School: RANOM ILOCO NATIONAL HIGH SCHOOL Grade Level: 7

DAILY
Teacher: CHRISTINE IVY L. SERRANO Learning Area: MATH
LESSON
Teaching Dates and
LOG
Time: November 7-11, 2022 9:45-10:45 (7-Zinnia); 10:45-11:45 (7-Lily) Quarter: 2ND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial
activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard The learner demonstrates understanding of the key concepts of measurement.

B. Performance Standard The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.

C. Learning Illustrates what it means to Approximates the measures of Approximates the measures of Approximates the measures of
Competencies/Objective measure quantities particularly length, quantities particularly length, quantities particularly length,
s: weight/mass, volume, time, weight/mass, volume, time, weight/mass, volume, time,
M7ME-IIa-1
Write the LC Code for each angle and temperature and angle and temperature and angle and temperature and
a. Describes the development
rate rate rate
of measurement from the
primitive to the present M7ME-IIa-3 M7ME-IIa-1 M7ME-IIa-1
international system of unit a. Describe what it means to a. Describe what it means to a. Describe what it means to
measure and approximate measure and approximate measure and approximate
M7ME-IIa-2
lengths measures of weight/mass the measures of volume
a. Describe what it means to Summative Assessment #1
b. Convert length b. Convert weight/mass b. Convert volume
measure
measurement from one unit measurement s from one measurements from one
b. Identify the development of
to another. unit to another including the unit to another including the
measurement from the
c. Appreciate the importance English system. English system.
primitive to the present
of estimation/ c. Appreciate the importance c. Appreciate the importance
International system of unit
approximation and of estimation/ of estimation/ approximation
c. Apply accurate
measurements in everyday approximation and and measurements in
measurement in daily life
life measurements in everyday everyday life
situation
life
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT Measurement Measuring Length Measuring Weight/Mass Measuring Volume Summative Assessment #1

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as
RESOURCES paper-based materials. Hands-on learning promotes concept development.
A. References

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 1. Teacher’s Guide
Pages

2. Learner’s Materials
Pages

3. Textbook Pages

4. Additional Materials Quarter 2 – Module 1: Quarter 2 – Module 1: Quarter 2 – Module 1: Quarter 2 – Module 1:
from Learning Approximating Measurement Approximating Measurement Approximating Measurement Approximating Measurement
Resource (LR) portal

B. Other Learning Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd
Resources Cavite Mathematics, 2016 Cavite Mathematics, 2016 Cavite Mathematics, 2016 Cavite Mathematics, 2016
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
IV.PROCEDURES formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Let the students identify the Identify the most realistic unit of Fill in the blanks. Use as 1 Estimate the capacity of each
Lesson or Presenting the following pictures and measure for each of the unit of mass. object. Encircle your answer.
New Lesson describe how it can be used following:
for measurement.
1. size of your waistline
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
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 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 Purpose Let the students do the Estimate first. Record the Choose the most appropriate Determine the dimension of the
for the Lesson following and write their object’s estimation, actual instrument to use in measuring following using the specified
answers on the notebook. measurement and their the weights of the given metric units only. Record your
difference on the table below. objects. For the weight, check results in the table below and
a. Measure the length and
Use centimeter and inch. (✓) only one of the given units. compute for each objects
width of your Math book
volume using the unit used to
using your thumb’s width and
measure the object’s
the ruler
dimension. Complete the table
b. Measure the length of your by expressing/converting the
classroom using foot length volume using specified units.
and meter stick
c. Compare your measurement
with those of your classmate Object
(at least 3) and write your 1. Length of the classroom
observations.
2. Height of the door
3. Length of a chalk
4. Length of shoe

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5. Height of chair

SHOE BOX
l w h
TIN CAN
r h
RUBICS CUBE
l w h
TOBLERONE BOX
b h H
BALL
r

OBJECTS
1. ₱5 - coin
2.a monoblock chair
3.barbie doll
4.A piece of brick
5.yourself
WEIGHT
-gram (g)
-kilogram (kg)
-pound (lb)

Questions to answer:
1. What was your reason for
choosing which instrument
to use?

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 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 activity, answer Conversion of Metric System Metric System Conversion 1. Change 2.46 hL to cL
Examples/Instances of the following questions: of Measure
To convert smaller unit to Solution: Since there are 4
the Lesson
1. Did you experience difficulty Study the metric converter larger unit move to the left. spaces between hL and cLm
when you were doing the illustrated below. move the decimal point 4 times
Change 465 cg to dkg
actual measuring? to the right.
465 cg = 0.465 dkg
2. What have you noticed on
your results and of your
classmates? km hm dam m dm
cm mm To convert larger unit to
3. Can you relate an To convert hectometer to smaller unit move to the right. 2. Change the volume of 45
experience in your decimeter, count the spaces 000 milliliters of liquid to liter.
community where non – Change 7.95 kg to g
from hm to dm, and move the Solution: There are 3 spaces
standard unit of decimal point in the same 7.95 kg =7 950 g
measurement was used? between mL and L, thus move
direction as many spaces as the decimal point 3 times to the
4. At present, what are some of indicated in the diagram. left.
English System Conversion
the standard unit of Example:
measurement are used? Example 1. Convert 60 ounce
1. 5.4321 hm = 5432.1 dm into pounds
5. Show to the class the
different primitive ways of 2. 0.985 km = 985 m For three-dimensional unit,
measurements
use the metric converter
Similarly, move 5 spaces to the Example 2. Convert 3 kg into below.
left or 5 decimal places to the pounds 1. Change 750 mm3 to cm3
left to convert centimeter to
kilometer. The number of Solution: There is only one
spaces corresponds to the space between the two units.
powers of ten needed to Thus, the decimal point is
convert one unit to another. moved (1x3 = 3) 3
Conversion of English times to the left.
System of Measure
Proportions will help you make
2. Change 3.48 km3 to m3.
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conversions when working with Solution: There are 3 spaces
measurements between the two units. Thus
the decimal point is moved
Create a unit conversion ration,
(3x3 = 9) 9 times to the right.
which is always equal to 1:

For English Measures

1. Convert 1 cubic yard into 1
cubic feet.

Example1: How many yards We know that 1 yard = 3 feet

are in 15 feet? There are 3 feet
in 1 yard, so the conversion
ratio is

.
2. Convert the capacity of 30
cubic feet cylindrical tank into
cubic meter.
Solving algebraically gives an
answer of 5 yards

Example 2: Convert 2 miles

into inches

Since 1 ft = 0.3048 m,
= 126.720 inches
therefore,

Conversion of English
system to Metric system or
vice versa
1 inch = 2.54 cm
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 3.3 feet = 1 meter
Example: Convert 60 inches
into meter

1. What was your reason for

choosing which unit to use?
Since the given measurement
2. How did you convert the
was multiplied by conversion
metric units of volume (cc to
factors which are equal to 1,
m3) and vice versa?
only the unit was converted but
the given length was not 3. How did you convert the
changed English unit of volume?
4. How did you convert the
Metric unit to English unit of
volume and vice versa?
D. Discussing New Divide the class into five Convert the following using the Change the following to the What is the water depth of each
Concepts and Practicing groups. Each group will get metric converter. indicated unit. tank? (1 liter = 1 000 cm3)
New Skills #1 the measure of each item
1. 7 m to dam 1. 21 g = _______ mg
and share the results to the
class after completing the 2. 9 km to m 2. 2.8 kg= _______ g
table
3. 752 cm to mm 3. 9768 g= _______ kg
4. 57.3 m to mm 4. 2340 mg=______ hg
1.
5. 99 mm to km 5. 0.553 kg =_____ mg
2.
6. 42.17 m to km 6. 3 lb = _______ oz
3. 7. 8456 mm to m 7. 6 tons = ______oz
4. 8. 426 cm to mm 8. 5 000 lb =____ tons
9. 15 dm to hm 9. 10 kg = _______ lb
Item (1st Column)
10. 18 m to dam 10. 22 lb = _______ kg
1. length of the teacher’s Volume: 4.8 liters
table
2. height of the tallest student Water Depth: ______
of the group
3. width of the blackboard
4.thickness of your Math
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 book

Hand of the tallest group

member (2nd Column)

Meter Stick or Ruler

(3rd Column)

Answer the following

questions;
1. Which unit of measure is Volume: 32 liters
more accurate? Why?
Water Depth: ______
2. What are the advantages of
using meter stick or ruler?

E. Discussing New Identify whether the unit of Measure the length of each line Encircle the best estimate of Convert the following to the
Concepts and Practicing measure is expressed in segment and convert to the the weight of the following: indicated measures.
New Skills #2 standard form. If Yes write IWY indicated unit.
1. a cup of coffee 1. 459 mL = _____ L
and VOICE if No.
a. 245 mg
2. 0.375 L = _____ mL
1. 15 paces 6. 7 hours b. 245 g
c. 250 kg 3. 396 L = _____ kL
2. 10 gallons 7. 12 meters
2. a 25 centavo coin 4. 36 000 mm3 = _____ dm3
3. 25 cubits 8.10 digits
a. 8 mg
5. 1 gal = _____ pt
4. 7 kilos 9. 8 meters b. 8 g
c. 8 kg
5. 10 spans 10. 12 liters
3. a glass of water
a. 400 mg
b. 400 g
c. 400 kg
4. a thick book
a. 1.5 mg
b. 1.5 g
c. 1.5 kg
5. a nail
a. 0.5 mg
b. 0.5 g
c. 0.5 kg

F. Developing Mastery Match each term with its Convert the following measures Convert the following A. Convert the following:
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 meaning. Write the letter of of length measurements 1. 500 mL = _____ dL
(Leads to Formative your answer.
1. 36 in = ________ ft 1. 9.56 kg = ______ dg 2. 10 cm3 = _____ mm3
Assessment 3)
____1. The metric unit used for
2. 21 ft = ________ yd 2. 654.3 dg = ______ g 3. 120 oz = ______ qt
length
3. 3 yd = ________ in 3. 9.268 mg = ____ cg 4. 3 ft3 = ______ in3
____2. The thickness or width
of the index finger 4. 3 mi = ________ ft 4. 3.54 kg = ______ hg 5. 150 m3 = ______ ft3
____3. The distance of one full 5. 6 ft = ________ in 5. 455 g =_______ kg
step
B. Solve the following
____4. A hundred meters
What is the water depth of each
____5. The distance from the tank? (1 liter = 1 000 cm3)
elbow to the fingertips

a. pace
b. cubit
c. digit
d. hectometer
e. meter
f. hand span

Volume: 1.8 liters

Water Depth: ______

Volume: 8.25 liters

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 Water Depth: ______

G. Finding Practical Use your span, palm and digit Solve the following: Problem Solving Answer each of the ff.
Applications of measures to estimate each
1. Gemma bought a 60 cm 1. The mass of one sachet of 1. Find the volume of
Concepts and Skills in length in inches.
ribbon to accentuate her coffee is 0.005 kilograms. balikbayan box with side
Daily Living
1. The length of your Math curtain but she needs to What is its equivalent net length of 1 m. Convert into
notebook convert it in inches. How weight in grams? ft3.
long is it in inch?
2. The length of your classroom 2. Carlo’s cell phone weighs 2. Estimate the capacity of a
blackboard 2. Maragondon Plaza 171 g, how much does it cylindrical kiddie pool in
measures 25 meters in weigh in ounce? cubic centimeters which is 2
3. The length of your teacher’s
length and 12 meters in ft high and 3 ft in diameter?
table
width. The Mayor asks its
3. The school canteen bought a
4. The height of your chair measurements in feet. What
freezer which measures 60
are its measures?
cm in width, 80 cm in length
3. Will a cabinet of 60 inches in and 150 cm in height. Find
height fits into a door of 7.5 ft the volume of the freezer in
high? Show your answer. cubic ft.
4. My foot is 22 cm. What is the
approximate shoe size
should I buy if it is measured
in inches?
5. If the school’s LCD TV is 40
inches, what is its
measurement in meters?
H. Making Generalizations The length of a foot, the The results of measuring are Points to remember in Volume is the amount of space
and Abstractions about width of a finger and the merely near approximations converting units: an object contains or occupies.
the Lesson distance of a step were all since measurements are not It is often measured in terms of
1. Determine the large unit and
accepted measurements. always exact. There is often a cubic centimeters (cm3) and
the small unit.
relative error involve. cubic meter (m3).
Primitive ways of
2. Multiply when converting
measurements: Inch, Hand, Accuracy of measurements Capacity is used with liquids
from large unit to small unit.
Span, Foot, Yard, Cubit, Lick, depends on two factors: and is often measured in terms
Divide when converting from
Pace of liter (L), milliliter (mL),
1. the skill of the person doing a small unit to a large unit.
depending on the amount to be
Ancient Egyptians used the measuring; and Use the conversion factor
measured.
units of measurement based on
2. the precision of the The metric converter helps in
body parts such as the cubit Volume Formulae for some
instrument used in changing one unit to another.
and the half cubit. The cubit is regularly shaped objects:
measuring.
the length of the forearm from To use the converter, simply
the elbow to the tip of the The first factor can easily be count the spaces from the

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middle finger; that the inch and developed through constant given unit to the desired unit Cube
foot, the units for length of the practice while the second and move the decimal point in
V=edge x edge x edge V= e3
English System of factor is totally dependent upon the same direction as the
Measurement, are believed to the measuring device. number of space counted. Rectangular prism
be based on the cubit. The
Mass is the amount of material V=length x width x height
Metric System of Measurement
in an object. Mass is not
became the dominant system Vocabulary: V=lwh
weight! Weight is how heavy an
in the 1900s and is now used
Meter – the fundamental unit of object is and can be affected Triangular prism
by most of the countries with a
length in the metric system. by forces such as gravity. You
few exceptions, the biggest V=1/2 x base x height x
may weigh less on the moon,
exception being the United Metric System – it is a decimal Length
where there no gravity but your
States of America. system of measurement where mass is the same! V=1/2 bhL
multiples and fractions of the
basic unit correspond to Gram is the basic unit for Cylinder
powers of ten. measuring weight in the metric
system. V= π x 〖radius〗2 x height
Length - the distance from one
The chart below shows you the V=πr2h
end to the other of the longest
side of an object. metric mass units from smallest Cone
to largest
Context: The length of the V=1/3 x π x 〖radius〗2 x height
swimming pool is 12 meters
and its width is 5 meters V=1/3 πr2 h
SYMBOL Fraction or
Approximate - fairly close to the Sphere
multiple of 1
actual but not accurate. meter V=4/3 x π x 〖radius〗3
Context: Kim’s mother 1 mg 0.001 g (1/1 V=4/3 πr3
estimated that her approximate 000)
height is 5 feet.
1cg 0.01 g
Estimate - to make a rough or Common Metric Measures
(1/100)
approximate calculation. (Volume)
1dg 0.1 g (1/10)
Context: The sewer estimated
that the curtain for the window 1g 1g
must be 2 meters in length
1dag 10 g
Exact - accurate, precise
1hg 100 g
Context: The carpenter used a
steel tape measure to obtain an 1kg 1000 g
exact measurement of the floor Common English Measure
Points to remember in (Weight)
converting units: Ounces (oz)
1. Determine the large unit and 16 oz = 1 lb
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 the small unit. Pounds (lb) SYMBOL Fraction or
2. Multiply when converting 2000 lb = 1t multiple of 1
from large unit to small unit. liter
Tons (t)
3. Divide when converting from 1 ml 0.001 L (1/1
1 t = 2000 lb 000)
a small unit to a large unit.
1 kg = 2.2 lb 1cl 0.01L
4. Use the conversion factor.
1 metric ton = 1 000 kg (1/100)
1dl 0.1L (1/10)
Common Metric Measures
1L 1L
1 mm = 0.001 m (1/1 000)
1dal 10 L
1cm = 0.01 m (1/100)
1hl 100 L
1dm = 0.1 m (1/10)
1kl 1000 L
1m = 1m
Common English Measures
1dam = 10 m (Capacity)
1hm = 100 m 3 teaspoons (tsp) = 1
1km = 1000 m tablespoon (tbsp)
16 tbsp = 1 cup (c)
Common English 8 ounces (oz) = 1 c
Measures 2 c = 1 pint (pt)

Distance 2 pt = 1 quart (qt)

4 qt = 1 gallon (gal)
Inches (in) 12 in = 1 ft
Feet (ft) 3 ft = 1 yd
Metric Units of Volume and
Yards (yd) 1760 yd = 1 mi Capacity
Miles (mi) 1 mi = 5280 ft 1 milliliter (ml) =1 cubic
centimeter (cm3)
1 liter (L) =1 000 cubic
centimeter (cm3)
I. Evaluating Learning Tell what metric unit of Compare each pair of Solve these problems. Solve.
measure is appropriate in measurements using <, > or =. Summative Assessment #1
1. A boy weighing 27.6 A swimming pool in a park is 20
measuring the following:
1. 1 m ___ 10 dm kilograms sits on one end of m wide, 30 m long, and 4
1. The height of your mother the seesaw. How many m deep. What is the capacity of
2. 1 dm ___ 1 dam
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 2. The length of your ballpen 3. 5 ft ____ 60 in grams should another boy the pool in liter?
weigh if he is to balance the
3. The distance of your home 4. 2 000 cm ____2 m
first boy on the opposite
from your school
5. 1 mi _____ 2 km end?
4. The length of a book
2. Angel bought 3 kg of
5. The thickness of this book glutinous rice and 3.3 lb of
brown sugar to make
kalamay. Which of the
ingredient did she have
more of?
3. Edna takes 500 milligrams of
vitamin C every day. How
many grams of vitamin C did
Edna take in 30 days?

J. Additional Activities for Use a tape measure to Solve: Solve. Find the volume of the L blocks
Application or measure different parts of your below.
1. Jose rode 2 km on his bike. A baby boy was born exactly 9
Remediation body. Write each measurement
His sister Lina rode 3000 pounds. He gained an average
to the nearest millimeter and
meters on her bike. Who of 2 pounds in a month. How
centimeter.
rode the farthest and how much will he weigh in kilogram
a. around your waist much farther did they ride on his first birthday?
(answer in km)?
b. around your neck
2. Jasmin is measuring two
c. from your knee to your feet
extension cords. The first
cord is 60 cm long and the
other cord is 5 feet long.
How long are the two cords
together? (answer in cm)

IV.REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation

Page 13 of 14
B. No. of learners who require
additional activities for
remediation
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 work well? Why
did these works?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?

Prepared by:

Reviewed/Checked by:
CHRISTINE IVY L. SERRANO
Teacher I

RONNIE N. NAVARRETE
Principal IV

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