11

TECHNICAL
DRAFTING I
(MANUAL DRAFTING)
Quarter 1 – Module 4:
MEASUREMENTS AND
CONVERSION

Department of Education • Republic of the Philippines

Technical Drafting I (Manual Drafting) – Grade 11
Supplementary Learning Resource
Quarter 1 – Measurements and Conversion
First Edition, 2020

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 11
TECHNICAL
DRAFTING I
(MANUAL DRAFTING)
Quarter 1 – Module 4:
MEASUREMENTS AND
CONVERSION

This instructional material was collaboratively developed by writer and graphic designer, edited and reviewed
We encourage teachers and other education stakeholders to email their feedback, comments, and recommendat

We value your feedback and recommendations.

Introductory Message

For the facilitator:

Welcome to the Technical Drafting I (Manual Drafting) for Grade 11 Alternative

Delivery Mode (ADM) Module on Measurement and Conversion!

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:

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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.

1
For the learner:

Welcome to the Technical Drafting I (Manual Drafting) for Grade 11 Alternative

Delivery Mode (ADM) Module on Measurements and Conversion!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
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What I Need to Know
competencies you are expected to learn in the
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the current lesson with the previous one.
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What is It
the lesson. This aims to help you discover
and understand new concepts and skills.
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What’s More
practice to solidify your understanding and
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.
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What I Can Do
help you transfer your new knowledge or skill
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 This is a task which aims to evaluate your
Assessment
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to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
This contains answers to all activities in the
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module.

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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.
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5. Finish the task at hand before proceeding to the next.
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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

What I Need to Know

This module was designed and written with you in mind. This will help you
understand Technical Drafting I (Manual Drafting), its definition, characteristics,
types and functions and all aspects in able you learn Manual Drafting. This path will

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also discuss insights on the need to study the subject to the community and society.
The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. Hence, the order in which
you read them can be changed to correspond with the textbook you are now using.

The module is composed of the lesson/s, namely:

Lesson 1 - Measurement and Conversion

After going through this module, you are expected to:

a) develop a sense of analysis technically in relation to Technical Drafting
b) be more attuned that Technical Drafting is not only about drawing and
plotting of lines but primarily it involves Mathematics
c) learn about Trade Mathematics/ Mensuration that includes the following:
a. Kinds of measurement and English to Metric Conversion (and
vice versa)
b. Dimensions
c. Ratio and proportion
d. Rounding Numbers
e. Trigonometric functions
f. Algebraic equations
g. Fractions, percentages, and decimals

What I Know

PRE-ASSESSMENT
I. Multiple Choice
Direction: Select the right answer.

1. How many gradiation are there in an inch?

A. 14 B. 16 C. 15 D. 17
2. The fraction of 0.25 is:
A. 1/4 B. 1/6 C. 1/5 D. 1/7
3. Round of 1234.5678 to the nearest hundreds is:
A. 1234 B. 1230 C. 1200 D. 1000
4. Dm is the abbreviation for:
A. Decimeter B. Dimeter C. Decameter D. Demeter
5. Metric System or System International (SI) measurement is originated in:
A. France B. Rome C. Italy D. England

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 What’s In

Again, recall your Module 2, you have learned that Technical Drafting is not
only about skills in drawing but also mathematics and spelling. In this
Module you will stimulate your brain with numbers and mathematical
equations necessary in analyzing output in this course. Mathematics is a
pre-requisite of Technical Drafting. Technical Drafting always entails
measurements and mathematical analysis of the design.

What’s New

This module is not new at all but just a review of your mathematical
abilities. You might be wondering why this would and need to be tackled,
where in fact you are only plotting drawings? You must bear in mind that
Mathematics as a pre-requisite of Technical Drafting, you must possess a
mind of numbers with critical and systematic approaches in designing.
Accuracy is necessary in this course and in order to achieve that, you must
be good in Mathematics. The specialization that you are into will help you go
back from the basics of Mathematics.

What is It

Measuring accurately is a skill that MUST be developed in Technical

Drafting. Inaccurate measurement would mean waste of time, effort and
materials. The development of the skill in measurement starts with the
ability to read measurement.

An orthographic or pictorial view of an object cannot be used as a working

guide in the construction without complete and accurate dimensions
indicated in the drawing.

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 Lesson TRADE
1 MATHEMATICS/MEASUREMENT
A. TWO SYSTEM OF MEASUREMENT

There are two systems of Measurement: the English System which

originated in England and the Metric System or Systems International (S.I.)
which originated in France. The basic unit in the Systems International
measurement is called the METER. The meter is divided into 100
centimeters. Each centimeter is divided into 10 millimeters. They are
abbreviated as follows:
Millimeter - mm
Centimeters - cm
Decimeters - dm
Meters - m

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English Linear Measurement
• 12 inches is 1 foot
• 3 feet is 1 yard
STANDARD CONVERSION TABLE – ENGLISH TO METRIC
Symbol To Multiply by To determine Symbol
convert
from
LENGTH
IN inch 25.4 millimeters mm
IN inch 2.54 centimeters cm
IN inch 0.0254 Meters m
FT feet 304.80 millimeters mm
FT feet 30.48 centimeters m
FT feet 0.3048 meters m
YD yards 914.40 meters m
YD yards 91.44 meters m
YD yards 0.9144 meters m
MM millimeters 0.03937 inches in.
CM centimeters 0.3937 inches in.
M meters 39.37 inches in.
MI miles 1.609344 kilometers km

AREA
SI square inches 645.16 square millimeters mm 2
SF square feet 0.09290304 square meters m2
SY square yards 0.83612736 square meters m2
A acres 0.4046856 hectares ha
MI2 square miles 2.59 square kilometers km2

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 cubic VOLUME
CI inches 16.387064 cubiccentimeters
CF cubic 0.0283168 cubic meters cm 3
CY feet 0.764555 cubic meters m3
cubic yards
GAL gallons 3.78541 liters L
OZ fluid ounces 0.0295735 liters L
MBM thousand feet 2.35974 cubic meters m 3
board
MASS
LB pounds 0.4535924 kilograms kg
TON short tons (2000 0.9071848 metric tons t
lbs)
PRESSURE AND
pounds per STRESS
PSF square foot 47.8803 pascals Pa
PSI pounds per 6.89476 kilopascals kPa
square inch
PSI pounds per 0.00689476 megapascals Mpa
square inch
DISCHARGE
cubic feet per cubic meters
CFS 0.02831 m 3/s
second per second
VELOCITY
feet per
FT/SEC 0.3048 meters per second m/s
second
INTENSITY
IN/HR inch per hour 25.4 millimeters per hour mm/hr

FORCE
LB pound (force) 4.448222 newtons N

POWER
HP horsepower 746.0 watts W

TEMPERATURE
degrees
˚F 5 X (˚F – 32)/9 degrees Celsius ˚C
Fahrenheit

B. DIMENSIONS

What are Dimensions?

Dimensions in mathematics are the measure of the size or distance of an
object or region or space in one direction. In simpler terms, it is the
measurement of the length, width, and height of anything.
Any object or surroundings or space can be
One-dimensional (or 1D)
Two-dimensional (or 2D)
Three-dimensional (or 3D)
EXAMPLE
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9
Zero Dimensional
A point is a zero-dimensional object as it has no length, width or height. It
has no size. It tells about the location only.

One Dimensional
A line segment drawn on a surface is a one-dimensional object, as it has
only length and no width.

Two Dimensional
The 2-dimensional shapes or objects in geometry are flat plane figures that
have two dimensions – length and width. Two-dimensional or 2-D shapes
do not have any thickness and can be measured in only two faces.
A square, circle, rectangle, and triangle are examples of two-dimensional
objects. We can classify figures on the basis of the dimensions they have.

Three dimensional
In geometry, three-dimensional shapes are solid figures or objects or shapes
that have three dimensions – length, width, and height. Unlike two-
dimensional shapes, three-dimensional shapes have thickness or depth.
A cube and cuboid are examples of three-dimensional objects, as they have
length, width, and height.
Take for example a cuboid,

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The attributes of the cuboid are faces, edges, and vertices. The three
dimensions compose the edges of a 3D geometric shape.

C. RATIO AND

PROPORTIONS Definition of

Ratio
In certain situations, the comparison of two quantities by the method of
division is very efficient. We can say that the comparison or simplified form
of two quantities of the same kind is referred to as ratio. This relation gives
us how many times one quantity is equal to the other quantity. In simple
words, the ratio is the number which can be used to express one quantity as
a fraction of the other ones.
The two numbers in a ratio can only be compared when they have the same
unit. We make use of ratios to compare two things. The sign used to
denote a ratio is ‘:’.
A ratio can be written as a fraction, say 2/5, or can be represented by using
“to”, as “2 to 5.” We happen to see various comparisons or say ratios in our
daily life.
Key Points to Remember:

 The ratio should exist between the quantities of the same kind
 While comparing two things, the units should be similar
 There should be significant order of terms
 The comparison of two ratios can be performed, if the ratios are
equivalent like the fractions

Definition of Proportion
Proportion is an equation which defines that the two given ratios are
equivalent to each other. In other words, the proportion states the equality
of the two fractions or the ratios. In proportion, if two sets of given numbers
are increasing or decreasing in the same ratio, then the ratios are said to be
directly proportional to each other.

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For example, the time taken by train to cover 100km per hour is equal to the
time taken by it to cover the distance of 500km for 5 hours. Such as
100km/hr = 500km/5hrs = 100km/hr.
Ratio and proportions are said to be faces of the same coin. When two ratios
are equal in value, then they are said to be in proportion. In simple words,
it compares two ratios. Proportions are denoted by the symbol ‘::’ or ‘=’.
Difference Between Ratio and Proportion
To understand the concept of ratio and proportion, go through the
difference between ratio and proportion given here.

No Ratio Proportion

The ratio is used to compare the

The proportion is used to express
1 size of two things with the same
the equality of two ratios
unit

It is expressed using a colon (:), It is expressed using the double

2
slash (/) colon (::) or equal to the symbol (=)

3 It is an expression It is an equation

It represents the quantitative

It represents the quantitative
4 relationship between two things
relationship between two things
with a total

Keyword to identify ratio in a Keyword to identify proportion in a

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problem is “to every” problem is “out of”

Ratio and Proportion Tricks

Let us learn here some rules and tricks to solve problems based on ratio and
proportion topic.

 If u/v = x/y, then uy = vx

 If u/v = x/y, then u/x = v/y
 If u/v = x/y, then v/u = y/x
 If u/v = x/y, then (u+v)/v = (x+y)/y
 If u/v = x/y, then (u-v)/v = (x-y)/y
 If u/v = x/y, then (u+v)/ (u-v) = (x+y)/(x-y), which is known as
Componendo -Dividendo (Component-Dividend) Rule
 If u/v = v/x, then u/x = u2/v2

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  If u/v = x/y, then u = x and v =y
 If a/(b+c) = b/(c+a) = c/(a+b) and a+b+ c ≠0, then a =b = c

Solved Questions

Question 1: Are the ratios 4:5 and 8:10 said to be in Proportion?

Solution:
4:5= 4/5 = 0.8 and 8: 10= 8/10= 0.8
Since both the ratios are equal, they are said to be in proportion.

Question 2: Are the two ratios 8:10 and 7:10 in proportion?

Solution:
8:10= 8/10= 0.8 and 7:10= 7/10= 0.7
Since both the ratios are not equal, they are not in proportion.

Question 3: Given ratio are-

a:b = 2:3
b:c = 5:2
c:d = 1:4
Find a: b: c.
Solution:
Multiplying the first ratio by 5, second by 3 and third by 6, we have
a:b = 10: 15
b:c = 15 : 6
c:d = 6 : 24
In the ratio’s above, all the mean terms are equal, thus
a:b:c:d = 10:15:6:24

Word Problems
Question 4: Out of the total students in a class, if the number of boys is
5 and the number of girls being 3, then find the ratio between girls and
boys.
Solution: The ratio between girls and boys can be written as 3:5( Girls:
Boys). The ratio can also be written in the form of factor like 3/5.
Question 5: Two numbers are in the ratio 2 : 3. If the sum of numbers
is 60, find the numbers.
Solution: Given, 2/3 is the ratio of any two numbers.
Let the two numbers be 2x and 3x.
As per the given question, the sum of these two numbers = 60
So, 2x + 3x = 60
5x = 60
x = 12
Hence, the two numbers are;
2x = 2 x 12 = 24
and
3x = 3 x 12 = 36
24 and 36 are the required numbers.

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D. ROUNDING NUMBERS

A rounded number has about the same value as the number you start
with, but it is less exact.

For example, 341 rounded to the nearest hundred is 300. That is

because 341 is closer in value to 300 than to 400. When rounding off to the
nearest dollar, $1.89 becomes $2.00, because $1.89 is closer to $2.00 than
to $1.00

Rules for Rounding

Here's the general rule for rounding:
 If the number you are rounding is followed by 5, 6, 7, 8, or 9,
round the number up. Example: 38 rounded to the nearest ten is 40
 If the number you are rounding is followed by 0, 1, 2, 3, or 4,
round the number down. Example: 33 rounded to the nearest ten
is 30
What Are You Rounding to?
When rounding a number, you first need to ask: what are you rounding it
to? Numbers can be rounded to the nearest ten, the nearest hundred, the
nearest thousand, and so on.
Consider the number 4,827.
 4,827 rounded to the nearest ten is 4,830
 4,827 rounded to the nearest hundred is 4,800
 4,827 rounded to the nearest thousand is 5,000
All the numbers to the right of the place you are rounding to become
zeros. Here are some more examples:
 34 rounded to the nearest ten is 30
 6,809 rounded to the nearest hundred is 6,800
 1,951 rounded to the nearest thousand is 2,000
Rounding and Fractions
Rounding fractions works exactly the same way as rounding whole
numbers. The only difference is that instead of rounding to tens, hundreds,
thousands, and so on, you round to tenths, hundredths, thousandths, and
so on.
 7.8199 rounded to the nearest tenth is 7.8
 1.0621 rounded to the nearest hundredth is 1.06
 3.8792 rounded to the nearest thousandth is 3.879
Here's a tip: to avoid getting confused in rounding long decimals, look
only at the number in the place you are rounding to and the number
that follows it. For example, to round 5.3824791401 to the nearest

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hundredth, just look at the number in the hundredths place—8—and the
number that follows it—2. Then you can easily round it to 5.38.

Rounding and Sums

Rounding can make sums easy. For example, at a grocery store you might
pick up items with the following prices:

 $2.25
 $0.88
 $2.69
If you wanted to know about how much they would cost, you could add up
the prices with a pen and paper, or try to add them in your head. Or you
could do it the simple way—you could estimate by rounding off to the
nearest dollar, like this:

 $2.00
 $1.00
 $3.00
By rounding off, you could easily figure out that you would need about
$6.00 to pay for your groceries. This is pretty close to the exact number of
$5.82.
As you can see, in finding a round sum, it is quickest to round the
numbers before adding them.

E. TRIGONOMETRIC FUNCTIONS

Pythagorean Theorem
Over 2000 years ago there was an amazing discovery about triangles:

When a triangle has a right angle (90°) ...

... and squares are made on each of the three sides, ...
Go

... then the biggest square has the exact same area as the other two
squares put together!

It is called "Pythagoras' Theorem" and can be written in one short equation:

a2 + b2 = c2

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Note:

 c is the longest side of the triangle

 a and b are the other two sides

Definition

The longest side of the triangle is called the "hypotenuse", so the formal
definition is:
In a right angled triangle: the square of the hypotenuse is equal to the sum
of the squares of the other two sides
Let's see if it really works using an example.

Example: A "3,4,5" triangle has a right angle in it.

Let's check if the areas are the same:

32 + 42 = 52
Calculating this becomes:

9 + 16 = 25
It works ... like Magic!

Why Is This Useful?

If we know the lengths of two sides of a right angled triangle, we can find
the length of the third side. (But remember it only works on right angled
triangles!)
How Do I Use it?
Write it down as an equation:
a2 + b2 = c2

Then we use algebra to find any missing value, as in these examples:

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Example: Solve this triangle

Start with: a2 + b2 = c2
Put in what we know: 5 + 12 = c2
2 2

Calculate squares: 25 + 144 = c2

25+144=169:169 = c2
Swap sides: c2 = 169
Square root of both sides: c = √169
Calculate: c = 13

Example: Solve this triangle.

Start with: a2 + b2 = c2
Put in what we know: 92 + b2 = 152
Calculate squares: 81 + b2 = 225
Take 81 from both sides: 81 − 81 + b2 = 225 − 81
Calculate: b2 = 144
Square root of both sides: b = √144
Calculate: b = 12
Example: What is the diagonal distance across a square of size 1?

Start with: a2 + b2 = c2
Put in what we know: 12 + 12 = c2
Calculate squares: 1 + 1 = c2
1+1=2:2 = c2
Swap sides: c2 = 2
Square root of both sides: c = √2
Which is about:c = 1.4142...
It works the other way around, too: when the three sides of a triangle
make a2 + b2 = c2, then the triangle is right angled.
Example: Does this triangle have a Right Angle?

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Does a2 + b2 = c2 ?

 a2 + b2 = 102 + 242 = 100 + 576 = 676

 c2 = 262 = 676
They are equal, so ...Yes, it does have a Right Angle!

Example: Does an 8, 15, 16 triangle have a Right Angle?

Does 82 + 152 = 162 ?

 82 + 152 = 64 + 225 = 289,

 but 162 = 256

So, NO, it does not have a Right Angle

Example: Does this triangle have a Right Angle?

Does a2 + b2 = c2 ?
Does (√3)2 + (√5)2 = (√8)2 ?
Does 3 + 5 = 8 ?

Yes, it does!
So this is a right-angled triangle

And You Can Prove The Theorem Yourself !

Get paper pen and scissors, then using the following animation as a guide:

 Draw a right angled triangle on the paper, leaving plenty of space.

 Draw a square along the hypotenuse (the longest side)
 Draw the same sized square on the other side of the hypotenuse
 Draw lines as shown on the animation, like this:

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  Cut out the shapes
 Arrange them so that you can prove that the big square has the same
area as the two squares on the other sides

Trigonometric functions are functions of an angle. They are used to relate

the angles of a triangle to the lengths of the sides of a triangle.
If we have a right triangle with one angle θ

Then the following hold true

Sine Θ = a/c cosine Θ = b/c tangent Θ = a/b
Cosecant Θ = c/a secant Θ = c/b cotangent Θ = b/a
Example
If we are given one angle in a right triangle θ = 45° and we know that the
measure of the hypotenuse is 2, what are the measures of the two other
legs?
Using the formulas above we get that:
sine45∘=a2sine45∘=a2
cosine45∘=b2cosine45∘=b2
We use our calculators to determine sine 45° and cosine 45°:
0.707=a20.707=a2
0.707=b20.707=b2
Now we can see that the measures of a and b are equal and that the length
is
2⋅0.707=1.4142⋅0.707=1.414

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 What’s more

BASIC FORMULAS FOR COMPUTATIONS OF AREAS AND VOLUME

Area is the size of a surface!

Learn more about Area

Triangle
Square
Area = ½ × b × h
Area = a2
b = base
a = length of side
h = vertical height

Rectangle Parallelogram
Area = w × h Area = b × h
w = width b = base
h = height h = vertical height

Circle Area
Trapezoid (US)
= π × r2
Trapezium (UK)
Circumference =
Area = ½(a+b) × h
2×π×r
h = vertical height
r = radius

Sector Area
Ellipse = ½ × r2 × θ
Area = πab r = radius
θ = angle in radians

Note: h is at right angles to b:

20
Example: What is the area of this rectangle?

The formula is:

Area = w × h
w = width
h = height
We know w = 5 and h = 3, so:
Area = 5 × 3 = 15
Example: What is the area of this circle?

Radius = r = 3

Area = π × r2

= π × 32

= π × (3 × 3)

= 3.14159... × 9

= 28.27 (to 2 decimal places)

A harder example:
Example: Sam cuts grass at $0.10 per square meter

How much does Sam earn cutting this area:

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Let's break the area into two parts:

Part A is a square:
Area of A = a2 = 20m × 20m = 400m2
Part B is a triangle. Viewed sideways it has a base of 20m and a height of
14m.
Area of B = ½b × h = ½ × 20m × 14m = 140m2
So the total area is:
Area = Area of A + Area of B = 400m2 + 140m2 = 540m2

Sam earns $0.10 per square meter

Sam earns = $0.10 × 540m 2 = $54
Volume Formulas
Note: "ab" means "a" multiplied by "b". "a 2" means "a squared", which is the
same as "a" times "a". "b3" means "b cubed", which is the same as "b" times
"b" times "b".
Be careful!! Units count. Use the same units for all measurements.
(pi = = 3.141592...)

cube = a 3 rectangular prism = a b c

irregular prism = b h cylinder = b h = pi r 2 h

pyramid = (1/3) b h cone = (1/3) b h = 1/3 pi r 2 h

22
sphere = (4/3) pi r 3 ellipsoid = (4/3) pi r1 r2 r3

Units
Volume is measured in "cubic" units. The volume of a figure is the number
of cubes required to fill it completely, like blocks in a box.
Volume of a cube = side times side times side. Since each side of a square is
the same, it can simply be the length of one side cubed.
If a square has one side of 4 inches, the volume would be 4 inches times 4
inches times 4 inches, or 64 cubic inches. (Cubic inches can also be written
in3.)
Be sure to use the same units for all measurements. You cannot multiply
feet times inches times yards, it doesn't make a perfectly cubed
measurement.
The volume of a rectangular prism is the length on the side times the width
times the height. If the width is 4 inches, the length is 1 foot and the height
is 3 feet, what is the volume?
NOT CORRECT 4 times 1 times 3 = 12
CORRECT.... 4 inches is the same as 1/3 feet. Volume is 1/3 feet times 1
foot times 3 feet = 1 cubic foot (or 1 cu. ft., or 1 ft3).

CIRCUMFERENCE - 2𝜋 r

What I Have Learned

Now that we have reviewed your Trade Mathematics and Measurement,
what do you think are the functions of these formulas and mathematical
equations in your course? Why it is necessary to inculcate these basic
aspects in Mathematics? Are these still relevant in your course? Explain.

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 What I Can Do

Mathematical functions

Directions:
Each one must create five (5) cue cards with decimals and fractions. Form
two lines and make it sure that you are facing with one another. Each one
must answer all the cue cards provided. Each one is given 30 seconds to
answer then you will rotate clockwise to have another partner then repeat
again the process until all students have answered the cue cards of each
student.
How do you find the number game? Does it easy to compute fractions and
decimals?

Assessment

Assessment 1:
Directions: Convert the following. Write your answer in a separate
sheet of paper:
A. Fraction to Decimal
1. 1/4
2. ¾
3. 2 7/14
4. 1 3/9
5. 1/8

B. Decimals to Fraction
6. 0.30
7. 1.35
8. 2.15
9. 0.40
10. 3.25

C. Round off the following to the nearest hundredths

11. 98.3247
12. 679.535
13. 2.5392
14. 107.099
15. 516.740

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Assessment 2. Do not forget the units
1. Round the measurement of the length of the
paper clip to the nearest ¼ inch.

2. Round 45.563 to the nearest hundredth of a centimeter.

3. Change 4 yards to centimeters.

4. Change 9 1/2 ft to yards

5. Convert 9.7 kilometers to meters

6. Convert 90 centimeters to millimeters

7. Change 188 inches to meters

8. Change 2.2 miles to feet

9. Find the perimeter of a rectangle that has a length of 4 yards and a width of 4
feet (answer can be in yards or in feet)

10. Find the distance around the polygon shown in kms into meters
12 kms
6 kms

6 kms

16 kms

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 Additional Activities

Let’s do it! (To be performed Next Week)

Directions : Group yourself into three (3)

Problem : Draw a rectangular prism and assign dimension on its sides.
With your drawing; formulate questions that involve Solving the Area,
Trigonometric Function, Volume, etc.
Example:
A. Given this figure, solve its area and

volume of the rectangular prism 6.00 m

B. Solve the hypotenuses of the figure
C. Round off to the nearest ones all your 2.30 m
answers in the given problems. 12.25 m

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References

-Mechanical Drafting Manual for Learners

https://www.nh.gov/dot/org/projectdevelopment/highwaydesign/specifications/d
ocuments/2010_ConversionTable.pdf
https://byjus.com/maths/ratios-and-proportion/
https://www.mathplanet.com/education/algebra-2/trigonometry/trigonometric-
functions
https://www.mathsisfun.com/pythagoras.html
https://www.mathsisfun.com/area.html
http://www.math.com/tables/geometry/volumes.htm
https://www.splashlearn.com/math-vocabulary/geometry/dimensions
factmonster.com/math-science/mathematics/rounding-numbers-rules-examples-
for-fractions-sums
https://www.math-only-math.com/rounding-decimals-to-the-nearest-hundredths.html

For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., Dep
Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: *

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