7

Quarter 2
Lesson Exemplar Lesson

for Mathematics 3

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 7
Quarter 2: Lesson 3 (for Week 3)
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
Writers:
• Renato V. Herrera, Jr. (West Visayas State University)
Validators:
• Clemente M. Aguinaldo, Jr. (Philippine Normal University – North Luzon)

Management Team
Philippine Normal University
Research Center for Teacher Quality
SiMERR National Research Centre

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].
MATHEMATICS / QUARTER 2 / GRADE 7 (LESSON 3 - for Week 3)

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 convert units of measurement within the metric system and across other systems of measure.
Objectives 2. The learners solve word problems involving the conversion of units.

C. Content Conversion of Units

D. Integration

II. LEARNING RESOURCES

● Alternative Delivery Mode. Quarter 2-Module 1: Approximating Measurement

● Alternative Delivery Mode. Quarter 2-Module 2: Solving Problems Involving Conversion of Units

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating MKW Chart The MKW Chart activity is an

Prior effective way to activate prior
Knowledge Begin by discussing the role of measurement in everyday life and how it knowledge by encouraging
helps us understand and quantify the world around us. students to reflect on their
experiences with
Explain that students will fill out an MKW chart to reflect on their measurement, express what
experiences with measurement. they already know, and
identify areas they are
What I Know About What I Want to Learn curious about. It sets the
What I Measure
Measurement About Measurement stage for your measurement
lesson and ensures that you
address their questions and
interests.

Instruct students to:

a) In the "What I Measure" column, list objects, quantities, or situations in
their daily lives that require measurement. Encourage them to think about
different aspects, such as length, weight, volume, time, etc.

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 b) In the "What I Know About Measurement" column, write down what they
already know about measurement concepts, units, or tools.

c) In the "What I Want to Learn About Measurement" column, identify any

specific questions or topics related to measurement that they are curious
about or would like to explore.

Conclude the activity by discussing the importance of measurement in

various contexts and how understanding measurement concepts can help
them in their daily lives and future studies.

B. Establishing “Measurement Situation Analysis”

Lesson
Purpose Ask students to recall experiences where they needed to measure or
convert units to solve a problem or make a decision.

Explain that students will participate in a Measurement Situation Analysis,

where they’ll analyze real-life scenarios that involve measurements.

Provide each student with a handout containing different measurement You can provide more
situations. You can create these scenarios or use the following examples: meaningful or contextualized
- A recipe that calls for ingredients in both cups and grams. scenarios based on students’
- A road trip where you need to convert miles to kilometers for better backgrounds and cultures or
planning. communities.
- A home improvement project where you must measure areas in square
meters and square feet.
- A classroom experiment that requires converting temperature from
Celsius to Fahrenheit.

Instruct students to:

a) Choose one scenario from the handout.
b) Analyze the situation and identify the measurement concepts involved.

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 c) Describe how measurement and unit conversion would be essential to
solving the problem or making an informed decision in that scenario.

Have students share their analyses with the class. Encourage them to
discuss the importance of measurement and unit conversions in their
selected scenarios.

As a class, create a list of the scenarios and the measurement concepts

that came up. Discuss the potential challenges that students identified and
how measurement knowledge can address those challenges.

Conclude the activity by asking students to reflect on the importance of

understanding measurement concepts and unit conversions. Have them
consider how this knowledge can be applied to solve real-life problems and
make informed decisions.

State the lesson purpose: “Today and in the succeeding days, we will learn
how to convert units of measurement within the metric system and across
other systems. This will help us solve real-life problems and make informed
decisions.”

C. Developing Metric System to Metric System Conversion

and Deepening
Understanding Explain the concept of the metric system and its common units (e.g.,
meters, grams, liters). Show students how to convert between metric units
using multiplication or division by powers of 10.

Unit fractions may be used to convert from one unit to another.

Another method is by moving the decimal point. Since all units in the
metric system are powers of 10, converting from one unit to another is as
simple as moving the decimal point.

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To change from a smaller unit to a larger unit (for example, from meters to
kilometers), move the decimal point in the original quantity one place to
the left of each larger unit of measurement until you obtain the desired
unit of measurement.

To change from a larger unit to a smaller unit (for example, from

kilometers to meters), move the decimal point in the original quantity one
place to the right for each smaller unit of measurement until you obtain
the desired unit of measurement.

Examples:
1. For Units of Length Remind students that they
Convert 2.3 m to centimeters. can choose one method that
they think is easier to use
Solution: when converting units within
a. conversion using a unit fraction the metric system.

Add more illustrative

examples if needed. You can
get examples from the
b. conversion by moving the decimal point suggested learning
resources.

2. For Units of Mass/Weight

Convert 3.2 kg to grams.

Solution:
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a. conversion using a unit fraction

b. conversion by moving the decimal point

3. For units of Capacity/Volume

Convert 0.185 dl to milliliters

Solution:
a. conversion using a unit fraction

b. conversion by moving the decimal point

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Lesson Activity: Metric Conversion Practice Allow students to work
Distribute the Metric Conversion Practice worksheet to each student. independently or
Explain the activity: Students are required to solve the conversion collaboratively in pairs to
problems on the worksheet by applying their knowledge of metric units and solve the problems on their
conversions. worksheets.

Circulate the classroom to offer assistance and guidance as needed.

Encourage students to think critically and check their solutions.

Conversion problems:
Length: Length
a. Convert 5.5 meters to centimeters. a. 550 cm
b. A ribbon is 42 centimeters long. Convert this length to millimeters. b. 420 mm
c. A basketball court is 28 meters long. Express this length in millimeters. c. 28,000 mm

Mass: Mass
a. Convert 3.5 kilograms to grams. a. 3,500 g
b. A bag of rice weighs 2.25 kilograms. Convert this weight to milligrams. b. 2,250,000 mg
c. A fruit weighs 60 grams. Express this weight in kilograms. c. 0.06 kg

Volume: Volume
a. Convert 1.5 liters to milliliters. a. 1,500 mL
b. A pitcher contains 750 milliliters of mango juice. Express this volume to b. 0.75 L
liters. c. 30 L
c. A fish tank holds 30,000 milliliters of water. Convert this volume to
liters.

Review the worksheet problems with the class. Ask students to share their For more advanced students,
solutions and work through any problems that caused confusion. you can include more
complex conversion
scenarios or involve mixed
units.

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Conclude the activity by discussing the importance of unit conversion The “Metric Conversion
skills, both within the metric system and in real-life situations. Highlight Practice Worksheet” activity
the practicality of these skills in various contexts, such as science, provides students with
engineering, and everyday measurement. hands-on practice in
applying their understanding
of metric-to-metric
English System Conversion conversions. It allows them
The English System or U.S. system of measurement uses the inch, foot, to work through conversion
yard, and mile to measure length. The following is a summary of problems and deepen their
equivalencies between units of length: knowledge of metric units
and prefixes. This activity is
particularly effective in
reinforcing the concept
through practical exercises.

To convert from one unit to another, use unit fractions. Examples of unit
fractions:

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For example: You can add more examples
Convert 8 feet to inches. if needed. You can find more
examples from the suggested
Solution: Multiply 8 by a unit fraction that uses the equality 12 inches = 1 learning resource.
foot. The unit fraction should be in the form:

Here are other equivalences within the English system:

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In making conversions between the English system and the metric system,
the following unit fractions are used. These unit fractions are
approximations.

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For example: Add more illustrative
Convert 5 inches to centimeters. examples if needed. Please
refer to the suggested
Solution: learning resources to get
more illustrative examples.

Lesson Activity: Unit Conversion Relay

Prepare a set of index cards or small pieces of paper. Write measurements
on them in either the English system or the metric system. Include units of
length (inches, feet, centimeters, meters), weight (ounces, pounds, grams,
kilograms), and volume (fluid ounces, cups, milliliters, liters). Make sure to
mix both systems on the cards.

Divide the class into teams of 3-4 students each.

Set up a relay race course in your classroom or outdoors, designating start

and finish lines.

Position a table or chair at the halfway point of the course, where each
team will find a stack of index cards.

Explain the rules: Each team will take turns racing to the halfway point,
where they will pick a card, read the measurement and unit on the card,
and then convert it to the specified system. For example, if the card reads
"12 inches convert to centimeters," the student must convert it to

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centimeters ("30.48 cm"). They then write the converted value on the back
of the card and return it to their team.

The next team member in line will take the card, check the conversion, and A variation of this game is
run to the halfway point to pick up a new card. that only the measurement
and unit are written on the
Continue this relay until all cards have been correctly converted. Each card; hence, students will
team must work together to ensure that the conversions are accurate. decide the unit to which the
given value will be converted.
Time the relay race to see which team completes the conversions the
fastest.

Here are the 10 measurements: Answer key:

a. 12 inches to centimeters a. 30.48 cm
b. 2 feet to meters b. 0.6096 m
c. 500 grams to ounces c. 17.64 ounces
d. 3 pounds to kilograms d. 1.36 kg
e. 24 ounces to pounds e. 1.5 pounds
f. 250 milliliters to fluid ounces f. 8.45 fluid ounces
g. 5 liters to gallon g. 1.32 gallons
h. 30 centimeters to inches h. 11.81 in
i. 1.5 cups to liters i. 0.35 liters
j. 10 fluid ounces to milliliters j. 295.74 mL

After the relay race, gather the students for a discussion.

- Review the conversions and discuss any challenges they encountered.
- Ask students to share strategies for converting between the two
systems.
- Emphasize the importance of understanding and using both systems in
various contexts.

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Solving Word Problems Involving Conversion of Units

Introduce the lesson:

Welcome to today's lesson on solving problems involving unit conversion!

In this lesson, we'll dive into the fascinating world of converting units, a
skill that is not only essential for mathematics but is also a powerful tool in
our daily lives.

Unit conversion is the art of translating measurements from one system to

another, making it possible for us to understand and communicate
measurements globally. Whether you're in the Philippines using the metric
system or exploring international recipes, road trips, scientific
experiments, or more, unit conversion empowers you to navigate a world
with diverse measurement systems.

By the end of this lesson, you'll have the knowledge and confidence to
tackle word problems that require converting measurements, bringing us
closer to real-world applications and a deeper appreciation for the beauty
of mathematics.

Teacher-Led Demonstration: present a practical example that involves a

unit conversion relevant to the Philippines. For instance, discuss a
scenario where you need to convert a distance from meters (m) to feet (ft) or
vice versa, or a volume from liters (L) to gallons (gal) or vice versa. Use a
ruler or measuring tape for a visual demonstration.

Illustrative Example 1:
Scenario: You’re discussing travel plans for a family vacation. You want to
calculate the distance in both kilometers (used in the metric system) and
miles (commonly used in the English system) to plan your road trips.

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You will demonstrate: Convert a distance from kilometers to miles.

Steps:
1. Write "300 kilometers" on the board or presentation slide.

2. Explain that distances on road signs and maps in the Philippines are
often given in kilometers (km), but when planning a road trip, you might
find travel guides or GPS devices using miles (mi).

3. Discuss the conversion factor: 1 kilometer is equal to approximately

0.621371 miles (or simply 1 km ≈ 0.621 mi).

4. Perform the conversion:

300 kilometers * 0.621371 miles/kilometer ≈ 186.41 miles.

5. Write the converted value on the board: "300 kilometers is

approximately equal to 186.41 miles."

6. Explain that when planning road trips, understanding both kilometers

and miles is essential for navigation and distance estimation, especially if
you're using maps or GPS systems displaying distances in miles.

Illustrative Example 2:
Scenario: You're planning a family barbecue, and you need to know how to
convert cooking measurements from the metric system (used in the
Philippines) to the English system (commonly used in recipes).

You will demonstrate: Convert 500 grams (g) of chicken into ounces (oz) for
your barbecue recipe.

Steps:
1. Start by writing "500 grams" on the board or presentation slide.

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2. Explain that in the Philippines, you often see food items measured in
grams, but many international recipes, including those from the United
States, use ounces for measuring ingredients.

3. Discuss the conversion factor: 1 gram is approximately equal to

0.03527396 ounces (or simply 1 g ≈ 0.035 oz).

4. Perform the conversion:

500 grams * 0.03527396 ounces/gram ≈ 17.64 ounces.

5. Write the converted value on the board: "500 grams is approximately

equal to 17.64 ounces."

6. Explain that when using international recipes, you might need to

convert ingredients from grams to ounces or vice versa. It's important to
understand how to do this to follow the recipe accurately.

Lesson Activity: Conversion Challenge: Real-world Problems

Divide the class into small groups. Each group should consist of 3-4 Feel free to create your
students. Assign a leader or a recorder for each group to document their scenario or problem if you
solutions. think the examples are
inappropriate for your local
Provide each group with a worksheet containing word problems. Ensure context.
that the scenarios are relevant to the Philippines and involve practical
situations. Here are the suggested scenarios: You may accompany the
scenarios with pictures.
1. Length Conversion Scenario:
- "Your friend is planning a trip, and they have a map that provides Answer key:
distances in kilometers (km). However, they prefer to understand distances 1. 5,600 m
in meters (m). Help your friend by converting 5.6 kilometers to meters." 2. 3,000 mL
3. 2,500 g
2. Volume Conversion Scenario: 4. 96.56 km/h

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 - "You're preparing a recipe for a traditional Filipino dish that calls for 3 5. 1.134 kg
liters (L) of coconut milk. However, the coconut milk you have is measured 6. 473.176 mL
in milliliters (mL). Convert 3 liters to milliliters." 7. 293.33 ft/s

3. Weight Conversion Scenario:

- "You're shopping for vegetables in the local market, and the vendor
provides you with the weight of vegetables in kilograms (kg). You prefer to
understand the weight in grams (g). Convert 2.5 kilograms to grams."

4. Distance Conversion Scenario:

- "You're planning a road trip across the beautiful countryside of the
Philippines. Your car's speedometer displays speeds in miles per hour
(mph), but road signs in the Philippines often indicate speed limits in
kilometers per hour (km/h). You're driving at 60 mph and want to know
the equivalent speed in km/h. Convert 60 mph to km/h."

5. Weight Conversion Scenario:

- "You're shopping for fruits in a local market, and the vendor provides
you with the weight of fruits in pounds (lb). However, you prefer to
understand the weight in kilograms (kg) since it's commonly used in the
Philippines. Convert 2.5 pounds to kilograms."

6. Capacity Conversion Scenario:

- "You're purchasing a bottle of refreshing soda from a convenience store.
The label on the bottle indicates the volume in fluid ounces (fl oz), but you
want to know the equivalent volume in milliliters (mL) as it's used in many
recipes in the Philippines. Convert 16 fl oz to mL."

7. Speed Conversion Scenario:

- "You're watching a thrilling Formula 1 race on television, and the speed
of the race cars is announced in miles per hour (mph). You want to
understand the speed in feet per second (ft/s) since this unit is commonly

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used in American sports. Convert a car's speed of 200 mph to feet per
second (ft/s)."

Have each group read through the word problems together. Encourage
group members to discuss and clarify any unfamiliar terms or concepts
related to the scenarios.

In their groups, students should work collaboratively to solve the word

problems. Emphasize the following steps:
- Identify the given information in the problem.
- Determine the desired unit for the answer.
- Select and apply the appropriate conversion factor based on the given
and desired units.
- Perform the calculations, showing all steps.

The assigned leader or recorder for each group should document the
solutions to the word problems. They should clearly show the calculations
and conversions performed for each problem.

After working on the problems, encourage groups to discuss their solutions

and thought processes. Emphasize the importance of verifying that the
converted measurements make sense in the given context.

Depending on the available time, you can invite a representative from each This group activity fosters
group to present one of the word problems and their solution to the class. collaboration and critical
This allows for a brief sharing of different approaches and solutions. thinking as students apply
their knowledge of unit
Summarize the group activity by highlighting the significance of unit conversion to solve real-
conversion in practical scenarios. Reinforce the idea that these skills are world scenarios. It also
valuable in real-life situations, especially in the context of the Philippines. allows them to discuss their
solutions and learn from one
another's approaches.

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D. Making In our lesson on unit conversion, we've embarked on a journey to unravel
Generalization the art of translating measurements from one system to another. We've
s delved into the world of unit conversion within the metric system and
across other systems, recognizing the practicality and versatility of this
essential mathematical skill.

Throughout this lesson, we've discovered that unit conversion is not just a
mathematical exercise; it's a tool that empowers us in various aspects of
our lives.

Ask students to give their key takeaways from their explorations on unit Accept learners’ key
conversion. takeaways, which may vary
from those given here. But
Key takeaways: you may present the sample
1. The Language of Measurement: takeaways here to them.
- Measurements serve as a universal language, allowing us to
communicate and understand quantities worldwide.
- Unit conversion enables us to bridge the gap between different
measurement systems, such as the metric system and the English system,
ensuring seamless communication and understanding.

2. Practical Applications:
- We've seen how unit conversion plays a crucial role in real-life
scenarios, from cooking and construction to scientific experiments and
road trips.
- It is especially relevant in the Philippines, where the metric system is
commonly used, but international contexts may require familiarity with the
English system.

3. The Conversion Process:

- We've learned the step-by-step process of converting units, from
identifying the given information and the desired unit to using appropriate
conversion factors.

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 - Conversion factors act as bridges, allowing us to shift seamlessly
between measurement systems.

4. Reasoning and Precision:

- Unit conversion demands reasoning and critical thinking. Students
must verify that their conversions make sense in the given context.
- Precision in unit conversion is essential to ensure accuracy in practical
applications.

5. A Versatile Skill:
- Unit conversion is not confined to the classroom; it's a versatile skill
indispensable in our everyday lives. It empowers us to navigate a world
where measurements transcend borders.

In conclusion, the lesson on unit conversion within the metric

system and across other systems has equipped us with the knowledge and
confidence to tackle many scenarios where unit conversion is essential. It's
a reminder that mathematics is not just numbers on paper; it's a dynamic
tool that enriches our understanding of the world around us.

As we move forward, let's continue to embrace the power of unit

conversion, making measurements our allies in the global language of
mathematics.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating A. Multiple-Choice Test Answer for A:

Learning 1. What is the approximate conversion factor for converting kilometers to 1. a
miles? 2. c
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 a. 0.621 miles per kilometer 3. c
b. 1.609 miles per kilometer 4. a
c. 2.54 miles per kilometer 5. a
d. 100 miles per kilometer

2. If you're measuring the weight of rice in the English system using pounds
(lb) and want to convert it to the metric system in grams (g), which
conversion factor should you use?
a. 0.001 g per lb
b. 16 g per lb
c. 454 g per lb
d. 1000 g per lb

3. Which of the following scenarios involves a conversion within the same

system (metric to metric)?
a. Converting 500 mL to quarts
b. Converting 2 kilometers to miles
c. Converting 3 liters to milliliters
d. Converting 4 pounds to kilograms

4. To convert 50 miles per hour (mph) to kilometers per hour (km/h), which
of the following expressions represents the correct conversion factor?
a. (50 mph / 1) * (1.609 km/h per mph)
b. (50 mph / 1) * (0.621 km/h per mph)
c. (50 km/h / 1) * (1.609 mph per km/h)
d. (50 km/h / 1) * (0.621 mph per km/h)

5. If you convert 500 milliliters (mL) of a liquid to liters (L), which of the
following statements is true?
a. The result will be 0.5 L.
b. The result will be 5 L.
c. The result will be 500 L.
d. The result will be 0.05 L.

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B. Problem Solving Answer Key for B:
6. Solve the following word problem: You have a recipe that calls for 750 6. Approximately 25.36 fluid
milliliters of water, but your measuring cup is marked in fluid ounces. ounces
Convert 750 mL to fluid ounces. 7. Approximately 3.66
meters
7. A construction project requires a piece of lumber that is 12 feet long. 8. Approximately 1.13
Convert this length to meters for compatibility with metric measurements. kilograms
9. Divide 100 km/h by 1.61
8. You need to purchase 2.5 pounds of coffee beans from a local supplier in mph to obtain approximately
the Philippines, but your scale measures in kilograms. Convert 2.5 pounds 62.11 mph
to kilograms.

9. Explain how you would convert a speed of 100 km/h to mph for a travel
plan in the United States.

C. Short-Answer Question A possible answer for C:

10. Provide an example of a practical situation where unit conversion is Practical situations could
necessary. Explain the steps to perform the conversion. include converting recipe
measurements from the
metric system to the English
system or converting
distances and speeds when
traveling. The steps involve
identifying the given unit,
desired unit, and applying
the appropriate conversion
factor.

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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?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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