Republic of the Philippines

Department of Education
PUBLIC TECHNICAL-VOCATIONAL
HIGH SCHOOLS

SECOND
YEAR

Unit of Competency: PERFORM SHOP COMPUTATION (BASIC)Module No.:

4Module Title: PERFORMANCE OF SHOP
COMPUTATION (BASIC
 ACKNOWLEDGMENT

Copyright Department of Education 2008

First Published JUNE 2008

This draft was prepared at the Competency-Based Learning Materials

Development Workshop conducted at the Marikina Hotel, Marikina City on
February 18-22, 2008, was refined at Development Academy of the
Philippines, Tagaytay City on May 4 -7 , 2008 and finally completed on May 23
- 24, 2008 at DAP Tagaytay City.

This learning instrument was developed by the following personnel:

Technology Teachers:

 DANIEL ABARCA. MORALES ;Team leader

Baguio National School of Arts and Trade – Davao City
 WALTER LANDICHO MARTIN
Assembly Woman Felicita G. Bernardo Memorial Trade School – Lias, Marilao Bulacan
 ARNULFO DEVERA SAJONAS
Pangasinan School of Arts & Trade – Lingayen, Pangasinan
 DANTE MANALO MEDINA
Don Alejandro Roces Science & Technology High School – Quezon City

Contextual Teachers:

 RENE GAOR DELFINO

Muntinlupa Business High School – Muntinlupa City
 MARVIN RAMBAC VIERNES
Muntinlupa Business High School – Muntinlupa City

Facilitator:

 CLODUALDO PAITON – TESDA Specialist

 EDWARD DELA ROSA - TESDA Specialist
 RODRIGO DELA CRUZ - TESDA Specialist
 ORLANDO E MANUEL PhD – DepEd CNSAT Principal

Encoder: PIO DUEÑAS ALCANTARA

This work was produced with funding provided by the Department of

Education.

REFERENCES AND FURTHER READING:

 C.M. De Leon, J.G. Bernabe, Elementary Algebra, 1 Copyright 2002

ISBN 971-07-2168, Published and Printed by JTW Corporation

 C.M. De Leon, J.G. Bernabe, Integrated Mathematics 1 Copyright

2002, ISBN 971-07-1389-2, published by JTW Corporation

 P.C. De Sagun, J.M. Naz-Ulpina, Dynamic Math 1 1997, Diwa

Scholastic Press Inc.
 TABLE OF CONTENTS

Page

How to Use this Module - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -1

Introduction - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2
Technical Terms - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3
Learning Outcome #1 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4
 Learning Experiences/Activities - - - - - - - - - - - - - - - - - - - - 5
 Information Sheet 401A - - - - - - - - - - - - - - - - - - - - - - - - - 6
 Self-Check 401A- - - - - - - - - - - - - -- - - - - - - - - - - - - - - - --8
Learning Outcome # 2 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 9
 Learning Experiences/Activities - - - - - - - - - - - - - - - - - - - -10
 Information Sheet 402A - - - - - - - - - - - - - - - - - - - - - - - - - 11
 Self=Check 402A - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 13
 Information Sheet 402B - - - - - - - - - - - - - -- - - - - - - - - - -14
 Self=Check 402B - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 16
 Information Sheet 402A - - - - - - - - - - - - - - - - - - - - - - - - - 17
 Self=Check 402C - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 19
Learning Outcome # 3 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 20
 Learning Experiences/Activities - - - - - - - - - - - - - - - - - - - 21
 Information Sheet 403A - - - - - - - - - - - - - - - - - - - - - - - - - 22
 Information Sheet 403B - - - - - - - - - - - - - - - - - - - - - - - - 23
 Self –Check 403AB - - - - - - - - - - - - - - - - - - - - - - - - - - - - 25
Learning Outcome # 4 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 26
 Learning Experiences/Activities - - - - - - - - - - - - - - - - - - - - 27
 Information Sheet 404A - - - - - - - - - - - - - - - - - - - - - - - - - 28
 Self –Check 404A - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 33
Learning Outcome # 5 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 34
 Learning Experiences/Activities - - - - - - - - - - - - - - - - - - - - 35
 Information Sheet 405A - - - - - - - - - - - - - - - - - - - - - - - - - 36
 Self –Check 405A - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 41
 Final Test - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 42
 Assessment Plan - - - - - - - - -- - - - - - - - - - - -- - - -- - - - - - 47
 Answer Keys - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 49
 HOW TO USE THIS MODULE

Welcome to the Module on the Performance of Shop Computation

(Basic). This module contains training materials and activities for you to
complete.

The unit of competency “Perform Shop Computation (Basic)”

contains the best practices of knowledge, skills and attitudes required for a
machinist to be numerically abreast. Upon completion of this module you
can move on to the next unit of competency and eventually complete the
competency requirements needed for NC I level on Machine Shop.
You are required to go through a series of learning activities in order
to complete each of the learning outcomes of the module. In each learning
outcome there are Information Sheets.

Follow these activities on your own and answer the Self-Check at

the end of each learning activity.

If you have questions, do not hesitate to ask your machine shop

teacher for assistance.

Recognition of Prior Learning (RPL)

You may already have some or most of the knowledge and skills
covered in this module because you have:
 been working for some time in numerically based tasked.
 acquired recollection of integrated math subject.
 already completed training in this area.

If you can demonstrate to your teacher that you are competent in a

particular skill or skills, talk to him/her about having them formally
recognized so you don’t have to do the same training again. If you have a
qualification or Certificate of Competency from previous trainings show it
to your teacher. If the skills you acquired are still current and relevant to
this module, 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 teacher.

After completing this module ask your teacher to assess your

competency. Result of your assessment will be recorded in your
competency profile. All the learning activities are designed for you to
complete at your own pace.

Inside this module you will find the activities for you to complete
followed by relevant information sheets for each learning outcome. Each
learning outcome may have more than one learning activity.

Date: Page #
PERFORMANCE OF SHOP COMPUTATION (BASIC)
Version No. 1
 This module is prepared to help you achieve the required
competency, at your own pace or with minimum supervision or help from
your teacher.

Date: Page #
PERFORMANCE OF SHOP COMPUTATION (BASIC)
Version No. 2
 Course Title MACHINING NC 1

Unit of Competency Perform Shop Computation (Basic)

Module Performance of Shop Computation (Basic)

INTRODUCTION:

This module contains information and suggested learning activities

on Performance of Shop Computation (Basic), It includes instructions and
procedure on how to perform basic calculation of four fundamentals of
arithmetic, fraction and decimal, ratio and proportion, and solving the
unknown by using algebraic expression.
Completion of this module will help you enhance your computational
technique and help boost your computational skills.
This is an advantage especially in mastering precision measurement,
material estimation, from simple formula derivation making complicated
engineering approach easier because of a clearer onset of mathematical skill
foundation.
It enhances machine precision layout planning lighter in the student
mind and necessary for easy understanding of module on the Performance of
Benchwork (Basic).
This module consists of five (5) 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 teacher for assessment to
check your achievement of knowledge and skills required.
If you pass the assessment, you will be given a certificate of
competency of completion.

SUMMARY OF LEARNING OUTCOMES:

Upon completion of the module the students should be able to:
1. Perform four (4) fundamental operation
2. Perform basic calculations involving fraction and decimals.
3. Perform basic calculations involving percentage.
4. Perform basic calculations involving ratio and proportion.
5. Perform calculations on algebraic expression.

ASSESSMENT CRITERIA:

Refer to assessment criteria of learning outcomes # 1-5 of this module.

PREREQUISITES: none

Date: Page #
PERFORMANCE OF SHOP COMPUTATION (BASIC)
Version No. 3
 TECHNICAL TERMS

1. Algebraic Expression or Algebraic Phrase - may be a numerical

expression as described above or an expression
containing one or more variables joined by operational
symbols like b; a – 5 x; 3y3 – 7x + 9; etc

2. Denominator – the number below the fraction bar

3. Equation - is an open sentence that has the equality sign “ = ” as

its verbs

4. Fraction – The number expressing relation of one of the equal parts, to

the total number of equal parts.

5. Formula - is a special kind of equation. It is a mathematical rule

expressing the relationship of two or more quantities by
means of numerals, variables and operating symbols

6. Improper fraction- is a fraction whose numerator is smaller than its

denominator as the fraction

7. Least Common Denominator (LCD) – the smallest possible number

that
can be divided exactly by the denominator of all the
given fractions.

8. Mixed number – is a number containing a whole number and a fraction

as 2⅜.

9. Numerator – the number above the fraction bar

10. Open sentence - is a mathematical sentence that contains a variable.

11. Proper fraction – is a fraction whose numerator is smaller than its

denominator as the fraction
12. Proportion - is a statement that one ratio is equal to another.

13. Ratio - is the answer we obtain when we compare two quantities of the
same kind and of the same unit by division

14. Percentage - is the number representing a fractional part of the whole.

15. Variable – is a letter (small letter, capital letter, letter with a subscript
such as “b1” read as “b sub one” or a letter with prime marks
such as S’ read (“S prime”) or a frame (such as ) or a
blank which holds a place open for a number

Date: Page #
PERFORMANCE OF SHOP COMPUTATION (BASIC)
Version No. 4
Program/Course MACHINING NC 1
Unit of Competency Perform Shop Computation (Basic)
Module Performance of Shop Computation (Basic)

Learning Outcome #1 PERFORM FOUR FUNDAMENTAL OPERATIONS

Assessment Criteria:

1. Simple calculation involved in shop operation is

performed using basic mathematical rules.
2. Simple calculation involving fraction and mixed numbers
are performed according the basic mathematical rules.

References:
1. C.M. De Leon, J.G. Bernabe, Elementary Algebra,
Copyright 2002 ISBN 971-07-2168, Published and Printed
by JTW Corporation

2. C.M. De Leon, J.G. Bernabe, Integrated Mathematics,

Copyright 2002, ISBN 971-07-1389-2, published by JTW
Corporation

3. P.C. De Sagun, J.M. Naz-Ulpina, Dynamic Math 1997,

Diwa Scholastic Press Inc.

Date: LO1 1. PERFORM FOUR FUNDAMENTAL OPERATIONS Page #

Version No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 5
 LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome #1: Perform Four Fundamental Operations

Learning Activities Special Instructions

1. Read the Information Sheet

No. 401A on Operation on 1. Note: In case of doubt always
Whole Number (A Recall). ask questions to your
immediate shop teacher
2. Answer Self-Check No. 401A
without using a calculator.
1. Try to answer the self-
3. Compare your answer to the check without looking at
Answer key No. 401A the information sheet

4. If you cannot meet the 75%

equivalent passing standard
then go over again Self Check
No. 401A.

5. REDO Self Check No. 401A

using a calculator within the
least possible time of 7
minutes. 2. Try to answer the self
check within the least
6. If you cannot meet the 100% possible time allotment.
correct response and passed
the least possible time of 7
minutes then go back to step
5.

7. If you meet the required 100%

correct response but failed to 3. An assignment sheet will
pass the least possible time of be given as an advance
2 minute then go back to step requirement prior to
5 learning the next L.O. 2

8. Proceed to L.O. 2 if the passing

condition of step 6 and step 7
are met.

Date: LO1 1. PERFORM FOUR FUNDAMENTAL OPERATIONS Page #

Version No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 6
 INFORMATION SHEET 401A

L.O.1. Perform Four Fundamental Operations

Title: Basic Computational Skill Strategy

The four basic operation of arithmetic are addition, subtraction,

multiplication, and division. The main operations are addition and
multiplication. Subtraction and division are the inverse operations.

The aim of this information sheet is to refresh your mind in case there is a
problem with your calculator.

It furthermore, speed up your computational skills and help you use

computational technique appropriate for any shop math encountered.

Mental Computation is solving mathematical problem and obtaining exact

answer simply in your mind.

1. Left to Right computation:To add 58 and 35 mentally

THINK**** 50 +30 = 80 8 +5 = 13 80 +30 = 93

2. Another way of adding two-digit number is by making the first addend a

multiple of 10 and subtracting the number (that was added) from the
second addend before adding the results. Thus, to add 58 and 35
mentally;

THINK ***** 58 + 2 = 60 35 – 2 = 33 60 + 33 = 93

3. To add two 3-digit numbers, first add the hundreds, and to the results
add the sum of the numbers formed by the tens and ones. To add 327
and 263 mentally:

THINK ***** 300 + 200 = 500 27+ 63 = (60 + 20) + (3 + 7) = 90

500+ 90 = 590 58 + 2 = 60

4. To subtract one 2-digit number from another, first subtract the tens of
the subtrahend from the minuend. Then, subtract the one of the
subtrahend from the result.
Thus, to subtract 62 - 35 mentally.

THINK ***** 62 – 30 = 32
32 – 5 = 27 62 – 35 = 27

Date: LO1 1. PERFORM FOUR FUNDAMENTAL OPERATIONS Page #

Version No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 7
 5. The distributive property of multiplication over addition (DPMA) is used
for mental multiplication. To find 5 x 38 mentally,

THINK **

of 38 as 30 + 8 5(30 + 8) = (5 x 30) + (5 x 8) = 150 +

40 =190

5 x 38 = 190

6. We may use another method when one number is close to a multiple of

10 as in 6 x 77

77 = 80 – 3 6 x 77 = 6(80 – 3) = 480 – 18
THINK **

7. To multiply a number by:

a. 5, divide the number by 2, then multiply by 10.
b. 50, divide the number by 2 then multiply by 100.
c. 25, divide the number by 4 then multiply by 100
d. 20, divide the number by 5, then multiply by 100
e. 33 1/3 divide the number by 3, then multiply by 100
Examples:
 5 x 36 = (30/2) x 10 = 18 x 10 = 180
 50 x 61 = (61/2) x 100 = 30.5 x 100 = 3050
 25 x 64 = (64/4) x 100 = 16 x 100 = 1600
 20 x 45 = (45/5) x 100 = 9 x 100 = 900
 33 1/3 x 18 = (18/3) x 100 = 6 x 100 = 600

8. To divide mentally, make the dividend a sum of addend which are

evenly divided by the divisor as in the following examples.
a. 108/4 = (100 + 8) /4 = (100/4) + (8/4) = 25 + 2 = 27
b. 322/7 = (280 + 42)/7 = (280/7) + (42/7) = 40 + 6 = 46
c. 448/8 = (400 + 48)/8 = (400/8) + (48/8) = 50 + 6 = 56
9. To divide a number by:
a. 5, multiply the number by 2, then divide by 10
b. 50, multiply the number by 2 then divide by 100
c. 25, multiply the number by 2, then divide by 100
d. 20, multiply the number by 5, then divide by 100
e. 33 1/3, multiply the number by 3, then divide by 100.
Examples:
 875/5 = (875 x 2)/10 =1750/10 = 175
 490/50 = ( 490 x 2)/100 = 980/100 = 9.8
 650/25 = (650 x 4)/100 = 2600/100 = 26
 424/20 = (424 x 5)/100 = 2120/100 = 21.20
 350/33 = (350 x 3)/100 = 1050/100 = 10.50

Date: LO1 1. PERFORM FOUR FUNDAMENTAL OPERATIONS Page #

Version No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 8
 SELF-CHECK # 401A
Basic Computational Skill Strategy

Directions:
 Compute the following items as fast as you can.
 Use separate answer sheet, pencil.
 Pass the test with at least 75% correct answer on the
first attempt
 REDO using a calculator and pass the test with 100%
correct response within 7 minute time limit.

Add.

1) 453 703 2) 292 845 3) 219 184 4) 417 816

254 182 129 451 743 210 453 701
102 115 216 173 132 502 248 542
311 253 242 341 201 435 389 725
+ 432 514 + 123 142 + 144 256 +143 264

Subtract.

5) 46 368 6) 68 796 7) 75 906 8) 59 870

- 35 143 - 57 394 - 64 985 - 47 659

9) 600 000 10) 500 000 11) 708 000 12) 905 000
- 546 855 - 278 145 - 409568 - 674 509

Multiply.

13) 21 845 14) 24 312 15) 36 512 16) 42 375

x 56 x 84 x 73 x 68

17) 30 845 18) 40 205 19) 50 709 20) 80 401

x 207 x 309 x 408 x 507

Divide.

21) 34998 22) 78735 23) 19116 24) 13005

57 87 36 85

25) 20148
73

Date: LO1 1. PERFORM FOUR FUNDAMENTAL OPERATIONS Page #

Version No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 9
Program/Course MACHINING NC 1
Unit of Competency Perform Shop Computation (Basic)
Module Performance of Shop Computation (Basic)

Learning Outcome # 2: PERFORM BASIC CALCULATION

INVOLVING
FRACTIONS AND DECIMALS

Assessment Criteria :

1. Simple calculations involving fractions and decimal

numbers are performed.
2. Decimal numbers are converted into fraction (vise versa)
using specified mathematical rules.

References :

1. C.M. De Leon, J.G. Bernabe, Elementary Algebra, Copyright

2002 ISBN 971-07-2168, Published and Printed by JTW
Corporation
2. C.M. De Leon, J.G. Bernabe, Integrated Mathematics, Copyright
2002, ISBN 971-07-1389-2, published by JTW Corporation
3. P.C. De Sagun, J.M. Naz-Ulpina, Dynamic Math 1997, Diwa
Scholastic Press Inc.

Date: Lo 2. PERFORM BASIC CALCULATION INVOLVING FRACTIONS AND DECIMALS Page #

Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 10
 LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome #2: Perform Basic Calculation Involving Fractions and

Decimals
Learning Activities Special Instructions

1, Read the Information Sheet No. 2. Note: In case of doubt always

402A on Changing Fractions to ask question to your
Decimals immediate shop teacher

2. Answer Self-Check No. 402A.

3. Compare your answer to the

Answer key No. 402A .

4. Go back to step 1 and step 2. If 4. Try to answer the self-

you fail to meet the passing check without looking at
standard. the information sheet

5. If you meet the 75% equivalent

passing standard, proceed and read
Information sheet No. 402B

6. Answer Self Check No. 402B

7. Compare your answer to the

answer key 402B. 5. Try to answer the self
check within the least
6. Go back to step 4 if you fail to possible time allotment.
meet the passing standard.

7. Read Operation sheet 402A and

answer Self Check No 402C

8. Once you meet the required Self-

Check standard, you can proceed to
the next Learning Outcome 3 of this
module.

Date: Lo 2. PERFORM BASIC CALCULATION INVOLVING FRACTIONS AND DECIMALS Page #

Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 11
 INFORMATION SHEET 402A

L.O.2: Perform Basic Calculation Involving Fractions and Decimals

Title: Changing Fractions to Decimals

Any rational number can be changed from fractional form to decimal

form. This is done by simply dividing the numerator by the denominator.

Illustrative Examples

A. 4 0.8 B. 3 0.75
5 5)4.0 4 4)3.00
= 40 = 28
0 20
20
4 0
Therefore, 8 equal 0.8
Therefore 3
4 equal 0.75
C. 1 0.125
8 8 ) 1.000
= 8
20
16
40
40
0 Therefore,
1
8 equal 0.125
The fractions above when changed to decimal numbers give exact
values. These are referred to as terminating decimals . Other fractions of
these type are 1, 1, 1, 1 , and so on.

There are some fractions, like1 and 5 , which changed to decimal

form
3 6
consists of digits which repeat indefinitely. These are referred to as repeating
and non-terminating decimals.

Illustrative Examples
Change the fractions to decimals.

A. 1 0.333 . . .
3 3)1.000
9
10
9 1
10 3 equal 0.333. . . or 0.3
9
1
The digit 3 is the repeating digit
Date: Lo 2. PERFORM BASIC CALCULATION INVOLVING FRACTIONS AND DECIMALS Page #
Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 12
B. 5 0.8333 . . .
6 6) 5.000
48
20
18 5
20 6 equal 0.8333. . . or 0.83
18
2

The digit 3 is the repeating digit.

Sometimes, the repeating digit/digits in the quotients does not

appear at once.

C. 3 0.428571 . . .
7 7)3.000000
28
20
14
60 Notice that the remainder 3 is the
56 same as the original dividend, so the
40 decimal will repeat at that point. Thus,
the
35 repeating digits are 428571.
50
49
10 3 _______
7 7 equal 0.428571
3

In the examples above, the digit that repeats itself is called the
repetend. it indicated oftentimes with three dots called ellipsis, or simply a
bar (vinculum) over the repetend

Date: Lo 2. PERFORM BASIC CALCULATION INVOLVING FRACTIONS AND DECIMALS Page #

Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 13
 SELF-CHECK # 402A
Changing Fractions to Decimals
Direction:
 Compute the following items as fast as you can.
 Use separate answer sheet, pencil.
 Pass the test with at least 75% correct answer

A. Change the given fraction to decimals

1) 1 2) 2 3) 8 4) 4 5) 10
4 5 10 9 50

6) 15 7) 1 8) 8 9) 12 10) 5
60 6 40 16 8

B. Indicate whether the above given fraction are repeating

decimals, terminating decimals, or repetend.

1. _________

2. _________

3. _________

4. _________

5. _________

6. _________

7. _________

8. _________

9. _________

10. _________

Date: Lo 2. PERFORM BASIC CALCULATION INVOLVING FRACTIONS AND DECIMALS Page #

Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 14
 INFORMATION SHEET 402B

L.O.2: Perform Basic Calculation Involving Fractions and Decimals

Title: Changing Decimals into Fractions

A decimal is changed to a fraction by using 10 or any power of 10 as

denominator of the given decimal. Then, change to lowest terms when
possible.

Illustrative Examples

A. 0.4 = 4 or 2
10 5

B. 0.25 = 25 or 1
100 4

C. 0.328 = 328 or 82 or 41
1000 250 125

It was quite easy to change any terminating decimals to a fraction, but

can a repeating, non terminating decimal be represented as a fraction.

Illustrative Examples

A. 0.55 . . .

Let n = 0.55 . . .

10n = 5.55 . . . Multiply by 10

- n = 0.55 . . . Subtract the first expression

9n = 5

n = 5 Divide by 9
9
B. 0.32 . . .

Let n = 0.32 . . .

100n = 32.32 . . . Multiply by 100

- n = 0. 32 . . . Subtract the first

expression

99n = 32

n = 32 Divide by 99
99
Date: Lo 2. PERFORM BASIC CALCULATION INVOLVING FRACTIONS AND DECIMALS Page #
Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 15
 C. 0.123 . . .

Let n = 0.123 . . .

1000n = 123.123 . . . Multiply by 1000

- n = 0.123 . . . Subtract the first

expression

999n = 123.0

n = 123 or 41 Divide by 999 and reduce

to
999 33 lowest terms

To sum up the procedure:

1. If the repetend consists of 1 digit, multiply both sides of the

equation by 10 and subtract n from 10n;
2. If the repetend consists of 2 digits, multiply both sides of the
equation by 100 and subtract n from 100n.
3. If the repetend consists of 3 digits, multiply both sides of the
equation by 1000 and subtract n from 1000n

In diagram form:

Fractions Repeating Decimals

a
b Terminating Non-terminating
(Decimals whose (decimals whose
repetend is zero repetend is not
zero)

Date: Lo 2. PERFORM BASIC CALCULATION INVOLVING FRACTIONS AND DECIMALS Page #

Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 16
 SELF-CHECK # 402B
Changing Decimals into Fractions
Direction:
 Compute the following items as fast as you can.
 Use separate answer sheet, pencil.
 Passed the test with at least 75% correct answer

A. Change the given decimals to fractions.

1) 0.2 6) 0.65

2) 0.8 7) 0.625

3) 0.84 8) 0.142

4) 0.35 9) 0.136

5) 0.24 10) 0.565

B. Change the repeating, nonrepeating decimals to fractions.

11) 0.22 16) 0.1515

12) 0,77 17) 0.2323

13) 0.88 18) 0.33

14) 0.78 19) 0.07

15) 0.93 20) 0.56

Date: Lo 2. PERFORM BASIC CALCULATION INVOLVING FRACTIONS AND DECIMALS Page #

Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 17
 OPERATION SHEET 402C

L.O.2: Perform Basic Calculation Involving Fractions and Decimals

Title: Addition of Fraction and Mixed Numbers

Operating Steps:

1. If the fraction have like denominators, add the numerators and write
the sum over the common denominator. Change the answer to simplest
form. (See sample solutions 1, 2, and 3)
2. If the fractions have unlike denominators, find their lowest fractions
having a common denominator. Then add as explained in step 1. (See
sample solution 4 and Recall the Least Common Denominator LCD
procedures)
3. To add mixed numbers, first add the fractions, then add this sum of the
whole numbers (See sample solution 5, [Link] 8)
4. Check by going over the work again.

Concept : Add 3 3
4 inch. and 8 inch.

There are 6 in 3 of an inch. Take 2 from the 5, leaving 3 over.

8 4 8 8 8

Add the 2 to the 6 , making 8 , or 1 whole inch.

8 8 8

3 5
Therefore, 4 inch. + 8 inch = 1 3/8 inch

or 3/4 + 5/8 = 1 3/8

Date: Lo 2. PERFORM BASIC CALCULATION INVOLVING FRACTIONS AND DECIMALS Page #

Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 18
Sample Solution:

Add the following examples:

1) 1 2) 5 3) 11
5 8 16
1 1 8
5 8 16
_____ ______ ______
2 6 19
5 8 16

Answer = 2 Answer = 6 Answer =19

5 8 16
or 1 3
16

4) 4 = 8 5) 21= 2 3 6) 4
5 10 2 6 65
7 = 7 52= 5 4 8
10 10 3 6
______ _____ _______ ______ __________
15 = 1 5 = 11 77 = 8 1 10 5
10 10 2 6 6 8

Answer = 11 Answer = 8 1 Answer =

10 5
2 6 8

7) 9 7/8 + 13/16 8) 13 1/6 = 13 1/6

Solution; 5 1/3 = 5 2/6

9 7/8 = 9 14/16 9 1/2 = 9 3/6
13/16 = 13/16 27 6/6 = 28
9 27/16 = 10 11/16

Answer = 10 11 Answer = 27 6 = 28
16 6

Date: Lo 2. PERFORM BASIC CALCULATION INVOLVING FRACTIONS AND DECIMALS Page #

Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 19
 SELF-CHECK # 402C
Addition of Fraction and Mixed Numbers

Direction:
 Compute the following items as fast as you can.
 Use separate answer sheet, pencil.
 Pass the test with at least 75% correct answer

Add:

1) 5 2) 1 3) 3 1
16 2 4
7 3 5
16 8 _______
_______ __________

4) 3 5) 16 5 6) 3
10 8 4
1 23 3 3
2 8 4
4 __________ ____________
5
____________

7) 1 8) 5 7 9) 15 3
2 12 4
3 3 6 11 9 5
4 12 8
7 ____________ ____________
8
___________

10) 25+31+41 =
16 32 8 _____________

Date: Lo 2. PERFORM BASIC CALCULATION INVOLVING FRACTIONS AND DECIMALS Page #

Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 20
Date: Lo 2. PERFORM BASIC CALCULATION INVOLVING FRACTIONS AND DECIMALS Page #
Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 21
Program/Course MACHINING NC 1
Unit of Competency Perform Shop Computation (Basic)
Module Performance of Shop Computation (Basic)

Learning Outcome # 3: PERFORM BASIC CALCULATION

INVOLVING
PERCENTAGE

Assessment Criteria:

1. Simple calculations to obtain percentage is performed

2. Conversion of decimals to percentages (and vice-versa)
are performed

References :

1. C.M. De Leon, J.G. Bernabe, Elementary Algebra, Copyright

2002 ISBN 971-07-2168, Published and Printed by JTW
Corporation
2. C.M. De Leon, J.G. Bernabe, Integrated Mathematics, Copyright
2002, ISBN 971-07-1389-2, published by JTW Corporation
3. P.C. De Sagun, J.M. Naz-Ulpina, Dynamic Math 1997, Diwa
Scholastic Press Inc.

Date: Lo. 3. PERFORM BASIC CALCULATION INVOLVING PERCENTAGE Page #

Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 22
 LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome #3: Perform basic calculation involving percentage

Learning Activities Special Instructions

1, Read the Information Sheet No. 1. Note: In case of doubt always

403A on the meaning of percent ask question to your
and Information sheet No. 403B immediate shop teacher
Finding a Percent of a Number.

2. Answer Self-Check No. 403A.

3. Compare your answer to the

Answer key No. 403A
2. Try to answer the self-check
4. Go back to step 1 and step 2. If without looking at the
you fail to meet the passing information sheet
standard.

5. Once you meet the required Self-

Check standard, you can proceed to
the next Learning Outcome 4 of this
module. 3. Try to answer the self check
within the least possible time
allotment.

Date: Lo. 3. PERFORM BASIC CALCULATION INVOLVING PERCENTAGE Page #

Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 23
 INFORMATION SHEET 403A

L.O.3: Perform Basic Calculation Involving Percentage

Title: The Meaning of Percent

 In our study of fractions we found that 27/100 is read twenty seven

hundredths meaning 27 parts out of 100 equal parts or 27 out of a
group of 100.

 In the study of decimals we found that the decimal .27 also represents
27 hundredths

 Now we study a third way of representing hundredths. It is called

percent and it is indicated by the symbol %. 27 % means 27
hundredths

 Hundredths can be expressed as a percent a decimal, or a fraction.

 It should be noted that 100% of anything is 100/100 of it or all of it.

 A percent may also be considered a ratio. 27% which is equivalent to

27/100 of 27 to 100.

 Percent is a ratio or a fractional part of a whole

 The number representing a fractional part of the whole is called the

percentage.

Sample Solution:

1. Express five hundredths as a per cent. Answer: 5%

2. Express 3 1/2 hundredths as per cent Answer: 3 1/2 %

3. Express 19 out 100 as per cent. Answer: 19 %

4. How many hundredths are in 4.9 % Answer: 4.9

hundredths

5. Write thirty-seven hundredths as per cent, decimal and fraction.

Answer: 37%, .37,

37/100

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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 24
 INFORMATION SHEET 403B

L.O.3: Perform Basic Calculation Involving Percentage

Title: Finding a Percent of a Number.

The following formula relates

the rate (R), the percentage (P), and the base (B).

It is associated with a given number which represent the whole. That

given number is called the base.

P=RxB

Sample Solution

1) What is 30% of 240?

The number we seek is the percentage, when the rate is 30 % and the
base is 240.

Using the formula P = R x B

= 30% x 240

= .30 x 240

P = 72

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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 25
2) 60 is what percent of 240?

Given: P = 60, B = 240 R= ?

Procedure 60 = R x 240

60 = R
240

.25 = R

25 % = R

3) 12 is 8% of what number?

Given: P = 12, R=8% B =?

Procedure: P = R x B

12 = 8% x B

12 = .08 x B

12 = B
.08

150 = B

Date: Lo. 3. PERFORM BASIC CALCULATION INVOLVING PERCENTAGE Page #

Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 26
 SELF-CHECK # 403AB
What is a percent and Finding a Percent of a Number?
Direction:
 Compute the following items as fast as you can.
 Use separate answer sheet, pencil.
 Pass the test with at least 75% correct answer

1. What is 24% of 150 ? = ____________

2. 45 is what percent of 120? = __________

3. 83 1/3 % of Php 48,000 is how much? = ___________

4. Pure gold is 24 karats. If a piece of jewelry is marked “18-karat gold”

what percent pure is it.? = ___________

5. What % of 20 is 45? = ___________

6. Change 5% into decimal = ________

7. Change 123% into decimal = ______

8. Change .19 into percent = ________

9. Change .5 into percent = _________

10. Express 9 hundredths as percent = ________

Date: Lo. 3. PERFORM BASIC CALCULATION INVOLVING PERCENTAGE Page #

Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 27
Program/Course MACHINING NC 1
Unit of Competency Perform Shop Computation (Basic)
Module Performance of Shop Computation (Basic)

Learning Outcome # 4: PERFORM BASIC CALCULATION

INVOLVING
RATIO AND PROPORTION

Assessment Criteria:

1. Simple calculation involving ratios and proportions are

performed using mathematical concepts.

References :

1. C.M. De Leon, J.G. Bernabe, Elementary Algebra, Copyright

2002 ISBN 971-07-2168, Published and Printed by JTW
Corporation
2. C.M. De Leon, J.G. Bernabe, Integrated Mathematics, Copyright
2002, ISBN 971-07-1389-2, published by JTW Corporation
3. P.C. De Sagun, J.M. Naz-Ulpina, Dynamic Math 1997, Diwa
Scholastic Press Inc.

Date: Lo. 3. PERFORM BASIC CALCULATION INVOLVING PERCENTAGE Page #

Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 28
 LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome #4: Perform basic calculation involving ratio and

proportion

Learning Activities Special Instructions

1, Read the Information Sheet No. 1. Note: In case of doubt

404A on Ratio and Proportion always ask question
to your immediate
2. Answer Self-Check No. 404A. shop teacher

3. Compare your answer to the

Answer key No. 404A .

4. Go back to step 1 and step 2. if

you fail to meet the passing
standard. 2. Try to answer the
self-check without
looking at the
information sheet

5. Once you meet the required Self-

Check standard, then you can
proceed to the next Learning
Outcome 5 of this module.

3. Try to answer the self

check within the least
possible time
allotment.

Date: Lo. 3. PERFORM BASIC CALCULATION INVOLVING PERCENTAGE Page #

Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 29
 INFORMATION SHEET 404A

L.O.4: Perform Basic Calculation Involving Percentage

Title: Ratio and Proportion

Ratio
Two numbers may be compared by subtraction or by division.

When we compare 12 with 4, we find by subtraction that 12 is eight

more than 4 and by division that 12 is three times as large as 4.

When we compare 4 with 12, we find by subtraction that 4 is less than

12 and by division that 4 is one third as large as 12

The answer we obtain when we compare two quantities by division is

called the ratio of the two quantities.

When 12 is compared to 4, 12 is divided by 4 as 12 which equal 3.

4 1
The ratio is 3 or 3 to 1.
1
When compared to 12, 4 is divided by 12 as 4 which equals 1
12 3

The ratio is 1 or 1 to 3.
3

The ratio of 3 inches to 5 inches is 3. The fraction 3 is an indicated

5 5
division and means 3 divided 5 , (3/5)

The ratio 3 is sometimes written as 3 : 5 The colon may be used

5
instead of a fraction bar. This ratio in either form is read “3 to 5”.

If the quantities compared are denominated numbers, they must first

be expressed in the same units. The ratio is an abstract number; it contains
no unit of measurement.

A ratio has two terms;

1. In the common fraction form the first term is found in the numerator
and is the number that is compared.
2. Is found in the denominator and is the number to which the first
number is compared. The fraction form is usually expressed in lowest
terms.
Date: Lo. 3. PERFORM BASIC CALCULATION INVOLVING PERCENTAGE Page #
Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 30
 Ratio is generally used to make comparisons showing the relationship
between two quantities, it may be used to express a rate

Sample Solution

1. The average rate of speed of a vehicle when it travels 90 miles in 2

hours may be expressed in ratio of 90 which is 45 or 45 miles
/hr.
2 1

2. If oranges sell at the rate of 6 for 10 pesos, the ratio expressing this
rate is 6 and is read “6 for 10”
10

3. If a shirt sell at the rate of 100 pesos for 3 the ratio 100 describes
it
3

REMEMBER:

When a ratio is used to express a rate;

 The two quantities have different names like miles and hours,
oranges and pesos, pesos and shirt, and so forth.
 Ratios like 2/4, 8/16, 10/20, although written with different
number pairs, express the same comparison or rate. These ratios
are equal to each other because they all equal to the ratio 1
2

PROPORTION
A proportion is a statement that one ratio is equal to another.

Using the equal ratios 2 and 6 we may write the proportion 2 = 6

4 12 4 12

This proportion may also be expressed as 2 : 4 = 6 : 12.

The proportion in both forms is read “2 is to 4 as 6 is to 12”

There are four terms in a proportion as shown:

first 2 = 6 third
1st 2nd 3rd 4th

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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 31
 second 4 = 12 fourth

2 : 4 = 6 12

The Proportion 2 : 4 = 6 : 12

1. The first term (2) and fourth term (12) = EXTREME positions
2. The second term (4) and the third term (6) = MEANS positions

Notice:
 Product of the means (4 x 6) is equal to the product of the
extremes (2 x 12)

We can check whether two ratios are equal by either reducing each
ratio in fractional form to lowest terms or by determining the cross products
are equal.

Sample Solution

If any of the four term of the proportion are known quantities, the fourth
may be determined as follows:

a) Clear the equation of all fractions by multiplying both sides of the

equation by the lowest common denominator of the given fractions.
Then solve the resulting equations.

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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 32
 b) Or use the idea of the product of the means being equal to the
product of the extremes to transform the given proportion to a
simpler equation.

 Here find the cross product by multiplying the denominator of

the first fraction by the numerator of the second fraction and
the denominator of the second fraction by the numerator of
the first fraction.

 Write one product equal to the other; then solve the resulting
equation.

Sample Problem:

“Traveling at the rate of 200 km in 5 hours, how far can you go in 8

hrs?”

Solution:

1) n km = 200 km Traveling n km. in 8 hr. in the same rate as

8hr 5 hr traveling 200 km. in 5 hr.
n = 200
8 5

2) 8 hr. = 5 hr. It takes 8 hr. to travel n km. at the rate it

n km. 200 km will take 5 hr. to travel 200 km.

8 = 5
n 200

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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 33
 3) n km = 8 hr. The distance of n km. compared to the
200 km 5 hr. distance of 200 km. is the same as 8 hr.
(time it takes to travel n km.) Compared
n = 8 to 5 hr. (time it takes to travel 200 km)
200 5

4) 200 km. = 5 hr. The distance of 200 km compared to the

n km 8 hr. distance of n km is the same as 5 hr.
(time
it takes to travel 200 km) compared to 8
200 = 5 hr. (time it take to travel n km.)
n 8

NOTE: The cross product in each proportion will be the same (5n =1600);

5n - 1600

n = 1600
5

n = 320 km.

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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 34
 SELF-CHECK # 404A
Ratio and Proportion
Direction:
 Compute the following items as fast as you can.
 Use separate answer sheet, pencil, scientific calculator.
 Pass the test with at least 75% correct answer

1. Find the ratio of: 2) Express each of the following rates as ratio;

a) 12 to 3 a) 645 km per hr.

b) 9 to 16 b) 3 for 7 pesos

c) 6 to 8 c) 100 km on 20 liter.

d) 14 to 21 d) 7000 rev. in 14 min.

e) 4 to 24 e) 10 tablets for 50 cents

3. Write each of the following as a proportion:

a) 26 compared to 13 is the same 2 compared to 1

b) 4 compared to 13 is the same as 5 compared to 15
c) 150 compared to 100 is the same as 54 compared to 36.
d) 18 compared to 32 is the same as 45 compared to 80
e) 56 compared to 100 is the same as 54 compared to 36.

4. Find the missing value in each of the following proportions.

a) n = 4 b) b = 5 c) a = 7
15 5 56 14 96 12

d) y = 3 e) d = 26
72 8 3 39

Date: Lo. 3. PERFORM BASIC CALCULATION INVOLVING PERCENTAGE Page #

Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 35
Program/Course MACHINING NC 1
Unit of Competency Perform Shop Computation (Basic)
Module Performance of Shop Computation (Basic)

Learning Outcome # 5: PERFORM BASIC CALCULATION ON ALGEBRAIC

EXPRESSION

Assessment Criteria:

1. Simple calculations on algebraic expression are performed

using the four fundamental operations.
2. Simple transposition of formulae, involving the four
fundamental operations is carried out to isolate the variables
required..

References :

1. C.M. De Leon, J.G. Bernabe, Elementary Algebra, Copyright

2002 ISBN 971-07-2168, Published and Printed by JTW
Corporation
2. C.M. De Leon, J.G. Bernabe, Integrated Mathematics, Copyright
2002, ISBN 971-07-1389-2, published by JTW Corporation
3. P.C. De Sagun, J.M. Naz-Ulpina, Dynamic Math 1997, Diwa
Scholastic Press Inc.

Date: Lo. 3. PERFORM BASIC CALCULATION INVOLVING PERCENTAGE Page #

Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 36
 LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome #5: Perform Calculation on Algebraic Expression

Learning Activities Special Instructions

Date: Lo. 3. PERFORM BASIC CALCULATION INVOLVING PERCENTAGE Page #

Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 37
 1, Read the Information Sheet No. 1. Note: In case of doubt always ask
405A on Language Algebra question to your immediate shop
. teacher

2. Answer Self-Check No. 405A.

2. Try to answer the self-check
3. Compare your answer to the without looking at the information
Answer key No. 405A sheet

4. Go back to step 1 and step 2. if 3. Try to answer the self check

you fail to meet the passing within the least possible time
standard. allotment.

5. Once you meet the required Self-

Check standard, and then proceed to
the next Learning Outcome 5 of this
module.

INFORMATION SHEET 405A

L.O.5: Perform Calculation on Algebraic Expression

Title: Language of Algebra

Date: Lo. 3. PERFORM BASIC CALCULATION INVOLVING PERCENTAGE Page #

Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 38
Operational Symbols

The symbolism previously used in arithmetic is also used in algebra.

= + -÷ ×
exponents, parenthesis, square root symbols,

Verbs of mathematical sentences such as  ≠±

≥  ≤
  
Symbols of sets such as

     
The fraction bar as in c is generally indicate division,
d
c is read “c over d”.

A numerical consisting of one or more digits represents an arithmetic

number which is definite in value. A numerical is sometimes called a
constant.

A variable is a letter (small letter, capital letter, letter with a subscript

such as “b1” read as “b sub one” or a letter with prime marks such as S’
read (“S prime”) or a frame (such as ) or a blank which holds a
place open for a number. Sometimes the first letter of a key word is used as
variables.

A variable may represents any number but, under a certain conditions,

it represents a specific number or numbers.

Mathematical Expression or Phrases

A numerical expression or numerical phrase consists of a single

4
numerals with or without operational symbols like 18 or 3 or two or more
numerical expression as described above or an expression containing one or
more numerals with operational symbols like 7 + 5, 28 – 14; 5 x 43;
63 ÷ 7, 8 x ( 3 + 11); etc.
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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 39
 An algebraic expression or algebraic phrase may be a numerical
expression as described above or an expression containing one or more
variables joined by operational symbols like
b; a – 5 x; 3y3 – 7x + 9; etc
Both numerical expressions and algebraic expressions are
mathematical expressions

In algebraic expression, the letter case numeral always precedes the

letter or the variable. These numeral are called the numeral coefficient of the
variable. In
3
5x , the 5
is the numerical coefficient of
3
x
To write algebraic expressions, write numerals, variables, and
operational symbols as required in the proper order.

Sample Solution

Write each of the following as an algebraic expression:

1) The sum of five and seven Answer: 5+7

2) The difference between x and eight Answer: x–8

3) The product of the force (F) and the

distance (d) Answer: Fd

4) The area (A) divided by the length (l) Answer: A

l

5) The square of the velocity (v) Answer v2

6) The square root of the radius (r) Answer

Sentences such as
7+9=1 or x – 4 =9 or 8a > 20 or
n + 10 < 14 are mathematical sentences.

An open sentence is a mathematical sentence that contains a variable.

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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 40
 x – 4 = 9, 8a > 20, and n + 10 < 14
are open sentences.

An open sentence is neither true nor false. It is only after a number is

substituted for the variable that the open sentence becomes a statement and
the sentence can be determined to be true or false.

Equation is an open sentence that has the equality sign “ = ” as its

verbs.

x – 4 = 9 is an equation

Formula is a special kind of equation. It is a mathematical rule expressing

the relationship of two or more quantities by means of numerals, variables
and operating symbols. The formula consists of algebraic expressions.

To express mathematical and scientific principles as formulas,

 Write numerals operating symbols, and letters (variables)
representing the given quantities in the required order to indicate
the relationship between quantities.
 A quantity may be represented by the first letter of a key word.

Write as a formula:

The circumference of a circle is equal to pi ( ) times the diameter (d)

Answer: c= d

Translate:

where a = central angle of a regular polygon n = the number of sides.

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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 41
 Answer: A central angle of a regular polygon equals 360 0 divided by
the number of sides.

Algebraic Expression Evaluation

The value of an algebraic expression is dependent on the numerical

value assigned to each variable of expression. If these values change, the
values of the expression usually change.

To evaluate an algebraic expression, copy the expression and

substitute the given numerical value for each variable. Perform the necessary
operations as indicated in the expression.

Observe in the following models how a fractional expression, an

expression containing parentheses, and an expression containing exponent
are evaluated.

(1) Find the value of 2d + x (2) Find the value of A

when d = 7 and x = 9 b
when A = 28 and b = 4
= 2d + x
A
=(2∙7)+9 b

= 14 + 9 = 28
4
= 23 = 7

Answer = 23 Answer = 7

(3) Find the value of 2( l + w ) (4) Find the value of C2 + d2

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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 42
 when l = 17 and w = 14 when c = 8 and d = 3

2(l + w) c2 + d 2

= 2(17 + 14) = (8)2 + (3)2

= 2(31) = 64 + 9

= 62 = 73

Answer: = 62 Answer: = 73

SELF-CHECK # 405A
Language of Algebra
Direction:
 Compute the following items as fast as you can.
 Use separate answer sheet, pencil, scientific calculator.
 Pass the test with at least 75% correct answer

1. Write each of the following as an algebraic expression

(a) Six added to four

(b) Twelve times nineteen
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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 43
 (c) The square of nine
(d) The sum of b and x
(e) Two times the sum of l and w

2. Express each of the following as a formula:

(a) The perimeter of a square (p) is equal to four times the

length
of the sides.
(b) The area of a rectangle (A) is equal to the length (l)
multiplied
by the width (w).
(c) The sum of two complimentary angles ( A and B) equals
900.
(d) The radius of a circle (r) is equal to the diameter (d)
divided by two.
(e) The rate of commission (r) is equal to the commission (c)
divided by the sales (s).

3. Find the value of:

(a) d when r = 85. Formula: d = 2r

(b) p when s = 26. Formula: p = 4s
(c) A when b = 32 and h = 49. Formula: A = bh
(d) V when e = 8. Formula: V = e2
(e) A when s = 50. Formula: A = s2

4. Find the value of:

(a) s when p = 18. Formula: p = 3s

(b) r when d = 56. Formula: d = 2r
(c) w when A = 96 and l = 6 Formula: A = lw
(d) t when i = 140, p = 400,
r=5% Formula: i = prt
(e) b when A = 72 and h = 18 Formula: A = bh

FINAL TEST

Direction:
 Compute the following items as fast as you can.
 Use separate answer sheet, pencil, scientific calculator.
 Pass the test with at least 75% correct answer

I. COMPUTATION SKILL STRATEGY

Add.
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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 44
1) 453 703 2) 292 845 3) 219 184 4) 417 816
254 182 129 451 743 210 453 701
102 115 216 173 132 502 248 542
311 253 242 341 201 435 389 725
+ 432 514 + 123 142 + 144 256 +143 264

Subtract.

5) 46 368 6) 68 796 7) 75 906 8) 59 870

- 35 143 - 57 394 - 64 985 - 47 659

9) 600 000 10) 500 000 11) 708 000 12) 905 000
- 546 855 - 278 145 - 409568 - 674 509

Multiply.

13) 21 845 14) 24 312 15) 36 512 16) 42 375

x 56 x 84 x 73 x 68

17) 30 845 18) 40 205 19) 50 709 20) 80 401

x 207 x 309 x 408 x 507

Divide.

21) 34998 22) 78735 23) 19116 24) 13005

57 87 36 85

25) 20148
73

II. FRACTION TO DECIMALS

A. Change the given fraction to decimals

1) 1 2) 2 3) 8 4) 4 5) 10
4 5 10 9 50

6) 15 7) 1 8) 8 9) 12 10) 5
60 6 40 16 8

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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 45
B. Indicate whether the above given fraction are repeating
decimals, terminating decimals, or repetend.

1. _________

2. _________

3. _________

4. _________

5. _________

6. _________

7. _________

8. _________

9. _________

10. _________

III. PERCENTAGE OF NUMBER FINDING

1. What is 24% of 150 ? = ____________

2. 45 is what percent of 120? = __________

3. 83 1/3 % of Php 48,000 is how much? = ___________

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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 46
 4. Pure gold is 24 karats. If a piece of jewelry is marked “18-karat

gold” what percent pure is it.? = ___________

5. What % of 20 is 45? = ___________

6. Change 5% into decimal = ________

7. Change 123% into decimal = ______

8. Change .19 into percent = ________

9. Change .5 into percent = _________

10. Express 9 hundredths as percent = ________

IV. RATIO AND PROPORTION

1. Find the ratio of: 2) Express each of the following rates as ratio;

a) 12 to 3 a) 645 km per hr.

b) 9 to 16 b) 3 for 7 pesos

c) 6 to 8 c) 100 km on 20 liter.

d) 14 to 21 d) 7000 rev. in 14 min.

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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 47
 e) 4 to 24 e) 10 tablets for 50 cents

3. Write each of the following as a proportion:

a) 26 compared to 13 is the same 2 compared to 1

b) 4 compared to 13 is the same as 5 compared to 15
c) 150 compared to 100 is the same as 54 compared to 36.
d) 18 compared to 32 is the same as 45 compared to 80
e) 56 compared to 100 is the same as 54 compared to 36.

4. Find the missing value in each of the following proportions.

a) n = 4 b) b = 5 c) a = 7
15 5 56 14 96 12

d) y = 3 e) d = 26
72 8 3 39

V. ALGEBRAIC EXPRESSION

1. Write each of the following as an algebraic expression

(a) Six added to four

(b) Twelve times nineteen
(c) The square of nine
(d) The sum of b and x
(e) Two times the sum of l and w

2. Express each of the following as a formula:

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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 48
 (a) The perimeter of a square (p) is equal to four times the
length
of the sides.
(b) The area of a rectangle (A) is equal to the length (l)
multiplied
by the width (w).
(c) The sum of two complimentary angles ( A and B) equals
900.
(d) The radius of a circle (r) is equal to the diameter (d)
divided by two.
(e) The rate of commission (r) is equal to the commission (c)
divided by the sales (s).

3. Find the value of:

(a) d when r = 85. Formula: d = 2r

(b) p when s = 26. Formula: p = 4s
(c) A when b = 32 and h = 49. Formula: A = bh
(d) V when e = 8. Formula: V = e2
(e) A when s = 50. Formula: A = s2

4. Find the value of:

(a) s when p = 18. Formula: p = 3s

(b) r when d = 56. Formula: d = 2r
(c) w when A = 96 and l = 6 Formula: A = lw
(d) t when i = 140, p = 400,
r=5% Formula: i = prt
(e) b when A = 72 and h = 18 Formula: A = bh

ASSESSMENT PLAN

Evidence Checklist

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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 49
Competency standard:
Unit of competency: Perform Shop Computation (Basic)
Title of Module Performance of Shop Computation
Ways in which evidence will be collected:
[tick the column]

Demonstration
Observation

Questioning

Third party

Portfolio

Written
Report
The evidence must show that the candidate …
o Perform four fundamental
o o
operation of mathematic
o Perform basic calculation involving
o o
fraction and decimals.
o Perform basic calculation involving
o o
percentage.
o Perform basic calculations
o o
involving ratio and proportion
o Perform calculation on algebraic
o o
expression.
NOTE: *Critical aspects of competency
Prepared by: Date:

Checked by: Date:

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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 50
Observation Checklist

Student’s name:
Teacher’s name:
Assessment Center
Competency
standards
Unit of
competency:
Date of observation
Description of assessment
activity
Location of assessment activity
The student…. If yes, tick the box
 Can tabulate with precision using four
fundamental operation in mathematics
 Can convert fraction into decimal and decimal
into fraction.
 Can determine and apply ratio, proportion and
percentage in the preparation of a material
estimation in the preparation of a working
drawing.
 Can translate and write formula in the language
of algebra.
 Can evaluate an algebraic expression.
Did the candidate’s overall performance meet the Yes No
standard?
Feedback to candidate:
Assessor signature: Date:

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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 51
 Answer Key 401A
Basic Computational Skill Strategy

Add.

1) 1553767
2) 1003952
3) 1440587
4) 1653048

Subtract.

5) 11225
6) 11402
7) 10921
8) 12221
9) 53145
10) 221855
11) 298432
12) 230491

Multiplication

13) 1223320
14) 2042796
15) 2665376
16) 2881500
17) 6384915
18) 12423345
19) 20689272
20) 40763307

Divide.

21) 614
22) 905
23) 531
24) 378
25) 276

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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 52
 Answer Key 402A
Changing Fractions to Decimals

A. Change the given fraction to decimals.

1) 0.25

2) 0.4

3) 0.8

4) 0.44

5) 0.2

6) 0.25

7) 0.166

8) 0.2

9) 0.75

10) 0.625

B. Indicate whether the above given fraction are repeating

decimals, terminating decimals, repetend.

1) terminating decimal

2) terminating decimal

3) terminating decimal

4) non-terminating decimal

5) terminating decimal

6) terminating decimal

7) non-terminating decimal

8) terminating decimal

9) terminating decimal

10) terminating decimal

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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 53
 Answer Key 402B
Changing Decimal into Fraction

A. Change the given decimals to fractions.

1) 1/5
2) 4/5
3) 21/25
4) 35/100
5) 6/25
6) 65/100
7) 625/1000
8) 71/500
9) 17/25
10) 565/1000

B. Change the repeating, nonrepeating decimals to fractions.

1) 2/9
2) 8/9
3) 84/99
4) 35/99
5) 24/99
6) 65/99
7) 625/999
8) 136/999
9) 142/999
10) 565/999

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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 54
 Answer Key 402C
Addition of Fraction and Mixed Numbers

Add:

1. 12/16

2. 7/8

3. 8¼

4. 1 3/5

5. 40

6. 1½

7. 5 1/8

8. 12 ½

9. 25 3/8

10. 9 15/32

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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 55
 Answer Key 403AB
What is a Percent and Finding a Percent of a Number?

1. 36

2. 37.5

3. Php 39984

4. 75%

5. 44%

6. .05

7. 1.23

8. 19%

9. 50%

10. 9%

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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 56
 Answer Key 404A
Ratio and Proportion

1. Find the ratio of: 2) Express each of the following rates as ratio;

a) 4 a) 645 : 1
1
b) 9 b) 3 : 7
16
c) 3 c) 100 : 20
4
d) 2 d) 7000 : 14
3
e) 1 e) 1 : 5
6

3. Write each of the following as a proportion:

a) 26 = 2 b) 4 = 5 c) 150 = 54 d) 18 = 45 e) 56 = 54
13 1 13 15 100 36 32 80 100 36

4. Find the missing value in each of the following proportions.

a) n = 12

b) b = 20

c) a = 56

d) y = 27

e) d=2

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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 57
 Answer Key 405A

1. Write each of the following as an algebraic expression

(a) 6+4
(b) 12 x 19
(c) 92
(d) b+x
(e) 2x( l + w)

2. Express each of the following as a formula:

(a) p=4xs
(b) A = lw
(c) A + B = 900
(d) r=d
2
(e) r=c

3. Find the value of:

(a) d = 170
(b) p = 104
(c) A = 1568
(d) V = 64
(e) A = 2500

4. Find the value of:

(a) d =6
(b) p = 104
(c) w = 16
(d) t =7
(e) b =4

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Code No. PERFORMANCE OF SHOP COMPUTATION (BASIC) 58