INTERACTIVE LEARNING PACKAGE

IN MATHEMATICS 7

MEASURING
LENGTH
Prepared by: JACKEYLYN P. ESGUERRA
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
SCHOOLS DIVISION OF APAYAO
Capagaypayan, Luna, Apayao
 
Published by the
Learning Resource Management and Development System
 

COPYRIGHT NOTICE
 
 
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government agency of office wherein the work is created shall be necessary for exploitation of such work for profit.”
 
This material has been developed for the implementation of K-12 Curriculum through the Curriculum Implementation Division
(CID)—Learning Resource Management and Development Section (LRMDS). It can be reproduced for educational purposes
and the source must be acknowledged. Derivatives of the work including creating an edited version, an enhancement or a
supplementary work are permitted provided all original work is acknowledged and the copyright is attributed. No work may be
derived from this material for commercial purposes and profit.
 PREFACE
 
  This material has been developed with the Learning Resource Management Development Section – Cordillera
Administrative Region – Schools Division Office of Apayao (LRMDS-CAR-SDO Apayao) and has been implemented by the
Curriculum Implementation Division (CID) of the Department of Education, Cordillera Administrative Region, Schools
Division Office of Apayao, Southern Conner District, Conner National High School.

Learning Area: Mathematics

Grade Level: VII
Learning Resource Type: Learners Material

Quarter/ Week: Quarter 2

Learning Competency: M7ME-IIa-3 - The learner approximates the measure of quantities particularly length.
M7ME-IIb-1 - The learner converts length from one unit to another in Metric
system.
 ACKNOWLEDGEMENT
 
The developer wishes to thank the following people who extended their great effort in the realization and production of this
output:
 
RONALD B. CASTILLO, CESO V, Schools Division Superintendent of SDO Apayao who provided his full support and in
setting clear directions to the LR Teams.
 
SAMUEL T. EGSAEN, JR. Ed.D., OIC, Asst. Schools Division Superintendent, SDO Apayao for his motivation and
encouragement along the way during the development of the output.

MRS. JOY D. SALENG, CID Chief for her encouragement and inspiration during the conduct of the training.

MS. JULIET A. RAGOJOS, EPS-LRMDS for her untiring guidance and assistance during the development of this output.
 
MS. JULIET A. RAGOJOS and MR. ARNOLD A. TOMAS, Education Program Supervisors of SDO-Apayao and the
Assessment and Evaluation Team of Southern Conner District who technically extended help to quality assure this material
using the LRMDS Standard Tools.
 
MRS. ERLINDA A. AGLIWAN, Public Schools District Supervisor of Southern Conner District for her moral support.

MR. CHRISTIAN MARK A. JULIAN, Project Development Officer II of LRMDS, for his technical assistance, layout and
design during the development of the output.

Above all, to ALMIGHTY GOD, the source of LIFE, WISDOM and BLESSINGS.
ACTIVITY 1

GUESSING GAME:

WORLD’S
TALLONGEST
Length Measure
1. The tallest building in the world is burj khalifa
which is located in Dubai. What is its height?

A. 829.84 CM C. 829.84 FT

B. 829.84 M D. 829.84 YD
 You got it right…

Q1 Q2 Q3 Q4 Q5 Next
Ooppss… Your computation is not right…

Q1 Q2 Q3 Q4 Q5 Next
2. Mt. Everest, the tallest mountain in the world
is found in Nepal. How tall is this mountain?

A. 1998 FT C. 1998 M

B. 1998 KM D. 1998 YD
3. According to Guinness world records, the
longest bridge in 2011 was Danyang-Kungsan of
China. How long is this bridge?

A. 1,648,000 CM C. 1,648,000 KM

B. 1,648,000 DM D. 1,648,000 MM
4. National Geographic News (2007) reported
that the longest river in the world is the Amazon
and not the Nile River. How long is the Amazon
River?

A. 4225 KM C. 4225 MI

B. 4225 M D. 4225 YD
5. The Marianas Trench, considered as the
deepest part of the world’s oceans is located near
Japan. How deep is the Trench?

A. 12,023 FT C. 12,023 M

B. 12,023 KM D. 12,023 YD
REVIEW

Classify whether the unit of measurement is

ENGLISH UNIT or NON-ENGLISH UNIT

1. Palm

2. Inch

3. Dangkal

4. Handspan

5. Feet
ACTIVITY 2

Choose the appropriate measurement of the

following.

1. Length of lawn tennis racket

a. 65 cm

b. 65 m

c. 65 km
You got it right…
Ooppss… Your computation is not right…
ACTIVITY 2

Choose the appropriate measurement of the

following.

2. Height of a 12-year old boy

a. 150 cm

b. 150 m

c. 150 mm
You got it right…
Ooppss… Your computation is not right…
ACTIVITY 2

Choose the appropriate measurement of the

following.

3. Length of a ballpen

a. 150 mm

b. 150 cm

c. 150 km
You got it right…
Ooppss… Your computation is not right…
ACTIVITY 2

Choose the appropriate measurement of the

following.

4. Distance from CNHS to the district office

a. 160 m

b. 160 cm

c. 160 km
You got it right…
Ooppss… Your computation is not right…
ACTIVITY 2

Choose the appropriate measurement of the

following.

5. Distance around your room

a. 32 mm

b. 32 km

c. 32 m
You got it right…
Ooppss… Your computation is not right…
 Units in the Metric System
(from Smallest to Biggest Unit)

1. Millimeter (mm)
2. Centimeter (cm)
3. Decimeter (dm)
4. Meter (m)
5. Decameter (dam)
6. Hectometer (hm)
7. Kilometer (km)
 CONVERTING FROM ONE UNIT TO ANOTHER

Using Metric Converter – The abbreviations for the

metric units are located on the number line
starting from the largest to the smallest unit.
(from left to right)

• Count the spaces from the given unit to the

unknown unit and move the decimal point in the
same direction as many spaces as indicated in
the diagram.

km hm dam m dm cm mm
EXAMPLES

1. Convert 60.8 km to m

km hm dam m dm cm mm

3 spaces right
60.8 0 0.

Answer: 60 800 m
2. Convert 80 mm to m

km hm dam m dm cm mm

3 spaces left

0. 0 8 0.

Answer: 0.080 or 0.08 m

3. Convert 7.15 hm to cm

km hm dam m dm cm mm

4 spaces to the right

7.1 5 0 0.

Answer: 71 500 cm
 km hm dam m dm cm mm

4. Convert 3.8 dam to km

5. Convert 354 cm to m

6. Convert 0.09 cm to mm
ACTIVITY 3: GROUP ACTIVITY

Group 1: A. Choose the appropriate measurement

for the following. Choose the letter of your choice.
1. Height of a flagpole
a. 7 mm b. 7 m c. 7 km

2. Distance from house to school

a. 10 mm b. 10 m c. 10 cm

B. Convert 29 mm to cm
Group 2: Convert to the indicated unit using metric
converter.

1. 7 m to cm
2. 8.75 m to km
Group 3: Solve the problem.
Identify the given, unknown and show your
complete solution.

Ramon began a 7-km hike on Monday by walking

453 m. He walked 2 km on Tuesday and 544 m on
Wednesday. How many meters must he walked to
complete the hike?
PRACTICAL APPLICATION

1. Who can come in front and measure the length

of teacher’s table using meter stick and use the
unit cm?

2. How about the width? use also cm.

3. What are the dimensions of teacher’s table in

decimeter?
GENERALIZATION

Answer the following questions:

1. How do you choose the appropriate

measurement for length?

2. How do you convert a smaller unit to a larger

unit using metric converter?

3. How do you convert a larger unit to a smaller

unit sing the metric converter.
EVALUATION

A. Choose the appropriate measurement for the

following.

1. Height of a coconut tree

a. 75 mm b. 75 m c. 75 km

2. Width of the bedroom

a. 5 mm b. 5 m c. 5 km

B. Convert to the indicated unit.

1. 0.246 km to hm
2. 8.4 cm to mm
ADDITIONAL ACTIVITIES

Find the perimeter and area of

teacher’s table (use the unit cm).
 Grade
School: CONNER NATIONAL HIGH SCHOOL VII
Level:
. GRADES 1 TO 12 Learning
Teacher: JACKEYLYN P. ESGUERRA MATH
DAILY LESSON LOG Area:
Teaching
Quarter: II
Dates:
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding on the key concepts of measurement.
B. Performance Standard The learner is able to formulate real life problems involving measurements and solve these
using a variety of strategies.
C. Learning Competencies/ a. The learner approximates the measure of quantities particularly length. M7ME-IIa-3
Objectives b. The learner converts length from one unit to another in Metric system.M7ME-IIb-1
Write the LC code for each
II. CONTENT/ THEME Measuring Length
III. LEARNING RESOURCES
A. References:
1. Teacher’s Guide pages 115-123
2. Learner’s Materials pages 91-98
3. Textbook Page Elementary Algebra I, 2002. pp. 5-8
4. Additional Materials from
Learner’s Resource (LP) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Review on English unit and non-English units of measurement.
presenting the new lesson:
B. Establishing a purpose for the Present the objectives of the lesson.
lesson
C. Presenting examples/ instances
of the new lesson
D. Discussing the new concepts and
practicing new skills #1
E. Discussing the new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment)
G. Finding Practical Application of
concepts and skills in daily living.
H. Making Generalization
Guessing Game
Present examples of approximating the measures of quantity involving length.
Present examples on converting from one unit to another. (Metric system)
Using metric converter
Group Activity: Let the students work according to their performance level.
Each group will present their output.
Group 1: Choose the appropriate measurement for the following. Encircle the letter of
your choice.
1. Height of a flagpole
a. 7 mm b. 7 m c. 7 km
2. Distance from house to school
a. 10 mm b. 10 m c. 10 cm
Group 2: Convert 29 mm to cm
Convert to the indicated unit using metric converter.
1. 7m to cm
2. 8.75 m to km
Group 3 : Solve the problem. Identify the given, unknown and show your complete
solution.
Ramon began a 7-km hike on Monday by walking 453 m. He walked 2 km on Tuesday and
544 m on Wednesday. How many meters must he walked to complete the hike?
Let the students measure some objects inside the room and convert the units. (e.g. door,
windows, blackboards, cabinets, etc.)
Students will answer the following questions orally.
1. How do you choose the appropriate measurement for length?
2. How do you convert a smaller unit to a larger unit using metric converter?
3. How do you convert a larger unit to a smaller unit using metric converter?
I. Evaluating Learning A. Choose the appropriate measurement for the following. Write the letter of your choice.
1. Height of a coconut tree
a. 75 mm b. 75 m c. 75 km
2. Width of the bedroom
a. 5mm b. 5 m c. 5 km

B. Convert to the indicated unit.

1. 0.246 km to hm
2. 8.4 cm to mm
J. Additional Activities for Find the perimeter and area of teacher’s table (use the unit cm)
application or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

worked well? Why did these
work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?

G. What innovation or localized

materials did I use/discover
which I wish to share with other
teachers?

DepEdCARLR#: 189-09-19