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TLE-IA-CARPENTRY
Quarter 2 – Module 6:
SCAFFOLDING
TOOLS AND EQUIPMENT
TLE-IA-Carpentry-Grades 9/10
Alternative Delivery Mode
Quarter 2 – Module 6: Scaffolding Tools and Equipment
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Romel U. Magdasal
Editor: Gemuel C. Ibero
Reviewers: Dennis S. Calinao, Gemuel C. Ibero, Howel Jay M. Caluyo, Alden B. Deguit
Typesetter: Alden B. Deguit
Layout Artist: Alden B. Deguit
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Maricel S. Rasid
Adolf P. Aguilar, Ed.D., TM Elmar L. Cabrera
Nilita R. Ragay, Ed.D.
Antonio B. Baguio Jr., Ed.D.

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
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TLE-IA-CARPENTRY
Quarter 2 – Module 6:
SCAFFOLDING TOOLS AND
EQUIPMENT
Introductory Message
For the facilitator:

Welcome to the TLE-IA-CARPENTRY (Grades 9/10) Alternative Delivery Mode

(ADM) Module on SCAFFOLDING TOOLS AND EQUIPMENT.

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.

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For the learner:

Welcome to TLE-IA-CARPENTRY (Grades 9/10) Alternative Delivery Mode

(ADM) Module on SCAFFOLDING TOOLS AND EQUIPMENT.
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.

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 In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.
At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

After going through this module, you are expected to:

• Prepare work areas for safe laying out and assembling of scaffolds and
braces.
• Assemble scaffolds and braces safely and securely.
• Discuss how a scaffolding is made.

What I Know

Cite at least five (5) examples of Scaffolding Personal Protective Equipment (PPE)
Write your answers on your notebook.

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 Lesson

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SCAFFOLDING TOOLS AND
EQUIPMENT

What’s In

The use of protective clothing and equipment is not the only solution for
preventing accident

It is most important to understand that the primary protection against

accidents is to identify possible hazards and take the necessary safety measures to
eliminate the hazard.

When necessary, workers should be provided with protective clothing and

other personal protective equipment.

What’s New

Without tools and equipment, an scaffolder is just a person.

If you want to erect safe scaffolding you need to make sure that you have the
right training, the right team of people and the right tools and equipment. The tools
and equipment that you need can differ slightly, depending on what type of scaffold
you are trying to construct.

Training of scaffolders needs to relate to basic site safety, familiarity with

everyday hazards and the requirements for a safe place of work. In general,
training for scaffolders should start at ground level, where basic skills can be
acquired, and when scaffolders are proficient, using those skills at increasing
height would be appropriate. Training should continue after basic skills have
been acquired to ensure that scaffolders are familiar with improvements in
techniques, the use of newly developed equipment/materials, and to ensure that
safe methods of work continue to be used.

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 What Is It

Scaffolding Tools and Equipment

Planks

These are the pieces of scaffold that workers walk on. They need to be of a sufficient
size for your frames, and they need to be made of suitable materials.

“Planks” are usually wooden boards or steel/aluminium. If you are using wooden
planks they must be treated properly to prevent them from rotting. All planks should
be strong enough to hold at least two average sized men.

Cross Bars

These are the diagonal bars which go across the frame in scaffold structure. Creating
triangle shapes with these diagonal bars helps to give the structure extra strength,
meaning that it is able to support heavier loads. This allows the scaffold to be built
higher safely. In addition to this, these cross bars also make it harder for people to
accidentally fall off of the scaffold.

Frame

These are the bars and poles which are used to make up the general structure of the
scaffold. They must be regularly checked over to make sure that they are in good
enough condition for continued use. Scaffold poles which are starting to rust should
not be used, as they will not be as strong as they should be.

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 Connecting Pins and Clamps

Pins and clamps are the devices which are used to connect all of the pieces of scaffold
together. These must also be checked regularly, because if one pin or clamp fails
then it can seriously affect the integrity of the entire scaffold structure may be
compromised.

Base Plates

Base plates should be put under the lowest scaffold poles. These plates spread out
the weight of the scaffold so that the legs put less pressure onto the ground. This
may mean that they don’t sink into the ground as easily as they might otherwise.
They also help to prevent the poles from slipping when the ground is softer or uneven.

Safety Barriers or Safety Netting

Depending on the intended use, the location and the type of scaffolding that has been
erected, additional safety features may be needed. Safety barriers are designed to
give workers a little extra protection whilst they are working on scaffold structures.
Although safety netting may not be strong enough to stop a person if they were to
fall, it can catch tools or building components if they were to fall. This can help to
protect people who are below the scaffold.

Level

Scaffold works best and is safest when it is constructed on a level surface. In order
to check whether scaffold has been placed on a level surface, you should use a good
level. Although spirit levels were traditionally used, electronic levels are now
becoming more common. These levels are more accurate and they are less likely to
produce a faulty reading.

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 Pull Push Rule

A pull push rule is used to make sure that the scaffold is built according to the
requirements which are set out by the plan. Scaffold must be carefully planned to
ensure that it meets the needs of the commissioner as well as meeting national health
and safety regulations. It is therefore important that scaffolders follow their plans
accurately.

Spanners/Socket Set

Without spanners or preferably a good socket set you’ll never be able to tighten up
clamps and anything else that has nuts, virtually. A decent socket set is preferred as
it makes the tightening and loosening nuts so much faster, and is a real time saver.

Claw Hammer

A claw hammer is one of the most important tools that any scaffolder could have.
These hammers allow people to drive pins and clamps into place securely, but they
can also be used to pull pins out more easily when the scaffold is being disassembled.
Different sizes and weights of claw hammer are available.

Personal Protective Equipment

When a scaffolder is working on a construction site, they must make sure that they
are wearing proper personal protective equipment to help to protect themselves from
potential harm. This equipment includes a high visibility jacket, a hard hat and steel-
toed boots. If you are working in a noisy environment then you may also need to wear
ear protection.

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 What’s More

Using Working Tools and Equipment Safely

Every year, there are a number of accidents from using work

equipment, including machinery. Many serious and some are fatal. Accidents not
only cause human suffering, they also cost money, for example in lost working hours,
training temporary staff, insurance premiums, fines and managers’ time. By using
safe, well-maintained equipment operated by adequately trained staff, you can help
prevent accidents and reduce these personal and financial costs.

People using concrete and masonry tools and equipment face a wide
range of hazards. Most at risks are operators of hand-held concrete and masonry
saws. Information, instruction, training and supervision are essential in all concrete
and masonry operations.

What I Have Learned

Enumerate the tools and equipment being mentioned in this module and be
able to give a brief explaination on it. Write this in your activity notebook.

What I Can Do

After successfully performing the assigned task from what I have learned, observe
and follow the appropriate tools and equipment in making the scaffolding.

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 Assessment

Multiple Choice:

Direction: Read the statements carefully. Write the correct answer on your answer
sheet or activity notebook.

1. These are the bars and poles which are used to make up the general
structure of the scaffold.
a. claw hammer b. braces c. frame d. planks

2. These are the diagonal bars which go across the frame in scaffold
structure.
a. braces b. cross bars c. frame d. planks

3. It is one of the most important tools that any scaffolder could have.
a. claw hammer b. pull push rule c. base plates d. level

4. It makes the tightening and loosening nuts so much faster, and is a

real time saver.
a. safety barriers or safety netting c. level
b. connecting pins and clamps d. spanners/socket set

5. This should be put under the lowest scaffold poles. These plates
spread out the weight of the scaffold so that the legs put less pressure
onto the ground.
a. base plates b. level c. planks d. braces

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What I Know (Answers may vary)
1. Hard Hats & High-Visibility Clothing
2. Steel Toe Cap Boots
3. Long Pants/Sunscreen
4. Eyewear/Face Protection
5. Hand Protection
6. Hearing Protection
7. Safety Harness
8. Protective Boots
Assessment
A.
1. Frame
2. Cross bars
3. Claw hammer
4. Spanners/socket set
5. Base plates
Answer Key
References

Antonio Blanco Jr., Roderic C. Verano, Technology and Livelihood Module 2, LM II

Carpentry, First Edition 2018

Dr. Jesse D. Dagoon, Cyril Judah Mortola, A Textbook in Business Technology IV,
Copyright 2005

SEDP Series, Technology and Home Economics III, Business Technoloy, Business
Management 1, Experimental Edition, 1993

Dr. Luz V. Rojo, et.al., Technology and Home Economics I, Revised Edition September
2005

Rita M. de los Santos, et.al., Technology and Livelihood Education I, Copyright 2010

SEDP Series, Technology and Home Economics IV Industrial Technology Civil

Technology II Experimental Edition, 1994

https://www.layher.co.nz/scaffolding-systems-equipment/accessories-system-
free/hand-tools/

https://www.deesonsmetal.com/h-frame-scaffolding-system.html

https://mccn.construction/scaffolding-rental-philippines/

http://www.stepupscaffold.co.uk/products/frame--brace/snap-on-frames/

https://www.indiamart.com/proddetail/personal-protective-equipment-
8551285448.html

https://www.juantambayan.com/buy-and-sell/construction-industrial-
supply/scaffolding-clamps-

https://www.turboscaffolding.com.au/blog/scaffolding-types-with-their-uses/

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net

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