Detailed Region XI Grade Level 7

Lesson Learning MATHEMATICS

Teacher RECHEL MAE M. MUGAS
Plan Area
Teaching
Date and Sept. 24, 2019 7:45-8:45 Quarter 2nd
Time

I. OBJECTIVES
A. Content Standard  The learner demonstrates understanding of key concepts
of measurement.
B. Performance  The learner is able to formulate real-life problems
Standard involving measurements and solve these using a variety
of strategies.
C. Learning  The learner approximates the measure of quantities
Competency particularly length, weight/mass, volume, time, angle
and temperature, and rate. (M7ME-IIa-3)
D. Specific Objectives At the end of the lesson, the students should be able to:
a. Estimate or approximate measures of time and speed;
b. Use appropriate instruments to measure time and
speed;
c. Solve problems involving time and speed; and
d. Describe the importance of time and speed in real-life
situation.
II. CONTENT Measurement (Time and Speed)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
Mathematics Learners’ Module for Grade 7 Pages 135 - 136
Pages
2. Learner’s Material 1. OHSP Math 1 – Quarter 1, Module 1.9: Measuring
pages Devices and Conversion of Units of Measure
2. BEAM 1 – Module 1: Measurement
3. EASE I – Module 1: Be Precise and Accurate
3. Textbook pages
B. Other Learning Integrated Mathematics (Textbook for First Year) by
Resources Cecile M. De Leon (pages 14 - 15)
C. Values  patience
 center of life
 focus
D. Integration to  Science – acceleration and speed
 ESP – valuing the importance of God in our lives
 ICT – application of power point presentation

IV. LEARNING PROCEDURE

Teacher’s Activity Student’s Activity
Daily Routine
May we all stand for the prayer? (A student lead the prayer)
Good morning class! Good morning Ma’am Mugas.
Before we start our class for today. Kindly
arrange your chairs properly and make sure (Students follow the instructions properly)
that your places are well organized.
Maria, kindly check our attendance for today? “Okay Ma’am”
A. REVIEW
“Before we formally start our lesson this (Students are raising their hands)
morning, let’s have first a review. What is our
topic last day?”
“Yes Japhet?” “Our topic yesterday is all about
measurements, Ma’am.”
“Very good Japhet. So What have you learned “I learned how to measure angles using a
about our topic yesterday?” protractor and estimate angle measurement.”
“Very well said Japhet.
 B. MOTIVATION
“Now, I want you to form your line outside and
choose you pair. Using your timer in your
(Students are listening.)
phone, record the time (in second) on how fast
your partner will run in 10 meters.”
“Are you ready? Okay, record the time of your
(Students are running and recording.)
partner in 1, 2, 3, GO!”
“Okay! Switch! Record the time of your partner
(Students are running and recording.)
in 1, 2, 3, GO!”
“Okay! Since we are all done, let us go back
inside the classroom to continue our
discussion.”
“How was your activity?” (Students will raise their hands)
“Yes Ramises?” “Ma’am, I really enjoyed it because we were able
to run outside and we are like playing. We feel
like we are in a race and there is a reward.”
“Thank you Ramises. It seems that you really
enjoyed it.”
“Another observation from the girls’ side?” (Students will raise their hands)
“Yes Reche Mae?” “Ma’am, I observed that me and my partner
didn’t have the same time recorded in our
notebook.”
“Why do you think you differ in time, Reche “Ma’am, maybe because I run slower than my
Mae?” partner.”
“What happened when you run slower or when (Students will raise their hands)
you run faster?”
“Yes Merald?” “Ma’am, I think that if you will run slower, your
time will increase but if you will run faster, your
time be less.”
“Exactly Merald. You got it right!”
“In your activity, the more you run faster, the
less your time in second will be recorded but if
you will run in a slower phase, your time will
increase.”
And now, our new topic is related to time. Let
us read our lesson objectives for this morning.
Altogether. (The students will read the Learning
Objectives)
C. LESSON PROPER
“Last day, we talked on bow to measure angle The concept of time is self-evident. An hour
and now, we will discuss the measurement for consists of a certain number of minutes, a day of
time. What is the concept of time? Everybody hours and a year of days. But we rarely think
read.” about the fundamental nature of time. The
concept of time is very basic and is integral in
the discussion of other concepts the discussion
of other concepts such as speed.
“Thank you so much for reading.”
“Now, what is the meaning of time in your own (Students are raising their hands)
words?
“Yes Shania?” Time is the indefinite continued progress of
existence and events that occur in an apparently
irreversible succession from the past, through
the present, into the future.
“Thank you so much Shania.”
“And now, who can tell me the definition of (Students are raising their hands)
speed in your own words?”
“Yes Jhonrix?” Speed is the distance traveled per unit of time. It is
how fast an object is moving.
“Very well said Jhonrix.”
“I think that you are ready for our topic for
today.”
The concept of time is very basic and is integral
in the discussion of other concepts such as
speed. Currently, there are two types of
notation in stating time, the 12-hr notation
(standard time) or the 24-hr notation (military
or astronomical time). Standard time makes
use of a.m. and p.m. to distinguish between the
time from 12midnight to 12 noon (a.m. or ante
meridiem) and from 12 noon to 12 midnight
(p.m. or post meridiem). This sometimes leads
to ambiguity when the suffix of a.m. and p.m.
are left out. Military time prevents this
ambiguity by using the 24-hour notation where
the counting of the time continues all the way
to 24. In this notation, 1:00 p.m. is expressed
as 1300 hours or 5:30 p.m. is expressed as
1730 hours.
Speed is the rate of an object’s change in
position along a line. Average speed is
determined by dividing the distance travelled by
the time spent to cover the distance (Speed =
distance/time or S = d /t , read as “distance
per time”). The base SI unit for speed is meters
per second (m /s). The commonly used unit for
speed is Kilometers/hour (kph or km/h) for the
Metric system and miles/hour (mph or mi/hr)
for the English system.
“As you can observe, speed is nothing without
time, so in finding the speed, time is required.
Let’s have this example.”
1. A car left the house and travelled at an
average speed of 60 kph. How many minutes
will it take for the car to reach the school which
is 8 km away from the house?

“What is our first step in finding the answer?” (Students are raising their hands)
“Yes Eliza?” “Ma’am, the first step in finding the answer is to
know what is the question.”

“Very good Eliza! So what is the question?”
“Very good! Thank you Eliza. Since we already
know the question, what are we trying to find in
the question?”
“Yes, Catherine.”
“Exactly! Thanks Catherine. Since we will find
the time, how can we find it?”
“How many minutes will it take for the car to
reach the school which is 8 km away from the
house?”
(Students are raising their hands)
“Ma’am, we will find the time since the question
is ‘how many minutes’.”
“Ma’am, we will use the formula in getting the
time which is time is equal to distance over

( ds ).”
speed. t =

“Very good Catherine!”

“So what is the value of our distance”
“Yes John?”
“Very good John! How about the speed?”
“Yes Nestor?”
“Very good Nestor! And now, what will be the
next step?”
“Amazing! Very well said Nestor.”
“Who wants to continue the step?”
“Yes Lara?”
(Students are raising their hands)
“Ma’am, our distance is 8km since it is the
measurement for length.”
(Students are raising their hands)
“Ma’am, our speed is 60kph.”
“Ma’am, we will divide our distance and speed.
Since we are finding for the time, we will divide
8 which is our distance over our speed which is
60kph.”
(Students are raising their hands)
2
“Since 8km divided by 60kph is , we will now
15
focus on their unit. Since it is division, we can
 eliminate the same unit for our numerator and
2
denominator which is km. Thus, we have hr .
15
”
“Very Good Lara! Is that our final answer?” (Some students say YES and some are NO.)
“For those who said yes, why YES is your (Students are raising their hands)
answer?
“Yes Roxane?” “Yes ma’am, that is my final answer because we
already got the value of time.”
“For those who said no, why NO is your (Students are raising their hands)
answer?
“Yes Wilson?” “Ma’am, it is not yet our final answer since the
question earlier was how many minutes and we
still have an hour for our unit so we must
convert it for it to become our final answer.”
“Give John a clap class! Exactly, we still need “Ma’am, our final answer is 8 minutes since we
to convert our answer into minutes since it was will convert hour into minutes. Since 1 hr is
the measurement that was being asked. For equivalent to 60 minutes, so 2/15 is 8 minutes.
those who answered yes, it’s okay but next ”
time, be careful with the unit that was being
asked. So what is now our final answer John? ”
“Thank you so much John. Any question?” “None Ma’am!”
D. ACTIVITY
“Since you do not have any questions, we will
have a group activity. I will group you into 4
groups and each group will do the same task.
The first group who can finish before the
allotted time and has the correct answer will be
the winner for this activity.”
“Each group will receive a big paper and a
marker. With that, answer the following worded
problem with complete solution. The rubric is
posted in front for your guide. Your allotted
time is 10 minutes only. Choose 1
representative from the group to explain your
answer.”
“Any clarifications or questions before we start “None Ma’am.”
our activity?”
“Are you ready?” “Yes Ma’am.”

“Okay! Your timer starts now!” (Students do as told)

Answer the following items. Show your solutions.
1. A school bus left the house and travelled at
an average speed of 40 kph. How many
minutes will it take for the car to reach the
school which is 5 km away from the house?
2. Sebastian stood at the edge of the cliff and
shouted facing down. He heard the echo of his
voice 4 seconds after he shouted. Given that
the speed of sound in air is 340 m / s, how
deep is the cliff?

“Time’s up! Paste all your works in the board.” (Students do as told)
“First group, explain your work.” (Student will explain their outputs.)
 “Next group please.” (Student will explain their outputs.)
“It’s your turn, third group.” (Student will explain their outputs.)
“And the last but not the least group, it’s your (Student will explain their outputs.)
time to shine.”
“In question number 1, how many minutes will (Students are raising their hands.)
it take for the car to reach the school which is 5
km away from the house?
“Yes Liza?” “Ma’am, 480 minutes is needed for the car to
reach the school. 40 divided by 5 is 8 and 8 is
in hours so we need to convert it into minutes
to find the exact unknown.”
“Very Liza!”
“Next, how deep is the cliff in the second (Students are raising their hands)
question”

“Yes Jean Paul?” “Ma’am, 1, 360 meters deep is the cliff. 4

seconds times 340 m/s.”
E. GENERALIZATION
“I know you’ve learned a lot from this (Students are raising their hands.)
discussion, so what is the concept of time?”
“Yes Mary Joy?” “The concept of time is self-evident. An hour
consists of a certain number of minutes, a day of
hours and a year of days. But we rarely think
about the fundamental nature of time. The
concept of time is very basic and is integral in
the discussion of other concepts the discussion
of other concepts such as speed.”
“Thank you for your precise answer, Mary Joy.”

“Now, how can we find if time is the unknown (Students are raising their hands.)
in the problem?”
“Yes Angela?” “Ma’am, if time is unknown, we will use the
d
formula t = , where you will just divide the
s
distance and the speed given in the problem.”
“Very Good Angela! How about if the unknown (Students are raising their hands.)
is distance?”
“Yes Michael?” “Ma’am, if distance is unknown, we will use the
formula d=st , where you will just multiply the
speed and the time given in the problem.”
“Exactly Michael! How about if the unknown is (Students are raising their hands.)
speed?”
“Yes Reymark?” “Ma’am, if time is unknown, we will use the
d
formula s= , where you will just divide the
t
distance and the time given in the problem.”
“Very well said Reymark. Thank you.”

“We really need to find the time because it is

one of the things in life in which we always take
for granted. Time is like our life, and distance
and speed is like love and forgiveness. We need
these two components of life for us to have a
peaceful life. Also, time is really important
because without it, we will not be improved and
we will not mature. Like time, we must be
positive always in life and let us neglect the
negative things for it will not be a good
component in our lives.”
F. EVALUATE
Directions: Read, analyze and solve the
problem below. (5 pts. each)
1. If a person drives his car in the speed 50
miles per hour, how far can he cover in 2.5
hours?
2. If a person travels at a speed of 40 miles per
hour. At the same rate, how long will he take to
cover 160 miles distance?
3. A person travels at a speed of 60 miles per
hour. How far will he travel in 4.5 hours ?
4. A person travels at a speed of 60 kms per
hour. Then how many meters can he travel in 5
minutes?

G. EXTEND
Study in advance the Measurement
(Temeparature).

Prepared by:

RECHEL MAE M. MUGAS

SST-I/Mathematics