SEMI-DETAILED LESSON PLAN FOR GRADE-7 MATHEMATICS

Prepared by: Jennelyn G.

Malayno
I. OBJECTIVES The students will be able to:
a. Compare two or more objects according to an appropriate measure;
b. Classify objects according to their appropriate measure; and
c. Activate student’s knowledge by cutting out irregular shapes from large
pieces of paper in relation to measurement
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 approximates the measures of quantities particularly length , weight/mass, volume,
Write the LC code for each. time, angle and temperature and rate.
M7ME-IIa-3
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp.124-132
2. Learner’s Materials pages pp.99-105
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES .
A. Reviewing previous lesson or presenting Review previous lessons in terms of the following ideas: a. Standard vs.
the new lesson nonstandard units
b. Length and width
c. Inches, feet, degrees, grams
d. Tools of measurement
B. Establishing a purpose for the lesson compare and order two or more objects according to an appropriate measure (e.g.,
length, mass, area, temperature, capacity), and use measurement terms (e.g.,
hot/cold for temperature, small/medium/large for capacity, longer/shorter or
thicker/thinner for length); • demonstrate, through investigation, a beginning
understanding of the use of nonstandard units of the same size (e.g. straws, paper
clips).
C. Presenting examples/Instances of the 3 large paper islands. Create the islands by cutting out irregular shapes from large
new lesson pieces of paper (e.g., mural paper, sheets of Bristol board taped together, sheets of
newspaper taped together). Each paper island should be large enough that 5 to 8
students can stand on it. The paper islands should be different shapes, as
illustrated below. – paper plates (enough to cover all three paper islands) – objects
for covering the paper islands (e.g., index cards, bean bags, shoes) – AreaK.BLM1:
Whose Footprint Is Larger? (1 per student
D. Discussing new concepts and practicing Conduct the following activity in a large room (e.g., a gym) that has adequate floor
new skills # 1 space. Activate students’ knowledge about islands. For example, you might have
students discuss the meaning of island, describe islands that they have visited,
draw a picture of an island shape surrounded by water, identify island countries
where they or their relatives were born, and/or find islands on a map or a globe.
E. Discussing new concepts and practicing Explain the following: “When people fly in an airplane over an ocean, they can
new skills # 2 sometimes see islands when they look out the airplane window. They know that
they are looking at islands, because they see pieces of land that are surrounded by
water. Sometimes they see big islands, and sometimes they see small islands.
They also see that the islands are different shapes.”
F. Developing mastery Review the activity with students by asking the following questions: • “Which island
(leads to Formative Assessment 3) is largest? How do you know that it is the largest island?” • “Which island is
smallest? How do you know that it is the smallest island?” • “How did we use paper
plates to find the largest island?”
Reinforce concepts about area by discussing the following questions: • “Which
island has the greatest area? How do you know?” • “Which island has the smallest
area? How do you know?” • “How could we find the area of an island using sheets
of paper? Using playing cards?”
G. Finding practical application of concepts “Measurement rules our lives. It has sliced up our world and helped us impose
and skills in daily living 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?
H. Making generalizations and abstractions The teacher will ask volunteer to summarize the topic.
about the lesson
I. Evaluating learning Observe students to assess how well they: • demonstrate an understanding of
surface; • cover the surfaces of shapes with objects (e.g., minimize gaps and
overlays); • use appropriate language (e.g., larger, smallest ) in comparing areas; •
demonstrate a beginning understanding of the use of non-standard units (e.g. paper
plates, index cards) to measure area.
J. Additional activities for application or Question the students for understanding. Monitor students as they work on their
remediation activity.
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?