GRADES 1 TO 12

School Grade Level

DAILY LESSON LOG Dela Paz National High School VII
Teacher MARK A. SOLIV A Learning Area MATHEMATICS
Nov. 7-11, 2022
6:30 – 7:10 7- BINANGONAN
Teaching Dates and Time
7:10 – 7:50 7- BARAS Quarter SECOND QUARTER
9:30 - 10:10 7- COGEO

DAY 1 Monday DAY 2 Tuesday DAY 3 Wednesday DAY 4 Thursday DAY 5 Friday
LEARNING MODALITY LEARNINGMODALITY LEARNING MODALITY LEARNING MODALITY LEARNING MODALITY
(FACE TO FACE) (FACE TO FACE) (FACE TO FACE) (FACE TO FACE) (FACE TO FACE)

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
I. OBJECTIVES 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.

A. Content Standards The learner demonstrates understanding of the key concepts of measurement.
B. Performance Standards The learner s able to formulate real-life problems involving measurements and solve these using a variety of strategies.
Describes the development of Approximates the measures of Approximates the measures of Converts measurements from one
measurement from the quantities particularly length, quantities particularly length, unit to another in both Metric and
primitive to the present weight/mass, volume, time, weight/mass, volume, time, angle English systems. M7ME-IIb-1
Illustrates what it means to international system of units. angle and temperature and and temperature and rate. Learning Objectives:
measure (M7ME-IIa-1) (M7ME-IIa-2) rate. (M7ME-IIa-3) (M7ME-IIa-3)
Learning Objectives: Learning Objectives: Learning Objectives: Learning Objectives: 1. Know and familiarize the
-Describe what it means to 1. Describe the development of 1.Estimate /approximate 1.Estimate /approximate
measure; metric converter and the
measurement from primitive to measures of  length, measure of time, angle, and
-Determine the appropriate non- International System of units; weight/mass and volume temperature conversion table.
C. Learning Competencies/ standard unit of measurement in
Objectives 2. Determine the standard units 2.Decide on what unit of 2.Decide on what unit of measure 2. Convert one unit to another
measuring objects and; of measurement that belong to measure is appropriate to use is appropriate to use in given using both Metric and English
-Demonstrate appreciation of the International Standard in given situations situations
using appropriate unit of 3.Appreciate the importance of 3.Appreciate the importance of
system.
Systems of Measurement and;
measurement in measuring using  appropriate units of using  appropriate units of 3. Show mastery in converting
3. Demonstrate appreciation of
objects. using appropriate unit of measurement measurement one unit to another through
measurement in measuring group and class discussions
objects.
 Measurement: History of Approximating measures of
D. Most Essential Learning Measurement: Illustrate what it Measurement quantities
Competency (MELC) means to measure

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT

List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Teacher’s guide, learner’s teacher’s guide, learner’s Teacher’s guide, learner’s
A. References
material, , reference books material,  module
1. Teacher’s Guide pages Pages 119-121 Pages 115-240

2. Learner’s Material pages Pages 91-98 Pages 121-123 Pages 91-111 Pages 115-240 Pages 91 – 98
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
IV. PROCEDURES learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
A. Reviewing previous lesson The teacher introduces to the Review previous lesson by A.Name the Tool: How many Teacher flashes the following The teacher presents the
or presenting the new lesson students the non-standard units letting the students answer can you name? tools and let the students identify scrambled letters below to the
of measurement used in questions like:      them.   class. He/she let them arrange the
measuring objects during the     1. Can you name other body      letters to form the correct word. 
ancient times and ask questions measurements which could
like: (3 minutes) have been used as a non- Weighting scale protractor rdya         Ulieccs                nto      
During the ancient times, there was an standard unit of measurement?
Egyptian carpenter who was not able to misplace his ruler because it was Weighting scale protractor eddac   ounpd                eehirfnaht
attached to his body.  Some of the units   2. 
are shown below.
Can you relate an ootf         ayre   iuetmn            hicn
the distance from the tip of the experience in your community
thumb to the tip of the little finger where a non-standard unit of  Answer key: yards , pound, foot ,
of one’s hand with fingers spread
        measurement was used? Ruler stop watch Fahrenheit, inches , minute 
Answers shall be drawn from Ruler stop watch
 Let the students identify what are
the students
the words form and how are they
apart.
or forearm length is the distance
from the elbow to the tip of the

Thermometer Tape Measure Thermometer Tape Measure

* "What tools shall we use to

B. Teacher may ask the measure with temperature, angle
following questions to the and time?"
middle finger
students: Temperature- thermometer;
On measuring: angle-protractor; time-stopwtach
  1. "What do we want to
measure?"
the width of one’s hand excluding the  2. "How shall we do
measuring?"
 3. "What tools shall we use to
measure with length,
weight/mass, and volume?"
thumb 
is the distance of one full step
Possible answers:

A. Tape measure, weighing

scale, meter stick,
thermometer, protractor, stop
watch
B.
the thickness or width of the index
1. We measure weight/mass,
length, volume, time, speed,
etc.
finger 2. We measure using standard
instruments.
3. For length: ruler, tape
is the l ength of a measure, meter stick.
foot For weight/mass: weighing
scale, platform balance, etc.
1. What non-standard unit are For volume: beaker, graduated
you familiar with? cylinder, measuring cups,
2. Give a daily life situation which measuring spoons
applies the non-standard unit of
measurement.

Answers shall be drawn from the

students.
Possible Answers:
1. Answers ma
The teacher lets
The teacher lets the students use non-standard unitsthe
of students
measurement Thewhichteacher
will givelets thethestudents
them The teacher lets the students Begin the lesson by asking students
usemeasuring
opportunity to appreciate our present the standard units
tools by of
emphasizingrealize
on the that illustrating
discrepancy what it
of the realize that illustrating what it whether they are aware of the two
results of the measurements.  measurement which will means to measure is an means to measure is an systems of measurement used
underscore the advantages of important skill needed to important skill needed to most commonly around the world. 
using standard units of estimate and approximate unit estimate and approximate unit of The teacher explains to the class 
B. Establishing a purpose for measurements as compared to of measures for temperature, measures for temperature, angle that in the some places  English
the lesson using non-standard units of angle and time. and time. system is used, while most other
measurement. countries around the world use the
metric
system.                                                   
                              
 The teacher lets the students, in Using the answers of the Using the answers of the students The teacher presents metric
groups, do Activity I page 91 of students on the different tools on the different tools used in converter to the students. He/she
the Learner’s Material and used in measuring for time, measuring for time, temperature lets the students use the converter
answer questions like: (10 temperature and angle. and angle. to be able to convert Metric –
minutes) The teacher lets the students, in Let the students share also to Let the students share also to the Metric units 
   1. How did you find the activity? groups, do Activity 1B found on the class commonly used units class commonly used units in
   2. Did you find it easy to give page 93 of the Learner’s in measuring temperature, time measuring temperature, time and
the measurements using the Material and answer the and angle. angle. METRIC – METRIC CONVERSION
body parts? following questions: (10 Answers of students maybe: Answers of students maybe:
Answers shall be drawn from the minutes) 0 0
C, F for temperature; seconds, 0 0
C, F for temperature; seconds, Metric Converter for Length 
C. Presenting examples/
students.    1. How did you find the hour, minutes,etc.. for time and hour, minutes,etc.. for time and
instances for the new lesson
activity? degrees for angles degrees for angles
   2. Did you find it easy to give
the measurements using the Metric Converter for Weight  
specified English units?
Answers shall be drawn from
the students.
Metric Converter for Capacity

The teacher facilitates by letting Activity 1: Can be done with Activity 1: Can be done with their The teacher lets the students
the students compare the their partners. partners. answer individually the activity no.
results of their derived Given the following situations Given the following situations 1
measurements using the students will identify the students will identify the Directions:  Convert the following
English units of measurement appropriate unit of measure appropriate unit of measure measurements.
The teacher facilitates the
presentation of the each group’s
to the results of their previous given the following conditions. given the following conditions. 1. 3.5 km = ________ dam 
activity where they used the 2. 0.65 hL = _______ mL
answer of the given activity. 
non-standard units of 1. Feverish condition 6. Feverish condition 3. 52.7 dm_____hm 
Furthermore, he/she asks the
measurement through the 2. A cold glass of juice 7. A cold glass of juice 4. 10 kg = ________ cg
students about what they
following questions like: 3. A slight opening of the door 8. A slight opening of the door 5.   25 hm____dm 
encountered to measure the
D. Discussing new concepts    1. What was your reason for 4. Blinking of an eye 9. Blinking of an eye
object using their body part. 
choosing which unit to use? 5. Time spent in a normal Time spent in a normal school
6. 0.99 g = _______ mg
and practicing new skills #1 He/she tells them that upon
Why? school day day Answer key : 
doing the activity, they were able
   2. Were there differences in
to illustrate what it means to 1. 3.5 km =  3500 dam   
your data and your classmate’s
measure using the non-standard 2. 0.65 hL =  65 000 mL
data?
units which were used during the
   3. Were the differences as big 3. 52.7 dm = 0.0527 hm  
ancient times.  4. 10 kg =  1 000 000cg
as the differences when you
used non-standard units  5. 25 hm = 25 000dm             
       of measurement?  What do 6. 6.  0.99 g = 990 mg
you think caused those
differences?
E. Discussing new concepts The teacher discusses with the The teacher discusses with the Teacher discusses the different Teacher discusses the different The teacher discusses to the the
and practicing new skills #2 students and solicits ideas on students the development of units of measure used to units of measure used to students the process of arriving at
what it means to measure measurement from the measure for time, temperature measure for time, temperature the answer of each item  in Activity
through questions like: primitive to the present and angle emphasizing the and angle emphasizing the 1.   
    1. What was your reason for international system of units as correct unit of measure to use correct unit of measure to use in  
 choosing which body part to use? in given situations. given situations.
Why?
    2. Did you experience any
difficulty when you were doing
the actual measuring?
    3. Were there differences in
presented on pages 92-95 of
your data and your classmate’s
the Learner’s Material. 
data?
    4. Were the differences
significant? What do you think
caused those differences?
Answers shall be drawn from the
students. 
Working in pairs, the teacher lets Teacher evaluates the answers Teacher evaluates the answers of
the students list down the steps of the students giving emphasis the students giving emphasis on
on how to measure an object on the correct appropriate unit the correct appropriate unit of
based on the previous activity of measure and the correct way measure and the correct way of
that they had performed.  (5 of measuring angle, time and measuring angle, time and
Using the same groupings, the
minutes) temperature. temperature.
teacher lets the students justify
Demonstrate to the class how Demonstrate to the class how to
the advantages of using the
to measure angles using measure angles using protractors,
F. Developing mastery (Leads metric system against the
protractors, if possible. if possible.
Answer Key:
to Formative Assessment 3) English system or vice versa
   Measurement involves the
through a brief presentation
following:
(role play, argument, reporting
a. identifying the attributes to be
and others). (15 minutes)
measured;
b. selecting a unit of measure;
and
c. comparing the attribute of the
object to the unit of measure.
The teacher will ask the student Teacher  provides real life- Teacher  provides real life- 1. With the use of ruler, Jean
to give things that could be situations where concept situations where concept learned measures the length of the
measure by the body parts. learned can be applied as can be applied as stated in the teacher’s table in their classroom
G. Finding practical
stated in the activities above. activities above. using inches (convert in to cm).
applications of concepts and
2. Mrs. Garcia bought 3 kgs. of
skills in daily living oranges in the supermarket. What
is the mass of the oranges in
grams?
H. Making generalizations The teacher summarizes that The teacher summarizes the The teacher summarizes the The teacher summarizes the The teacher summarizes the
and measurement is a process of development of measurement mathematical skill on mathematical skill on mathematical skills or principles
abstractions about the comparing an unknown quantity from the primitive to the estimating/approximating estimating/approximating used to convert measurement from
lesson to a standard known quantity.  present international system of measures using appropriate measures using appropriate units one unit to another. The teacher
Furthermore, he/she emphasizes units by asking the students a units of measure.  of measure.  answers the questions like: 
the importance of having a question like: Guide Questions: Guide Questions: How to convert Metric – Metric
system of measurement by    How important is the use of units? 
asking the students like: standard unit of measurement 1. What common tools do you 5. What common tools do you Answers shall be drawn from the
in our everyday living? use to measure temperature? use to measure temperature? students.
time?, angle? time?, angle? Possible responses : 
 1. What are the advantages and 2. What skill is used to estimate 6. What skill is used to estimate   The Metric System of
disadvantages of using body parts units of measure? units of measure? Measurement is easier to use than
in measuring objects? 3. What skill is used to measure 7. What skill is used to measure the English System of
2. How important is objects? objects? Measurement since its conversion
measurement to our everyday 4. Why is estimation an 8. Why is estimation an factors would consistently be in the
living? important skill in measuring? important skill in measuring? decimal system, unlike the English
Answers shall be drawn from the System of Measurement where
students. Possible Answers:  Possible Answers:  units of lengths have different
1. Temperature- thermometer; 5. Temperature- thermometer; conversion factors.    The base unit
angle-protractor; time- angle-protractor; time-stopwatch for length is the meter and units
stopwatch 6. The skill on exploring various longer or shorter than the meter
2. The skill on exploring various kinds of objects without actually would be achieved by adding
kinds of objects without measuring or using appropriate prefixes to the base unit. These
actually measuring or using tool. prefixes may also be used for the
appropriate tool. 7. The skill on accuracy and base units for mass, volume, time
3. The skill on accuracy and precision with the use of and other measurements.  
precision with the use of appropriate tool for measuring.
appropriate tool for measuring. 8. First and foremost, we want
4. First and foremost, we want students to be able to determine
students to be able to the reasonableness of their
determine the reasonableness answer. Without estimation skills,
of their answer. students aren't able to determine
Without estimation skills, if their answer is within a
students aren't able to reasonable range.
determine if their answer is
within a reasonable range.

I. Evaluating learning The teacher lets the students The teacher lets the students The teacher lets the students The teacher will give the The teacher lets the students
answer individually the formative answer individually the answer individually the posttest See Intervention answer individually the formative
assessment. (8 minutes) formative assessment. (10 formative test. notebook assessment.
1. Determine the appropriate minutes) A. Identify the appropriate unit Directions: Convert.       
arm part to use in measuring the Complete the sentences below: measure to use. 1. 0.65 hL = _______ mL
length and width of the each of 1. I learned that the 1. A blink of an eye – seconds 2. 10 kg = ________ cg
the objects: international systems of units 2. 3:00 o’clock Hand clock – 90 3.  0.99 g = _______ mg
   a. teacher’s table are  degrees angle
   b. classroom ________________________
4. 34 dg = _______ hg
5. 55 dag = ______ hg
   c. notebook     ________________________ B. Encircle the correct measure
   d. intermediate paper __________________________ for each situation.
Answer key: 
2. Cite three daily activities that _________________ 1. A feverish condition                 
involve measurement. 36℃         37℃             38℃ 1. 0.65 hL = 65 000 mL
2. 10 kg = 1 000 000 cg
2. The metric system includes 2. A can of soda 3.  0.78  g =  780  mg
Answer Key: the basic units of measurement   200dL        200L            200mL 4. 34 dg =  0 .0 34  hg
1. a. handspan like _______________ 5. 55 dag =  5.5  hg
    b. forearm length     ________________________
    c. palm __________________________
    d. palm _________________  
2. Answers may vary.
 3. The different measuring
devices are (name five)
__________________________
_ 
    ________________________
__________________________
_________________

4. One will know if

measurement is precise or
accurate if
______________________
     ________________________
__________________________
_________________     
    
Answer Key:
1. English System and Metric
System of Measurement
2. gram, liter, meter
3. ruler, thermometer, tape
measure, weighing scale, meter
stick
4. if the standard unit of
measurement is used with the
aid of appropriate measuring
device
J. Additional activities for 1. a.
application or remediation

V. REMARKS

VI.REFLECTION

ANTI CAR TAN ANTI CAR TAN ANTI CAR TAN ANTI CAR TAN
POL DON MOR AY TOT POL DON MOR AY TOT POL DON MOR AY TOT POL DON MOR AY TOT
O A ONG AL O A ONG AL O A ONG AL O A ONG AL

A. No. of learners who earned

80% in the evaluation.

B. No. of learners who require

ANTI CAR TAN ANTI CAR TAN ANTI CAR TAN ANTI CAR TAN
POL DON MOR AY TOT POL DON MOR AY TOT POL DON MOR AY TOT POL DON MOR AY TOT
O A ONG AL O A ONG AL O A ONG AL O A ONG AL

additional activities for

remediation who scored
 below 80%.

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation.
___ Problem Solving ___ Problem Solving ___ Problem Solving ___ Problem Solving ___ Problem Solving
___ Games ___ Games ___ Games ___ Games ___ Games
___ Deductive Learning ___ Deductive Learning ___ Deductive Learning ___ Deductive Learning ___ Deductive Learning
___ Research ___ Research ___ Research ___ Research ___ Research
___ Group work ___ Group work ___ Group work ___ Group work ___ Group work
___ Experimental Learning ___ Experimental ___ Experimental ___ Experimental Learning ___ Experimental Learning
E. Which of my teaching
___ Video Clips Learning Learning ___ Video Clips ___ Video Clips
strategies worked well? Why
did these work? ___ Puzzle ___ Video Clips ___ Video Clips ___ Puzzle ___ Puzzle
___Interactive Learning ___ Puzzle ___ Puzzle ___Interactive Learning ___Interactive Learning
___ Inductive Learning ___Interactive Learning ___Interactive Learning ___ Inductive Learning ___ Inductive Learning
___ Brainstorming ___ Inductive Learning ___ Inductive Learning ___ Brainstorming ___ Brainstorming
___ Others: ___ Brainstorming ___ Brainstorming ___ Others: ___ Others:
______________________ ___ Others: ___ Others: ______________________ ______________________
_____________________ _____________________
___ Low Performing School ___ Low Performing ___ Low Performing ___ Low Performing School ___ Low Performing School
___ Classroom Condition School School ___ Classroom Condition ___ Classroom Condition
F. What difficulties did I ___ Classroom ___ Classroom Condition ___ Classroom Condition ___ Classroom ___ Classroom Management
encounter which my principal Management ___ Classroom ___ Classroom Management ___ Student Participation
or supervisor can help me ___ Student Participation Management Management ___ Student Participation ___ Availability of Materials
solve? ___ Availability of Materials ___ Student Participation ___ Student Participation ___ Availability of Materials
___ Availability of ___ Availability of
Materials Materials
___ Model / Mock – up ___ Model / Mock – up ___ Model / Mock – up ___ Model / Mock – up ___ Model / Mock – up
___ Pictures ___ Pictures ___ Pictures ___ Pictures ___ Pictures
G. What innovation or localized ___ SIM ___ SIM ___ SIM ___ SIM ___ SIM
materials did I use/discover
which I wish to share with
___ Prepared PPT ___ Prepared PPT ___ Prepared PPT ___ Prepared PPT ___ Prepared PPT
other teachers? ___ Others: ___ Others: ___ Others: ___ Others: ___ Others:
_______________________ _____________________ _____________________ _______________________ _______________________
__ __

Prepared by: Checked by: Noted by:

 MARK A. SOLIVA RACHELLE DLR. CASIPLE MRS. MARICEL A. CRUZ
Mathematics 7 Teacher Chairperson, Mathematics Principal II