7 Mathematics

Quarter 2-Module 1
Approximates the Measures of
Quantities Particularly Length,
Weight/ Mass, Volume, Time,
Angle and Temperature and Rate
M7MEIIa-3
Mathematics - Grade 7
Alternative Delivery Mode
Quarter 2-Module 1 – Approximates the measures of quantities
particularly length , weight/mass, volume, time, angle and temperature
and rate.
First Edition, 2020

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Published by the Department of Education - Region III

Secretary : Leonor M. Briones

Undersecretary : Diosdado M. San Antonio
Development Team of the Module
Author: Antonio A. Acob Jr.
Language Reviewer: Juleby S. Reyes
Content Editor: Cristina P. Castillo
Illustrator: Cristina P. Castillo
Layout Artist: Antonio A. Acob Jr.
Management Team

Nicolas T. Capulong, PhD, CESO V

Director III
OIC, Office of the Regional Director
Concurrent OIC, Office of the Schools Division Superintendent
Gregorio C. Quinto, Jr., EdD
Chief, Curriculum Implementation Division
Rainelda M. Blanco, PhD
Education Program Supervisor - LRMDS
Agnes R. Bernardo, PhD
EPS-Division ADM Coordinator
Glenda S. Constantino
Project Development Officer II
Francisco B. Macale
Division Mathematics Focal Person
Joannarie C. Gracia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph
 7
Mathematics
Quarter 2-Module 1
Approximates the Measures of
Quantities Particularly Length, Weight/Mass,
Volume, Time, Angle and Temperature and
Rate
M7MEIIa-3
 Introductory Message

For the facilitator:

Welcome to Mathematics 7 Alternative Delivery Mode (ADM) Module on Approximates the
measures of quantities particularly length , weight/mass, volume, time, angle and
temperature and rate.
This module was collaboratively designed, developed and reviewed by educators from
public institutions to assist you, the teacher or facilitator, in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire
the needed 21st century skills while taking into consideration their needs and
circumstances.
In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will help
you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners’ progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do
the tasks included in the module.

For the learner:

Welcome to Mathematics 7 Alternative Delivery Mode (ADM) Module on This module was
designed to provide you with fun and meaningful opportunities for guided and independent
learning at your own pace and time. You will be enabled to process the contents of the
learning resource while being an active learner.
This module has the following parts and corresponding icons:
 This will give you an idea of the skills or
competencies you are expected to learn in
What I Need to Know the module.

This part includes an activity that aims to

What I Know check what you already know about the
lesson to take. If you get all the answers
correct (100%)
you may decide to skip this module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

introduced to you in various ways; a story, a
What’s New song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
lesson. This aims to help you discover and
What is It understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank sentence/
paragraph to be filled in to process what you
What I Have Learned
learned from the lesson.
This section provides an activity which will
help you transfer your new knowledge or skill
What I Can Do into real life situations or concerns

This is a task which aims to evaluate your

level of mastery in achieving the learning
Assessment competency.
In this portion, another activity will be given
to you to enrich your knowledge or skill of
Additional Activities the lesson learned.
This contains answers to all activities in the
module.
Answer Key

At the end of this module, you will also find:

References- This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to con-
sult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

This module encourages you to learn on how to aproximate measurments.

At the end of this module, you are expected to:

• approximate measurements;
• use different measuring instruments to measure
length and distance, weight/mass, volume, time, temperature
and rate

Directions: Identify the given units below if what measurements is used for. Then write
your answer on the appropriate column below.

Length Weight/ Volume Time Angle Temperature

Mass

1. meters 5. Celsius 9. Fahrenheit 13. grams

2. kilograms 6. quarts 10. pounds 14. year

3. inches 7. liter 11. 90 degrees 15. minutes

4. yards 8. cubic meter 12. Kelvin

 What’s In

Directions: Identify the quantity that can be measured by each measuring device.
Write the initial/s of the answer in your answer sheet:
L for length H for time R for Rate
W/M for weight/mass A for Angle
V for volume T for temperature

______1. Meter Stick _______11. Wall clock

______2. Graduated Cylinder _______12. Protractor

______3. Thermometer _______13. Sundial

______4. Ruler _______14. T-square

______5. bottle of soft drink _______15. beam balance

______6. watch _______16. Hourglass

______7. Calendar _______17. Volumetric flask

______8. Barrels _______18. Beakers

______9. Trundle wheel _______19. Thermocouples.

______10. Weighing Scale _______20. Measuring tape

I. Direction: Using only parts of the arm, record your results in the table as follows:
Choose one member of your family and compare your results,

Arm part used (Span) Sheet of Intermediate Door

paper
Length Width Length Width Length Width
Arm part used
Your
measurement

Comparison
( One member of
the family)

II. Perform this activity :

Materials: teaspoon
label of liquid medicine
small glass
some liter of empty bottle

Procedure:
1. Use the label of medicine, what is the equivalent capacity of 1 teaspoon?
2. Using the teaspoon fill the small glass with water. How many milliliters
of water is the capacity?
3. Using the small glass , fill the 1 liter bottle of water. How may milliliters
of water is its capacity?

III. Instructions: Fill the table below according to the column headings. Choose which of
the available instruments is the most appropriate in measuring the given object’s weight.
For the weight, choose only one of the given units.

Instruments WEIGHT
Gram Kilogram Pound
1 Peso coin
5 Peso coin
Marble toy
Piece of stone
Yourself
 What is It

History of Measurement (Measuring length) As mentioned in the first activity, the inch,
foot and yard are said to be based on the cubit. They are the basic units of length of the
English System of Measurement, which also includes units for mass, volume, time,
temperature and angle. Since the inch and foot are both units of length, each can be
converted into the other. Here are the conversion factors, as you may recall from
previous lessons:
1 foot = 12 inches
1 yard = 3 feet
For long distances, the mile is used:
1 mile = 1,760 yards = 5,280 feet
Converting from one unit to another might be tricky at first, so an organized way of
doing it would be a good starting point. As the identity property of multiplication states,
the product of any value and 1 is the value itself. Consequently, dividing a value by the
same value would be equal to one. Thus, dividing a unit by its equivalent in another unit
is equal to 1.
The English System of Measurement was widely used until the 1800s and the 1900s
when the Metric System of Measurement started to gain ground and became the most
used system of measurement worldwide. First described by Belgian Mathematician
Simon Stevin in his booklet, De Thinned (The Art of Tenths) and proposed by English
philosopher, John Wilkins, the Metric System of Measurement was first adopted by
France in 1799. In 1875, the General Conference on Weights and Measures
(Conference Générale des pods et measures or CGPM) was tasked to define the
different measurements. By 1960, CGPM released the International System of Units
(SI) which is now being used by majority of the countries with the biggest exception
being the United States of America. Since our country used to be a colony of the United
States, the Filipino people were schooled in the use of the English instead of the Metric
System of Measurement. Thus, the older generation of Filipinos is more comfortable
with English System rather than the Metric System although the Philippines have
already adopted the Metric System as its official system of measurement.
The Metric System of Measurement is easier to use than the English System of
Measurement since its conversion factors would consistently be in the decimal system,
unlike the English System of Measurement where units of lengths have different
conversion factors. Check out the units used in your steep tape measure, most likely
they are inches and centimeters. The base unit for length is the meter and units longer
or shorter than the meter would be achieved by adding prefixes to the base unit. These
prefixes may also be used for the base units for mass, volume, time and other
measurements. Here are the common prefixes used in the Metric system.
 PREFIX SYMBOL FACTOR
tera T x 1,000,000,000,000

giga G x 1,000,000,000

mega M x 1,000,000

kilo k x 1,000

deka da X 10

Mass/ Weight
In common language, mass and weight are used interchangeably although weight is the
more popular term. Oftentimes in daily life, it is the mass of the given object which is
called its weight. However, in the scientific community, mass and weight are two different
measurements. Mass refers to the amount of matter an object has while weight is the
gravitational force acting on an object. Weight is often used in daily life, from commerce to
food production. The base SI unit for weight is the kilogram (kg) which is almost exactly
equal to the mass of one liter of water. For the English System of Measurement, the base
unit for weight is the pound (lb). Since both these units are used in Philippine society,
knowing how to convert from pound to kilogram or vice versa is important. Some of the
more common Metric units are the gram (g) and the milligram (mg) while another
commonly used English unit for weight is ounces (oz). Here are some of the conversion
factors for these units:
1 kg = 2.2 lb 1 g = 1000 mg
1 metric ton = 1000 kg
1 kg = 1000 g 1 lb = 16 oz

Volume

is the amount of space an object contains or occupies. The volume of a container is

considered to be the capacity of the container. This is measured by the number of cubic
units or the amount of fluid it can contain and not the amount of space the container
3
occupies. The base SI unit for volume is the cubic meter (m ). Aside from cubic meter,
3
another commonly used metric unit for volume of solids is the cubic centimeter (cm or
cc) while the commonly used metric units for volume of fluids are the liter (L) and the
milliliter (mL). Hereunder are the volume formulae of some regularly-shaped objects:
3
Cube: Volume = edge x edge x edge (V = e )

Rectangular prism: Volume = length x width x height (V = lwh)

Triangular prism: Volume = ½ x base of the triangular base x height of the triangular
base x Height of the prism

V= (1/2 bh) H
 2 2
Cylinder: Volume = π x (radius) x height of the cylinder (V = πr h) Other common reg-
ularly-shaped objects are the different pyramids, the cone and the sphere. The
volumes of different pyramids depend on the shape of its base. Here are their formulae:
2
Square-based pyramids: Volume = 1/3 x (side of base) x height of pyramid (V = 1/3 s 2
h)

Rectangle-based pyramid: Volume=1/3 x length of the base x width of the base x height
of pyramid (V=1/3 lwh)
Triangle-based pyramid: Volume = 1/3 x ½ x base of the triangle x height of the triangle x
Height of the pyramid

The English System of Measurement also has its own units for measuring volume or ca-
3
pacity. The commonly used English units for volume are cubic feet (ft ) or cubic inches
3
(in ) while the commonly used English units for fluid volume are the pint, quart or gallon.
Recall from the lesson on length and area that while the Philippine government has man-
dated the use of the Metric system, English units are still very much in use in our society
so it is an advantage if we know how to convert from the English to the Metric system and
vice versa. Recall as well from the previous lesson on measuring length that a unit can be
converted into another unit using conversion factors. Hereunder are some of the conver-
sion factors which would help you convert given volume units into the desired volume
units:
3 3
1 m = 1 million cm 1 gal = 3.79 L
3 3
1 ft = 1,728 in 1 gal = 4 quarts
3 3
1 in = 16.4 cm 1 quart = 2 pints
3 3
1 m = 35.3 ft 1 pint = 2 cups
1 cup = 16 tablespoons 1 tablespoon = 3 teaspoons

Since the formula for volume only requires length measurements, another alternative to
converting volume from one unit to another is to convert the object’s dimensions into the
desired unit before solving for the volume.
For example: 1. How much water, in cubic centimeters, can a cubical water tank hold if it
has an edge of 3 meters?
Solution 1 (using a conversion factor):
3 3 3
i. Volume = e = (3 m) = 27 m
3 3 3 3
ii. 27 m x 1 million cm /1 m = 27 million cm

Solution 2 (converting dimensions first):

i. 3 m x 100 cm / 1 m =a 300 cm
3 3 3
ii. Volume = e = (300 cm) = 27 million cm
Angles
Derived from the Latin word angulus, which means corner, an angle is defined as a figure
formed when two rays share a common endpoint called the vertex. Angles are measured
either in degree or radian measures. A protractor is used to determine the measure of an
angle in degrees. In using the protractor, make sure that the cross bar in the middle of
the protractor is aligned with the vertex and one of the legs of the angle is aligned with
one side of the line passing through the cross bar. The measurement of the angle is
determined by its other leg.

Types of Angles

45° 90° 150° 230°

Acute Angle Right Angle Obtuse Angle Reflex Angle

Less than 90° Equal to 90° More than 90° but More than 180° but
less than 180° less than 360°

Temperature is the measurement of the degree of hotness or coldness of an object or

substance. While the commonly used units are Celsius (C) for the Metric system and
Fahrenheit (F) for the English system, the base SI unit for temperature is the Kelvin (K).
Unlike the Celsius and Fahrenheit which are considered degrees,

Hereunder are some conversion factors:

°C =( )(˚F – 32)
°F =( )(°C) + 32
°K = °C + 273.15

For example:
Convert 100°C to °F: °F = (9/5)(100 °C) + 32
= 180 + 32
= 212 °F
Independent Activity 1.

A. Directions: Solve using estimation method, show your solution of your answer.

1. How long if the 20 inches rod will be doubled in size?

2. If a bag of sand weighing 25 kilograms each, what will be the total weight of a 10 bags
of sand?

3. A 10 glass of water has a volume of 1 liter, if you fill a jar with 5 litters of water, how
many glass of water you need?

4. If you a body temperature of 37˚ C, if your temperature increases to 5˚ C, what will be

your present body temperature?

5. If a right angle added to obtuse angle with a degree of 100˚, what will be the total
angle measure of the two angles?

B. Direction: Match the correct answer from column A to column B

A B

_____1. An Angle with 50˚ angle measure A. 2 yards

_____2. 30 Ounce of a volume will be tripled B. Acute angle

_____3. Value of 6 feet in yard C. Cubit

_____4. = (5 /9)( F – 32) D. ˚Celsius

_____5. They are the basic units of E. 90 Ounce

length of the English System
Independent Assessment 1.

Direction: Estimate the measure of length

given below:
Paper clips
1.

Paper clips
2.

Paper clips
3.

Paper clips
4.

Paper clips
5.

Independent Activity 2.

Direction: Estimate the measure of volume given below:

1. ______ml 2. ______ml

3._______ml 5._________ml 4.________ml

Independent Assessment 2.

Direction: Estimate the measure of temperature given below:

1. ___˚ C 2. ____˚ F

3. ____˚ C 4. ____˚ F 5. ____˚ F

Independent Activity 3.

Direction: Estimate the measure of an angle using protractor on given below:

1. _____˚ 2. ______˚

3._____˚ 4. ______˚ 5. ______˚

Independent Assessment 3.
Direction: Make the scale balance by filling in the correct weight.
Write you answer on the blank.

10 kg. ? 30 kg.

1._____kg.

15 kg. 5 kg. ?

2._____kg.

55 kg. 30kg. ?

3._____kg.

5 kg. 40 kg. 30 kg. ?

4._____kg.

30 kg. 5 kg. 5 kg. ? 10kg.

5._____kg.
Direction: Fill in the blanks with the correct answer.

1. _______ feet is equivalent to 12 inches in measuring length.

2. ________ grams is equivalent to 2 kilograms in measuring weight/ mass.

3. The equivalent angle measure of a right angle is _______ degrees.

4. The unit of measurement used in measuring volume in metric system is _______.

5. The formula in converting the value of temperature in measuring Fahrenheit to

Celsius is _________?

6. _________ is the most commonly used as unit in measuring volume of liquid in metric
system.

7. ___________is the most commonly used in unit in measuring length in English

system.

8. The formula in converting the value of temperature in measuring Celsius to

Fahrenheit is _________?

9. An angle with 120˚ angle measures is called _______ angle.

10. ________ is the commonly used unit of measurement in measuring volume in

English system.

Solve the given problem below:

A carpenter and his son plan to build a extra room of their house, they need to
measure the length, width, and height of the room, the also need a bag of cement for
the flooring of the house, a pail of water for the mixture of the cement and a hot
temperature to harden the cement on flooring.

Materials:
4 yards of wood for the length 40,000 grams of cement
12 Feet of wood for the with 10 Gallons of water
48 inches for the height 37˚ Celsius of room temperature
QUESTIONS
DIRECTIONS: Solve the given questions below (Show your Solutions):

1. Give the value of measurement of the wood in meters on the given materials on length,
width, and height .

2. What is the equivalent of measure of weight of the cement in kilograms?

3. How many liters of water need in building the house based on the given material in the
problem?

4. Find the temperature in Fahrenheit based of the given temperature on the problem.

DIRECTIONS: Select the later of the correct answer.

1. The value of 12 inches if feet is?

a. 24 ft. b. 1 ft. c. 10 ft. d. 12 ft.

2. The value of 8 feet in inches is?

a. 96 ft. b. 9 ft. c. 16 ft. d. 6 ft.

3. It is the distance from the tip of the little finger to the tip of the thumb of an outstanding
hand.
a. span b. palm c. foot d. cubit
4. How many feet are there in 1 yard?
a. 6 feet b. 3 feet c. 5 feet d. 10 feet

5. A unit of measure used in measuring weight.

a. liter b. meter c. grams d. Celsius

6. What is the equivalent term of prefix Tera?

a. Trillion b. Billion c. Thousand d. Hundred

7. What prefix has an equivalent of 0.001?

a. centi b. mili c. deci d. micro

8. If the a 3 gallon of water doubled, what will be the volume?

a. 9 gallons b. 3 gallons c. 6 gallons d. 10 gallons
9. Convert 10 millimeters to meter
a. 0.1 meters b. 100 meters c. 0.001 meters d. 0.01 meters

10. How many kilograms are there in 3 metric tons?

a. 30,000 Kg b. 300 Kg c. 3 Kg d. 30 Kg

11. How may gallon are there in 3.79 liter

a. 1 gallon b. 10 gallons c. 20 gallons d. 0.1 gallon

12. Angle that measures more than 90° but less than 180°
a. Reflex angle b. Obtuse angle c. Right angle d. Acute angle

13. what type of angle that measures 91° ?

a. Reflex angle b. Obtuse angle c. Right angle d. Acute angle

14. what type of angle that measures 181° ?

a. Reflex angle b. Obtuse angle c. Right angle d. Acute angle

15. The value of 45° Celsius in Fahrenheit is?

a. 113° F b. 13° F c. 131° F d. 311° F

16. The value of 100° Celsius in Fahrenheit is?

a. 12° F b. 212° F c. 11° F d. 221° F

17. The value of 194° Fahrenheit in Celsius is?

a. 90° C b. 9° C c. 900° C d. 99° C

18. The value of 273.15 ° Kelvin in Fahrenheit ?

a. 23° F b. 32° F c. 322° F d. 233° F

19. The value of 726.85° Celsius in Kelvin is?

a. 1000° K b. 100° K c. 10° K d. 1° K

20. what is the formula to solve a unit o temperature from Fahrenheit to Celsius?
a. C = (5/9)(F – 32) b. C = (5/9)(F + 32) c. C = (F – 32) d. C = (5/9)(F)

Direction: Solve the given problem below (Show your solution).

1. When Sebastian weighed his balikbayan box, its weight was 34 kg. When he got to
the airport, he found out that the airline charged Php 5 for each lb in excess of the
free baggage allowance of 50 lb. How much will Sebastian pay for the excess
weight?
What I Know
What’s In
What’s More
Independent Activity 1 Independent Activity 2 Independent Activity 3
A. B.
1. 40 inches __B_1. 1. 350 ml 1. 60˚
2. 250 kilograms __E_2. 2. 500 ml 2. 90˚
3. 50 glasses __A_3. 3. 250 ml 3. 140˚
4. 37˚ C __D_4. 4. 750 ml 4. 135˚
5.190˚ __C_5. 5. 1000 ml 5. 35˚
Independent Assessment 1 Independent Assessment 2 Independent Activity 3
1. 7 paper clips 1. 30˚ C 1. 20 kg.
2. 11 paper clips 2. 40˚ F 2 15 kg.
3. 2 paper clips 3. 50˚ C 3. 25 kg.
4. 6 paper clips 4. 20˚ F 4. 15 kg.
5. 8 paper clips 5. 70˚ F 5. 20 kg.
What I have Learned What I can Do
1. 2 1.length = 3.66 Meters
2. 2000 Width = 7.31 Meters
3. 90 Height = 12.7 Maters
4. Cubic meter
5. C = (5/9)(F – 32) 2. 40 kilograms
6. Liter
7. Foot/ feet 3. 37.85 liters
8. F = (9/5)(C) + 32
9. Obtuse 4. 98.6 ° F
10. Degree
Assessment
1. b
2. a
3. a
4. b
5. c
6. a Additional Activity
7. a
8. c Solution
9. d
10. a Step 1: 34 kg -> lb
11. a 34 kg x 2.2 lb / 1 kg = 74.8 lb
12. b
13. b Step 2: 74.8 lb – 50 = 24.8 lb in
14. a excess
15. a Step 3: Payment = (excess lb)
16. b (Php5)
17. a
18. b = (24.8 lb)($5)
19. a
20. a
 References

Garces, I. J. L., et. al (2013). Grade 7 Mathematics Teacher’s Guide”.

DepED-IMCS.Pasig City, Philippines

Mathematics Grade 7 Learner’s Material, First Edition. Pasic City, Philippines:

Department of Education-Instructional Materials Council Secretariat.
2013.
 For inquiries or feedback, please write or call:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan

Email address: lrmdsbulacan@deped.gov.ph