GRADE 7
School
DAILY
LESSON LOG
Teacher
Grade Level 7
Learning Area MATHEMATICS
Teaching Dates and Time
Session 1
Quarter SECOND
Session 2
Session 3
Session 4
I. OBJECTIVES
1. Content Standards
The learner demonstrates understanding of key concepts of sets and the real number system.
The learner is able to formulate challenging situations involving sets and real numbers
variety of strategies.
 Illustrates what it means
Approximates
the
Approximates
the
3. Learning
to
measure
measures
of
quantities
measures
of
quantities
Competencies/
(M7ME-IIa-1)
particularly length ,
particularly length ,
Objectives  Describes
the
weight/mass, volume,
weight/mass, volume,
development
of
time,
angle
and
time,
angle
and
measurement from the
temperature and rate
temperature and rate
primitive to the present
(M7ME-IIa-3)
(M7ME-IIa-3)
international system of
a. Describe
what
it
a. Describe
what
it
unit
means to measure
means to measure
(M7ME-IIa-2)
and
approximate
and
approximate
lengths
measures
of
a. Describe what it means
b. Convert
length
weight/mass
to measure
measurement from
b. Convert weight/mass
b. Identify
the
one unit to another.
measurement s from
development
of
c. Appreciate
the
one unit to another
measurement
from
importance
of
including the English
the primitive to the
estimation/
system.
approximation
and
c.
Appreciate
the
present International
measurements
in
importance
of
system of unit
everyday life
estimation/
2. Performance Standards
and solve these in a
Approximates
the
measures of quantities
particularly length ,
weight/mass, volume,
time,
angle
and
temperature and rate
(M7ME-IIa-3)
a. Describe
what
it
means to measure
and
approximate
the measures of
volume
b. Convert
volume
measurements from
one unit to another
including the English
system.
c. Appreciate
the
importance
of
estimation/
approximation
measurements
everyday life
c. Apply
accurate
measurement in daily
life situation
II. CONTENT
Measurement
Measuring length
and
in
Measuring
weight/mass
approximation
measurements
everyday life
and
in
Measuring Volume
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
pp.115-123
pp.117-121
2. Learner’s Materials
pages
pp. 91 – 98
pp. 91-98
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
Math Builders (Ulpina J.) p. Elem. Algebra pp.5-7.
117
Math Digest pp.6-7
e-math(Oronce,) p 83
http://www.discoveryeduc
ation.com/teachers/freelesson-plans/discoveringmath-beginningmeasurement.cfm
https://www.teachervision.
com/measurement/teache
r-resources/34507.html
https://www.wyzant.com/r
esources/lessons/math/ele
mentary_math/measurem
ent
http://www.helpingwithmat
pp.130-132
pp.124-130
pp. 104 -105
pp. 99-103
Elem. Algebra pp. 11-13.
Math Digest 8-11
Elem. Algebra pp. 10-11.
Math Digest 12-15
http://www.helpingwithmat
h.com/by_grade/gr7_work
sheets.htm
http://www.dummies.com/
how-to/content/how-toconvert-metric-units-ofmeasurement.html
http://www.regentsprep.or
g/regents/math/algebra/a
m2/leseng.htm
http://www.enslow.com/re
sources/978-0-7660-33696.pdf
http://www.mathworksheet
s4kids.com/capacity/estim
ate-large.png
http://www.mathworksheet
s4kids.com/capacity.php
http://www.mathsisfun.co
m/volume-conversion.html
http://worksheets.tutorvist
a.com/volume-wordproblems.html?page=1
h.com/by_subject/word_pr
oblems/wor_measurement
01_4md2.htm
Grade 7 LCTG by DepEd
B. Other Learning
Resources / Materials Cavite Mathematics, 2016
Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd
Cavite Mathematics, 2016 Cavite Mathematics, 2016;
Activity sheets
rulers, tape measures,
steel tape measure
Grade 7 LCTG by DepEd
Cavite Mathematics, 2016
shoebox, rubik’s cube, tin
can, toblerone box, ball
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Motivation
Let the students identify
the following pictures and
describe how it can be
used for measurement.
Pre-Assessment:
Identify the most realistic
unit of measure for each
of the following:
Pre-Assessment:
Fill in the blanks. Use
as 1 unit of mass.
1. size of your waistline
2. length of Olympic pool
3. distance from Manila to
Cavite
4. thickness of book
5. height of flagpole
1. The mass of the
pineapple is _________.
2. The mass of the
_________ is 2 units.
3. The mass of the
broccoli is ________ .
4. The
_________________ is 1
Pre Assessment
Estimate the capacity of
each object. Encircle your
answer.
unit lighter than the
banana.
5. The total mass of the 4
items is ________.
6. The
_________________ is
lighter than the banana.
7. The
_________________ is 3
times heavier than the
banana.
8. The
_________________ is 4
times heavier than the
carrot.
B. Establishing a
purpose for the
lesson
Let the students do the
following and write their
answers on the notebook.
a. Measure the length and
width of your Math book
using your thumb’s width
and the ruler
b. Measure the length of
your classroom using foot
length and meter stick
c.
Compare
your
measurement with those
of your classmate (at least
3)
and
write
your
Estimate first. Record the
object’s estimation, actual
measurement and their
difference on the table
below. Use centimetre
and inch.
Activity A.
Choose the most
appropriate instrument to
use in measuring the
weights of the given
objects. For the weight,
check (√) only one of the
given units.
Determine the dimension
of the following using the
specified metric units only.
Record your results in the
table below and compute
for each objects volume
using the unit used to
measure
the
object’s
dimension. Complete the
table
by
expressing/converting the
volume using specified
units. (For reference, see
observations.
Object
LCTG, pp.99-103)
1. Length of the
classroom
2. Height of the door
3. Length of a chalk
4. Length of shoe
5. Height of chair
SHOE BOX
l
w
h
TIN CAN
r
h
RUBICS CUBE
l
w
h
TOBLERONE BOX
OBJECTS
b
1. ₱5 - coin
2.a monoblock chair
3.barbie doll
4.A piece of brick
5.yourself
BALL
r
h
H
WEIGHT
-gram (g)
-kilogram (kg)
-pound (lb)
C. Presenting examples/ Based from the activity,
answer the following
instances of the
questions:
lesson
1. Did you experience
difficulty when you were
doing the actual
measuring?
2. What have you noticed
on your results and of
your classmates?
3. Can you relate an
experience in your
community where non –
standard unit of
measurement was
Conversion of Metric
System of Measure
Study
the
metric
converter
illustrated
below.
km
cm
hm
mm
dam
m
dm
To convert hectometer
to decimeter, count the
1. What was your reason
for
choosing
which
instrument to use?
2. What was your reason
for choosing which unit to
use?
3. What other kinds of
instruments for measuring
weight do you know?
4. What other units of
weight do you know?
A.
Metric System
1. Change 2.46 hL to cL
Conversion
Solution:
To convert smaller unit to
Since there are 4 spaces
larger unit move to the left. between hL and cLm
move the decimal point 4
1. Change 465 cg to dkg
times to the right.
465 cg = 0.465 dkg
To convert larger unit to
smaller unit move to the
right.
2. Change 7.95 kg to g
2. Change the volume of
45 000 milliliters of liquid
to liter.
Solution: There are 3
spaces between mL and
used?
4. At present, what are
some of the standard
unit of measurement
are used?
Show to the class the
different primitive ways of
measurements
spaces from hm to dm,
and move the decimal
point in the same
direction
as
many
spaces
as
indicated
in
the
diagram.
7.95 kg =7 950 g
English System
Conversion
Example 1. Convert 60
ounce into pounds
Example:
1. 5.4321 hm = 5432.1 dm
Example 2. Convert 3
2. 0.985 km = 985 m
kg into pounds
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
Proportions will help you
make conversions when
working with
measurments
Create a unit conversion
ration, which is always
equal to 1:
L, thus move the decimal
point 3 times to the left.
A. For three dimensional
unit, use the metric
converter below.
1. Change 750 mm3 to
cm3
Solution: There is only one
space between the two
units. Thus the decimal
point is moved
3 times to the left.
2. Change 3.48 km3 to m3.
Solution: There are 3
spaces between the two
units. Thus the decimal
point
is
moved
9 times to the
right.
For English Measures
Illustrative Example
1. Convert 1 cubic yard
into 1 cubic feet.
We know that 1 yard = 3
feet
2. Convert the capacity of
30 cubic feet cylindrical
tank into cubic meter.
Example1: How many
yards are in 15 feet?
There are 3 feet in 1 yard,
so the conversion ratio is
Since 1 ft = 0.3048 m,
therefore,
.
Solving algebraically gives
an answer of 5 yards
Example 2: Convert 2
miles into inches
1. What was your reason
for choosing which unit to
use?
2. How did you convert the
metric units of volume (cc
to m3) and vice versa?
3. How did you convert the
English unit of volume?
4. How did you convert the
Metric unit to English unit
of volume and vice versa?
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
concepts and
practicing new skills
#1
Divide the class into five
groups. Each group will
get the measure of each
item and share the results
to
the
class
after
completing the table
following Change the following to
metric the indicated unit.
1. 21 g = _______ mg
2. 2.8 kg= _______ g
1. 7 m to dam
3. 9768 g= _______ kg
2. 9 km to m
4. 2340 mg=______ hg
3. 752 cm to mm
5. 0.553 kg =_____ mg
6. 3 lb = _______ oz
4. 57.3 m to mm
Convert the
using
the
converter.
What is the water depth of
each tank? (1 liter = 1 000
cm3)
5. 99 mm to km
1.
2.
3.
4.
6. 42.17 m to km
7. 8456 mm to m
7. 6 tons = ______oz
8. 5 000 lb =____ tons
9. 10 kg = _______ lb
10. 22 lb = _______ kg
8. 426 cm to mm
9. 15 dm to hm
Item (1st Column)
10. 18 m to dam
1. length of the teacher’s
table
2. height of the tallest
student of the group
3. width of the blackboard
4. thickness of your Math
book
Hand of the tallest group
member (2nd Column)
Meter Stick or Ruler
(3rd Column)
Answer the following
questions;
1. Which unit of measure
is more accurate? Why?
2.
What
are
the
advantages
of
using
meter stick or ruler?
Volume: 4.8 liters
Water Depth: ______
Volume: 32 liters
Water Depth: ______
E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery
(Leads to Formative
Assessment 3)
Identify whether the unit of
measure is expressed in
standard form. If Yes write
IWY and VOICE if No.
1. 15 paces
6. 7 hours
2. 10 gallons
7. 12 meters
3. 25 cubits
8.10 digits
4. 7 kilos
9. 8 meters
5. 10 spans
10. 12 liters
Match each term with its
meaning. Write the letter
of your answer.
____1. The metric unit
used for length
____2. The thickness or
width of the index finger
____3. The distance of
one full step
____4.
A
hundred
meters
Measure the length of
each line segment and
convert to the indicated
unit.
(For clearer view, see
DLP/LCTG)
Convert the following
measures of length
1. 36 in = ________ ft
2. 21 ft = ________ yd
3. 3 yd = ________ in
4. 3 mi = ________ft
5. 6 ft = ________ in
Encircle the best estimate
of the weight of the
following:
1. a cup of coffee
a. 245 mg
b. 245 g
c. 250 kg
2. a 25 centavo coin
a. 8 mg
b. 8 g
c. 8 kg
3. a glass of water
a. 400 mg
b. 400 g
c. 400 kg
4. a thick book
a. 1.5 mg
b. 1.5 g
c. 1.5 kg
5. a nail
a. 0.5 mg
b. 0.5 g
c. 0.5 kg
Convert the following
measurements
1. 9.56 kg = ______ dg
2. 654.3 dg = ______ g
3. 9.268 mg = ____ cg
4. 3.54 kg = ______ hg
5. 455 g =_______ kg
Convert the following to
the indicated measures.
1. 459 mL
= _____ L
2. 0.375 L
= _____ mL
3. 396 L
= _____ kL
4. 36 000 mm3= _____
dm3
5. 1 gal
= _____ pt
A. Convert the following:
1. 500 mL = _____ dL
2. 10 cm3 = _____ mm3
3. 120 oz = ______ qt
4. 3 ft3 = ______ in3
5. 150 m3 = ______ ft3
B. What is the water
depth of each tank? (1
liter = 1 000 cm3)
____5. The distance
from the elbow to the
fingertips
a.pace
b.cubit
c.digit
d.hectometer
e.meter
f. hand span
Volume: 1.8 liters
Water Depth: ______
Volume: 8.25 liters
Water Depth: ______
G. Finding practical
applications of
concepts and skills in
daily living
Use your span, palm and
digit measures to estimate
each length in inches.
1. The length of your
Math notebook
2. The length of your
classroom blackboard
3. The length of your
Solve the following:
Problem Solving
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
1. The mass of one sachet
of
coffee
is
0.005
kilograms. What is its
equivalent net weight in
grams?
Answer each of the ff.
1. Find the volume of
balikbayan box with
side length of 1 m.
Convert into ft3.
2. Estimate the capacity
of a cylindrical kiddie
pool
in
cubic
teacher’s table
4. The height of your
chair
H. Making
generalizations and
abstractions about
the lesson
The length of a foot, the
width of a finger and the
distance of a step were
all
accepted
measurements.
Primitive
ways
of
measurements:
1. Inch
2. Hand
3. Span
4. Foot
5. Yard
6. Cubit
7. Lick
8. Pace
Ancient Egyptians used
units of measurement
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 results of measuring
are
merely
near
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.
2. Carlo’s cell phone
weighs 171 g, how much
does it weigh in ounce?
Points to remember in
converting units:
centimetres which is
2 ft high and 3 ft in
diameter?
3. The school canteen
bought a freezer
which measures 60
cm in width, 80 cm in
length and 150 cm in
height.
Find
the
volume of the freezer
in cubic ft.
Volume is the amount of
space an object contains
or occupies. It is often
1. Determine the large unit
measured in terms of
and the small unit.
cubic centimeters (cm3)
2. Multiply when
and cubic meter (m3).
converting from large unit
Capacity is used with
to small unit. Divide when
liquids and is often
converting from a small
measured in terms of liter
unit to a large unit. Use the
(L),
milliliter
(mL),
conversion factor
depending on the amount
to be measured.
The metric converter helps
Volume
Formulae
for
in changing one unit to
some regularly shaped
another.
objects:
To use the converter,
simply count the spaces
from the given unit to the
based on body parts
such as the cubit and the
half cubit. The cubit is the
length of the forearm
from the elbow to the tip
of the middle finger; that
the inch and foot, the
units for length of the
English
System
of
Measurement,
are
believed to be based on
the cubit. The Metric
System of Measurement
became the dominant
system in the 1900s and
is now used by most of
the countries with a few
exceptions, the biggest
exception
being
the
United States of America.
desired unit and move the
The first factor can easily decimal point in the same Cube
be developed through direction as the number of V=edge x edge x edge
V= e3
constant practice while space counted.
Rectangular prism
the second factor is Mass is the amount of
V=length x width x height
totally dependent upon material in an object.
V=lwh
the measuring device.
Mass is not weight!
Triangular prism
Weight is how heavy an
V=1/2 x base x height x
object is and can be
Vocabulary:
Length
Meter – the fundamental affected by forces such as
V=1/2 bhL
unit of length in the metric gravity. You may weigh
Cylinder
less on the moon, where
system.
V= π x 〖radius〗2 x height
there
no
gravity
but
your
Metric System – it is a
mass is the same!
V=πr2h
decimal
system
of
Cone
measurement
where Gram is the basic unit for
V=1/3 x π x 〖radius〗2 x
multiples and fractions of measuring weight in the
height
the basic unit correspond metric system.
V=1/3 πr2 h
to powers of ten.
Length - the distance The chart below shows Sphere
V=4/3 x π x 〖radius〗3
from one end to the other you the metric mass units
of the longest side of an from smallest to largest
V=4/3 πr3
object.
Context: The length of the SYMB Fraction
Common Metric Measures
or
swimming pool is 12 OL
(Volume)
multiple
meters and its width is 5
of 1 meter
SYMBOL
Fraction or
meters
multiple
of
1
meter
Approximate - fairly close 1 mg
0.001 g
1 ml = 0.001 L (1/1 000)
to the actual but not
(1/1 000)
1cl
= 0.01L (1/100)
accurate.
1dl
= 0.1L (1/10)
Context:
Kim’s mother 1cg
0.01 g
1L
=1L
estimated
that
her
(1/100)
1dal = 10 L
approximate height is 5
1hl
= 100 L
1kl
= 1000 L
feet.
1dg
0.1 g
Estimate - to make a
(1/10)
Common English
rough or approximate
1g
1
g
Measures (Capacity)
calculation.
3 teaspoons (tsp) = 1
Context:
The
sewer 1dag
10 g
tablespoon (tbsp)
estimated that the curtain
16 tbsp = 1 cup (c)
100 g
for the window must be 2 1hg
8 ounces (oz) = 1 c
meters in length
2 c = 1 pint (pt)
1kg
1000 g
Exact - accurate, precise
2 pt = 1 quart (qt)
Context: The carpenter
4 qt = 1 gallon (gal)
used
a
steel
tape
measure to obtain an Common English Measure Metric Units of Volume and
Capacity
exact measurement of the (Weight)
floor
Weight
1 milliliter (ml)
Points to remember in
Ounces (oz)
=1 cubic centimeter (cm3)
converting units:
16 oz
= 1 lb
Pounds (lb)
1. Determine the large unit
1 liter (L)
2000 lb = 1t
and the small unit.
=1 000 cubic centimeter
Tons (t)
2. Multiply when
(cm3)
= 2000 lb
converting from large unit 1 t
to small unit.
Divide when converting
from a small unit to a large
unit.
Use the conversion factor.
Common Metric Measures
1 mm
000)
1cm
1dm
1m
= 0.001 m (1/1
= 0.01 m (1/100)
= 0.1 m (1/10)
= 1m
1 kg = 2.2 lb
1 metric ton = 1 000 kg
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
Yards
(yd)
1760
yd
= 1 mi
Miles (mi) 1 mi
I. Evaluating learning
Tell what metric unit of
measure is appropriate in
measuring the following:
9. The height of your
mother
10. The length of your
ballpen
11. The distance of your
home from your school
12. The length of a book
13. The thickness of this
book
=
5280
ft
Compare each pair of
measurements using <, >
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
Solve these problems.
1. A boy weighing 27.6
kilograms sits on one end
of the seesaw. How many
grams
should
another boy weigh if he is
to balance the first boy on
the
opposite end?
2. Angel bought 3 kg of
glutinous rice and 3.3 lb of
brown sugar to make
kalamay. Which of
the ingredient did she
Solve.
A swimming pool in a park
is 20 m wide, 30 m long,
and 4 m deep. What is the
capacity of the pool in
liter?
have more of?
J. Additional activities
for application or
remediation
V. REMARKS
Use a tape measure to
measure different parts of
your body. Write each
measurement
to
the
nearest millimetre and
centimetre.
a. around your waist
b. around your neck
c. from your knee to your
feet
Solve:
1.Jose rode 2 km on his
bike. His sister Lina rode
3000 meters on her bike.
Who rode the farthest and
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)
3.
Edna
takes
500
milligrams of vitamin C
every day. How many
grams of
vitamin C did
Edna take in 30 days?
Solve.
Find the volume of the L
A baby boy was born blocks below.
exactly 9 pounds. He
gained an average of 2
pounds in a month. How
much will he weigh in
kilogram on his first
birthday?
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?