DAILY LESSON LOG OF M7ME-IIa-3 DAY 1

School Grade Level 7

Teacher Learning Area MATHEMATICS
Teaching Date and Time Quarter SECOND
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 done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES 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 key concepts of measurement.
B. Performance Standards The learner is able to formulate real life problems involving measurements.
Learning Competency: Approximates the measures of quantities particularly length,
weight/mass, volume, time, angle and temperature and rate. (M7ME-IIa-3)
C. Learning Competencies/ Learning Objectives:
Objectives 1.Estimate /approximate measures of length, weight/mass and volume
2.Decide on what unit of measure is appropriate to use in given situations
3.Appreciate the importance of using appropriate units of measurement
II. CONTENT APPROXIMATING MEASURES OF QUANTITIES
III. LEARNING RESOURCES Teacher’s guide, learner’s module
A. References
1. Teacher’s Guide pages Pages 115-240
2. Learner’s Materials pages Pages 91-111
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 pupils/students
will learn well. Always be guided by demonstration of learning by the pupils/ students which you can infer
from formative assessment activities. Sustain learning systematically by providing pupils/students with
IV. PROCEDURES multiple ways to learn new things, practice the 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.Name the Tool: How many can you name?

B. Teacher may ask the following questions to the

students:
On measuring:
1. "What do we want to measure?"
A. Review previous lesson or
2. "How shall we do measuring?"
presenting the new lesson
3. "What tools shall we use to measure with length, weight/mass, and volume?"
Possible answers:
A. Tape measure, weighing scale, meter stick, thermometer, protractor, stop
watch
B.
1. We measure weight/mass, length, volume, time, speed, etc.
2. We measure using standard instruments.
3. For length: ruler, tape measure, meter stick
For weight/mass: weighing scale, platform balance, etc.
For volume: beaker, graduated cylinder, measuring cups, measuring spoons
The teacher lets the students realize that illustrating what it means to measure is an
B. Establishing a purpose for the
important skill needed to estimate and approximate unit of measures for length,
lesson
weight/mass and volume.
Group Activity:
a. List several items in the classroom
b. Ask students how they would go about measuring these items. Have students discuss
this in their teams.
c. Let them identify commonly used units of measurement for length, weight/mass and
volume.
d. Given the following objects listed on Activity 1, let the students estimate its
C. Presenting examples/
measurements using appropriate unit of measure.
instances of the new lesson

Possible Answers:
a. Answers may vary. (a piece of chalk, the length of a science book, mass of their
school bag, volume of a water container, etc.)
b. Answers may vary. ( students name tools to use)
c. Answers may vary.(cm,m,mm,inch)
d. Answers may vary.
D. Discussing new concepts and The teacher discusses with the students the process of arriving at the answer of the
 activity. Furthermore, he/she asks the students about the mathematical skills or
practicing new skills #1 principles that they used to estimate/approximate measures of length, weight/mass
and volume.
Activity 2:
Using the same groupings, let the students actually measure the objects listed on
E. Discussing new concepts and
Activity 1using the desired unit of measure.
practicing new skills #2

Answers of students may vary.

Teacher discusses and illustrates thoroughly the answers of the students giving
F. Developing mastery (leads to emphasis on the correct appropriate unit of measure and the correct way of measuring
formative assessment 3) length , weight/mass and volume through demonstration.

G. Finding practical applications Teacher provides real life- situations where concept learned can be applied as stated in
of concepts and skills in daily the activities above.
living
The teacher summarizes the mathematical skill on estimating/approximating measures
using appropriate units of measure.
Guide Questions:
1. What common tools do you use to measure length?, weight/mass?, volume?
2. What skill is used to estimate units of measure?
3. What skill is used to measure objects?
4. Why is estimation an important skill in measuring?
Possible Answers:
H. Making generalizations and 1. Length= tape measure, ruler, meterstick,etc.
abstractions about the lesson Weight/mass=weighing scale, platform balance,digital weighing scale
Volume=beaker, graduated cylinder, measuring cups, measuring spoons
2. The skill on exploring various kinds of objects without actually measuring or
using appropriate tool.
3. The skill on accuracy and precision with the use of appropriate tool for
measuring.
4. First and foremost, we want students to be able to determine the
reasonableness of their answer. Without estimation skills, students aren't able
to determine if their answer is within a reasonable range
The teacher lest the students answer individually the formative test.
A. Identify the appropriate unit measure to use.
1. Length of your math notebook
2. Distance from the school to the market
3. Mass of a medicine tablet
B. Encircle the correct measure for each situation.
1. A bag of salt 1Kg 1g 1mg
2. Width of a classroom 9km 9m 9cm
I. Evaluating Learning
3. A glass of milk 270 ml 270 L 270 KL
Answer Key:
A. 1. Cm
2. Km
4. Mg
B. 1. 1 g
2. 9m
3. 270 mL
J. Additional activities or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% of
the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work? No.
of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

G. What innovation or localized

Localization and contextualization is done when the skill on estimating measures of quantities is
materials did I use/ discover which
demonstrated.
I wish to share with other teachers