GRADE 7 SCHOOL:

OLOTAYAN INTEGRATED GRADE

7
DETAILED SCHOOL LEVEL:
LESSONPLAN LEARNING
TEACHER: MARIEL C. PASTOLERO Mathematics
AREA:
TEACHIN
G DATES QUARTER 2ND Quarter
& TIME:

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of measurement.

B. Performance Standards The learner is able to formulate real-life problems involving measurements and
solve these using a variety of strategies.
C. Learning Competencies/ The learner;
Objectives:
 Illustrates what it means to measure
(M7ME-IIa-1)
 Describes the development of measurement from the primitive to the present
international system of unit
(M7ME-IIa-2)
a. Describe what it means to measure

b. Identify the development of measurement from the primitive to the present

International system of unit

c. Apply accurate measurement in daily life situation

II. CONTENT Measurement

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Text book Pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources Internet

IV. PROCEDURES
A. Reviewing Previous Lesson or Motivation
Presenting New Lesson Let the students identify the following pictures and describe how it can be used
for measurement.
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/ Instances
of the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing 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
Let the students do the following and write their answers on the notebook.
a. Measure the length and width of your Math book using your thumb’s width and
the ruler
b. Measure the length of your classroom using foot length and meter stick
c. Compare your measurement with those of your classmate (at least 3) and write
your observations.
Based from the activity, answer the following questions:
1. Did you experience difficulty when you were doing the actual measuring?
2. What have you noticed on your results and of your classmates?
3. Can you relate an experience in your community where non – standard unit of
measurement was used?
4. At present, what are some of the standard unit of measurement are used?
Show to the class the different primitive ways of measurements
Divide the class into five groups. Each group will get the measure of each item
and share the results to the class after completing the table
1.
2.
3.
4.
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
Hand of the tallest group 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?
Identify whether the unit of measure is expressed in standard form. If Yes write
IWY and VOICE if No.
1. 15 paces 6. 7 hours
2. 10 gallons 7. 12 meters
3. 25 cubits 8.10 digits
4. 7 kilos 9. 8 meters
5. 10 spans 10. 12 liters
Match each term with its meaning. Write the letter of your answer.
____1. The metric unit used for length
____2. The thickness or width of the index finger
____3. The distance of one full step
____4. A hundred meters
____5. The distance from the elbow to the fingertips
a.pace
b.cubit
c.digit
d.hectometer
e.meter
f. hand span
Use your span, palm and digit measures to estimate each length in inches.
1. The length of your Math notebook
2. The length of your classroom blackboard
3. The length of your teacher’s table
4. The height of your chair
 H. Making Generalization and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
The length of a foot, the width of a finger and the distance of a step were all
accepted measurements.
Primitive ways of measurements:
1. Inch
2. Hand
3. Span
4. Foot
5. Yard
6. Cubit
7. Lick
8. Pace
Ancient Egyptians used units of measurement based on body parts such as the cubit
and the half cubit. The cubit is the length of the forearm from the elbow to the tip of
the middle finger; that the inch and foot, the units for length of the English System
of Measurement, are believed to be based on the cubit. The Metric System of
Measurement became the dominant system in the 1900s and is now used by most of
the countries with a few exceptions, the biggest exception being the United States
of America.
Tell what metric unit of measure is appropriate in measuring the following:
1. The height of your mother
2. The length of your ballpen
3. The distance of your home from your school
4. The length of a book
5. The thickness of this book
Use a tape measure to measure different parts of your body. Write each
measurement to the nearest millimetre and centimetre.

a. around your waist

b. around your neck
c. from your knee to your feet

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who required
additional activities for
remediation
C. Did the remedial lessons
work?
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies work well? Why did
this work?
F. What difficulties did I
encounter which my principal
or supervisors can help me
solve?
G. What innovation or localized
materials did I used/ discover
which I wish to share with
other teachers?

Prepared by:

MARIEL C. PASTOLERO
Teacher I

Noted by:

AGNES E. ALIMONSURIN
Head Teacher I