DETAILED LESSON PLAN IN MATHEMATICS 7
Teacher’s Name
Teaching Date
Time
Day 1, Week 2
Grade Level
VII
Learning Area
Quarter
Mathematics
Second
1. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning Competencies/
Objectives.
The Learner demonstrates understanding of 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
At the end of the period, the learners are expected to:
1. state the steps in converting one unit to
another in both Metric and English system;
2. convert length measurement from one unit to
another, including the English system; and
3. relate the importance of conversion of unit of
measurement for length in daily lives.
2. CONTENT
Conversion of unit of Measurements for Length
3. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
Pages 134-136
2. Learner’s Material pages
Pages 104- 105
3. Textbook pages
Elementary algebra 1 pages 85-86
4. Additional Material from
Learning Resource (LR)
portal
B. Other Learning Resources
https://mlyblycitylrmds.weebly.com/find- resources.html
https://www.youtube.com/watch?v=h6vca9PnlyI
https://www.youtube.com/watch?v=GIdBrPo2QVU
www.litescape.com
4. PROCEDURES
4.1 Introductory
Activity
Teacher’s Activity
Students’ Activity
Daily Routine
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0
Prayer
The students participate in the
activity.
Greetings
Recalling class rules
Review
4.2 Establishing a
purpose for the
lesson
Shows pictures from social medias on
EXPECTATION VS. REALITY
MEMES.
The students react on the shown
pictures.
Ask :
1. Why do you think is this
happen?
This happens due to the lack of
knowledge on measurement.
Online sellers sometimes do not write
the accurate description of their items.
On the other hand, the buyers do not
read the description of the item that
they are buying.
4.3 Presenting
Examples/instanc
e of the new
lesson
The students read the given story.
Ask the students to read with the
teacher the following story.
Fatima is invited to her cousin’s
wedding. She wanted to buy a new
abaya to wear in the said occasion. She
looked for abaya in a particular online
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Fatima is invited to her cousin’s
wedding. She wanted to buy a new
abaya to wear in the said occasion.
She looked for abaya in a particular
online shop. She then found her ideal
shop. She then found her ideal abaya
which is perfectly fit to a person with a
height of 5 feet and Fatima’s height is
152 cm. She didn’t know if this abaya
would perfectly fit her since she didn’t
know the equivalent of 5 feet in cm.
Help Fatima to decide.
Ask the students to read the following
4.4 Discussing
new concepts and steps in the conversion of units:
Practicing New
1. Identify the unit you are
Skills #1 Convert 36 inches tostarting with. (male students)
Example:
feet.
Step 1: Identify
the unit you
are starting
with.
Step 2:Identify
the unit you
want to end
with.
Step 3:
Find the
conversion
factor/s that
will convert
the starting
unit to ending
unit. Using the
fractional
form, the unit
you want to
end will be the
numerator and
the unit to be
cancelled will
be the
denominator.
2. Identify the unit you want to
end with. (female students)
inches 3. Find the conversion factor/s
that will convert the starting
unit to ending unit. Using the
fractional form, the unit you
want to end will be the
feet
numerator and the unit to be
cancelled will be the
denominator. (male students)
4. Set up the mathematical
expression so that all units
except the unit you want to end
with, will be cancelled. (female
students)
Discuss with the learners the following
examples.
Example: Convert 36 inches to
feet.
Step 4:
Set up the
mathematical
expression so
that all units
except the unit
you want to
end with, will
be cancelled.
Step 5: Final
Answer
Step 1: Identify
the unit you
are starting
with.
inches
Step 2:Identify
the unit you
want to end
with.
feet
Step 3:
Find the
conversion
factor/s that
will convert
3 feet
Therefore, 36 in = 3 feet
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abaya which is perfectly fit to a person
with a height of 5 feet and Fatima’s
height is 152 cm. She didn’t know if
this abaya would perfectly fit her since
she didn’t know the equivalent of 5 feet
in cm. Help Fatima to decide.
1. Identify the unit you are
starting with. (male students)
2. Identify the unit you want to
end with. (female students)
3. Find the conversion factor/s
that will convert the starting
unit to ending unit. Using the
fractional form, the unit you
want to end will be the
numerator and the unit to be
cancelled will be the
denominator. (male students)
4. Set up the mathematical
expression so that all units
except the unit you want to
end with, will be cancelled.
(female students)
The learners listen and interact with
the teacher by giving their answer to
her question.
the starting
unit to ending
unit. Using the
fractional
form, the unit
you want to
end will be the
numerator and
the unit to be
cancelled will
be the
denominator.
Step 4:
Set up the
mathematical
expression so
that all units
except the unit
you want to
end with, will
be cancelled.
Step 5: Final
Answer
3 feet
Therefore, 36 in = 3 feet
See page 6 – 8 of the modules
4.5 Discussing
new concepts and
Practicing New
Skills#2
Shows the video on metric system.
The students watch the video.
Note:
1. Multiply when changing
from a larger unit to a
smaller unit.
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2. Divide when changing from
smaller unit to a larger unit.
Discuss with the learners the
following examples.
The students listen and interact to the
teacher by answering the given
questions.
Example: Convert 5.43 meters to
centimeters
Mathod 1:
Method 2:
Using Metric
Converter
Using the
Conversion
Factor
In converting
meter to
centimeter, we
will move two
units to the
right.
Conversion
Factor :
Example: Convert 5.43 meters to
centimeters
Solution:
5.43 m x = 543
cm
So in 5.43, we
will move the
decimal point
two places to
the right.
Mathod 1:
Method 2:
Using Metric
Converter
Using the
Conversion
Factor
In converting
meter to
centimeter, we
will move two
units to the
right.
Conversion
Factor :
Solution:
5.43 m x = 543
cm
So in 5.43, we
will move the
decimal point
two places to
the right.
Now, 5.43m
= 543 cm
Now, 5.43m =
543 cm
Therefore, 5.43m = 543 cm.
Therefore, 5.43m = 543 cm.
4.6 Developing
Mastery (Leads to
formative
assessment)
Give the conversion of the indicated
unit of each shown item. This is a timelimit activity.
4.7
Finding
practical
Applications
of
concepts
and
Skills in daily
Discuss with the learners on how to
help Fatima based on the given story.
1. 924 cm cm =
2. 6.23 yard =
3. 7 miles =
4. 758 mm =
5. 1.57 hm =
m
feet
km
m
dm
1
0
1. 924 cm cm = 9.24 m
2. 6.23 yard = 18.69_ feet
3. 7.5 miles = 12 km
4. 758 mm = 0.758 m
5. 1.57 hm = 15.7dm
The students listen and interact to the
teacher by answering the given
questions.
living
Fatima is invited to her cousin’s
wedding. She wanted to buy a new
abaya to wear in the said occasion.
She looked for abaya in a particular
online shop. She then found her ideal
abaya which is perfectly fit to a
person with a height of 5 feet and
Fatima’s height is 152 cm. She didn’t
know if this abaya would perfectly fit
her since she didn’t know the
equivalent of 5 feet in cm. Help
Fatima to decide.
Fatima is invited to her cousin’s
wedding. She wanted to buy a new
abaya to wear in the said occasion.
She looked for abaya in a particular
online shop. She then found her ideal
abaya which is perfectly fit to a
person with a height of 5 feet and
Fatima’s height is 152 cm. She didn’t
know if this abaya would perfectly fit
her since she didn’t know the
equivalent of 5 feet in cm. Help
Fatima to decide.
Given: 5’
Given: 5’
1 foot = 30.38 cm
1 foot = 30.38 cm
Step 1: Identify
the unit you are
starting with.
feet
cm
Step 1: Identify
the unit you are
starting with.
feet
cm
Step 2:Identify
the unit you
want to end
with.
cm
feet
Step 2:Identify
the unit you
want to end
with.
cm
feet
Step 3:
Step 3:
Find the
conversion
factor/s that
will convert the
starting unit to
ending unit.
Using the
fractional form,
the unit you
want to end will
be the
numerator and
the unit to be
cancelled will be
the
denominator.
Find the
conversion
factor/s that
will convert the
starting unit to
ending unit.
Using the
fractional form,
the unit you
want to end will
be the
numerator and
the unit to be
cancelled will be
the
denominator.
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0
Step 4:
Set up the
mathematical
expression so
that all units
except the unit
you want to end
with, will be
cancelled.
5 feet x
=
152.4
cm
Step 4:
Set up the
mathematical
expression so
that all units
except the unit
you want to end
with, will be
cancelled.
152.4
5 feet
Step 5: Final
cm
Answer
Therefore, the abaya is almost
perfectly fit to Fatima and she should
buy it.
4.8 Making
Generalizations
and Abstraction
about the Lesson
5 feet x
= 152.4
cm
Step 5: Final
152.4
5 feet
Answer
cm
Therefore, the abaya is almost
perfectly fit to Fatima and she should
buy it.
Let’s have a recap:
What are the steps in conversion of
units?
1. Identify the unit you are
starting with. (male students)
2. Identify the unit you want to
end with. (female students)
3. Find the conversion factor/s
that will convert the starting
unit to ending unit. Using the
fractional form, the unit you
want to end will be the
numerator and the unit to be
cancelled will be the
denominator. (male students)
4. Set up the mathematical
expression so that all units
except the unit you want to end
with, will not be cancelled.
(female students)
How to use the converter diagram for
length?
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0
1. Multiply when changing
from a larger unit to a
smaller unit.
2. Divide when changing from
smaller unit to a larger unit.
4.9
Evaluating
Learning
Why does learning conversion of units
are important?
We are in this world where
measurement is part of our daily
lives…
A poultry owner wants to put a fence
around his poultry farm to keep his
chicks from dogs. His poultry farm has
a total perimeter of 200 meters. In
every one yard, he can use 5-piece
bamboo sticks. How many pieces of
bamboo sticks could he used to enclose
his farm?
A poultry owner wants to put a fence
around his poultry farm to keep his
chicks from dogs. His poultry farm has
a total perimeter of 200 meters. In
every one yard, he can use 5-piece
bamboo sticks. How many pieces of
bamboo sticks could he used to enclose
his farm?
1. What is the starting unit?
a. Meter
b. yard
2. What is the ending unit?
a. Meter
b. yard
3. What is the conversion factor
that will convert the starting
unit to ending unit?
a.
b.
c.
d.
4. What mathematical expression
could be used to convert the
given problem?
a.
b.
c.
d.
5. How many yards in 200
meters?
a. 218.7
b. 180
c. 200.5
d. 180.7
6. How many bamboo sticks does
the poultry owner need to
enclose his poultry farm?
a. 1094 pieces
b. 994 pieces
c. 1131 pieces
d. 843 pieces
1. What is the starting unit?
a. Meter
b. yard
2. What is the ending unit?
a. Meter
b. yard
3. What is the conversion factor
that will convert the starting
unit to ending unit?
a.
b.
c.
d.
4. What mathematical
expression could be used to
convert the given problem?
a.
b.
c.
d.
5. How many yards in 200
meters?
a. 218.7
b. 180
c. 200.5
d. 180.7
6. How many bamboo sticks does
the poultry owner need to
enclose his poultry farm?
a. 1131 pieces
b. 994 pieces
c. 1094 pieces
d. 843 pieces
See page 20
4.9
Additional
Activities
for
application
or
remediation
1. 15 ft = 4.572
2. 152 cm = 1.52
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0
3. 10ft = 3.048
4. 12 ft = 3.6576
5. 8 ft = 2.4384
6. 17 ft =5.1816
7. 9 ft = 2.7432
8. 120 in = 3.048
9. 12 ft =3.6576
5. REMARKS
6. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities
for remediation
56
2
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
Yes, 2.
D. No. of learners who continue to require
remediation
None
E. Which of my teaching strategies worked well? Why
did these work?
Integrating an animated video as
reinforcement in the discussion of new
concept.
Question and Answer. The learners
might not be seen answering the
question but the moment the teacher
pause to give the learners time to
think made them feel presence of
classroom in their place.
Using of virtual pen during discussion.
There are learners who possess spatial
intelligence where they can learn best
when they see movements of lines,
curves and etc.
As a new teacher, I could not consider
myself as expert in my vocation mostly
in handling the learners behavior and
the different strategies that will make
the learnings more effective. I believe
my principal or supervisor can help me
in this matter for me to become more
significant member of this
organization.
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
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Using of Filmora software as a tool in
making a video lesson.
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
.
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0