Technical Drawing TG G11

BASIC TECHNICAL
DRAWING
Teacher Guide
Grade 11
Prepared by:
Amanuel Berhanu (BSc.)
Tolossa Deberie (MSc.)
Edited and Reviewed by:

Abebe Basazeneu
Natenael Abebe
Yared Mekuria
FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA KURAZ INTERNATIONAL

MINISTRY OF EDUCATION PUBLISHER
Acknowledgements
The redesign, printing and distribution of this teacher guide has been funded
through the General Education Quality Improvement Project (GEQIP), which aims
to improve the quality of education for Grades 1–12 students in government
schools throughout Ethiopia.
The Federal Democratic Republic of Ethiopia received funding for GEQIP through
credit/financing from the International Development Associations (IDA), the Fast
Track Initiative Catalytic Fund (FTI CF) and other development partners – Finland,
Italian Development Cooperation, the Netherlands and UK aid from the
Department for International Development (DFID.
The Ministry of Education wishes to thank the many individuals, groups and other
bodies involved – directly and indirectly – in publishing the teacher guide and
accompanying textbook.
© Federal Democratic Republic of Ethiopia, Ministry of Education
First edition, 2003(E.C.)
Developed, printed and distributed for the Federal Democratic Republic of
Ethiopia, Ministry of Education by:

Al Ghurair Printing and Publishing House CO. (LLC)
PO Box 5613
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In collaboration with
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P.O. Box 100767
Addis Ababa
Ethiopia

ISBN : 978-99944-2-091-9
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Ethiopia by the Federal Democratic Republic of Ethiopia, Federal Negarit Gazeta
,Proclamation No. 410/2004 Copyright and Neighbouring Rights Protection
Proclamation, 10th year, No. 55, Addis Ababa, 19 July 2004.
Disclaimer
Every effort has been made to trace the copyright owners of material used in this
document. We apologise in advance for any unintentional omissions. We would
be pleased to insert the appropriate acknowledgement in any future edition.

Foreword

Education and development are closely related endeavours. This is the
main reason why it is said that education is the key instrument in
Ethiopia’s development. The fast and globalised world we now live in
requires new knowledge, skills, attitudes and values on the part of each
individual. It is with this objective that the curriculum, which is a reflection
of a country’s education system, must be responsive to changing
conditions.
It is more than fifteen years since Ethiopia launched and implemented the
Education and Training Policy. Since then our country has made
remarkable progress in terms of access, equity and relevance. Vigorous
efforts also have been made, and continue to be made, to improve the
quality of education.
To continue this progress, the Ministry of Education has developed a
Framework for Curriculum Development. The Framework covers all pre‐
primary, primary, general secondary and preparatory subjects and grades.
It aims to reinforce the basic tenets and principles outlined in the
Education and Training Policy, and provides guidance on the preparation
of all subsequent curriculum materials – including this teacher guide and
the student textbooks that come with it – to be based on active‐learning
methods and a competency‐based approach.
Publication of a new Framework and revised textbooks and teacher guides
are not the sole solution to improving the quality of education in any
country. Continued improvement calls for the efforts of all stakeholders.
The teacher’s role must become more flexible ranging from lecturer to
motivator, guide and facilitator. To assist this, teachers have been given,
and will continue to receive, training on the strategies suggested in the
Framework and in this teacher guide.
Teachers are urged read this guide carefully and to support their students
by putting into action the strategies and activities suggested in it. The
guide includes possible answers for the review questions at the end of
each unit in the student textbook, but these answers should not bar the
students from looking for alternative answers. What is required is that the
students are able to come up with, and explain knowledgeably, their own
possible answers to the questions in the textbook.

Table of Contents
Page
UNIT 1: Introduction to Technical
drawing ................................................ 1
UNIT 2: Basic Technical drawing
equipments ........................................... 7
UNIT 3: Alphabet of Lines .............................. 17
UNIT 4: Lettering ............................................. 23
UNIT 5: Geometrical Construction ............... 33
UNIT 6: Multi–View Drawing ............................ 44
UNIT 7: Pictorial Drawing .............................. 63
Reference ............................................................ 94

INTRODUCTION TO TECHNICAL
DRAWING
Total Period: 1
Unit Outcome
At the end of this unit, students should be able to:
 Appreciate the contribution of graphical language (Drawing)
in human civilization;
 Understand the basic concepts, purpose and areas/
professional disciplines of technical drawing.
Unit Overview
Technical drawing is a universal language by means of which the form,
size, finish, colour, and construction of an object can be described
accurately and clearly. Therefore it is the language used by engineers
and architects to develop and record their ideas and to transmit them to
those who are to execute their designs.
Without the ability to communicate well, engineers cannot function in

a team and are of limited value to industry. Technical drawing is
therefore essential communication tool for engineers. Using
Technical Drawing Teacher’s Guide - Grade 11 1

Unit 1 Introduction to Technical Drawing
established drawing conventions (orthographic projections and
isometric drawings
Lesson 1.1 Introduction to technical drawing

Number of Period: 1
Learning Competencies
At the end of this lesson, students should be able to:
 explain technical drawing.
 explain how and when drawing is originated.
 understand the difference in artistic and technical drawing.
 describe the area/professional disciplines of technical
drawing involves.
 outline the use of technical drawing in designing;
 describe how to use technical drawing in the manufacturing
industry.
 describe some important applications of technical drawing in
every day life.
 state the advantage of CADD in related to manual work.
 explain the educational value of technical drawing.
Planning ahead
This lesson introduce students to the language of technical drawing.
Through demonstration, and handouts, the students will learn the
beginning standards for technical drawing.
2 Technical Drawing Teacher’s Guide - Grade 11

1. Prepare visual aids to show “examples of drawings drawn by
hand and CAD”
2. prepare photos of ancient graphics
3. Identify the Standards. Standards should be posted in the
classroom for each lesson now onwards.
4. Review essential questions, “why is it important for drawing
to be a standard, common language among all drafters or
designers?”
Hints for Teaching

. Explain the “universality” of the graphic language and the need for all
drafters and designers to be able to communicate worldwide in a
common way. Explain the use of standards. Emphasize how drawing is
a language made through symbols and the usage of lines to “speak”
without using words.
Discussion
1. Ask students the kinds of drawings they can name. List them as
they name them and ask whether they know what kind of
designer does that kind of drawing, e.g., floor plans. Then list
architect beside the term. Have students take notes from the
list.
2. Explain process of going from idea into production. Illustrate
Graphic Communications.
3. Explain and demonstrate traditional (board) drafting and CAD
drafting.
4. Use visual aids to show “examples of drawings.”
5. Discuss the educational value of Technical drawing.
6. Explain the difference in artistic and technical drawing. Give
definitions and have students list in notes.
7. At last, give peer group activity from the text and follow their
participation.
Teaching Note
Technical drawing, also known as drafting, refers to the discipline of
producing precise illustrations of things in fields like architecture and
engineering. Generally, the term technical drawing pertains to any kind
of drawing fashioned with technical ideas. Good examples of technical
drawing are mechanical drawings, charts, and sketches. Technical
drawings are a means of graphic communication, which aims to clearly
and concisely communicate information about transforming technical
ideas or concepts into reality. A technical drawing often contains both a
graphic representation of its subject, and dimensions, notes and
specifications.
Today the mechanics of the drafting task have been greatly accelerated
through the use of computer-aided design and drafting systems, but
regardless of whether a draft is drawn by hand or with computer
assistance, the field-use-drawing must be reproducible with a version
control system to maintain authorized and approved changes to the
master document (or computer files, the modern analog).

In some fields, particularly electronics, draftsmen are also known by the
ambiguous "designer", whose job would be distinct and separate from
the engineers specifying and working out the design details. In short,
draftsmen are communicators that are part of an engineering team
charged with producing specialty documentation packaged as a design,
which following the standards of the field, can be understood by others
with the same training. Technical drawing in perspective is a universal
picture language by which ideas and information may be readily
available for others.
Lesson Guide
Concluding
Period Lesson title Starter activity Main activities
activities
1 1.1 Introduction  Ask brain  . Assist students to Summarize the
storming discuss why technical lesson and give
question and drawing is a universal home work to list
discuss by listing language and help pros and cons of
the type and them to do the activity manual drawing
purpose of 1.1 in the textbook and CAD system
drawing around of drawing
the school.
Evaluation
Instruct students to:
 Explain why drawing is a universal language
 Identify the difference b/n artistic and technical drawings.
 List the classification of technical drawings.
 Differentiate the advantage and disadvantage between manual
drawing and computer aided design software

 using line drawing show the direction from their home to

school
Method
 Presentation (lecture)
 Demonstration
 Group discussion (6-8 students per a group)
Assessments
The teacher should follow and assess each student’s work continuously
over the whole activity of the lesson and compare it with the following
description to determine whether the student has achieved the
minimum required level.
Students working below the minimum requirement level will require
extra help if they are to catch up with the rest of the class. They should
be given extra attention in class and additional activities at the end of
the lesson or during breaks.
Students working above the minimum requirement level should be

praised and their achievements recognized. They should be
encouraged to continue working hard and not become complacent.

BASIC TECHNICAL DRAWING
EQUIPMENTS
Total Periods: 2
Unit Outcomes
 understand the types, proper uses and applications of basic
Technical drawing Equipments;
 Apply each basic technical drawing instruments and materials
in making drawings.
Unit Overview
Good working habits should be in the drawing office. The students
understand the uses of drawing instrument and materials. Therefore
they will Identification the following basic drawing instruments and
materials: drawing board, T-square, set squares (30 and 45),
protractor, compasses, eraser, pencils, drawing papers, dividers, scale
rule and French curves. The students should know how to care and
maintain their drawing equipment and materials. Finally practice
individually the correct use of drawing equipment and materials.

Unit 2 Basic Technical Drawing Equipments
Lesson 2.1 Selection of drawing materials and

instruments
Number of Periods: 1
At the end of this lesson, students will be able to:
 identify drawing materials and instruments.
 List different types of material and instruments of Technical
drawing
 Describe the purpose of each technical drawing equipment.
 State the different types of pencil, paper and Rapidograph.
Planning ahead
Through demonstration, and handouts, the students will learn the
types of materials and instruments used in technical drawing.
Preparation should be the following:-
1. Make ready the various drawing instruments and materials to

display for the students.
2. Program the way and time allotment for providing the activities
and how many students will be participate in a group work.
Hints for Teaching and Teaching Notes

Explain and demonstrate the types of drawing materials and
instruments with their uses.

Discussion
1. Ask students the kinds of technical drawings material and
instruments they can name. List them as they name them and
ask which specific purpose they use.
2. Demonstrate their use by using traditional (board) tools.
3. Instructors should choose activities to support whichever
system of teaching is used. Give activity 2.1 from student
textbook.
4. This lesson is help to introduce for the student to give basic
drafting equipment knowledge and skills through using
traditional (board) tools..
Lesson 2.2 Application and Care for basic technical drawing

equipments
At the end of this lesson, students will be able to:
 arrange appropriate working area before starting drawing;
 Select drawing equipments in their specific purpose.
 explain how to care for and maintain drawing instruments and
materials.
 prepare the title block on drawing paper by lay out borders.
Planning a Head
This is the lesson for students to practice with technical drawing
materials and instruments.

1. Prepare standard size drawing papers and enough drawing
equipments with drafting table at drawing room
2. Demonstrate the rules/points to take care for and maintain
drawing instruments and materials.
3. Develop a skill to use triangles and T-square to construct vertical
and horizontal lines.
4. Practice how to lay out a title block and run the diagonals to find
the center of the drawing space.
Hints for Teaching

Ask students how misuse of drawing equipment can affect the outcome
of drawings. Ask in what ways this could be dangerous, expensive, and
time-consuming.
Discussion
1. Show by demonstrate the specific application of drawing
instruments and help them to practice. In addition discuss the
points to care for and maintain the accuracy and neatness of
drawings.
2. Instructors should choose activities to support whichever system of
teaching is used. Give activities 2.2 and 2.3 and also the project
work to do in group from student textbook.
3. Make ready few examples they will use in class and have them
practice.

Teaching Note
In engineering drawing any object is represented by straight lines
and/or curves. These lines should be drawn as accurate as possible by
the help of drawing instruments. Quality of a drawing depends to a
large extent on the quality, adjustment, proper use and care of drawing
instruments.
Lesson Guide
Concluding
Period Lesson title Starter activities Main activities
activities
1 2.1 Selection of  Ask brain storming  Give activity 2.1  Summarize the
drawing question to for student to do lesson
materials and students the in group)  Invite students
instruments materials and  Teacher to tell others
instruments they demonstrates the what points
know before class. use of equipment they grasp
In addition, For and drawing from the
what purpose they materials
use them.  Follow students
when they do title
block
1 2.2 Application  Ask Students to tell  Give activity 2.2  Students give
and care for the specific purpose and 2.3 to do feedback about
basic they use for each individual and in today’s
technical type of instruments. group lessons.
drawing  Discuss and  Give
equipments demonstrate homework
correct use, good from the
working habits textbook and
and how to take project work in
care of and group
maintain drawing
equipment and
materials.

Evaluation
Instructs your students to:
 select correct items for specific purpose from various drawing
equipment displayed.
 state five reasons for observing good working habits.
 explain how to care for and maintain drawing instruments.
 use drawing equipment and materials correctly for drawing
purpose.
Method
 Presentation,
 Demonstration
 Group discussion
Assessments


Exercise
Fill in all the blank spaces.
1. The 45° and the 30°-60° triangles can be combined to form angles
in increments of___________.
2. If you are right-handed, you should draw from ____________.
3. Why? ________________________________________.
4. What is the fastest way to find the center of your drawing space?
_________________________.
5. The instrument best used for transferring distances on a drawing is
_________________.
6. A _______________ is an additional equipment used to achieve
uniformity in drawing.
7. An ______________ is made of thin metal. This equipment is
used to protect nearby lines from being erased.
8. A _______________ is used to ink drawing onto the tracing
paper.
9. Curves can be constructed by adjusting lines on a___________.
10. _________________ is made of flexible plastic material with
lead backbone.
11. _________________ are usually made of high quality
transparent plastic. The edges of the squares contain measurement
scales.
12. A _______________ usually contains a drawing compass and a
divider compass.
13. _________________ has two main parts, the head and a long
piece perpendicular to the head. It is usually used with the drawing
board.

Quiz
Complete the crossword. Below are lists to see the clue or clues for
those numbers in the box.
Down: 1: _________ can be constructed by adjusting lines on a
French curve.
Down: 2: This equipment is used to protect nearby lines from being
erased.
Across: 3: An equipment semi-circle in shape. It is used to measure
angles.
Down: 4: A technical pen is used to ______ drawing onto the tracing
paper.
Across: 5: Engineering drawing is made easier by the use of this
equipment. its point is always sharp and are available in
different sizes of 0.3 mm, 0.5 mm and 0.7 mm.
Down: 6: It is usually used to draw the accurate circles.
Across: 7: This is an additional equipment used to achieve uniformity
in drawing.
Down: 8: A long stick which are made of wood or plastic. tt's usually
used to measure the length of an object.
Across: 9: They are triangular in shape. One has 30° and 60° degree
angles and while the other one has 45° degree angles.
Across: 10: It is used to stick the corners of the drawing paper to the
drawing board.
Across: 11: It is soft in texture and can clean spots without damaging
the drawing paper.

Across: 12: The place where setting up a drawing paper.
Answer to the Exercise

1. The 45° and the 30°-60° triangles can be combined to form
angles in increments of 15 degrees.
2. If you are right-handed, you should draw from left to right.
3. Why? You won’t be dragging your hand across the graphite.
4. What is the fastest way to find the center of your drawing space?
Run the diagonals.
5. The instrument best used for transferring distances on a
drawing is dividers.
6. A sampling template is additional equipment used to achieve
uniformity in drawing.
7. An erasing shield is made of thin metal. This equipment is used
to protect nearby lines from being erased.
8. A technical pen is used to ink drawing onto the tracing paper.
9. Curves can be constructed by adjusting lines on a French curve.

10. Flexible curve is made of flexible plastic material with lead
backbone.
11. Set square are usually made of high quality transparent plastic.
The edges of the squares contain measurement scales.
12. A compass set usually contains a drawing compass and a divider
compass.
13. A T-square has two main parts, the head and a long piece
perpendicular to the head. It is usually used with the drawing
board.
Answer to the Quiz

ALPHABET OF LINES
Total Period: 1
Unit Outcomes
 understand the types of lines according to their purpose,
weight and thickness in drawing;
 Apply alphabet of lines for making proper working drawings.
Unit Overview
The Alphabet of lines is nothing but the different types of lines. In
order to include all the necessary information on a drawing in a
meaningful manner, different types and weights of lines are used to
represent the features of the object. The meaning of a line with certain
characteristics has been standardized, and will be the same on any
drawing. These line conventions must be understood in order to read
drawings.

Unit 3 Alphabet of Lines
Lesson 3.1 Alphabet of lines.

Number of Period: 1
 Identify and list the type of alphabet of lines.
 explain the purpose and weight of alphabet of lines.
 perform alphabet of lines in their weight and thickness.
 use alphabet of lines on proper drawings.
Planning ahead
You are about to educate students on eleven main types of line, you
should therefore be able to do the following:
 Prepare diagram of alphabet of lines as a teaching aid.
 Collect architectural drawing, machine drawing and map
drawing for display and students will learn the application of
lines.
 Program to practice to draw the lines with various line weights
on their exercise book and even on a black/white board.
Hints for Teaching

You can make your teaching interesting by using teaching aids like
blueprint reading exercises. Alphabet of Lines such as Object Lines,
Hidden Lines and Center Lines, and Extension Lines and Dimension
Lines.

Discussion
1. Ask students the types of line they observed any type of
blueprint like a building or a machine drawing.
2. Discuss and demonstrate by drawing the alphabet of lines used
in technical drawing on black board. Have students take notes
from the list.
3. Allow students to practice by drawing alphabet of lines with
appropriate line weight and to do activity 3.1.
Teaching Note
Line weight is the thickness of the line. Construction lines and guide
lines are very light, easily erased lines used to block in the main layout.
Visible lines are the edges or "outlines" of an object. They are drawn as
solid lines with a thick/heavy weight. All other lines contrast with the
visible lines by having either a thinner weight and/or a combination of
dashes.
Lesson Guide
Period Lesson title Starter activity Main activities Concluding activity
1 3.1 Alphabet  Ask brain storming  Give activity 3.1 to  Students give
of lines question and discuss do in group from feedback about
by listing the types architectural today’s lessons.
of lines with their drawings or (Teacher acts as
proper line weight. machine drawings. facilitator.)
 Illustrate and  Give home work to
Discuss various do exercises from
applications of the textbook
each type of line
with students.
 Assist students to
draw different
types of lines

Evaluation
Instructs you student to:
 define and draw each type of line.
 state the application of each line.
 Identify the name of alphabet of lines from the given drawing.
Method
 Presentation,
 Demonstration
 Individual practice
Assessments


Quiz
Label each line type in the drawing below within the guidelines.
Answer to the Quiz

Arrowhead 35mm
7.0 Dimension Line 3mm
Extension Line 3mm
Center Line 3mm
Phantom Line 3mm
Hidden Line Cutting plane Line 3mm
3mm
Short break Line A Center Line 3mm
6mm Chain Line 3mm
Section Line
3mm
A 1.5
Visible Line 6mm 1.5 Leader 3mm
Note 5mm
Sect A-A
Answer for the question on the textbook exercise 3.1
1. cutting plane line 8. visible line

2. extension line 9. center line
3. dimension line 10. leader line
4. center line 11. phantom line
5. hidden line 12. center line
6. short break line 13. phantom line
7. cutting plane line

LETTERING
Total Periods: 2
Unit Outcomes
 distinguish the different lettering styles and guide lines for
letter writing;
 understand the rules and principles of lettering;
 Execute (draw) the common Technical drawing lettering styles.
Unit Overview
The information that a drawing must present cannot be revealed by
graphic shapes and lines alone. To make a drawing informative and
complete, you must include lettering in the form of dimensions, notes,
legends, and titles. Lettering can either enhance your drawing by
making it simple to interpret and pleasant to look at, or it can ruin your
drawing by making it difficult to read and unsightly in appearance.
Therefore, it is essential that you master the techniques and skills
required for neat, legible lettering.
Technical Drawing Teacher’s Guide- Grade 11 23

Unit 4 Lettering
Lesson 4.1 Techniques of lettering and single stroke letters

Number of Period: 1
Learning competencies
 mention the role of lettering in technical drawing.
 identify the different four types of lettering styles.
 draw vertical and inclined single-stroke letters and numbers
properly.
 make Technical lettering, Single-strokes letters properly;
Planning ahead
This lesson is to introduce the student to basic letter drawing skills
through using traditional tools. Instructors should choose activities to
support whichever system of teaching is used. Therefore understand
technique of lettering and differentiate the styles of lettering.
1. Make ready the various diagrams to show lettering styles and

techniques to draw free hand letters to display for the students.
2. Program the way and time allotment for providing the activities
and how many students will be participate in a group work.
Hints for Teaching

Explain and demonstrate the types of lettering styles techniques to be
considered. The directions of strokes is very important to develop the
skill of free hand lettering.
24 Technical Drawing Teacher’s Guide- Grade 11

Unit 4 Lettering
Discussion
1. Ask students the purpose of applying letters in technical
drawing.
2. Demonstrate the styles of letter and techniques to be
considered in free hand lettering by using traditional (board)
tools.
3. Instructors should choose activities to support whichever
system of teaching is used. Give as activity 4.1 to practice from
student textbook.
4. The left-hander does have a problem of developing a system of
strokes that seems personally most suitable. The strokes shown
on the text are for right-handers. The lefthander should
experiment with each letter to find out which strokes are best.
The habits of left-handers vary so much that it is futile to
suggest a standard system of strokes for all lefthanders.
Teaching Note
When using ANSI lettering standards: use gothic text style vertical or
inclined, use all capital letters, use 3mm for most text heights and use
6mm for the height space between lines of text by taking the text height
and dividing by 2.
There are 2 kinds of letters in the alphabet: uppercase or capital letters

and lowercase or small letters. Where lowercase letters are grouped into
3:
1. Ascenders – like b, d, f, h, k, l, and t.
2. Normals – like a, c, e, m, n, o… etc.
3. Descenders – like f, j, p, q and y.
Unit 4 Lettering
Ascenders are lowercase letters whose parts reach the capline. Normals
are lowercase letters whose parts are confined between the waistline
and the baseline. Descenders are lowercase letters whose stem touches
the dropline.
Study the drawing below, particularly

the parts of each letter. The stem is the
straight part of a letter, the lobe is the
curved part of a letter and the swash is
the inclined or diagonal part of a letter.
Lesson 4.2 Guide line, uniformity, stability, and composition of

lettering
Number of Period: 1
At the end of the lesson, students will be able to:
 prepare guide lines properly for capital letters, lowercase letters,
numerals and fractions;
 draw letters and numerals with proportional height and width;
 perform lettering exercises observing proper spacing.
 practice good working habits of Leroy lettering and lettering
templates/guidelines.
 outline the uses of the Leroy lettering and lettering templates.
 develop all the techniques required to draw legible letters with
proper proportion, spacing and composition.

Unit 4 Lettering
Planning ahead
In this lesson guide lines, uniformity, stability and composition of
lettering will be discussed. Therefore, you should be able to do the
following:
• Prepare diagram to show advantage of guide lines in free hand
lettering as a teaching aid.
• Collect architectural drawing, machine drawing and map
drawing for display and students will learn the application of
lettering.
• Program to practice to lay out letters in title block and fill out
with letters..
Hints for Teaching

It is a first time for the students when learning technical lettering please
make sure them to develop a skill of freehand lettering rather than using
lettering devices. So, to make your teaching interesting by using
teaching aids like blueprint.
Discussion
1. Ask students what is advantage of guide line and what are the points
to be consider for keeping quality of free hand lettres.
2. Discuss and demonstrate about guidelines, stability, uniformity and
composition of letters..
3. Allow students to do activity 4.2 and 4.3 from student textbook.

Unit 4 Lettering
Teaching Note
Leroy Lettering Set are used in drafting and other roles where standard
uniform characters are required, such as for title blocks and
annotations, special notes on engineering drawings, or on photographs.
The set typically consists of a set of Leroy templates, a scriber, and set
of pens (see photo).
Lettering templates are an alternative to the Leroy Lettering approach,

offering essentially the same kind of mechanical lettering but using a
different guide (see picture from the text). The templates are offered in
U.S. and metric sizes, usually corresponding to the technical pen line
size they are designed to be used with, for example an 0.25 works with a
.25 technical fountain pen. They work well with a straight edge,
eliminating some of the steps required with the Leroy equipment.
Lesson Guide
Period Lesson title Starter activity Main activity Concluding activity
1 4.1 Techniques • Ask brain • Discuss and • Review terms as
of lettering storming demonstrate letter used and have
styles and strokes. students make a
and single question to
• Give worksheets discussion.
stroke letters students the for students to • Give home work to
purpose of letter practice lettering. do exercises from
• Allow to do activity the textbook
in drawing
4.1
1 4.2 Guide lines, • Review exercise • Discuss and • Students give

stability, to draw single demonstrate about feedback about
guide lines, today’s lessons.
uniformity & stroke letters stability, (Teacher acts as
composition and ask uniformity & facilitator.)
of lettering questions about composition of • Give exercises for
lettering. students as a
the topics
• Help students to homework.
do activity 4.2 and
4.3.

Unit 4 Lettering
Evaluation
Instruct your students to:
• differentiate between Guide lines for capital and lower case
letters.
• write upper and lower case letters correctly.
• write numbers 0-9 and fractions.
• Completing the exercises on time
Method
• Presentation,
• Demonstration,
• Group discussion.
Assessments


Unit 4 Lettering
Test
Match Column A with Column B. Write on your paper only the letters
of the correct answers.
Column A Column B
_____ 1. Lobe a. simplest letter style
_____ 2. Roman b. lines for uppercase
_____ 3. Cap-line c. capital letters
_____ 4. Swash d. straight part of a letter
_____ 5. Gothic e. black letter
_____ 6. Stem f. parent of all letter style
_____ 7. Text g. small letters
_____ 8. Guidelines h. inclined part of a letter
_____ 9. Ascenders i. lowercase letter
k. thin lines for lettering
l. curved part of a letter
Answer key for the test

1. l 2. f 3. b 4. h 5. a 6. d 7. e 8. k 9. j 10. c
Lettering rubric
Below
Exception Above Average Average Unacceptable Comments
Average
Criteria 20-16 15-11 10-6 5-1 9
Scale 1 guidelines 1-2 3-4 5-6 More than 6
4°
measurement measurement measurement measurement
with 1 spaces errors errors errors errors
8°
Spelling All words are 1-2 spelling 3-4 spelling 5-6 spelling More than 6
Accuracy spelled properly errors errors errors spelling
errors
Lettering Letters are dark, Lettering Average Below Letters are
Quality crisp, clear and missing 1 missing 2 average only fuzzy light
readable elements elements 1 element and
present unreadable
Letter Letters are Most letters are Some letters Some letters Letter width
Width and equal width and equal width and are equal are equal and spacing is
Spacing spacing is spacing is width and width or unacceptable
Quality appropriate to appropriate to spacing is spacing is
distinguish distinguish somewhat somewhat
between words between words appropriate to appropriate to
distinguish distinguish
Guideline Lines are neat, Lines are neat Lines are neat Lines are neat Unacceptable
Quality light and but medium but dark but very dark guidelines
unreadable from weight
a 3° distance

Unit 4 Lettering
Answer for the question on the textbook exercise
1. What is the purpose of lettering in a drawing?
To make a drawing informative and complete, by inserting
letters in the form of dimensions, notes, legends, and titles.
Also lettering can enhance your drawing by making it simple to
interpret and pleasant to look at.
2. What are the different styles of letters to be used in drawing?

• Gothic Letters
• Italic Letters
• Text Letters
• Roman Letters
3. Identify ascending and descending lowercase letters.

Strokes of the letters extending above the waist line are known as
scenders (such as b, d, f, h, i, k, l, t,), and those extending below
the base line as descenders (such as g, p, q, y).
4. Mention few techniques of letter you know.
• proportions and forms of the letters and the order of the strokes
• draw vertical strokes downward or toward you with a finger
movement, and draw horizontal strokes from left to right with a
wrist movement without turning the paper
• the spacing of letters and words
5. What does the term Stability refers to in lettering?
When the upper portions of certain letters and numerals are
reduced in size where possible, thereby producing the effect of
stability and a more pleasing appearance is called stablity of
letter.

Unit 4 Lettering
6. What are the four guidelines of lower case letters?
i. Cap line
ii. Waist line
iii. Base line and
iv. Drop line.
7. How do we maintain height and inclination uniformity of letters
in a word?
By drawing guidelines with constraction line
8. What are instruments used for drawing guidelines?
• Braddock-Rowe lettering triangle
• Ames Lettering Instrument
9. What are the lettering devices?
• LeRoy Lettering and
• Lettering Template/Guide

GEOMETRIC CONSTRUCTION
Total Periods: 12
Unit Outcome
 understand different types of plane geometry and their basic
elements.
 construct different types of geometric figures.
 apply methods and rules of construction for different types of
geometric shapes.
Unit Overview
Knowledge of the principles of geometric construction and its
applications are essential to technical drawing students, because if you
assume your students as a draftsman or engineer, they must be able to
"construct" or draw any of the various types of lines. In a line drawing, a
line may be a straight line, a circle, an arc of a circle or a fillet, a circular
curve, a noncircular curve, or a combination of these basic types of
lines.
The students must also be able to construct line drawings at specified

angles to each other, various plane figures, and other graphic
Unit5 Geometric Construction
representations consisting exclusively of lines. This unit provides
information that will aid the students in drawing different types of
geometric constructions.
Lesson 5.11 Construction of Points, lines and angles

Number of Period: 3
(1 period theory and 2 periods for practice)
 Explain different types of geometrical elements;
 construct different types of lines;
 perform steps of bisect and trisecting straight line;
 divide a line in to any number of equal parts without ruler;
 construct angles with different methods;
 perform steps of bisect and trisecting an angle;
 divide an angle in to any number of equal parts;
 transfer by coping angles for different places;
Planning ahead
Prepare the class equipping with materials used to construct geometric
figures. Supply the class with drawings that show geometric
constructions easily Make a further reading on points and lines too.
Teacher uses one period for theoretical concept and demonstration
about the construction of lines and angles. Two periods for student
practice on check points.

Hints for Teaching
The lesson main objective is help students to identify the principles of
constructing geometric figures and develop skill the use drawing
instruments.
Discussion
1. You can start the class by inviting students to explain what
geometry is and use the textbook in text questions like what
angles are and how they are formed.
2. Discuss and demonstrate by drawing the way of indicating a
point, construction of lines and angles in technical drawing on
black board. Have students take notes from the demonstration.
3. Allow students to practice on activities and check points 5.1 and
5.2.
Lesson 5.23 Construction of Polygons

Number of Period: 3
At the end of the lesson, students will be able to:
 define polygon in their own words;
 differentiate regular and irregular polygons;
 construct triangles with different methods;
 define quadrilateral in their own words;
 construct different types of quadrilateral;
 draw regular polygons using their specific method;
 construct any type of regular polygon using general methods;
Planning a Head
Prepare the class equipping with materials used to construct geometric
figures. Prepare different objects that can explain polygons with
different sides. You can also use a chart showing different polygons with
their respective names. Make a further reading on polygons too.
about the construction polygons. Two periods for student practice on
check points.
Hints for Teaching

instruments.
Show to students’ objects or different polygons with different sides, and
then.
Discussion
1. Start the lesson by asking students from the textbook.
2. Discuss and demonstrate by showing the method of construction
of polygon on black board. Have students take notes from the
demonstration.
3. Activate students to construct various types of triangles and other
polygons from the textbook check points.

Lesson 5.34 Construction of circles and tangents

Number of Period: 3
Learning Outcomes
 define circle in their own words;
 construct circles using three points in space;
 define tangency and tangent point;
 construct tangent line and tangent curves to join circles and
arcs;
 apply different tangency concepts to real object drawing;
Planning ahead
Organize your class equipping with circular objects and other aids that
can demonstrate circles and tangents.
about the construction of circle and tangents. Two periods for student
practice on check points.
Hints for Teaching

instruments.

Discussion
1. Start the lesson by asking students from the textbook about circle
and tangents.
2. Discuss and demonstrate by showing the method of construction of
circle and tangents on black board. Have students take notes from
the demonstration.
3. Activate students to construct various types of circle and tangents
from the textbook check points.
Lesson 5.4 Construction of Ellipses

Learning Outcomes
 differentiate an Ellipse from other curved planes;
 construct an ellipse using different methods.
Planning ahead
Prepare different objects with elliptical shapes. You can also use
drawings of different ellipses.
about the construction ellipse. Two periods for student practice on
check points.

Hints for Teaching
instruments.
Discussion
1. Start the lesson by asking students from the textbook about Ellipse
and show objects with elliptical shape. Motivate students to
compare and contrast ellipse with that of circle.
2. Discuss and demonstrate by showing the method of construction of
ellipse on black board. Have students take notes from the
demonstration.
3. Activate students to construct various types of ellipse from the
textbook check points.
Lesson Guide
Periods Concluding
Lesson title Starter activity Main activities
activities
3 4.1 Constructi • Ask students to • Demonstrate how to • Students give
on of illustrate the uses bisect a line, an feedback about
Points, of construction of angle and trisect a today’s lessons.
lines and simple given line, how to (Teacher acts as
angles geometrical divide a line into facilitator.)
figures and number of equal • Give home work
shapes parts, and how to to do exercises
bisect lines and from the
angles textbook
• Let the students to
practice on activity
5.1 and check
points 5.1 ,5.2& 5.3.
3 4.2 Constructi • Ask the in text • Demonstrate • Give home work

on of question from the construction of to do exercises
polygons textbook about polygons and let from the
characteristics of students practice textbook
polygon to on check points
students. 5.4, 5.5 &5.6

3 4.3 Constructi • Ask the in text • Demonstrate the • Students give
on of question from the different feedback about
Circles textbook about construction of today’s lessons.
and circles and circles and tangent (Teacher acts as
Tangents tangents. • Let the students to facilitator.)
• Using charts, practice on activity • Give home work
guide students to 5.2 and check to do exercises
discuss the parts points 5.7, 5.8 & 5.9 from the
and properties of • Students to textbook
a circle and construct plane
tangent and the figures involving
relationships blending of lines
among them and arcs such as
spanners, anchors
and openers.
3 4.4 Construc • Assist students to • Demonstrate the • Students give
tion of define ellipse, and different methods feedback about
Ellipse discuss its of construction today’s lessons.
properties using Ellipse. (Teacher acts as
chart. • Let the students to facilitator.)
practice on activity • Give home work
5.3 and check to do exercises
points 5.10 from the
textbook
Evaluation
• trisect a given line with 60o set square correctly.
• construct specific given triangles.
• construct various types of angles.
• construct angles using scales of chord.
• trisect given angles correctly using drawing instruments.
• construct specific regular polygons.
• indicate point of contact on their drawn figures.
• explain the practical applications of tangency.
• explain the principles of blending of arcs.
• construct the ellipse using different methods.

Method
• Presentation (lecture)
• Demonstration
• Group discussion (6-8 students per a group)
Assessments
over the whole activity of the each lesson and compare it with the
following description to determine whether the student has achieved
the minimum required level.




MULTI-VIEW DRAWING
Total Periods: 25
Unit Outcome
 understand the basic principle of multi-view drawing;
 develop visualization skill to represent a 3D objects using the
six principal views;
 appreciate the convention and principle of describing the
shape of an object.
Unit Overview
The most fundamental method of presenting working drawings is to
draw multiple views of the three dimensional object. In order to create
these multi-view drawings drafters need to understand the basic
principles of orthographic projection. Orthographic projection is the
method by which 3D objects are projected onto two dimensional
planes. Paper is a two dimensional medium and in order to print
drawings on paper they are shown laying flat, and that is why multiple
views are needed.

Unit 6 Multi-view Drawing
The basis for all drawing is the clear representation of the object
through standard layouts of views to best fully describes the object.
Multi-view drawings are the backbone of working drawings.
Lesson 6.1 Introduction and types of projection

 Explain the purpose of multi-view drawings;
 define the concept of projection.
Planning ahead
Prepare model and diagrams to show types of projection in class. You
can also use a chart showing tree of projection. Make a further reading
on types of projection too. The activities in this lesson are designed to
give students a basic understanding about what orthographic projection
drawings
about the construction polygons. Two periods for student practice on
check points.
Hints for Teaching
The lesson concentrates on projection. .
Discussion
1. You can start the class by inviting students in text question
about projection and multi-view drawing.

2. Discuss and demonstrate about types of projection and come to
orthographic projection. Illustrate the theory of projection and let
students discuss in group.
3. Have students take notes from the demonstration.
4. Allow students to practice on activity and check point 6.1.
Teaching Note
Engineering and technical graphics are dependent on projection
methods. Two methods primarily used. The first is parallel when
object positioned at infinity & viewed from multiple points on an
imaginary line parallel to the object. The second is Perspective when
object position at finite distance & viewed from a single point.
Projection theory comprises of the principles used to graphically
represent 3D objects on 2D media. It is based on 2 variables:
Line of Sight (LOS) is an imaginary ray of light between and observer’s

eye and an object. Parallel projection is when all LOS are parallel;
whereas perspective is when all LOS start at a point. Plane of projection
is an imaginary flat plane where the image created by LOS is projected.
Lesson 6.2 Orthographic Projection

 Explain the concept orthographic projection;
 Identify the three main projection planes;
 Describe the methods of orthographic projection;
 Prepare arranged view with first angle projection;
 Prepare arranged view with 3rd angle projection;
Planning ahead
Prepare of objects and corresponding multi-view drawings. Examples
might include rectangular boxes, books, or VHS tapes and Standard
drawing equipment. Make a further reading on orthographic
projection and multi-view drawing too.
Teacher uses two periods for theoretical concept and demonstration
about orthographic projection and multi-view drawing. In addition five
periods for student practice on activities and check points.
Hints for Teaching

Ask brain storming question from the textbook and explain the topic by
showing examples of First and third angle projection. First, show the
physical object (model) and compare it to actual drawings.
Select appropriate views for presentation. Show how an object can be
turned to represent different views.
Have students take notes from the demonstration and allow students to
practice on activity and check point 6.2.
Teaching Note
Explain in detail the following concept of orthographic projection.
• Projection of the features of the object is made by lines of sight
that are perpendicular to the plane of projection.

• When a surface of the object is parallel to the plane of

projection, the surface will appear in its true size and shape on
the plane of projection.
• The object appears three-dimensional (width, height and
depth) while the view on the plane of projection has only two
dimensions (width and height).
Explain in detail the following concept of multi-view projection.

• Multi-view projection establishes views of an object projected
upon two or more planes of projection.
• The result of multi-view projection is a multi-view drawing.
• A multi-view drawing represents the shape of an object using
two or more views.
• Consideration should be given to choice and number of views
used so that, when possible, the surfaces of the object are shown
in their true size and shape.
• It is often easier for an individual to visualize a three-
dimensional picture of an object than it is to visualize a two-
dimensional drawing.
• Orthographic projection is any projection of the features of an
object onto an imaginary plane called a plane of projection.

Lesson 6.3 The Six principal View and Visualization

 Identify the six principal views;
 Arrange the six principal views in 1st and 3rd angle projection
methods;
 Identify the common dimension of views;
 analyze guide lines for orientation of an object and choose of
views that most describe of an object
 Laying out one-view, two view and three-view drawings;
 Prepare the multi view drawing of an object;
 show hidden features of an object;
 Apply the rule of precedence of line in view drawings.
Planning ahead
Prepare models of objects and corresponding multi-view drawings.
Examples might include rectangular boxes, books, or VHS tapes and
diagrams to show the six principal view, Standard drawing equipment
and make a further reading on one and two view drawings too.
Teacher uses three periods for theoretical concept and demonstration
about rules and conventions on multi-view drawing in the text. In
addition seven periods for student practice on activities and check
points.

Hints for Teaching
When you teach this lesson you can use the following instructional
guide:
1. Ask the class if anyone knows what an orthographic projection
drawing is. Hold a rectangular box in your hand. Ask the class
how many sides there are to a box. List the different sides on
the board (Top, bottom, right side, left side, front, and back).
Ask them if any of the sides are duplicate views. Erase the
bottom, right side, and back. Explain that the remaining three
views are known as an orthographic projection drawing (Top,
front, and right side). Distribute graph paper and rulers to each
student.
2. Demonstrate by drawing basic object in orthographic
projection on the board and have the students to draw it on
their paper. Distribute any worksheets or activities that you
found on the Internet or other resources.
3. Discuss some of the careers that would use orthographic
projection drawings.
4. Have students take notes from the demonstration.
5. Allow students to practice on activity and check point 6.1.
Teaching Note
You will practice in the next unit different techniques for drawing
objects so that they appear to have a three-dimensional quality. These
techniques are excellent for quickly communicating ideas to both

technical and non-technical people. Those who make their living
building ideas require a different type of drawing format. A multi-view
sketch, also referred to as an orthographic projection sketch, is the
standard sketch format used by engineers to communicate ideas to
professionals in the building trades.
However, pictorials do not provide accurate information about the true
size and shape of an object and all of its features. It is often the case that
engineered objects have features and edges that are obscured by the
standard surface views of a multi-view drawing. These views require
hidden lines. When engineers create drawings of cylindrical objects, or
objects that have holes, they must represent their axes and axes points
with centerlines. Knowing how to draw and interpret multi-views is an
important skill for any engineer.
What to do
In this activity, you will develop your ability to see and sketch objects as
a series of related two-dimensional views. Understanding and using the
different line conventions, discussed earlier, will help when creating
these views.
Study the image below. The various surfaces of the object are identified
by letters on the isometric drawing and by numbers on the multi-view
drawing. In the table, write the number that corresponds with the
lettered surface in each of the top, front, and right side views.

Top Front Side
A 9 3 21
B
C
D
E
F
G
Study the images below. Use points, construction lines, hidden lines,
center lines and object lines where applicable to draw the items as
multi-view drawings. DO NOT ERASE YOUR POINTS AND
CONSTRUCTION LINES.

What did you learn?

1. Why would building professionals, such as machinists and
contractors, prefer multi-view drawings over pictorial drawings?
2. How would you describe the geometric relationship that exists
between the adjacent views of a multi-view drawing?
3. Why is it important to layout a multi-view sketch with points
and construction lines before drawing object lines?
4. What is the purpose of hidden lines and center lines?
Lesson 6.4 Fundamental view of edges & surfaces and

visualization
 identify normal, inclined, and oblique surface;
 Apply visualization skills by solid and surface to multi-view
drawings

Planning ahead
Prepare object for teaching aid and diagrams to show the normal,
inclined and oblique surface and Standard drawing equipment and
make a further reading on visualization too.
Teacher uses two periods for theoretical concept and demonstration
about fundamental views of edge and surface in the text and the
principles of developing visualization. In addition four periods for
student practice on activities and check points.
Hints for Teaching
When you teach this lesson you can use the following discussion points:
Discussion
1. Start the lesson by asking students from the textbook about normal,
inclined and oblique surface.
2. Discuss and demonstrate by showing the normal, inclined and
oblique surface from the teaching aid or diagram and also on black
board.
3. Discuss and demonstrate how visualization will be developed. Have
students take notes from the demonstration.
4. Activate students to do activities 6.4 and 6.4 from the textbook on
fundamental views of edge and surface and also visualization.
Teaching Note
Surfaces are classified as Normal, inclined and oblique. A normal
surface is one that is parallel to a principal of projection. If a normal
surface is parallel to any of plane of projection, it will be shown in its
true size and shape. Inclined surfaces are surfaces which appear
perpendicular to only one of the three projection planes. When a plane
surface is inclined to all the three principal planes of projection, it is
known as oblique surface.
The ability to visualize can be developed by consistent practice. To
improve visualization, the principle of orthographic projection can
be applied to the following types of exercises:
1. Identification of surfaces
2. Missing line problems
3. Possible view problems
4. Missing or third view problems
Lesson Guide
Periods Lesson title Starter activity Main activity Concluding activity
3 6.1 Introducti- • Ask brain • Discuss the ideas of • Students give
on and types storming question design to solve feedback about
of projection about projection problems and today’s lessons.
and uses of multi- demonstrate the
view drawings reasons for using (Teacher acts as
from the textbook. multi-view project- facilitator.)
tion and theory of • Give home work
projection. to do exercises
• Let the students to from the
practice on activity
6.1. textbook
7 6.2 orthograp- • Ask brain storming • Discuss the ideas of • Students give
hic projection question about orthographic feedback about
projection and today’s lessons.
projection and uses demonstrate the
of multi-view reasons for using (Teacher acts as
drawings from the first and third angle facilitator.)
of projection. • Give home work
textbook
• Let the students to to do exercises
practice on check from the
points 6.1.
textbook

10 6.3 the six prin- • Askbrain storming • Demonstrate the dif- • Students give
cipal project- question about ferrrent views and feedback about
tion. individually to surfaces possible in today’s lessons.
describe the an orthographic pro- (Teacher acts as
differences and jection. facilitator.)
procedure for • Give home work
• Use 3-D models to
rotating an object to do exercises
demonstrate the dif-
from the
to view it six ferent views and
textbook
different persp- surfaces possible in
ectives and have an orthographic pro-
them demonstrate jection.
it using the step • Let the students to
block. practice on activity
& check points 6.2.
5 6.4 • Ask brain storming • Demonstrate the • Students give
Fundamental question about normal,inclined and feedback about
views of fundamental views oblique surface and today’s lessons.
edge and of edge and surface method of (Teacher acts as
surface and and the methods of visualization. facilitator.)
visualization developing • Give home work
visualization to do exercises
practice on activities
from the
• 6.3, 6.4 and 6.5 and
textbook
check points 6.4,
6.5, and 6.6
Evaluation
• state the use of multi-view projection.
• explain in brief the theory of projection and types of projection.
• explain the differences between first and third angle projections
• explain the principles of first and third angle projections.

Method
• Presentation,
• Demonstration
• Group discussion
• Individual practice
Assessments

Answer to the Exercises for textbook

Answer to check point 6.4
1. A-F 4. D-T 7. D-F 10. B-RS 13. B-F
2. E-F 5. E-LS 8. A-T 11. D-LS 14. E-T
3. C-LS 6. B-T 9. C-F 12. C-T 15. A-LS
A)

b)
Answer to exercise 6.7
B)
Solution for exercise 6.1

Solution for exercise 6.2


Solution for exercise 2

PICTORIAL DRAWING
Total Period: 25
Unit Outcomes
 Understand the basic principle of pictorial drawing;
 Recognize the different types of projection and the three types of
pictorial drawing;
 Apply the principle of Axonometric, Oblique and perspective
projection in describing 3D objects;
 Appreciate the importance of pictorial drawing to describe the
shape of structures in today’s world.
Unit Overview
There are four common types of drawings that you need to learn. During
Graphic Communications, you will be expected to use three of these
four types. Of these four drawing types, Isometric, Oblique, and
Perspective are called Pictorial Drawings. They are used to convey
general shape and structure of an object. They are much easier for people
who do not have a background reading blueprints and multi-view
drawings to comprehend.

Unit 7 Pictorial Drawing
For specific size information, multi-view drawings are heavily relied on
and are the most common technical choice.
General comments about pictorial drawings:

Construction of drawings should proceed in this order:
1. Create a box of construction (very light) lines along the
principal axes which enclose the entire overall form and
general shape of the body.
2. Next add other construction lines along principal axes to
locate features of the body (usually edges of planes and
surfaces).
3. Use offset dimensions to locate lines which don't follow the
principle axes and lightly construct them.
4. Locate the center of circular features, and make construction
boxes for creating the arcs.
5. Darken in the final lines starting with
a. Circles and Arcs
b. Straight Lines (starting from the front of the object)
6. Construction lines need not be erased if they’re drawn very
lightly.
7. Final lines should be dark, sharp, and consistent in width.
8. Do not show hidden lines in pictorial drawings.
9. Do not show center lines in pictorial drawings.

Lesson 7.1 Introduction & Types of pictorial drawing

Number of Period: 2
 describe the concept of projection and its constituting element;
 identify the different types of pictorial drawing.
Planning ahead
This unit is to introduce students to the language of technical drawing.
Through demonstration, handouts and, the students will learn the
1. Prepare visual aids to show “examples of drawings drawn by

hand and CAD”
2. Prepare to make a review of a projection and the different ways
of projection to understand the types of pictorial projection.
Hints for Teaching

1. Allow your students to survey the types of pictorial drawing,
giving each one a try.
2. For all the lessons, list new vocabulary discussed each day and
review at end of class and begin the next day class with review of
the terms.
Discussion
1. Demonstrate by showing the difference in orthographic and
pictorials. Give definitions and have students list in notes.
Show PPT “Technical Sketching” and/or PPT “Sketching.”
2. Sketch a person as a pictorial and then a person as an
orthographic. Do the same thing with a common object such as
a chair. Explain what determines whether orthographics or
pictorials are to be used.
3. Explain the three dimensions. Ask which dimension (width,
depth, and height) would show on the sketch of the person.
4. Let the student to do activities 7.1 &7.2 and check point 7.1
Teaching Note
Projection defined as the representation of an object on a picture
planes as it would appear to an observer stationary at a point and
viewing along the direction of projection. a plane of projection or
picture plane on which the projection is made. Projection can be
categorized into two broad groups namely: central or perspective
projection and parallel projection.
Pictorial drawing is a means by which the three principal faces and
dimensions of an object are represented on a single 2D projection
plane (sheet of paper). Pictorial drawing is divided into three
classifications:
i. Axonometric projection,
ii. Oblique projection, and
iii. Perspective or central projection.

Lesson 7.2 Axonometric Projection

 Define the principle of axonometric projection;
 Identify the types of axonometric projection;
 Choose appropriate position of isometric axis to describe the
shape of an object;
 Identify isometric and non isometric lines;
 Identify the procedure of constructing angles are located in
isometric drawing;
 Draw circles, arcs and irregular curves in isometric;
 Apply offset location measurement in isometric drawing;
 Prepare the isometric drawing using box method and center line
layout method;
 Perform Isometric drawing of an object with its principle;
Planning ahead
1. Prepare visual aids or models to show “examples of types of
axonometric projection drawn by hand and CAD”

2. Make a further reading on axonometric projection too.
3. Teacher uses three periods for theoretical concept and
demonstration about Axonometric projection and Isometric drawing
specially. In addition ten periods for student practice on activities and
check points.
Hints for Teaching

Discussion
1. Start the lesson by asking students from the textbook about
Axonometric projection.
2. Discuss and demonstrate by showing the types of Axonometric
projection from the teaching aid or diagram and also on black
board.
3. Discuss and demonstrate how principles of constructing isometric
drawing. Have students take notes from the demonstration.
4. Activate students to do activities 7.3 and 7.4 and check points 7.3
&7.4 from the textbook on isometric drawing and the principle of
construction.
Teaching Note
How do reading the face of a clock and sketching isometric pictorials
relate to each other? Picture a cube in your mind. All of the surfaces of
the cube form right angles with their adjacent faces. If you were to draw
an isometric pictorial of the cube, you would see that the edges point
toward 2 and 10 o’clock, and 12 o’clock. This idea helps when sketching

isometric pictorials on writing surfaces that do not have isometric grids
so tell the students this idea.
What to do
In this activity, you will develop your isometric sketching skills by
drawing views of objects that are already given in an isometric
orientation. You will then apply your sketching skills throughout the
remainder of the course.
Before you begin, you must understand how an isometric view is called
out. The image below represents a top, front, right side view isometric.
The order is first face, second face, then third face.
Top
Right Side
Front
In your Engineering Notebook, complete the isometric pictorial of the

object pictured below. Use points and construction lines to layout the
isometric sketches. DO NOT ERASE YOUR POINTS AND
CONSTRUCTION LINES. To construct the box, first draw the front
vertical corner. Next to approximate the angle to show the front and
right side views count over two blocks up one. Continue to do this until
you sketch the width and depth of the box.

In your Engineering Notebook, complete the isometric pictorial of the
object pictured below. Use points and construction lines to layout the
isometric sketches. DO NOT ERASE YOUR POINTS AND
CONSTRUCTION LINES. To construct the box, first draw the front
vertical corner. Next to approximate the angle to show the front and
right side views count over two blocks up one. Continue to do this until
you sketch the width and depth of the box.
Count over
two, up one
In your Engineering Notebook, make isometric sketches of the three

objects pictured below. Sketch the objects in the same orientation that
they are pictured in. Use points and construction lines to layout the
isometric sketches. Then, delineate the visible edges of each sketch with
object lines to make them stand out. DO NOT ERASE YOUR
POINTS AND CONSTRUCTION LINES. Add tonal shading to the
sketches when finished.

Study the isometric objects below. Recreate the three objects for
practice. Add tonal shading to the sketches when finished.
What did you learn?

1. What are the three common sides that are shown with an
isometric sketch?
2. Why do designers use tonal shading on their sketches?
3. Describe the technique you used to approximate the proper
isometric angles in order to complete an isometric sketch?

Lesson 7.33 Oblique projection

 Describe the principle of oblique projection;
 Identify the types of oblique drawing;
 Identify the axis and position of objects in oblique drawing;
 Apply method of construction of oblique drawing;
 Draw circle and arcs in oblique drawing;
 Perform Oblique drawing of an object with its principle;
Planning ahead
axonometric projection called Oblique drawing drawn by hand
and CAD”
2. Make a further reading on oblique drawing too.
3. Teacher uses one period for theoretical concept and demonstration
about type of Axonometric projection called oblique drawing
specially. In addition four periods for student practice on activities
and check points.

Hints for Teaching
Discussion
1. Start the lesson by asking students from the textbook about oblique
drawing.
projection called oblique drawing by using the teaching aid or
diagram and also on black board.
3. Discuss and demonstrate about the principles of constructing
oblique drawing. Have students take notes from the demonstration.
4. Activate students to do check points 7.5, 7.6 &7.7 from the
textbook on oblique drawing and its principle of construction.
Teaching notes
Have you ever tried to tell someone what an object looks like by using
words and hand gestures? It usually does not work very well, especially if
the person does not understand the vocabulary you use.
In Engineering Design it is often the case that an idea will need to be
communicated and explained quickly. Questions, such as “What does
the idea look like? How will it work?” In most cases, words and hand
gestures alone cannot answer these questions. Sketching is a quick and
efficient method that is used in all fields of engineering to get ideas down
before they are lost. If the idea turns out to be a possible solution, the
sketch will serve as the basis for more advanced drawings and conveying
ideas, such as Computer-Aided Design (CAD) solid-modeling.

What to do
In this activity, you will practice your sketching and technical
communication skills by creating general oblique sketches of objects in
your Engineering Notebook. A general oblique sketch has lines that can
be drawn at any scale and any angle. The most common angles are 30, 45
and 60 degrees, but any angle can be used.
Study the figures below.

• Use points and construction lines to layout a general oblique
sketch of the object on the large grid.
• Remember that one unit distance in the figure is equal to one
unit distance on the large grid.
• Show the object in a top, front, right side view orientation in
your general oblique sketch.
• Delineate the visible edges of the sketch with object lines.
• DO NOT ERASE YOUR POINTS AND
CONSTRUCTION LINES.
• Add tonal shading to the sketch when finished.

What did you learn?
1. Why practice sketching shapes when a Computer-Aided Design
(CAD) program can produce much more accurate Geometry?
2. What pencil techniques are used to create the differences
between construction lines and object lines?
3. What are the differences between oblique sketches and isometric
sketches?
Lesson 7.4 Perspective Projection

 Explain the terms of perspective drawings;
 Identify the best location of station point, picture plane and
vanishing point,
 Show the location of ground line and Horizon line;
 Identify the three types of perspective drawing;
 Apply the procedure of construction of objects in
perspective;
 Draw circles and arcs in perspective drawing;
 Perform perspective drawings with its principle.

Planning ahead
axonometric projection called Perspective drawing drawn by
hand and CAD”
2. Make a further reading on perspective drawing too.
3. Teacher uses one period for theoretical concept and demonstration
about type of Axonometric projection called perspective oblique
drawing specially. In addition four periods for student practice on
activities and check points.
Hints for Teaching
Discussion
1. Start the lesson by asking students from the textbook about
Perspective drawing and its three types.
projection called perspective drawing by using the teaching aid or
diagram and also on black board.
3. Discuss and demonstrate about the types of perspective and
principles of constructing perspective drawing. Have students take
notes from the demonstration.
4. Activate students to do check points 7.8 from the textbook on
perspective drawing and its principle of construction.

Teaching Note
If you can stand on a straight road and look down the road, it appears to
you the sides of the road begin to look as if they are narrowing to one
point and the center of the road vanishes when the road meets the
horizon. If the road is straight enough and long enough, the sides of the
road not only look like they are converging to a single point, but the road
seems to appear to vanish as it meets the horizon. A similar effect
happens if you stare upward from the base of a tall building. The vertical
edges of the building will appear to angle in toward each other. This
effect is called perspective.
The human eye sees the world in perspective. Objects that are further
away from the eye appear smaller, and edges appear to recede into the
distance. Perspective sketches depict objects in much the same way that
the human eye sees the world.
There are three different types of perspective drawings: one-point, two-

point, and three-point perspective. The different types of sketches are
frequently used by architects, industrial designers, and illustrators when
representing large scale objects or environments in which the effect of
distance must be taken into consideration.
Procedure
In this activity, you will practice your sketching skills by generating a
one-point, two-point, and three-point perspective of a given object. You
will then apply your skills by creating either a one-point, two-point, or
three-point perspective of an object you randomly choose.
Study the objects in Figures 1 and 2. Use lightly drawn points and
construction lines to layout a one-point perspective sketch of the object
within the given box. The perspective sketch must show the object in
a top, left side, front view orientation. Delineate the visible edges of
the sketch with object lines. DO NOT ERASE YOUR POINTS AND
CONSTRUCTION LINES. Add tonal shading to the sketch when
finished.
Study the objects in Figures 3 and 4. Use lightly drawn points and
construction lines to layout a two-point perspective sketch of the object
a top, front, right side view orientation. Delineate the visible edges of
finished.

Study the pictorial in Figure 5. Use lightly drawn points and

construction lines to layout a three-point perspective sketch of the object
a top, front, right side view orientation. Delineate the visible edges of
finished.

Lesson Guide
Period Lesson title Starter activity Main activity Concluding activity
2 1.1 Introductio • Ask brain storming • Discuss and • Students give
n and types question about demonstrate the feedback about
of pictorial projection and types of pictorial today’s lessons.
drawing types of pictorial projection (Teacher acts as
drawing from the facilitator.)
textbook • Give home work
to do exercises
from the
7.1 &7.2 and check
textbook
points 7.1.
13 1.2 Axonometri • Ask brain storming • Illustrate how to apply • Students give
c drawing question about the the principles to draw feedback about
type of objects in isometric today’s lessons.
axonometric • Let the students to (Teacher acts as
projection called facilitator.)
isometric drawings • Give home work
7.3 & 7.4 and check
to do exercises
from the textbook points 7.3 and 7.4.
from the
textbook
5 1.3 Oblique • Ask brain storming • Discuss and • Students give

drawing question about demonstrate where feedback about
oblique and the and how to apply the today’s lessons.
type of Oblique principles to draw (Teacher acts as
drawings from the objects in oblique facilitator.)
• Give home work
textbook • Let the students to
to do exercises
practice on check
from the
points 7.5,7.6 and 7.7.
textbook
5 1.4 Perspective • Ask brain storming • Discuss and • Students give

drawing question about demonstrate where and feedback about
perspective and how to apply the today’s lessons.
the type of principles of (Teacher acts as
perspective construction of facilitator.)
drawings from the perspective drawing. • Give home work
to do exercises
textbook • Let the students to
from the book
practice on check 7.8

Evaluation
• Identify the use of orthographic projection and pictorial drawing
in working drawings.
• state differences in the application of orthographic projection
and pictorial drawing in working drawings.
• Draw isometric, oblique and perspective drawing
Method
• Presentation (lecture)
• Demonstration
• Group discussion (6-8 students per a group)
Assessments


Pictorials Quiz I
Name ________________________
Use either inclined or vertical lettering to fill in the blanks.
Label each type of drawing in the blanks below.
5. Which of these is not a pictorial drawing? ________________

Isometric b) Oblique c) Orthographic
6. A circle will appear in an isometric as a(n)_____________.
a) Template b) ellipse c) parabola d)arc
7. In what kind of pictorial does the front view show its true shape?
_____________
a) An isometric b) A perspective c) An oblique
8. What kind of oblique shows its depth at half its true distance? _____.

9. To make true measurements in isometrics, you only measure along
the ______________.
10.What type of pictorial gives you a view of how an object actually
looks to the eye? _______
Pictorials Quiz II
Name _________________________
1. Which common drawing method is not a pictorial drawing?
a) Multiview drawing c) Isometric drawing
b) Oblique drawing d) Perspective drawing
2. What is the major advantage of an oblique drawing over an isometric?
a) Oblique drawings just look better.
b) Oblique drawings are better for showing dimensions.
c) In oblique drawings, frontal features are easier to draw.
d) In oblique drawings, all circular features appear circular.
3) Lines in an isometric drawing are not distorted when
a) they are construction lines.
b) they run along the principal axes.
c) they do not run along the principal axes.
d) None of these, all lines are distorted in isometric drawings.
4) What is the difference between a cabinet and cavalier drawing?
a) Cabinet is an isometric drawing; cavalier is oblique.
b) Cavalier is an isometric drawing; cabinet is oblique.
c) Cabinet drawings are only half as large as cavalier drawings.
d) The depth scale is reduced in cabinet drawings.

Answer to the Exercises for textbook

Answer for check point 7.1
1. Representation of an object on a picture plane as it would appear
to an observer station point and viewing along the direction of
projection. The constituting element that should be fulfilled are:-
Object, observer, station point, projection rays (projectors), plane
of projection (picture plane)
2. Central and parallel projection. In central projection system
projectors start from a single point where as in parallel projection
projectors are parallel.
3. Both use parallel projectors. But oblique uses other than ◦ 90
where orthographic projection only uses 90◦ for its projectors.

1. To represent a three dimensional object on a two dimensional
plane. And to let illiterate persons on drawing visualize drawing
proposal of an object.
The limitation of pictorial representation are
- It has distorted appearance
- Require more time to prepare
- Difficult to measure and give dimensions
2. Axonometric projection mostly shows the three planes exposed
equally.
Oblique projection keeps the front view as it appears on the multi

view drawing and projects the side edge at an angle of 30◦, 45◦ or
60◦.
Perspective drawing represents an object pictorially as if the

object was captured with a camera.

Solution for check point 7.3
A)
B)


1. Axonometric projection inclines the three principal planes more
or less in a similar exposure, especially if it is isometric
projection. But when we go to oblique projection the front plane
as it appears on elevation where the side edges will be projected
with 30◦, 45◦ or 60◦.
2. Cavalier and cabinet


One point perspective A

Two point perspective
B
One point perspective


1
1

2

2


3


Reference
 C.Jensen,J.D.Helsel (1994). 4th ed., Macmillan/McGraw-

Hill, New Yourk.
 Enginneering Drawing with Auto CAD T-Jeyapoovan Vikas
Publishing House PVTLTD 2004.
 Macmillan, (1974). Technical Drawing (6thed). F.E
Giesecke, A.Mitchell, and Spencer and I.L.Hill.
 Machine Drafting and related Technology Herbert
W.Yankee Webster Division, Mc GRAW Hill Book
Company (1966).
 T.E French, C.J. Virxk (1972). “Engineering Drawing and
Graphics Technology, 11th ed, McGram-Hill,Inc.
 W.J Luzadder (1977). “Fundametals of engineering drawing;
7thed, Prentice. Hall Inc.”
 Verne C. Frykland Ph.d (General Drafting) Meknight and
Mcknight Publishing Company 9th Edition 1948.

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What is the purpose of the teacher guide?

What is the purpose of the teacher guide?

What are some of the techniques of pictorial drawing discussed in the text?

What are some of the techniques of pictorial drawing discussed in the text?

BASIC TECHNICAL

Edited and Reviewed by:

FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA KURAZ INTERNATIONAL

Without the ability to communicate well, engineers cannot function in

Technical Drawing Teacher’s Guide - Grade 11 1

Lesson 1.1 Introduction to technical drawing

2 Technical Drawing Teacher’s Guide - Grade 11

Hints for Teaching

4 Technical Drawing Teacher’s Guide - Grade 11

Technical Drawing Teacher’s Guide - Grade 11 5

 using line drawing show the direction from their home to

Students working above the minimum requirement level should be

6 Technical Drawing Teacher’s Guide - Grade 11

Technical Drawing Teacher’s Guide - Grade 11 7

Lesson 2.1 Selection of drawing materials and

1. Make ready the various drawing instruments and materials to

Hints for Teaching and Teaching Notes

8 Technical Drawing Teacher’s Guide - Grade 11

Lesson 2.2 Application and Care for basic technical drawing

Technical Drawing Teacher’s Guide - Grade 11 9

Hints for Teaching

10 Technical Drawing Teacher’s Guide - Grade 11

Technical Drawing Teacher’s Guide - Grade 11 11

Students working above the minimum requirement level should be

12 Technical Drawing Teacher’s Guide - Grade 11

Technical Drawing Teacher’s Guide - Grade 11 13

14 Technical Drawing Teacher’s Guide - Grade 11

Answer to the Exercise

Technical Drawing Teacher’s Guide - Grade 11 15

Answer to the Quiz

16 Technical Drawing Teacher’s Guide - Grade 11

Technical Drawing Teacher’s Guide - Grade 11 17

Lesson 3.1 Alphabet of lines.

Hints for Teaching

18 Technical Drawing Teacher’s Guide - Grade 11

Technical Drawing Teacher’s Guide - Grade 11 19

Students working above the minimum requirement level should be

20 Technical Drawing Teacher’s Guide - Grade 11

Answer to the Quiz

1. cutting plane line 8. visible line

22 Technical Drawing Teacher’s Guide - Grade 11

Technical Drawing Teacher’s Guide- Grade 11 23

Lesson 4.1 Techniques of lettering and single stroke letters

1. Make ready the various diagrams to show lettering styles and

Hints for Teaching

24 Technical Drawing Teacher’s Guide- Grade 11

There are 2 kinds of letters in the alphabet: uppercase or capital letters

Study the drawing below, particularly

Lesson 4.2 Guide line, uniformity, stability, and composition of

26 Technical Drawing Teacher’s Guide- Grade 11

Hints for Teaching

Technical Drawing Teacher’s Guide - Grade 11 27

Lettering templates are an alternative to the Leroy Lettering approach,

1 4.2 Guide lines, • Review exercise • Discuss and • Students give

28 Technical Drawing Teacher’s Guide- Grade 11

Students working above the minimum requirement level should be