GRADE 7 School DR. BONIFACIO A.

MASILUNGAN INHS Grade Level 7

DAILY Teacher JENNILYN A. MAKALINTAL Learning Area MATHEMATICS
LESSON LOG
Teaching Dates and Time NOVEMEBER 7-11, 2022 Quarter SECOND

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of sets and the real number system.
2. Performance Standards The learner is able to formulate challenging situations involving sets and real numbers and solve these in a
variety of strategies.
3. Learning Illustrates what it means Approximates the Approximates the Approximates the
Competencies/ to measure measures of quantities measures of quantities measures of quantities
(M7ME-IIa-1) particularly length , particularly length , particularly length ,
Objectives Describes the weight/mass, volume, weight/mass, volume, weight/mass, volume,
development of time, angle and time, angle and time, angle and
measurement from the temperature and rate temperature and rate temperature and rate
primitive to the present (M7ME-IIa-3) (M7ME-IIa-3) (M7ME-IIa-3)
international system of a. Describe what it a. Describe what it a. Describe what it
unit means to measure means to measure means to measure
(M7ME-IIa-2) and approximate and approximate and approximate
a. Describe what it means lengths measures of the measures of
to measure b. Convert length weight/mass volume
measurement from b. Convert weight/mass b. Convert volume
b. Identify the one unit to another. measurement s from measurements from
development of c. Appreciate the one unit to another one unit to another
measurement from importance of including the English including the English
the primitive to the estimation/ system. system.
present International approximation and c. Appreciate the c. Appreciate the
system of unit measurements in importance of importance of
everyday life estimation/ estimation/
 approximation and approximation and
measurements in measurements in
c. Apply accurate everyday life everyday life
measurement in daily
life situation
II. CONTENT Measurement Measuring length Measuring Measuring Volume
weight/mass
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp.130-132 pp.124-130
pp.115-123 pp.117-121
pages
2. Learner’s Materials
pp. 91 – 98 pp. 91-98 pp. 104 -105 pp. 99-103
pages
3. Textbook pages Math Builders (Ulpina J.) p. Elem. Algebra pp.5-7. Elem. Algebra pp. 11-13. Elem. Algebra pp. 10-11.
117 Math Digest pp.6-7 Math Digest 8-11 Math Digest 12-15
e-math(Oronce,) p 83

4. Additional Materials http:// http:// http://

from Learning www.discoveryeducation.c www.helpingwithmath.com www.mathworksheets4kid
Resource (LR) portal om/teachers/free-lesson- /by_grade/ s.com/capacity/estimate-
plans/discovering-math- gr7_worksheets.htm large.png
beginning- http:// http://
measurement.cfm www.dummies.com/how- www.mathworksheets4kid
https:// to/content/how-to-convert- s.com/capacity.php
http://
www.teachervision.com/ metric-units-of-
www.mathsisfun.com/
measurement/teacher- measurement.html
volume-conversion.html
resources/34507.html http://www.regentsprep.or http://
https://www.wyzant.com/ g/regents/math/algebra/a worksheets.tutorvista.com/
resources/lessons/math/ m2/leseng.htm volume-word-
elementary_math/ http://www.enslow.com/ problems.html?page=1
 measurement resources/978-0-7660-
http:// 3369-6.pdf
www.helpingwithmath.com
/by_subject/
word_problems/
wor_measurement01_4m
d2.htm
B. Other Learning Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd
Resources / Materials Cavite Mathematics, 2016 Cavite Mathematics, 2016 Cavite Mathematics, 2016; Cavite Mathematics, 2016
rulers, tape measures, Activity sheets shoebox, rubik’s cube, tin
steel tape measure can, toblerone box, ball
IV. PROCEDURES

A. Reviewing previous Motivation Pre-Assessment: Pre-Assessment: Pre Assessment

lesson or presenting Let the students identify Identify the most realistic Estimate the capacity of
the following pictures and Fill in the blanks. Use each object. Encircle your
the new lesson unit of measure for each
describe how it can be as 1 unit of mass. answer.
of the following:
used 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
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 Let the students do the Estimate first. Record the Activity A. Determine the dimension
purpose for the following and write their object’s estimation, actual Choose the most of the following using the
lesson answers on the notebook. measurement and their appropriate instrument to specified metric units only.
a. Measure the length and difference on the table use in measuring the Record your results in the
width of your Math book below. Use centimetre weights of the given table below and compute
using your thumb’s width and inch. objects. For the weight, for each objects volume
and the ruler check (√) only one of the using the unit used to
b. Measure the length of
given units. measure the object’s
your classroom using foot
dimension. Complete the
length and meter stick
table by expressing/converting
c. Compare your Object the volume using specified
measurement with those units. (For reference, see LCTG,
of your classmate (at least 1. Length of the pp.99-103)
3) and write your classroom
observations. 2. Height of the door
3. Length of a chalk
4. Length of shoe
5. Height of chair

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

OBJECTS
1. ₱5 - coin BALL

2.a monoblock chair r


C. Presenting examples/ Based from the activity,
instances of the answer the following
lesson 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.barbie doll
4.A piece of brick
5.yourself
WEIGHT
-gram (g)
-kilogram (kg)
-pound (lb)
1. What was your reason
for choosing which
instrument to use?
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?
Conversion of Metric Metric System A.
System of Measure Conversion 1. Change 2.46 hL to cL
Solution:
Study the metric To convert smaller unit to Since there are 4 spaces
converter illustrated larger unit move to the left. between hL and cLm
below. move the decimal point 4
1. Change 465 cg to dkg
times to the right.
465 cg = 0.465 dkg
To convert larger unit to
3. Can you relate an smaller unit move to the 2. Change the volume of
experience in your right. 45 000 milliliters of liquid
community where non – to liter.
standard unit of km hm dam m dm
2. Change 7.95 kg to g Solution: There are 3
cm mm
measurement was 7.95 kg =7 950 g spaces between mL and
used? L, thus move the decimal
English System
4. At present, what are To convert hectometer point 3 times to the left.
Conversion
some of the standard to decimeter, count the
unit of measurement Example 1. Convert 60
spaces from hm to dm, ounce into pounds
are used? and move the decimal A. For three dimensional
Show to the class the point in the same unit, use the metric
different primitive ways of direction as many converter below.
measurements spaces as Example 2. Convert 3 1. Change 750 mm3 to
indicated in the kg into pounds cm3
diagram. Solution: There is only one
space between the two
Example:
units. Thus the decimal
1. 5.4321 hm = 5432.1 dm point is moved
2. 0.985 km = 985 m
3 times to the left.

Similarly, move 5 2. Change 3.48 km3 to m3.

spaces to the left or 5 Solution: There are 3
decimal places to the spaces between the two
left to convert units. Thus the decimal
centimeter to kilometer. point is moved
The number of spaces 9 times to the
corresponds to the
powers of ten needed to right.
convert one unit to
another.
For English Measures
Illustrative Example
Conversion of English
1. Convert 1 cubic yard
System of Measure into 1 cubic feet.
Proportions will help you We know that 1 yard = 3
feet
make conversions when
working with
measurments
Create a unit conversion
ration, which is always
equal to 1: 2. Convert the capacity of
30 cubic feet cylindrical
tank into cubic meter.

Example1: How many Since 1 ft = 0.3048 m,

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

Solving algebraically gives

an answer of 5 yards 1. What was your reason
for choosing which unit to
use?
2. How did you convert the
Example 2: Convert 2 metric units of volume (cc
to m3) and vice versa?
miles into inches
3. How did you convert the
English unit of volume?
4. How did you convert the
Metric unit to English unit
of volume and vice versa?

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

Since the given

measurement was
multiplied by conversion
factors which are equal
to 1, only the unit was
converted but the given
length was not changed
D. Discussing new Divide the class into five Convert the following Change the following to What is the water depth of
concepts and groups. Each group will each tank? (1 liter = 1 000
using the metric the indicated unit.
practicing new skills get the measure of each cm3)
item and share the results converter. 1. 21 g = _______ mg
#1
to the class after 1. 7 m to dam 2. 2.8 kg= _______ g
completing the table 3. 9768 g= _______ kg
2. 9 km to m 4. 2340 mg=______ hg
3. 752 cm to mm 5. 0.553 kg =_____ mg
4. 57.3 m to mm 6. 3 lb = _______ oz
7. 6 tons = ______oz
5. 99 mm to km 8. 5 000 lb =____ tons
1.
2. 6. 42.17 m to km 9. 10 kg = _______ lb
3. 10. 22 lb = _______ kg
7. 8456 mm to m
4. 8. 426 cm to mm
9. 15 dm to hm
Item (1st Column) 10. 18 m to dam

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 Volume: 4.8 liters

(3rd Column) Water Depth: ______
Volume: 32 liters
Answer the following Water Depth: ______
questions;
 1. Which unit of measure
is more accurate? Why?
2. What are the
advantages of using
meter stick or ruler?

E. Discussing new Identify whether the unit of Measure the length of Encircle the best estimate Convert the following to
concepts and measure is expressed in each line segment and of the weight of the the indicated measures.
practicing new skills standard form. If Yes write convert to the indicated following: 1. 459 mL = _____ L
#2 IWY and VOICE if No. unit. 1. a cup of coffee 2. 0.375 L = _____ mL
1. 15 paces (For clearer view, see a. 245 mg 3. 396 L = _____ kL
6. 7 hours DLP/LCTG) b. 245 g 4. 36 000 mm3= _____
2. 10 gallons c. 250 kg dm3
7. 12 meters 2. a 25 centavo coin 5. 1 gal = _____ pt
3. 25 cubits a. 8 mg
8.10 digits b. 8 g
4. 7 kilos c. 8 kg
9. 8 meters 3. a glass of water
5. 10 spans a. 400 mg
10. 12 liters 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 Convert the following A. Convert the following:
(Leads to Formative meaning. Write the letter measures of length measurements
Assessment 3) of your answer. 1. 9.56 kg = ______ dg 1. 500 mL = _____ dL
____1. The metric unit 1. 36 in = ________ ft 2. 654.3 dg = ______ g 2. 10 cm3 = _____ mm3
used for length 2. 21 ft = ________ yd 3. 9.268 mg = ____ cg 3. 120 oz = ______ qt
____2. The thickness or 4. 3.54 kg = ______ hg 4. 3 ft3 = ______ in3
width of the index finger 3. 3 yd = ________ in 5. 455 g =_______ kg 5. 150 m3 = ______ ft3
____3. The distance of B. What is the water
one full step 4. 3 mi = ________ft depth of each tank? (1
____4. A hundred liter = 1 000 cm3)
meters 5. 6 ft = ________ in
____5. The distance
from the 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
Water Depth: ______
G. Finding practical Use your span, palm and Solve the following:
applications of digit measures to estimate
each length in inches. 1. Gemma bought a 60
concepts and skills in
1. The length of your cm ribbon to accentuate
daily living
Math notebook her curtain but she needs
2. The length of your to convert it in inches.
classroom blackboard How long is it in inch?
3. The length of your 2. Maragondon Plaza
teacher’s table
measures 25 meters in
4. The height of your
length and 12 meters in
chair
width. The Mayor asks its
measurements in feet.
What are its measures?
3. Will a cabinet of 60
inches in height fits into a
door of 7.5 ft high? Show
your answer.
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 The length of a foot, the The results of measuring
generalizations and width of a finger and the are merely near
abstractions about distance of a step were approximations since
the lesson all accepted measurements are not
measurements. always exact. There is
Primitive ways of often a relative error
measurements: involve.
1. Inch
2. Hand
Problem Solving
1. The mass of one sachet
of coffee is 0.005
kilograms. What is its
equivalent net weight in
grams?
2. Carlo’s cell phone
weighs 171 g, how much
does it weigh in ounce?
Points to remember in
converting units:
1. Determine the large unit
and the small unit.
2. Multiply when
converting from large unit
to small unit. Divide when
converting from a small
Answer each of the ff.
1. Find the volume of
balikbayan box with
side length of 1 m.
Convert into ft3.
2. Estimate the capacity
of a cylindrical kiddie
pool in cubic
centimetres which is
2 ft high and 3 ft in
diameter?
3. The school canteen
bought a freezer
which measures 60
cm in width, 80 cm in
length and 150 cm in
height. Find the
volume of the freezer
in cubic ft.
Volume is the amount of
space an object contains
or occupies. It is often
measured in terms of
cubic centimeters (cm3)
and cubic meter (m3).
Capacity is used with
liquids and is often
measured in terms of liter
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.
Accuracy of
measurements depends
on two factors:
1. the skill of the person
doing the measuring; and
2. the precision of the
instrument used in
measuring.
The first factor can easily
be developed through
constant practice while
the second factor is
totally dependent upon
the measuring device.
Vocabulary:
Meter – the fundamental
unit of length in the metric
system.
Metric System – it is a
decimal system of
measurement where
multiples and fractions of
the basic unit correspond
to powers of ten.
Length - the distance
from one end to the other
of the longest side of an
object.
Context: The length of the
swimming pool is 12
meters and its width is 5
unit to a large unit. Use the
(L), milliliter (mL),
conversion factor depending on the amount
to be measured.
The metric converter helps Volume Formulae for
in changing one unit to some regularly shaped
another. objects:
To use the converter,
simply count the spaces
from the given unit to the
desired unit and move the Cube
decimal point in the same V=edge x 3edge x edge
V= e
direction as the number of
Rectangular prism
space counted.
V=length x width x height
Mass is the amount of V=lwh
material in an object. Triangular prism
Mass is not weight! V=1/2 x base x height x
Weight is how heavy an Length
object is and can be V=1/2 bhL
affected by forces such as Cylinder
gravity. You may weigh V= π x 〖 radius 〗 2 x
less on the moon, where height
there no gravity but your V=πr2h
mass is the same! Cone
V=1/3 x π x 〖radius〗2 x
Gram is the basic unit for height
measuring weight in the V=1/3 πr2 h
metric system. Sphere
V=4/3 x π x 〖radius〗3
The chart below shows
V=4/3 πr3
you the metric mass units Common Metric Measures
from smallest to largest (Volume)
SYMBOL Fraction or
multiple of 1 meter
meters SYMB Fraction 1 ml = 0.001 L (1/1 000)
Approximate - fairly close OL or 1cl = 0.01L (1/100)
to the actual but not multiple 1dl = 0.1L (1/10)
accurate. of 1 meter 1L =1L
Context: Kim’s mother 1dal = 10 L
estimated that her 1 mg 0.001 g 1hl = 100 L
approximate height is 5 (1/1 000) 1kl = 1000 L
feet. 1cg 0.01 g Common English
Estimate - to make a (1/100) Measures (Capacity)
rough or approximate 3 teaspoons (tsp) = 1
calculation. 1dg 0.1 g tablespoon (tbsp)
Context: The sewer (1/10) 16 tbsp = 1 cup (c)
estimated that the curtain 8 ounces (oz) = 1 c
1g 1g
for the window must be 2 2 c = 1 pint (pt)
meters in length 1dag 10 g 2 pt = 1 quart (qt)
Exact - accurate, precise 4 qt = 1 gallon (gal)
Context: The carpenter 1hg 100 g
used a steel tape 1kg Metric Units of Volume and
1000 g Capacity
measure to obtain an
exact measurement of the Common English Measure
1 milliliter (ml)
floor (Weight)
=1 cubic centimeter (cm3)
Points to remember in
converting units: Weight
Ounces (oz) 1 liter (L)
1. Determine the large unit 16 oz = 1 lb =1 000 cubic centimeter
and the small unit. Pounds (lb) (cm3)
2. Multiply when 2000 lb = 1t
converting from large unit Tons (t)
to small unit. 1t = 2000 lb
Divide when converting
from a small unit to a large 1 kg = 2.2 lb
unit.
1 metric ton = 1 000 kg
Use the conversion factor.
 Common Metric Measures

1 mm = 0.001 m (1/1
000)
1cm = 0.01 m (1/100)
1dm = 0.1 m (1/10)
1m = 1m
1dam = 10 m
1hm = 100 m
1km = 1000 m

Common English
Measures
Distance
Inches (in) 12 in = 1 ft
Feet (ft) 3 ft = 1 yd
1760
Yards (yd) = 1 mi
yd
5280
Miles (mi) 1 mi =
ft

I. Evaluating learning Tell what metric unit of
measure is appropriate in
measuring the following:
9. The height of your
mother
10. The length of your
ballpen
11. The distance of your
home from your school
Compare each pair of
measurements using <, >
or =.
1. 1 m ___ 10 dm
2. 1 dm ___ 1 dam
3. 5 ft ____ 60 in
4. 2 000 cm ____2 m
5. 1 mi _____ 2 km
Solve these problems. Solve.
A swimming pool in a park
1. A boy weighing 27.6 is 20 m wide, 30 m long,
kilograms sits on one end and 4 m deep. What is the
of the seesaw. How many capacity of the pool in
grams should liter?
another boy weigh if he is
to balance the first boy on
 12. The length of a book
13. The thickness of this
book
J. Additional activities Use a tape measure to
for application or measure different parts of
your body. Write each
remediation
measurement to the
nearest millimetre and
centimetre.
a. around your waist
b. around your neck
c. from your knee to your
feet
the opposite end?
2. Angel bought 3 kg of
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?
Solve: Solve. Find the volume of the L
A baby boy was born blocks below.
1.Jose rode 2 km on his exactly 9 pounds. He
bike. His sister Lina rode gained an average of 2
3000 meters on her bike. pounds in a month. How
Who rode the farthest and much will he weigh in
how much farther did they kilogram on his first
ride (answer in km)? birthday?
2. Jasmin is measuring
two extension cords. The
first cord is 60 cm long
and the other cord is 5
feet long. How longare the
two cords together?
(answer in cm)
V. REMARKS

VI. REFLECTION
1. No. of learners who
earned 80% on the
formative
assessment
2. No. of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
4. No. of learners who
continue to require
remediation
5. Which of my
teaching strategies
worked well? Why
 did these work?
6. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

Prepared by: NOTED:

JENNILYN A. MAKALINTAL NALAINE M. QUITAI

Teacher III Head Teacher II