TG Dressmaking G10

Kto12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION

HOME ECONOMICS DRESSMAKING
GRADE 10
TEACHING GUIDE
GRADE LEVEL STANDARD
The Dressmaking course is designed for a grade 10 student to develop

knowledge, skills and attitude to perform tasks in Dressmaking. It leads to National
Certificate Level (NC II) which covers three competencies that a grade 10
Technology and Livelihood Education (TLE) student ought to possess namely: 1)
produce ladies skirt; 2) produce ladies blouse; and 3) produce ladies trousers. The
preliminaries of this specialization course include: 1) explain core concepts in
dressmaking; 2) discuss the relevance of the course and explore on opportunities for
dressmaking as a career.
CONTENT STANDARD
The learner demonstrates understanding of core concepts and principles in
dressmaking.
PERFORMANCE STANDARD
The learner independently demonstrates core competencies in dressmaking

as prescribed in the TESDA Training Regulation.
LEARNING COMPETENCIES
1. Develop personal entrepreneurial skills
2. Produce skirt
3. Produce blouse
4. Produce trousers
I. INTRODUCTION
This Teachers Guide is intended for you as facilitator of learning, one who
teaches Grade 10 students in dressmaking. This is designed to assist you and guide
you in teaching dressmaking using the prescribed Learners Material and to ensure
that every student will perform the core competencies in dressmaking. It aims to help
HE Dressmaking/ Gr. 10 Page 1

you impart knowledge, values, skills and interest to the learners; It focuses mainly on
the Process and Delivery which is enriched with different activities that will assess
the level of understanding of the students such as What to Know, What to
Process, What to Reflect and Understand, and What to Transfer. The concepts
and skills that will be developed will be the key for the learners to become successful
and experts in dressmaking; thus, to ensure profitable business someday.
PARTS OF THE LESSON
A. Know
This part of the learners materials contains activities that will activate prior
knowledge of the learner. It elicits tentative responses to provocative and critical
questions essential to the development of understanding.
Make sure learners are engaged in doing given activities and give assistance
to the students where needed.
B. Process
In this phase, learners are provided with various learning activities to
develop, demonstrate, and have hands-on experiences on the lesson. Through this
process, learners opportunities to apply the knowledge and skills is evident and
proven.
C. Reflect and Understand

This part of the learners material provides other learning resources and
experiences to enrich/ broaden the learners understanding of the lesson through
additional activities, reading resources, and provocative or critical questions.
D. Transfer
In this part, learners are expected to demonstrate or show a completed
product or performance as an output required for the lesson.
Give your learners the opportunity to transfer what was learned in another
activity or in real life situation. Ideally, this should be a performance test, what you
usually call practical test.
Do not hesitate to use ways of determining how your students can apply
learned facts and concepts which are more authentic and realistic than those given
in the learners material.
II. OBJECTIVES
Guided by the teacher and the learners material, the learner is expected to:
identify job opportunities through customers needs and wants;

provide quality dressmaking service to target clients based on the
prescribed industry standards; and

perform the three competencies that a grade 10 TLE student ought to
possess namely:
produce ladies skirt;
produce ladies blouse; and
produce ladies trousers.
III. PROGRAM REQUIREMENTS
Grade 10 students who will take Dressmaking course as their specialization in

Technology and Livelihood Education (TLE) Home Economics should have
successfully taken the exploratory course in dressmaking in grades 7/8 and have
successfully completed the competencies indicated in Grade 9.
The student of this course must possess the characteristics of a person who
are inclined in dressmaking, the common competencies, good visual impact; and or
with perfect vision (20/20), and desirable work habits and attitudes towards the
completion of output.
Learners are expected to develop their knowledge and skills in Dressmaking.

They should demonstrate skills Learners are required to demonstrate desirable work
habits and attitudes towards the completion of outputs.
The learners materials should be taken for one school year for a total of 160
hours. Lessons should be taken one at a time, following the correct sequence being
presented and should accomplish the assessment or enhancement activities before
proceeding to the next lesson.
Along the learning process, learners of this course are required to complete
the 25- hour - industry involvement to different dressmaking shops to experience the
actual workplace.
IV. LEARNING EPISODES
This learning resource is subdivided into four (4) quarters which may serve as
the recommended scope and limit for every academic grading period. In every
quarter, there are lessons that comprise the learning outcomes.
Before exploring the core competencies of Dressmaking, you will be guided

on how to assess your own Personal Entrepreneurial Competencies and Skills
(PECS) and demonstrate your understanding about the Environment and Market.
Quarter I helps the learner demonstrate understanding on the principles of

designing and sewing ladies skirt. This will lead the learners to draft and cut
patterns, prepare and cut materials, assemble the garment parts and apply finishing
touches. The preparation of project plan and rubrics for evaluating the finished
products are also presented..
Quarter II discusses how to produce ladies blouse. The lessons in this

chapter deal with techniques and processes which will guide the learners in
designing and sewing blouse. Learning outcome shows that learners demonstrate
how to draft and cut pattern, prepare and cut materials, assemble garment parts, and
apply finishing touches. Preparation of project plan and rubrics for evaluating the
finished product is given and lessons on how to pack and label the finished product
are also discussed.
Quarters III and IV deal with the construction of ladies trousers. In this
lesson, the learner demonstrates understanding on the principles of designing and
sewing ladies trousers. Step-by-step procedures and techniques on how to draft and
cut pattern for ladies trouser, prepare and cut materials, assemble garment parts and
apply finishing touches on trousers are discussed. Project plan, and rubrics for
evaluating the finished output are also given.
Goodluck and use this learning material as your guide to become a successful
dress provider in the future.
V. HOW TO USE THE LEARNERS MATERIAL

Here are some reminders on how to use this material.
1. Answer the diagnostic assessment before you proceed to the different activities.
The diagnostic assessment determines how much you know about the lessons
and identifies the areas you ought to learn more. Your teacher will check and
analyze your score to determine your learning needs.
2. This learners material contains relevant information and activities. Go over each
activity carefully. If you encounter difficulties, do not hesitate to consult your
teacher for assistance. Do not skip any topic unless you are told to do so.
REMEMBER that each activity is a preparation for the succeeding activities.
3. For every lesson/learning outcomes, perform the enhancement activities to

enrich the knowledge and skills.
4. After successfully finished the tasks, answer the post-test to be given by your
teacher. Your score will be analyzed and will be used by your teacher for the
computation of your grades.
5. Lastly, DO NOT mark the learners material in any way.
VI. DIAGNOSTIC ASSESSMENT

For the preliminary activity, tell the learners to accomplish the diagnostic
assessment. Let them use separate sheet of paper for their answers. Explain that
the purpose of the assessment is to find out how much they already know about the
lesson and to determine whether to take the lesson as presented or go further to the
next lesson. Make it clear that their scores will not be recorded for grading purposes.

If you found out that the learners already knew what you are about to teach, logic
dictates that you do not need to teach it anymore. You may as well proceed to the
next lesson. If you discover that the learners have some erroneous concepts, then
teach and correct their misconceptions. Induce some more topics to help the
students easily understand the lesson.
It is a wise technique to start the lesson presentation based from the results of
the students diagnostic assessment.
DIAGNOSTIC ASSESSMENT
A. Multiple Choice
Directions: Read the statements carefully. Write the letter that best describes
the statement. Write your answer in your quiz notebook.
1. Type of cloth that has the following characteristics: absorbency, heat
conduction, strength, and beauty.
a. Cotton c. Linen
b. Poplin d. Broadcloth
2. Type of cloth which is also called tabinet.
a. Gingham c. Linen
b. Poplin d. Silk
3. Type of test that is used to determine slippage of threads by pulling the
fabric from both sides of the tuck.
a. Test by pin c. Test by thumb
b. Test for sizing d. Test for straight of grain
4. Type of test that determines the strength and shape-holding qualities of
both lengthwise and crosswise of fabrics.
a. Test by pin c. Test by Thumb
b. Test for sizing d. Test by mercerization
5. Type of skirt which is small at the waist and widens evenly as it
reaches the ground.
a. Straight skirt c. Pleated skirt
b. Gathered skirt d. A-line skirt
6. Skirt style which is gathered at the waist and set into a band to look
more fitted to the hips.
a. Straight skirt c. Pleated skirt
b. Gathered skirt d. A-line skirt

7. The skirt style that has fullness all around the hem where soft ruffles
goes up toward the waist from the bottom.
a. Gored skirt c. Pleated skirt
b. Flared skirt d. Gathered skirt
8. Sewing construction where the fabric sewn is between the fabric edge
and the stitched seam line.
a. Seams c. Tucks
b. Darts d. Gathers
9. Sewing construction which serves the same purpose as a dart except it
releases fullness at the larger parts of the body.
a. Seams c. Tucks
b. Darts d. Gathers
10. It is the process of joining two pieces of fabric where one is slightly
longer than the other to have extra fullness for ease of movement
rather than decoration.
a. Stitching c. Pleating
b. Easing d. Gathering
11. They are folds of fabric which give fashion and interest to clothing.
a. Facings c. Pleats
b. Darts d. Gathers
12. It is an extra fabric cut with the same shape as the facing and inserted
between the facing and the garment to prevent stretching and sagging.
a. Interfacing c. Lining
b. Underlining d. Interlining
13. The measurement around the smallest part of the body.
a. Lower hip c. Waistline
b. Skirt length d. Lower hip level
14. It gives the dressmaker a blueprint of what a garment will look like.
a. Sketching c. Measuring
b. Pattern drafting d. Sewing
15. Darts, buttonholes, pleats, tucks, and pockets placement are
examples of
a. Grainline markings c. Dots
b. Seamline d. Construction marks
B. True or False
Directions. Write True if the statement is correct and False if the
statement is wrong. Write your answer in your quiz notebook.
_________1. Construction lines show where to cut the pieces.

_________2. Adding extra width along the entire side seam will make the
waistline smaller.
__________3. Pattern layout helps determine if the patterns are enough
for the fabric.
__________4. When cutting the fabric, it is advisable to walk around the
table instead of pulling the fabric towards you.
__________5.After cutting, remove the pins of the patterns immediately
from the fabric.
__________6.In transferring marks onto the fabric, start with the small
pattern pieces to finish the job earlier.
__________7.Pressing straighten the grain lines and preshrink
fabric.
__________8.Do not press the seam before cross-stitching it with another
seam.
__________9.The sequencing for the unit of construction of the different
parts of the skirt is basically the same for all skirt types.
__________10. Zippers are generally used for placket closure.
C. Identification
Directions. Identify the words(s) that best describes the statements.
Write your answer in your quiz notebook.
________1. What color calls out the silhouette, or outline figure of a

human body?
________2. What color is used to call attention to your body features?
________3. The color which best suggests activity, energy, and gaiety.
________4. The color which is produced when yellow and violet color
pigments mixed in equal amount.
________5. The family name of a color.
________6. What refers to the brightness or dullness of a color?
_______ 7. The color harmony produced when two colors are opposite
each other on the color wheel.
________8. What makes red, yellow, and blue in a color scheme?
________9. What group of color is formed when red, yellow, and orange
are placed in a group?
_______10. What type of fabric makes you look larger because it adds
width and size to the apparent size of your figure?
D. Matching Type
Directions. Match the descriptions given in (Column A) with the

types of lines given in Column B. Write the letter of your
answer in your quiz notebook.

Column A(Descriptions) Column B (Types of Lines)
1. Feminine a. Curved
2. Masculine b. Vertical
3. Short and/wide c. Straight
4. Tall and/slender d. Diagonal
5. Tall or short depending e. Horizontal
on the angle. f. Broken Line
E. Identification.
Directions. Name the following illustrations of skirts drawn below. Write your
answer in your quiz notebook.
1. 2.
3. 4.

5. 6.
7.
F. Identify the body measurements of a skirt
1.
2.
. 3.

Key to Correction
Diagnostic Assessment
I. Multiple Choice II. True or False

1. C 6. B 11. C 1. True 6. False
2. B 7. B 12. A 2. False 7. True
3. A 8. A 13. C 3. False 8. False
4. C 9. D 14. B 4. True 9. True
5. D 10. B 15. D 5. False 10. True
III. Identification IV. Matching Type

1. horizontal line 6. Intensity 1. a
2. form 7. Complimentary 2. c
3. yellow 8. primary colors 3. b
4. light color 9. brilliant colors 4. e
5. hue 10. Straight, tubular 5. d
Shapes
V. Identification
A. 1. circular skirt B. 1. waistline measurement
2. button skirt with slide pockets 2. lower hip measurement
3. gathered skirt 3. Skirt length
4. four-darted skirt
5. waistline facing
6. A-line skirt
7. A-line skirt

Personal Entrepreneurial Competencies (PECs)
Teachers Guide
Quarter I 4 hrs.
Grade Level Standard
This is a specialization course which leads to Dressmaking

National Certificate Level II (NC II). It covers two (2) core competencies
that a Grade 10 Technology and Livelihood Education (TLE) student ought
to possess, namely: 1) communicate effectively using the English language
and 2) deliver quality customer service.
The preliminaries of this specialization course include the following:

1) discussion on the relevance of the course, 2) explanation of key
concepts relative to the course, and 3) exploration of career opportunities.
Content Standard
The learner demonstrates understanding of ones Personal

Entrepreneurial Competencies in Dressmaking.
Performance Standard
The learner independently creates a plan of action that strengthens

and or further develops his/her PECs in Dressmaking.
Learning Competencies
Develop and strengthen PECs needed in Dressmaking.
I. Introduction
This teachers guide will lead you to effectively and efficiently teach
Module 1. Moreover, this will guide you in determining relevant and
appropriate teaching techniques and strategies that will fit the learning
needs and demands of the learners to make them best understand and
appreciate the importance of entrepreneurship and the entrepreneurial
competencies related to Dressmaking.
This module will also provide learners an opportunity to know that

individuals possess different PECs. These PECs include characteristics,
attributes, lifestyles, skills, or traits. Likewise, when one aligns these
competencies with the competencies of successful practitioners or
entrepreneurs, he or she will be ready to face the experiences of starting a

business or being employed.
Moreover, the module is designed to stimulate the learners to think

about entrepreneurship and its role in the business community and in
economic and social development.
II. Objectives
With your assistance and the guidance of this module, learners

are expected to understand the underlying principles and concepts of
PECs, particularly in:
- identifying areas for improvement, development, and growth,
- aligning learners PECs according to their business or career choice,
and
- creating a plan of action that ensures success in their business or
career choice.
III. Presentation of Content
Introduction
Guide learners in appreciating and understanding PECs for them to
be successful in business or in the workforce by sharing inspiring
real-life stories of successful businessman and or well-known
employees in the field of Dressmaking in the province.
Explain to learners the importance of assessing their PECs.
Guide learners in understanding the importance of entrepreneurs
and entrepreneurship.
Objectives
Guide learners in identifying and understanding the objectives of
Module 1.
Pre-Assessment
Use the sample pre-assessment test available in the learners
materials or craft a comprehensive teacher-made test to assess
learners prior knowledge and skills in PECs.
Evaluate the result of the pre-assessment and prepare a plan of
action to strategically address the learning needs and requirements
of the learners.
Guide Questions
Have learners actively perform task 2, and let them share their
answers and relevant experiences with the class.

Process learners understanding of the guide questions presented
on task 2.
Learning Goals and Target

Help learners utilize available technologies / resources in planning
their own learning goals and targets as reflected on page 4.
Group Activity
Group the learners, then ask them perform task 3. Let them share
their thoughts with the class.
Process learners understanding and guide them in arriving at a
relevant and acceptable generalization.
IV. Know, Process, Reflect and Understand, and Transfer

Know
Discuss / present the importance of assessing personal
entrepreneurial competencies (PECs) and skills vis--vis a
practicing entrepreneur or employee; provide an actual example of
an entrepreneur or employee existing in your province.
Expand learners curiosity by asking essential questions on the
important characteristics / traits / attributes, and skills of a good
entrepreneur.
Assist / Guide learners in understanding the entrepreneurial
competencies (characteristics, traits, attributes) and skills of a good
entrepreneur.
Have an appropriate, relevant, and timely learning activity for the
learners to appreciate the best entrepreneurial competencies.
Assess learners knowledge and skills on understanding of topic.
Use the result of the pre-assessment to improve their learning.
Process
Ask the learners accomplish task 4 (PECs Checklist) on page 8-9.
Let them make their interpretation or personal insights based on the
accomplished task.
Facilitate student-to-student interactions and process learners
understanding.
Reflect and Understand
Deepen learners understanding of PECs by guiding them in
accomplishing task 5 (Interview) on page 9-12.
Facilitate appropriate learning activities to finish the task.
Encourage learners to report their accomplishments to the class.
Process learners understanding.

Transfer
Assist learners in individually accomplishing task 6 (Preparation of a
Plan of Action) on page 12. Let them craft their own plan of action
intelligently. Have learners present this in class.
Process their understanding.
Guide learners in answering the essential questions presented in
task 7 on page 13.
Have learners share their answers with the class, and then process
their understanding.
Provide learners more concrete example and enrichment activities
to further deepen their understanding about PECs and its
importance in day-to-day living as future entrepreneurs or
employees.
Provide learners applicable activities whereby they can transfer to
the community what they have learned.
Let learners use available resources in the community to accomplish
the task.
V. Feedback
Pre / Post Assessment

1. E 6. B
2. K 7. C
3. H 8. I
4. A 9. D
5. J 10. F
VI. References
1. Module 5, Project EASE, Effective and Affordable Secondary

Education
2. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A
3. http://www.thetimes100.co.uk/theory/theory--opportunities-constraints-
business-environment--165.php#ixzz1PVjUuaWu
4. http://www.thetimes100.co.uk/theory/theory--constraints--

421.php#ixzz1PVki8a36
5. http://www.thetimes100.co.uk/theory/theory--constraints-on-production--
303.php#ixzz1PVkyDy8k
6. http://www.thetimes100.co.uk/theory/theory--production-and-resource-
requirements--354.php#ixzz1PVlGG7zv
7. http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-marketing-
-245.php#ixzz1PVlc88gR
Environment and Market (EM)
Quarter I 4 hrs.
Grade Level Standard
This is a specialization course which leads to Dressmaking- National

Certificate Level II (NC II). It covers two (2) core competencies that a Grade
10 Technology and Livelihood Education (TLE) student ought to possess,
namely: 1) communicate effectively using the English language and 2)
deliver quality customer service.
The preliminaries of this specialization course include the following:

1) discussion on the relevance of the course, 2) explanation of key concepts
relative to the course, and 3) exploration on career opportunities.
Content Standard
The learner demonstrates understanding of environment and market

in Dressmaking in ones province.
Performance Standard
The learner independently creates a business vicinity map reflective
of potential market in Dressmaking in a province.
Learning Competencies
Develop a quality and marketable product or service in Dressmaking

Select a business idea based on the criteria and techniques set
Develop a brand for the product
I. Introduction
People who aspire to start a business need to explore the economic,

cultural, and social conditions prevailing in an area. Needs and wants of the
people in a certain area that are not met may be considered as business
opportunities. Identifying the needs of the community, its resources, available
raw materials, skills, and appropriate technology can help a new entrepreneur
in seizing a business opportunity.
To be successful in any kind of business venture, potential

entrepreneurs should always look closely at the environment and market.
They should always be watchful on the existing opportunities and constraints.
The opportunities in the business environment are those factors that provide
possibilities for a business to expand and make more profits. Constraints, on
the other hand, are those factors that limit the business to grow, hence reduce
the chance of generating profit. One of the best ways to evaluate the
opportunities and constraints is to conduct Strengths, Weakness,
Opportunities and Threats (SWOT) Analysis.
II. Objectives
With your assistance and guidance in facilitating this module,

learners are expected to understand the underlying principles and
concepts of environment and market more particularly in:
- identifying what is of value to the customer,
- identifying the customer to sell to,
- explaining what makes a product unique and competitive,
- applying creativity and innovative techniques to develop marketable
product, and
- employing a unique selling proposition (USP) to the product and or
service.
III. Presentation of Content

Introduction
Using appropriate activities, lead learners in giving value to
environment and market and its implication to be successful in a
business related to Dressmaking.
Guide learners in understanding the importance of environment and
market; likewise, lead them in appreciating the value of SWOT
Analysis.
Provide relevant, appropriate, and meaningful examples of SWOT
Analysis pertaining to Dressmaking.
Help learners in presenting the importance of assessing their
immediate environment and market pertaining to Dressmaking.
Using your processing and questioning skills, guide learners in coming
up with a generalization about the environment and market and its
relationship to a successful field of Dressmaking.
Objectives
Guide learners in identifying and understanding the objectives of this
module.
Pre-assessment
Use the sample pre-assessment test available in the learners
materials or craft a comprehensive teacher-made test to assess
learners prior knowledge and skills in environment and market.
Evaluate the result of the pre-assessment and prepare a plan of action
to strategically address the learning needs and requirements of the
learners.
Guide Questions
Ask learners to perform task 2 and guide them in presenting their
answers to the class.
Process learners responses and guide them in making appropriate
generalizations.
Learning Goals and Target
Help learners in planning their own learning goals and target as
reflected on page 18.
Provide enrichment activities and guide them in analyzing available
resources and technology in the community to be used in
accomplishing their learning goals and targets.
IV. Know, Process, Reflect and Understand, and Transfer

Product development
Know
Discuss product development, concept of developing a product,
finding value, innovation, unique selling proposition, and its
relationship to environment and market and business at large.
Let learners participate in the discussion on the aforementioned
topics. Assist and/or guide learners in presenting their ideas and
relevant experiences.
Design varied levels of learning activities for the learners to better
understand the topics related above.
Guide learners in reflecting on the importance of product
development, concept of developing a product, finding value,
innovation, and unique selling proposition.
Design an assessment to evaluate learners knowledge, skills, and
understanding of the previous topics.
Use the result of the assessment in designing / developing learning
activities that will enrich learners understanding.
Process
Guide learners in accomplishing task 3 on pages 24 to 25. Let them
conduct a research by interviewing a successful entrepreneur or
practitioner within the province.
Have learners present their research to the class. Process their
understanding in relation to the objectives of this module.
Inspire learners to deepen their understanding about the
environment and market by carefully watching the videos related to
the prescribed topics on task 4 on page 25.
After watching the videos, let them prepare a comprehensive
narrative report on the topics they watched.
Encourage learners to present their accomplishments to the class.
Process learners understanding in relation to the objectives of this
module.
Transfer
Guide learners in developing concepts for their own product or
service as reflected on task 5 on page 26.
Assist learners in analyzing and utilizing available resources in
developing their concept of their own product or service.
Evaluate learners output by referring to teacher-made rubrics which
is aligned to the performance standards.
Let learners eloquently share and present their output with the
class.
Lead learners in reflecting on the importance of product
conceptualization.
Generating Ideas for Business
Know
Let learners read and understand topics related to generating ideas
for business, selecting a business idea, and branding.
Let learners undergo varied levels of learning activities to better
appreciate the importance of generating ideas for business,
selecting a business idea, and branding.
Process learners understanding relative to the objectives of this
module.
Process
Lead learners in reflecting on their SWOT Analysis and its

importance in generating business ideas by engaging them in
learning opportunities for interaction with others outside the
classroom and with the use of technology.
Instruct learners to enrich their knowledge on SWOT Analysis by
conducting researches.
Provide an appropriate type of assessment to evaluate learners
understanding of the SWOT Analysis. Use the result of the
assessment to craft more appropriate and productive learning
activities.
Assist learners in performing task 6 (SWOT Analysis).
Evaluate / Assess learners output and check it against the
objectives of this module.
Let learners work on an independent learning activity or cooperative
learning (ICL) in accomplishing task 7 (Extra Readings and Video
Viewing) on page 33.
Assist learners in presenting their output. Assess the evidence of
learning and provide useful input to improve their output.
Transfer
Have learners prepare task 8 (Designing a Logo). Assist learners in
accomplishing this task by letting them adhere to their real life
experience.
Assess learners output using teacher-made rubrics following the
standards and objectives of this module.
Have learners prepare task 9 (Making My Own Vicinity Map). Guide
learners in creating their own vicinity map reflective of potential
market in Dressmaking in your province. Ask them to present their
output and process their understanding by asking relevant and
essential questions.
Assess learners output using teacher-made rubrics following the
standards and objectives of this module.
V Feedback
Pre / Post Assessment
6. D 6. D
7. C 7. B
8. A 8. C
9. B 9. D
10. A 10. D

VI References
8. Module 5, Project EASE, Effective and Affordable Secondary

Education
9. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A
10. http://www.thetimes100.co.uk/theory/theory--opportunities-constraints-
business-environment--165.php#ixzz1PVjUuaWu
11. http://www.thetimes100.co.uk/theory/theory--constraints--
421.php#ixzz1PVki8a36
12. http://www.thetimes100.co.uk/theory/theory--constraints-on-production-
-303.php#ixzz1PVkyDy8k
13. http://www.thetimes100.co.uk/theory/theory--production-and-resource-
requirements--354.php#ixzz1PVlGG7zv
14. http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-
marketing--245.php#ixzz1PVlc88gR
QUARTER I
Overview
This chapter discusses theories and principles in making ladies skirt. The
lessons in this chapter deal with the kinds of fabric suited for ladies skirt, styles of
ladies skirt and techniques and processes which will guide your students in sewing
his or her choice of skirt at the end of the grading period. There are different styles of
ladies skirt presented and each one will serve as the students activity to master a
certain style especially in drafting pattern of them. A step-by-step guide will be given
in administering and presenting the lesson is presented.
In this quarter, you will learn how dressmaking becomes a sustainable source
of living for the people. The evolution in fashion trends gradually change from time to
time.
Peoples desire to own stunning and tremendous outfit began since the
beginning. It seems an elusive dream for deprived individuals with economic
predicament but an everyday fashion to affluent persons. This longing for attractive
and fashionable outfit remains unvaried to everyone though season and mode of
fashion change from time to time. Progression in clothing closely associated with
social, economical and technological aspect and it is happening to everyone all over
the world.
One is longing to look at his/her best especially in proper grooming and

personality development. A pretty lady wearing a lousy dress is not as smart as an
ordinary woman wearing well-fitted outfit confidently walking down the street. A man
wearing lousy jeans will not be attractive as the man with well-fitted casual wear
speaking in a meeting. To have a well-fitted outfit contribute a lot in the personality of
the wearer thus, it will make him/her more comfortable and more confident. Do you
want to have your own? Do you wish to create and produce garment made and sewn
by yours? If you are not well equipped with the knowledge on how to do it, this is
your chance to practice making it. Study the techniques and processes in performing
every step in doing it and later, you will be proud of what have you done, a quality
and a well-fitted garment that will suit you and will make you more appealing than
ever.
General Objectives
At the end of this quarter, learners are expected to:
1. perform how to draft and cut pattern for a skirt;
2. prepares and cuts materials for a skirt;
3. demonstrate how to assemble the garment parts; and
4. apply finishing touches on a skirt.
Lets See What You Know
Pre Test 1
A 30-item test will be given every quarter to determine the knowledge of learners in
terms of the competencies they need to develop.
For proper and more systematic way of recording, ask the learners to have a
quiz notebook for their assessments,. This will be a great help not just for the
teachers record but also for the learners file of results during assessments.
Guide the students to answer honestly and individually the pre-assessment found in
this module. Give them with time limit and ask them to write their answers on their
notebook.
Let the learners score their answers for the purpose of recall. Together with
the students, analyze the results of the pre-assessment to determine where they are
in terms of background both in knowledge and skills; their strengths and weaknesses
as your bases for planning instructional activities.
Pre-Test 1
A. Multiple Choice
Directions: Read the statements carefully. Write the letter that best describes the
statement. Write your answer in your quiz notebook.
1. The principle of design which connotes feeling of rest or equilibrium.

a. Balance c. Rhythm
b. Proportion d. Emphasis
2. A slender girl wearing big, bulky bag seemed to be over-balanced. What
principle of design is emphasized?
a. Formal balance c. Vertical balance
b. Informal balance d. Horizontal balance
3. Hips and legs of a lady where full, gathered skirt is best suited for.
a. Narrow hips c. Thin legs and feet
b. Large hips d. Heavy legs and ankle
4. Waistline of a woman where wide belts, broad collars and fullness in blouse is
good.
a. Short waist c. Prominent abdomen
b. Thick waistline d. Long waist
5. Low V-neckline, collarless coats, narrow, flat and pointed collars are best
outfit for an individual who has a
a. Round shoulders c. Long, thin face
b. Short, plump neck d. Long, thin neck
6. The design which refers to the surface enrichment of structural design.
a. Structural design c. Decorative design
b. Design d. Art
7. It is formed when three colors are in equal distance apart on the color wheel.
a. Complementary c. Split complementary
b. Triad harmony d. Double split complementary
8. A sturdy cotton twill textile in which the weft passes under two or more warp
threads.

a. Denim c. Poplin
b. Linen d. Cotton gabardine
9. It is a style of skirt that is made by taking the width of the darts from each side
seam and making the panel look like pleated strips.
a. Straight skirt c. Gored skirt
b. Pleated skirt d. Gathered skirt
10. Body measurements which are taken from side to side in left-to-right
direction.
a. Horizontal c. Vertical
b. Circumferential d. Diagonal
11. It is taken around certain parts of the body such as bust line, waist line, hip
line, armhole, and the like.
12. When the tape measure runs from the waistline level down to the skirt length
desired.
a. Waistline c. Lower hip level
b. Lower hip d. Skirt length
13. A kind of pattern which contains exact body measurements and reflects no
definite style.
a. Pattern c. Foundation pattern
b. Style pattern d. Envelope pattern
14. The fabric fold wherein the fabric is folded lengthwise at the center with
selvages together.
a. Lengthwise centerfold c. Crosswise centerfold
b. Off-center lengthwise fold d. Off-center crosswise fold
15. The label which indicates the brand name or brand logo of company where
the garment comes from.
a. Brand or main label c. Size label
b. Care label d. Flag label
16. The label which includes wash care and ironing instructions and is attached at
side seam of the garment.
a. Manufacturer label c. Flag label
b. Care label d. Brand or main label

17. The label which has specific measurements of human body such as S for
small, M for medium, L for large, etc.
a. Brand or main label c. size label
b. Flag label d. Manufacturer label
18. These are used on parts of the garments subject to strain such as collars,
cuffs or sleeves, belts, waistbands, and pants.
a. Hooks and eyes c. Zipper
b. Buttons d. Snaps
19. The sequencing for the unit method of construction of the different parts of the
skirt is the same for all types of skirts.
a. True c. False
b. not suited for all d. for a particular skirt line only
20. In cutting the front and back skirt on the sewing line,
a. Include the zipper allowance of the back skirt.
b. Do not include the zipper allowance of the back skirt.
c. Leave it as is.
d. Cut the allowance and remove it
B. SEQUENCING.
Directions. Arrange the steps in attaching or connecting the waistband of a basic
straight skirt. Write the number in your quiz notebook.
__________1. Pin one side of the interfacing (stiffener) throughout the waistband
from end to end, touching the sewing line of one side of the waistband.
__________ 2. Hand baste this for easy machine sewing. Later on, if you master this
technique, you can do machine sewing them directly without hand basting. Remove
the pins.
__________3. Fold up the waistband where the interfacing is connected and with a
pencil or tailors chalk, re-line the sewing line.
__________4. Fold up the allowance on both ends of the waistband by pinning
them.
__________5. Machine sew this together 1/8 of an inch (0.3 cm.) away from the
sewing line of the skirt.
__________6. Starting from the overlap side of the skirt (the left hand side of the
skirt), pin the waist band without the interfacing (stiffener) attachment, leaving a of
an inch (1.3 cm.) allowance on the waistband on the wrong side of the skirt. Pin until
you reach the other end of the skirt.

__________7. Fold the center of the waistband as seen in the illustration. Adjust the
pins to hold together the other flap of the waistband. Machine sew to close the ends
of the waistband. Lock stitch both ends
__________8. Open the zipper of the skirt, then reverse the skirt to its wrong side
where you will connect the waistband.
__________9. Reverse the fold by pushing the corners in with your index finger. To
get a sharp corner, after reversing, gently push the corner withh trhe sharp point of
your scissors.
__________10. Machine sew together the waistband and the skirt.
Answer Key:
A. Multiple Choice B. Sequencing
1. A 11. B 1. 1
2. C 12. D 2. 6
3. A 13. C 3. 3
4. D 14. A 4. 8
5. B 15. A 5. 2
6. C 16. B 6. 5
7. B 17. C 7. 9
8. A 18. A 8. 4
9. B 19. A 9. 10
10.A 20. A 10.7
LESSON 1 PRODUCE LADIES SKIRT
Learning Outcome 1 Draft and Cut Pattern for Ladies Skirts
Objectives
At the end of this quarter, learners are expected to:
1. draft and cut pattern for a skirt;

2. prepare and cut materials for a skirt;
3. assemble the garment parts; and

4. apply finishing touches on a skirt.
Principles and Elements of Design
This is a review of the Principles and Elements of Design(page 43 to 58).

Elaborate and explain how principles and elements of design contribute a lot in
proper grooming and personality development of the wearer when it comes to
fashion trend. You can add some exercises especially in the Elements of Design.
Have your students make and practice making their freehand sketches of different
kinds of lines in a bond paper to let them be familiar with them.
Lets Do it!
Make a template of eight (8) boxes with the same sizes. Sketch or illustrate dresses of latest
fashion with prints or designs of the different kinds of lines.
Kinds of Lines
1. Horizontal Line 5. Convex Line
2. Vertical Line 6. Zigzag Line
3. Diagonal Line 7. Wave Line
4. Concave Line 8. Spiral Line

Rubrics for Art
Advanced Proficient Basic In-Progress
Grade/Standa 10 7 5 3 1 0
rd
How well Every All Many Some Few Directions

directions are direction is directions directions directions directions have not
followed followed to are are are are been
the fullest followed followed followed followed followed
extent
Neatness Completed Completed Completed Completed Artwork is Artwork is

artwork is artwork is artwork is artwork is incomplete incomplete
exceptional very neat neat, with more or
ly neat some parts messy extremely
less neat than neat messy
Work Habits Student Student Student Student Student did Student did
worked for worked for worked worked not work not work
entire entire most of the part of the much during the
period with period and period and period and during the period
superior did not needed needed period and even with
focus and need few several needed several
did not reminders reminders reminders several reminders
need to stay on to stay on to stay on reminders to stay on
reminders task task task to stay on task
to stay on task
task
Expectations Student Student Student Student Student Student

has has fully has met has met has not has not
exceeded met most some met few met
expectation expectatio expectatio expectatio expectatio expectatio
s of his/her ns of ns of ns of ns of ns of
ability level his/her his/her his/her his/her his/her
ability level ability level ability level ability level ability level
Adapted from: www.pinterest.com

Lets Do it!
Draw an original version of your color wheel. Collect straps of fabrics and paste
them in the color wheel using the color combination of fabric.
Rubrics for Art
rd

extent

to stay on task
task


Review of Learning Outcome 1
Directions. Unscramble the letters in the box to form the word that best
describes the statements below. Write your answer in your quiz notebook.
1.
N O T P O O R I P R
It involves the relationship of one part to another.
2. E B L N A A C
The feeling of rest and equilibrium.
3. P S E M H A I S
It means that one part of a design must be more important than the other
parts.
E N I L
4.
It is the basic part of any design.

5. X E E T U T R
The surface quality of a fabric.
6. H T R M Y N
It is the movement of the eye from one part of the design to other parts.
7. A N Y O H R M
The feeling of oneness and unity.
8. T E N T I S I Y N
It is the brightness or dullness of a color
9. M O R F
Refers to the shape of an object as determined by line.
10.
R O O C L
This affects our mood but adds beauty and life in everything that surrounds
us.
Answer Key:
1. proportion
2. balance
3. emphasis
4. line
5. texture
6. rhythm
7. harmony
8. intensity
9. form
10. color

Enhancement activity
Activity
Whats In? Latest Trend in Fashion
Let the students have a seketch or illustration of their own creation of latest fashion in dress
applying the principles and elements of design.
Directions: Make a miniature of the different styles of skirt using the appropriate fabric.
Rubrics for Art
rd

extent

to stay on task

task

Activity
Have a research on the following:
1. Make an album of the different kinds of fabric. Identify each fabric.
2. Give several reasons why a manufacturer would blend two or more

fibers into one fabric. Tell why the following might be blended.
a. Cotton and acrylic
b. Cotton and silk
c. Cotton and spandex
d. Cotton and wool
e. Wool and nylon
f. Rayon and acetate
Rubrics for Art
rd


extent

to stay on task
task

Types and Properties of Fabrics Suited for Ladies Skirt
A presentation of the different types and properties of fabrics suited for Ladies Skirt
is given emphasis on page 59. Discuss and explain the types and properties of
fabrics suited for making a ladies skirt. Let the students perform the next activity.
Styles of Skirt
This lesson deals with the styles of skirt. (page 68). Illustrations are presented for the
students to be familiar with the different styles of skirt. To better introduce the
different styles of skirt

A. Identification Type.
Directions. Name the following types of skirts.
1. ________________ 2. _________________

3._________________ 4. _________________ 5.. ______________
Answer Key
1. Full circle skirt
2. Tube-like skirt/straight skirt
3. Ruffled petticoat skirt
4.Ppleated skirt
5. Gathered skirt
Activity
Let the students collect pictures and make an album of the different styles of skirt. Let them
label each of them. Give them at least one week to prepare it and collect it. Let them share
their experience and their own insight about the importance of the album in relation to their
course.
Activity

A. Directions: Get a partner and measure his/her actual body measurement
needed in making the skirt pattern.
This will be the actual measurements needed in sewing the ladies
skirt. Use separate sheet if necessary.
Body Measurements for a Skirt
(page 68) Describes the process in taking body measurements needed in making a
skirt. Let the students perform the preceding activity to practice their skill in taking
body measurement. Let the students perform the Enhancement Activity 2 as an
application to Lesson 1.5 to develop more their skill in taking body measurements for
ladies skirt.
The succeeding lessons will deal on drafting basic or block pattern of the skirt. There
is a review of the tools and materials used in drafting pattern. Let the students be
familiarized with the tools by showing them the actual ones and let them give the
uses or functions of each.
Name the following tools used in drafting pattern.
1. ____________________ 2. _____________________

3. ______________________4. ______________________
5. _______________________
Answer Key:
1. French curve
2. Tape measure
3. L-square
4. Tracing wheel
5. Tailors chalk
Project Planning
Guide the students in accomplishing their own Project Plan. Let them formulate their
own objectives and fill in completely the form.
Let the students be a part in the making of the criteria of their project so that they will
be aware of the guidelines or criteria while making their output.
Activity
Make a Project Plan
Directions: Make a project plan for your sleeping garment using the template
below. Use separate sheet if necessary.

Project Plan No. ___
Name: __________________________Date Begun: _____________
Year and Section: _________________Date Finished: _______________
I. Name of the Project: ____________________________________
II. Objectives:
1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
III. Tools and Equipment:

1.______________________________________________
2.______________________________________________
3.______________________________________________
4.______________________________________________
5.______________________________________________
IV. Materials and Supplies Needed:
Quantity Unit Description Unit Cost Total Cost
Total
V. Sketch / Illustration of the Project
VI. Procedure:
A. Pre-sewing stage
A1.
A2.
A3.
B. Sewing Stage
B1.
B2.
B3.

VII. Evaluation
Criteria for Evaluation (Rubrics of Performance)
Drafting the Fundamental Lines of the Skirt
This lesson explains the steps in drafting the fundamental lines for the skirt. Let the
students perform the procedure in making the skirt pattern (front and back). And for
the succeeding lessons, let the students manipulate the different styles of skirt so
that they will be familiar with the steps in drafting the pattern of each style of skirts.
Always check the works of the students and the correctness in following directions
should be properly observed. The proper use of drafting tools in plotting
measurements, as well as neatness in constructing lines and construction marks
should be well stressed.
Activity
Directions: Select at least three (3) kinds of the different Types of Skirts. Do it
within 10-15 minutes only. If you can do it, you are a fast learner, Congratulations!
In this lesson, the observance of desirable values and good work habits should go
hand in hand with the development of knowledge and skill in pattern drafting.

Let the students perform the following:
Explain the steps in drafting the following patterns.
Supervise them while performing the activity.
Let them follow carefully the procedure in drafting the patterns.
Lets Do it!
Drafting the Fundamental Lines for the Skirt
A. The Skirt Pattern (front and back)

In drafting the skirt (front and back) pattern, locating the four major lines will
simplify your drafting activities.
A. The Skirt Pattern (front and back)

In drafting the skirt (front and back) pattern, locating the four major lines will
simplify your drafting activities.
Procedure
1. On your pattern paper, draw a perpendicular line T. Mark the midpoint as 1.
2. From 1, measure 1 cm down to get 2.
3. From 1, measure 1 cm down to get
3.
4. From 1, measure 18 cm to 25 cm
down to get 4.
5. From 2, apply the front skirt length
down tom get 5F
6. From 3, apply the back skirt length
down to get 5B.
7. Square 4 and 5B to the left.
8. Square 4 and 5F to the right.
Fundamental Lines in drafting Pattern for Skirt

Activity
Directions: Select at least three (3) kinds of Drafting the different Types
of Skirts. Do it within 10-15 minutes only. If you can do it, you are a fast learner,
Congratulations!
Use the rubric in evaluating the output of the students. This will be the
indicator if the student will proceed to the next lesson.
Rubric in Drafting the Pattern for the Fundamental Lines of

the Skirt
Item 5 3 1 Score
Tools were Lack of one Lack of two or

complete, tool, some more tools,
1. Use of appropriate some were
were
Tools and correctly appropriate
appropriate
used. and not
and correctly correctly
used. used.
Used the Used the Failed to use
correct correct the correct
2.Procedure method. method. method.
Procedures Procedures Procedures
correctly partly not
followed. followed. followed.
All pattern Some pattern All pattern
details were details were details
3. Pattern correctly inaccurately were not
measured and drafted. drafted
accurately correctly and
drafted. accurately.
Finished the Finished the Finished the
pattern ahead pattern on pattern more
4. Speed of time. than the
time. allotted
time.
20 points perfect score
Lets Do it!
Drafting the Back Skirt Pattern

1. On the basic back skirt pattern, from 1 to 6B, use one-
fourth waist measurement plus 4 cm. Connect 3 to 6B with a broken
line.
2. From 4 to 7B, use one-fourth hip measurement plus 1.5
cm. Connect 6B to 7B by using a hip curve.
3. From 5B to 8B, use one-fourth hip measurement plus
1 cm. Connect 7B to 8B.
4. From 3 to 9B, use one-half bust point width minus 1.5
cm.
5. From 9B to 10B, measure 4 cm.
6. Get the midpoint of 9B and 10B, and mark this 11B.
7. From 11B to 12 B, measure 15 cm. Connect 9B, 10B,
and 11B to 12B to form the waist dart.
8. Fold 9B over 10B. Connect 3 to 6B with a slight curve.
9. From 6B to 13B, use the back skirt side length.
10. Connect 5B to 13B with a slight curve.
Back Skirt Pattern

Lets Do it!
Drafting the Front Skirt Pattern

1. On the basic front skirt pattern, from 1 to 6F, use
one-fourth waist measurement plus 2.5 cm. Connect 6 to 6F with a
broken line.
2. From 4 to 7F, use one-fourth hip measurement plus
1.5 cm. Connect 6F to 7F with a slight curve.
3. From 5F to 8F, use one-fourth hip measurement
plus 1 cm. Connect 7F to 8F with a straight line.
4. From 2 to 9F, use one-half bust point width minus 2
cm.
5. From 9F to 10F, measure 2.5 cm.
6. Get the midpoint of 9F and 10F, and mark this 11F.
7. From 11F to 12F, measure 8cm to 13 cm. Connect
9F, 10F, and 11F to form the waist dart.
8. Fold 9F over 10F. Connect 2 to 6F with a slight
curve.
9. From 6F to 13F, use the front skirt side length.
10. Connect 5F and 13F with a slight curve.
Front Skirt Pattern

Rubric in Drafting the Pattern for Different styles of Skirt

Item 5 3 1 Score

1. Use of complete, tool, some were more tools,
Tools appropriate and appropriate and some were
correctly used. appropriate
correctly used.
and not
correctly used.
correct method. correct method. the correct
2.Procedure Procedures Procedures method.
correctly partly Procedures not
pattern ahead pattern on time. pattern more
4. Speed of than the
time. allotted
time.
Procedure in Drafting the Different Styles of Skirt
The following activities will help the students manipulate different styles of skirts.
Demonstrate how to draft the pattern. Explain the step by step procedure and guide
the students in making the activity. Choose only one activity for the type of skirt
which you know best suited to your students.
Drafting the Front Basic Straight Skirt Pattern (p. 80)

Drafting the Back Basic Straight Skirt Pattern (p. 82)
Drafting the Front Skirt Pattern of an A-Line Skirt (p. 87)

Drafting the Back Skirt Pattern of an A-Line Skirt (p. 88)
Drafting the Front Skirt Pattern of a Four Darted Skirt

with Waistline Facing (p. 90)
Drafting the Back Skirt Patter9 of a Four-Darted Skirt
with Waistline Facing (p. 91
Drafting Pattern for the Waistline Facing (p. 89)
Drafting the Pattern of Front Gathered Skirt (p. 91)

Drafting the Pattern of Back Gathered Skirt (p. 92)
Drafting the Pattern of an All Around Pleated Skirt with Hip Yoke (p. 99)
Rubric in Drafting the Pattern for Different styles of Skirt

Item 5 3 1 Score

correctly used.
and not
correctly used.
4. Speed of than the
time. allotted
time.

Altering the Basic/Block Pattern
After drafting the patterns, discuss the importance of pattern alteration. Demonstate
how to adjust some measurements that do not fit to the clients body measurement.
Explain the general principles for pattern alterations and the methods used in altering
patterns (p. 95).
Activity
Directions: Select at least one method in pattern alterations and alter the
basic/block pattern of classmates skirt. Let the teacher check the work.
Rubric in Pattern Alteration

Item 3 2 1 Score

correctly used.
and not
correctly used.

4. Speed of time. than the
allotted time.
Techniques in Cutting Final Pattern (p. 105)
Discuss the general guidelines and techniques in cutting final pattern. Demonstrate
the proper way of cutting the final pattern. Let the students perform the cutting of
their final pattern.
Activity
Choose one type of skirt from the different skirt types and draft the basic
pattern of it by following the given body measurement. Observe the step-by-step
procedure.
Waistline: 25 inches Materials to be used:

nd
2 hip: 35 inches 1. pattern paper
Length of dart: 20 inches 2. pencil
3. tape measure
4. L-square/ ruler 12
5. hip curve
1. Draft the following foundation patterns:
a. Front skirt b. Back skirt
2. Style the foundation patterns according to the chosen style of the garment to be
Learning Outcome 2
constructed.
Prepare and Cut Materials for Ladies Skirt
In this lesson, the preparation on how to construct the ladies skirt is presented in
step by step. Discuss clearly the methods and techniques used in preparing and
cutting materials for ladies skirt. Conduct demonstration method on How to Lay Out
Pattern Pieces onto the Fabric (Lesson 1.11 on p.106), Let them perform the
enhancement activity. Cutting the Fabric (Lesson 1.13 on p. 112), and Transferring

of Marks Onto the Fabric (Lesson 1.14 on p. 114). For each skill, there is a certain
enhancement activity that the students are going to perform. Let them do each of the
skills to determine if they are ready to go to the next lesson. This is to ensure that the
students will master the skills mentioned.
Refer to the rubric below to evaluate the performance of the students.
P E R F O R M A N C E L E V E L
Dimension
Very No
Excellent Satisfactory Needs Improvement
Satisfactory Attempt Points
(4 pts.) (2 pts.) (1 pt.)
(3 pts.) (0 pt.) Earned
1. Use of tools Uses tools and Uses tools Uses tools and Uses tools and No
and equipment equipment correctly and and equipment correctly equipment incorrectly attempt
confidently at all times equipment and but less and less confidently
correctly and confidently sometimes most of the time
confidently
most of the
times
2. Application of Manifests very clear Manifests Manifests Manifests less No
procedures understanding of the clear understanding of understanding of the attempt
step- by-step procedure understanding the step-by-step step- by-step
of the step- procedure procedure seeking
by-step but sometimes seeks clarification most of
procedure clarification the time
Works independently Works Works independently Works independently No

with ease and independently with ease and but with assistance attempt
confidence at all times with ease and confidence from others most of
confidence sometimes the time
most of the
time
3. Safety work Observes safety Observes Observes safety Most of the time not No
habits precautions at all times safety precautions observing safety attempt
precautions sometimes precautions
most of the
time
4.Completeness Task is completed Task is Task is nearly Task is started but not No
of Task following the procedures completed completed following completed following attempt
in the activity following the the procedures in the the procedures in the
improvement/innovations procedures in project plan project plan
the project
plan
5. Time Work completed ahead Work Work completed Work completed No
management of time completed ___(mins./hours/days) ___(mins./hours/days) attempt
within allotted beyond beyond
time
TOTAL POINTS
Learning Outcome 3 Assemble Garment Parts for Ladies Skirt

In this lesson, the students will learn the rudiments of sewing ladies skirt part by part.
Principles and techniques in sewing should be understood clearly by the students.
Demonstrate each skills presented in the Learners Material. The students should
apply the knowledge and principles learned in constructing the ladies skirt and
should follow the sewing directions carefully.They should practice desirable attitudes,
good work habits, and safety precautions in sewing.
Start with the Pre-assembling Procedure (Lesson 1.15, p. 117). Discuss the pressing
techniques before assembling the Ladies Skirt. Follow the procedures properly...and
supervise the students while assembling each part of the garment.
For every skills, there is an enrichment activity that the students should perform. Let
them perform each one of them in step by step procedure before proceeding to the
next activity. Always check their works after they have accomplished a certain skill.
Refer to the rubric below in evaluating their performance. A passing rate will be the
indicator if they will continue to the next activity. If a student fail to do or perform the
skill, have a remedial teaching until he/she has understand and successfully finished
the activity.
Rubric in Evaluating the Performance of the Students
Dimension
Very No
(4 pts.) (2 pts.) (1 pt.)
confidently
most of the
times

most of the
time
most of the
time
the project
plan

time
TOTAL POINTS
Learning Outcome 4
Apply Finishing Touches on Ladies Skirt
This lesson shows the techniques in applying finishing touches on ladies skirt
(Lesson 1.21 p. 131) Evaluation of Finished Ladies Skirt (Lesson 1.22 p. 145)
Procedure in Pressing the Finished Garment (Lesson 1.23 p. 146) Labeling of
Garments (Lesson 1.24 p. 146) Kinds of Packaging Materials (Lesson 1.25 p. 147)
Procedures in Packing Finished garment (Lesson 1.26 p. 150)
For every skills, there is an enrichment activity that the students should perform. Let
them perform each one of them step by step before proceeding to the next activity.
Always check their works after they accomplish a certain skill. Refer to the rubric
below in evaluating their performance. A passing rate will be the indicator if they will
push through to the next activity. If a student fail to do or perform the skill, have a
remedial teaching until he/she has understand and successfully finished the activity.
Activity
Let the students press the garment parts by following the step-by-step pattern.
Supervise them while doing the activity. .
Rubric in Evaluating the Performance of the Students
Dimension
Very No
(4 pts.) (2 pts.) (1 pt.)
confidently

most of the
times

most of the
time
most of the
time
the project
plan
time
TOTAL POINTS
Activity
Give an activity to test students skill in the proper packaging of finished

product (skirt). Teacher can introduce a Group activity that would encourage
them to the competitve, yet observing quality standard in packaging finished
output.
Lets See How Much You Learned
Post Test 1

A. Multiple Choice
Directions: Read the statements carefully. Write the letter that best describes the
statement. Write your answer in your quiz notebook.
1.The principle of design which connotes feeling of rest or equilibrium.
a. Balance c. Rhythm
b. Proportion d. Emphasis
2. A slender girl wearing big, bulky bag seemed to be over-balanced. What principle
of design is emphasized?
a. Formal balance c. Vertical balance
b. Informal balance d. Horizontal balance
3. Hips and legs of a lady where full, gathered skirts is best suited for.
a. Narrow hips c. Thin legs and feet
b. Large hips d. Heavy legs and ankle
4. Waistline of a woman where wide belts, broad collars and fullness in blouse is
good.
a. Short waist c. Prominent abdomen
b. Thick waistline d. Long waist
5. Low V neckline, collarless coats, narrow, flat and pointed collars are best outfit for
an individual who has a
a. Round shoulders c. Long, thin face
b. Short, plump neck d. Long, thin neck
6. The design which refers to the surface enrichment of structural design.

a. Structural design c. Decorative design
b. Design d. Art
7. It is formed when three colors are in equal distance apart on the color wheel.
a. Complementary c. Split complementary
b. Triad harmony d. Double split complementary
8. A sturdy cotton twill textile in which the weft passes under two or more warp
threads.
a. Denim c. Poplin
b. Linen d. Cotton gabardine
9. It is a style of skirt that is made by taking the width of the darts from each side
seam and making the panel look like pleat strips.
a. Straight skirt c. Gored skirt
b. Pleated skirt d. Gathered skirt
10. Body measurements which are taken from side to side in left-to-right direction.

11. It is taken around certain parts of the body such as bust line, waist line, hip line,
armhole, and the like.
12. When the tape measure runs from the waistline level down to the skirt length
desired.
a. Waistline c. Lower hip level
b. Lower hip d. Skirt length
13. A kind of pattern which contains exact body measurements and reflects no
definite style
a. Pattern c. Foundation pattern
b. Style pattern d. Envelope pattern
14. The fabric fold wherein the fabric is folded lengthwise at the center with selvages
together.
a. Lengthwise centerfold c. Crosswise centerfold
b. Off-center lengthwise fold d. Off-center crosswise fold
15. The label which indicates the brand name or brand logo of company where the
garment comes from.
a. Brand or main label c. Size label
b. Care label d. Flag label
16. The label which includes wash care and ironing instructions and is attached at
side seam of the garment.
a. Manufacturer label c. Flag label
b. Care label d. Brand or main label
17. The label which has specific measurements of human body such as S for small,
M for medium, L for large, etc.
a. Brand or main label c. size label
b. Flag label d. Manufacturer label
18. These are used on parts of the garments subject to strain such as collars, cuffs
or sleeves, belts, waistbands, and pants.
a.Hooks and eyes c. Zipper
b.Buttons d. Snaps
19. The sequencing for the unit method of construction of the different parts of the
skirt is the same for all types of skirts.
a.True c. False
b.not suited for all d. for a particular skirt line only
20. In cutting the front and back skirt on the sewing line,
a. include the zipper allowance of the back skirt.
b. do not include the zipper allowance of the back skirt.
c. leave it as is.
d. cut the allowance and remove it
B. SEQUENCING.
Directions. Arrange the steps in attaching or connecting the waistband of a basic
straight skirt. Write the number in your quiz notebook.
__________1. Pin one side of the interfacing (stiffener) throughout the waistband
from end to end, touching the sewing line of one side of the
waistband.
__________ 2.Hand baste this for easy machine sewing. Later on, if you master this
technique, you can do machine sewing them directly without hand
basting. Remove the pins.
__________3. Fold up the waistband where the interfacing is connected and with a
pencil or tailors chalk, re-line the sewing line.
__________4. Fold up the allowance on both ends of the waistband by pinning
them.
__________5. Machine sew this together 1/8 of an inch (0.3 cm.) away from the
sewing line of the skirt.
__________6. Starting from the overlap side of the skirt (the left hand side of the
skirt), pin the waist band without the interfacing (stiffener) attachment,
leaving a of an inch (1.3 cm.) allowance on the waistband on the
wrong side of the skirt. Pin until you reach the other end of the skirt.
__________7. Fold the center of the waistband as seen in the illustration. Adjust the
pins to hold together the other flap of the waistband. Machine sew to
close the ends of the waistband. Lock stitch both ends
__________8. Open the zipper of the skirt, then reverse the skirt to its wrong side
where you will connect the waistband.
__________9. Reverse the fold by pushing the corners in with your index finger. To
get a sharp corner, after reversing, gently push the corner withh trhe
sharp point of your scissors.
__________10. Machine sew together the waistband and the skirt.
Answer Key:
I. Multiple Choice
1. A 11. B
2. C 12. D
3. A 13. C
4. D 14. A
5. B 15. A
6. C 16. B
7. B 17. C
8. A 18. A

9. B 19. A
10.A 20. A
QUARTER II
Lesson 2
PRODUCE LADIES BLOUSE
Objectives
At the end of the module, the learner
1. drafts and cuts ladies blouse;
2. prepares and cuts materials for ladies blouse;
3. assembles garment parts; and applies finishing touches on
ladies blouse.
Pre-test 2
I. Multiple Choice: Read the statements carefully. Choose the letter that best
describes the statement. Write the answer in your quiz notebook.
1. It generally refers to a tailored shirt.

a. Pants
b. Trousers
c. Blouse
d. Shirts
2. A _____ blouse is a type of blouse that has a great style for most body types and
features a surplice collar, which overlaps fabric into a v-shaped neckline.
a. Button-Down
b. Peasant
c. Casual
d. Surplice Wrap
3. This type of blouse is popular because their style can be worn by many body
types and in various settings.
a. Surplice Wrap
b. Button-down
c. Peasant
d. Casual
4. Blouses are also available in the _____ style, which emphasizes free-flowing
materials.
a. Peasant
b. Casual
c. Surplice Wrap
d. Button-down
5. This is egg shaped that is round at the top and slightly elongated at the chin.
a. Round
b. Square
c. Triangle
d, None of the above
6. The top is wider than the ear side going smaller to the chin. The use of wider
necklines is helpful.
a. Heart
b. Triangle
c. Square
d. Oval
7. Round at the top and slightly curved at the chin like human heart. The shape is
fitting to almost all kinds of necklines.
a. Heart
b. Round
c. Oblong
d. Oval
8. In Round shape face, ________ type of neckline is suitable for this.

a. Round, V-Neck
b. Round, Square
c. Square, Sabrina
d. V-necklines
9. In Square shape face, ___________ type of neckline is suitable for this.

a. Round, V-neck
b. Round, Square
c. Square, Sabrina
d. V-necklines
10. These are tops that have been tailored to be worn with jeans or trousers.
a. Peasant
b. Surplice Wrap
c. Casual
d. Button-down
II. Fill in the blanks

Directions: Perform the following:
A. Procedure in drafting a Round Neckline.

1. Trace the basic bodice _______
2. A-B is ___ cm.
3. A-C is ___ cm.
4. D-E is __ cm. Shape the neckline from C, B, and E.
5. Measure ___ cm for the zipper allowance from E.
B. Procedure in drafting V-neckline

1. Trace the ____ bodice pattern
2. A-B is ___ cm.
3. ___ is measuring 16 cm. from shoulder.
4. D-E is ___ cm.
5. From ___ measure 2.5 cm for zipper allowance.
III. Identification
Directions: Identify what is being asked in the
following statements. Write the answer in your quiz
notebook.
1. Have neckline curves that are the same shape as the neckline of the
garment.
2. Part of a shirt, coat, dress, blouse, etc., that encompasses the
neckline of the garment and is
sewn permanently to it, often so as to fold or roll over.
3. Acollar that stands up slightly from the point of attachment to the neckli
ne of a garment before folding over to lie flat.
4. A flat collar with rounded ends that meet at the front.
5. A type of collar that can give a garment a rather versatile look. Found
in garments with front openings, this is a collar that can be worn in
either of two ways, in an open style and in a closed style.

6. A sleeve that has an arm seam inside the shoulder width.
7. A sleeve that is fitted at the wrist but cut with a deep armhole and
resembles a cape from the back.
1. -Measurement taken from left to right shoulder tip bone.
2. Measurement taken across the back halfway down the shoulder.
I. True or False
1. Chest is the measurement taken from the arm joint to the body to the other
arm joint.
2. Waist Measure is the measurement taken around the arm from where the
sleeve Length measure ends
3. Lower Arm Girth is taken around the fullest part of the arm 2-3 inches
below the armpit.
4. Apex Height measurement is taken from the shoulder neck tip bone down
to the apex point
5. Upper Arm Girth is taken around the arm in line with the armpit.
6. Apex Distance is approximately 7 inches down the waistline with the tape
measure passing around the hip.
7. Sleeve Length is taken around the fullest part of the hip.
II. ANALOGY: Measurements needed for a blouse
1. Shoulder:________
2. Figure:________
3. Bust:______
4. _________:Sleeve Length
5. _________: Sleeve Width
6. Waist Measure:_______

7. _______:Hip Measure
8. ________: First Hip
III. Enumeration
46-50 Types of fabrics suited for ladies blouse
46. ______________________________________
47. ______________________________________
48. ______________________________________
49. ______________________________________
50. ______________________________________
PRE TEST II
I. Multiple Choice
1.C
2.D
3.B
4.A
5.D
6.B
7.A
8.D
9.A
10.C
II. Filling the blanks

A. 1. Pattern
2. 3.5
3. 4
4. 9
5. 2.5
B. 1. Basic
2. 2.5
3. C
4. 3.5
5. E
III. Identification

1. Flat Collar
2. Collar
3. Rolled Collar
4. Peter Pan Collar
5. Convertible Collar
6. Raglan
7. Dolman
8. Shoulder
9. Across Back
10. Blouse Length
IV. True or False

1. True
2. False
3. True
4. True
5. True
6. False
7. False
V. 1. Upper Arm Girth

2. Lower Arm Girth
3. . Blouse Length.
4. Apex Height
5. APex Distance
6. Second Hip
7. Chest
8. Across back
VI. Enumeration
46-50. (Any of the following)
Cotton Voile
Rayon Challis
Double Gauze
Knit
Silk
Chambray
Cotton Lawn
Linen
Flannel
QUARTER III
Pre Test
I. True or False:
1. T

2. T
3. F
4. T
5. F
6. F
7. F
8. T
9. F
10. T
II. Multiple Choice
1. B
2. A
3. D
4. C
5. C
6. A
7. D
8. A
9. D
10. A
III. Identification
1. Shrink wrap
2. Dispensing Closure
3. Metal
4. Glass
5. Initial Finishing Inspection
6. Aerosol or Dump Dispenser

7. Contains the product
8. Flexible pouch
9. Fabric
10. Brand or Main Label
Learning Outcome 1
Draft and Cut Pattern for Ladies Blouse
Kinds of Blouse (Lesson 2.1 p. 160) types of Fabrics suited for ladies blouse (Lesson
2.2 p. 161) Types of Necklines (Lesson 2.3 p.163)
Drafting pattern for various types of Necklines
There are different kinds of necklines which suit different personalities and
shapes of face. Knowing how to draft different necklines will help you in the
construction of garments for yourself and for others.
Directions: Write the correct answer in your quiz notebook.
_______1. How many cm is being raised from pt A-B in drafting Sabrina Neckline.
_______2. What is the 1st step in drafting any of the various types of necklines?
_______3. How do we connect pt. B to C in drafting Sabrina neckline?
_______4. How many cm is intended for the zipper allowance?
_______5. What neckline is measuring 16 cm from shoulder to pt C.
Types of Sleeves (Lesson 2.4 p. 167) Collars (Lesson 2.5 p. 171)

Student Activity: Drafting Flat Collar (p. 173)
Student Activity: Drafting Rolled Collar (p. 174)
Student Activity: Drafting Convertible Collar (p. 175)
Student Activity: Drafting Mandarin Collar (p. 176)
Student Activity: Making up of a Straight Collar (p. 177)

Student Activity: Attaching a Straight Self-neatening Collar (178)
Student Activity: Attaching a Shirt Collar with a Band (180)
Student Activity: Attaching Collar with the Use of a Shaped Facing (181)
Types of Facing and Interfacing (Lesson 2.4 p. 184) Types of Pockets (Lesson 2.5 p.
196) Measurements for Ladies Blouse )Lesson 2.6 p. 198) Procedure in Taking Body
Measurement For Ladies Blouse (Lesson 2.7 p. 198) Procedures in drafting
Basic/block pattern for Ladies Blouse (Lesson 2.8 p. 200) Techniques in cutting Final
Pattern (Lesson 2.9 p. 202)
Learning Outcome 2
Prepare and Cut Materials for Ladies Blouse
Accessories and Accents for Ladies Blouse Decorative Finishes (Lesson 2.10 p.
203) Laying Out Pattern Pieces for Ladies Blouse (Lesson 2.11 p. 207) Transferring
for Marks onto Fabric (Lesson 2.12 p. 209) Cutting the fabric (Lesson 2.13 210)
Learning Outcome 3
Assemble Garment Parts for Ladies Blouse
Pressing Techniques for Ladies Blouse (Lesson 2.14 p. 211) Procedure in

assembling ladies blouse (Lesson 2.15 p. 213) Preparing parts for sewing ladies
blouse (Lesson 2.16 p. 214) Unit Method of Assembling Ladies Blouse (Lesson 2.17
p. 215) Characteristics of a Well-Fitted Ladies Blouse (Lesson 2.18 p. 220)
Evaluation of Finished Ladies Blouse (Lesson 2.19 p. 221)
Learning Outcome 4
Apply Finishing Touches on Ladies Blouse
Types of fasteners (Lesson 2.20 p.222) Hemming Stitches (Lesson 2.21 p. 237)
Trimming techniques for ladies blouse (Lesson 2.22 p. 242) Procedure in Pressing
Ladies Blouse (Lesson 2.23 p. 252) Application of Heat and Pressure on Ladies
Blouse (Lesson 2.23 p. 253) Labeling of garments (Lesson 2.24 p. 253) Procedure in
packing (Lesson 2.25 p. 256) .
HE Dressmaking/
Lets See How
Gr. 10 Much You Learned Page 63
I. Multiple Choice: Read the statements carefully. Choose the letter that best
describes the statement. Write the answer in your quiz notebook.
1. It generally refers to a tailored shirt.

a. Pants
b. Trousers
c. Blouse
d. Shirts
2. A _____ blouse is a type of blouse that has a great style for most body types and
features a surplice collar, which overlaps fabric into a v-shaped neckline.
a. Button-Down
b. Peasant
c. Casual
d. Surplice Wrap
3. This type of blouse is popular because their style can be worn by many body
types and in various settings.
a. Surplice Wrap
b. Button-down
c. Peasant
d. Casual
4. Blouses are also available in the _____ style, which emphasizes free-flowing
materials.
a. Peasant
b. Casual
c. Surplice Wrap
d. Button-down
5. This is egg shaped that is round at the top and slightly elongated at the chin.
a. Round
b. Square
c. Triangle
d, None of the above
6. The top is wider than the ear side going smaller to the chin. The use of wider
necklines is helpful.
a. Heart
b. Triangle
c. Square
d. Oval
7. Round at the top and slightly curved at the chin like human heart. The shape is
fitting to almost all kinds of necklines.
a. Heart
b. Round
c. Oblong
d. Oval
8. In Round shape face, ________ type of neckline is suitable for this.

a. Round, V-Neck
b. Round, Square
c. Square, Sabrina
d. V-necklines
9. In Square shape face, ___________ type of neckline is suitable for this.

a. Round, V-neck
b. Round, Square
c. Square, Sabrina
d. V-necklines
10. These are tops that have been tailored to be worn with jeans or trousers.
a. Peasant
b. Surplice Wrap
c. Casual
d. Button-down
II. Fill in the blanks

Directions: Perform the following:
A. Procedure in drafting a Round Neckline.

1. Trace the basic bodice _______
2. A-B is ___ cm.
3. A-C is ___ cm.
4. D-E is __ cm. Shape the neckline from C, B, and E.
5. Measure ___ cm for the zipper allowance from E.
B. Procedure in drafting V-neckline

1. Trace the ____ bodice pattern
2. A-B is ___ cm.
3. ___ is measuring 16 cm. from shoulder.
4. D-E is ___ cm.
5. From ___ measure 2.5 cm for zipper allowance.
III. Identification
Directions: Identify what is being asked in the
following statements. Write the answer in your quiz
notebook.
1. Type of collar which has neckline curves that are the same shape as the
neckline of the garment.
2. Part of a shirt, coat, dress, blouse, etc., that encompasses the

neckline of the garment and is
sewn permanently to it, often so as to fold or roll over.
3.Acollar that stands up slightly from the point of attachment to the necklin
e of a garment before folding over to lie flat.
4. A flat collar with rounded ends that meet at the front.
5. A type of collar that can give a garment a rather versatile look. Found in
garments with front openings, this is a collar that can be worn in either of
two ways, in an open style and in a closed style.
6. A sleeve that has an arm seam inside the shoulder width.
7. A sleeve that is fitted at the wrist but cut with a deep armhole and
resembles a cape from the back.
8. Measurement taken from left to right shoulder tip bone.
IV. True or False
1. Chest is the measurement taken from where the arm joint to the body to the
other arm joint.
2. Waist Measure is the measurement taken around the arm from where the
sleeve Length measure ends
3. Lower Arm Girth is taken around the fullest part of the arm 2-3 inches
below the armpit.
4. Apex Height measurement is taken from the shoulder neck tip bone down
to the apex point
5. Upper Arm Girth is taken around the arm in line with the armpit.
6. Apex Distance is approximately 7 inches down the waistline with the tape
measure passing around the hip.
7. Sleeve Length is taken around the fullest part of the hip.

V. ANALOGY: Measurements needed for a blouse
1. Shoulder:________
2. Figure:________
3. Bust:______
4. _________:Sleeve Length
5. _________: Sleeve Width
6. Waist Measure:_______
7. _______:Hip Measure
8. ________: First Hip
VI. Enumeration
46-50 Types of fabrics suited for ladies blouse
1. ______________________________________
2. ______________________________________
3. . ______________________________________
4. ______________________________________
5. ______________________________________
Answer Key
Quarter II
POST ASSESSMENT II
I. Multiple Choice
1.C

2.D
3.B
4.A
5.D
6.B
7.A
8.D
9.A
10.C
II. Filling the blanks

A. 1. Pattern
2. 3.5
3. 4
4. 9
5. 2.5
B. 1. Basic
2. 2.5
3. C
4. 3.5
5. E
III. Identification
1. Flat Collar
2. Collar
3. Rolled Collar
4. Peter Pan Collar
5. Convertible Collar
6. Raglan
7. Dolman
8. Shoulder
9. Across Back
10. Blouse Length
IV. True or False

1. True
2. False
3. True
4. True
5. True
6. False
7. False
V. 1. Upper Arm Girth

2. Lower Arm Girth
3. . Blouse Length.
4. Apex Height
5. APex Distance
6. Second Hip
7. Chest
8. Across back
VI. Enumeration
46-50. (Any of the following)
Cotton Voile
Rayon Challis
Double Gauze
Knit
Silk
Chambray
Cotton Lawn
Linen
Flannel
QUARTER III
Lesson 3
PRODUCE LADIES TROUSERS (TR)
Pre-Test 3
I. TRUE OR FALSE.
Directions: Read and answer the following statements. Write True if the statement
states a fact and False if it doesnt. Write your answer in your quiz booklet.
___________1. Knee length is measured along the side seam from the
waist to the level of the knee.
___________2. Desired knee circumference or knee width is measured around the
knee
with the desired tightness of the sleeves.
___________3. Crotch or rise can be measured in two ways: standing position and
crouching position.
___________4. Sitting position measurement of crotch can be done by sitting erect

on a
chair that has a flat bottom seat.
___________5. Standing position is measured without the use of tailors square in
crotch
measurement.
__________6. Length or trouser outseam is measured along the side seam
from the waistline to the hem line or desired length.
__________7. Hip 1 is measured from the waist down 3 to 4 inches.
__________8. Waist is measured around the area where the hip seam rests.
__________9. The desired bottom circumference or bottom width is
measured around the hemline which will be the desired leg
_________10. Hip 2 is measured 4 to 7 inches below the waist taken
around the fullest part of the buttocks.
II. MULTIPLE CHOICE

Directions: Choose the letter of the correct answer. Write it in your quiz booklet.
1. The waist fits snugly at waist or at hips if the pants are:
a. Waist-huggers c. Leg-huggers
b. Hip-huggers d. Fitted block
2. Fabric materials for pants can be of natural fibers or _______ fibers.

a. Synthetic c. Plastic
b. Rubber d. Metal
3. In constructing a pair of long pants, consider the following except:

a. Shape of pants legs c. Number of darts or pleats
b. Style of the hemline d. Size of the neck
4. What is the first procedure for making the front hip or continental side pockets?
a. Trace the top pocket facing from the plan.
b. Plan the pocket shape and the depth.
c. Survey material
d. Trim lines
5. Hip pockets are made up of two pattern pieces: a pocket and a

a. Facing block c. Facing wood
b. Facing piece d. Facing line
6. It finishes off the pocket opening:

a. Facing block c. Facing pieces
b. Pocket piece d. Pocket block
7. It becomes part of the main garment at the waistline in constructing hip or

continental side pockets.
a. Pocket face c. Pocket piece
b. Facing block d. Facing piece
8. Which of the following is not a natural fiber made?

a. Denim c. Ski pants
b. Spandex d. Modern tweed
9. Which of the following is not a synthetic fiber made?

a. Poly linen c. Shantung
b. Double knit d. Jacquard fabric
10. Lay out and pin the pattern pieces on the cloth as ________ as
possible in prepare for material cutting.
a. Economically c. Legitimately
b. Probably d. Grateful
III. SEQUENCING
Directions: Arrange the following procedures chronologically by writing the right
number based on their proper order.
A. Prepare the material for cutting
________ Provide seam allowances.
________ Cut the material
________ Preshrink, straighten, and press the cloth
________ Lay out and pin the pattern pieces on the cloth
as economically as possible.
________ Transfer all construction marks.
B. Attachment of the zipper on the left fly
________ Join the legs. Place the right and the left front crotch seam
edges RS together, matching the crotch points and the waist
edges.
________ Left fly. Cut the pieces of the fabric and the pocketing same
size as the fly extension on the right leg.
________On WS lift the fly pieces free of the trouser and baste the
zipper tape to it, keeping it in the position established when
basting from RS.
________ Fold the fly piece on the left wide to WS baste with the
seam on the edge.
________ Remove the basting and spread out the waist of the left
trouser leg with the fly piece extending.
________
_________Stitch and press inside the leg seams. Baste the crotch
seam from the base of the zipper and through the
backstitch with double thread.
_________ Close the zipper; pin the band. Check the stitching line;
open the zipper, then machine or prick stitch from the base
of the band finishing with a bar tack over the crotch seam.
_________ On WS make a bar tack between the fly extension and the
crotch seam at the base of the zipper
Legend:
RS Right Side WS Wrong Side
C. Hemming and finishing of trouser

_________ Cuff or u turn. The trousers should be cut 9 cm/3 longer.
_________ Finish the trousers by pressing well.
_________ Hem Mark the length, checking that inside leg seams are equal.
D. Order of Assembly for continental side pockets:

_________ Join the top pocket facing the right side of the pants
together. Clip the seam on curve. Press.
Topstitching is necessary.
_________Join the rounded edges or corner edges of the pocket,
matching the balance marks, right sides together.
Trim the edges. Join the side seams of pants.
IV. ENUMERATION
Directions: Enumerate the following:
A. Measurements needed in constructing pants:

_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
B. Hip locations to be measured in constructing pants:
1. ______________________
2. ______________________
C. Two ways in measuring crotch
1. ______________________
2. ______________________
Learning Outcome 1
Draft and Cut Pattern for Ladies Trousers

Designs of Ladies Trousers (Lesson 3.1 p. 265) Types of Fabrics Suited for Ladies
Trousers (Lesson 3.2 p. 270) Types of pockets (Lesson 3.3 p. 274) Types of Facing
and Interfacing (Lesson 3.4 p. 279) Project plan for Ladies Trousers (Lesson 3.5 p.
280) Body measurements for Ladies Trousers (Lesson 3.6 p. 281) Procedure in
taking body measurements for Ladies Trousers (Lesson 3.7 p. 283) Drafting
basic/Block Pattern for Ladies Trousers (Lesson 3.8 p. 286) Manipulating
Basic/Block pattern for Ladies Trousers (Lesson 3.9 p. 288) Techniques in Cutting
Final Pattern (Lesson 4 p. 292)
Learning Outcome 2
Prepare and Cut Materials for Ladies Trousers
Laying out Pattern Pieces for Ladies Trousers (Lesson 3.10 p. 292) Cutting the fabric
(Lesson 3.11 p. 293) Transferring of Marks onto the Fabric (Lesson 3.12 p. 293)
I. TRUE OR FALSE.
Directions: Read and answer the following statements. Write True if the statement
states a fact and False if it doesnt. Write your answer in your quiz booklet.
___________1. Knee length is measured along the side seam from the
waist to the level of the knee.
___________2. Desired knee circumference or knee width is measured around the
knee
with the desired tightness of the sleeves.
___________3. Crotch or rise can be measured in two ways: standing position and
crouching position.
___________4. Sitting position measurement of crotch can be done by sitting erect
on a
chair that has a flat bottom seat.
___________5. Standing position is measured without the use of tailors square in
crotch
measurement.
__________6. Length or trouser outseam is measured along the side seam
from the waistline to the hem line or desired length.
__________7. Hip 1 is measured from the waist down 3 to 4 inches.
__________8. Waist is measured around the area where the hip seam rests.
__________9. The desired bottom circumference or bottom width is
measured around the hemline which will be the desired leg
_________10. Hip 2 is measured 4 to 7 inches below the waist taken
around the fullest part of the buttocks.
II. MULTIPLE CHOICE
Directions: Choose the letter of the correct answer. Write it in your quiz booklet.
1. The waist fits snugly at waist or at hips if the pants are:
a. Waist-huggers c. Leg-huggers
b. Hip-huggers d. Fitted block
2. Fabric materials for pants can be of natural fibers or _______ fibers.

a. Synthetic c. Plastic
b. Rubber d. Metal
3. In constructing a pair of long pants, consider the following except:

a. Shape of pants legs c. Number of darts or pleats
b. Style of the hemline d. Size of the neck
4. What is the first procedure for making the front hip or continental side pockets?
a. Trace the top pocket facing from the plan.
b. Plan the pocket shape and the depth.
c. Survey material
d. Trim lines
5. Hip pockets are made up of two pattern pieces: a pocket and a

a. Facing block c. Facing wood
b. Facing piece d. Facing line
6. It finishes off the pocket opening:

a. Facing block c. Facing pieces
b. Pocket piece d. Pocket block
7. It becomes part of the main garment at the waistline in constructing hip or

continental side pockets.
a. Pocket face c. Pocket piece
b. Facing block d. Facing piece
8. Which of the following is not a natural fiber made?

a. Denim c. Ski pants
b. Spandex d. Modern tweed
9. Which of the following is not a synthetic fiber made?

a. Poly linen c. Shantung
b. Double knit d. Jacquard fabric
10. Lay out and pin the pattern pieces on the cloth as ________ as
possible in prepare for material cutting.
a. Economically c. Legitimately
b. Probably d. Grateful
III. SEQUENCING
Directions: Arrange the following procedures chronologically by writing the right
number based on their proper order.
A. Prepare the material for cutting
________ Provide seam allowances.
________ Cut the material
________ Preshrink, straighten, and press the cloth
________ Lay out and pin the pattern pieces on the cloth
as economically as possible.
________ Transfer all construction marks.
B. Attachment of the zipper on the left fly
________ Join the legs. Place the right and the left front crotch seam
edges RS together, matching the crotch points and the waist
edges.
________ Left fly. Cut the pieces of the fabric and the pocketing same
size as the fly extension on the right leg.
________On WS lift the fly pieces free of the trouser and baste the
zipper tape to it, keeping it in the position established when
basting from RS.
________ Fold the fly piece on the left wide to WS baste with the
seam on the edge.
________ Remove the basting and spread out the waist of the left
trouser leg with the fly piece extending.
________
_________Stitch and press inside the leg seams. Baste the crotch
seam from the base of the zipper and through the
backstitch with double thread.
_________ Close the zipper; pin the band. Check the stitching line;
open the zipper, then machine or prick stitch from the base
of the band finishing with a bar tack over the crotch seam.
_________ On WS make a bar tack between the fly extension and the
crotch seam at the base of the zipper
Legend:
RS Right Side WS Wrong Side
C. Hemming and finishing of trouser

_________ Cuff or u turn. The trousers should be cut 9 cm/3 longer.
_________ Finish the trousers by pressing well.
_________ Hem Mark the length, checking that inside leg seams are equal.
D. Order of Assembly for continental side pockets:

_________ Join the top pocket facing the right side of the pants
together. Clip the seam on curve. Press.
Topstitching is necessary.
_________Join the rounded edges or corner edges of the pocket,
matching the balance marks, right sides together.
Trim the edges. Join the side seams of pants.
IV. ENUMERATION
Directions: Enumerate the following:
A. Measurements needed in constructing pants:

_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
B. Hip locations to be measured in constructing pants:
1. ______________________
2. ______________________
C. Two ways in measuring crotch
1. ______________________
2. ______________________
QUARTER IV
Lesson 4
PRODUCE LADIES TROUSERS (TR)

I.) TRUE OR FALSE: Read the statements carefully. Write T if the statement is true
and F if the statement is false.
_______1. Flag label is a small label attached at outside side seam.

_______2. Snap Fasteners are used where a lightweight fastening is needed.
_______3. Machine blind stitch consists of ten to eleven straight stitches that
sew the inside hem followed by a sideway stitch that attaches the
inside hem to the pant leg by a zipper.
_______4. Skirt zipper in a skirt or a dress is usually put in by means of a lapped
technique or a centered zipper technique.
_______5. Care Label is placed as a design feature.
_______6. One of the functions of packaging is that it is used to multiply the
quantity of product.
_______7. Rubber is one of the materials used in packaging products.

_______8. Wood and glass are traditional materials for the sturdier or more
specialized forms such as for shipping crates or holding liquids.

_______9. Initial finishing inspection is done after pressing garments and passed
for tagging and packing.
_______10. Fiber contents are also included in care labels.
II.) MULTIPLE CHOICES: Read the statements carefully, choose the letter of the
correct answer and write it on the space provided.
_______1. This label includes wash care and ironing instruction.

a. Flag Label c. Black label
b. Care Label d. Labeled
_______2. It is one of the packaging forms wherein the plastic film is molded
tightly over a product mounted on a card.
a. Skin packaging c. Aerosol
b. Blister packaging d. Dump dispenser
_______3. What is the commonly used stitching for jeans or for the lining of
dress pants?
a. Diagonal Stitching c. Long stitching
b. Short stitching d. Straight Stitching
_______4. It defines a specific set of measurements of human body.
a. Main Label c. Size label
b. Packaging Label d. care label
_______5. What packaging function is implied on promoting a product?
a. Easy to use function c. Promotes the product
b. Identifies the product d. protects the product
_______6. After garments are packed up to certain quantity, what does the
quality control team do?
a. Internal final auditing c. Final finishing inspection
b. Initial auditing d. external auditing
_______7. The following are types of fasteners except:
a. Buttons c. Hook and Eye
b. Zipper d. clip
_______8. A label that indicates which sewing line or batch had made the
particular garment.
a. Batch Mark Label c. Manufacturer Label
b. Flag Label d. Care Label
_______9. Which of the following is not a good characteristic of paper and
cardboard packaging materials?
a. Inexpensive c. Easy to print on
b. Light weight d. hydrophilic
_______10. At what label the fiber contents are placed?
a. Care Label c. Size Label
b. Flag Label d. Manufacture label
III.) IDENTIFICATION: Read the statements carefully. Write the answer on the
space provided.

_______1. It is a special package made by placing clear film around the product
itself.
_______2. It is a cap, lid, or seal through which the contents of the container can
be dispensed in a controlled manner.
_______3. It is a packaging material that has long been used to package liquids
and food products and commonly used in a form of can.
_______4. It is mainly used to package and hold liquids or products containing
liquids.
_______5. Checking done prior to pressing of the garment at finishing room is
known as what?
_______6. It is a container that releases its contents in spray or foam when a
valve is pressed.
_______7. It is a function of packaging wherein it makes the product easy to
carry and keep them separated.
_______8. Is a package formed from plastic film or paper that is filled with the
product and sealed by heat process.
_______9. In lapped zipper, when the zipper is finished the teeth should be
covered by what?
_______10. It is used to indicate brand name or brand logo of the company that
sources and sells clothes.
Answer Key:
Pre/Post Assessment
I. True or False:
1. T
2. T
3. F
4. T
5. F
6. F
7. F
8. T
9. F
10. T
II. Multiple Choice
1.B
2.A
3.D
4.C
5.C
6.A
7.D
8.A
9.D
10.A
III. Identification
1. Shrink wrap
3. Metal
4. Glass
5. 0nitial Finishing Inspection
8. Flexible pouch
9. Fabric
Learning Outcome 1
Assemble Garment Parts for Ladies Trousers
Pre-Assembling Procedure for Ladies Trousers (Lesson 4.1 p. 299) Pressing

Techniques for ladies Trousers (Lesson 4.2 p. 300) Procedure in Assembling
Ladies Trousers (Lesson 4.3 p. 300) Characteristics of a Well-tailored Ladies
Trousers (Lesson 4.4 p. 303)
Learning Outcome 2
Apply Finishing Touches on Ladies Trousers
Types of Fasteners (Lesson 4.5 p. 304) Finishing touches (Lesson 4.6 p.

304) Evaluation of Finished Ladies Trousers (Lesson 4.7 p. 312) Labeling
of Garments (Lesson 4.8 p. 313) Procedure in Packing (Lesson 4.9 p. 315)
Post Assessment
I. TRUE OR FALSE: Read the statements carefully. Write T if the statement is true
and F if the statement is false.
1. Flag label is a small label attached at outside side seam.

2. Snap Fasteners are used where a lightweight fastening is needed.
3. Machine blind stitch consists of ten to eleven straight stitches that sew the
inside hem followed by a sideway stitch that attaches the inside hem to the
pant leg by a zipper.
4. Skirt zipper in a skirt or a dress is usually put in by means of a lapped
technique or a centered zipper technique.
5. Care Label is placed as a design feature.
6. One of the functions of packaging is that it is used to multiply the quantity of
product.
7. Rubber is one of the materials used in packaging products.
8. Wood and glass are traditional materials for the sturdier or more specialized
forms such as for shipping crates or holding liquids.
9. Initial finishing inspection is done after pressing garments and passed for
tagging and packing.
10. Fiber contents are also included in care labels.
II. MULTIPLE CHOICE: Read the statements carefully, choose the letter of the
_______11. This label includes wash care and ironing instruction.

a. Flag Label c. Care Label
b. Black label d. Labeled
_______12. It is one of the packaging forms wherein the plastic film is molded
tightly over a product mounted on a card.
a. Skin packaging c. Aerosol
b. Blister packaging d. Dump dispenser
_______13. What is the commonly used stitching for jeans or for the lining of
dress pants?
a. Diagonal Stitching c. Long stitching
b. Short stitching d. Straight Stitching
_______14. It defines a specific set of measurements of human body.
a. Main Label c. Size label
b. Packaging Label d. care label
_______15. What packaging function is implied on promoting a product?
a. Easy to use function c. Promotes the product
b. Identifies the product d. protects the product
_______16. After garments are packed up to certain quantity, what does the
quality control team do?
a. Internal final auditing c. Final finishing inspection
b. Initial auditing d. external auditing
_______17. The following are types of fasteners except:
a. Buttons c. Hook and Eye
b. Zipper d. clip
_______18. A label that indicates which sewing line or batch had made the
particular garment.
a. Batch Mark Label c. Manufacturer Label
b. Flag Label d. Care Label
_______19. Which of the following is not a good characteristic of paper and
cardboard packaging materials?
a. Inexpensive c. Easy to print on
b. Light weight d. hydrophilic
_______20. At what label the fiber contents are placed?
a. Care Label c. Size Label
b. Flag Label d. Manufacture label
III. IDENTIFICATION: Read the statements carefully. Write the answer on the space
provided.
_______11. It is a special package made by placing clear film around the product
itself.
_______12. It is a cap, lid, or seal through which the contents of the container
can be dispensed in a controlled manner.
_______13. It is a packaging material that has long been used to package liquids
and food products and commonly used in a form of can.
_______14. It is mainly used to package and hold liquids or products containing
liquids.
_______15. Checking done prior to pressing of the garment at finishing room is
known as what?
_______16. It is a container that releases its contents in spray or foam when a
valve is pressed.
_______17. It is a function of packaging wherein it makes the product easy to
carry and keep them separated.
_______18. Is a package formed from plastic film or paper that is filled with the
product and sealed by heat process.
_______19. In lapped zipper, when the zipper is finished the teeth should be
covered by what?
_______20. It is used to indicate brand name or brand logo of the company that
sources and sells clothes.
Answer Key:
Pre/Post Assessment
I. True or False:
1. T
2. T
3. F
4. T
5. F
6. F
7. F
8. T
9. F
10. T
II. Multiple Choice
1.B
2.A
3.D
4.C
5.C
6.A
7.D
8.A
9.D
10.A
III. Identification
1. Shrink wrap
3. Metal
4. Glass
5. 0nitial Finishing Inspection
8. Flexible pouch
9. Fabric
SUMMATIVE TEST
I.) True or False: Read the statements carefully. Write T if the statement is true and
if it is false, replace the underlined word with the correct answer to make the
statement correct. Write your answer in your quiz notebook.
_______1. Good outfit should have the proportion, balance and gloomy
appearance.
_______2. Proportion in design involves the relationship of one part to another.
_______3. Blouse is a cloth or textile used in construction of different garments.
_______4. Headline is the edge of the garment opening surrounding the neck.
_______5. Interfacings are special fabrics used to weaken or stiffen specific parts
of a garment, such as collar, cuffs, facing and pocket tops.
_______6. Shoulder measurement is taken from left to right shoulder tip bone.
_______7. In pressing techniques, never press on zipper coils.
_______8. Snap fasteners are fasteners which can be simply press or snap
together and are easily pulled apart.
_______9. For diamond-shaped bodies, straight leg is the best trouser to wear.
_______10. Country origin is placed on Flag Label.
II. MULTIPLE CHOICE: Read the statements carefully, choose the letter of the
_______1. It is a natural fiber that is derived from the stem of the flax plant.
a. Denim c. Polyester
b. Linen d. poplin
_______2. It is determining the quality and suitability of the fabric wherein you
crumple a corner of the fabric; release it, and note the degree of
wrinkling in it.
a. Test for wrinkle resistant c. Test by thumb
b. Test for strain d. test by pin.
_______3. A double pleat having two upper folds facing in opposite directions
and two under folds pressed toward each other.
a. Gored skirt c. Pleated skirt
b. Knife pleat skirt d. A Box pleat skirt
_______4. A kind of fabric fold wherein the fabric is folded lengthwise with the
raw edges meeting at the center.
a. Lengthwise centrefold c. Off-center fold
b. Off-center lengthwise fold d. center fold
_______5. This kind of blouse features a neck collar and buttons attached on
the front of the garment.
a. Surplice Wrap Blouse c. Button-down Blouse
b. Casual Blouse d. Peasant Blouse
_______6. It is a type of fabric which is very similar to cotton voile but is slightly
crisper.
a. Linen c. Cotton Lawn
b. Silk d. Rayon Challis
_______7. A type of pocket which is inserted into the garment with the opening
strengthened by an added welt, which is the only section visible
when completed.
a. Welt pocket c. Shear pocket
b. Patch pocket d. clause pocket
_______8. Measurement taken from the shoulder neck tip bone down to the
apex point.
a. Sleeve length c. Girth length
b. Apex height d. Waist measurement
_______9. This type of zipper looks different from other zippers because the
teeth are on the reverse and nothing except the pull is seen on the
front.
a. Hidden zipper c. Invisible zipper
b. Cloaking zipper d. hiding zipper
_______10. Is a type of packaging form wherein a plastic bubble is preformed in
a plastic sheet.
a. Bubble package c. Blister packaging
b. Skin packaging d. foam packaging
III. IDENTIFICATION: Read the statements carefully. Write the answer on the space
provided.
_______1. These are generally loose in fitting and are best suited to lean
women and goes well with tank tops and trendy blouses. These are
made up of wrinkle free fabric.
_______2. These pockets are external and can be decorative.
_______3. Is a soft, lightweight fabric which works well for colder-temperature
shirts and other cloth?
_______4. This solid line with arrows that point to the pattern piece edge,
indicates that the piece should be positioned along the fabric fold.
_______5. A figure-hugging dress with a narrow tapering skirt.
_______6. This is a medium-weight balanced plain woven fabric made from
dyed cotton and its name was originated from the Malay adjective,
genggang, meaning striped.
_______7. It is a free hanging part of an outer garment or undergarment
extending from the waist down to a particular length of the garment.
_______8. A type of skirt that comes along with a suit.
_______9. A flat collar with rounded ends that meet at the front.
_______10. These are universal symbols and lines designed to help the sewer
put the pattern pieces together quickly, easily and successfully.
III. WORD HUNT: Find the following words in the graph.

1. Blouse
2. Skirt
3. Zipper
4. Pants
5. Sheath
6. Trousers
7. Kimono
8. Collar
9. Buttons
10. Neckline
A W E R Y Y U I O J K L H G F D S S F J
F D G H J J S D J K R W T U E Q H C B S
A S D H F G H J B U T T O N S D G L F D
Z X C V B N M L K H F S W R T U O Q W E
M N B V J K X Z V B N C X Z N U A D F M
S D F G H J F Q W E R T Y U S S D F G H
P O I U Y S Q W E R Y I D E K A S D F H
A S D F G H H J K L W S X D I E D C T S
G H J K A E Q W E R T Y U U R E P P I Z
F G H J K A S A S D F G J K T W E R T Y
G F S A S T W E R T N E C K L I N E T Y
U S D F N H R V B N M C X Z D F G S D F
Y E R A T Y Y O Y U K H G F D G G C U J
U T P Y U I J G U D F G K I M O N O T R
Y T Y U I W R Y R S Y T U R R E T L H J
T I U Y T E W Q E R E Y U J G F D L S D
R D F G H J T K E F D R D F H G J A V B
E S D F G H J J K D T R S D G F G R K T
W S D F G H K E Y U I H G F D G J K B C
Q J S D F N V X N M C E T W U G G J D S
IV. ENUMERATION:
1-2 Types of Pockets

1.____________________
2.____________________
3-6 Give at least 3 packaging materials

3.____________________
4.____________________
5.____________________
6.____________________
7-10 Give at least kind of Blouse

7.____________________
8.____________________
9.____________________
10.____________________

Summative Test
I. True or False
1. Harmony
2. T
3. Fabric
4. Neckline
5. Strengthen
6. T
7. T
8. T
9. Triangle-shaped
10. Care
II. Multiple choice
1. A
2. B
3. D
4. B
5. C
6. C
7. A
8. B
9. C
10.C.
III. Identification:
1. Palazzos
2. Patch pockets
3. Flannel
4. Place on fold line
5. Sheath
6. Gingham
7. Skirt
8. Suit Skirt
9. Peter pan Collar
10. Pattern Markings
IV. Enumeration:
1-2.Patch Pocket
Welt Pocket
3-6: Paper and cardboard; Wood and Glass; Plastic; Metal; Metallic Foil
7-10
Word Hunt
A W E R Y Y U I O J K L H G F D S S F J
F D G H J J S D J K R W T U E Q H C B S
A S D H F G H J B U T T O N S D G L F D
Z X C V B N M L K H F S W R T U O Q W E
M N B V J K X Z V B N C X Z N U A D F M
S D F G H J F Q W E R T Y U S S D F G H
P O I U Y S Q W E R Y I D E K A S D F H

A S D F G H H J K L W S X D I E D C T S
G H J K A E Q W E R T Y U U R E P P I Z
F G H J K A S A S D F G J K T W E R T Y
G F S A S T W E R T N E C K L I N E T Y
U S D F N H R V B N M C X Z D F G S D F
Y E R A T Y Y O Y U K H G F D G G C U J
U T P Y U I J G U D F G K I M O N O T R
Y T Y U I W R Y R S Y T U R R E T L H J
T I U Y T E W Q E R E Y U J G F D L S D
R D F G H J T K E F D R D F H G J A V B
E S D F G H J J K D T R S D G F G R K T
W S D F G H K E Y U I H G F D G J K B C
Q J S D F N V X N M C E T W U G G J D S
Were you able to find the words?
How fast did you do it?
CONGRATULATIONS! If you found the words in less than five minutes only,
meaning youre fantastic, inspired and is capable to prove the next level.

GLOSSARY
.
Apex. The highest point or tip of the bust.
Apex of a Dart. The point at which the dart tapers to an end.
Appliqu. These are decorations or embellishments on garments where different

types of fabrics are cut and applied to the surface of one type of material to create a
design or pattern.
Armscye. The armhole of a garment. The armhole part of the pattern
Balance. An element of fit. Equality in amount, weight, value, importance, or effect

from side to side and from front to back.
Bar Tack. A group of overlapping or very closely touching stitches used to reinforce
small areas of a garment that might experience strain during normal wear. The tops
of pockets are often bar-tacked on each side
Basic Block Basic foundation pattern, made of tag board or plastic, that fits the
target customer. (Standard size is usually an 8 for Misses sizes.) (See alsoSloper)
Baste. A temporary method of holding two or more layers of fabric together by

sewing by hand or machine with long stitches.
Bias. Any direction that is not the lengthwise or crosswise grain of a woven fabric
Blind Hem. A machine stitched hem made by folding the hem back and using a
machine (industrial) or stitch and foot (home machine) designed for producing a hem
that does not show on the front.
Cap sleeve. A type of sleeve that hits the upper arm between the elbow and the
shoulder. Most often found in ladies' garments.
Collar stand. The part of a two-piece collar that stands up next to the neck
Cotton - A unicellular, natural fiber that grows in the seed pod of the cotton plant.
Fibers are typically 1/2 inch to 2 inches long. The longest staple fibers, longer than 1
1/2 inch, including the Pima and Egyptian varieties, produce the highest quality
cotton fabrics.
Dart- A stitched fold in the fabric that tapers from a seam to point to the fullest part of
the body. Used to create shape and control fullness.
Directional Fabrics- Fabrics having a one-way design or nap that requires all
pattern pieces to be laid in a single direction
Drafting- A method for making patterns on paper or on the computer using

measurements.
Ease -Fullness drawn up and stitched in place. Often used on a set-in sleeve, and at
the apex of a bodice with princess lines.
Edge Stitching- A row of machine stitching placed very close to a seam or garment
edge. Stitching may be up to " away from the edge. (see alsotopstitching.)
Embroidery- Decorative stitching, made by hand or machine, used to form designs

and patterns.
Even Plaid- Plaid that contains a balanced arrangement of stripes on each side of
the dominant horizontal and vertical bars of the plaid.
Facing - An extra piece of fabric stitched into the inside of a garment for lining
purposes or to add strength and structure.
Finish - This generally refers to the processes used to make fabrics. Bleaching,
mercerizing, steaming, singeing, and dyeing are all finishing processes.
Flat Collar- A collar that lies flat, or nearly flat, against the garment all around the
wearer's neck (e.g., sailor collar, Peter Pan collar). A flat collar has nocollar stand.
Full Cut - This is the size scale of the brand. For instance a size large in one brand
may be bigger than the same size in a different brand. The larger cut may be said to
be a full cut.
Gathers- A series of small tucks of fabric, controlled and held in place by stitches
and providing visible fullness.
Grain - As an element of fit, refers to the need for lengthwise yarns to run parallel to
the length of the body (a) at center front and back, (b) down the center of the arm
from shoulder to elbow, and (c) down the center front of each pant leg; the crosswise
yarns should run perpendicular to the length of the body at bust/chest, hip, and
upper arm at bust/chest level.
Grainline- A line drawn on the pattern to indicate the direction of pattern placement
on the lengthwise grain of the fabric.
Gore- Vertical division within a garment, usually tapered panels, narrower at the
upper edge than the lower edge, seamed together to add fullness to a garment. May
be functional or decorative.
Grommet- Large, metal-edged unit which surrounds a hole in a garment. Many belts
have grommets surrounding the belt hole.
In-Seam Pocket- Pocket that is set into a seam of the garment, usually the side
seam of skirts, pants, dresses, and coats.
Interfacing- Supporting fabric usually hidden between the garment and its facing.
Lends body, shape and reinforcement to limited areas of the garment such as button
and buttonhole plackets, waistbands, collars, and cuffs.
Interlining - Support material used to stabilize and support areas of the garment.
Referred to as Interfacing in home and custom sewing.
Kimono Sleeve- Sleeve cut as one with the body of the garment. Traditionally
square in style.
Lapels Part of the garment that rolls or folds back above the front closure on both
sides; also called revers. Typically found on jackets and coats.
Lining - A fabric that is used to cover the inside of a garment to provide a finished
look. Generally, the lining is made of a smooth lustrous fabric.
Marker- An arrangement of all the pattern pieces of the garment or garments to be

cut from a single lay of fabric. A lay may consist of one or many layers of fabric
which are all cut at once.
Nap - A soft finish given to fabric where the fibers are raised or fuzzy by brushing.
This produces a soft feel to the surface.
Neck tape - An extra band of fabric material sewn over the seam between the body
and the collar of a garment for a more comfortable feel.
Non-woven fabrics - Fabric or other materials that are produced by interlocking or

gluing fabrics together.
Notches- Small cuts (slits or wedges) made in the edges of garment pieces to aid in
correct assembly. On home-sewing patterns they are shown as dark triangles or
diamonds.

Off-Grain- Distorted fabric grain. Occurs when the filling yarns (weft) are not
perpendicular to the selvage or fabric edge. When a garment is "off-grain," the true
grain does not fall perpendicular to the floor.
One-Way Design- A fabric with a design or motif that runs in a definite direction.
These fabrics are said to have nap and patterns pieces must be cut with the tops all
facing the same direction. A print with trees all growing in the same direction, for
example, is a one-way design.
Pad Stitching- Tiny stitches made through the interfacing that barely catch the
fashion fabric. Used to softly and subtly shape collars and lapels. Used in collars and
hand-tailored jackets.
Parallel- Extending in the same direction and at the same distance apart at every
point.
Patch Pocket- Pieces of fabric attached, like a patch, to the outside of the
garment. Also called "applied pocket."
Permeability - A textile characteristic which allows air, water, and water vapor to
penetrate and pass through it.
Pile- A plush or shaggy surface on a fabric resulting from loops or ends of yarn or
fiber projecting above or below the surface of the fabric. Fabric with pile has nap.
Placket- A finished opening in a garment section, e.g., at the cuff of a shirt or the
neckline of a golf shirt.
Pleat- Fold of fabric, folded back upon itself so that the pleat is comprised of three
layers; occurs vertically only. Pleats may be partially stitched or pressed down. Kinds
of pleats include: knife pleats, box pleats, inverted pleats, and accordion pleats.
Preshrink- To wash or dryclean the fabric, according to the care instructions, prior to
cutting out the pattern pieces to eliminate any potential shrinkage problems after
assembly
Ply - The number of single yarns used to create ply yarn. It may also refer to the
number of ply yarns used to make cord.
Poplin - This is usually a 50% polyester and 50% cotton fabric in a poplin weave.
Polyester - A synthetic fiber which is the most commonly used manufactured fiber
worldwide. The fiber-forming substance in polyester is any longchain, synthetic
polymer composed of at least 85% by weight of an ester of dihydric alcohol and
terephthalic acid.
Raglan sleeves - These are sleeves that are all cut from one piece from collar to
cuff.

Rayon - A manufactured fiber composed of regenerated cellulose, derived from
wood pulp, cotton linters, or other vegetable matter.
Rise- A measurement from crotch level to the top of the waistband: Also called
crotch depth
Running stitch - Sequential stitching that goes in a single direction.

Ruffle Decorative, gathered, or pleated strips of fabric or ribbon sewn to the
garment.
Seam Allowance- Narrow width between the seam line and the raw edge of the
fabric. Seam allowances vary depending on where they occur on the garment and
the manufacturers' specifications. Home sewing patterns generally have a 5/8" seam
allowance except at hems. Commercial patterns generally use 1/4" to1/2" e
Seam Finish- Any technique used to neaten the edge of seams, prevent raveling,
and improve garment durability and appearance
Seam sealing - Here the stitch line of a garment is made sealed by the application
of seam tape or glue.
Selvages- The narrow, finished edges of the fabric along both lengthwise sides of all
uncut woven fabrics.
Set-in sleeve - Sleeves made to go from the shoulder to the cuff.
Shrinkage - This is the amount in size lost during the washing of cotton Most 100%
cotton products have been pre-washed or pre-shrunk. After that a 4-5% shrinkage
should be expected.
Shirring- Permanent, parallel rows of gathers made in the body of the garment
Staystitching- A row of stitching used to stabilize the edge of a single layer of fabric,
typically on the bias. Rarely used in mass production.
Taffetta - A basic plain weave that is sharp and smooth on both sides. It most often
has a sheen. The warp and filling are of approximately same count.
Taped seams - A strip of extra fabric stitched into the seam of a garment in order to
prevent distortion or with outerwear, aid in waterproofing.
Tear strength - The force necessary to tear a fabric, measured by the force
necessary to start or continue a tear in a fabric.
Texturing - This is the method of blowing a jet of air on a fiber to give it a rough,
matte finish. This gives the fabric a feel of being thicker and heavier.
Topstitching- Visible, decorative stitching done on the outside of the garment; also

called "accent stitching."
True Bias- Fabric direction that occurs at a 45-degree angle to the lengthwise and
crosswise grains of woven fabrics. Has the highest degree of stretch of any woven
fabric direction.
Tuck- A stitched fold of fabric. Decorative tucks are stitched on the right side of the
fabric. Tucks used to create shape are stitched on the inside to a designated point
and released
Twill - A fabric weave which is made of 2 to 3 warp yarns or threads for each weft.
The weave is a diagonal ribbing with many variations. Types are flannels; serges,
gabardines, and surahs.
Understitching- The stitching, used on enclosed seams, that attaches the seam to
the facing and prevents the seam from rolling to the front side.
Uneven Plaid- Plaid that varies in the arrangement of stripes on each side of the
dominant horizontal and vertical bars of the plaid.
Warp - The lengthwise yarn found in woven fabric. The warp is stronger as well as
denser than the weft yarns, (crosswise yarns).
Water repellent - Fabrics that have been treated with a finish which cause them to
shed water and resist water penetration, but are still air-permeable.
Water resistant - Fabric treated chemically to resist water or given a "wax- coating
treatment" to make it repellent.
Weft - The horizontal or crosswise threads that intersect the warp threads in woven
fabrics.
Wrinkle Free - A resistance to wrinkling created through the use of a variety of

finishes and treatments.
Yarn - A continuous strand of textile fibers created when a cluster of individual fibers
are twisted together. These long yarns are used to create fabrics, either by knitting,
plaiting, or weaving.
Yoke- Horizontal division within a garment. Small, flat panel of fabric usually at
shoulder, waist, or midriff. Often found on the back of Oxford-style shirts.

REFERENCES
Suratos, Cesar P., Technology and Livelihood Education III. St. Bernadette
Publishing House Corporation, 2010.
Draper, Wanda and Bailey, Annetta, Steps in Clothing Skills, Revised. Bennett
Publishing Company, 1978.
Lyle, Dorothy S. And Brinkley, Jeanne, Contemporary Clothing. Bennett Publishing

Company, 1983.
Ref: Effective THE series IV, Cruz et al pp. 246-247
Barclay, Marion S., Champion, Frances, et.al., Teen Guide to Homemaking. McGrw-
Hill Company Company.1972.
Avendano, Emma S., Rondilla, Aida h., et.al. Pinoy Entrepreneur. Diwa Scholastic
Press Inc. 2007.
Cock, Valerie, Dressmaking Simplified, Third Edition. Blackwell Science Ltd., 1981.
Cruz, Duran, et.al. Home Economics IV. Adriana Publishing Co., Inc. 2002.
Francisco, Chic R., Complete Step-By-Step Guide to Pattern-Making and Sewing of

Various Skirt Styles. Golden Ideas Publishing House, Inc., 2000.
Smith, Alison, SEW Step by Step, DK Publishing, USA, 2011.
Wills, Lydia., The Complete Idiots Guide. Pearson Education Asia, Pte. Ltd.,
Philippines, 2000.
Tabbada, Epifania, Reyes, Elisa. Dressmaking II. Phoenix Publishing House, Inc.
2008.

Guide Book
Manzarate, Freddie. Dressmaking Guide Book. National Book Store, 1983.
Web Sites:
http://www.primaoutlet.com/product_images/v/925/DSC_0837__23780.JPG
https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcQhzuCvQIxjiCEET6nvrATagEDq0etKD-4F-
HafC0mmZq8EtTB6
http://EzineArticles.com/7647968
http://www.polyvore.com/cgi/img-thing?.out=jpg&size=l&tid=66191077
http://images.shopmadeinchina.com/p/135/10144135/VANCL-Erika-Plaid-Flannel-Shirt-Women-Orange-
Blue_10144135.bak.jpg
http://www.kaboodle.com/hi/img/2/0/0/6b/5/AAAAAkL4JQIAAAAAAGtb9A.jpg?v=1189004452000
http://images.qvc.com/is/image/a/94/a201894_e24.102?$uslarge$
http://4.bp.blogspot.com/-f__6OYchQJU/T76gF4f48EI/AAAAAAAAFbE/D9NgGS2V00U/s1600/seven-islands-double-
gauze-dress.jpg
(https://fashion2fiber.osu.edu/index.cfm?fuseaction=do.faqShowAll)
(http://www.wisegeek.com/what-is-a-convertible-collar.htm)
((http://dictionary.reference.com/browse/collar)
(https://fashion2fiber.osu.edu/index.cfm?fuseaction=do.faqShowAl l)
(http://www.merriam-webster.com/dictionary/kimono%20sleeve)
(http://www.collinsdictionary.com/dictionary/english/puff-sleeves)
(http://en.wikipedia.org/wiki/Sleeve)
Reference: Pinoy Entrepreneurship Home Economics pp. 333-336

(http://www.polimoda.com/fileadmin/documenti/Glossari/Capponi/entry477.htm)
http://www.wisegeek.com/what-is-a-mandarin-collar.htm
http://dictionary.reference.com/browse/rolled+collar)
(https://www.google.com.ph/search?q=description+of+flat+collar&rlz=1C2RN
VH_enPH545PH545&biw=1366&bih=653&source=lnms&sa=X&ei=dsoWU4r4A8T7r

Ae4kIGIDg&ved=0CAQQ_AU#q=peter+pan+collar+definition
http://textilelearner.blogspot.com/2012/02/list-of-trimmings-for-shirt-trouser-and.html#ixzz343IuRPxW


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Kto12 BASIC EDUCATION CURRICULUM

TECHNOLOGY AND LIVELIHOOD EDUCATION

GRADE LEVEL STANDARD

The Dressmaking course is designed for a grade 10 student to develop

The learner independently demonstrates core competencies in dressmaking

HE Dressmaking/ Gr. 10 Page 1

PARTS OF THE LESSON

C. Reflect and Understand

identify job opportunities through customers needs and wants;

HE Dressmaking/ Gr. 10 Page 2

III. PROGRAM REQUIREMENTS

Grade 10 students who will take Dressmaking course as their specialization in

Learners are expected to develop their knowledge and skills in Dressmaking.

IV. LEARNING EPISODES

Before exploring the core competencies of Dressmaking, you will be guided

Quarter I helps the learner demonstrate understanding on the principles of

HE Dressmaking/ Gr. 10 Page 3

V. HOW TO USE THE LEARNERS MATERIAL

3. For every lesson/learning outcomes, perform the enhancement activities to

5. Lastly, DO NOT mark the learners material in any way.

VI. DIAGNOSTIC ASSESSMENT

HE Dressmaking/ Gr. 10 Page 4

HE Dressmaking/ Gr. 10 Page 5

_________1. Construction lines show where to cut the pieces.

________1. What color calls out the silhouette, or outline figure of a

Directions. Match the descriptions given in (Column A) with the

HE Dressmaking/ Gr. 10 Page 7

HE Dressmaking/ Gr. 10 Page 8

F. Identify the body measurements of a skirt

HE Dressmaking/ Gr. 10 Page 9

I. Multiple Choice II. True or False

III. Identification IV. Matching Type

HE Dressmaking/ Gr. 10 Page 10

This is a specialization course which leads to Dressmaking

The preliminaries of this specialization course include the following:

The learner demonstrates understanding of ones Personal

The learner independently creates a plan of action that strengthens

Develop and strengthen PECs needed in Dressmaking.

This module will also provide learners an opportunity to know that

HE Dressmaking/ Gr. 10 Page 11

Moreover, the module is designed to stimulate the learners to think

With your assistance and the guidance of this module, learners

HE Dressmaking/ Gr. 10 Page 12

Learning Goals and Target

IV. Know, Process, Reflect and Understand, and Transfer

HE Dressmaking/ Gr. 10 Page 13

Pre / Post Assessment

1. Module 5, Project EASE, Effective and Affordable Secondary

HE Dressmaking/ Gr. 10 Page 14

Environment and Market (EM)

This is a specialization course which leads to Dressmaking- National

The preliminaries of this specialization course include the following:

The learner demonstrates understanding of environment and market

Develop a quality and marketable product or service in Dressmaking

People who aspire to start a business need to explore the economic,

To be successful in any kind of business venture, potential

With your assistance and guidance in facilitating this module,

III. Presentation of Content

IV. Know, Process, Reflect and Understand, and Transfer

HE Dressmaking/ Gr. 10 Page 18

Pre / Post Assessment

HE Dressmaking/ Gr. 10 Page 19

8. Module 5, Project EASE, Effective and Affordable Secondary