Annex 2B.1 to Deped Order No. 42 s.

2016s

School President Quirino NHS Grade Level 7

Teacher RODNEY M. AGCAOILI Learning Area MATHEMATICS
Teaching Week 1 Quarter Second
DAILY LESSON LOG

Date: NOVEMBER 7 – 11, 2022 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard
B. Performance Standard
C. Learning Competencies
Write the LC Code for each
D. Objectives
The learner demonstrates understanding of the key concepts of measurement.
The learner is able to formulate real- life problems involving measurements and solve these using a variety of strategies.
The learner approximates the measures of quantities particularly length, weight/mass, volume, time, angle and temperature and rate.
1. Approximate the measures of quantities particularly length, weight/mass, volume, time, angle and temperature and rate (M7ME-IIa-3)

II. CONTENT Approximating Measurement

III. LEARNING RESOURCES

A. References

1. Teachers Guide pages Mathematics – Grade 7 Alternative Delivery Mode Quarter 2 – Module 1: Approximating Measurement First Edition, 2020
2. Learner’s material pages Writer: Jacqueline C. Marcos
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Resources
IV. PROCEDURES

A. Reviewing previous lesson or
Presenting the new lesson
B. Establishing a purpose for the
lesson
Ask the students on how Review the terms of measurement.
our ancestors measured
things.
Recall important terms of
measurement.
C. Presenting examples/instances Ask the students to . Ask the students to
of the lesson measure thing using the measure thing using the
ancient ways of present measuring
measurement. devices.
D. Discussing new concepts and What Is It: Approximate the measures of
practicing new skill #1 Discuss the history of quantities particularly length,
measurement. weight/mass, volume, time, angle and
temperature and rate.
E. Discussing new concepts and English System of Determine a appropriate
practicing new skill #2 Measurement and practical SI unit to be
used on a certain
Metric System of measurement scenarios.
Measurement

F. Developing Mastery (Leads to
Formative Assessment 3)
G. Find Practical applications of
Concepts and skills in daily living
H. Making generalizations and
concepts
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
International System of
Units (SI)
What’s More: What’s More: Give more examples if
Work out some examples stated in the module. Work out some examples stated in necessary.
the module.
Cite more examples if necessary.
What I have Learned: What I have Learned:
Do the stated activity on the module. Do the stated activity on the module.
What I Can Do/ Assessment: (Revise if necessary.)
Do the activity stated in the module.
Reteach if necessary the concepts not fully grasp by the students.

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?

Prepared: Checked: Noted:

RODNEY M. AGCAOILI NIEVA B. COSTALES OFELIA O. BARRON, MAVED

Teacher MT-1, Mathematics Department Head MT – II, Assistant Principal for JHS Academics
Annex 2B.1 to Deped Order No. 42 s. 2016s
DAILY LESSON LOG
Date: NOVEMBER 14 – 18, 2022
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies
Write the LC Code for each
D. Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learner’s material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
Presenting the new lesson
B. Establishing a purpose for the
School President Quirino NHS Grade Level 7
Teacher RODNEY M. AGCAOILI Learning Area MATHEMATICS
Teaching Week 2 Quarter Second
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates understanding of the key concepts of measurement.
The learner is able to formulate real- life problems involving measurements and solve these using a variety of strategies.
The learner converts measurements from one unit to another in both Metric and English systems.
The learner solves problems involving conversion of units of measurement.
After going through this module, you are expected to:
1. convert metric unit to another metric unit (M7ME-IIb-1);
2. convert English system unit to another English system unit (M7ME-IIb-1);
3. convert metric unit to English system unit and vice versa (M7ME-IIb-1); and
4. solve problems involving conversion of units(M7ME-IIb-2).
Solving Problems Involving Conversion of Units
Mathematics – Grade 7 Alternative Delivery Mode Quarter 2 – Module 2: Solving Problems Involving Conversion of Units First Edition, 2020
Writers: Necebeth O. Palero, Arnel C. Lapitan
Ask the students on their Recall the conversion table. Recall the conversion table. Recall the conversion table.
knowledge units of
measurement.
Ask the students on how
lesson
C. Presenting examples/instances
of the lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
F. Developing Mastery (Leads to
Formative Assessment 3)
G. Find Practical applications of
Concepts and skills in daily living
H. Making generalizations and
concepts
I. Evaluating learning
J. Additional activities for
application or remediation
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
they convert one unit to
another.
Show the table of conversion .
and explain.
Discuss how to convert Discuss how to convert Discuss how to convert Solve problems involving
metric unit to another English system unit to metric unit to English system conversion of units.
metric unit. another English system unit. unit and vice versa.
Knowledge of measurement
and problem-solving
strategies are necessary in
solving routine and
nonroutine word problems.
Many problems can be
solved using arithmetic or
algebraic processes. There
are problems, however, that
can be solved by simply
drawing a diagram.
What’s More: What’s More: Give more examples if
Work out some examples stated in the module. Work out some examples necessary.
stated in the module.
Cite more examples if necessary.
What I have Learned: What I have Learned:
Do the stated activity on the module. Do the stated activity on the module.
What I Can Do/ Assessment: (Revise if necessary.)
Do the activity stated in the module.
Reteach if necessary the concepts not fully grasp by the students.
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?

Prepared: Checked: Noted:

RODNEY M. AGCAOILI NIEVA B. COSTALES OFELIA O. BARRON, MAVED

Teacher MT-1, Mathematics Department Head MT – II, Assistant Principal for JHS Academics