MODULE CONTENT

QUALIFICATION : DRESSMAKING NC II

Unit of Competency : Carry Out measurements and calculations

Unit code : GRM743203

Module Title : Carrying Out measurements and calculations

Module Description : This module covers the knowledge and skills required in taking accurate measurement of
the client and calculating/estimating the materials requirement cost.

Nominal Duration : 4 hours

Learning Outcomes:

Upon completion of this module, you must be able to:

LO1. Obtain measurements

LO2. Perform simple calculation
LO3. Estimate appropriate quantities

Assessment Criteria:

1 Parts to be measured identified and recognized.

2 Appropriate measuring tools selected for job.
3 Reading of measurements practiced with accuracy.
4 Accurate measurements are obtained.
5 Measuring tools cleaned before and after using.
6 Measuring tools kept on racks after using.
 DRESSMAKING NCII

TRAINING ACTIVITY MATRIX

Training Activity Trainee Facilities

Tools and
Equipment

LEARNING OUTCOME SUMMARY

LEARNING OUTCOME # 1: Obtain Measurements

ASSESSMENT CRITERIA
 1. Parts to be measured identified and recognized.
2. Appropriate measuring tools selected for job.
3. Reading of measurements practiced with accuracy.
4. Accurate measurements are obtained
5. Measuring tools cleaned before and after using.
6. Measuring tools kept on racks after using.

CONTENTS:

 Measurements
 Measuring devices

CONDITION:

The students/trainees must be provided with the following:

 Practice exercises for obtaining measurements

 References
 Writing materials

METHODOLOGIES:

Lecture
Demonstration
 Group discussion/interaction

ASSESSMENT METHOD:

 Written examination
 Observation
 Interview
 LEARNING EXPERIENCES

Learning Outcome 1: Obtain measurements

Learning Activities Special Instructions

Read and understand the information

1. Read Information Sheet 1.1-1 on sheets and do self-check. You must
Measurements answer all questions correctly before
proceeding to the next activity.
2. Answer Self Check 1.1-1
Compare answers with Answer Key
1.1-1

3. Read Information Sheet 1.1-2 on

Measuring devices After doing all the activities in this
learning outcome, you can now proceed
4. Answer Self Check 1.1-2 to the next learning outcome which is
Compare answers with Answer Key obtaining measurements.
1.1-1
 Information Sheet 1.1-1
MEASUREMENTS

Learning Objectives:

After reading this Information Sheet, you should be able to:

1. Identify measurements
2. System of measurements

Measurement is very important in performing tasks especially in dressmaking. Correct measurements should be
obtained in fixing things to produce quality outputs. The unit of measure should be observed properly in preparing the
materials for drafting pattern and in cutting materials to be used.

Identifying measurements:
 Measurements involves assigning numbers to characteristics of objects or events in such a way that a numbers
reflects reality. The unit of measure to be used should be observed and unanimously used either English or metric unit of
measures, for instance by using centimeter or inches.

In Dressmaking the linear measurements are used, as commonly perform in measuring the length or the width of
the materials.

System of measurements:

There are two system of measurements used, namely, Metric system and English system. Metric system is a decimal
system of weights and measures based on the meter and on the kilogram. The English system is the foot-pound-second
system of units.

In this module, understanding the systems of measurement is necessary in order to obtain the proper measures.
Linear measurement are most applicable using the linear measuring instruments. These are being used in measuring the
materials when taking body measurements in drafting and cutting pattern, and in cutting the fabric.

Metric System

In the metric system, each basic type of measurement (length, weight, capacity) has one basic unit of measure
(meter, gram, and liter). Conversions are quickly made by multiplying or dividing by factors of 10. It is as simple as
moving the decimal point to the right (for smaller prefixes) or to the left (for larger prefixes).

Example: Convert 10.25 kilometers to meters.

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

English System

The English system of measurement grew out the creative way that people measured themselves. Familiar objects
and parts of the body were used as measuring devices. For example people measured shorter distances on the ground
with their feet. Obviously this system allowed for discrepancies between measurements obtain different individuals. A
standard was eventually set to ensure that all measurements represented the same amount for everyone.

Length Weight Capacity

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

Linear measurement

Linear measurement is defined as a measurement of length. An example of linear measure is using a yard stick to
find out the length of a table.

Units of Linear Measurements

US Standard System
1 foot (ft) = 12 inches (in)
1 yard (yd) = 3 feet
1 mile (mi) = 1760 yards
1 mile = 5280
 Self-check 1.1-1

True or False

Directions: Read each sentences that follows, write T if the statement is correct and F if the statement is wrong.
1. Measurements involves assigning numbers to characteristics of objects or events in such a way that a numbers
reflects reality.
2. Familiar objects and parts of the body were used as measuring devices.
3. Linear measurement is defined as a measurement of volume.
4. Linear measurement are most applicable using the linear measurement system.
5. Measurement is useful for drafting pattern only.
 Answer Key 1.1-1

True or false
1. T
2. T
3. F
4. T
5. F
 Information Sheet 1.1-2
MEASURING DEVICES

Learning Objectives:

After reading this Information Sheet, you should be able to:

1. Familiarize the measuring tools and each uses

2. Identify the parts to be measured

In this learning outcome, measuring tools are very important to determine the body measurement. Linear
measuring instruments are very common and are very useful. Different parts of the body to be measured should be
familiarized.

I. Measuring Tools:
Tape measure is used for taking body measurements. It has flexible with metal ends. The front has the measurement of
150 centimeters and 60 inches on the other side.

 Yardstick or meter stick is a rigid tools used to take and mark long straight measurements or to check grain lines
it is made of wood, plastic,
or metal.
 .

 Transparent ruler is a ruler that the sewer can see through. The tools fit the hands comfortably. The blades are
15.2 cm. to 30.5 cm long.

 Seam gauge is a six inch metal marking ruler with a sliding marking used to measure hems, buttonholes, and
pleats.
 Hem marker is a human-made measuring tool used to measure hem lines.

 Tailor’s square or L-square is used to draw perpendicular lines, square corners and divide measurements.

 Hip curve is used in shaping hips skirt hem line and hip shape seam lines.
 French curve is used to shape necklines, collars, arm holes, and other curved modified designs.

B. Body Measurement
 As a beginner, one should identify the body parts to be measured. It is necessary to master body
measurements to ease in performing the task and to produce good quality output.

Parts of body to be measured can be taken in:

 Horizontal measurement
 Vertical measurement
 Circumferential measurement

1. The horizontal measurement is taken from the left of the figure to the right.
2. The vertical measurement is taken from the top of the body figure to its base.
3. Circumferential measurement is taken around the body.
 Neck - Loosely measure around the circumference at the base of your
neck.
Bust - Lift your arms to the side.
Measure around your body crossing over the fullest
part of your bust. (The tape measure must run
directly over your nipples and across your shoulder
blades on your back).
Bust to Bust - Measure from your one nipple to your
other nipple.
Upper Bust - Measure around the torso directly above
the bust line. From armhole to armhole +- 8cm down
from neck.
Lower Bust - Measure around the torso directly
under the bust line.

Waist - Measure around the waist at the narrowest

natural waistline point, allowing 2 fingers between your
waist and tape measure.

Hips - Measure around the fullest part of your hips. As a

guide, this is often 20cm below your natural waistline.
Stand with your knees together.

Shoulder to Bust - Measure from tip of the shoulder

to the center of bust (nipple).

Front Shoulder to Waist - Measure from tip of shoulder

over bust to natural waistline.

Shoulder to Shoulder - Measure across the back of

neck from socket of one shoulder to socket of the
other shoulder.
Shoulder to Neck - Measure from base of neck along
top of shoulder to the shoulder socket.

K to 12 Basic Education Curriculum 28

Technology and Livelihood Education – Dressmaking/Tailoring
 Down Center Back - Measure from nape of neck to
natural waist.

K to 12 Basic Education Curriculum 29

Technology and Livelihood Education – Dressmaking/Tailoring
 MEN’S APPAREL
(Measurement)

A. Vertical Measurement

Shirt length - taken from the nape down the center

back to the desired length.

Sleeve length - taken from the shoulder tip point

down to the desired sleeve length.

Length of pants or shorts – measures along the

side below the waist band to the desired length of the pants.

Crotch or Rise – measured by placing

a ruler under the crotch then measuring

below the waistband down to the top of
the level of the ruler.

B. Horizontal
Measurements
Shoulder - taken from one shoulder point to the
other.

Bust/Breast - taken around the body with the tape

measure passing over the fullest

part of the shoulder blade at the
back and over to the apex.

Upper arm girth - taken around the fullest part of

the arm in line with the armpit.

Lower arm girth or sleeve width - taken around the

arm two to three inches below the

armpit.

Neck measure – taken around the neckline.

Waist (w) - taken around the smallest

part of the waistline. Insert two fingers

under the tape measure for ease
or allowance.

Hip or seat (H) - taken around the

fullest part of the hip (buttocks)
with two fingers inserted
under the tape measure.

Desired Bottom or Hem Circumference

or leg hole – taken around the fullest
part of the bottom.

C. Vertical Measurement

Shirt length - taken from the nape down the center

back to the desired length.

Sleeve length - taken from the shoulder tip point

down to the desired sleeve l

 Length of pants or shorts – measures along the

side below the waist band to the desired length of the pants.

Crotch or Rise – measured by placing

a ruler under the crotch then measuring

below the waistband down to the top of
the level of the ruler.

A. Horizontal
Measurements

Shoulder - taken from one shoulder point to the

other.

Bust/Breast - taken around the body with the tape

measure passing over the fullest

part of the shoulder blade at the
back and over to the apex.

Upper arm girth - taken around the fullest part of

the arm in line with the armpit.

Lower arm girth or sleeve width -
taken around the

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.

Neck measure – taken around the

neckline.
 Waist (w) - taken around the smallest

part of the waistline. Insert two fingers

under the tape measure for ease
or allowance.

Hip or seat (H) - taken around the

fullest part of the hip (buttocks)
with two fingers inserted
under the tape measure.

Desired Bottom or Hem Circumference

or leg hole – taken around the fullest
part of the bottom.

B. Vertical Measurement

Shirt length - taken from the nape down the center

back to the desired length.

Sleeve length - taken from the shoulder tip point

K to 12 Basic Education Curriculum 32
Technology and Livelihood Education – Dressmaking/Tailoring
 down to the desired sleeve length.

K to 12 Basic Education Curriculum 33

Technology and Livelihood Education – Dressmaking/Tailoring
Length of pants or shorts–

measured along the side below the waist

band to the desired length of the pants.

Crotch or Rise – measured by placing

a ruler under the crotch then measuring

below the waistband down to the top of
the level of the ruler.

C. Horizontal Measurements

Shoulder - taken from one shoulder point to the

other.
 Bust/Breast - taken around the body with the tape

measure passing over the fullest

part of the shoulder blade at the
back and over to the apex.

Upper arm girth - taken around the fullest part of

the arm in line with the armpit.

Lower arm girth or sleeve width - taken around the

arm two to three inches below the

armpit.

Neck measure – taken around the neckline.

Waist (w) - taken around the smallest

part of the waistline. Insert two fingers

under the tape measure for ease
or allowance.

Hip or seat (H) - taken around the

fullest part of the hip (buttocks)
with two fingers inserted
under the tape measure.
Desired Bottom or Hem Circumference or
leg hole – taken around the fullest

part of the bottom.

 How Much Have You Learned?
Self-Check 1.1

A. Choose the letter of the correct answer. Write your answers in your quiz
Notebook.

1. The system where the unit of measurement is centimeter

a. Metric System
b. English System
c. SI Measurement System
d. Decimal System
2. It measures across the back of neck from socket of one shoulder to socket of the other
shoulder
a. Shoulder
b. Shoulder to Shoulder
c. Shoulder to Neck
d. Shoulder to Back
3. Measure around your body crossing over the fullest part of your bust.
a. Waist
b. Bust
c. Upper Bust
d. Arm Hole
4. A 60‖ long tape. One side has inches one is metric with crotch piece or without crotch
piece.
a. Tailors Square or L-Square b
Use Dressmakers Ruler
c. Tape Measure
d. Meter Stick
5. It is used on lapel, pants and skirt contours calibrated on both sides.
a. Tape Measure
b. Aluminum Tailors Curve
c Tailors Square or L-Square
d. Use Dressmakers Ruler

B. Fill in each blank to complete each statement.

1. Shirt length is taken from the nape down the center back to the .

2. taken around the body with the tape measure passing over the fullest part of the
at the back and over to the apex.

3. Upper is taken around the fullest part of the arm in line with the armpit.

4. is taken around the fullest part of the bottom.

5. Hip or taken around the fullest part of the hip (buttocks) with two fingers
inserted under the tape measure.

Refer to the Answer Key. What is your score?

Task Sheet
My Measurements

NAME

MEASUREMENT ENGLISH SYSTEM METRIC SYSTEM

Bust
Lower Bust
Shoulder to Bust
Front Shoulder to Waist
Waist
Shoulder to Shoulder
Across Back
Bicep
Elbow
Over Arm
Waist Circumference
Hip Circumference
Bottom Circumference
Crotch
Length of shorts
Learning Outcome 2: Perform simple calculation

ASSESSMENT CRITERIA:

1. Calculations needed to estimate

complete task are performed using the four fundamental (MDAS).
2. Numerical Computations are accurate.

CONTENTS:

 Fundamental arithmetical operations MDAS).

 Conversions
 Formulas

Information Sheet 2.1

CONVERSIONS

Simple calculation is an easy mathematical application used to determine the

accurate measurement of body parts, length and width of materials and cost needed to
create an apparel.

This is the process in which the four fundamental of operations (MDAS) is involved.

Length and Width of Materials

In measuring the length and width of materials needed such as fabrics, we also need
the use of the Metric measurement system.

Metric Conversion Chart for Fabric and Sewing

1/4 Inch = 0.25 Centimeters

1/2 Inch = 1.27 Centimeters
5/8 Inch = 1.59 Centimeters
3/4 Inch = 1.905 Centimeters
1 Inch = 2.54 Centimeters
1.5 Inches = 3.81 Centimeters
2 Inches = 5.08 Centimeters
2.5 Inches = 6.35 Centimeters
3 Inches = 7.62 Centimeters
3.5 Inches = 8.89 Centimeters
4 Inches = 10.16 Centimeters
4.5 Inches = 11.43 Centimeters
5 Inches = 12.7 Centimeters
5.5 Inches = 13.97 Centimeters
6 Inches = 15.24 Centimeters
6.5 Inches = 16.51 Centimeters
7 Inches = 17.78 Centimeters
7.5 Inches = 19.05 Centimeters
8 Inches = 20.32 Centimeters
8.5 Inches = 21.59 Centimeters
9 Inches = 22.86 Centimeters
9.5 Inches = 24.13 Centimeters
10 Inches = 25.4 Centimeters
10.5 Inches = 26.67 Centimeters
11 Inches = 27.94 Centimeters
 11 Inches = 27.94 Centimeters
12 Inches = 30.48 Centimeters

1 Yard = 0.9144 Meters

2 Yards = 1.8288 Meters
3 Yards = 2.7432 Meters
4 Yards = 3.6576 Meters
5 Yards = 4.572 Meters

Example:
1. How many inches are there in a 100 centimeters width of fabric?
2. How many centimeters are there in a 60 inches length of fabric?

Answer:
a. Given: 1 inch = 2.54 cm
Width of fabric = 100 cm
Equivalent of an inch to cm = 2.54

Calculation: 100 cm = 39.37 inches

2.54 cm

b. Given: 1 inch = 2.54 cm

Length of fabric = 60 inches
Equivalent of a cm to an inch = 2.54 cm

Calculation: 60 inches
X 2.54 cm
152.4 cm
Cost Needed

Example:

You need to buy a 60 inches length of fabric to be used in making a dress to

your customer. You have known that the cost of the fabric that you are going to use
is P5.00 per centimeter. How much will you need to buy it?

Step I – Convert the 60 inches length of fabric into centimeters.

60 inches
X 2.54 cm
152.4 cm

Step II – Multiply the cost per centimeter to the length of fabric converted.

152.4 cm
X Php 5.00
Php 777.00
Sample Computations for fabric, thread, buttons and other supplies in Sewing

QUANTITY UNIT DESCRIPTION UNIT COST TOTAL COST

OF MATERIALS

3 yrds POLYESTER PHP 25.00 PHP 75.00

COTTON (60‖
WIDTH)
1 spool RED THREAD PHP 15.00 PHP 15.00

6 pcs PATTERN PHP 2.50 PHP 12.50

PAPER
10 pcs BUTTONS PHP 3.00 PHP 30.00

¼ yds PELLON PHP 10.00 PHP 5.00

TOTAL PHP 133.00

A. Directions: Read and understand the question. Write your answer in your quiz
notebook.

1. How many inches are there in 6.35 centimeters?

2. What are the four fundamentals of operation?

3. How many centimeters are there in 2 inches?

4. The dressmaker needs to buy 100 inches length of fabric that cost Php15.00 per
centimeter. Find the total cost of the fabric.

5. An electronic device used for speed computation.

 1. Write the measurements of equivalents of the following:

6. 3‘ = yards

7. 4. 27‖ = yards

8. 18‖ = yards

9. 5. 72‖ = yards

10. 1 ½ meter = inches

Objective: Students will be able answer the questions based on their knowledge
about simple calculations in dressmaking.

Instruction: Answer the following questions briefly.

1. How are body measurements taken?

2. Why is accurate body measurement important?

3. What body measurements should be taken in drafting a skirt pattern?

How Do You Apply What You Have Learned?

Show that you learned something by doing this activity

Activity Sheet 1.1

Objective: Students will be able to record Individual Body Measurement

Convert measurements from inches to centimeters

Materials, Tools and Equipment:

 Measuring Tools
 Pencil

Individual Measurement Chart

Name:
Date:

Actual Body Measure

Body Parts Inches Centimeters
 Bust
 Bust to Bust
 Upper Bust
 Under Bust
 Waist
 Hips
 Shoulder to Bust
 Front Shoulder to
Waist
 Shoulder to Shoulder
 Shoulder to Neck
 Down Center Back
 Back Shoulder to
Waist
 Across Back
 Full Back
 Sleeve Hole
 Bicep
 Elbow
 Underarm
 Over arm
 Side Seam
 Upper Arm Length
Unit conversion:

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

Conversion ratios ALWAYS equal 1.

12 inches___ = 1 foot____ conversion ratio

12 inches 12 inches (for in. and ft.)

Conversion factor: 1 foot = 12 inches

Example 1: Convert 84 inches to feet.

A portion can be set up using the appropriate conversion ratio. In a portion the product
of the means equals the product of the extremes. Use this cross multiply concept to find the
answer.

? feet 1foot

84 inches 12 inches

? feet 1foot x 84 inches 84

12 inches 12

= 7 inches - answer
Example 2: Convert 7 feet to inches.

7 ft._____ = 1 foot_____

? inches 12 inches

7 ft. x 12 inches/ft. = 1 ft. x ? inches

84 inches - answer

K to 12 Basic Education Curriculum 32

Technology and Livelihood Education – Dressmaking/Tailoring
II. Unit Conversion

1. Convert 48 inches to feet

2. 3 feet to inches

ength.

K to 12 Basic Education Curriculum 33

Technology and Livelihood Education – Dressmaking/Tailoring
Length of pants or shorts–

measured along the side below the waist

band to the desired length of the pants.

Crotch or Rise – measured by placing

a ruler under the crotch then measuring

below the waistband down to the top of
the level of the ruler.

D. Horizontal Measurements

Shoulder - taken from one shoulder point to the

other.
 Bust/Breast - taken around the body with the tape

measure passing over the fullest

part of the shoulder blade at the
back and over to the apex.

Upper arm girth - taken around the fullest part of

the arm in line with the armpit.

Lower arm girth or sleeve width - taken around the

arm two to three inches below the

armpit.

Neck measure – taken around the neckline.

Waist (w) - taken around the smallest

part of the waistline. Insert two fingers

under the tape measure for ease
or allowance.

Hip or seat (H) - taken around the

fullest part of the hip (buttocks)
with two fingers inserted
under the tape measure.
Desired Bottom or Hem Circumference or
leg hole – taken around the fullest

part of the bottom.

 Self-Check 1.1-2
MATCHING TYPE

I. Directions: Match each sentences in Column A with their

terminologies in Column B. Just write the letter of your matched.

Column A Column B

1. The front has the measurement of a. French curve

150 centimeters and 60 inches
b. Tailor’s square or L-square
on the other side.
c. Hip curve
2. It is a rigid tools used to take and
mark long straight measurements. d. Tape measure

3. A ruler that the sewer can see e. Yardstick or meter stick

through.
f. Seam gauge
4. A six inch metal marking ruler
with a sliding marking measure g. Hem marker
hems, buttonholes, and pleats.

5. A human-made measuring 8. It is used to shape necklines,

tool used to measure hem collars, arm holes, and other
lines. curved modified designs.
6. It is used to draw h. Transparent ruler
perpendicular lines, square
corners and divide
measurements.
7. It is used in shaping hips skirt
hem line and hip shape seam
lines.

Document No. NTTA-TM1-01

Date Developed: September 2020
Issued by:
DRESSMAKING Date Revised:
NTTA Page 1 of
NC 11
Developed by:
EXILDA T. CAPINPIN Revision # 00
 Document No. NTTA-TM1-01
Date Developed: September 2020
Issued by:
DRESSMAKING Date Revised:
NTTA Page 1 of
NC 11
Developed by:
EXILDA T. CAPINPIN Revision # 00
 Answer Key 1.1-2

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

Information Sheet 1.1-1

MEASUREMENTS
Learning Objectives:

After reading this Information Sheet, you should be able to:

1. Identify measurements
2. System of measurements
Creating sewing pattern can’t think without pattern making tools. You'll
need the right pattern making tools to make perfect clothing or sewing
patterns. The pattern maker should know about all pattern making tools
uses and functions. In this article, I have discussed all pattern making
tools with function. Using this list will help you identify the tools you
need to create your own custom sewing patterns.

List of Pattern Making Tools and Their Uses for Fashion Designers:

The tools required for pattern making are given below, based on the order
of their usage (Figure-1).

Measuring devices

Drafting devices

Marking devices

Cutting devices

Sewing devices

Finishing or pressing devices

Miscellaneous or general tools

Figure-1: Pattern making tools

Measuring Devices:

Measuring tools are the most essential things in making a pattern. The
key to success in garment construction lies in taking accurate
measurements of the subject and by using the appropriate tool for pattern
making.

Measuring tape: It is indispensable for taking body measurements. It is

152 cm or 60″ long with measurements on both sides. Its one end is made
of metal having 3″ length and the other is made of the same metal having
1/2″ length. The side with the 1/2″ length is used for measuring a
circular area, while the side with 3″ length is used for a vertical area.
CPG measuring tape: This is used for taking measurements for a coat.
Three measurements, that is, chest, shoulder and depth of side can be
taken at a time. Apart from these, over shoulder and under shoulder
measurements can be recorded with this tape.

Leg measuring tape: It is a tape used for measuring the inner part of the
leg. It is made of wood in the shape of a crescent and a measuring tape is
fixed at the centre of the circle. The circle is entrapped with the leg to
measure the inner portion of the leg by tape.

Measuring stand: This stand is used to measure long garments such as

long overcoats, frocks or gowns, as well as flare of the garment. In this
stand, a rod of aluminium is fitted on the stand. The rod has a graduated
scale, which gives the vertical measurement.

Ruler: It is the best device for taking long straight measurements. It is

mostly used for checking grain lines and marking hems.

You may also like: How to Take Body Measurements for Dress Making

Drafting Devices:

Drafting equipment is used for making paper patterns. This is the second
stage of pattern making. Using the measurements taken, the drafting is
carried out according to the design of a garment. The following drafting
equipment is used:

L-scale: It is called a triscale or L-scale and is made of wood or steel. The

L-scale has one arm, which measures 12″ and the other arm is 24″. It is
used for drafting on brown paper to draw perpendicular lines.

Leg shaper: It is made of wood or plastic. Either 24″ or 36″ lengths are
available. It is used to measure and shape the interior part of the leg.

Tailor’s art curve: It is made of plastic or wood. This is used to draw

curves in the drafting.

French curve: This is made of transparent plastic. It helps in marking

shapes of the neck, depth of sides and bottom of the garments.
Compass: It is mainly used for making a curve for umbrella cloth.

Drafting table: It is a wooden table of 3′ height, 4′ wide and 6′ long. The

surface should be smooth and firm.

Milton cloth: It is a thick, blue coloured woolen cloth used for drafting. It
is mostly used for practising drafts by students. The surface can be
brushed and reused until correct drafting is obtained.

Brush: A brush is used on Milton cloth to rub the mistakes while drafting.

Brown paper: It is used for drafting by placing on the drafting table. While
using brown paper, a grain line should be followed.

Pencil: Pencil is used for marking on brown paper.

Rubber: It is frequently used for deleting mistakes. Good quality rubber,

which does not leave black lines, should be selected.

Red and blue pencils: These are used for marking on fold (red line) and
grain line (blue arrow).

Marking Devices:

Marking devices are used for transferring the details of the paper draft to
the fabric.

Tailor’s chalk: It is made of china clay and is available in different

colours. It is used for marking the paper patterns on the cloth.
Alterations and construction markings are drawn using tailors’ chalk.

Chalk in pencil form: This is used like a pencil and is ideal for marking
thin accurate lines. This is used for marking pleats, darts and
buttonholes.

Tracing wheel: It is used for transferring the pattern markings on fabrics.

But for sheer fabrics and loosely woven fabrics, the tracing wheel should
be used with care; otherwise, the fabric may get damaged.

Dressmaker’s carbon paper: Carbon papers are mostly used for

transferring patterns. In embroidery, they are used for tracing designs.
They are available in several colours including white.

Cutting Devices:
Cutting devices/equipment should be selected and used with maximum
accuracy. A slight change in cut results in huge fitting problems. These
tools must be selected and maintained properly in order to use them
effectively.

Cutting table and cutting board: A cutting table is 6′ long, 4′ wide and 3′
height. People working in a standing position use the table and people
who work sitting use a cutting board. A cutting board should be 6″ height.

Shears: These are typically utilised for cutting thick materials and usually
10–15″ in length.

Scissors: These are used for cutting ladies’ and children’s garments. They
are 7–10″ in length.

Paper cutting scissors: These are small scissors available in various sizes
and meant for cutting paper.

Pinking shears: This cuts the edges in a zigzag manner. It is used for
finishing seams and raw edges. It gives a decorative appeal to the raw
edges while at the same time avoids unravelling of yarns.

Trimming scissors: These are used for carrying out alterations, trimming
seams, repairs and cutting thread while sewing.

Buttonhole scissors: These are used for making holes for buttons and
eyelet holes in garments.

Sewing Devices:

Sewing can be carried out either manually or by a machine. For hand

sewing, the following are required:

Needles: These needles come in denominations of a 0 to 12 numbers.

Based on the thickness of cloth, the needle number is used.

Crewel needle or darn needle: This is used for darning. The front side of
the needle is bent.

Pins: Pins are used for fixing the pattern on the cloth. They come in
different colours.

Pin cushion: It is used for keeping pins together.

Needle threader: This helps in threading the machine and hand needles.

Thimble: This is a cover that protects the finger while hand sewing. It is
available in various sizes and is made of plastic or steel.

Seam ripper: It has a sharp curved edge for opening and cutting seams. It
can also be used for slashing machine work buttonholes.

Finishing or Pressing Devices:

The following equipment are needed for pressing:

Iron: A good brand with after sale services should be chosen. A steam iron
with a thermostat regulator is preferred.

Ironing board: For ironing clothes, a table or ironing board can be used.
An ironing board is 36″ long and 12″ wide. Six inches are left on its right
side to keep the iron box. The left side of the board is angular and is
suitable for ironing dart edges and sleeve darts while stitching. The table
or ironing board should have proper stuffed backing.

Sleeve board: It is in the shape of a sleeve. This board is 30″ long and
3/4″ thick.

Miscellaneous or General Tools:

Often, a few more tools and equipment may be required other than the
above-mentioned items, in making the pattern and constructing the
garment. These can be termed miscellaneous tools.

Sponge: While pressing, a sponge is used to wet the fabric pieces to

smooth the surfaces.

Water container: A container with water, which will accommodate the

sponge, should be selected. While ironing, water is sprinkled to remove
wrinkles.

Damp cloth: If a steam iron is not available, a damp cloth can be used.
Any rectangular absorbable cloth can be chosen for this purpose.

Hole maker: It is a sharp-edged instrument with a handle. This is used to

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

If you have difficulty performing the basic operations for simple numbers, one way to
improve is through the use of flash cards. Even cutting up a sheet of paper into sections is
sufficient; just write the numbers and an operation on one side (such as 3 8) and the
answer (24, for our example) on the other. In this way, you can practice your math skills
without simply relying on a calculator. (But if you need the calculator to accurately make
your flash cards, by all means, use one!) We assume you have an understanding of basic
arithmetic, but if you are at all lacking in this area, you should be able to bring yourself up
to speed with a little time and practice.
 
Addition and Subtraction
Addition and subtraction are two complementary operations--we can actually define
subtraction in terms of addition. Addition is simply the combination of distinct sets of like
entities (and we must stress the word like). Thus, if we add one set of four squares to
another set of five squares, we get a total of nine squares. (Or, if you prefer, substitute
anything you like for "squares"--dogs, bananas, people, rocks, or anything else.)
 

 
The above diagram is an illustration of the process of addition. Note that the plus sign (+)
indicates the operation performed on the two terms. In this case, the summands are four
squares and five squares. The equal sign (=) indicates that what is on its left and what is on
its right are equivalent (or equal). On the right side is the sum, which is the result of the
addition of the summands. Of course, drawing pictures every time we wanted to represent
an addition would be highly annoying (and in some cases impossible). Thus, instead of
talking about a certain number of squares, apples, people, inches, or dollars) for instance,
we can simply deal with the numbers.
 
4+5=9
 
Furthermore, note that the order in which we add the squares makes no difference. Whether
we add four squares to five squares or vice versa, the result is always nine squares.
 

 
In mathematical parlance, addition is commutative; we can add two summands in any
order and always get the same result. Following our example,
 
4+5=9
5+4=9
4+5=5+4
 
Subtraction is the opposite of addition. Instead of adding two quantities (numbers), we are
removing one quantity from another. Thus, if we have nine squares and take away
(subtract) five, we are left with four squares. Using just the numbers, where the minus sign
(–) represents the subtraction operation,
 
9–5=4
 
Here, 9 and 5 are the terms of the operation, and 4 is the difference. Unlike addition,
subtraction is not commutative. That is to say, 9 – 5 and 5 – 9 are not the same-in fact, they
yield quite different results! (The symbol ≠ below simply means "does not equal.")
 
9–5≠5–9
Interested in learning more? Why not take an online class in Pre-Algebra?
 
Negative Numbers
Addition (and any other of the basic operations) can involve the counting numbers (1, 2, 3,
4, 5, and so on), the number zero (0), and any number in between (fractional values such as
a half, for instance). Also, we may encounter negative numbers, which are quantities that
are less than zero. If we think of positive numbers as quantities of something that we
possess (say, for instance, that we have 10 oranges), then a negative number would be a
quantity of something that we owe (if we owed someone 10 oranges, then we might say that
we have negative 10 oranges). Negative numbers are typically expressed using a minus sign
(–); thus, negative 10 can be written as -10. The use of the minus sign is no coincidence-in
fact, subtraction is nothing more than addition involving a negative number! Imagine you
have in your possession nine apples (positive nine), but you owe a friend four apples
(negative four). Thus, you take four apples out of the nine that you have, leaving five.
 
9 – 4 = 5
 
Another way of looking at this operation is that you have nine apples, and you
are adding negative four (nine are in your possession, but four belong to someone else). We
can write the numbers for this operation as follows. (Note that we use parentheses only for
the purpose of avoiding confusion of the plus and minus signs.)
 
9 + (–4) = 5
 
Then,
 
9 – 4 = 9 + (–4)
 
Multiplication and Division
Let's say we want to add a particular number, such as six, to itself many times. For
instance, a worker at a factory may wish to count the number of parts delivered in several
boxes. Each box contains six parts, and there are a total of five boxes. To find out how many
parts he has, the worker must add the number six to itself five times.
 
6+6+6+6+6
 
We can find the sum simply by performing the addition several times over. A shortcut,
however, is multiplication. Imagine the parts in each of the five boxes laid out in rows, as
shown below (we use a square to represent a part).
 

 
Each row above represents a box; in each row is six parts. We have a total of five rows.
Thus, instead of performing five additions of six, we simply multiply six by five to get a total
of 30. Multiplication is typically represented by an  , although sometimes a · is used
instead. The two numbers being multiplied are called factors, and the result is called
the product.
  

 
 
Like addition, multiplication is commutative. Imagine flipping the arrangement of squares
shown above so that instead of being five rows of six squares each, it is six rows of five
squares each. We haven't changed the total number of squares, but following the logic we've
used, we can say that the total number of squares is now six multiplied by (or times) five.
 
 

 
 
Multiplication of negative numbers carries with it some additional subtleties. Let's say
someone owes a friend five apples; in some sense, he then has –5 apples. We can also look
at this situation as that person owing his friend one apple five times over, which is –1
multiplied by 5. We already know that he has –5 apples, so the product of –1 and 5 must be
–5.
 

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

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

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

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

 
Division, unlike multiplication, is not commutative.
 

 
The rules for dividing negative numbers are the same as those for multiplication: if the
dividend and divisor are both positive or both negative, the quotient is positive, and if one is
positive and the other negative, then the quotient is negative. The following practice
problems give you the opportunity to practice using some of the concepts discussed in this
article.
 
 
Practice Problem: For each pair of expressions, determine if they are equal.
 
a. 3 + (–4) and (–4) + 3    b. 4   2 and 2   4    c. 3 – 1 and (–1) + 3
 
Solution: Each pair of expressions above is equal. Let's take a look at why this is the case.
For part a, remember that addition is commutative. Thus, it doesn't matter what order we
use for the terms, regardless of whether the numbers are negative or positive. The same
reasoning applies to part b: multiplication is commutative. In part c, the two are also equal
because subtraction is the same as addition of a negative:
 
3 – 1 = 3 + (–1)
 
Also, addition is commutative:
 
3 – 1 = 3 + (–1) = (–1) + 3
3 – 1 = (–1) + 3
 
Nevertheless, you must be cautious, because 3 – 1 is not equal to 1 – 3!
 
 
Practice Problem: Calculate each of the following.
a. (–5) + (–1)    b. (–2) ( –5)    c. 21 (–7) d. (–6) – (3)
 
e. 4 + (–8)    f. (–18)   6    g. 4 – (–3)    h. 9 (–7)
 
Solution: In each case, make careful note of the sign of the terms, factors, dividends, and
divisors of the operations, being sure to follow the rules as laid out earlier. Parts a and b are
straightforward.
 
a. –6    b. 10
 
If you cannot recall the rules for signs when dividing, remember that the product of the
quotient and the divisor is the dividend. (In this case, the product of –3 and –7 is 21.)
 
c. –3
 
You can also rewrite part d using addition: (–6) – (3) = (–6) + (–3). The remainder of the parts
follow the basic rules already discussed or the strategies we have reviewed for this problem.
 
d. –9    e. –4    f. –3    g. 7    h. –63
LO4. Re-adjust machine setting to meet requirements

ASSESSMENT CRITERIA:

1. Proper handling techniques in re-adjustment of machine settings

are observed.
2. Machine re-adjusted to meet requirements for other fabrics and
designs are identified.
3. Fusing machine temperature adjusted to meet fabric requirements
recognized.
4. Pressing machine temperature adjusted to meet fabric
requirements recognized
5. Appropriate tools for re-adjusting machine setting are identified.

CONTENTS:

 Re-adjustment of machine setting

 Temperature chart for different fabrics

CONDITION:

The trainees must be provided with the following:

 Manufactures instruction on machine operation

 Machine manuals
 References and handouts
 Writing materials

METODOLOGIES:

 Lecture
 Demonstration
 Group discussion

ASSESSMENT METHODS:

 Written examination
 Observation
 Interview
 Equipment management is one of the essential elements of a quality
management system. Proper management of the equipment in the laboratory
is necessary to ensure accurate, reliable, and timely testing.
The benefits of a good equipment helps to maintain a high level of laboratory
performance;
• reduces variation in test results, and improves the technologist’s confidence in
the accuracy of testing results;
• lowers repair costs, as fewer repairs will be needed for a well-maintained instrument; •
lengthens instrument life; • reduces interruption of services due to breakdowns and failures; •
increases safety for workers; • produces greater customer satisfaction. A great deal of thought and
planning should go into equipment management. As the laboratory puts an equipment management
program in place the following elements should be considered: • Selection and purchasing—When
obtaining new equipment what criteria should be used to select equipment? Should equipment be
purchased, or would it be better to lease? • Installation—For new equipment, what are the
installation requirements, and who will install the new instrument? • Calibration and performance
evaluation—What is needed to calibrate and validate that the equipment is operating correctly? How
will these important procedures be conducted for both old and new instruments? • Maintenance—
What maintenance schedule is recommended by the manufacturer? Will the laboratory need
additional preventive maintenanceprocedures? Are current maintenance procedures being conducted
properly? • Troubleshooting—Is there a clear procedure for troubleshooting for each instrument? •
Service and repair—What is the cost? Can the laboratory obtain the necessary service and repair in its
geographical area? • Retiring and disposing of equipment—What must be done to dispose of old
equipment when it needs to be replaced?
management program are many: Equipment management responsibility may be specifically assigned to a
technologist in the laboratory. In many laboratories there is a person who has good skills with equipment
maintenance and troubleshooting. Giving this person the role of oversight of all equipment is recommended.
Oversight of an equipment management program includes: • assigning responsibilities for all activities; • assuring
that all personnel are trained on operation and maintenance; • monitoring the equipment management
activities: o review all equipment records routinely; o update maintenance procedures as necessary; o ensure
that all procedures are followed. Note: day-to-day maintenance should be the responsibility of the technical
operator. Everyone who uses the equipment should be trained in calibration and daily maintenance.

Unit of Competency : Perform basic maintenance

Unit code : GRM743205

Module Title : Performing basic maintenance

Module Description : This module covers the knowledge skills and attitudes required in performing minor
maintenance of the machines used by dressmaker

Nominal Duration : 4 hours

Learning Outcomes:

Upon completion of this module, you must be able to:

LO1. Operate machine and assess its performace

LO2. Clean and lubricate machine

LO3. Check machine operation

 After equipment has been installed, the following details need to be addressed before putting the equipment into
service: • assign responsibility for performing the maintenance and operation programs; • develop a system for recording
the use of parts and supplies (see Module 4- Purchasing and Inventory Overview); • implement a written plan for
calibration, performance verification, and proper operation of the equipment; • establish a scheduled maintenance
program that includes daily, weekly, and monthly maintenance tasks; • provide training for all operators; only personnel
who have been trained specifically to properly use the equipment should be authorized as operators. Designate those
authorized to use the equipment and when it is to be used. Equipment calibration Follow the manufacturer’s directions
carefully when performing the initial calibration of the instrument. It is a good idea to calibrate the instrument with each
test run, when first putting it into service. Determine how often the instrument will need to be recalibrated, based on its
stability and on manufacturer’s recommendation. It may be advantageous to use calibrators provided by or purchased
from the manufacturer. Performance evaluation Prior to testing patient specimens, it is important to evaluate the
performance of new equipment to ensure it is working correctly with respect to accuracy and precision. In addition, test
methods using kits or laboratory instruments need to be evaluated for the ability to detect disease (sensitivity, specificity,
positive and negative predictive value), and to determine normal and reportable ranges. Verification of manufacturers’
performance claims—Manufacturers provide performance evaluations for testing methods using their kits or
instruments, and include the information in the package inserts or operators’ manuals. However, laboratories need to
verify the manufacturers’ performance claims, and demonstrate they can get the same results using the kits or
equipment in their Equipment ● Module 3 ● Content Sheet 6 laboratory, with their personnel. Some of the steps that
should be followed to verify performance include: • testing samples with known values and comparing the results to the
expected or certified value; • if equipment is temperaturecontrolled, establishing the stability and uniformity of the
temperature. Validation of new equipment and associated techniques— If the equipment and/or associated techniques
are new, validation processes will be important. This can be carried out by running samples in parallel on both previous
and new equipment/methods for a period of time to determine that the expected results can be obtained. These
validation procedures should be completely recorded. Function checks In order to verify that equipment is working
according to the manufacturer’s specifications, it is necessary to monitor instrument parameters by performing periodic
function checks. This should be done before using the instrument initially, then with the frequency recommended by the
manufacturer. These function checks should also be done following any instrument repairs. Some examples of function
checks are daily monitoring of temperatures and checking the accuracy of wavelength calibration.

Equipment Maintenance Documentation Developing documents and policies for recordkeeping Equipment
documents and records are an essential part of the quality system. The policies and procedures for maintenance should
be defined in appropriate documents, and keeping good equipment records will allow for thorough evaluation of any
problems that arise. (Module 16: Documents and Records) Each major piece of equipment will have its own equipment
maintenance document. Smaller, commonly used equipment such as centrifuges and pipettes may be managed with an
equipment maintenance document or manual that deals with all such equipment in the laboratory. An equipment
maintenance document should include: • step-by-step instructions for routine maintenance, including frequency of
performance, and how to keep records of performance; • instructions for carrying out function checks, frequency of
performance, and how to record the results; • directions for calibrating the instrument; • guide for troubleshooting; •
any required manufacturer’s service and repair; • list of any specific items needed for use and maintenance, such as
spare parts. For major equipment, include identification of the specific instrument, and perhaps information on its
performance. Recording maintenance information Each piece of equipment should have a dedicated logbook
documenting all characteristics and maintenance elements: • preventive maintenance activities and schedule; •
recording of function checks and calibration; • any maintenance performed by the manufacturer; • full information on
any problem that the instrument develops, the subsequent troubleshooting activity, and follow-up information regarding
resolution of the problem. In recording problems, be sure to record: Equipment ● Module 3 ● Content Sheet 12 o date
problem occurred, and when equipment was removed from service; o reason for breakdown or failure; o corrective
action taken; including a note about any service provided by the manufacturer; o date returned to use; o any changes to
procedure for maintenance or function checks as a result of the problem. Some of the tools that are helpful for keeping
records on equipment management are: • charts • logs • checklists • graphs • service reports. The log book should be
available for review during the entire life of the equipment.

Unit code : GRM743205

Module Title : Performing basic maintenance

Module Description : This module covers the knowledge skills and attitudes required in performing minor
maintenance of the machines used by dressmaker

Nominal Duration : 4 hours

Learning Outcomes:

Upon completion of this module, you must be able to:

LO1. Operate machine and assess its performace

LO2. Clean and lubricate machine

LO3. Check machine operation

 Dressmaking NC II

Dressmaking NC II

Dressmaking NC II

Dressmaking NC II

Information 2.3-1
Operation Testing of Sewing Machine

Learning Objectives:

After reading this Information Sheet, you should be able to:

1. Tests different machines needed for garment operations

2. Follow the manufacturer’s instruction of machines operation
3. Observe proper handling of machines

Recently you study the parts and function of the machines. Before
sewing, it should be proper to conduct testing and conduct sample run in
order to know if the machines are smoothly functional or not. Following the
manufacturer’s instructions and /or using machines manual are favorable
to ease the task and perform mastery in sewing.

Prepare swatches of silk, denim and cotton. Stitch on the swatches by

stitching straight lines at various stitch length Procedure:

You should follow these steps and see how you can improve
your skills but be sure that you already know its parts and functions.

1. Rest both of your feet on the treadle, one ahead of the other.
2. Lift the presser foot before starting the Sewing machine.
3. Start turning the hand wheel towards you applying moderate
force in it.
4. When the treadle starts to move, follow its flow, not pushing too much
pressure against the treadle.
5. Make five rotations or more until you develop a good control of the sewing
machine.
6. Stop your sewing machine by controlling the treadle then hold the
band wheel. Practice more as needed.

STANDARDS FOR SEWING MACHINE OPERATIONS

Observe while using / running sewing machine and list the

things that you have noticed. By following correct procedures you will
make your work easier, more interesting and challenging. Here are some
pointers that you have to follow in the manipulation of your sewing
machine:

1. Start with the right tools and

supplies. Have your needle,
thread, screw driver, pins and
scissors ready for use. With
tools at hand, you can start
working continuously on your
machine.

2. Always maintain good working

posture. Sit on your back
slightly leaning forward. It can
prevent body pains after
working on your machine.

3. Thread the sewing machine

correctly. You can follow the
guide book if you have. This will
save your time to get a correct
threading. Refer to someone to
check if you have threaded it
properly.
 4. Be sure that the needle is
properly set according to the
directions for specific models. A
properly attached needle will
make your work without any
trouble.

5. Set the stitch regulator

according to project
specifications and test the
stitches for possible
adjustments.

6. Check tension dials and

adjust according to project
requirement of the stitches.
A correct adjustment on the
tension dials will make
perfectly sewn garment.

7. Turn power off (for motorized/electric machines) when the sewing

machine is not in use. This will save electricity and avoid possible
minor accidents.

8. Keep sewing tools. Dust the sewing

Machine put a little amount of machine
oil in slots. This will make the sewing
machine available for the next user
Note:

The control of the sewing machine lie on your feet not in your hand so
learn to start and stop the sewing machine instantly at a given point using this
control. Lower the presser foot while sewing but be sure to insert a piece of
paper or fabric swatches so that the feed dog will not be worn out.

Getting to stitch
Before you start, make sure the two threads are back between the two
toes of the presser foot.
NGARAN___________________________________________
Kinahanglan himuon:
PAGDURO-DUGTONGA AN MGA TULDOK, PARA MAHIMO
LINYA NGA NATUGBOS, PAREHAS SAN LINYA SA LIGID UG BUTNGA.

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    
    
    

    
    
    

    

    

    
 DRESSMAKING NCII
DRESSMAKING NC II

TRAINING ACTIVITY MATRIX

Facilities/ Venue
Training Activity Trainee Date and Time Remarks
Tools and Equipment (Workstation/ Area)
Group 1
 Opening Prayer  TNA Tools October 1, 2020
Group 2
 Attendance  Laptop Pep Talk/ to
Group 3 Trainees Orientation
 Pre-Training Activity  Projector Lecture Area October 6, 2020
Group 4
 Orientation  Speaker 12:00pm-6:pm
Group 5

 Visual Type of Learner

 CBLM
 Modular Self-paced Instruction: October 7, 2020
Group 2 Information Sheet Contextual Reading Information
o Read Information Sheet No. 12:00pm-6:00pm
Group 4 No. 1.1-1 Obtain Learning Area sheet
1.1-1, Answer the self-check
measurement
sheets

 Auditory Type of Learner

 Watch a video presentation on  CD Disk/ Flash drives October 8, 2020
Group 1 Watching video clip
how to use the measuring tools  Laptop Computer Area 12:00pm-6:00pm
Group 5 presentation.
and materials properly answer  Headset
the self-check.

 Kinesthetic Type of Learner October 9, 2020

Demonstration of
 Set-up and Operate Machine  Sewing Machine
Group 3 Practical Work Area Sewing Machine
with return demo and answer 12:00pm-6:00pm
self-check 2.1-1
 DRESSMAKING NCII

Group 1 October 10, 2020

 Modular Self-paced Instruction: Group 2 CBLM Pep Talk/ to Reading information
 Read Information Sheet No. 1.1-1 Group 3 Sewing machine Lecture Area and October 13, 2020 Sheet and
to Answer the self-check sheets Group 4 Manuals Practical work area 12:00pm-6:00pm Discussion
Group 5

CBLM
Sewing Machine
Hip curve
 Read Information (core French curve
competencies) Ruler
Group 1 Tape measure October 14, 2020 Reading Information
 Answer self-check
Group 2 L-square Pep Talk/ to Sheet,
 Perform body measurement
Group 3 Yardstick Lecture Area and November 10, 2020 Answer Self-check
 Draft and Cut Pattern for Casual
Group 4 Pencil Practical work area 12:00pm6:00pm Discussion
Apparel
Group 5 Pin cushion Demonstration
 Sew Casual Apparel Seam Ripper
 Apply finishing Touches Pinking Shears
Tracing wheel
Drafting paper
Fabric
 Conduct Orientation on Evidence
Plan: Nov. 11, 2020
Institutional Trainee’s
- Written  Evidence Plan 12:00pm6:00pm
Group 1 Assessment Area Orientation
- Demonstration
Group 2
- Oral questioning
Group 3
Group 4 Answer Written test,
Group 5 Nov. 12, 2020
Institutional proceed to practical
 Conduct Written  Written Test 12:00pm-6:00pm
Assessment Area work area for
demonstration
 DRESSMAKING NCII

 Specific Instruction
for the trainee Nov. 13, 2020 Demonstration of
 Conduct Demonstration  Task for Practical Work Area 12:00pm-6:00pm Draft Basic/Block
Demonstration Pattern
 Rating sheet

Nov. 14, 2020 Follow up question

Institutional
 Conduct Oral Questioning  Questioning Tool 12:00pm-6:00pm regarding the
Assessment Area
demonstration

Nov. 15, 2020

 Post Test
 Conduct Post Test 12:00pm-6:00pm
Questionnaire

 Teacher’s Evaluation
Nov. 16, 2020 Evaluate trainers,
Form
 Conduct Evaluation 12:00pm-6:00pm training and the
 Training Program
program
Evaluation Form
Group 1
Group 2  MOA with Claveria
MOA signing,
Group 3 Garments Pep Talk Area Nov. 17, 2020 introduction of
Group 4  Training Plan
 OJT Assigning 12:00pm-6:00pm training materials
Group 5  Trainees Record Book
and state the Date
 Trainees Progress and Venue of OJT
Sheet
Nov. 18,2020
to State the date, time
 Preparation of the National  Application Form for
Nov. 20,2020 and venue of
Assessment National Assessment
12:00pm-6:00pm National Assessment

Prepared By: Checked:

EXILDA T. CAPINPIN SIDRA L. TOBES
Trainer Head of Instruction
DRESSMAKING NCII