DAILY LESSON LOG OF M7ME-IIb-1 (Week One-Day One)
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
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
A. Review previous lesson
or presenting the new
lesson
B. Establishing a purpose
for the lesson
Grade Level Grade 7
Learning Area Mathematics
Quarter First
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.
Demonstrates understanding of the key concepts of measurement
The learner is able to formulate real life problems involving measurements and solve
these using a variety of strategies
Converts measurements from one unit to another in both Metric and English systems.
M7ME-IIb-1
Learning Objectives:
1. Know and familiarize the metric converter and the conversion table.
2. Convert one unit to another using both Metric and English system.
3. Show mastery in converting one unit to another through group and class
discussions
Converting measurements from one unit to another
teacher’s guide, learner’s module,
Learners Materials
Pages 91 – 98
IV. PROCEDURES
The teacher presents the scrambled letters below to the class. He/she let them
arrange the letters to form the correct word.
rdya Ulieccs nto eddace
ounpd eehirfnaht ootf ayre
iuetmn hicn
Answer key: yards , pound, foot , Fahrenheit, inches , minute
Let the students identify what are the words form and how are they related to the
lesson of the day. Have they already encountered the words formed?
Begin the lesson by asking students whether they are aware of the two systems of
measurement used most commonly around the world.
The teacher explains to the class that in the some places English system is used, while
 most other countries around the world use the metric system.

The teacher presents metric converter to the students. He/she lets the students use
the converter to be able to convert Metric – Metric units

METRIC – METRIC CONVERSION

Metric Converter for Length

Km hm dam m dm cm mm
C. Presenting examples/
instances of the new Metric Converter for Weight
lesson

Kg hg dag g dg cg mg
Metric Converter for Capacity

KL hL daL L dL cL mL
The teacher lets the students answer individually the activity no. 1
Directions: Convert the following measurements.
1. 3.5 km = ________ dam 4. 0.65 hL = _______ mL

2. 52.7 dm = ________hm 5. 10 kg = ________ cg

D. Discussing new 3. 25 hm = ________dm 6. 0.99 g = _______ mg

concepts and practicing
new skills #1 Answer key :
1. 3.5 km = 3500 dam 4. 0.65 hL = 65 000 mL

2. 52.7 dm = 0.0527 hm 5 10 kg = 1 000 000cg

3. 25 hm = 25 000dm 6. 0.99 g = 990 mg

E. Discussing new The teacher discusses to the the students the process of arriving at the answer of each
concepts and practicing item in Activity 1.
new skills #2
F. Developing mastery
(leads to formative
assessment 3)
1. With the use of ruler, Jean measures the length of the teacher’s table in their
G. Finding practical
classroom using inches (convert in to cm).
applications of concepts
2. Mrs. Garcia bought 3 kgs of oranges in the supermarket. What is the mass of
and skills in daily living
the oranges in grams?
H. Making generalizations The teacher summarizes the mathematical skills or principles used to convert
and abstractions about measurement from one unit to another. The teacher answers the questions like:
 How to convert Metric – Metric units?
Answers shall be drawn from the students.
Possible responses :
The Metric System of Measurement is easier to use than the English System of
Measurement since its conversion factors would consistently be in the decimal system,
the lesson
unlike the English System of Measurement where units of lengths have different
conversion factors. The base unit for length is the meter and units longer or shorter
than the meter would be achieved by adding prefixes to the base unit. These prefixes
may also be used for the base units for mass, volume, time and other measurements.

The teacher lets the students answer individually the formative assessment.
Directions: Convert.

1. 0.65 hL = _______ mL
2. 10 kg = ________ cg
3. 0.99 g = _______ mg
4. 34 dg = _______ hg
I. Evaluating Learning 5. 55 dag = ______ hg
Answer key:
1. 0.65 hL = 65 000 mL
2. 10 kg = 1 000 000 cg
3. 0.78 g = 780 mg
4. 34 dg = 0 .0 34 hg
5. 55 dag = 5.5 hg

J. Additional activities or
remediation
IV. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’
progress. What works? What else needs to be done to help the pupils/students learn?
V. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask them relevant questions.
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 I
wish to share with other
teachers

Prepared by:
JAIME P. RUELAN, Ed. D.
EPS in MATH