Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCEINCE AND TECHNOLOGY

San Isidro, Nueva Ecija
]

Technology and Livelihood Education

Learning Module

GRADE 8 - FIRST QUARTER

DRESSMAKING/ TAILORING
 TABLE OF CONTENTS

Page

What is this Module About?

...........................................................................................................................

How do you Use this Module..............................................................................2

LESSON 1 – Use of Sewing Tools.............................................................................3

LESSON 2 – Carry Out Measurements and Calculations..............................................23

LESSON 3 – Create Design for a Simple Project................................................. 45

LESSON 4 – Perform Basic Maintenance............................................................. 66

LESSON 5- Practice Occupational Safety and Health......................................... 92

Answer Keys....................................................................................................... 110

Acknowledgment................................................................................................ 115
K to 12 Basic Education Curriculum 1
Technology and Livelihood Education – Dressmaking/Tailoring
 What Is This Module About?

Welcome to the world of Dressmaking/Tailoring!

This Module is an exploratory and introductory course on Dressmaking and/or

Tailoring which leads you to Dressmaking/Tailoring National Certificate Level II
(NC II)1. It covers 5 common competencies in Dressmaking/Tailoring that a Grade
7/Grade 8 Technology and Livelihood Education ( TLE) student like you ought to
possess, namely:

1) Use of sewing tools;

2) Carry out measurements and calculations;
3) Create design for simple project;
4) Perform basic maintenance, and
5) Practice occupational safety and health

These 5 common competencies are covered separately in 5 Lessons. As shown

below, each Lesson is directed to the attainment of one or more learning
outcomes:

Lesson 1 – Use of sewing tools

Learning Outcomes (LO) 1 Identify sewing tools and equipment and their
uses

Lesson 2 –Carry out measurements and calculations

Learning Outcomes (LO) 1 Obtain
measurements Learning Outcomes (LO) 2
Perform simple calculations
Learning Outcomes (LO) 3 Estimate appropriate quantities

Lesson 3 –Create design for simple project

Learning Outcomes (LO) 1 Sketch simple project
design Learning Outcomes (LO) 2 Produce simple
project

Lesson 4 –Perform basic maintenance

Learning Outcomes (LO) 1 Operate machine and assess its
performance Learning Outcomes (LO) 2 Clean and lubricate
machine

Lesson 5 –Practice Occupational Safety and Health

Learning Outcomes (LO) 1 Identify and evaluate hazards and
risks Learning Outcomes (LO) 2 Control hazards and Risks

1NATIONAL CERTIFICATE (NC) is a certification issued to individuals who achieved all the required units
of competency for a national qualification as defined under the Training Regulations. NCs are aligned to
specific levels within the PTQF. (TESDA Board Resolution No. 2004-13, Training Regulations
Framework)

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 NATIONAL CERTIFICATE LEVEL refers to the four (4) qualification levels defined in the Philippine TVET
Qualifications Framework (PTQF) Where the worker in:
a.NC I performs a routine and predictable tasks; has little judgment; and, works under supervision;
b.NC II performs prescribe range of functions involving known routines and procedures; has
limited choice and complexity of functions, and has little accountability;

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 How Do You Use This Module?

This Module has 5 Lessons. Each Lesson has the following:

 Learning Outcomes
 Performance Standards
 Materials/Resources
 Definition of Terms
 What Do You Already Know?
 What Do You Need to Know?
 How Much Have You Learned?
 How Do You Apply What You Learned?
 How Well Did You Perform? ( Scoring Rubric )
 What is your Score?
 How Do You Extend Your Learning?
 References

To get the most from this Module, you need to do the following:

1. Begin by reading and understanding the Learning Outcome/s and

Performance Standards. These tell you what you should know and be able
to do at the end of this Module.

2. Find out what you already know by taking the Pretest then check your
answer against the Answer Key. If you get 99 to 100% of the items
correctly, you may proceed to the next Lesson. This means that you need
not go through the Lesson because you already know what it is about. If
you failed to get 99 to 100% correctly, go through the Lesson again and
review especially those items which you failed to get.

Do the required Learning Activities. They begin with one or more

Information Sheets. An Information Sheet contains important notes or
basic information that you need to know. After reading the Information
Sheet, test yourself on how much you learned by means of the Self-check.
Refer to the Answer Key for correction. Do not hesitate to go back to the
Information Sheet when you do not get all test items correctly. This will
ensure your mastery of basic information.

3. It is not enough that you acquire content or information. You must be able
to demonstrate what you learned by doing what the Activity / Operation
/Job Sheet directs you to do. In other words, you must be able to apply
what you have learned in real life.

4. How well did you perform? Accomplish the Scoring Rubrics.

Each Lesson also provides you with references and definition of key terms for
your guide. They can be of great help. Use them fully

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 If you have questions, don‘t hesitate to ask your teacher for assistance.

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 LESSON 1
Use of Sewing Tools

LEARNING OUTCOMES:
At the end of this Lesson, you are expected to do the following:

LO 1. Identify sewing tools and equipment are identified

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 Definition of Terms

Altering - changing portion of a garment so that it fits the body.

Cutting tools - a cutting implement; a tool for cutting.

Fabric - the cloth used in making garments.

Measuring tools - an instruments used for obtaining quantities, dimensions or

forces of real world objects.

Sewing Machine - a textile machine used to stitch fabric, cards and other
material with thread.

Sewing Tools - instruments that aid in accomplishing a sewing task

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 LEARNING OUTCOME 1

Identify sewing tools and equipment and their uses

PERFORMANCE STANDARDS

 Sewing tools and equipment are identified

 Types of sewing machines are classified and their uses are identified

Materials

Measuring
Tools Cutting
Tools Pinning
Tools Marking
Tools Sewing
Machines
Fabrics
Thread

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 What Do You Already Know?

Let us determine how much you already know about the use of sewing tools and equipment. Take this

Pretest LO 1

Direction: Read each item carefully and choose the letter of the best answer from the
choices below. Write your answer in your quiz notebook.
1. A machine that is run by foot which may also be converted to electric power
machine is known as .
a. hemmer machine b. high speed over edger
c. lockstitch machine d. over edging machine

2. The mechanism that sets the sewing machine in motion.

a. balance wheel b. belt
c. feed dog d. stitch regulator

3. The part of the sewing machine that controls the looseness and tightness of Stitches.
a. bobbin b. thread guide
c. presser foot d. upper tension

4. The appropriate cutting tool used in cutting fabrics.

a. Trimming shears b. Pinking shears
c. Dressmaker bent handled shears d. buttonhole scissors

5. A flexible tape with different type of measurements essential for

taking body measurements.
a. ruler b. tape measure
c. yard stick d. hem gauge

6. It measures 12 -18 inches and can be used for drawing straight lines and cutting lines
a. yardstick b. button hole scissor
c. ruler d. French curve

7. This is used to shape the depth of the neckhole and arrmhole of the pattern.
a. French curve b. ruler
c. tape measure d. trimming scissor

8. This is also called ―Domestic Sewing Machine‖.

a. Lockstitch sewing machine b. Double needle sewing
machine c.. Hi-speed sewing machined. d. Button holer
machine

9. A small hard pitted cup worn for protection on the finger that pushes
the needle in sewing.
a. thimble b. sewing gauge
c. seam ripper d. fabric

10. This is used in reinforcing the opening and closing of pockets

a. Bartacking machine b. Embroidery machine

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c. Hi-speed locked machine d. Sewing machine

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 What Do You Need To Know?

Read the Information Sheet 1.1 very well then find out how much you can remember and how mu

Information Sheet 1.1

Sewing Tools and Equipment

Sewing equipment different tools are used

in garment construction. The skillful use of the
different sewing equipment will help take body
measurement and drafting pattern with accuracy
and speed.
Success in sewing calls for the right tools
at the right time. All tools must be appropriate in
and produce the best result. a proper order and one must know how to use
them to save time
This lesson will provide knowledge and skills of the different tools and
equipment which are necessary in sewing. A complete set of sewing tools and
equipment are presented to help the students work faster.

MEASURING TOOLS

Tape Measure

A flexible measuring device used in taking body

measurements. The front has the measurement of 150
centimeters and 60 inches on the other side. Fiberglass tape
is commonly used by dressmakers.

Sewing Gauge

A small ruler with a sliding guide and is about six inches long.
This gauge is used for measurements at hem lines, button
holes and areas where other small measurements require
checking, such as pleats and tucks. The gauge is usually
made of metal or plastic.

Rulers

A ruler measuring 12 inches or even 18 inches, either

clear or solid. It is a useful tool to have for measuring and
drawing straight seam lines and cutting lines. It also aids in

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connecting lines. A clear ruler is also a good tool for marking
buttonholes.

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Yardstick

A yardstick is made of smooth, shellacked

hardwood or metal. It is used for marking hemlines and
checking grainlines when laying out the pattern.

L-square

The tailor square or "L" is used to transfer measurements

to the draft pattern. It also divides the garment into the
desired measurement. It has perfect squares and is useful in
making straight lines and numbers. It can also function as a
tape
measure.
It has two arms connected
perpendicularly. a.The longer arm is
twenty-four (24) inches long.
b. The shorter arm is fourteen (14) inches long.

French Curve

This is used to shape the depth of the

neckhole and armhole of the pattern.

CUTTING TOOLS

Cutting tools are instruments that serve well if properly maintained. Sharp
cutting tools make clean cuts and well-defined notches and they do not damage
fabric. On the other hand, dull tools slow the cutting process, and make your
hand and wrist tire easily. Sewing cutting tools should not be used for other
household task. Cutting tools must be sharpened regularly and the joints are
oiled occasionally for better use.

Bent-handled dressmaker’s shears

These are made of quality steel and hold a sharp cutting

edge. The blades move easily and cut smoothly along the
entire length and the points should come together. Shears
have the length of 7- 12 inches and are satisfactory for most
apparel fabrics.

a. All steels, chrome-plated shears are for heavy duty cutting

b. Stainless steel blades and plastic handles are fine for
lightweight fabrics
c. A serrated edge shears give maximum cutting
control and is used for synthetic fibers and
slippery knits

Pinking Shears

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 This is popular in zigzagging or scalloped
edge or for seam finishes. This is used to finish
seams and raw edges and to create decorative
edges on many types of fabric. It cuts a ravel-
resistant edge. This is not satisfactory

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 for straight cutting.

Cutting scissors

a. Trimming scissor

It is 3-4 inches long. It is used for trimmings, clipping

threads and snipping slashes.

b. Embroidery scissor

It has 4-5 inches finely tapered blades. Both points are

sharp for use in working with fine details in delicate
fabrics and in embroidery work.

c. Buttonhole scissor

This is intended for making buttonholes.

Thread Clippers

Thread clippers are a handy little spring loaded cutting tool that allows for the snipping of th
cut fabric.

Seam Ripper

Seam rippers are specifically designed for

ripping out stitches from seams, either as a result
of an error or during alterations. They should be
used carefully to prevent damage to the fabric.

Rotary Cutter and Mat

It is an adaptation of the giant rotary

cutter used by the garment industry. It works like
a pizza cutter and cMarking tools are required for
transferring pattern markings to garment fabric
pieces and for making alterations on garments.
an be used by left or right-handed sewers.
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The rotary cutter is available in different sizes
with different blades. When using a rotary
cutter, work on a cutting mat to protect the
blade and the cutting surface.

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MARKING TOOLS

Chalk Pencils/Dressmaker pencil

This is available in white or pastel shades.

This chalk pencil is used to make fine lines on
fabric. It has an erasing brush at one end.

Liquid Marking Pen

Liquid marking pens come in two types. There
is one that washes out and one that fades after 48 hours.
Those that wash out should not be used on
fabric that show water marks. The mark
should be removed before pressing the fabric.

Tailor’s Chalk
This is essential as a marker for use on materials.
Tailor‘s chalk is available in a range of colors
and is Removed by brushing.

Wax chalk
This is available in black or white and is
used for woolen fabrics. Wax can be removed
by pressing.

Tracing Wheel

There are two types of tracing wheels, those with a

serrated edge and those with a smooth edge. The serrated edge
wheel produces dots on the fabric and is suitable for most types
of fabrics. The smooth edge wheel is best for delicate fabrics and
unlike the serrated edge will not pierce more delicate fabrics. The
smooth edge wheel creates a solid line.

Dressmaker’s Carbon Paper

Dressmaker‘s carbon paper also called dressmaker‘s

tracing paper is a specially waxed carbon paper that
transfer‘s the tracing wheel‘s markings to the fabric. A color
of tracing paper should be chosen that is close to the color
of the fabric. Different brands of
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tracing paper have different instructions; therefore, the instructions for the
particular brand that is purchased should be followed.

PINNING AND SEWING TOOL

Pincushion

A pincushion holds the straight pins and

needles while working to prevent accidents.

Hand Needle

Used in making temporary stitches and buttonholes.

Sizes of 7 to 10 are for general hand sewing.

Sewing Needle Threader

It aids in putting the thread to the needle. It consists

of two parts. The handle and the wire. The end of the wire
that is away from the holder is folded. Place the folded wire
of the needle threader through the eye of the sewing needle.

Thimble

A small hard pitted cup worn for protection on the

finger that pushes the needle in sewing.

MATERIALS

Fabric

The Fabric is the cloth used in making garments.

The plain cotton fabrics, flour sack or catcha is the most
appropriate material for beginners because these are very
easy to handle.

Thread

The thread is used in assembling or constructing the parts of the garment. Threads vary in s

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Types of Sewing Machines

Well-selected sewing machine is essential for achieving good results. It

should be used correctly in accordance with the job requirements.

1. Lockstitch Sewing Machine. This is usually used in homes

and sometimes in school. This is also called ―Domestic
Sewing Machine‖. It is run by foot and may also be
converted to electric power machine.

2. Hi-Speed Lockstitch Sewing Machine. This

is sometimes called „straight stitching
machine or industrial sewing machine. It
has automatic lubrication and is used by
tailors and dressmakers.

3. Over Edging Machine. Other companies call it

―small machine‖. It finishes the raw edges of
the pattern for construction.

4. Embroidery Machine. This is used in

making fancy stitches and in making
different kinds of embroidery stitches on
fabrics for the Barong Tagalog, pillow
cases, linen, and other novelty items.

5. Button Holer Machine. This is used

in making buttonholes on garments.

6. Button Attachment Machine. This is used

in attaching buttons to the garments.

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7. Double Needle Machine. This is used in
the construction of the different kinds of
clothing especially for the inseam,
outseam and side seam.

8. Bartacking Machine. This is used in

reinforcing the opening and closing of
pockets

Two Major Parts of the Lockstitch Sewing Machine

The two major parts of the lock stitch sewing
machine are the upper and lower parts.

The Upper Parts is composed of:

1. Head is the complete sewing machine

without a cabinet or stand.
2. Arm is the curve part of the head
containing mechanism for operating
the needle.
3. Bed is the flat portion of the machine and
beneath is the feed dog where it is mounted,
and the shuttle and lower thread are placed.

Parts of the Sewing Machine in the Arm

1. Spool Pin is the thread holder.
2. Thread Guide keeps the thread in position.
3. Thread Take up Lever releases the thread and interlocks with the bobbin thread.
4. Presser bar lifter moves the presser foot.
5. Tension controls the looseness and tightness of stitches.
6. Needle Bar holds the needle in place.
7. Needle Clamp holds and tightens the needle.
8. Presser Foot holds the fabric in place while sewing.
9. Needle is a slender tool attached in the needle clamp used for sewing.
10.Bobbin Winder controls the bobbin while winding thread.
11.Stitch regulator checks the length of the stitches.
12.Balance Wheel sets the mechanism in motion.
13.Belt connects the balance wheel to the drive wheel.

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 14.Stop Motion Screw hinders moving when loosened and starts

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Parts of Sewing Machine under the Bed

1. Feed Dog moves the fabric while sewing.

2. Throat plate is the windows of the feed
dog and it is
where the bobbin threads come out.
4.Slide plate is a movable plate that
covers the shuttle
and bobbin case.
4. Shuttle holds the bobbin case while sewing.
5. Bobbin is a metal spool for winding thread.
6. Bobbin Case holds the bobbin.

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 The Lower Parts of the Lock Stitch Sewing Machine

The lower parts of the sewing machine are the cabinet and the stand. The
cabinet has drawers and screw on the hinges for the attachment of the head.
The following are the lower parts of the sewing machine and their uses:

1. Band Wheel leads the balance wheel through the belt connection.
2. Band Wheel Crank moves the band wheel.
3. Pitman Rod holds the treadle to band wheel crank.
4. Belt Guide holds the belt to its place.
5. Belt Shifter removes the belt from the wheel.
6. Dress Guard protects the dress from the wheel.
7. Treadle is where the feet are stationed to drive the band wheel through the pitman rod.
8. Legs support the cabinet of the machine.
9. Cabinet holds the head of the machine by interlocking screw on the hinges.

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 How Much Have You Learned?

Self-Check 1.1

Refer to the Answer Key. What is your score?

Directions: Identify the parts of the lockstitch sewing machine. Write your
answer in your quiz notebook.

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 How Do You Apply What You Have Learned?

Show that you learned something by doing this activity

Activity Sheet 1.1

Directions: Draw the following tools in your lecture notebook.

1. Measuring Tools
2. Marking Tools
3. Cutting Tools
4. Drafting Tools
5. Pinning Tools

How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely. Remember it is your learning at stak

Point Criteri
s a

10 All tools were properly drawn and labeled correctly.

8 Almost all of the tools were properly drawn and labeled

correctly
Some of the items were properly drawn and labeled correctly
6
Most of the items were improperly drawn and labeled
incorrectly.
4

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 Activity Sheet 1.2

After learning the tools and equipment in sewing, produce a

sewing kit with the following:

Create a Sewing Kit

A. Measuring tools
French
curve Ruler
Tape measure
B. Cutting Tools
Shears
Pinking
shears
Scissors
Ripping or thread clip
scissors Trimming
Scissors
Ripper
C. Marking Tools
Tailor Chalk
Pencil with
eraser Tracing
wheel Tracing
Paper Thread
Pins
D. Drafting Tools
Pattern paper
Measuring and shaping tools
E. Pinning and Sewing Tools
Pins
Weights
Hand
Needle
Thimble
Pin Cushion

How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely. Remember it is your learning at stake!

Point Criteri
s a
10 20-22 tools inside the sewing kit.
8 15-19 tools inside the sewing kit.
6 10-14 tools inside the sewing kit.
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 4 5-9 tools inside the sewing kit.
2 1-4 tools inside the sewing kit.

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 Activity Sheet 1.3

Objective: Identify and use sewing tools

properly. Materials, Tools and Equipment

Pattern Paper Marking tools

Measuring tools Drafting tools
Cutting tools Pinning and Sewing tools

Task I
Procedure:

Your teacher will choose three (3) of the following tools:

a. measuring tools
b. marking tools,
c. cutting
tools d
.drafting
tools
e. pinning tools

You will be asked to identify the uses and characteristics of each tool
and demonstrate how to use them properly.

Your teacher will put a check (/) in the appropriate column if you have
clearly identified and used the tools properly.

Sewing Tools Uses Characteristics Tools Used Properly

A. Measuring
Tools 1.
2.
3.
B. Marking
Tools 1.
2.
3.
C. Cutting
Tools 1.
2.
3.
D.Drafting
Tools 1.
2.
3.
E. Pinning
Tools 1.
2.
3.

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 How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely. Remember it is your learning at stake!

Point Criteri
s a
10 All tools were properly identified and used properly.

8 Almost all of the tools were properly identified and used

properly
Some of the items were properly identified and used properly
6
Most of the items were improperly identified and used.
4

How Do You Extend Your Learning?

Objective: Obtain sewing materials appropriate for beginners.

Visit 2 or more dress shops near your place. Ask for

swatches of fabrics appropriate for beginners like you.
Examine, analyze and classify the textures and quality of
different fabrics. Make a table of comparison and submit it to
your teacher.

Put a check (√) after each item Yes No

1. Did I visit 2 or more dress shops in the place?
2. Did I list down the different kinds of fabrics
they are using?
3. Did I classify the different fabrics?
4. Was I able to get swatches of different fabrics for
samples?
5. Did I make the necessary examination on the
fabrics, write it down, and submit my report to
my teacher?

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 Congratulations! You did a great job! Rest and relax a wh

REFERENCES
Hilario, Carmelita B for Clothing Technology Made Easy with Lesson Plan. Valenzuela City Philippin

Competency- Based Learning Material, 4th Year Complete Guide to Sewing. www.sewing

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 LESSON 2
Carry out measurements and calculations

LEARNING OUTCOMES:
At the end of this Lesson you are expected to do the following:

LO 1. Obtain measurements;
LO 2. Perform simple calculations; and LO 3. Estimate appropriate quantities.

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 Definition of Terms

Accuracy – the exactness of a measured distance or circumference

Calculation – the process or an act of calculating
Calculator – an electronic device used for speed computation
Conversion – a change of figures like changing from centimeters to inches
and vice versa
Cost – the amount paid or charge for something that is
acquired English System – the English system has inches
for its basic unit Grain – the direction of fabric threads
Hemline – the marked line at the bottom of the garment where the hem is turned
IMC – Individual Measurement Chart
Length – the longer or longest dimension of an object to measure
Measurement – a systematic procedure of determining the quantity or
extent of the entire measurable dimension
Metric System – a decimal system of physical units based on a unit of length
known as the meter (Greek metron, ―measure‖)
Pattern – a piece of paper usually one-half of the body parts used as a guide
in cutting the garments
Width – measurement taken at the shortest dimension of the object to measure

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 LEARNING OUTCOME 1

Obtain measurements

PERFORMANCE STANDARDS

Parts of the body are measured

Appropriate measuring tools are selected for job.
Reading of measurements is practiced with accuracy.
Accurate measurements are obtained.

Materials

- Model
- Tape measure
- Sewing gauge
- Ruler
- French curve

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 What Do You Already Know?

Let us determine how much you already know about carrying out measurements and calculat

Pretest LO 1

1. The foundation of pattern drafting is:

a. Mensuration
b. Measurement
c. Body Parts
d. English System
2. This measurement is taken from the left of the figure to the right
a. Horizontal measurement
b. Vertical measurement
c. Circumferential measurement
d. None of the above
3. Which of the following is used as a set of standard in measurement
a. Metric System
b. English System
c. Metric and English System
d. Tape Measure
4. This kind of measurement is taken around the body
a. Vertical
b. Circumferential
c. Horizontal
d. English system
5. A 60‖ long tape with metal tips, made of a material that will not stretch
a. Yardstick
b. Ruler
c. Tape Measure
d. T-square
6. It measures around the torso directly under the bustline
a. Bust to bust b. Waist
c. Lower bust d. Bust
7. It measures from under the arm. Start at the armpit to the wrist.
a. Armpit b. Hips c. Underarm d. shoulder

8. Measure around the shoulder under the armpit.

a. Sleevehole b. Bust c. Waist d. torso
9. The measurement is taken from the left of the figure to the right
a. Vertical b. Horizontal
b. Circumferential d. Curved
10. Circumferential measurement is taken around the body.
a. True b. false c. maybe d. Yes

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 What Do You Need To Know?

Read the Information Sheet 1.1 very well then find out how much you can remember and how much

Information Sheet 1.1

Parts of body to be measured can be taken in:

 Horizontal measurement
 Vertical measurement
 Circumferential measurement

1. The horizontal measurement is taken from the left of the figure to the right.
2. The vertical measurement is taken from the top of the body figure to its base.
3. Circumferential measurement is taken around the body.

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 Neck - Loosely measure around the circumference at the base of your
neck.
Bust - Lift your arms to the side.
Measure around your body crossing over the fullest
part of your bust. (The tape measure must run
directly over your nipples and across your shoulder
blades on your back).
Bust to Bust - Measure from your one nipple to your
other nipple.
Upper Bust - Measure around the torso directly above
the bust line. From armhole to armhole +- 8cm down
from neck.
Lower Bust - Measure around the torso directly
under the bustline.

Waist - Measure around the waist at the narrowest

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

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

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

Shoulder to Bust - Measure from tip of the shoulder

to the centre of bust (nipple).

Front Shoulder to Waist - Measure from tip of shoulder

over bust to natural waistline.

Shoulder to Shoulder - Measure across the back of

neck from socket of one shoulder to socket of the
other shoulder.

Shoulder to Neck - Measure from base of neck along

top of shoulder to the shoulder socket.

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

K to 12 Basic Education Curriculum 2

Technology and Livelihood Education –
 Back Shoulder to Waist - Measure from tip of
shoulder to natural waist line.

Across Back - Measure from armhole across back to

armhole positioning tape measure + - 8cm down from
nape of neck.

Full Back - Measure from side seam, under armpits to

side seam across back, positioning tape measure +-
4cm down under armpit.

Sleeve Hole - Measure around the shoulder under the

armpit.

Bicep - Measure around the fullest part of the upper

arm.

Elbow - Do a fairly loose measurement around the bent

elbow.

Under Arm - Measure from under the arm. Start at the

armpit to the wrist.

Over Arm - Measure from outer shoulder socket on

outside of arm, with a bent arm, to the wrist.

Side Seam - Measure from under armpit to natural

waistline down.

Upper Arm – Measure from the outer shoulder

socket on outside of arm to crook of elbow.

K to 12 Basic Education Curriculum 3

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

A. Vertical Measurement

Shirt length - taken from the nape down the

center
back to the desired length.

Sleeve length - taken from the shoulder tip point

down to the desired sleeve length.

Length of pants or shorts – measures along the

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

Crotch or Rise – measured by placing

a ruler under the crotch then
measuring below the waistband
down to the top of the level of the
ruler.

K to 12 Basic Education Curriculum 3

Technology and Livelihood Education –
B. Horizontal
Measurements

Shoulder - taken from one shoulder point to the

other.

Bust/Breast - taken around the body with the tape

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

Upper arm girth - taken around the fullest part of

the arm in line with the armpit.

Lower arm girth or sleeve width - taken around the

arm two to three inches below
the armpit.

Neck measure – taken around the neckline.

K to 12 Basic Education Curriculum 3

Technology and Livelihood Education –
Waist (w) - taken around the smallest
part of the waistline. Insert two
fingers under the tape measure
for ease
or allowance.

Hip or seat (H) - taken around the

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

Desired Bottom or Hem Circumference

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

C. Vertical Measurement

Shirt length - taken from the nape down the center

back to the desired length.

K to 12 Basic Education Curriculum 3

Technology and Livelihood Education –
 Sleeve length - taken from the shoulder tip point
down to the desired sleeve length.

K to 12 Basic Education Curriculum 3

Technology and Livelihood Education –
Length of pants or shorts–

measured along the side below the

waist band to the desired length of
the pants.

Crotch or Rise – measured by placing

a ruler under the crotch then
measuring below the waistband
down to the top of the level of the
ruler.

D. Horizontal Measurements

Shoulder - taken from one shoulder point to

the
other.

K to 12 Basic Education Curriculum 3

Technology and Livelihood Education –
 Bust/Breast - taken around the body with the tape
measure passing over the
fullest part of the shoulder
blade at the back and over to
the apex.

Upper arm girth - taken around the fullest part of

the arm in line with the armpit.

Lower arm girth or sleeve width - taken around the

arm two to three inches below
the armpit.

Neck measure – taken around the neckline.

Waist (w) - taken around the smallest

part of the waistline. Insert two
fingers under the tape measure
for ease
or allowance.

Hip or seat (H) - taken around

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

K to 12 Basic Education Curriculum 3

Technology and Livelihood Education –
Desired Bottom or Hem Circumference
or leg hole – taken around the fullest
part of the bottom.

K to 12 Basic Education Curriculum 3

Technology and Livelihood Education –
 How Much Have You Learned?
Self-Check 1.1

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

your quiz Notebook.

1. The system where the unit of measurement is centimeter

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

B. Fill in each blank to complete each statement.

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

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

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

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

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

Refer to the Answer Key. What is your score?

K to 12 Basic Education Curriculum 3
Technology and Livelihood Education –
 How Do You Extend Your Learning?

Objective: Students will be able answer the questions based on their

knowledge about obtaining measurements and advanced study in
basic calculations in dressmaking.

Instruction: Answer the following questions briefly.

1. Which measuring device is used to take the circumference of the body?

2. What are the types of measurements?

3. What are the tools used in obtaining measurements?

4. How will you convert inches length of fabric into centimeters.

5. What are the four fundamental of operations?

How Do You Apply What You Have Learned?

Show that you learned something by doing this activity

Activity Sheet 1.1

Objective: Students will be able to get their measurement thru a paired

activity using English and Metric System

Materials, Tools and Equipment: Measuring Tools

Procedure: Record all your measurements according to the following system.

K to 12 Basic Education Curriculum 3

Technology and Livelihood Education –
 My Measurements

NAME

MEASUREMENT ENGLISH SYSTEM METRIC SYSTEM

Bust
Lower
Bust
Shoulder to Bust
Front Shoulder to Waist
Waist
Shoulder to Shoulder
Across Back
Bicep
Elbow
Over Arm
Waist Circumference
Hip Circumference
Bottom Circumference
Crotch
Length of shorts

Operation Sheet 1.1

Objective:
At the end of this practice, the learner/trainee should be able to:
1. measure the length and the width of a cloth for table napkin
2. sew simple table napkin

 Materials
 • Fabric
 • Pins
 • Thread

 Tools
 • Tape measure
 • Scissor

 Equipment
 • Sewing machine


Instructions:

Choose the perfect fabric.

I suggest using linen (perfect for a more formal table), cotton, or a blend of the
two. Synthetic fibers, like polyester, make ironing easier, but it‘s very hard to
remove stains from poly and poly blends—and napkins will definitely get stains.
For more casual napkins, check out your
K to 12 Basic Education Curriculum 3
Technology and Livelihood Education –
local quilt shop for some great cotton holiday prints. You can skip the
embellishment with a print, but a mitered hem is a great finishing touch on both
solid and printed fabric.

Cut accurately.
1. Determine the size of the finished napkins. Measure some you have that
seem just right or use the dimensions I used for my cocktail and dinner
napkins: The cocktail napkins are 9 inches x 9 inches finished and the generous
dinner napkins are 21 inches x 21 inches finished.

2. It‘s important that you start by finding the exact grain on the fabric. Do this
by pulling a thread across the width at one end or square up a line from the
selvage. Tearing across the width of cotton fabric will also give the straight
grain.

3. Cut a square for each napkin, using the established grainline as a guide,
that‘s 1 inch larger on each edge than the finished napkin size. (For a 9-inch
cocktail napkin, cut an 11- inch square). To form the hem, turn in and press 1
inch all around. Then press under 1/4 inch on each edge.

Turn in a 1-inch
hem, then turn in
the raw edge 1/4
inch.

Miter the corners.

1. Mark the point where the inner folded edges intersect with two pins.

With two pins,

mark the point
where the hem
edges intersect
at the inside
corner.

K to 12 Basic Education Curriculum 4

Technology and Livelihood Education –
 2. Open the hem, keeping the 1/4-inch fold in place, and turn right sides
together, matching pin marks.

K to 12 Basic Education Curriculum 4

Technology and Livelihood Education –
3. Mark a line from the outside corner of the hem to the pins (the inside
corner) and pin the two layers together.

Draw a line from

the outside
corner to the
inside corner (the
point where the
hem edges
intersect).

4. Stitch diagonally along the marked line.

Sew along the line.

5. Turn the corner to the right side to check that the miter fits.

Always check to
be sure the miter
is just right before
trimming away
the excess fabric.

K to 12 Basic Education Curriculum 4

Technology and Livelihood Education –
 6. Turn inside out again, then trim away the excess fabric, making a 1/4-
inch seam allowance.

Trim the seam

allowance to
1/4 inch.

7. Press this seam open. Turn right side out and press.

Press the seam

open. (This is the
perfect time to
use a point
presser and
pounding block
that I wrote about
last week).

8. Sew the hem in place along the inner fold and admire your miter!

K to 12 Basic Education Curriculum 4

Technology and Livelihood Education –
 How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely. Remember it is your learning at stake!

Very
Excelle Satisfacto Satisfacto Score
nt 5 ry 3 ry 1
Use
appropriate
Fabric
Manipulated Tools
and Equipment
Work Habits
Finished w/in the
time target

TOTAL

K to 12 Basic Education Curriculum 4

Technology and Livelihood Education –
 LEARNING OUTCOME 2

Perform simple calculations

PERFORMANCE STANDARDS

English and Metric systems of measurement are identified and applied.

Simple calculations are performed based on the job requirement.
Reading of measurements is practiced with accuracy.

Materials

- Conversion Chart
- Calculator
- Paper and Pencil

K to 12 Basic Education Curriculum 4

Technology and Livelihood Education –
 What Do You Already Know?

Let us determine how much you already know about the use farm tools and equipment. Take this test.

Pretest LO 2

A. Read each question carefully and choose your answer.

1. An electronic device used for speed computation

a. Computer b. Calculator c. Cellphone d. Camera

2. The amount paid or charge for something that is acquired

a. Cost c. Computation c. Payment d. Total Cost
3. A change of figures like changing from centimeters to inches and vice versa
a. Calculate b. Converted c. Conversion d. Computation
4. How many centimeters are there in one inch?
a. 1.905 Centimeters b. 2.54 Centimeters
c. 3.81 Centimeters d. 5.08 Centimeters

5. How many yards are there in 4.572

meters?
a. 2 Yards b. 3 Yards c. 4 Yards d. 5
Yards
B. Convert the following:

6. 5 inches = centimeters

7. 0.25 centimeters = inch

8. 9 inches = centimeters

9. 0.9144 meters = yards

10.5 yards = meters

K to 12 Basic Education Curriculum 4

Technology and Livelihood Education –
 What Do You Need To Know?

Read the Information Sheet 2.1 very well then find out how much you can remember and how m

Information Sheet 2.1

METRIC CONVERSION CHART

Simple calculation is an easy mathematical application used to determine
the accurate measurement of body parts, length and width of materials and cost
needed to create an apparel.

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

involved.

Length and Width of Materials

In measuring the length and width of materials needed such as fabrics,

we also need the use of the Metric measurement system.

Metric Conversion Chart for Fabric and Sewing

1/4 Inch = 0.25

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

K to 12 Basic Education Curriculum 4

Technology and Livelihood Education –
 11 Inches = 27.94 Centimeters
12 Inches = 30.48 Centimeters

1 Yard = 0.9144 Meters

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

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

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

Calculation: 100 cm = 39.37 inches

2.54 cm

b. Given: 1 inch = 2.54 cm

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

Calculation: 60
inches X
2.54
cm
152.4 cm
Cost Needed

Example:
You need to buy a 60 inches length of fabric to be used in making a
dress to
your customer. You have known that the cost of the fabric that you are
going to use is P5.00 per centimeter. How much will you need to buy it?

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

60
inches X
2.54 cm
152.4 cm

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

152.4
cm X Php
5.00 Php
777.00

K to 12 Basic Education Curriculum 4

Technology and Livelihood Education –
Sample Computations for fabric, thread, buttons and other supplies in Sewing

QUANTITY UNIT DESCRIPTION UNIT COST TOTAL COST

OF MATERIALS

3 yrds POLYESTER PHP 25.00 PHP 75.00

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

6 pcs PATTERN PHP 2.50 PHP 12.50

PAPER
10 pcs BUTTONS PHP 3.00 PHP 30.00

¼ yds PELLON PHP 10.00 PHP 5.00

TOTAL PHP 133.00

How Much Have You Learned?

Self-Check 2.1

Refer to the Answer Key. What is your score?

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

your quiz notebook.

1. How many inches are there in 6.35 centimeters?

2. What are the four fundamentals of operation?

3. How many centimeters are there in 2 inches?

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

5. An electronic device used for speed computation.

K to 12 Basic Education Curriculum 5

Technology and Livelihood Education –
 1. Write the measurements of equivalents of the following:

6. 3‘ = yards

7. 4. 27‖ = yards

8. 18‖ = yards

9. 5. 72‖ = yards

10. 1 ½ meter = inches

Objective: Students will be able answer the questions based on their

knowledge about simple calculations in dressmaking.

Instruction: Answer the following questions briefly.

1. How are body measurements taken?

2. Why is accurate body measurement important?

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

K to 12 Basic Education Curriculum 5

Technology and Livelihood Education –
How Do You Apply What You Have Learned?

Show that you learned something by doing this activity

Activity Sheet 1.1

Objective: Students will be able to record Individual Body

Measurement Convert measurements from inches to
centimeters

Materials, Tools and Equipment:

 Measuring Tools
 Pencil

Individual Measurement Chart

Name:
Date:

Actual Body Measure

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

K to 12 Basic Education Curriculum 5

Technology and Livelihood Education –
 LEARNING OUTCOME 3

Estimate Appropriate Quantities

PERFORMANCE STANDARDS

Reading of measurement is practiced with accuracy

The fundamentals of arithmetic operations are practiced with accuracy
Cost of project materials are estimated based on current price

Materials

- Calculator
- Reading measurements
- Conversion table

K to 12 Basic Education Curriculum 5

Technology and Livelihood Education –
 What Do You Already Know?

Let us determine how much you already know about the use farm tools and equipment. Take this

Information Sheet 3.1

ESTIMATE APPROPRIATE QUANTITIES

In planning a project, it is important to estimate the quantity of materials

to be used and the cost involved. Doing estimates will help you to make the right
decisions so that there won‘t be any effort, money and time wasted.

Estimating of Materials

In estimating you should know the size and the number of product to be
made and the size of the cloth if it is 36‖, 45‖ or 60‖ width. For example, an
organizer measuring 12‖ x 30‖ with three patch pockets of different designs. For
one yard of a 45 width cacha cloth you can make two organizers. So for one
organizer you can use ½ yard of a cacha cloth.
Estimated cost of the cloth is Php60.00.

The table below shows a sample of materials estimated and the cost
good for one project.

Quantity Materials Unit Price Total Cost

½ yard Cacha (45‖ width) 60.00 30.00
¼ Manila paper 7.00 2.00
1spool Thread (small) 5.00 5.00
Total Cost =
37.00

The table below shows a sample of materials estimated and the cost good
for twelve products to be produced.

Quantity Materials Unit Price Total Cost

12 yards Cacha (45‖ width) 60.00 720.00
3 pcs. Manila paper 7.00 21.00
1 spool Thread (big) 35.00 35.00
Total Cost =
776.00

K to 12 Basic Education Curriculum 5

Technology and Livelihood Education –
 How Much Have You Learned?
Self-Check 3.1

Direction: Use tables in your estimation for the materials and the cost.

1. You will are to make an organizer of the following given prices. You use
a cloth that costs Php55. Manila paper, Php7, spool of thread, Php5.
Estimate materials and cost. How much will you spent?

2. You and your three friends agreed that you will share to make your
organizer as your project to save money. You will buy your materials at
the same time. Estimate your materials and cost for the project.

1.
Quantity Materials Unit Price Total Cost

Total Cost
=

2.
Quantity Materials Unit Price Total Cost

Total Cost
=

Refer to the Answer Key. What is your score?

Congratulations! You did a great job! Rest and

relax a while then move on to the next lesson.
Good luck!

REFERENCES

Navarro, Leticia S. Homemaking for You and Me (Clothing Construction) Quenzon City, Philip

Hilario, Carmelita B., Clothing Technology Made Easy, Publisher National Bookstore Printed

www.singermachines.co.uk/dress-form-inform

K to 12 Basic Education Curriculum 5

Technology and Livelihood Education –
 LESSON 3
Create design for a simple project

LEARNING OUTCOMES:
At the end of this Lesson you are expected to do the following:

LO 1. Sketch simple project design; and LO 2. Produce simple project

K to 12 Basic Education Curriculum 5

Technology and Livelihood Education –
 Definition of Terms

Asymmetrical - having no balance or symmetry.

Balance - a state of equilibrium or parity characterized by cancellation of all forces by
Cacha - a kind of cotton cloth good for beginner sewer for project making.
Colorfast – do not fade easily
Design – a blueprint
Emphasis - a special attention or effort directed toward
something. equal opposing forces.
Harmony - means a relationship of different portion of a design
Hue – the family group name of a color
Intensity – means the brightness or dullness of a color
Primary Colors – the sources of all colors
Proportion - part considered in relation to the whole.
Proportion – is the pleasing relationship of all parts of the object with one another.

Rhythm – these are smooth movement repeated again and again

Secondary Colors – are produced when mixing two equal amount of
primary colors sides of a dividing line or plane or about
a center or an axis.
Symmetry - exact correspondence of form and constituent configuration on opposite

K to 12 Basic Education Curriculum 5

Technology and Livelihood Education –
 LEARNING OUTCOME 1

Sketch simple project design

PERFORMANCE STANDARDS

Design for a simple project is sketched applying the principles of desig

Materials

- Pictures
- Catalogue
- Different kind of designs

K to 12 Basic Education Curriculum 5

Technology and Livelihood Education –
 What Do You Already Know?

Let us determine how much you already know about the sketching simple project design. Take th

Pretest LO 1

Direction: Choose your answer in the box. Write your answer in your notebook.

proportion harmony
emphasis formal balance informal balance rhythm

balance gradation repetition radiation

A.
1. It is the pleasing relationship of all parts of the object with one another.
2. It can be described as having equal "weight" on equal sides of a
centrally placed like a see saw.
3. When the structure decoration and accessories are different both
sides from the centre of the design.
4. It refers to the relative size and scale of the various elements in a
design. The issue is the relationship between objects, or parts, of a
whole.
5. This is an easy way of balancing but such balance lends
monotony to the dress.
6. It is the center of interest.
7. These are smooth movement repeated again and again.
8. A kind of rhythm can also be created by the use of radiated lines.
9. It means a relationship of different portion of a design.
10. Eyes can move easily from one part to the other on the small
lines created by gathers.

B. Identify the following;

1. Primary colors are blue, yellow and .
2. Yellow mix with red is .
3. Red mix with violet is .
4. Tint or red is .
5. Maroon is of red.
6. Analogous or adjacent color of green is and .
7. Complement of orange is .
8. Split complement of red is and .
9. Triad of violet is and .

K to 12 Basic Education Curriculum 5

Technology and Livelihood Education –
10. Neutral colors are , and .

K to 12 Basic Education Curriculum 5

Technology and Livelihood Education –
 What Do You Need To Know?

Read the Information Sheet 1.1 very well then find out how much you can remember and how m

Information Sheet 1.1

PRINCIPLES OF DESIGN

The principles of designs are concepts used to organize or arrange the

structural elements of design. These the ways in which these principles are
applied the affects the expressive content, or the message of the work.

Principles

Balance - According to this principle, from the centered of the dress, design
should be identified on both sides may be achieved ways:

a. Symmetrically or the formal balance - can be

described as having equal "weight" on equal sides of
a centrally placed like a see saw. This is an easy way
of balancing but such balance lends monotony to the
design.

b. Asymmetrically or the informal balance – When

The structure decoration and accessories are
different both sides from the center of the
design. In this design attraction both sides is
created by using
different accessories.

c. Proportion - is the pleasing relationship of all

parts of the object with one another. Proportion
refers to the relative size and scale of the various
elements in a design. The issue is the relationship

K to 12 Basic Education Curriculum 5

Technology and Livelihood Education –
between objects, or parts, of a whole.

K to 12 Basic Education Curriculum 5

Technology and Livelihood Education –
 Emphasis – every pleasing design has one
part that is more interesting than any
other. This is the emphasis or the center
of interest.

Rhythm – these are smooth movement

repeated again and again. Rhythm is an
important principle of art. It is created by
repeated use of the design. If there is rhythm
in a design, the eye would move easily from
one part to the other.

Rhythm can be created in three ways in a design:

a. Repetition of lines, colors, or

accessories. Parallel lines are formed by
the use of seams, buttons, embroidery,
lace, etc. which helps uninterrupted eye
movement.

Radiation. Rhythm can also be created by the

radiated lines. These lines are created by

gathers Eyes can move easily from one
part to the other on the small lines
created by gathers. Such lines can be
seen in gathers on neckline, arm and
skirt.

Gradation. Rhythm can be created by

gradual change of lines, shape or shade
of the color.

Harmony - means a relationship of

K to 12 Basic Education Curriculum 5
Technology and Livelihood Education –
different portion of a design.
Harmony should be achieved
through judicious use of color,
shape, and texture to give a feeling
of oneness.

K to 12 Basic Education Curriculum 6

Technology and Livelihood Education –
 How Much Have You Learned?

Self-Check 1.1

Identification: Write your answer on the space provided for.

1. A pants with a pocket on both sides with the same style,

size and shape.
2. A large hat on a small boy is out of proportion to his size.
3. It may be a pretty collar, an attractive bow or a lovely pin.
4. A kind of rhythm can be created by gradual change of
lines, shape or shade of the color.
5. It is a relationship of different portion of a dress.

Refer to the Answer Key. What is your score?

Read the Information Sheet 1.2 very well then find out how much you can remember and how mu

Information Sheet 1.2

COLOR THEORY

The first thing you usually notice about clothes or anything is their color.
Before you start studying which colors look best together, you should learn the
meaning of color terms and the rules that apply to colors.

The Color Wheel

photobucket.com/images/color%20wheel/

K to 12 Basic Education Curriculum 6

Technology and Livelihood Education –
 Primary Colors – the sources of all colors, even though there are
thousands and thousands of colors in the world, they are all made up of
these colors – red, blue and yellow.

Secondary Colors – are produced when mixing two equal amount of

primary colors. If you mix equal amount or yellow and blue you will have
green, equal parts of red and blue will have violet, and red and yellow you will
have orange.

Look at the color wheel you will find these colors – orange, green and violet.

Intermediate Colors – are produced by mixing two equal amount of primary

and secondary colors. Example, if you mix equal parts of yellow (primary color)
and green (secondary color) you will have yellow-green. Noticed that yellow-
green is found between yellow and green on the color wheel.

The intermediate colors are;

Yellow + green = yellow-green Red + violet = red-violet

Blue + green = blue-green Red + orange = red-orange
Blue + violet = blue-violet Blue + orange = blue-orange

Pure Colors – are the primary, secondary and intermediate colors because
they have no white, black and gray in them. Pure colors are also called
―normal, true and basic colors‖.

Tints – when pure colors are mixed with white, they are made lighter. Example,
when white is added to red you have pink. In other words pink is a tint of red.
The more white you add, the lighter the pink will be. Tints are also called
―pastels‖.

Shades – when pure colors are mixed with black, they are made darker.
Example, when black is added to red you have maroon, a shade of red. The more
black you add, the more darker you have.

Grayed colors – most colors we used in clothes are grayed colors rather than
bright, pure colors you see on the color wheel. Grayed colors are also referred to
as ―soft colors‖ or ―dull colors‖. The more gray you add, the more duller the
color will be.

Neutrals – are white, black and gray. They look well with another and with all
other colors. The more grayed colors becomes, the more different colors it
will harmonize with.

Warm and Cool Colors

Cool colors – are green, blue-green, blue, blue-violet, violet. Blue is the coolest
color. They are adjacent to one another in the color wheel.
Warm colors – are red, red-orange, orange, yellow-orange, and orange. Red is the
warmest color. They are also adjacent in the color wheel.

Qualities of Colors

Hue – is the family group name of a color. It is the name of a color. Ones they
are combined differently and given new names.

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Technology and Livelihood Education –
Value – refers to the lightness or the tint or the darkness of the shade. The scale
of the value colors are from the very lightest tint to the very darkest of the
shade.

Intensity – means the brightness or dullness of a color. When you refer to a color
as ―bright‖ or ―very bright‖ or ―dull‖ or ―very dull‖ you are describing its
intensity. Example, green peppers are bright yellow-green, while olives are dull
yellow green.

K to 12 Basic Education Curriculum 6

Technology and Livelihood Education –
Color Schemes

The beauty of any color scheme depends upon how well the colors
harmonize. To harmonize, colors must appear to belong together.

1. One-color harmony (monochromatic color) – the easiest color scheme

to follow is one that uses the same color in different values and
intensity. Example, dark blue suit with very dark blue accessories and a
light blue blouse.

2. Adjacent color harmony – or analogous color harmony. Since they are

near each other on the color wheel, neighbor color harmony. Example,
yellow-orange, orange, and yellow green are next to each other on the color
wheel; therefore, a pleasing adjacent color harmony may be made from
them.

3. Complementary Color Harmony – these are colors that are opposite

in the color wheel. Using these colors may be very pleasing.

a. Complementary colors – directly opposite in the color wheel.

Example, red and green, blue and orange, yellow and violet.

b. Split complementary colors – a variation of the complementary

color scheme. In addition to the base color, it uses the two colors
adjacent to its complement.

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Technology and Livelihood Education –
 www.tigercolor.com/color-lab/color-theory/color-harmonies.htm

c. Triad - A triadic color scheme uses colors that are evenly spaced
around the color wheel. Triadic color harmonies tend to be quite
vibrant, even if you use pale or unsaturated versions of your hues.

How Much Have You Learned?

Self-Check 1.2

Refer to the Answer Key. What is your score?

Identify the following;

1. Primary colors are red, yellow and .
2. is a color formed by mixing yellow and blue.
3. When red is mix with orange, the color is .
4. Tint of red is .
5. Maroon is of red.
6. Analogous or adjacent color of blue is and .
7. Complement of red is .
8. Split complement of yellow is and .
9. Triad of orange is and .
10.Neutral colors are , and .

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Technology and Livelihood Education –
 How Do You Extend Your Learning?

Instruction: Copy this design in a bond paper and apply the principles. Color the
picture and apply the color harmonies. This will be your project.

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Technology and Livelihood Education –
 LEARNING OUTCOME 2

Produce simple project

PERFORMANCE STANDARDS

Project produced in accordance to the specifications of designs

Materials

Sewing Tools
- Needle
- Plain cloth (any color)
- Thread (any color)

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Technology and Livelihood Education –
 What Do You Already Know?

Let us determine how much you already know about the use farm tools and equipment. Take t

Pretest LO 2

Direction: Identify the different pictures

1.
5.

2. 6.

3. 7.

4.

B. Arrange the steps in assembling the organizer by numbering.

Remove hanging threads.
Zigzag raw edges of the pockets.
Fold and baste of the organizer before sewing in the sewing machine.
Press.
Lay the pockets, pin, baste then machine stitch.
Put labels for each pockets as marking tools, measuring
tools and cutting tools.
Sew the handles for hanging.
Work on the pockets by putting designs applying the
principles of designs.

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Technology and Livelihood Education –
 What Do You Need To Know?

Read the Information Sheet 2.1 very well then find out how much you can remember and how much yo

Information Sheet 2.1

BASIC HAND STITCHES

Sewing the basic hand stitches are very easy if you learn each step
thoroughly before you start practicing the next step. Sewing by hand is a skill
that most, if not all, people should probably attempt to master at some point.

Back Stitch
Make one running stitch, then take a back stitch to the
beginning of the first stitch, thus overlapping each running
stitch. Resembles
machine stitching and is used to strengthen a seam made by
hand.
Basting
Basting is quite important in successful sewing. This is used
to hold fabric temporarily in place, until permanently
stitched. There are four types of basting; hand basting,
machine basting, pin basting and
basting edges with an iron.
Running Stitch
To make this stitch, push point of needle in and out of fabric
until you
have several stitches on the needle. Hold fabric taut with
left hand, pull the needle through. Practice until you make
fine even stitches.
Outline Stitch
This stitch is similar to the back stitch but it is slanted. Make
one
slanted backstitch in front of another letting each one
overlap the one before it just a little bit, until the design is
filled.
Blanket Stitch
Put your needle in 1/4 inch from the edge of the fabric, put
the thread under the point of the needle and pull through.

Catch Stitch
This is used for a flat finish next to fabric, such as seam
binding on a hem. Hold open hem edge away from you, work
from left to right, Take a stitch in the hem, then a tiny stitch

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Technology and Livelihood Education –
 to the right just beyond edge of hem with the point of needle
to the left. This makes diagonal
lined that cross each other.
Chain Stitch
Insert the needle in and out of the fabric (as in the
running stitch). Bring the thread under the tip of the
needle while still in the fabric, then pull the needle
through.

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Technology and Livelihood Education –
 How Much Have You Learned?

Self-Check 2.1

A. Identify the following basic hand stitches. Write your answer before the number.

1.

2.

3.

4.

5.

6 – 9 What are the four types of basting stitch?

10. stitch is similar to the backstitch but it is slanted.

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Technology and Livelihood Education –
How Do You Extend Your Learning?

Make a sample of the different basic hand stitches in a 3‖ x 3‖ plain cloth and
compile them in a short bond paper. Label them and write their descriptions.

How Do You Apply What You Have Learned?

Show that you learned something by doing this activity

job Sheet 2.1

LO2 : PRODUCE SIMPLE PROJECT

Objective : Demonstration how to make an organizer for sewing
tool
Materials, Tools : ½ yard cloth, 1 spool of thread (small), manila paper,
and Equipment shears, pins, needles, tailor‘s chalk, pencil, ruler and
sewing machine

Procedure

1. Make a sketch of your organizer using a

measurement of 12‖ x 30‖ as the size, or
you can copy the sample a illustrated
above.
2. Make patterns for the main part which is
the base of the organizer using a manila
paper. 12‖ x 30‖ in size.
3. Make patterns for the patch pockets 8‖
x 8‖ as the size with three designs,
plain, oval and pointed.
4. Lay your pattern on the cloth. Lay large
pattern first then the smaller patterns
5. Pin the patterns.
6. Mark the cloth
7. Mark sewing allowances
8. Cut the cloth. Reminder: before cutting
measure twice or more if there is doubt of
the measurements.
9. Construction or assembling process
by unit method.
a.Work on the pockets by putting designs
applying the principles of designs using the different basic hand
stitches and applying the theories of colors.
K to 12 Basic Education Curriculum 7
Technology and Livelihood Education –
 b.Put labels for each pockets as marking tools, measuring tools and
cutting tools. This will be the emphasis of the organizer.

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Technology and Livelihood Education –
 c. Zigzag raw edges of the pockets to make it durable and edges will not ravel.
d.Sew the handles for hanging.
e.Work on the base as the main part of the organizer by folding the sides.
Baste folds before sewing in the sewing machine.
f. Lay the pockets, pin, baste then machine stitch.
g.Remove hanging threads.
h.Press.

How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely. Remember it is your learning at stak

Rubric in Drafting the Pattern for the Organizer

Weighted
Item 3 2 1 Score Score
Tools were Lack of one Lack of two or
Tools complete, tool, some are more tools,
(10% appropriate appropriate some are
) and correctly and correctly appropriate
used. used. and not
correctly used.
Used the Used the Failed to use
Procedur correct correct the correct
e method. method. method.
(60%) Procedures Procedures Procedures
correctl incorrect not followed.
y ly
followe followed.
d.
All pattern Some All pattern
Patter details were pattern details are not
n correctly details drafted
(20%) measured were correctly and
and inaccuratel accurately.
accurately y drafted.
drafted.
Finished the Finished the Finished the
Spee pattern ahead pattern on pattern more
d of time. time. than the
(10% allotted
) time.
Total

Legend:
Weighted Score: = Score x Item (weight)
Score Percentage = Total weighted score x 30 + 70

K to 12 Basic Education Curriculum 7

Technology and Livelihood Education –
 Perfect score (3)
Example:
3 x 10% = .3
2 x 60% = 1.2
2 x 20% = .4

K to 12 Basic Education Curriculum 7

Technology and Livelihood Education –
3 x 10% = .3

Total weighted score = 2.2

Score Percentage
= 2.2 x 50 + 50
3
Grade = 87

Rubric in Constructing the Organizer

Weighted
Item 3 2 1 Score Score
Correct shade Correct kind, Incorrect and
Thread of thread and color but does not
s matches the does not match the
(10%) color of the match the color of the
fabric. shade of the fabric.
fabric.
Stitches are Some stitches Uneven
Machine even and are crooked, stitches,
stitchin proper length did not follow crooked and
g followed the did not follow
(70%) the sewing line. sewing line. the
sewing lines
Finished the Finished Finished the
Spee organizer the organizer
d ahead of organizer more than
(20% time. on time. the allotted
) time.
Total

Example:
3 x 10% = .3
2 x 70% = 1.4
2 x 20% = .4

Total weighted score = 2.1

Score Percentage
= 2.1 x 50 + 50
3
Grade = 85

Note: If you want to consider a higher grade of your students adjust score
percentage, you can change it to 40 + 60.

K to 12 Basic Education Curriculum 7

Technology and Livelihood Education –
 Self-Check 2.2

Refer to the Answer Key. What is your score?

Arrange the steps in sewing the organizer for sewing tools by putting the
number in their proper order. Write your answer on the space provided before
the number.

Remove hanging threads.

Zigzag raw edges of the pockets.
Fold and baste of the organizer before sewing in the sewing machine.
Press.
Lay the pockets, pin, baste then machine stitch.
Put labels for each pockets as marking tools, measuring
tools and cutting tools.
Sew the handles for hanging.
Work on the pockets by putting designs applying the
principles of designs.

Show that you learned something by doing this activity

Job Sheet 2.2

Objective: Sew an apron with creative patch pocket.

Materials, Tools and Equipment:

1 yard of fabric

Piece of coordinating fabric for the

pocket 7/8" ribbon

Apron Pattern

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Technology and Livelihood Education –
Instructions:

1. Place the apron pattern on the folded fabric and cut out.

2. Fold the rectangle of coordinating fabric in half with

right sides together. Stitch around three sides of the
pocket using a 1/2" seam allowance, leaving a 3"
opening at the bottom. Clip the corners.
( Pattern for patch pocket may vary depending
on the design).

3. Turn the pocket right side out and push out the
corners of the pocket with an item like a chopstick.
(Don't use something too sharp or you will poke a hole
through the fabric.) Press the pocket flat, folding in the
raw edges of the opening. Topstitch along the fold,
which will be the top of your pocket.

4. Place the pocket on the center of the apron

approximately 12" from the top. Stitch the sides and
bottom of the pocket to the apron.
(Placement of the pocket may vary).

5. Using a double fold hem (folding fabric in 1/2",

pressing, then folding 1/2" again and pressing for a 1"
hem), pin and stitch the sides and bottom of the
apron.

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Technology and Livelihood Education –
 6. Using a double fold hem (folding fabric in 5/16",
pressing, then folding 5/16" again and pressing for a
5/8" hem), pin and stitch the curved side of the apron.

7. Fold down 1/4" along top and press. Fold 1"

again and press. Stitch facing down.

8. Stitch 28" piece of ribbon to top left of apron. Finish

raw edge of ribbon by folding over twice and
stitching.

9. Stitch 24" long piece of ribbon at the top of the

straight side. Repeat for the other side. Finish raw
edge of ribbon by folding over twice and stitching.

K to 12 Basic Education Curriculum 7

Technology and Livelihood Education –
 How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely. Remember it is your learning at stake!

Outstandi Very Goo Score

ITEMS
ng Good d (5)
(10) (7)
All steps Most of the Some of the
A.
were steps were steps were
Constructi
followed in followed followed
on
the correctly. correctly
Process
correct
sequence
B.
Manipulate
Most of the Sometimes Not at all
d Tools
time
and
equipment
properly
C. Work Habits:
Organized, Most of the Sometimes Not at all
clean and time
systematic
D. Work within Finished ahead Finished just
Late by 1 day
the time of time in time
target

Congratulations! You did a great job! Rest and

relax a while then move on to the next lesson.
Good luck!

REFERENCES

LO1
 Author, copyright year, title, place of publication: publishing house
LO 2
 How You Look and Dress by Byrta Carson

 www.karensvariety.com/ARTICLES/Sewing/BasicHandStitches.htm
 photobucket.com/images/color%20wheel/

www.preservearticles.com
K to 12 Basic Education Curriculum 8
Technology and Livelihood Education –
 LESSON 4
Perform Basic Maintenance

LEARNING OUTCOMES:
At the end of this Lesson you are expected to do the following:

LO 1. Operate machine and assess its performance; LO 2. Clean and lu

K to 12 Basic Education Curriculum 8

Technology and Livelihood Education –
 Definition of Terms

Absorbent – a material property that sucks-up or takes in the manner of sponge.

Adjust – change present setting as in adjusting tensions.

Balance wheel – the wheel at the right of the arm that sets the mechanism in motion.

Band wheel – the wheel below the upper mechanism that leads the balance
wheel through the belt connection

Band wheel crank – moves the band wheel.

Bent – a change of shape or angle caused by pulling or pricking to a harder part

such as machine needle driven out of throat plate slot.

Blunt – refers to an unsharp or dull needlepoint that is irreplaceable.

Damp cloth – a cloth applied with moisture on water.

Entangle – forming knots like thread entangled in the bobbin case.

Feed dog – the toothed part mounted on the throat plate that helps move the
fabric against the presser foot.

Fault – something is wrong with the machine, system, design etc, which
prevents it from working properly.

Gummy – a thick of sticky quality such as oiled accumulated dust on sewing machine part.

Jam – to cause a machine to stuck fast so that it cannot work.

Lift – moving upward as in a presser foot lifter.

Lubricant – a material capable of reducing friction when applied between moving parts.

Lubricate – the act of applying a lubricating agent between moving parts to

reduce friction and preventing the form of rust.

Manipulation – the act of managing or operating manually or mechanically a given

tool or equipment.

Posture - the correct working body position for a given task.

Pucker – wrinkling of fabric caused by very tight stitches.

Replace – putting something new in the place of an old or damaged part.

Rewind – winding again or repeat winding.

K to 12 Basic Education Curriculum 8
Technology and Livelihood Education –
 Stitch length – the length of each individual stitch.

Stitch regulator – the part of a sewing machine that controls the stroke of the
feed dog and regulates the length of stitches.

Treadle – this is where the feet rest to drive the band wheel through the pitman rod.

Tension – the force that is applied by the machine on your thread.

Trend – a general tendency in the way a situation in changing or developing.

Vital – extremely important and necessary for something to succeed or exist.

K to 12 Basic Education Curriculum 8

Technology and Livelihood Education –
 LEARNING OUTCOME 1

Operate Machine and Assess Its Performance

PERFORMANCE STANDARDS

Proper handling of machine is observed.

Correct procedures in machine operation are identified.
Common machine troubles are resolved.

Materials

Set of sewing machines

K to 12 Basic Education Curriculum 8

Technology and Livelihood Education –
 What Do You Already Know?
Let us determine how much you already know about the use farm tools and equipment. Tak

Pretest LO 1

Directions: Read and analyze each item carefully and choose the letter of
the best answer from the options below. Write your answers in
your quiz notebook

1. The upper part of the sewing machine head being driven by hand when
starting the machine
a. balance sheet
b. band wheel
c. stop motion screw
d. treadle

2. The control of sewing machine lies on the:

a. balance sheet
b. band wheel
c. belt
d. treadle

3. The part of the sewing machine that controls the looseness and tightness
of stitches is:
a. bobbin
b. presser foot
c. thread guide
d. upper tension

4. A machine problem when there is incorrect size of needle or thread is:

a. fabric jams
b. needle break
c. seam pucker
d. skipped stitches

5. The part of the sewing machine that controls the stroke of the fee dog is:
a. face plate
b. feed dog
c. slide pucker
d. stitch regulator

6. The oil that lubricates and gives the machine longer life .
a. baby oil
b. coconut oil
c. crude oil
d. machine oil

7. The correct cloth used in wiping spilled oils during cleaning .

a. damp cloth

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Technology and Livelihood Education –
 b. dry cloth
c. oiled cloth

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Technology and Livelihood Education –
 d. any of the above

8. The part of the sewing machine that should be avoided during the application of oil.
a. bobbin winder
b. rubber ring
c. stitch regulator
d. stop motion screw

9. The cleaning material that maintains moving parts of a sewing

machine in smooth operation.
a. absorbent cloth
b. lint brush
c. lubricant
d. water

10. A good practice of cleaning and lubricating the sewing machine .

a. every two weeks
b. once a week
c. once a month
d. twice a week

What Do You Need To Know?

Read the Information Sheet 1.1 very well then find out how much you can remember and how much yo

Information Sheet 1.1

Setting of Sewing Machine and Its Troubles

A treadle sewing machine works by foot action and doesn't require any
electricity. If taken care of properly, an antique treadle sewing machine can sew
a better stitch than its modern counterpart can. It takes some practice to keep
your treadle machine sewing smoothly, but once you've mastered the foot
action, you can enjoy sewing and getting a little exercise at the same time

K to 12 Basic Education Curriculum 8

Technology and Livelihood Education –
 Treadle Sewing Machine Picture Tour
View of the cabinet with the machine
closed.

Cabinet open and the machine in

the up position

The machine for more details be sure

to see the manual.
Close up of the bobbin winder. Note
the heavy brass and the number of
connections in this mechanism,
compared to today's
machines.
View of the end of the machine.
Tension
mechanism and tread guides.
View of the back of the machine
Close up of the back access panel. This
has
been damaged by rust but shows the
detail.
Close up of the decal. Note the area
in the red circle. The japanning has
remained in tack but the decal has
peeled away leaving
bare metal.
Metal Singer emblem and the machine
serial number.

SETTING OF SEWING MACHINES

Perfect machine stitching is easy to achieve if you set the machine

K to 12 Basic Education Curriculum 8
Technology and Livelihood Education –
 properly. This involves threading the upper and lower parts of the sewing
machine. The beginner In dressmaking must learn how to thread the head of
the sewing machine as one of the first steps in becoming a competent
operator.

K to 12 Basic Education Curriculum 8

Technology and Livelihood Education –
THREADING THE MACHINE

Each part of the threading mechanism on the head of a sewing machine has
a definite purpose in guiding the thread from the spool to the needle. The thread
must pass through the various guides in a given order so that the machine will sew
properly
the formed stitches.

A. ORDER OF THREADING IN THE UPPER PART

1. Spool Pin
2. Upper thread guide
3. Between metal disc of tension
4. Thread take up lever
5. Lower thread guide
6. Needle

STEPS:
1. Put the spool of thread on the spool pin.
2. Bring the thread to the thread guide .
3. Pull the thread between the metal disc of the tension.
4. Bring the thread up to the thread take up lever and
raise it as it goes.
5. Pull the thread down to the thread guide.
6. Pull it through the lower thread guide.
7. Thread the needle.

B. THREADING THE LOWER PART OF LOCKSTITCH SEWING MACHINE/ or

TREADLE SEWING MACHINE
STEPS:
1. Remove the bobbin case by pulling on the bobbin case latch.
2. Remove the bobbin from the case and wind the thread .
3. Put the bobbin back to the bobbin case and pull the
thread through the little slot at least 4 inches.
4. Be sure that you hear the bobbin case inside the shuttle.
5. Start the mechanism by rolling the balance wheel
forward to get the thread of the bobbin through the
needle.
6. Pull the upper and lower thread together by 4 inches.

As you enjoy using your sewing machine , problems cannot be avoided ,

but knowing its causes is another challenging skill to develop. How can you
classify these problems or troubles ?

CLASSIFICATIONS OF SEWING MACHINE TROUBLES

If the sewing machine in your laboratory are kept in good condition

and are carefully adjusted and properly threaded , not too many things can
go wrong. But there are certain difficulties that occur during an operation so
often , so you should know these minor and common problems their causes
and remedies. There are two classifications of sewing machine troubles,
namely :
1. Minor sewing machine trouble
This refers to problems that arise involving incorrectly
attached accessories or supplies , unadjusted tensions , or
that requires a little dusting or oiling.

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 2. Major sewing machine trouble
This involves replacing or removing damage spare parts
that made the sewing machine not totally functioning.

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Technology and Livelihood Education –
COMMON SEWING MACHINE TROUBLES
Machine Troubles Causes Remedie
s
1. Machine runs noisily  insufficient oil  oil the
 loose screw sewing
 thread or dust machine
clogged in the  tighten loose screw
shuttle  clean the shuttle
race. race before oiling
2. Machine rotates  too tight belt  change belt if
heavily  insufficient oil already old
 bearings or  oil the arm shaft
shuttle race is  clean the shuttle
clogged with race and bearing ,
dust or thread then oil
3. Needle thread  improper threading  check the
breaks  tight tension threading , change
 thread too coarse the texture of
 needle blunt thread and attach
set the needle
incorrectly properly to the
 presser foot needle bar (flat
not properly side of the needle
adjusted should face the
 poor quality thread needle bar) .
 seam maybe too  use correct
thick or heavy presser foot,
 bobbin case turns check if presser
 fabric is pulled foot is secured
forcibly and properly
 needle may be bent fastened
 size of needle  if seam is too
 tension heavy change
needle to correct
size
 check the position
of the bobbin
case, reset the
shuttle race
assembly
 change the
bent needle
 to avoid needle
bending, pull the
upper and lower
threads toward
the rear of the
presser foot
after stitching
and cut the
threads
 don‘t force the
fabric, just guide
it

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Technology and Livelihood Education –
  change the size
of needle
 adjust tension
4. Stitches skip  bent needle , dull  change the needle
needle or or
wrongly correct positioning
attached  change needle
needle size and thread
 unmatched size  increase pressure
of needle or on the presser
thread to the foot
texture of fabric  check the threading
 no enough
pressure on the
presser foot

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Technology and Livelihood Education –
  threading
maybe
incorrect
5. Stitches loop  dull needle  use blunt needle
 improper threading  check the
 unbalance threading; if loops
tension of the appear under the
upper and fabric, check the
lower threads upper threading;
 defective thread adjust the upper
take up lever tension regulator;
if the loops
appear on top of
the fabric, check
the lower
threading; the
thread may be
inserted in the
tension groove of
the bobbin ; check
also the latch
spring of the
bobbin case.
 balance the tension
of both threads
 change the
thread take up
lever spring.
6. Upper thread  Improper threading  correct threading
breaks  Improperly  attached the
attached needle needle correctly
 Bent or dull needle  change to
 Tight upper thread blunt needle
 poor quality thread  reset the
 unmatched needle upper tension
regulator
 use good
quality thread
and thread
size or texture
7. Lower or under  improper  winding the
thread breaks winding of the thread in the
thread in the bobbin uniformly
bobbin  change the needle
 bent or dull needle  use good
 poor quality thread quality thread
 incorrectly set  lower the feed
feed dog dog if the fabric
 bobbin does not is thin; raise the
freely turn feed dog if the
 too tight bobbin fabric is thick
case spring  check if bobbin
is clogged with
dirt or thread
 loosen the
adjusting screw of
K to 12 Basic Education Curriculum 8
Technology and Livelihood Education –
 the bobbin case
or adjusting the
tension of the
upper thread

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Technology and Livelihood Education –
 8. Seams Pucker  too long stitch  adjust stitch
length for the regulator to
fabric correct length
 tension is too tight  adjust the upper
 size of needle and lower tension
and thread do regulator
not match  use appropriate
 too high feed size of needle and
dog thread
adjustment  adjust the height
 too heavy of the feed dog
pressure on the depending on the
presser foot thickness or
thinness of the
fabric
 lessen pressure
on the presser
foot
9. Fabric does not  feed dog not in  adjust the feed
move proper sewing dog to proper
position sewing position
 stitch regulator not  adjust stitch
set on zero regulator to
 too tight pressure desired stitch
on presser foot length
 add pressure to
presser foot by
adjusting the
pressure
regulator screw
10. Fabric jams  Needle may be  Change the size
in machine too big of needle
 Throat plate  Needs round
hole plate

STANDARDS FOR SEWING MACHINE OPERATIONS

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

1. Start with the right tools and

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

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Technology and Livelihood Education –
 2. Always maintain good working
posture. Sit on your back slightly
leaning forward. It can prevent
body pains after working on your
machine.

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Technology and Livelihood Education –
 3. Thread the sewing machine correctly.
You can follow the guide book if you
have. This will save your time to get a
correct threading. Refer to someone to
check if you have threaded it properly.

4. Be sure that the needle is properly set

accor- ding to the directions for specific
models. A properly attached needle will
make your work without any trouble.

5. Set the stitch regulator according to

project specifications and test the
stitches for possible adjustments.

6. Check tension dials and adjust

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

7. Turn power off (for motorized/electric

machines ) when the sewing machine is
not in use. This
will save electricity and avoid possible
minor accidents.

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Technology and Livelihood Education –
 8. Keep sewing tools. Dust the sewing
machine then put a little amount of
machine oil in slots. This will make the
sewing machine available for the next user

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

Getting to stitch
Before you start, make sure the two threads are back between the two
toes of the presser foot .

CHARACTERISTICS OF GOOD STITCHES

1. The length of stitch is proportioned to the texture of the fabric.

2. The stitches are the same in length.
3. The stitches appear the same on both right and wrong sides of the fabric.
4. The stitching follows the intended line smoothly and accurately.
5. There are no skipped or broken gaps in stitching.
6. When retraced, it appears as one line of stitching.
7. The stitching has no tangles.

HOW TO MAKE ADJUSTMENT ON THE MACHINE

There are two tension adjustments on the sewing machine the upper
and the lower. The upper tension controls the thread from the needle,
while the lower tension controls the thread from the bobbin case. These
tensions must be adjusted to suit various fabrics. If the tensions on both
threads are properly adjusted, the threads will lock at the center of the
material and form a correct stitch.
The size of the stitches varies with the type of work being
sewed. Thin materials require a short stitch, a light thread, a fine needle,
and a tight tension. Heavier materials require a longer stitch, a coarser
thread, a larger needle, and less tension.
Sewing machine needles become dull through hard usage and also
through ordinary wear; sometimes, they become bent by improper use. The
condition of the needle should be checked when sewing difficulties occur. A

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 defective needle should be replaced by a new needle of proper size. A dull
needle will show a flat shiny spot at the very tip when rotated between the
fingers. The straight of a needle can be tested by

K to 12 Basic Education Curriculum 8

Technology and Livelihood Education –
 rolling the larger end on a flat surface; bent needles will wobble and
straight needles will roll true.

A. HOW TO ADJUST TENSION ON THE NEEDLE THREAD

The stitch tension control determines the amount of tension

on the thread as they pass through the machine.

1. Correcting a Loose Top Stitch

When the needle thread tension is too tight, the thread will lie
straight along the upper surface.
 Lower the presser foot
 Turn the small thumb nut at the front of the tension
discs to the left ( counter clockwise ) to decrease the
tension.

2. Correcting a Loose Bottom Stitch

When the needle tension is too loose , the thread will lie along
the underside of the material.
 Lower the presser foot
 Check to make sure that the thread is between the
tension discs.
 Turn the small thumb nut at the front of the
tension disc (clockwise ) to increase the tension.
 Check the stitch on pieces of scrap material.

B. HOW TO ADJUST TENSION ON BOBBIN THREAD

1. Checking Bobbin Case

 Remove the bobbin from the bobbin case.
 Clean the inside of the bobbin case.
Remove all particles of lint and
dust with a small point stick.
Note : If the tension spring is bent away
from the bobbin case , or if the ends of
the spring near the delivery eye are
damaged, they should be replaced.
Consult your teacher if defective
parts are discovered.

2. Adjusting Tension Spring on Bobbin Case

The tension on the bobbin thread is
controlled by adjusting the tension spring

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 on the outside of the bobbin case. It is
seldom necessary to change
this adjustment once the tension has been
properly set . The operator will usually be able
to correct

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Technology and Livelihood Education –
 the stitch by varying the tension on the needle thread

a. Correcting a loose bobbin thread

If the tension on the bobbin thread is too loose, the needle
thread will lie straight along the upper surface of the material.
 Tighten the tension
 Turn the regulating screw in the tension spring to the right.
 Test the tension. Thread the bobbin case. Hold the
end of the thread and allow the case to hang freely.
 Check stitch on pieces of scrap material

b. Correcting a Tight Bobbin Thread

If the tension on the bobbin thread will
lie straight along the underside of the material.
 Loosen the tension. Turn the
regulating Screw in the tension
spring slightly to the left.
 Thread the bobbin case and test the tension.
 Check stitches on pieces of scrap material.

HOW TO REGULATE THE LENGTH OF THE STITCH

The length of the stitch is regulated by the stitch regulator on the
front side of the head.
 Move the stitch regulator downward to
lengthen stitch
 Move the stitch regulator upward to shorten stitch.
 Check the length of stitch on pieces of
scrap material.

Note: For normal stitching, set the regulator at 10 to 12 stitches

per inch, or at the number 3 for metric scale machines.

HOW TO REGULATE THE PRESSURE ON THE MATERIAL

The pressure on the material is regulated by adjusting screw on the top of the machine.
 Turn the adjusting screw to the
right to increase the pressure.
 Turn the adjusting screw to the
left to decrease the pressure.
 Check the pressure by stitching on

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Technology and Livelihood Education –
 pieces of scrap material of the same
weight .

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Technology and Livelihood Education –
 Note: A pressure that is too heavy will cause the machine to run hard
and will leave the print of the feed on fine materials.

How Much Have You Learned?

Self-Check 1.1

I .Directions: Write check ( y ) if the statement is a good characteristic of

stitches and cross ( X ) if it is not. Write your answer in your quiz notebook.

1. The stitches have no tangles.

2. The stitching follows the intended line smoothly and accurately.
3. The length of stitch is not proportioned
4. There are skipped or broken gaps in stitching.
5. The stitches appear on both right and wrong sides of the fabric.

II. Directions: Arrange the steps in threading the upper and lower parts of
the sewing machine. Write number 1 for the first step, 2 for
the second step, and so on. Write your answer in your quiz
notebook.

A. STEPS IN THREADING THE UPPER PART

Thread the needle
Pull it through the lower thread guide
Pull the thread down on the thread guide.

Bring thread to the thread guide.

Pull the thread between the metal disc of the tension.
Bring the thread up to the lower thread take up lever and

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 raise it as it goes.

K to 12 Basic Education Curriculum 9

Technology and Livelihood Education –
 B. STEPS IN THREADING THE LOWER PART
Remove the bobbin case by pulling on the bobbin case latch.
Pull the upper and lower thread together by four inches.
Remove the bobbin from the case and wind the thread.
Start the mechanism by rolling the balance wheel forward
to get the thread of the bobbin through the needle.
Be sure that you hear the case being locked upon inserting
the bobbin case inside the shuttle.
Put the bobbin back to the bobbin case and pull the thread
through the little slot at least four inches.

III. Directions: Perform how to start and stop sewing machine following the procedure.

How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely. Remember it is your learning a

Scoring Rubric

Criteria Excellent Very Satisfacto Fairly Needs Score

Satisfacto ry Satisfacto Improvem
ry ry ent
Knowledge Procedur Some of Few of Most of Did not
e s were the the the follow
followed procedur procedur procedur any of
step 1 to e were e were e were the
the last omitted not not procedur
followed followed es
Speed Finishe Finishe Finished Finished Did
d d on but late but late not
ahead time by three for more finishe
of time mins than d
5 minutes
Assistanc Did not Needed Needed Needed Needed
e need assistanc assistanc assistanc assistanc
required assistanc e once e twice e four to e most of
e five the
times time

K to 12 Basic Education Curriculum 9

Technology and Livelihood Education –
How Do You Apply What You Have Learned?

Show that you learned something by doing this activity

Activity Sheet 1.1

CONDUCT SAMPLE RUN

Materials:

1. Fabric swatches of silk, denim and cotton

2. Thread
3. Machine Needle – size 14
4. Pair of Scissors
5. Pencil
6. Ruler

INDIVIDUAL TASK:

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

by stitching straight lines at various stitch length . Test the output and
record your observation on the table.

Types of fabric Length of Stitches Consistency of Tension of

Stitches Stitches
Silk

Denim

Cotton

How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely. Remember it is your learning at stake

Scoring Rubric

Criteria Excellent
Very Satisfact Fairly Needs Score
Satisfact ory Satisfact Improve
ory ory ment
Knowledg Procedure Some of Few of Most of Did not
the
e s were the procedure the follow any
followed procedure were not procedure of the
step 1 to were followed were not procedure

K to 12 Basic Education Curriculum 9

Technology and Livelihood Education –
 the last omitted followed s
Speed Finishe Finishe Finished Finished Did
d d on but late but late not
ahead time by three for more finishe
of time mins than d
5 minutes
Assistan Did not Needed Needed Needed Needed
ce need assistanc assistanc assistanc assistanc
required assistanc e once e twice e four to e most of
e five the time
times
Activity Sheet 1.2

Materials:

Sewing Machine and

Accessories Sewing Machine
Manual

Procedure:

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

1. Rest both of your feet on the treadle, one ahead of the

other.

2. Lift the presser foot before starting the Sewing machine.

3. Start turning the hand wheel towards you

applying moderate force in it.

.
4. When the treadle starts to move, follow its flow, not
pushing too much pressure against the treadle.

5. Make five rotations or more until you develop a

good control of the sewing machine.

6. Stop your sewing machine by controlling the

treadle then hold the band wheel. Practice more
as needed.

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Technology and Livelihood Education –
 How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely. Remember it is your learning at stake!

Items for Evaluation Suggested Student Teachers’

Score Score score
Process ( 70% )
1.Lifted the presser foot before starting to run
the
machine. 10
2Rested both feet on the treadle on ahead of
the
other. 10
3. The balance wheel and applied moderate
force.
4. Followed the movement of the treadle and 10
did
not exert too much force on it.
5 .Performed four to five rotations 10
continuously.
6. Stopped the machine from running without 10
holding the balance wheel.
10
Work habits ( 30 % )
1. Correct posture was displayed.
2 .Holding of balance wheel was avoided 10
when the
machine was in motion.
3. Turning back and forth of balance wheel 10
was
avoided.
4 .Followed the procedure correctly. 10
10
Total 100

Activity Sheet 1.3

Materials

Sewing machine, machine needle,

thread, Fabric swatches, pair of
scissors

Instructions: Select a sewing machine to be assessed. Write the information

called for in the given form.

DATE SEWING MACHINE NO.

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 Trouble Cause/s Remedies

MINOR

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Technology and Livelihood Education –
 1.
2.
3.
4.
5.
MAJOR
1.
2.
3.
4.
5.

How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely. Remember it is your learning at stak

Criteria Excellent Very Satisfacto Fairly Needs Score

Satisfacto ry Satisfacto Improvem
ry ry ent
Knowled Procedur Some of Few of Most of Did not
ge e s were the the the follow
followed procedur procedur procedur any of
step 1 to e were e were e were the
the last omitted not not procedur
followed followed e
s
Speed Finishe Finishe Finished Finished Did
d d on but late but late not
ahead time by three for more finishe
of time mins than d
5 minutes
Assistan Did not Needed Needed Needed Needed
ce need assistanc assistanc assistanc assistanc
required assistanc e once e twice e four to e most of
e five the time
times

How Do You Extend Your Learning?

Instruction:

In your notebook, draw a lockstitch sewing machine and identify the parts

K to 12 Basic Education Curriculum 9

Technology and Livelihood Education –
 and their functions.

K to 12 Basic Education Curriculum 9

Technology and Livelihood Education –
 LEARNING OUTCOME 2

Clean and lubricate machine

PERFORMANCE STANDARDS

Regular cleaning of machine is observed

Safety procedures in machine cleaning are followed.
Regular maintenance schedules are observed and recorded.

Materials

1. Sewing machine
2. Damp cloth
3. Machine oil

K to 12 Basic Education Curriculum 1

Technology and Livelihood Education –
 What Do You Already Know?
Let us determine how much you already know about cleaning and lubricating machine. Take

Pretest LO 2

Direction: Arrange the following steps in chronological order. Mark the first step
as a, second as b and so on. Write your answer on a separate of paper.

A. Face Plate (presser bar, needle bar, thread take up lever, lifter).

1. Put back the Face Plate in place

2. Unscrew face plate and keep it in the drawer while cleaning.
3. Brush dust away then put a little amount of oil while rotating the
balance wheel to inner parts can be accessed.

B. Lower mechanism ( rotary oscillating hook )

1. Put a little amount of machine oil on moving parts

2.Remove dust with lint brush
3. Fasten sides of oscillating hook
4. Return spare parts in place
5. Remove bobbin case.

C. Upper tension (Disc Spring and Dial)

1. Brush dust and wipe with absorbent cloth with oil

2. Remove outer bolt , tension dial ,
discs and disc spring
3. Assemble by following the laid parts in your table
4. Lay each part in your front table
following its disassembling for easier
assembling

K to 12 Basic Education Curriculum 1

Technology and Livelihood Education –
 What Do You Need To Know?

Read the Information Sheet 1.1 very well then find out how much you can remember and how much yo

Information Sheet 2.1

Care of Sewing Machine

How to Clean and Oil Your Sewing Machine

Cleaning and oiling your sewing machine is basic maintenance that
bits of lint, thread, dust and even fabric can get stuck in your machine. These
make work harder and can even jam your sewing machine. Clean your
machine to fix these help the machine to last longer and perform more
smoothly. If you sew regularly, problems and use sewing machine oil to help
the moving parts function smoothly. You should clean and oil your machine
after finishing any large project as well as any time you suspect it is having a
problem.

INSTRUCTIONS:

1. Prepare the needed tools and supplies in cleaning the sewing machine.

2. Remove the needle if there is any. This will prevent the cleaner from
pricking fingers during the cleaning process.

Face Plate (presser bar, needle bar, thread take up lever, lifter).

 Unscrew face plate and keep it

in the drawer while cleaning.
 Brush dust away then put a little
amount of oil while rotating the
balance wheel
to inner parts can be accessed.
 Put back the Face Plate in place.

Cleaning and oiling your sewing machine is

basic maintenance that can help the machine to
last longer and
perform more smoothly. If you sew regularly, bits of lint, thread, dust and even
fabric can get stuck in your machine. These make work harder and can even jam
your sewing machine.
Clean your machine to fix these problems and use sewing machine oil to help

K to 12 Basic Education Curriculum 1

Technology and Livelihood Education –
the moving parts function smoothly. You should clean and oil your machine after
finishing any large project as well as any time you suspect it is having a
problem.

K to 12 Basic Education Curriculum 1

Technology and Livelihood Education –
UPPER TENSION ( DISC SPRING AND DIAL )
 Remove outer bolt , tension dial ,
discs and disc spring.
 Lay each part in your front table
following its disassembling for easier
assembling.
 Brush dust and wipe with absorbent cloth with oil.
 Assemble by following the laid parts in your table.

LOWER MECHANISM ( ROTARY OSCILLATING HOOK )

 Remove bobbin case.
 Fasten sides of oscillating hook.
 Remove dust with lint brush.
 Put a little amount of machine oil on moving parts.
 Return spare parts in place.

OTHER MINOR PARTS

 Remove entangled threads between head and balance wheel.

 Brush accumulated dust in the treadle joints connecting the band wheel.
 Clean gummy dust on the band wheel.
 After all parts were dusted, lubricate all joints and oil slots with good quality oil.
 Wipe off all surplus oil then put a piece of absorbent cloth under the
presser foot for dripping oil.

Note : When the machine has thoroughly cleaned and oiled, run it
slowly for several minutes to allow the oil to work on its moving parts.
Place a scrap of fabric under the presser foot and lower the needle to
absorb excess oil.

OCCUPATIONAL HEALTH AND SAFETY PROCEDURE IN SEWING MACHINE

MAINTENANCE

Cleaning and lubricating a sewing machine is quite a messy task. Personal

care should be observed during this activity. The following health and safety
precautions should be practiced at the shop or at home.

1. Wear personal protective equipment. This prevents your clothing from

being tarnished by oil and dirt .Be sure to wear gloves to avoid
accumulation of oil and dirt in your nails and palms.
( Wearing of protective eye glasses is optional ).
2. Remove the upper belt or turn power off before oiling the sewing machine.
3. When a chemical or small spare parts get into your eyes, call the
attention of your teacher at once.
4. Do not remove any safety device from any machine.

K to 12 Basic Education Curriculum 1

Technology and Livelihood Education –
 5. Be sure that all screws are well-lightened before starting the machine.
6. Make sure that no screws or tools are left on the floor to avoid slipping.

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Technology and Livelihood Education –
7. Wipe dry spilled oils on the floor to avoid accidents.
8. Assign colored tags for a newly maintained sewing machine
9. Provide a small bin for your garbage when performing this job.
10.Have a separate cabinet or storage for tools and supplies for sewing
machine maintenance.
11.Always refer to the sewing machine service manual for accurate
application of procedure.

Note: A sewing machine is an equipment that needs care and cleaning. Keep
it dusted and lubricated at least once a week or more often if the machine is
in constant use.

How Much Have You Learned?

Self-Check 2.1

Refer to the Answer Key. What is your score?

A. Directions: Write the letter of the correct answer in your quiz notebook.

1. In wiping spilled oils during cleaning, the correct cloth is .

a. Damp cloth
b. Dry cloth
c. Oiled cloth
d. Any of the above

2. The part of the sewing machine that should be avoided when oiling is
.
a. Bobbin winder
b. Rubber ring
c. Stitch regulator
d. Stop motion screw

3. The part of sewing machine that can be considered a safety device

since it covers the lower mechanism and is important during
garment construction is
.

a. bobbin winder
b. slide plate
c. tension disc
d. throat plate

4. The cleaning material that maintains moving parts of sewing

machine in smooth operation is .
a. absorbent cloth
b. lint brush

K to 12 Basic Education Curriculum 1

Technology and Livelihood Education –
 c. lubricant
d. water

K to 12 Basic Education Curriculum 1

Technology and Livelihood Education –
 5. The good practice of cleaning and lubricating the sewing machines
.
a. Every two weeks
b. Once a week
c. Once a month
d. Twice a week

B. (6-10) Enumerate at least 5 Health and Safety procedure in

sewing machine maintenance

How Do You Extend Your Learning?

Answer the following questions. Write your answers in your assignment notebook.

1. Why is it necessary to keep the machine clean and lubricated ?

2. What is the importance of removing the needle before attempting

to clean the machine ?

3. What parts of the machine are to be cleaned and lubricated ?

4. What materials are needed in cleaning the machine properly ?

5. What kind of oil is to be used in lubricating the treadle machine ?

How Do You Apply What You Have Learned?

Show that you learned something by doing this activity

Operation Sheet 2.1

Materials:
Quality oil, lint brush, dry paint brush, screw drivers, pen and record
notebook and cotton buds.

Procedures:

1 .Remove the needle if there is any.

K to 12 Basic Education Curriculum 1

Technology and Livelihood Education –
 2 . Unscrew face plate and keep it in the drawer while
cleaning. 3.. Brush dust away and put a little amount
of oil on face plate.

K to 12 Basic Education Curriculum 1

Technology and Livelihood Education –
4. Put back the face plate in place.
5. Remove outer bolt, tension dial, and disc spring of the upper tension.
6. Brush dust and wipe with absorbent cloth with oil the upper tension.
7. Assemble the upper tension by following the laid parts in your table.
8. Remove bobbin case.
9. Fasten sides of oscillating hook.
10. Remove dust with lint brush.
11. Put a little amount of machine oil on
moving parts. 12 .Return spare parts in place.
13. Remove entangled threads between head and balance wheel.
14. Brush accumulated dust in the treadle joints connecting the band wheel.
15. Clean gummy dust on the band wheel.
16 .Lubricate all joints and oil slots with good quality oil.
17. Put a piece of absorbent cloth under the presser foot for dripping oil.

How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely. Remember it is your learning at stake!

ITEMS TO BE RATED RATING SCALE

5 4 3 2 1
Procedure were correctly done in sequence.
Precautions were applied.
TOTAL SCORE

Activity Sheet 2.2

Materials: sewing machine, quality oil, lint brush, dry paint brush, screw drivers,

cotton buds Instructions: Group Work

Role Playing: You will be divided into five groups and each group will be given a task to do.

Group I : Prepare the needed tools and supplies in cleaning the sewing
machine. Group II : Clean and lubricate the lower mechanism.
Group III : Clean and lubricate the inner part of the face
plate. Group IV : Disassemble, clean and assemble the
upper tension. Group V. Clean and lubricate other parts of
the machine.

K to 12 Basic Education Curriculum 1

Technology and Livelihood Education –
 How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely. Remember it is your learning at stak

Check the column that corresponds to your honest evaluation

ITEMS TO BE RATED RATING SCALE
5 4 3 2 1
1.Ideas were clearly explained in the
demonstration.
2.Procedure were correctly done in sequence.

3.Precautions were applied and explained.

4.Cooperation was manifested by the group.

How to rate your performance:

Refer to the score equivalent to rate your group performance:

16 - 20 = 100%
11 - 15 = 90%
6 - 10 = 85%
0 - 5 = 80%

Congratulations! You did a great job! Rest and

relax a while then move on to the next lesson.
Good luck!

REFERENCES

De Cosse, Cy. et al. Singer (Sewing Update). U.S.A. Contemporary Book Inc., 198

De Guzman, Ines A. Technology and Home Economics (First Year). Manila. Saint B

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 LESSON 5
Practice Occupational Safety And Health

LEARNING OUTCOMES:
At the end of this Lesson you are expected to do the following:

LO 1. Identify and evaluate hazards and risks; and

LO 2. Control hazards and risks;

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Technology and Livelihood Education –
 Definition of Terms

Biological - bacteria, viruses, insects, plants, birds, animals, and humans,

etc. Chemical - depends on the physical, chemical and toxic properties of
the chemical. Environment – The circumstances or conditions that
surround one
Ergonomic - repetitive movements, improper set up of workstation, etc.,
Exposure – the condition of being exposed, especially to severe weather or
other forces of nature
Health - The overall condition of an organism at a given time.
Industry – a specific branch of manufacture and trade.
Injury - Damage or harm done to or suffered by a person or thing
Harmful – Causing or capable of causing harm
Obligations – The act of binding oneself by a social, legal, or moral tie
Physical - radiation, magnetic fields, pressure extremes (high pressure or
vacuum), noise, etc,
Protective – giving or capable of giving protection
Psychosocial - stress, violence, etc.,
Responsibility – the ability or authority to act or decide on one's own, without
supervision
Safety – Freedom from danger or risk of injury
Textile - A cloth, especially one manufactured by weaving or knitting; a fabric.
Workplace - A place, such as an office or factory, where people are employed

Acronyms

PPE – Personal Protective

Equipment OSH – Occupational
Safety and Healthy RADHAZ -
Radiation Hazard
HERP - Hazards of Electromagnetic Radiation to
Personnel HERO - Hazards of Electromagnetic
Radiation to Ordnance HERF - Hazards of
Electromagnetic Radiation to Fuel

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Technology and Livelihood Education –
 LEARNING OUTCOME 1

Identify and Evaluate Hazards And Risks

PERFORMANCE STANDARDS

Workplace hazards and risks are identified and clearly explained.

Materials

- Safety pins or needle

- Plastic knife
- Cigarette toy
- Chemicals (ask the help of your guardian)
- Instructional manual of sewing machines

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Technology and Livelihood Education –
 What Do You Already Know?

Let us determine how much you already know about identifying and evaluating hazards and risk.

Pretest LO 1

Read each item carefully and choose the letter of the best answer from the
choices below. Write your answer in your quiz notebook.
1. Any source of potential damage, harm or adverse health effects on
something or someone under certain conditions at work.
a. Hazard
b. Psychological
c. Risk
d. Chemical

2. The chance or probability that a person will be harmed or experience an

adverse health effect if exposed to a hazard. It may also apply to
situations with property or equipment loss.
a. Psychological
b. Risk
c. Ergonomics
d. None of the above

3. Any substance that can cause harm, primarily to people

a. Substance
b. Hazard
c. Chemical
d. Psychological

4. It has recently been acknowledged in legislation as a workplace hazard.

a. Risk
b. Ergonomics
c. Psychological
d. Chemical

5. Which of the following is an example of hazard?

a. Wet floor
b. Flower
c. Cake
d. baby

Directions: Identify if it is hazards or risks

1. Electricals 6. Pricks
2. Trips 7. Knife
3. Spillage of wet 8. Cutting
substance cloth
4. Falls 9. Cloth dust
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 5. Scissor 10. Fire

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 What Do You Need To Know?

Read the Information Sheet 1.1 very well then find out how much you can remember and how much you

Information Sheet 1.1

What is a hazard?

A hazard is any source of potential damage, harm or adverse health

effects on something or someone under certain conditions at work.

Basically, a hazard can cause harm or adverse effects (to individuals as

health effects or to organizations as property or equipment losses).

Sometimes a hazard is referred to as being the actual harm or the health

effect it caused rather than the hazard. For example, the disease tuberculosis
(TB) might be called a hazard by some but in general the TB-causing bacteria
would be considered the "hazard" or "hazardous biological agent".

What are examples of a Hazard?

Workplace hazards can come from a wide range of sources. General examples
include any substance, material, process, practice, etc that has the ability to
cause harm or adverse health effect to a person under certain conditions. See
Table 1.

Table 1
Examples of Hazards and Their Effects
Workplace Hazard Example of Hazard Example of Harm Caused
Thing Knife Cut
Substance Benzene Leukemia
Material Asbestos Mesothelioma
Source of Energy Electricity Shock, electrocution
Condition Wet floor Slips, falls
Process Welding Metal fume fever
Practice Hard rock mining Silicosis

As shown in Table 1, workplace hazards also include practices or conditions that

release uncontrolled energy like:

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 an object that could fall from a height (potential or gravitational energy),
 a run-away chemical reaction (chemical energy),
 the release of compressed gas or steam (pressure; high temperature),
 entanglement of hair or clothing in rotating equipment (kinetic energy), or
 contact with electrodes of a battery or capacitor (electrical energy).

What is Risk?

Risk is the chance or probability that a person will be harmed or

experience an adverse health effect if exposed to a hazard. It may also apply to
situations with property or equipment loss.

For example: The risk of developing cancer from smoking cigarettes could be
expressed as "cigarette smokers are 12 times (for example) more likely to die of
lung cancer than non- smokers". Another way of reporting risk is "a certain
number ,"Y", of smokers per 100,000 smokers will likely develop lung cancer"
(depending on their age and how many years they have been smoking). These
risks are expressed as a probability or likelihood of developing a disease or
getting injured, whereas hazards refer to the possible consequences (e.g., lung
cancer, emphysema and heart disease from cigarette smoking).

Factors that influence the degree of risk include:

 how much a person is exposed to a hazardous thing or condition,

 how the person is exposed (e.g., breathing in a vapor, skin contact), and
 how severe are the effects under the conditions of exposure.

What is a risk assessment?

Risk assessment is the process where you:

 identify hazards,
 analyze or evaluate the risk associated with that hazard, and
 determine appropriate ways to eliminate or control the hazard.

The OSH Answers Risk Assessment has details on how to conduct an

assessment and establish priorities.

What is an adverse health effect?

A general definition of adverse health effect is "any change in body

function or the structures of cells that can lead to disease or health
problems".

Adverse health effects include:

 bodily injury,
 disease,
 change in the way the body functions, grows, or develops,
 effects on a developing fetus (teratogenic effects, fetotoxic effects),
 effects on children, grandchildren, etc. (inheritable genetic effects)
 decrease in life span,
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  change in mental condition resulting from stress, traumatic experiences,
exposure to solvents, and so on, and

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 effects on the ability to accommodate additional stress.

Will exposure to hazards in the workplace always cause injury, illness or

other adverse health effects?

Not necessarily. To answer this question, you need to know:

 what hazards are present,

 how a person is exposed (route of exposure, as well as how often and
how much exposure occurred),
 what kind of effect could result from the specific exposure a person experienced,
 the risk (or likelihood) that exposure to a hazardous thing or condition
would cause an injury, or disease or some incidence causing damage, and
 how severe would the damage, injury or harm (adverse health effect)
be from the exposure.

The effects can be acute, meaning that the injury or harm can occur or be felt as
soon as a person comes in contact with the hazardous agent (e.g., a splash of
acid in a person's eyes). Some responses to may be chronic (delayed). For
example, exposure to poison ivy may cause red swelling on the skin two to six
hours after contact with the plant. On the other hand, longer delays are possible:
mesothelioma, a kind of cancer in the lining in the lung cavity, can develop over
20 years or more after exposure to asbestos.

Once the hazard is removed or eliminated, the effects may be reversible or

irreversible. For example, a hazard may cause an injury that can heal
completely (reversible) or result in an untreatable disease (irreversible).

Types of Hazard

1. Chemical - A chemical hazard is any substance that can cause harm,

primarily to people. Chemicals of all kinds are stored in our homes and
can result in serious injuries if not properly handled. Household items
such as bleach can result in harmful chlorine gas or hydrochloric acid if
carelessly used. Gasoline fumes from containers for lawnmowers or
boats can result in major health hazards if inhaled.
2. Electrical - An electrical hazard can be defined as
a dangerous condition where a worker could make electrical contact
with energized equipment or a conductor, and from which the person
may sustain an injury from shock; and/or,
there is potential for the worker to receive an arc flash burn, thermal burn,
or blast injury.
Working near an electrical hazard is dangerous and can be fatal. Any
work on or near energized equipment must be done only when
measures are in place to provide protection from electric shock and
burn. With adequate safety measures in place, every electrical injury
and fatality can be prevented.
An electric hazard is considered to be removed when protective measures
are put in place at the source (remove hazard or de energize), or along
the path (place electrical insulation/barrier between the worker and the
electrical hazard). Where PPE is relied upon for worker protection, an

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 electrical hazard is considered to remain and it is still necessary to
address safety requirements for other workers in the area.
3. Ergonomic - Ergonomic hazards impact employers and workers and
their families. Poor workplace design, awkward body mechanics or
postures, repetitive

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 movements, and other ergonomic hazards induce or contribute to a
staggering number of cumulative trauma disorders. 2. Cumulative
trauma disorders (CTD) affect hands, wrists, elbows, arms, shoulders,
the lower back, and the cervical spine area. Structures involved
include tendons, muscles, bones, nerves, and blood vessels. One can
plan strategies for abatement by learning to recognize the hazards
that contribute to CTD. 3. OSHA has published the Ergonomic Program
Management Guidelines. OSHA has also given Advance Notice of
Proposed Rulemaking for an Ergonomic Standard that will affect all
industries. 4. A company wide ergonomic assessment should be
developed, followed by a well written ergonomic plan. Ergonomic
abatement will decrease the costs associated with CTD and ultimately
impact the corporate "bottom line."
4. Psychological - The psychosocial hazard has recently been acknowledged in
legislation as a workplace hazard. This type of hazard relates to
mental health and behavioural disorders.

5. Radiation - Radiation Hazard (RADHAZ) describes the

hazards of electromagnetic radiation to fuels, electronic
hardware,
ordinance, and personnel. In the military these hazards are
segregated as follows:
1) Hazards of Electromagnetic Radiation to Personnel (HERP)
2) Hazards of Electromagnetic Radiation to Ordnance (HERO)
3) Hazards of Electromagnetic Radiation to Fuel (HERF)
6. Biological - A biological hazard, or biohazard, is anything coming from
living organisms (i.e. pollen, fungi, animals, insects, bacteria and
viruses) that could be a threat to someone's health. It is represented
by ☣, the biohazard symbol, which is used everywhere in the world.
When people see this sign they know to take precautions, and to follow
proper conduct for science labs.
7. Physical - Physical hazards are those substances which threaten your
physical safety. The most common types of physical hazards are:

* Fire
* Explosion
* Chemical Reactivity

Hazards may be encountered when using the sewing machine include :

 Cuts and injuries from sharp edges , knife blades,
scissors and pins
- Finger injuries while sewing
 Back injury from poor posture and improper lifting procedures
- Eye strain from poor lighting

Safe operating procedure in using the sewing machine

1. Do not use machine unless you had instruction and training in

its safe use and operation.
2. Teacher permission must be given to operate the sewing machine .
3. Read and understood the instruction sheet, completed the
safety test with 100 %score ,and demonstrated competence and
safe use.

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 Pre- operational Safety

1. Always check that the sewing machine and its cord are in good working order.

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 2. Check all adjustments and settings carefully before commencing
any sewing operation.
3. The workplace should be clean and free of equipment ,rubbish and other obstacles.

Operating Safety Precautions

 Make sure all other students keep away from the workplace at all times.
 One person only is to operate a sewing machine at any time .
 Do not touch a sewing machine while another person is sewing.
 Do not wear loose clothing ,especially long sleeves and neck ties.
 Turn the power off when making adjustments to the sewing
machine such as changing the presser foot and needle .
 Never race the sewing machine at high speed .
 Take care not to machine over pins .
 Make sure the take- up lever is in the upper position before pulling
out the fabric and cutting threads .
 It is important to keep the machine as free of lint as possible .
 Do not push or pull the fabric while sewing .Let the machine do the
work –your hands should guide the fabric without forcing it .

How Much Have You Learned?

Self-Check 1.1

DIRECTION: Enumerate the following

1. Types of Hazards
2. Factors that influence the degree of risk

Refer to the Answer Key. What is your score?

How Do You Apply What You Have Learned?

Show that you learned something by doing this activity

Activity Sheet 1.1

Instructions: Prepare a poster showing the types of hazards

1. Group the students

2. Each group will prepare the poster indicating the types of hazards in
a cartolina/ manila paper
3. Present in class the prepared poster.

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 How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely. Remember it is your learning at stak

Items to be Rated 5 4 3 2 1
1. Ideas were
clearly
explained in
the drawing
2. Cooperation was
manifested by the
group
3. Present and explain well the drawing in the
class
4. Neatness of the drawing was observed

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 LEARNING OUTCOME 2

Control Hazards And Risks

PERFORMANCE STANDARDS

Occupational Health and Safety (OHS) procedures for controlling hazards and risk are strictly followe

Materials

Sample of hazardous materials (ask your teacher)

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 What Do You Already Know?

Let us determine how much you already know about control hazards and risks. Take this test.

Pretest LO 2

A. The garments sector has many hazards that can cause injury to
workers. Supply the missing letters to complete the set of word/s.

2. D_ei_g

3. B _l_d_ e_ cancer

3. S_ _st_ _ce_

4. _ _ro_ _c

5. S _e_ _i_ _

B. Identify if it is hazards or risks

6.. Electricals
7. Pricks
8. Trips
9. Knife
10. Fire

What Do You Need To Know?

Read the Information Sheet 1.1 very well then find out how much you can remember and how

ORGANIZATIONAL SAFETY AND HEALTH AND PROTOCOL

Will exposure to hazards in the workplace always cause injury, illness or other
adverse health effects?

Not necessarily. To answer this question, you need to know:

 what hazards are present,
 how a person is exposed (route of exposure, as well as how often and
how much exposure occurred),
 what kind of effect could result from the specific exposure a person experienced,

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  the risk (or likelihood) that exposure to a hazardous thing or condition
would cause an injury, or disease or some incidence causing damage,
and
 how severe would the damage, injury or harm (adverse health effects)
be from the exposure.

The effects can be acute, meaning that the injury or harm can occur or
be felt as soon as a person comes in contact with the hazardous agent (e.g., a
splash of acid in a person's eyes). Some responses to may be chronic
(delayed). For example, exposure to poison ivy may cause red swelling on the
skin two to six hours after contact with the plant. On the other hand, longer
delays are possible: mesothelioma, a kind of cancer in the lining of the lung
cavity, can develop over 20 years or more after exposure to asbestos.
Once the hazard is removed or eliminated, the effects may be reversible or
irreversible. For example, a hazard may cause an injury that can heal
completely (reversible) or result in an untreatable disease (irreversible).

Hazards and risks in the textiles sector

The textiles sector contains many hazards and risks to workers, ranging
from exposure to noise and dangerous substances, to manual handling and
working with dangerous machinery. Each processing stage — from the
production of materials to the manufacturing, finishing, colouring and
Occupational safety and health in the textiles sector packaging —poses risks
for workers, and some of these are particularly
dangerous for women‘s health.

Exposure to chemical agents

Many different groups of chemical substances are used in the textiles

sector, including dyes, solvents, optical brighteners, crease-resistance
agents, flame retardants, heavy metals, pesticides, and antimicrobial agents.
They are used in dyeing, printing, finishing, bleaching, washing, dry cleaning,
weaving slashing/sizing, and spinning.
Respiratory and skin sensitizers can be found in the textiles industry, for
example textiles fibres, reactive dyes, synthetic fibres, and formal dehyde. The
textile industry has been evaluated as a sector with an increased carcinogenic
risk. Several studies have showed an increased risk of nasal,
laryngeal and bladder cancer in women.

Exposure to dusts and fibres

The exposure of workers to dusts from material such as silk, cotton, wool,
flax, hemp, sisal, and jute can occur during weaving, spinning, cutting, ginning,
and packaging. Division of tasks along gender lines may mean that women are
exposed to organic dusts more than men, with respiratory diseases being
diagnosed more often in women than men. Exposure to fibres
and yarns may cause nasal or bladder cancer .

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 Exposure to biological agents

In some activities, such as carding and willowing, workers may be exposed to

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biological agents such as anthrax, clostridium tetanus (the causative agent for
tetanus), and coxiella burnetti (which causes Q fever). Exposure to biological
agents can result in allergies and respiratory disorders.

Exposure to physical agents

Workers may be exposed to noise and vibrations, for example during

weaving, spinning, sewing, twisting, and cutting. Exposure to loud noise can
result in permanent hearing damage such as noise-induced hearing loss and
tinnitus. Exposure to vibration, particularly together with risk factors for MSDs,
can lead to long-term harm. Electromagnetic fields may also be found
in some workplaces in the textiles sector. Accidents in the textiles sector. The
textiles sector has many hazards that can cause injury to workers, from
transport in the workplace (lift truck), dangerous large work equipment and
plant, to the risk of slips from a wet working environment. Workers being struck
by objects, such as moving machinery parts and vehicles are a
significant cause of injury in the sector. There also exists the risks of fire and
explosions, for example from heating plants used for vapour generation.

Psychosocial issues in the textiles sector. Work-related stress has been

defined as being experienced when the demands of the work environment exceed
the workers‘ ability to cope with or control them. Work-related stress may be an
issue in some areas of the textiles sector, being associated for example with
repetitive and fast paced work, and where the worker has no influence on how the
job is done.

Hazard Management

One of the most important duties required by OHS law of all workers,
including volunteers, is to keep the workplace as safe as possible. A good way to
do this is to use the 4 ‗SAFE‘ steps:

Spot the hazard

Assess the
hazard Fix the
hazard Evaluate
the result

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 How Much Have You Learned?

Self-Check 2.1

Refer to the Answer Key. What is your score?

Directions: Identify if it is hazards or risks

1. Electricals 6. Pricks
2. Trips 7. Knife
3. Spillage of wet substance 8. Cutting cloth
4. Falls 9. Cloth dust
5. Scissor 10. Fire

How Do You Apply What You Have Learned?

Show that you learned something by doing this activity

Activity Sheet 2.1

Film Viewing:

1. View any film that is related to Hazard / Risk in a workplace.

2. Make a reaction paper regarding the film.

A. http://www.youtube.com/watch?v=aB2H3qmO1YQ

B. http://www.youtube.com/watch?v=jmaZBTMzkoY

C. http://www.youtube.com/watch?v=Vy5oe-CLvmk

D. http://www.youtube.com/watch?v=HSa71gZbTgQ

Guide Questions:

1. What is the video all about?

2. Have you seen any hazard or risk in the video? What are these?
3. Do you believe the dressmaker handled her task well as
seen in the video? Defend your answer.
4. What will be the role of a dressmaker in this type of possible hazard?

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 How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely. Remember it is your learning at stak

No. of Points My Score

Clarity of ideas 10
Evidence of critical thinking 20
Coherence of ideas 10
TOTAL 40

Read the Information Sheet 2.2 very well then find out how much you can remember and how

Information Sheet 2.2

CONTINGENCY MEASURES AND PROCEDURES

Safety in the Sewing Room

Note: This is an excellent article on sewing room and craft room safety with
some wonderful ideas for safe storage along with guidelines on how to use
common tools and items found in your sewing and craft room.
When my mother first started teaching me to sew, she told me about one of her earliest
sewing mishaps. She was about five years old, and was playing with her
mother's treadle machine (even though she knew she wasn't allowed to). Sure
enough, she turned the flywheel while her finger was under the needle. But she
knew if she cried out, she would be punished for playing with the machine, so
she had to back the needle out and bandage the wound herself. Her mother
never found out about the accident, and my mother never had another machine
mishap again.

Mom's story made a big impression on me; I have always been a cautious
sewer. So far (knock wood!) I have avoided any serious sewing injury, but
thousands of other sewing enthusiasts every year are not as fortunate.

Sewing involves lots of opportunities for injury. Some of these are obvious,
but some are less so. Sewers can injure their bodies in almost imperceptible
ways.

The most obvious injuries are those caused by sharp implements, such as
needles and cutting tools. In addition to puncture wounds, sewers are at risk for
slicing wounds (from scissors and rotary cutters) and burns (from irons). Taking
basic precautions will reduce the risk of injury in the sewing room.
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How to Avoid Injury Using a Sewing Machine

Sewing machines make quick work out of piles of mending, but many
people take for granted that a sewing machine is a potentially harmful
instrument! Each year people accidentally harm themselves at home or at work
while sewing on a machine. Here are a few guidelines to minimize your chance of
injury.

1. Examine the sewing machine to make sure that it is fully assembled

and well maintained. Depending on your model of sewing machine or
serger, the manufacturer has guards on various parts of the machine.
Make sure that these guards are fully in place before using the
machine.

2. Evaluate the ergonomics of your workspace. Is your chair ergonomically

correct in terms of height, tilt, back support, etc.? Do you need a
footrest? Does your chair or stool adjust? proper furniture can go a long
way in combating repetitive stress disorders such as carpal tunnel
syndrome.

3. Clear your surroundings of clutter and debris. Besides the psychological

stress of a cluttered workspace, sewing machines can overheat. Extra
flammable materials in your work area increase the danger. Also, extra
threads, scraps, etc., can become lodged in moving parts, causing jams
or unpredictable operation.

4. Turn on a light. Eyestrain is a common injury for anyone performing

the fine detail work of sewing. Good lighting also helps reduce the
chance of unwanted material being drawn into the machine.

5. Follow the instructions! Take some time to familiarize yourself with

the sewing machine, as well as the manufacturer's recommended
best practices.

6. Wear protective eyewear. You could accidentally sew over a pin or

break a needle. Why take the chance of an eye injury?
7. Learn how to sew correctly. Improper habits such as sewing over the
same area repeatedly can lead to needle breakage or trip other
hazards.

8. Avoid using fingers to feed fabric into the machine. Develop healthy
habits of keeping fingers away from the feeder, as well as using
chopsticks to hold fabric up close.

Employer OHS obligations

Employers and management have responsibilities to:

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•provide a safe environment to work in, for example, safe
equipment , Materials and safe ways to work

•provide information, instruction, training and supervision to

employees as needed to ensure they can work as safely as
possible

•identify unsafe situations before problems arise, and take corrective action

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 to make them as safe as possible

•take action to investigate any accidents, and to prevent

them from happening again

•ensure that the work done does not cause harm to any person

Your OHS obligations

Employees have duties that support the employer, and provide

responsibility for things they have control over.
Employees have responsibility to:
•obey all reasonable safety instructions

•take reasonable care of their own health and safety, and for
the safety of others in the workplace

•report any dangerous situation

•work with the employer to improve safety at the workplace.

Safety Groups

Most workplaces have people or groups of people with specific roles

relating to Workplace Health and Safety. For example there may be:

• Health and safety representatives

• Supervisors
• Safety Officers
• Health and Safety Committees

1. Health and safety representatives

Health and safety representatives are the important links between

employees
and
employers. Health and safety representatives are people elected by co-
workers to act on their behalf, telling employers about safety and health
concerns and cooperating with employers to implement and maintain
workplace health and safety.

2. Supervisors
Supervisors need to make sure that the people they are looking
after are given the
safety instructions they need, and are able to perform their jobs
safely. Portfolio record - OHS organizations
If you are planning to apply for RCC you need the information gained
from the learning activities you undertake. Wherever you see this icon
there will be an action needed in the Work Record Portfolio.
Complete OHS organizations in the Work Record Portfolio.

3. Safety Officers

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 Safety officers are trained people who are hired by the employer to help
with
the
management of health and safety at the workplace. Some of the tasks
Safety Officers may do are:

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 •organize OHS trainings
•investigate accidents
•provide first aid
•do risk assessments at the workplace.

4. Health and Safety Committees

Health and safety committees bring together workers,
managers and representatives of other important groups to help
improve safety at the workplace. Health and Safety Committees can
assist with health and safety planning, and in the development of
safety plans, procedures and documentation. They can also serve as
a good place for discussion, and can recommend solutions to more
complex OHS problems.
Safety committees can be formed at the request of the employees
at the workplace, or an employer can organize to help form one.

What are the legal requirements for personal protective equipment (PPE)?

PPE should be provided to workers wherever there are health (or safety)
risks that cannot be adequately controlled in other ways. PPE can reduce or
prevent a worker's exposure to a health hazard in the workplace and can
include respirators, hearing protectors, protective clothing, footwear ,face and
eye shields.
PPE is also required in specific situations and dealt with in regulations
made under OHSA.

How can the risks posed by health hazards be controlled?

The best methods of controlling exposure to a particular hazard will

depend on what it is. In general, methods of control can be placed in four
categories:

Engineering controls are methods of designing or modifying plants,

processes and equipment so as to minimize workers' exposure to the hazard.
They are preferred because they work independently of workers.

 Work and hygiene practices are on-the-job activities that reduce the
potential for exposure.
 Administrative controls are things like job rotation schedules, work-rest
cycles and timing of maintenance procedures, which can be used to limit
the amount of time an individual is exposed to a hazard.
 Personal protective equipment includes items like respirators, hearing
protectors, safety clothing and protective clothing. It can reduce a worker's
exposure but must be used properly to be effective.

Employers
Employers have the duty to provide appropriate protective wear. There
are some exceptions, for instance some soft-toe protective footwear and
prescription safety glasses, which the employee may be expected to provide.
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The employer must ensure that the PPE is clean and fit for purpose. She must
ensure that is replaced if it is worn or damaged. If the employee needs to be
trained to use it, she must ensure that he is given this training.

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 Employee
The employee has a duty to wear PPE correctly when she is required to do
so. She should report any damage to it, though she should not have to pay for
this. She should also attend any training provided on how to correctly wear or
use PPE.

CONTINGENCY PLAN
A contingency plan is a plan devised for an exceptional risk that, though
unlikely, would have catastrophic consequences. Contingency plans
are often devised by governments or businesses. For example, suppose
many employees of a company are traveling together on an aircraft which
crashes, killing all aboard. The company could be severely strained or even
ruined by such a loss. Accordingly, many companies have procedures to follow
in the event of such a disaster. The plan may also include standing policies to
mitigate a disaster's potential impact, such as requiring employees to travel
separately or limiting the number of employees on any one aircraft.

How Much Have You Learned?

Self-Check 2.2

Answer the following questions:

1. How to avoid injury using a sewing machine?

2. How can the risks posed by health hazards be controlled?

How Do You Extend Your Learning?

Responsibility for safety

Instructions:

Find out about anyone in your school or in the community who has a
specific responsibility for safety. You may need to ask someone, teacher/mentor.
In your notebook, write down the information.

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 Congratulations! You did a great job! Rest and
relax a while then move on to the next lesson.
Good luck!

REFERENCES
http://www.ccohs.ca/oshanswers/hsprograms/hazard_risk.html www.dehp-facts.com/CL

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 ANSWER KEYS

LESSON 1: USE OF SEWING TOOLS

LO1. Identify sewing tools and equipment and their uses.

PRE-TEST:
1. C
2. A
3. D
4. C
5. B
6. C
7. A
8. A
9. A
10.A

SELF-CHECK 1.1

1. Spool pin
2. Presser foot
3. Presser bar lifter
4. Arm
5. Stitch regulator
6. Thread take up lever
7. Needle Clamp
8. Upper tension regulator
9. Feed dog
10.Stop Motion Screw
11.Balance Wheel
12.Belt
13.Leg
14.Treadle
15.Bed
16.Throat plate
17.Band Wheel

LESSON 2: CARRY OUT MEASUREMENTS AND CALCULATIONS

LO1. Obtain

measurements PRE-

TEST
1. A
2. B
3. B
4. C
5. B
6. A
7. D
8. C
9. B

K to 12 Basic Education Curriculum 1

Technology and Livelihood Education –
 10. D

K to 12 Basic Education Curriculum 1

Technology and Livelihood Education –
SELF-CHECK 1.1
1. A
2. B
3. B
4. C
5. C
6. Desired length
7. Breast or bust / shoulder blade
8. Arm girth
9. Leg hole
10.Seat

LO2 Perform Simple

Calculations PRETEST
1. A
2. C
3. C
4. A
5. D
6. 12.7
centimeters
7.1/4
8.22.86
9.1 yard
10 4.572 meter

SELF-CHECK 2.1

1. 2.5 inches
2. Addition, Subtraction, Multiplication, Division
3. 5.08
centimeters 4.
3810
5. Calculator
6. 1 yard
7. ½
8. ¾
9. 2
10. 58 1/2

LO3 Estimate Appropriate Quantities

Key Answer # Materials Unit Price Total Cost

4.1Quantity
½ yard Cacha (45‖ width) 55.00 27.50
¼ Manila paper 7.00 2.00
1spool Thread (small) 5.00 5.00
Total Cost =
34.50

K to 12 Basic Education Curriculum 1

Technology and Livelihood Education –
2.
Quantity Materials Unit Price Total Cost
2 yards Cacha (45‖ width) 55.00 110.00
1 Manila paper 7.00 7.00
2 spool Thread (small) 5.00 10.00
Total Cost =
127.00

LESSON 3: CREATE DESIGN FOR A SIMPLE PROJECT

LO1. Sketch simple project

design PRE-TEST
A.
1. balance
2. formal balance
3. informal balance
4. proportion
5. formal balance
6. emphasis
7. rhythm
8. gradation
9. harmony
10.radiation

B.
1. red
2. orange
3. red-violet
4. pink
5. shade
6. yellow-green & blue-green
7. blue
8. blue-green & yellow-green
9. green & orange
10. white, black & gray

SELF-CHECK 1.1
1. Formal balance
2. Proportion
3. Emphasis
4. Gradation
5. Harmony

SELF-CHECK 1.2

1. Blue 6. Blue-green and blue-violet

2. Green 7. Green
3. Red-orange 8. Red-violet and blue-violet
4. Pink 9. Green and violet

K to 12 Basic Education Curriculum 1

Technology and Livelihood Education –
 5. Shade 10. White, black and gray

K to 12 Basic Education Curriculum 1

Technology and Livelihood Education –
LO2. Produce simple
project PRE-TEST
A.
1. back stitch
2. basting
3. running stitch
4. blanket stitch
5. catch stitch
6. chain stitch
7. outline stitch
B.
7 Remove hanging threads.
3 Zigzag raw edges of the pockets.
5 Fold and baste of the organizer before sewing in the sewing machine.
8 Press.
6 Lay the pockets, pin, baste then machine stitch.
2 Put labels for each pockets as marking tools, measuring tools and
cutting tools.
4 Sew the handles for hanging.
1 Work on the pockets by putting designs applying the
principles of designs.

SELF-CHECK 2.1
1. Chain Stitch
2. Catch stitch
3. Back stitch
4. Running stitch
5. Blanket stitch
6. Hand stitch
7. Machine stitch in any order
8. Pin stitch
9. Basting edges stitch
10.Outline stitch

SELF-CHECK 2.2
7 Remove hanging threads.
3 Zigzag raw edges of the pockets.
5 Fold and baste of the organizer before sewing in the sewing machine.
8 Press.
6 Lay the pockets, pin, baste then machine stitch.
2 Put labels for each pockets as marking tools, measuring
tools and cutting tools.
4 Sew the handles for hanging.
1 Work on the pockets by putting designs applying the
principles of designs.

LESSON 4: PERFORM BASIC MAINTENANCE

LO1. Operate machine and assess its

performance PRE-TEST

1. d

K to 12 Basic Education Curriculum 1

Technology and Livelihood Education –
 2. a

K to 12 Basic Education Curriculum 1

Technology and Livelihood Education –
 3. b
4. c
5. b
6. a
7. d
8. d
9. b
10.d

LO2.
PRE-TEST

A.
1. c
2. a
3. b
B.
1. d
2. c
3. b
4. e
5. a
C.
1. c
2. a
3. d
4. b

SELF-CHECK 2.1
1. A
2. B
3. C
4. B
5. C
6-10 Refer your answer on pages 90-91

SELF-CHECK
3.1 I.
1. Y
2. Y
3. X
4. X
5. Y

II. A. STEPS IN THREADING THE UPPER PART

6 Thread the needle
5 Pull it through the lower thread guide
4 Pull the thread down on the thread guide.
1 Bring thread to the thread guide.
2 Pull the thread between the metal disc of the tension.
3 Bring the thread up to the lower thread take up lever and
raise it as it goes.

K to 12 Basic Education Curriculum 1

Technology and Livelihood Education –
 B. STEPS IN THREADING THE LOWER PART
1 Remove the bobbin case by pulling on the bobbin case latch.
5 Pull the upper and lower thread together by four inches.
2 Remove the bobbin from the case and wind the thread.
6 Start the mechanism by rolling the balance wheel forward
to get the thread of the bobbin through the needle.
4 Be sure that you hear the case being locked upon inserting
the bobbin case inside the shuttle.
3 Put the bobbin back to the bobbin case and pull the thread
through the little slot at least four inches.

LESSON 5: PRACTICE OCCUPATIONAL SAFETY AND HEALTH

LO1. Identify and evaluate hazards and

risks PRE-TEST 2.1

I.
1. A
2. A
3. C
4. C
5. A

III. 1. Hazards 6. Risks

3. Risks 7.
Hazards
4. Hazards 8. Risks
5. Risks 9. Risk
6. Hazards 10.Risk

SELF-CHECK 1.1

1. Types of Hazards
Physical Psychological
Chemical Electrical
Ergonomical Biological

2. Factors that influence the degree of risk.

 how much a person is exposed to a hazardous thing or condition,

 how the person is exposed (e.g., breathing in a vapor, skin contact), and
 how severe are the effects under the conditions of exposure.

SELF-CHECK 1.2
1. Hazards 6. Risks
7. Risks 7. Hazards
8. Hazards 8. Risks
9. Risks 9. Risk
10.Hazards 10.Risk

K to 12 Basic Education Curriculum 1

Technology and Livelihood Education –
LO2. Control hazard and risks

1. D
2. C
3. E
4. A
5. B

PRE-TEST LO2
1. dyeing
2. bladder cancer
3. substances
4. chronic
5. swelling
6. hazard
7. risks
8. risks
9. hazard
10.risk

SELF CHECK 2.1

Answer the following questions:

11. How to avoid injury using a sewing machine?
 Examine the sewing machine to make sure that it is fully
assembled and well maintained.
 Make sure that these guards are fully in place before using the machine.
 Evaluate the ergonomics of your workspace.
 Clear your surroundings of clutter and debris.
 Turn on a light. Eyestrain is a common injury for anyone performing
the fine detail work of sewing.
 Follow the instructions
 Wear protective eyewear.
 Learn how to sew correctly.
 Avoid using fingers to feed fabric into the machine.

12. How can the risks posed by health hazards be controlled?

 Work and hygiene practices are on-the-job activities that reduce the
potential for exposure.
 Administrative controls are things like job rotation schedules, work-rest
cycles and timing of maintenance procedures, which can be used to
limit the amount of time an individual is exposed to a hazard.
 Personal protective equipment includes items like respirators, hearing
protectors, safety clothing and protective clothing.

K to 12 Basic Education Curriculum 1

Technology and Livelihood Education –
 Acknowledgement
This Learning Module was developed for the Exploratory Courses in
Technology and Livelihood Education, Grades 7 and 8 of the K to 12 Curriculum
with the assistance of the following persons:

This Learning Module on DRESSMAKING / TAILORING NC II was developed

by the following personnel:

MODULE WRITERS

DOMINGA CAROLINA F. NENA T. PINEDA

CHAVEZ TLE-HE Teacher 3
Principal II,
MBHS Muntinlupa
Olongapo City National High
City School Olongapo City - Region
III
MA.GLENDA M. MENDOZA
TVE Coordinator
Muntinlupa Business High School
Muntinlupa City REVIEWERS

GIL P. CASUGA
Chief TESD
Specialist
REYNALDO S. MARIA A. ROQUE
DANTES Senior TESD Specialist
Senior TESD Specialist

BERNADETTE S. AUDIJE VICTORIO N. MEDRANO

Senior TESD Specialist Principal IV, SPRCNHS

PARALUMAN R. GIRON, Ed.D. BRENDA B. CORPUZ, Ph.D.

Chair, Sub-TWG on K to 10 TA for K to 12 Curriculum
OFELIA O. FLOJO BEATRIZ A. ADRIANO
Retired Assistant Chief, EED, Region IV-A Principal IV, ERVHS
AIDA T. GALURA DOMINGA CAROLINA F. CHAVEZ
VSA II, ACNTS Principal II, MBHS
DOCUMENTORS / SECRETARIAT

PRISCILLA E. ONG FREDERICK G. DEL ROSARIO

K to 12 Secretariat Head Teacher III, BNAHS
EMMANUEL V. DIONISIO LYMWEL P. LOPEZ
Head Teacher III, AFGBMTS Teacher I, AFGBMTS
DANTE D. VERMON JR. CHERLYN F. DE LUNA
Teacher I, AFGBMTS Teacher I, AFGBMTS

Dir. IMELDA B. TAGANAS

K to 12 Basic Education Curriculum 1

Technology and Livelihood Education –
 Executive Director, Qualifications Standards Office
K to 12 Learning Area Team Convenor, TLE/TVE

K to 12 Basic Education Curriculum 1

Technology and Livelihood Education –