Lesson Plan in Mathematics 7

Prepared by: Alberto B. Briones Jr.

Grade Level: Grade 7
Topic: Measurement

Time Frame: 10 hours

Stage 1 Desired Results

Content Standard
The learner demonstrates understanding of the key concepts of
measurement.

Performance Standard
The learner is able to formulate real-life problems involving measurements
and solve these using a variety of strategies.

Long Term Transfer

I want my students to learn the conversion of measurement so that they will
be able to apply it in solving problems involving measurements.

Essential Understanding
Students will understand that the
concept of measurement can
facilitate the solution to real-life
problems.

Knowledge:
Students will know..
1. what it mean to measure.
2. the development of
measurement from the
primitive to the present
international system of units.
3. the measures of quantities
particularly length,
weight/mass, volume, time,
angle and temperature and
rate.

Essential Questions
1. How useful are the
measurements in dealing with
real-life problems?
2. When do we use the conversion
factors?
3. How do we use the perimeter,
area and volume in real-life
situations?

Skills:
Students will be able to..
1. illustrates what it means to
measure.
2. describes the development of
measurement from the
primitive to the present
international system of units.
3. approximates the measure of
quantities particularly length,
weight/mass, volume, time,
angle and temperature and
1

4. the conversion of
measurements from unit to
another in both metric and
English system.

rate.
4. converts measurements from
one unit to another in both
Metric and English systems.
5. how to solve problems
involving conversion of units of
measurement.

Stage 2 Assessment Evidence

Product/ Performance Task

Task 1:
Perimeter farm Project
The students will make a Farm
Project. Wherein, they will measure
the perimeter of the fences
(Rectangle shape) by 15 X 18
inches of the said project. The
Length (l) is equal to 15 inches
while the length is equal to 18
inches. The students will become
engineers. They are going to
design or make a blueprint and
create a Perimeter Farm Project.
They are going to apply what they
learned in real-life situations. This
shall be a four group outputs for
the second quarter. The project of
the learners shall be graded in
accordance with a rubric prepared
for this task.

Evidence at the
level of
Understanding

Evidence at the
level of
Performance

The learner should

be able to
demonstrate
understanding
covering the six
facets of
understanding

A. Students work
samples
1. Activity
sheet
2. Homework
3. Book
activities

Explanation:
Explain how
they come up
with their
answers.

B. Other
Evidences
Paper and
Pen quiz
Board
works
Individual
Works
Group
activity
Math Trail

Application
Apply the
concept in
solving reallife problems.

Sample Project
Perspective
Believe that
the real-life
problems can
2

be solve
using the
different
concepts in
measurement
s.

Task 2:
Math Trail ( Summary Quiz
Activity)

Stage 3 Learning Plan

Administrative Routine:
1. Prayer
2. Greetings
3. Checking of Attendance
4. Observe class rule and regulations
EXPLORE
Day 1
Duration Time: 1 hour

Teachers Activity

Students Activity

A. ORIENTATION
Say: Good Morning Grade 7
Im Alberto B. Briones Jr., a fourth year student
taking up Bachelor of Secondary Education Major in
Mathematics. I will be your practice teacher for two
weeks starting today. I hope that you will cooperate
with me especially in our activities.
Before we start our lesson, let me tell you first our
classroom rules.

B. Rules:
1. Before I get inside the classroom, you should
be in your proper seats and you have to
arrange your chairs properly.
2. When I am talking here in front, stop talking
and listen to what I am discussing.
3. Raise your right hand if you have questions or
clarifications or if you want to answer.
4. Participate in our classroom activities most
especially in our group activities.
Say: Do you have questions or clarifications
regarding our rules?

None maam.

Say: Lets start our new lesson for today. Our new
topic for this day is about measurement.
C. Essential Understanding
Say: As we go along with our topic, I want you to
understand that the concept of measurement can

facilitate the solution to real-life problems.

Say: And at the end of our discussion, you will
be able answer the Essential questions. May I
request everyone to please read our essential
questions.

(The teacher will post the essential questions.)

D. Essential Questions:
1.How useful are the measurements in
dealing with
real-life problems?
2. When do we use the conversion table?
4. How do we use the perimeter, area and
volume in real-life situations?
Say: Okay thank you. At the end of our
lesson, we will answer these questions.

Essential Question:

1. How useful are the

measurements in
dealing with real-life
problems?
2. When do we use the
conversion table?
3. How do we use the
perimeter, area and
volume in real-life
situations?

Say: Before we proceed to our activity, let us

4

first read our lesson objectives. May I request

everyone to please read our objectives for
the whole unit.

1. Illustrates what it means to measure.

2. Describes the development of
measurement from the primitive to the
present international system of units.
3. Approximates the measure of quantities
particularly length, weight/mass, volume,
time, angle and temperature and rate.
4. Converts measurements from one unit to
another in both Metric and English
systems.
5. Solves problems involving conversion of
units of measurement.

Say: Thank you class. But this afternoon, we are

going to do first the objective which are illustrates

1. Illustrates what it means to

measure.
2. Describes the development
of measurement from the
primitive to the present
international system of units.
3. Approximates the measure
of quantities particularly
length, weight/mass, volume,
time, angle and temperature
and rate.
4. Converts measurements
from one unit to another in
both Metric and English
systems.
5. Solves problems involving
conversion of units of
measurement.

what it means to measure; describes the

development of measurement from the
primitive to the present.
Getting the Prior Knowledge
Say: In front, you can see a table. Lets measure the
length of the table through our body parts
(Handspan). I need two volunteers to measure this
using the handspan.
Handspan - the distance from the tip of the thumb
to the tip of the little finger of ones hand with
fingers spread apart.
Say: Very good.
(The teacher asks the two students)
Say: What is the length of this table using the
handspan?

The two students measure the

table using their handspan.

Student 1: The length of the

table is 6 handspan while the
with is 4 handspan
Student 2: The length of the
table is 7 handspan while the
with is 5 handspan

Say: What did you observe when your two

classmates measure this table?

Sir, they measure the same

table but did not come up with
same measurement.

Say: Very good. You got the right answer.

FIRM UP ( History of Measurements)

Say: You might have thought that they have the
same measure but since they use their own
handspan, they didnt come up with the same
measurement because the sizes of their hands
are not the same. Thats why we need to use a
standard for measurement. How did the use of
standard unit of measurement start?
Say: I have here the History of measurement.
Lets read and differentiate the difference
between the Primitive to international System
of unit.
(The teacher post the History of Measurement)
Say: Class kindly read this.
History of Measurement
One of the earliest tools that human
beings invented was the unit of measurement.
In olden times, people needed measurement to
determine how long or wide things are; things
they needed to build their houses or make their
clothes. Later, units of measurement were used
in trade and commerce. In the 3rd century BC
Egypt, people used their body parts to
determine measurements of things; the same
body parts that you used to measure the
assigned things to you.
The forearm length, was called a cubit.
The handspan was considered a half cubit while
the palm was considered 1/6 of a cubit. But the
disadvantage of this is not everyone had the
same forearm length. Because of this, these

History of Measurement
One of the earliest
tools that human beings
invented was the unit of
measurement. In olden times,
people needed measurement
to determine how long or
wide things are; things they
needed to build their houses
or make their clothes. Later,
units of measurement were
used in trade and commerce.
In the 3rd century BC Egypt,
people used their body parts
to determine measurements
of things; the same body
parts that you used to
measure the assigned things
to you.
6

units of measurement are called Non-standard

units if measurement which later on evolved
into what is now the inch, foot and yard, basic
units of length in the English system of
measurement.

The forearm length,

was called a cubit. The
handspan was considered a
half cubit while the palm was
considered 1/6 of a cubit. But
the disadvantage of this is
not everyone had the same
forearm length. Because of
this, these units of
measurement are called Nonstandard units if
measurement which later on
evolved into what is now the
inch, foot and yard, basic
units of length in the English
system of measurement.

Say: The ancient system of measurement

makes use of body parts.
Say: The Basic units used by the early
Egyptians were:
Cubit
The distance from the elbow to
the extended fingrtip
Digit
The subdivision of a cubit,
supposed to be a fingers breadth
Small
The distance covered with the
span/
palms of the hand
Large
Span
Say: This time, I will show you the basic unit
used by the early Babylonians was:
Mina

The earliest known unit of weight

Say: These are also the units used of the early

Greeks:
Finger

The basic unit of length

7

Olympic
Cubit
Talent
metrites

The equivalent of twenty-four

fingers
The basic unit of weight
The basic unit of liquid measure

Say: Here are also the basic units of

measurement used by the Romans
Libra
The medieval unit of weight
Roman
The unit of measure for distance
mile
with varying number of feet and
yards
Pinte
The basic unit of liquid measure
(pint)
Quart
The basic unit of dry measure
similar to the modern English
quart
Say: The following also are the units of measure
in the English system used by Great Britain and
its colonies.
Inch
Foot
Yard
Perch
(rod)
Acre
Furlong
English
pound

Length of 3 Barley corns

Length equivalent to 12 inches
The standard unit of length equal
to 3 feet
Equivalent to 5.5 yards
4 rods wide by 40 rods long
Standardized as one eight of a
mile
A troy weight

Avoirdupo Used for goods that had to be

is
weighted
Stone
A multiple of the English pound

Unit Length Width

of a
of the
book
Book
Digit
1
1
Spa
2
1
n

Say: As a result of the French Revolution, the

Metric System of Measurement was developed
in France.
Say: Lets try this activity class. Complete the
following table. Group yourselves into 4 then,
answer it in a sheet of pad paper.
8

Unit

Length of a
book

Width of the
Book

Digit
Span
Say: Very good. Most of you got the right
answer.
Say: For your assignment, based on the table
that we measure, answer the following
questions. Write it in a cross wise sheet of
pad paper. Remain to your group mates.
1. Compare your results with other students.
What have you noted?
2. Are the results different from one
another? Why is this so?
Say: For your additional assignment, bring any
measuring device in any of the following: tape
measure, ruler, meter stick

Closure: In this lesson, we have learned the

nonstandard unit of measurement. We also
differentiate the measurement of nonstandard
unit of one student to another student.
Say: Good day class!
FIRM UP( Conversion of Standard Units)
Day 2
Duration Time: 1 hour
Say: Good morning class.

Good day sir!

Good morning sir.

Our lesson yesterday is all about
the history of measurement and
the used of nonstandard unit sir.

The nonstandard unit sir is all

about using our body part to
measure a certain objects.
The measurement is not the
same or not exact because
every individual has different
sizes of the body.

Say: Before we start our new lesson, lets recall

first our lesson yesterday. What was our lesson
yesterday class?

My results with my other

classmates are not the same sir.

Say: Very good. Youve studied your lessons

very well.

Yes sir.

Say: What is all about the nonstandard unit?

Say: Exactly! What is the disadvantage of using

the nonstandard units?
Say: Before we start, kindly pass first your
assignments (Paper).
Say: Who will answer number 1?
Say: Very good. You have different results.

Approximate the measure of

lengths and converts
measurements from one unit
to another in both Metric and
English systems.

Say: Did you bring also your measuring device?

Say: Very good. I will give extra points for those
who have measuring device.
Say: Lets continue our lesson in history of
measurement. After the Primitive time, we will
discuss also the present system in
measurement. Everybody read our objective for
today.
(The teacher posts the objective written in a
cartolina.)
Objective: Approximate the measure of lengths
and converts measurements from one unit to
another in both Metric and English systems.

Yes sir.

20 sir.

Say: Do you have a steel tape?

Say: Lets measure this fork.

10

Say: What is the measurement of this fork?

Say: Very good. This is 20 but this is 20 cm
long. Therefore, the length of this fork is 20cm.

1 foot = 12 inches
1 yard = 3 feet

Say: Who will try to measure the length of your

ballpen? How about chalk board? Door?
Window?

1 mile = 1.760 yards = 5.280

feet

Say: Very good. All of you got the correct

answer.
Say: Now, I will illustrate to all of you the
Systems in measuring length.
Metric and English systems and measuring
length.
Say: I will now present to you the conversion
factors.
Say: Here are the conversion factors:
Say: Class kindly read this.
1 foot = 12 inches
1 yard = 3 feet
1 mile = 1.760 yards = 5.280 feet
Say: Very good. Now, I will show the Metric system
of measurement. Student 1, kindly read the table.

Metric System of Measurement

PREFI
X
tera
Giga
Mega
Kilo
Hecto
Deca
Deci
Centi
Milli
Micro
nano

SY
MB
OL
T
G
M
K
H
da
D
C
M
n

FACTOR

x
x
x
x
x
x
x
x
x
x
x

1,000,000,000,000
1,000,000,000
1,000,000
1,000
100
10
1/10
1/100
1/1000
1,000,000
1 /1,000,000,000

11

(The teacher post the written table)

Metric System of Measurement
PREFIX
SYMBOL
FACTOR
Tera
T
x 1,000,000,000,000
Giga
G
x 1,000,000,000
Mega
M
x 1,000,000
Kilo
K
x 1,000
Hecto
H
x 100
Deca
Da
x 10
Deci
D
x 1/10
Centi
C
x 1/100
Milli
M
x 1/1000
Micro
x 1,000,000
Nano
N
x 1 /1,000,000,000

Yes sir.

The students go to their

designated group.

Yes sir.

Say: Lets take this example. We will convert the

following:
1. Convert 36 inches into feet:
36 inches

x 1 foot
= 3 feet
12 inches
2. Convert 3km to m:
3 km x 1000 m = 3,000 m
1km
Say: Did you understand Class?
Activity 1

Okay, lets have a group activity. I have

here a numbered heads. Get one and
pass. Put that number in your head. Each
Numbered heads has its own color. Group
yourselves based on your color.
(Red, Orange, Blue, Pink, Green)
Say: Are you now in your respective
groups?
Instructions:
1. There are mini envelopes in every corner.
Every group will go to their respective color

RED: Convert 36 inches into

feet:
30 inches
feet

x 1 foot

= 2.5

12 nches
Orange: Convert 130 yards to
inches:
3 yards x3 feet x 12 inches =
108 inches
1 yards
1 foot
Blue: Convert 40 inches into
feet:
40 inches
feet

x 1 foot

= 3.3

12

envelope and answer the question inside that

envelope.
2. Put your answer in sheet of pad paper.
Copy and answer.
3. The students will answer the question inside
the envelope in ten minutes.

12 nches
Pink: 16 cm
Green: Convert 20 km into m:
20 km
m

x 1ooo m = 20 000
1 km

Red
Convert 30 inches to feet.
Orange Convert 130 yards to inches.
Blue
Convert 40 inches to feet.
Pink
Measure the length of a ballpen in
centimeter.
Green - Convert 20 km to m.

Yes sir!

1. Convert 2.30 m into cm:

2.30 m x
230 cm

1oo cm

1m
2. 1380.25 cm into km:
1380.25 cm x 1 m x 1 km=
0.0138 km
100 cm
1000
m

Say: Are you done class?

Say: Okay, kindly pass all your papers. Late papers
would not be accepted.

Good day and thank you sir!

Say: For your assignment, convert the following

questions:
cross wise
1. The length of a plywood us 2.30 meters. How
long is it in centimeters?
2. A girl walked a distance of 1380.25 cm. How
far is it in kilometers?
13

Good morning sir.

Closure: In this lesson, you learned that the inch
and foot, the units of length of English System of
measurement; that the Metric system of
Measurement became the dominant system in the
1990s and is now used by most of the countries
with a few exceptions; and how to convert common
metric units of length into other metric units of
length using the conversion factors.
Say: Good Day class!

Our lesson last meeting is all

about the Conversion of
Standard units sir.
The standard unit sir has exact
measurement because we are
using measuring device to
measure a certain object.
Meter sir.
Kilometer sir.
Feet.
Inches sir.

FIRM UP ( Perimeter and Area)

Day 3
Duration: 1 hour

Say: Good morning class.

Say: Ok, before we start our new lesson, lets
recall first our lesson last meeting. What was
our lesson last meeting class?
Say: Very good. Youve studied your lessons
very well.
Say: What is all about the standard unit?

1. Convert 2.30 m into cm:

2.30 m x
230 cm

1oo cm

1m
2. 1380.25 cm into km:
1380.25 cm x 1 m x 1 km=
0.0138 km
100 cm
1000
m

Say: Exactly! Give me some example of

standard units
Say: Very good! All of you got the correct
answer.

Objective: Approximate the

measure of lengths using the
perimeter and area of a given
plane figure.

Say: Before we start, kindly pass first your

assignments (Paper).
Say: Who will answer number 1?
14

Say: Very good!

Say: How about the number 2 question?
Say: Very good. You have exact results.
Say: OK, lets continue our lesson. . Everybody
read our objective for today.

Cylinder sir.

Cone sir.

Dice sir.

(The teacher posts the objective written in a

cartolina.)
Objective: Approximate the measure of lengths
using the perimeter and area of a given plane
figure.
Say: Yesterday, on your activities, you have
identified the history of Measurements and the
conversion factors of metric system.
Now: Were going to approximates the measure of
quantities particularly length (Perimeter and Area).
Say: Class, what do you call in this object? (Point
the cylinder)
Say: Very Good!

Say: How about this object? (Show the cone)

Say: Exactly!
Say: How about the last object? (Show the dice)
Say: Excellent!
Say: Now, we are going to tackle about the
perimeter and area of a plane figure.
The Teacher states and illustrates its meaning.
Say: Perimeter is the distance around a twodimensional shape.
(The teacher points the perimeter in the table
below.)
15

Area is the quantity that expresses the extent

of a two-dimensional figure or shape, or planar
lamina, in the plane.
(The teacher point-outs the area and perimeter in
the table below.)

( The teacher explains the table above, including its

formulae.)

Example: What is the area of this rectangle?

The formula is:

Area = l w
w = width
l = length

We know w = 5 and l = 3, so:

Area = 5 3 = 15
Say: Did you understand class?
Say: How did you solve the perimeter of a rectangle
class?
Say: Very good.
(The teacher explains the figures below.)
16

Say: The perimeter of a triangle is equal to the

sum of its side ( The teacher point-out the triangle
and its three sides)
Example:

The perimeter of the square is equal to the

product of 4 and the size of the side of a square.

None sir.

The perimeter of a rectangle is equal to the sum

of the 2 lengths( l) and 2 widths (w)
Say: This is the example of the perimeter class.
1. P = 2 l + 2 w
l = 10 ft and w = 3 ft.
= 2 ( 10) + 2 (3) = 26
17

(The teacher explains this figure)

Say: Example of the perimeter of this rectangle
is 2(7)+(2)3 = 20

ft
2. P = 4s; s = 6 ft
P = 4(6) = 24 ft
3. A = L x W
L = 6 cm; W = 8 cm
A=6x8
= 48 cm 2
Yes sir.
Yes sir.

(Other students are raising their

hands)

Say: Do you have any question class?

Say: Ok, answer the following problem by pair.
Say: Find your partner class and answer it in a 1
whole sheet of pad paper. Copy and answer. You
have to show your solutions. Ill give you 15 minutes
to answer these questions.
1.

A rectangular field measures 10 ft (length)

by 3 ft (width). What is the perimeter of this
field?
2. A square-shaped room measures 6 ft on one
side.
What is the perimeter of this room?
3. Find the area of a rectangle with sides
measuring 6 cm (length) and 8 cm (width).

Good day sir! See you again

tomorrow.

Good morning sir Briones.

Say: Are you done class? Exchange paper with your

seatmates.
Say: Who wants to answer number 1? How about
number 2? How about number 3?
Say: Very Good. Most of you got the correct answer.
Say: Who got perfect score?
Say: Very good class.

Our lesson yesterday is all

about the measuring lengths in
perimeter and area of a plane
figure sir.

The perimeter is just adding the

all side lengths of a given plane
18

Say: Class, kindly pass all your papers. Late papers

would not be accepted.

figure sir.
A = L x W sir.

Say: For your assignment, research the different

formulae in Volume of solids and the unit used in
measuring mass or weight. Write it in your
notebook.
Closure: In this lesson, you have learned how to
solve the perimeter of a plane solid and the area of
any plane solid. You can apply it any of real object in
your environment class

Yes sir.
( Most of the students are
raising their hands)

Say: Good day class!

FIRM UP (Volume and Mass/Weight)
Day 4
Duration Time: 1 hour

Say: Good morning class.

Say: Ok, before we start our new lesson, lets
recall first our lesson yesterday. What was our
lesson last meeting class?

Objective: Approximate the

measure of a volume and
mass or weight of an object.

Say: Very good. Youve studied your lessons

very well.

Yes sir!
Amazing sir!

Say: What is all about the perimeter?

Say: Exactly! How about the area? Give me one
formula in getting the area of a plane figure.
Say: Very good! All of you got the correct
answer.
Say: Ok! Do you have assignments class? Who
has an assignment for today?
Say: Very Good! Ill give 20 points for those
who have their assignments.
(The teacher roam around inside the classroom
to sign the assignments of the students)

Volume is the amount of space

an object contains or occupies.
Here are the formulae in Area
and Volume

19

Say: OK, lets continue our lesson. . Everybody

read our objective for today.
(The teacher posts the objective written in a
cartolina.)
Objective: Approximate the measure of a
volume and mass or weight of an object.
Say: Yesterday, on your activities, you already know
how to measure and solve the perimeter of a plane
figure.
Say: Now, were going to approximates
measurement of the volume and weight /mass.
Say: Very good! I have here a cone and a cylinder
with the same radius and base.
(The teacher demonstrates that 3 cones is equal to
1 cylinder)
Say: Today, we will discuss the volume of a solid.
Say: What is volume class?
Say: Exactly! Volume is the amount of space an
object contains or occupies.
Here are the formulae in Volume. ( The teacher will
explain the figure below)
Say: This figure is the volume of cube ( Point the
cube)
Say: Volume of a cube is equal to s 3. S stands for
the sides of a given cube.
Example:

cube = a3

20

Here are some examples:

None sir!
Volume is widely used in
industry. The canned good is one
of the applications of the volume
sir.

gram sir.

Say: volume of a cylinder is equal to the product of

pie( ), height and the product of radius or r 2 .
Say:

Say: Do you have any question class?

Say: Class, cite a practical application of volume.
Say: Very good.
Say: Lets proceed to our lesson the Mass /Weight
of objects.
Say: When we say Mass, it is the amount of matter
an object contains while Weight is gravitational
force acting on an object.

Count the number of spaces

from hg to cg on the converter,
that is 4 to the right.
Move the decimal point 4 places
to the right to change hg to cg.
50 hg
500
21

Say: What are the units we use for mass?

Say: Very good!
Say: A gram (g) is the basic unit of mass in the
metric system. Here are some of the metric unit for
mass:
(The teacher shows and explains the table below.)

Unit

Symbol

Unit in Grams

kilogram
hectogram
dekagram
gram
decigram
centigram
milligram

kg
hg
dag
g
dg
cg
mg

1000 g
100 g
10 g
1g
0.1 g
0.01 g
0.001 g

000 cg
Therefore,
cg

50 hg = 500 000

Say: Lets try this example class.

Say: Convert 2500 g to dag
(The teacher will explain this example)
Say: Count the number of spaces from g to dag on
the converter, that is 1 to the left.
Move the decimal point 1 place to the left to change
g to dag.
2500 g
250 dag
Therefore, 2500 g = 250 dag
Say: Who will try the next example.
Say: Convert 50 hg to cg

Say: Very good.

Say: Ill give you another example.
Problem:
Say: How many grams are in an eighth of a
kilogram?
Solution:
Say: There are 1000 grams in 1 kilogram.
22

Set up the conversion so the desired unit will be

cancelled out. In this case, we want g to be the
remaining unit.

Scales and balances are the

most appropriate instrument for
measuring mass on Earth.

mass in g = (mass in kg ) x (1000 g/1 kg)

Say: Note how the kilograms unit will be cancelled
out in this equation.
mass in g = (1/8 kg) x 1000 g/kg
mass in g = (0.125 kg) x 1000 g/kg
mass in g = 125 g
Answer:
Say: There are 125 grams in an one- eighth of a kg.

Say: Here are some of the instruments for

measuring mass, class. Do you know what are they?
Give me one example.
(The teacher shows these pictures)

23

Yes sir.

The students go their respective

groups by color.

Objects

1.Dice
Spring Scale

Kitchen Scale

Uni
t
use
d

Measure
ment
(Mass/v
olume/

cm

1000 cm
3

2. Rock
kg
0.5 kg
3. Book
g
250g
4.Can
cm
282cm
goods
5. note
g
150g
book
Yes sir. We are already done.

Bathroom Scale
Say: I have here an example of kitchen scale. Lets
try to get the measurement of your bag.
The teacher gets the measurement of the bag of
one of the students.
Say: Did you enjoy our activity class?
24

Say: For your activity, answer the following:

Activity
Say: Group yourselves based again in your own
respective color.

Good day sir!

(1)Say: I have here some of different objects, select

at least three (3) objects and measure it using your
own measuring device. Ill give you ten minutes to
measure it by following this format.

Objects

Uni
t
use
d

Measurement
(Mass/volume/

1.Dice
2. Rock
3. Book
4.Can
goods
5. note
book
Say: Are you done class?
Say: Very good! Most of you got the correct answer.
Say: For your assignment, bring with you your
protractor next meeting and convert the following.
1.
2.
3.
4.
5.

8 g to kg
3.2 kg to mg
25 kg to hg
2.5 kg to dg
0.20 dag to g

Sir, we tackled about the

different formulae in volume,
area, perimeter and
mass/weight.

Yes sir.

Yes sir.

Closure: In this lesson, the students would

understand the measurement in mass and the how
to solve the volume of a solid figure
Say: Thank you for your cooperation class. See you
again tomorrow.
Say: Good day class!

25

FIRM UP
Day 5
Duration: 1 hour
Say: Good morning! How are you today class?
Say: Good to hear that. Class, this morning we will
discuss about the approximating the measure of
quantities particularly angle.
Say: What do we tackled yesterday class?
Say: Very good. You studied your lessons very well.
Say: Do you have your assignments class?
Ok. Lets check your assignments.
(The teacher facilitates the checking of
assignments.)
Say: Did you bring your protractor class?
(The teacher discusses about angles)
Say: Angles 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 vertex.
A protractor is used for measuring angles. Angles
are measured in degrees (denoted by ).
A degree is 1/360 of a complete rotation of a ray
about a given point.
A

The students measure the

angles.

Yes sir.

(The teacher explains this figure.)

Say: Angles are formed when two rays that are not
on the same line meet or intersect at a common
endpoint.
26

(The teacher teaches the students how to use the

protractor)

Say: Since, you already know how to measure

an angle, lets try this activity.

Activity (Individual)
Instruction: Measure the angles given using your
protractor. Write your answer on the line provided.
Ill give you three minutes to answer this.
(The Teacher will give this activity that is written in
a sheet of a bond papaer.)

Say: Are you done class?

Say: Very good! Most of you got the correct answer.
Say: For your assignment, using your protractor,
draw angles which have the following measures.
Write it in a 1 whole sheet of pad paper.

We tackle about the angles sir.

1. 75
2. 107
3. 38
4. 10

27

5. 165
Say: Thank you for your cooperation class. See you
again tomorrow. Good day class.

Its already 3 oclock in the

morning sir.

Closure: In this lesson, the students would

understand the measurement in angles using their
own protractor.

Yes sir!
FIRM UP
Day 6
Duration time: 1 hour
Yes sir!
Say: Good morning! What a wonderful day!
Say: Class, this morning we will discuss about the
approximating the measure of quantities
particularly in time.

Time is one of the fundamental

quantities of the physical world.
It is the period during which an
action or event occurs.

Say: What do we tackle yesterday class?

Say: Very good. You studied your lessons very well.
Say: Do you have your assignments class?
Ok. Lets check your assignments.
(The teacher facilitates the checking of
assignments.)
(The teacher discusses about the Measuring of
time.)
Say: What did you observe about this clock class?

28

Morning
Say: Very Good!
Say: You often use the time in the following
statements or expressions.
What time is it?
Its time to go home.
Be sure to come on time.
You are wasting time.
Say: Do you agree class?
Say: You could come up with a lot more expressions
about time. Seemingly, time is an essential part of
our daily lives.
Say: Can we measure time?
Say : Everybody, kindly read this.
Time is one of the fundamental quantities of the
physical world. It is the period during which an
action or event occurs.

(Other students are raising their

hands)

2:10 p.m. sir

(The teacher presents and explains the units of

time.)
60 seconds
(s)
60 minutes
24 hours
7 days
30 days
12 months
365 days
365 days

1 minute (min)
1 hour (hr)
1 day (da)
1 week
1 month
1 year
1 year
1 leap year

The students are participating in

the activity.

Say: Clocks and watches are devices used to

indicate the passage of time
29

Say: Lets try this example:

Cora put a whole chicken in the oven at 5:38 p.m.
The chicken needs one hour and 30 minutes to be
roasted. At what time should the chicken ne ready
for dinner?
Say:
Solution:
Add 1 hour and 30 minutes to 5 hours and 38
minutes.
5 hours and 38 minutes
+ 1 hour and 30 minutes
6 hours and 68 minutes
Rename 6 hours and 68 minutes to 6 hours + 1 hour
+ 8 minutes = 7 hours and 8 minutes.
Hence, the chicken is ready for dinner at 7:08 p.m.
Say: Did you understand class?
Say: Who will try the number 2 problem class?
Goodbye sir.
2.It will takes 1.5 hours to travel from Manila
to Davao by plane leaves Manila at 12:40
p.m. at what time will it arrive in Davao
(The student shows the solution and answer on the
board)
Say: Very good!
Say: I think you have an idea now how to measure
the time. So, Lets try this activity:

(Team quiz activity)

Instructions:
1. The students will group into 4 groups.
2. They will raise their illustration board after
they answer the given problem.
3. Every correct answer is equal to 5 points.

We tackle about the

measurement of time sir.

30

4. The group who got the highest score will be

declare as winner in this activity
Questions:
1. hour = _______minutes
2. 2000 minutes = _______hours
3. 5 years = ___________months
4. 14 hours = ___________seconds
5. 15 hours = ___________minutes
6. 12 years = ____________months
7. 1200 minutes = ________ hours
8. 480 minutes = _________ seconds
9. year = ____________ months
10. minutes = ___________seconds

Say: Very good! The group _____ is the winner.

Say: For your assignment, answer this problem.
How many minutes have elapsed between 1:30 p.m
and 4:45 p.m of the following day?

Solution:
C = F 32 / 1.8
273.15
= 59-32/ 1.8
273.15
= 27/1.8 = 15
15 K

K=C+
= 15 +
= 288.

Say: Goodbye class.

Closure: In this lesson, the students learned how to
measure and convert time.

Yes sir.
FIRM UP
Day 7
31

Duration Time: 1 hour

Say: Good morning! What a wonderful day!
Say: Class, this morning we will discuss about the
approximating the measure of quantities
particularly in temperature.
Say: What do we tackle yesterday class?
Say: Very good. You studied your lessons very well.
Say: Do you have your assignments class?
Ok. Lets check your assignments.
(The teacher facilitates the checking of
assignments.)
(The teacher discusses about the Measuring of
temperature.)
Say: We experience temperature everyday. When
we go out on a sunny day, we feel hot.
Say: Today, I will also teach you how to convert the
temperature.
Say: Temperature is the measure of the hotness or
coldness of an object.
Say: These are the different temperature scales:
K = 273.15 + C
C = 5/9 ( F- 32 ) or C = (F 32) / 1.8
F = 9/5 ( C) + 32 or F = 1.8 C + 32
Say: Lets try this example class.
1. Convert 122 F to degrees Celsius
Solution:
C = F 32 / 1.8
= 122 32 / 1.8
= 90/1.8 or 50 C

1.
2.
3.
4.

Tape Measure
Meter Stick
Protractor
Hour glass

Say: Who wants to solve on the board

Convert 59 F to K
32

Solution:
C = F 32 / 1.8

K=C+

273.15
= 59-32/ 1.8

= 15 +

273.15
= 27/1.8 = 15 C

= 288.

15 K

Say: For your activity, get cross wise sheet of

paper and answer this given problem
1. Convert 270 C to degrees F
2. 98.2 F to C
3. 105 F to C
Say: Are you done class?
Say: Very good. Most of you got the correct answer.
Say: For your assignment, convert the following.
1. 36.2 C to F
2. 40 C to F
Say: Goodbye class.
Closure: In this lesson, the students learned how to
measure and convert temperature.

DEEPEN
Day 8-9
Time Duration: 2 hours
Say: This week already discussed all about
measurement.
Say: I hope you have read your notes last night
because Im going to give you various activities to
answer.
Say: Very good. Okay, please get one whole sheet of
paper and answer the following activities.

Activity 1 (By pair)

Time Duration: 10 minutes
33

Convert the following:

1. 10 dm =
_______ m
2. 48 inches =
_______ feet
3. 5 kilometer = ________meters
4. 100 centimeter = ______meter
5. 5 centimeter = _______millimeter

Activity 2 (By pair)

Time Duration: 5 minutes
Identify the name of measuring device
1.

2.

3.

34

4.

After 15 minutes
Say: Are you done answering class?
Say: Okay, kindly pass your papers and then go
back to your proper seats.
Say: Who wants to answer? Raise your hand if you
want to answer. Okay?
(The students are raising their hands to answer the
activities given)
Say: Okay class; go to your respective groups.

Activity 3 (By group)

Time duration: 15 minutes
Get the perimeter and area of the following object
using the Metric units. Follow the format of this
table.
Object

Leng
th

Widt
h

Perimet
er

Area

1.Intermedi
ate Paper
35

2. Teachers
Table
3.
Classroom

Activity 4 ( By the same group)

Time Duration: 10 minutes
Draw the following angles with the following values:
1.
2.
3.
4.
5.

90
45
50
60
100

Activity 5( individual)
Convert the following as indicated:
1. 4C to F
2. 34 C to F
3. 80.5F to C
4. 68 F to C
5. 42C to F
Activity 6 ( by pair)
1. An athlete starts a marathon at 10:52 hours
and finishes at 13:12 hours. How long did it
take the athlete to complete the race? (This is
in terms of military time. It counts the
number of hours in a day.
2. If 1976 is a leap year, when will the first leap
year occur in the 22nd century?
Activity 7 ( Individual)
Complete the following table:
mm

cm

km
4000

12000
5800
36

2
6.5
Activity 8 ( By group) Math Amazing Race
Instruction:
1. There are 4 stations that have different
problems.
2. Each group would have to pass the first
station, before going to the next station.
3. If the group answered correctly the question,
they can get a stab to submit to the next
station.
4. If the group get the correct answer in each
station and they are the one who finish all the
stations, they are the winners in this activity

Yes sir.
Yes sir we really enjoy it.

Ist Station
Get the perimeter of the Book
2nd Station
Draw at least three 90 angles
3rd Station
Measure the Garden. Use the meter stick to
get its exact measurement.
th
4 Station
Get the volume of a dice

TRANSFER
Day 10
TIME DURATION: 1 HOUR
Say: Last meeting, you took various activities to
enhance your knowledge in Measurement.
Say: Today, I am expecting that you will participate
in our activity so that at the end of this session, you
will be able to do the following task:
To know the importance of measurement in
real-life situation.

Task 1:
Perimeter farm Project
37

-The students will become a design

engineers. They are going to design and
create a Perimeter Farm Project. They are
going to apply what they learned in reallife situations. This shall be a four group
outputs for the second quarter. The project
of the learners shall be graded in
accordance with a rubric prepared for this
task. Indicate the perimeter of the farm.

Say: Class, this will serve as your project in your

project. The deadline of this project will be on
September 5, 2016.
Say: You have to group yourselves in the same
grouping.
Say: Did you understand class?
Closure: Class, you really did great in our activity
today. I hope you really enjoy it. You have been so
participative and you have shown your mastery and
understanding in this activity.
Congratulations! Good job! God bless us all. See you
tomorrow.
CRITERIA/ RUBRICS IN ASSESSING PERFORMANCE
EXCELLENT
PROFICIENT
ADEQUATE
LIMITED
(4)
(3)
(2)
(1)
ORGANIZATIO The parts of
The parts of
The parts of
The parts of
N AND
the garden
the garden
the garden
the garden
NEATNESS
are
are less
are not
are poorly
organized
organized.
organized.
organized.
CRITERIA

38

CORRECTNES
S

properly and
neat.

Some parts
are messy.

The solutions
in getting
the
perimeter
are perfectly
done.

The solution
in getting
the
perimeter
has 1 error.

Most of the
parts are
messy.
The solutions
in getting
the
perimeter
have 2-3
error.

No attempt
of neatness
is evident.
The solutions
in getting
the
perimeter
are not
correct.

Materials:
Cartolina and manila paper with written objectives and activities
Colored envelope with written activities inside
Meter stick
Protractor
Tape measure
References:
Our World of Math, Ricardo Crisostomo, et. Al., (2013) pp. 85
- 119
Grade 7 Math Learning Module
(Teachers Guide and Learners Module)

39