SEMI-DETAILED LESSON PLAN FOR GRADE-7 MATHEMATICS

Prepared by: Jennelyn G.

Malayno
I. OBJECTIVES The students will be able to:
a. Recall how units of measurement have been calculated throughout
history.
b. Discuss the importance of accurate measurements and
c. Use their own feet as a standard measurement, and then measure
and compare distances.
A. Content Standard demonstrates understanding of the key concepts of measurement

B. PERFORMANCE STANDARDS is able to formulate real-life problems involving measurements and solve these
using a variety of strategies.

C. Learning Competency/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting
the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/Instances of the
new lesson
D. Discussing new concepts and practicing
new skills # 1
E. Discussing new concepts and practicing
new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
G. Finding practical application of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating learning
describes the development of measurement from the primitive to the present
international system of units.
M7ME-IIa-2
pp.124-132
pp.99-105
.
The teacher will ask the students about the previous discussion.
d. Recall how units of measurement have been calculated throughout
history.
e. Discuss the importance of accurate measurements.
f. Use their own feet as a standard measurement, and then measure
and compare distances.
determine the distances between the places listed below.
Distance between your school and the closest shopping mall
 Distance between your school and a school in another town in your state
 Distance between your town and a large city
Discuss the fact that inches and feet are our standard units of measurement for
length. Ask if we would use these same units to measure weight. When
students respond “no,” explain that we use grams to weigh things on a scale.
Display the balance scale, and put a small object (e.g., sea shells) in one side.
Have students work with a partner to measure the length of their feet without
shoes. Have them record this measurement in standard inches. Length of my
foot in standard inches:
Using their personal unit measurement, have students determine the length of
a personal nonstandard inch. They should divide the length of their foot by 12.
(Example: If a student’s foot measures 8 inches, a non-standard inch would be
8 divided by 12 = .6.) Students may round their answer to the nearest eighth.
Length of my personal inch in standard inches:
“Measurement rules our lives. It has sliced up our world and helped us impose
order and logic on our restless universe.” Ask students: What do you think the
narrator means? What would a world with no measurements be like?
The teacher will ask volunteer to summarize the topic.
Use the following three-point rubric to evaluate students’ work during this
lesson
 3 points: Students actively participated in class discussions about
measurements; accurately measured their own feet; correctly calculated all of
 the lengths and distances; demonstrated a clear understanding of the
importance of standard measurements.
 2 points: Students participated in class discussions about measurements;
closely measured their own feet; correctly calculated most of the lengths and
distances; demonstrated a satisfactory understanding of the importance of
standard measurements.
 1 point: Students did not participate in class discussions about
measurements; made sloppy, inaccurate measurements of their own feet;
could not calculate the lengths and distances; demonstrated a poor
understanding of the importance of standard measurements.
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?