GR Grade

School M. Araullo High School 7

ADE 7 Level
DAILY Learning
Teacher Jolly Ann P. Capalar Mathematics
LESSON Area
PLAN January 4, 2023/Wednesday
1:00 – 1:45 Mabini
Teaching
1:45 – 2:30 Kudarat Quarter
Date and Second
DLP No. 71 Time
3:30 – 4;15
4:15 – 5:00
Osmeña
Gomez
5:45 – 6:30 Humabon
I. OBJECTIVES
A. Content The learner demonstrates understanding of the key concepts of measurement.
Standards
B. Performance The learner is able to formulate real life problems involving measurements and solve these
Standards using a variety of strategies.
C. Learning At the end of the lesson, at least 80% of the students with at least 80% level of proficiency
Competencies/ are expected to:
Objectives - approximates the measures of quantities particularly length, weight/mass, volume,
time, angle and temperature and rate. (M7ME-IIa-3)
Topic: Recall Approximating Measures of Quantities particularly length,
II. CONTENT
weight/mass, volume, time, angle and temperature and rate.
III. LEARNING RESOURCES
A. References - Mathematics – Grade 7 – ADM – Quarter 2_Module 1_First Edition 2020
- Grade 7 LCTG by DepEd Cavite Mathematics, 2016
- Developmental Math K to 12 Our World of Math Vibal
IV. PROCEDURES
A. Reviewing 1) Choose the most sensible approximate length of the following:
previous lesson or a) lizard 19cm, 19mm, 19m, 19km
presenting the new b) mouse 100m, 100dm, 100mm, 100cm
lesson 2) Choose the most sensible approximate weight of the following:
a) bowling 7260kg, 7260g, 7260mg
b) bunch of broccoli 6kg, 6g, 6mg
3) Choose the most sensible approximate volume of the water in an Olympic-size
swimming pool. 2 500 000 L, 2 500 000 mL
B. Establishing a
purpose and
Presentation of the
lesson
C. Discussing new
concepts and  Approximation is a value or quantity that is nearly but not exactly correct.
practicing new skills

1. Developing Choose the most sensible approximate measure.

mastery 1) length of blue whale 2990km, 2990m, 2990cm, 2990mm
(Leads to 2) length of Nile crocodile 420m, 420mm, 420Dm, 420cm
Formative 3) weight of Siberian Husky 23000g, 23000mg, 23000kg
Assessment 3) 4) weight of watermelon 11kg, 11g, 11mg
5) water capacity of a 3m x 2m x 1m aquarium 6 000 L, 6000 mL
2. Finding practical
applications of
concepts and skills
in daily living
3. Making
generalizations and
abstractions about
the lesson
 4. Evaluating “GROUPINGS!”
learning Choose the most sensible approximate measure.
1) length of blue whale 2990km, 2990m, 2990cm, 2990mm
2) length of Nile crocodile 420m, 420mm, 420Dm, 420cm
3) weight of Siberian Husky 23000g, 23000mg, 23000kg
4) weight of watermelon 11kg, 11g, 11mg
5) water capacity of a 3m x 2m x 1m aquarium 6 000 L, 6000 mL
6. Determine the approximate time and exact time between April 23, 2017 and March 9,
2018 A.T. = 316 days E.T. = 320 days
7. Approximate the measurement of the angles below:

a. Answer: 120o b. Answer: 60o

8. Choose the most sensible approximate temperature of the freezer compartment. 45 oC
20oC -5oC
9. A car leaves Town A at 6:30am and travels to Town B which is 210km away. The car
stops at a gasoline station for 30 minutes and reaches Town B at 10:30am. What is the
approximate speed of the car? Answer: 52.5km/h
10. Which of the following could be the appropriate unit for life span/age?
a. decade b. year c. century d. month
5. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
Mabini Kudarat Osmena Gomez Humabon
B = 21 B = 21 B = 19 B = 23 B = 24
SECTIONS
G = 15 G = 14 G = 18 G = 16 G = 21
T = 36 T = 35 T = 37 T = 37 T = 44
A. No. of learners who
earned 80% in the
evaluation
B. No of learners who
require additional
activities for
remediation

Prepared by: Checked by: Noted:

Signature
JOLLY ANN P. CAPALAR KATHERINE A. MATARLO MAITA G. CAMILON
Math Teacher Master Teacher Department Head

GR Grade
School M. Araullo High School 7
ADE 7 Level
DAILY Learning
Teacher Jolly Ann P. Capalar Mathematics
LESSON Area
PLAN Teaching January 5, 2023/Thursday Quarter Second
Date and 1:00 – 1:45 Mabini
Time 1:45 – 2:30 Kudarat
DLP No. 72 3:30 – 4;15
4:15 – 5:00
Osmeña
Gomez
 5:45 – 6:30 Humabon

I. OBJECTIVES
A. Content The learner demonstrates understanding of the key concepts of measurement.
Standards
B. Performance The learner is able to formulate real life problems involving measurements and solve these
Standards using a variety of strategies.
C. Learning At the end of the lesson, at least 80% of the students with at least 80% level of proficiency
Competencies/ are expected to:
Objectives a. identify the basic units in the metric system;
b. convert measurements from one unit to another in the metric system;
c. realize the importance of knowing how to convert metric measurements in
real-life situations.
II. CONTENT Topic: Converting Measurements from One Unit to Another in Metric System
III. LEARNING RESOURCES
A. References - Mathematics – Grade 7 – ADM – Quarter 2_Module 2_First Edition 2020
- Grade 7 LCTG by DepEd Cavite Mathematics, 2016
- Developmental Math K to 12 Our World of Math Vibal
IV. PROCEDURES
A. Reviewing Before we proceed to the Standard Units of Measurement let us recall the
previous lesson or Nonstandard Units of Measures.
presenting the new
lesson Nonstandard units are units that are not generally accepted because they only
give an approximate measurement. They are more like an estimate than a precise
measurement.
Identify which of the nonstandard units of measure is the best way to use in measuring the
following. Choose among these given:
Foot, pace, hand span, arm span, digit
1. distance from the principal’s office to the library
2. length of a chalk box
3. length of an intermediate paper
4. length of the stairs from the ground floor to the second floor
5. length of the classroom’s wall
B. Establishing a Answer each of the following questions using a metric system of measurement.
purpose and 1. How long is your hair?
Presentation of the 2. How much water do you drink every day?
lesson 3. How heavy is your bag?
4. How long does it take you to walk from your house to the school?
5. How long do you spend in doing your home works?
C. Discussing new Metric System of Measurement
concepts and The Metric system of measure was widely used until the 1800s and 1900s. The metric
practicing new skills system started and became the most used system of measurement worldwide and the
Philippines has adopted the Metric System as its official system of measurement.
In the metric system, the basic unit of length is the meter. A meter is slightly larger
than a yardstick, or just over three feet.
The basic metric unit of mass is the gram. A regular-sized paperclip has a mass of
about 1 gram.
The basic metric unit of volume is the liter. A liter is slightly larger than a quart.
Prefixes in the Metric System
The metric system is a base 10 system. This means that each successive unit is 10 times
larger than the previous one.
The names of metric units are formed by adding a prefix to the basic unit of
measurement. To tell how large or small a unit is, you look at the prefix. To tell whether
the unit is measuring length, mass, or volume, you look at the base.
Prefixes in the Metric System
kilo- hecto- deca- meter deci- centi- milli-
gram
 liter
1,000 100 times 10 times base 10 times 100 times 1,000
times larger than larger than units smaller smaller times
larger than base unit base unit than base than base smaller
base unit unit unit than base
unit
CONVERTING UNITS IN METRIC SYSTEM
The metric system is a base 10 system. This means that each successive unit is 10 times
larger than the previous one.
Each unit on the number line is 10 times as large as the unit on its right.
Because of the use of powers of 10 in the metric system, we can easily convert a measure
of length from one unit to another by multiplying or dividing by powers of 10.
EXAMPLE 1: Convert 7 kilometers to meters
Identify the location of a kilometer to a meter.

Count the intermediate units, multiply 10 as you go. (Since you are going from larger unit
to smaller unit)

7 kilometers x 10 x 10 x 10 = 7000 meters

Or to convert kilometer to meter, we start at kilometer and move three steps to the right to
obtain meter.
Hence, we move the decimal point three places to the right.
7 kilometers = 7000 meters
This is the same as multiplying 7 by 103 or 1000
ANSWER: 7 kilometers is equivalent to 7000 meters
EXAMPLE 2: Convert 739 centigrams to grams.
Identify the location of centigram to gram.

Count the intermediate units, divide 10 as you go. (Since you are going from smaller unit
to larger unit)

739 centigrams ÷ 10 ÷ 10 = 7.39 grams

Or to convert centigram to gram, we start at centigram and move two steps to the left to
obtain gram.
Hence, we move the decimal point two places to the left.
739 centigrams = 7.39 grams

This is the same as dividing 739 by 102 or 100

ANSWER: 739 centigrams is equivalent to 7.39 grams
1. Developing Change each measurement to the indicated unit.
mastery 1. 6.21 L = _______ DL Answer: 0.621 DL
(Leads to 2. 57.80 m = _______dm Answer: 578 dm
Formative 3. 123 cL = _________mL Answer: 1230 cL
Assessment 3) 4. 907 cg = ________Hg Answer: 0.0907 hg
5. 101.07 cg = ______mg Answer: 1010.7 mg
2. Finding practical
applications of Why is it necessary to know how to convert units of
concepts and skills
measurements?
in daily living
3. Making Because of the use of powers of 10 in the Metric System, we can easily convert a measure
generalizations and from one unit to another by multiplying or dividing by powers of 10. In converting one
abstractions about unit of measure to another always remember the BASIC RULE:
the lesson  If you need to convert from a LARGER unit TO a SAMLLER unit,
 MULTIPLY.
 If you need to convert from a SMALLER unit to a LARGER unit, DIVIDE.
4. Evaluating Change each measurement to the indicated unit.
learning 1. 6.3 Dm = _______ cm Answer: 6 300 cm
2. 5.2 HL = _________ dL Answer: 5 200 dL
3. 55 cm = _________dm Answer: 5.5 dm
4. 4 800 mg = ________g Answer: 4.8 g
5. 186 000 cg = ______hg Answer: 18.6 hg
5. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
Mabini Kudarat Osmena Gomez Humabon
B = 21 B = 21 B = 19 B = 23 B = 24
SECTIONS
G = 15 G = 14 G = 18 G = 16 G = 21
T = 36 T = 35 T = 37 T = 37 T = 44
A. No. of learners who
earned 80% in the
evaluation
B. No of learners who
require additional
activities for
remediation

Prepared by: Checked by: Noted:

Signature
JOLLY ANN P. CAPALAR KATHERINE A. MATARLO MAITA G. CAMILON
GR Grade
School M. Araullo High School 7
ADE 7 Level
DAILY Learning
Teacher Jolly Ann P. Capalar Mathematics
LESSON Area
PLAN January 6, 2023/Friday
1:00 – 1:45 Mabini
Teaching
1:45 – 2:30 Kudarat Quarter
Date and Second
DLP No. 73 Time
3:30 – 4;15
4:15 – 5:00
Osmeña
Gomez
5:45 – 6:30 Humabon

I. OBJECTIVES
A. Content The learner demonstrates understanding of the key concepts of measurement.
Standards
B. Performance The learner is able to formulate real life problems involving measurements and solve these
Standards using a variety of strategies.
C. Learning At the end of the lesson, at least 80% of the students with at least 80% level of proficiency
Competencies/ are expected to:
Objectives a. convert one unit to another in English system;
b. convert metric unit to English unit and vice versa; and
c. realize the importance of the English system of measurement.
II. CONTENT Topic: Converting Measurements from One Unit to Another in English System
III. LEARNING RESOURCES
A. References - Mathematics – Grade 7 – ADM – Quarter 2_Module 2_First Edition 2020
- Grade 7 LCTG by DepEd Cavite Mathematics, 2016
- Developmental Math K to 12 Our World of Math Vibal
IV. PROCEDURES
A. Reviewing Convert the following metric units.
previous lesson or 1. 24 kg to mg Answer: 24 000 000 mg
presenting the new 2. 150 339.25 m to km Answer: 150.33925 km
lesson 3. 360 kL to L Answer: 360 000 L
4. 14.765 km to mm Answer: 14 765 000 mm
5. 24 500 mL to L Answer: 24.5 L

B. Establishing a Consider the problem below.

purpose and SALLY’S FACE MASKS
Presentation of the To protect herself and her family from COVID-19, Sally decided to make face masks. She
lesson also plans to donate some face masks to those in need in her community. So, she went to
the store to buy 5 yards of fabric.
After cutting the fabric the salesperson told Sally, “Here you have 15 feet of your chosen
fabric. It costs 400 pesos.”
Sally didn’t say anything she just gave 400 pesos and get the fabric. But on her way out,
she’s thinking, “I told him 5 yards, why did he give me 15 feet of fabric? Why do you
think so? 5 yards are equal to 15 feet? How?
C. Discussing new English System of Measurement
concepts and
practicing new skills

This system of measurement was

developed when people used to measure
things using their body parts, like their
feet, and everyday household items, like
a cup.

The main units of the English

measurement system, shown in the image, are related by conversion facts. For example, 12
inches is equal to 1 foot and 16 ounces is equal to 1 pound. Some common conversion
facts in the English system of measurement are shown below.
“English System of Measurement Common Conversion Facts”
Length: 12 inches = 1 foot
3 feet = 1 yard
5280 feet = 1760 yards = 1 mile
Weight: 16 ounces = 1 pound
2 000 pounds = 1 ton
Capacity: 2 cups = 1 pint
8 pints = 1 gallon
Time: 60 seconds = 1 hour
24 hours = 1 day
12 months = 1 year
Going back to the problem:
Conversion is usually done from one unit to another.
How are 5 yards equal to 15 feet?
Convert 5 yards to 15 feet.
STEPS HOW TO CONVERT UNITS:
1. Find a conversion factor between the desired units and the given units.
The conversion factor is a fraction with the desired units on top and the given units on the
bottom.
Since we know that 1 yard = 3 feet, the conversion factor is:
3 feet (desired unit)
1 yard (given unit)

Conversion factors are equal to one, because the top and bottom terms are equal or
equivalent.

2. Multiply the original measurement by the conversion factor then simplify.

3 feet
5 yards x =5 x 3 feet =15 feet
1 yard
ANSWER: 5 yards is equivalent to 15 feet
 Multiplying a quantity by a conversion factor changes the units that measure a
quantity but does not change the original amount of the quantity.
CONVERTING UNITS IN ENGLISH SYSTEM
EXAMPLE 1: Convert 48 inches with feet.
Note: 1 foot = 12 inches
Find a conversion factor between the desired unit and the given unit.
1 foot
Conversion factor:
12inches
Multiply the original measurement by the conversion factor then simplify.
1 foot 48 feet
48 inches x = =4 feet
12inches 12
ANSWER: 48 inches is equivalent to 4 feet
EXAMPLE 2: Convert 2 miles into inches.
Since there is no direct conversion from inches to feet, you must convert miles to feet first
then convert feet to inches.
Note: 1 mile = 5280 feet and 1 foot = 12 inches
Find a conversion factor between the desired units and the given units.
5 280 feet
∧12inches
Conversion factors: 1mile
1 foot
Multiply the original measurement by the conversion factor then simplify.
5 280 feet 12inches
2 miles x x =126720 inches
1 mile 1 foot
ANSWER: 2 miles is equivalent to 126 720 inches

In some situations, we need to express metric units to English units and

vice-versa. The table below shows the relations of some English units to the other metric
units.
CONVERTING METRIC UNITS TO ENGLISH UNITS AND VICE-VERSA
 EXAMPLE 1: Convert 25 inches to centimeters.
Note: 1 inch = 2.54 centimeters
2.54 centimeters
25 inches x =63.5 centimeters
1 inch
ANSWER: 25 inches = 63.5 centimeters
EXAMPLE 2: Convert 176 pounds to kilograms.
Note: 1 kilogram = 2.2 pounds
1 kilogram 176 kilograms
176 pounds x = =80 kilograms
2.2 pounds 2.2 pounds
ANSWER: 176 pounds = 80 kilograms
1. Developing Convert each to the indicated unit.
mastery 1. 3 ft. = _____ in Answer: 36 in
(Leads to 2. 3 mi = _____ ft Answer: 15 840 ft
Formative
3. 5 280 yd = _____ mi Answer: 3 mi
Assessment 3)
4. 28 oz = _____ lbs Answer: 1.75 lbs
5. 20 000 lbs = _____ ton Answer: 10 ton
2. Finding practical
Imagine if the English system of measurement was not invented and only body parts are
applications of
used to measure all things. How will it be?
concepts and skills
in daily living
3. Making  To convert units in the English System, find the conversion factor between the
generalizations and
desired units and the given units then multiply the original measurement by the
abstractions about
the lesson conversion factor and simplify.
 Conversion factor is a fraction with the desired units on top and the given units on
the bottom.
 In multi-step conversion problems, the previous unit is cancelled for each step and
the next unit in the sequence is produced, each successive unit cancelling out until
only the unit needed in the answer is left.

4. Evaluating Convert the items bought at a local store to the indicated measure.
learning
1. 4 lb of flour = __________kg Answer: 1.81437 kg
2. 2.5 m of yarn = __________ft Answer: 8.2021 ft
3. 750 g of pasta = _________ lb Answer: 1.65347 lb
4. 46 lb of dried beans = _________kg Answer: 20.8652 kg
5. 9 yd of rope = ________m Answer: 8.2296 m
5. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
Mabini Kudarat Osmena Gomez Humabon
B = 21 B = 21 B = 19 B = 23 B = 24
SECTIONS
G = 15 G = 14 G = 18 G = 16 G = 21
T = 36 T = 35 T = 37 T = 37 T = 44
A. No. of learners who
earned 80% in the
evaluation
B. No of learners who
require additional
activities for
remediation

Prepared by: Checked by: Noted:

Signature
JOLLY ANN P. CAPALAR KATHERINE A. MATARLO MAITA G. CAMILON

GR Grade
School M. Araullo High School 7
ADE 7 Level
DAILY Learning
Teacher Jolly Ann P. Capalar Mathematics
LESSON Area
PLAN January 9, 2023/Monday
(Class Suspended)
January 10, 2023/Tuesday
Teaching
DLP No. 74 Date and
1:00 – 1:45
1:45 – 2:30
Mabini
Kudarat
Quarter
Second
Time
3:30 – 4;15 Osmeña
4:15 – 5:00 Gomez
5:45 – 6:30 Humabon

I. OBJECTIVES
A. Content The learner demonstrates understanding of the key concepts of measurement.
Standards
B. Performance The learner is able to formulate real life problems involving measurements and solve these
Standards using a variety of strategies.
C. Learning At the end of the lesson, at least 80% of the students with at least 80% level of proficiency
Competencies/ are expected to:
Objectives a. solve problems involving conversion of units of measurement;
b. use the table of conversion and metric converter accurately; and
c. appreciate the importance of converting units of measurement
II. CONTENT Topic: Solving Problems Involving Units of Measurement
III. LEARNING RESOURCES
A. References - Practical Math Textbook Grade 7 by Diwa Learning Town
- Grade 7 LCTG by DepEd Cavite Mathematics, 2016
- Developmental Math K to 12 Our World of Math Vibal
IV. PROCEDURES
A. Reviewing Which conversion factors are correct? Encircle them.
previous lesson or
presenting the new 1. 1 mi = 1.61 km 2. 1 ft = 12 inches 3. 1 km = 100 m
lesson
4. 1 gal = 379 mL 5. 100 mg = 1 kg

B. Establishing a a. What difficulty did you just go through this morning?

purpose and
b. Were you able to remedy the problem?
Presentation of the
lesson c. How did you solve this problem?
d. How did you feel upon solving the problem?
C. Discussing new Example 1: Kim rode a hot air balloon across the ocean. She was on the balloon for 3
concepts and
days. How many seconds was she on the balloon?
practicing new skills
Solution: You need to know how many seconds are in 3 days.
First, you must convert days to hours then convert hours to seconds.
We know that 1 day = 24 hours, 1 hour = 60 minutes and 1 minute = 60 seconds.

24 hours 60 minutes 60 seconds

3 days x x x =259 200 seconds
1 day 1 hour 1minute
ANSWER: Kim was on the balloon for 259, 200 seconds
In multi-step conversion problems, the previous unit is cancelled for each step and the next
unit in the sequence is produced, each successive unit cancelling out until only the unit
needed in the answer is left.
Example 2: Carla wants to surround her garden on all four sides with fencing. Her
rectangular garden is 270 cm by 130 cm. How many meters of fencing will she need?
Solution: You need to how many meters of fencing she needs to surround her garden. Find
the perimeter of her garden.
Perimeter = 2 (length + width)
= 2 (270 cm + 130 cm)
= 2 (400 cm)
= 800 cm.
Convert 800 cm to meters.
800 cm = 8 m (Divide by 100 or move the decimal point two units to the left) ANSWER:
Carla needs 8 meters of fencing.
Example 3: For each kilogram of a person’s weight, 1.5 milligrams of a drug is to be
given. What dosage should a 160-pound man given.
Solution: You need the dosage to be given to a 160-pound man.
Convert 160 pound to kilogram. We know that 1 Kg = 2.2 lbs, the conversion factor is
1 kg (given unit)
(desired unit)
2.2lbs

1 kg 160 kg
160 lbs x = =72.72 kg
2.2 lbs 2.2
ANSWER: A 160-pound man should be given 108 mg of a drug.
1. Developing Solve the following problems.
mastery
(Leads to 1. Grandma knitted a scarf for me in 2 weeks. How many hours did it take her?
Formative Answer: Grandma knitted a scarf in 336 hours
Assessment 3)
2. Mrs. Reyes is planning a class party for 50 students. She will be serving apple juice.
If she serves 250ml per student, how many liters of juice will she need? Answer: Mrs.
 Reyes needs 0.25 mL of juice
3. Rose has a pencil that is 19 cm long. How long is the pencil in inches?
Answer: The pencil is 7.5 inches long
2. Finding practical Read the problem carefully, and then, solve for what is asked.
applications of
A small guava weighs 12 g. An avocado is 10 times as heavy as a small guava. What is the
concepts and skills
weight of the avocado?
in daily living
Answer: An avocado weighs 120 grams
3. Making To solve word problems involving conversion of units, you need to understand the context
generalizations and
of a problem, perform conversions, and then check the reasonableness of your answer.
abstractions about
the lesson
4. Evaluating Read the following problems carefully, and then, solve. Choose the letter of the correct
learning answer.
1. The world’s heaviest seed was found to be 19.8kg. How heavy is it In pounds?
a. 43.65 lb b. 4.365 lb c. 436.5 lb d. 4365 lb
2. The certain bridge can withstand a load of 16 metric tons. How many kilograms of
load can it withstand?
a. 1,600 kg b. 16,000 kg c. 160,000 kg d. 1,600,000 kg
3. A square garden measures 10 m on one side. How many meters of wire fence should
be placed around the garden?
a. 20 b. 40 c. 80 d. 100
4. How many meters are in the 440-yd dash?
a. 200 m b. 300 m c. 400 m d. 500 m
5. Jojo’s height is 5 ft and 5 in. How tall is he in centimeters?
a. 136 cm b. 146 cm c. 156 cm d. 166 cm
5. Additional
activities for 1. Study: Translating English phrases to mathematical phrases and vice versa
application or 2. Give 2 English phrases and their translated to mathematical phrases.
remediation
V. REMARKS
VI. REFLECTION
Mabini Kudarat Osmena Gomez Humabon
B = 21 B = 21 B = 19 B = 23 B = 24
SECTIONS
G = 15 G = 14 G = 18 G = 16 G = 21
T = 36 T = 35 T = 37 T = 37 T = 44
A. No. of learners who
earned 80% in the
evaluation
B. No of learners who
require additional
activities for
remediation

Prepared by: Checked by: Noted:

Signature
JOLLY ANN P. CAPALAR KATHERINE A. MATARLO MAITA G. CAMILON