GRADE 7 School MALAYBALAY CITY NSHS Grade Level 7

DAILY Teacher MARINEL C. BAYRON Learning Area MATHEMATICS

LESSON
LOG Teaching Dates and Time NOVEMBER 13-17, 2023 Quarter SECOND

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of sets and the real number system.
2. Performance The learner is able to formulate challenging situations involving sets and real numbers and solve
Standards these in a variety of strategies.
3. Learning Illustrates what Approximates the Approximates the Approximates the Conduct of
Competencies/ it means to measures of quantities measures of measures of Assessment.
measure particularly length , quantities quantities
Objectives (M7ME-IIa-1) weight/mass, volume, particularly length , particularly
Describes the time, angle and weight/mass, length ,
development of temperature and rate volume, time, angle weight/mass,
measurement (M7ME-IIa-3) and temperature volume, time,
from the a. Describe what it and rate angle and
primitive to the means to measure (M7ME-IIa-3) temperature and
present and approximate a. Describe what it rate
international lengths means to measure (M7ME-IIa-3)
system of unit b. Convert length and approximate a. Describe what it
(M7ME-IIa-2) measurement from measures of means to
a. Describe what one unit to another. weight/mass measure and
it means to c. Appreciate the b. Convert approximate the
measure importance of weight/mass measures of
estimation/ measurement s volume
b. Identify the approximation and from one unit to b. Convert volume
development measurements in another including measurements
of everyday life the English from one unit to
 measuremen system. another including
t from the c. Appreciate the the English
primitive to importance of system.
the present estimation/ c. Appreciate the
International approximation and importance of
system of measurements in estimation/
unit everyday life approximation
and
measurements in
everyday life
c. Apply
accurate
measuremen
t in daily life
situation
II. CONTENT Measurement Measuring length Measuring Measuring Assessmen
weight/mass Volume t Test in
Measureme
nt
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 Materials
pp. 91 – 98 pp. 91-98 pp. 104 -105 pp. 99-103
pages
3. Textbook pages Math Builders Elem. Algebra pp.5-7. Elem. Algebra pp. 11- Elem. Algebra pp.
(Ulpina J.) p. 117 Math Digest pp.6-7 13. Math Digest 8-11 10-11. Math Digest
e-math(Oronce,) p 12-15
83
 4. Additional Materials http://
from Learning www.discoveryeducation.
Resource (LR) portal com/teachers/free-
lesson-plans/discovering-
math-beginning-
measurement.cfm
https://
www.teachervision.com/
measurement/teacher-
resources/34507.html
https://www.wyzant.com/
resources/lessons/math/
elementary_math/
measurement
http://
www.helpingwithmath.co
m/by_subject/
word_problems/
wor_measurement01_4m
d2.htm
B. Other Learning Grade 7 LCTG by Grade 7 LCTG by DepEd
Resources / DepEd Cavite Cavite Mathematics,
Materials Mathematics, 2016 2016
rulers, tape measures,
steel tape measure
IV. PROCEDURES
A. Reviewing previous Motivation Pre-Assessment:
lesson or presenting Let the students Identify the most realistic
identify the
the new lesson unit of measure for each
following pictures
of the following:
and describe how
http:// http://
www.helpingwithmath. www.mathworksheets
com/by_grade/ 4kids.com/capacity/
gr7_worksheets.htm estimate-large.png
http:// http://
www.dummies.com/ www.mathworksheets
how-to/content/how-to- 4kids.com/
capacity.php
convert-metric-units-of-
http://
measurement.html
www.mathsisfun.com/
http://www.regentsprep volume-
.org/regents/math/alge conversion.html
bra/am2/leseng.htm http://
http:// worksheets.tutorvista.
www.enslow.com/ com/volume-word-
resources/978-0-7660- problems.html?
3369-6.pdf page=1
Grade 7 LCTG by Grade 7 LCTG by
DepEd Cavite DepEd Cavite
Mathematics, 2016; Mathematics, 2016
Activity sheets shoebox, rubik’s
cube, tin can,
toblerone box, ball
Pre-Assessment: Pre Assessment a. Prayer
Estimate the capacity b. Checking of
Fill in the blanks. Use of each object. attendance.
as 1 unit of mass. Encircle your answer.
it can be used for 1. size of your waistline
measurement. 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.
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 Estimate first. Record the Activity A. Determine the Giving
purpose for the do the following object’s estimation, actual Choose the most dimension of the directions
lesson and write their measurement and their appropriate instrument following using the before
answers on the difference on the table to use in measuring specified metric units answering the
notebook. below. Use centimetre the weights of the only. Record your assessment
a. Measure the and inch. given objects. For the results in the table test.
length and width weight, check (√) only below and compute
of your Math book
one of the given units. for each objects
using your
volume using the unit
thumb’s width and
the ruler used to measure the
b. Measure the Object object’s dimension.
length of your Complete the table by
classroom using 1. Length of the expressing/converting the
foot length and classroom volume using specified
meter stick 2. Height of the door units. (For reference, see
c. Compare your 3. Length of a chalk LCTG, pp.99-103)
measurement with 4. Length of shoe
those of your 5. Height of chair
classmate (at
least 3) and write
your observations.
 SHOE BOX
l w h
TIN CAN
r h
RUBICS CUBE
l w h
OBJECTS
TOBLERONE BOX
1. ₱5 - coin
b h H
2.a monoblock chair
3.barbie doll
BALL
4.A piece of brick
r
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?
C. Presenting Based from the Conversion of Metric Metric System A. Distribution of
examples/ instances activity, answer the System of Measure Conversion 1. Change 2.46 hL to Test
of the lesson following cL Papers
questions: Study the metric To convert smaller unit Solution:
1. Did you converter illustrated to larger unit move to Since there are 4
experience below. the left. spaces between hL
difficulty when and cLm move the
1. Change 465 cg to
you were doing decimal point 4 times
the actual dkg to the right.
measuring? 465 cg = 0.465 dkg
2. What have you km
cm
hm
mm
dam m dm

noticed on your To convert larger unit

results and of to smaller unit move to 2. Change the
your To convert hectometer the right. volume of 45 000
classmates? to decimeter, count the milliliters of liquid to
3. Can you relate spaces from hm to dm, 2. Change 7.95 kg to g liter.
an experience and move the decimal 7.95 kg =7 950 g Solution: There are 3
in your point in the same spaces between mL
English System
community direction as many and L, thus move the
Conversion
where non – spaces as decimal point 3
indicated in the Example 1. Convert
standard unit of times to the left.
measurement diagram. 60 ounce into pounds
was used? Example:
4. At present, what A. For three
are some of the 1. 5.4321 hm = 5432.1
Example 2. Convert dimensional unit,
standard unit of dm use the metric
3 kg into pounds
measurement 2. 0.985 km = 985 m converter below.
are used? 1. Change 750 mm3
Show to the class to cm3
the different Similarly, move 5 Solution: There is
primitive ways of spaces to the left or 5 only one space
measurements decimal places to the between the two
left to convert units. Thus the
centimeter to kilometer. decimal point is
The number of spaces moved 3
corresponds to the
powers of ten needed times to the left.
to convert one unit to
another. 2. Change 3.48 km3
to m3.
Solution: There are 3
Conversion of English
spaces between the
System of Measure two units. Thus the
Proportions will help you decimal point is
make conversions when moved 9
working with times to the right.
measurments
Create a unit conversion
ration, which is always For English Measures
equal to 1: Illustrative Example
1. Convert 1 cubic
yard into 1 cubic feet.
We know that 1 yard
= 3 feet

Example1: How many 2. Convert the

capacity of 30 cubic
yards are in 15 feet?
feet cylindrical tank
There are 3 feet in 1 into cubic meter.
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

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
Conversion of English convert the English
system to Metric system unit of volume?
or vice versa 4. How did you
convert the Metric
1 inch = 2.54 cm unit to English unit of
 3.3 feet = 1 meter volume and vice
versa?
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 Convert the following Change the following What is the water Answering of
concepts and into five groups. depth of each tank? Assessment
using the metric to the indicated unit.
practicing new skills Each group will (1 liter = 1 000 cm3) Test
get the measure converter. 1. 21 g = _______ mg
#1
of each item and 1. 7 m to dam 2. 2.8 kg= _______ g
share the results 3. 9768 g= _______ kg
2. 9 km to m 4. 2340 mg=______ hg
to the class after
completing the 3. 752 cm to mm 5. 0.553 kg =_____ mg
table 4. 57.3 m to mm 6. 3 lb = _______ oz
7. 6 tons = ______oz
5. 99 mm to km 8. 5 000 lb =____ tons
6. 42.17 m to km 9. 10 kg = _______ lb
10. 22 lb = _______ kg
7. 8456 mm to m
1.
 2. 8. 426 cm to mm
3.
4. 9. 15 dm to hm
10. 18 m to dam

Item (1st Column)

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 Volume: 4.8 liters
Water Depth: ______
Hand of the Volume: 32 liters
tallest group Water Depth: ______
member (2nd
Column)

Meter Stick or
Ruler
(3rd Column)

Answer the
following
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 Measure the length of Encircle the best Convert the
concepts and the unit of each line segment and estimate of the weight following to the
practicing new skills measure is convert to the indicated of the following: indicated
#2 expressed in unit. 1. a cup of coffee measures.
standard form. If (For clearer view, see a. 245 mg 1. 459 mL =
Yes write IWY and DLP/LCTG) b. 245 g _____ L
VOICE if No. c. 250 kg 2. 0.375 L =
1. 15 paces 2. a 25 centavo coin _____ mL
a. 8 mg 3. 396 L =
6. 7 hours b. 8 g _____ kL
2. 10 gallons c. 8 kg 4. 36 000 mm3=
3. a glass of water _____ dm3
7. 12 a. 400 mg 5. 1 gal =
meters b. 400 g _____ pt
3. 25 cubits c. 400 kg
4. a thick book
8.10 digits a. 1.5 mg
4. 7 kilos b. 1.5 g
c. 1.5 kg
9. 8 meters
5. 10 spans 5. a nail
a. 0.5 mg
10. 12 liters b. 0.5 g
c. 0.5 kg
F. Developing mastery Match each term Convert the following Convert the following A. Convert the
(Leads to Formative with its meaning. measures of length measurements following:
Assessment 3) Write the letter 1. 9.56 kg = ______ dg
of your answer. 1. 36 in = ________ ft 2. 654.3 dg = ______ g 1. 500 mL = _____
____1. The 2. 21 ft = ________ yd 3. 9.268 mg = ____ cg dL
metric unit used 4. 3.54 kg = ______ hg 2. 10 cm3 = _____
for length 3. 3 yd = ________ in 5. 455 g =_______ kg mm3
____2. The 3. 120 oz = ______ qt
thickness or 4. 3 mi = ________ft 4. 3 ft3 = ______ in3
width of the 5. 150 m3 = ______ ft3
 index finger 5. 6 ft = ________ in B. What is the water
____3. The depth of each
distance of one tank? (1 liter = 1
full step 000 cm3)
____4. A
hundred meters

____5. The
distance from
the elbow to the
fingertips
a.pace
b.cubit
c.digit

d.hectomet
er
e.meter
f. hand
span

Volume: 1.8 liters

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

G. Finding practical Use your span, Solve the following: Problem Solving Answer each of the
applications of palm and digit ff.
measures to 1. Gemma bought a 60 1. The mass of one 1. Find the volume
concepts and skills
estimate each cm ribbon to accentuate sachet of coffee is of balikbayan
in daily living
length in inches. her curtain but she needs 0.005 kilograms. What box with side
1. The length of to convert it in inches. is its equivalent length of 1 m.
your Math How long is it in inch? net weight in Convert into ft3.
 notebook 2. Maragondon Plaza grams? 2. Estimate the
2. The length of measures 25 meters in capacity of a
your 2. Carlo’s cell phone cylindrical kiddie
length and 12 meters in
classroom weighs 171 g, how pool in cubic
width. The Mayor asks its
blackboard much does it weigh in centimetres
measurements in feet.
3. The length of ounce? which is 2 ft high
What are its measures?
your teacher’s 3. Will a cabinet of 60 and 3 ft in
table diameter?
inches in height fits into a
4. The height of 3. The school
door of 7.5 ft high? Show
your chair canteen bought
your answer. a freezer which
4. My foot is 22 cm. What measures 60 cm
is the approximate shoe in width, 80 cm
size should I buy if it is in length and
measured in inches? 150 cm in
5. If the school’s LCD TV height. Find the
is 40 inches, what is its volume of the
measurement in meters? freezer in cubic
ft.

H. Making The length of a The results of measuring Points to remember in Volume is the
generalizations and foot, the width of are merely near converting units: amount of space an
abstractions about a finger and the approximations since object contains or
1. Determine the large
the lesson distance of a measurements are not occupies. It is often
unit and the small unit.
step were all always exact. There is 2. Multiply when
measured in terms of
accepted often a relative error converting from large
cubic centimeters
3
measurements. involve. unit to small unit. (cm ) and cubic meter
3
Primitive ways of Divide when converting (m ).
measurements: Capacity is used with
Accuracy of from a small unit to a
1. Inch liquids and is often
2. Hand measurements depends large unit. Use the measured in terms of
on two factors: conversion factor
3. Span liter (L), milliliter (mL),
4. Foot 1. the skill of the person
The metric converter depending on the
5. Yard doing the measuring; and
helps in changing one amount to be
6. Cubit 2. the precision of the measured.
7. Lick instrument used in unit to another. Volume Formulae for
8. Pace measuring. To use the converter, some regularly
Ancient simply count the shaped objects:
Egyptians used The first factor can easily spaces from the given
units of be developed through unit to the desired unit
measurement constant practice while and move the decimal
based on body the second factor point in the same Cube
parts such as the V=edge x edge x
is totally dependent upon direction as the
cubit and the half edge V= e3
the measuring device. number of space
cubit. The cubit Rectangular prism
is the length of counted. V=length x width x
the forearm from Vocabulary: Mass is the amount of height V=lwh
the elbow to the Meter – the fundamental material in an object. Triangular prism
tip of the middle unit of length in the metric Mass is not weight! V=1/2 x base x
finger; that the system. Weight is how heavy height x Length
inch and foot, Metric System – it is a an object is and can be V=1/2 bhL
the units for decimal system of affected by forces such Cylinder
length of the measurement where as gravity. You may V= π x 〖radius〗 2 x
English System multiples and fractions of weigh less on the height
of Measurement, the basic unit correspond moon, where there no V=πr2h
are believed to to powers of ten. gravity but your mass Cone
be based on the Length - the distance is the same! V=1/3 x π x
cubit. The Metric 〖radius〗2 x height
from one end to the other Gram is the basic unit
System of V=1/3 πr2 h
of the longest side of an for measuring weight
Measurement Sphere
became the object. in the metric system. V=4/3 x π x
dominant system Context: The length of 〖radius〗3
in the 1900s and the swimming pool is 12 The chart below shows V=4/3 πr3
is now used by meters and its width is 5 you the metric mass Common Metric
most of the meters units from smallest to Measures (Volume)
countries with a Approximate - fairly largest
few exceptions, close to the actual but not SYMBOL Fraction
the biggest accurate. or multiple of 1 meter
exception being Context: Kim’s mother 1 ml = 0.001 L (1/1
the United 000)
estimated that her
States of approximate height is 5 SYMB Fraction 1cl = 0.01L
America. feet. OL or (1/100)
Estimate - to make a multiple 1dl = 0.1L (1/10)
rough or approximate of 1 meter 1L =1L
calculation. 1dal = 10 L
Context: The sewer 1 mg 0.001 g 1hl = 100 L
estimated that the curtain (1/1 000) 1kl = 1000 L
for the window must be 2 1cg 0.01 g Common English
meters in length (1/100) Measures (Capacity)
Exact - accurate, precise 3 teaspoons (tsp) = 1
Context: The carpenter 1dg 0.1 g tablespoon (tbsp)
used a steel tape (1/10) 16 tbsp = 1 cup (c)
measure to obtain an 8 ounces (oz) = 1 c
1g 1g
exact measurement of 2 c = 1 pint (pt)
the floor 1dag 10 g 2 pt = 1 quart (qt)
Points to remember in 4 qt = 1 gallon (gal)
converting units: 1hg 100 g
Metric Units of Volume
1. Determine the large 1kg 1000 g and Capacity
unit and the small unit.
2. Multiply when 1 milliliter (ml)
converting from large unit =1 cubic centimeter
to small unit.
(cm3)
Divide when converting
from a small unit to a
1 liter (L)
large unit. Common English
Use the conversion Measure (Weight) =1 000 cubic
centimeter (cm3)
factor.
Weight
Ounces (oz)
Common Metric
16 oz = 1 lb
Measures Pounds (lb)
2000 lb = 1t
1 mm = 0.001 m (1/1 Tons (t)
000) 1t = 2000 lb
 1cm = 0.01 m (1/100)
1dm = 0.1 m (1/10) 1 kg = 2.2 lb
1m = 1m 1 metric ton = 1 000 kg
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 learning Tell what metric Compare each pair of Solve these problems. Solve. Checking of
unit of measure is measurements using <, A swimming pool in a Test Papers.
appropriate in 1. A boy weighing 27.6 park is 20 m wide, 30
> or =.
measuring the kilograms sits on one m long, and 4
following: 1. 1 m ___ 10 dm end of the seesaw. m deep. What is the
9. The height 2. 1 dm ___ 1 dam How many grams capacity of the pool in
of your mother 3. 5 ft ____ 60 in should another boy liter?
10. The length 4. 2 000 cm ____2 m weigh if he is to
of your ballpen 5. 1 mi _____ 2 km balance the first boy
11. The on the opposite
distance of end?
your home from
your school 2. Angel bought 3 kg
 12. The length of glutinous rice and
of a book 3.3 lb of brown sugar
13. The to make kalamay.
thickness of Which of the ingredient
this book 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 activities Use a tape Solve: Solve. Find the volume of
for application or measure to A baby boy was born the L blocks below.
measure different 1.Jose rode 2 km on his exactly 9 pounds. He
remediation
parts of your body. bike. His sister Lina rode gained an average of 2
Write each 3000 meters on her bike. pounds in a month.
measurement to Who rode the farthest How much will he
the nearest and how much farther did weigh in kilogram on
millimetre and they ride (answer in km)? his first birthday?
centimetre.
a. around your 2. Jasmin is measuring
waist two extension cords. The
b. around your first cord is 60 cm long
neck and the other cord is 5
c. from your knee feet long. How longare
to your feet the two cords together?
(answer in cm)

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
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: Checked by: Approved by:

MARINEL C. BAYRON LEAH JEAN R. DABA JOSE B. CRUZ, JR.

Teacher I Academic Coordinator Secondary School Principal II