DAILY LESSON LOG OF M7ME-IIa-3 DAY 2
School
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new 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 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
Grade Level 7
Learning Area MATHEMATICS
Quarter SECOND
Objectives must be met 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 learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
The learner demonstrates understanding of key concepts of measurement.
The learner is able to formulate real life problems involving measurements.
Learning Competency: Approximates the measures of quantities particularly length,
weight/mass, volume, time, angle and temperature and rate. (M7ME-IIa-3)
Learning Objectives:
1.Estimate /approximate measure of time, angle, and temperature
2.Decide on what unit of measure is appropriate to use in given situations
3.Appreciate the importance of using appropriate units of measurement
APPROXIMATING MEASURES OF QUANTITIES
Teacher’s guide, learner’s module
Pages 115-240
Pages 91-111
These steps should be done across the week. Spread out the activities appropriately so that pupils/students
will learn well. Always be guided by demonstration of learning by the pupils/ students which you can infer
from formative assessment activities. Sustain learning systematically by providing pupils/students with
multiple ways to learn new things, practice the learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
Teacher flashes the following tools and let the students identify them.
Tape measure,
weighing scale, meter stick, thermometer,
protractor, stop watch
* "What tools shall we use to measure with temperature, angle and time?"
Temperature- thermometer; angle-protractor; time-stopwtach
The teacher lets the students realize that illustrating what it means to measure is an
important skill needed to estimate and approximate unit of measures for temperature,
angle and time.
Using the answers of the students on the different tools used in measuring for time,
temperature and angle.
Let the students share also to the class commonly used units in measuring
temperature, time and angle.
Answers of students maybe:
0 0
C, F for temperature; seconds, hour, minutes,etc.. for time and degrees for angles
Activity 1 can be done with their partners.
Given the following situations students will identify the appropriate unit of measure
given the following conditions.
1. Feverish condition
2. A cold glass of juice
3. A slight opening of the door
4. Blinking of an eye
5. Time spent in a normal school day
Teacher discusses the different units of measure used to measure for time,
temperature and angle emphasizing the correct unit of measure to use in given
situations.
Teacher evaluates the answers of the students giving emphasis on the correct
appropriate unit of measure and the correct way of measuring angle, time and
temperature.
Demonstrate to the class how to measure angles using protractors, if possible.
Teacher provides real life- situations where concept learned can be applied as stated in
the activities above.
The teacher summarizes the mathematical skill on estimating/approximating measures
using appropriate units of measure.
 Guide Questions:
1. What common tools do you use to measure tempertaure?, time?, angle?
2. What skill is used to estimate units of measure?
3. What skill is used to measure objects?
4. Why is estimation an important skill in measuring?
Possible Answers:
1. Temperature- thermometer; angle-protractor; time-stopwatch
2. The skill on exploring various kinds of objects without actually measuring or
using appropriate tool.
3. The skill on accuracy and precision with the use of appropriate tool for
measuring.
4. First and foremost, we want students to be able to determine the
reasonableness of their answer. Without estimation skills, students aren't able
to determine if their answer is within a reasonable range
The teacher lets the students answer individually the formative test.

A. Identify the appropriate unit measure to use.

1. A blink of an eye – seconds
I. Evaluating Learning 2. 3:00 o’clock Hand clock – 90 degrees angle
B. Encircle the correct measure for each situation.
1. A feverish condition 36℃ 37 ℃ 38 ℃
2. A can of soda 200dL 200L 200Ml

J. Additional activities or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% of
the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson 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 Localization and contextualization was done in the course of the lesson development.
I wish to share with other teachers