School MAMBAGO- B NATIONAL Grade Level GRADE 8

HIGH SCHOOL
Teacher HANNAH A. ALMENDRAS Section WISDOM,
CHARITY, FAITH
and LOVE
Teaching Date April 12, 2022 Learning Area TLE (Dressmaking)
and Time
Daily Lesson Plan Quarter FOURTH
No.
Content Standard The learner demonstrates understanding in carrying out measurements in
dressmaking/tailoring.
Performance Standard The learner independently carries out measurements and calculations based on job
requirements.
Learning Competency Obtain body measurements. (TLE_HEDM7/8MT0c-d-2)
Key Concepts Taking Body Measurements.
 Kinds of Body Measurements.
 Guidelines in taking measurements correctly and accurately.
 Taking the Horizontal, Vertical and Circumferential Measurements.
I.LEARNING OBJECTIVES
1. Identify the three types of Body Measurements
2. Practice on how to take Body Measurements
3. Give the importance of taking accurate measurements

The learning objectives are shown in the content standard, performance standard and the learning
competencies. Thus part already shows a student-centered learning, as the teacher wants to understand the
lesson and perform INDEPENDENTLY.

II. CONTENT
BODY MEASUREMENTS
References Leaners Materials in TLE – Dressmaking pages 5-14
Home Technology, Eden C. Diaz and Nora N. Soriano, pp 175-181
Resources/Materials PowerPoint Presentation, projector, Activity sheets, Tape Measure, Pencil
Value Concept: Cooperation, Accuracy
Vocabulary Concept: Crotch, Bust, Empire, Horizontal, Circumferential, vertical
Integration Aral. Pan., Science, English and Mathematics
III. LEARNING ACTIVITIES:
 Prayer
 Greetings
A. Preliminary Activities
 Checking of Attendance
 Checking of Assignment
Drill/Review The teacher reviews the previous lesson on tools and equipment used in
dressmaking by playing “ZOOM IT IN!!!”

Mechanics:
The class will be group into 4. The objective of the game is to figure the Zoomed
image before the time expires. You only have 10 seconds to identify each item.

1. Thimble - a metal or plastic cap with a closed end, worn to protect the finger
and push the needle in sewing.
2. Tape Measure - A flexible measuring device used in taking body
measurements. The front has the measurement of 150 centimeters and
60 inches on the other side.
3. Bent handled dressmaker shears – These are made of quality steel and hold a
shear cutting edge. Good for cutting the actual pattern / fabric together.
4. Pin cushion - A pincushion holds the straight pins and needles while
 working to prevent accidents.
5. Tailors chalk - This is essential as a marker for use on materials.

This review activity which engages students into a fun group game. A humanistic theory of learning
involves letting the students enjoy learning.

Motivation
A. The students will watch and listen to the song “World Clothes”. (Aral. Pan.
Integration about the different clothes in the world)
o The teacher will ask the following questions:
 What the video is all about?
- (different clothes in the world)
 Why do clothes are different in every country?
- (because of the weather)
 How important is the kind of clothes that we wear?
- (to protect our body from the different climate in every
country)

B. The students will watch and listen to the song “Get Dressed For The Day”.
(Science Integration about the different weather)
o The teacher will ask the following questions:
 What the video is all about?
- (different weather and appropriate clothes to wear)
 Why we need to look outside before picking clothes?
- (to see if what is the weather for today)
 How important are the kind of clothes that we wear?
- (to protect us from the kind of weather that we have and
to prevent us from getting sick)
 What kind of weather we have in the Philippines and a kind of
clothes to wear?
- (Sunny Day – t-shirt, short; Rainy Day – jacket, pants…
etc.)

C. The students will listen and read silently the story “Clothes Shopping”.
(English Integration about reading comprehension and vocabulary)
o The teacher will ask the following questions:
 What the video is all about?
- (about the girl who went to the store to buy a new
clothes)
 Why she needs to have new clothes?
- (because she’s grown up and her clothes were all small
for her)
 How important are choosing and fitting of clothes?
- (so that the clothes will not be too long, short, small,
big, tight or large but it fits just right.)

D. The students will play “Guess What?”. (Mathematics integration on

Measurements)
 o The teacher will ask the following questions:

B. Developmental Activities
Activity Proper Taking Body Measurements
Types of Body Measurements
1. Vertical Measurements - is taken from the top of the body figure to its
Discussion: base.
2. Horizontal Measurements - is taken from the left of the figure to the
right.
3. Circumferential Measurements - is taken around the body.

A. VERTICAL MEASUREMENTS
 1.
Bust point height or apex height
- This is the measurement from the base of the neck down
to the tip of the bust.
2. Front Figure
- This is the measurement from the center shoulder over the
bust waistline level.
3. Empire level
- Measure from the center of the front shoulder over the
bust down to the empire level, which is correctly below
the bust
4. Crotch or Rise
- This is measured by placing a ruler between the legs then
measuring below the waistband down to the top of the
level of the ruler.
5. Skirt length
- This measurement is taken from the waistline level down
to the desired length of the skirt.
6. Shirt length
- This is taken from the nape down the center back to the
desired length.
7. Sleeve length
- This measurement is taken from the tip of the shoulder
down to the desired length of the sleeve.
B. HORIZONTAL MEASUREMENTS
1. Back chest
- This measurement is taken from the right back armhole to
the left back armhole
2. Front chest
- This is taken from the front armhole seam to the right
front armhole seam.
3. Bust distance
- This measurement is taken from the first tip of the bust to
the other tip.
4. Shoulder
- This measurement is taken from the first shoulder to the
other shoulder point.
C. CIRCUMFERENTIAL MEASUREMENT
1. Bust
- This measurement is taken around the fullest part of the
bust passing the tip of the nipple.
2. Waist
- This measurement is taken along the smallest part of the
waistline
3. Hip 1
- This measures 4 inches from the waistline, then proceed
measuring around the hip level where the stomach is
fullest.
4. Hip 2
- This measurement is taken from the waistline, measure 8
inches then proceed measuring around the buttocks.
5. Armhole
- This measures around the circumference of the armpit.
6. Wrist
- This is taken along the whole circumference of the wrist
with two finger inserted for easing.
7. Neck
- This measures around the base of the neck with two finger
inserted for easing.
8. Arm girth
- This measurement is taken around the arm.
 9. Bottom or Hem
- This is taken around the fullest part of the bottom.
10. Empire circumference
- This measurement is taken around the whole
circumference of the empire level.

1. Why is it important to take measurements accurately?

- When body measurements is accurate we can create a well fitted
garments. These can enhance not only the look of the person but
also the personality. Ans also wearing a well fitted Personal
Protective Equipment in a workplace can prevent worker to the
exposure of hazard
2. How will you able to take measurements accurately?
3. What other things in our daily living needs accurate measurement?
ANALYSIS: - Measuring the ingredients in cooking and in calculating and
converting units

This part also encourages learners to do self-evaluation as implied in the Humanistic Philosophy of
teaching. Here, the teacher encourages students to reflect on the things they have learned thereby assessing
how much they gained for the day’s lesson.

The teacher summarizes the Types of Body Measurements by asking these

questions:
 What are the Types of Body Measurements?
ABSTRACTION:  How to take Vertical measurement?
 How to take Horizontal measurement?
 How to take Circumferential measurement?
 Cite at least three examples of each type.
Direction: Illustrate or draw, compose a song or poem, make a video/tiktok of the
following by getting the body measurements of any family member.
1. Hip2
2. Skirt Length
3. Waist
4. Shoulder
5. Armhole
APPLICATION Rubrics for checking the output
Clarity of Illustration 30%
Cleanliness 10%
Workmanship 30%
Labeling 30%
Total 100%

The application part is also a fun and collaborative activity wherein learners are having a family
member as part of this activity. Given the body part to be measured following the procedure and guided by a
generally-accepted evaluation procedure (rubric).

IV. EVALUATION:

Direction: Identify what type of measurement is observed whether

 HORIZONTAL, VERTICAL or CIRCUMFERENTIAL measurements. Write your
answer on your answer sheet. You will be given 5 seconds to answer each item.
1. Shoulder – Horizontal
2. Bust – Circumferential
3. Waist – Circumferential
4. Front Chest – Horizontal
5. Skirt Length – Vertical
6. Bust Distance – Horizontal
7. Hip – Circumferential
8. Front Figure – Vertical
9. Bust Point Height – Vertical
10. Crotch – Vertical

V.
ASSIGNMENT/AGREEMENT:

In a long bond paper, draw and label or make a video of at least three body
measurements.
A. Vertical Take note:
B. Horizontal  In this activity you will use
C. Circumferential primitive way of measuring.
Rubrics for checking the output
Clarity of Illustration 30%
Cleanliness 10%
Workmanship 30%
Labeling 30%
Total 100%
VI. REFLECTION
A. No. of learners who earned
80% of the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers

Prepared by: Checked by: Noted by:

HANNAH A. ALMENDRAS ALMA S. BARBARONA JOCELYN P.

LADRES
 Teacher I Master Teacher I SS Principal I

To show that I have applied a personal philosophy of teaching that is learner-centered, I have
indicated annotation in yellow shades. I have been a believer of the Humanistic Philosophy of Education from
Abraham Maslow, Carl Rogers, and James F. T. Bugental. This philosophy focuses on both cognitive and
affective aspects of students learning, which I also apply on my teaching. This lesson example shows that I
was able to apply this philosophy in my teaching in all three areas of lesson planning, i.e. from the learning
objective, instructional activities and assessments as mentioned in the annotations.