GRADE 7 School SAN POLICARPO NATIONAL HIGH SCHOOL Grade Level 7

DAILY Teacher MARY CRIS S. PUEBLOS Learning Area MATHEMATICS

LESSON LOG
Teaching Dates and Time September 2 – 6, 2019 Quarter SECOND
7:30 – 8:30 Manuel Rubante 7:30 – 8:30 Manuel Rubante 7:30 – 8:30 Manuel Rubante 7:30 – 8:30 Manuel Rubante

I. OBJECTIVES
1. Content Standards The learner demonstrates The learner demonstrates
understanding of key understanding of key
concepts of sets and the concepts of sets and the
real number system. real number system.
2. Performance The learner is able to The learner is able to
Standards formulate challenging formulate challenging
situations involving sets situations involving sets and
and real numbers and solve real numbers and solve
these in a variety of these in a variety of
strategies. strategies.
3. Learning Illustrates what it means Approximates the Approximates the Approximates the
Competencies/ to measure measures of quantities measures of quantities measures of quantities
(M7ME-IIa-1) particularly length , particularly length , particularly length ,
Objectives Describes the weight/mass, volume, weight/mass, volume, weight/mass, volume,
development of time, angle and time, angle and time, angle and
measurement from the temperature and rate temperature and rate temperature and rate
primitive to the present (M7ME-IIa-3) (M7ME-IIa-3) (M7ME-IIa-3)
international system of a. Describe what it means a. Describe what it means a. Describe what it
unit to measure and to measure and means to measure
(M7ME-IIa-2) approximate lengths approximate measures and approximate the
a. Describe what it means b. Convert length of weight/mass measures of volume
to measure measurement from b. Convert weight/mass b. Convert volume
one unit to another. measurement s from measurements from
b. Identify the c. Appreciate the one unit to another one unit to another
development of importance of including the English including the English
measurement from estimation/ system. system.
the primitive to the approximation and c. Appreciate the c. Appreciate the
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 present International measurements in importance of importance of
system of unit everyday life estimation/ estimation/
approximation and approximation and
measurements in measurements in
c. Apply accurate everyday life everyday life
measurement in daily
life situation
II. CONTENT Measurement Measuring length Measuring Measuring Volume
weight/mass
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp.130-132 pp.124-130
pp.115-123 pp.117-121
pages
2. Learner’s
pp. 91 – 98 pp. 91-98 pp. 104 -105 pp. 99-103
Materials pages
3. Textbook pages Math Builders (Ulpina J.) p. Elem. Algebra pp.5-7. Elem. Algebra pp. 11-13. Elem. Algebra pp. 10-11.
117 Math Digest pp.6-7 Math Digest 8-11 Math Digest 12-15
e-math(Oronce,) p 83

4. Additional http:// http:// http://

Materials from www.discoveryeducation.co www.helpingwithmath.com/ www.mathworksheets4kids.
Learning Resource m/teachers/free-lesson- by_grade/ com/capacity/estimate-
(LR) portal plans/discovering-math- gr7_worksheets.htm large.png
beginning-measurement.cfm http://www.dummies.com/ http://
https:// how-to/content/how-to- www.mathworksheets4kids.
www.teachervision.com/ convert-metric-units-of- com/capacity.php
http://
measurement/teacher- measurement.html
www.mathsisfun.com/
resources/34507.html http://www.regentsprep.org/r
volume-conversion.html
https://www.wyzant.com/ egents/math/algebra/am2/le http://
resources/lessons/math/ seng.htm worksheets.tutorvista.com/
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 elementary_math/ http://www.enslow.com/ volume-word-
measurement resources/978-0-7660-3369- problems.html?page=1
http:// 6.pdf
www.helpingwithmath.com/
by_subject/
word_problems/
wor_measurement01_4md2
.htm
B. Other Learning Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd
Resources / Cavite Mathematics, 2016 Cavite Mathematics, 2016 Cavite Mathematics, 2016; Cavite Mathematics, 2016
Materials rulers, tape measures, steel Activity sheets shoebox, rubik’s cube, tin
tape measure can, toblerone box, ball
IV. PROCEDURES

A. Reviewing Motivation Pre-Assessment: Pre-Assessment: Pre Assessment

previous lesson or Let the students identify Identify the most realistic Estimate the capacity of
the following pictures and Fill in the blanks. Use each object. Encircle your
presenting the unit of measure for each of
describe how it can be as 1 unit of mass. answer.
new lesson the following:
used for measurement.
1. size of your waistline
2. length of Olympic pool
3. distance from Manila to
Cavite
4. thickness of book
5. height of flagpole

1. The mass of the

pineapple is _________.
2. The mass of the
_________ is 2 units.
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 3. The mass of the broccoli
is ________ .
4. The _________________
is 1 unit lighter than the
banana.
5. The total mass of the 4
items is ________.
6. The _________________
is lighter than the banana.
7. The _________________
is 3 times heavier than the
banana.
8. The _________________
is 4 times heavier than the
carrot.

B. Establishing a Let the students do the
purpose for the following and write their
lesson answers on the notebook.
a. Measure the length and
width of your Math book
using your thumb’s width
and the ruler
b. Measure the length of
your classroom using foot
length and meter stick
c. Compare your
measurement with those of
your classmate (at least 3)
and write your
Estimate first. Record the
object’s estimation, actual
measurement and their
difference on the table
below. Use centimetre and
inch.
Object
1. Length of the classroom
Activity A.
Choose the most
appropriate instrument to
use in measuring the
weights of the given objects.
For the weight, check (√)
only one of the given units.
Determine the dimension of the
following using the specified
metric units only. Record your
results in the table below and
compute for each objects
volume using the unit used to
measure the object’s dimension.
Complete the table by
expressing/converting the
volume using specified units.
(For reference, see LCTG, pp.99-
103)
138
observations. 2. Height of the door
3. Length of a chalk
4. Length of shoe
5. Height of chair

SHOE BOX
l w h
TIN CAN
r h
RUBICS CUBE
l w h
TOBLERONE BOX

OBJECTS b h H

1. ₱5 - coin
2.a monoblock chair BALL

3.barbie doll r

4.A piece of brick

5.yourself

139

C. Presenting Based from the activity,
examples/ answer the following
questions:
instances of the
1. Did you experience
lesson
difficulty when you were
doing the actual
measuring?
2. What have you noticed
on your results and of
your classmates?
3. Can you relate an
experience in your
community where non –
standard unit of
measurement was
used?
4. At present, what are
some of the standard
WEIGHT
-gram (g)
-kilogram (kg)
-pound (lb)
1. What was your reason for
choosing which instrument
to use?
2. What was your reason for
choosing which unit to use?
3. What other kinds of
instruments for measuring
weight do you know?
4. What other units of weight
do you know?
Conversion of Metric Metric System Conversion A.
System of Measure 1. Change 2.46 hL to cL
To convert smaller unit to Solution:
Study the metric converter larger unit move to the left. Since there are 4 spaces
illustrated below. between hL and cLm move
1. Change 465 cg to dkg
the decimal point 4 times to
465 cg = 0.465 dkg the right.
To convert larger unit to
km
cm
hm
mm
dam m dm smaller unit move to the
right. 2. Change the volume of 45
000 milliliters of liquid to
2. Change 7.95 kg to g
To convert hectometer to liter.
decimeter, count the 7.95 kg =7 950 g Solution: There are 3
spaces from hm to dm, English System Conversion spaces between mL and L,
and move the decimal Example 1. Convert 60 thus move the decimal
point in the same direction ounce into pounds point 3 times to the left.
as many spaces as
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 unit of measurement are
used?
Show to the class the
different primitive ways of
measurements
indicated in the diagram.
Example:
1. 5.4321 hm = 5432.1 dm
2. 0.985 km = 985 m
Similarly, move 5 spaces
to the left or 5 decimal
places to the left to
convert centimeter
to kilometer. The number
of spaces corresponds to
the powers of ten needed
to convert one unit to
another.
Conversion of English
System of Measure
Proportions will help you
make conversions when
working with measurments
Create a unit conversion
ration, which is always equal
to 1:
A. For three dimensional
unit, use the metric
Example 2. Convert 3 kg converter below.
into pounds 1. Change 750 mm3 to cm3
Solution: There is only one
space between the two
units. Thus the decimal
point is moved 3
times to the left.
2. Change 3.48 km3 to m3.
Solution: There are 3
spaces between the two
units. Thus the decimal
point is moved
9 times to the
right.
For English Measures
Illustrative Example
1. Convert 1 cubic yard into
1 cubic feet.
We know that 1 yard = 3
feet
2. Convert the capacity of
30 cubic feet cylindrical
tank into cubic meter.
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Example1: How many yards
are in 15 feet? There are 3
feet in 1 yard, so the
conversion ratio is

.
Since 1 ft = 0.3048 m,
therefore,

Solving algebraically gives

an answer of 5 yards

Example 2: Convert 2 miles

into inches
Conversion of English
system to Metric system or
vice versa
1 inch = 2.54 cm
1. What was your reason
for choosing which unit to
use?
2. How did you convert the
metric units of volume (cc
to m3) and vice versa?
3. How did you convert the
English unit of volume?
4. How did you convert the
Metric unit to English unit of
volume and vice versa?

142
 3.3 feet = 1 meter
Example: Convert 60
inches into meter

Since the given

measurement was
multiplied by conversion
factors which are equal to
1, only the unit was
converted but the given
length was not changed

D. Discussing new Divide the class into five Convert the following using Change the following to the What is the water depth of
concepts and groups. Each group will indicated unit. each tank? (1 liter = 1 000
the metric converter.
practicing new get the measure of each cm3)
item and share the results 1. 7 m to dam 1. 21 g = _______ mg
skills #1
to the class after 2. 2.8 kg= _______ g
2. 9 km to m
completing the table 3. 9768 g= _______ kg
3. 752 cm to mm 4. 2340 mg=______ hg
4. 57.3 m to mm 5. 0.553 kg =_____ mg
6. 3 lb = _______ oz
5. 99 mm to km 7. 6 tons = ______oz
1. 6. 42.17 m to km 8. 5 000 lb =____ tons
2. 7. 8456 mm to m 9. 10 kg = _______ lb
3. 10. 22 lb = _______ kg
8. 426 cm to mm
4.
9. 15 dm to hm
10. 18 m to dam
Item (1st Column)
143
 1. length of the teacher’s
table
2. height of the tallest
student of the group
3. width of the blackboard
4. thickness of your Math
book

Hand of the tallest group

member (2nd Column)

Meter Stick or Ruler Volume: 4.8 liters

(3rd Column) Water Depth: ______
Volume: 32 liters
Answer the following Water Depth: ______
questions;
1. Which unit of measure
is more accurate? Why?
2. What are the
advantages of using
meter stick or ruler?

E. Discussing new Identify whether the unit of Measure the length of each Encircle the best estimate of Convert the following to
concepts and measure is expressed in line segment and convert to the weight of the following: the indicated measures.
practicing new standard form. If Yes write the indicated unit. 1. a cup of coffee 1. 459 mL = _____ L
skills #2 IWY and VOICE if No. a. 245 mg 2. 0.375 L = _____ mL
1. 15 paces b. 245 g 3. 396 L = _____ kL
6. 7 hours c. 250 kg 4. 36 000 mm3= _____ dm3
2. 10 gallons 2. a 25 centavo coin 5. 1 gal = _____ pt
7. 12 meters a. 8 mg
3. 25 cubits b. 8 g
8.10 digits c. 8 kg
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 4. 7 kilos (For clearer view, see 3. a glass of water
9. 8 meters DLP/LCTG) a. 400 mg
5. 10 spans b. 400 g
10. 12 liters c. 400 kg
4. a thick book
a. 1.5 mg
b. 1.5 g
c. 1.5 kg

5. a nail
a. 0.5 mg
b. 0.5 g
c. 0.5 kg

F. Developing Match each term with its Convert the following Convert the following A. Convert the following:
mastery meaning. Write the letter measures of length measurements
(Leads to Formative of your answer. 1. 9.56 kg = ______ dg 1. 500 mL = _____ dL
Assessment 3) ____1. The metric unit 1. 36 in = ________ ft 2. 654.3 dg = ______ g 2. 10 cm3 = _____ mm3
used for length 2. 21 ft = ________ yd 3. 9.268 mg = ____ cg 3. 120 oz = ______ qt
____2. The thickness or 4. 3.54 kg = ______ hg 4. 3 ft3 = ______ in3
width of the index finger 3. 3 yd = ________ in 5. 455 g =_______ kg 5. 150 m3 = ______ ft3
____3. The distance of B. What is the water depth
one full step 4. 3 mi = ________ft of each tank? (1 liter = 1
____4. A hundred meters 000 cm3)
5. 6 ft = ________ in
____5. The distance from
the elbow to the
fingertips
a.pace
b.cubit
c.digit
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 d.hectometer
e.meter
f. hand span

Volume: 1.8 liters

Water Depth: ______
Volume: 8.25 liters
Water Depth: ______

G. Finding practical Use your span, palm and Solve the following:
applications of digit measures to estimate
each length in inches. 1. Gemma bought a 60 cm
concepts and
ribbon to accentuate her
skills in daily living 1. The length of your
Math notebook curtain but she needs to
2. The length of your convert it in inches. How
classroom blackboard long is it in inch?
3. The length of your 2. Maragondon Plaza
teacher’s table
measures 25 meters in
4. The height of your
length and 12 meters in
chair width. The Mayor asks its
measurements in feet. What
are its measures?
3. Will a cabinet of 60
inches in height fits into a
door of 7.5 ft high? Show
Problem Solving
1. The mass of one sachet
of coffee is 0.005 kilograms.
What is its equivalent
net weight in grams?
2. Carlo’s cell phone weighs
171 g, how much does it
weigh in ounce?
Answer each of the ff.
1. Find the volume of
balikbayan box with
side length of 1 m.
Convert into ft3.
2. Estimate the capacity
of a cylindrical kiddie
pool in cubic
centimetres which is 2
ft high and 3 ft in
diameter?
3. The school canteen
bought a freezer which
measures 60 cm in
width, 80 cm in length
and 150 cm in height.
Find the volume of the
146
 your answer. freezer in cubic ft.
4. My foot is 22 cm. What is
the approximate shoe size
should I buy if it is measured
in inches?
5. If the school’s LCD TV is
40 inches, what is its
measurement in meters?
H. Making The length of a foot, the The results of measuring Points to remember in Volume is the amount of
generalizations width of a finger and the are merely near converting units: space an object contains or
and abstractions distance of a step were approximations since occupies. It is often
1. Determine the large unit
about the lesson all accepted measurements are not measured in terms of cubic
and the small unit.
measurements. always exact. There is often 2. Multiply when converting
centimeters (cm3) and cubic
3
Primitive ways of a relative error involve. from large unit to small unit. meter (m ).
measurements: Divide when converting from Capacity is used with
1. Inch a small unit to a large unit. liquids and is often
Accuracy of measurements
2. Hand Use the conversion factor measured in terms of liter
depends on two factors:
3. Span (L), milliliter (mL),
4. Foot 1. the skill of the person depending on the amount
doing the measuring; and The metric converter helps
5. Yard in changing one unit to to be measured.
6. Cubit 2. the precision of the Volume Formulae for some
instrument used in another.
7. Lick regularly shaped objects:
measuring. To use the converter, simply
8. Pace
Ancient Egyptians used count the spaces from the
units of measurement The first factor can easily be given unit to the desired unit
based on body parts such developed through constant and move the decimal point Cube
as the cubit and the half practice while the in the same direction as the V=edge x edge x edge
cubit. The cubit is the second factor is totally number of space counted. V= e3
length of the forearm dependent upon the Mass is the amount of Rectangular prism
from the elbow to the tip measuring device. material in an object. Mass V=length x width x height
of the middle finger; that is not weight! Weight is how V=lwh
the inch and foot, the heavy an object is and can Triangular prism
Vocabulary:
units for length of the be affected by forces such V=1/2 x base x height x
English System of Meter – the fundamental Length
unit of length in the metric as gravity. You may weigh
Measurement, are less on the moon, where V=1/2 bhL
147
believed to be based on system. there no gravity but your Cylinder
the cubit. The Metric Metric System – it is a mass is the same! V= π x 〖radius〗2 x height
System of Measurement decimal system of V=πr2h
became the dominant measurement where Gram is the basic unit for Cone
system in the 1900s and multiples and fractions of measuring weight in the V=1/3 x π x 〖radius〗 2 x
is now used by most of the basic unit correspond to metric system. height
the countries with a few powers of ten. V=1/3 πr2 h
exceptions, the biggest The chart below shows you Sphere
Length - the distance from
exception being the the metric mass units from V=4/3 x π x 〖radius〗3
one end to the other of the
United States of America. smallest to largest V=4/3 πr3
longest side of an object. Common Metric Measures
Context: The length of the (Volume)
SYMB Fraction
swimming pool is 12 meters
OL or SYMBOL Fraction or
and its width is 5 meters
multiple multiple of 1 meter
Approximate - fairly close
of 1 meter 1 ml = 0.001 L (1/1 000)
to the actual but not
accurate. 1cl = 0.01L (1/100)
1 mg 0.001 g
Context: Kim’s mother 1dl = 0.1L (1/10)
(1/1 000)
1L =1L
estimated that her
1cg 0.01 g 1dal = 10 L
approximate height is 5 feet.
(1/100) 1hl = 100 L
Estimate - to make a rough 1kl = 1000 L
or approximate calculation. 1dg 0.1 g
Context: The sewer (1/10) Common English Measures
estimated that the curtain for (Capacity)
the window must be 2 1g 1g 3 teaspoons (tsp) = 1
meters in length tablespoon (tbsp)
1dag 10 g
Exact - accurate, precise 16 tbsp = 1 cup (c)
Context: The carpenter used 1hg 100 g 8 ounces (oz) = 1 c
a steel tape measure to 2 c = 1 pint (pt)
obtain an exact 1kg 1000 g 2 pt = 1 quart (qt)
measurement of the floor 4 qt = 1 gallon (gal)
Common English Measure
Points to remember in
(Weight) Metric Units of Volume and
converting units:
Capacity
1. Determine the large unit Weight
Ounces (oz)
148
 and the small unit. 16 oz = 1 lb 1 milliliter (ml)
2. Multiply when converting Pounds (lb) =1 cubic centimeter (cm3)
from large unit to small unit. 2000 lb = 1t
Divide when converting Tons (t) 1 liter (L)
from a small unit to a large 1t = 2000 lb =1 000 cubic centimeter
unit. (cm3)
Use the conversion factor. 1 kg = 2.2 lb
1 metric ton = 1 000 kg
Common Metric Measures

1 mm = 0.001 m (1/1 000)

1cm = 0.01 m (1/100)
1dm = 0.1 m (1/10)
1m = 1m
1dam = 10 m
1hm = 100 m
1km = 1000 m

Common English
Measures
Distance
Inches (in) 12 in = 1 ft
Feet (ft) 3 ft = 1 yd
1760
Yards (yd) = 1 mi
yd
5280
Miles (mi) 1 mi =
ft

I. Evaluating Tell what metric unit of Compare each pair of Solve these problems. Solve.
learning measure is appropriate in measurements using <, > A swimming pool in a park
measuring the following: 1. A boy weighing 27.6 is 20 m wide, 30 m long,

149
 9. The height of your or =. kilograms sits on one end of and 4 m deep. What is the
mother the seesaw. How many capacity of the pool in liter?
10. The length of your 1. 1 m ___ 10 dm
grams should another
ballpen 2. 1 dm ___ 1 dam
boy weigh if he is to balance
11. The distance of your 3. 5 ft ____ 60 in
the first boy on the
home from your school 4. 2 000 cm ____2 m
opposite end?
12. The length of a book 5. 1 mi _____ 2 km
13. The thickness of this 2. Angel bought 3 kg of
book glutinous rice and 3.3 lb of
brown sugar to make
kalamay. Which of
the ingredient did she have
more of?
3. Edna takes 500
milligrams of vitamin C
every day. How many grams
of vitamin C did Edna
take in 30 days?
J. Additional Use a tape measure to Solve: Solve. Find the volume of the L
activities for measure different parts of A baby boy was born blocks below.
your body. Write each 1.Jose rode 2 km on his exactly 9 pounds. He gained
application or
measurement to the bike. His sister Lina rode an average of 2 pounds in a
remediation
nearest millimetre and 3000 meters on her bike. month. How much will he
centimetre. Who rode the farthest and weigh in kilogram on his first
a. around your waist how much farther did they birthday?
b. around your neck ride (answer in km)?
c. from your knee to your
feet 2. Jasmin is measuring two
extension cords. The first
cord is 60 cm long and the
other cord is 5 feet long.
How longare the two cords
together? (answer in cm)

150
V. REMARKS

VI. REFLECTION
1. No. of learners
who earned 80%
on the formative
assessment
2. No. of learners
who require
additional
activities for
remediation.
3. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
4. No. of learners
who continue to
require

151
 remediation
5. Which of my
teaching
strategies
worked well?
Why did these
work?
6. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
7. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

152