Carpentry Edited

School Grade Level 7/8
Teacher Quarter I
Learning Area CARPENTRY Teaching Dates & _____________ (1 day)
Duration
I. LEARNING OBJECTIVES
A. Content Standards The learner demonstrates an understanding of the underlying principles in the
preparation of carpentry tools and construction materials.
B. Performance Standards The learner independently prepares carpentry tools and construction materials
based on industry standards.
C. Learning Competencies/Code LO 1 Identify materials and tools for a task/TLE_IACP7/8UT-0a-1
D. Objectives
 Knowledge Identify tools and materials for a task in carpentry.
 Skills Group tools and materials according to its function as per job requirements.
 Attitude/Values Perform the assigned task with trust in God that one can classify tools and materials
according to its function and give the importance of using proper tools to certain task.
II. CONTENT PREPARE CONSTRUCTION MATERIALS AND TOOLS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Carpentry page 12
2. Learner’s Materials pages Carpentry Grade 7 and Grade 8
3. Textbook pages pp. 4-13
4. Additional Materials from Learning Resource (LR) Bond paper
portal
B. Other Learning Resources
C. Supplies, Equipment, Tools, etc. Cement, Nail, Pull-push-rule, Plywood, Sand, Gravel,
Plumb-bob, Try-square, Hack saw Rip saw, Claw Hammer
IV. PROCEDURES
A. Introductory Activity  Show the real carpentry tools and materials.
( 2 minutes) 1. Who can differentiate tools and materials as to its uses?
B. Activity Let the learners draw five samples of tools and materials found in their own home used in
( 15 minutes) carpentry.
C. Analysis Ask:
( 5 minutes) 1. Valuing
 Can you share the importance of the tools and materials you have at home?
2. Evaluating
 Who can describe the tools and materials used in the construction of your own house?
3. Transition question
 Do you know the types and uses of these tools and materials used in carpentry?
D. Abstraction Discuss through power point presentation samples of different types of tools and materials used
( 15 minutes) in carpentry. (Their uses and functions)
Materials:
Lumber - sawn Timber
Nails - made of metal used for fastening woods
Cement - a powdered substance which when mixed with water acts as binder of
aggregate
Sand - fine gritty, substance found in the shore and desert
Plywood - thin cross laminated sheet of wood
Gravel - coarse aggregate
Tools:
1
Pull-push-rule - used for measuring long distances
Claw hammer - used for driving and pulling out nails
Cross-cut-saw - tool used for cutting across the grain
Ripsaw - used for cutting along the grain
Plumb-bob - used for vertical alignment
Try square - used to test the squareness of a stock
Hack saw - fine toothed saw used to cut metals and pipes
Materials Uses
Lumber Construction/Carpentry
Nails Construction/Carpentry
Screw Construction/Carpentry
G.I wire Construction/Carpentry
Cement Construction/Carpentry
Sand Construction/Carpentry
Gravel Construction/Carpentry
Water Construction/Carpentry
Steel Reinforcement Construction/Carpentry
G. I Sheet Construction/Carpentry
Tools Uses
Saw Cutting lumber or board
Tri-Square Testing squareness
Level hose Testing level
Level bar Testing level
Hammer Driving nails
Chisel Cutting
Plane Smoothing
Drill bit Drilling/Boring holes
Oil stone Sharpening
E. Application Below are the tools and materials used in carpentry. Fill in the table below with its
( 10 minutes) corresponding data
Cement Claw Hammer Nail Pull-push-rule
Plywood Sand Gravel Plumb-bob
Try-square Hack saw Rip saw
Tool Material Function
F. Assessment Supply what is defined or described. Write your answer on your answer sheet.
2
( 10 minutes) _____________1. It is a thin cross laminated sheet of wood.
_____________2. This is made of metal used for fastening.
_____________3. It is a powdered substance mixed with water.
_____________4. It is a fine, dry, gritty substance mixed with water.
_____________5. It is a sawn timber.
_____________6. It is used for measuring long distances.
_____________7. It is used for driving and pulling out nails.
_____________8. It is a tool used for cutting along the grain.
_____________9. It is used for vertical alignment.
_____________10. It is a tool used to test the squareness of a stock.
G. Assignments What is a requisition form?
( 1 minutes) What are the procedures in making requisition form?
H. Concluding Activity “Do not wait; the time will never be 'just right.' Start where you stand, and work with whatever
( 2 minutes) tools you may have at your command, and better tools will be found as you go along.” - George
Herbert-
V. REMARKS
VI. REFLECTIONS
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?
3
Teacher Quarter I
Duration
A.Content Standards The learner demonstrates an understanding of the underlying principles in the
preparation of carpentry tools and construction materials
B. Performance Standards The learner independently prepares carpentry tools and construction materials based
on industry standards.
C. Learning LO 2 Request appropriate materials and tools/ TLE_IACP7/8UT-0b-2
Competencies/Code
D. Objectives
 Knowledge List the request of materials and tools needed for a task as per job requirement.
 Skills Accomplish prescribed request form for needed tools and materials.
 Attitude/Values Appreciate a well-organized list of needed tools and materials
A.References
4
portal
B.Other Learning Resources
C.Supplies, Equipment, Tools, etc.
IV. PROCEDURES
( 5 minutes) Say:
1. List down all carpentry tools and materials shown.
2. What will you do if you want to request these tools and materials?
B Activity Let the students make their own format of requisition form
( 10 minutes)
C. Analysis Ask:
 Can you share the importance of requesting tools and materials?
2. Evaluating
 What are the missing information of your requisition form?
 Why is it important to have a complete information of your requisition form?
D. Abstraction Discuss through power point presentation sample of a requisition form
( 15 minutes) The information that follows will teach you how to accomplish the form in order to acquire
materials.
Procedure:
1. State the name of the project and date when you requested for materials.
2. Fill in the classification of the project and its purpose.
3. Write the number of required materials.
4. List the unit of materials to be requisitioned.
5. Enumerate the materials with their description.
6. List the cost per unit and the total cost.
7. Write your name as requisitioner.
8. Secure the approval of authorities concerned.
SAMPLE OF A REQUISITION FORM
Suggested Project: Bulletin Board DATE
Balance on Requisition Materials and Unit Total
Hand Quantity Unit Description Price
1 Piece ¾ Plywood P 700.00
1 Liter Stain Maple P110.00
1 Kilo Finishing nail P 30.00
11/2
1 Foot Sand Paper P 50.00
1 Liter QDE Boysen P 150.00
(Green)
Bill of Materials
A bill of materials is a list of all things needed in a project together with their
description, sizes and amount or price. All information needed should be in the bill of
materials.
Parts of a Bill of Materials
1. Quantity tells the amount of materials to be purchased.
2. Unit gives the measure of materials to be purchased.
3. Description states the detailed name of materials.
5
4. Unit cost gives the price of each material.
5. Amount is the cost of all materials.
Suggested Project: Bulletin Board
Quantity Unit Materials and Unit price Total
Description
1 Piece ¾ Plywood P 700.00
1 Liter Stain Maple P110.00
1 Kilo Finishing nail P 30.00
11/2
1 Foot Sand Paper P 50.00
1 Liter QDE Boysen P 150.00
(Green)
1 Liter Thinner P 80.00
(Lacquer)
1 Piece Paint brush 2 P 20.00
P1040.00
E. Application Complete the following bill of materials with the missing information based on the given project.
( 10 minutes) Write your answer on a piece of paper.
Suggested Project: Bulletin Board DATE
Balance on Requisition Materials and Unit Total
Hand Quantity Unit Description price
F. Assessment Enumerate the procedures in making requisition form and make a sample requisition form using
( 10 minutes) the given data below:
Lumber Nails Screw
G.I wire Cement Sand
Gravel
G.Assignments Research about flow chart in receiving tools, equipment, supplies and materials in the shop.
( 3 minutes)
Herbert-
V. REMARKS
VI.REFLECTIONS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
caught up with the
lesson.
6
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which my
can help me solve?
wish to share with
other teachers?

Teacher Quarter I
Learning CARPENTRY Teaching Dates & _____________ (1 day)
Area Duration
preparation of carpentry tools and construction materials
C. Learning LO 3 Receive and inspect materials / TLE_IACP7/8UT-0b-3
Competencies/Code
D. Objectives
 Knowledge Check received tools and materials.
 Skills Inspect received tools and materials using prescribed checklist.
 Attitude/Values Appreciate proper inspection of received tools and materials.
A. References
1.Teacher’s Guide pages Carpentry page 12
3.Textbook pages pp. 21-22
portal
C. Supplies, Equipment, Tools, etc.
IV. PROCEDURES
( 5 minutes) Say:
1. List down all carpentry tools and materials shown.
2. What will you do if you want to request these tools and materials?
B. Activity Let the students make a requisition form
( 10 minutes)
C. Analysis Ask:
7
 What is the importance of requesting tools and materials?
2. Evaluating
 Have you check your requested tools and materials if there might be some tools that you
forgot to write?
 After you receive the requested tools and materials, what should you do?
D. Abstraction Discuss how to acquire and inspect materials/tools
( 15 minutes)
1. Check if the materials and tools are complete in terms of quantity and specification (number of
pieces, length, width, etc.)
2. Check the physical condition of tools, (check tools against the specification, quantity, and
quality,) see to it that parts are complete, cutting edges or tooth free from damages,
3. Check the accessories of each material and tool. See to it that nothing is missing.
4. If any of the materials or tools is found missing or defective, report it immediately to the supply
officer or teacher.
5. Get a replacement for the materials and tools found defective.
6. Sign the requisition form as you receive materials and tools.
7. Store the received materials and tools in a safe area or store room nearest your workplace.
(store materials, in proper order, bulky and heavier materials at the bottom lighter and smaller
items on top of the pile)
8. Always handle the materials and tools carefully. (avoid dropping the tools on the floor, do not
expose tools and materials on sunlight or rain).
E. Application Let the students check the materials and tools that are being received in the checklist. Put X if the
( 10 minutes) materials and tools are not in good condition and check if it is in good condition.
Tools and Materials Remarks

Good Reject
1. 1 piece ½ plywood
2. 1 liter satin maple
3. 1 kilo finishing nail # 1 ½
4. 1 foot sand paper
5. 1 liter thinner (lacquer)
6. 1 liter boysen (green)
7. 1 piece paint brush
F. Assessment Read each statement below carefully and fill in the blank(s) with the correct answer.
( 13 minutes)
1. What are the first two things that should be check in acquiring and inspecting materials and
tools?
2. What should you do if you found defective materials or tools?
3. What is checked immediately once you receive your requested materials and tools?
4. Where should you store the received materials and tools?
5. What is checked against specification of a materials or tools?
G. Assignments Research about flow chart in receiving tools, equipment, supplies and materials in the shop.
( 1 minute)
H. Concluding Activity “Do not wait; the time will never be 'just right.' Start where you stand, and work with whatever tools
( 1 minute) you may have at your command, and better tools will be found as you go along.” - George Herbert-
V. REMARKS
VI.REFLECTIONS
earned 80% on the
8
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?

9
Teacher Quarter I
Area Duration
A.Content Standards The learner demonstrates an understanding of the underlying principles in the
preparation of carpentry tools and construction materials.
C. Learning Competencies/Code LO 1 Check condition of tools and equipment / TLE_IACP7/8MT-0c-1
D. Objectives
 Knowledge Classify hand tools.
 Skills Segregate defective hand tools.
 Attitude/Values Name the importance of reporting defective tools.
II. CONTENT MAINTAIN TOOLS AND EQUIPMENT
A. References
3. Textbook pages pp. 28 - 30
portal
C. Supplies, Equipment, Tools, etc. Hand tools
IV. PROCEDURES
( 2 minutes) Say:
1. What are the functions of these tools?
2. Can you classify the tools and materials base on their function?
B. Activity Let the students classify tools being shown to classify based on their function.
( 10 minutes)
C. Analysis Ask:
 Why do we have to classify these tools?
2. Evaluating
 What is the importance of classification of tools?
 How many classification of hand tools do you think?
D. Abstraction Discuss the different classification of hand tools
( 20 minutes)
CLASSIFICATION OF HANDTOOLS
A. MEASURING TOOLS
1. Pull-Push Rule - flexible tape that slides into a material case and it is used to measure
irregular and regular shapes.
2. Ruler - 12-inch or one foot rule and it is used to take/make simple measurements.
3. Meter Stick - used to measure a work piece.
4. Try Square - squaring, measuring and testing tool used to check adjacent surfaces for
squareness.
5. Caliper - used to transfer measurements from the rule to the work.
B. MARKING LINING TOOLS

1. Pencil - used to layout or mark cutting lines.
2. Marking Gauge - wood or metal tool consisting of a beam, head and a point used to mark a
10
line parallel to the grain of the wood.
3. Chalk Line - used to establish a straight line on a surface.
4. Divider - tool with two metal legs used to lay-out an arc circle or step off division on a line.
5. Compass - used to scribe arcs and circle in a metal wood.
C. TESTING TOOLS
1. Try Square - tool used in squaring, measuring and testing the squareness of a wood.
2. Steel Square - framing square used to mark out the work for squaring and checking of angles
and is used in the construction of roof framing and large furniture.
3. Spirit Level - tool used for testing vertical and horizontal surfaces.
4. Plumb bob - tool used to test the vertical and horizontal surfaces.
D. EDGE CUTTING TOOLS

1. Chisel - tool used to trim and shape wood.
2. Plane - used to obtain a smooth and flat surface.
3. Spoke shave - small plane like tool from irregularly shaped objects.
4. Cabinet scraper - rectangular piece of steel with two cutting edges used for working flat and
curved shapes.
E. TOOTH-CUTTING TOOLS
1. Cross Cut Saw - handsaw used to cut the wood across the grain.
2. Rip-saw - hand saw used to cut the wood along the grain.
3. Back Saw - handsaw with a metal back and plywood and joinery.
4. Compass Saw - used to cut irregular shape either in large or small board.
5. Turning Saw - used to rip, cross and cut curves in lumber.
6. Coping Saw - u-shaped saw used for cutting irregular shape in small board.
7. Dovetail Saw - small back saw with a straight chisel type handle used to cut very fine joints.
F. BORING TOOLS
1. Auger bit - tool used to make hole in woods.
2. Expansive bit - tool used to drill holes of various sizes in woods.
3. Drill Bit - tool used for boring holes either in metals, woods or plastics.
G. HOLDING TOOLS
1. C-Clamp - used for holding together pieces of lumber while working.
2. Bench Vise - used to hold any materials or tools in place.
3. Bar Clamp - used to hold large boards or frames together while assembling or gluing.
H. MISCELLANEOUS TOOLS
1. Oil Stone - used for sharpening edge cutting tools such as chisel.
2. Files - used to smoothen metal and wood surfaces.
3. Paint Brush - used to apply paint or varnish on wood surfaces
4. Nail Set - used to drive the head of nails lower than surface of wood.
5. Saw Set - used to bend the upper half of each tooth to one side or the other to form a set.
I. PORTABLE POWERTOOLS
1. Sander - portable power tool used for sanding furniture pieces.
2. Router - used for shaping surfaces and edges of furniture parts.
3. Jigsaw - power tool used primarily for cutting curved or irregular shapes of wood surfaces.
4. Circular saw - power saw used for many types of cutting, particularly on large panel stock.
5. Electric Drill - power drill which is used to drill holes in various materials to perform a multitude
of tasks.
11
J. PPE (Personal Protective Equipment)
1. Goggles - used to protect the eyes against flying debris and harmful liquids.
2. Ear Protector - used to protect the ears against high frequency noise.
3. Face Mask - used to prevent the inhalation of sprayed paint fumes.
4. Gloves - used to protect the hands while working.
5. Apron - used to protect the worker against flying debris.
K. DRIVING TOOLS
1. Claw Hammer - used to drive and pull out nails on wooden surfaces.
2. Mallet - made out of wood or rubber used to drive other tools like chisel.
3. Nail Set - used in setting the head of a finishing nail below the surface of the wood.
4. Screw Driver - used to drive and loose screws.
E. Application Divide the class into 5 groups, each group will be assigned in a specific tools
( 10 minutes) Let them segregate defective tools from functional one.
F. Assessment Classify the following hand tools according to its function.
( 5 minutes)
1. Mallet 6. Cross Cut Saw
2. Bench Vise 7. C-clamp
3. Try Square 8. Goggles
4. Pull-Push Rule 9. Sander
5. Plane 10. Chalk Line
G. Assignments Search on the procedure in segregating and labeling non-functional tools and equipment.
( 2 minutes)
( 1 minute) tools you may have at your command, and better tools will be found as you go along.” - George
Herbert-
V. REMARKS
VI.REFLECTIONS
earned 80% on the
B. No. of learners
who require
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?
my principal or
supervisor can help
12
me solve?
localized materials
did I use/discover

Teacher Quarter I
Duration
maintenance of carpentry tools and equipment.
B. Performance Standards The learner independently performs maintenance of carpentry tools and equipment
C. Learning Competencies/Code LO 1 Check condition of tools and equipment / TLE_IACP7/8MT-0c-1
D. Objectives
 Knowledge Label appropriately defective tools.
 Skills Repair defective tools
 Attitude/Values Perform the assigned task with trust in God that one can repair defective tools.
A. References
3. Textbook pages pp. 32
portal
IV. PROCEDURES
A. Introductory  Show the real carpentry tools.
Activity Say:
( 2 minutes) 1. Try to examine these tools? What have you observed?
13
B. Activity List down your negative and positive observation of these tools.
( 10 minutes)
C. Analysis Ask:
 Why do we have to examine these tools?
2. Evaluating
 What can you say with the tools with negative observation?
 What should we do to the tools?
D. Abstraction Discuss the procedure in segregating and labeling non-functional tools and equipment
( 15 minutes)
1. Conduct an inventory of tools and equipment.
2. Record the number of non-functional tools and equipment.
3. Segregate tools that are serviceable or unserviceable.
4. Report the number of tools and equipment that are non-functional but subject for repair.
5. Label tools and equipment which are condemnable.
6. Return tools and equipment in the tool cabinet as per operating procedures.
E. Application Divide the class into 5 groups, each group will be assigned in some group of tools.
( 15 minutes)
Find out by accomplishing the Scoring Rubric honestly and sincerely.
Teacher’s Checklist
Procedure in segregating and Labeling Non-functional Tools and Equipment
Performed Not Performed

1. Conducted inventory of tools and equipment
2. Recorded non-functional tools and equipment
3. Segregated non-functional tools and Equipment
4. Reported non-functional tools and equipment
5. Labeled condemnable tools and equipment
6. Returned tools and equipment in the cabinet.
Scoring Rubric
Steps Performed Weight

6- Very Satisfactory
5- Satisfactory
4- Needs Improvement
3-Failed
F. Assessment Answer the following questions.

( 10 minutes)
1. What should you do to the tools and equipment after segregating and labeling?
2. What is the first step that should be done before segregating and labeling tools?
3. What should be done to the condemnable tools?
4. Serviceable tools should be ____________ from unserviceable one.
G. Assignments What are the procedures in checking condition of personal protective equipment
( 2 minutes)
V. REMARKS
VI. REFLECTIONS
14
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?
localized materials
did I use/discover
which I wish to
share with other
teachers?

15
Teacher Quarter I
Area Duration
maintenance of carpentry tools and equipment.
B. Performance Standards The learner independently performs maintenance of carpentry tools and equipment
C. Learning Competencies/Code LO 2 Perform basic preventive maintenance / TLE_IACP7/8MT-0c-2
D. Objectives
 Knowledge Identify lubricants according to types of equipment.
 Skills Lubricate tools and equipment according to preventive maintenance schedule or
manufacturer’s specification.
 Attitude/Values Appreciate a well-maintained tools according to manufacturer’s specification
A. References
portal
IV. PROCEDURES
A. Introductory Activity  Show the real carpentry tools.
( 5 minutes) Say:
1. Try to examine these tools. What have you observed?
B. Activity List down your observations of these tools.
( 30 minutes)
C. Analysis Ask:
 Why do we have to examine these tools?
2. Evaluating
 What can you say with the tools with observation?
 What should we do with your observation?
D. Abstraction Discuss the procedure lubricating tools and equipment
( 30 minutes)
1. Read and analyze the use of Preventive Maintenance Schedule form.
2. Determine the types of tools and machine needed to be lubricated.
3. Fill out a requisition slip form in releasing the lubricants needed.
4. Secure a borrower’s slip from your teacher.
5. Fill out the slip form correctly intended for the needed tools.
6. Perform the task according to the prescribed schedule and the assigned machine.
7. Perform lubricating procedure.
8. Determine the parts of the machine needed to be lubricated.
9. Apply thin coat of oil on the parts for a long period of time.
10. Open the bearing cover and apply grease.
11. Apply grease on sealed bearing with the use of a grease gun.
E. Application Divide the class into 5 groups, each group will be assigned in some group of tools.
16
( 15 minutes)
Copy the table on a separate sheet of paper then check the appropriate box whether you
performed each indicator.
INDICATORS YES NO
1. Utilized the Preventive Maintenance Schedule.
2. Determined the types of tools and machine needed to be
lubricated.
3. Filled out the requisition slip form in releasing the lubricants
needed.
4. Secured the borrower’s slip from your teacher?
5. Filled out the slip form correctly intended for the needed
tools.
6. Performed the task according to the prescribed schedule
and the assigned machine.
7. Performed the lubricating procedures.
8. Determined the parts of the machine needed to be
lubricated.
9. Applied the thin coat of oil on the parts that are used for a
long period of time.
10. Applied the grease on sealed bearing with the use of a
grease gun
Scoring Rubric
Steps Performed Weight
10- Very Satisfactory
7- Satisfactory
5- Needs Improvement
3-Failed
F. Assessment Arrange the following according to the sequence in lubricating tools and equipment
( 15 minutes)
1. Determine the parts of the machine needed to be lubricated.
2. Fill out a requisition slip form in releasing the lubricants needed.
3. Open the bearing cover and apply grease.
4. Read and analyze the use of Preventive Maintenance Schedule form.
5. Apply thin coat of oil on the parts for a long period of time.
6. Apply grease on sealed bearing with the use of a grease gun.
7. Fill out the slip form correctly intended for the needed tools.
8. Secure a borrower’s slip from your teacher.
9. Perform the task according to the prescribed schedule and the assigned machine.
10. Determine the types of tools and machine needed to be lubricated.
11. Perform lubricating procedure.
G. Assignments List down all measuring tools used in carpentry.

( 2 minutes)
Herbert-
V. REMARKS
VI.REFLECTIONS
earned 80% on the
17
B. No. of learners
who require
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?
my principal or
supervisor can help
me solve?
wish to share with
other teachers?

Teacher Quarter I
Learning CARPENTRY Teaching Dates & ____________(1 day)
Area Duration
A. Content Standards The learner demonstrates an understanding of the concepts and underlying principles
in performing measurements and calculations.
B. Performance Standards The learner independently performs accurate measurements and calculation based on
a given task.
C. Learning Competencies/Code LO 1 of Lesson 3 Select measuring instruments / TLE_IACP7/8MC-0d-1
D. Objectives
 Knowledge Identify appropriate linear measuring tools for a specific task.
 Skills Discuss Do’s and Don’t’s in handling measuring tools.
 Attitude/Values Give the importance of correct handling of measuring tools.
II. CONTENT PERFORM MENSURATION AND CALCULATION
A. References
18
portal
C. Supplies, Equipment, Tools, etc. Pull-push-rule, Try-square, zigzag rule, ruler, caliper, meter
stick, divider, compass and protractor
IV. PROCEDURES
A. Introductory Activity  Show a piece of wood in the class?
( 2 minutes) Ask:
1. What would you do if you want to know the dimension of this wood? What tools can be
use?
B. Activity Let the learners draw five samples of measuring tools found in their own home used in carpentry.
( 10 minutes)
C. Analysis Ask:
 Can you share the importance of the measuring tools you have at home?
2. Evaluating
 Who can describe the measuring tools used in the construction of your own house?
 Do you know the types and uses of these measuring tools used in carpentry?
D. Abstraction Discuss the samples of different types of measuring tools used in carpentry. (Their uses and
( 15 minutes) functions)
TYPES OF MEASURING TOOLS

1. Pull-push rule – used for measuring long pieces of stock.
2. Zig Zag Rule – a folded measuring tool.
3. Ruler – used for measuring short pieces of stock.
4. Caliper – used for measuring diameter.
5. Try Square – used for checking flatness and squareness.
6. Meter Stick – a measuring device which is one (1) meter in length.
7. Divider – used for dividing distances.
8. Compass – used for scribing arcs and circles.
9. Protractor – used for laying out angles.
HANDLING OF MEASURING INSTRUMENTS / TOOLS

A. DO’S
1. Wipe measuring tools/instruments before returning them to the storage room.
2. Oil the movable parts of the measuring tools such as zigzag rules, calipers, dividers and
compasses to avoid stock-up.
3. 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.
4. Check the lock of a pull-push rule if it is working.
B. DON’T’S
1. Do not wipe off edges of the steel tape of pull-push rule with bare hands to avoid injury.
2. Do not pull the steel tape of pull-push rule too much to avoid the coil spring from damage.
3. Do not use the caliper as tongs.
E. Application Divide the class into 8 groups

( 15 minutes) Each group will be assigned in a specific measuring tool for them to discuss in front of the class on
how to use the tool.
19
Group 1 – pull-push rule
Group 2 – Zig Zag Rule
Group 3 – ruler
Group 4 – Caliper
Group 5 – Try Square
Group 6 – Meter Stick
Group 7 – Divider
Group 8 – Compass
( 10 minutes) _____________ 1. Used for checking flatness and squareness.
_____________ 2. A measuring device which is one (1) meter in length.
_____________ 3. Used for dividing distances.
_____________4. Used for scribing arcs and circles.
_____________ 5. Used for laying out angles.
G. Assignments What are the two system of measurement?
( 2 minutes)
V. REMARKS
VI.REFLECTIONS
earned 80% on the
B. No. of learners
who require
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?
my principal or
supervisor can help
me solve?
G. What innovation
or localized materials
did I use/discover
20
Teacher Quarter I
Learning CARPENTRY Teaching Dates & ____________(1 day)
Area Duration
A. Content Standards The learner demonstrates an understanding of the concepts and underlying principles
in performing measurements and calculations.
B. Performance Standards The learner independently performs accurate measurements and calculation based
on a given task.
C. Learning Competencies/Code LO 1 of Lesson 3 Select measuring instruments / TLE_IACP7/8MC-0d-1
D. Objectives
 Knowledge Identify surfaces/sides to be measured of given object.
 Skills Measure correctly the given object.
 Attitude/Values Appreciate the importance of accurate measurement.
A. References
portal
C. Supplies, Equipment, Tools, etc. Pull-push-rule, Try-square, zigzag rule, ruler, caliper, meter
stick, divider, compass and protractor
IV. PROCEDURES
A. Introductory Activity  Show a piece of wood in the class?
( 2 minutes) Ask:
1. What would you do if you want to know the dimension of this wood? What tools can
be use?
B. Activity Let the learners draw five samples of measuring tools found in their own home used in
( 10 minutes) carpentry.
C. Analysis Ask:
 Can you share the importance of the measuring tools you have at home?
2. Evaluating
 Who can describe the measuring tools used in the construction of your own house?
 Do you know how to use measuring tools in carpentry?
D. Abstraction Discuss the linear measurements for the 6 faces of lumber.
21
( 15 minutes)
LINEAR MEASUREMENTS FOR THE 6 FACES OF LUMBER
A lumber has 6 faces: 2 ends, 2 edges and 2 surfaces
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 )
( 15 minutes) Each group will be assigned in a specific object to be measured using prescribe measuring tools.
Group 1 – mini cabinet (dimension)
Group 2 – mini cabinet (squareness of the edges)
Group 3 – round objects (diameter)
Group 4 – short piece of stock
Group 5 – long piece of stock
( 10 minutes) _____________ 1. Used for checking flatness and squareness.
_____________ 2. A measuring device which is one (1) meter in length.
_____________ 3. Used for dividing distances.
_____________4. Used for scribing arcs and circles.
_____________ 5. Used for laying out angles.
G. Assignments What are the two system of measurement?
( 2 minutes)
Herbert-
V. REMARKS
VI.REFLECTIONS
earned 80% on the
B. No. of learners
who require
for remediation.
C. Did the remedial
lessons work? No.
of learners who
22
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?
my principal or
supervisor can help
me solve?
localized materials
did I use/discover

Teacher Quarter I
Learning Area CARPENTRY Teaching Dates & Duration ____________(1 day)
A. Content Standards The learner demonstrates an understanding of the concepts and underlying principles in
performing measurements and calculations.
B. Performance Standards The learner independently performs accurate measurements and calculation based on
a given task.
23
C. Learning Competencies/Code LO2 of Lesson 3. Carry out measurements and calculations / TLE_IACP7/8MC-0d-e-2
D. Objectives
 Knowledge Discuss system of measurement.
 Skills Demonstrate accurate reading of measurement.
 Attitude/Values Give the importance of accurate reading of measurements.
A. References
4. Additional Materials from Learning Resource (LR) portal Bond paper
IV. PROCEDURES
A. Introductory  Show some pieces of wood.
Activity Ask:
( 2 minutes) 1. What would you do if you want to get the dimensions of these pieces of wood? What
unit should you use?
B. Activity Let the students measure the piece of wood using any units they want.
( 10 minutes)
C. Analysis Ask:
 Can you share the importance of the units used in measurements?
2. Evaluating
 Do we really have to know all units used in measurements?
 Do you know how many system of measurements used in the whole world?
D. Abstraction Discuss the two system of measurements
( 15 minutes)
SYSTEM OF MEASUREMENTS
The two (2) systems of measurements are: the English and the Metric System. The English
system originated in England also known as the U.S. customary system of measurement while the
Metric System was developed in France and also known as the S. I. International Standard).
I. (UNIT OF MEASURES) - LINEAR MEASUREMENT

ENGLISH METRIC
Yard ( yd ) meter
Foot ( ft ) / („ ) decimeter 1/10 meter
Inch (in. ) / (“ ) centimeter 1/ 100 meter
millimeter 1 /1000 meter
II. READING OF MEASUREMENTS

A. Reading the inch
The inch is divided into segments called graduations. Each graduation represents a measurement
in form of a proper fraction. The inch can be divided into 16, 8, 4 and 2, equal parts.
24
Note: The illustration is not the actual length of an inch.
B. Reading the centimeter and millimeter

( 15 minutes) Each group will be assigned in a specific piece of wood to be measure with the assigned unit to be
used
Group 1 – inches
Group 2 – millimeters
Group 3 – feet
Group 4 – centimeter
Group 5 – meters
F. Assessment Choose the correct measurement as indicated by the number arrowed below.
( 10 minutes)
G. Assignments Study on how to convert unit to another unit of measurement.

( 2 minutes)
V. REMARKS
VI. REFLECTIONS
earned 80% on the
formative
assessment
25
require additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the lesson.
continue to require
remediation
E.Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?

Teacher Quarter I
Learning Area CARPENTRY Teaching Dates & ____________(1 day)
Duration
A. Content Standards The learner demonstrates an understanding of the concepts and underlying
principles in performing measurements and calculations.
B. Performance Standards The learner independently performs accurate measurements and calculation based
on a given task.
C. Learning Competencies/Code LO2 of Lesson 3. Carry out measurements and calculations/ TLE_IACP7/8MC-0d-e-
2
D. Objectives
 Knowledge Identify the unit conversion guide table.
 Skills Convert units according to job requirements.
 Attitude/Values Appreciate the essence of correct conversion.
26
A. References
portal
IV. PROCEDURES
A. Introductory  Give the dimension of the blackboard using unit in meter.
Activity Say:
( 2 minutes) 1. This blackboard has already dimensions in meter, what will you do if you want to
change its unit? Do we have to measure it again?
B. Activity Who can give me the dimension of this blackboard in inches? In centimeters? In feet?
( 10 minutes)
C. Analysis Ask:
 Can you share the importance of converting units?
2. Evaluating
 What instances that we need to change units of measurement?
 Some of you measured the blackboard to make sure that the new unit ask is correct,
but what if you don’t have measuring tools? How will you convert its unit?
D. Abstraction Discuss the process of converting units
( 15 minutes) ONVERTING UNITS OF MEASURE
GUIDE TABLE IN UNIT CONVERSION
English to English 1foot = 12 inches

Metric to Metric 1 meter = 10 decimeter
1 dm = 10 centimeter
English to Metric 1 inch = 2.54 cm
1 inch = 25.4 mm
1 foot = 30.48 cm
Metric to English 1 meter = 3.28 feet
1 meter = 39.37 inches
Sample Solutions in Conversion

A. Foot to inches
3 ft = _________ inches
Solution: Multiply 3ft by 12 inches / ft = 36 inches
B. Inch to feet
48 inches = ________ Feet
Solution: Divide 48 inches by 12 inches / feet = 4feet
C. Centimeter to millimeter
22 cm = ________ millimeters
Solution: Multiply 22 cm by 10 mm / cm = 220mm
D. Inch to centimeter
6 inches = _______ centimeter
Solution: Multiply 6 inches by 2.54 cm / inch = 15.24 cm
( 15 minutes) Each group will be assigned in a specific piece of wood that has dimension. Their task is to get
27
the 3 different dimension in different unit of measurements
Group 1 – inches
Group 2 – millimeters
Group 3 – feet
Group 4 – centimeter
Group 5 – meters
F. Assessment Convert the following measurement to their unit equivalents
( 10 minutes)
1. 4 meters = ____________ cm.
2. 4 meters = ____________ ft.
3. 8 feet = _______________ inches
4. 20 inches = __________ cm
5. 236.22 inches = _______meters
G. Assignments Search on formulas in computing board feet of lumber.
( 2 minutes)
Herbert-
V. REMARKS
VI. REFLECTIONS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners who
have caught up with
the lesson.
C. No. of learners who
continue to require
remediation
D. Which of my
teaching strategies
worked well? Why
did these work?
E. What difficulties did I
encounter which my
can help me solve?
F. What innovation or
wish to share with
other teachers?
28
School Grade Level 8
Teacher Quarter I
Learning Area CARPENTRY Teaching Dates & ____________(1 day)
Duration
A. Content Standards The learner demonstrates an understanding of the concepts and
underlying principles in performing measurements and calculations.
B. Performance Standards The learner independently performs accurate measurements and
calculation based on a given task.
C. Learning Competencies/Code LO2 of Lesson 3. Carry out measurements and calculations/
TLE_IACP7/8MC-0d-e-2
D. Objectives
 Knowledge Identify formula in computing board foot of a lumber.
 Skills Calculate board foot of a given piece of stock.
 Attitude/Values Appreciate the importance of correct calculation of a given dimenssion
a lumber
A. References
2.Learner’s Materials pages Carpentry Grade 7 and Grade 8
3.Textbook pages pp. 54 - 55
4.Additional Materials from Learning Resource (LR)
portal
IV. PROCEDURES
A. Introductory  Show some pieces of lumber.
Activity Ask:
( 2 minutes) 1. How much do you think is the price of this lumber? How does price being
computed?
29
B. Activity Let the students compute or give estimate price on a given sizes of a lumber.
( 5 minutes) 1. 2”x3”x4’
2. 2”x2”x12’
3. 3”x3”x4’
4. 2”x5”x6’
5. 4”x4”x6’
C. Analysis Ask:
 Can you share the importance of computing price of a lumber?
2. Evaluating
 Why do we have to know how to compute price of lumber?
 If you have lumber business, how will you sell your product?
D. Abstraction Discuss the steps in computing board foot.
( 20 minutes)
CALCULATING BOARDFOOT OF LUMBER
Although the International System (SI) or Metric System had already

superseded the English System of measure, the board foot as a unit of measure
for determining the volume of lumber is still being used by the furniture &
cabinet maker and construction industry. This is because lumbers are sold in
terms of board foot.
A board foot is actually one square foot of lumber of one inch thick
The formula used in computing board foot is:

Board foot (Bd. Ft.) = T x W x L
12
Where:
T = Thickness in inches
W= Width in inches
L = Length in feet
Note: This formula is being used for sawed wood of commercial dimension.
Example: Compute the board foot of lumber whose dimension is 2” x 4 “x 12”
30
Steps 1. Identify the given data
Given. T = 2”
W = 4”
L = 12‟
Step 2. Determine what is being asked

Find the Bd. Ft. = ?
Step 3. State the formula

Formula: Bd. Ft. = T x W x L
12
Step 4. Substitute the given data in the formula, then solve.

Solution:
Bd. Ft. = T x W x L
12
= 2” x 4” x 12 “
12
= 96/12
= 8 Bd. Ft.
( 15 minutes) Each group will be assigned in a specific piece of wood. Let them compute the
boardfoot of the wood.
F. Assessment Compute the number of board feet of lumber with the following dimensions.
( 10 minutes) 1. 2” x 6” x 12‟
2. 3” x 4” x 10‟
3. 2” x 2” x 16‟
4. 2” x 12” x 8”
5. 4” x 4” x 18”
G. Assignments Search on how to interpret drawings and plans
( 2 minutes)
H. Concluding Activity “Do not wait; the time will never be 'just right.' Start where you stand, and
( 1 minute) work with whatever tools you may have at your command, and better tools will
be found as you go along.” - George Herbert-
V. REMARKS
VI. REFLECTIONS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
caught up with the
lesson.
continue to require
remediation
31
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did I
encounter which my
can help me solve?
wish to share with
other teachers?

Teacher Quarter I
Learning Area CARPENTRY Teaching Dates & (3 days)
Duration
A. Content Standards The learner demonstrates an understanding of the concepts in interpreting technical
drawing signs and symbols in carpentry.
B. Performance Standards The learner independently reads and interprets simple technical drawing signs and
symbols based on standard specifications.
C. Learning Competencies/Code LO1. Analyze signs, symbols and data/ TLE_IACP7/8ID-0f-1
D. Objectives
 Knowledge Identify sign, symbols and data according to job specifications
 Skills Draw sign / symbols according to job specifications.
 Attitude/Values Give the importance of using appropriate signs and symbols needed in the plan.
II. CONTENT INTERPRET DRAWINGS AND PLANS
A. References
3. Textbook pages pp. 63 – 64
4. Additional Materials from Learning Resource (LR) portal
IV. PROCEDURES
A. Introductory Activity 1. Show drawing of a table:
( 15 minutes) a. without the use of alphabet of lines.
b. with the use of alphabet of lines.
2. What is on the picture?
3. What can you say about the drawing?
B. Activity Let the students draw their dining chair in their house
( 30 minutes)
C. Analysis Ask:
32
 Can you share your feelings of your drawing?
2. Evaluating
 Who can present and describe your drawing here in front?
 Do you know the types of line / alphabet of lines?
D. Abstraction Discuss the uses of alphabet of lines.

( 30 minutes) 1. Construction line - Very light line used to “block in” an object. These lines are made so
light that little or no erasing is needed. They serve as base for darkening in the permanent
line
2. Borderline Heavy, solid line used to frame in the drawing
3. Visible line - A medium line used to show edges and contours not visible to the eye.
4. Invisible line - A medium line used to show edges and contours not visible to the eye.
5. Centerline - A light line used as axis of symmetry. Used for center of circle and arcs.
Sometimes the symbol is shown
6. Dimension line - Light thin lines used to show the sizes of the object. Extension lights start
about 1/16” from visible or object line. The dimension line is broken near the center for the
dimension.
7. Long break line - Heavy line draws freehand for same purpose as long break.
E. Application Students will draw again the chair with the proper use of alphabet of lines.
( 15 minutes)
F. Assessment Identify the following alphabet of lines being described.
( 15 minutes) 1. It is a solid line used to frame in the drawing
2. It is a medium line used to show edges and contours not visible to the eye.
3. It is a medium line used to show edges and contours visible to the eye.
4. It is a light line used as axis of symmetry. Used for center of circle and arcs.
5. It is a light thin lines used to show the sizes of the object. Extension lights start about
1/16” from visible or object line. The dimension line is broken near the center for the
dimension.
G. Assignments Search on how to interpret drawings and plans
( 2 minutes)
( 3 minutes) you may have at your command, and better tools will be found as you go along.” - George Herbert-
V. REMARKS
VI. REFLECTIONS
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.
33
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?
localized materials
did I use/discover
which I wish to
share with other
teachers?
34
Teacher Quarter I
Learning CARPENTRY Teaching Dates & Duration ____________ (1 day)
Area
A. Content Standards The learner demonstrates an understanding of the concepts in interpreting
technical drawing signs and symbols in carpentry.
B. Performance Standards The learner independently reads and interprets simple technical drawing signs
and symbols based on standard specifications.
C. Learning Competencies/Code Interpret technical drawings and plans / TLE_IACP7/8ID-0f-2
D. Objectives
 Knowledge Identify dimensions and specification according to job requirements.
 Skills Read working plan.
 Attitude/Values Give the essence of interpreting correct technical drawings and plan
A. References
IV. PROCEDURES
A. Introductory Activity 1. Show drawing of a table.
( 5 minutes) 2. What is on the picture?
3. What can you say about the drawing?
B. Activity Let the students write their observation legs, joints, railings and dimensions of the table
( 10 minutes)
C. Analysis Ask:
 Can you share your feelings of your observation on the parts of the table?
2. Evaluating
 Who can share what you’ve been observed in the drawing?
 What is the importance of observing parts of a drawing?
D. Abstraction Discuss the center table components

( 20 minutes) Legs – 4 pcs. 45 mm x 45mm x500 mm wood (tanguile)
Rails – (short) 2 pieces 25 mmx70 mm x 600 mm
Rails – (long) 2 pieces 25 mm x 70mm x 800 mm
Top – 1pcs 25mmx600 x 800mm plywood/ plyboard
Assemblies Joints
Mortise and tendon joint – for the rails and legs (see details on the attached working drawing)
Dimensions and specification (See dimensions and specifications on the attached working
drawing)
1. Legs must be tapered.
2. All joints must be filled with glue.
3. All wood used must be tanguile.
35
4. All dimensions must be in millimeters.
36
E. Application Students will draw the table below.
( 15 minutes)
F. Assessment Describe the details on railings, top and legs
( 10 minutes)
G. Assignments Search on free hand sketching.
( 2 minutes)
Herbert-
V. REMARKS
VI. REFLECTIONS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
for remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
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?
localized materials
did I use/discover

Teacher Quarter I
Learning CARPENTRY Teaching Dates & ___________ (2 days)
Area Duration
A. Content Standards The learner demonstrates an understanding of the concepts in interpreting technical
drawing signs and symbols in carpentry.
37
B. Performance Standards The learner independently reads and interprets simple technical drawing signs and
symbols based on standard specifications.
C. Learning Competencies/Code LO3. Apply freehand sketching / TLE_IACP7/8ID-0f-3
D. Objectives
 Knowledge Illustrate the steps in free hand sketching an isometric box.
 Skills Produce orthographic drawing out of isometric drawing.
 Attitude/Values Explain the vital role of correct drawing and plan in the success of carpentry works.
A. References
C. Supplies, Equipment, Tools, etc. Triangle, T-square, ruler, pencil and bondpaper
IV. PROCEDURES
A. Introductory Activity 1. Show drawing of a box.
( 15 minutes) 2. What is on the picture?
3. What can you say about the box?
B. Activity Let the students draw a box.
( 30 minutes)
C. Analysis Ask:
 What can you say about your box?
2. Evaluating
 Is it hard to draw?
 What was the first thing you did in making you box?
D. Abstraction Discuss and demonstrate the steps in sketching an isometric box

( 30 minutes)
1. Draw a vertical axis
2. Draw left and right axis.
2. Determine the width and length of the box and then draw a vertical line
38
3. Draw a left and right axis to the determined height of the box.
4. Project a line parallel to the left and right axis
5. Label the box to determine the top, front and the right side view
39
STEPS IN SKETCHING ORTHOGRAPHIC DRAWING
1. Study the object to be drawn (See isometric drawing on operation sheet (3-1)
2. Draw the top view, front view and the right side view
3. Draw a simple drawing using block as model. Try to study the given view.
STEPS IN SKETCHING ISOMETRIC DRAWING OF A GIVEN ORTHOGRAPHIC FIGURE

1. Study the object to be drawn (see orthographic drawing).
2. Draw the isometric drawing.
3. Lay out the front view.
4. Sketch the top view and side view.
5. Finalize the object to complete the drawing.
40
E. Application Draw the Orthographic Drawing of the given Isometric Figure.
( 15 minutes)
F. Assessment What are the steps in sketching an isometric box?

( 15 minutes)
G. Assignments Make a research about hazards.
( 2 minutes)
Herbert-
V. REMARKS
VI. REFLECTIONS
earned 80% on the
formative
assessment
require additional
activities for
remediation.
C. Did the remedial
lessons work?
41
No. of learners
who have caught
up with the lesson.
continue to require
remediation
E.Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?

Teacher Quarter I
Learning Area CARPENTRY Teaching Dates & ______________ (2 days)
Duration
A. Content Standards The learner demonstrates an understanding of the concepts of occupational health and
safety procedures.
B. Performance Standards The learner independently prepares an occupational health and safety checklist being
applied in carpentry.
42
C. Learning Competencies/Code Identify hazards and risks / TLE_IACP7/8ID-0i-1
D. Objectives
 Knowledge List down hazard and risks found in the workplace.
 Skills Discuss the effects of hazards and risks in the workplace.
 Attitude/Values Give the necessity of identifying hazards and risks in preventing unwanted effects.
II. CONTENT
A. References
4. Additional Materials from Learning Resource (LR)
portal
IV. PROCEDURES
A. Introductory 1. Show pictures of different accidents.
Activity 2. What is on the picture?
( 15 minutes) 3. What can you say about the pictures?
B. Activity List down all accidents that you have experience.
( 15 minutes)
C. Analysis Ask:
 Can you share you feeling after you experience the accident?
2. Evaluating
 What is the effect of that accident in your life?
 What should have you done to prevent the accident?
D. Abstraction Discuss the HAZARDS AND RISKS IDENTIFICATION AND CONTROL
( 30 minutes)
Requirements in Conducting/Identifying Hazards
 Survey the workplace to identify hazards
 This survey must be in writing and must be available to all workers
 Determine whether any hazard requires Personal Protective Equipment
 Pay special attention to working conditions or process that can produce hazards.
 Reassess hazards whenever necessary, especially when new equipment is installed to
avoid accidents.
 Any reassessment must be written and must be available to workers upon request.
WORKING CONDITIONS THAT CAN PRODUCE HAZARDS
1. Falling objects – Head injury
2. Objects that can puncture skin – skin injury
3. Objects that could roll over worker’s feet – foot injury
4. Toxic chemicals - can cause burns, vomiting, diarrhea and, in very large amounts,
drowsiness or death
5. Heat – can cause heat exhausting, heat stroke, and death, especially in vulnerable
populations.
6. Harmful Dust - respiratory and cardiovascular health problems
7. Radiation - can cause acute health effects such as skin burns and acute radiation
syndrome (“radiation sickness")
E. Application The class will be divided into 5 groups, each group will be assigned in a specific area.
43
( 30 minutes) All groups will do the hazard and risks identification and control and eliminate hazard to prevent
accidents.
F. Assessment What are the working conditions that can produce hazards?
( 15 minutes)
G. Assignments Draw at least one sample of signs, signals or barricades
( 2 minutes)
V. REMARKS
VI. REFLECTIONS
earned 80% on the
formative
assessment
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?
I encounter which
my principal or
supervisor can help
me solve?
localized materials did I
use/discover which I
wish to share with other
teachers?
44
Teacher Quarter I
Learning Area CARPENTRY Teaching Dates & _____________ (2 days)
Duration
A. Content Standards The learner demonstrates an understanding of the concepts of occupational health and
safety procedures.
B. Performance Standards The learner independently prepares an occupational health and safety checklist being
applied in carpentry.
C. Learning Competencies/Code Control hazards and risks / TLE_IACP7/8ID-0i-2
D. Objectives
 Knowledge Formulate safety rules to control to control hazards and risks in the workplace.
 Skills Familiarize with the standard signs, signals and barricades.
 Attitude/Values Appreciate maintaining of signs, signals and barricades to prevent untoward incidents.
II. CONTENT PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURE
A. References
IV. PROCEDURES
45
A. Introductory 1. Show pictures of signs, signals and barricades.
Activity 2. What is on the picture?
( 15 minutes) 3. What can you say about the pictures?
B. Activity
( 15 minutes)
Examine the picture and identify the hazard and possible accident that could happen.
C. Analysis Ask:
 Can you share your feeling regarding the activity?
2. Evaluating
 Who can describe the accident that could happen?
 What should you do to prevent the accident?
D. Abstraction Discuss the how to control hazard and risks
( 30 minutes) Signs, Signals and Barricades
 Signs, signals and barricades are important, if not critical, to the safety of the construction
workers.
Accident Prevention Signs and Tags
1. General. Signs and symbols required shall be visible at all times when work is being performed,
and shall be removed or covered promptly when the hazard does not exist anymore.
2. Danger Signs. Danger signs shall be used only where an immediate hazard exists.
Danger signs should be read as the predominating color for the upper panel; outline on the
borders; and a white lower panel for additional sign wording.
3. Caution Signs. Caution signs shall be used only to warn against or caution against practices.
Caution sign shall have yellow as the predominating color; black upper panel and borders; yellow
lettering of “caution” on the black panel; and the lower yellow panel for the additional sign wording.
Black lettering shall be used for additional wording.
Standard color of the background shall be yellow; and the panel, black with yellow letters. Any
46
letter used against the yellow background shall be black. The colors shall be those of opaque
glossy samples.
4. Exit Signs. Exit signs, when required, shall be lettered in legible red letters, not less than 6
inches high, on a white field and the principal stroke of the letters shall be at least three-fourths in
width.
5. Safety Instructions Signs. Safety instruction signs, when used, shall be with green upper panel
with white letters to convey the principal message. Any additional wording on the sign shall be
black letters on the white background.
6. Directional Signs. Directional signs, other than automotive traffic signs specified in the
paragraph below, shall be white with a black panel and white directional symbol. Any wording
on the sign shall be black letters on the white background.
7. Traffic Signs. Construction areas shall be posted with legible traffic signs at point hazard. All
traffic control signs or devices used for protection of construction workers shall conform to
Occupational Safety and Health Administration (OSHA) standards.
8. Accidental Prevention Tags. Accident prevention tags shall be used as temporary means of
warning of an existing hazard such as defected tools, equipments, etc. They shall not be used
in place of, or as a substitute for, accident prevention signs. Specifications for accident
prevention tags similar as shown below shall apply.
Signs and their location:

47
1. Danger Signs – are used only where immediate hazards exist. They are printed in red as the
predominating color.
2. Caution Signs – are used to warn against potential hazards.
3. Exit Signs – are printed in legible red letters for exits.
4. Safety Instructions Signs
5. Accidental Prevention Tags – are used as temporary means of warning to existing hazards, such
as defection, tools and equipment.
6. Barricades – are used for protection of employees.

( 30 minutes) I. For the created team
Select a team that will perform this activity with you.
 Re-arrange the shop layout according to the pointers on work vs implification designed to
minimize occupational hazards, thus promotes workers health and safety.
 Prepare a plan which shall be executed for a maximum of ten minutes.
 The team performance shall be evaluated by the audience using deliberative judging.
II. For the audience-judges

Students who were not selected as team members shall play the role of audience-judges.
 While the team deliberates on the shop layout to be executed, the audience-judges
conduct a buzz session headed by a leader who shall act as the supreme judge in order
to craft a rubric for the team performance.
 After the team has performed, the audience-judges shall present individually their
comments/remarks backed up with appropriate justifications.
 On the other hand, the team members shall not make any comment or remark; instead,
they shall listen or give an answer whenever asked.
 The final rating of the team shall be announced by the supreme judge who shall act as
mediator or set a ruling, whenever possible.
III. Each group shall initiate a 10 minute-panel discussion on Occupational Health and Safety. The
following are the general guidelines for the groups in holding the panel discussion:
 The group may invite experienced persons who shall sit as panel guests. The group
members shall serve as panelists, therefore, they are responsible for shooting particular
questions or topics for discussion.
 Identified group members may play the role of experienced guests who are responsible
for shading lights on the issues or concerns on hand; Others shall play as panelists and
responsible for running a quality show.
Panel Discussion Rubric

(Adapted from: http://www-tc.pbs.org/pov/pov2001/promises/lessonplan.pdf)
Student ________________________________________________________________
___+ Consistently ___ Usually ___- Seldom
Knowledge:
____ The student (group) used research to advance arguments and defend positions.
____ Research was effectively applied to arguments.
Understanding:
____ The student (group) demonstrates understanding of the issue.
____ The student (group) presented key points.
____ The student (group) presented original ideas.
____ The student (group) was able to use examples or analogies to defend an argument.
____ The student (group) demonstrated empathy for the cause he or she represented.
____ The student (group) showed respect for others’ opinions.
Communication:
48
____ The student (group) was logical in presenting arguments.
____ The student (group) was able to communicate effectively and clearly.
____ The student (group) incorporated key terminology/vocabulary.
Participation:
____ The student contributed to the discussion.
____ The student tended to dominate a discussion, thereby hindering others’ participation.
For group evaluation:
____ All students participated in the discussion.
____ Students within the group tended to dominate discussion within the group, hindering other
group members’ participation?
F. Assessment What are the three occupation Health and Safety (OHS) Procedures for controlling hazards and
( 15 minutes) risks?
What are the procedure in dealing with workplace, accidents, fire and Emergencies?
G. Assignments Make a research on maintaining occupational health and safety awareness.
( 2 minutes)
V. REMARKS
VI. REFLECTIONS
earned 80% on the
formative
assessment
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?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
49
Teacher Quarter I
Learning Area CARPENTRY Teaching Dates & Duration
(3 days)
A. Content Standards The learner demonstrates an understanding of the concepts of
occupational health and safety procedures.
B. Performance Standards The learner independently prepares an occupational health and
safety checklist being applied in carpentry.
C. Learning Competencies/Code Maintain occupational health and safety awareness /
50
TLE_IACP7/8ID-0j-3
D. Objectives
 Knowledge Explain the advantage and disadvantages of practicing OHS in the
workplace.
 Skills Demonstrate 5s.
 Attitude/Values Appreciate development guidelines of checklist in maintaining
OHS.
II. CONTENT PRACTICE OCCUPATIONAL HEALTH AND SAFETY
PROCEDURE
A. References
4. Additional Materials from Learning Resource (LR)
portal
IV. PROCEDURES
A. Introductory 1. Show pictures of clean and organize classroom and the dirty one.
Activity 2. What can you say about the two pictures?
( 15 minutes) 3. Which is an ideal working station?
B. Activity
( 20 minutes)
In ½ cw, differentiate the two pictures.
C. Analysis Ask:
 Can you share your feeling regarding the activity?
2. Evaluating
 Who can describe the first picture?
 What should you do to prevent that situation?
D. Abstraction Discuss the PPE and 5s.

( 35 minutes)
Personal Protective Equipment (PPE)
Here are the types of Personal Protective Equipment (PPE) use for safety purposes:
51
A. Face protection
Goggles and face protection must be used when at risk from flying particles, liquid
chemicals, acids or caustic liquids and chemical gases. There are various goggles for
face protection with certain design criteria for safety.
B. Foot Protection
Safety shoes with impact protection are used in work areas where heavy objects or tools could be
accidentally dropped on the feet. Safety shoes with puncture protection are required when working
around nails, wire tacks, scrap metals and other objects that could fierce the feet.
C. Hand Protection
Gloves are required to protect your hands from cuts, scrapes, punctures, burns, chemical
absorption, and exhaust temperatures. It is crucial that the type of glove being used is the right one
for the job.
D. Hearing Protection
Appropriate ear muffs or ear plugs must be made available as a last resort if it is not possible to
make the workplace less noisy. The requirement is a small part of the occupational noise exposure
standard which requires employers to ensure that workers are exposed to less than 90 decibels of
noise over an 8 hour period.
E. Respirators
Appropriate respirators must be worn as a last resort if it is not possible
Topic 1: Occupation Health and Safety (OHS) Procedures for controlling hazards and risks.
1. Conduct a hazard assessment like

 Survey workplace to identify hazards (put them in writing)
 Determine whether any hazard required Personal Protective Equipment.
 Pay attention to working conditions that can produce hazards
52
 Reassess hazards whenever necessary, especially when new equipment is installed
2. Select appropriate equipment. Ensure that all Personal Protective Equipment used is the right
kind of equipment for the job, and is maintained properly
3. Have knowledge on the following:

 Which PPE is necessary
 How to identify if it fits properly
 How to put on, remove, adjust and wear Personal Protective Equipment (PPE)
 How to dispose of Personal Protective Equipment(PPE)
 The limitation of using Personal Protective Equipment (PPE)
Topic 2: Procedure in dealing with workplace, accidents, fire and Emergencies.

A. Dealing with Accidents
1. Keep calm, don’t panic and study the situation.
2. Report immediately to your teacher
3. Apply first aid to the victim while waiting for a nurse or a physician
4. Bring the patient to the nearest clinic or hospital
B. Dealing with Fire
1. Do not panic, stay calm.
2. Call the attention of everybody.
3. Use your firefighting equipment to control extinguish the fire.
4. Call the office or the fire station
C. Dealing with Emergencies
1. Stay calm and study the situation.
2. Call the attention of your teacher.
What is 5S?
The 5Ss are Japanese words that start with letter S. But in the Philippines, some thought of 5
English words that all begin with letter S which is equivalent to these Japanese words; it is
therefore necessary to remember the Japanese’ 5Ss. What is important aside from retaining this
into our minds is to make it part of our daily habit.
Below are the 5Ss and their English equivalent:
Japanese English Brief Explanation

SEIRI SORT Take out unnecessary items and dispose
SEITON SYSTEMATIZE Arrange necessary items in good order
for use
SEISO SWEEP Clean your workshop
SEIKETSU SANITIZE Maintain high standard of housekeeping
SHITSU SELFDISCIPLINE Do things spontaneously without being
told or ordered
5Ss is not simply a list of action items. It is an integrated concept of action, condition and culture.
The nature and implication of each S needs to be understood as follows:
1. SEIRI (SORT) is an Action to identify and eliminate all unnecessary items from your workplace.
2. SEITON (SYSTEMATIZE) is an ACTION to put every necessary items in good order.
3. SEISO (SWEEP) is an ACTION to clean your workplace thoroughly.
4. SIEKETSU (SANITIZE) is a CONDITION where high standard of good housekeeping is
maintained so that there is no dust and rust anywhere.
5. SHITSUKE (SELF-DISCIPLINE) is a CONDITION where all members practice accordingly. It is
53
a CULTURE.
How to practice 5Ss?

1. SEIRI (SORT) means “take out unnecessary items and dispose’
Step 1 – Look around your workplace. Discover and identify items which are unnecessary to your
work. Then, dispose all unnecessary items. “NEVER KEEP ANYTHING WHICH IS
UNNECESSARY TO YOUR WORK.”
Step 2 – If you cannot decide whether an item is necessary or not, put “DISPOSAL NOTICE” with
the data on the item and set item aside.
Step 3 – After a period, say two months, check if someone has the item or not. If no one needed
the item, that means the item is not needed for your work.
Note: Disposal can be done in either of the following ways:

1. Sell it to outside of the workplace.
2. Move to other department/section where the item is needed.
3. Throw it away, dispose as garbage.
4. In disposing the belongings, it is better to make people know who has the authority for disposal.
5. It is also better to make people know where to return excessive stock of materials and supplies.
6. While looking around for unnecessary items in your workplace, look at every nook like when you
are looking for cockroaches. It will be a bonus to you if you find some useful items.
2. SEITON (SYSTEMATIZE) means “Arrange necessary items in good order to use”

Step 1.Make sure that all unnecessary items are eliminated from your workplace.
Step 2.Decide with your workmates which things to put when taking into account the flow of your
work. The principle is to put most frequently needed items close to the user so as to minimize the
movement of the person. Things which are not so often used could not be placed slightly further
away.
Step 3. It is necessary to make sure that everyone at your workplace knows what is kept for
efficient use. Make a list of things with location and put it in a locker or cabinet. Label each
drawer/cabinet to show what is kept inside.
Note:
The object of SEITON (SYSTEMATIZED) is to make your workplace a safe and efficient place to
work in.
3. SEISO (SWEEP) means “Clean your workplace”. There is a very strong correlation between
quality of products and cleanliness of the workplace where products are manufactured.
Accordingly, SEISO (SWEEP) should be practiced every day, and sometimes, even during the
day.
The following are suggested for your SEISO (SWEEP) operation:
 Do not wait until things get dirty. Clean your workplace, including machines, equipment,
tools and furniture regularly so that they do not have chance to get dirty.
 Put things inside for 3 minutes every day.
 You and your workmates should be responsible for the dirty works around you. The
janitors or sweepers will look after the common areas only.
 Never throw anything and make it your habit.
 Cleaning is also checking.
4. SEIKETSU (SANITIZE) means” Maintain high standard of housekeeping”. So as not to waste
your effort, do not stop after implementing initial 3Ss.
The following are suggested for your SEIKETSU(SANITIZE) operation:
 Create a maintenance system for housekeeping. Make a schedule of cleaning for your
workplace.
 Interdepartmental competition is a very effective means of sustaining and enhancing
54
people’s interest on 5Ss.
Note:
1. Indicate the names of the persons responsible for the work area and for the machine.
2. Regular inspection and evaluation on the level of 4Ss by each work are necessary.
3. Do not criticize poor cases, but also praise and commend good practices or good performances.
5. SHITSUKE (SELF-DISCIPLINE) means “Do things spontaneously without being told or

ordered.” It is to make every one practice 4Ss spontaneously and willingly as habit or way of life.
There is no other way to foster such culture than practicing 4Ss regularly until such time when
everyone becomes fond of 5Ss.
To help such corporate culture conducive to 5Ss, the following need to be emphasized:
 Treat your workplace as your own home.
 You are spending most of your “WAKING TIME” at your workplace than at home.
 Your workplace is an important place where to make income for yourself and your family.
 Make your workplace as clean and comfortable as your home.
Note:
In enhancing SHITSUKE (SELF-DISCIPLINE) of workers in a workplace, the rules of management
are very important. People with managerial duties should be worthy of respect and emulation.
What can an individual gain from the 5Ss?

1. The 5Ss makes your workplace more pleasant. In practicing 5Ss, you have to start from
discussing and agreeing what to put for efficient use by everyone. With your workmates, you have
to clean the workplace. Such human relation and working environment will make you and your
workplace pleasant.
2. The 5Ss makes your work more efficient. If you have to look for something and take so much
time finding it, you are not only wasting your time but also wasting your energy and moral. On the
other hand, if everything at your workplace is arranged in proper order and readily available for
use; your work flow will always be very smooth. It improves not only your efficiency but also
improves the rhythm of your work and the more you will enjoy it. If you have a work, better to enjoy
it.
3. The 5Ss improves your safety. A clear and tidy working environment where everything is
properly placed, where clear instructions are readily available, and where no one throws anything
is safer place to work in. Practicing 5Ss improves your own safety. You can enjoy your work more
with less risk.
4. The 5Ss improves quality of your work and your products. People affect environment. On the
other hand, the environment also affects people. If you are accustomed to work in a clear and tidy
environment, you can develop your sensitivity so that you can feel and identify any defect in work.
On the contrary, messy and untidy environment will adversely affect your sensitivity. Therefore,
good environment will improve the quality of your work. It is quite natural that quality products
come only from clean and well-organized workplace.
5. The 5Ss makes a quality life of people. The process of 5Ss requires people to think, consult and
agree with others and cooperate with each other. At the same time, practicing the 5Ss gives
people satisfaction of being creative, friendly with others and seeing chances better.
In summary:
 5Ss improves CREATIVITY of people
 5Ss improves COMMUNICATION
 5Ss improves HUMAN RELATION among people
 5Ss enhances COMRADERSHIP among people
 5Ss gives VITALITY to people
Vitality of the people is the locomotion to move the company forward.
A Healthy Shop Is a Safe Shop
The shop should be pleasant place where you will enjoy your work. Large manufacturing
companies have learned that the shop accidents are greatly reduced when the shop itself is well
55
lighted and well-ventilated. The introduction of ventilating and blower systems, which free the air of
dust and particles of dirt, have gone a long way toward reducing accidents. Good lighting, both
natural and artificial, likewise safeguards the worker. The healthy shop is a safe shop. After all, the
protection of health is the first rule of “Safety First in the Shop”.
Safe Procedures
1. Control measures should be regularly reviewed through:
• workplace communication and consultation;
• safety and health committee meetings;
• regular equipment and work safety checks;
• incident, accident and near-miss records;
• injury and lost time records; and
• repair and maintenance reports
2. Workers should be continuously trained specifically on information and

instruction on:
• workplace safety and health;
• hazards and risks associated with work activities;
• safe work practices and procedures, safe handling (including lifting and
moving), safe operation of equipment and the control measures in place;
• safe use of plant and associated equipment, electrical safety, safety in
confined spaces and other training required under hazard-specific
regulations;
• safe use of hazardous substances relevant to the work to be performed;
• correct use, fit and care of PPE , tools and equipment and why the
equipment is needed
 emergency and first aid procedures;
 sun protection to prevent skin cancer;
 fire protection;
 information on dust, fumes and air quality; and
 recognition of poorly ventilated areas and confined spaces.
E. Application Group yourselves into five (5) members. Each group shall role play for 10 to 15 minutes for a
( 80 minutes) certain activity that is observed in the road. Be sure to use safety signs and symbols as the group
props. Presentation shall be assessed according to the given rubrics
56
F. Assessment Directions: This part checks whether you have learned the required competencies for this
( 15 minutes) particular module. Simply encircle the best answer from the choices given.
1. It is simply the application of workable principles that increases the awareness and ability of the
workers to be more productive and efficient without sacrificing their safety and the product quality.
A. Occupational Health & Safety C. Work Procedure
B. Risk Management D. Work Simplification
2. Which primarily uses least resources in the workplace?
A. Occupational Health & Safety C. Work Procedure
B. Risk Management D. Work Simplification
3. What government agency is responsible primarily for setting and enforcing mandatory
occupational health and safety standards through appropriate orders?
A. Department of Public Works and Highways
B. Civil Service Commission
C. Department of Labor and Employment
D. Department of Budget and Management
4. Which is NOT a PPE?
A. helmets C. gloves
B. goggles D. shorts
5. Which is a common hazard?
A. obstructions C. hazardous dusts
B. damaged saw blades D. all of the above
6. Which is a risk?
A. Out-of-control cutting machine C. power cords
B. Vibration D. beard, loose hair, loose clothing
7. Which is a step on risk management?
A. Identification of Safety Procedures C. Training the Workers
B. Hazard Identification D. All of the Above
8. Which is a control measure on accident prevention?
A. Workplace communication and consultation
B. Safety and health committee meetings
C. Regular equipment and work safety checks
D. All of the Above
9. Which is the emphasis of continuous training of the workers as hazard/risk management
measure?
A. Workplace safety and health.
B. Emergency and first aid procedures
C. Hazards and risks associated with work activities
D. All of the above
10. Who are covered by the Occupational Health and Safety Regulations?
A. Employers C. Self-Employed
B. Workers D. All of the above
G. Assignments
57
( 2 minutes)
V. REMARKS
VI. REFLECTIONS
A. No. of learners
who earned 80%
on the formative
assessment
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?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
58

Carpentry Edited

Uploaded by

Copyright:

Available Formats

Carpentry Edited

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Carpentry Edited

Uploaded by

Copyright:

Available Formats

School Grade Level 7/8

Tool Material Function

School Grade Level 7/8

Tools and Materials Remarks

School Grade Level 7/8

B. MARKING LINING TOOLS

D. EDGE CUTTING TOOLS

School Grade Level 7/8

Performed Not Performed

Steps Performed Weight

F. Assessment Answer the following questions.

School Grade Level 7/8

G. Assignments List down all measuring tools used in carpentry.

School Grade Level 7/8

TYPES OF MEASURING TOOLS

HANDLING OF MEASURING INSTRUMENTS / TOOLS

E. Application Divide the class into 8 groups

A lumber has 6 faces: 2 ends, 2 edges and 2 surfaces

Hence; the linear measurements obtained are:

School Grade Level 7/8

I. (UNIT OF MEASURES) - LINEAR MEASUREMENT

II. READING OF MEASUREMENTS

B. Reading the centimeter and millimeter

E. Application Divide the class into 5 groups

G. Assignments Study on how to convert unit to another unit of measurement.

School Grade Level 7/8

GUIDE TABLE IN UNIT CONVERSION

English to English 1foot = 12 inches

Sample Solutions in Conversion

CALCULATING BOARDFOOT OF LUMBER

Although the International System (SI) or Metric System had already

The formula used in computing board foot is:

Example: Compute the board foot of lumber whose dimension is 2” x 4 “x 12”

Step 2. Determine what is being asked

Step 3. State the formula

Step 4. Substitute the given data in the formula, then solve.

School Grade Level 7/8

D. Abstraction Discuss the uses of alphabet of lines.

D. Abstraction Discuss the center table components

School Grade Level 7/8

D. Abstraction Discuss and demonstrate the steps in sketching an isometric box

2. Draw left and right axis.

4. Project a line parallel to the left and right axis

STEPS IN SKETCHING ISOMETRIC DRAWING OF A GIVEN ORTHOGRAPHIC FIGURE

F. Assessment What are the steps in sketching an isometric box?

School Grade Level 7/8

Signs and their location:

E. Application Divide the class into 3 groups

II. For the audience-judges

Panel Discussion Rubric

In ½ cw, differentiate the two pictures.

D. Abstraction Discuss the PPE and 5s.

1. Conduct a hazard assessment like

3. Have knowledge on the following:

Topic 2: Procedure in dealing with workplace, accidents, fire and Emergencies.

Below are the 5Ss and their English equivalent:

Japanese English Brief Explanation

How to practice 5Ss?

Note: Disposal can be done in either of the following ways: