Lesson Plan in Math 7: Schools Division of Catbalogan City Samar National School Catbalogan City

Republic of the Philippines
Department of Education
REGION VIII – EASTERN VISAYAS
SCHOOLS DIVISION OF CATBALOGAN CITY
SAMAR NATIONAL SCHOOL
Catbalogan City
Lesson Plan in Math 7
NAME OF TEACHER AIRA MAE M. MARQUEZ

LEARNING AREA MATHEMATICS
QUARTER SECOND
TEACHING DATE November 14. 2022
CONTENT STANDARD Demonstrates understanding of the key concepts of measurement.

Is able to formulate real-life problems involving measurements and solve these
PERFORMANCE STANDARD
using a variety of strategies.
I.OBJECTIVE
Approximates the measures of quantities particularly length, weight/mass,
MELC BASED
volume, time, angle and temperature and rate.
COMPETENCY
(M7ME-IIa-3)
At the end of the lesson, students are expected to:
1. Estimate or approximate measures of volume.
CONTEXTUALIZED/
LOCALIZED
2. Use appropriate instrument to measure volume.
COMPETENCY 3. Convert volume measurements from one unit to another, including the
English system
4. Solve problems involving volume/capacity.
II.CONTENT
SUBJECT MATTER Approximating Measurement
KEY BEHAVIOR
Attentiveness, Accuracy, Focus
INDICATOR
III.LEARNING RESOURCES
REFERENCES Learner’s Module Math 7 (Q1), Mathematics 7 Teacher’s Guide, Internet
MATERIALS Chalk, Visual aid, Meter stick/tape measure
OTHER LEARNING
RESOUCES
TEACHING STRATEGIES Explicit Teaching
IV.PROCEDURES
Recalling the seven SI units, can somebody tell the class what unit of
A. REVIEW
measurement is used to measure volume?
B. DRILL Direction: Select and encircle the most appropriate unit of measure.
1. weight of a box of cereal

a. 3.4 kg b. 340 mg c. 340 g
2. weight of an apple
a. 100 mg b. 100 g c. 100 kg
3. weight of an egg
a. 28 g b. 28 kg c. 28 mg
Direction: Name the measuring devices by group and write your answer below.
Group A Group B
C. MOTIVATION

1. Estimate or approximate measures of volume.
D. PRESENTATION OF 2. Use appropriate instrument to measure volume.
THE LESSON 3. Convert volume measurements from one unit to another, including
the English system.
4. Solve problems involving volume/capacity.
E. DEVELOPMENT OF
THE LESSON MEASURING VOLUME
Volume is the amount of space an object contains or occupies. The volume of a

container is considered to be the capacity of the container. This is measured by
the number of cubic units or the amount of fluid it can contain and not the amount
of space the container occupies. The base SI unit for volume is the cubic meter
(m3). Aside from cubic meter, another commonly used metric unit for volume of
solids is the cubic centimeter (cm3 or cc) while the commonly used metric units
for volume of fluids are the liter (L) and the milliliter (ml)
Here are the volume formulas of some regularly-shaped objects:
Cylinder Cone
Triangular Prism
Pyramid
Rectangular Prism
Sphere
ACTIVITY
Let’s Measure!
Materials Needed:
Ruler/Steel tape measure
Different regularly-shaped objects (brick, cylindrical drinking glass)
Determine the dimension of the following using the specified metric units only.
Record your results in the table below and compute for each object’s volume
using the unit used to measure the object’s dimensions. Complete the table by
expressing/converting the volume using the specified units.
Drinking
Brick Classroom
Glass
Length Width Height Radius Height Length Width Height
Unit used*
Measurement
cm3
m3
in.3
ft.3
ANALYSIS
What was your reason for choosing which unit to use? Why?
How did you convert the volume from cc to m3 or vice versa?
How did you convert the volume from cc to the English units for volume?
ABSTRACTION/GENERALIZATION
What is volume?
What is the unit used for volume?
How are you going to compute a volume of a regularly-shaped objects?
APPLICATION
The rectangular water tank of a fire truck measures 3 m by 4 m by 5 m. How

many liters of water can the fire truck hold?
Step 1: V = l x w x h
= 3m x 4m x 5m
= 60 m3
1000 L
Step 2: 60 m3 x 3
=60 , 000 L
1m
A. Complete each statement by writing ml or L so that the statement will

become reasonable.
1. The capacity of an automobile gasoline tank is 50 ______________.
2. The capacity of a bottle of shampoo is 300 __________.
3. The capacity of juice glass is 150 _____________.
F. ASSESSMENT
B. Complete the following.

1. 1L = _____________ ml
2. 1 kl = ____________ L
3. 0.001 kl = ____________ L
V. AGREEMENT Solve.
A teaspoon holds about 5 ml of water What is the mass of 5 ml in grams? In
milligrams?
It’s mass is _________________ g.
It’s mass is _________________ mg.
VI. REMARKS
VII. REFLECTIONS
SUBMITTED BY AIRA MAE M. MARQUEZ
SUBMITTED TO EVANGELINA B. SAGADAL
Catbalogan City

QUARTER SECOND
TEACHING DATE NOVEMBER 17, 2022

I.OBJECTIVE
MELC BASED
COMPETENCY
(M7ME-IIa-3)
CONTEXTUALIZED/ At the end of the lesson, students are expected to:
LOCALIZED 1. Measure speed and time.
COMPETENCY 2. Solve problems involving speed and time.
II.CONTENT
KEY BEHAVIOR
INDICATOR
OTHER LEARNING
RESOUCES
IV.PROCEDURES
Find the volume.
A. DRILL A cube is a rectangular prism with the same measurement for length, width, and
height. If a cube is 4 inches tall, what is its volume?
Based on the Metric System of measurement, what is the base unit in measuring
B. REVIEW
time?
C. MOTIVATION Tell Me, What Time Is It Now?

Tell the time shown on the clocks.
1. 2.
 Present the objectives.
D. PRESENTATION OF At the end of the lesson, students are expected to:
THE LESSON 1. Measure speed and time.
2. Solve problems involving speed and time.
ACTIVITY
Group Activity.
The class will be divided into two. They have 10 mins to solve the given problem.
An airplane bound for Beijing took off from the Ninoy Aquino
International Airport at 11:15 a.m. Its estimated time of arrival in Beijing is at
1550 hrs. The distance from Manila to Beijing is 2839 km.
1. What time (in standard time) is the plane supposed to arrive in Beijing?
3:50 pm
2. How long is the flight?

1555 hrs – 1115 hrs = 440 hrs or 4 hrs and 40 minutes
3. What is the plane’s average speed?

d
S=
t
E. DEVELOPMENT OF 2839 km
THE LESSON S=
4.67 hrs
S=607.92 kph
ANALYSIS
For group 1 and 2, how were you able to solve the problem?
What difficulties did you encounter?
Is conversion useful in the given problem?
MEASURING TIME
Primitive men used to tell time by the position of the sun, the stars and the moon,
and the behavior of animals. They used the sundial, the water clocks, and the hour
glass for hundreds of years until the invention of the mechanical clocks, the
stately grandfather clocks, the quartz and digital watches, and most recently, the
atomic clocks.
Currently, there are two types of notations 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 12:00
midnight to 12:00 noon (a.m. or ante meridiem) and from 12:00 noon to 12:00
midnight (p.m. or post meridiem). Military time prevents this ambiguity by using
the 24-hr notation where the counting of the time continues all the way to 24.
Example 1:
Express the following to military notation;
a. 2:00 p.m. – 1400 hrs.
b. 9:00 a.m. – 900 hrs.
An elapsed time is the amount of time between the two-given time.
Example 2:
What is the elapsed time of
A.M. P.M.
MEASURING SPEED
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 d
distance ( S= or S= read as “distance per time”). The base SI unit
time t
m
for speed is meters per second ( ). The commonly used unit for speed is
s
Kilometers km mi
(kph or ) for the metric system and miles/hour (mph or ) for
hour hr hr
the English system.
APPLICATION
A cyclist covers a distance of 35 kilometers in 2 hours. Calculate this speed.
d
S=
t
35 km
S=
2 hrs
S=17.5 kph
F. ASSESSMENT
A. Express the following to military notation.
1. 1:24 pm =
2. 2:56 am =
3. 7:45 pm =
4. 5:16 am =
5. 3:56 pm =
B. Express the following into standard time.
1. 1341 hrs. =
2. 1750 hrs. =
3. 0432 hrs. =
4. 1236 hrs. =
5. 0051 hrs. =
C. Solve the word problem below.
A boy walks at a speed of 4 kph. How much time does he take to walk a
distance of 20 km?
Solve the word problem.

V. AGREEMENT A car takes 4 hours to cover a distance, if it travels at a speed of 40 mph.
What should be its speed to cover the same distance in 1.5 hours?
VI. REMARKS
VII. REFLECTIONS
Catbalogan City

QUARTER SECOND

I.OBJECTIVE
MELC BASED
COMPETENCY
(M7ME-IIa-3)
CONTEXTUALIZED/ 5. Estimate or approximate measures of angle
LOCALIZED 6. Use appropriate instruments to measure angle.
COMPETENCY 7. Solve problems involving angle.
II.CONTENT
KEY BEHAVIOR
INDICATOR
OTHER LEARNING
RESOUCES
IV.PROCEDURES
A. Express the following to military notation.
6. 6:24 pm =
7. 2:13 am =
8. 12:22 pm =
A. DRILL
B. Express the following into standard time.
6. 2040 hrs. =
7. 1850 hrs. =
8. 0120 hrs. =
In measuring degree, what unit is used when measuring angle?
B. REVIEW What is the tool used in measuring angle?
Complete Me!
Direction: Choose the word/number in the box to complete each sentence.
Angle protractor vertex 45° 180° 90°
1. An ______________ has two sides that meet at a point.

C. MOTIVATION 2. Angle are measured with a _________________.
3. There are _________________ degrees on a protractor.
4. There are _________________ degrees in a right angle.
5. The common point when two sides of the angle meet is called
_________________.

D. PRESENTATION OF 1. Estimate or approximate measures of angle
THE LESSON 2. Use appropriate instruments to measure angle.
3. Solve problems involving angle.
ACTIVITY
A. Let’s Measure!
Material needed: Protractor
Use your protractor to measure the angles given below. Write your answers on
your paper.
B. Let’s Estimate!
Estimate the measurement
of the angle below. Use your protractor to check your estimate.
Estimate ________________
E. DEVELOPMENT OF Measurement using the protractor ___________
THE LESSON
ANALYSIS
What difficulties did you meet in using your protractor to measure the angles?
What can be done to improve your skill in estimating angle measurements?
MEASURING ANGLE
Derived from the Latin word angulus, which means corner, an angle is defined as
a figure formed when two rays share a common endpoint called the vertex.
Angles are measured either in degree or radian measures.
In estimating the measurement of angle, we need to recall the different kinds of

angles such as:
1. Acute angle – angle whose measure is less than 90°
2. Right angle – angle whose measure is exactly 90°
3. Obtuse angle – angle whose measure is more than 90°
The measurement of an angle is the amount of opening between the sides of the
angle. An angle with the greater opening has the greater measure.
The figure below shows angle ABC (in symbols, ∠ ABC ¿ . The vertex of
∠ ABC is B. Rays are BA and BC are the sides of an angle.
Angles are measured by means of protractor. A protractor is a semi-circular

device marked off in units of degrees from 0 to 180. The unit used in measuring
angles is called degree.
To find the measure of an angle, place the center point of the protractor over the
vertex of the angle. Align the mark labeled 0 on either side of the scale with one
side of the angle. Then read the scale where the other side of the angle falls. This
has been done for ∠ BXC as shown below
Using the inner scale of the protractor, we can see that ∠ X is a 40 degree angle.
Thus, the degree measure of
∠ BXC IS 40, written as m∠ BXC = 40° .
APPLICATION
The time on the clock is shown as 3’oclock. Find the angle made by the hands of
the clock.
F. ASSESSMENT
Direction: Tell what angle do the hands of the clock forms.
1. 2.
3. 4.
V. AGREEMENT Have an advance study on measuring temperature.
VI. REMARKS
VII. REFLECTIONS
Catbalogan City

QUARTER SECOND
CONTENT STANDARD The learner demonstrates understanding of key concepts of measurement.

The learner is able to formulate real-life problems involving measurements and solve
these using a variety of strategies.
I.OBJECTIVE
MELC BASED Approximates the measures of quantities particularly length, weight/mass, volume, time,
COMPETENCY angle and temperature and rate. (M7ME-IIa3)
At the end of the lesson, the students are expected to:
CONTEXTUALIZED/
1. Estimate or approximates measures of temperature.
LOCALIZED
2. Convert temperature measurement from one unit to another.
COMPETENCY
3. Solve problems involving temperature and rate.
II.CONTENT
KEY BEHAVIOR
INDICATOR
REFERENCES Learner’s Module Math 7 (Q1)
MATERIALS Visual aid
OTHER LEARNING
Mathematics 7 Teacher’s Guide, Internet
RESOUCES
IV.PROCEDURES
Measure My Angle!
Directions: Use the figure to find the angle.
a. m∠ BAC , m∠ BAE , m∠ BAD , m ∠ BAF , m∠ BAG
D
E
A. REVIEW F C
H B
A
Encircle the best measurement that describes the correct temperature.
B. DRILL 1. A person with fever 102℃ 40℃ 13℃
2. Inside the refrigerator 35℉ 3℉ 10℉
Encircle Me!
C. MOTIVATION Directions: Chose the estimate of temperature to the nearest degree.
1. A normal body temperature: 10℃ 20 ℃ 37 ℃
2. A rainy day: 60℉ 15℉ 20 ℉
3. Boiling water: 100℃ 75 ℃ 50 ℃
 Present the objectives.

D. PRESENTATION OF At the end of the lesson, the students are expected to:
THE LESSON 1. Estimate or approximates measures of temperature.
2. Convert temperature measurement from one unit to another.
3. Solve problems involving temperature.
ACTIVITY
Zale, a Cebu resident, was packing his suitcase for his trip to New York City the nest day
for a 2-week vacation. He googled New York weather and found out the average
temperature there is 15℃ . Should he bring a sweater? What data should Zale consider
before making a decision?
ANALYSIS
1. What should zale consider before making a decision?

2. Should Zale bring a sweater?
3. What is temperature?
4. How can we measure temperature?
E. DEVELOPMENT OF
5. What is the unit used in measuring temperature?
THE LESSON
- What have you learned from today’s lesson?

- What is temperature?
- How will you measure temperature?
- What is the unit used in measuring temperature?
APPLICATION
Maria was preparing the oven to bake brownies. The recipe’s direction was to pre-heat the
oven to 350℉ but her thermometer was in ℃ . What should be the thermometer reading
before Maria puts the baking pan full of the brownie mix in the oven?
Solve what is being asked in the problem.

1. A normal body temperature is 98.6℉ . what is the equivalent body temperature
in Celsius scale?
F. ASSESSMENT
2. The normal January temperature is -24℃ . What is the equivalent temperature in
℉?
V. AGREEMENT Study about measuring rate.

VI. REMARKS
VII. REFLECTIONS
Catbalogan City

QUARTER SECOND

I.OBJECTIVE
CONTEXTUALIZED/ At the end of the lesson, the students are expected to:
LOCALIZED 1. Estimate or approximates measurements involving rate.
COMPETENCY 2. Solve problems involving rate.
II.CONTENT
KEY BEHAVIOR
INDICATOR
OTHER LEARNING
RESOUCES
IV.PROCEDURES
Directions: Encircle the best measurement that describes the correct temperature.
1. Normal body temperature 98℃ 37℃ 9℃
G. REVIEW 2. Inside the refrigerator 35℉ 3℉ 10℉
3. A person with fever 102 ℃ 40℃ 13℃
Give My Ratio!
What is the ration of red shapes to white shapes?
H. DRILL
Solve My Ratio!
Direction: Express each statement as a ratio. Write your answer after each statement.
1. To mix a pitcher of orange juice, Beth used 3 glasses of water to 1 glass of juice
I. MOTIVATION concentrate. (3 glasses : 1 glass of juice)
2. Paulo finished a 320-page book in 3 ½ weeks. (320 pages : 3.5 weeks)
Present the objectives.

J. PRESENTATION OF At the end of the lesson, the students are expected to:
THE LESSON 1. Estimate or approximates measurements involving rate.
2. Solve problems involving rate.
ACTIVITY
Give my ratio as an expression!

Directions: Give the ratio each expression. Write your answer right after each expression.
1. Give the ratio of gasoline consumed by a car for every kilometer if it used 2
liters to travel a distance of 20 kilometers. (1L : 10km)
2. The rate of speed of a horse running a distance of 15 kilometers in 2 hours.
(7.5km / hr)
ANALYSIS
1. What is ratio?
2. How will you express an statement in terms of ratio?
K. DEVELOPMENT OF
THE LESSON - What have you learned from today’s lesson?
- What is ratio?
- How will you express an statement in terms of ratio?
- How will you solve problems involving ratio?
APPLICATION
Mel fills his gas tank up with 6 gallons of premium unleaded gas for a cost of Php81.
How much would it cost to fill an 18-gallon tank?
Php 81 x
=
6 18
6x = (18)(81)
6x = 1458
X = 243
L. ASSESSMENT A. Direction: Express each statement as a ratio. Write your answer after each statement.
1. A recipe requires the 4 cups flour to every 3 eggs added into the better.
2. In a class, there are 13 girls and 11 boys. What is the ratio of girls to boys?
3. Your school’s basketball team has won 7 games and lost 3 games. What is the
ratio of wins to losses?
B. Solve the problem.
30 girls and boys have planned for a picnic. There is a ratio of 3 girls to 7 boys. how
many boys are there?
V. AGREEMENT Study about converting measurements.

VI. REMARKS
VII. REFLECTIONS

Catbalogan City

QUARTER SECOND

I.OBJECTIVE
LOCALIZED 3. Estimate or approximates measurements involving rate.
COMPETENCY 4. Solve problems involving rate.
II.CONTENT
KEY BEHAVIOR
INDICATOR
OTHER LEARNING
RESOUCES
IV.PROCEDURES
M. REVIEW Directions: Encircle the best measurement that describes the correct temperature.
4. Normal body temperature 98℃ 37℃ 9℃
5. Inside the refrigerator 35℉ 3℉ 10℉
6. A person with fever 102 ℃ 40℃ 13℃
Give My Ratio!
What is the ration of red shapes to white shapes?
N. DRILL
Solve My Ratio!
Direction: Express each statement as a ratio. Write your answer after each statement.
3. To mix a pitcher of orange juice, Beth used 3 glasses of water to 1 glass of juice
O. MOTIVATION concentrate. (3 glasses : 1 glass of juice)
4. Paulo finished a 320-page book in 3 ½ weeks. (320 pages : 3.5 weeks)

P. PRESENTATION OF At the end of the lesson, the students are expected to:
THE LESSON 3. Estimate or approximates measurements involving rate.
4. Solve problems involving rate.
ACTIVITY
Give my ratio as an expression!

Directions: Give the ratio each expression. Write your answer right after each expression.
3. Give the ratio of gasoline consumed by a car for every kilometer if it used 2
liters to travel a distance of 20 kilometers. (1L : 10km)
4. The rate of speed of a horse running a distance of 15 kilometers in 2 hours.
(7.5km / hr)
ANALYSIS
3. What is ratio?
4. How will you express an statement in terms of ratio?
Q. DEVELOPMENT OF
THE LESSON - What have you learned from today’s lesson?
- What is ratio?
- How will you express an statement in terms of ratio?
- How will you solve problems involving ratio?
APPLICATION
Mel fills his gas tank up with 6 gallons of premium unleaded gas for a cost of Php81.
How much would it cost to fill an 18-gallon tank?
Php 81 x
=
6 18
6x = (18)(81)
6x = 1458
X = 243
R. ASSESSMENT A. Direction: Express each statement as a ratio. Write your answer after each statement.
4. A recipe requires the 4 cups flour to every 3 eggs added into the better.
5. In a class, there are 13 girls and 11 boys. What is the ratio of girls to boys?
6. Your school’s basketball team has won 7 games and lost 3 games. What is the
ratio of wins to losses?

30 girls and boys have planned for a picnic. There is a ratio of 3 girls to 7 boys. how
many boys are there?
V. AGREEMENT Study about converting measurements.

VI. REMARKS
VII. REFLECTIONS

Catbalogan City

QUARTER SECOND

I.OBJECTIVE
MELC BASED Converts measurements from one unit to another in both Metric and English Systems.
COMPETENCY (M7ME-IIb-1)
LOCALIZED 1. Converts measurements from one unit to another in both Metric and English
COMPETENCY System.
II.CONTENT
SUBJECT MATTER Conversion of Measurements from One Unit to Another Unit
KEY BEHAVIOR
INDICATOR
OTHER LEARNING
RESOUCES
IV.PROCEDURES
S. REVIEW What was our lesson yesterday?
Which unit of measure would you use to find the following?
1. Length of a pencil
T. DRILL 2. Distance between two cities
3. Time it takes to write you name
4. Time it takes to complete a course in college
5. Weight of a sack of rice.
What’s the Pattern?
The lead researcher for the cure of covid-

19 was murdered. All of his researches
are kept intact in his mobile phone.
Unfortunately, we need to unlock the
phone using the correct pattern to open it.
U. MOTIVATION
the screen displays the series of
measurement under the number 0-9
If we are to draw the pattern base on the

measurements, what is sequence of the
pattern?

V. PRESENTATION OF At the end of the lesson, the students are expected to:
THE LESSON Converts measurements from one unit to another in both Metric and English
System.
W. DEVELOPMENT OF
THE LESSON ACTIVITY
INSTRUCTION: Measure and record your height and other two of your group members
in meters. Convert it into feet (ft) and inches (in) and into centimeters (cm). copy the table
below in a separate sheet of paper for your answer. Show your solution.
Names Meters (m) Feet (ft) & Centimeter

Inches (in) (cm)
1.
2.
3.
ANALYSIS
1. How many centimeters taller or shorter are you from the shortest group member
indicated in your table?
2. What is the height difference between you and one of the group members in
terms of meters, inches, and centimeters?
3. Do you know now hot to convert meter and inches to centimeters? How did you
convert it?
- What is conversion of unit?

- How will you convert unit of measurement from one unit to another unit?
- What is English system and Metric System?
- Give a short generalization of our lesson this day.
APPLICATION
Viel bought 550 g of flour for their baking activity. Convert the weight of the flour into
kilograms.
1 kg
550 g x =0.55 kg
1000 g
Direction: Fill in the blank with the correct number to make it equal.
1. 5.93 km = ______________ m
X. ASSESSMENT 2. 75 cm = _______________ mm
3. 650 cm = _______________ m
4. 850 m = _______________ km
5. 282 in = ________________ ft
Convert the following.
1. 95 g = _____________ kg
V. AGREEMENT 2. 4200 o = _____________ gr
3. 150 000 mg = ____________ kg
4. 400 oz = _______________ lb
5. 45 mg = ________________ g
VI. REMARKS
VII. REFLECTIONS
Catbalogan City

QUARTER SECOND
TEACHING DATE DECEMBER 2, 2022
The learner demonstrates understanding of key concepts of algebraic expressions, the

CONTENT STANDARD
properties of real numbers as applied in linear equations, and inequalities in one variable.
The learner is able to model situations using oral, written, graphical, and algebraic
PERFORMANCE STANDARD methods in solving problems involving algebraic expressions, linear equations, and
inequalities in one variable.
I.OBJECTIVE
MELC BASED Translates English phrases to mathematical phrases and English sentences to mathematics
COMPETENCY sentences, and vice versa.
LOCALIZED 1. Translate English phrases and sentences to Mathematical phrases and sentences
COMPETENCY and vice versa.
II.CONTENT
SUBJECT MATTER Translating English Phrases and Sentences to Mathematical Phrases and Sentences.
KEY BEHAVIOR
INDICATOR
OTHER LEARNING
RESOUCES
IV.PROCEDURES
A. REVIEW
What was our lesson yesterday?
Classify the following terms according to its corresponding mathematical symbol. List
them down under the symbol of your selection on your sheet.
Plus more than times ratio of

Incresed by subrated by multiplied by less
The quotient of equal to minus the product of
Not equal to greater than diminished by equivalent
The sum of the difference of less than decresed by
The same as not he same as is
B. DRILL + - X ÷
= ≠ > <
Write the following in symbols to supply the missing data in column 2.

1. The product of three and x.
2. The sum of 4 and 5.
C. MOTIVATION 3. The difference of x and 7.
4. 9 divided by 3.
5. 4 equals 2n.

D. PRESENTATION OF
THE LESSON
Translate English phrases and sentences to Mathematical phrases and sentences
and vice versa.
E. DEVELOPMENT OF
THE LESSON ACTIVITY
Translate the following mathematical expression in at least two ways.

1. 2(x-3)
a. _____________________________________________________________
b. _____________________________________________________________
2. 3x + 2 = 5
a. _____________________________________________________________
b. _____________________________________________________________
ANALYSIS
1. What is Verbal or English phrases? Mathematical Phrases? Verbal sentence?

Mathematical Sentence?
2. How are you going to translate English phrases to Mathematical Phrases?
- What is Verbal or English phrases? Mathematical Phrases? Verbal sentence?

- How are you going to translate English phrases to Mathematical Phrases?
- Give a short generalization of what you have learned on today’s discussion.
APPLICATION
Give the number sentence or phrase in order to represent the following word problems.
1. Alfred carries a load of 12 kilograms. He finds it heavy, so he removes a weight
of 4 kilograms. What is the weight of the remaining load?
Number Sentences/Phrase:
_______________________________________________
2. Ana deposits Php 1,500.00 in her savings account. A week after, she decided to
add her extra money amounting to Php 800.00. how much money did she save?
Number Sentences/Phrases:
________________________________________________
Complete the table below by translating English/verbal phrases and sentences into
mathematical phrase and sentences and vice versa.
Verbal Phrase/Sentence Mathematical Phrase/Sentence

1. The ratio of w to six.
F. ASSESSMENT 2. Four multiplied by a number x
3. x+ y
4. b–5
5. Thirteen diminished by eleven
times s
Translate the following English /verbal phrases into Mathematical phrases.
English/verbal Phrase Mathematical Phrase

1. a certain number j added with four
V. AGREEMENT
2. the product of a number c and sixteen
3. the product of three and x more than one
4. eight is increased by the product of e and f
5. a certain number v is divided by seventeen
VI. REMARKS
VII. REFLECTIONS
Catbalogan City

QUARTER SECOND

CONTENT STANDARD
I.OBJECTIVE
MELC BASED Translates English phrases to mathematical phrases and English sentences to mathematics
COMPETENCY sentences, and vice versa.
LOCALIZED 1. Translate English phrases and sentences to Mathematical phrases and sentences
COMPETENCY and vice versa.
II.CONTENT
SUBJECT MATTER Translating English Phrases and Sentences to Mathematical Phrases and Sentences.
KEY BEHAVIOR
INDICATOR
OTHER LEARNING
RESOUCES
IV.PROCEDURES
G. REVIEW What was our lesson yesterday?
Classify the following terms according to its corresponding mathematical symbol. List
them down under the symbol of your selection on your sheet.
Plus more than times ratio of

Incresed by subrated by multiplied by less
The quotient of equal to minus the product of
Not equal to greater than diminished by equivalent
The sum of the difference of less than decresed by
The same as not he same as is
H. DRILL + - X ÷
Plus
Subtracted from
More than The product of
= ≠ > <
Is not equal to
Write the following in symbols to supply the missing data in column 2.

6. The product of three and x.
7. The sum of 4 and 5.
I. MOTIVATION 8. The difference of x and 7.
9. 9 divided by 3.
10. 4 equals 2n.

J. PRESENTATION OF
THE LESSON
Translate English phrases and sentences to Mathematical phrases and sentences
and vice versa.
K. DEVELOPMENT OF
THE LESSON ACTIVITY
Express the following Mathematical phrases and sentence into at least two English
phrases/sentences.
1. 2–x
_____________________________________________________________
_____________________________________________________________
2. 3x = 1
_____________________________________________________________
_____________________________________________________________
x
3.
2
_____________________________________________________________
_____________________________________________________________
ANALYSIS
1. What is Verbal or English phrases? Mathematical Phrases? Verbal sentence?

2. How are you going to translate English phrases to Mathematical Phrases?
3. Why is it important to study this lesson?
- What is Verbal or English phrases? Mathematical Phrases? Verbal sentence?

- How are you going to translate English phrases to Mathematical Phrases?
- Give a short generalization of what you have learned on today’s discussion.
APPLICATION
Give the number sentence or phrase in order to represent the following word problems.
1. Alfred carries a load of 12 kilograms. He finds it heavy, so he removes a weight
of 4 kilograms. What is the weight of the remaining load?
Number Sentences/Phrase:
_______________________________________________
2. Ana deposits Php 1,500.00 in her savings account. A week after, she decided to
add her extra money amounting to Php 800.00. how much money did she save?
Number Sentences/Phrases:
________________________________________________
Complete the table below by translating English/verbal phrases and sentences into
mathematical phrase and sentences and vice versa.
Verbal Phrase/Sentence Mathematical Phrase/Sentence

1. Five less than d is equal to nine.
L. ASSESSMENT 2. Thrice the number b is thirteen
3. 3 x+ 2=5
4. 2k + g = 3
5. Three times the number f is
greater than one
Translate the following English /verbal phrases into Mathematical phrases.
English/verbal Phrase Mathematical Phrase

1. a certain number j added with four
V. AGREEMENT
2. the product of a number c and sixteen
3. the product of three and x more than one
4. eight is increased by the product of e and f
5. a certain number v is divided by seventeen
VI. REMARKS
VII. REFLECTIONS
Catbalogan City

QUARTER SECOND

CONTENT STANDARD
I.OBJECTIVE
Illustrates and differentiates related terms in algebra:
a. an where n is a positive integer
MELC BASED b. constants and variables
COMPETENCY c. literal coefficients and numerical coefficients
d. algebraic expression, terms and polynomials
e. number of terms, degree of the term and degree of the polynomial.
LOCALIZED
Illustrates and differentiates related terms in algebra.
COMPETENCY
II.CONTENT
SUBJECT MATTER Algebraic Expression
KEY BEHAVIOR
INDICATOR
OTHER LEARNING
RESOUCES
IV.PROCEDURES
A. REVIEW/DRILL What was our lesson yesterday?
Suppose numbers are assigned to letters of the alphabet as follow:

A = 1, B = 2, C = 3, D = 4, E = 5, and so on, up to Z =26
Using the above values, find the value of a name by adding the values of its digits.
B. MOTIVATION
For example: MARY = 13+1+18+25 = 57
ACE = 1+3+5 = 9
C. PRESENTATION OF Present the objectives.

THE LESSON At the end of the lesson, the students are expected to:
D. DEVELOPMENT OF
THE LESSON ACTIVITY
Change the expanded form into exponential form: an. Then, find the value.
For example: 6x6x6x6 = 64 = 1 296
1. 3 x3 =
2. 4x4x4=
3. 5x5=
4. 1x1x1x1x1x1x1=
5. 2x2x2x2x2x2=
ANALYSIS
1. What does n represent a n

2. How to change the expanded form into exponential form or vice versa?
3. What is the difference between constant and variable? Numerical and literal
coefficient?
4. How do you identify the constant(s), variable(s) and coefficients of an
algebraic expressions?

coefficient?
5. Is exponent useful? Why?
6. Give a short generalization of our lesson this morning.
APPLICATION
Identify the constant, variables, literal coefficient and numerical coefficient of each
expression. write your answer in the correct column.
Expressions Constant Variable Literal Numerical

Coefficient Coefficient
1. 2x2
2. 8a2 + 1
3. 10m + 5
4. 25z3 – 10
5. 40x5y4 + 11
State whether the following statement is true or false.
1. The coefficient in 50x is 50.
2. In 2x+1, the only numerical coefficient is 1.
E. ASSESSMENT
3. The literal coefficients of 3 – 4x + 8x2 are x and x2
4. The numerical coefficient of 10 is 0
5. In 3 – 18x, the numerical coefficients are 3 and -18.
V. AGREEMENT Study about evaluating algebraic expression.
VI. REMARKS
VII. REFLECTIONS

Catbalogan City

QUARTER SECOND

CONTENT STANDARD
I.OBJECTIVE
Illustrates and differentiates related terms in algebra:
f. an where n is a positive integer
MELC BASED g. constants and variables
COMPETENCY h. literal coefficients and numerical coefficients
i. algebraic expression, terms and polynomials
j. number of terms, degree of the term and degree of the polynomial.
LOCALIZED
COMPETENCY
II.CONTENT
SUBJECT MATTER Algebraic Expression
KEY BEHAVIOR
INDICATOR
OTHER LEARNING
RESOUCES
IV.PROCEDURES
F. REVIEW/DRILL What was our lesson yesterday?
Suppose numbers are assigned to letters of the alphabet as follow:

A = 1, B = 2, C = 3, D = 4, E = 5, and so on, up to Z =26
Using the above values, find the value of a name by adding the values of its digits.
G. MOTIVATION
For example: MARY = 13+1+18+25 = 57
ACE = 1+3+5 = 9
H. PRESENTATION OF Present the objectives.

I. DEVELOPMENT OF
THE LESSON ACTIVITY
Change the expanded form into exponential form: an. Then, find the value.
For example: 6x6x6x6 = 64 = 1 296
6. 3 x3 =
7. 4x4x4=
8. 5x5=
9. 1x1x1x1x1x1x1=
10. 2x2x2x2x2x2=
ANALYSIS

coefficient?

coefficient?
11. Is exponent useful? Why?
12. Give a short generalization of our lesson this morning.
APPLICATION
Identify the constant, variables, literal coefficient and numerical coefficient of each
expression. write your answer in the correct column.
Expressions Constant Variable Literal Numerical

Coefficient Coefficient
1. 2x2
2. 8a2 + 1
3. 10m + 5
4. 25z3 – 10
5. 40x5y4 + 11
State whether the following statement is true or false.
6. The coefficient in 50x is 50.
7. In 2x+1, the only numerical coefficient is 1.
J. ASSESSMENT
8. The literal coefficients of 3 – 4x + 8x2 are x and x2
9. The numerical coefficient of 10 is 0
10. In 3 – 18x, the numerical coefficients are 3 and -18.
V. AGREEMENT Study about evaluating algebraic expression.
VI. REMARKS
VII. REFLECTIONS

Catbalogan City

DAILY LESSON PLAN IN MATHEMATICS
Name of Teacher Aira Mae M. Marquez Grade Level Grade 7
Teaching Loads Learning Area MATHEMATICS
Teaching date Dec. 13, 2022 Quarter SECOND
I. OBJECTIVE(S)
To administer a long quiz.
II. CONTENT
A. Topic/Subject Matter Terms related to Algebra
B. Key Behavioral Indicator Focus and cooperation
III. LEARNING RESOU7RCES
A. References
B. Materials Manila paper
C. Other Learning Resources
IV. PROCEDURES
- Prayer/greeting
- Short review
- Give instructions/directions for the assessment

Work plan
- Start the long quiz
- Check/evaluate students’ answers
- Dismiss the class
V. REMARKS
VI. REFELCTION
Prepared by:
AIRA MAE M. MARQUEZ
SST - I
Checked by:
EVANGELINA B. SAGADAL
SSHT – VI (MATH)

Catbalogan City
DAILY LESSON PLAN IN MATHEMATICS
Name of Teacher Aira Mae M. Marquez Grade Level Grade 7
Teaching Loads Learning Area MATHEMATICS
Teaching date Dec. 1, 2022 Quarter SECOND
I. OBJECTIVE(S)
To administer a Summative Test for the 2nd Grading Period.
II. CONTENT
A. Topic/Subject Matter
B. Key Behavioral Indicator Focus and cooperation
III. LEARNING RESOU7RCES
A. References
B. Materials
C. Other Learning Resources
IV. PROCEDURES
Work plan
 Prayer/greetings
 Give directions for the test
 Distribute the test questionnaire
 Answer the test
 Check/evaluate students’ answers
 Dismiss the class
V. REMARKS
VI. REFELCTION
Prepared by:
AIRA MAE D. MACALINGA
SST - I
Checked by:
EVANGELINA B. SAGADAL
SSHT – VI (MATH)

Catbalogan City

QUARTER SECOND
TEACHING DATE JANUARY 4, 2023

CONTENT STANDARD
I.OBJECTIVE
MELC BASED
Evaluate algebraic expressions for given values of the variables. M7AL-IIc-4
COMPETENCY
LOCALIZED
Evaluate algebraic expressions for given values of the variables.
COMPETENCY
II.CONTENT
SUBJECT MATTER Evaluating Algebraic Expression
KEY BEHAVIOR
INDICATOR
OTHER LEARNING
RESOUCES
IV.PROCEDURES
A. REVIEW What was our lesson yesterday?
Find the answer to the following multi operation mathematical expression by connecting
the expression in column A to the corresponding answer in column B.
A B
1. (3)(8) – (14+10) 5
B. DRILL
2. (2+6)(2-3) 100
3. (2)(3) + 4 – 5 -8
4. (2 + 6)(2) – (-4) 3
5. (2)(3) / (3-1) 20
0
Tell whether each pair of terms is similar or not. Check (/) yes if similar and check (/) no
if not similar.
Terms Yes No
1. 5, -3
C. MOTIVATION
2. -2ab, 3ab
3. 8x2, 6x3
4. (m+2m), -(2n+m)
5. 2x, 2y
D. PRESENTATION OF Present the objectives.

Evaluate an algebraic expression for given values of the variable..
E. DEVELOPMENT OF
THE LESSON ACTIVITY
Evaluate the expression if a= 2, b=-1, c=3, and d=-5.

1. a + b + c + d
2. ab – cd
3. (-a) + b – c + d
4. 5a – 3a – 8a + 6a
5. 6a2b – 2a2d + a2cd
ANALYSIS
- How did you evaluate an algebraic expression?

- What did you noticed in evaluating an algebraic expression?
- How did you evaluate an algebraic expression?

- What did you noticed in evaluating an algebraic expression?
- Give a short generalization of what you have learned on our discussion today.
APPLICATION
If x = 6, what is the value of.

1. 3x + 4
x
2. –2
2
3. 2 x+3
x
4. +2
3
5. 2 x−5
Evaluate the expression if z = 2.
1. 1 + z
2. z - 2
F. ASSESSMENT 3. 2z
z
4.
2
5. 3z
Evaluate the expression if z = 2.
1. 2z + 1
2. -2z – 1
V. AGREEMENT 3. 4 – 3z
4. 3z – 1
−7 z
5.
2
VI. REMARKS
VII. REFLECTIONS

Catbalogan City

QUARTER SECOND

CONTENT STANDARD
PERFORMANCE STANDARD The learner is able to model situations using oral, written, graphical, and algebraic
methods in solving problems involving algebraic expressions, linear equations, and
I.OBJECTIVE
MELC BASED
Adds and subtracts polynomial. (M7AL-IId-2)
COMPETENCY
LOCALIZED a. Identify rules in adding polynomial.
COMPETENCY b. Solve problem involving addition of polynomial
II.CONTENT
SUBJECT MATTER Addition of Polynomial
KEY BEHAVIOR
INDICATOR
OTHER LEARNING
RESOUCES
IV.PROCEDURES
G. REVIEW What was our lesson yesterday?
Who Am I?
Reveal who is being referred to in the statements above by performing the indicated
operation in column A and matching it to the answers in Column B.
“I am the father of Archimedes. Do you know my name?” Find it out by decoding
the hidden message below.
Column A Column B
1. 8 + (-5) S -2
H. DRILL 2. (-12)+(-8) H -20
3. (-2)+1 I -1
4. (4)(-7) P 3
5. (-5)÷(5) A 6
6. (-2)(-3) E -13
7. (-6)÷(3) D -28
V 28
_____ _____ _____ _____ _____ _____ _____
1 2 3 4 5 6 7
Group Game
Students will be grouped into 2, each group will select one representative to answer
questions to be shown in a meta card. The first one to write and give the correct answer
on the board will be given points. (5rounds will be given)
I. MOTIVATION 2x + 12x
(9n+3)+(-3n-5)
(-5y+1)+13y
(a2+2a-3)+(2a2-2a+3)
4m-2+2m

J. PRESENTATION OF
THE LESSON
a. Identify rules in adding polynomial.
b. Solve problems involving addition of polynomial.
K. DEVELOPMENT OF
THE LESSON ACTIVITY
Simplify each.
Group 1: (5a + 8b – 2c) + (8a + 7b – 8c)
Group 2: (4x + 10y – 6z) + (7x – 4y + 7z) + (3x + 9z)
ANALYSIS
- How did you add polynomial?

- What did you noticed about adding polynomial?
- What is the rule in adding polynomial?
Rules for Adding Polynomial

To add polynomial, simply combine similar terms. To combine similar terms, get the
sum of the numerical coefficients and annex the same literal coefficients. If there is more
than one term, for convenience, write similar terms in the same column.
Example.
1. 5x + 2x
2. 3x2 + 4x – x
3. (x – 1) + (x +2)
4. (x2 – 2x + 3) + (x2 + 2x – 5)
GENERALIZATION
Give a short generalization of what you have learned on our discussion today.
APPLICATION
The lengths of the sides of quadrilateral MATH are shown in the diagram.
Find the perimeter of the quadrilateral MATH.
Solution:
To find the perimeter, add the lengths of the sides.
P = (4a – b) + 93a) + 95a + 2b) + (4b)
= (4a + 3a + 5a) + (-b + 2b + 4b)
= (4 + 3 + 5)a + (-1 + 2 + 4)b
= 12a + 5b
Find the sum.
1. 5a + (2a +6)
2. (2x + 4) + (4x – 1)
3. (4a – 3b + 2c) + (5a + 8b – 10c) + (-12a + c)
L. ASSESSMENT 4. (13x4 – 20x3 + 5x – 10) + (-10x2 – 8x4 – 15x + 10)
Solve the problem.

Vincent Vann saved (2x + 3y) pesos from his allowance on Monday and (6x – y)
pesos on Tuesday. What is his total savings for two days?
V. AGREEMENT Study about subtracting polynomial.
VI. REMARKS
VII. REFLECTIONS
Catbalogan City

QUARTER SECOND

CONTENT STANDARD
I.OBJECTIVE
MELC BASED
COMPETENCY
LOCALIZED a. Identify rules in subtracting polynomial.
COMPETENCY b. Solve problem involving subtraction of polynomial
II.CONTENT
SUBJECT MATTER Subtraction of Polynomial
KEY BEHAVIOR
INDICATOR
OTHER LEARNING
RESOUCES
IV.PROCEDURES
M. REVIEW What was our lesson yesterday?
Who Am I?
Column A Column B
8. 8 + (-5) S -2
9. (-12)+(-8) H -20
N. DRILL
10. (-2)+1 I -1
11. (4)(-7) P 3
12. (-5)÷(5) A 6
13. (-2)(-3) E -13
14. (-6)÷(3) D -28
V 28
_____ _____ _____ _____ _____ _____ _____

1 2 3 4 5 6 7
Group Game
O. MOTIVATION 2x + 12x
(9n+3)+(-3n-5)
(-5y+1)+13y
(a2+2a-3)+(2a2-2a+3)
4m-2+2m

P. PRESENTATION OF At the end of the lesson, the students are expected to:
THE LESSON a. Identify rules in subtracting polynomial.
b. Solve problem involving subtraction of polynomial
Q. DEVELOPMENT OF
THE LESSON ACTIVITY
Perform the operation.

Group 1: (2x2-15x+25) – (3x2+12x-18)
Ans. (2x2-15x+25)
+ (-3x2-12x+18)
-1x2-27x+43
Group 2: (30x3-50x2+20x-80) – (17x3+26x+19)

Ans. (30x3-50x2+20x-80)
+ (-17x2 -26x-19)
13x3-50x2-6x-99
ANALYSIS
- How did you subtract polynomial?

- What did you noticed about subtracting polynomial?
- What is the rule in subtracting polynomial?
Rules for Subtracting Polynomials

To subtract polynomial from another polynomial, change the sign of the
subtrahend and proceed to addition. Keep in mind that in adding polynomials, you
can only add those that are similar or like terms.
a – b = a + (-b)
minuend subtrahend
Example:
1. (5x + 4) – (7x + 3)
2. (9x + 3) – (-4x + 5)
3. (6x2 – 4x + 8) – (3x2 – x – 5)
4. (8x3 - 2x2 + 2x – 2) – (3x2 + 4x + 7)
Generalization
Give a short generalization of what we have discussed for this day.
APPLICATION
If you have (100x3-5x+3) in your wallet and you spent (80x3-2x2+9) pesos in buying
foods. How much money is left in your pocket?
Solution:
(100x3 -5x+3)
+ (-80x3+2x2 -9)
(20x3+2x2-5x-6)pesos
A. Perform the operation.
1. 12y-18y
2. -5x3-4x
3. (6x2-5x-2) – (4x2-2x)
R. ASSESSMENT 4. 14x3 + (-16x3)
Solve the problem.

There are 14a2+2a+16 children in a classroom. If the number of boys is 5a2-9a+7.
How many girls are in the classroom?
V. AGREEMENT Study about multiplying polynomial.
VI. REMARKS
VII. REFLECTIONS
Catbalogan City

QUARTER SECOND

CONTENT STANDARD
I.OBJECTIVE
MELC BASED
COMPETENCY
CONTEXTUALIZED/
a. Identify rules in subtracting polynomial.
LOCALIZED
b. Subtract polynomial
COMPETENCY
c. Solve problem involving subtraction of polynomial
II.CONTENT
SUBJECT MATTER Subtraction of Polynomial
KEY BEHAVIOR
INDICATOR
OTHER LEARNING
RESOUCES
IV.PROCEDURES
Subtract the following integers:

1. 2 – 4 =
2. 4 – (-9) =
3. -3 – (-8) =
A. REVIEW
Find the sum of the following:
1. 8x and 9x
2. 5x2 + 7x – 17 and 4x2 – 12x - 4
Who Am I?
Column A Column B
1. 8 + (-5) S -2
2. (-12)+(-8) H -20
B. DRILL
3. (-2)+1 I -1
4. (4)(-7) P 3
5. (-5)÷(5) A 6
6. (-2)(-3) E -13
7. (-6)÷(3) D -28
V 28
_____ _____ _____ _____ _____ _____ _____

1 2 3 4 5 6 7
Group Game
C. MOTIVATION
1. -9x - (-18x) = 4. 3x2 - (-8x2) =
2. (-9a) – 4a = 5. (-4x2) - (-2x2) =
3. 6y – (-4y) =
D. PRESENTATION OF
THE LESSON Present the objectives.
a. Identify rules in subtracting polynomial.
b. Subtract polynomial
c. Solve problem involving subtraction of polynomial
ACTIVITY
a. Students will add and subtract polynomials by taking orders from as a drive-thru
attendant as measured by closing activity.
b. Teacher pretends to be a customer in a drive-thru trying to feed a van of hungry
athletes and the students are the employees taking the order.
c. Give an order and allow the students to calculate the order using their own previous
knowledge.
i. 10 hamburgers, 6 cheeseburgers, 8 double hamburgers, 3 more
cheeseburgers, 5 double cheeseburgers, take away 2 hamburger, 5 double
hamburger and 4 cheeseburgers. What is the final order?
ii. 10h + 6c + 8h2 + 3c + 5c2 –2h – 5h2 – 4c
iii. 5c2 + 3h2 + 2c + 8h
ANALYSIS
- How did you subtract polynomial?

- What did you noticed about subtracting polynomial?
- What is the rule in subtracting polynomial?
Rules for Subtracting Polynomials

To subtract polynomial from another polynomial, change the sign of the
E. DEVELOPMENT OF
subtrahend and proceed to addition. Keep in mind that in adding polynomials, you
THE LESSON
can only add those that are similar or like terms.
a – b = a + (-b)
minuend subtrahend
Example:
1. (5x + 4) – (7x + 3)
2. (9x + 3) – (-4x + 5)
3. (6x2 – 4x + 8) – (3x2 – x – 5)
4. (8x3 - 2x2 + 2x – 2) – (3x2 + 4x + 7)
Generalization
Give a short generalization of what we have discussed for this day.
APPLICATION
If you have (100x3-5x+3) in your wallet and you spent (80x3-2x2+9) pesos in buying
foods. How much money is left in your pocket?
Solution:
(100x3 -5x+3)
+ (-80x3+2x2 -9)
(20x3+2x2-5x-6)pesos
F. ASSESSMENT A. Perform the operation.
1. 21y – (-7y)
2. -20x3 – (-3x3)
3. (9x2 + 16x + 12) – (14x2 + 2x – 7)
4. (10x2 + x + 16) – (3x – 4x2 + 10)
5. (3x2 – 2x – 6) – (3x2 – 2x + 6)

There are 14a2+2a+16 children in a classroom. If the number of boys is 5a2-9a+7.
How many girls are in the classroom?
A. Perform the operation.
1. 12y-18y
2. -5x3-4x
3. (6x2-5x-2) – (4x2-2x)
V. AGREEMENT
4. 14x3 + (-16x3)

What must be subtracted from 9x2 – 2x to make a difference of 5x2 + 3?
VI. REMARKS
VII. REFLECTIONS

Lesson Plan in Math 7: Schools Division of Catbalogan City Samar National School Catbalogan City

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Republic of the Philippines

Lesson Plan in Math 7

NAME OF TEACHER AIRA MAE M. MARQUEZ

CONTENT STANDARD Demonstrates understanding of the key concepts of measurement.

1. weight of a box of cereal

At the end of the lesson, students are expected to:

Volume is the amount of space an object contains or occupies. The volume of a

How did you convert the volume from cc to m3 or vice versa?

What is the unit used for volume?

How are you going to compute a volume of a regularly-shaped objects?

The rectangular water tank of a fire truck measures 3 m by 4 m by 5 m. How

A. Complete each statement by writing ml or L so that the statement will

B. Complete the following.

Lesson Plan in Math 7

NAME OF TEACHER AIRA MAE M. MARQUEZ

CONTENT STANDARD Demonstrates understanding of the key concepts of measurement.

C. MOTIVATION Tell Me, What Time Is It Now?

2. How long is the flight?

3. What is the plane’s average speed?

What difficulties did you encounter?

Is conversion useful in the given problem?

An elapsed time is the amount of time between the two-given time.

A cyclist covers a distance of 35 kilometers in 2 hours. Calculate this speed.

B. Express the following into standard time.

C. Solve the word problem below.

Solve the word problem.

Lesson Plan in Math 7

NAME OF TEACHER AIRA MAE M. MARQUEZ

CONTENT STANDARD Demonstrates understanding of the key concepts of measurement.

A. Express the following to military notation.

Angle protractor vertex 45° 180° 90°

1. An ______________ has two sides that meet at a point.

At the end of the lesson, students are expected to:

What can be done to improve your skill in estimating angle measurements?

In estimating the measurement of angle, we need to recall the different kinds of

Angles are measured by means of protractor. A protractor is a semi-circular

Lesson Plan in Math 7

NAME OF TEACHER AIRA MAE M. MARQUEZ

CONTENT STANDARD The learner demonstrates understanding of key concepts of measurement.

 Present the objectives.

1. What should zale consider before making a decision?

- What have you learned from today’s lesson?

Solve what is being asked in the problem.

V. AGREEMENT Study about measuring rate.

Lesson Plan in Math 7

NAME OF TEACHER AIRA MAE M. MARQUEZ

CONTENT STANDARD The learner demonstrates understanding of key concepts of measurement.

Present the objectives.

Give my ratio as an expression!

V. AGREEMENT Study about converting measurements.

Republic of the Philippines

Lesson Plan in Math 7

NAME OF TEACHER AIRA MAE M. MARQUEZ

CONTENT STANDARD The learner demonstrates understanding of key concepts of measurement.

Present the objectives.

Give my ratio as an expression!

B. Solve the problem.

V. AGREEMENT Study about converting measurements.

Republic of the Philippines

Lesson Plan in Math 7

NAME OF TEACHER AIRA MAE M. MARQUEZ

CONTENT STANDARD The learner demonstrates understanding of key concepts of measurement.

Which unit of measure would you use to find the following?