GRADE 7 Marcelo I.

Cabrera
School Grade Level 7
DAILY Vocational High School
LESSON PLAN Teacher Christian D. Trajico Learning Area MATHEMATICS
January 5, 2023
Teaching Dates
7;15-8-15:,8:15-:15,9:30- Quarter SECOND
and Time
10:30, 2:30-3:30

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of sets
and the real number system.
2. Performance Standards The learner is able to formulate challenging situations involving
sets and real numbers and solve these in a variety of strategies.
3. Learning Approximates the measures of quantities particularly length ,
Competencies/ weight/mass, volume, time, angle and temperature and rate
Objectives (M7ME-IIa-3)
a. Describe what it means to measure and approximate
lengths
b. Convert length measurement from one unit to another.
c. Appreciate the importance of estimation/ approximation and
measurements in everyday life
II. CONTENT Measuring length
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pp.117-121
pages
2. Learner’s Module pp. 91-98
3. Textbook pages Elem. Algebra pp.5-7. Math Digest pp.6-7

4. Additional Materials http://www.discoveryeducation.com/teachers/free-lesson-plans/

from Learning discovering-math-beginning-measurement.cfm
Resource (LR) https://www.teachervision.com/measurement/teacher-
portal resources/34507.html
https://www.wyzant.com/resources/lessons/math/
elementary_math/measurement
http://www.helpingwithmath.com/by_subject/
word_problems/wor_measurement01_4md2.htm
B. Other Learning Resources / Grade 7 LCTG by DepEd Cavite Mathematics, 2016
Materials rulers, tape measures, steel tape measure
IV. PROCEDURES

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. DAILY ROUTINE
1. Prayer
May I ask everyone to please Let’s bow our head and feel the presence
rise. Kindly, the prayer leader of the Lord, let us pray. In the name of the
please go in front. Father, In the son and the Holy Spirit
Amen. ___________________.In Jesus
Name we pray, Amen!

2. Greetings Good morning Sir!

Good morning class! We’re better than yesterday!
How are you today?
 3. Classroom
Management
Before you take your seat. (students will align their chairs properly)
Kindly pick-up all the trashes or
pieces of papers under your
chairs and align your chairs
properly.
Thank you Sir!
You may now take your seats.

4. Checking of Attendance
Miss secretary, is there any Sir, there are no absent for today.
absent for today?

Really? Wow! Very Good!

Perfect attendance.

5. Checking of
Assignment:
Do we have an assignment?
None, Sir.

A. Reviewing previous Pre-Assessment:

lesson and presenting Identify the most realistic
the new lesson unit of measure for each
of the following:
1. size of your waistline
2. length of Olympic pool
3. distance from Manila to
Cavite
4. thickness of book
5. height of flagpole
 Anyone?
Yes _______.
Very Good. (The teacher will call the students)

1. Yes
2. Yes
3. Yes
4. Yes
5. Yes
B. Establishing a purpose Estimate first. Record the
for the lesson object’s estimation, actual
measurement and their
difference on the table
below. Use centimetre and
inch.

Object

1. Height of the door

2. Length of a chalk
3. Length of shoe
4. Height of chair (The students will answer base on their
answer)
C. Presenting examples/ Metric System – it is a
instances of the lesson decimal system of
measurement where
multiples and fractions of
the basic unit correspond
to powers of ten.

Length - the distance

from one end to the other
of the longest side of an
object.
Context: The length of the
swimming pool is 12
meters and its width is 5
meters

Meter – the fundamental

unit of length in the metric
system.

Conversion of Metric
System of Measure
Study the metric
converter illustrated
below.

Common Metric Measures

1 mm = 0.001 m (1/1
000)
1cm = 0.01 m (1/100)
1dm = 0.1 m (1/10)
1m = 1m
1dam = 10 m
1hm = 100 m
1km = 1000 m

km hm dam m dm
cm mm

To convert hectometer
to decimeter, count the
spaces from hm to dm,
and move the decimal
point in the same
direction as many
spaces as
indicated in the
diagram.
Example:
1. 5.4321 hm = 5432.1 dm
2. 0.985 km = 985 m

Similarly, move 5
spaces to the left or 5
decimal places to the
left to convert
centimeter to kilometer.
The number of spaces
corresponds to the
powers of ten needed to
convert one unit to
another.

Conversion of English
System of Measure

Common English
Measures
Distance
Inches (in) 12 in = 1 ft
Feet (ft) 3 ft = 1 yd
1760
Yards (yd) = 1 mi
yd
5280
Miles (mi) 1 mi =
ft

Proportions will help you

make conversions when
working with measurments
Create a unit conversion
ration, which is always
equal to 1:

Example1: How many

yards are in 15 feet?
There are 3 feet in 1 yard,
 so the conversion ratio is

Solving algebraically gives

an answer of 5 yards

Example 2: Convert 2
miles into inches

Conversion of English
system to Metric system
or vice versa
1 inch = 2.54 cm
3.3 feet = 1 meter
Example: Convert 60
inches into meter

Since the given

measurement was
multiplied by conversion
factors which are equal
to 1, only the unit was
converted but the given
length was not changed

D. Discussing new Convert the following

concepts and practicing
using the metric converter.
new skills #1
1. 7 m to dam
2. 9 km to m
3. 752 cm to mm
4. 57.3 m to mm
5. 99 mm to km
6. 42.17 m to km
7. 8456 mm to m
8. 426 cm to mm
9. 15 dm to hm
10. 18 m to dam

Anyone in the board?

Yes______.

(The students will answer in the

blackboard)

1. 700 dam
2. 9000 m
3. 7520 mm
4. 57300 mm
5. 0.00099 km
6. .04217 km
7. 8.456 m
8. 4260 mm
9. 15000 hm
10. 180 dam
E. Discussing new Measure the length of
concepts and practicing each line segment and
new skills #2 convert to the indicated
unit.

Anyone in the board

Yes ________.
( The students will raise their
hands)
1. 10 cm
2. .02 m
3. .000003
4. ,05
5. 250 cm
Very Good.
F. Developing mastery Compare each pair of
(Leads to Formative measurements using <, >
Assessment 3) or =.
1. 1 m ___ 10 dm
2. 1 dm ___ 1 dam
3. 5 ft ____ 60 in
4. 2 000 cm ____2 m
5. 1 mi _____ 2 km

Anyone who want to

answer?
(The students will answer in
Yes _______.
the board.)
1. 1 m > 10 dm
2. 1 dm <1 dam
3. 5 ft = 60 in
4. 2 000 cm > 2 m
5. 1 mi < 2 km
That is correct very good.

G. Finding practical Solve the following:

applications of concepts
and skills in daily living 1. Gemma bought a 60 cm
ribbon to accentuate her
 curtain but she needs to
convert it in inches. How
long is it in inch?
2. Maragondon Plaza
measures 25 meters in
length and 12 meters in
width. The Mayor asks its
measurements in feet.
What are its measures?
3. Will a cabinet of 60
inches in height fits into a
door of 7.5 ft high? Show
your answer.
4. My foot is 22 cm. What
is the approximate shoe
size should I buy if it is
measured in inches?
5. If the school’s LCD TV
is 40 inches, what is its
measurement in meters?
( The students will answer in their
notebook)
1. 23. 622 in
2. 7.57 feet by 3.64
3. Yes
4. 8.66 in
5. 0.16
H. Making generalizations The results of measuring
and abstractions about are merely near
the lesson approximations since
measurements are not
always exact. There is
often a relative error
involve.

Accuracy of
measurements depends
on two factors:
1. the skill of the person
doing the measuring; and
2. the precision of the
instrument used in
measuring.

The first factor can easily

be developed through
constant practice while
the second factor is
totally dependent upon the
measuring device.

Vocabulary:
Meter – the fundamental
unit of length in the metric
system.
Metric System – it is a
decimal system of
measurement where
multiples and fractions of
the basic unit correspond
to powers of ten.
Length - the distance
from one end to the other
of the longest side of an
object.
Context: The length of the
swimming pool is 12
meters and its width is 5
meters
Approximate - fairly close
to the actual but not
accurate.
Context: Kim’s mother
estimated that her
approximate height is 5
feet.
Estimate - to make a
rough or approximate
calculation.
Context: The sewer
estimated that the curtain
for the window must be 2
meters in length
Exact - accurate, precise
Context: The carpenter
used a steel tape measure
to obtain an exact
measurement of the floor

What are the points to

1. Determine the large unit and the
remember in converting
small unit.
units?
2. Multiply when converting from
large unit to small unit.
Divide when converting from a
small unit to a large unit.
Use the conversion factor.

Common Metric Measures

1 mm = 0.001 m (1/1 000)

1cm = 0.01 m (1/100)
1dm = 0.1 m (1/10)
1m = 1m
1dam = 10 m
 1hm = 100 m
1km = 1000 m

Common English
Measures
Distance
Inches (in) 12 in = 1 ft
Feet (ft) 3 ft = 1 yd
1760
Yards (yd) = 1 mi
yd
5280
Miles (mi) 1 mi =
ft
I. Evaluating learning Convert the following ( The students will answer on
measures of length their paper)

1. 36 in = ________ ft 1 ft
1. 36 in x
2. 21 ft = ________ yd 12∈¿=3 ft ¿
1 yd
2. 21 ft x =7 ft
3. 3 yd = ________ in 3 ft
3.
4. 3 mi = ________ft 3 ft
3 yd x =9 ft 3∈ ¿ =27∈¿ ¿
1 yd 1 ft
5. 6 ft = ________ in 5280 ft
4. 3 mi x = 15840 ft
1 mi
¿
5. 6 ft x 12∈ 1 ft ¿ = 72 ft

J. Additional activities for Solve:

application or
remediation 1.Jose rode 2 km on his 1. The further one who drive is Lina and
bike. His sister Lina rode she drove 1 km away from Jose.
3000 meters on her bike. 2. If we put the chord together we will form
Who rode the farthest and 212 cm cord.
how much farther did they
ride (answer in km)?
2. Jasmin is measuring
two extension cords. The
first cord is 60 cm long
and the other cord is 5
feet long. How longare the
two cords together?
(answer in cm)

Are there any question?

If there are no question.
Let’s call it a day. None Sir

Good bye class. Good bye Sir. See you on tomorrow.

V. REMARKS
 VI. REFLECTION
1. No. of learners who earned
80% on the formative
assessment
2. No. of learners who require
additional activities for
remediation.
3. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
4. No. of learners who continue
to require remediation
5. Which of my teaching
strategies worked well?
Why did these work?
6. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
7. What innovation or localized
materials did I
use/discover which I
wish to share with other
teachers?

Prepared by Checked by

CHRISTIAN D. TRAJICO Editha Tan M. Salvacion

Substitute Teacher Head Teacher III

Noted by

WINONA E SANQUE
Principal IV