Republic of the Philippines

Department of Education
Region X- Northern Mindanao
DIVISION OF MALAYBALAY CITY
District VI

School MALAYBALAY CITY NATIONAL SCIENCE HIGH SCHOOL Grade Level 7

DETAILED Teacher: MARINEL C. BAYRON Learning Area MATHEMATICS
LESSON
PLAN Allotted
1 hour Quarter SECOND
time

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of sets and the real number system.
B. Performance Standards The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.
C. Learning Learning Competencies:
Competencies and •Approximates the measures of quantities particularly length , weight/mass, volume, time, angle and temperature and rate
Objectives (M7ME-IIa-3)

Learning Objectives:
At the end of the lesson, 85% of the learners are expected to:
1. Describe what it means to measure and approximate lengths;
2. Convert length measurement from one unit to another; and
3. Appreciate the importance of estimation/ approximation and measurements in everyday life.
II. CONTENT Measuring length
III. INTEGRATION Learning Area (English)
IV. REFERENCES Resources (1) Mathematics 7 – Learner’s Material, pages pp.117-121
Materials Laptop, TV, Visual Aids, measuring tools, activity sheets
Teaching  Discussion Method, Think-Pair-Share, and Collaborative Learning
Strategies
V. PROCEDURES
Learning Task: Teacher’s Activities Student’s Activities Materials/
Assessment
Tools
PRELIMINARY Prayer, Greetings, Checking of Attendance Students will lead the prayer and arrange
ACTIVITIES
their chairs properly.
ACTIVITY/ Think-Pair-Share PowerPoint
STRATEGY Identify the most realistic unit of measure for each of the following: Presentation
(6 minutes) 1. size of your waistline 1. cm
2. thickness of notebook 2. mm
3. height of your pair 3. cm/m/ft.
4. length of the blackboard 4. cm/m
5. width of the classroom 5. m
 ANALYSIS The students will be grouped randomly into 5 members and do the Students will do the activity. PowerPoint
(10minutes) activity. Presentation
Activity: Estimate the Sides
Activity
Estimate first.
Sheets
Record the object’s estimation. Use centimeters and inches.

Object:
Length of the pathway
Height of the door
Width of the pathway
Length of the longest hair in the classroom
Height of the tallest person in the classroom

ABSTRACTION Conversion of Metric System of Measure The student will listen to the teacher PowerPoint
(10 minutes) Study the metric converter illustrated below. sharing the same answer. Presentation

metric converter

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

Proportions will help you make conversions when working with
measurments
Create a unit conversion ration, which is always equal to 1:
12inches 1 foot
=
12inches 12inches

1 foot
which is also 1=
12inches

new units 1 foot

=
old units 12inches
Example: How many yards are in 15 feet? There are 3 feet in 1 yard, so
1 yard
the conversion ratio is .
3 feet

? yard 1 yard
=
15 feet 3 feet
Solving algebraically gives an answer of 5 yards

1 yard
15 feet x =5 yards
3 feet

Conversion of English system to Metric system or vice versa

 1 inch = 2.54 cm
Example: Convert 60 inches into meter
2.54 cm 1m
60 inches x x
1inch 100 cm

60 x 2.54 x 1
¿ meter
1 x 100
¿ 1.524 meters

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.
APPLICATION The same group with 5 members will do the activity. Let the students do the activity. Activity
(10 minutes) Activity: Measure the Sides Sheets
Find the missing length.
After they recorded the object’s estimation. They will get the actual
measurement, and their difference on the table below. Use centimeters
and inches.

Object:
1. Length of the pathway
2. Height of the door
3. Width of the pathway
4. Length of the longest hair in the classroom
5. Height of the tallest person in the classroom
CONCLUDING Students are tested on their language skills in explaining how to
STATEMENT convert measurements.
(5 minutes)
1. How will you convert Metric System of Measurement? 1. Make use of metric converter.
2. How about the English System of Measurement? 2. Convert it through proportion or unit
conversion ration.
ASSESSMENT Convert the following measures of length.
(10 minutes) 1. 36 in = ________ ft 1. 3 feet
2. 21 ft = ________ yd 2. 7 yards
3. 6 ft = ________ in 3. 72 inches
4. 7.82675km=_______cm 4. 782,675 centimeters
5. 80m=____________km 5. 0.080 kilometers

AGREEMENT Solve the following: Students will answer on a piece of

(3 minutes) 1. Gemma bought a 60 cm ribbon to accentuate her curtain but she paper.
needs to convert it in inches. How long is it in inch?
VI.
REMARKS
VII.
REFLECTION
A. No of learners
who earned 80%
in the
evaluation.
B. No. of learners
who require
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.

Prepared by: Checked by: Approved by:

MARINEL C. BAYRON LEAH JEAN R. DABA JOSE B. CRUZ, JR.

Teacher I Academic Coordinator Secondary School Principal II