Annex 2B.1 to DepEd Order No. 42, s.

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School Grade Level 7
DETAILED Teacher Learning Exploratory Dressmaking
LESSON Area
PLAN
Teaching Dates Quarter 4th Week 4
and Time

Date Submitted Timeframe 1 Hour

A. Knowledge: Identify the two systems of measurements;

I. OBJECTIVES
B. Skill: Convert centimeters to inches and vice versa;
At the end of the lesson the learners
will be able to: C. Attitude: Experience accurate conversion of body measurements.

A. Content Standards The learner demonstrates understanding in carrying out measurements in dressmaking/tailoring.

B. Performance Standards The learner independently carries out measurements and calculations based on job requirements.
C. Learning Competencies with LO 2. Obtain measurements.
LC code 2.3 Perform simple calculations based on the job requirement (TLE_HEDM7/8MT0c-d-2)

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
learning Resource (LR) portal
B. Other Learning Resources
Metric Conversion Chart (Length and Width of the Material - Fabric)
K to 12 Basic Education Curriculum 3 Technology and Livelihood Education –Dressmaking/Tailoring Learning Module
Hilario, Carmelita B. Clothing Technology Made Easy with Lesson Plan. Valenzuela City: 24K Printing Co., Inc., 2001.
Internet Resources:
https://www.moodfabrics.com/blog/a-history-of-measuring/
https://3dlook.me/content-hub/the-evolution-of-body-measuring/
TLE Dressmaking Grade 7/8 Pivot IV-A Learner’s Materials Q1

IV. Procedures

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A. Reviewing previous lesson or Josh is going to celebrate his birthday 2 weeks from today. He wants to enjoy a
presenting the new lesson superhero party and thought of wearing a cape.

1. Can you tell how many meters of cloth does Josh need to buy?
Applied a range of teaching strategies to develop critical and
2. What other materials does he need to finish the project?
creative thinking, as well as other higher-order thinking skills. 3. How much will he pay for the cloth?
Using HOTS QUESTIONS
Questioning opens up opportunities for students to discuss,
argue, and express opinions and alternative points of view.
It engages students, stimulates interest and curiosity in learning,
and can create links to students' lives

B. Establishing a purpose for the

lesson Look at the pictures below:

Applied knowledge of content within

and across curriculum teaching
areas.

History and Literacy Integration Ifugao women in Banaue

Ifugao people in their Fabric weaved from Native Ifugao dress
Ifugao wearing alampay
traditional clothing
1. Do you know who are these
people?
2. How do you think the Ifugao tribe took their body measurements to create these beautiful dresses?

The Filipino way of measuring that depends on lengths and sizes of body parts.

Dangkal. Span.
Dangkal is one of the terminologies of ethnomathematics used to describe the mathematical
practices of identifiable cultural groups in the Philippines. Specifically, the term 'dangkal'
refers to the measurement of length from tip of thumb to the tip of middle finger.

The Filipino concepts related to sukat (measurement) include the different domains. Here
we will discuss the concept of haba (length) and layo (distance).

However, these terminologies are not precise units of measurement. The results depend on how long the feet and fingers of
the person doing the measurement are. In particular, Tagalog language also has its own terms of measurement that are not
according to the English or metric systems. Other terms used in indigenous knowledge system and practices of Filipinos
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include:

* dali - the distance between tip of thumb and the first joint or simply half of the thumb length. One dali
usually equates to one inch.
* damak - or handbreadth, measurement approximating the width of the palm of the hand
* dangaw - size of thumb. However, in Hiligaynon, it refers to the span of a hand between tip of the thumb
and the tip of the middle finger
* dipa - or fathom, the distance between tips of left and right arm raised at opposite directions
* tumuro - the length between the tip of the thumb and that of forefinger when extended
* bara - refers to the length from the extended arm to the middle of the chest.
* talampakan - it is the SI system foot/feet. Instead of using a foot ruler/measuring tape, commoners use
own’s feet for rough measurements.

Simple calculation is an easy mathematical application used to determine the accurate measurement of body parts, length and
width of materials and cost needed to create an apparel.

In this lesson, you are about to learn how to perform simple calculations in obtaining the accurate measurements in
dressmaking. It also involves activities which can help you to master the
assigned competency.

Perform Simple Calculations

System of measurement must also be analyzed; generally, there are 2 units of measurement which can be used. The Metric
System which uses, millimeter, centimeter and meter, and the English System which uses inches, foot and yard.

The Metric system is an internationally agreed decimal system of measurement created in France in 1799. The International
System of Units (SI) is the official system of measurement in almost every country in the world. The units of measurement
commonly used in dressmaking are meters, centimeters, and millimeters.

You can use this table to convert the Metric Unit of measurement to the English System of measure.

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C. Presenting examples/ Instances of
the new lesson Learning Task 1: “MEANT TO BE”
Directions: Connect the following to its equivalent proper value/conversion. Write your answer on your answer sheet.
-ACTIVITY
1. 1 inch- yard a. 0.0328084 ft
2. 1 foot – inch b. 0.277778 yard
3. 1 foot – yard c. 0.333333 yard
4. 1 yard – inch d. 0.393701 inch
5. 1 yard – meter e. 0.9144 m
6. 1 foot- centimeter f. 2.54 cm
7. 1 centimeter- inch g. 12 inches
8. 1 centimeter – feet h. 30.48 cm
9. 1 inch – centimeter i. 36 inches
10.1 meter - centimeter j. 100 cm
k . 1000 cm
D. Discussing new concepts and Learning Task 2
practicing new skills Directions: Convert the following measurements and show your solutions. Write your answer on your answer sheet, and then read it aloud
in front of the class. The first one is done for you.
- ANALYSIS
How Many Are there in? Answers
Used a range of teaching strategies that enhance
(Unit) (Given)
the learner achievement in NUMERACY skills. 1. Inch/es 50 yards 1800 inches
Numeracy is the knowledge, skills, behaviors and 2. Foot/Feet 40 cm
dispositions that students need in order to use 3. Meter/s 12 yards
mathematics in a wide range of situations.
4. Yard/s 20 meters
5. Inch/es 12 feet

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 6. Centimeter/s 120 meters
7. Yard/s 15 inches
8. Meter/s 120 centimeters
9. Inch/es 500 centimeters
10. Centimeter/s 5 feet

E. Continuation of discussion of new Let’s get Digital

concepts leading to formative Directions: The teacher will play a video showing how we can get a body measurement using a mobile.
assessment
- ABSTRACTION

Applied knowledge of content within and across

curriculum teaching areas.

Science and Literacy Integration

In science it talks about how we can use technology

in getting body measurements digitally.
Literacy- Use imagery or video to introduce the
concept.

Some learners’ imaginations and visualisation need

a helping hand. Images and videos can give a new
layer of experience to bring to text, helping learners
get a better idea of the characters involved, how
events happened in a story, or a new point of
reference to think about.

Mirrorsize harnesses the power of AI to get your precise body measurements on any device agnostic smartphone and tablet.
Learning Task 3- Working with Partners
Directions: Using a tape measure and the table below, choose, take and record the five (5) upper parts of your classmate. Use
Used strategies for providing timely, accurate
and constructive feedback to improve learner centimeter as your unit of measure. Then, convert the measurement from centimeter to inches. Write your answer on your
performance. answer sheet.
In this activity the teacher can provide her
feedback among learners while or after the Parts of the Body Measurement Conversion
finished the task. The purpose of feedback in the
assessment and learning process is to improve a (Upper) (Centimeters) (Inches)
student's performance - not put a damper on it. It
is essential that the process of providing feedback
is a positive, or at least a neutral, learning 1.
experience for the student.
2.
3.
4.
5.
F. Developing Mastery Learning Task 4- Measuring my Body
(Leads to formative Assessment Directions: Using the illustration below and a tape measure, record the body measurement and try convert the measurement from
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 3) inches to centimeter, since 2.54 cm. is equal to 1 inch. Write your answer in your answer sheet.

Applied a range of teaching strategies to develop

critical and creative thinking, as well as other
higher-order thinking skills.
Using HOTS QUESTIONS.

Questioning opens up opportunities for students

to discuss, argue, and express opinions and
alternative points of view. It engages students,
stimulates interest and curiosity in learning, and can
create links to students' lives

Questions:
1. Why is it important to get accurate measurements in dressmaking?
When the body measurements are accurate, the garments can be fit. A well-fitted garment can enhance not only the look of
the person but also the personality. The measurements for an attire depend on a number of factors like the style, type of the
garment and the gender of the customer.
2. What is the most important guideline to ensure accuracy in taking body measurements?
You should either wear fitted clothing or no clothing at all so that the garments do not factor into the measurements. When
taking body measurements, stand tall with your feet together, and stay relaxed without tensing, flexing, or sucking in your
stomach. Be sure to use a flexible, inelastic tape measure.
3. Can we make dresses without taking correct body measurements? Why and why not?
No, we cannot make dresses without taking correct body measurements. Every person's body is unique, and taking accurate
measurements is essential to ensure that the dress fits well and looks good. Without accurate measurements, the dress may not
fit properly, and the wearer may feel uncomfortable and self-conscious.

G. Finding practical applications of Learning Task 5

concepts and skills in daily living
Here is Josh’s Measurement Chart. Fill in the table by converting the measurements given. Write your answer in your activity
- APPLICATION notebook.

BODY MEASUREMENT CENTIMETER INCHES

Used strategies for providing timely, accurate 6
and constructive feedback to improve learner
performance.
 Shirt Length 16
Sleeve Length 1.97 __________
Length of pants or shorts __________ 11
Crotch or Rise 2.36 __________
Shoulders 4.33 __________
Bust __________ 23
Upper Arm Girth 3.54 __________
Lower Arm Girth __________ 9
Neck 4.72 __________
Waist __________ 21
Hips 9.45 __________
Hem Circumference or Leg hole __________ 15

H. Making generalizations and “Simple calculation is an easy mathematical application used to determine the accurate measurement of body parts, length
abstraction about the lesson and width of materials and cost needed to create an apparel.”

I. Evaluating learning Directions: Analyze the following statement and choose the letter of the correct answer. Write your answer on your answer
sheet.

1. Ms. Ramos is planning for her wedding. She wants her auntie to sew her wedding dress to give her an extra income
because her auntie lost her job during pandemic. She wants a simple dress made of satin and lace fabric. She will need 5
meters of satin and 10 meters of lace. Since, yard is used as unit of measure when buying a fabric in the market, kindly help
Ms. Ramos’ auntie to
convert meter to yard.
A. 5.46805 yards of satin and 10.9631 yards of lace.
B. 5.5512 yards of satin and 10.444 yards of lace.
C. 5.5712 yards of satin and 9.144 yards of lace.
D. 5.7512 yards of satin and 10.414 yards of lace.

2. Alyssa’s mother is already 61 years old. Since we are experiencing pandemic and aged 60 years old and above are not
allowed to go out, Alyssa needs to buy garters for her mother’s skirt making. The cost of an inchof garter is P 3.00. She needs
40 centimeters for each skirt. How many inches of garter will she need for 3 skirts?
A. 44.27 inches B. 47.24 inches C. 48 inches D. 48.74 inches
3. You need to buy a 60 inches length of fabric to be used in making a dress for your customer. You have known that the cost
of the fabric that you are going to use is P5.00 per centimeter. How much will you need to buy it?
A. P 700.00 B. P 752.00 C. P 762.00 D. P 765.00

4. Sarah is planning to make a dress for her friend’s acquaintance party. She needs 25 meters of fabrics and the cost of this is
P35.00 per yard. How much will she spend to make the dress?

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 A. P 659.80 B. P 956.90 C. P 970.90 D. P 9,560. 60

5. Lou needs to buy 22 meters of fabric for her curtain making. The cost of the
fabric is P 60.00 per yard. Kindly help Lou in converting 22 meters to yards.
A. 24.00 yards B. 24.02 yards C. 24. 04 yards D. 24.06 yards

J. Additional Activities for application

or remediation Directions: Learners will be able to get their body measurements thru a paired activity using English system (inches) and
metric system (meter). Record the measurements in the table below: