School Lala National High School Grade Level 7

Teacher Dore P. Layasan Learning Area Dressmaking

Time & Dates Quarter Third Quarter

I. OBJECTIVES
A. Content The learner demonstrates understanding in carrying out measurement in
Standards dressmaking/tailoring.
B. Performance The learner independently carries out measurements and calculations
Standards based on the job requirements.
LO 2. Perform simple Calculations
C. Learning
TLE_HEDM7/8MT-0e-3
Competencies/
2.1 Apply the systems of measurements
Objectives (Write
1. Define system of measurements
the code for each
2.Read measurement accurately
LC)
3. Appreciate the important of system measurements
II. CONTENT
Metric conversion chart
A. Subject Matter
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide NO TG
Pages
2. Learner’s
Material Pages
3. Textbook Pages
4. Additional
Materials from https://www.google.com/search?
LR Portal q=system+of+measurement&source=lnms&tbm=isch&sa=X&ved=0ahU
KEwiyr4vxyZLiAhXiyIsBHRdTC2MQ_AUIDigB&biw=1034&bih=615
#imgrc=IGaNNnS5RKacTM: Picture

https://mathbitsnotebook.com/Algebra1/Units/UNMetricEnglish.html
http://www.johnsonlevel.com/News/TapeMeasure
http://www.onlineconversion.com/faq_05.htm
B. Other Learning
Resources PPT, TV, Calculator, Pictures
IV. PROCEDURES Teacher’s Activity/ies Learner’s Expected Response/s
A. Reviewing A. Prayer leader kindly Prayer leader do as told
previous lesson or proceed in front for our
presenting the new prayer Good Morning Ma’am ,Mabuhay
lesson Good morning everyone!
How are you today?
B. The teacher will conduct a
short review based on the
previous lesson.

What is our last topic it’s Our topic last meeting it’s all about
all about? taking body measurements.
Very good!
How to measure the Bust to Bust - Measure from your
following: one nipple to your other nipple.
 Shoulder to Bust - Measure from tip
1. bust to bust? of the shoulder to the centre of bust
2. Shoulder to Bust (nipple)

Tell me about this picture?

This picture shows about

measurements.

B. Establishing a
purpose for the
lesson Very good!
What subject you can use this
picture?
How does this picture can help
you in your subject?
Our topic is all about systems of
measurements.
Define system of measurements.
C. Presenting What do you think the two
examples/ systems of measurements?
instances of the
new lesson Very good.
Can you differentiate Metric and
English system?
How to Read a Tape Measure
Please everybody get your tape
measure and follow the steps.
1. Find/read the markings.
On the standard tape
measure, the biggest
marking is the inch mark
2. As the increment decrease,
so the length of the mark.
You can use this drafting subject,
math subject.
It can help us how to read properly
the inches regarding our dressmaking
subject.
A system of measurement is a
collection of units of
measurement and rules relating them
to each other.
The two system of measurements
are English system and metric (SI)
The English System which
originated in England and the metric
or Systems International (S.I) which
originated in France.
The students will participate and
follow the steps how to read the tape
measure

D. Discussing new
concepts and
practicing new
skills #1 For example ½’’ has the
bigger than ¼’’ which has
the bigger mark than 1/8’’
and soon.
3. Read 1 inch. The space

from the largest mark to

 another is 1inch.
4. Read one half inch. Same
principles in reading one
inch. Only this times the
space between second
biggest- mark and the
biggest is read. You can
think of a half- inch as a
half way between a full-
inch.

5. The remaining markings

follow a similar pattern.
¼’’ is half of ½’’. 1/8’’ is
half of ¼’’. Most tape
measure markings go as
small as 1/6’’. This tape
measure divides one more
time down 1/32’’

E. Discussing new Reading an Inch Ruler

concepts and Get an inch ruler.
practicing new Metric Rulers
skills #2 Metric rulers are fairly easy to
read. They deal with centimeters
and millimeters only. You won’t
have to worry much about
fractions

English Rulers
English rulers are much more
difficult to read. Mostly because
they deal with fractions, which are
a bit more difficult to learn

A ruler marked in 8ths. Every
mark is 1/8th of an inch.
A ruler marked in 16ths. Every
mark is 1/16th of an inch
This time I will show you a
picture and all you need to do is to
explain.
Let the student explain base on the
picture.
The center mark between numbers is
1/2.
The red lines on these rulers are
marked at 1/2, and 1.

The next smallest marks on a ruler

are 1/4ths.
The red marks on these rulers are at
1/4, 1/2, 3/4, and 1. (1/2 is the same
as 2/4.

W
hen marking down a distance
from a ruler, mark the whole inch,
followed by a space, then the
fraction of an inch.
For example, 1 1/2, or 2 3/8.
When entering fractions into the
conversion calculators, you have
to separate the whole number and
the fraction with a + sign.
For example, 1+1/2, or 2+3/8
Let the learners apply what they
F. Developing have learned. The students will
mastery group themselves into 5 groups
and choose their representative to
discuss their answers. Each group
is given. a scoring rubrics for
rating their performance
Group 1,2,&3 answer
picture 1& 2.
Group 4,5,&6 answer
picture 3 & 4.
Picture 1
Picture 2
Picture 3
Picture 4
The next smallest marks on a ruler
are 1/8ths.
The red marks on these rulers are at
1/8, 1/4, 3/8, 1/2, 5/8, 3/4, 7/8, and 1.
The next smallest mark, if there are
any, are 1/16ths.
The red marks on this ruler are at
1/16, 1/8, 3/16, 1/4, 5/16, 3/8, 7/16,
1/2, 9/16, 5/8, 11/16, 3/4, 13/16, 7/8,
15/16, and 1.
Picture 1
Explanation:
The distance from 2’’ to 3’’ marker
is, of course 1’’, from the from the
inch mark to the 1/8’’ mark is
1/8’’.1’’+ 1/8’’=1 1/8’’
Answer 1 1/8’’
Picture 2
Explanation:
A little more difficult. Break it down
into simpler parts. Think of this as
what’s halfway between 5/8’’ and
¾’’ Find the lowest common
denominator 5/8’’ and 6/8’’. To find
the middle of these two numbers,
multiple the denominator by
2.10/16’’ and 12/16’’. Halfway
between these two numbers 11/16’’.
Answer 11/16’’
Picture 3
Explanation:
This measurement is very precise.
You know the smallest marks denote
1/32’’. Find the closest number and
put it in terms 32nds. ½’’=
1/6’’ /32’’.1/32’’ less than that=
15’/32’’
Answer 15/32’’
Picture 4
Explanation:
 This measurement is very simple.
The space between second biggest-
mark and the biggest is read. You
can think of a half- inch as a half
way between a full- inch.
Answer 1inch
How can measurement help you Measurement provides a standard for
in your daily life? everyday things and process. From
G. Finding practical
weight, temperature, length even
applications of
time is a measurement and it does
concepts and skills
play important role in our lives. The
in daily living
money or currency we use is also a
measurement.
Why is a standard system of A system of measurement refers to a
measurement important? collection of defined units of
measurement that closely relate with
each other. This units can be
H. Making classified in basic units and
generalization and compound units. An example of
abstractions about basic units is distance, which its unit
the lesson is the meter (m). While compound
unit consist of a mix of basic units.
An example is speed, which is
composed of units of distance and
time, giving meters per second (m/s).
In your 1 whole sheet of paper
I. Evaluating draw a ruler then indicate the
learning exact measurement

J. Additional activities In your ½ crosswise research

for application or about the conversion formula
remediation inches to centimeter.

IV. REMARKS

V. REFLECTION

A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials
did I use / discover
which I wish to
share with other
teachers?