Daily Lesson Log: Teaching Dates and Time

School Grade Level GRADE 7
Teacher Learning Area Mathematics 7
Teaching Dates
DAILY LESSON LOG and Time Quarter 2
The learner demonstrate understanding of the key concepts of

measurement.
B. Performance Standards The learner is able to formulate real-life problems involving measurements
and solve these using a variety of strategies.
C. Learning Competencies/
Objectives
Illustrates what it means to measure. (M7ME – II a - 1)
(Write the LC code)

At the end of the lesson, the learners will be able to . . .
1. Describe what it means to measure;
D. Objectives
2. Appreciate the primitive method of measurements.
3. Use body parts to estimate the measurements.
II. CONTENT MEASUREMENT (Measuring Length)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Math G7 TG pp.116 – 125
2. Learner’s Materials pages pp. 91-98
3. Textbook pages
4. 4.Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Activity Sheet, Objects inside the Classroom
IV. PROCEDURES
 Let the students list some measuring tools they can see in the
A. REVIEW classroom.
Activity 1
Instructions: Determine the dimension of the following using only parts of
your arms. Record your results in the table below. Choose a classmate
and compare your results.
B. ACTIVITY
Ask the students;
Teaching Dates
1. What is the appropriate arm part to use in measuring the length and
width of the sheet of paper? of the teacher’s table? Of the classroom?
What was your reason for choosing which arm part to use? Why?
2. Did you experience any difficulty when you were doing the actual
measuring?
3. Were there differences in your data and your classmate’s data? Were
the differences significant? What do you think caused those differences?
 A storytelling about the history of measurement in earliest times.
Ask the following questions;
1.Can you name other body measurements which could have been used
D. ABSTRACTION as a nonstandard unit of measurement?
2. How measurement evolves?
3. What might happen if we are still using this kind of measurement in the
present?
Group Activity:
 Let each group will cite a situation in their home/school/community that
uses primitive method of measurement.
E. APPICATION
Guide Questions:
1. Can you relate an experience in your community where a non-standard
unit of measurement was used?
Formative Test (Short quiz)
Instructions: Use your body parts to measure the following.
1.Ballpen
2. Length of the window pane
F. ASSESSMENT 3. Length of your foot from the tip of your heels to the tip of your toes
4. Height of the Chalkboard
5. Length of the Chalkboard.
Draw the different measuring materials nowadays.

G. AGREEMENT
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
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?
Teaching Dates
Prepared by:
JULIE MAE M. ANINO

SST-I, Las Nieves NHS
A. Content Standards The learner demonstrate understanding of the key concepts of

measurement.
 Describes the development of measurement from the primitive to the
present international system of units. (M7ME – II a – 2)
Objectives  Approximates the measures of quantities particularly length,
a. (Write the LC code) weight/mass, volume, time, angle and temperature and rate.
(M7ME-IIa-3)
1. Estimate or approximate length;
D. Objectives 2. Compare the primitive to the present international system of units.
3. Appreciate the application of the present international system of units
4. Use appropriate instruments to measure length
II. CONTENT MEASUREMENT (Measuring Length)
A. References
1. Teacher’s Guide pages Math G7 TG pp.118-125
3. Textbook pages
4. Additional Materials from
B. Other Learning Resources Activity Sheets, Measuring Tools, Video Presentation
IV. PROCEDURES
A. REVIEW Let students recall history of measurement based on the previous
discussion through oral recitation. /Recap of previous discussion.
Instructions: Determine the dimension of the following using the

appropriate instruments (provided by the teacher). Record your results in
the table below. Choose a classmate and compare your results.
B. ACTIVITY
Sheet of
intermediate Teacher’s Table Classroom
Paper
Length Width Length Width Length Width
Arm’s part
Teaching Dates
Measurement
Instruments
Measurements
Comparison to:
(Classmate’s
name)
Ask the students;

1. What was your reason for choosing which unit to use? Why?
C. ANAYSIS 2. What difficulty, if any, did you experience when you were doing the actual
measuring?
3. Were there differences in your data and your classmate’s data? Were
the differences as big as the differences when you used non-standard units
of measurement? What do you think caused those differences?
 Present a video presentation about the comparison of the nonstandard

units of measurement and the international system of units.
 Trace the development of measurement from primitive to the present
international system of units through an interactive discussion.
D. ABSTRACTION
Ask the students;
1. What can you say about international systems of units?
2. What is the difference of the nonstandard units of measurement and the
international system of units?
3. Which method gives you an approximate measurement? Why?
 Let the students give an example/situation they experience using

measurement in both primitive and present method.
 Let the students explain the significance of measurement in our daily
lives and determine the advantages and disadvantages of non-
E. APPICATION standard units of measure and metric system.
Ask the students;

1. Is it important to know about measurement? Why?
2. What are the tools in your house you use in measuring?
3. How did you use it?
4. Are these tools useful? Why?
 Formative Test (Short Quiz)
Teaching Dates
I. Answer the following questions;

1. It is considered as half cubit. A: Handspan
2. It is 1/6 of a cubit. A: Palm
F. ASSESSMENT 3. What are the three basic units of length in the English system of
measurement? A: inch, foot, yard
4. It is also called a cubit. A: Forearm length
5. It is the base unit for length in the metric system. A: meter
II. Complete the table.

Exact Measurement
Estimated
(use measuring
Measurement
devise)
6. Long Bond paper
7. Notebook
8. BallpenResearch a conversion table/factors for English and Metric System of

G. AGREEMENT Measurement and memorize it.
9. Blackboard
V. REMARKS 10. Hallway of the 3

classroom (3rd floor)
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
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?
Written by:
JULIE MAE M. ANINO


measurement.
C. Learning Competencies/ Converts measurements from one unit to another in both Metric and
Objectives
English systems. *** (M7ME-IIb-1)
a. (Write the LC code)
Teaching Dates
D. Objectives At the end of the lesson, the learners will be able to . . .

1. Explain the process of conversion.
2. Realize how conversion is significant in doing a task/job
3. Convert length measurement from one unit to another.
II. CONTENT MEASUREMENT (Conversion of Measurement)
A. References
3. Textbook pages
B. Other Learning Resources ICT, Video Presentation, Factsheets from the internet, and Flash Cards
IV. PROCEDURES
 Students will answer the flash cards orally.
Complete the conversion factors below;
1. 1 foot = _______ inches
A. REVIEW 2. 1 yard = _______ feet
3. 1 meter = _______ centimeter
4. 1 km = ______ meter
5. ____miles = _______ yards
GROUP ACTIVITY
 Each group will be given 10 minutes to do the task in every center.
 Questioning will be done after doing all the task.
B. ACTIVITY Reading Center

 Students will gather definition, information and ideas from the reading
materials and summarize it.
 The leader of the group will lead the sharing of thoughts and ideas
based on the readings.
 Students can ask /clarify questions and ideas from the teacher.
C. ANAYSIS
Manipulative Center
Do this activity;
Instructions: Using the tape measure, determine the length of each of the
following in cm. Convert these lengths to meters.
Ask the following;
1. How did you convert each length?
Teaching Dates
2. What method did you use in converting each length?

3. Can you think of other way in converting these lengths?
Computer Center
 Students will watch video about conversion and some of its
applications in real-life setting.
D. ABSTRACTION  Repeat the presentation until it is fully understood.
Ask the following;
1. What did the video convey to us?
2. What are steps on converting measurements?
3. What insights/lesson we can get out from the video?
Journal/Writing Center
 The group will write a reflection /insights about the video and from the
E. APPICATION
activity.
 This includes a scenario/situation describing or applying the
conversion of units.
 Formative Test (Activity Sheet)

Instructions: Using the data from table 1, convert the dimensions of the
sheet of paper, teacher’s table and the classroom into Metric units.
Recall past lessons on perimeter and area and fill in the appropriate
columns.
F. ASSESSMENT
Art/Activity Center
G. AGREEMENT  Each group will create a song/poem/roleplaying/ pertaining the
importance of conversion in our life.
 Present it to the class next meeting.
V. REMARKS
VI. REFLECTION
H. No. of learners who earned 80% in the evaluation
I. No. of learners who require additional activities for remediation
J. Did the remedial lessons work? No. of learners who have caught up with the
lesson
K. No. of learners who continue to require remediation
Teaching Dates
L. Which of my teaching strategies worked well? Why did these work?

M. What difficulties did I encounter which my principal or supervisor can help me
solve?
N. What innovation or localized materials did I use/discover which I wish to

Written by:
JULIE MAE M. ANINO


measurement.
Teaching Dates
Objectives Solves problems involving conversion of units of measurement. ***

D. (Write the LC code) (M7ME-IIb-2)
E. Objectives
1. analyze problems involving conversion of units of measurements;
2. value the lesson for future use; and
3. solve problems involving measurement and conversion of units.
II. CONTENT
MEASUREMENT (Solving Problem in the Conversion of Measurement)
A. References
3. Textbook pages
B. Other Learning Resources ICT, Charts, Flash Cards
IV. PROCEDURES
 Students will answer orally.
Convert the following;
1. 5000 kilometer to meter
A. REVIEW 2. 10 inches to centimeter
3. 120 meter to centimeter
4. 9 yards to inches
5. 5 miles to kilometer
B. ACTIVITY
GROUP ACTIVITY
 Each group will collaboratively solve a problem.
 They will present one of their output to the class and will be rated
through a rubric w/ corresponding points.
Presentation Rubric
 Content/Answer - 20 points
 Delivery/Explanation - 20 points
 Visual Aids -5 points
 Organization/Teamwork -5 points
TOTAL 50 points
Problem 1(G1): Two friends, Zale and En zo, run in marathons. Zale
(interview him) finished a ____-km marathon in Butuan while Enzo
(interview him) finished a ____-mile marathon in Cagayan City. Who
between the two ran a longer distance? By how many meters?
Problem 2 (G2): Teacher Julie wants to fence her square garden located at
Teaching Dates
the back of her classroom, which has a side of feet, with two rows of barb
wire. The store sold barb wire by the meter at P12/meter. How much
money will Teacher Julie need to buy the barb wire she needs?
Problem 3(G3): A rectangular room (your classroom) has a floor area of

________ square meters. How many tiles, each measuring 50 cm x 50 cm,
are needed to cover the entire floor?
Ask the students during group presentations;
1. What is asked in each problem?
C. ANAYSIS 2. How did you find the answer of each problem?
3. It is easy for you find each solution? Why?
Concept Web Making
 Students will fill up the concept web about the measurement.
D. ABSTRACTION English System of Unit

International System
of Unit
Metric System of Unit
Measurement
Premitive Method Body Parts
 Let the students list 10 problems or specific situations they experience

at home/school/community that involves measurement and make this
E. APPICATION lesson helpful in taking those problems.
 Let the students explain the significance of measurement in our daily
lives.
 Formative Test (Carousel Method)

Solve the following problems below.
1. Jessica is measuring two line segments. The first line segment is 30 cm

long. The second line segment is 500 mm long. How long are the two line
F. ASSESSMENT segments together? (answer in cm)
2. Aaron bought 9m and 75 cm of cloth. He used 2m and 30 cm from it.
How much cloth is left?
3. Brad’s father asked an engineer to survey the field behind their house.
He wanted to plant some corn and mango trees there. According to the
survey, the field id thirty-two feet long and six yards wide. What is the
perimeter of the field in feet?
G. AGREEMENT
 Print out a copy of conversion tables in length, weight/mass, volume,
and time and laminate it.
V. REMARKS
Teaching Dates
VI. REFLECTION
O. No. of learners who earned 80% in the evaluation
P. No. of learners who require additional activities for remediation
Q. Did the remedial lessons work? No. of learners who have caught up with the
lesson
R. No. of learners who continue to require remediation
S. Which of my teaching strategies worked well? Why did these work?
T. What difficulties did I encounter which my principal or supervisor can help me
solve?
U. What innovation or localized materials did I use/discover which I wish to
Written by:
JULIE MAE M. ANINO

Teaching Dates

Daily Lesson Log: Teaching Dates and Time

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School Grade Level GRADE 7

Teacher Learning Area Mathematics 7

The learner demonstrate understanding of the key concepts of

Illustrates what it means to measure. (M7ME – II a - 1)

(Write the LC code)

Teacher Learning Area Mathematics 7

Draw the different measuring materials nowadays.

Teacher Learning Area Mathematics 7

JULIE MAE M. ANINO

A. Content Standards The learner demonstrate understanding of the key concepts of

Instructions: Determine the dimension of the following using the

School Grade Level GRADE 7

Teacher Learning Area Mathematics 7

Ask the students;

 Present a video presentation about the comparison of the nonstandard

 Let the students give an example/situation they experience using

Ask the students;

School Grade Level GRADE 7

Teacher Learning Area Mathematics 7

I. Answer the following questions;

II. Complete the table.

8. BallpenResearch a conversion table/factors for English and Metric System of

V. REMARKS 10. Hallway of the 3

JULIE MAE M. ANINO

A. Content Standards The learner demonstrate understanding of the key concepts of

School Grade Level GRADE 7

Teacher Learning Area Mathematics 7

D. Objectives At the end of the lesson, the learners will be able to . . .

B. ACTIVITY Reading Center

Teacher Learning Area Mathematics 7

2. What method did you use in converting each length?

 Formative Test (Activity Sheet)

School Grade Level GRADE 7

Teacher Learning Area Mathematics 7

L. Which of my teaching strategies worked well? Why did these work?

N. What innovation or localized materials did I use/discover which I wish to

JULIE MAE M. ANINO

A. Content Standards The learner demonstrate understanding of the key concepts of

School Grade Level GRADE 7

Teacher Learning Area Mathematics 7

Objectives Solves problems involving conversion of units of measurement. ***

III. LEARNING RESOURCES

Teacher Learning Area Mathematics 7

Problem 3(G3): A rectangular room (your classroom) has a floor area of

Concept Web Making

 Students will fill up the concept web about the measurement.

D. ABSTRACTION English System of Unit

Premitive Method Body Parts

 Let the students list 10 problems or specific situations they experience

 Formative Test (Carousel Method)

1. Jessica is measuring two line segments. The first line segment is 30 cm

School Grade Level GRADE 7

Teacher Learning Area Mathematics 7

JULIE MAE M. ANINO

Teacher Learning Area Mathematics 7

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