Annex 1B to Deped Order No. 42, s.

2016
School LUCSUHIN NHS Grade Level G7 ORG8
Grade 1 to 12 Teacher NOEL TAGANAS Learning Area Automotive
Daily Lesson Log Teaching Date and Time 1 hour Quarter

I.OBJECTIVES/LEARNING
OUTCOME
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives (LC code)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Curriculum Guide pages
2. Learner’s Materials pages
3. Textbook’s pages
4. Additional Resources
5. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
The learner demonstrates an understanding of the concepts and underlying theories and principles in:
1. Fundamental Operations
2. System of Measurement
3. Conversion of English to metric (and vice versa)
4. Computingratioand proportion
The learner independently performs mensuration and calculations based on the job requirement.
TLE_IAAS7/8MC-0c-1
Convert English measurements to metric measurements according to procedure or vise versa.
Four fundamental operations
3.1. Subtraction
3.2. Addition
3.3. Multiplication
3.4. Division
Automotive learning module by Dir. IMELDA B. TAGANAS, CG downloaded from deped.gov.ph
3
56-60
Not applicable
https://ph.images.search.yahoo.com/search/images
Not applicable
“I WANT TO HELP”
 Let the students read the sentences, let them give their comments and suggestion about the posted sentences.

Joshua will enroll to a school, as he goes the process of filling-up the enrollment form, he encountered a portion
of the form were it need to his height in meter and weight and kg. He know his height and weight but in cm and
grams.
B. Establishing a purpose for the “Finding A Solution”
lesson

In this Activity students will be in pair, each pair will talk about the solution to the problem of Joshua.
Afterwards each pair will present to the class their solution to the problem. Comments, Suggestion and
Recommendation will be done in the class.

C. Presenting Examples/ “I’m Einstein”

instances of new lesson

In this activity, students will think how to solve the given problems posted/flash on the screen.
Let the student think, suggest, comment and recommend on how to solve the each problem.
Problem 1. If 1 ton is equivalent to 1,000,000 grams …… 500,000 grams is _____ton.
Problem 2. If 1hectoliter is equal to 100 liter…….1.5 hectoliter is ____ liter.
Problem 3. If 36 inches is equal to 1 yard ………3 yards is ______inches.
D. Discussing new concepts and
practicing new skills no.1
E. Discussing new concepts and
practicing new skills no.2
F. Developing Mastery
G. Finding practical application
of concepts & skills in daily
living
H. Making generalizations and
abstractions about the lesson
“Working as ONE”
In this activity, students will be group with 5 members. Each group will get their task written on a folded bond
paper. Group will refer to conversion table in the LM pp. 63.
Let them work as a group in solving the problem.
“Let Us Explain How?”
After solving the problem, each group will share their problem with solution to the class and explain how they
solve their problem.
Collaborative discussion will be done in this activity.
“We/I understand That…”
In this activity, problemswill be posted on the screen. Student / pair of students or by group will answer the
problem. Students will be instructed to raise their pens if they are finish. After that answer will be flash on screen.
Those student / pair of students or by group who got the correct answer will shout the word “We understand
that”
Aside from weight and height conversion, what other things we apply conversion in reality?
“Let’s Keep in Mind”
Complete the sentence below.
 1.In order to convert units to other units we usually need took at _______table were the ____ of every unit to
other are written.
2. When we convert units we usually used ____ and ___ operation.

I. Evaluating Learning
Direction
Write the letter of the correct answer.
1. A car runs at 100 km/hr on the street, what would its speed in meter/hr?
A. 1,000 C. 10,000
B. 100,000 D. 1,000,000
2. An area car is almost 7 sq. meter, what would be its area in sq decimeter?
A. 70 sq. dm C. 700 sq. dm
B. 7,000 sq. dm D. 70,000 sq. dm
3. If 8 pints is equal to 1 gallon, how many pints if we have 2. Gallons.
A. 16.8 C. 18.6
B. 1.68 D. 1.86
4. If 43,560 sq. ft. is equal to 160 sq. rod, how many sq. ft. in a sq. rod?
A. 27.225 C. 272.25
B. 2722.5 D. 2.7225
5. If 27.34 grains is equal to 1 dram, how many grains in .25 dram?
A. 6.835 C. 68.35
B. 683.5 D. 6835
J. Additional activities for Convert the following values.
applications or remediation 1. 1kg =1000g : 11kg. =_____g
2. 43,560 sq.ft = 160 sq. rod : 10 sq. rod = _______sq. ft.
3. 1 gal = 8 pints : 13 gal = _________pints
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% in evaluation
B. No. of learners who require
additional activities for
 remediation who scored below
80%
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:
NOEL C. TAGANAS
Prepared by: G7/G9 TLE Teacher
NOEL C. TAGANAS
G7/G9 TLE Teacher