Perform Industry Calculations

SECTOR: METALS AND ENGINEERING
QUALIFICATION: SHIELDED METAL ARCH WELDING

(SMAW) NC II
UNIT OF COMPETENCY:
PERFORM INDUSTRY CALCULATION
MODULE TITLE:
PERFORMING INDUSTRY CALCULATION
JOSE MARIA COLLEGE FOUNDATION, INC.
SASA, DAVAO CITY
Shielded Metal Document No.:

Arc Welding NC II Issued by: Date: 23 May 20232
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HOW TO USE THIS COMPETENCY BASED LEARNING MODULE
Welcome to the Module in Perform Industry Calculation. This

Module contains training materials and activities for you complete.
The unit of competency Performing Industry Calculation contains
the knowledge Skills and Attitude required for SMAW. It is one of the
common modules at National Certificate Level I & II (NC I &II).
You are required to go through a series of learning activities in order
to complete each learning outcome of the module. In each learning
outcome there are information sheets resource sheets and Reference
materials for further reading to help you better understand the
required activities. Following these activities on your own and answer
self-check at the end of each learning outcome. Get the answer key
from your instructor and check your honesty. If you have questions,
please don’t hesitate to ask your facilitator for assistance.
Recognition of Prior Learning (RPL)
You may already have some or most f knowledge and skills covered in
this module because you have.
Been working for someone
Already complete training in this area
If you can demonstrate to your trainer that you are complete in a skill
or skills talk to him/her about having them formally recognized so
won’t have to do the same training again. If you have qualification or
certificates of competency from previous training, show them to your
trainer if the skills you acquired are still relevant to this module, they
may become part of the evidence you can present for RPL.
At the end of this learning is a learning diary to record important
dates, jobs undertake and other workplace events that will assist you
n providing further details to your trainer or assessors. A record of
achievement also provided for your trainer to complete once you
complete the module.
The learning materials was prepared to you help achieve the required
competency, in Perform Industry Calculation. This will be source of
information for you to acquire the knowledge and skills in this
particular trade independently and your own pace with minimum
supervision or help from your instructor.
In doing the activity complete the requirements off this module, please
be guided the following:
 Talk to your trainer and agree on how you will both organize
the training under this module. Read through the module
carefully. It is divided into section which cover all the skills
and knowledge you need to successfully complete.
 Work through all information and complete the activities in
each section. Read the information sheets and complete self-
checks provided in this module.
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 Most probably your trainer will tell you about the important
things you need to consider when you are completing the
activities and its is important that you listen and take notes.
 You will be given plenty of opportunities to ask question the
practice on job. Make sure you practice your skills during
regular work shifts. This way you will approve both your speed
and memory and also your confidence.
 Talk to more experienced work mates and ask for their
guidance.
 Use self-check question at the end of each section or test your
own progress
 When you are ready, ask your trainer to watch you perform the
activities outlined in this module.
 As you work through the activities, ask for written feedback on
your progress. Your trainer keeps feedback/pre-assessment
report for this reason. When you have completed this learning
material and feel confident that you have had enough
knowledge and skills, your trainer will arrange the appointment
with a registered assessor to assess you. The result of the
assessment will be recorded in your Competency Achievement
Record.
MODULE CONTENT
UNIT OF COMPETENCY : PERFORM INDUSTRY CALCULATION
UNIT CODE : MEE721203
MODULE TITLE : PERFORMING INDUSTRY CALCULATION
MODULE DESCRIPTION : This module covers knowledge, skills
and attitude required to compute/calculate quantity /size /cost
Of materials / parts, and convert systems of measurements using
formulas and other methods. This also includes measuring
instruments and its applications.
SUGGESTED DURATON : 8 hours
SUMMARY OF LEARNING OUTCOMES :
At the completion of the module the trainees/students must be
able to:
LO1.Perform four fundamental
operations LO2.Perform conversion of
units
LO3.Perform calculations on algebraic
expressions LO4.Compute percentage and ratio
LO1. PERFORM FOUR FUNDAMENTAL OPERATION
ASSESSMENT CRITERIA:
1. Simple calculations involving whole numbers, mixed numbers,
fraction and decimal are performed using four fundamental
operations.
CONTENTS:
 Mathematical operation
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o Subtraction

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o Addition
o Multiplication
o Division
 Industrial mathematics
 Computation formulas finding areas of:
o Plane
o Circles
o Triangles
o Other geometric figures
CONDITION:
The students/ trainee should be provided with:
 Equipment/ accessories
 Calculators
 Supplies/ materials
-pencil/ paper
-reference books
-learning materials/ module
-OHP/ transparencies
-video/ multi-media materials
METODOLOGIES:
 Lecture/ demonstration
 Self pace learning
 Group discussion
ASSESSMENT METHODS:
 Written/ oral
 Direct observation
 Interview
 Demonstration
LO2. PERFORM COVERSION OF UNITS
1. Units are converted to the required figure using the given formula.
2. English measurements are converted to metric
measurements according to procedure.
CONTENTS:
 Units
-fractions
-mixed number
-decimal
 Conversion of English to metric (vise versa)
CONDITION:
 Calculators
-pencil/ paper
-reference books
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METHODOLOGIES:
ASSESSMENT METHODS:
 Written/ oral
 Interview
 Demonstration
LO3. PERFORM CALCULATIONS ON ALGEBRAIC EXPRESSIONS
1. Simple calculations are performed on algebraic
expressions using the four fundamental operations.
2. Simple transposition of formula are carried out to isolate the
variable required, involving the four fundamental
operations.
3. Appropriate formula applied and results obtained in
accordance with job specifications.
CONTENTS:
 English and metric system of measurements
 Four fundamental operations
 Method of transposing formula
 Equation formula
CONDITION:
 Calculators
-pencil/ paper
-reference books
METODOLOGIES:
ASSESSMENT METHODS:
 Written/ oral
 Interview
 Demonstration
LO4. COMPUTE PERCENTAGE AND RATIO
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1. Percentages are computed using appropriate formula
2. Ratio and proportion are computed using appropriate formula
CONTENTS:
 Ratio and proportion
 Calculation
 Percentage and ratio
CONDITION:
 Calculators
-pencil/ paper
-reference books
METHODOLOGIES:
ASSESSMENT METHODS:
 Written/ oral
 Interview
 Demonstration
Learning Experiences
Learning Activities Special Instruction
Read information sheet 1.1 Read and understand the
(Performing the four fundamentals information.
mathematical operation)
Do Self Check 1.1 Accomplish self check to
Read information sheet 1.2 evaluate on what you have
(Performing conversion of units) read.
Do Self Check 1.2
Read information sheet 1.3
(Undertaking calculations on
algebraic expression)
Do Self Check 1.3
Read information sheet 1.4
(Computing percentage and ratio)
Do Self Check 1.4
Task sheet 1.1 (Estimate material to If you need assistance in doing
be used) task pls. call the attention of
the trainer.

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PERFORMING INDUSTRY CALCULATIONS
Mathematics underlies every facet of science, technology and

industry, from shop work, culinary art, computer games, cellular
phones and the internet to medical diagnostic test, the design of new
building and minimally invasive surgery.
Mathematical skills are important for people in a modern

society for their use in the workplace, business and finance, and for
personal decision-making. These skills provide tools for
understanding science, engineering, technology and economics. It is
obviously just a matter of time before the bulk of our workforce will
require a much higher level of problem-solving skills than is currently
evident
Learner Outcomes:
At the end of this lesson, you should be able to do the following:

 Perform the four (4) fundamental mathematical operations
 Perform conversion of units
 Undertake calculations on algebraic expressions
 Compute percentage and ratio
There are four (4) basic mathematical operations:
+ (Addition)
Example: 16 + 2 = 18
the sum of 16 and 2 is 18
-(Subtraction)
Example: 16 -2 = 14
the difference of 16 and 2 is 4
x (Multiplication)
Example: 16 x 2 = 32
the product of 16 and 2 is 32
/ (Division)
Example: 16 / 2 = 8
the quotient of 16 and 2 is 8
We also use parentheses ( ) for grouping, and sometimes, for

multiplication.
Examples: (20 - 12) – 7 = 8 – 7 = 1
while 20 – (12 - 7) = 20 – 5 = 15
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(3 + 4)(6 - 2) = (7)(4) = 7 x 4 = 28

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while 3 + (4)(6) – 2 = 3 + 24 – 2 = 27 – 2 = 25
CLASS ACTIVITY
The next exercise involves reading and comprehension skills, in

combination with skills in the four (4) operations. Kindly solve the
equations in the boxes (each equation has been assigned a
corresponding letter in the alphabet). After solving the equations, read
the short article on job hazards in call centers. Answer the questions
about the article, using your answers in the equations as guides.
BASIC MATH OPERATIONS EXERCISE

A B C D E F
Safeguards 37 + 17 X 18 108 /9 659 72 – 9 13 X
for Filipino 12 = = +13 = 22
call center
= = =
workers
by Gilbert
G H I J K L
Felongco, 67 + 374 – 823 – 153/17 153 X 4 16 +
Corresponden 39 22 78 = = 15
t
= = = =
gulfnews.com
Published:
M N O P Q R
March 14,
361 + 957 – 500 – 17 + 9 252 / 369 –
2008, 20:32 19 33 35 = 18 72
= = = = =
S T U V W X
216 + 999 – 62 + 4 37 X 7 416 + 272 /
8 55 = = 41 8
= = = =
Y Z
488 – 57 X 31
4 =
=
The labor department has issued a set of guidelines providing health

safeguards to call center workers amid reports that such nocturnal
employees have been subjected to greater hazards in the workplace
compared to the office workers. Labor and Employment Secretary
Arturo Brion signed a document providing for the policy guidelines
governing the occupational safety and health of workers in the call
center industry. The guideline in the first of its kind in the Philippines
providing safeguards for call center employees.

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Workplace hazards. Brion said the guidelines should guide call
center firms to protect workers across industries from life-threatening
hazards in workplace. As a result of increasing globalization,
businesses from developed countries abroad have found it more cost
effective to move or outsource their call center operations in the
Philippines. Foremost among the concerns affecting the health of call
center workers is the weather prevailing in a tropical country like the
Philippines.
QUESTIONS:
1. Night workers like call center agents are
924 465 12 944 66 297 924 49 31
2. Long hours in a call center may cause:
and
63 484 63 224 944 297 49 745 924
672 63 49 286 924 63 224 224
3. One of the most common instruments in the call center is

the:
944 63 31 63 26 352 465 924 63
4. What has caused the increase in outsourcing activities:
106 31 465 306 49 31 745 1767 49 944

745
465 924
Orders of Operations
To perform the operations in the right order, remember

PEMDAS, which stands for Parentheses, Exponents, Multiplication,
Division, Addition-Subtraction. (Some math tutors use the phrase,
“Please Excuse My Dear Aunt Sally” to help their students remember
the order)
P start by working inside parentheses, innermost first.
E Simplify any exponent expression next.

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M-D Then perform all multiplication and division
functions, from left to right, as they appear.
A-S Finally work all addition and subtraction functions to

right.
Example: what is 2+ 3 x 4?
Calculate it mentally first, and then try it on your calculator. If either

answer is 20, then think again! The CORRECT answer is
14. Here’s Why:
DON’T perform the 2 + 3 (addition) until all multiplication

functions are done:
Correct Computation: 2 + (3x4) = 2 + 12 = 14
Example: What about PEMDAS in 3 + 4 x 6 – 2 from the previous

section?
Again the multiplication has to be been done first:
3 + 4 x 6 – 2 = 3 + (4 x 6 )
4 x 6 = 24
Therefore, 3 + 24 – 2 = 27 – 2 = 25
CLASS ACTIVITY
Calculate the values of the following equations:
1. Evaluate 3 + 6 x (4 + 5)/3 – 7 using the order of operations.
2. Evaluate 9 – 5 ÷ (8 - 3) x 2 + 6 using the order of operations.
3. Evaluate the arithmetic expression below:

36 - 6 12 + 3
Working With fractions
Fractions are another way of expressing division. The expression 12/3
is equal to 4 because 12 division by 3 is 4 .
Let’s check for correctness: 3 x 4 = 12. This is an equivalent
statement.
Now you have you proper fractions, where the numerator(number on

top) is smaller than the denominator (number at the bottom), Like
5/12. Fraction like these are equivalent to numbers that are less than
one(1).
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on the other hand. there are importer fractions like 19/8 Think
of three (3) cakes, each cut into eight (8) slices. Each slice is one eight,
or 1/8 of cake. So 19 slices would be the same as 16 slices and 3
more slices; or two (2) cakes and three (3) extra slices.
Therefore, we discover that 19/8 = 2 + 3/8. This is written as 2

3/8, called a mixed number.
To convert 19/8 you perform division; the quotient is 2

remainders 3, or 2 with 3 left over; thus 2 3/8.
If you have a mixed number like 3½, you do the reverse: (3x2) +
1 = 6 = 7; so 7/2.
Fractions can be put into lowest terms, meaning you cancel out
common factors at the top and bottom. For example:
6/8 = (2x3) /(2x4)
You observe a common factor 2, which should be cancelled, leaving

you with ¾.
6/8 = ¾
Thus, six-eights equal three-fourths.
Example of fraction operations.
Multiplying
(3/4)x (5/6) = (3x5) /(4x6)
= 15/24
= (3x5)/(3x8) [cancel out 3]
= 5/8 in lowest terms
Dividing
(3/4)/(5/6) = (3/4) x (6/5)
= 18/20
= (2x9)/ (2x10) [cancel] out 2]

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Adding
(3/4)+(5/6) = 3 + 5
4 6 (common denominator is 12 because it is

the smallest number divisible by both 4 and 6
= (¾x3) + (5/6 x2)
= (9/12) + (10/12 )
= (9+10)/12 =19/12
CLASS ACTIVITY:
Perform calculations on the following equations, and

reduce your answer to the lowest terms,
13 9
1. Add the fractions +
24 24
10 19
2. Add the fractions +
21 24
7 3
3. Calculate _
10 14
6 45 15
4. Multiply x x
10 18 48
3 8 21 0
5. Multiply x x x
4 7 27 3
5 10 1
6. Calculate ÷ ÷
18 9 4
3 5 1
7. Calculate ÷ 18 ÷ ÷
8 24 10

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Percentage and Decimals
The figure % is a percent sign, meaning divided by 100.

Example 25% = 25/100 = 0.25
To convert a decimal to a percentage, multiply by 100(just move the

decimal point 2 places to the right).
Example 0.025 = 6.5% 3.75 = 375%
To find a percentage of a number, just multiply:
Example 30%of 40
= (30/100)(40)
= 0.3 x 40 = 12
To find what percentage a number is of another, divide them:
Example 3/4 = 0.75 = 75%
Therefore, 3 is 75% of 4
To make a fraction into a decimal, you divide:
Example 3/4 = 0.75 = 75%
Decimals already stand for fractions: 0.23 means 23/100, and 0.6
means 6/10 or 3/5.
Rounding decimals to a certain accuracy or number of decimal

places:
For example, 5.1837 to the nearest hundredth would be 5.18 (round

down), while to the nearest 3 places would be 5.184 (round up
because of the 7).
Order matters when calculating and rounding (vs. rounding

then calculating):
3.7 + 2.6 --> 4 +3 -- > 7 rounding first to nearest whole number then
adding
3.7 + 2.6 --> 6.3 -- > 6 adding first and then rounding at the end.
Which is correct? The second one really, but the first one is quicker
for rough work.

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Significant digits measure overall relative accuracy of a value: For
example, the approximate number3.85 has 3 significant digits. While
0.00034 has only two. In this case we would consider 18.40 as more
accurate than 18.4(4 significant digits to 3)
CLASS ACTIVITY:
Let us apply what we have learned about decimals and percentages by

performing the exercises on the next page.
Change to fraction
1. 0.5 = 1. 10% =
2. 0.25 = 2. 5% =
3. 0.75 = 3. 20% =
4. 0.1 = 4. 25% =
5. 0.4 = 5. 1% =
6. 0.2 = 6. 75% =
Change to decimals
1. 25% = 1. ½ =
2. 50% = 2. ¾ =
3. 75% = 3. ¼ =
4. 10% = 4. 1/5 =
5. 20% = 5. 1/10 =
6. 30% = 6. 2/5 =
Change to percentages
1. 0.25 = 1.½ =
2.0.75 = 2.¾ =
3.0.1 = 3.¼ =
4.0.2 = 4.2/5 =
5. 0.4 = 5.1/5 =
6.0.6 = 6. 1/10
AREAS VOLUMES AND SURFACE AREAS
Areas . As we transition into the concept of area, we will be using

square units extensively. These are often specified using the English
notation: square feet (sq. ft) or the metric notation m2 or some
combination of it. A common way to measure area, or the space
covered by a region, is to tessellate it (or form into a mosaic pattern,

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as by using small square), often using a grid to count the number by
the area of each fundamental region.
Some units are inherently units of area, for example, the acre or
hectare. An acre originally was the area a man could plow in a day
with a yoke (pair) of oxen. Now it has been standardized as 1/640 th of
a square (statue) mile. Thus one acre is 43,560 square feet
(52802/640).
The hectare is 100 are. Each are is 100 m2. Thus a hectare is
10000 m2 = (39.37 in / m÷12 in/ft) 2 ÷ 43,560ft2/acre = 2.471 acres.
There are four postulates about area, as follow:
a) Every polygonal region has areas, given a unit region.
b) The area A of a rectangle with dimensions l and w is the product 1w
(A =1w).
c) Congruent figures have the same area.
d) The area of the union of two non-overlapping regions is the sum of
the areas of the two regions.
Below are the formulas used to obtain the area of basic shapes.
Square = a2
Rectangle = ab
Parallelogram = bh
Trapezoid = h/2 (b1 + b2)
Circle = pi r2
Ellipse = pi r1 r2
Triangle = (1/2) b h
Equilateral triangle = (1/4) 5 (3)a2
Triangle given SAS = (1/2) a b sin C
Prism:
(lateral area) = perimeter (b) L
(Total area) = perimeter (b) L
Sphere = 4 r2
MORE ABOUT CIRCLES
Definition: A circle is the locus of all points equidistant from a
central point.
Definition Related to Circles

Arc: a curved line that is part of the circumference of a circle
Chord: a line segment within a circle that touches two (2) points on
the circle.
Circumference: the distance around the circle.
Diameter: the longest distance from one end of a circle to the
other.
Origin: the center of the circle.
Pi (𝝅) : a number,3.141592…, equal to (the circumference) / (the
diameter) of any circle.
Radius: distance from center of circle to any point it.
Sector: is like a slice of pie (a circle wedge).
Tangent of circle: a line perpendicular to the radius that touches
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ONLY one point on the circle.
Diameter = 2 x radius of circle
Circumstances of Circle = PI x diameter
= 2 PI x radius
Where = PI = 𝝅 3.141592…
Area of Circle
area = PI r
Length of a Circular Arc: (with central angle)
if the angle 0 is in degree,
then length = (PI/ 180) x r
if the angle 0 is in radians, then length = r 0
Area of Circle Sector: (with central angle 0)
if the angle 0 is in degrees,
then area = ( 0/360) PI
if the angle 0 is in radians, then area = (0/2) r
Equation of Circle: (cartesian coordinates)
for a circle with center (j , k) and radius (r):

(x-y) + (y-k) = r
Equation of Circle: (polar coordinates)
for a circle with center (o, o): r(0) = radius
for a circle with center with polar coordinates: (c,¤) and radius a:
r2 – 2cr cos(0 – a) + c2 =a2
Area of Circle sector of a Circle: (parametric coordinates) For a circle

with origin (j, k) and radius r:
x(t) = r cos(t) + j y(t) = r sin(t) + k
{0,1}
120° 90°
150° 60°
180° 30°
210° 360°
240° 330°
270° 300°

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CLASS ACTIVITY: Perform calculations on the following problems.
Put a check mark (√) before the correct answer.
1. Find the area of the parallelogram below.
4in
6in
A.20 in C.12 in
B.24 in D.16 in
2. Determine the area of the triangle below.
64cm
15.2cm
A. 43.2 cm² C. 24.32 cm²
B. 97.28 cm² D. 48.64 cm²
3. find the area of the trapezoid below.
1.4m
1.3m
2.2 m
A.1.17m² C.2.34m²
B.4.68 m² D.2.00m²
4. Find the volume of the cylinder below to the nearest tenth
9m
14m
A. 2770.9m C.1385.4m
B. 395.8m D.5541.8m

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5. Determine the volume of the prism below.
24 in
14 in
18 in
A.2040 in C. 1536 in
B.6048 in D.3024 in
6. Find the surface area of the pyramid.
4 In
6 In
A. 132 in² C.84.in²
B. 114 in² D. 6 in²
7. Determine the surface area of the cone to the nearest tenth.
9cm
12cmNo.:
Shielded Metal ArcDocument
Welding NC II Issued by: Date: 23 Mar 2019
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A. 678.6cm² C. 593.8 cm²
B. 393.3cm² D. 424.1 cm²
ENGLISH TO METRIC CONVERSTIONS Most jobs require that you
work in either English units or Metric units, but not both. It is
necessary, however, to occasionally convert units from one system to
another. The English system of measurement grew out of the creative
way that people measured for themselves. Familiar objects and parts
of the body were used as measuring devices. For example, people
measured shorter distances on the ground with their feet. They

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measured longer distances by their paces (a “mile” was a thousand
paces). They measured capacities with common household items such
as cups, pails, and baskets. The word gallon comes from an old name
for a pail.
The metric system is less complicated. All metric units are

related by factors of 10. Nearly the entire world (95%), excepts the
united States, now uses the metric system. Because the metric system
uses units related by factor of ten and the types of units (distances,
area, volume, mass) are simply related. Performing calculations with
the metric system is much to easier. Mathematical manipulations
using the metric system lead to fewer mistakes and increases the
chance that industrial principles and concepts can be understood.
SIMPLE CONVERSION OPERATIONS IN THE

ENGLISH AND METRIC SYSTEMS
1. Units of Distance
ENGLISH SYSTEM METRIC SYSTEM
12 in = 1 ft
3 ft = 1 yd 10 mm = 1 cm
1760 yds = 1 mi 100 cm = 1 m

5280 ft =1 mi 1000m = 1 km
(basic units are m or km)
English- Metric conversions: 1 inch = 2.54 cm

1 mile = 1.61 km
2. Units of area
144 IN = 1 ft 10,000 cm = 1 m
43,566 ft = 1 acre 10,000 m = hectare
640acres =1 mi 100 hectare = 1 km
(basic units are m or km)
English – Metric conversions: 1 in = 6.45 cm

1 mi = 2.59 km

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3. Units of Volume

CALCULATIONS
42 gal (petroleum) = 1 barrel 1000 liter =1 m
32 qt =1 bushel
(basic units are liters or m3)
English - Metric conversions: 16.39 cm = 1 in

3.79 liters =1 gal
4. Units of Mass
437.5 grains = 1 oz 1000 mg = 1 g

16 oz 1 lb 1000 g = 1 kg
2000 lb = 1 short ton 1000 kg = 1 metric ton
(basic units are g or kg)
English – Metric conversions: 453 g = 1 lb

2.2 lb =1 kg
Mass- volume conversions for water, or material of equal density, are

also easy because:
1 kg of water = 1 liter = 1/1000 m and

1 g of water =1 cm
5. Units of temperature
Fahrenheit-Celsius – Kelvin conversions:
T(°C) = [T(°F) – 32 ] x 5/9

T(°F) = T (°C) x 9/5 + 32
T(K) = T(°C) + 273
(basic units are Kelvin or Degrees Celsius)

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CONVENIENT EQUIVALENCES TO HELP
IN REMEMBERING THE CELSIUS SCALE
T(°F) T(°C) Conditions
-459 -273 Zero Kelvin
(absolute zero)
-40 -40 extremely cold
0 -17
32 0 water freezes
68 20 room temperature
82 28 warm day
98.6 37 body temperature
104 40 hot day
212 100 water boils
COMMONLY USED METRIC SYSTEM UNITS

AND SYMBOLS
Quantity measured Unit Symbol Relationship
Length, width,
distance, thickness,
girth, etc. millimeter mm 10mm= 1 cm
centimeter cm 100cm = 1m
meter m
kilometer km 1 km=1000m
Mass
(“weight”) milligram mg 1000mg=1g
Gram g
Kilogram kg 1kg=1000g
metric ton t 1t =1000kg
Time second s
Temperature degree Celsius °C
Area square meter m²

Hectare ha 1 ha=10000m²
square kilometer km² 1km²=100ha
Volume milliliter MI 100ml=1L
cubic centimeter cm 1cm=1 ml
liter L 1000 L=1 m
cubic meter m
Speed, velocity meter per second m/s
kilometer per hour km/h 1km/h=0.278m/s
Density kilogram per
cubic meter kg/m
Pressure, stress kilopascalk Pa
power watt W
kilowatt kW 1kW=1000W
Energy kilojoule kJ
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(SMAW NC II)
Megajoule MJ 1MJ=1000kJ
kilowatt hour kWh 1kWh=3.6MJ
Electric current ampere A
SOME EXAMPLES AND RELATIONSHIPS AMONG UNITS
1mL = 1cm
1 milliliter is the same volume as
1 cubic centimeter
1mL of water has a amass of approximately 1g
The mass of 1 milliliter of water is
approximately 1 gram.
1L of water has a mass of approximately 1kg
The mass of 1 liter of water is therefore
approximately 1 kilogram.
1 m3 of water has a mass of approximately 1 t
There are 1000 liters in a cubic
meter, so the mass of 1 cubic meter of water of
water is approximately 1000 kilograms or 1metric ton.
A typical doorknob is 1 m high
Although there’s no precise standard for
doorknob heights, they’re often about 1meter above the
floor
The diameter of a CD or DVD is 12 cm
A CD or DVD is 12centimeter (120
millimeter) across. The diameter of the center hole is 15
millimeters.
1 ha is 100² m²
1 hectare is 10,000 square meter,
equivalent to the area of a square 100 meters on a
side
APPROXIMATE CONVERSION FACTORS FROM

INCH-POUND TO METRIC UNITS
This table gives easily remembered, approximate conversion
factors for some common units, as well as more precise factors.
To convert from: To: Multiply by:
Acres(Us survey) hectares(ha) 0.4

feet(ft) meters(m) 0.3
fluid ounces(fl oz) milliliter(mL) 30
gallons(gal) liters(L) 3.8
inches(in) centimeters(cm) 2.54
knots kilometers per hour(km/h) 1.852
miles(ml) kilometers (km) 1.6
miles per gallon liters per 100km divide
235.215

JMCFI Page: 23
(SMAW NC II)
(ml/gal) (L/(100km) by ml/gal
miles per hour(ml/h) kilometers per hour(km/h) 1.6
nautical miles kilometers 1.852
ounces(oz) grams(g) 28
pound-force(lbf) newtons(N) 4.448 222
pounds(lb) kilograms(kg) 0.45
or divide
by 2.2
quarts(qt) liters(L) 0.9
square feet(ft2) square meters(m2) 0.1
CLASS ACTIVITY Solve the practical problems on the next page,

using what you learned about conversion from English to metric
system, and vice versa.
1. A woman is running the 5-kilometer race to raise money for the

Philippine tuberculosis Society, if the steps that she takes in the race
are approximately one meter in length, approximately how many
steps does she take in running the race?
2. Convert the following given measures:
a) 3500 m. = in.
b) 40 km. = mi.
c) 2000 l. = qt .
d) 3500 g. = oz.
3. The competition pool at the coliseum is 25 yards by 50 meters, and
it has a depth of 7 feet. How many liters of water are in the pool?
4. At a certain hospital, on the average, 120 patients are

administered injections of six milliliter of a certain medicine, four
times a day, How many liters of the medication will be needed by the
hospital in a 30-day month?
CALCULATION ON ALGEBRAIC EXPRESSIONS
Algebra is simply about putting real life problems into equations and
then solving them. Unfortunately, many textbooks go straight to the
rules, procedures and formulas, forgetting that these are real life
problem being solved. An algebraic equation represents a scale ,130
what is performed on one side of the scale with a number is also
done to the other side of the scale. The numbers are the constants.

JMCFI Page: 24
(SMAW NC II)
Algebra develops your thinking, specifically logic. patterns, problem
solving deductive and inductive reasoning. The more you learn it, the
greater the opportunity for jobs in engineering, industry, physics,
and information technology.
Variables As the term suggests, a variable represent a number

whose value might vary.
Example: My brother Fred is 10 years older than I am, therefore:
When I was 10, he was 10 + 10 = 20

When I was 17, he was 17 + 10 = 27
When I was (my age) he was (my age) + 10.
We can say (Fred’s age) = (my age) +10.
or simply F = M + 10, where F = Fred’s age, and M = my age
The quantities “my age “, “Fred’s age”, “M”, and “F” are variables
because they can represent many different numbers.
Laws of Arithmetic
We know that 3 + 5 =8. Does it matter in what order we add the

numbers?
No, because 5 + 3 = 8 also.
So 3 + 5 = 5 + 3
Also (20) + (-5) = (-5) + (20)- both are 15
Following this, we can say that:
A + b = b + a (for any number a and b)
This is the commutative law of addition. (As in when you

commute, you go back and forth.)
Which other operating commute? Let us try simple exercises in
subtraction, multiplication, and division.
Subtraction 7 – 3 = 4 but 3 – 7 = -4
(Thus in subtraction, the commutative law does not apply.)
Multiplication: 6 x 8 = 8 x 6 = 48
(Thus in multiplication, the commutative law
applies.) So we can say: a x b = b x a
But this x might look like a variable, so let’s express the commutative
law of multiplication as:
ab = ba

JMCFI Page: 25
(SMAW NC II)
What about adding three numbers? Which do you add first in 3 + 4
+5?
(3 + 4) + 5 = (7) + 5 = 12,
3 + (4 + 5) = 3 + (9) = 12,
It works here, and in general, thus the associative law of addition
may be expressed as:
(a +b) +c = a + (b +c)
Let’s check if the law applies when we multiply numbers:
(5x4) x 6 = 20 x 6 = 120
5x (4 x 6 ) = 5 x 24 = 120
The associative law of multiplication can thus be expressed as:
(ab)c = a(bc); both are the same as just abc
What happen if we perform calclulation on 4(7 + 30)?
4(7 + 3) = 4(10) = 40 (following the order of PEDMAS)
But 4(7) + 4 (3) = 28 + 12 = 40
Let’s write this as 4(7 + 3) = 4(7) + 4(3)
We say we “distribute’ the 4 the terms inside. This translates to the
distribute law, which is expressed as
a (b + c) = a b + a c
Like and Unlike terms Have you heard anybody say, “That’s like
comparing apples to oranges?” That is a lot like the problem you will
have to solve when adding or subtracting “unlike” terms like 3x and
4y. First, what are “terms”? Then we can determine what “like
terms” are.
A term is a product of a number and some variables, like 3xy or -

4x^2. If the letter part is the same in two terms, they are called “like
terms:” 3x and 5x are like terms, but 3x and 5y are unlike terms;
so are 5ab and 7ab^2.
If two terms are “like” then you can add or subtract them. Notice the
use of the “distribute law”(see above):
3x + 5x = (3 + 5)x = 8x. We can keep the same letter part and add the
coefficients (the numbers in front of the variables).
But unlike terms can’t be added: (The symbol = means “not equal
to.”)
3x + 4y = 7x or 7y 7xy,
and 6 + 5x = 11x (multiply before adding)

JMCFI Page: 26
(SMAW NC II)
Basics of the Equation
The basic equation below is similar to problem to problem which

you may have done in ordinary mathematics:
+ 16 = 30
It would be easy to guess that equals 14 or perform 30 – 16 to
find that equals 14.
In this problem, stood for an unknown number; in an equation

we use variables, or any letter in the alphabet .
When written algebraically the problem would be:
X + 16 = 30
and the answer should be

written: x =14
Solving Equations The equations we have just discussed can be

solved relatively easy and without any formal method. But as you
use equations to solve more complex problems, you will want easier
way to solve them. Algebra works like a scale. Pretend that on the
right side there are 45 bottle caps, and on the left side are 23 bottle
caps and an unknown number of bottle caps. The scale is balanced,
therefore, we know that there must be an equal amount of weight on
each side.
As long as the same operation (addition, subtraction, multiplication,

etc ) is done to both sides of the scale, it will remain balanced. To
find the unknown number of bottle caps on the left side, we would
remove 23 bottle caps from each side of the scale. This action keeps
the scale balanced and isolate the unknown amount.
Since the weight (number of bottle caps) on both sides of the scale
are still equal and the unknown amount is alone, we now know that
the unknown amount of the bottle caps on the left side is the same
as the remaining amount (22 bottle caps) on the right side.
Because an equation represent a scale, it can also be manipulated

like one. The figure on the next page shows a simple equations and
the steps we can follow to solve it .

JMCFI Page: 27
(SMAW NC II)
Module 3: PERFORMING INDUSTRY CALCULATIONS
Variable Constants
X + 23 = 45
Equals sign, or fulcrum
Initial Equation/Problem x + 23 = 45
Subtract 23 from each side x + 23 – 23 = 45 - 23
Result / Answer x = 22
The sample below shows a more complex equation. This equation

has both a constant and variable on each side. Again ,to solve this,
you must keep both sides of the equations equal: perform the same
operation on each side to get the variable “x” alone. The steps to
solving the equation are shown below.
Initial Equation/ Problem: x +23 = 2x + 45
Subtract x from each side x – x + 23 = 2x – x + 45

Result 29 = x + 45
Subtract 45 from each side 23 – 45 = x + 45 -45

Result -22 = x
Answer x = -22
Take a look at the equation on the next page. As you can see,
after the variable is subtracted from the left and the constants are
subtracted from the right, you are still left with 2x on one side.
Proportion Basics
A proportion is a special form of an algebra equation. It is used to

compare two ratio make equivalent fractions. A ratio is a comparison
between two values. Such as the following:
1 papaya: 3 bananas
This ratio compares papayas to bananas. It means for every papaya

there are 3 bananas .
A proportion will help you solve problem like the one below.

JMCFI Page: 28
(SMAW NC II)
Janis has 1 box of papayas and bananas in the ratio of 2.3 of, she
has six papayas, how many bananas does she have?
Before we begin two set up proportion for a word problem, we will

concentrate on solving proportions. Remember, a proportion is a
comparison between two ratios. The proportion shown below
compares two rations which are in the fraction form.
1 x
=
2 6
The four part of the proportion are separated into two groups, the
means and the extremes , based on their arrangement in the
proportion.
Reading from left –to-right-bottom, the extremes are the very

first number, and the very last number . This can. Be remember
because they are at the extreme beginning and the extreme end.
Reading from left-to-right and top-to-bottom, the means are the

second and third numbers. Remembering that the means of a
proportion are “in the middle” when reading left-to-right, top-to-
bottom. Both the means and the extreme are illustrated below.
1 x means
- = -
Extremes 6
Algebra properties tell us that the products of the means is equal to

the products of the extremes. You know that the fraction one-half is
equal to two-fourths. This is shown as a proportion below.
1 2
--- = ---
2 4
Because they are equal, the product of the means is equal to the
product of the extremes, this is shown below.
2x2 = 1x4
4 = 4
Without knowing it, you probably used this property to tell whether
a fraction was equal to, greater than, or less than another fraction.
This property is extremely useful when one of the means or.

JMCFI Page: 29
(SMAW NC II)
one of the extreme is unknown (It is unknown if it is blank or
contains a variable such as x). The proportion below shows a
proportion with an unknown mean.
1 x
---- = ----
2 6
To solve this, and find the value of x. write an equation, on the left
side multiply the means, on the right side, multiply the extremes.
Then solve the equation for x.
2 (x) = 1 (6)
2x 6
2 2
Now you know that x is equal to 3. This means that:
1 3
Is equal to
2 6
This time the variable is in a different position, but the same steps
are used to solve it. Make an equation with multiplication
of the means on the left and the multiplication of the extreme on the
right. Then solve it like we did below.
X (15) = 5 (12)
15x 60
---- = ---- Divide each side by 15
15 15
X=4
Solving a Proportion Without a Variable
If you encounter a proportion that has one of its means or extremes
left blank, or uses another symbol such as a question mark you can
treat it as if it was a variable such as x. See the example below.
9 90
--- = ----
5 ?
Becomes :
9 90
---- = ----
5 x
5(90) = 9 (x)
450 9x
--- = ---
9 9
50 = x
50=?
Solving a Proportion With two Variable
A proportion with two of the same variable, can also be solved. Take
the problem below for example.

JMCFI Page: 30
(SMAW NC II)
25 x
--- = ---
x 1
x(x) = 25 (1)
x2 = 25
When you encounter a situation like the above, a variable squared
equals a number, you can do one of two things.
1. Find what number squared is equal to 25. Use our perfect squares
chart for reference.
2. Change the problem to x = the square root of 25. The resulting
number from either method will be equal to x and will be the
answer.
When a Whole Number is in Place a Fraction Take a look at the

problem below. Notice it doesn’t have a fraction on one side.
x 3
12 1
It could then be solved like any other proportion.
Basic Word Problems
A word problem in algebra is the equivalent of a story problem in

math. When you solved story problem in your math class you had to
decide what information you had and what you needed to find out.
Then you decided what operation to use. Addition was used to find
totals and subtraction was used to find changes in value.
The approach to solving problem with algebra is usually quite

different . word problems are solved by separating information from
the problems into two equal groups, one for each side of an equation.
Examine the problem on the next page:
Sara has 15 papayas and 12 bananas. How many pieces of fruit does
she have?
We know that the sum of 15 and 12 is equal to the total amount of

fruit. As explained earlier, an unknown number or value is
representing by a letter. The total number of pieces of fruit is
unknown, so we will represent that amount with x. When the value
that a variable will represent is determined, it is defined by writing a

JMCFI Page: 31
(SMAW NC II)
statement like:

JMCFI Page: 32
(SMAW NC II)
Let = Total Amount of fruit
Once again, the sum of 15 papayas and 12 bananas is equal to the

total amount of fruit. This can be used to translate the problem into
an equation, like the following:
15 + 12 = x
The next step is to solve this equation.
After combining like terms 27 = x
By using simple arithmetic , the problem probably could have been
solved faster without setting up an algebra equation. But knowing
how to use an equation for this problem builds awareness of
concepts which are useful, and sometimes critical to solving much
harder problems. One such problem will be presented in the next
example.
Examine this word problem:
Two consecutive numbers have a sum of 91.
What are the numbers?
Take notice, this problem has two number which are unknown,
unlike the previous one which only had one unknown value. In order
for this problem to be solved using basic algebra methods, we must
set up an equation that has only one variable (such as x.)
Consecutive Integer Word Problems

Now back to the problem:
Two consecutive numbers have a sum of 91.
What ate the numbers? To begin solving this problem, we define
the variable. You do not know what the first consecutive numbers is,
so you can call it x.
Let x = The first Consecutive Number
Since the numbers are consecutive, meaning one number comes
right after the other, the second number must be one more than the
first. So x +1 equals the second number.
Let x + 1 = the second Consecutive Number
The problem says that the sum of the two numbers is 91. This can
be shown in the like the following:
X + (x + 1) =91
The equation which you just wrote be solved as follows:
Initial Equation x + (x + 1) =
91
After combining like terms 2x + 1 = 91
After subtracting 1 from each side 2x = 90
After dividing each side by x = 45
We have already determined that x 45.
The answer to the equation must now be used to find the answer to
the word problem. Your solution should now contain the following
work:
Let x = The first Consecutive Number = 45
JMCFI Page: 33
(SMAW NC II)
Let x +1 = The Second Consecutive Number

JMCFI Page: 34
(SMAW NC II)
Since x equals 45 and the Second Consecutive Number equals x + 1
you can simply add 1 to 45. To find that the Second Consecutive
Number is 46. It should be shown like the work below.
Let x = The Consecutive number = 45
Let x + 1 = The Second Consecutive Number +46
This problem is now completed. If you did all the work correctly, it
should appear as shown on the next page.
SAMPLE PROBLEM WORK:
Let x = The First Consecutive Number = 46
let x + 1 = The Second Consecutive number = 46
x + (x +1) = 91
2x + 1 = 91
2x = 90
X = 45
Variations of Consecutive Integer Word Problems
MORE THAN 2 CONSECUTIVE INTEGERS
Sometimes you will encounter a problem which has no more than
two consecutive numbers, such as the one below. When added,
fourth consecutive numbers have a sum of 19\8. What are the
numbers?
You can solve this much like the previous problem. The difference is
that you will have to define four numbers (instead of two), like we did
below.
Note: each consecutive number is found by adding 1 to the previous
number.
Let x = The First Consecutive Number
Let x + 1 = The Second Consecutive Number
Let x + 12 = The Third Consecutive Number
Let x + 3 = The Fourth Consecutive Number
Your equation will look like this:
X + (x+ 1) + (x+ 2) + (x + 3) = 18
NEGATIVE CONSECUTIVE INTEGERS
To solve problem which involve negative consecutive numbers, it is
important that you ignore the negative sign, and that you do not do
anything differently. For example:
The sum of two consecutive integers is -9. What are the integers?
Keep the variable x positive, as shown , so that the answer does not
come out wrong.
Let x =The First Consecutive Number
Let x = The Second Consecutive Number
Thus the equation will have the form

X + (x + 1) = -9
EVEN OR ODD CONSECUTIVE NUMBERS
The only difference between ordinary consecutive numbers and even
or odd consecutive numbers after 16 can be found by adding

JMCFI Page: 35
(SMAW NC II)
1. The next consecutive even number can be found by adding
2. Similarly, the next consecutive odd number after 7 is 7 + 2, or 9.
Examine this problem:
Two consecutive even numbers have a sum of 30. What are the
numbers? Since each even number is 2 more than the next, it is
logical that we define each number as follows:
Let x =The First Consecutive Even Number
Let x =The Second Consecutive even
Number This leads us to the equation:
x + ( x + 2) = 30
Multiplying Variable
The first problem we will work on is: x (x)
When two of the same variables are multiplied (in this case both x)
the answer consists of the variable with an exponent that is the sum
of the other two exponents. In this case, both terms in the
multiplication are x without a superscripted exponent, therefore
each has an implied exponents of 1. We are multiplying so we will
add the exponents, This is where the FOIL Method come in.
FOIL stands for:

• First – Multiply the first term in each set of parentheses
•Outer – Multiply the outer term in each set of parentheses
•Inner – Multiply the inner term in each set of parentheses
• Last – Multiply the last term in each set of parentheses
Now let’s give it a try in our problem. We’ll start by multiplying the
first term in each set of parentheses and then marking down the
answer below the problem.
(3 + 7x) (6 + 2x)
18
And now, the inner terms:
(3 + 7x) (6 + 2x)
18 + 6x + 42x
And finally, the last terms: (3 + 7x) (6 + 2x)
Now as we can observe, the results from the multiplying of the two
inner and the two outer are like terns. Our last step is to combine
these like terms. We see that 6x + 42x = 48x, thus: 18 + 48x + 14x

JMCFI Page: 36
(SMAW NC II)
CLASS ACTIVITY:
A. Solve each equation
1. x + 3 = 5
x=
2. x + -6 = 9
x=
3. -32 = x + 3
x=
4. 29 + -1x = 13
x=
5. 46 = 47 + -1x
x=
B. Solve each proportion. If a problem has two solutions, enter both,

separated by a comma.
1. x 12
1 3
2. 2 6
X 18
3. 1 x
8 8
X=
4. 3 3
2 x
JMCFI Page: 37
(SMAW NC II)
C. Solve the following word problems.
1. In last week’s basketball game, Randy scored 6 less than twice

what Simon scored. The sum of their scored is 30. How many points
did Ralph and Simon score individually?
2. The ages of three sisters are three even consecutive integers. If the
sum of the 1st, four times the 2nd, and twice the 3rd is 86, what are
the three ages?
3. You are buying a shirt at a markdown price of P960. If the

markdown price was 20% off of the original price, how much was the
shirt originally?
Self Check 1.1
Solving problem:
A. ADDITION
1. 1 + 1 + 1 =
2 3 4
2. 5 1 + 1 =
3. 2.25 + .02 =
B. convert the ff.
1. 3.24 meter to centimeter
2.5.5 feet to inches
3. 1.025 mm. to cm.
C. What is 25% of 170?
D. If the welding machine is rated @ 50% duty cycle, how long would
it take for a welder to use continuously?
E. Find the volume of a right circular cylinder with is 2 feet and the
height is 36 inches.

JMCFI Page: 38
(SMAW NC II)

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SECTOR: METALS AND ENGINEERING

QUALIFICATION: SHIELDED METAL ARCH WELDING

Shielded Metal Document No.:

Welcome to the Module in Perform Industry Calculation. This

Shielded Metal Document No.:

Shielded Metal Document No.:

Mathematics underlies every facet of science, technology and

Mathematical skills are important for people in a modern

At the end of this lesson, you should be able to do the following:

There are four (4) basic mathematical operations:

We also use parentheses ( ) for grouping, and sometimes, for

Shielded Metal Document No.:

The next exercise involves reading and comprehension skills, in

BASIC MATH OPERATIONS EXERCISE

The labor department has issued a set of guidelines providing health

Shielded Metal Document No.:

1. Night workers like call center agents are

924 465 12 944 66 297 924 49 31

2. Long hours in a call center may cause:

672 63 49 286 924 63 224 224

3. One of the most common instruments in the call center is

944 63 31 63 26 352 465 924 63

4. What has caused the increase in outsourcing activities:

106 31 465 306 49 31 745 1767 49 944

To perform the operations in the right order, remember

P start by working inside parentheses, innermost first.

E Simplify any exponent expression next.

Shielded Metal Document No.:

A-S Finally work all addition and subtraction functions to

Calculate it mentally first, and then try it on your calculator. If either

DON’T perform the 2 + 3 (addition) until all multiplication

Correct Computation: 2 + (3x4) = 2 + 12 = 14

Example: What about PEMDAS in 3 + 4 x 6 – 2 from the previous

Again the multiplication has to be been done first:

Calculate the values of the following equations:

1. Evaluate 3 + 6 x (4 + 5)/3 – 7 using the order of operations.

2. Evaluate 9 – 5 ÷ (8 - 3) x 2 + 6 using the order of operations.

3. Evaluate the arithmetic expression below:

Now you have you proper fractions, where the numerator(number on

Therefore, we discover that 19/8 = 2 + 3/8. This is written as 2

To convert 19/8 you perform division; the quotient is 2

6/8 = (2x3) /(2x4)

You observe a common factor 2, which should be cancelled, leaving

Thus, six-eights equal three-fourths.

Example of fraction operations.

(3/4)x (5/6) = (3x5) /(4x6)

= (3x5)/(3x8) [cancel out 3]

= 5/8 in lowest terms

(3/4)/(5/6) = (3/4) x (6/5)

= (2x9)/ (2x10) [cancel] out 2]

= 9/10 in lowest terms

Shielded Metal Document No.:

4 6 (common denominator is 12 because it is

= (¾x3) + (5/6 x2)

= 17/12 in lowest terms

Perform calculations on the following equations, and

Shielded Metal Document No.: