Common UC 3 - Performing mensuration and calculation

Learning Experience

LEARNING OUTCOME 3.2
CARRY OUT MEASUREMENT AND CALCULATION

Learning Activities Special Instructions

 Read Information sheet Go through the learning activities
2.1-1 on Select outlined for you on the left column to
measuring tools in line gain the necessary information or
with job requirements. knowledge before doing the tasks to
practice on performing the
 Answer Self-check 2.1-1 requirements of the Learning Outcome.
on Select measuring tools The output of this Learning Outcome
in line with job will form part of the requirements for
requirements. Institutional Competency Evaluation of
the unit of competency Perform
 Compare Answer Key on mensuration and calculation of
2.2-1 Select measuring Driving NC II.
tools in line with job
requirements.

 Read Information sheet Feel free to show your outputs to your
2.1-2 on Obtain accurate trainer as you accomplish them for
measurements. guidance, evaluation and recording.

 Answer Self-check 2.2-2 After doing all the activities for this
on Obtain accurate Learning Outcome 3 – Carry out
measurements. measurements and calculation, you
are ready to proceed to the next
 Compare Answer Key on Learning Outcome 3 on Maintain
2.2-2 on Obtain accurate measuring instruments.
measurements.
During the performance of the
 Read Information sheet task/job/operation, it would be best to
2.2-3 on Need calculation be done with a peer or a learning
to complete work/task to facilitator.
perform using the four
basic process of addition
(+), Subtraction (-),
Multiplication (x) and
Division (/).

 Answer Self-check 2.2-3
on Need calculation to
complete work/task to
perform using the four
basic process of addition
(+), Subtraction (-),
Multiplication (x) and

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 51 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Division (/).
 Compare Answer Key on

2.2-3 on Need calculation

to complete work/task to
perform using the four

basic process of addition
(+), Subtraction (-),

Multiplication (x) and
Division (/).

 Read Information sheet Developed by: Document No. DVR-PTC-32-002-20
2.2-4 on Use calculations Lea Liberty A. Wangag Issued by: TESDA,PTC-
involving fractions, Date Developed: Kalinga
percentages and mixes March 7, 2018
number to complete work Date Revised: Page 52 of 108
tasks. Revised By: 1st Revision - 07/02, 2020
Lea Liberty A. Wangag
 Answer Self-check Key on Trainer
2.2-4 on Use calculations
involving fractions,
percentages and mixes
number to complete work
tasks.

 Compare Answer Key on
2.2-4 on Use calculations
involving fractions,
percentages and mixes
number to complete work
tasks.

 Read Information sheet
2.2-5 on Self-check and
correct for numerical
computation for accuracy

 Answer Self-check Key on
2.2-5 on Self-check and
correct for numerical
computation for accuracy

 Compare Answer Key on
2.2-5 on Self-check and
correct for numerical
computation for accuracy

 Read Information sheet
on 2.2.6 Read Instrument
to the limit of accuracy of
the tool.

 Answer Self-check key on
2.2-6 Read Instrument to

CBLM

DRIVING NCII

Common UC 3

Performing Mensuration

and Calculation

the limit of accuracy of
the tool.
 Compare Answer Key on
2.2-6 Read Instrument to
the limit of accuracy of
the tool.

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 53 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Information Sheet LO 3.2-1
Select measuring tools in line with job requirements

LEARNING OBJECTIVES: A After reading this INFORMATION SHEET, YOU must be
able to:

 Identify and describe the preferred measuring tools.

I. DRIVING TOOLS

1. Hammers are generally used for driving or striking work. It comes in
various sizes, weights, and kinds .Ball peen hammer is basically used
by machinists as in automotive applications. It has a weighty ball-
shaped metal at the end of the handle with flat surface on one side for
striking a chisel or appropriate work and a rounded shaped for
riveting or penning. The brass or plastic-tipped hammers are used
for striking soft and delicate part such as aluminum or plastic to avoid
danger of breakingor marring the surface.

2. Puncher is a tool made of steel. It is used to cut or drive outa bolt or
lock needle pin out of a hole. Starting punch is a punch with tapered
portion used for initially starting a pin or rivet removal. After initially
starting the pin, the drift punch or pin punch is used to complete the
job of removing the pin. A hole punch is used in cutting a paper
gasket in making holes.

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 54 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

II. LOOSENING AND TIGHTENING TOOLS

1. Wrenches are tools for loosening and tightening of bolts and nuts. It
comes in different forms and number in Metric or in English sizes.

1.1 Allen wrench is used in a type of screw bolt with a hexagonal hole on the head.
1.2 Box end wrench is an enclosed end tool used for moderate

application for loosening and tightening bolts and nuts.
1.3 Combination wrench is a tool with an open-end on one side
and box-end on the opposite side. It has the same size on both
ends and used in loosening and tightening bolts and nuts.
1.4 Oil filter wrench is a circular-shaped steel with internal tooth
and handle. It is inserted to the oil filter body, tightened as it is
turned for removal.
1.5 Open end wrench is a tool with open end used for light
application in loosening and tightening bolts and nuts.
1.6 Socket wrench is a tubular-like tool with an enclosed end used
for heavy application for loosening and tightening bolts and nuts.
1.7 Spark plug wrench is a socket-like wrench intended for
removing and installing spark plugs.
1.8 Tire wrench is a cross-like or sometimes L-shaped piece of
round bar used to remove the wheels of the vehicle.

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 55 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Allen wrench Box wrench Combination wrench

Oil filter wrench Open wrench Spark plug wrench

Tire wrench Socket wrench

Screwdriver is a piece of long metal
rod made of hardened steel and
tempered at the tip. It is used to
loosen and tighten screws. It usually
comes in different sizes and forms of
tips. An Allen screwdriver has
hexagonal sides at the tip and used
for hexagonal slot head of the screws.
A flat screw driver has flat tip at the
end and used in a

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 56 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

single groove screws. A Philips screw driver has cross-like tip at the
end and used in a cross groove head of the screws. Depending on the
kind of application used, a screwdriver can be of special types such as
stubby screwdriver that has a short shank and handle. It is used for
tight space where a typical screwdriver cannot be used. An offset
screwdriver has a shank bent in opposite direction several distance
just before the end of the tip. It is used to loosen and tightened screws
in difficult areas

III. MARKING TOOLS

1. Center punch is a tool made of hardened steel with conical tip point
on its end. It is about 3 to 4 in. long in length and used for marking
the material before drilling. It is also used for marking two parts so
that after removing, it can be easily replaced by aligning the marks
together.

2. Scriber is a thin steel rod with pointed tip on its end. It is used for
marking fine lines on metal for layout work.

3. Pencil is a thin strip of graphite enclosed in a wooden case and used
for making drawings and marking lines.

Center punch Scriber Pencil

IV. MEASURING TOOLS

1. Torque wrench is a special service tool for measuring the twisting
force applied when tightening bolts and nuts.

2. Steel rule is a measuring strip of steel available in various lengths
in metric and English system. It is available in 12, 24, 36 and 48
inches size. It is used in linear measurement of short length or
height.

3. Caliper is a tool used in measuring the diameter of a circular
work. The Inside caliper is used in measuring the inside diameter
whereas the outside caliper is used in measuring the outside

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 57 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

diameter of an object. The caliper is adjustable. The Vernier
caliper is a good example that is capable to measure both the
inside and outside diameter of an object with accuracy. It can also
measure the thickness and thinness in thousandths of an inch.
4. Metal tape measure is a push and pull, long strip of thin sheet of
metal with corresponding increments in millimeter and inches
graduation. It is used for measuring stock and can be bought in
different sizes of length.
5. Feeler gauge is a thin strip of metal with different thickness used
to measure or set gap and clearance between parts of mechanism.

Torque wrench

Steel rule Vernier Caliper

Steel tape measure Feeler gauge

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 58 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Self-Check 2.1-1

Direction: Match Column A with Column B. Write the letter of the best answer.

Column Column
A B

1. Torque wrench a. used in marking lines in sheet metal
2. Ball peen hammer
3. Long nose pliers b. used in linear measurement of short length
4. Metal tape measure or height
5. Open wrench
6. Drift punch c. Generally used for driving or striking work.
7. Scriber
8. Feeler gauge d. used to complete the job of removing the pin
9. Steel rule
10. Screw drivers e. used for holding or picking small object

f. Is a special service tool for measuring the
twisting force applied when tightening bolts
and nuts.

g. used for light application of loosening and
tightening bolts and nuts

h. used to measure or set gap and clearance
between parts of mechanism

i. used to loosen and tighten screws

j. used for measuring stock of different sizes of
length

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 59 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

ANSWER KEY 2.2-1

1. f
2. c
3. e
4. j
5. g
6. d
7. a
8. h
9. b
10. i

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 60 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Information sheet 2.2-3
Need calculation to complete work task are perform using the four
basic process of Addition (+), Subtraction (-), Multiplication (x) and

Division (/).

LEARNING OBJECTIVES: After reading this INFORMATION SHEET you must be able to:

 Make note of the relationships between the operations.
 Identify which operations are commutative.

The four basic mathematical operations--addition, subtraction, multiplication, and
division--have application even in the most advanced mathematical theories. Thus,
mastering them is one of the keys to progressing in an understanding of math and,
specifically, of algebra. Electronic calculators have made these (and other) operations
simple to perform, but these devices can also create a dependency that makes really
understanding mathematics quite difficult. Calculators can be a handy tool for checking
answers, but if you rely too heavily on one, you may deprive yourself of the kind of
rigorous mental exercises that will help you not just to do math, but to fully understand
what you are doing.

If you have difficulty performing the basic operations for simple numbers, one way to
improve is through the use of flash cards. Even cutting up a sheet of paper into sections is
sufficient; just write the numbers and an operation on one side (such as 3 8) and the
answer (24, for our example) on the other. In this way, you can practice your math skills
without simply relying on a calculator. (But if you need the calculator to accurately make
your flash cards, by all means, use one!) We assume you have an understanding of basic
arithmetic, but if you are at all lacking in this area, you should be able to bring yourself up
to speed with a little time and practice.

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 61 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Addition and Subtraction

Addition and subtraction are two complementary operations--we can actually define
subtraction in terms of addition.

Addition is simply the combination of distinct sets of like entities (and we must stress the
word like). Thus, if we add one set of four squares to another set of five squares, we get a
total of nine squares. (Or, if you prefer, substitute anything you like for "squares"--dogs,
bananas, people, rocks, or anything else.)

The above diagram is an illustration of the process of addition. Note that the plus sign (+)
indicates the operation performed on the two terms. In this case, the summands are four
squares and five squares. The equal sign (=) indicates that what is on its left and what is
on its right are equivalent (or equal). On the right side is the sum, which is the result of
the addition of the summands. Of course, drawing pictures every time we wanted to
represent an addition would be highly annoying (and in some cases impossible). Thus,
instead of talking about a certain number of squares, apples, people, inches, or dollars) for
instance, we can simply deal with the numbers.

4+5=9

Furthermore, note that the order in which we add the squares makes no difference.
Whether we add four squares to five squares or vice versa, the result is always nine
squares.

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 62 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

In mathematical parlance, addition is commutative; we can add two summands in any
order and always get the same result. Following our example,

4+5=9
5+4=9
4+5=5+4

Subtraction is the opposite of addition. Instead of adding two quantities (numbers), we are
removing one quantity from another. Thus, if we have nine squares and take away
(subtract) five, we are left with four squares. Using just the numbers, where the minus
sign (–) represents the subtraction operation,

9–5=4

Here, 9 and 5 are the terms of the operation, and 4 is the difference. Unlike addition,
subtraction is not commutative. That is to say, 9 – 5 and 5 – 9 are not the same-in fact,
they yield quite different results! (The symbol ≠ below simply means "does not equal.")

9–5≠5–9

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 63 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Negative Numbers

Addition (and any other of the basic operations) can involve the counting numbers (1, 2, 3,
4, 5, and so on), the number zero (0), and any number in between (fractional values such
as a half, for instance). Also, we may encounter negative numbers, which are quantities
that are less than zero. If we think of positive numbers as quantities of something that we
possess (say, for instance, that we have 10 oranges), then a negative number would be a
quantity of something that we owe (if we owed someone 10 oranges, then we might say
that we have negative 10 oranges). Negative numbers are typically expressed using a
minus sign (–); thus, negative 10 can be written as -10. The use of the minus sign is no
coincidence-in fact, subtraction is nothing more than addition involving a negative
number! Imagine you have in your possession nine apples (positive nine), but you owe a
friend four apples (negative four). Thus, you take four apples out of the nine that you have,
leaving five.

9–4=5

Another way of looking at this operation is that you have nine apples, and you
are adding negative four (nine are in your possession, but four belong to someone else). We
can write the numbers for this operation as follows. (Note that we use parentheses only for
the purpose of avoiding confusion of the plus and minus signs.)

9 + (–4) = 5

Then,
9 – 4 = 9 + (–4)

Multiplication and Division

Let's say we want to add a particular number, such as six, to itself many times. For
instance, a worker at a factory may wish to count the number of parts delivered in several
boxes. Each box contains six parts, and there are a total of five boxes. To find out how
many parts he has, the worker must add the number six to itself five times.

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 64 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

6+6+6+6+6

We can find the sum simply by performing the addition several times over. A shortcut,
however, is multiplication. Imagine the parts in each of the five boxes laid out in rows, as
shown below (we use a square to represent a part).

Each row above represents a box; in each row is six parts. We have a total of five rows.
Thus, instead of performing five additions of six, we simply multiply six by five to get a

total of 30. Multiplication is typically represented by an , although sometimes a · is used
instead. The two numbers being multiplied are called factors, and the result is called

the product.

Like addition, multiplication is commutative. Imagine flipping the arrangement of squares

shown above so that instead of being five rows of six squares each, it is six rows of five
squares each. We haven't changed the total number of squares, but following the logic

we've used, we can say that the total number of squares is now six multiplied by (or times)
five.

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 65 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Multiplication of negative numbers carries with it some additional subtleties. Let's say

someone owes a friend five apples; in some sense, he then has –5 apples. We can also look
at this situation as that person owing his friend one apple five times over, which is –1

multiplied by 5. We already know that he has –5 apples, so the product of –1 and 5 must
be –5.

Thus, if one factor is positive and the other negative, their product is negative. What about
the product of two negative numbers? We can view this as the "negation of a negation," or
a double negative-the result is a positive number. (Imagine owing a friend a negative
number of apples-that would be the same as having those apples in the first place!) For
instance, then,

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 66 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Division is the inverse of multiplication. For instance, imagine that the factory worker
mentioned above has 30 parts and wants to distribute them among five boxes. He must
divide 30 by 5; this operation is shown using the division symbol ( ).

In other words, among the 30 parts, we can count 5 parts a total of 6 times. (Another way
of saying this is that 5 goes into 30 six times.) The number being divided (30 in this case)
is called the dividend, the number by which it is divided (5 in this case) is called
the divisor, and the result is called the quotient. Recall that we wrote the following
product:

Note, then, that if the product of two factors is divided by one of the factors, the quotient is
equal to the other factor.

Division, unlike multiplication, is not commutative.

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 67 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

The rules for dividing negative numbers are the same as those for multiplication: if the

dividend and divisor are both positive or both negative, the quotient is positive, and if one
is positive and the other negative, then the quotient is negative. The following practice

problems give you the opportunity to practice using some of the concepts discussed in this
article.

Practice Problem: For each pair of expressions, determine if they are equal.

a. 3 + (–4) and (–4) + 3 b. 4 2 and 2 4 c. 3 – 1 and (–1) + 3

Solution: Each pair of expressions above is equal. Let's take a look at why this is the case.
For part a, remember that addition is commutative. Thus, it doesn't matter what order we
use for the terms, regardless of whether the numbers are negative or positive. The same
reasoning applies to part b: multiplication is commutative. In part c, the two are also equal
because subtraction is the same as addition of a negative:

3 – 1 = 3 + (–1)

Also, addition is commutative:

3 – 1 = 3 + (–1) = (–1) + 3
3 – 1 = (–1) + 3

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 68 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Nevertheless, you must be cautious, because 3 – 1 is not equal to 1 – 3

Practice Problem: Calculate each of the following.
a. (–5) + (–1) b. (–2) ( –5) c. 21 (–7) d. (–6) – (3)

e. 4 + (–8) f. (–18) 6 g. 4 – (–3) h. 9 (–7)

Solution: In each case, make careful note of the sign of the terms, factors, dividends, and
divisors of the operations, being sure to follow the rules as laid out earlier. Parts a and b
are straightforward.

a. –6 b. 10

If you cannot recall the rules for signs when dividing, remember that the product of the
quotient and the divisor is the dividend. (In this case, the product of –3 and –7 is 21.)

c. –3

You can also rewrite part d using addition: (–6) – (3) = (–6) + (–3). The remainder of the
parts follow the basic rules already discussed or the strategies we have reviewed for this
problem.

d. –9 e. –4 f. –3 g. 7 h. –63

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 69 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Self-check 2.2-3

These questions test your ability to use the basic principles of arithmetic. Such as:

 Addition
 Subtraction
 Multiplication
 Division

Addition

1. 139 + 235 = ?

A) 372
B) 374
C) 376
D) 437

2. 139 – 235 = ?

A) –69
B) 96
C) 98
D) –96

3. 5 x 16 = ?

A) 80
B) 86
C) 88
D) 78

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 70 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Subtraction

Find the difference of the following:

1. 7064 and 489.

2. 11089 and 9878
3. 5689 and 5488

Multiplication and Division

1. Find the next number in the series:
4, 8, 16, 32, —

A) 48
B) 64
C) 40
D) 46

2. Find the missing number in the series:
54, 49, —, 39, 34

A) 47
B) 44
C) 45
D) 46

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 71 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Number sequence questions can be quite simple like the examples above.
However, you will often see more complex questions where the intervals between
the numbers are the key to the sequence:

3. Find the next number in the series:

3, 6, 11, 18, —

A) 30
B) 22
C) 27
D) 29

4. Find the missing number in the series:

4, 3, 5, 9, 12, 17, —

A) 32
B) 30
C) 24
D) 26

5. Find the missing numbers in the series:

1, —, 4, 7, 7, 8, 10, 9, —

A) 6
B) 3
C) 11
D) 13

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 72 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Answers Key

Addition
1. B
2. D
3. A

Subtraction

1. 6575
2. 1221
3. 201

Answers:

1. B – The numbers double each time
2. B – The numbers decrease by 5 each time
3. C – The interval, beginning with 3, increases by 2 each time
4. D – Each number is the sum of the previous and the number three places to the
left
5. A, D – There are two simple interleaved sequences 1, 4, 7, 10, 13 and 6, 7 , 8, 9

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 73 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Information sheet 2.2-4
Mixes calculations involving fractions, percentage number are used to

complete workplace tasks.

LEARNING OBJECTIVES: After reading this INFORMATION SHEET you must be able to:
 Apply calculations involving fractions and percentage using complete workplace
tasks.

What is Percent?
If you listen to the radio, watch the television, or read a newspaper you can't help but
hear or see phrases like "25% off today only" or "all merchandise 10% off" or "going out
of business mark-downs of 50%." What does all this mean?

Percent means "parts per hundred." What you need to do is think of one whole as being
divided into 100 parts. If you have all 100 of those parts, you have 100%. Notice the
symbol we use for percent (%). If you have only 95 of the parts, you have 95%.

Converting Between Decimals and Percents

To turn a number (either an integer or a decimal) into a percent, simply multiply by
100. That is the same as moving the decimal point two places to the right. You may
need to round to the desired precision. Add a percent (%) sign.

0.32 as a percent is 32%

38.59 = 3859%

0.002 = 0.2%

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 74 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

To turn a percent into an integer or decimal number, simply divide by 100. That is the
same as moving the decimal point two places to the left. Take off the percent (%) sign.

50% as a decimal is 0.50
3.5% = 0.035
250% = 2.50

Want to learn more? Take an online course in Basic Math.

Converting Between Fractions and Percents

To convert a fraction to a percent, divide the numerator of the fraction by the
denominator. Then multiply by 100 or move the decimal point two places to the right.
Round the answer to the desired precision. Add a percent (%) sign.

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 75 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Terms – Percentage, Base, Rate

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 76 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Uses of Percent

If an item is $32.99, then you will pay 5% more than that with the tax added. First you
figure out how much the tax is by taking 5% of $32.99:

0.05 x 32.99 = 1.6495

Remember that you are dealing with money, so you must round that off to the nearest
penny, making it $1.65. Then you must add that to the $32.99 in order to know how
much you will be paying: $32.99 + $1.65 = $34.64. That is the final price with the sales
tax.

Another way to figure it would have been to think about the price as being 100% and
the sales tax as 5%, so the total price you pay would be 105%. You could then multiply
the original price by 105%:

105% x 32.99 = 1.05(32.99) = 34.6395 = $34.64

If you work at a retail store, you may be asked to do markups. This is when you take
the wholesale price and increase it by a certain percentage to get the retail price at the
store where you work. This increase in price pays your salary and the other expenses of
operating the store (rent, lights, heat, etc.).

A sweater may cost $15 wholesale, but your store makes a profit of 65% on it.
Therefore, it must be marked up by 65% to get the retail price.

65% x $15 = 0.65(15) = $9.75

Now add that to the $15: $9.75 + $15 = $24.75

The markup is the $9.75 and the retail price is the $24.75.

Or, you could look at this as 165% x $15 which would give you $24.75 in a single step.

Many stores have markdowns or discounts called sales. This works the opposite of
markups and sales tax in that the percentage is subtracted from the original price

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 77 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

instead of added to it.

Let's say that same sweater is put on sale for 30% off. That means that you need to find
30% of its retail price and subtract that from its retail price.

30% x $24.75 = 0.30(24.75) = $7.425 or $7.43

$24.75 - $7.43 = $17.32

In this case, you would subtract the 30% from 100% to do this in a single step:

(100% - 30%) x $24.75 = 70% x $24.75 = 0.7 (24.75) = $17.325 = $17.33

It will depend upon how the cash register (which is a computer) is programmed as to
whether you are charged $17.32 or $17.33, but you can figure out the cost to within a
penny this way.

A commission is another place where percents are used. Sales commissions are paid to
sales people based on the price of the item they have sold. In some industries, like
insurance, it is paid instead of a salary, In many industries, it is a motivator to sell
more and is paid in addition to the normal salary.

If a real estate agent makes a 7% commission on a $175,000 house he sells, he makes

Percentage = 7% x $175,000 = .07 (175,000) = $12,250

Another place that everyone uses percentage is in figuring out a tip. Tips are given to
people who serve us – wait staff at a restaurant, a dog groomer, a bartender, a taxicab
driver, a valet, etc. Most tips are either 15% or 20%. If you are paying for a meal and the
waiter brings the bill and will pick up the bill, you can simply pay the bill plus the tip to
him. However, if the waiter brings the bill and you will pay it at a cash register, you
should leave the tip on the table and then go pay the bill.

An easy way to figure out a tip without using a calculator: Round the bill to the nearest
dollar or half dollar, then move the decimal point one place left to find out 10% of the
bill. If you are tipping 20%, double that. If you are tipping 15%, estimate half and add it
to the 10%.

If your bill is $35.95, round it to $36. Move the decimal point one place left to get $3.60.
That is 10%. Since 2 x 36 is 72, you would tip $7.20 for a 20% tip.

Half of $3.60 would be $1.80 since ½ of 36 is 18. To tip 15%, add $1.80 to $3.60 (to
estimate, round to $1.50 and $4) and tip $5.40 – your estimate of $5.50 is close enough

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 78 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

to use.

Interest is the biggest use of percentage in everyday life. When you invest money, you
make interest – the interest is paid to you. This happens if you have a savings account
or you purchase interest-earning bonds or Treasury Bills (TBs) or Certificates of Deposit
(CDs).

However, if you borrow money like taking out a loan for a car, boat, or house, you pay
interest. And if you use a charge card and do not pay off the charges when they are due,
you will be charged interest.

If your loan is for a very short period of time or is a personal loan from a family
member, you may pay simple interest. If it is with a bank or financial institution, you
will probably pay compound interest. Simple interest is calculated on the entire amount
of money (called the principal) once and then the amount is divided by the number of
payments and added to each payment. Compound or compounded interest is figured on
the principal, then after the first payment, it is calculated on the remainder of the
principal and after the next payment it is figured again on the remaining principal and
so forth.

To figure interest, you must know the amount of money (principal), the time period for
which it was borrowed (time) and the interest rate that is being charged or paid. The
formula is:

Interest = Principal x Rate x Time

If $500 is borrowed for 2 years at a 12% interest rate:

Interest = $500 x 12% x 2

Interest = (500)(0.12)(2) = $120

The amount owed at the end would be $500 + $120 or $620.

Calculating Compound Interest.

Compound interest is calculated on the principal plus accumulated interest. The
amount to be repaid is calculated using the following formula:

A = P( 1 + i )n

For example, you receive 10% interest on a $1,000 investment in the first year. You
reinvested that money back into your original investment. In the second year, you

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018

Performing Mensuration Revised By: Date Revised: Page 79 of 108
and Calculation Lea Liberty A. Wangag 1st Revision - 07/02, 2020
Trainer

would get 10% interest on the $1,000 *plus* the $100 you reinvested. Over the years,
compound interest will make you much more money than simple interest because you
are reinvesting whatever interest you make. Let's review this in the following example:
A = P( 1 + i )n
A is the final total including the principal.
P is the principal amount (what you originally invested).
i is the rate of interest per year.
n is the number of years invested. Remember n is an exponent.
Example:
Let's say that you have $2,500.00 to invest for 5 years at a rate of 7% compound
interest.
A = 2500 (1 + 0.07)5 = $3,506.38
You can see that your $2,500.00 is now worth $3,506.38 after 5 years at 7% interest
compounded annually.

Metric and English Systems

Metric System:
The metric system is an internationally agreed decimal system of
measurement created in France in 1799. The International System of
Units (SI), the official system of measurement in almost every country in
the world, is based upon the metric system.
In the metric system, each basic type of measurement (length, weight, capacity) has one
basic unit of measure (meter, gram, liter). Conversions are quickly made by multiplying or
dividing by factors of 10. It is as simple as moving the decimal point to the right (for
smaller prefixes) or to the left (for larger prefixes).
To remember the proper decimal movement, arrange the prefixes from largest to smallest:

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 80 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Convert 10.25 kilometers to meters.
Notice in the listing above that meter is three places to the right of the prefix kilo. This tells
us to move the decimal point three places to the right. The answer is 10,250 meters.

Convert 650 mL to daL. [mL is milliliters and daL is
decaliters].
Notice in the listing above that the prefix deca is four places to the left of the
prefix milli. This tells us to move the decimal point four places to the left. The answer
is 0.0650 daL. (Note: dL is deciliters, daL is decaliters.)

Convert 750 grams to milligrams.
Notice in the listing above that the prefix milli is three places to the right of gram. This tells
us to move the decimal point three places to the right. The answer is 750,000 milligrams.

English System:

While the metric system was lawfully accepted for use in the United States in 1866, the US
has not adopted the metric system as its "official" system of measurement. The US English
System of measurement grew out of the manner in which people secured measurements
using body parts and familiar objects. For example, shorter ground distances were
measured with the human foot and longer distances were measured by paces, with one
mile being 1,000 paces. Capacities were measured with household items such as cups,
pails (formerly called gallons) and baskets.

Obviously this system allowed for discrepancies between measurements obtained by
different individuals. A standard was eventually set to ensure that all measurements
represented the same amount for everyone.

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 81 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Length: Weight: Capacity:
1 foot (ft) = 12 inches 1 pound (lb) = 16 ounces 1 tablespoon (tbsp) = 3 teasponns
(in) (oz) (tsp)
1 yard (yd) = 3 feet 1 ton = 2000 pounds 1 cup (c) = 16 tablespoons
1 mile (mi) = 5280 1 cup = 8 fluid ounces (oz)
feet 1 pint (pt) = 2 cups
1 mile = 1760 yards 1 quart (qt) = 2 pints
1 gallon (gal) = 4 quarts

Conversion Ratio (or Unit Factor): While the Metric System simply moves the decimal
point to convert between its measurements' prefixes, the English System requires
a conversion ratio (or unit factor)to move between measurements. In the Metric System,
the prefix itself gives the needed conversion ratio.

A conversion ratio (or unit factor) is a ratio equal to one. This ratio carries the names of
the units to be used in the conversion. It can be used for conversions within the English
and Metric Systems, as well as for conversions between the systems. The conversion ratio
is based upon the concept of equivalent values. In the example below, one foot is
substituted for its equivalent measure of 12 inches.

Convert 84 inches to feet. ANSWER: 7 feet
A proportion can be set up using the appropriate conversion
ratio. In a proportion the product of the means equals the
product of the extremes. Use this "cross multipy" concept to
find the answer.

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 82 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Find the number of cups in ANSWER: 32 cups
two gallons.
There is no stated conversion for cups to gallons, so we
have to be a bit more creative. Since there are 4 cups in
1 quart, and 4 quarts in 1 gallon, we can set up the
conversion ratio based on "quarts". Two gallons is 8
quarts.

Convert 16 tons ANSWER: 32,000 pounds
to pounds.
Set up the conversion ratio and solve for the
missing value.

NOTE: As with all mathematical problems, there are other ways to arrive at these answers.
Most other methods utilize the concept of the conversion ratio, but may be written in a

different manner or calculated mentally.

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 83 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Self-Check LO 2.2-4

1. Convert the following measurements into m.
a. 280 cm
b. 56100 mm
c. 3.7 km

2. Convert the following measurements into mL.
a. 0.75 liters
b. 3.2 x 104 μL
c. 0.5 m3

3. Which is greater: 45 kg or 4500 g?
4. Which is greater? 45 miles or 63 km?
5. How many cubic feet are there in a room measuring 5m x 10m x 2m?
6. What is the volume of a 12-oz can of soda in mL?
7. What is the mass of a 120 lb person in grams?
8. What is the height in meters of a 5'3" person?
9. 6 gallons of gasoline costs $21.00. How does a liter cost?
10. A man makes a 27.0 km trip in 16 minutes.

a. How far was the trip in miles?
b. If the speed limit was 55 miles per hour, was the driver speeding?

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 84 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

ANSWER KEY LO 2.2-4

1. a. 2.8 m
b. 56.1 m
c. 3700 m

2. a. 750 mL
b. 32 mL
c. 5 x 105 mL

3. 45 kg
4. 45 miles (72.4 km)
5. 3531.47 ft3
6. 354.9 mL
7. 54431 grams
8. 1.60 m
9. $0.92
10. a. 16.8 miles

b. Yes (63 mph)

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 85 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Learning Outcome 3.1-1

Maintain Measuring Instruments

Assessment Criteria:

1. Keep measuring instruments free from corrosion.
2. Do not drop measuring instruments to avoid damage.
3. Clean measuring instruments before and after using.
Contents:
 Handling and Caring of Measuring Instruments
 Safe Handling of tools and equipment.
 Storing of tools and equipment
Condition:
The following must be available:
Equipment

o Multitester
o Micrometer
o Vernier caliper
o Dial gauge with Mag.Std.
o Plastigauge
o Micrometer, bore gauge, feeler gauge
o Steel rule, push rule

Supplies and materials
 Personal Protective Equipment

 Goggles, welding mask, dust mask/respirator, hand gloves, coveralls Materials

 Rags, engine oil, diesel oil, gasoline , container, trash bin
 Picture of safety signs and symbols
 Sample chemicals/compound

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 86 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

 Lacquer thinner. Paint remover, turco, acid, cleaners
 Electric machines, connectors, plug

Learning Materials
o Reference books
o CBLM

Assessment Method:
 Written/oral examinations
 Direct observation

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 87 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

LEARNING EXPERIENCES

Learning Activities Special Instructions

Read: Go through the learning activities outlined for
you on the left column to gain the necessary
1. INFORMATION SHEET information or knowledge before doing the
3.3-1 on Keep measuring tasks to practice on performing the
instruments free from requirements of the Learning Outcome. The
corrosion. output of this Learning Outcome will form part
of the requirements for Institutional
2. INFORMATION SHEET Competency Evaluation of the unit of
3.3-2 on Do not drop competency Perform mensuration and
measuring instruments to calculation of Driving NC II.
avoid damage.
Feel free to show your outputs to your trainer
3. Clean measuring as you accomplish them for guidance,
instruments before and evaluation and recording.
after using.

4.

After doing all the activities for this Learning
Outcome 3 – Maintain measuring
instruments, you are ready to proceed to the
next Unit of Common Competency 4 on Read,
interpret, and apply lubricant/coolant.

During the performance of the
task/job/operation, it would be best to be done
with a peer or a learning facilitator.

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 88 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Information Sheet LO 3.1-1
Keep measuring instrument free from corrosion

LEARNING OBJECTIVES: After reading this INFORMATION SHEET you must be able to:
 Inspect and clean tools, equipment and work area free from dust, grease and other
substances.

TYPES AND USAGE OF CLEANING CHEMICALS

Cleaning chemicals are used in taking away dirt, dust and hard to remove grime. Cleaning
products have variety of ingredients. They may be safe or toxic depending on how they are
used. Cleaning chemicals used in automotive servicing are quite different from the ones
used in households. Even though some cleaning materials in households can have small
amount of chemicals used in automotive, it cannot surpass the kind of cleaning materials
used in automotive because of the different types and extent of their application.

Cleaning products for use in automotive is somehow stronger than other cleaning
materials used for garments and other household purpose.

Cleaning products used in automotive are for plastics, metals, leathers, rubbers and
glasses. These types of cleaning products are hazardous and corrosives. That is why, strict
compliance with their use must be considered seriously or else this will pose danger to the
one using these and to the environment. Cleaning products used for plastics are somehow
not applicable for use in leathers because of some ingredients that do not conform to the
latter.

The reason why they differ in types of chemicals mix in the product is the strength of
alkalinity and acidity. Strong alkalis are those that have sodium hydroxide and are used in
removing paints like paint remover. Heavy-duty alkalis are those that contains sodium
carbonate and are used in removing greasy substance like thinner. A mild alkali is a
sodium bicarbonate contained chemicals. They are also known as baking soda used in
removing oily substance in automobile body before wash-out painting.

Aside from alkali type of cleaners, the acid base type cleaning chemicals have at least three
types. The strong acid cleaners are highly corrosive. They are good in removing hard
deposits. Hydrochloric acid or the well-known muriatic acid is a good example of this type.
The mild acidcleaners are good in removing rusty stains and blemish. Anti-rust cleaners,
wheels and tires dressing compound are good example of this type, and the soft acid
cleaners are those that are used in cleaning glasses. This kind of cleaners is available in
detergent, liquid, and bar.

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 89 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Some manufacturers of cleaning products are producing all-purpose cleaners that can be
used either in plastic, rubber or leather. This kind of cleaning materials are solvents that
come in cream, paste or spray and can be applied directly to the article to be cleaned.

Muriatic acid Glass cleaners

In using any cleaning materials for automotive use, it is basic and necessary that safety
procedures must be followed. Usually, the use of appropriate hand gloves will protect the hands
from entrance of chemicals to the skin and fingernails that may cause liver or kidney disease, skin
irritation and allergy. Respirator or dust mask is also recommended to protect the respiratory

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 90 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

system from inhalation of hazardous fumes. Fumes coming from chemicals can dry the eyes. That
is why goggles is recommended in relieving the eyes from eye irritation, dryness and accidental
splash of cleaning products. All protection must be done when using automotive cleaners to avoid
risk of severe injury.

HANDLING OF MEASURING INSTRUMENTS / TOOLS

A. DO’S

 Wipe measuring tools/instruments before returning them to the storage room.
 Oil the movable parts of the measuring tools such as zigzag rules, calipers, dividers and

compasses to avoid stock-up.
 Make sure that grits like sand do not get inside the housing or case of a pull-push rule to

avoid wearing off of the graduations.
 Check the lock of a pull-push rule if it is working.

B. DON’T’S

 Do not wipe off edges of the steel tape of pull-push rule with bare hands to avoid injury.
 Do not pull the steel tape of pull-push rule too much to avoid the coil spring from damage.
 Do not use the caliper as tongs.

LINEAR MEASUREMENTS FOR THE 6 FACES OF LUMBER

Hence; the linear measurements obtained are:

1. End 1 to end 2 or A B = Length (L )
2. Edge 1 to Edge 2 or C D = Width ( W )
3. Surface 1 to surface 2 or E F = Thickness / Height ( T / H

)

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 91 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

Common faults of hand tools

A hand tool is the best friend of every serviceman. With it, work
becomes easy and efficient. But, if tools are not given careful attention
they will easily give up without maximizing its usefulness. If this
condition continues, it will result in a faulty condition. This faulty
condition results from ineffective use which eventually might create the
risk of danger and accident.

Common faults of hand tools are usually blamed on manufacturer’s
defect. However, it doesn‟t mean that whenever hand tools become
faulty or defective, the manufacturer always carries the responsibility.

Metal fatigue is one of the usual causes of faulty hand tools specially
those that are made from steel. Like human body that sometimes needs
rest, metal fatigue is developed from overuse of tools. It can also result
from too much imposition of force on tools which is less than its
capacity to endure. It will render the tools unserviceable.

Because of wrong habits or attitudes, human error also
contributes to faulty hand tools. Wrong use of tools for the job will
create bad effect on the tools. A screwdriver which is intended for
loosening and tightening screws becomes defective and reduces its
usefulness when used like cold chisel.

Natural tear and wear causes tools to widen or reduce its size. A
slack is noticeable when a box wrench for removing the bolt becomes
loose when the internal sides of the wrench is bigger than the external
sides of the bolt‟s head. If used in this condition, both the bolt and the
wrench will develop fault.

Tools not kept, not maintained, and unused will become rusty. Tools
with jaws become difficult to operate. It will take time cleaning and removing
the corrosion before it becomes functional.

To become more aware of the condition of hand tools, it is good to
know some of its specific faults.

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 92 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

1. Cleaning tools. Wire and fiber brush must be tightly fit and securely
intact on its recess. Frayed brushes indicate overuse. Bristles can

easily be removed and may splatter. They can pose danger to the eyes
and skin. Likewise, dirty rags can create dust and affect the respiratory

system.

2. Bending/ Cutting/ Holding/Twisting tools.Overused, dulled teeth
cutting edge of tools such as hacksaw, tin snip and cutter pliers will
reduce time and work performance. Loosehacksaw blade to frame must
be repaired or replaced at once. Dulled teeth and loose pivot lever of
holding tools such as machinist and combination pliers lessen the grip
and reduces its holding power. As a consequence, it will result in
slippage. Pliers‟ teeth and its cutting edge must be reconditioned or
must be replaced. Mushroom- headed cold chisel can cause danger
when driven with a hammer. The driving force of a hammer may
change direction due to the mushroom-like contusion

on the head of the chisel. If this happens, body part is hammered

rather than the object itself. Thus, injury is certain.

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 93 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

3. Driving tools. A swollen striking
edgeand loose hammer head handle
can create a very devastating injury
and fatal blow when the head flies
out of its handle and hits a delicate

part of the body.

4. Loosening

and tightening

tools. A slacked

wrench or
screwdriver is a

product of overused
or wrong sized tool

when forcefully used.
Incorrect position of

tools or the person
doing the job will

create an unbalanced
force. When force is
applied, the

possibility of

accident may

happen. There is also
a tendency of

slippage when the
surrounding sides of
the

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 94 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

wrench don‟t fit squarely with the sides of the bolt or nut being
removed or tightened. Therefore, this kind of fault must be
addressed right away and the wrench or screwdriver be

replaced at once.

5. Marking tools. A bent and
dulled tip of marking tool
will not give accurate
marking. A dulled tip
creates blurred lines;
therefore, interpretation of
lines and dimensions are
not precise.

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 95 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

This must be corrected at once. Sharpen tools with the use of an
appropriate sharpening gadget.

6. Measuring Tools.
A measuring tool
must be always
kept clean. Dirty,
bent, and creased
measuring tools like
measuring tape,
steel rule, and
caliper will give
inaccurate reading
if the gradation
lines are not
readable.

Safety requirements of hand tools

Hand tools come in different sizes, shapes, weights, brands, and
designs. These characteristics of hand tools are very important because they
give us technical data about their production. These technical data will
enable us to know the capacity of tools if subjected to the degree of use. The
standard requirements of tools for use and safety are very important on the
part of the buyer as well as the user. Without them, they have no bearing at
all if not assured with safety features. Tools are engineered and designed to
numerous sequence of events when used within the normal working range.
To use a tool appropriately, know its safety requirements, to be guided
accordingly when you purchase one.

Tools produced in the industry must pass the Work Equipment Law.
In this law, procedures on the extent, fitness, correctness, and usability of
tools and equipment are provided in accordance with specified task. This
ensures safety standards before tools are released in the market.

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 96 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

The following are some of the information you need to know
about the safety requirements of hand tools:

1. Technical data. This will give information about the
manufacturer‟s specifications of the tools produced. The size,

weight, production code number, and the brand are usually
marked on the body of the item.

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 97 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

2. User’s manual. It tells where, when and how the tools are to be used.
It also gives information on the limitation of tools if subjected to
constant use. In this manual, users are given warning on the
possible injury one may get if used incorrectly. It also gives
detailed information on how tools are maintained and stored. If
tools need to be assembled, the manual gives a step-by-step
instructions on how to do the task.

3. Physical requirements. Physical requirements of tools have
bearing on how they are manufactured. Their good quality must
be:

a. Tensile strength. Tools must belight but durable so that
excessive forcein using them is not necessary. In this
manner, strain on hands and shoulders are reduced. A tool
must be strong and reliable to stand the stress of constant
use. Tooth edge of hacksaw and chisel must be tempered
and so with a screw driver.

b. Powerful. Tools must not be heavy on the hand side rather
than on the end portion of the driving force, as in a
hammer. They must be considerably long to give a powerful
twisting force as in a wrench and screw or a heavy blow
when using hammer. This reduces muscular effort and
efficiency of work is achieved.

c. User- friendly. Tools must be easy and comfortable to use.
They must be hand-fit and oval or cylindrically shaped. A
square-shaped handle creates discomfort on palms
because of the edge area.

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 98 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

d. Safe Toolsmust have gripping surface on their handles to assure
holding power and avoid slip that may lead to injury. Stopper
must also be on pointed and sharp-bladed/edged tools. Driving
tools must be provided with appropriate length of grip.

e. Functionally Accurate. Tools are especially made to measure like
torque wrench. Vernier caliper and feeler gauge must be
technically and functionally accurate.They must give correct
reading of division and sub-division of their fractional value or
scale. Inaccurate reading gives wrong data or information and

may result in severe damage to parts.

Functionally accurate tool

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 99 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer

WORKSHOP POLICIES AND SERVICE PROCEDURES

 Workshop Policy

The workshop policy applies to all workshop. It entails awareness
about legal policies that must be put into practice. It is an understanding of
all the hazards that may exist in the workplace. Each person who works at
the shop should be required to read the policy and agrees to abide by it. This
provides important legal protections in the event of an accident.

Workshop policy includes shop safety. It is the responsibility of
everyone. Safety means protecting oneself from injury at all times. Working
in the shop requires the use of a large variety of tools, materials, and
equipment that can injure the worker and others in the shop if not properly
used. A profitable auto shop is a well-run auto shop; a well-run auto shop is
a safe one. Automotive mechanic uses power tools if needed, Power tools are
usually electrically driven. It means it can work in a span of minute.
Therefore, this must be treated with care and respect.

Workshop policy on service procedures from the time the customer
comes in and gets out must be strictly followed so that they will be satisfied
with the work rendered to them. Workers will also benefit if is obeyed. It
means that they will work on the job order issued to them. They should
never work on any other orders unless given to them by the person in charge

CBLM Developed by: Document No. DVR-PTC-32-002-20
Lea Liberty A. Wangag Issued by: TESDA,PTC-
DRIVING NCII Date Developed: Kalinga
Common UC 3 March 7, 2018
Date Revised: Page 100 of 108
Performing Mensuration Revised By: 1st Revision - 07/02, 2020
and Calculation Lea Liberty A. Wangag
Trainer