School OZAMIZ CITY SCHOOL OF ARTS AND TRADES Grade Level 7

DAILY LESSON LOG Teacher MERYL FE P. GUMERA Learning Areas MATHEMATICS

Teaching Dates and Time October 31-November 4, 2022 Quarter SECOND

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES Objectives must be 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 assessed using
Formative assessment strategies. Valuing objectives support the leaning of content and competencies and enable children to find significance and joy in
learning the lesson. Weekly objectives shall be derived from the curriculum guide.
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 Approximates the measures of quantities particularly length, weight/mass, volume,
Competencies/Objectives time, angle and temperature and rate. (M7ME-IIa-3)
Write the LC code for each
a. describe what it means to measures. a. describe what it means to measures.
b. identify the development of b. identify the development of
measurement from the primitive to the measurement from the primitive to the
present International system of unit. present International system of unit .
c. discuss the value of correct estimation. c. discuss the value of correct estimation.
II. CONTENT Holiday Holiday Measurement Measurement (Reporting)
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages https://drive.google.com/drive/folders/ https://drive.google.com/drive/folders/
1fFCmvlk4J-LfjCA1ZfpXUz7TNKTM3cXd 1fFCmvlk4J-LfjCA1ZfpXUz7TNKTM3cXd
2. Learner’s Materials pages Module 15 Module 15
Lesson 1 (pages 4-5) Lesson 1 (pages 4-9)
3. Textbook pages Math 7 (Patterns and Algebra) by Gladys Math 7 (Patterns and Algebra) by Gladys
Nivera pages 128-131 Nivera pages 6-7
4. Additional Materials from https://www.math-only-math.com/ https://drive.google.com/file/d/
Learning Resource (LR) worksheet-on-operation-on-sets.html 12obC0cf3BrOjuo7ZGE9sqgHleXl5tKJo/view
portal
B. Other Learning Resources https://www.math-only-math.com/ https://drive.google.com/file/d/
worksheet-on-operation-on-sets.html 12obC0cf3BrOjuo7ZGE9sqgHleXl5tKJo/view
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided with
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning process 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 lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the lesson
3 kg x
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
Let the students identify the following
pictures and describe how it can be used
for measurement.
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.
The class will be divided into four (4)
2.2 lb groups.
=6.6lb
1 kg The activity will be reported next meeting
by answering the guide questions.
The students are asked the following
questions for the misconceptions about
measurements:
*Do you know your weight? How much is
your weight in pounds? In kilograms?
*Which one is longer, a yard or a meter?
*Which one is heavier, a Liter or a gallon?
*Which one is farther, mile or kilometer?
a. The teacher present different measuring
tools.
b. Ask the following questions:
*What are the uses of these tools?
*How important are these tools to us?
*Do you think ancient people use these tools
to measure during their time? What are
some of their common ways in measuring?
Questions:
1. How do you find the tasks? Do you find
them easy to do? Why not?
2. Do you think your measurements are
right? Are accurate? Why or why not?
3. Do you think of advantages/benefits of
these kinds of measurements?
4. What are some of the disadvantages of
using the body parts to measure the length
and width or even measuring the certain
things or object?
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
F. Developing mastery Identify whether the unit of measure is
(Leads to Formative Assessment expressed in standard form. If Yes write
3) 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
G. Finding practical Relate measurements to other aspects such
applications of concepts and as in measuring things around and even in
skills in daily living budgeting.
H. Making generalizations and The length of a foot, the width of a finger Ancient Egyptians used units of
abstractions about the and the distance of a step were all measurement based on body parts such as
lesson accepted measurements. the cubit and the half cubit. The cubit is the
Primitive ways of measurements: length of the forearm from the elbow to the
1. Inch tip of the middle finger; that the inch and
2. Hand foot, the units for length of the English
3. Span System of Measurement, are believed to be
4. Foot based on the cubit. The Metric System of
5. Yard Measurement became the dominant system
6. Cubit in the 1900s and is now used by most of the
7. Lick countries with a few exceptions, the biggest
8. Pace exception being the United States of
America.
I. Evaluating learning
J. Additional activities for Please study the lesson and prepare for the
application or remediation quiz next meeting.
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else to be done to help the students learn? Identify what help your
instructional supervisors can provide for you so when meet them, you can ask them relevant questions.
A. No. of learners who earned
80% on the formative
assessment
 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 worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by Checked by Approved by

MERYL FE P. GUMERA MARIFE P. MAGPULONG PAT S. RARA

Teacher I Head Teacher V Principal III