TLE8 FCSQ3W7D4: Review and Formative Assessment on Handicraft Supplies and Materials

Over the past three days, you explored what handicraft supplies and materials are, how to classify and evaluate them, and how to solve common problems in choosing them. Today you will bring these ideas together through a structured review and formative assessment. You will revisit key terms, analyze short cases, check your understanding with practice items, and reflect on your own planning skills. By the end of this lesson, you will see how wise choices in supplies and materials support quality, safety, and cost-effective handicraft products.

• Subject: TLE — Beauty Care and Wellness Services (Handicraft)
• Grade: 8
• Day: 4 of 4

🎯 Learning Goals

By the end of the lesson, you will be able to:

1. Summarize key concepts about handicraft supplies and materials, including classification, selection, and common problems.
2. Apply your understanding to analyze sample projects, bills of materials, and case situations, suggesting improvements where needed.
3. Complete a formative self-check and reflect on personal strengths and next steps in planning materials for handicraft projects.

🧩 Key Ideas & Terms

• Supplies – Tools and helpers used during crafting, such as scissors, glue, needles, rulers, and tape.
• Materials – Substances that stay in the finished product, like fabric, yarn, beads, paper, and wood.
• Bill of materials (BOM) – A list of materials (and sometimes supplies), including quantity and cost, needed for a project.
• Plant-based materials – Craft materials from plants, for example bamboo, abaca, cotton, raffia, and pandan.
• Animal-based materials – Materials from animals, such as wool, silk, leather, and shells.
• Inorganic / man-made materials – Materials from non-living or industrial sources, such as glass beads, metals, plastics, and synthetic textiles.
• Substitute material – A replacement material used when the original one is unavailable, too costly, or unsuitable.
• Cost-effective – Providing good quality and performance without wasting money or resources.

🔄 Quick Recall / Prior Knowledge

Use these items to warm up your memory before the main review and assessment.

1. Give one example of a supply and one example of a material used for making a simple keychain.
   Show Answer

   Supply: scissors, glue, needle, or pliers. Material: cord or ribbon, beads, charms, or metal ring that stays in the finished keychain.
2. Classify each item as plant-based, animal-based, inorganic, or man-made: abaca twine, leather strip, glass bead, plastic button.
   Show Answer

   Abaca twine – plant-based; Leather strip – animal-based; Glass bead – inorganic; Plastic button – man-made.
3. What is the main purpose of a bill of materials (BOM)?
   Show Answer

   To organize what materials (and sometimes supplies) are needed, how many are needed, and sometimes their costs, so planning and budgeting become easier.
4. Describe a simple materials problem you remember from earlier lessons.
   Show Answer

   Sample: using weak thread for bracelets that easily break, choosing thin paper for a box that collapses, or storing fabric in a damp place so it becomes moldy.

📖 Explore the Lesson

How to use this section: These checkpoints guide you through a structured review. Work through each one slowly, using the guiding questions and answer keys to check your understanding.

Checkpoint 1 – Big Picture Review: What Have We Learned?

Mini-goal: Recall the main ideas from Days 1–3 in one “big picture” view.

Guided discussion: Over this week, you built a foundation for working with handicraft supplies and materials. On Day 1, you distinguished between supplies (tools and helpers) and materials (what the product is made of). You also saw how materials can be grouped by source—plant-based, animal-based, inorganic, and man-made—and how each group has unique properties and uses. On Day 2, you practiced evaluating materials by strength, texture, appearance, cost, availability, and environmental impact, then used simple bills of materials to plan and budget.

On Day 3, you focused on what happens when things go wrong: weak or unsafe materials, stock-outs, budget problems, storage mistakes, and design issues. You learned that problems are not the end of a project; they are opportunities to apply a clear problem-solving process—describe, find the cause, think of options, choose the best solution, and prevent the issue next time. Today’s lesson gathers all these ideas and helps you see them as one connected skill set: wise selection and management of supplies and materials.

Real-life tie-in: Whether you make crafts as a hobby, for gifts, or for a small business, the same thinking pattern applies: know your tools and materials, plan carefully, watch your budget, and respond calmly when challenges appear.

Mini-summary: This week you learned to identify, classify, evaluate, and troubleshoot handicraft supplies and materials. These skills help you create projects that are creative, safe, and cost-effective.

1. Write three key words that you think best summarize this week’s lessons.
   Show Answer

   Possible key words: selection, classification, budgeting, safety, problem-solving, storage. Any three that connect to the lessons are acceptable.
2. In one sentence, explain the difference between “supplies” and “materials.”
   Show Answer

   Sample: Supplies are tools and helpers used during crafting, while materials are the substances that become part of the finished product.
3. Why is problem-solving an important partner to planning when working with materials?
   Show Answer

   Because even with a good plan, unexpected issues can happen. Problem-solving skills help you adjust, protect safety and quality, and avoid giving up when materials or conditions change.

Checkpoint 2 – Sorting and Classifying: Quick Concept Checks

Mini-goal: Review your ability to classify items as supplies or materials, and by source.

Guided discussion: Classification is like organizing a messy box so you can find what you need quickly. In handicrafts, you often meet mixed sets of items—scissors and glue, beads and yarn, fabric scraps and cardboard. Being able to separate them into “supplies” and “materials” keeps your thinking and your storage clear. At the same time, recognizing whether a material is plant-based, animal-based, inorganic, or man-made helps you understand its behavior, cost, and environmental impact.

For example, abaca twine (plant-based) may be strong and eco-friendly, while plastic ribbons (man-made) may be colorful and water-resistant but not biodegradable. Shells (animal-based) can add cultural style to jewelry, while glass beads (inorganic) reflect light beautifully but are breakable. When you can quickly sort items into these categories, you are already thinking like a crafter who sees beyond the surface.

Real-life tie-in: Sellers in markets or craft stores often arrange items by type—textiles in one area, beads in another, tools on a separate wall. When you understand these groupings, you can shop and plan more efficiently.

Mini-summary: Sorting items by role (supply or material) and by source builds the mental “map” you need for planning projects wisely.

1. Classify each as supply or material: needle, yarn, cardboard, glue gun, beads.
   Show Answer

   Supplies: needle, glue gun. Materials: yarn, cardboard, beads.
2. Place these materials into source groups: rattan strip, wool yarn, glass gems, nylon cord.
   Show Answer

   Rattan strip – plant-based; Wool yarn – animal-based; Glass gems – inorganic; Nylon cord – man-made.
3. Why is it useful to know which materials are plant-based or recycled?
   Show Answer

   Because it helps you think about sustainability, cost, local availability, and how your material choices affect the environment.

Checkpoint 3 – Reading and Improving a Bill of Materials

Mini-goal: Practice reading a simple bill of materials and suggesting improvements.

Guided discussion: Look at this sample BOM for five beaded keychains:

Item	Type	Quantity	Unit Cost (₱)
Metal key rings	Material	5 pcs	5.00
Plastic beads	Material	100 pcs	0.50
Nylon cord (per meter)	Material	3 m	10.00
Glue	Supply	1 tube	35.00

To analyze this, you calculate approximate costs and ask: Is the quantity enough? Are the choices cost-effective? Could you reduce cost without lowering quality? For example, if one meter of cord can make two keychains, then three meters can make six keychains, so there may be extra. You might choose a smaller tube of glue if you only need a little for this project, or plan to use the same glue for many future crafts to spread out the cost.

Real-life tie-in: Whether in business or school, people who can read charts and simple tables have an advantage. Bills of materials, price lists, and inventories are common in many jobs.

Mini-summary: Reading and improving a BOM means checking quantities, types, and costs, then suggesting changes that keep purpose and quality while saving money.

1. Based on the table, which items are materials and which are supplies?
   Show Answer

   Materials: metal key rings, plastic beads, nylon cord. Supply: glue.
2. Suggest one way to make this project more cost-effective.
   Show Answer

   Possible answers: buy a smaller tube of glue, reduce the number of beads per keychain, or plan to use leftover materials in another project instead of letting them go to waste.
3. Why is it important to think of how leftover materials will be used?
   Show Answer

   Because unused leftovers represent money spent. Planning how to use them in future projects reduces waste and improves cost-effectiveness.

Checkpoint 4 – Spotting Problems in Sample Situations

Mini-goal: Apply your problem-solving skills to short cases about material choices.

Guided discussion: Read the following short situations and think about what went wrong.

• Case A: A group uses thin sewing thread for heavy beaded bracelets. After one week, many bracelets snap and beads scatter.
• Case B: Learners choose bright neon plastic ribbons for a “natural and eco-friendly” wall décor project using dried leaves and twigs.
• Case C: Fabric for tote bags is stored near a leaky window. When project day comes, some fabric smells bad and shows mold spots.

Each case shows a different type of materials problem: poor strength, design mismatch, and bad storage. Solving them requires you to identify the main cause and propose realistic solutions, such as using stronger cord designed for jewelry, choosing materials that match the design theme, or improving storage conditions for textiles.

Real-life tie-in: This kind of thinking happens whenever you review your work or give feedback to classmates. As long as feedback is respectful and specific, it helps everyone improve.

Mini-summary: Spotting and solving material problems in short cases trains your eye and mind to notice issues early in your own projects.

1. In Case A, what is the main cause of the problem and one solution?
   Show Answer

   Main cause: thin sewing thread is too weak for heavy beaded bracelets. Solution: switch to stronger elastic or nylon cord designed for jewelry and test it with sample bracelets.
2. In Case B, what mismatch do you notice between design theme and materials?
   Show Answer

   The theme is “natural and eco-friendly,” but neon plastic ribbons do not match this idea. Natural fibers or neutral-colored ribbons would fit better.
3. In Case C, what storage change should be made?
   Show Answer

   Move fabric to a dry, clean shelf away from leaks and moisture; use sealed containers or bags if needed, and do not use fabric that is already moldy.

Checkpoint 5 – Planning Your Own Mini-Project Review

Mini-goal: Use what you know to plan or critique a simple handicraft project from a “teacher’s eye.”

Guided discussion: Imagine you are helping a younger student plan a small craft, such as three bookmarks or two keychains. To guide them, you need to ask clear questions: What is the product for? Who will use it? How strong does it need to be? What materials are available and affordable? What supplies are already in the classroom or at home? You might help them draft a mini bill of materials, consider one or two substitutes, and think about storage for leftover items.

When you look at your own or others’ plans this way, you are already doing a formative assessment. You are checking understanding during the process, not just at the end. You can spot if someone has forgotten to plan for glue, chosen a weak material for a heavy-use item, or gone over budget. The goal is not to criticize, but to support better decision-making while there is still time to adjust.

Real-life tie-in: In many jobs, experienced workers mentor new ones by asking guiding questions rather than giving all the answers. As you learn to review material plans, you are practicing the same mentoring skill on a small scale.

Mini-summary: Planning and reviewing a mini-project from a teacher’s or mentor’s point of view strengthens your own understanding and helps others succeed.

1. List three guiding questions you would ask a younger learner who is planning a simple craft project.
   Show Answer

   Examples: “What is your product for and who will use it?” “Which materials will make it strong and safe?” “How much can you spend and where will you get the materials?”
2. Why is it helpful to look at plans while the project is still being prepared, not only after it is finished?
   Show Answer

   Because you can still change or improve materials and designs before spending time and money, preventing bigger problems later.
3. How does acting like a mentor or “teacher” help you become a better learner yourself?
   Show Answer

   You must explain ideas clearly, which deepens your own understanding, and you start to notice details you might ignore when you only focus on your own work.

💡 Example in Action

1. Example 1 – Quick Concept Map
   Imagine you draw a concept map with “Handicraft Supplies and Materials” at the center. Which four big branches will you add?
   Show Answer

   Sample branches: “Supplies vs. Materials,” “Classification by Source,” “Selection and Evaluation,” and “Problems and Solutions.” Other logical groupings are acceptable.
2. Example 2 – Evaluating Two Material Choices
   For a pencil case, Option A uses thin plastic wrap, while Option B uses medium-weight fabric. Which option is better and why?
   Show Answer

   Option B (medium-weight fabric) is better because it is stronger, more comfortable to use, and more durable for everyday handling compared to thin plastic wrap.
3. Example 3 – Improving a Simple BOM
   A BOM for four bookmarks lists: 4 sheets of cartolina, 1 bottle of glitter glue, 1 pack of stickers. What possible problem do you see?
   Show Answer

   One full sheet of cartolina may be more than needed for each bookmark; they could share sheets. Glitter glue and stickers might also be enough for many more bookmarks, so the plan may not consider leftover materials and cost.
4. Example 4 – Problem-Solving a Color Mismatch
   You planned earth-tone colors but could only buy bright neon beads. What can you do?
   Show Answer

   Adjust the design to a new theme that fits neon colors, look for alternative beads closer to earth tones, or combine neon beads with neutral materials (like wood) to soften the effect.
5. Example 5 – Creating a Simple Feedback Note
   Write a short, respectful feedback note for a classmate whose project used beautiful materials but weak glue on important joints.
   Show Answer

   Sample: “Your color and material choices are very attractive. I noticed some parts are starting to separate, maybe because the glue is not strong enough. You might try a stronger adhesive or add stitching on the areas that carry weight so your project will last longer.”

📝 Try It Out

Use these items as your practice set for the review. Answer in your notebook, then check with the answer keys.

1. Rewrite this sentence to show the difference between supplies and materials: “We used many materials like scissors, glue, fabric, and beads.”
   Show Answer

   Sample: “We used supplies like scissors and glue, and materials like fabric and beads.”
2. List three examples of plant-based materials that can be used in handicrafts in your community.
   Show Answer

   Examples: bamboo, buri or pandan leaves, abaca fiber, coconut shells, dried grasses. Answers may vary by community.
3. You want to make six simple friendship bracelets. Write a mini bill of materials (just materials) with approximate quantities.
   Show Answer

   Sample: Materials – 6 pieces of yarn or cord (about 40–50 cm each) and 60–90 beads in assorted colors (10–15 beads per bracelet).
4. Explain one advantage and one disadvantage of using recycled materials in a handicraft project.
   Show Answer

   Advantage: saves money, reduces waste, can create unique designs. Disadvantage: sizes and colors may not match perfectly; some recycled materials may need extra cleaning or preparation.
5. Choose any one materials problem from Day 3 (for example, weak cord, stock-out, bad storage). In your notebook, write the five problem-solving steps for that case.
   Show Answer

   Look for: (1) describe the problem; (2) identify the cause; (3) list possible solutions; (4) choose the best solution and apply it; (5) plan how to prevent it next time.
6. Draw a simple diagram of an organized craft storage box with at least four labeled sections.
   Show Answer

   Teacher checks for labels such as “paper,” “fabric,” “beads/buttons,” and “tools/adhesives,” with clear separation.
7. Write a short explanation of why appearance (color and texture) matters even when a product is strong.
   Show Answer

   Because users are more likely to enjoy, use, and buy items that look and feel good. Appearance affects how people value the product.
8. Create a two-row table in your notebook. In the first row, describe a “budget” materials set for a bookmark. In the second row, describe a “premium” materials set.
   Show Answer

   Sample: Budget – recycled cardboard, colored pens, reused ribbon; Premium – specialty board paper, printed scrapbook paper, metal charms, high-quality ribbon.
9. Imagine you are planning a small handicraft for sale. Write one sentence about how you will protect your customers’ safety through your material choices.
   Show Answer

   Sample: “I will avoid sharp edges and choking hazards, choose safe adhesives, and make sure materials are clean and properly attached.”
10. Complete this reflection sentence: “My biggest learning about supplies and materials this week is…”
    Show Answer

    Answers will vary. Encourage specific ideas such as planning, classification, budgeting, safety, or problem-solving.

✅ Check Yourself

This formative quiz mixes multiple-choice, true/false, and short-answer items based on the whole week.

1. (Multiple Choice) Which statement best describes materials?
   a. Tools that help you cut, join, or measure
   b. Items that are used only once then thrown away
   c. Substances that form part of the finished product
   d. Any item that is imported from another country
   Show Answer

   Correct answer: c. Substances that form part of the finished product.
2. (Multiple Choice) Which pair lists two supplies?
   a. Fabric and buttons
   b. Scissors and glue gun
   c. Yarn and beads
   d. Shells and bamboo
   Show Answer

   Correct answer: b. Scissors and glue gun.
3. (True/False) Plant-based materials always last longer than man-made materials.
   Show Answer

   False. Durability depends on the specific material and how it is used, not only on its source.
4. (True/False) A bill of materials can help you avoid running out of materials in the middle of a project.
   Show Answer

   True. It helps you plan quantities before starting.
5. (Short Answer) Give one example of an animal-based material used in handicrafts.
   Show Answer

   Examples: wool, silk, leather, shell pieces.
6. (Multiple Choice) Which item is most likely inorganic?
   a. Abaca fiber
   b. Glass bead
   c. Cotton fabric
   d. Wool yarn
   Show Answer

   Correct answer: b. Glass bead.
7. (Short Answer) Why can using very cheap, low-quality materials be a problem even if you save money at first?
   Show Answer

   Because the product may break, look poor, or be unsafe, leading to disappointed users and wasted time and money.
8. (Short Answer) What is one advantage of including possible substitute materials in your plan?
   Show Answer

   It prepares you for stock-outs or price changes so you can adjust quickly without stopping the whole project.
9. (Multiple Choice) Which situation shows a problem caused by poor storage?
   a. Beads fall off because the thread is weak
   b. Fabric fades and smells moldy after being kept near a damp wall
   c. Buyers dislike the chosen color
   d. The project exceeds the planned budget
   Show Answer

   Correct answer: b. Fabric fades and smells moldy after being kept near a damp wall.
10. (True/False) Safety is less important in handicrafts because they are only small projects.
    Show Answer

    False. Even small projects can cause injury or health problems if unsafe materials or methods are used.
11. (Short Answer) List two characteristics you should check when choosing material for a bag handle.
    Show Answer

    Examples: strength, thickness, comfort in the hand, resistance to tearing, and ability to hold stitching or glue.
12. (Short Answer) Why is it helpful to test a trial sample before making many copies of a product?
    Show Answer

    It lets you see if materials and design work well, catch problems early, and avoid wasting materials on many weak or unattractive products.
13. (Multiple Choice) Which action is part of a good problem-solving process?
    a. Ignoring the cause and just buying more materials
    b. Clearly describing what went wrong and why
    c. Blaming customers for using the product
    d. Stopping all projects permanently
    Show Answer

    Correct answer: b. Clearly describing what went wrong and why.
14. (Short Answer) In your own words, what does “cost-effective” mean in handicraft planning?
    Show Answer

    Getting good quality and performance from materials without spending more money than necessary.
15. (Reflection Check) Which part of working with supplies and materials do you feel confident about now, and which part do you want to improve?
    Show Answer

    Answers will vary. Learners might mention classification as a strength and budgeting or problem-solving as areas to improve.

🚀 Go Further (optional)

1. Personal Cheat Sheet – Create a one-page “cheat sheet” summarizing how to choose and care for supplies and materials.
   Show Answer

   Teacher guidance: Encourage learners to include short definitions, examples, and a simple checklist. This can be kept in their TLE notebook for future projects.
2. Mini Peer Quiz – In pairs, each learner writes three questions about supplies and materials and exchanges them with a partner.
   Show Answer

   Teacher guidance: After answering, pairs discuss and correct each other. This reinforces learning and builds confidence in explaining concepts.
3. Sample Project Audit – Choose any past craft you made. Analyze the materials used and write suggestions for improvement.
   Show Answer

   Teacher guidance: Ask learners to mention at least one strength and one improvement area (for example, stronger material, neater attachment, better color choice).
4. Community Materials Scan – Look around your neighborhood for potential local materials that could inspire future handicrafts.
   Show Answer

   Teacher guidance: Learners can list items or sketch them. Use this to connect classroom learning with local resources and culture.
5. Future Business Brainstorm – In small groups, brainstorm one simple handicraft product you might sell and list possible materials options (budget vs. premium).
   Show Answer

   Teacher guidance: Have groups present their ideas briefly, explaining their choices based on quality, safety, and cost-effectiveness.

🔗 My Reflection

Notebook prompt:

Look back at all four days of this lesson on supplies and materials. Write a short paragraph describing how your way of thinking has changed about planning handicraft projects. Mention one concept that was new for you, one skill you feel you improved, and one habit you want to practice (for example, making a BOM, checking safety, or organizing storage).

Show Answer

Teacher note: Look for evidence that learners can connect concepts across the four days and identify concrete next steps, not just general statements like “I learned a lot.” Encourage them to keep their reflection as a reminder for future TLE activities.

Lesson Tools

• 🎯 Learning Goals
• 🧩 Key Ideas & Terms
• 🔄 Quick Recall / Prior Knowledge
• 📖 Explore the Lesson
• 💡 Example in Action
• 📝 Try It Out
• ✅ Check Yourself
• 🚀 Go Further
• 🔗 My Reflection