School: Antique National School Grade 8

Level:
DETAILED Teacher: Rideon Hope D. Ramiro Learning Dressmaking
LESSON PLAN Area:
Date and Feb 29-30,2024 Quarter: 3 RD
Time: 12:30-4:30

I. OBJECTIVES
The learners demonstrate an understanding in estimating
A. Content Standard
appropriate quantities.
B. Performance Standard The learners will independently estimate appropriate quantities.
LO 1. Obtain Measurements

At the end of the lesson the grade 8 students are expected to;

a. Define estimation and explain its importance in various

real-life scenarios.

C. Learning Competencies
b. Make a table that shows a sample materials estimated
Objectives
and the cost good for a project.

c. Value the importance of estimating appropriate

quantities.

II. CONTENT
Code TLE_HEDM7/8MT-OC-d-2
Subject matter Estimate Appropriate Quantities

Subject Integration: Mathematics

Within Curriculum:

Across Curriculum:

Value Focus:
III. LEARNING RESOURCES
A. References
1. Teachers Guide Pages Most Essential Learning Competencies
Dressmaking NC II Quarter 1-4-Module 2 Carry Out
2.Learners Guide Pages
Measurement and Calculations Week 3-4, pp 14-15
3.Textbook Pages Learning Module Dressmaking/Tailoring 7/8, pp
B. Other Learning Resources
Laptop,LED TV,Video, PowerPoint Presentation,Model,Tape
C. Aids and Devices
Measure,L-Square
IV. PROCEDURES
Teacher’s Activity Student’s Activity
A. Prliminary Activities

Prayer

“Can we all stand up for a word of prayer. “classmates, please let’s all stand up, let us pray”
Let’s bow down our heads for a word of
prayer”. (Bowing their heads and starting to pray)

Greetings

Good Morning Class!

Checking of Attendance Good morning, Ma’am, Good morning classmates

“Let me check your attendance. Say

present as I call your name.”
“Yes, Ma’am!”
Pre-activity

A. Review

“Before we proceed to our new lesson,

(Raising a hand)
let’s have a short review of what we had
“It’s about the body measurements needed for ladies’ apparel”.
discussed last meeting. what is it all
about?”

B. Motivation

"What fun things could you do if you knew Students give their ideas.
how to measure clothes for your family
and friends?"

"How do you feel when your clothes are Students share their answers.
too big or too small? How can learning
about measurements help solve this?"

C. Lesson Proper

1. Activity

Measurement Art

Direction: students will be divided by 5

groups and create artwork using
measurements as a theme. They can
draw or paint pictures of rulers,
measuring tapes, and clothing items with
measurement numbers incorporated
creatively.
“The students will work on their activity”.

2. Analysis

● What can you say about the

activity?
● What are the tools used in taking
body measurements?

3. Abstraction

The teacher will present a PowerPoint

Presentation about the measurements
needed in taking Men’s apparel and
how to perform the correct procedure
in taking body measurement for Men's
apparel.
Body measurements needed in
taking Men’s apparel

A. Vertical measurement

Shirt length -taken from the nape

down the center back to the desired
length.

Sleeve length -taken from the

shoulder tip point down to the desired
sleeve length.

Length of pants or shorts -measure

along the side below the waistband to
the desired length of the pants.

Crotch or rice -measured by placing

a ruler under the crotch then
measuring below the waistband down
to the top of the level of the ruler.

B. Horizontal Measurement

Shoulder -taken from one shoulder

point to the other

Chess -taken 4 in below the shoulder

C. Circumference measurement

Breast -taken around the body with

the tape measure passing over the
fullest part of the shoulder blade at the
back and over to the apex.

Upper arm girt -taken around the

fullest part of the arm in line with the
armpit.

Lower arm girt or sleeve width -

taken around the arm two to three
inches below the armpit.

Neck measure -taken around the

neckline.

Waist - taken around the smallest part

of the waistline insert two fingers
under the tape measure for is or
allowance.

Desired bottom or hem

circumference or leg hole-taken
around the fullest part of the bottom

Application
Direction:

two students will volunteer to perform

the measurements that are needed in
taking Men’s apparel at the front.

SCORING RUBRICS
Excellent (10) Very Satisfactory Score
Satisfactory
(5)
Criteria
Correctness Correct Correct Failed to
of methods and methods and follow the
Procedure procedure procedure correct
were followed. were methods.
somewhat
followed.
accuracy All Some of the Most of the
measurement measurements measurement
s are taken are taken s are taken
accurately. accurately. inaccurately.
Time finished Finished Finished
managemen taking body taking body taking body
t measurement measurement measurement
ahead of time. on time. beyond the
time.

IV. Assessment/Evaluation

Direction: Choose your answer in the

choices provided. Write your answer

in a ¼ sheet of paper

1. What is the purpose of taking

accurate measurements in men's
apparel?

a) To make clothes look pretty

b) To ensure clothes fit well and are

comfortable
b) To ensure clothes fit well and are comfortable
c) To save time in the sewing process

2. Which tool is commonly used to

measure body parts for men's
apparel?

a) Ruler

b) Measuring tape
b) Measuring tape
c) Protractor

3. How would you measure the waist

size for pants?

a) Measure around the hips

b) Measure around the waistline b) Measure around the waistline

c) Measure the length of the pant leg

4. It is taken around the neckline.

a) Seat

b) Neck Measure b) Neck Measure

c) Upper Arm Girth

5. What measurement is used to

determine the sleeve length for a shirt?
a) Arm circumference

b) Neck circumference c) Length from shoulder to wrist

c) Length from shoulder to wrist

Generalization

What have you learned from our lesson “We have learned the measurements needed in taking Men’s
today? apparel and the procedures.”

Why is taking accurate measurements “Taking accurate measurements is crucial for various reasons,
important? including precision, safety, efficiency, consistency, comparison
and analysis, legal compliance, and building trust and credibility.”

Assignment/Agreement

“Search for the two system of “Yes, Ma’am!”

measurements and put it in a ¼ sheet of
paper.”

V.REMARKS

VI. REFLECTION

Prepared by: Checked by:

Rideon Hope D. Ramiro Ma’am Melisa B. Valenzuela

TLE Student Teacher Cooperating Teacher