarily at potential investors. Therefore, it describes the proposed business, explores the
marketplace and the competition, projects revenues, and describes the operation and output of the
proposed business.

General Characteristics of Technical Reports

Here is a brief review of some of the chief characteristics of the technical report:
Graphics: The report should have graphics. Graphics include all kinds of possibilities. If
you can't think of any graphics for your report project, you may not have a good topic.
Factual detail: The report should be very detailed and factual. The point of the report is
to go into details, the kind of details your specific audience needs.
Information sources: Your report should make use of information sources. These may
include not only books and articles that can be found in libraries but also technical brochures,
interviews or correspondence with experts, as well as first-hand inspections. If you don't believe
any information sources are necessary for your report project, contact your instructor.
Documentation.: When you use borrowed information in your technical report, be sure to
cite your sources. One style commonly used in science and engineering is called the number
system.
Realistic audience and situation: The report must be defined for a real or realistic group
of readers who exist in a real or realistic situation. Most students invent an audience and situation.
And the audience can't merely be something like "anybody who might be interested in global
warming." Instead, it has to be real, realistic, and specific.
Headings and lists: The report should use the format for headings that is required for the
course, as well as various kinds of lists as appropriate.
Special format: The technical report uses a rather involved format including covers,
binding, title page, table of contents, list of figures, transmittal letter, and appendixes.
Production: The technical report should be typed or printed out neatly. If graphics are
taped in, the whole report must be photocopied, and the photocopy handed in (not the original
with the taped-in graphics). The report must be bound in some way.
Length: The report should be at least 8 double-spaced typed or printed pages (using 1-
inch margins), counting from introduction to conclusion. This is a minimum; a report of this
length is rather skimpy. There is no real maximum length, other than what your time, energy, and
stamina can handle. But remember that sheer weight does not equal quality (or better grade). If
you get into a bind with a report project that would take too many pages, contact your instructor—
there are numerous tricks we can use to cut it down to size.
Technical content: You must design your report project in such a way that your poor
technical-writing instructor has a chance to understand it—in other words, you must write for the
non-specialist. Also, at some point, you may get concerned about the technical accuracy of your
information.
Traditional note-taking process
In the traditional system of taking notes for a long report, you:

1. Develop a rough outline.

 2. Do any preliminary reading necessary to construct a rough outline.
3. Locate your information sources, and make bibliography cards for each source.
4. Take the actual notes on index cards.
5. Label each notecard according to its place in the outline.
6. Provide bibliographic information on each notecard.
7. Change or add extra detail to the outline as the note-taking process continues.
8. Check off the areas of the outline for which sufficient notes have been taken.

When you have taken sufficient notes to cover all parts of an outline, you transcribe the
information from the notecards into a rough draft, filling in details, adding transitions, and
providing your own acquired understanding of the subject as you write. Naturally, you may
discover gaps in your notes and have to go back and take more notes.

How to Take Notes at a M eeting

Taking notes at a meeting is a completely different task than taking minutes at a meeting.
When taking notes, one is not focusing on a general outline of decisions that were made or topics
covered. Rather, the notes should serve as a comprehensive listing of the details of the meeting
and the ideas and topics covered.
There are a number of ways to effectively take notes at a meeting. Choosing one should
depend entirely on the method that is best suited to enhancing the memory and understanding of
the note taker.
Comprehensive notes: For a person who is more comfortable knowing, and recording,
every single detail, it is best to write everything that is said. While this would be difficult or
impossible for some, for others it is simply the only way to be sure the information they collect is
accurate.
Mind mapping: This graphical approach is an excellent option for people who do not
want, or who don't feel able, to accumulate such detailed information. To create a mind map, it is
best to obtain a copy of the agenda prior to the meeting. Then list any topics of the meeting on the
center of a piece of paper.
Noting on the agenda: One of the easiest ways to take notes is on the physical agenda
itself because the agenda already has the main points listed. Any information that could be used at
a later date could be added next to the point on the agenda where it was discussed.
Technology helpers: For people who are able to type quickly, taking a laptop to a meeting
is an effective way to take and organize notes. Notes can be typed directly into a word processing
program and edited as the meeting is being held.

Rules for Numbers in Technical W riting

Technical writing often is filled with equations, measurements, quantities and other
numeric data. The format for presenting the numeric data is ultimately determined by the assumed
audience for the writing and their expectations. In general, the key to determining an appropriate
form for a written number is the simple requirement that the meaning of the number must always
be unambiguous.
 Spelling out Numbers. Usually, numbers nine and under are written out as words, while
numbers greater than that are written in numeric form. This requirement applies to ordinal
numbers such as first, second and ninth. When numbers above 21 are written out, they are written
as hyphenated words. Fractions such as one-third are hyphenated as well.

Measurements or Calculations. Always use numerals to express measurements or

calculations. Write 8 inches x 10 inches rather than eight inches by ten inches. The audience or
style guide will determine the appropriate use of abbreviations to match with numeric value. In
the preceding example, inches was spelled out, but for many audiences the abbreviation in. would
be appropriate. Equations are always expressed in numerals with the proper operator symbols.
Write 2 + 2 = 4, not two plus two equals four. Decimal and percentage values always use
numerals.

Sentence Structure. Do not begin a sentence with a numeral, regardless of the other
formatting rules. Never write “33 dolphins were tested.” Write out the number; “Thirty-three
dolphins were tested.” When a noun comes before the numbe r, capitalize it. “Dolphin 9” but not
“the ninth dolphin.”

Plural Numbers. A common mistake occurs when creating the plural form of a number,
but the rules that apply are simple. The plural form of numbers less than 10 are formed by adding
an apostrophe and an "s." Numbers that are 10 and greater are written by appending the "s" alone.
Write “count by 2’s” and “in the 1970s”.
 Self-Check 1.2-1
Test 1. Multiple Choice: Choose the letter of the correct answer from the given choices.

1. Is the type of report which is the hardest to define but the most commonly written?
a. Technical-background report
b. Instructions
c. Technical specifications
2. In this type of report, you discuss some new product design in terms of its construction,
materials, functions, features, operation, and market potential.
a. Report-length proposal
b. Primary research report
c. Technical specifications
3. It refers to the actual work someone does in a laboratory or in the field— in other
words, experiments and surveys.
a. Technical specifications
b. Primary research report.
c. Report-length proposal
4. A way of taking notes that suite for a person, who is more comfortable knowing, and
recording, every single detail.
a. Comprehensive notes
b. Noting on the agenda
c. Technology helpers
5. This graphical approach is an excellent option for people who do not want, or who don't
feel able, to accumulate such detailed information.
a. Comprehensive notes
b. Noting on the agenda
c. Mind mapping
6. A rule in technical writing which numbers nine and under are usually written out as
words, while numbers greater than that are written in numeric form.
a. Sentence Structure
 b. Spelling out Numbers
c. Measurements or Calculations
7. A rule in technical writing which states that measurements or calculations should be used to
express.
a. Spelling out Numbers
b. Measurements or Calculations
c. Plural Numbers
8. A characteristic of a technical report in which it should be very detailed and factual.
a. Graphics
b. Documentation
c. Factual detail
9. A characteristic of a technical report which it should be typed or printed out neatly.
a. Production
b. Technical content
c. Length
10. A characteristic of a technical report in which a report must be defined for a real or
realistic group of readers who exist in a real or realistic situation.
a. Headings and lists:
b. Special format:
c. Realistic audience and situation
1. a
2. c
3. b
4. a
5. c
6. b
7. b
8. c
9. a
10. c
INFORMATION SHEET # 1.2-2

RECORDING INFORMATION

Learning Objectives: After reading this information sheet, the student/ trainee should be able to;
1. Determine the importance of recording information.
2. Identify the technology used in communication systems.
3. Identify the various code of behavior that all participants should adhere to in
meetings.

COMMUNICATION TECHNOLOGY

All businesses have a need for effective communication, both between personnel within the
workplace and with individuals and other businesses outside the workplace. Each workplace will
have a communication system designed to meet its particular needs. Some of these needs include:

• obtaining, recording and reporting information

• enhancing effective training
• providing a safe workplace

• Improving the efficiency and effectiveness of work practices. Communication systems use

technology such as:

• telephones, including landlines, mobile and satellite phones

• answering machines
• facsimile (fax) machines
• computers with email and internet access
• two-way radios
• Paging systems.

Most workplaces have procedures and protocols in place for the use of each type of
technology. Workers should familiarize themselves with the system features and control functions
and operate each device according to the manufacturer’s instructions. If not sure of the operating
procedure for a particular communication device, a worker should ask for assistance.

Some systems, such as telephones, answering machines and two-way radios rely solely on
speech. Effective communication is more difficult as the parties communicating are not able to
see each other and gauge the progress of the
conversation from body language. It is important to speak clearly, concisely and courteously
especially when answering the phone or leaving a message. The correct greeting and
identification of the business and the individual should be used.

Private conversations and text messaging on mobile phones should be minimized during
work hours. Only essential calls should be made or received.

Designated channels and call signs should be used with two-way radios. Conversations
should be limited to relaying necessary information. Batteries should be recharged on a regular
basis and the radios kept in good working order. They may be a vital means of communication in
an emergency.

Enterprise procedures and protocols should also be followed when using systems that rely
on written communication such as faxes and emails. Many businesses have a standard cover sheet
that is attached to the front of outgoing faxes. Incoming faxes should be given to the appropriate
person or placed in designated in-trays or pigeon holes.

Information in faxes and emails should be written clearly and concisely. A standard
‘signature’ should be attached to the end of an email. Again, work computers should not be used
to send private emails.

W orkplace meetings

The efficient operation of all workplaces relies on the effective sharing of information. This
exchange of information may be needed to:

• explain changes happening in the workplace

• discuss and solve problems and make decisions
• update Occupational, Health and Safety (OH&S) and other procedures
• determine workplace targets
• schedule and allocate tasks
• provide feedback and evaluation.

Information can be shared in a number of ways. Written information might be distributed via the
intranet, email or in newsletters, memos and notices. Formal meetings, informal discussions and
work team briefings are commonly used to share information in a face-to-face setting. Meetings
might be convened for a specific purpose, such as OH&S or union meetings, or they may be more
general in their purpose.

All meetings must be structured to achieve their purpose and conclude in a reasonable time frame.
An agenda may be used to outline the purpose of a meeting and the important points that need to
be raised and discussed.
Formal meetings use an agenda which generally includes the following items:

• opening, welcome, and names recorded of those present and names of apologies received
• dated minutes and business arising from the previous meeting, including the acceptance of
these minutes
• correspondence, both in and out, with business arising
 • reports from the finance and other subcommittees
• general and other business
• date, time and place of the next meeting and the close of the current meeting.

Minutes are detailed notes taken during a meeting of everything that has been said and agreed
upon. In some meetings a vote may be taken on important issues, either by a show of hands or a
secret ballot. The minutes should record the outcomes of voting and any decisions made.

Informal meetings, discussions and briefings are less rigid in their structure. However, it is still
important to provide opportunities for discussion and take notes of decisions.

Whatever the style of the meeting there is a protocol or code of behavior that all participants
should adhere to:

1. Attend the meeting on time.

2. Listen effectively.
3. Don’t interrupt other speakers.
4. Contribute to the meeting by expressing opinions in an appropriate manner.
5. Behave courteously towards other participants in the meeting.
6. Don’t discuss issues that are outside the purpose of the meeting.
7. Ask questions to clarify misunderstandings.
8. Take notes where appropriate of decisions agreed to in the meeting and retain these for
future reference.
9. Act on the instructions or decisions of the meeting within the agreed time.
10. Keep sensitive issues raised at the meeting confidential.
SELF CHECK # 1.2-2

Test 1. Matching type: Match the choices of column A to the choices in column
B.

A B

1. computers with email and a) code of behavior in workplace

internet access meetings

2. Improving the efficiency and b) items used in Formal meetings

effectiveness of work practices.
c) efficient operation of all
3. discuss and solve problems workplaces
and make decisions
d) Need that a communication
4. date, time and place of the next system designed must meet
meeting and the close of the
current meeting. e) Technology used in
communication systems
5. Act on the instructions or
decisions of the meeting within
the agreed time.
ANSWER KEY 1.2-2

1. - e
2. - d
3. - c
4. - b
5. - a
LEARNING OUTCOME # 3
COMPLETE RELEVANT WORK -RELATED DOCUMENTS

CONTENTS:
- Basic mathematics
- Types of forms

ASSESSMENT CRITERIA :
1. Ranges of forms relating to conditions of employment are completed accurately and
legibly.
2. Workplace data is recorded on standard workplace forms and documents.
3. Basic mathematical processes are used routine calculations.
4. Errors in recording information on forms/documents are identified and rectified.
5. Reporting requirements to superior are completed according to enterprise guidelines.

CONDITIONS :
The students/ trainees must be provided with the following:
Paper
Pencils/ball pen
Reference books
Manuals

M ETHODOLOGIES:
Group Discussion
Interaction
Lecture

ASSESSMENT METHODS:

Written Test
Practical/Performance Test Interview
 LEARNING EXPERIENCES

LEARNING OUTCOM E # COMPLETE RELEVANT WORK RELATED

DOCUMENTS
 Learning Activities
l.Read information sheet 1.3-1 on
Basic Mathematics
2.Answer self-check 1.3-1
3.Read Information sheet 1.3-2 on
Types of Forms
4.Answer Self-check 1.3-2
INFORMATION SHEET # 1.3-1
BASIC MATHEMATICS
Learning Objectives: After reading this information sheet, the student/ trainee should be able to;
Special Instructions
If you have some problem on the content of
the information sheets
don’t hesitate to approach your facilitator.
If you feel that you are now knowledgeable on
the content of the information sheets, you can
now answer self-check provided in the
module.
Compare your answer to the answer key 1.3-1.
If you got 100% correct answer in this self-
check, you can now move to the next
information sheet. If not review the
information sheet and go over the self-check
again.
If you have some problem on the
content of the information sheets don’t
hesitate to approach your facilitator.
If you feel that you are now knowledgeable on
the content of the information sheets, you can
now answer self-check provided in the module
Compare your answer to the answer key 1.3-2.
If you got 100% correct answer in this self-
check, you can now move to the next
information sheet. If not review the
information sheet and go over the self-check
again.
 1. Define what mathematics is.
2. Identify the different arithmetic operations.
3. Perform basic mathematical problems.

MATHEMATICS
It is the systematic study of magnitude, quantities, and their relationships as expressed
symbolically in the form of numerals and forms.

Comparison of mathematics in the workplace with mathematics in the classroom reveals a

disjuncture that is disconcerting to anyone who believes that a primary purpose of school is to
prepare students for work. School mathematics lives in decontextualized ether, employing data
that are without blemish and language that is devoid of ambiguity. In contrast, real problems are
embedded in concrete tasks, use data that are often ill-defined or inaccurate, and rely on language
that is often imprecise and misleading. In the world of work, mathematics is collaborative rather
than individualistic; accuracy is defined by the situation rather than given by the textbook; and
mathematical processes are used rather than studied. The new challenge is to seek common
ground among these very different traditions--of mathematics for and from the workplace and of
mathematics as preparation for further study.

One resolution of the dilemma of tracking would be a common mathematics program that
could serve equally well as preparation both for college and for skilled work. All students could
benefit from the broadening effects of such a high school preparation, yet there are currently few
good models of curricula that serve both agendas. Another approach would be to develop a new
form of vocational and technical education, with status equal to the academic track, that would
simultaneously prepare students for the world of work and for further study in post-secondary
institutions. U.S. educators who are concerned about vocational education debate both the
desirability and feasibility of such a "separate but equal" track.

Arithmetic
Arithmetic or arithmetics (from the Greek word apiOpog = number) is the oldest and most
elementary branch of mathematics, used by almost everyone, for tasks ranging from simple day-
to-day counting to advanced science and business calculations. It involves the study of quantity,
especially as the result of combining numbers.

Arithmetic operations

The basic arithmetic operations are addition, subtraction, multiplication and division. Any set of
objects upon which all four arithmetic operations (except division by zero) can be performed, and
where these four operations obey the usual laws, is called a field.

Addition (+)

Addition is the basic operation of arithmetic. In its simplest form, addition combines two
numbers, the addends or terms, into a single number, the sum of the numbers.

1+3=4

Adding more than two numbers can be viewed as repeated addition; this procedure is known as
summation and includes ways to add infinitely many numbers in an infinite series; repeated
addition of the number one is the most basic form of counting.

Subtraction (-)

Subtraction is the opposite of addition. Subtraction finds the difference between two numbers, the
minuend minus the subtrahend. If the minuend is larger than the subtrahend, the difference is
positive; if the minuend is smaller than the subtrahend, the difference is negative; if they are
equal, the difference is zero.

17 - 9 = 6

Subtraction is neither commutative nor associative. For that reason, it is often helpful to look at
subtraction as addition of the minuend and the opposite of the subtrahend, that is a - b = a + (-b).
When written as a sum, all the properties of addition hold.

Multiplication (x or •)

Multiplication is the second basic operation of arithmetic. Multiplication also combines two
numbers into a single number, the product. The two original numbers are called the multiplier
and the multiplicand, sometimes both simply called factors.

4 x 4 = 16
Multiplication is best viewed as a scaling operation. If the real numbers are imagined as lying in a
line, multiplication by a number, say x, greater than 1 is the same as stretching everything away
from zero uniformly, in such a way that the number 1 itself is stretched to where x was. Similarly,
multiplying by a number less than 1 can be imagined as squeezing towards zero. (Again, in such a
way that 1 goes to the multiplicand.)

Multiplication is commutative and associative; further it is distributive over addition and

subtraction. The multiplicative identity is 1, that is, multiplying any number by 1 yields that same
number. Also, the multiplicative inverse is the reciprocal of any number (except zero; zero is the
only number without a multiplicative inverse), that is, multiplying the reciprocal of any number
by the number itself yields the multiplicative identity.

The product of a and b is written as a * b or a • b. When a or b are expressions not written simply
with digits, it is also written by simple juxtaposition: ab. In computer programming languages and
software packages in which one can only use characters normally found on a keyboard, it is often
written with an asterisk: a * b.
Division or /)

Division is essentially the opposite of multiplication. Division finds the quotient of two numbers,
the dividend divided by the divisor. Any dividend divided by zero is undefined. For positive
numbers, if the dividend is larger than the divisor, the quotient is greater than one, otherwise it is
less than one (a similar rule applies for negative numbers). The quotient multiplied by the divisor
always yields the dividend.

Division is neither commutative nor associative. As it is helpful to look at subtraction as addition,

it is helpful to look at division as multiplication of the dividend times the reciprocal of the divisor,
that is a ^ b = a * I/b. When written as a product, it obeys all the properties of multiplication.

Rounding

When we round decimals to a certain number of decimal places we are replacing the figure we
have with the one that is closest to it with that number of decimal places.
An example: Round 1.25687 to 2 decimal places
2. If the number in the next decimal place is a 6,7,8 or 9, then you will be rounding up, so you
add 1 to the number in the place you are interested in and you have rounded. In our example the
number in the third place is a 6 so we round up. We change the 5 in the second place to a 6 and
our rounded number is 1.26

3. If the number in the place after the one we are interested in is a 0,1,2,3 or 4 we round down,
i.e. we just write the number out as it is to the required number of places.

4. If the number in the place after the one we are interested in is a 5, then we need to look at what
follows it. Cover the number from the beginning to the place you are interested in, for example,
suppose we are rounding 2.47568 to three decimal places we look at just the 568 and we ask is
that closer to 500 or 600. Since it’s closer to 600 we get a rounded number of 2.476

5. If only a 5 follows the place we are interested in then di fferent disciplines have different
conventions for the rounding. You can either round up or down since 5 is exactly half way
between 0 and 10.

Percentages

Percentages are fractions with a denominator of 100. Often there will not be 100 things or 100
people out of which to express a fraction or a percentage. When this is the case you will need to
find an equivalent fraction out of 100 by multiplying by 100% which is the same as multiplying
by 1.

I Firstly look at the decimal place after the one you want to round to (in our example this would
be the third decimal place)
 SELF-CHECK 1.3-1

Test 1. MULTIPLE CHOICE: Choose the letter of the correct answer from the given
choices:

________1. It is the systematic study of magnitude, quantities, and their

relationships as expressed symbolically in the form of numerals and forms.
a. Arithmetic
b. Mathematics
c. Subtraction

________2. It is the oldest and most elementary branch of mathematics,

used by almost everyone, for tasks ranging from simple day-to-day counting to advanced
science and business calculations.
a. Arithmetic
b. Mathematics
c. Subtraction

________3. Is a fraction with a denominator of 100?

a. Arithmetic
b. Mathematics
c. Percentage

________4. It is essentially the opposite of multiplication. It finds the

quotient of two numbers, the dividend divided by the divisor.
a. Addition
b. Division
c. Subtraction

________5. It is the second basic operation of arithmetic. It also combines

two numbers into a single number, which is called the product.
________a. Multiplication___________________________________________________
b. Division
 c. Subtraction

6. It is the opposite of addition. It finds the difference between two numbers, the minuend
minus the subtrahend.
a. Multiplication
b. Division
c. Subtraction

7. It is the basic operation of arithmetic. It combines two numbers, the addends or terms,
into a single number, the sum of the numbers.

a. Multiplication
b. Addition
c. Subtraction

8. 2,462 is the sum of?

a. 1,021 + 1,441
b. 1,022 + 1,442
c. 1,021 + 1,442

9. Round 19,574 to the nearest ten.

a. 19, 580
b. 19, 570
c. 19, 560

10. Round 29, 574 to the nearest thousand.

a. 29,000

b. 30,000
c. 29,500