School: JOSE NATIVIDAD JR.

INTEGRATED SCHOOL Grade Level: 7

MATATAG Name of Teacher Learning MATHEMATICS
K to 12 AIRESHANE S. PARCON Area:
Curriculum Teaching Dates and OCTOBER 14 - 18, 2024 Quarter: Second (WEEK 3)
Weekly Lesson Log Time: 2:10-2:55 PM

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards
The learners should have knowledge and understanding of conversion of units of measure.

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
Competencies and different systems of measure.
Objectives 1. The learners convert units of measurement within the metric system and across other systems of
measure.
2. The learners solve word problems involving the conversion of units.
D. Content Conversion of Units
E. Integration

II. LEARNING RESOURCES

Learning Resource Portal. (2022, July 5). Self-Learning Module- Quarter 2-Mathematics: Grade 7, Module 1: Approximating
Measurement. https://lrmds.deped.gov.ph/detail/21723
Learning Resource Portal. (2022, July 5). Self-Learning Module- Quarter 2-Mathematics: Grade 7, Module 2: Solving Problems
Involving Conversion of Units. https://lrmds.deped.gov.ph/detail/21723
III. TEACHING AND LEARNING PROCEDURE
A. Activating Prior DAY 1
Knowledge 1. Short Review MKW Chart
Begin by discussing the role of measurement in everyday life and how it helps us understand and quantify the
world around us. Explain that students will fill out an MKW chart to reflect on their experiences with
measurement.

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.
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.

2. Feedback (Optional)
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 1. Lesson Purpose
Lesson Purpose
Measurement Situation Analysis
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 situations. You can create these
scenarios or use the following examples:
• A recipe that calls for ingredients in both cups and grams.
• A road trip where you need to convert miles to kilometers for better planning. 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.
c. Describe how measurement and unit conversion would be essential to solving the problem or making an
informed decision in that scenario.

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.

2. Unlocking Content Area Vocabulary

• Metric system is a system used for measurement based on common units such as meters, grams, and liters.
• English system is a system used for measurement using common units such as inch, foot, yard, and mile.
C. Developing and SUB-TOPIC 1: Metric System to Metric System Conversion
Deepening 1. Explicitation
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.
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.

2. Worked Example
For Units of Length
Convert 2.3 m to centimeters. Solution:
a. conversion using a unit fraction
 b. conversion by moving the decimal point

For Units of Mass/Weight Convert 3.2 kg to grams. Solution:

a. conversion using a unit fraction

b. conversion by moving the decimal point

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

DAY 2
3. Lesson Activity
Activity 1: Metric Conversion Practice
Distribute the Metric Conversion Practice worksheet to each student. Explain the activity: Students are
required to solve the conversion problems on the worksheet by applying their knowledge of metric units and
conversions. Review the worksheet problems with the class. Ask students to share their solutions and work
through any problems that caused confusion.
Conclude the activity by discussing the importance of unit conversion skills, both within the metric system
and in real-life situations. Highlight the practicality of these skills in various contexts, such as science,
engineering, and everyday measurement.
The “Metric Conversion Practice Worksheet” activity provides students with hands-on practice in applying
their understanding of metric-to-metric conversions. It allows them to work through conversion problems and
deepen their knowledge of metric units and prefixes. This activity is particularly effective in reinforcing the concept
through practical exercises.

SUB-TOPIC 2: English System Conversion

1. Explicitation
The English System or U.S. system of measurement uses the inch, foot, yard, and mile to measure length. The
following is a summary of equivalencies between units of length:

To convert from one unit to another, use unit fractions. Examples of unit fractions:
2. Worked Example
Convert 8 feet to inches.
Solution: Multiply 8 by a unit fraction that uses the equality 12 inches = 1 foot. The unit fraction should be in the
form:

Here are other equivalences within the English system:

In making conversions between the English system and the metric system, the following unit fractions are used.
These unit fractions are approximations.
 For example:
Convert 5 inches to centimeters. Solution:

3. Lesson Activity
Activity 2: 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.
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 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 run to the halfway point to pick up a
new card. Continue this relay until all cards have been correctly converted. Each team must work together to
ensure the conversions are accurate. Time the relay race to see which team completes the conversions the fastest.
Here are the 10 measurements:
a. 12 inches to centimeters f. 250 milliliters to fluid ounces
b. 2 feet to meters g. 5 liters to gallon
c. 500 grams to ounces h. 30 centimeters to inches
 d. 3 pounds to kilograms i. 1.5 cups to liters
e. 24 ounces to pounds j. 10 fluid ounces to milliliters

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.

DAY 3
SUB-TOPIC 3: Solving Word Problems Involving Conversion of Units
1. Explicitation
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.

2. Worked Example
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. 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
you're 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 that display 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.
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.

3. Lesson Activity
Activity 3: Conversion Challenge: Real-world Problems
Divide the class into small groups. Each group should consist of 3-4 students. Assign a leader or a recorder for
each group to document their solutions. 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 group to present one of the word
problems and their solution to the class. This allows for a brief sharing of different approaches and solutions.

D. Making DAY 4
Generalizations 1. Learners’ Takeaways
In our lesson on unit conversion, we've embarked on a journey to unravel the art of translating measurements
from one system to another. We've 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 conversion.

Key takeaways:

Measurements serve as a universal language, allowing

us to communicate and understand quantities
The Language of worldwide.
Measurement
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.
We've seen how unit conversion plays a crucial role in
real-life scenarios, from cooking and construction to
scientific experiments and road trips.
Practical
It is especially relevant in the Philippines, where the
Applications
metric system is commonly used, but international
contexts may require familiarity with the English
system.
We've learned the step-by-step process of converting
units, from identifying the given information and the
The Conversion desired unit to using appropriate conversion factors.
Process
Conversion factors act as bridges, allowing us to shift
seamlessly between measurement systems.
Unit conversion demands reasoning and critical
thinking. Students must verify that their conversions
Reasoning and
make sense in the given context.
Precision
Precision in unit conversion is essential to ensure
accuracy in practical applications.
Unit conversion is not confined to the classroom; it's a
versatile skill that is indispensable in our everyday
A Versatile Skill
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.

2. Reflection on Learning
Are there any challenges and misconceptions you encountered while studying the lesson?
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A.Evaluating 1. Formative Assessment

Learning A. Multiple-Choice Test
1. What is the approximate conversion factor for converting kilometers to miles?
a. 0.621 miles per kilometer c. 2.54 miles per kilometer
b. 1.609 miles per kilometer 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 c. 454 g per lb
b. 16 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're converting 500 milliliters (mL) of a liquid to liters (L), which of the following statements is true?
a. The result will be 0.5 L. c. The result will be 500 L.
b. The result will be 5 L. d. The result will be 0.05 L.

B. Problem Solving
6. Solve the following word problem: You have a recipe that calls for 750 milliliters of water, but your measuring
cup is marked in fluid ounces. Convert 750 mL to fluid ounces.

7. A construction project requires a piece of lumber that is 12 feet long. Convert this length to meters for
compatibility with metric measurements.

8. You need to purchase 2.5 pounds of coffee beans from a local supplier in the Philippines, but your scale
measures in kilograms. Convert 2.5 pounds 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
10.Provide an example of a practical situation where unit conversion is necessary. Explain the steps to perform
the conversion.

2. Homework (Optional)
B.Teacher’s Note observations on any of
Remarks Effective Practices Problems Encountered
the following 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?
The lesson was grounded in the belief that practical application of mathematical concepts enhances student engagement and
understanding. I aimed to show students how approximating measurements and converting units are essential skills in everyday life, such as
cooking, construction, and travel. By using real-world examples and hands-on activities, I wanted to make the lesson relatable and meaningful.
This approach not only helps students grasp the concepts but also fosters a sense of confidence in their ability to apply mathematics outside the
classroom.
• students
What roles did my students play in my lesson? What did my students learn? How did
they learn?
My students were active participants in their learning process. They worked collaboratively in small groups to solve problems involving
unit conversions and approximations, which encouraged peer learning and discussion. Through guided practice and interactive activities,
they learned how to estimate measurements and convert between different units effectively. The use of manipulatives and visual aids
helped them visualize the concepts, making the learning experience more engaging. By the end of the lesson, students not only understood
the procedures for conversion but also recognized the importance of accuracy and estimation in practical situations.

• ways forward
What could I have done differently? What can I explore in the next lesson?
Upon reflection, I realize that I could have incorporated more technology, such as online conversion tools or apps, to provide students
 with immediate feedback and enhance their learning experience. In the next lesson, I plan to explore more complex measurement
scenarios, such as converting units in different contexts (e.g., speed, area, and volume) and introducing concepts of precision and
significant figures. Additionally, I could implement a project where students create their own measurement problems based on personal
interests, which would encourage creativity and deeper engagement with the material.

Prepared by: Checked by:

AIRESHANE S. PARCON MINCHEL S. VILLANUEVA ALLAN S. TUANTE

Math Teacher Master Teacher I Principal I