GRADE 7 Talim Point National

DAILY School Grade Level 7

High School
LESSON LOG Teacher Rydan D. Minor Learning Area MATHEMATICS
Dates and Time November 25, 2022 Quarter SECOND

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of sets
and the real number system.
2. Performance Standards The learner can formulate challenging situations involving sets and
real numbers and solve these in a variety of strategies.
3. Learning Competencies/ Approximates the measures of quantities particularly length ,
Objectives weight/mass, volume, time, angle and temperature and rate
(M7ME-IIa-3)
a. Describe what it means to measure and approximate measures
of weight/mass
b. Convert weight/mass measurement s from one unit to another
including the English system.
Appreciate the importance of estimation/ approximation and
measurements in everyday life
II. CONTENT Measuring weight/mass
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages pp.130-132
2. Learner’s Materials
pp. 104 -105
pages
3. Textbook pages Elem. Algebra pp. 11-13. Math Digest 8-11

4. Additional Materials http://www.helpingwithmath.com/by_grade/gr7_worksheets.htm

from Learning Resource http://www.dummies.com/how-to/content/how-to-convert-metric-
(LR) portal units-of-measurement.html
http://www.regentsprep.org/regents/math/algebra/am2/leseng.htm
http://www.enslow.com/resources/978-0-7660-3369-6.pdf

B. Other Learning Grade 7 LCTG by DepEd Cavite Mathematics, 2016;

Resources / Materials Activity sheets

IV. PROCEDURES Pre-Assessment:

A. Reviewing previous Fill in the blanks. Use as 1 unit of mass.
lesson or presenting the new
lesson
1. The mass of the pineapple is _________.
2. The mass of the _________ is 2 units.
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.

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.

B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the lesson
OBJECTS
1. ₱5 - coin
2.a monoblock chair
3.barbie doll
4.A piece of brick
5.yourself
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?
Metric System Conversion
To convert smaller unit to larger unit move to the left.
1. Change 465 cg to dkg
465 cg = 0.465 dkg
To convert larger unit to smaller unit move to the right.
2. Change 7.95 kg to g
7.95 kg =7 950 g
English System Conversion
Example 1. Convert 60 ounce into pounds
Example 2. Convert 3 kg into pounds
Change the following to the indicated unit.
1. 21 g = _______ mg
2. 2.8 kg= _______ g
3. 9768 g= _______ kg
4. 2340 mg=______ hg
5. 0.553 kg =_____ mg
6. 3 lb = _______ oz
7. 6 tons = ______oz
8. 5 000 lb =____ tons
9. 10 kg = _______ lb
10. 22 lb = _______ kg
D. Discussing new concepts Encircle the best estimate of the weight of the following:
and practicing new skills #1 1. a cup of coffee
a. 245 mg
b. 245 g
c. 250 kg
2. a 25 centavo coin
a. 8 mg
b. 8 g
c. 8 kg
3. a glass of water
a. 400 mg
b. 400 g
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
E. Discussing new concepts Convert the following measurements
and practicing new skills #2 1. 9.56 kg = ______ dg
2. 654.3 dg = ______ g
3. 9.268 mg = ____ cg
4. 3.54 kg = ______ hg
5. 455 g =_______ kg
F. Developing mastery Problem Solving
(Leads to Formative
1. The mass of one sachet of coffee is 0.005 kilograms. What is its
Assessment 3)
equivalent net weight in grams?
2. Carlo’s cell phone weighs 171 g, how much does it weigh in
ounce?
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations Points to remember in converting units:
and abstractions about the 1. Determine the large unit and the small unit.
lesson 2. Multiply when converting from large unit to small unit. Divide when
converting from a small unit to a large unit. Use the conversion factor

The metric converter helps in changing one unit to another.

To use the converter, simply count the spaces from the given unit to
the desired unit and move the decimal point in the same direction as
the number of space counted.
Mass is the amount of material in an object. Mass is not weight!
Weight is how heavy an object is and can be affected by forces such
as gravity. You may weigh less on the moon, where there no gravity
 but your mass is the same!

Gram is the basic unit for measuring weight in the metric system.

The chart below shows you the metric mass units from smallest to
largest

SYMB Fraction
OL or
Common English Measure (Weight)
multiple
of 1 meter Weight
Ounces (oz)
1 mg 0.001 g 16 oz = 1 lb
(1/1 000) Pounds (lb)
2000 lb = 1t
1cg 0.01 g
Tons (t)
(1/100) 1t = 2000 lb
1dg 0.1 g
1 kg = 2.2 lb
(1/10)
1 metric ton = 1 000 kg
1g 1g
1dag 10 g
1hg 100 g
1kg 1000 g

I. Evaluating learning Solve these problems.

J. Additional activities for
application or remediation
V. REMARKS
1. A boy weighing 27.6 kilograms sits on one end of the seesaw.
How many grams should another boy weigh if he is to balance the
first boy on the opposite end?
2. Angel bought 3 kg of 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?
Solve.
A baby boy was born exactly 9 pounds. He gained an average
of 2 pounds in a month. How much will he weigh in kilogram on
his first birthday?

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
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?

Prepared by:

RYDAN D. MINOR
Teacher

Noted by:

AMBROCIO A. AÑO
School Head/Head Teacher IV