TLE7-8 Agri-Crop Production W4

7/8
Technology and
Livelihood
Education (TLE)-
Agriculture-Crop Production
Week 4
i
Technology and Livelihood Education Grade 7/8
Self-Learning Module-Agri-Crop Production
Week 4
First Edition, 2020
Republic Act 8293 section 176 states that: No copyright shall subsist in
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Borrowed materials (i.e., songs, stories, poems, photos, brand names,

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copyright holders. Every effort has been exerted to locate and seek permission
to use these materials from their respective copyright owners. The publisher
and authors do not represent nor claim ownership over them.
DEVELOPMENT TEAM OF THE MODULE
Writers : Riza T. Catag Catag, Teacher III, Mactan NHS

Editor : Sinfronia R. Berdin, PSDS, District 1
Reviewers : Reynold Q. Velos, EPSVR-EPP, TLE, TVE & TVL
Illustrator : Mar Onell C. Booc, Teacher 1, Babag NHS-SHS
Layout Artist : Mar Onell C. Booc, Teacher 1, Babag NHS-SHS
Plagiarism Detector Software : PlagiarismDetector.com
Grammarly Software : CitationMachine.com
Management Team:
Schools Division Superintendent : Dr. Wilfreda D. Bongalos CESO V
Assistant Schools Div. Superintendent : Dr. Marcelita S. Dignos CESO VI
Chief Education Supervisor, CID : Dr. Oliver M. Tuburan
Education Program Supervisor, LRMDS: Mrs. Teresita A. Bandolon
Education Program Supervisor, TLE : Reynold Q. Velos
Department of Education – Regional Office 7

DepED-Division of Lapu-Lapu CIty
Office Address : B. M. Dimataga Street, Poblacion, Lapu-Lapu City
Telefax : (032) 410 4510
E-mail Address : oliver.tuburan@deped.gov.ph
ii
Property of DepED-Division of Lapu-Lapu City | www.depedlapulapu.net.ph | (032) 410 4525
INTRODUCTORY MESSAGE
For the facilitator:
Welcome to Technology and Livelihood Education (TLE Self-Learning

Module on Agriculture-Agri-Crop Production (Exploratory) on Calculating
Surface Areas and Percentage.
This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social and economic constraints
in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21 st century skills while taking
into consideration their needs and circumstances.
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners’ progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.
For the learner:
Welcome to the Technology and Livelihood Education (TLE Self-

Learning Module on Agriculture-Agri-Crop Production (Exploratory) on
Calculating Surface Areas and Percentage.
The hand is one of the most symbolized part of the human body. It is
often used to depict skill, action and purpose. Through our hands we may
learn, create and accomplish. Hence, the hand in this learning resource
signifies that you as a learner is capable and empowered to successfully
achieve the relevant competencies and skills at your own pace and time. Your
academic success lies in your own hands!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.
iii
HOW TO USE THE MODULE
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other

activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with
it.
If you encounter any difficulty in answering the tasks in this module,

do not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.
We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You can
do it!
iv
Lesson 7– Perform Calculation: Common
Surface Areas
https://www.indiegogo.com/projects/urban-gardening-
project-blpc-community-manila-philippines#/
What I Need to Know

This will give you an idea of the skills or competencies you are expected to
learn in the module.
This lesson is designed and written with you in mind. It is here to help
you understand Technology and Livelihood Education (TLE Self-Learning
Common Surface Areas.
The scope of this module permits it’s to be used in many different
learning situations. The language used recognizes the diverse vocabulary level
of students. The lessons are arranged to follow the standard sequence of the
course.
At the end of this module, you should be able to:
Content Standards:
DepED-Division of Lapu-Lapu City 1 TLE/TVE/TVL

A. demonstrates an understanding of estimation and basic calculation.
Performance Standards:
A. performs estimation and basic calculation.
Learning Competency:
1. Memorize formula used in calculating percentage and surface areas of
triangle, square, rectangle, rhombus, parallelogram, trapezium and
circle
2. Determine correct methods of calculation
3. Employ different techniques in checking accuracy of result
What I Know
This part includes an activity that aims to check what you already know about
the lesson to take. If you get all the answers correctly (100%), you may decide
to skip this module.
Pre-Test 7.0
Let us determine how much you already know about basic workplace calculations.
Take this test.
I. PERFORM CALCULATION
Directions: Calculate the total surface area in square meter (m2).
http://unauthorised.org/ronni/eart https://www.dummies.com/home-
h/circleveg.html garden/gardening/vegetable-
gardening/watering-systems-for-your-
vegetable-garden/
700
cm
0.041 hm
Figure 1 Figure 2
2
https://www.bunnings.com.au/the- https://smallfarmersjournal.com/laying-out-
organic-garden-co-100-x-100-x-30cm- fields-for-plowing/
zincalume-square-raised-garden-
bed_p3318228
Figure 3 Figure 4
https://www.pinterest.ph/pin/430164201899577564/
320 dm
5300 cm
Figure 5
0.49 hm
Refer to Answer Key
TLE 7/8 Exploratory - Carpentry 3 DepED-Division of Lapu-Lapu City

What’s In
This is a brief drill or review to help you link the current lesson with the
previous one.
I. Write the equivalent value.
1. 1 km = ______ hm = _______ = m
2. 1 m = ______ dm = _______ cm = _______ mm
II. Match the shape of the surface area in column A with the formula
column B. Write the letter of your answer on the space provided
before the number.
A B
_____ 1. Triangle a. Area = length x width

_____ 2. Trapezium b. Area = 0.5 x base x height
_____ 3. Square c. Area = ¼ (¶ x diameter x diameter)
_____ 4. Rhombus d. Area = 0.5 (base + top) x height
_____ 5. Circle e. Area = base x height
What’s New
In this portion, the new lesson will be introduced to you in various ways; a
story, a song, a poem, a problem opener, an activity or a situation.
Activity 7. Calculating Surface Areas
In our previous activity, you have learned how to measure objects of

different shapes and sizes and convert the measurements into different metric
units either to bigger or smaller one. Again, in this lesson your mathematical
ability will be tested. Because as you can see, plants are planted either in
container pots or directly planted in the field. Either way around, still the
plants are planted in a surface area and it is somehow important to know how
big the area of your container or your field is.
Beforehand, I asked you to (1) memorize formulas on how to calculate
the common surface areas and (2) to bring a pot or any plastic container that
can be used as a pot of any sizes and shapes. Now bring out your pot.

Follow these steps:
1. Identify the shape of your pot.
2. Determine which formula in calculating the surface area is appropriate
for your container pot.
3. Get the measurement/s of the pot as what is needed in the formula.
4. Calculate the surface area of your pot accurately.
5. Exchange your pot to your partner. Let your partner compute the
surface area of your pot as you are to him/her.
6. Discuss to your partner on how you came up with your answer.
7. Present your output.
What Is It
This section provides a brief discussion of the lesson. This aims to help you
discover and understand new concepts and skills.
PERFORM CALCULATION
It is important to be able to measure and calculate surface areas. It
might be necessary to calculate, for example, the surface area of the cross-
section of a canal or the surface area of a farm.
This section will discuss the calculation of some of the most common
surface areas: triangle, square, rectangle, rhombus, parallelogram,
trapezium, and circle.
The most common surface areas illustrated:

The height (h) of a triangle, a rhombus, a parallelogram or a trapezium,
is the distance from a top corner to the opposite side called base (b). The
height is always perpendicular to the base; in other words, the height makes
a "right angle" with the base. An example of a right angle is the corner of this
page.
In the case of a square or a rectangle, the expression length (1) is
commonly used instead of base and width (w) instead of height. In the case of
a circle the expression diameter (d) is used.
The height (h), base (b), width (w), length (1) and diameter (d) of the most
common surface areas
TRIANGLES
The surface area or surface (A) of a triangle is calculated by the formula:
A (triangle) = 0.5 x base x height = 0.5 x b x h ..... (1)
Triangles can have many shapes, but the same formula is used for all of them.
Some examples of triangles

EXAMPLE: Calculate the surface area of the triangles no. 1, no. 1a and no. 2
Given Answer
Triangles no. 1 and no. 1a: base = 3 cm Formula: A = 0.5 x base x height
height = 2 cm A = 0.5 x 3 cm x 2 cm
A = 3 cm2
Triangle no. 2: base =3 cm Formula: A = 0.5 x base x height

A = 3 cm2
It can be seen that triangles no. 1, no. 1a and no. 2 have the same
surface; the shapes of the triangles are different, but the base and the height
are in all three cases the same, so the surface is the same.
The surface of these triangles is expressed in square centimeters
(written as cm2). Surface areas can also be expressed in square decimeters
(dm2), square meters (m2), etc...
PROBLEM: Calculate the surface areas of the triangles nos. 3, 4, 5 and 6.

Given Answer
Triangle no. 3: base =3 cm Formula: A = 0.5 x base x height
A = 3 cm2
Triangle no. 4: base = 4 cm Formula: A = 0.5 x base x height

A = 2 cm2

A = 3 cm2

A = 6 cm2
SQUARES AND RECTANGLES
The surface area or surface (A) of a square or a rectangle is calculated by the

formula:
A (square or rectangle) = length x width = l x w ..... (2)
In a square the lengths of all four sides are equal and all four angles are right
angles.

In a rectangle, the lengths of the opposite sides are equal, and all four angles
are right angles.
Note that in a square the length and width are equal and that in a rectangle
the length and width are not equal.
PROBLEM: Calculate the surface areas of the rectangle and of the square.
Given Answer
Square: length = 2 cm Formula: A = length x width
width = 2 cm A = 2 cm x 2 cm
A = 4 cm2
Rectangle: length = 5 cm Formula: A = length x width

width = 3 cm A = 5 cm x 3 cm
A = 15 cm2
In calculating irrigation areas, you will often come across the expression
hectare (ha), which a surface area unit. By definition, 1 hectare equals 10 000
m2. For example, a field with a length of 100 m and a width of 100 m2 has a
surface area of 100 m x 100 m = 10 000 m2 = 1ha.
Fig. 4. One hectare equals 10 000 m2

RHOMBUSES AND PARALLELOGRAMS
The surface area or surface (A) of a rhombus or a parallelogram is
calculated by the formula:
A (rhombus or parallelogram) = base x height = b x h ..... (3)
In a rhombus the lengths of all four sides are equal; none of the angles
are right angles; opposite sides run parallel.
In a parallelogram the lengths of the opposite sides are equal; none of
the angles are right angles; opposite sides run parallel.
A rhombus and a parallelogram
QUESTION: Calculate the surface

areas of the rhombus and the
parallelogram.
Given
Answer
Rhombus: base = 3 cm
height = 2 cm
Formula: A = base x height
A = 3 cm x 2 cm
A = 6 cm2
Parallelogram: base = 3.5 cm

height = 3 cm
Formula: A = base x height
A = 3.5 cm x 3 cm
A = 10.5 cm2
TRAPEZIUMS
The surface area or surface (A) of a trapezium is calculated by the formula:
A (trapezium) = 0.5 (base + top) x height =0.5 (b + a) x h ..... (4)
The top (a) is the side opposite and parallel to the base (b). In a
trapezium only the base and the top run parallel.
Some examples of trapeziums

EXAMPLE: Calculate the surface area of trapezium no. 1.
Given Answer
Trapezium no. 1: base = 4 cm Formula: A =0.5 x (base + top) x height
top = 2 cm A = 0.5 x (4 cm + 2 cm) x 2 cm
height = 2 cm A = 0.5 x 6 cm x 2 cm = 6 cm2
QUESTION: Calculate the surface areas trapeziums nos. 2, 3 and 4.

Given Answer
Trapezium no. 2: base = 5 cm Formula: A = 0.5 x (base + top) x height
top = 1 cm A = 0.5 x (5 cm + 1 cm) x 2 cm
A = 6 cm2
top = 1 cm A = 0.5 x (3 cm + 1 cm) x 2 cm
A = 4 cm2
top = 4 cm A = 0.5 x (2 cm + 4 cm) x 2 cm
A = 6 cm2
Note that the surface areas of the trapeziums 1 and 4 are equal. Number
4 is the same as number 1 but upside down.
Another method to calculate the surface area of a trapezium is to divide
the trapezium into a rectangle and two triangles, to measure their sides and
to determine separately the surface areas of the rectangle and the two
triangles.
Splitting a trapezium into one rectangle and two triangles.

Note that A = A1+ A2 + A3 = 1 + 6 + 2 =9 cm2
CIRCLES
The surface area or surface (A) of a circle is calculated by the formula:
A (circle) = 1/4 (¶ x d x d) = 1/4 (¶ x d2) = 1/4 (3.14 x d2) ..... (5)
whereby d is the diameter of the circle and ¶ (a Greek letter, pronounced Pi)
a constant (¶ =3.14). A diameter (d) is a straight line which divides the circle
in two equal parts.
EXAMPLE
Given: Circle: d = 4.5 cm
Answer: Formula: A = 1/4 (¶ x d²)

A = 1/4 (3.14 x d x d)
A = 1/4 (3.14 x 4.5 cm x 4.5 cm)
A = 15.9 cm2
QUESTION: Calculate the surface area of a circle with a diameter of 3 m.

Given: Circle: d = 3 m
Answer: Formula: A = 1/4 (¶ x d²) = 1/4 (3.14 x d x d)
A = 1/4 (3.14 x 3 m x 3 m)
A = 7.07 m2

SURFACE AREAS OF CANAL CROSS-SECTIONS AND FARMS
This Section explains how to apply the surface area formulas to two
common practical problems that will often be met in the field.
DETERMINATION OF THE SURFACE AREAS OF CANAL CROSS-

SECTIONS
The most common shape of a canal cross-section is a trapezium or,

more truly, an "up-side down" trapezium.
Canal cross section

The area (A B C D), hatched on the above drawing, is called the canal
cross-section and has a trapezium shape. Thus, the formula to calculate its
surface is similar to the formula used to calculate the surface area of a
trapezium:
Surface area of the canal cross-section = 0.5 (base + top line) x canal depth
A = 0.5 (b + a) x h..... (6)
whereby: base (b) = bottom width of the canal

top line (a) = top width of the canal
canal depth (h) = height of the canal (from the bottom of the canal to the top
of the embankment)
Suppose that the canal contains water, as shown in Figure below.

Wetted cross-section of a canal
The area (A B C D), hatched on the above drawing, is called the wetted
canal cross section or wetted cross-section. It also has a trapezium shape and
the formula to calculate its surface area is:
Surface area of the wetted canal cross-section

A = 0.5 (base + top line) x water depth
A = 0.5 (b+a1) x h1 ..... (7)
whereby: base (b) = bottom width of the canal

top line (a1) = top width of the water level
water depth (h1) = the height or depth of the water in the canal (from the
bottom of the canal to the water level)
EXAMPLE: Calculate the surface area of the cross-section and the wetted
cross-section, of the canal shown in next figure.
Dimensions of the cross-section
Given Answer
Canal cross-section:
base (b) =1.25 m Formula: A = 0.5 x (b + a) x h
top line (a) =3.75 m A = 0.5 x (1.25 m + 3.75 m) x
1.25 m
canal depth (h) = 1.25 m A = 3.125 m2

Canal wetted cross-section:
base (b) = 1.25 m Formula: A = 0.5 x (b + a1) x h
top line (a1) = 3.25 m A = 0.5 x (1.25 m + 3.25 m) x
1.00 m
water depth (h1) =1.00 m A = 2.25 m2
DETERMINATION OF THE SURFACE AREA OF A FARM
It may be necessary to determine the surface area of a farmer's field.

For example, when calculating how much irrigation water should be given to
a certain field, the size of the field must be known.
When the shape of the field is regular and has, for example, a
rectangular shape, it should not be too difficult to calculate the surface area
once the length of the field (that is the base of its regular shape) and the width
of the field have been measured.
EXAMPLE
Given Answer
Length of the field =50 m Formula: A = length x width (formula 2)
Width of the field = 30 m A = 50 m x 30 m = 1500 m2
QUESTION: What is the area of the same field, expressed in hectares?

ANSWER: A hectare is equal to 10 000 m. Thus, the formula to calculate a
surface area in hectares is:
In this case: area of the field in

More often, however, the field shape is not regular, as shown in Figure below.
Field of irregular shape
In this case, the field should be divided in several regular areas

(square, rectangle, triangle, etc.).
Division of irregular field into regular areas
Surface area of the square: As = length x width = 30 m x 30 m = 900 m2

Surface area of the rectangle: Ar = length x width = 50 m x 15 m = 750 m2
Surface area of the triangle: At = 0.5 x base x height = 0.5 x 20 m x 30 m
= 300 m2
Total surface area of the field: A = As + Ar + At
A = 900 m2 + 750 m2 + 300 m2
A = 1950 m2

What I Have Learned
This includes questions or blank sentence/paragraph to be filled in to
process what you learned from the lesson.
I. Fill in the blanks

Directions: Let us check what you have learned in calculating surface
areas. Complete the statements based on the starter.
1. The way to distinguish a rectangle from a square is _________________.

They both use the same formula in calculating their surface areas
which is ______________________.
2. The similarity of rhombus and parallelogram is _____________________
while their difference is _________________________________.
3. Radius is different from diameter because __________________________.
4. In order to solve the total surface area of a trapezium, you need
specific measurements which are _________, _________, and _________.
5. The formula in solving the area of the triangle is ____________________.
6. The difference between regular and irregular field is _________________.
7. To solve for the total area of an irregular field you need to ___________.
8. There are _________________ square meters in a hectare.
9. The formula in calculating the area of a circle is _________________
where ¶ has a value of ______.
10. Another method of calculating the surface area of a trapezium is to
divide the trapezium into a _____________ and a ____________________.
What I Can Do
This section provides an activity which will help you transfer your new
knowledge or skill into real life situations or concerns.
Calculating Area of the Vegetable Garden

Instruction:
1. Remember your vegetable garden project? Make use of your garden
layout and measurements.
2. Calculate the surface area of your vegetable garden.
3. Submit your output to your teacher.

What’s More
This comprises activities for independent practice to solidify your
understanding and skills of the topic. You may check the answers to
the exercises using the Answer Key at the end of the module.
I. PERFORM CALCULATION
Directions: Calculate the total surface area in hectares.
http://unauthorised.org/ronni/eart https://www.dummies.com/home-
h/circleveg.html garden/gardening/vegetable-
gardening/watering-systems-for-your-
vegetable-garden/
58 m
Figure 1 Figure 2
https://www.bunnings.com.au/the- https://smallfarmersjournal.com/laying-out-
organic-garden-co-100-x-100-x-30cm- fields-for-plowing/
zincalume-square-raised-garden-
bed_p3318228
Figure 3 Figure 4

https://www.pinterest.ph/pin/430164201899577564/
44 m
130 m
Figure 5
110 m
Refer to Answer Key
Assessment
This is a task which aims to evaluate your level of mastery in
achieving the learning competency.
Self-Check 7
I. PERFORM CALCULATION.
A. Direction: Calculate the surface area in square meter (m 2).
1. 2. 3.
B. Calculate the total surface area in hectare. Show a detailed solution of your
answer.

90 m
500 dm 72 m
175 m
Refer to Answer Key
Additional Activities
In this portion, another activity will be given to you to enrich your
knowledge or skill of the lesson learned. This also tends retention of
learned concepts.
Instruction:
1. Draw a layout of an irregular field with corresponding measurements.
2. Calculate the total surface area of the field.
3. Prepare visual aids for your presentation.
4. Discuss the process on how you came up with your answer. Refer to
the scoring rubrics.
RUBRICS ON ORAL PRESENTATION

(https://www.slideshare.net/aucsap08/rubric-on-oral-presentation)
Total
Criteria Developing Standard Exemplary
Points
18 21 25
Lacks depth, Only some In-depth and
Content limited treatment topics are thorough
of assigned thoroughly discussion of
topics. discussed and assigned topics.

given an in-
depth treatment.
14 17 20
Shows minimum Shows adequate Very well
planning, some planning, some planned, logical
Organization presentation
sections are portions need
and Clarity and well
disorganized and clarification and
of Report understood by
confusing. improvement in
the audience.
logical
presentation.
10 12 15
Nervous, self- Demonstrates Relaxed, self-
conscious, and quick recovery confident.
monotone voice. from minor Show natural
mistakes. Voice body
projection is movements
that develop
satisfactorily enthusiasm
Delivery varied in volume and affects
and inflection. audience
positively. Voice
projection
fluctuates in
volume and
inflection and
sustains
interest.
14 17 20
Make use of Make use of Visual
visual materials visual materials materials are
but does not and enhances well done and
Presentation enhance the the presentation are used to
Aids make the
presentation. to a limited
presentation
extent.
more
interesting and
meaningful.
6 8 10
Did not finish on Hurriedly Finishes within
Time time. finishes on time. the prescribed
Management time with
appropriate
pacing.
6 8 10
Able to sustain Able to sustain Able to sustain
Audience the interest of
the interest of the the interest of
Impact the audience all
audience to a the audience
limited extent. most of the time. the time.
Total Score /100

Lesson 8 – Percentage
https://www.youtube.com/watch?v=ZIpg0N43wRI
What I Need to Know

This will give you an idea of the skills or competencies you are expected to
learn in the module.
This lesson is designed and written with you in mind. It is here to help
you understand Technology and Livelihood Education (TLE Self-Learning
Percentage.
The scope of this module permits it’s to be used in many different
learning situations. The language used recognizes the diverse vocabulary level
of students. The lessons are arranged to follow the standard sequence of the
course.
At the end of this module, you should be able to:
Content Standards:
A. demonstrates an understanding of estimation and basic calculation.
Performance Standards:
B. performs estimation and basic calculation.
Learning Competency:
1. Determine the correct method of calculating percentage.
2. Perform calculations needed to complete a task using the four
basic mathematical operations.

3. Employ different techniques in checking accuracy of result.
What I Know
This part includes an activity that aims to check what you already know about
the lesson to take. If you get all the answers correctly (100%), you may decide
to skip this module.
Pre-Test 8.0
I. Fill in the blank

Directions: Fill in the blank with the equivalent value.
Percent Fraction Decimal

1. 16% ________ _________
2. ________ 32/100 _________
3. ________ ________ .05
4. ________ ________ .99
5. 9% ________ _________
II. Problem Solving

Directions: Compute the following.
1. 6% of 100 plants were replaced

2. 15% of 28 hectares
3. 80% of 90 farmers are present
4. 50% of P200 increase in farmers salary
5. 5% of 100 kilograms seeds are dormant
What’s In
This is a brief drill or review to help you link the current lesson with the
previous one.
Answer the following questions:

1. Can you give me an update of your vegetable garden? How big is your
garden?
2. What kind of vegetables have you grown in your garden? How are they
doing? Can you estimate how many percent of the seeds have
germinated? How many percent of your seedlings have thrived?
DepED-Division of Lapu-Lapu City 4 TLE/TVL

What’s New
In this portion, the new lesson will be introduced to you in various ways; a
story, a song, a poem, a problem opener, an activity or a situation.
Activity 8
Solve the given problem.
1. A farmer harvested 120 kilos of kangkong. It has been his practice
that only 90% of his produce is sold while the remaining 10% is
allotted for their consumption. How many kilos of kangkong are
sold?
2. Jenny transplanted 50 eggplant seedlings. After a month, she finds
out that 6% of the seedlings died. How many eggplant seedlings have
not thrived?
What Is It
This section provides a brief discussion of the lesson. This aims to help you
discover and understand new concepts and skills.
INTRODUCTION TO PERCENTAGE
In relation to agriculture, the words percentage will be met regularly.

For instance "60 percent of the total area is irrigated during the dry season".
In this section the meaning of the word "percentage" will be discussed.
PERCENTAGE
The word percentage comes from the word percent. If you split the word
percent into its root words, you see “per” and “cent.” Cent is an old European
word with French, Latin, and Italian origins meaning “hundred”. So, percent
is translated directly to “per hundred.” If you have 87 percent, you literally
have 87 per 100. If it rained 13 times in the last 100 days, it rained 13 percent
of the time.
The numbers that you will be converting into percentages can be given
to you in 2 different formats, decimal and fraction. Decimal format is easier
to calculate into a percentage. Converting a decimal to a percentage is as
simple as multiplying it by 100. To convert .87 to a percent, simply multiple
.87 by 100.
.87 × 100=87

Thus, resulting in 87 percent.
Percent is often abbreviated with the % symbol. Presenting your answer as

87% or 87 percent is acceptable.
If you are given a fraction, convert it to a percentage by dividing the top

number by the bottom number. If you are given 13/100, you would divide 13
by 100.
13 ÷ 100 = .13
Then, follow the steps above for converting a decimal to a percent.
.13 × 100 = 13
Thus getting 13%.
(https://www.dummies.com/education/math/basic-math/how-to-calculate-
percentages/)
Some examples are:
5 percent = 5% =5/100 = 0.05

20 percent = 20% = 20/100= 0.20
25 percent = 25% = 25/100 = 0.25
50 percent = 50% = 50/100 =0.50
100 percent = 100% = 100/100 = 1
150 percent = 150% = 150/100 = 1.5
QUESTION:
How many oranges are 1% of a total of 300 oranges?
Three oranges are 1% of 300 oranges
ANSWER
1% of 300 oranges = 1/100 x 300 = 3 oranges
QUESTIONS ANSWERS
6% of 100 cows 6/100 x 100 = 6 cows
15% of 28 hectares 15/100 x 28 = 4.2 ha

80% of 90 irrigation projects 80/100 x 90 = 72 projects
150% of a monthly salary of P100 150/100 x 100 = 1.5 x 100 = P150
0.5/100 x 194.5 = 0.005 x 194.5 =
0.5% of 194.5 liters
0.9725 liters
What I Have Learned

This includes questions or blank sentence/paragraph to be filled in to
process what you learned from the lesson.

Directions: Fill in the blank with missing word/s to complete the
statement.
1. Percentage means ___________________.
2. Percent is often abbreviated with _________.
3. Percentage can be computed using the formula _____________________.
4. 17% is equal to _________ (in fraction).
5. 180 percent is equal to ___________ (in decimal)
II. Problem Solving
Directions: Solve this on the board and explain your answer.
6. 15% of 220 eggplant seedlings haven’t thrived because of the dry season
7. 60% of 100 farm workers are men.
8. 20% of 150 residents are interested in urban farming
9. 32% of 50 farmers use pesticides to protect their crops
10. 100% of 30 farmers in the barangay were affected by typhoon
What I Can Do
This section provides an activity which will help you transfer your new
knowledge or skill into real life situations or concerns.
Vegetables in the Garden
Instruction:
1. Collect the following data from your own vegetable garden.
a. Total number of vegetables grown in the garden. (Count all the
plants growing in your garden.)

b. Total number of vegetables per kind. (Example: Eggplant-6;
malunggay – 2; and okra -10)
c. Total number of vegetables that are leafy.
d. Total number of plants that are fruit-bearing.
e. Total number of seedlings planted.
f. Total number of seedlings survived.
g. Total number of seedlings died.
h. Total amount of fertilizer purchased.
i. Total amount of fertilizer consumed.
2. Solve for percentage.
a. Percentage of the plant per kind.
Example: Over-all total number of vegetables – 30
Eggplant -6
Computation: 6÷30 = 0.2 x 100 = 20%
b. How many percent of the vegetables are leafy?
c. How many percent of the plants are fruit-bearing?
d. How many percent of the fertilizer have you consumed?
e. How many percent of the seedlings have died?
f. How many percent of the seedlings have thrived?
3. Take pictures from your garden to support the given data.
4. Submit your output to your teacher.
What’s More
This comprises activities for independent practice to solidify your
understanding and skills of the topic. You may check the answers to
the exercises using the Answer Key at the end of the module.
Problem Solving
Directions: Solve for percentage. Show your solution.
1. 15% of 500 square meters of land are planted with cassava.
2. 9% of 800 sacks of peanut are used as planting materials.
3. 75% of 40 farmers in the barangay have benefited the irrigation
project.
4. 60% of 200 kilos of banana are sold in the local market.
5. 82% of 50 farmers use carabao in plowing the field
6. 13% of 20 farmers are in favor of intercropping.
7. 50% of 10 farm workers are absent due to bad weather condition
8. 10% of P350 increase in farm worker’s salary
9. 1% of 300 farmers are practicing hydroponic farming.
10. 88% of 50 kilos of seeds are viable

Assessment
This is a task which aims to evaluate your level of mastery in
achieving the learning competency.
Self-Check 8

Directions: Fill in the blanks with the equivalent value.
Percent Decimal Fraction
1. 25% ________ _________
2. 7% ________ _________
3. 100% ________ _________
4. 178% ________ _________
5. 3.2% ________ _________
II. Perform Calculation

Directions: Compute the following
1. 68% of 1000 sacks of paddy rice are fully dried
2. 14% of 600 square meters of land are planted with coconut
3. 90% of 20 packs of kangkong seeds are viable
4. 12% of 35 pesos increase in fertilizer’s price per kilo
5. 70% of 15 hectares of rice field were irrigated
Refer to Answer Key
Additional Activities
In this portion, another activity will be given to you to enrich your
knowledge or skill of the lesson learned. This also tends retention of
learned concepts.
Group Reporting
Instructions:
1. Cite at least two examples of percentage word problems.
2. Discuss how each problem will be solved.
3. Present output to the class by group.

RUBRICS ON ORAL PRESENTATION
(https://www.slideshare.net/aucsap08/rubric-on-oral-presentation)
Total
Criteria Developing Standard Exemplary
Points
18 21 25
Lacks depth, Only some In-depth and
limited topics are thorough
treatment of thoroughly discussion of
Content
assigned topics. discussed and assigned
given an in- topics.
depth
treatment.
14 17 20
Shows minimum Shows adequate Very well
planning, some planning, some planned,
Organization sections are portions need logical
and Clarity disorganized and clarification andpresentation
of Report confusing. improvement in and well
logical understood
presentation. by the
audience.
10 12 15
Nervous, self- Demonstrates Relaxed, self-
conscious, and quick recovery confident.
monotone voice. from minor Show natural
mistakes. Voice body
projection is movements
satisfactorily that develop
varied in enthusiasm
volume and and affects
Delivery
inflection. audience
positively.
Voice
projection
fluctuates in
volume and
inflection and
sustains
interest.
14 17 20
Make use of Make use of Visual
visual materials visual materials materials are
but does not and enhances well done and
Presentation
enhance the the presentation are used to
Aids
presentation. to a limited make the
extent. presentation
more
interesting

and
meaningful.
6 8 10
Did not finish on Hurriedly Finishes
time. finishes on within the
Time
time. prescribed
Management
time with
appropriate
pacing.
6 8 10
Able to sustain Able to sustain Able to
Audience the interest of the interest of sustain the
Impact the audience to the audience interest of the
a limited extent. most of the audience all
time. the time.
Total Score /100

TLE/TVE/TVL 12 DepED-Division of Lapu-Lapu City
Pre-Test 7.0 – Perform Calculation of Common Surface Areas
Figure 1
➢ 0.041 hm = 4.1 m
➢ Area = 13.20 m2
Figure 2
➢ 700 cm = 7 m
➢ Area = 105 m2
Figure 3
➢ 100 cm = 1 m
➢ Area = 1 m2
Figure 4
➢ 0.07 km = 70 m
➢ Area = 2 065 m2
Figure 5
➢ 0.49 hm = 49 m
➢ 5 300 cm = 53 m
➢ 320 dm = 32 m
➢ Total Area = 7 576 m2
What’s In
I. Equivalent Value
1. 1 km = 10 hm = 1000 m
2. 1 m = 10 dm = 100 cm = 1000 mm
II. Matching Type
1. b 2. d 3. a 4. e 5. c
What’s More
1. 0.26 ha
2. 0.06 ha
3. 0.003 ha
4. 0.46 ha
5. 3.32 ha
Answer Key
DepED-Division of Lapu-Lapu City 13 TLE 7/8 Exploratory - Carpentry
Assessment – Calculation of Surface Areas
A1. Acircle = ¼ (¶ x d2)
A = ¼ (3.14 x 8m x8m)
A = ¼ x 200.96 m2
A = 50.24 m2
A2. Atrapezium
= 0.5(b+a)x h
A = 0.5(13m+5m) x 6.5m
A = 0.5 (18m x 6.5m)
A = 58.5 m2
A3. Arhombus = B x H
A = 8.5m x 7m
A = 59.5 m2
B. Total surface area of the field in m2
= Atriangle + Asquare +
Arectangle
= 2,250m2 + 8,100m2 +
12,600m2
= 22,950 m2
Total surface area in ha = 22,950 /10,000
= 2.3 ha
Pre-Test 8 – Percentage
1. 16/100 ; .16
2. 32% ; .32
3. 5% ; 5/100
4. 99% ; 99/100
5. 9/100 ; 0.09
II. Problem Solving
1. 6 plants
2. 4.2 hectares
3. 72 farmers
4. 100 pesos
5. 5 seeds
Answer Key
DepED-Division of Lapu-Lapu City 14 TLE 7/8 Exploratory - Carpentry
What’s New
1. 108 kilos of kangkong
2. 3 eggplant seedlings
What I Have Learned?
1. per hundred
2. % symbol
3. Percentage = Base x Rate
4. 17/100
5. 1.8
6. 33 seedlings
7. 60 men
8. 30 residents
9. 16 farmers
10. 30 farmers
What’s More
1. 75 square meters 6. 3 farmers
2. 72 sacks of peanut 7. 5 farmers
3. 30 farmers 8. 35 pesos
4. 120 kilos of banana 9. 3 farmers
5. 41 farmers 10. 44 kilos
Assessment 8 - Percentage
1. .25 ; 25/100
2. .07 ; 7/100
3. 1 ; 100/100
4. 1.78 ; 178/100
5. .032 ; 3.2/100
II. Perform Calculation
1. 680 sacks
2. 84 square meters
3. 18 packs
4. 4.2 price increase
5. 10.5 hectares
Answer Key
References
Module
▪ AGRICULTURE CROP PRODUCTION LEARNER’S MATERIAL FOR
GRADE 7 K to 12 – Technology and Livelihood Education
Internet
▪ https://www.indiegogo.com/projects/urban-gardening-project-blpc-
community-manila-philippines#/
▪ https://coloringpagesonly.com/pages/secret-garden
▪ https://www.dummies.com/home-garden/gardening/vegetable-
gardening/watering-systems-for-your-vegetable-garden/
▪ http://unauthorised.org/ronni/earth/circleveg.html
▪ https://www.bunnings.com.au/the-organic-garden-co-100-x-100-x-
30cm-zincalume-square-raised-garden-bed_p3318228
▪ https://smallfarmersjournal.com/laying-out-fields-for-plowing/
▪ https://www.pinterest.ph/pin/430164201899577564/
▪ https://www.slideshare.net/aucsap08/rubric-on-oral-presentation
▪ https://www.youtube.com/watch?v=ZIpg0N43wRI
▪ https://www.dummies.com/education/math/basic-math/how-to-
calculate-percentages/


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7/8

Borrowed materials (i.e., songs, stories, poems, photos, brand names,

DEVELOPMENT TEAM OF THE MODULE

Writers : Riza T. Catag Catag, Teacher III, Mactan NHS

Department of Education – Regional Office 7

For the facilitator:

Welcome to Technology and Livelihood Education (TLE Self-Learning

This module was collaboratively designed, developed and reviewed by

For the learner:

Welcome to the Technology and Livelihood Education (TLE Self-

The following are some reminders in using this module:

2. Don’t forget to answer What I Know before moving on to the other

3. Read the instruction carefully before doing each task.

5. Finish the task at hand before proceeding to the next.

If you encounter any difficulty in answering the tasks in this module,

We hope that through this material, you will experience meaningful

What I Need to Know

DepED-Division of Lapu-Lapu City 1 TLE/TVE/TVL

Refer to Answer Key

TLE 7/8 Exploratory - Carpentry 3 DepED-Division of Lapu-Lapu City

I. Write the equivalent value.

_____ 1. Triangle a. Area = length x width

Activity 7. Calculating Surface Areas

In our previous activity, you have learned how to measure objects of

TLE 7/8 Exploratory - Carpentry 4 DepED-Division of Lapu-Lapu City

The most common surface areas illustrated:

TLE 7/8 Exploratory - Carpentry 5 DepED-Division of Lapu-Lapu City

The surface area or surface (A) of a triangle is calculated by the formula:

A (triangle) = 0.5 x base x height = 0.5 x b x h ..... (1)

Some examples of triangles

TLE 7/8 Exploratory - Carpentry 6 DepED-Division of Lapu-Lapu City

Triangle no. 2: base =3 cm Formula: A = 0.5 x base x height

PROBLEM: Calculate the surface areas of the triangles nos. 3, 4, 5 and 6.

Triangle no. 4: base = 4 cm Formula: A = 0.5 x base x height

Triangle no. 5: base = 2 cm Formula: A = 0.5 x base x height

Triangle no. 6: base = 4 cm Formula: A = 0.5 x base x height

SQUARES AND RECTANGLES

The surface area or surface (A) of a square or a rectangle is calculated by the

TLE 7/8 Exploratory - Carpentry 7 DepED-Division of Lapu-Lapu City

Rectangle: length = 5 cm Formula: A = length x width

Fig. 4. One hectare equals 10 000 m2

TLE 7/8 Exploratory - Carpentry 8 DepED-Division of Lapu-Lapu City

A (rhombus or parallelogram) = base x height = b x h ..... (3)

A rhombus and a parallelogram

QUESTION: Calculate the surface

Parallelogram: base = 3.5 cm

The surface area or surface (A) of a trapezium is calculated by the formula:

A (trapezium) = 0.5 (base + top) x height =0.5 (b + a) x h ..... (4)

Some examples of trapeziums

TLE 7/8 Exploratory - Carpentry 9 DepED-Division of Lapu-Lapu City

QUESTION: Calculate the surface areas trapeziums nos. 2, 3 and 4.

Splitting a trapezium into one rectangle and two triangles.

TLE 7/8 Exploratory - Carpentry 10 DepED-Division of Lapu-Lapu City

A (circle) = 1/4 (¶ x d x d) = 1/4 (¶ x d2) = 1/4 (3.14 x d2) ..... (5)

Answer: Formula: A = 1/4 (¶ x d²)

QUESTION: Calculate the surface area of a circle with a diameter of 3 m.

TLE 7/8 Exploratory - Carpentry 11 DepED-Division of Lapu-Lapu City

DETERMINATION OF THE SURFACE AREAS OF CANAL CROSS-

The most common shape of a canal cross-section is a trapezium or,

Canal cross section