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Department of Education
Republic of the Philippines
Technology & Livelihood Education– Grade 9
Learner’s Material
First Edition, 2013
ISBN: ___________
Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.
Reviewers: Edgar Salcedo, Dr. Fely Manuel, Joel Castillo, Arnel Anonical,
Romeo Vicmudo, Allan Mazon, Dr. Orly Manuel and Merham Abelardo
Illustrators:
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Printed in the Philippines by ____________
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TABLE OF CONTENTS PAGE
PECs…………………………………………………………………………………………………. 6
Environment and Market…………………………………………………………………….. 19
Process and Delivery ………………………………………………………………………….. 20
Introduction……………………………………………………………………………… 20
Pre/diagnostic assessment LO1…………………………………………………………….. 21
Information sheet 1.1 …………………………………………………………………………. 21
Self-check 1.1 …………………………………………………………………………………… 22
Information sheet 1.2 …………………………………………………………………………. 22
Self-check 1.2 …………………………………………………………………………………… 28
Information sheet 1.3 …………………………………………………………………………. 28
Self-check 1.3 …………………………………………………………………………………... 29
Pre/diagnostic assessment LO2 ……………………………………………………………. 30
Information sheet 2.1 …………………………………………………………………………. 30
Self-check 2.1 …………………………………………………………………………………… 31
Activity sheet 2.1……………………………………………………………………………….. 32
Summative Assessment Quarter I ……………………………………………………….. 36
Pre diagnostic LO3 …………………………………………………………………………….. 38
Information sheet 3.1 …………………………………………………………………. 39
Self-check 3.1 …………………………………………………………………………… 43
Information sheet 3.2 …………………………………………………………………. 43
Self-check 3.2 …………………………………………………………………………… 46
Activity sheet 3.1 ……………………………………………………………………………….. 46
Summative Assessment Quarter II ………………………………………………………. 54
Introduction ……………………………………………………………………………………… 56
Pre/ diagnostic LO1 …………………………………………………………………………… 57
Information sheet 1.1 …………………………………………………………………………. 57
Self-check 1.1 …………………………………………………………………………………… 58
Information sheet 1.2 …………………………………………………………………………. 58
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Self-check 1.2 …………………………………………………………………………………... 60
Pre/diagnostic LO2 ……………………………………………………………………………. 60
Information sheet 2.1 ………………………………………………………………............ 61
Self-check 2.1 …………………………………………………………………………………… 61
Activity sheet 2.1………………………………………………………………………………… 62
Summative Assessment Quarter III ……………………………………………………… 65
Pre diagnostic LO3 …………………………………………………………………............. 68
Information sheet 3.1 ………………………………………………………………………….. 68
Self-check 3.1 ……………………………………………………………………………………. 69
Activity sheet 3.1 ……………………………………………………………………………….. 69
Activity sheet 3.2 ……………………………………………………………………………….. 72
Summative Assessment Quarter IV ……………………………………………………… 74
Technical Terms................................................................ 77
References............................................................................................ 78
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PART I: PERSONAL ENTREPRENEURIAL COMPETENCIES
(PECS)
KNOW
LESSON1. IMPORTANT ENTREPRENEURIAL TRAITS
The following are the fundamental characteristics of an entrepreneur:
1. Hard work: A lot of time and energy is necessary for the success of
your business. If you are determined to run your own business, you
must concentrate more on your work either as a producer or as a
seller.
2. Self- Confidence: You must have strong faith in your ability despite
the problems that you will encounter along the way.
3. Future-Oriented: Once you enter in a line of business, you must
understand that you are in a non-stop contract that an entrepreneur
should understand. It may take several years to build up a business
to a reasonable standard. The goal for most successful business
people is to build a secure job and stable income for themselves
based on their own ability.
4. Profit-Oriented: When you enter into the world of business,
obviously, you are looking for income because you know that this will
be your bread and butter not only for you but also for your family.
Therefore, you must see to it that the business can generate income.
Another plan of action is to expand your own business through the
use of your generated income.
5. Goal-Oriented: An entrepreneur is forward looking. You must have
an advanced preparation for your business. You must set a long-
term goal for the activities that are needed, an extensive preparation
for the production process and procedures that you need to go
through to acquire human and non-human resources. Everything in
your business will have to be set clearly, organized, and planned
depending on the goal you want to achieve.
6. Persistence: As an entrepreneur, you need this drive to continue to
do something or try to do something.
7. Copes with Failure: Learn from your mistakes. As an
entrepreneur, you must learn how to deal with the frustrations and
failures. Turn these into productive learning experiences.
8. Responds to Feedback or Open to Feedback: You must be
concerned to know how well you are doing and keep track of your
performance. You must obtain useful feedback and advice from
others.
9. Take the Initiative: A successful entrepreneur takes the initiative.
You must put yourself in a position where you personally are
responsible for the failure or success of your business.
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10. Willing to Listen: Take time to listen to the advice, suggestions,
and recommendations of fellow entrepreneurs. It will help your
business grow.
11. Set your Own Standards: This involves developing and using logical,
step-by-step plans to reach the goals, or offering evaluation
alternatives, monitoring progress, and switching to successful
strategies for the goal you want to achieve. To be a successful
entrepreneur you must take into consideration that sales and
production depend on your own standards.
12. Copes with Uncertainty: Pursue your vision to be a
successful entrepreneur. You should know how to handle unusual
events that may happen in the business which include problems in
managing the workers, problems on the delivery of goods and
services, and the problems on demand and production. You must be
patient in dealing with these uncertainties.
13. Committed: You should know that in your business, personal
needs, attachment to your friends, families and relatives are set aside.
You must separate the money for your business from the amount that
you need to spend for your personal obligations and your lifestyle.
14. Builds on Strengths: Successful business people base their work on
strengths. Use your manual skills, knowledge in creating products or
services, knowledge in trade and industry, ability to make and use of
a wide network of contacts to build your business.
15. Reliable and has Integrity: As an entrepreneur, you must build a
good reputation, possess the courage to do the right thing, do what
you say, walk your talk, be loyal, and be fair in dealing with the
subordinates and customers.
16. Risk-Taker: Risks sometimes cannot be anticipated. When
misfortunes happen, consider these as challenges, work them out and
set good alternatives. Risks may result to loss of your business or
even bankruptcy.
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Creative Resourceful Persistent Organized
Independent
Example: My PECs
Try to design a concept map that indicates your traits,
characteristics and skills that you need to possess in order to
become a successful entrepreneur.
Directions: At the center of the street are arrows where positive and
negative characteristics and traits are written. Pick the
positive PECs that you are already strong at, and write them
down on the blank arrows on the left side. PECs written on the
arrows at the right side are the negative characteristics that
need to further improved.
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UNDERSTANDING:
LESSON 1: Strengthening your Identified PECs
Guides on how to strengthen your own PECs:
1. React positively to criticisms and be open to feedback.
2. Always demonstrate a positive attitude to achieve a desired goal.
3. Always project a strong and well-balanced behavior.
4. Always exercise the assertive style in your work environment.
5. Avoid being too passive and being too aggressive.
6. Consider negative comments as challenges in improving your
business.
7. Prioritize your business goals rather than personal goals in order to
become a successful entrepreneur.
8. Acquire specific skills for creating and maintaining a conducive work
environment.
9. Be responsible for everything you do in your business.
10. Always observe entrepreneurial ethics in putting up a business.
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ACTIVITY 1: MY TECHNIQUES TO STRENGTHEN MY PECS
DIRECTIONS: From the given chart below, write at least six techniques on
how you would strengthen your own PECs. Write the PECs that
you feel that you still need to strengthen.
Example:
Self-confidence
TRANSFER:
PREPARATION OF AN ACTION PLAN
CULMINATING ACTIVITY
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SAMPLE ACTION PLAN
Measures Reward/
Focus Current of Success Actions Time Recognition
Area Situation Goal Required Frame
A. POST ASSESSMENT
A. MATCHING TYPE
DIRECTIONS: Column A lists the characteristics of a successful
entrepreneur. Draw a line from the items in Column A
that connects the correct definition of terms listed in
Column B.
Column A Column B
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7. Willing to listen others.
8. Committed g. Being patient and strives to achieve the
9. Reliable and has integrity goal.
10. Risk-taker h. Ability to take measured or calculated
risks.
i. Being honest, fair and trustworthy.
j. A major priority in the entrepreneur’s life.
k. Set aside things from the others
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KNOW:
LESSON 1
NEEDS AND WANTS OF PEOPLE
Everyone has his or her own needs and wants. However, people have
different concepts of needs and wants. Needs in business are important
things that every individual cannot do without in a society.
These include:
1. Basic commodities for consumption,
2. Clothing and other personal belongings,
3. Shelter, sanitation and health, and
4. Education and relaxation.
Basic needs are essential to every individual so he/she may be able
to live with dignity and pride in the community. Focusing on these needs
can help generate business ideas.
Wants are desires, luxury and extravagance that signify wealth and
an expensive way of living. Wants or desires are considered over and above
the basic necessities of life. Some examples are fashion accessories,
designer shoes and clothes; traveling around the world; eating in an
exclusive restaurant; watching movies, concerts and plays; having luxurious
cars; wearing expensive jewelry and perfume; living in impressive homes;
and others.
Needs and wants of people are the basic indicators of the kind of
business that you may engage into because some other points that you
might consider in business undertakings are the kind of people, their needs,
wants, lifestyle, culture and tradition, and social orientation.
LESSON 2
GENERATING IDEAS FOR BUSINESS
Here are some ways by which you may generate possible ideas for business.
1. Examine the existing goods and services.
Are you satisfied with the product? What do other people, who use
the product, say about it? How can it be improved? Are there still other
ways of improving a product from the way it is made to the way it is packed
and sold? You can also improve the materials used in crafting the product.
In addition, you can introduce new ways of using the product, making it
more useful and adaptable to the customers’ needs. When you are improving
the product or enhancing it, you are doing an innovation. You can also do
an invention by introducing an entirely new product to replace the old one.
Business ideas may also be generated by examining what goods and services
are sold outside of the community. Very often, these products are sold in a
form that can still be enhanced or improved.
2. Examine the present and future needs.
Look and listen to what the customers say or the institution and
communities are missing in terms of goods and services. Sometimes, these
needs are already obvious and felt at the moment. Other needs are not that
obvious because they can only be felt in the future, in the event of certain
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developments in the community. For example, a town will have its
electrification facility in the next six months. Only by that time will the
entrepreneur could think of electrically- powered or generated business
such as photocopier, computer service and digital printing.
3. Examine how the needs are being satisfied.
Needs for the products and services are referred to as market
demand. To satisfy these needs is to supply the products and services that
meet the demands of the market. The term market refers to whoever will
use or buy the products or services and these may be people or institutions
such as other businesses, establishments, organizations, or government
agencies. There is a very good business opportunity when there is absolutely
no supply to a pressing market demand. Businesses or industries in the
locality also have needs for goods and services. Their needs for raw
materials, maintenance, and other services such as selling and distribution
are good sources of ideas for business.
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up in an area may also be available from banks or local non-government
organizations.
LESSON 3
LESSON 4
ENVIRONMENTAL SCANNING
There is a need to conduct environmental scanning to identify the
needs of the people, to niche for your business mission, and to give
attention to trends and issues. This may also serve as an evaluation of the
type of the entrepreneurial activity appropriate in the community.
Environmental scanning is defined as a process of gathering,
analyzing, and dispensing information for tactical or strategic purposes.
The environmental scanning process entails obtaining both factual and
subjective information on the business environments in which a company is
operating.
Environment in the community can be viewed according to its
technological, political, economic, and social aspects. Some people in a
community do not use computers but with the transmission of development
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in terms of technology they look forward for changes to satisfy their needs
and wants.
As a future entrepreneur, you must be well-versed in this kind of
advancement and progression of your environment particularly in
technology so as to secure the success of your future business. Always
think of something new, something novel, authentic, reinvent the existing
ones, and create your new version of goods/products, and services. For
instance, your own hair straightening is herbal, while in the other salons it
is made of synthetic chemicals. This kind of changes being made will affect
the existing principles in business and industries that can be easily adapted
to the changes in producing the products/services to meet the needs and
wants of people in the community.
PROCESS:
In generating business ideas, you should first identify what type of
business is suited to your business idea. You should analyze and scan the
potential environment, study the marketing practices and strategies of your
competitors, analyze the Strengths, Weaknesses, Opportunities, and the
Threats (SWOT) in your environment to ensure that the products/goods and
services you are planning to offer will be patronized within the easy reach by
your target markets/consumers.
Bear in mind these simple rules for successful SWOT analysis.
Be realistic about the strengths and weaknesses of your business
when conducting SWOT analysis.
SWOT analysis should distinguish between where your business is
today, and where it could be in the future.
SWOT should always be specific. Avoid any gray areas.
Always apply SWOT in relation to your competition i.e. better than
or worse than your competition.
Keep your SWOT short and simple. Avoid complexity and over
analysis
SWOT is subjective.
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UNDERSTANDING:
People keep on searching for new things, new trends, and
new issues. For this reason, an entrepreneur must quickly respond.
As generations come and go, another set of new trends will come or
will exist. In order to adapt to the rapid changes in the business
environment, the existing industries need to improve their products and
services. But how can you generate business ideas with those strong
competitors? There are three main sets of decisions that you need to make -
what to produce, how to produce, and how to share or sell out the product to
the market.
ACTIVITY 1: MINI SURVEY
Directions: Conduct a mini survey in your immediate community. Gather
pertinent data on the population across age bracket as suggested in the
matrix below. Opposite each age group, indicate their probable needs and
wants.
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Example: Wooden toys
TRANSFER
Now that, you have all the information, are you ready to test
your ability to generate your own business idea? If your answer is
yes, start studying the sample vicinity map of a community with a
population of two thousand people. A new housing project will be
constructed adjacent to Daang Hari St, close to Old Molino St., its main
road. This housing project targets the homeowners who are young couples
with two kids.
In this activity, you need to answer the questions that may lead to the
generation of a probable business. Your answers to these questions will
serve as the bases in formulating your own business ideas.
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3. Which products or services would appeal to your target
consumers/markets?
4. Can you say that you have seized the most feasible
business opportunity?
POST-ASSESSMENT
ENVIRONMENT AND MARKET
MULTIPLE CHOICE:
DIRECTIONS: Select the letter of the best answer. Write your answers in
your activity notebook.
1. The following are examples of peoples’ basic needs, except:
a. Clothing
b. Food
c. Recreation
d. Shelter
2. Which of the following should be considered first by a prospective
entrepreneur in choosing the right location for his/her business?
a. Access of the target customers
b. The attractiveness of the shop layout
c. The prevailing prices of goods in the area
d. Types of merchandise
3. Tony plans to put a “digi-print” studio in their locality. Which of the
following will help him determine a successful plan for setting up his
business?
a. Checking for similar business to avoid competition
b. Conduct a SWOT analysis
c. Getting feedback on the quality of service
d. Survey of consumer associations
4. John Paul studies the population in his immediate community. He
is doing this to –
a. determine whom to sell his product or service.
b. identify his would be “suki”.
c. predict his biggest buyer.
d. select his favorite customers.
5. When an entrepreneur improves and alter a product to make it more
appealing to target consumers, he/she is doing an -------- of the
product.
a. alteration
b. improvisation
c. innovation
d. invention
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Process and Delivery
I. INTRODUCTION
Welcome to the Learners Module in “Carpentry NC II TLE Grade 9”
This module contains training materials and activities for you to
complete.
The unit of competency “Prepare Stake-out Building Lines”contains
the knowledge, skills and attitudes required for a Carpentry NC II TLE
Grade 9 course.
You are required to go through a series of learning activities in order
to complete each of the learning outcomes of this module. In each
learning outcome there are Information Sheets and Activity Sheets.
Follow these activities on your own and answer the Self-Check at the
end of each learning activity.
II. LO1: PREPARE TOOLS, EQUIPMENT AND MATERIALS FOR
STAKEOUT BULDING LINES
Identify tools and materials for stakeout building lines
Prepare tools,materials and necessary permit for stakeout
building lines.
Select appropriate Personal Protective Equipment (PPE)
III. PRE/DIAGNOSTIC ASSESSMENT
Directions: Match column A with column B. Write your answers on your
notebook.
A B
1. Falling objects A. Safety shoes
2. Objects that could puncture the skin B. Hard hat
3. Objects that could roll over the worker’s feet C. Goggles
4. Radiation D. Respirators
5. Toxic chemicals E. Gloves
6. Excessive noise F. Ear muff
7. A requirement in constructing a building G. Plumb bob
8. It is used to check the verticalness H. Steel square
9. It is used to check squareness I. Claw hammer
10. It is used to drive and pull out nails J. Building permit
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INFORMATION SHEET 1.1
TYPES AND USES OF PERSONAL PROTECTIVE EQUIPMENT (PPE)
The use of protective clothing and equipment is not the only solution
for preventing accident.
It is most important to understand that the primary protection
against accidents is to identify possible hazards and take the necessary
safety measures to eliminate the hazard.
When necessary, workers should be provided with protective clothing
and other personal protective equipment.
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2. Water hose level is used to determine the horizontal levelness of batter
boards, and parts of the building such as beam, floorings and others.
3. Bar Level or Spirit Level is a tool used to test the horizontal levelness of
the sufaces of material. It is framed in aluminum or wood.
23
6. Steel square is L-shaped with one arm forming a perfect right angle to
the other. It used to check the squareness of the corner of a particular
object.
24
9. Try square looks like the steel square and is used to check the flatness
and squareness of a small piece of stock or lumber.
25
10. Cross cut saw is used for cutting lumber across the grain of wood.
26
12. Sledge hammer is used to drive pegs for stake-out
14. Chalk line is used to mark straight line on a long piece of stock or
lumber.
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SELF-CHECK 1.2
TOOLS AND MATERIALS USED FOR STAKING-OUT BUILDING
LINES.
Directions: Identify the tool/material being defined. Write your answers in
your notebook.
1. It is used to drive pegs for stake-out.
2. A cone-shaped metal suspended on a string used to check the
verticalness of post or column and other.
3. A tool rolled in a case and is used to layout measurements.
4. It is bigger than try square and used to check squareness of a wider or
bigger object.
5. It is used to drive and pull out nails.
6. It is used to check the horizontal levelness of the surface material.
7. It is used to cut pieces of lumber across the grain.
8. It is used to indicate the sides of a building.
9. It is used to cut pegs for stake-out.
10. It is used to mark straight line on a long piece of stock or lumber.
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7. Determine the building set back from the road line. Install the
stake on the ground at a reasonable spacing that will fit into the
length of the batter board available.
1. Building permit
2. Electrical permit
3. Sanitary and plumbing permit
4. Zoning clearance
5. Fencing permit
6. Permit to cut trees
7. Water installation permit
8. Excavation and ground preparation permit
9. Enclosure permit
10. Mechanical permit
11. Scaffolding permit
12. Sidewalk construction permit
SELF-CHECK 1.3
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V. PRE/DIAGNOSTIC ASSESSMENT
Directions: Multiple choice: Choose the letter of the correct answer.
1. A horizontal board placed when laying out a building.
a. Facia board b. Batter board c. Panel board d. None
2. What is the distance between the stakes in laying out a building?
a. 2 feet b. 3 feet c. 4 feet d. 5 feet
3. When constructing a different height of foundation, how do you set the
height of the batter board?
a. according to the height of shortest foundation
b. according to the average height of the foundation.
c. according to the height of the tallest foundation.
d. both A and C
4. The term used to mark stake for the batter board?
a. grade stake b. level stake c. stake d. All of these
5. Where do you start leveling for the batter boards?
a. center stake b. Between the corner and center stake
c. corner stake d. Both A and C
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The batter boards should be set as high as the desired height of the
foundation. In constructing with different heights of foundation, the tallest
foundation is set as the height of batter boards.
SELF-CHECK 2.1
TYPES OF BATTER BOARDS
Answer Briefly: Write your answers in your notebook.
1. What do you call the horizontal boards that are placed when laying out a
building?
2. The term is used to mark a stake for the batter board?
3-4.What are the two types of batter boards?
5. When constructing a different height of foundation, how do you set the
height of the batter board?
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ACTIVITY SHEET 2.1
PROCEDURE IN SETTING BATTER BOARD
Procedure:
1. Determine the height of the foundation at any of the four corners of the
proposed building. Set the stakes at 0.75 to 1 m away from the pre-
determined building lines, preferably where the grade stake is.
3. Drive in set of posts for the batter boards 3 feet away from the corners
and along the sides. Drive in the posts firmly. Align these posts with a
string.
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Fig.3 Set of post for the batter boards and the distance of the string on it.
4. Move the height of the foundation from the stakes to the corner post of
the batter board. This is done by stretching a string, leveled with spirit level
or level bar from the stake to the post.
Fig.4 Transferring the height of the foundation from the stake to the corner
post.
5. From the mark of this post, stretch out a string going around the corners
of the building and passing at the side of the batter board posts.
6. Level this string with a spirit level or level bar. Stretch the string tight.
Start leveling from the corner stake where the height of the foundation is
established. Recheck the levelness.
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Fig.5-6 Transferring the height of the foundation from the corner post to all
batter board post aroud the building layout.
7. Mark batter board posts along the line just leveled. These marks are
places for the top of the batter boards.
8. Nail the batter boards in place, the straight side up and at the marks of
the posts.
34
Assessment Criteria:
1. Batter boards are set away from the building line excavation.
2. Batter boards are properly secured with tolerance for dimension at
+ 5mm, and levelness of + 3mm.
3. Unexpected situations are responded to in line with company rules
and regulations.
4. Housekeeping is performed according to safety regulation.
Rubrics in Assessing the Performance/Output
Operation: Procedure in setting batter boards
Criteria Percentage 5 4 3 2 1 Average
1.Proper handling of tools 20%
and equipment.
2.Accuracy of 25%
measurement.
3. Skills and Knowledge on 25%
work.
4. Safety 15%
5. Work ethics 15%
Total 100%
Criteria 5 4 3 2 1
Proper No attempt to
Almost all of the
handling of All tools were 1-2 tools were 3-4 tools were work or
tools were
tools and properly used. improperly used. improperly used incomplete work
improperly used
equipment. performance.
Learners finished
Learners finished Learners finished Learners finished Learners
the job
the job the job the job attempted to do
completely
Work ethics completely with completely with completely with the job but not
without
1-3 destruction/ 4-6 destruction/ 7-9 destruction/ completely
destruction/
damage. damage. damage. finished.
damage.
35
V. SUMMATIVE ASSESSMENT FOR QUARTER 1
36
E. From the mark of this post, 16 a string going around
the corners of the building and passing at the side of the batter board
posts.
F. Level this string with a 17 . Stretch the string
tight. Start 18 from the corner stake where the height of
the foundation is established. Re-check the levelness.
G. 19 batter board posts along the line just leveled. These
marks are places for the top of the batter boards.
H. 20 the batter boards in place, the straight side up and at
the marks of the posts.
Performance Test: Execute the Procedure in Setting Batter Boards.
Note: Students are grouped with a minimum of 2 and a maximum of 5
persons in each group.
Assessment Criteria:
1. Batter boards are set away from the building line excavation.
2. Batter boards are properly secured with tolerance for dimension at
+ 5mm, and levelness of + 3mm.
3. Unexpected situations are responded to in line with company rules
and regulations.
4. Housekeeping is performed according to safety regulations.
Criteria 5 4 3 2 1
Proper All tools are 1-2 tools are 3-4 tools are Most of the tools No attempt to
handling properly improperly improperly are improperly work or
of tools handled and handled and not handled and not handled and not Incomplete work
and used. properly used. properly used. properly used. performance
equipment
.
37
Accuracy 100% of batter 75% of batter 50% of batter 25% of batter No attempt to
of boards are boards are boards are boards are work or
measurem properly set properly set with properly set with properly set with Incomplete work
ent. with tolerance tolerance for tolerance for tolerance for performance
for dimension of dimension of dimension of dimension of
+5mm, and +5mm, and +5mm, and +5mm, and
levelness of levelness of levelness of levelness of
+ 3mm. + 3mm. + 3mm. + 3mm.
.
Skills and Learners Learners perform Learners perform Learners will Learners did not
Knowledge perform the the procedure the procedure attempt to work attempt to do the
on work. procedure completely with completely with but they will not job.
completely and minimal help more help from finish the job.
independently. from the teacher. the teacher.
Safety Learners will 1 of the required 2 of the required 3 of the required All of the required
use complete PPE is not used PPE are not used PPE are not used PPE are not used
PPE according during work. during work. during work. during work.
to job
requirements.
38
INFORMATION SHEET 3.1
BLUEPRINT READING
A blueprint is a type of paper-based reproduction usually of technical
drawing, documenting done by architecture or an engineering design.
Generally, the term "blueprint" refers to any detailed plan of a building.
A working drawing is a type of technical drawing, which is part of the
documentation needed to build an engineering product or architectural
plan.
Building plans and Specifications form part of the working drawings
needed in any construction project.
39
2. Floor Plan is a drawing showing the layout of a building taken at
a level plan through windows and doors approximately one meter up from
the floor. It shows the following:
arrangement and names of the rooms
location of all external and internal walls
room sizes
length and width dimensions
position of doors and windows
built-in furniture
sectioning lines and labels in alphabetical order
eaves lines
roof structure as shown by broken diagonal lines to represent hips
and valleys.
40
41
3. Elevation is a scaled drawing of the front, rear or side of a
building. It includes dimensions that cannot be shown on a floor plan such
as the height dimension.
42
5. Specification is a written document prepared by an architect
which serves as a set of instruction or guidelines that accompanies a
working drawing. It describes how certain aspects of building construction
are to be done and which materials are to be used. It also describes their
desired quality and the expected standard of work.
Knowing how to read and interpret a working drawing saves time,
money and effort in the construction of the building.
SELF-CHECK 3.1
BLUEPRINT READING
Based on a given blueprint plan, answer the following questions
1 Explain the use of a working plan.
2 Enumerate the components of a blueprint plan.
3 What does the elevation plan show?
4 What particular dimension is found in an elevation plan?
5 What is the importance of a detailed drawing?
6 What is the vital aspect of specification?
7 What are the names of different rooms in the floor plan?
8 What is the area of bedroom no. 1, no. 2?
9 How long is the building?
10 How wide is the building?
11 What is the floor area of the building?
43
Types of Testing Tools and Their Uses
1. Square is a 90o standard right angle sometimes called try square
used for testing squareness of work.
Types of Squares:
A. Try square is a square with blade ranging from 6 inches to 12
inches.
44
E. Sliding T-bevel is like a try square with sliding and adjustable
blade that could be set any angle.
45
3. Plastic hose with water is one of the best and accurate tools for
guiding work in establishing a horizontal level.
SELF-CHECK 3.2
TYPES, FUNCTIONS AND USES OF TESTING TOOLS
Direction: Match column A with column B. Write your answers in your
notebook.
Column A Column B
1. A square made of flat steel throughout a. framing square
2. A square with sliding and adjustable b. plastic hose
blade that could be set to any angle. c. combination square
3. Used for both guiding and testing the d. tongue
work to a vertical or horizontal position e. level bar
4. A combination of 45o and 90o in one set f. combined try and
5. The most accurate tool for guiding work miter square
in establishing a horizontal level. g. plumb bob
6. A square with blades ranging from 6-12” h. sliding T-bevel
7. A metal used to check or obtain a vertical i. miter square
line j. body
46
8. A square with blades permanently set at
45o k. try square
9. The shorter and narrower part of the
framing square
10. A square whose head can be slided and
clamped at any desired distance from the
blade.
47
2. Locate the center of the foundation from the orientation line at the
opposite batter boards. Then mark these two points with nails or a saw
kerf.
3. Stretch string No. 1 on these two marks. Anchor it to the batter boards.
This line should never be moved during the process of squaring lines.
48
Fig.2 Locate center line of foundation from orientation line
4. Tie a cord to this line to indicate the original corner A. Align this cord to
the corner stake with a plumb bob.
49
Fig.3 Locating corner at string 1
5. Measure the length of the side that falls on line 1, starting from the
original corner, and tie another cord to mark this corner B.
50
7. From the intersection of lines 1 and 2 at the original corner A. Measure
the length of the side of the building that falls on string 2. Tie another cord
to mark this corner C.
9. Measure the length of the side that falls on line 3, and tie a cord to mark
corner D.
Note: Through the four sides of the building are completely laid out there is a
need to check squareness by the use of the Framing square or diagonal.
51
Fig.6-10b. Squaring of the four corners of the building using a diagonal.
52
Fig.7 3:4:5 Measured on stakes.
Fig.8 A Trapezoid
ASSESSMENT CRITERIA:
1. Stake-out building lines are properly secured for references in excavating
building foundation.
2. Marking lines are squared and plumbed from the batter board lines with
tolerance of + 3mm all measurement.
3. Worksite is cleaned and kept in safe state according to OSHC regulations.
4. Daily work report is accomplished in accordance with company rules and
regulations.
53
Rubrics in Assessing the Performance/Output
Operation: Laying Out Building Plans
Criteria Percentage 5 4 3 2 1 Average
1.Proper handling of tools 20%
and equipment.
2. Accuracy of 25%
measurement.
3. Skills and Knowledge on 25%
work.
4. Safety 15%
5. Work ethics 15%
Total 100%
Criteria 5 4 3 2 1
Proper All tools are 1-2 tools are 3-4 tools are Most of the tools No attempt to
handling properly improperly improperly are improperly work or
of tools handled and handled and not handled and not handled and not Incomplete work
and used. properly used. properly used. properly used. performance
equipment
.
Accuracy 100% of details 75% of details of 50% of details of 25% of details of No attempt to
of of building building plans building plans are building plans are work or
measurem plans are are properly lay properly lay out properly lay out Incomplete work
ent. properly lay out out with correct with correct with correct performance
with correct measurement. measurement. measurement.
measurement.
Skills and Learners will Learners will Learners will Learners will Learners did not
Knowledge perform the perform the perform the attempt to work attempt to do the
on work. procedure procedure procedure but they will not job.
completely and completely with completely with able to finish the
independently. minimal help of more help of job.
teacher. teacher.
Safety Learners will 1 of the required 2 of the required 3 of the required All of the required
use complete PPE is not used PPE are not used PPE are not used PPE are not used
PPE according during work. during work. during work. during work.
to job
requirements.
54
instructions or guidelines that accompanies a working drawing.
a. Floor plan b. Site plan c. Specification d. Layout
3. This plan essentially shows the location of a building or house site.
a. Floor plan b. Site plan c. Elevation d. Details
4. It is a cone-shaped metal suspended on a string used to check or obtain
a vertical line.
a. Steel square b. Plastic hose c. Level bar d. Plumb bob
5. This pertains to lines representing the side of the building passing
through the center of the foundation post.
III.Fill in the blank: Fill in the blanks with a word or group of words to
complete the sentence.
Procedures in Laying out the Foundation Lines
11. the oriented line to the top of the batter boards. This is done
by hanging a plumb bob to the oriented line, and by making the
corresponding point on the batter board.
12. the center of the foundation from the orientation line at the
opposite batter boards. Mark these two points with nails or a saw kerf.
13. Stretch string No. 1 on these two marks. Anchor it to the batter boards.
This line should never be moved during the process of lines.
14. Tie a cord to this line to indicate the original corner A. Align this cord
to the with a plumb bob.
15. the length of the side that falls on line 1, starting from
the original corner, and tie another cord to mark this corner B.
16. Sketch line No. 2 square or to line 1, passing through
the cord tied at the original corner A. Tie line 2 to nails on the batter
boards.
17. From the of lines 1 and 2 at the original corner A.
Measure the length of the side of the building that falls on string 2.Tie
another cord to mark this corner C.
18. Through this corner just mark, string 3 square to string 2.
19. Measure the of the side that falls on line 3, and tie a cord to
mark corner D.
55
20. Through corner D, stretch line 4 to the corner B on
line1. Check the squareness of these two lines.
Through the four sides of the building are completely laid out there is a
need to check squareness by the use of the diagonal.
Assessment Criteria:
1. Stake-out building lines are properly secured for references in
excavating building foundation.
2. Marking lines are squared and plumbed from the batter board
lines with tolerance of + 3mm all measurement.
3. Worksite is cleaned and kept in safe state according to OSHC
regulations.
4. Daily work report is accomplished in accordance with company
rules and regulations
Criteria 5 4 3 2 1
Proper All tools are 1-2 tools are 3-4 tools are Most of the tools No attempt to
handling properly improperly improperly are improperly work or
of tools handled and handled and not handled and not handled and not Incomplete work
and used. properly used. properly used. properly used. performance
equipment
.
Accuracy 100% of details 75% of details 50% of details and 25% of details and No attempt to
of and and measurement of measurement of work or
measurem measurement measurement of building plans are building plans are Incomplete work
ent. of building building plans properly lay-out. properly lay-out. performance
plans are are properly lay-
properly lay-out. out.
56
Skills and Learners will Learners will Learners will Learners will Learners did not
Knowledge perform the perform the perform the attempt to work attempt to do the
on work. procedure procedure procedure but they will not job.
completely and completely with completely with able to finish the
independently. minimal help of more help of job.
teacher. teacher.
Safety Learners will 1 of the required 2 of the required 3 of the required All of the required
use complete PPE is not used PPE are not used PPE are not used PPE are not used
PPE according during work. during work. during work. during work.
to job
requirements.
I. INTRODUCTION
This module contains information and suggested learning activities on
Carpentry NC II TLE Grade 9. It includes instruction and procedure on
how Fabricate Formworks.
Completion of this module will help you better understand the
succeeding module on Installing Formwork Components.
This module consists of 3 learning outcomes. Each learning outcome
contains learning activities supported by instruction sheets. Before you
perform the instructions, read the information sheets and answer the self-
check and activities provided to ascertain to yourself and your teacher that
you have acquired the knowledge necessary to perform the skill portion of
the particular learning outcome.
Upon completing this module, report to your instructor for assessment to
check your achievement of knowledge and skills requirements of this
module. If you pass the assessment, you will be given a certificate of
completion.
57
II. LO1: PREPARE TOOLS, EQUIPMENT AND MATERIALS FOR
FABRICATING FORMWORKS ACCORDING TO JOB
REQUIREMENTS
Identify tools and materials for fabricating formworks
Prepare tools and materials for fabricating formworks
Select appropriate PPE
III. PRE/DIAGNOSTIC ASSESSMENT
Direction: Multipe choice: Choose the letter of the correct answer.
1. A tool used to drive and pull out nails.
a. Pull-push rule b. Claw hammer c. Ball peen hammer d. Pencil
2. A term applied to wood after it is milled or sliced into boards, planks,
flitch for commercial purposes.
a. Lumber b. Plywood c. Hardboard d. Log
3. This tool is used for marking straight line.
a.Steel square b. Cross cut saw c. Chalk line d. Try square
4. Find the number of board feet of 6pcs. 2’’x2’’x9’ lumber.
a. 3 bd.ft b. 6 bd.ft. c. 12 bd.ft. d. 18 bd.ft.
5. Compute for the number of board feet of 3’’x4’’x144’’ lumber.
a. 3 bd.ft b. 6 bd.ft. c. 12 bd.ft. d. 18 bd.ft.
58
C. Materials
1. Lumber is the term applied to wood after it is milled or
processed into boards, planks, flitch etc. for commercial
purposes.
2. Nails are a round piece of metal with flat head on one end and
pointed at the other used to join lumbers of the project
together.
SELF-CHECK 1.1
TOOLS, MATERIALS AND EQUIPMENT FOR FABRICATING
FORMWORK
Identification : Identify what tools, materials and equipment is referred to
in each of the following statements.Write your answers on a sheet of paper.
1. It is used to protect the hand from sharp and pointed
objects.
2. This tool is used to drive and pull out nails.
3. A term applied to wood after it is milled or processed.
4. It is aninstrument containing lead or Carbon used for
marking purposes.
5. It is used for marking straight lines on a long piece of
lumber or wood.
6. This tool is used for sawing the lumber across the grain of
wood.
7. A tool used in testing and squaring the foundation and
other parts of a building.
8. It is a measuring tool made of flexible steel and used for
taking and laying out dimensions.
59
12x12 144 144”
T”xW”xL’
12
Examlpe 2: 7pcs - 2”X6”X16’ Solution 2 : 7pcs (2”X6”X16’)
12
= 7pcs (12”X16’)
12
= 7pcs.(192)
12
= 1344
12
= 112 board feet
Computation: Solve for the number of board feet and explain the
process.
Given:
1. 5pcs – 1”X2’’ X 14’
2. 9pcs – 4’’X4”X48”
3. 3pcs – 1’’X2’’X9’
4. 12pcs – 2”x2”x36”
SELF-CHECK 1.2
COMPUTE BOARD FEET OF A LUMBER
Direction. Solve for the number of board feet of the following:
Pieces of lumber and dimension
1. 15 pcs – 2” X3”X14’
2. 60 pcs – 2”X2”X72”
3. 75 pcs -1”X12’’X14’
4. 50 pcs 2”x3”x120”
5. 48 pcs – 3”X4”X9’
60
IV. LO2: LAY OUT AND CUT THE DIMENSION OF FORM
SHEATHING AND STIFFENER
Layout form sheathing and stiffeners with tolerances of +3mm for
all measurements and squareness
Mark form sheathing and stiffeners according to job requirements
Cut form sheathing and stiffeners according to dimension
Use appropriate PPE
V. PRE/DIAGNOSTIC ASSESSMENT
Direction: Write the letter of your answer on your notebook.
1. In the absence of circular saw, the alternative tools used for ripping
plywood is
a. Back saw
b. Cross cut saw
c. Key hole saw
d. Rip saw
2. Claw hammer is used for
a. Driving cold chisel
b. Pulling out and driving nails
c. Driving pegs
d. None of the above
3. To avoid waste materials
a. Always refer to schedule before cutting
b. Always ask the teacher the quantity of parts to the cut
c. Apply the direct counting method
d. All of the above
4. The following are tips to avoid waste construction materials, EXCEPT
a. Carefully study the plan and specifications
b. Determine the schedule of cutting
c. Measure twice and cut once
d. Follow rules “ measure twice, cut once.”
5. How does method of cutting affect the efficiency of work?
a. It affects the fitting of parts
b. It increases or decreases the dimension
c. It lessens the strength of form when assembled
d. All of the above
61
INFORMATION SHEET 2.1
LAY-OUT AND CUT DIMENSION OF FORM SHEETING AND
STIFFENERS
You will learn the basic knowledge in lay outing and cutting of forms
materials.
Tools Needed:
Pull push rule
Try Square
Claw Hammer
Chalk line
Note: Always use the proper tools and equipment according to their
functions.
Safety precautions:
Avoid pulling the push-pull rule to its maximum length
Avoid pulling nails bigger than what the claw can
accommodate
Take proper care in pulling the string of the chalk line. Always
ensure that there is enough chalk (or oil) for marking.
62
SELF-CHECK 2.1
LAY-OUT AND CUT TO DIMENSION OF FORM SHEATHING AND
STIFFENERS
Enumeration: Enumerate the correct answers.
1. What are the tips in avoiding waste of construction
materials:
a.
b.
c.
d.
e.
f.
2. What are the tools for layouting sheeting?
a.
b.
c.
d.
Procedure:
1. Read and interpret plan and details.
2. Prepare tools and materials needed as per job requirement.
63
3. Adopt the schedule for cutting, mark 2”x2” lumber for the frame.
Remember the method of measurement used.
64
6. Cut the mark lines of plywood.
Observe safety while cutting.
65
Assessment Criteria:
1. Marking lines are squared and properly cut according to job
requirements.
2. Worksite is cleaned and kept in safe state according to OSHC
regulations.
3. Daily work report is accomplished in accordance with company
rules and regulations.
Criteria 5 4 3 2 1
Proper All tools are 1-2 tools are 3-4 tools are Most of the tools No attempt to
handling properly improperly improperly are improperly work or
of tools handled and handled and not handled and not handled and not Incomplete work
and used. properly used. properly used. properly used. performance
equipment
.
Accuracy 100% of 75% of dimension 50% of the 25 % of the No attempt to
of dimension Of Of Form Dimension Of dimension Of work or
measurem Form Sheathing Sheathing And Form Sheathing Form Sheathing Incomplete work
ent. And Stiffeners Stiffeners are And Stiffeners are And Stiffeners are performance
are properly lay- properly lay-out properly lay-out properly lay-out
out and cut. and cut. and cut. and cut.
.
Skills and Learners will Learners will Learners will Learners will Learners did not
Knowledge perform the perform the perform the attempt to work attempt to do the
on work. procedure procedure procedure but they will not job.
completely and completely with completely with able to finish the
independently. minimal help more help from job.
from teacher. teacher.
66
Safety Learners will 1 of the required 2 of the required 3 of the required All of the required
use complete PPE is not used PPE are not used PPE are not used PPE are not used
PPE according during work. during work. during work. during work.
to job
requirements.
67
Fill in the blanks: Supply the blanks with the correct word or group of
words to complete the sentence.
Note: If you will use a circular saw for cutting plywood ask
permission from your teacher
G. After cutting, 18 and 19 cut members ready
for assembling.
H. Ask your 20 to check or evaluate your work.
Assessment Criteria:
1. Marking lines are squared and properly cut according to job
requirements
2. Worksite is cleaned and kept in safe state according to OSHC
regulations.
3. Daily work report is accomplished in accordance with construction
company rules and regulations.
68
Total 100%
Criteria 5 4 3 2 1
Proper All tools are 1-2 tools are 3-4 tools are Most of the tools No attempt to
handling properly improperly improperly are improperly work or
of tools handled and handled and not handled and not handled and not Incomplete work
and used. properly used. properly used. properly used. performance
equipment
.
Accuracy 100% of 75% of dimension 50% of the 25 % of the No attempt to
of dimension Of Of Form Dimension Of dimension Of work or
measurem Form Sheathing Sheathing And Form Sheathing Form Sheathing Incomplete work
ent. And Stiffeners Stiffeners are And Stiffeners are And Stiffeners are performance
are properly lay- properly lay-out properly lay-out properly lay-out
out and cut. and cut. and cut. and cut.
.
Skills and Learners will Learners will Learners will Learners will Learners were not
Knowledge perform the perform the perform the attempt to work attempt to do the
on work. procedure procedure procedure but they will not job.
completely and completely with completely with able to finish the
independently. minimal help of more help of job.
teacher. teacher.
Safety Learners will 1 of the required 2 of the required 3 of the required All of the required
use complete PPE is not used PPE are not used PPE are not used PPE are not used
PPE according during work. during work. during work. during work.
to job
requirements.
Work Learners were Learners were Learners were Learners were Learners were
ethics finished the job finished the job finished the job finished the job attempt to do the
completely completely with completely with 4- completely with 7- job but not
without 1-3 destruction/ 6 destruction/ 9 destruction/ completely
destruction/ damage. damage. damage. finished.
damage.
69
QUARTER IV Time Allotment: 40 Hours
70
Materials:
Materials for assembling forms should be inspected. See to it
that they are free from wood defects so that the efficiency of
your work will not get affected.
SELF-CHECK 3.1
TOOLS, MATERIALS AND EQUIPMENT IN FABRICATING
FORMWORKS
Identification: Identify whether the given statement are TOOLS,
EQUIPMENT or MATERIALS.
1. Plan and detail drawing
2. String
3. Scaffoldings
4. Lumber
5. Cross cut saw
6. Safety helmet
7. Clear hose level
8. Nails
9. Plywood
10. H-frame
Procedure:
1. Read end interpret plan/specifications.
2. Prepare all tools and materials required.
71
Note: Your materials except fasteners should have been
fabricated based on plan.
3. Using your skill in squaring stock, layout/mark the length of
longitudinal ribs then cut.
4. Cut the perpendicular ribs
Note: For 3 and 4 consider the method of measurement.
72
6. Position the plywood to the frame, and then fasten it with protruding
plywood outside the frame.
7. Position form A1 and A2 to B1, then fasten it with 3”or 4” cwn. Check
the squareness and dimension based on plan and detail.
8. Secure with braces to avoid changing of angle.
Note: They should be 900 angles.
9. Drive at least 8 pieces of 4”cwn at both ends of form B2
Note: Form B2 is attached to form A1, A2 and B1 (in U form)
after placing to its final setting.
10. Let your teacher check your work for installation.
Assessment Criteria:
1. Marking lines are squared and all joints are properly fixed according
to job requirements.
2. Worksite is cleaned and kept in safe state according to OSHC
regulations.
3. Daily work report is accomplished in accordance with company
rules and regulations.
Rubrics in Assessing the Performance/Output
Operation: ASSEMBLING OF FORMS FOR COLUMN
Criteria Percentage 5 4 3 2 1 Average
1.Proper handling of tools and 20%
equipment.
2. Accuracy of measurement. 25%
3. Skills and Knowledge on 25%
work.
4. Safety 15%
5. Work ethics 15%
Total 100%
73
Criteria 5 4 3 2 1
Proper All tools are 1-2 tools are 3-4 tools are Most of the tools No attempt to
handling properly improperly improperly are improperly work or
of tools handled and handled and not handled and not handled and not Incomplete work
and used. properly used. properly used. properly used. performance
equipment
.
Accuracy 100% of forms 75% of forms for 50% of forms for 25% of forms for No attempt to
of for column are column are column are column are work or
measurem properly properly properly assemble properly assemble Incomplete work
ent. assemble assemble performance
Skills and Learners will Learners will Learners will Learners will Learners did not
Knowledge perform the perform the perform the attempt to work attempt to do the
on work. procedure procedure procedure but they will not job.
completely and completely with completely with able to finish the
independently. minimal help of more help of job.
teacher. teacher.
Safety Learners will 1 of the required 2 of the required 3 of the required All of the required
use complete PPE is not used PPE are not used PPE are not used PPE are not used
PPE according during work. during work. during work. during work.
to job
requirements.
74
8. Perform good housekeeping.
9. Let your teacher evaluate your finished work.
Criteria 5 4 3 2 1
Proper All tools are 1-2 tools are 3-4 tools are Most of the tools No attempt to
handling properly improperly improperly are improperly work or
of tools handled and handled and not handled and not handled and not Incomplete work
and used. properly used. properly used. properly used. performance
equipment
.
Accuracy 100% of parts of 75% of parts of 50% of parts of 25% of parts of No attempt to
of forms for forms for column forms for column forms for column work or
measurem column are are properly are properly are properly install Incomplete work
ent. properly install install install. performance
Skills and Learners will Learners will Learners will Learners will Learners did not
Knowledge perform the perform the perform the attempt to work attempt to do the
on work. procedure procedure procedure but they will not job.
completely and completely with completely with able to finish the
independently. minimal help of more help of job.
teacher. teacher.
75
Safety Learners will 1 of the required 2 of the required 3 of the required All of the required
use complete PPE is not used PPE are not used PPE are not used PPE are not used
PPE according during work. during work. during work. during work.
to job
requirements.
Fill in the blanks: Supply the blanks with the correct word or group
of words to complete the sentence.
ASSEMBLING OF FORMS FOR COLUMN
Procedure:
11. _____________ and interpret plan/specifications.
12. all tools and materials required.
Note: Your materials except fasteners should have been fabricated
based on plan.
76
13. Using your skill in squaring stock, layout/mark the length of
then cut.
14. Cut the .
77
Criteria 10 8 6 4 2
Proper All tools are 1-2 tools are 3-4 tools are Most of the tools No attempt to
handling properly improperly improperly are improperly work or
of tools handled and handled and not handled and not handled and not Incomplete work
and used. properly used. properly used. properly used. performance
equipment
.
Accuracy 100% of parts of 75% of parts of 50% of parts of 25% of parts of No attempt to
of forms for forms for column forms for column forms for column work or
measurem column are are properly are properly are properly install Incomplete work
ent. properly install install install. performance
Skills and Learners will Learners will Learners will Learners will Learners did not
Knowledge perform the perform the perform the attempt to work attempt to do the
on work. procedure procedure procedure but they will not job.
completely and completely with completely with able to finish the
independently. minimal help of more help of job.
teacher. teacher.
Safety Learners will 1 of the required 2 of the required 3 of the required All of the required
use complete PPE is not used PPE are not used PPE are not used PPE are not used
PPE according during work. during work. during work. during work.
to job
requirements.
78
Technical Terms
Prepare stakeout building lines
Batter boards are horizontal boards placed at corners and sides of the
projected building where the final layout takes place.
Foundation is lowest support on which the building rests.
Grade line is levelness of the ground after filling or leveling.
Ground line is natural contour of the ground.
Orientation line is line representing one side of the building to be erected.
Plumb is perpendicular to a horizontal line.
Fabricate formworks
Assemble means to fit together as parts of the mechanism/
system/assembly.
Bulge means to swell; make or be protuberant.
Dimension any measurable extent or magnitude, as to length,
breadth or thickness.
Fabricate means to make, assemble or manufacture
Form is a temporary boarding, sheathing or pan used to
produce the desired shape and size concrete.
Lumber is sawed or sliced board, plank.
Plywood is a material composed of a number of thin sheets of
wood glued together with the grains of adjacent sheets at
right angles.
Sheet is a broad, piece of any thin material
79
References and other reading materials
80