A DETAILED LESSON PLAN IN MATHEMATICS 7

I. OBJECTIVES
At the end of the lesson, the students will be able to:
a) solve problems involving conversion of units of English System to
Metric System and vice versa,
b) participate in group activities in converting various units of
measurements, and
c) perform the proper way of using various measuring tools and
conversion tables.

II. LEARNING MATERIALS

a) Reference: Math Grade 7 Learner’s Material (Quarter 1 and 2);
pages 91-98
b) Materials: Projector/ TV, Visual Aids(Conversion Table), Video
Presentation, Measuring Tools(Ruler and Meter Stick).

III. PRELIMINARIES
TEACHER’S ACTIVITY STUDENT ACTIVITY
a) CLASSROOM PREPARATION
Prayer
May I request everyone to stand up,
and let us pray.
The students will stand.
Mr./Ms.____, please lead the prayer.
In the name of the Father, and of the
Son, and of the Holy Spirit, Amen.
Greetings
Good Morning Class!
Good morning Ma`am! Good morning
Classmates!
Announcements
Before you take your seat, kindly pick
up the trashes you see and arrange your
chairs properly.
Yes, Ma`am, (pick up the trashes and
take their seats).
b) CHECKING OF ATTENDANCE
Class secretary, Is there any absent for
today`s class?
(The Secretary will stand and tell who
the absentees are for the day, if there’s
any.)
Very Good, Perfect attendance!

c) REVIEW
Now, as a short recap from our previous
lesson, who can give me a brief overview
of the concept that have been discussed?
(Students will raise their hands.)
 Yes, _____?
Yesterday, we talked about the History
of Measurement.
Very good! Our previous topic is all
about the History of Measurement.

What are the basic units used by early

egyptians?
(Students will raise their hands.)
Yes, _____?
Ma’am, cubit, digit, and small span /
large span.
Very good! How about the basic unit
used by Babylonians?
(Students will raise their hands.)
Yes, _____?
Ma’am, Mina.
Very good!
Yes, _____? How about the basic units
used by the early greeks?
Finger, olympic cubit, talent, and
metrites, Ma’am.
Very good!
Yes, _____? How about the basic units
used by the early Chinese?
Shih/ tan, and chih/ chang, Ma’am.
And lastly, How about the basic units
used by Romans?
(Students will raise their hands.)
Yes, _____?
Libra, Roman mile, Pinte(pint), and
quart, Ma’am.
Very good everyone! Now. Let us
proceed.

d) MOTIVATION
This afternoon we will discuss another
lesson, but before we proceed in our
discussion, let us have first an activity.

I will divide the class into two groups.

This side will be the Group 1 and the other
side will be the Group 2.

In this game, the task is to create the

longest line using your any clothing or
things in your pockets in one minute.

You are not allowed to collect other

things from the room/outside. I will give
the signal for the game to start and set a
time limit of a one (1) minute. And then
we will measure your line using a meter
stick. The team with the longest line wins.

Is that clear?

If that so, let’s begin the game.

The timer starts now!

Times up! (the students will form a line using their

things in their body and in their pockets.)

That will be all, thank you so much for (the students will measure their line.)
your cooperation. The winner is Group
______!

Congratulations!

IV. LESSON PROPER

Did you enjoy our game, class?

Yes, Ma`am!
From the previous activity that we have
done, what do you think is our lesson for
today?

Anyone?
(Students will raise their hands.)
Yes, ______?
I think, our topic for today is all about
the continuation of our previous lesson
about Measurement, Ma’am.
Very good answer!

Our topic for today is all about the Basic

Systems of Measurement, The English
and The Metric system of Measurement.
And we will also do the conversion of
these two (2) system od measurement.

So class, now please eyes on me and

listen. Okay?

Okay, before of all that, let us first define

measurement.

Yes, _____, in your own words, what is

measurement?

Ma`am, I think size is related to

Very good answer! measurement.

So, measurement is a size, length, or

amount known by measuring something.

Measurement is a technique in which the

properties of an object are determined by
comparing them to a standard quantity.

We have two systems of measurement, the

metric and the english system.

When we say Metric System, it is the set

of standard units defined to measure
length, weight, area, and capacity.

Basic units include the meter (length),

kilogram (mass), second (time), ampere
(electric current), kelvin (temperature),
and mole (amount of substance)

Prefixes such as kilo-, centi-, and milli-

are used to denote multiples or fractions of
the basic units.

Metric System is used as the standard

system of measurement in most countries,
especially in scientific and international
contexts.

While English System of measurement is

historically rooted and not as standardized
as the metric system, leading to a less
consistent set of relationships between
units. Known as the foo-pound- second
system of units.

Units include inches, feet, yards, miles

(length), pounds, ounces (mass), seconds,
minutes, hours (time), and Fahrenheit
(temperature).

Is it clear, class?
Yes, Ma`am!
Okay, let us now proceed to the proper use
of measuring tools;
We have three (3) most common tools in
measurement.

 Ruler
 meter stick
 Measuring tape

Are you familiar with these three (3),

class?
Yes, Ma`am.
So class, do you have your ruler?
Yes, Ma`am.
Bring out your ruler. And share it with
your classmate who doesn`t have.

As you can see, the ruler as well as the

meter stick have two (2) common parts.

The upper part, which is for metric system

units in the form of centimeter (cm) and
decimeter (dm).

And the lower part which is for english

system unit in the form of inches (in.).

So when the measurement you need is

centimeter, you will use the upper part of
the ruler/ meter stick, and then you will
use the lower part, if the measurement you
need is in inches.

Did you get it class?

Yes, Ma`am.
Now, let us move to the conversion.

*presentation of tables*

These are the tables of Conversion, and

this table is very useful.

We have a two (2) conversion to discuss,

the metric length and the metric weight
conversion table.

First we will have the Metric System

Conversion Table.
____________, can you please read all the
units in the table?
Yes Ma’am, centimeter, decimeter,
kilometer, meter, and millimeter.
Thank you!

As we can see, that was the common units

of measurement in metric system.

Yes,_______ can you please read what’s

on the first row of the table?
Yes Ma’am, one (1) centimeter is equal
to ten (10) millimeter.
Thank you!

Can you please what’s on the second row

of the table?
(Students will raise their hands.)
Yes_______?
One (1) decimeter is equal to ten (10)
centimeter.
Thank you!

Yes,_______ can you please read what’s

on the third row of the table?
One (1) kilometer is equal to one-
hundred (100) meter.
Thank you!

Can you please what’s on the fourth row

of the table?
(Students will raise their hands.)
Yes_______?
One (1) meter is equal to ne-hundred
(100) centimeter.
Thank you!
And for the last row, Yes_________?
One (1) meter is equal to ten (10)
decimeter.
Thank you very much class!

And now, let’s proceed to the conversion.

As we can see, metric units also work with

the decimal number system, where every
conversion factor is a power of 10.

For example, we need to convert thirty

(30) centimeter to millimeter.

Take a look on the table,in 1 centimeter

there are 10 millimeter.

This is the proper way to write the

solution.

Solution:

1
1 cm=
10 mm

10 mm
30 cm=
1 cm

¿(30)(10)mm

¿ 300 mm

Therefore, there are 300 millimeter in 30

centimeter.

Did you get it, class?

Yes, Ma’am.
Okay, let’s proceed with the other
examples:

● Convert 5.8 meters to centimeter.

Solution:

1 m=100 cm

100 cm
5.8 m=
1m

¿ ( 5.8 ) ( 100 ) cm
 ¿ 580 cm

Therefore, there are 580 centimeter in 5.8

meters.

● Convert 67 decimeters to centimeter.

Who would like to try to solve the next

example?
(Students will raise their hands.)
Yes,________?

Please write your solution on the board.

Solution:

1 dm=10 cm

10 cm
67 dm=
1 dm

¿ ( 67 )( 10 ) cm

¿ 670 cm

Therefore, there are 670 centimeter in 67

decimeters.
Thank you,________. You may now take
your seat.

Now, let us check ________’s answer.

Solution:

1 dm=10 cm

10 cm
67 dm=
1 dm

¿ ( 67 )( 10 ) cm

¿ 670 cm

Therefore, there are 670 centimeter in 67

decimeters.

Okay, very good!

● Convert 345 decimeters to meter.

Solution:

10 dm=1 m

1m
345 dm=
10 dm

345
¿ m
10

¿ 34.5 m

Therefore, there are 34.5 meters in 345

decimeters.

Did you get it, class?

Yes, Ma’am.
For our next example,

● Convert 500 meters to kilometer.

Who would like to try solving this

example?
(Students will raise their hands.)
Yes,________?
Solution:
1
1 m=
1000 km

500 m
500 m=
1000 km

1
500 m=
2 km

500 m=0.5 k m

Therefore, there are 0.5 kilometers in

500 meters.
Thank you,________. You may now take
your seat.

Okay, let`s check ______’s answer.

Solution:
1
1 m=
1000 km

500 m
500 m=
1000 km
 1
500 m=
2 km

500 m=0.5 k m

Therefore, there are 0.5 kilometers in 500

meters.

Very Good!

Since we are short in time, we will end

our discussion here and let’s have a short
quiz.

Bring out a 1/2 crosswise paper, then

answer this 4 items quiz.
(students will bring out their papers)
I will give you ten (5) minutes to convert
the given value into different measuring
units, you can u and show your solution.

752 meters into:

1. Kilometer:
2. Centimeter
3. Decimeter
4. Millimeter (students start answering their short
quiz)
(After 5 minutes)

Times up!

Please pass your papers forward.

And that’s all for today class. We will

continue our lesson next meeting.

Thank you everyone and Goodbye!

Goodbye Ma’am.
See you next meeting.
See you, Ma’am.

Prepared by:
PATRICIA ANN R. RUBIO.