Module Content: Date Developed: September 2020 Date Revised: Document No. NTTA-TM1-01 Issued By: Ntta Page 1 of

MODULE CONTENT
QUALIFICATION : DRESSMAKING NC II
Unit of Competency : Carry Out measurements and calculations
Unit code : GRM743203
Module Title : Carrying Out measurements and calculations
Module Description : This module covers the knowledge and skills

required in taking accurate measurement of the client
and calculating/estimating the materials requirement
cost.
Nominal Duration : 4 hours
Learning Outcomes:
Upon completion of this module, you must be able to:
LO1. Obtain measurements

LO2. Perform simple calculation
LO3. Estimate appropriate quantities
Assessment Criteria:
1 Parts to be measured identified and recognized.

2 Appropriate measuring tools selected for job.
3 Reading of measurements practiced with accuracy.
4 Accurate measurements are obtained.
5 Measuring tools cleaned before and after using.
6 Measuring tools kept on racks after using.
Document No. NTTA-TM1-01

Date Developed: September 2020
Issued by:
DRESSMAKING Date Revised:
NTTA Page 1 of
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EXILDA T. CAPINPIN Revision # 00
LEARNING OUTCOME SUMMARY
LEARNING OUTCOME # 1: Obtain Measurements
ASSESSMENT CRITERIA
1. Parts to be measured identified and recognized.

2. Appropriate measuring tools selected for job.
3. Reading of measurements practiced with accuracy.
4. Accurate measurements are obtained
5. Measuring tools cleaned before and after using.
6. Measuring tools kept on racks after using.
CONTENTS:
 Measurements
 Measuring devices
CONDITION:
The students/trainees must be provided with the following:
 Practice exercises for obtaining measurements

 References
 Writing materials
METHODOLOGIES:
Lecture
Demonstration
 Group discussion/interaction
ASSESSMENT METHOD:
 Written examination
 Observation
 Interview

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LEARNING EXPERIENCES
Learning Outcome 1: Obtain measurements
Learning Activities Special Instructions
Read and understand the

1. Read Information Sheet 1.1-1
on information sheets and do
Measurements self-check. You must
answer all questions
2. Answer Self Check 1.1-1
correctly before proceeding
Compare answers with Answer Key
to the next activity.
1.1-1
3. Read Information Sheet 1.1-2 on

Measuring devices After doing all the activities
in this learning outcome,
4. Answer Self Check 1.1-2 you can now proceed to the
Compare answers with Answer Key 1.1-1 next learning outcome
which is obtaining
measurements.

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Information Sheet 1.1-1
MEASUREMENTS
Learning Objectives:
After reading this Information Sheet, you should be able to:
1. Identify measurements
2. System of measurements
Measurement is very important in performing tasks especially in

dressmaking. Correct measurements should be obtained in fixing things to
produce quality outputs. The unit of measure should be observed properly in
preparing the materials for drafting pattern and in cutting materials to be
used.
Identifying measurements:
Measurements involves assigning numbers to characteristics of objects

or events in such a way that a numbers reflects reality. The unit of measure to
be used should be observed and unanimously used either English or metric
unit of measures. For instance by using centimeter or inches.
In Dressmaking the linear measurements are used, as commonly seen in

measuring devices, in measuring the length or the width of the materials.
System of measurements:
There are two system of measurements used, namely, Metric system and
English system. Metric system is a decimal system of weights and measures
based on the meter and on the kilogram. The English system is the foot-pound-
second system of units.

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In this module, understanding the systems of measurement is necessary
in order to obtain the proper measures. Linear measurement are most
applicable using the linear measuring instruments. These are being used in
measuring the materials when taking body measurements in drafting and
cutting pattern, and in cutting the fabric.
Metric System
In the metric system, each basic type of measurement (length, weight,

capacity) has one basic unit of measure (meter, gram, and liter). Conversions
are quickly made by multiplying or dividing by factors of 10. It is as simple as
moving the decimal point to the right (for smaller prefixes) or to the left (for
larger prefixes).
Example: Convert 10.25 kilometers to meters.
Notice in the listing above that meter is three places to the right of the prefix
kilo. This tells to move the decimal point three places to the right. The answer
is 10,250 meters.
English System
The English system of measurement grew out the creative way that
people measured themselves. Familiar objects and parts of the body were used
as measuring devices. For example people measured shorter distances on the
ground with their feet. Obviously this system allowed for discrepancies between
measurements obtain different individuals. A standard was eventually set to
ensure that all measurements represented the same amount for everyone.
Length Weight Capacity

1tablespoon(tbsp) = 2
1foot(ft) =12inches(in) 1pound(lb)=16ounches(oz) teaspoons(tsp)
1yard(yd) =3feet 1 ton=2000 pounds 1cup(c) =16 tablespoon
1mile(mi) =5280feet 1cup =8fluid ounches(oz)
1mile =1760yards 1 pint(pt) =2 cups
1 quart(qt) =2 pints
1gallon(gal) =4quarts
Unit conversion:
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A conversion ratio (or unit factor) is a ratio equal to one. This ratio
carries the name of the units to be used in the conversion. It can be used for
conversions within the English and Metric System. The conversion ratio is
based upon the concept of equivalent values. In the example below, one foot is
substituted for its equivalent measure of 12 inches.
Conversion ratios ALWAYS equal 1.
12 inches___ = 1 foot____ conversion ratio

12 inches 12 inches (for in. and ft.)
Conversion factor: 1 foot = 12 inches
Example 1: Convert 84 inches to feet.
A portion can be set up using the appropriate conversion ratio. In a

portion the product of the means equals the product of the extremes. Use this
cross multiply concept to find the answer.
? feet 1foot
84 inches 12 inches
? feet 1foot x 84 inches 84
12 inches 12
= 7 inches - answer
Example 2: Convert 7 feet to inches.
? inches = 7 ft. x 12 inches/ft.
Linear measurement
Linear measurement is defined as a measurement of length. An example

of linear measure is using a yard stick to find out the length of a table.

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Units of Linear Measurements
US Standard System
1 foot (ft) = 12 inches (in)
1 yard (yd) = 3 feet
1 mile (mi) = 1760 yards
1 mile = 5280
Self-check 1.1-1
I. True or False
Directions: Read each sentences that follows, write T if the statement is
correct and F if the statement is wrong.
1. Measurements involves assigning numbers to characteristics of objects
or events in such a way that a numbers reflects reality.
2. The conversion ratio is based upon the concept of not equivalent values.
3. Linear measurement is defined as a measurement of length.
4. Conversion ratio of inches and feet is a ratio equal to one.
5. Measurement is useful for drafting pattern only.
II. Unit Conversion
1. Convert 48 inches to feet

2. 3 feet to inches

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Answer Key 1.1-1
True or false
1. T
2. F
3. T
4. T
5. F
Unit Conversion
1. 4 feet
2. 36 inches

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MEASURING DEVICES
1. Identify the measuring tools

2. Familiarize the use of each measuring
tools
In this first learning outcome, linear measuring instruments are very

useful. They are classified into direct measuring or indirect measuring
instruments. Below are the measuring instruments/tools.
 Tape measure is used for taking body measurements. It has flexible with
metal ends. The front has the measurement of 150 centimeters and 60

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inches on the other side.
 Yardstick or meter stick is a rigid tools used to take and mark long
straight measurements or to check grain lines it is made of wood, plastic,
or metal.
 Transparent ruler is a ruler that the sewer can see through. The tools fit
the hands comfortably. The blades are 15.2 cm. to 30.5 cm long.
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 Seam gauge is a six inch metal marking ruler with a sliding marking
used to measure hems, buttonholes, and pleats.
 Hem marker is a human-made measuring tool used to measure hem

lines.

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 Tailor’s square or L-square is used to draw perpendicular lines, square
corners and divide measurements.
 Hip curve is used in shaping hips skirt hem line and hip shape seam
lines.

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 French curve is used to shape necklines, collars, arm holes, and other
curved modified designs.

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Self-Check 1.1-2
MATCHING TYPE
I. Directions: Match each sentences in Column A with their

terminologies in Column B. Just write the letter of your matched.
Column A
1. The front has the measurement of

150 centimeters and 60 inches
on the other side.
2. It is a rigid tools used to take and

mark long straight measurements.
3. A ruler that the sewer can see

through.
4. A six inch metal marking ruler

with a sliding marking measure
hems, buttonholes, and pleats.
Column B
a. French curve
b. Tailor’s square or L-square
c. Hip curve
d. Tape measure
e. Yardstick or meter stick
f. Seam gauge
g. Hem marker
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5. A human-made measuring
tool used to measure hem
lines.
6. It is used to draw
perpendicular lines, square
corners and divide
measurements.
7. It is used in shaping hips skirt
hem line and hip shape seam
lines.
8. It is used to shape necklines,
collars, arm holes, and other
curved modified designs.
h. Transparent ruler

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Answer Key 1.1-2
1. d
2. e
3. h
4. f
5. g
6. b
7. c
8. a
Date Developed: September Document No. NTTA-TM1-01

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MEASUREMENTS
1. Identify measurements
2. System of measurements

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Creating sewing pattern can’t think without pattern making
tools. You'll need the right pattern making tools to make
perfect clothing or sewing patterns. The pattern maker should
know about all pattern making tools uses and functions. In this
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article, I have discussed all pattern making tools with function.
Using this list will help you identify the tools you need to
create your own custom sewing patterns.
List of Pattern Making Tools and Their Uses for Fashion

Designers:
The tools required for pattern making are given below, based on
the order of their usage (Figure-1).
Measuring devices
Drafting devices
Marking devices
Cutting devices
Sewing devices
Finishing or pressing devices
Miscellaneous or general tools
Figure-1: Pattern making tools
Measuring Devices:
Measuring tools are the most essential things in making a

pattern. The key to success in garment construction lies in
taking accurate measurements of the subject and by using the
appropriate tool for pattern making.

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Measuring tape: It is indispensable for taking body
measurements. It is 152 cm or 60″ long with measurements on
both sides. Its one end is made of metal having 3″ length and
the other is made of the same metal having 1/2″ length. The
side with the 1/2″ length is used for measuring a circular area,
while the side with 3″ length is used for a vertical area.
CPG measuring tape: This is used for taking measurements for

a coat. Three measurements, that is, chest, shoulder and depth
of side can be taken at a time. Apart from these, over shoulder
and under shoulder measurements can be recorded with this
tape.
Leg measuring tape: It is a tape used for measuring the inner

part of the leg. It is made of wood in the shape of a crescent
and a measuring tape is fixed at the centre of the circle. The
circle is entrapped with the leg to measure the inner portion of
the leg by tape.
Measuring stand: This stand is used to measure long garments

such as long overcoats, frocks or gowns, as well as flare of the
garment. In this stand, a rod of aluminium is fitted on the
stand. The rod has a graduated scale, which gives the vertical
measurement.
Ruler: It is the best device for taking long straight

measurements. It is mostly used for checking grain lines and
marking hems.
You may also like: How to Take Body Measurements for Dress
Making

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Drafting Devices:
Drafting equipment is used for making paper patterns. This is

the second stage of pattern making. Using the measurements
taken, the drafting is carried out according to the design of a
garment. The following drafting equipment is used:
L-scale: It is called a triscale or L-scale and is made of wood or

steel. The L-scale has one arm, which measures 12″ and the
other arm is 24″. It is used for drafting on brown paper to draw
perpendicular lines.
Leg shaper: It is made of wood or plastic. Either 24″ or 36″

lengths are available. It is used to measure and shape the
interior part of the leg.
Tailor’s art curve: It is made of plastic or wood. This is used to

draw curves in the drafting.
French curve: This is made of transparent plastic. It helps in

marking shapes of the neck, depth of sides and bottom of the
garments.
Compass: It is mainly used for making a curve for umbrella

cloth.
Drafting table: It is a wooden table of 3′ height, 4′ wide and 6′

long. The surface should be smooth and firm.
Milton cloth: It is a thick, blue coloured woolen cloth used for

drafting. It is mostly used for practising drafts by students. The
surface can be brushed and reused until correct drafting is
obtained.
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Brush: A brush is used on Milton cloth to rub the mistakes
while drafting.
Brown paper: It is used for drafting by placing on the drafting

table. While using brown paper, a grain line should be followed.
Pencil: Pencil is used for marking on brown paper.
Rubber: It is frequently used for deleting mistakes. Good

quality rubber, which does not leave black lines, should be
selected.
Red and blue pencils: These are used for marking on fold (red
line) and grain line (blue arrow).
Marking Devices:
Marking devices are used for transferring the details of the

paper draft to the fabric.
Tailor’s chalk: It is made of china clay and is available in

different colours. It is used for marking the paper patterns on
the cloth. Alterations and construction markings are drawn
using tailors’ chalk.
Chalk in pencil form: This is used like a pencil and is ideal for
marking thin accurate lines. This is used for marking pleats,
darts and buttonholes.
Tracing wheel: It is used for transferring the pattern markings

on fabrics. But for sheer fabrics and loosely woven fabrics, the
tracing wheel should be used with care; otherwise, the fabric
may get damaged.

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Dressmaker’s carbon paper: Carbon papers are mostly used for
transferring patterns. In embroidery, they are used for tracing
designs. They are available in several colours including white.
Cutting Devices:
Cutting devices/equipment should be selected and used with

maximum accuracy. A slight change in cut results in huge
fitting problems. These tools must be selected and maintained
properly in order to use them effectively.
Cutting table and cutting board: A cutting table is 6′ long, 4′

wide and 3′ height. People working in a standing position use
the table and people who work sitting use a cutting board. A
cutting board should be 6″ height.
Shears: These are typically utilised for cutting thick materials

and usually 10–15″ in length.
Scissors: These are used for cutting ladies’ and children’s

garments. They are 7–10″ in length.
Paper cutting scissors: These are small scissors available in

various sizes and meant for cutting paper.
Pinking shears: This cuts the edges in a zigzag manner. It is

used for finishing seams and raw edges. It gives a decorative
appeal to the raw edges while at the same time avoids
unravelling of yarns.
Trimming scissors: These are used for carrying out alterations,

trimming seams, repairs and cutting thread while sewing.
Buttonhole scissors: These are used for making holes for

buttons and eyelet holes in garments.
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Sewing Devices:
Sewing can be carried out either manually or by a machine. For

hand sewing, the following are required:
Needles: These needles come in denominations of a 0 to 12

numbers. Based on the thickness of cloth, the needle number is
used.
Crewel needle or darn needle: This is used for darning. The

front side of the needle is bent.
Pins: Pins are used for fixing the pattern on the cloth. They
come in different colours.
Pin cushion: It is used for keeping pins together.
Needle threader: This helps in threading the machine and hand

needles.
Thimble: This is a cover that protects the finger while hand

sewing. It is available in various sizes and is made of plastic or
steel.
Seam ripper: It has a sharp curved edge for opening and cutting
seams. It can also be used for slashing machine work
buttonholes.
Finishing or Pressing Devices:
The following equipment are needed for pressing:
Iron: A good brand with after sale services should be chosen. A

steam iron with a thermostat regulator is preferred.

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Ironing board: For ironing clothes, a table or ironing board can
be used. An ironing board is 36″ long and 12″ wide. Six inches
are left on its right side to keep the iron box. The left side of
the board is angular and is suitable for ironing dart edges and
sleeve darts while stitching. The table or ironing board should
have proper stuffed backing.
Sleeve board: It is in the shape of a sleeve. This board is 30″

long and 3/4″ thick.
Miscellaneous or General Tools:
Often, a few more tools and equipment may be required other

than the above-mentioned items, in making the pattern and
constructing the garment. These can be termed miscellaneous
tools.
Sponge: While pressing, a sponge is used to wet the fabric

pieces to smooth the surfaces.
Water container: A container with water, which will

accommodate the sponge, should be selected. While ironing,
water is sprinkled to remove wrinkles.
Damp cloth: If a steam iron is not available, a damp cloth can

be used. Any rectangular absorbable cloth can be chosen for
this purpose.
Hole maker: It is a sharp-edged instrument with a handle. This

is used to make buttonholes.
Orange stick: This is a long tool with a pointed edge. This is

inserted into the collars or seams to get pointed edges.

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The four basic mathematical operations--addition, subtraction, multiplication,
and division--have application even in the most advanced mathematical
theories. Thus, mastering them is one of the keys to progressing in an
understanding of math and, specifically, of algebra. Electronic calculators have
made these (and other) operations simple to perform, but these devices can
also create a dependency that makes really understanding mathematics quite
difficult. Calculators can be a handy tool for checking answers, but if you rely
too heavily on one, you may deprive yourself of the kind of rigorous mental
exercises that will help you not just to do math, but to fully understand what
you are doing.
If you have difficulty performing the basic operations for simple numbers, one
way to improve is through the use of flash cards. Even cutting up a sheet of
paper into sections is sufficient; just write the numbers and an operation on
one side (such as 3 8) and the answer (24, for our example) on the other. In
this way, you can practice your math skills without simply relying on a
calculator. (But if you need the calculator to accurately make your flash cards,
by all means, use one!) We assume you have an understanding of basic
arithmetic, but if you are at all lacking in this area, you should be able to bring
yourself up to speed with a little time and practice.

Addition and Subtraction
Addition and subtraction are two complementary operations--we can actually
define subtraction in terms of addition. Addition is simply the combination of
distinct sets of like entities (and we must stress the word like). Thus, if we add
one set of four squares to another set of five squares, we get a total of nine
squares. (Or, if you prefer, substitute anything you like for "squares"--dogs,
bananas, people, rocks, or anything else.)


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The above diagram is an illustration of the process of addition. Note that the
plus sign (+) indicates the operation performed on the two terms. In this case,
the summands are four squares and five squares. The equal sign (=) indicates
that what is on its left and what is on its right are equivalent (or equal). On the
right side is the sum, which is the result of the addition of the summands. Of
course, drawing pictures every time we wanted to represent an addition would
be highly annoying (and in some cases impossible). Thus, instead of talking
about a certain number of squares, apples, people, inches, or dollars) for
instance, we can simply deal with the numbers.

4+5=9

Furthermore, note that the order in which we add the squares makes no
difference. Whether we add four squares to five squares or vice versa, the result
is always nine squares.

In mathematical parlance, addition is commutative; we can add two
summands in any order and always get the same result. Following our
example,

4+5=9
5+4=9
4+5=5+4

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Subtraction is the opposite of addition. Instead of adding two quantities
(numbers), we are removing one quantity from another. Thus, if we have nine
squares and take away (subtract) five, we are left with four squares. Using just
the numbers, where the minus sign (–) represents the subtraction operation,

9–5=4

Here, 9 and 5 are the terms of the operation, and 4 is the difference. Unlike
addition, subtraction is not commutative. That is to say, 9 – 5 and 5 – 9
are not the same-in fact, they yield quite different results! (The symbol ≠ below
simply means "does not equal.")

9–5≠5–9
Interested in learning more? Why not take an online class in Pre-Algebra?

Negative Numbers
Addition (and any other of the basic operations) can involve the counting
numbers (1, 2, 3, 4, 5, and so on), the number zero (0), and any number in
between (fractional values such as a half, for instance). Also, we may
encounter negative numbers, which are quantities that are less than zero. If
we think of positive numbers as quantities of something that we possess (say,
for instance, that we have 10 oranges), then a negative number would be a
quantity of something that we owe (if we owed someone 10 oranges, then we
might say that we have negative 10 oranges). Negative numbers are typically
expressed using a minus sign (–); thus, negative 10 can be written as -10. The
use of the minus sign is no coincidence-in fact, subtraction is nothing more
than addition involving a negative number! Imagine you have in your
possession nine apples (positive nine), but you owe a friend four apples
(negative four). Thus, you take four apples out of the nine that you have,
leaving five.

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9 – 4 = 5

Another way of looking at this operation is that you have nine apples, and you
are adding negative four (nine are in your possession, but four belong to
someone else). We can write the numbers for this operation as follows. (Note
that we use parentheses only for the purpose of avoiding confusion of the plus
and minus signs.)

9 + (–4) = 5

Then,

9 – 4 = 9 + (–4)

Multiplication and Division
Let's say we want to add a particular number, such as six, to itself many times.
For instance, a worker at a factory may wish to count the number of parts
delivered in several boxes. Each box contains six parts, and there are a total of
five boxes. To find out how many parts he has, the worker must add the
number six to itself five times.

6+6+6+6+6

We can find the sum simply by performing the addition several times over. A
shortcut, however, is multiplication. Imagine the parts in each of the five boxes
laid out in rows, as shown below (we use a square to represent a part).


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Each row above represents a box; in each row is six parts. We have a total of
five rows. Thus, instead of performing five additions of six, we simply multiply
six by five to get a total of 30. Multiplication is typically represented by an ,
although sometimes a · is used instead. The two numbers being multiplied are
called factors, and the result is called the product.

Like addition, multiplication is commutative. Imagine flipping the arrangement
of squares shown above so that instead of being five rows of six squares each,
it is six rows of five squares each. We haven't changed the total number of
squares, but following the logic we've used, we can say that the total number of
squares is now six multiplied by (or times) five.


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Multiplication of negative numbers carries with it some additional subtleties.
Let's say someone owes a friend five apples; in some sense, he then has –5
apples. We can also look at this situation as that person owing his friend one
apple five times over, which is –1 multiplied by 5. We already know that he has
–5 apples, so the product of –1 and 5 must be –5.

Thus, if one factor is positive and the other negative, their product is negative.
What about the product of two negative numbers? We can view this as the
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"negation of a negation," or a double negative-the result is a positive number.
(Imagine owing a friend a negative number of apples-that would be the same as
having those apples in the first place!) For instance, then,

Division is the inverse of multiplication. For instance, imagine that the factory
worker mentioned above has 30 parts and wants to distribute them among five
boxes. He must divide 30 by 5; this operation is shown using the division
symbol ( ).

In other words, among the 30 parts, we can count 5 parts a total of 6 times.
(Another way of saying this is that 5 goes into 30 six times.) The number being
divided (30 in this case) is called the dividend, the number by which it is
divided (5 in this case) is called the divisor, and the result is called
the quotient. Recall that we wrote the following product:

Note, then, that if the product of two factors is divided by one of the factors, the
quotient is equal to the other factor.

Division, unlike multiplication, is not commutative.

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The rules for dividing negative numbers are the same as those for
multiplication: if the dividend and divisor are both positive or both negative,
the quotient is positive, and if one is positive and the other negative, then the
quotient is negative. The following practice problems give you the opportunity
to practice using some of the concepts discussed in this article.

Practice Problem: For each pair of expressions, determine if they are equal.

a. 3 + (–4) and (–4) + 3 b. 4 2 and 2 4 c. 3 – 1 and (–1) + 3

Solution: Each pair of expressions above is equal. Let's take a look at why this
is the case. For part a, remember that addition is commutative. Thus, it doesn't
matter what order we use for the terms, regardless of whether the numbers are
negative or positive. The same reasoning applies to part b: multiplication is
commutative. In part c, the two are also equal because subtraction is the same
as addition of a negative:

3 – 1 = 3 + (–1)

Also, addition is commutative:

3 – 1 = 3 + (–1) = (–1) + 3
3 – 1 = (–1) + 3


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Nevertheless, you must be cautious, because 3 – 1 is not equal to 1 – 3!

Practice Problem: Calculate each of the following.
a. (–5) + (–1) b. (–2) ( –5) c. 21 (–7) d. (–6) – (3)

e. 4 + (–8) f. (–18) 6 g. 4 – (–3) h. 9 (–7)

Solution: In each case, make careful note of the sign of the terms, factors,
dividends, and divisors of the operations, being sure to follow the rules as laid
out earlier. Parts a and b are straightforward.

a. –6 b. 10

If you cannot recall the rules for signs when dividing, remember that the
product of the quotient and the divisor is the dividend. (In this case, the
product of –3 and –7 is 21.)

c. –3

You can also rewrite part d using addition: (–6) – (3) = (–6) + (–3). The
remainder of the parts follow the basic rules already discussed or the strategies
we have reviewed for this problem.

d. –9 e. –4 f. –3 g. 7 h. –63

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MODULE CONTENT

Unit of Competency : Carry Out measurements and calculations

Unit code : GRM743203

Module Title : Carrying Out measurements and calculations

Module Description : This module covers the knowledge and skills

Nominal Duration : 4 hours

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

LO1. Obtain measurements

1 Parts to be measured identified and recognized.

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LEARNING OUTCOME # 1: Obtain Measurements

1. Parts to be measured identified and recognized.

The students/trainees must be provided with the following:

 Practice exercises for obtaining measurements

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Learning Outcome 1: Obtain measurements

Learning Activities Special Instructions

Read and understand the

3. Read Information Sheet 1.1-2 on

Document No. NTTA-TM1-01

After reading this Information Sheet, you should be able to:

Measurement is very important in performing tasks especially in

Measurements involves assigning numbers to characteristics of objects

In Dressmaking the linear measurements are used, as commonly seen in

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In the metric system, each basic type of measurement (length, weight,

Example: Convert 10.25 kilometers to meters.

Length Weight Capacity

Conversion ratios ALWAYS equal 1.

12 inches___ = 1 foot____ conversion ratio

Conversion factor: 1 foot = 12 inches

Example 1: Convert 84 inches to feet.

A portion can be set up using the appropriate conversion ratio. In a

? feet 1foot x 84 inches 84

? inches = 7 ft. x 12 inches/ft.

Linear measurement is defined as a measurement of length. An example

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II. Unit Conversion

1. Convert 48 inches to feet

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After reading this Information Sheet, you should be able to:

1. Identify the measuring tools

In this first learning outcome, linear measuring instruments are very

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 Hem marker is a human-made measuring tool used to measure hem

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I. Directions: Match each sentences in Column A with their

1. The front has the measurement of

2. It is a rigid tools used to take and

3. A ruler that the sewer can see

4. A six inch metal marking ruler

b. Tailor’s square or L-square

e. Yardstick or meter stick

Document No. NTTA-TM1-01

12 inches_ = 1 foot__ conversion ratio