TLE7-8 Agri-Crop Production W3

7/8
Technology and
Livelihood
Education (TLE)-
Agriculture-Crop Production
Week 3
i
Technology and Livelihood Education Grade 7/8
Self-Learning Module-Agri-Crop Production
Week 3
First Edition, 2020
Republic Act 8293 section 176 states that: No copyright shall subsist in
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Borrowed materials (i.e., songs, stories, poems, photos, brand names,

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

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

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

Module on Agriculture-Agri-Crop Production (Exploratory) on Estimating
Farm Inputs and Labor and Performing Metric Conversions.
This module was collaboratively designed, developed and reviewed by

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

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

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

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

learning and gain deep understanding of the relevant competencies. You can
do it!
iv
Lesson 5 – Farm Inputs and Labor
https://r3.rappler.com/previous-articles?filterMeta=agrarian%20reform
What I Need to Know

This will give you an idea of the skills or competencies you are expected to
learn in the module.
This lesson is designed and written with you in mind. It is here to help
you understand Technology and Livelihood Education (TLE Self-Learning
Module on Agriculture-Agri-Crop Production (Exploratory) on Estimating
Farm Inputs and Labor.
The scope of this module permits it’s to be used in many different
learning situations. The language used recognizes the diverse vocabulary level
of students. The lessons are arranged to follow the standard sequence of the
course.
At the end of this module, you should be able to:
Content Standards:
A. demonstrates an understanding of estimation and basic calculation.
DepED-Division of Lapu-Lapu City 1 TLE/TVE/TVL

Performance Standards:
A. performs estimation and basic calculation.
Learning Competency:
1. Recognize farm inputs and their uses.
2. Identify and classify labor requirements.
3. Discuss the significance of each labor requirement.
4. Follow procedures in reporting to appropriate person/s the estimate of
materials and resources.
5. Perform estimation and calculation to be done according to the job
requirement.
6. Employ different techniques in checking accuracy of result.
What I Know
This part includes an activity that aims to check what you already know about
the lesson to take. If you get all the answers correctly (100%), you may decide
to skip this module.
Pre-Test 5.0
A. Identification
Directions: The following pictures are farm inputs and labor. Identify each
one of them.
https://www.chelseagreen.co https://homeguides.sfgate.co https://axonjaxon.com/phili

m/2015/seed-saving-dry- m/negative-effects- ppine-wildlife-in-peril
and-wet/ nitrogenrich-fertilizer-
environment-72041.html
1. _________________ 2. ___________________ 3. __________________

https://www.wheeltractor.c https://www.youtube.com/
https://www.gardeningknow
how.com/edible/vegetables/ om/products/offer/drive- watch?v=-x6ck-xKpV8
vgen/garden-weeding.htm disc-plough-for-tractor.html
4. ___________________ 5. _________________ 6. _________________
https://www.flickr.com/photo https://www.dreamstime.co http://www.knowledgebank.

s/107786196@N05/1463990 m/stock-photos-drying-corn- irri.org/step-by-step-
4027 farmers-image7989603 production/growth/soil-
fertility
7. ____________________ 8. ___________________ 9. ___________________
http://www.knowledgebank.irr
i.org/step-by-step-
production/growth/planting/tr
ansplanting
10. __________________
DepED-Division of Lapu-Lapu City 3 TLE/TVL

Refer to Answer Key
What’s In
This is a brief drill or review to help you link the current lesson with the
previous one.
Answer the following questions:
1. How and why should we keep our tools and equipment in good
condition?
2. How do you define labor in agricultural perception? Give examples.
What’s New
In this portion, the new lesson will be introduced to you in various ways; a
story, a song, a poem, a problem opener, an activity or a situation.
Activity 1.1 Read the dialogue and answer the questions below.
Guide Questions:
❖ What is the dialogue all about?

❖ Why is Sujon in a hurry?
❖ How does Sujon spend his weekends?
❖ Who has got a vegetable garden? What kinds of vegetables can be found
in the garden? Do they grow all kinds of vegetables? Why?
❖ How do they keep their vegetables healthy?
❖ Do you think keeping a vegetable garden is a tough job? Why?
A dialogue between two friends

http://www.englishfor2day.com/article/dialogue/1103
Nayem : Hello, Sujon !. Good Morning.

Sujon : Good Morning. How are you?
Nayem : Fine, thank you and how are you?
Sujon : Very well by the kind grace of God.
Nayem : You seem to be in a hurry to go home. Today is Saturday. You don't
have to go to class. But then, what's the hurry?
Sujon : I want to take this grocery to my mother. We are expecting some
guests to lunch today. Today is a day when I normally do a lot of

work at home.
Nayem : Like what?
Sujon : On Saturdays, I clean all the windows and doors, remove cobwebs
and do a lot of dusting all over. That's my work inside the house.
Nayem : Do you also do work outside?
Sujon : Yes, we have a vegetable garden. My father is a retired person and
he works every day in our vegetable garden. On weekends, I help
him with the garden work like digging, making seed beds, weeding,
mending the fence, etc.
Nayem : Do you get enough vegetables from your garden?
Sujon : Yes, we don't normally buy vegetables. We get enough for our
consumption and to spare. And in fact, I can give you a long lecture
on the advantages of a vegetarian diet. It has been proved by the
Japanese scientists that there is much less chance for heart diseases
and cancer in people who are vegetarians. In addition, it has been
found out that vegetarians. In addition, it has been found out that
vegetables contain a lot of vitamin C and other properties that can
prevent cancer. It is also better for people with
hypertension to turn to a vegetarian diet. People suffering from
diabetes would do well to eat more fibrous vegetables. Very rarely
only vegetarians suffer from constipation. A vegetarian diet also helps
to reduce the cholesterol level in our blood. People who have the
greatest longevity of life are vegetarians.
Nayem : Yes, I understand how advantageous it is. What kind of vegetables
does you have in your garden?
Sujon : We have a variety of them such as okra, tomatoes, bitter gourd, egg-
plants, snake gourd, green beans, some leafy vegetables, etc.
Nayem : Don't you plant carrots, cabbages and cauliflower?
Sujon : No, they don't grow well in our climate.
Nayem : Do you use fertilizers?
Sujon : No, we don't. They are expensive. But we do use compost manure,
cow dung and ash. We also spray insecticides once in a way.
Nayem : One day I'll come and see your garden so that I can also make a
kitchen garden.
Sujon : The advantage is that you get fresh vegetables every day right from
your garden. You pick them yourself. Besides the exercise it provides
the pleasure you derive is immeasurable. You must take it up as a
hobby. It is not very easy as you think.
Nayem : Do you mean to say keeping a vegetable garden is a tough job?
Sujon : No, I don't mean that. The point is that you have to keep the garden
as clean as possible, especially in the rainy season. If you want to
keep your garden free from weeds, you have to work a few minutes
everyday. Any major work, you can do on weekends, when more time

is at your disposal.
Nayem : Seeing is believing. So tomorrow I'll come and see your garden and
I'm sure I'll draw inspiration from your garden. Okay, bye now.
What Is It
This section provides a brief discussion of the lesson. This aims to help you
discover and understand new concepts and skills.
Farm Inputs
Agricultural inputs are defined as products permitted for use in organic
farming. These include feedstuffs, fertilizers and permitted plant protection
products as well as cleaning agents and additives used in food production.
(https://www.easycert.com/htm/betriebsmittel.htm#:~:text=Agricultural%20inputs%20are%20defined%
20as,additives%20used%20in%20food%20production.)
Seeds are critical to successful crop production and

inevitably, farm productivity and profitability.
In broad sense, seed is a material which is used for

planting or regeneration purpose.
In technological point of view, seed is also refers to

propagating materials of healthy seedlings, tuber,
bulbs, rhizome, roots, cuttings, setts, all types of grafts and vegetative
propagating materials used for production.
Seed quality is the sum of all properties contributing to seed

performance. The quality of seed can decide whether a farmer’s crop will be
good, bad or indifferent. The quality of seed is determined by the following
characteristics:
1. Physical attributes
▪ A minimum of damaged seed
▪ A minimal amount of weed seed or inert matter
▪ A minimum of disease seed
▪ Near uniform seed size
2. Physiological Attributes
▪ Germination percentage or viability

-
It is an indicator of the seed’s ability to emerge from the soil to
produce a plant in the field under normal condition
▪ Seed Vigour
- It is the capacity of seed to emerge from the soil and survive
under potentially stressful field conditions and to grow rapidly
under favourable conditions.
3. Genetic Attributes
▪ Seed of the same variety
▪ Adapted to local conditions
▪ Pest and disease tolerance
▪ High yielding ability
4. Storability
▪ Moisture content
▪ Temperature of the environment
▪ Seed treatment
(by: Dr. S.S. Jena ASCO, Bolangir) (https://www.slideshare.net/sidjena70/quality-seed-production)
Fertilizer is a natural or artificial substance

containing the chemical elements that improve
growth and productiveness of plants.
Fertilizers enhance the natural fertility of the soil

or replace the chemical elements taken from the
soil by previous crops.
The use of manure and composts as fertilizers is

probably almost as old as agriculture. Modern
chemical fertilizers include one or more of the
three elements that are most important in plant nutrition: nitrogen,
phosphorous, and potassium. Of the secondary importance are the elements
sulphur, magnesium, and calcium. (https://www.britannica.com/topic/fertilizer)
▪ Nitrogen is used by plants for lots of leaf growth and good green color.
▪ Phosphorous is used by plants to help form new roots, make seeds, fruit
and flowers. It’s also used by plants to help fight disease.
Potassium helps plants make strong stems and keep growing fast. It’s also
used to help fight disease.
(https://web.extension.illinois.edu/firstgarden/basics/feedme_03.cfm)

Pesticides are used to control various pests and
disease carriers, such as mosquitoes, ticks, rats
and mice. Pesticides are used in agriculture to
control weeds, insect infestation and diseases.
There are many different types of pesticides; each

is meant to be effective against specific pests. Some
examples include:
• Algaecides to kill and/or slowing the growth of algae.
• Antimicrobials to control germs and microbes such as bacteria and

viruses.
• Disinfectants to control germs and microbes such as bacteria and

viruses.
• Fungicides to control fungal problems like molds, mildew, and rust.
• Herbicides to kill or inhibit the growth of unwanted plants, also known

as weeds.
• Insecticides to control insects.
• Insect Growth Regulators to disrupt the growth and reproduction of

insects.
• Rodenticides to kills rodents like mice, rats, and gophers.
Wood Preservatives to make wood resistant to insects, fungus and other

pests (https://www.epa.gov/safepestcontrol/why-we-use-pesticides)
Farm Labor
Labor Requirement for Land Preparation
https://www.youtube.com/watch?v=KRxb https://www.alamy.com/stock-
5gzDEwc photo/farmer-in-his-garden-with-hoe.html
Plowing using tractor Clearing of the land using hoe

https://steemit.com/philippines/@s3carlo https://www.flickr.com/photos/ricephotos
/carabao-the-national-symbol-of- /399532708
philippines
Plowing using animal Harrowing using hand tractor
Labor Requirement in Planting
https://www.flickr.com/photos/1077861 http://www.knowledgebank.irri.org/step-
96@N05/14639904027 by-step-
production/growth/planting/transplanting
Pulling of seedlings Transplanting of seedlings
Labor Requirement for Plant Care
http://www.new- https://www.megapixl.com/spraying-
ag.info/en/focus/focusItem.php?a=2478 pesticide-in-the-philippines-stock-photo-
27900718
Fertilizer application Pest control

https://www.alamy.com/irrigation- https://thisiswhatihear.wordpress.com/20
canals-and-mud-levies-retaining-paddy- 12/03/11/philippines-government-
rice-crops-luzon-philippines- agriculture-president-and-people-39/
image282953091.html
Irrigation
http://www.knowledgebank.irri.org/traini https://rappler.com/nation/new-rice-tariff-
ng/fact-sheets/pest- law-will-lead-rice-cartels
management/weeds/manual-weed-control
Weeding Harvesting
https://www.alamy.com/stock-photo- https://www.youtube.com/watch?v=0bc6
group-of-men-threshing-rice-with-a- VmJdfEk
machine-port-barton-philippines-
53517763.html
Threshing Rice Threshing Corn

http://www.knowledgebank.irri.org/step- https://businessmirror.com.ph/2017/11
by-step-production/postharvest/drying /02/farmers-planting-yellow-corn-earned-
less-in-2016-psa/
Drying Rice Drying Corn
Preserving the crops is just as important as growing crops. For this

purpose, farmers use various post-harvest practices that protect harvested
crops from spoilage and decay. One of these practices is drying. Since every
harvested crop contains a certain amount of water (known as a “moisture
content”), the main purpose of drying is to reduce the crop moisture
content to a level that is safe for storage. There are many ways how a farmer
can manage drying. However, the oldest and one of the simplest drying
methods is sun drying.
Sun drying is a traditional post-harvest practice that includes exposing

the crops to the effects of sun and wind. The practice is usually managed
by spreading the crops on the ground. Besides that, sun drying also includes
spreading the crops in shade, as well as on raised surfaces (for instance
panels that are placed on blocks). By placing the crop on a raised surface, a
farmer can ensure better air circulation, and therefore improve the drying
process. (https://blog.agrivi.com/post/what-makes-sun-drying-a-valuable-farm-practice)
Rice storage facilities take many forms,

depending on the grain quantity to be
stored, the purpose of storage, and the
location of the store. It is recommended,
as storing rice for consumption, be
stored in paddy form rather than milled
rice because the husk provides some
protection from insects and helps
prevent quality deterioration. For
storing brown rice, 20% less storage

capacity will be needed. A good storage system must prevent moisture from
re-entering the grain after drying; provide protection from insects, rodents,
and birds; have efficient space, and be easy to maintain and manage.
(http://www.knowledgebank.irri.org/training/fact-sheets/postharvest-management/storage-fact-
sheet-category/item/grain-storage-fact-sheet)
What I Have Learned

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

Directions: Let us check what you have learned from our lesson about
Farm Inputs and Labor by completing the statements using
your own words.
1. I learned that farm labor is _______________________________________.

2. I agreed that the quality of seeds must be taken into great
consideration in planting because __________________________________.
3. Farmers must use pesticides with caution because __________________.
4. I have realized that fertilizer is very important in growing crops. It
____________________________________________________________________.
5. I have learned that the field must be thoroughly cultivated before
planting by means of ______________________, ________________________,
________________________ and ___________________________.
6. Weeds grown beside your crops must be removed because
____________________________________________________________________.
7. Threshing means ___________________________________________________.
8. Drying is when you _________________________________________________.
9. If freshly harvested grains are stored without drying they may
____________________________________________________________________.
10. Irrigation is ________________________________________________________.
What I Can Do
This section provides an activity which will help you transfer your new
knowledge or skill into real life situations or concerns.
ESTIMATING FARM INPUTS AND LABOR REQUIREMENTS

SPECIFIC INSTRUCTIONS:
1. Visit a vegetable farm near to your school or home
2. Get the following data:
a. Area
b. Crop
c. Age of crop
d. Quantity of planting materials (in kgs)
e. Number of workers prepared the land
f. Number of days consumed in preparing the area
g. Amount of salary given to each worker during land preparation
h. Number of workers planted the area
i. Number of days consumed in planting the area
j. Amount of salary paid in planting the area
k. Number of workers fertilized the area from planting up to the date of
this
survey.
l. Quantity of fertilizer used from planting up to the date where survey was
made
m. Amount of salary paid in applying fertilizer from planting to the date of
this survey
n. Quantity of fertilizer to be used after the survey until harvesting
o. Number of workers required to perform fertilization after the survey until
final harvesting
p. Amount of salary needed for fertilizer application after this survey until
harvesting
q. Estimated irrigation expenses from planting up to harvesting
r. Estimated worker hired to perform irrigation from planting to
harvesting.
s. Estimated days for spraying insecticides
t. Estimated workers needed for spraying insecticides
u. Estimated cost of insecticide used in spraying
v. Workers salary during spraying of insecticides
w. Estimated number of weeding operations
x. Estimated worker needed in weeding
y. Workers salary during weeding
z. Estimated worker employ during harvesting
3. Present your data in tabular form

How Well Did You Perform?
Score
Criteria
20 15 10 5
Required measuring tool is used in
measuring the area.
The data gathered is consistent.
The respondent answers the question

carefully.
The safety precautions are properly
observed.
Data are presented in tabular form.
What’s More
This comprises activities for independent practice to solidify your
understanding and skills of the topic. You may check the answers to
the exercises using the Answer Key at the end of the module.

1. Describe weeds.
2. Why is drying necessary?
3. Why do farmers transplant rice seedlings?
4. What is the common manual method of threshing of rice? How is it
done?
5. Why do farmers spray pesticides on their crops?
Assessment
This is a task which aims to evaluate your level of mastery in
achieving the learning competency.
Self-Check 5
I. Multiple Choice
Directions: Read the statements carefully. Encircle the letter of your
choice.

1. ___________ is a material which is used for planting or regeneration
purpose
A. Pesticides C. Fertilizer
B. Seeds D. Additives
2. The quality of seed is determined by the following characteristics, except
______________
A. Storability C. Sustainability
B. Genetic attributes D. Physiological attributes
3. ______________ is used by plants for lots of leaf growth and good green
color.
A. Potassium C. Calcium
B. Nitrogen D. Phosphorous
4. ______________ are used in agriculture to control weeds, insect
infestation and diseases.
A. Pesticides C. Insect growth regulators
B. Rodenticide D. Antimicrobials
5. ______________ enhance the natural fertility of the soil or replace the
chemical elements taken from the soil by previous crops
A. Pesticides C. Labor
B. Seeds D. Fertilizer
II. Essay
Directions: Discuss your answers.
1. How do farmers select their seeds for propagation? Why should
farmers consider the quality of seeds in selecting them?
2. Why do plants need fertilizer?
3. Why do farmers use pesticides?
4. Why do farmers prepare the land before planting? How do farmers
prepare the land?
5. What is the importance of weeding?
Refer to Answer Key

Additional Activities
In this portion, another activity will be given to you to enrich your
knowledge or skill of the lesson learned. This also tends retention of
learned concepts.
Vegetable Garden
Instructions:
1. Plan your own vegetable garden.

2. Make a garden layout with indicated measurements.
3. Identify the kind of vegetables which can be grown favorably to your
area.
4. Estimate the amount of seeds needed for each kind of vegetable.
5. Take pictures of the vegetables showing their progress.
6. Make a report of your vegetable garden.
a. List of vegetables planted in the garden with the corresponding
amount of seeds consumed.
b. Type of fertilizers used with the corresponding amount consumed.
c. Pictures with caption showing progress of each plant.
d. Pictures of you performing the required labor.
e. Video showcasing the arrangement of your crops, utilization of
space in the garden area, and the amount and quality of yield.
7. Submit the report together with the garden layout.

VEGETABLE GARDEN RUBRIC
(https://www.rcampus.com/rubricshowc.cfm?sp=true&code=RXA7A82&)
Excellent Good Fair Poor

4 points 3 points 2 points 1 point
Variety There is good There is some Some variety Limited
variety of variety of of plants are variety of
plants in the plants in the producing productive
garden area. garden area well. Poorly plants.
Every differentOR producing
type of plant is
Good variety of plants are
producing plants but not not counted
well. all types are toward
producing variety.
well.
Yield High yield of High yield of High yield of Low yielding.
harvestable harvestable plants, but (Harvestable
product. product for not all yield is 50%,
most plant harvestable less than the
types in the product. best garden.
garden. (Yield (Harvestable
is 90%, less yield is 80%,
than the best less than the
garden.) best garden.
Quality of Pest, disease, Some pest or Pest, disease, Lots of
Product weed and disease or blemish damage from
blemish free evidence. Good are a pests,
produce. Good size of problem. Size disease, or
size of produce. of produce is poor
produce. inconsistent. management.
Size of
produce is
inconsistent.
Organization Student Student Student Student
& Neatness showed showed showed some showed no
excelling organization to organization; organization
organization garden. garden has to the garden
and neatness; Neatness and little to some project;
garden has order are order and garden is
order and is present. No neatness. messy and
well labeled. labels though. The garden there is no
Space is used Possible empty space is used order to the
to maximum space in the inefficiently. vegetables.
efficiency. garden. Weeds are Space is used
Garden is Possible weeds obvious. inefficiently,
maintained amongst the and garden is
weed free. crop. weedy.

Lesson 6 – Metric Conversions
https://www.wikihow.com/Convert-Within-Metric-Measurements
What I Need to Know

This will give you an idea of the skills or competencies you are expected to
learn in the module.
This lesson is designed and written with you in mind. It is here to help
you understand Technology and Livelihood Education (TLE Self-Learning
Module on Agriculture-Agri-Crop Production (Exploratory) on Performing
Metric Conversions.
The scope of this module permits it’s to be used in many different
learning situations. The language used recognizes the diverse vocabulary level
of students. The lessons are arranged to follow the standard sequence of the
course.
At the end of this module, you should be able to:
Content Standards:
A. demonstrates an understanding of estimation and basic calculation.
Performance Standards:
B. performs estimation and basic calculation.

Learning Competency:
1. Describe the unity bracket method of unit conversion.
2. Select and use accurate conversion factors in converting units.
3. Ascertain systems and units of measurement to be followed.
4. Perform metric conversion accurately.
5. Employ different techniques in checking accuracy of result.
What I Know
This part includes an activity that aims to check what you already know about
the lesson to take. If you get all the answers correctly (100%), you may decide
to skip this module.
Pre-Test 6.0
Let us determine how much you already know about basic workplace
calculations. Take this test.
I. PERFORM CALCULATION
Directions: Find the equivalent metric measurement.
1. 1m = ________ cm
2. 400cm = ________ m
3. 5km = ________ m
4. 1km = ________ cm
5. 2000 m = ________ km
6. 420 mm = ________ cm
7. 39.5 hm = ________ km
8. 84 mm = ________ dm
9. 4520 cm = ________ km
10. 190.5 m = ________ dm
Refer to Answer Key
What’s In
This is a brief drill or review to help you link the current lesson with the
previous one.
1. What is the unit/s used in measuring the area of the farm or garden
that you visited?

2. Why do we indicate the unit used in measuring?
What’s New
In this portion, the new lesson will be introduced to you in various ways; a
story, a song, a poem, a problem opener, an activity or a situation.
Activity 6
Guide questions:
▪ How do you measure how long something is?

▪ What are the metric units of measuring length?
▪ Can you close your eyes and visualize how big a millimeter is?
centimeter? decimeter? meter? hectometer? and kilometer?
▪ Can you give examples of objects that are about each unit? For
example, a millimeter is the width of an eyelash, a centimeter is the
width of your index finger, a meter is about the width of a large fridge.
▪ Look around you. Find some objects that you like to measure. Decide
what measuring tool you like to use. Why did you choose that specific
measuring tool in getting the length or width of the objects?
▪ What is your measurement in metric unit? Are you sure you’ve taken
it accurately? Go to your classmates who have measured the same
object as yours but use different measuring tool. Compare your
output and answer the follow-up questions:
❖ What object did you decide to measure?
❖ How long is the object? Write down your measurements in
different units.
❖ Do you have the same number result? Why do you think is
reason behind?

What Is It
This section provides a brief discussion of the lesson. This aims to help you
discover and understand new concepts and skills.
METRIC CONVERSIONS
The metric system originated in France in 1799 following the French

Revolution although decimal units had been used in many other countries
and cultures previously. Although there have been many different
measurements and definitions of the units have been revised, the official
system of measurements of most countries is the modern form of the metric
system which is known as the “International System of Units”.
(https://www.metric-conversions.org/)
Conversion of units is the conversion between different units of

measurement for the same quantity, typically through
multiplicative conversion factors. A conversion factor is used to change the
units of a measured quantity without changing its value. The unity bracket
method of unit conversion consists of a fraction in which the denominator is
equal to the numerator, but they are in different units. Because of the identity
property of multiplication, the value of a quantity will not change as long as
it is multiplied by one. Also, if the numerator and denominator of a fraction
are equal to each other, then the fraction is equal to one. So as long as the
numerator and denominator of the fraction are equivalent, they will not affect
the value of the measured quantity. (https://en.wikipedia.org/wiki/Conversion_of_units )
Units of length
The basic unit of length in the metric system is the meter (m). One meter
can be divided into 10 decimeters (dm), 100 centimeters (cm) or 1000
millimeters (mm); 100 m equals to 1 hectometer (hm); while 1000 m is 1
kilometer (km).
1 m = 10 dm = 100 cm = 1000 mm
0.1 m = 1 dm = 10 cm = 100 mm
0.01 m = 0.1 dm = 1 cm = 10 mm
0.001 m = 0.01 dm = 0.1 cm = 1 mm
1 km = 10 hm = 1000 m
0.1 km = 1 hm = 100 m
0.01 km = 0.1 hm = 10 m

0.001 km = 0.01 hm = 1 m
Example 1: Let us start with a simple example: convert 3 km to m (3

kilometers to meters). There are 1000 m in 1 km, so the conversion is easy,
but let's follow a system.
The system is:
➢ Write the conversion as a fraction that equals 1

➢ Multiply it out (leaving all units in the answer)
➢ Cancel any units that are both top and bottom
We can write the conversion as a fraction that equals 1:
1000 m
= 1
1 km
And it is safe to multiply by 1 (does not affect the answer):
3 km × 1 = 3 km
so we can do this:
3 km × 1000 m 3000 km . m
1 km 1 km
=
The answer looks strange! But we aren't finished yet ... we can "cancel" any
units that are both top and bottom:
3000 km · m
1 km = 3000 m
So, 3 km equals 3000 m. Well we knew that, but we want to follow a system,
so that when things get harder, we know what to do!
And when we do it correctly, we get to cancel units that are both top and
bottom and get a neat answer.
Note: if we do it wrong (with the conversion upside down) we get this:
3 km × 1 km 3 km . km
=
1000 m 1000 m
And that does not let us do any cancelling!
The important points are:
▪ Write the conversion as a fraction (that equals one)

▪ Multiply it out (leaving all units in the answer)
▪ Cancel any units that are both top and bottom

Example 2. Convert 15 cm = ___________ mm
15 cm × 10 mm 150 cm . mm 150mm
= = = 150 mm
1 cm 1 cm 1
Therefore 15cm is equal to 150 mm.
Example 3. Convert 24.3 hm = _________ m
24.3 hm x 100 m 2 430 hm . m = 2 430 m

= = 2430 m
1 hm 1 hm 1
Therefore 24.3 hm is equal to 2 430 m.
Example 4. Convert 1 350 cm = _________ km
1 350 cm x 1m x 1km 1 350 cm . m . km

100 cm 1000 m = 100 000 cm . m = 0.0135 km
Therefore 1 350 cm is equal to 0.0135 km.
(https://www.mathsisfun.com/measure/unit-conversion-method.html)
Units of surface
The basic unit of area in the metric system is the square meter (m),
which is obtained by multiplying a length of 1 meter by a width of 1 meter.
A square meter
1 m2 = 100 dm2 = 10 000 cm2 = 1 000 000

mm2
0.01 m2 = 1 dm2 = 100 cm2 = 10 000 mm2
0.0001 m2 = 0.01 dm2 = 1 cm2 = 100 mm2
0.000001 m2 = 0.0001 dm2 = 0.01 cm2 = 1
mm2
1 km2 = 100 ha2 = 1 000 000 m2
0.01 km2 = 1 ha2 = 10 000 m2
0.000001 km2 = 0.0001 ha2 = 1 m2
NOTE: 1 ha =100 m x 100 m = 10 000 m2
As a student of carpentry, you need to know the different materials,

tools and equipment and its uses. The following are the different types of
construction materials and the tools :
What I Have Learned

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

Directions: Let’s check what you have learned by completing the
statements below.
1. I have learned that Metric system of measurements was originated in

___________ in the year ____________. Although there have been many
different measurements and definitions of the units have been revised,
the official system of measurements of most countries is the modern
form of the metric system which is known as the _____________________.
2. ___________________ is a system of measurement commonly used
outside of the United States. It contains units such as meters, liters,
and grams, all in multiples of ten.
3. The metric units in ascending order are ____________, __________,
___________, __________, ___________, and ____________.
4. __________________ is the smallest common metric unit of length.
5. __________________ is used to change the units of a measured quantity
without changing its value.
6. The ______________________ method of unit conversion consists of a
fraction in which the denominator is equal to the numerator, but they
are in different units.
7. In conversion, make sure to cancel any units that are both top and
________________.
8. The basic unit of length in the metric system is the _________________.
9. The basic unit of area in the metric system is the ___________________.
10. One hectare is equivalent to __________________ square meters.

What I Can Do
This section provides an activity which will help you transfer your new
knowledge or skill into real life situations or concerns.
Metric Conversion
Instructions:
1. Get the length and the width of your garden (back yard, front yard or
a room in your house) using a measuring tool.
2. Write down the measurements with its corresponding unit.
3. Make a layout using the data collected.
4. Convert the measurements into different metric units.
5. Submit your output.
What’s More
This comprises activities for independent practice to solidify your
understanding and skills of the topic. You may check the answers to
the exercises using the Answer Key at the end of the module.
PERFORM CONVERSION
Directions: Convert the following measurements to meters.
185 dm
0.17 hm
https://fav
png.com/p
ng_view/ve
getable-
coloring-
6080 book-
mm drawing-
gardening-
vegetable-
market-
garden-
png/wRsG
0.0155 km nFC1

Assessment
This is a task which aims to evaluate your level of mastery in
achieving the learning competency.
Self-Check 6
I. PERFORM CALCULATION
Direction: Convert the following. Show your solution.
1. 130 cm = _______ m
2. 500 dm = _______ m
3. 530.7 hm= _______ km
4. 1 781 cm = _______ km
5. 9 200 m = _______ km
6. 340 mm = _______ m
7. 4.6 km = _______ m
8. 2.5 m = _______ hm
9. 32 mm = _______ dm
10. 70.1 cm = _______ m
Refer to Answer Key
Additional Activities
In this portion, another activity will be given to you to enrich your
knowledge or skill of the lesson learned. This also tends retention of
learned concepts.
CONVERSION PROCESS
Instructions:
1. Write steps on how to perform metric conversion using your own

words based on your understanding of the lesson.
2. Cite at least five examples on how to convert units using different
methods.
3. Explain your output to your group mates. Let the leader consolidate
the outputs of all members. Decide which one is best to present.
4. Present output to the class by group.

RUBRICS ON ORAL PRESENTATION
(https://www.slideshare.net/aucsap08/rubric-on-oral-presentation)
Total
Criteria Developing Standard Exemplary
Points
18 21 25
Lacks depth, Only some In-depth and
limited treatment topics are thorough
Content of assigned thoroughly discussion of
topics. discussed and assigned topics.
given an in-
depth treatment.
14 17 20
Shows minimum Shows adequate Very well
planning, some planning, some planned, logical
Organization presentation
sections are portions need
and Clarity and well
disorganized and clarification and
of Report understood by
confusing. improvement in
the audience.
logical
presentation.
10 12 15
Nervous, self- Demonstrates Relaxed, self-
conscious, and quick recovery confident.
monotone voice. from minor Show natural
mistakes. Voice body
projection is movements
that develop
satisfactorily
enthusiasm
Delivery varied in volume and affects
and inflection. audience
positively. Voice
projection
fluctuates in
volume and
inflection and
sustains
interest.
14 17 20
Make use of Make use of Visual
visual materials visual materials materials are
but does not and enhances well done and
Presentation enhance the the presentation are used to
Aids make the
presentation. to a limited
presentation
extent.
more
interesting and
meaningful.
6 8 10
Time
Did not finish on Hurriedly Finishes within
Management
time. finishes on time. the prescribed

time with
appropriate
pacing.
6 8 10
Able to sustain Able to sustain Able to sustain
Audience the interest of
the interest of the the interest of
Impact the audience all
audience to a the audience
limited extent. most of the time. the time.
Total Score /100

TLE/TVE/TVL 29 DepED-Division of Lapu-Lapu City
Pre-Test 5.0 – Farm Inputs and Labor
1. Seeds 6. Harrowing using hand tractor
2. Fertilizer 7. Pulling of seedlings
3. Plowing using carabao 8. Drying corn
4. Weeding 9. Fertilizer application
5. Plowing using tractor 10. Transplanting of seedlings
What’s More – Farm Inputs and Labor (Suggested Answers)
1. A plant considered undesirable in a situation, “a plant in the wrong
place”. (https://en.wikipedia.org/wiki/Weed)
2. To reduce the grain moisture content to a safe level for storage.
(http://www.knowledgebank.irri.org/step-by-step-production/postharvest/drying)
3. To ensure a uniform plant stand and gives the rice crop a head start
over emerging weeds. Further, seedlings are established even if the
field is not leveled adequately and has variable water levels.
Transplanting may also allow crop intensification as the crop is in the
main field for less time.
(http://www.knowledgebank.irri.org/training/fact-sheets/crop-establishment/manual-
transplanting#:~:text=Transplanting%20ensures%20a%20uniform%20plant,main%20field%20for%2
0less%20time.)
4. Hand beating. It is done by beating the cut rice plants against an
object, treading, or by holding the crop against a rotating drum with
spikes or rasp bars to remove the grains.
(http://www.knowledgebank.irri.org/step-by-step-
production/postharvest/harvesting/harvesting-operations/threshing)
(http://www.knowledgebank.irri.org/step-by-step-
production/postharvest/harvesting/harvesting-operations/threshing/manual-
threshing#:~:text=The%20common%20method%20for%20manual,%2C%20at%20lower%20moist
ure%20content).
5. Farmers cannot afford to lose their crops due to pesky little insects,
so instead, some farmers spray chemicals, pesticides, on them which
repel the insects. Pesticides can also prevent disease from spreading,
so, using pesticides lowers the risks of losing one's crop of the
season.
(Jul 25, 2011 https://www.nature.com/scitable/blog/green-science/the_dangers_of_pesticides)
Answer Key
Assessment 5 - Farm Inputs and Labor
I. Multiple Choice
1. B 2. C 3. B 4. A 5. D
II. Essay (Suggested answers)
1. Farmers should select a variety of seeds that can work best on their
farms and give the best yield after. He/She should choose a type of
seeds that reduces the burden in managing the pesticides and the
diseases that affect crops before harvest.
(https://precisionagricultu.re/selecting-the-best-seeds-for-your-farm/)
Also, the quality of seeds must be taken into considerations because
the farm productivity and profitability largely depend on it.
1. Plants need to be fertilized because most soil does not provide the
essential nutrients required for optimum growth. Even if you are
lucky enough to start with great garden soil, as your plants grow,
they absorb nutrients and leave the soil less fertile. Once you
harvest the crops, these crops took the nutrients from the soil to
build those plant tissues. By fertilizing your garden, you replenish
lost nutrients and ensure that this year's plants have the food they
need to flourish. (https://www.gardeners.com/how-to/fertilizer-ratios/5161.html)
2. Farmers use pesticides to: protect crops from insect pests, weeds
and fungal diseases while they are growing, prevent rats, mice, flies
and other insects from contaminating foods while they are being
stored, safeguard human health by stopping food crops being
contaminated by fungi.
https://www.pcs.agriculture.gov.ie/aboutus/aboutpesticides/whydoweneedpesticides/
Answer Key
Assessment 5 - Farm Inputs and Labor
4. Land preparation is important to ensure that the rice field is ready
for planting. A well-prepared field controls weeds, recycles plant
nutrients, and provides a soft soil mass for transplanting and a
suitable soil surface for direct seeding. It typically involves (1)
plowing to "till" or dig-up, mix, and overturn the soil; (2) harrowing
to break the soil clods into smaller mass and incorporate plant
residue, and (3) leveling the field. http://www.knowledgebank.irri.org/step-by-
step-production/pre-planting/land-
preparation#:~:text=Land%20preparation%20is%20important%20to,soil%20surface%20for%
20direct%20seeding.
5. Weeding is an important control method practiced in many crops.
The removal of weeds is useful because these unwanted plants
compete with the crop for space, water and nutrients. Weed control
should usually be done in an early crop stage, as this is more
practical (the weed plants are smaller) and more effective. (https://ipm-
info.org/components-of-
ipm/weeding/#:~:text=Weeding%20is%20an%20important%20control,for%20space%2C%20
water%20and%20nutrients.&text=Weeding%20also%20helps%20to%20loosen,develop%20i
n%20a%20better%20way.)
Pre-Test 6.0 – Metric Conversion
1. 100 cm
2. 4 m
3. 5 000
4. 100 000 cm
5. 2 km
6. 42 cm
7. 3.95 km
8. 0.84 dm
9. 0.0452 km
10. 1 905 dm
Answer Key
What I Have Learned 6 - Metric Conversion
1. France, 1799, International System Units
2. Metric System
3. millimeter, centimeter, decimeter, meter, hectometer and kilometer
4. Millimeter
5. Conversion factors
6. unity bracket
7. bottom
8. meter
9. square meters
10. 10 000 square meters
What’s More – Metric Conversion
▪ 0.17 hm = 17 m
▪ 6080 mm = 6.08 m
▪ 2420 cm = 24.2 m
▪ 185 dm = 18.5 m
▪ 0.0155 km = 15.5 m
Assessment 6 - Metric Conversion
1. 1.3 cm
2. 50 m
3. 53.07 km
4. 0.01781
5. 9.2 km
6. 0.34 m
7. 4 600 m
8. 0.025 hm
9. 0.32 dm
10. 0.701 m
Answer Key
References
Module
▪ AGRICULTURE CROP PRODUCTION LEARNER’S MATERIAL FOR
GRADE 7 K to 12 – Technology and Livelihood Education
Internet
▪ https://www.chelseagreen.com/2015/seed-saving-dry-and-wet/
▪ https://homeguides.sfgate.com/negative-effects-nitrogenrich-
fertilizer-environment-72041.html
▪ https://axonjaxon.com/philippine-wildlife-in-peril
▪ https://www.gardeningknowhow.com/edible/vegetables/vgen/garden
-weeding.htm
▪ https://www.wheeltractor.com/products/offer/drive-disc-plough-for-
tractor.html
▪ https://www.youtube.com/watch?v=-x6ck-xKpV8
▪ https://www.flickr.com/photos/107786196@N05/14639904027
▪ https://www.dreamstime.com/stock-photos-drying-corn-farmers-
image7989603
▪ http://www.knowledgebank.irri.org/step-by-step-
production/growth/soil-fertility
▪ http://www.englishfor2day.com/article/dialogue/1103
▪ https://www.easycert.com/htm/betriebsmittel.htm#:~:text=Agricultur
al%20inputs%20are%20defined%20as,additives%20used%20in%20fo
od%20production.
▪ https://www.slideshare.net/sidjena70/quality-seed-production
▪ https://www.gardeners.com/how-to/fertilizer-ratios/5161.html
▪ https://www.britannica.com/topic/fertilizer
▪ https://www.epa.gov/safepestcontrol/why-we-use-pesticides
▪ https://www.alamy.com/stock-photo/farmer-in-his-garden-with-
hoe.html
▪ https://steemit.com/philippines/@s3carlo/carabao-the-national-
symbol-of-philippines
▪ https://www.flickr.com/photos/ricephotos/399532708

▪ https://www.flickr.com/photos/107786196@N05/14639904027
▪ http://www.new-ag.info/en/focus/focusItem.php?a=2478
▪ https://www.megapixl.com/spraying-pesticide-in-the-philippines-
stock-photo-27900718
▪ https://thisiswhatihear.wordpress.com/2012/03/11/philippines-
government-agriculture-president-and-people-39/
▪ https://www.alamy.com/irrigation-canals-and-mud-levies-retaining-
paddy-rice-crops-luzon-philippines-image282953091.html
▪ https://rappler.com/nation/new-rice-tariff-law-will-lead-rice-cartels
▪ https://www.alamy.com/stock-photo-group-of-men-threshing-rice-
with-a-machine-port-barton-philippines-53517763.html
▪ https://www.youtube.com/watch?v=0bc6VmJdfEk
production/postharvest/drying
▪ https://businessmirror.com.ph/2017/11/02/farmers-planting-
yellow-corn-earned-less-in-2016-psa/
▪ https://www.rcampus.com/rubricshowc.cfm?sp=true&code=RXA7A8
2&
▪ https://r3.rappler.com/previous-
articles?filterMeta=agrarian%20reform
▪ https://en.wikipedia.org/wiki/Weed
production/postharvest/drying
▪ https://en.wikipedia.org/wiki/Threshing
▪ http://www.knowledgebank.irri.org/training/fact-sheets/crop-
establishment/manual-
transplanting#:~:text=Rice%20seedlings%20grown%20in%20a,higher
%20yields%20and%20less%20weeding.
▪ https://www.nature.com/scitable/blog/green-
science/the_dangers_of_pesticides/
production/postharvest/harvesting/harvesting-operations/threshing
production/postharvest/harvesting/harvesting-
operations/threshing/manual-
threshing#:~:text=The%20common%20method%20for%20manual,%2
C%20at%20lower%20moisture%20content).
▪ https://ipm-info.org/components-of-
ipm/weeding/#:~:text=Weeding%20is%20an%20important%20control,

for%20space%2C%20water%20and%20nutrients.&text=Weeding%20a
lso%20helps%20to%20loosen,develop%20in%20a%20better%20way.
▪ https://www.pcs.agriculture.gov.ie/aboutus/aboutpesticides/whydow
eneedpesticides/
▪ https://precisionagricultu.re/selecting-the-best-seeds-for-your-farm/
▪ https://precisionagricultu.re/selecting-the-best-seeds-for-your-farm/
▪ https://www.mathsisfun.com/measure/unit-conversion-method.html
▪ https://en.wikipedia.org/wiki/Conversion_of_units
▪ https://www.ck12.org/measurement/introduction-to-metric-units-of-
length/lesson/Metric-System-
MSM6/#:~:text=The%20metric%20system%20is%20a,all%20in%20m
ultiples%20of%20ten.
▪ https://favpng.com/png_view/vegetable-coloring-book-drawing-
gardening-vegetable-market-garden-png/wRsGnFC1
▪ https://www.slideshare.net/aucsap08/rubric-on-oral-presentation

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7/8

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

DEVELOPMENT TEAM OF THE MODULE

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

Department of Education – Regional Office 7

For the facilitator:

Welcome to Technology and Livelihood Education (TLE Self-Learning

This module was collaboratively designed, developed and reviewed by

For the learner:

Welcome to the Technology and Livelihood Education (TLE Self-

The following are some reminders in using this module:

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

3. Read the instruction carefully before doing each task.

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

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

We hope that through this material, you will experience meaningful

What I Need to Know

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

https://www.chelseagreen.co https://homeguides.sfgate.co https://axonjaxon.com/phili

1. _________________ 2. ___________________ 3. __________________

DepED-Division of Lapu-Lapu City 2 TLE/TVE/TVL

4. ___________________ 5. _________________ 6. _________________

https://www.flickr.com/photo https://www.dreamstime.co http://www.knowledgebank.

7. ____________________ 8. ___________________ 9. ___________________

DepED-Division of Lapu-Lapu City 3 TLE/TVL

Answer the following questions:

❖ What is the dialogue all about?

A dialogue between two friends

Nayem : Hello, Sujon !. Good Morning.

DepED-Division of Lapu-Lapu City 4 TLE/TVL

DepED-Division of Lapu-Lapu City 5 TLE/TVL

Seeds are critical to successful crop production and

In broad sense, seed is a material which is used for

In technological point of view, seed is also refers to

Seed quality is the sum of all properties contributing to seed

DepED-Division of Lapu-Lapu City 6 TLE/TVL

Fertilizer is a natural or artificial substance

Fertilizers enhance the natural fertility of the soil

The use of manure and composts as fertilizers is

DepED-Division of Lapu-Lapu City 7 TLE/TVL

There are many different types of pesticides; each

• Algaecides to kill and/or slowing the growth of algae.

• Antimicrobials to control germs and microbes such as bacteria and

• Disinfectants to control germs and microbes such as bacteria and

• Fungicides to control fungal problems like molds, mildew, and rust.

• Herbicides to kill or inhibit the growth of unwanted plants, also known

• Insecticides to control insects.

• Insect Growth Regulators to disrupt the growth and reproduction of

• Rodenticides to kills rodents like mice, rats, and gophers.

Wood Preservatives to make wood resistant to insects, fungus and other

Plowing using tractor Clearing of the land using hoe

DepED-Division of Lapu-Lapu City 8 TLE/TVL

Plowing using animal Harrowing using hand tractor

Labor Requirement in Planting

Pulling of seedlings Transplanting of seedlings

Labor Requirement for Plant Care

Fertilizer application Pest control

DepED-Division of Lapu-Lapu City 9 TLE/TVL

Threshing Rice Threshing Corn

DepED-Division of Lapu-Lapu City 10 TLE/TVL

1. _______ 2. _ 3. __________

4. ___________ 5. _ 6. _________

7. __________ 8. _ 9. ___________