7
Lesson Exemplar
Quarter 2
Week
for Mathematics 2
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Lesson Exemplar for Mathematics Grade 7
Quarter 2: Week 2
SY 2023-2024
This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum
during the School Year 2023-2024. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized
reproduction, distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate
legal actions and disciplinary measures.
Borrowed contents included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain
permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim
ownership over them.
Development Team
Management Team
Juan Dela Cruz, Juan Dela Cruz, and Juan Dela Cruz
Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call
the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at
[email protected].
2
LESSON EXEMPLAR TEMPLATE
MATHEMATICS / QUARTER 2 / GRADE 7
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
The learners should have knowledge and understanding of conversion of units of measure.
Standards
B. Performance By the end of the quarter, the learners are able to convert units of measure from different systems of
Standards measure. (MG)
C. Learning The learners convert units of measure within International System of Units (SI) and across different
Competencies systems of measure.
and 1. The learners identify the different systems of units of measure: traditional or non-standard, English
Objectives System, and Metric System.
2. The learners measure length, weight, and capacity using non-standard units, English units and Metric
units.
C. Content Systems of Units of Measure
D. Integration Cultural Integration or Ethnomathematics
II. LEARNING RESOURCES
● Alternative Delivery Mode. Quarter 2-Module 1: Approximating Measurement retrieved from
https://lrmds.deped.gov.ph/detail/21723
● Alternative Delivery Mode. Quarter 2-Module 2: Solving Problems Involving Conversion of Units retrieved from
https://lrmds.deped.gov.ph/detail/21723
1
III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS
A. Activating “Measurement Scavenger Hunt” Activity
Prior
Knowledge Start by explaining the scavenger hunt's purpose, which is to apply This activity may be done for
measurement skills in real-world scenarios. 20 to 30 minutes but it can
be extended.
Briefly review the concepts of measurement, including units (e.g., inches,
centimeters, or meters), tools (rulers or tape measures), and the
importance of consistency. Then, discuss the importance of accurate
measurements in various contexts, such as science (e.g., laboratory,
medicine, or pharmacy), construction, and everyday life (e.g., cooking)
Explain the scavenger hunt task: students will work in small teams to find
objects within the school or classroom to measure.
Provide a list of specific objects for them to find and measure. These You may opt to have 5
objects should vary in size and shape (e.g. a door, a window, a textbook, or objects up to 10 objects only.
a pencil). Reduce the number of
objects to reduce the time to
Instruct students to record the measurements in their worksheets. be spent for this activity.
Organize students into teams with 4 to 6 members, ensuring that each
team has a ruler or tape measure, worksheet, and pencil.
Instruct each team to start their scavenger hunt. Teams should locate the
specified objects, measure them accurately, and record the measurements
along with the units used (e.g., inches or centimeters).
Encourage teams to work collaboratively and discuss their findings as they
progress.
2
Reconvene the class and discuss the scavenger hunt. Then, allow each
team to share their measurements and any interesting observations or
challenges they encountered.
Guide the students in analyzing the data collected during the scavenger
hunt. Discuss concepts like the range of measurements, comparing
objects’ sizes, and identifying any patterns or trends.
Engage the class in a discussion about the importance of measurement in
everyday life.
Ask the following questions for discussion:
a. How did the scavenger hunt help you understand the role of
measurement in the real world?
b. Why is accurate measurement important in various professions?
c. Can you think of situations where incorrect measurements could lead to
problems?
Have students reflect on what they learned from the scavenger hunt and
how they can apply measurement skills in their daily lives.
B. Establishing “Measure and Build Project”
Lesson
Purpose Start by discussing the importance of accurate measurements in This activity is for 30
construction and engineering. Explain that the learners will be working on minutes to 45 minutes.
a “Measure and Build” project where they will create a structure based on
specific measurements. The construction part may
be given as a homework.
Provide a project overview with clear instructions. Using the provided
materials, you can ask the learners to design and build a bridge, tower, or
house. For example: Design and build a Miniature Bridge. Students sketch
their design on the worksheet considering the following:
3
Length: How long will the bridge be in inches or centimeters?
Height: How tall should the bridge’s arch or supports be?
Width: How wide should the bridge be?
Arch Design: Will the bridge have an arch or other structural
features?
Encourage students to collaborate within their teams (4 to 6 members),
discuss design ideas, and make preliminary measurements based on their
designs.
Have students practice taking measurements using rulers or tape
measures. Teach them how to measure and record dimensions accurately.
Emphasize the importance of using consistent units (e.g., inches or
centimeters).
Distribute the building materials to the learners and instruct them to start
building their structures, following their design and using accurate
measurements.
Encourage the learners to collaborate, problem-solve, and adjust as
needed.
During construction, have the learners check their structure’s dimensions
to ensure accuracy.
After completing their structures, each group presents their project to the
class, discusses the challenges they faced and how they resolved them,
and explains their design choices and how measurements were crucial in
the construction.
Questions for discussion:
a. How did accurate measurements impact the success of your project?
4
b. What challenges did you encounter during the construction phase, and
how did you overcome them?
c. Why is precision important in real-world construction and engineering
projects?
C. Developing History of Measurement and Non-standard Units of Measure
and Deepening
Understanding Measurement is a fundamental aspect of human civilization, and its
development has played a crucial role in shaping our understanding of the
world. From ancient civilizations to the modern scientific era, the evolution
of measurement has been a fascinating journey.
The origins of measurement can be traced back to ancient civilizations. In Show images or visual aids
Mesopotamia, Egypt, and the Indus Valley, early humans developed of historical tools, such as
primitive systems of measurement based on body parts or natural objects the Egyptian cubit rod or the
like grains and stones. Egyptians, for example, used the cubit (the length Babylonian ruler made of
from the elbow to the tip of the middle finger) for measuring lengths. wood or stone. Explain that
they were used for various
Non-standard units of measurement, sometimes referred to as informal or measurements, including
customary units, have a rich history in human civilization. These units are length, area, and volume.
unique because they lack the standardized and universally recognized
measurements found in systems like the Metric and English systems.
Instead, non-standard units often reflect the ingenuity and adaptability of
people throughout time. They are based on everyday objects, body parts, or
localized traditions, making them both fascinating and challenging when it
comes to precise measurement. Non-standard units of measure can vary
from one person to another or from one region to another. These
unconventional units continue to influence our daily lives and how we
understand the world.
5
Examples:
a. Cubit: used by various ancient civilizations, the cubit was based on the
length of a person’s forearm from the elbow to the tip of the middle finger.
It was commonly used to measure lengths in construction and
architecture.
b. Span: The span was typically the width of a person’s hand, measured
from the tip of the thumb to the tip of the little finger. It was used for
measuring cloth, as the width was easily visualized by the human hand.
c. Foot: The foot, as the name suggests, was originally based on the length
of a person’s foot. It was a common unit for measuring shorter lengths in
everyday life and construction.
d. Fathom: Used by sailors, a fathom equaled the span of a person’s
outstretched arms, typically about six feet. It was used to measure the
depth of water and depth in nautical contexts.
In the Philippines, like many other parts of the world, non-standard units
of measure have been used traditionally for various purposes. Here are a
few examples of non-standard units that were historically used or are still
occasionally referenced informally:
a. Kaban or Cavan: The kaban is a traditional unit of dry measure used for
rice. It represents a traditional volume of rice grain, often equivalent to 50
kilograms. While it is not standardized and varies by region, it is a common
reference for rice trade.
b. Dipper or Tabo: In rural areas, people might use a dipper as an informal
unit of measuring liquids. It is often used for transferring water or other
liquids and is not precisely standardized.
6
c. Tumpok: This refers to a stack or pile of items, such as firewood,
bananas, or coconuts. While not a precise measurement, it is commonly
used in daily life for selling and trading goods.
d. Step: In some areas, people use the step as an informal unit of length.
For example, they might say that a location is “two steps away” to give a
rough idea of distance.
Lesson Activity for Non-Standard Units of Measure
Introduce the idea of traditional or non-standard units of measure used in
different cultures worldwide. Show some examples from various cultures to
pique students’ interest.
Ask students if they are aware of any local traditional units of measure
used in their community or culture. Discuss any units they may know, and
if possible, invite community members to share their knowledge.
If traditional units are known, provide students with the opportunity to
learn and practice using them in the classroom.
Divide the class into small groups with 3 to 5 members and provide each
group with a list of common classroom objects (e.g. books, desks, chairs).
Ask each group to identify and use traditional or non-standard units to
measure the objects you’ve provided. Encourage them to collaborate and
record their measurements.
After measuring, discuss the challenges and advantages of using
traditional units compared to standard units. Emphasize the cultural
significance of these units.
7
Questions for discussion: Use the discussion as an
a. What traditional units were used? opportunity to emphasize the
b. Were there variations in measurements within the group? (This will lead importance of cultural
to the discussion about the precision or traditional units compared to diversity and the
standard units. preservation of cultural
c. How do traditional units reflect the history and traditions of their heritage, especially in the
community or culture? context of measurement.
d. Are there advantages to using traditional units in specific situations? Highlight the idea that
different cultures have
unique and valuable
approaches to measurement.
English System of Measurement: Length, Weight, and Capacity
English System of Measurement, also known as the Imperial System, is a
historical and culturally significant system of measurement that has been
used primarily in the United States and, to a lesser extent, in the United
Kingdom. This system is characterized by its unique units for measuring
length, weight, and capacity, which can be quite different from the
standardized metric system used in many other parts of the world. Within
the English System, we encounter units like inches, feet, pounds, and
gallons, each playing a crucial role in various aspects of daily life, from
measuring a person's height to weighing groceries or calculating the
volume of liquid in a recipe. Understanding this system is essential for
practical purposes, especially when navigating everyday tasks in regions
where it continues to be the prevailing measurement system.
Key units in the English System for length, weight, and capacity.
The English System or U.S. System of measurement uses the inch, foot,
yard, and mile to measure length.
8
The most common units of weight in the English measurement system are
the ounce, the pound, and the ton.
Units of capacity are generally used to measure liquids. The number of
gallons of gasoline needed to fill a gas tank in a car, the number of cups of
water needed in a bread recipe, and the number of quarts of milk sold
each day at a supermarket are all examples of using units of capacity.
Lesson Activity for English System of Measurement
Create a list of common supermarket products typically found in the Create a list based on the
Philippines. Include a variety of items that locals are familiar with, such as common products sold in
bags of rice, canned sardines, mangoes, and packs of instant noodles. your local supermarket.
Explain to the students that you will have a Supermarket Unit Challenge to
familiarize them with English units of measurement for length, weight, and
capacity, focusing on products commonly found in local supermarkets.
Divide the class into small groups or pairs and distribute the list of
Philippine supermarket products to each group.
Instruct the students to discuss and decide whether each product is
typically measured in inches, feet, yards, ounces, pounds, fluid ounces,
pints, quarts, or gallons. They should write their chosen unit next to each
product on the list.
Once the groups have completed their lists, gather the class together.
Then, each group shares and discusses the reasoning behind their choices.
Questions for discussion:
For length:
a. Why did your group associate specific products with inches, feet, or
yards? What features of the products influenced your choices?
9
b. Can you think of other products commonly found in supermarkets that
can be measured in inches, feet, or yards?
For Weight:
a. What led your group to decide whether each product should be
measured in ounces or pounds? Did the size or packaging of the products
play a role in your decisions?
b. Are there any supermarket items that you believe could be measured in
tons? Why or why not?
For capacity:
a. How did you determine the capacity units (fluid ounce, cup, pint, quart,
gallon) for the products? Were there any products where this was
particularly challenging?
b. Can you think of other supermarket products or beverages that might be
measured in different capacity units?
Remind students that while they may not frequently use English units in
daily life, the activity introduces them to these units and their associations
with common supermarket products. This exposure helps students develop
the ability to compare and contrast units, a skill that is valuable when
transitioning to the metric system. Students can identify similarities and
differences between English and metric units.
International System of Units or Metric System
The world thrives on measurement. Whether we're calculating the distance
to a destination, the weight of an object, or the volume of a liquid,
measurement is an integral part of our daily lives. To ensure that
measurements are consistent and universally understood, the scientific
community and global industries have adopted a standardized system
known as the International System of Units, or SI for short.
10
The SI system, often referred to as the metric system, is a rational and
comprehensive system of measurement that simplifies the complexities of
measuring various physical quantities. It is the most widely used system of
measurement worldwide, utilized not only in science but also in everyday
contexts. Understanding the SI units and the principles behind them is
essential for effective communication and cooperation in today's
interconnected world.
SI units or metric units for length, weight, and capacity:
The basic unit of length in the metric system is the meter. A meter is
slightly longer than a yard. It is approximately 39.37 inches long.
In scientific and technical areas, a careful distinction is made between
weight and mass. Weight is really a measure of the pull of gravity. The
farther from Earth an object gets, the less it weighs. However, mass is a
measure of the amount of substance in the object and does not change.
The basic unit of mass/weight in the metric system is the gram.
The basic unit of capacity is liter. A liter is the capacity or volume of a cube
measuring 10 centimeters on each side.
The metric system uses prefixes to indicate what part of the basic unit of
measure is being used. For example, in millimeter, the prefix milli means
“one thousandth” of a meter. The following are the metric prefixes and their
meaning:
a. “milli” means 0.001
b. “centi” means 0.01
c. “deci” means 0.1
d. “deka” means 10
e. “hecto” means 100
f. “kilo” means 1,000
11
Other units of length, mass/weight, and capacity with prefixes are shown
in the following tables:
Lesson Activity for SI System or Metric System
Set up several measurement stations within the classroom, each equipped
with the necessary measuring tools:
- A station with metric rulers or meter sticks for measuring length.
12
- A station with kitchen scales or balances for measuring mass/weight.
- A station with graduated cylinders for measuring capacity.
Place a variety of everyday objects at each station that students can
measure. Ensure that the objects are safe and suitable for measurement in
the respective categories (length, mass/weight, or capacity).
Divide the students into small groups with 3 to 5 members and assign
each group to one of the measurement stations. Rotate the groups through
each station to allow them to explore all three categories of measurements:
length, mass/weight, and capacity.
Instruct the students to:
- Measure the length of an object using the metric ruler or meterstick.
Record the measurement in centimeters and millimeters.
- Measure the mass of an object using the kitchen scale or balance.
Record the measurement in grams.
- Measure the volume of a liquid (e.g., water) using the graduated
cylinder. Record the measurement in milliliters.
Encourage students to use appropriate metric prefixes when recording
their measurements.
Gather the students together as a class and discuss their findings. Ask
each group to share the measurements they took and the objects they
measured.
Guide a class discussion to reinforce key concepts, such as the use of
metric units, the importance of precision, and the role of metric prefixes in
scaling measurements.
Guide questions:
For Length Measurement:
13
a. What objects did you measure for length, and what were your
measurements in centimeters and millimeters?
b. How did the use of metric rulers or meter sticks simplify the process of
measuring length? What are the advantages of using the metric system for
length measurements?
c. Can you identify any patterns or trends in the length measurements of
different objects? Were there any objects where you needed to use a
specific metric prefix?
For Mass Measurement:
a. What objects did you measure for mass, and what were your
measurements in grams?
b. How did the use of kitchen scales or balances simplify the process of
measuring mass? What are the advantages of using the metric system for
mass measurements?
c. Did you encounter any objects where the mass measurement was close
to a whole number, making it easier to express in grams? Discuss this
concept.
For Volume Measurement:
a. What liquid did you measure for volume, and what were your
measurements in milliliters?
b. How did the use of graduated cylinders simplify the process of
measuring volume? What are the advantages of using the metric system for
volume measurements?
c. Can you compare the volume of different liquids or quantities of the
same liquid using milliliters as a common unit? How does the metric
system help in these comparisons?
D. Making Guide for generalization or summary of the lesson: Allow students to do this
Generalizations activity either individually or
Complete the 3-Column Chart. collaboratively.
14
For each column, students should:
a. summarize their understanding of the units; and
b. list and describe various units for length, weight, and capacity.
Non-standard Units English Units Metric Units
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating A. Multiple-Choice Test Answer for A:
Learning 1. What are non-standard units of measurement? 1. c
a) Units used exclusively in science 2. c
b) Units based on powers of 10 3. b
c) Creative and everyday units not part of the formal system 4. b
5. b
6. c
15
2. Which of the following is an English unit of length? 7. b
a) Meter 8. b
b) Centimeter 9. a
c) Inch 10. c
3. Which metric unit is most commonly used for measuring the mass of a
small apple?
a) Milligram
b) Gram
c) Kilogram
4. If you want to measure the volume of a small container of juice, which
unit would you choose?
a) Fluid ounce
b) Milliliter
c) Liter
5. How many centimeters are in 1 meter?
a) 10 cm
b) 100 cm
c) 1,000 cm
6. Which metric unit is used for measuring the mass of a human body?
a) Milligram
b) Gram
c) Kilogram
7. Which of the following is a common non-standard unit of length?
a) Kilometer
b) Footstep
c) Yard
16
8. In the English system, what unit is used to measure the volume of a
swimming pool?
a) Quart
b) Gallon
c) Liter
9. If you want to measure the length of a pencil, which unit would you
choose?
a) Inch
b) Millimeter
c) Meter
10. How does the metric system simplify unit conversions compared to the
English system?
a) By using confusing prefixes
b) By using the same units for length, mass, and volume
c) By using a base-10 system
B. Short-Answer Questions
1. Provide an example of a non-standard unit of measurement and explain
its use.
2. Compare and contrast the metric system and the English system of units,
highlighting their key differences.
3. You need to measure the length of a piece of ribbon. Explain why using
millimeters might be more precise than using centimeters.
Rubric for Short-Answer Questions:
Excellent (3 points): The response is clear and complete, and it
demonstrates a deep understanding of the topic. It includes accurate and
relevant information.
17
Good (2 point): The response is somewhat clear and demonstrates a basic
understanding of the topic. It includes some accurate and relevant
information but may lack depth or detail.
Limited (1 point): The response is unclear or lacks essential information,
demonstrating a limited understanding of the topic.
Poor (0 point): The response is incorrect, irrelevant, or incoherent.
B. Teacher’s Note observations on
Remarks any of the following Effective Practices Problems Encountered
areas:
strategies explored
materials used
learner engagement/
interaction
others
C. Teacher’s Reflection guide or prompt can be on:
Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?
18
▪ ways forward
What could I have done differently?
What can I explore in the next lesson?
Prepared by: RENATO V. HERRERA, JR. Validated by: DOUGLAS A. SALAZAR
CLEMENTE M. AGUINALDO, JR.
Institution: WEST VISAYAS STATE UNIVERSITY Institutions: Mindanao State University-Iligan Institute of
Technology
Philippine Normal University North Luzon
19
