COMPETENCY-BASED LEARNING MATERIALS

Sector:
INFORMATION AND COMMUNICATION TECHNOLOGY

Qualification:

Unit of Competency:
Perform Industry Calculations
Module Title:
Performing Industry Calculations

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 HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL (CBLM)

Welcome to the competency-based learning material for the module:

Perform Industry Calculations. This module contains training materials and
activities for you to accomplish.
The unit of competency Performing Industry Calculatios, contains
the knowledge, skills and attitudes required for Common Competencies.
You are required to go through a series of learning activities in order to
complete each learning outcomes of the module. In each learning outcome,
there are reference materials or instructional sheets for further reading to help
you better understand the required activities. Follow the activities at your own
pace and answer the self-check at the end of each learning outcome. If you
have questions, please feel free to ask for the assistance of your
trainer/facilitator.

RECOGNITION OF PRIOR LEARNING (RPL)

You may have some or most of the knowledge and skills included in this
learners guide because you have:
Been working in the same industry for some time.
Already completed training in this area.
If you can demonstrate to your trainer that you are competent in a
particular skill, you dont have to do the same training again.
If you feel that you have some skills, talk to your trainer about having
them formally recognized. If you have a qualification or certificate of
competence from previous trainings, show them to your trainer. If the skills
you acquired are still current and relevant to the unit of competency, they may
become part of the evidence you can present for RPL. If you are not sure about
the currency of your skills, discuss this with your trainer.
A Trainee Record Book (TRB) is given to you to record important dates,
jobs undertaken and other workplace events that will assist you in providing
further details to your trainer/assessor. A Record of Achievement/Progress
Chart is also provided to your trainer to complete/accomplish once you have
completed the module. This will show your own progress.

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Definition of Terms
Addition the process of uniting two or more numbers to make it
one Decimal point the period in a decimal number
Denominator part the whole number has been
divided Dividend the number to be divided
Division the process of finding how many times one number contains the other
number
Divisor the number by which division is done
English system the system that uses inch, foot and pound as units of measurement
Even numbers any number that can be divided by two
Fraction one part of a whole number
Lowest common denominator highest number that will divide equally numerator
and denominator
Metric system system that uses millimeter, centimeter and meter as units of measure
Minuend the number from which subtraction is made
Multiplicand the number which is multiplied
Multiplication the process of adding one number as many times by another number
Multiplier he number by which multiplication is done
Numerator the number of parts in the fraction
Odd number any number that cannot be divided by
two Plus sign the sign indicating addition
Prime number number that can be divided on exact
Product the result of multiplication
Proportion - the equality of two ratios
Quotient the result of division
Ratio a comparison of two quantities
Remainder the difference between two numbers
Subtraction the process of taking one number away from
another Subtrahend the number to be subtracted
Sum the result obtained from adding two or more numbers
Whole number number that have no fractional or decimal number
Zero the number having no value
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 LEARNING OUTCOME 1

Perform four fundamental operations

PERFORMANCE STANDARDS

Simple calculations involving whole numbers, mixed numbers, fraction and

decimal are performed using the four fundamental operations.

INTRODUCTION:

The four fundamental operation (addition, subtraction, multiplication and division) skills
should be developed in Shielded Metal Arc Work (SMAW) doing jobs. Inaccurate operation
would mean waste of time, effort, materials and the quality of the finish product. The skill in
measuring starts with the ability to add, subtract, multiply and divide.
Read the Information Sheet 1.1 very well then find out how much you can
remember and how much you learned by doing Self-check 1.1.

Information Sheet 1.1

WHOLE NUMBERS

Are numbers that have no decimal or fractional parts. It can be ODD or EVEN numbers.
ODD numbers are those that cannot be divided by two (2). EVEN numbers are numbers that
can be divided by 2 with an exact number of times.

Examples:

Whole Numbers - 1 , 3 , 15 , 20 , 45 , 64 , 75 , 102 , etc.

Odd Numbers - 3 , 5 , 7 , 9 , 25 , 51 , 79 , 101 , etc.

Even Numbers - 2 , 4 ,6 , 8 , 12 , 20 , 24 , 50 , etc.

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ADDITION

Addition is the process of combining two or more arithmetical or algebraic quantities in

one sum. It is the most common operation in mathematics indicated by a plus (+) sign. It is
also used when numbers are added horizontally or vertically. When more than two numbers
are added vertically, no sign is required. The sum is the result obtained from adding two or
more numbers.

To add whole numbers horizontally is more difficult than adding them, vertically.
Example, 20 + 15 + 30 + 25 = 90, this method is not commonly used because mistakes can
occur more easily.

THE NUMBER PLACE VALUE

We can find the value of a digit based on its place in the number.
Example: 3,452

Digit 2 is in the Ones place

Digit 5 is in the Tens place
Digit 4 is in the Hundreds place
Digit 3 is in the Thousands place

STEPS IN ADDING WITHOUT REGROUPING

Always add the digits in the ones place first.

Add the digits in the tens place next.
Add the digits in the hundreds place.
Add the digits in the thousands place and so on

Examples: 241 315

+ +
356 482
__________ __________
597 797

Self-Check 1.1
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 I. Directions: Fill in the place value of a digit based on its place in the number. Use
a separate sheet of paper as your answer sheet.

1. In 7 2 5 __________is in hundreds _________tens ________ones

2. In 4 5 0 the digit 5 is in the _________place
3. In 2,615 the digit 2 is in the _________place
4. In 1 5 0 _________ is in the hundreds place
5. In 6 8 5 _________ is in the tens place

II. Directions: Add the following numbers with or without regrouping

.
6. 742 7. 5 6 2 8. 7 3 5 9. 4 7 8 10. 857
+ + + + +
236 317 179 125 964
_______ ________ _________ ________ ________

Information Sheet 1.2

SUBTRACTION

Is the process of taking one number away from another number. It is the opposite of
addition. The minus (-) sign indicates subtraction. The Minuend is the number from which the

subtraction is made. The Subtrahend is the number which is subtracted. The Remainder is
the difference between the two numbers.

Subtracting Whole Numbers

Procedure:
Subtract the subtrahend from the minuend to get the remainder.

To Check:
Add remainder to subtrahend to get the minuend.
Example:
568
-
43
_________
525
5 6 8 is the minuend
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 43 is the subtrahend
5 2 5 is the remainder
8 is in the ones place
6 is in the tens place
5 is in the hundreds place

To Check: Add remainder 5 2 5 and 4 3 the subtrahend to get the minuend 5 6 8

Steps in Subtracting Without Regrouping

Subtract the digits in the ones place first

Subtract the digits in the tens place
Subtract the digits in the hundreds place and so on

Example: 578 965 879

- - -
231 732 546
_________ _________ _________
347 233 333

Self-Check 1.2

I. Directions: Subtract the following with or without regrouping. Use a separate

sheet of paper as your answer sheet.

1. 854 2. 976 3. 685

_ _ _
7 31 352 523
_________ __________ _________

4. 851 5. 513
_ _

673 256
_________ __________

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 Information Sheet 1.3

MULTIPLICATION

Is the process of adding one number as many times as there are units in the other
number, for example 2 x 3 = 6. It can also produce the same result as adding 3 + 3 = 6. The
sign times or multiplied by (X) indicates multiplication. The Multiplicand is the number which is
multiplied.
Multiplier is the number by which multiplication is done. Product is the result of multiplication.

Multiplying Whole Numbers

Procedure:
Multiply the multiplicand by the multiplier to get the product.

To Check:
Reverse multiplicand and multiplier the multiply again to get the product or divide
the product by the multiplier to get the multiplicand.

Example: 150 - Multiplicand

X
7 - Multiplier
__________
7 5 0 - Product

Multiplying Fractions

Procedure:
Multiply the numerator of one fraction by the numerator of the other fraction.
Do the same with the denominators.
Reduce the answer to the lowest term as required.

Example: 3 / 5 x 1 / 5 = 3 / 25 - Multiply the numerators ( 3 x 1 = 3) to get 3 then

- Multiply denominators ( 5 x 5 = 25) to get 25, thus

- 3 / 5 x 1 / 5 = 3 / 25

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 Self-Check 1.3

Directions: Multiply the following whole, fractions and decimal numbers or the
information asked for below. Use a separate sheet of paper as your answer
sheet.

1. 2 4 5 2. 152 3. 3/8 x 5/8 =

x x
13 126
__________ __________

4. 2/5 x 3/5 = 5. 8.25

x
.5
________

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Information Sheet 1.4

DIVISION

Is the process of finding how many times one number contains the other number. It is
the reverse of multiplication. The sign divided by indicates division. Dividend is the
number to be divided. Divisor is the number by which division is done. Quotient is the result
of division and Remainder is part of the quotient left whenever a quotient is not a whole
number. Example: 25 4 = 6 (25 4 = 6 remainder 1)

Dividing Whole Numbers

Procedure:
Divide dividend by divisor to get the quotient

To Check:
Multiply the divisor by the quotient or vice versa to get the dividend

54 - Quotient 54- Quotient

_____ x 5- Divisor
5 270 - Dividend _______
25 270 - Dividend
_____ - 5 Divisor
20
20
____
0

Self-Check 1.4

Directions: Divide the following whole, decimal numbers and fractions. Use a separate sheet of
paper as your answer sheet.
_____ _____
1. 7 392 2. 25 225

_____ _____
3. 150 1050 4. 15 375

5. 2
____ 4 =
3

Activity Sheet Sheet 1.1

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 I. Directions: Fill in each empty box with plus, minus or equals sign ( + ) ( - ) or ( = )

70 50 120

50 20 30

20 70 90

II. Directions: Match column A with column B. Write the letter of the correct answer on
the blanks provided for.

A B
______1. Minuend
215
______2. Remainder
+ 10
______3. Multiplicand ______

. 4. Divisor
225 (A)
______5. Dividend

______6. Sum
320- (B)
______7. Quotient
-
______8. Subtrahend
150- (C)
______9. Product
__________
_____10. Multiplier 170- (D)

LEARNING OUTCOME 2
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 Convert English Units of measurement to Metric System

PERFORMANCE STANDARDS
Units are converted to the required figure using the given formulae.
English measurements are converted to metric

Information Sheet 2.1

INTRODUCTION:
The Metric System is known as the most common measurement system used in most
places of the world. There are common prefixes used to represent as multipliers. For example,
in a distance of 2,000 meters can also be expressed as 2 Kilometers.

The English System on the other hand is also known as the British (US) System likewise
commonly used anywhere in the world. This system uses the Inch, Foot and Pound as the basic
units of measurement. Decimal inch based on tenths and hundredths to simplify measurements.
It is commonly used by Engineers, Architects, Surveyors, Draftsmen etc. For better
understanding of the systems one must be familiar with the conversion of the English units of
measurement to the metric system and vice versa by applying the appropriate conversion
factors and procedures

Measurement Systems

The basic measurement in the English system is the Yard divided into Feet and
Inches abbreviated as follows: Yard Yd. , Feet Ft. , and Inches as In. The Metric System
or the Systems International (SI) use Meter as the basic unit of measure divided into
Decimeters, Centimeters, and Millimeters with the following abbreviations when used.

Meter - m
Decimeter dm
Centimeter - cm
Millimeter - mm

Measuring accurately is skill that should be developed. Inaccurate measurements

would mean waste of time, effort, materials and the quality of the finish product. The skill in
measuring starts with the ability to read and interpret the systems of measurement.

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 The measuring tool available in the workshop contains English System in one side and Metric
System on the other. In the English System, the inch is divided into 16 graduations. The first
graduation reads 1/16, the second 2/16 or 1/8, the third as 3/16 and so on

A- English System
1/16 5/16 9/16 13/16

I | I | I | I | I | I | I | I |
| | | | | | | |
1/8 1/4 3/8 1/2 5/8 3/4 7/8 1 Inch
or or or or
2/16 6/16 10/16 14/16

B- Metric System
The Metric System (Systems International-SI) Centimeters is divided into ten (10)
Graduations where the first graduation reads 1 millimeter, the second 2 millimeters, the
fifth 5 millimeters or .5 centimeter and so on.

1 2 3 4 5 6 7 8 910 millimeters
I I I I | I I I I | I I I I | I I I I | I I I I | I I I I | I I I I |
| | | | | | |
1 Cm 1.5 Cm 2 Cm 2.5 Cm 3 Cm 3.5 Cm

BASE UNITS OF MEASURE

Unit Metric Symbol Quantity
Meter m Length
Gram g Mass
Second s Time
Ampere A Current
COMMON UNIT PREFIXES

Prefix Unit Number

Micro Millionth .000001
Milli Thousandth .001
Centi Hundredth .01
Deci Tenth .1
Deka Ten 10
Hecto Hundred 100
Kilo Thousand 1,000

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 Self-Check 2.1

Directions: Write the correct measurements from the bench rule indicated by numbers below.
Use a separate sheet of paper as your answer sheet

__(1)__ ______(2)_______ __________(3)____________

I I I I I I
II II |I II I | II II | III I |II II |I II I | II II |I I I I|
| | | | | | | |
1 cm 2 cm 3 cm 4 cm

____(4)______ __(5)____ _______(6)_______

I I I I I I
III|III|III|III|III|III|III|III|III|III|III|III|
| | | | | | | | | | | |
I | |
1 in. 2 in 3 in

(9)
__(7)___ _(8)__ ___ _______(10)__________
I I I | I I I I
IIII|IIII|IIII|IIII|IIII|IIII|IIII|IIII|IIII|IIII|
| | | | | | | | | |
1 cm 2 cm 3 cm 4 cm 5 cm

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 Information Sheet 2.2

A- Metric to English Equivalents

Metric System or Systems International (SI) _ English System or British (US) System
1 Meter = 39.37 Inches
3.28 Feet
0.30 Meter/ 30 Centimeters = 1 Foot
1 Centimeter = 0 .3937 Inch
2.54 Centimeters = 1 Inch
1 Millimeter = 0.03 Inch
25 Millimeters = 1 Inch
1 Kilometer = 1093.6 Yards

B English to Metric Equivalents

1 Inch = 2.54 Centimeters

.5 Foot = 150 Millimeters
15 Centimeters
1 Foot = 30.5 Centimeters
1 Yard = 91.5 Centimeters
Sample Computations:

Metric to English Conversion

To convert meters to feet, divide the length in meters by .30

40
a- 12 meters to =_______ feet = 12/.30 ____
= 40 .30. 1200
120
_____
0
0
_____
X

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 To convert meter to inches, multiply the length in meters by 39.37

11
b- 2 meters to =______ inches = 2 x 39.37 39.37
= 78.74 x 2
_______
78.74
English to Metric Conversion

To convert feet to meter, divide the length in feet by 3.28

25
c- 82 feet to =_______meters = 82/3.28 ____
= 25 3.25. 8200
656
_____
1640
1640
_____
X

To convert inches to centimeters, multiply the length in inches by

2.54 d- 50 inches to =______centimeters = 2.54 x 50 = 127 cm

2.54
x 50
_______
127.00

e- 15 inches to= _____millimeters = 15 x 25 = 375 mm

,f- 5 yards to =______ centimeters = 5 x 91.5 = 457.5 cm

Self-Check 2.2
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 Directions: Convert the following English measurements to metric (vice-versa). Use a
separate sheet of paper as your answer sheet.

I. English to Metric

1. 5 Inches - ______Centimeters
2. 3 Feet - ______ Millimeters
3. 10 Yards- ______ Centimeters
4. 6 Feet - _______ Meters
5. 8 Inches- _______ Millimeters

II. Metric to English

6. 32 Millimeters - _____Inches
7. 15 Centimeters - ____Foot
8. 4 Meters - _____Feet
9. 7 Centimeters - ____Yards
9 Meters - _______Inches

LEARNING OUTCOME 3
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 Perform basic ratio and proportion, area and volume
calculations

PERFORMANCE STANDARDS

Percentages are computed using appropriate formula.

Precise and accurate formulas for computing area needed in metal trade
are used.

Information Sheet 3.1

Ratio and Proportion
Ratio
The ratio of two numbers is a comparison of two quantities. It is expressed as the
indicated quotient of two numbers called TERMS of the ratio. The ratio of C to D maybe
expressed as C : D, read as C is to D, C/D or C D. The numbers 4/6, 6 : 9, 8 : 12 or 14 : 21
have the same value as the ratio is 2 : 3.

When the ratios are between measurements, the term of the ratio must be expressed in
the same units. The three angles of a triangle are usually expressed as 1 : 2 : 3, read as 1 is to
2 is to 3. If the sum of the angles of a triangle is 180 degrees, the measurement of each angle
can be determined using the following procedure.

Examples:

I. Find the measurement of each angle of a triangle, if the ratio of the angles of a triangle is
1 : 2 : 3 and the sum of the is 180 degrees.

Solution:
Let X = measurement of the first angle
2X = measurement of the second angle
3X = measurement of the third angle

X + 2X + 3X= 180 degrees sum of the 3 angles of a triangle

6X= 180 degrees- sum of Xs
X= 30 degrees - measurement of the first angle
2X= 2 (30) = 60 degrees measurement of the second angle
3X= 3 (30) = 90 degrees measurement of the third angle
II. Find the ratio of 4 hours to 2 days.
= 4 hours to 2 days
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 = 4 hours to 48 hours
= 1:12 (dividing 4 and 48 by 4)

III.Find the ratio of 15 centimeters to 2.5 meters.

= 15 centimeters to 250 centimeters
= 3:50 (dividing 15 and 250 by 5) 15 5 = 3 and 250 5 = 50

IV. Pedro has a box containing 5 ballpens,3 erasers, 2 pencils and 1 stapler. What is the
ratio of pencils to erasers?

The answer can be expressed as fraction, with the numerator equal to the first quantity
and the denominator equal to the second, the answer could be 2/3 or writing it 2 is to 3
or 2 : 3.
What about the ratio of ballpens to all the contents of Pedros box?

There were 5 + 3 + 2 + 1 = 11 total contents of box, so the answer could be

expressed as 5/11, 5 is to 11 or 5 : 11.

Proportion Is the equality of two (2) ratios.

The Principle of Proportion:

The product of the Means is equal to the product of the Extremes.

Illustrative Example:

1 and 12 are the Extremes

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The second and third terms are the means, while the first and the fourth terms are the extremes of
the Proportion. The product of 2 nd and 3rd terms = 12 (3 x 4 = 12) The product of the 1 st and 4th
terms = 12 (1 x 12 = 12) Thus, the product of the means is equal to the product of the extremes.

Proportion is an equation with a ratio on each side. It is a statement that two ratios are equal .

Example: 3/8 = 6/16

When one of the four numbers in a proportion is unknown, cross product maybe used
to find the unknown number. Question marks or letter x and n are frequently used in place of
the un-known number.

Example:

Solve for n: = n/4 Using cross product, we multiply 2 x n

= 4, so 2 x n = 4
= 2n =4 (4 2 = 2)
n=2

Self-Check 3.1
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I. Find the ratio of the following measurements given below. Use a separate sheet of paper
for your answer.

1. 6 inches to 3 feet
2. 15 centimeters to 1 meter
3. 3 feet to 5 yards
4. 150 millimeters to 50 centimeters
5. 30 centimeters to 2 meters

II. Find the unknown term of proportions given below.

6. 5 : 10 = 6 : x
7. 4 : x = 2/8
8. 6 : 3 = 12 : x
9. 2/3: = x : 6
10. 3:9=4:x

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Information Sheet 3.2

COMPUTING FOR AREA AND VOLUME

In the metal trades, common formulas related to plane and solid figures are used for
laying-out jobs. For example, a welder maybe required to lay-out and build a cylindrical tank to
hold specified number of gallons of liquid. By applying the volume formula for cylinders, the
welder can determine the size of cylindrical tank.

AREA
Area is the number of unit squares equal to the surface of an object. For example, a
standard size of a piece of plywood contains 32 square foot (sq. ft.). Because it measures 4
feet by 8 feet so, 4 x 8 = 32 square feet.

Area is expressed in square inches, square feet and other units of measure. A square
inch measure 1 x 1 or each equivalent. A square foot contains 144 square inches by
multiplying 12 x 12 = 144 sq. inches. The area of any plane figure can be determine by
applying the proper formula.

CIRCLE

When the diameter of a circle is known, the circumference is found by using the
following formula.
C= D Where: C= Circumference
= 3.1416
D = Diameter

Example:

1. What is the circumference of a 20 diameter circle?

Solution: C = D

C = 3.1415 x 20

C = 62.832 inches
Finding the circumference of circle (Diameter)

When the diameter is known, the circumference of a circle is found by applying the
following formula.

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 When the diameter of a circle is known, area of a circle is found by applying the
following formula.
or

A = 0.7854 x D Where A = Area

0.7854 = Constant

D = Diameter Squared

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 Document No.
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Finding the volume of a cylinder

When the diameter of a cylinder is known, the volume can be found by applying the
following formula.

V = 0.7854 x D x h Where V = Volume

0.7854 = Constant

D = Diameter squared
h = Height
Example:

What is the volume of a tank that is 4ft. in diameter and 12 feet in length?

Solution: V = .7854 x D x h

V = .7854 x (4 x 4) x 12

V = .7854 x 16 x 12

V = 150.79 cubic feet (cu.ft.)

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 Formulas for Computing Area and Volume of Plane and Geometric Figures
Square 4 x side
Rectangle 2 x (length + width)
Parallelogram 2 x (side1 + side2)
Triangle side1 + side2 + side3
Regular n-polygon n x side
Trapezoid height x (base1 + base2) / 2
Trapezoid base1 + base2 + height
x [csc(theta1) + csc(theta2)]
Circle 2 x pi x radius
Ellipse 4 x radius1 x E(k,pi/2)
E(k,pi/2) is the Complete
Elliptic Integral of the Second Kind
k = (1/radius1)
x sqrt(radius12 - radius22)
Area formula
Square side2 or S2
Rectangle length x width or LW
Parallelogram base x height or bh
Triangle base x height / 2 or bh/2 or 1/2bh

Regular n-polygon (1/4) x n x side2 x cot(pi/n)

Trapezoid height x (base1 + base2) / 2

Circle pi x radius2 or 6S
2

Ellipse pi x radius1 x radius2

Cube (surface) 6 x side2

Sphere (surface) 4 x pi x radius2 or 4r

2

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Cylinder (surface of perimeter of circle x height
side)

2 x pi x radius x height

Cylinder (whole Areas of top and bottom circles

surface) + Area of the side

2(pi x radius2) + 2 x pi x radius x height

Cone (surface) pi x radius x side

Torus (surface) pi2 x (radius22 - radius12)

Volume formula

Cube side3 or S3

Rectangular Prism side1 x side2 x side3

Sphere (4/3) x pi x radius3 or 4/3r2

Ellipsoid (4/3) x pi x radius1 x radius2 x radius3

Cylinder pi x radius2 * height or r2h

Cone (1/3) x pi x radius2 x height or 1/3 r2h

Pyramid (1/3) x (base area) x height

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 Torus (1/4) x pi2 x (r1 + r2) x (r1 - r2)2

Self-Check 3.2

I. Directions: Find the Area of the following geometrical figures. Use a separate sheet
of paper for your answers.

1. What is the area of a 25 diameter circle?

2. What is the area of a 20 x 15 feet tool room?

3. What is the area of a triangle with a 12 base and a 15 height?

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II. Directions: Find the volume of the following.

4. What is the volume of a water tank that is 6 in diameter and 14 long?

5. What is the volume of a 22 x 10 x 8 rectangular solid?

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