Common 3 LO1 PDF

ENHANCED COMPETENCY-BASED LEARNING MATERIALS
Sector: AGRI - FISHERY
Qualification: ORGANIC AGRICULTURE PRODUCTION NC II
Unit of Competency:
PERFORM ESTIMATION AND BASIC CALCULATION
Module Title:
PERFORMING ESTIMATION AND BASIC CALCULATION
Learning Outcome 1:
Perform Estimation
TABLE OF CONTENTS
TITLE PAGES
PLAN TRAINING SESSION . . . . . . . 3

CHARACTERISTICS OF LEARNERS . . . . . . 4
SELF- ASSESSMENT CHECK . . . . . . . 7
COMPETENCY- BASED LEARNING MATERIALS . . . 9
HOW TO USE THE COMPETENCY BASED
LEARNING MATERIALS . . . . . . . . 10
PARTS OF THE COMPETENCY BASED . . . . . . 11
LIST OF COMPETENCIES . . . . . . . . 12
MODULE CONTENT . . . . . . . . 13
LEARNING OUTCOME NO. 1 Perform Estimation . . . . 14
LEARNING EXPERIENCE . . . . . . . . 15
DEFINITION OF TERMS . . . . . . . . 16
INFORMATION SHEET 3.1-1 Problem Solving Procedures . . . 17
SELF-CHECK 1.2-1 . . . . . . . . 25
INFORMATION SHEET 3.1-2 Basic Mathematical Operations . . 26
SELF-CHECK 3.1-2 . . . . . . . . 51
FACILITATE LEARNING SESSION . . . . . . 52

EVIDENCE PLAN . . . . . . . . . 53
TABLE OF SPECIFICATION . . . . . . . 54
ITEM ANALYSIS . . . . . . . . . 55
WRITTEN EXAMINATION FOR ASSESSMENT . . . . . 56
QUESTIONING TOOLS . . . . . . . . 59
EXPECTED ANSWER FOR QUESTIONING TOOL . . . . 60
REFERENCES . . . . . . . . . 62
Date Developed: Document No.00

ORGANIC AGRICULTURE
PRODUCTION NC II Issued By
November, 2022
Perform Estimation and Developed by: Revision #00 Page 2 of

Basic Calculation 62
ELMA A. ACUZAR.
Plan
Training
Session

ORGANIC AGRICULTURE
November, 2022

ELMA A. ACUZAR.
Name: _____________________________________ Date: __________________
Please answer the following instrument according to the characteristics

described below. Encircle the letter of your choice that best describes you as a
learner. Blank spaces are provided for some data that need your response.
Characteristics of Learners
Language, literacy and Average grade in: Average grade in Math:
numeracy English a. 95 and above
(LL & N) a. 95 and above b. 90 to 94
b. 90 to 94 c. 85 to 89
c. 85 to 89 d. 80 to 84
d. 80 to 84 e. 75 to 79
e. 75 to 79
Cultural and language Ethnicity/Culture:
background a. Ifugao
b. Igorot
c. Ibanag
d. Gadding
e. Muslim
f. Ibaloy
Others (please specify) _______________
Education and general Highest Educational Attainment

knowledge a. High School Level
b. High School Graduate
c. College Level
d. College Graduate
e. With Units in Master‟s Degree
f. Masteral Graduate
g. With units in Doctoral Level
h. Doctoral Graduate
Sex a. Male
b. Female
Age Your age: ______________
Physical ability 1. Disabilities (if any) _____________________

2. Existing Health Conditions (Existing illness if
any)
a. None
b. Asthma
c. Heart disease
d. Anemia
e. Hypertension
f. Diabetes
g. Others (please specify) _______________

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Previous experience Horticultural/Agricultural Certificates
with the topic a. Farm Technician
b. Research Assistant
c. Farmer
d. Government Employee
Number of years as a competency trainer ___
Previous learning List down training programs and training

experiences
Training level completed Qualification and NC level
Characteristics of learners
Special Courses Other courses related to Horticulture
a. Agricultural Graduate
b. Degree in Agricultural Engineering
c. Degree in Animal Science
d. Degree in crop science
e. Degree in Horticulture
f. Degree in Agronomy
g. Degree in forestry
h. Degree in Aqua Fisheries
i. Others (please specify)________________

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Learning Styles a. Visual - The visual learner takes mental pictures
of information given, so in order for this kind of
learner to retain information, oral or written,
presentations of new information must contain
diagrams and drawings, preferably in color. The
visual learner can't concentrate with a lot of
activity around him and will focus better and
learn faster in a quiet study environment.
b. Kinesthetic - described as the students in the

classroom, who have problems sitting still and
who often bounce their legs while tapping their
fingers on the desks. They are often referred to
as hyperactive students with concentration
issues.
c. Auditory- a learner who has the ability to

remember speeches and lectures in detail but
has a hard time with written text. Having to read
long texts is pointless and will not be retained by
the auditory learner unless it is read aloud.
d. Activist - Learns by having a go
e. Reflector - Learns most from activities where

they can watch, listen and then review what has
happened.
f. Theorist - Learns most when ideas are linked to

existing theories and concepts.
g. Pragmatist - Learns most from learning activities

that are directly relevant to their situation.
Other needs a. Financially challenged

b. Working student
c. Solo parent
d. Others (please specify) ______________
_________________________
Printed Name and Signature
SELF-ASSESSMENT CHECK
ORGANIC AGRICULTURE
November, 2022

ELMA A. ACUZAR.
Name: _____________________________________ Date: _______________________
INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary data
or information which is essential in planning training sessions.
Please check the appropriate box of your answer to the questions
below.
BASIC COMPETENCIES
CAN I…? YES NO
1. Participate in workplace communication
 Obtain and convey workplace information x
 Perform duties following workplace instructions x
 Complete relevant work-related documents x
2. Work in a team environment
 Describe team role and scope x
 Identify one‟s role and responsibility within team x
 Work as a team member x
3. Solve/Address routine problems
 Identify routine problems x
 Look for solutions to routine problems x
 Recommend solutions to problems x
4. Develop career amd life decisions
 Manage one‟ x
 Develop reflective practices x
 Boost self-confidence and develop self-regulations x
5. Contribute to workplace innovation
 Identify opportunities to do things better x
 Discuss and develop ideas with others x
 Integrate ideas for change in the workplace x
6. Present relevant information
 Gather data/information x
 Assess gathered data/information x
 Record the present information x
7. Practice occupational safety and health policies and procedures

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BASIC COMPETENCIES
CAN I…? YES NO
 Identify OSH compliance requirements x
 Prepare OSH requirements for compliance x
 Perform tasks in accordance with relevant OSH policies and x
procedures
8. Exercise efficient and effective sustainable practices in the workplace
 Identify the efficiency and effectiveness of resource x
utilization
 Determine causes of inefficiency and/or ineffectiveness of x
resource utilization
 Convey inefficient and ineffective environmental practice x
9. Practice entrepreneurial skills in the workplace
 Apply entrepreneurial workplace best practices x
 Communicate entrepreneurial workplace best practices x
 Implement cost-effective operations x
COMMON COMPETENCIES
CAN I…? YES NO
1. Apply safety measures in farm operations
 Identify work tasks in line with farm operations x
 Apply appropriate safety measures while working in farm x
 Safe keep/dispose tools, materials and outfit x
2. Use farm tools and equipment
 Identify appropriate farm tools according to x
requirements/use
 Checked farm tools and equipments and defedtive tools x
are rep[orted in accordance with farm procedures
 Safely used appropriate tools and equipment according to x
job requyirements and manufacturers condition
3. Perform estimation and basic calculation
 Perfom estimation x
 Perform basic workplace calculations x

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COMPETENCY
BASED
LEARNING
MATERIAL

ORGANIC AGRICULTURE
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ELMA A. ACUZAR.
HOW TO USE THIS COMPETENCY- BASED LEARNING
MATERIALS
Welcome!
The unit of competency, Perform Estimation and Basic Calculation is one of

the competencies of ORGANIC AGRICULTURE PRODUCTION NCII, a course which
comprises the knowledge, skills and attitudes required for a TVET trainer to
possess. The module, Performing Estimation and Basic Calculation, contains
training materials and activities related to identifying learner‟s requirements,
preparing session plan, preparing basic instructional materials and organizing
learning and teaching activities for you to complete. In this module, you are
required to go through a series of learning activities in order to complete each
learning outcome. In each learning outcome are Information Sheets, Self-Checks,
Task Sheets and Job Sheets. Follow and perform the activities on your own. If you
have questions, do not hesitate to ask for assistance from your facilitator.
Remember to:
 Read information sheets and complete the self-check. Suggested references are
included to supplement the materials provided in this module.
 Perform the Task Sheets and Job Sheets until you are confident that your
outputs conform to the Performance Criteria Checklist that follows the sheets.
 Submit outputs of the Task Sheets and Job Sheets to your facilitator for
evaluation and recording in the Accomplishment Chart. Outputs shall serve as
your portfolio during the Institutional Competency Evaluation. When you feel
confident that you have had sufficient practice, ask your trainer to evaluate you.
The results of your assessment will be recorded in your Progress Chart and
Accomplishment Chart. You must pass the Institutional Competency
Evaluation for this competency before moving to another competency. A
Certificate of Achievement will be awarded to you after passing the
evaluation.

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PARTS OF A COMPETENCY-BASED LEARNING MATERIAL
Performance Criteria Checklist
Operation/Task/Job Sheet
Self-Check Answer Key
Self-Check
References
Information Sheet
Learning Experiences
Learning Outcome Summary
Module Content
Module Content
List of Competencies
Module Content
Front Page
In our efforts to standardize

CBLM, the above parts are
recommended for use in
Competency Based Training
(CBT) in Technical Education
and Skills Development
Authority (TESDA) Technology
Institutions. The next sections
will show you the components
and features of each part.

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ORGANIC AGRICULTURE PRODUCTION NC II
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title Code
Applying safety
Apply safety measures AGR321201
1. measures in farm
in farm operations
operations
Use farm tools and Using farm tools and AGR321202

2. equipment equipment
Performing
Perform estimation AGR321203
3. estimation and
and calculations
calculations
Develop and update Developing and update TRS311201

4.
industry knowledge industry knowledge
Performing record AGR321205

5. Perform record keeping
keeping

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MODULE CONTENT
UNIT OF COMPETENCY : PERFORM ESTIMATION AND BASIC

CALCULATION
MODULE TITLE : PERFORMING ESTIMATION AND BASIC

CALCULATION
MODULE DESCRIPTOR:
This module covers the knowledge, skills and attitudes required to
perform estimation and basic workplace calculations
NOMINAL DURATION: 18 hrs.
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
LO1. Perform estimation

LO2. Perform basic workplace calculations
ASSESSMENT CRITERIA:
 Job requirements are identified from written or oral communications

 Quantities of materials and resources required to complete a work task
are estimated
 Time needed to complete a work activity is estimated
 Accurate estimate for work completion are made
 Estimate of materials and resources are reported to appropriate person
 Calculations to be made are identified according to job requirements
 Correct method of calculation is determined
 Systems and units of measurement to be followed are ascertained
 Calculations needed to complete work task are performed using the four
basic mathematical operations
 Appropriate operations are used to comply with the instruction
 Result obtained is reviewed and thoroughly checked

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LEARNING OUTCOME NO. 1
PERFORFM ESTIMATION
ASSESSMENT CRITERIA:
 Job requirements are identified from written or oral communications
 Quantities of materials and resources required to complete a work task
are estimated
 Time needed to complete a work activity is estimated
 Accurate estimate for work completion are made
 Estimate of materials and resources are reported to appropriate person
CONTENTS:
 Problem solving procedures

 Basic mathematical operations
CONDITIONS:
The students/trainees must be provided with the following:
 Pen/pencil
 Paper
 Sample problems

METHODOLOGIES:
 Computation
 Estimation
 Interaction
ASSESSMENT METHODS:
 Oral questioning
 Interview

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Learning Experiences
Learning Outcome 1
PERFORM ESTIMATION
Learning Activities Special Instructions

Read Information Sheet 3.1-1 on Identify work tools use in farm
problem solving procedures operations
Answer self-check 3.1-1 on identifying Try to answer the Self-check

work tools in line with farm operations without looking at the answer key
Compare answer to answer key 3.1-1 In case of an incorrect answer, do

not forget to double check the
answer using Self-check
Read information sheet 3.1-2 on basic Always remember the factors to be

mathematical operations consider in determining the place
for safety measures in line with
farm operations
Answer self-check 3.1-2 on basic Try to answer the self-check

mathematical operations without looking at the answer key
Compare answer to answer key 3.1-2 Double check your answer using
answer key 1.1-2

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Definition of Terms
Area - refers to the size of the surface
Fertilizer - any material added to the soil to support nutrient
Germination- the development of the seed into a young plant
Graph- a drawing in which the relationship between two (or more) items of
information (e.g. Time and plant growth) is shown in a symbolic way.
Gross Income/Sales - the equivalent value of the product sold.
Interest- is the corresponding value that will be added to the principal as

payment for using money of the lender.
Labor- refers to the work performed by farm workers in exchange for salary.
Net Income- is the value remains after all the expenses have been deducted
from the gross income or sales.
Principal –refers to the amount you owed.
Volume- is the content of a body or object

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Information Sheet 3.1-1
PROBLEM SOLVING PROCEDURES
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:

1. Identify job requirements from written or oral communication.
2. Estimate quantities of materials and resources required to
complete a work.
3. Estimate time needed to complete a work activity.
The Problem-Solving Process

The Problem Solving process consist of a sequence of sections that fit
together depending on the type of problem to be solved. These are:
 Problem definition
 Problem analysis
 Generating possible solutions
 Analyzing the solutions
 Selecting the best solutions
 Planning the next course of action (next steps)
The process is only a guide for problem solving. It is useful to have a

structure to follow to make sure that nothing is overlooked. Nothing here is
likely to be brand new to anyone, but it is the pure acknowledgement and
reminding of the process that can help the problems to be solved.
1. Problem Definition
The normal process for solving a problem will initially involve defining
the problem you want to solve. You need to decide what you want achieve
and write it down. Often people keep the problem in their head as a vague
idea and can so often get lost in what they are trying to solve that no
solution seems to fit. Merely writing down the problem forces you to think
about what you are actually trying to solve and how much you want to
achieve. The first part of the process not only involves writing down the
problem to solve, but also checking that you are answering the right
problem. It is a check-step to ensure that you do not answer a side issue or
only solve the part of the problem that is easiest to solve. People often use
the most immediate solution to the first problem definition that they find
without spending time checking the problem is the right one to answer.

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2. Problem Analysis
The next step in the process is often to check where we are, what the
current situation is and what is involved in making it a problem. For
example, what are the benefits of the current product/service/process? And
why did we decide to make it like that? Understanding where the problem is
coming from, how it fits in with current developments and what the current
environment is, is crucial when working out whether a solution will actually
work or not. Similarly, you must have a set of criteria by which to evaluate
any new solutions or you will not know whether the idea is workable or not.
This section of the problem solving process ensures that time is spent in
stepping back and assessing the current situation and what actually needs
to be changed.
After this investigation, it is often good to go back one step to

reconfirm that your problem definition is still valid. Frequently after the
investigation people discover that the problem they really want to answer is
very different from their original interpretation of it.
3. Generating possible Solutions
When you have discovered the real problem that you want to solve
and have investigated the climate into which the solution must fit, the next
stage is to generate a number of possible solutions. At this stage you should
concentrate on generating many solutions and should not evaluate them at
all. Very often an idea, which would have been discarded immediately, when
evaluated properly, can be developed into a superb solution. At this stage,
you should not pre-judge any potential solutions but should treat each idea
as a new idea in its own right and worthy of consideration.
4. Analyzing the Solutions
This section of the problem solving process is where you investigate

the various factors about each of the potential solutions. You note down the
good and bad points and other things which are relevant to each solution.
Even at this stage you are not evaluating the solution because if you do so
then you could decide not to write down the valid good points about it
because overall you think it will not work. However, you might discover that
by writing down its advantages that it has a totally unique advantage. Only
by discovering this might you choose to put the effort in to develop the idea
so that it will work.
5. Selecting the best Solution(s)
This is the section where you look through the various influencing
factors for each possible solution and decide which solutions to keep and

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which to disregard. You look at the solution as a whole and use your
judgement as to whether to use the solution or not. In Innovation Toolbox,
you can vote using either a Yes/No/Interesting process or on a sliding scale
depending on how good the idea is. Sometimes pure facts and figures dictate
which ideas will work and which will not. In other situations, it will be purely
feelings and intuition that decides. Remember that intuition is really a
lifetimes experience and judgement compressed into a single decision.
6. Planning the next course of action (Next Steps)
This section of the process is where you write down what you are
going to do next. Now that you have a potential solution or solutions you
need to decide how you will make the solution happen. This will involve
people doing various things at various times in the future and then
confirming that they have been carried out as planned. This stage ensures
that the valuable thinking that has gone into solving the problem becomes
reality. This series of Next Steps is the logical step to physically solving the
problem.
The Seven Steps of Problem Analysis
Using an organized seven-stem approach in analyzing a case will make

the entire process easier and can increase your learning benefits.
1. Read the case thoroughly.
To understand fully what is happening in a case, it is

necessary to read the case carefully and thoroughly. You may want to
read the case rather quickly the first time to get an overview of the
industry, the company, the people, and the situation. Read the case
again more slowly, making notes as you go.
2. Define the central issue.
Many cases will involve several issues or problems. Identify the

most important problems and separate them from the more trivial
issues. After identifying what appears to be a major underlying issue,
examine related problems in the functional areas (for example,
marketing, finance, personnel, and so on). Functional area problems
may help you identify deep-rooted problems that are the responsibility
of top management.

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3. Define the firm's goals.
Inconsistencies between a firm's goals and its performance may

further highlight the problems discovered in step 2. At the very least,
identifying the firm's goals will provide a guide for the remaining
analysis.
4. Identify the constraints to the problem.
The constraints may limit the solutions available to the firm.

Typical constraints include limited finances, lack of additional
production capacity, personnel limitations, strong competitors,
relationships with suppliers and customers, and so on. Constraints
have to be considered when suggesting a solution.
5. Identify all the relevant alternatives.
The list should all the relevant alternatives that could solve the
problem(s) that were identified in step 2. Use your creativity in coming
up with alternative solutions. Even when solutions are suggested in
the case, you may be able to suggest better solutions.
6. Select the best alternative.
Evaluate each alternative in light of the available information. If

you have carefully taken the proceeding five steps, a good solution to
the case should be apparent. Resist the temptation to jump to this
step early in the case analysis. You will probably miss important
facts, misunderstand the problem, or skip what may be the best
alternative solution. You will also need to explain the logic you used to
choose one alternative and reject the others.
7. Develop an implementation plan.

The final step in the analysis is to develop a plan for effective
implementation of your decision. Lack of an implementation plan even
for a very good decision can lead to disaster for a firm and for you.
Don't overlook this step. Your teacher will surely ask you or someone
in the class to explain how to implement the decision.

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FARM INPUTS
Seeds
FARM LABOR
LABOR REQUIREMENT FOR LAND PREPARATION
Plowing using tractor Clearing of the land using

hoe

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Plowing using animal Harrowing using tractor
LABOR REQUIREMENT IN PLANTING
Pulling of Seedlings Transplanting of Seedlings
LABOR REQUIREMENT FOR PLANT CARE
Fertilizer Application Pest Control

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Irrigation
Weeding Harvesting
Threshing Corn Drying Corn

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Threshing Rice Drying Rice
Storing

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Self – Check 3.1-1
Direction:
Enumerate answers to the following:
1. Give at least 3 examples of farm inputs
2. Enumerate 7 farm activities

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Information Sheet 3.1-2
BASIC MATHEMATICAL OPERATIONS
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:

1. Identify calculations to be made according to job requirements.
2. Identify correct method of calculation.
3. Perform calculations needed to complete work task using the four
basic mathematical operations.
4. Use appropriate operations to comply with the instruction.
PERFORM CALCULATION
It is important to be able to measure and calculate surface areas. It

might be necessary to calculate, for example, the surface area of the cross-
section of a canal or the surface area of a farm.
This section will discuss the calculation of some of the most common
surface areas: triangle, square, rectangle, rhombus, parallelogram,
trapezium and circle.
The most common surface areas illustrated:
The height (h) of a triangle, a rhombus, a parallelogram or a

trapezium, is the distance from a top corner to the opposite side called base
(b). The height is always perpendicular to the base; in other words, the
height makes a "right angle" with the base. An example of a right angle is the
corner of this page.

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In the case of a square or a rectangle, the expression length (1) is
commonly used instead of base and width (w) instead of height. In the case
of a circle the expression diameter (d) is used.
The height (h), base (b), width (w), length (1) and diameter (d) of the
most common surface areas
TRIANGLES
The surface area or surface (A) of a triangle is calculated by the

formula:
A (triangle) = 0.5 x base x height = 0.5 x b x h ..... (1)
Triangles can have many shapes but the same formula is used for all
of them.
Some examples of triangles
EXAMPLE
Calculate the surface area of the triangles no. 1, no. 1a and no. 2
Given
Triangles no. 1 and no. 1a: base = 3 cm height = 2 cm
Triangle no. 2: base =3 cm
height = 2 cm

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Answer
Formula:
Triangles no. 1 and no.1a A = 0.5 x base x height
= 0.5 x 3 cm x 2 cm
= 3 cm2
Triangle no. 2 A = 0.5 x 3 cm x 2 cm
= 3 cm2
It can be seen that triangles no. 1, no. 1a and no. 2 have the same
surface; the shapes of the triangles are different, but the base and the height
are in all three cases the same, so the surface is the same.
The surface of these triangles is expressed in square centimeters

(written as cm2). Surface areas can also be expressed in square decimeters
(dm2), square meters (m2), etc...
PROBLEM:
Calculate the surface areas of the triangles nos. 3, 4, 5 and 6.
Given:
Triangle no. 3: base = 3 cm

height = 2 cm
height = 1 cm
height = 3 cm
height = 3 cm
Answer
Formula: A = 0.5 x base x height
Triangle # 3: A = 0.5 x 3 cm x 2 cm = 3 cm2

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SQUARES AND RECTANGLES
The surface area or surface (A) of a square or a rectangle is calculated
by the formula:
A (square or rectangle) = length x width = l x w ..... (2)
In a square the lengths of all four sides are equal and all four angles
are right angles.
In a rectangle, the lengths of the opposite sides are equal and all four
angles are right angles.
A square and a rectangle
Note that in a square the length and width are equal and that in a
rectangle the length and width are not equal.
PROBLEM
Calculate the surface areas of the rectangle and of the square.
Given
Square: length = 2 cm
width = 2 cm
Answer:
Formula: A = length x width

= 2 cm x 2 cm
= 4 cm2
Given
Rectangle: length = 5 cm
width = 3 cm

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Answer:
Formula: A = length x width
= 5 cm x 3 cm
= 15 cm2
In calculating irrigation areas, you will often come across the
expression hectare (ha), which is a surface area unit. By definition, 1 hectare
equals 10 000 m2. For example, a field with a length of 100 m and a width of
100 m2 has a surface area of 100 m x 100 m = 10 000 m2 = 1 ha.
Fig. 4. One hectare equals 10 000 m2
RHOMBUSES AND PARALLELOGRAMS

The surface area or surface (A) of a rhombus or a parallelogram is
calculated by the formula:
A (rhombus or parallelogram) = base x height = b x h ..... (3)
In a rhombus the lengths of all four sides are equal; none of the
angles are right angles; opposite sides run parallel.
In a parallelogram the lengths of the opposite sides are equal; none of
the angles are right angles; opposite sides run parallel.
A rhombus and a parallelogram
QUESTION
ORGANIC AGRICULTURE
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Calculate the surface areas of the rhombus and the parallelogram.
Given Answer
Rhombus: Formula: A = base x height
base = 3 cm = 3 cm x 2 cm
height = 2 cm = 6 cm2
Parallelogram: Formula: A = base x height

base = 3.5 cm = 3.5 cm x 3 cm
height = 3 cm = 10.5 cm2
TRAPEZIUMS
The surface area or surface (A) of a trapezium is calculated by the
formula:
A (trapezium) = 0.5 (base + top) x height =0.5 (b + a) x h ..... (4)
The top (a) is the side opposite and parallel to the base (b). In a
trapezium only the base and the top run parallel.
Some examples are shown below:
Some examples of trapeziums
EXAMPLE
Calculate the surface area of trapezium no. 1.
Given Answer
Trapezium no. 1: Formula: A = 0.5 x (base x top) x height
base = 4 cm = 0.5 x (4 cm + 2 cm) x 2 cm
top = 2 cm = 0.5 x 6 cm x 2 cm
QUESTION
Calculate the surface areas trapeziums nos. 2, 3 and 4.

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ELMA A. ACUZAR.
Given Answer
Trapezium no. 2: Formula: A = 0.5 x (base + top) x
height
base = 5 cm = 0.5 x (5 cm + 1 cm) x 2 cm
top = 1 cm = 0.5 x 6 cm x 2 cm
Trapezium no. 3:
base = 3 cm A = 0.5 x (3 cm + 1 cm) x 2 cm
top = 1 cm = 0.5 x 4 cm x 2 cm
Trapezium no. 4:
base = 2 cm A = 0.5 x (2 cm + 4 cm) x 2 cm
top = 4 cm = 0.5 x 6 cm x 2 cm
Note that the surface areas of the trapeziums 1 and 4 are equal.
Number 4 is the same as number 1 but upside down.
Another method to calculate the surface area of a trapezium is to

divide the trapezium into a rectangle and two triangles, to measure their
sides and to determine separately the surface areas of the rectangle and the
two triangles.
Splitting a trapezium into one rectangle and two triangles.
Note that A = A1+ A2 + A3 = 1 + 6

+ 2 = 9 cm2

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ELMA A. ACUZAR.
CIRCLES
The surface area or surface (A) of a circle is calculated by the formula:
A (circle) = 1/4 (¶ x d x d) = 1/4 (¶ x d2) = 1/4 (3.14 x d2) ..... (5)
whereby d is the diameter of the circle and ¶ (a Greek letter, pronounced Pi)
a constant (¶ = 3.14). A diameter (d) is a straight line which divides the circle
in two equal parts.
A circle
EXAMPLE
Given Answer
Circle: d = 4.5 cm Formula: A = 1/4 (¶ x d²)
= 1/4 (3.14 x d x d)
= 1/4 (3.14 x 4.5 cm x 4.5
cm)
= 15.9 cm2
QUESTION
Calculate the surface area of a circle with a diameter of 3 m.

Given Answer
Circle: d = 3 m Formula: A = 1/4 (¶ x d²)

= 1/4 (3.14 x d x d)
= 1/4 (3.14 x 3 m x 3 m)
= 7.07 m2

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ELMA A. ACUZAR.
METRIC CONVERSIONS
Units of length
The basic unit of length in the metric system is the meter (m). One
meter can be divided into 10 decimeters (dm), 100 centimeters (cm) or 1000
millimeters (mm); 100 m equals to 1 hectometer (hm); while 1000 m is 1
kilometer (km).
1 m = 10 dm = 100 cm = 1000 mm
0.1 m = 1 dm = 10 cm = 100 mm
0.01 m = 0.1 dm = 1 cm = 10 mm
0.001 m = 0.01 dm = 0.1 cm = 1 mm
1 km = 10 hm = 1000 m
0.1 km = 1 hm = 100 m
0.01 km = 0.1 hm = 10 m
0.001 km = 0.01 hm = 1 m
Units of surface
The basic unit of area in the metric
system is the square meter (m), which is
obtained by multiplying a length of 1 meter by
a width of 1 meter.
A square meter
1 m2 = 100 dm2 = 10 000 cm2 = 1 000 000 mm2

0.01 m2 = 1 dm2 = 100 cm2 = 10 000 mm2
0.0001 m2 = 0.01 dm2 = 1 cm2 = 100 mm2
0.000001 m2 = 0.0001 dm2 = 0.01 cm2 = 1 mm2
1 km2 = 100 ha2 = 1 000 000 m2

0.01 km2 = 1 ha2 = 10 000 m2 0.000001 km2 =
0.0001 ha2 = 1 m2

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ELMA A. ACUZAR.
NOTE:
1 ha =100 m x 100 m = 10 000 m2
SURFACE AREAS OF CANAL CROSS-SECTIONS AND FARMS
This Section explains how to apply the surface area formulas to two
common practical problems that will often be met in the field.
DETERMINATION OF THE SURFACE AREAS OF CANAL CROSS-

SECTIONS
The most common shape of a canal cross-section is a trapezium or,
more truly, an "up-sidedown" trapezium.
Canal cross section
The area (A B C D), hatched on the above drawing, is called the canal
cross-section and has a trapezium shape. Thus, the formula to calculate its
surface is similar to the formula used to calculate the surface area of a
trapezium:
Surface area of the canal cross-section = 0.5 (base + top line) x canal depth =
0.5 (b + a) x h ..... (6)
whereby:
base (b) = bottom width of the canal
top line (a) = top width of the canal
canal depth (h) = height of the canal (from the bottom of the canal to the top
of the embankment)
Suppose that the canal contains water, as shown in Figure below.

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ELMA A. ACUZAR.
Wetted cross-section of a canal
The area (A B C D), hatched on the above drawing, is called the wetted
canal cross-section or wetted cross-section. It also has a trapezium shape
and the formula to calculate its surface area is:
Surface area of the wetted canal cross-section = 0.5 (base + top line) x water
depth = 0.5 (b + a1) x h1 ..... (7)
whereby:
base (b) = bottom width of the canal
top line (a1) = top width of the water level
water depth (h1) = the height or depth of the water in the canal (from the
bottom of the canal to the water level).
EXAMPLE
Calculate the surface area of the cross-section and the wetted cross-section,
of the canal shown in next figure.

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ELMA A. ACUZAR.
Given
Canal cross-section:
base (b) =1.25 m
top line (a) =3.75 m
canal depth (h) = 1.25 m
Formula:
A = 0.5 x (b + a) x h
= 0.5 x (1.25 m + 3.75 m) x 1.25 m
= 3.125 m2
Canal wetted cross-section:
base (b) = 1.25 m

top line (a1) = 3.25 m
water depth (h1) =1.00 m
Formula:
A = 0.5 x (b + a1) x h
= 0.5 x (1.25 m + 3.25 m) x 1.00 m
= 2.25 m2
DETERMINATION OF THE SURFACE AREA OF A FARM

It may be necessary to determine the surface area of a farmer's field.
For example, when calculating how much irrigation water should be given to
a certain field, the size of the field must be known.
When the shape of the field is regular and has, for example, a
rectangular shape, it should not be too difficult to calculate the surface area
once the length of the field (that is the base of its regular shape) and the
width of the field have
been measured.
Field of regular shape

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ELMA A. ACUZAR.
EXAMPLE
Given
Length of the field =50 m
Width of the field = 30 m
Answer
Formula: A = length x width (formula 2)
= 50 m x 30 m
= 1500 m2
QUESTION
What is the area of the same field, expressed in hectares?
ANSWER
A hectare is equal to 10 000 m. Thus, the formula to calculate a
surface area in hectares is:
Surface area in hectare (ha) =
In this case: area of the field in ha = = 0.15 ha
More often, however, the field shape is not regular, as shown in Figure
below.
Field of irregular shape
In this case, the field should be divided in several regular areas

(square, rectangle, triangle, etc.).

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Division of irregular field into regular areas
Surface area of the square: As = length x width = 30 m x 30 m = 900 m2
Surface area of the rectangle: Ar = length x width = 50 m x 15 m = 750 m2
Surface area of the triangle: At = 0.5 x base x height = 0.5 x 20 m x 30 m =

300 m2
Total surface area of the field: A = As + Ar + At = 900 m2 + 750 m2 + 300 m2

= 1950 m2
INTRODUCTION TO VOLUME
A volume (V) is the content of a body or object. Take for example a

block. A block has a certain length (l), width (w) and height (h). With these
three data, the volume of the block can be calculated using the formula:
V (block) = length x width x height = l x w x h
A block

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ELMA A. ACUZAR.
EXAMPLE
Calculate the volume of the above block.
Given
length = 4 cm
width = 3 cm
height = 2 cm
Answer
Formula:
V = length x width x height
= 4 cm x 3 cm x 2 cm
= 24 cm3
The volume of this block is expressed in cubic centimeters (written as

cm). Volumes can also be expressed in cubic decimeters (dm3), cubic meters
(m3), etc.
QUESTION
Calculate the volume in m3 of a block with a length of 4 m, a width of
50 cm and a height of 200 mm.
Given
All data must be converted in meters (m)
length = 4 m
width = 50 cm = 0.50 m
height = 200 mm = 0.20 m
Answer
Formula:
= 4 m x 0.50 m x 0.20 m
= 0.40 m3
QUESTION
Calculate the volume of the same block, this time in cubic centimeters (cm3)

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ELMA A. ACUZAR.
Given
All data must be converted in centimeters (cm)
length = 4 m = 400 cm
width = 50 cm
height = 200 mm = 20 cm
Formula:
= 400 cm x 50 cm x 20 cm
= 400 000 cm3
Of course, the result is the same: 0.4 m3 = 400 000 cm3
UNITS OF VOLUME
The basic unit of

volume in the metric
system is the cubic
meter (m3) which is
obtained by multiplying
a length of 1 meter, by a
width of 1 meter and a
height of 1 meter.
1 m3 = 1.000 dm3 = 1 000 000 cm3 = 1 000 000 000 mm3

0.001 m3 = 1 dm3 = 1 000 cm3 = 1 000 000 mm3
0.000001 m3 = 0.001 dm3 = 1 cm3 = 1 000 mm3
0.000000001 m3 = 0.000001 dm3 = 0.001 cm3 = 1 mm3
NOTE:
1 dm3 = 1 liter
and
1 m3 = 1000 liters

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OF WATER ON A FIELD
Suppose a one-liter bottle is filled with water. The volume of the water
is thus 1 liter or 1 dm3. When the bottle of water is emptied on a table, the
water will spread out over the table and form a thin water layer. The amount
of water on the table is the same as the amount of water that was in the
bottle; being 1 liter.
The volume of water remains the
same; only the shape of the "water body"
changes.
One liter of water spread over a
table
A similar process happens if you
spread irrigation water from a storage
reservoir over a farmer's field.
QUESTION
Suppose there is a reservoir, filled with water, with a length of 5 m, a
width of 10 m and a depth of 2 m. All the water from the reservoir is spread
over a field of 1 hectare. Calculate the water depth (which is the thickness of
the water layer) on the field.
A volume of 100 m3 of water spread over an area of one hectare
The formula to use is:
Water depth (d) =
As the first step, the volume of water must be calculated. It is the

volume of the filled reservoir, calculated with formula (9):
Volume (V) = length x width x height = 5 m x 10 m x 2 m = 100 m3

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ELMA A. ACUZAR.
As the second step, the thickness of the water layer is calculated using
formula:
Water depth (d) =
Given
Surface of the field = 10 000 m2
Volume of water = 100 m3
Answer
Water depth (d) =
d=
d = 0.01 m
d = 10 mm
QUESTION
A water layer 1 mm thick is spread over a field of 1 ha. Calculate the
volume of the water (in m3).
One millimeter water depth on a field of one hectare
The formula to use is:

Volume of water (V) = Surface of the field (A) x Water depth (d)
Given
Surface of the field = 10 000 m2
Water depth = 1 mm =1/1 000 = 0.001 m
Answer
Formula:
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ELMA A. ACUZAR.
Volume (m³) = surface of the field (m²) x water depth (m)
V = 10 000 m2 x 0.001 m
V = 10 m3 or 10 000 liters
INTRODUCTION TO FLOW-RATE
DEFINITION
The flow-rate of a river, or of a canal, is the volume of water
discharged through this river, or this canal, during a given period of time.
Related to irrigation, the volume of water is usually expressed in liters (l) or
cubic meters (m3) and the time in seconds (s) or hours (h). The flow-rate is
also called discharge-rate.
CALCULATION AND UNITS

The water running out of a tap fills a one-liter bottle in one second.
Thus the flow rate (Q) is one liter per second (1 l/s).
A flow-rate of one liter per second
QUESTION
The water supplied by a pump fills

a drum of 200 liters in 20 seconds. What
is the flow rate of this pump?
The formula used is:
Q = Flow – Rate (l/s) =
Given:
Volume of water: 200 l
Time: 20 s
Answer:

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ELMA A. ACUZAR.
Q=
= 10 l/s
The unit "liter per second" is commonly used for small flows, e.g. a tap
or a small ditch. For larger flows, e.g. a river or a main canal, the unit "cubic
meter per second" (m3/s) is more conveniently used.
QUESTION
A river discharges 100 m3 of water to the sea every 2 seconds. What

is the flow-rate of this river expressed in m3/s?
The formula used is:
Q = Flow – Rate (m3/s) =
Given
Volume of water: 100 m3
Time: 2 s
Answer
Q=
= 50 m3/s
The discharge rate of a pump is often expressed in m3 per hour (m3/h) or in

liters per minute (l/min).
Q = Flow – Rate (l/min) =
Q = Flow – Rate (m3/s) =

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INTRODUCTION TO PERCENTAGE
In relation to agriculture, the words percentage will be met regularly.
For instance "60 percent of the total area is irrigated during the dry season".
In this Section the meaning of the words "percentage" will be discussed.
PERCENTAGE
The word "percentage" means literally "per hundred"; in other words one
percent is the one hundredth part of the total. You can either write percent,
or %, or 1/100, or 0.01.
Some examples are:
5 percent = 5% =5/100 = 0.05
20 percent = 20% = 20/100= 0.20
25 percent = 25% = 25/100 = 0.25
50 percent = 50% = 50/100 =0.50
100 percent = 100% = 100/100 = 1
150 percent = 150% = 150/100 = 1.5
QUESTION
How many oranges are 1% of a total of 300 oranges?
Answer
1% of 300 oranges = 1/100 x 300 = 3 oranges
QUESTIONS ANSWERS
6% of 100 cows 6/100 x 100 = 6 cows
15% of 28 hectares 15/100 x 28 = 4.2 ha
80% of 90 irrigation projects 80/100 x 90 = 72 projects
150% of a monthly salary of P100 150/100 x 100 = 1.5 x 100 = P150
0.5% of 194.5 liters 0.5/100 x 194.5 = 0.005 x 194.5 =
0.9725 liters

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INTRODUCTION TO GRAPHS
A graph is a drawing in which the relationship between two (or more)
items of information (e.g. time and plant growth) is shown in a symbolic way.
To this end, two lines are drawn at a right angle. The horizontal one is
called the x axis and the vertical one is called the y axis.
Where the x axis and the y axis intersect is the "0" (zero) point.
The plotting of the information on the graph is discussed in the
following examples:
EXAMPLE 1
Suppose it is necessary to make a graph of
the growth rate of a corn plant. Each week the
height of the plant is measured. One week after
planting the seed, the plant measures 2 cm in
height, two weeks after planting it measures 5 cm
and 3 weeks after planting the height is 10 cm.
Measuring the growth rate of a corn plant

These results can be plotted on a graph. The
time (in weeks) will be indicated on the x axis; 2 cm on
the axis represents 1 week. The plant height (in
centimeters) will be indicated on the y axis; 1 cm on
the axis represents 1 cm of plant height
After 1 week the height is 2 cm; this is
indicated on the graph with A; after 2 weeks the
height is 5 cm, see B, and after 3 weeks the height is
10 cm, see C.
At planting, (Time = 0) the height is zero, see D.

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Now connect the crosses with a straight
line. The line indicates the growth rate of the
plant; this is the height increase over time.
Growth rate of corn plant

It can be seen from the graph that the
plant is growing faster and faster (during the
first week 2 cm and during the third week 5
cm); the line from B to C is steeper than the
line from D to A.
From the graph can be read what the height of the plant is after, say
2 1/2 weeks; see the dotted line. Locate on the horizontal axis 2 1/2 weeks
and follow the dotted line upwards until the dotted line crosses the graph.
From this crossing follow the dotted line to the left until the vertical axis is
reached. Now take the reading: 7.5 cm, which means that the plant had a
height of 7.5 cm after 2 1/2 weeks. This height has not been measured in
reality, but with the graph the height can be determined anyway.
QUESTION
What was the height of the plant after 1 1/2 weeks?
ANSWER
The height of the plant after 1 1/2 weeks was 3.5 cm.
Graph of the growth rate of a corn plant
EXAMPLE 2
Another example to illustrate how a graph should be made is the
variation of the temperature over one full day (24 hours). Suppose the
outside temperature (always in the shade) is measured, with a thermometer,
every two hours, starting at midnight and ending the following midnight.

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ELMA A. ACUZAR.
Suppose the following results are found:
Time (hr) Temperature

(°C)
0 16
2 13
4 6
6 8
8 13 On the x axis indicate the
10 19 time in hours, whereby 1 cm on
the graph is 2 hours. On the y axis
12 24 indicate the temperature in
14 28 degrees Celsius (°C), whereby 1 cm
on the graph is 5°C.
16 2
18 27
Now indicate (with crosses)
20 22
the values from the table (above)
22 19 on the graph paper and connect
the crosses with straight dotted
24 16
lines.
Graph showing temperature

over 24 hours; mistake 16-hour
reading
At this stage, if you look
attentively at the graph, you will note that there is a very abrupt change in
its shape around the sixteenth hour. The outside temperature seems to have
fallen from 28°C to 2°C in two hours „time! That does not make sense, and
the reading of the thermometer at the sixteenth hour must have been wrong.
This cross cannot be taken in consideration for the graph and should be
rejected. The only dotted line we can accept is the straight one in between
the reading at the fourteenth hour and the reading at the eighteenth hour.

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ELMA A. ACUZAR.
Graph showing temperature over 24 hours; estimated correction of
mistake
In reality the temperature will change more gradually than indicated

by the dotted line; that is why a smooth curve is made (continuous line). The
smooth curve represents the most realistic approximation of the temperature
over 24 hours.
Graph showing temperature over 24 hours; smooth curve
From the graph it can be seen that the minimum or lowest

temperature was reached around 4 o'clock in the morning and was about
6°C. The highest temperature was reached at 4 o'clock in the afternoon and
was approximately 29°C.
QUESTION
What was the temperature at 7, 15 and 23 hours? (Always use the
smooth curve to take the readings).
ANSWER
Temperature at 7 hours: 10°C

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Self – Check 3.1-2
Convert the following:
1. 1m = ____ cm
2. 400cm = _____ m
3. 5km = ______ m
4. 1km = _____ cm
5. 2000 m = ___ km
Find the area (hectare) of the following:
1. 600m x 600m
2. 100m x 1000m
3. 200m x 300m
4. 300m x 400m
5. 500m x 600m
Compute the following:
1. 6% of 100 plants were replaced

2. 15% of 28 hectares are harvested
3. 80% of 90 farmers are present
4. 50% of P200 increase in farmer‟s salary
5. 5% of 100 kg seeds are dormant

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November, 2022

ELMA A. ACUZAR.
Facilitate
Learning
Session

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November, 2022

ELMA A. ACUZAR.
Evidence Plan
Competency
Animal Production (Poultry – Chicken) NC II
standard:
Unit of
Perform Estimation and Basic Calculation
competency:
Ways in which evidence will be collected:
The evidence must show that the trainee…
Third party Report

Demonstration &
Observation &
Questioning
Questioning
Portfolio
Written
Identified job requirements from written or oral  
communications
Estimated quanrtities of materials and  

resources required to complete a work task
Estimated time needed to complete a work  

activity
Accurate estimate for work completion are  

made
Estimate of materuials and resources are  

reported to appropriate person

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ELMA A. ACUZAR.
TABLE OF SPECIFICATION
Objectives/
Percentage
Content Knowledge Comprehension Application
of test
area/Topics
 Problem
Solving 3 8 55%
Procedures
 Basic
Mathematical 3 6 45%
Operations
TOTAL 15% 55% 30% 100%

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ITEM ANALYSIS
Objectives/Content # of test
Knowledge Comprehension Application
area/Topics item
 Problem
Solving 3 8 11
Procedures
 Masic
Mathematical 3 6 9
Operations
TOTAL 3 11 6 20 Items

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Written Test
Name:___________________________ Date:_________________
Direction: Select and encircle the best answer.

I. Multiple Choice: Choose the letter of the correct answer.
1. This refers to the size of the surface.

a. Area
b. Parameter
c. Circumference
d. Boundary
2. Refers to any materials added to the soil to support nutrient.

a. Insecticide
b. Pesticides
c. Fertilizer
d. All of the above
3. Refers to the work performed by farm workers in exchange for salary.

a. Production
b. Labor
c. Cost
d. Supply
4. The first step in the problem solving process.

a. Problem analysis
b. Analyzing the solutions
c. Selecting the best solutions
d. Problem definition
5. Which of the following is an example of farm input?

a. Seeds
b. Seedlings
c. Fertilizer
d. All of the above
6. The following are activities in the farm that requires labor; EXCEPT:
a. Plowing using tractor
b. Clearing of land using hoe
c. Transplanting of seedlings
d. Harrowing using tractor
7. The distance from the top corner to the opposite side.

a. Length
b. Width
c. Height
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ELMA A. ACUZAR.
d. Base
8. A circle is a _______ curve, every point on which is equidistant from a

given point.
a. Closed
b. Open
c. Single
d. Double
9. A line segment passing through the center of the circle and having its
end position on the circle is called ______________.
a. Radius
b. Diameter
c. Circle
d. Circumference
10. What percent of 16 is 40?

a. 2.5%
b. 2500%
c. 250%
d. 25%
11. 3 is 6% of a certain number. What is the number?

a. 53
b. 50
c. 48
d. 18
12. Find 65% of 75.

a. 4.87
b. 48.8
c. 48.75
d. 47.85
13. If 2 tablespoons = 1 liquid oz., and 5 tablespoons = ¼ cup, then, how

many liquid ounces are there in 1 cup?
a. 10 ounces
b. 8 ounces
c. 16 ounces
d. 24 ounces
14. 2 is what percent of 5?

a. 25%
b. 38%
c. 40%
d. 35%

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15. Five (5) average farm workers earn a total average monthly salary of
P10,000.00. If the average monthly salary of two of these workers total
P4,000.00, what is the average monthly income of each of the
remaining three workers?
a. P6,000.00
b. P2,000.00
c. P5,000.00
d. P3,000.00
16. This section of the process is where you write down what you are going
to do next.
a. Selecting the best solutions
c. Generating possible solutions
d. Planning the next course of action
17. This is the section where you look through the various influencing
factors for each possible solution decide which solutions to keep and
which to disregard.
18. This section of the problem solving process is where you investigate
the various factors about each of the potential solutions.
19. At this stage, you should concentrate on generating many solutions

and should not evaluate them at all.
d. Problem Analysis
20. An investigation of the causes of an incident, issue or failure.

d. Problem Analysis
QUESTIONING TOOL
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Questions to probe the candidate’s underpinning Satisfactory
knowledge response
Extension/Reflection Questions Yes No
1. What is problem solving process?  

2. What are the six steps of problem solving?  
Safety Questions
3. What are problem solving tools?  

4. What is mathematics in Agriculture?  
Contingency Questions
5. What would you do to sustain livestock production on  

a property?
6. What is the importance of mathematics in Agriculture?  
Job Role/Environment Questions  
7. What makes a good problem solver?  
8. What are the problems of farm management?  
Rules and Regulations  
9. What are the seven steps of Problem Analysis?  
10. How does a farmer use math?  
The candidate’s underpinning  Satisfactory  Not Satisfactory
knowledge was:

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November, 2022

ELMA A. ACUZAR.
Expected Answer for Questioning Tool
Satisfactory
Questions to probe the candidate’s underpinning knowledge
response
Extension/Reflection Questions Yes No
1. Problem solving process is the act of defining a problem,

determining the cause of the problem, identifying,
prioritizing, and selecting alternatives for a solution, and
 
implementing a solution.
2. Six-Step Problem Solving

 Problem definition
 Problem analysis
 Generating possible solutions
 Analyzing the solutions  
 Selecting the best solutions
 Planning the next course of action (next steps)
Safety Questions
3. Problem Solving and Analysis Tools. They are tools required  

to facilitate the process of problem solving including root
cause analysis and corrective action “IS – IS NOT” is a
problem solving tool that explain the rational process for
finding the possible root cause of the problem.
4. Knowledge of Mathematics is very important for the analysis
 
of soil. It is required to measure the moisture and the acidity
of the soil. Farmers use math when applying chemicals and
fertilizers to the soil. They need to measure how fertile the
soil is, how much fertilizer is required and how much it will
cost.
Contingency Questions
5. To sustain livestock production on a property, the following  

must be done:
 Select breeds of livestock appropriate to the site
 Control overstocking
 Use an appropriate production system
 Apply appropriate land care practise to sustain the
condition of the land

ORGANIC AGRICULTURE
November, 2022

ELMA A. ACUZAR.
6. Mathematics has enabled farming to be more economically  
efficient and has increased productivity. Farmers use
mathematics as a system of organization to effectively utilize
their time and manage their money. Farmers use numbers
every day for a variety of tasks from measuring and weighing,
to land marking.
Job Role/Environment Questions  
7. Good problem solvers are good thinkers. They usually see  
problems as challenges and life experiences and try to stand
above them, objectively. Good problem solvers use a
combination of intuition and logic to come up with their
solutions.
8. A manager is faced with various problems such as how much  
fertilizer and irrigation water to use, seed application rates,
feeding levels, labour and machinery use, and determination
of rates and levels for other inputs. The input levels selected
will determine the level of production and profit.
Rules and Regulations  

9. The Seven Steps of Problem Analysis  
 Read the case thoroughly
 Define the central issues
 Define the farm‟s goals
 Identify the constraints to the problem
 Identify all the relevant alternatives
 Select the best alternative
 Develop an implementation plan
10. Farmers use math in their day-to-day operations. For
 
examples, farmers use math to determine the amount of
seed they need to plant their crop and how much it will cost.
They use math to purchase equipment and make payments.
The candidate’s underpinning  Satisfactory  Not

knowledge was: Satisfactory

ORGANIC AGRICULTURE
November, 2022

ELMA A. ACUZAR.
BIBLIOGRAPHY
Agricultural Arts for Secondary
Growing Rich, Tasty Veggies in Harmony with Nature, vol. 1 by Jef Van
Haunte-Lyds Quileste Van Haunte p.117-120
http://www.antiquefarmtools.info
http://www.cdc.gov/niosh/pdfs/01-111b
http://www.ebc.com.au
http://library.thinkquest.org/TQ0312380/machine.htm
http://www.agmachine.com/xmmd43d.htm
http://www.fao.org/docrep/R4082E/r4082e02.htm#1.1%20introduction%2
0to%20 surface%20area
K to 12 Basic Education Curriculum Technology and Livelihood Education

Learning Module

ORGANIC AGRICULTURE
November, 2022

ELMA A. ACUZAR.

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ENHANCED COMPETENCY-BASED LEARNING MATERIALS

Sector: AGRI - FISHERY

Qualification: ORGANIC AGRICULTURE PRODUCTION NC II

PERFORMING ESTIMATION AND BASIC CALCULATION

PLAN TRAINING SESSION . . . . . . . 3

FACILITATE LEARNING SESSION . . . . . . 52

Date Developed: Document No.00

Perform Estimation and Developed by: Revision #00 Page 2 of

Date Developed: Document No.00

Perform Estimation and Developed by: Revision #00 Page 3 of

Please answer the following instrument according to the characteristics

Education and general Highest Educational Attainment

Age Your age: ______________

Physical ability 1. Disabilities (if any) _____________________

Date Developed: Document No.00

Perform Estimation and Developed by: Revision #00 Page 4 of

Previous learning List down training programs and training

Training level completed Qualification and NC level

Date Developed: Document No.00

Perform Estimation and Developed by: Revision #00 Page 5 of

b. Kinesthetic - described as the students in the

c. Auditory- a learner who has the ability to

d. Activist - Learns by having a go

e. Reflector - Learns most from activities where

f. Theorist - Learns most when ideas are linked to

g. Pragmatist - Learns most from learning activities

Other needs a. Financially challenged

Perform Estimation and Developed by: Revision #00 Page 6 of

Date Developed: Document No.00

Perform Estimation and Developed by: Revision #00 Page 7 of

Date Developed: Document No.00

Perform Estimation and Developed by: Revision #00 Page 8 of

Date Developed: Document No.00

Perform Estimation and Developed by: Revision #00 Page 9 of

The unit of competency, Perform Estimation and Basic Calculation is one of

Date Developed: Document No.00

Perform Estimation and Developed by: Revision #00 Page 10 of

Performance Criteria Checklist

Learning Outcome Summary

In our efforts to standardize

Date Developed: Document No.00

Perform Estimation and Developed by: Revision #00 Page 11 of

No. Unit of Competency Module Title Code

Use farm tools and Using farm tools and AGR321202

Develop and update Developing and update TRS311201

Performing record AGR321205

Date Developed: Document No.00

Perform Estimation and Developed by: Revision #00 Page 12 of

UNIT OF COMPETENCY : PERFORM ESTIMATION AND BASIC

MODULE TITLE : PERFORMING ESTIMATION AND BASIC

NOMINAL DURATION: 18 hrs.

LO1. Perform estimation

 Job requirements are identified from written or oral communications

Date Developed: Document No.00

Perform Estimation and Developed by: Revision #00 Page 13 of

 Problem solving procedures

Date Developed: Document No.00