REPUBLIC OF THE PHILIPPINES

IV – A CALABARZON
Division of Rizal
Manuel I. Santos Memorial National High School
San Juan, Taytay, Rizal

DAILY LESSON PLAN

Teaching Date and Time: September 3, 2019

Learning Area: Mathematics
(8:50 – 9:40 A.M.)
Duration: 50 mins Quarter: 2nd Quarter
Teacher : CATHERINE S. SANTIAGO Grade Level: Grade 7

I. OBJECTIVES
Content Standards:
Demonstrates understanding of the key concepts of measurement.
Performance Standards
The learner is able to formulate real-life problems involving measurements and
solve these using a variety of strategies.

Learning Competency (code can be used)

Converts measurements from one unit to another in Metric systems.
(M7ME-IIb-1)

II. CONTENT :
Topic: Conversion of Units in Metric System (Volume)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages: pp 115-123
2. Learners’ Material pages: pp 92-99
3. Textbook pages:
B. Additional Materials: Powerpoint Presentation, cell phone, television
C. Other Learning resources:

IV. PROCEDURES Expected Response

A. Review
Last meeting, we have started discussing about measurements. Yes!
And we have talked about Metric and English System. Before we
proceed with our lesson today, let’s have this activity to recall the
different units under Metric and English System. If the given unit
falls under Metric, you’re going to clap once and if it falls under
English, clap twice. Are the instructions clear?

Good! Let us start!

(Students will clap either once or
(Teacher will show the different units)
twice)
1. Inches 5. Liter
1.Clapped twice 5. Clapped once
2. Kiloliter 6. Centiliter
2.Clapped once 6. Clapped once
3. Feet
3.Clapped twice
4. Milliliter
4.Clapped once

Very good class!

B. Establishing purpose for the lesson

For now, we are just going to focus on Metric system specifically
units on volume like the units you have identified in our previous
activity, kiloliter, liter, centiliter and milliliter. But there are other units
of length in metric system aside from those that you have identified.
In our lesson today, we are going to make use of the following units
of volume in metric system.
 Dekaliter Kiloliter Liter Hectoliter Deciliter Milliliter Centiliter

I want everybody to read, one, two, three and go! (Students will read the units shown)

Now, in your notebook, I want you to arrange the given units from (Students will arrange the units on
largest to smallest value. Later, I’m going to call 4 students, 2 from their seats)
the boys and 2 from the girls, to show or write their answers on the
board. For those who will be able to get the correct arrangement
will receive 5 stickers.

Who wants to volunteer from the boys? from the girls?

(Students will write their answers
on the board)
Thank you for answering. The correct answer or arrangement of
units is

Kiloliter Hectoliter Dekaliter Liter Centiliter Deciliter Milliliter

Kl hl dal l cl dl ml

Liter is the basic unit for volume.

Good job for those who were able to get the correct arrangement.
Later, we are going to make use of this arrangement of units in our
topic. Now, I have another set of words to be arranged. This time, I
want you to arrange the words to form a complete thought. And of
course, those who will be able to get the correct sentence will
receive 5 stickers.

Henry Died By Milk Chocolate Drinking King

King Henry Died by Drinking
Chocolate Milk
Who wants to try?

Very good! I want everybody to memorize this sentence.

(Students will memorize the
sentence)
There’s a story behind the sentence KING HENRY DIED BY
DRINKING CHOCOLATE MILK. I will let you watch the video about Yes ma’am!
the story of King Henry which will help us convert from one unit to
another unit, but I want everybody to listen, is that clear?
(Integration of History and ICT)
(Students will watch the video of
(Teacher will show a video of the story of King Henry) the story of King Henry silently)

C. Presenting Examples
The reason of me asking you to memorize the sentence is because (Students share their ideas of
this sentence will help you in our topic for today which is conversion)
CONVERSION OF UNITS in metric system specifically length. Let
us first identify the word conversion. Have you heard the word
conversion or do you have any idea of what a conversion is?

Very good! Thank you for sharing your ideas. Conversion in

mathematics is a change from one form or unit into another form or
unit. For example, converting liter into kiloliter or converting
centiliter to liter. That is conversion in mathematics.

D. Discussion new concepts (new skill#1)

The next question is how we are going to convert from one unit to
another using this arrangement of units? Let us read and follow the
steps in conversion (Integration of English)

1. Write down the number you want to convert. (Students will read the steps)
 2. Determine how many jumps from the given unit to the new
unit of measurement.
3. Move the decimal point the same number of places and in
the same directions as to the number of jumps.
4. Rewrite your new number.

Let us try converting the following:

(Students will follow the steps in
conversion)
68 cl = ___________l
0.68 l
Bravo! How about 50.6 cl =____________dl?
5.06 dl
Excellent!

E. Discussion new concepts (new skill#2)

This time let’s try answering problems involving conversion of units.

Megan wants to fill a bucket with water. A bucket holds 6 liters. 6000 ml
How many milliliter does she needs to fill the bucket?

Very good! How about the next problem.

A bottle holds 2000 ml of lemonade. How many liters of lemonade

does a bottle holds? 2l

Great job!

F. Developing Mastery
Let’s do more conversion. This time you’re going to choose
the letter of the correct answer.

8 l = _____ cl
A
a.) 800 b.) .08 c.) .008

8 l = _____ dal B
a.) 80 b.) .8 c.) .08

8 l = _____ kl C
a.) 800 b.) .08 c.) .008

G. Application
Since we’re doing conversion, aside from conversion in math, there (Students will share their ideas)
are also other application of conversion, in fact, we are doing some
of these applications in our everyday living. (Integration of
Science)
(Teacher will show pictures related to conversion)

How is conversion related or applied in the following pictures?

Very good! Actualy there are more application of conversion but the
most important application of conversion in our daily life is the
conversion of BAD into GOOD, bad attitudes into good attitudes,
bad habbits into good habbits, a bad feeling into a good feeling, bad
perspective into good perspective, bad vibes into good vibes and
many more. Since we know how to convert in math, I hope you can
apply conversion also in your daily life. (Integration of Values)

H. Generalization
Let’s have a recap of how to convert from one unit to another unit. I 1. Write down the number you
have here sentences, what you are going to do is to arrange these want to convert.
sentences into correct sequence on how to convert from one unit to 2. Determine how many jumps
another unit. from the given unit to the
new unit of measurement.
1. Rewrite your new number. 3.Move the decimal point the
2. Write down the number you want to convert. same number of places and in the
3. Determine how many jumps from the given unit to the new same directions as to the number
unit of measurement. of jumps.
4. Move the decimal point the same number of places and in 4. Rewrite your new number.
the same directions as to the number of jumps.

Very good! Is there any question about the topic? None

I. Evaluation

Convert the following:

1. 70 kl = __________ dal 1. 70 kl = 7000 dal
2. 414 dal = __________ l 2. 414 dal = 4140 l
3. 2.5 l = __________ dl 3. 2.5 l = 25 dl
4. 5.6 hl = __________ kl 4. 5.6 hl = .56 kl
5. 890 dl = __________ l
5. 890 dl = 89 l

J. Additional Activities:

Assignment:
Make your own problems about conversion of units and solve.
Encode at least 5 problems in microsoft word and send it to my
account through messenger. (Integration of ICT)

V. REMARKS:
VI. REFLECTION:
A. # of learners who got 80%:
B. # of learners who got below 80% (add’l activities):
C. Did the remedial activity work?
D. # of learners to continue remedial activity:
E. Teaching strategies that work:
F. Difficulties encountered:
G. Innovation to share
Prepared by:

CATHERINE S. SANTIAGO
Math Teacher

Observers:

1. MARITES A. INES ROMELA Q. DAZA

Department Chairperson Master Teacher I