School DR. PABLITO V. MENDOZA SR.

HIGH SCHOOL Grade Level GRADE 7

GRADE 7 MATATAG CURRICULUM Teacher JANEL A. BANGCAYA Learning Area MATHEMATICS
DAILY LESSON LOG
Teaching Dates WEEK 4/ OCTOBER 14-18, 2024 Quarter SECOND

DAY 1 DAY 2 DAY 3

Date OCTOBER 14, 2024 OCTOBER 15, 2024 OCTOBER 16, 2024 OCTOBER 17, 2024 OCTOBER 18, 2024
7 – Ruby 7 – Jade 7 – Ruby 7 – Jade 7 – Onyx (6:00 – 6:40)
(6:00 – 7:20) (6:00 – 7:20) (6:00 – 7:20) (6:00 – 7:20) 7 – Ruby (6:40 – 7:20)
7 – Amber 7 – Onyx 7 – Amber 7 – Onyx 7 – Sapphire (7:20 – 8:00)
Time and Section (7:20 – 8:40) (7:20 – 8:40) (7:20 – 8:40) (7:20 – 8:40) 7 – Amber (8:00 – 8:40)
7 – Sapphire 7 – Pearl 7 – Sapphire 7 – Pearl 7 – Jade (10:20 – 11:00)
(10:20 – 11:40) (10:20 – 11:40) (10:20 – 11:40) (10:20 – 11:40) 7 – Pearl (11:00 – 11:40)
I. OBJECTIVES
A. Content Standards The learners should have knowledge and understanding of conversion of units of measure.
B. Performance Standards The learners are able to convert units of measure from different systems of measure. (MG)
C. Learning MG LC3: Convert units of measure within MG LC3: Convert units of measure within MG LC3: Convert units of measure within
Competencies / the International System of Units (SI) and the International System of Units (SI) and the International System of Units (SI) and
Objectives across different systems of measure. across different systems of measure. across different systems of measure.
PERFORMANCE TASK 2: CONVERSION
INTERNATIONAL SYSTEM OF UNITS INTERNATIONAL SYSTEM OF UNITS
II. CONTENT OF UNITS MODEL FOR THE METRIC
(SI)/METRIC SYSTEM (SI)/METRIC SYSTEM
SYSTEM
III. LEARNING RESOURCES
A. References
1. Teacher’s Guides/Pages Math Counts Teacher’s Manual pp. 86-91 Math Counts Teacher’s Manual pp. 86-91 Math Counts Teacher’s Manual pp. 86-91
2. Learner’s Materials
Pages
3. Textbook Pages Math Counts pp. 122-128 Math Counts pp. 122-128 Math Counts pp. 122-128
4. Additional Materials
from Learning Resources
(LR) portal
B. Other Learning
Resources

A. Activating Prior REVIEW: REVIEW: REVIEW:

 1. What is the base unit of length in the
1. How will you explain conversion?
What are the common units of measurement metric system?
2. How will you explain measuring?
used in Length for the English System? 2. What is the base unit of mass in the
3. What are the two systems of
Knowledge for Mass? metric system?
Measurement?
for Capacity/Volume? 3. What is the base unit of volume in the
TA: 5 minutes metric system?
TA: 5 minutes
The teacher will state: “In this lesson, you
will discover the process of unit conversion.
You will be equipped with knowledge and The teacher will state: “In this session,
The teacher will state: “In this lesson, you
techniques needed to easily switch between you will apply the process of unit
will apply the process of unit conversion in
units of measure. By the end of this lesson, conversion through a word problem
different activities. These activities will
you should have learned not only unit of constructed by and explained by your
enhance your conversion skills. You will also
conversion but also its importance in a group through a tutorial video.”
discover faster way of converting the
variety of real-life situations.”
METRIC SYSTEM.”
The teacher will present tutorial videos on
MOTIVATION: MEASURING OBJECTS conversion of units from tiktok, youtube
THE HUMAN CONVERSION MODEL
USING RULER and facebook reels.
1. The teacher will ask 7 volunteer learners
Materials: OBJECTIVES OF THE PERFORMANCE
B. Lesson that will represent the human conversion
Ruler TASK:
Purpose/Intention model.
Book
2. The volunteer learners will be given
Meter Stick 1. Construct conversion model to
specific units of measurement, and they
Straw solve word problems involving
must arrange themselves according to the
conversion of units.
METRIC SYSTEM OF MEASUREMENT.
1. Using the ruler, the learners will measure 2. Utilize the conversion model to
3. Another volunteer learner will be asked
different objects provided by the teacher help other learners struggling in
who will serve as the CONVERTER. He/she
with the specified unit of measurement. this topic.
needs to jump to the left or to the right
2. Learners will list down the measure of 3. Promote sharing of valuable
according to the unit to convert to.
each object in your notebook. knowledge and effectively utilize
3. They will convert this measurement in this model.
TA: 10 minutes
another unit as asked by the teacher.
TA: 10 minutes

C. Lesson Language MATH TERM OF THE WEEK: MATH TERM OF THE WEEK: MATH TERM OF THE WEEK:
Practice Measuring is the process of assigning a Measuring is the process of assigning a Measuring is the process of assigning a
 number on a measuring device to length, number on a measuring device to length,
number on a measuring device to length,
height, weight, or some other units. height, weight, or some other units.
height, weight, or some other units.
Conversion is the process of finding the Conversion is the process of finding the
Conversion is the process of finding the
equivalent value of a unit of measure in equivalent value of a unit of measure in
equivalent value of a unit of measure in
another unit of measure. another unit of measure.
another unit of measure.
TA: 5 minutes TA: 5 minutes
LEARN PRACTICE PERFORMANCE TASK 2: CONVERSION
OF UNITS MODEL FOR THE METRIC
THE METRIC SYSTEM From the motivation, convert the SYSTEM
PHYSICAL BASE following units.
QUANTITY UNIT &
SYMBOL
Materials Needed:
length meter
(m) Colored paper
mass/weight gram (g) Pen
volume/ cubic Illustration Board
capacity meter Example 1: How many centimeters are Coloring materials
(m3) there in 10 millimeters? White board marker
D. Developing
Understanding of the Key The teacher will discuss the table above. Example 2: How many km are the in Criteria:
Idea/Stem The teacher will also present the table 2,700 meters? Ease of Use 5 pts
found on page 128 of their textbook. Design and Efforts 5 pts
Example 3: How many grams are there
in 8 kilograms?
Completeness and Label 5 pts
Example 1: Measure the length of your
Explanation 5 pts
book in cm then convert it into
millimeters. Example 4: How many decagram are Timeliness 5 pts
there in 25 hectogram? Total 25pts
Example 2: Measure the length of the
straw in mm then convert it into cm. TA: 20 minutes

Example 3. Convert 1 hm to km.

TA: 20 minutes
E. Deepening The following steps illustrate how to FORMATIVE ACTIVITY: CONVERTING METRIC PROCEDURES:
Understanding of the Key convert from one prefix to another within UNITS – LENGTH WEIGHT AND VOLUME. Take the illustration board and cut it to the
Idea/Stem the metric system. desired size. This will be the base for your
A. Convert the following unit. Illustrate your
 1. Identify the two units involved in the answer using the table below. unit conversion model.
conversion: (1) the given unit and (2) the
unit you wish to convert to. 1. 0.32 kg = _______ g 4. 2.8 L = _______ mL Use a pen to neatly label the board with
2. 2.4 cm = _______ mm 5. 2,300 mL = ______ dal the units from kilo to milli.
2. Identify the needed conversion factors 3. 0.72 km = _______ m
from the table.
Use coloring materials to make the board
k h da bas d c m
3. Multiply the given to the first visually appealing. You can color-code the
e
conversion factor to cancel out the given 1. different sections, so they’re easier to
unit. 2. identify.
3.
4. Simplify. 4. Once you are done labeling and coloring,
5. place a plastic cover over the illustration
Example 4: Convert 1decimeter (dm) to board. This will protect your model and
dekameter (dam) allow you to write on it without damaging
B. Arrange the following units in ascending
order. it.
Example 5: Convert 1 dekaliter (dal) to
deciliter (dl)
6. 1.2 kg 1,300 g 950 g Using the whiteboard marker, you can
7. 0.7 m 65 cm 687 mm write on the plastic cover to demonstrate
Example 6: Convert 2 Gg to kilogram
8. 1.09 L 1,400 mL 1,098 mL conversions. This feature makes it
(kg)
9. 2,390 m 2,570 cm 2.4 km
interactive and easy to erase and reuse.
10. 1kg 300 g 950 g
TA: 15 minutes
TA: 20 minutes
Write some examples on the cover to
ensure the whiteboard marker is erasable
and easy to use.
Ask the students to give their own example SELF CHECK: Answer the self-check found Group Discussion or Sharing
of a real-life scenario using conversion of on page 133 in your Math Journal. Allow students to share their
units. generalizations or reflections with the
TA: 10 minutes class.
F. Making generalizations Example: OFWs earn money in currencies 1. What have you learned about
and abstractions about other than Philippine peso, so the money conversions?
the lesson they send must be converted from foreign 2. What advice would you give to
currency to local currency. someone learning conversions for
the first time?
TA: 5 minutes 3. What insights/skills have you
gained from the Performance Task?
G. Evaluating Learning Convert the following measurements. C. Use <, >, or equal to compare the amounts. PRESENTATION OF THE PERFORMANCE
 1. 1.9 kg = _______ g 1. 1.2 L _________ 990 mL TASK
2. 5.7 cm = _______ mm 2. 28 mm _________ 2.8 cm
3. 1.84 km = _______m 3. 256 cm _________ 2.7 m The group will present their output.
4. 1.09 L = _______mL 4. 1,016 g ________ 0.95 kg
5. 0.91 m = _______ cm 5. 65 mL ________ 0.42L
TA: 20 minutes TA: 10 minutes
H. Additional activities for
application or
remediation

V. REMARKS

VI. REFLECTION S O A P J R S O A P J R S O A P J R S O A P J R S O A P J R
A. No. of learners who
earned 80% of the
formative assessment
B. No. of learners who
require additional
activities to remediation
C. Did the remedial
lessons work? No. of
learners who have caught
up.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these works?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material did I
use/discover which I wish
to share with other
teachers?

Prepared by: Checked by: Noted by:

JANEL A. BANGCAYA JANINE MAPOY-DIVINA BRENDA ’LEA A. CARANTO, PhD.

Mathematics 7 Teacher Mathematics Coordinator School Principal I