MATATAG K TO 10 CURRICULUM

School: LLTVS Grade Level: 7

MATATAG Name of Teacher ETHEL G. APATAN Learning Area: MATHEMATICS
K to 10 Curriculum Teaching Dates and Time: OCTOBER 14 - 18, 2024 (WEEK 3) Quarter: Second
Weekly Lesson Log
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 measure. (MG)
Standards
C. Learning The learners convert units of measure within International System of Units (SI) and across different systems
Competencies of measure.
and 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 NOTES TO TEACHERS

A. Activating Prior DAY 1 (10 minutes)

Knowledge 1. Short Review The MKW Chart activity is an
MKW Chart effective way to activate prior
Begin by discussing the role of measurement in everyday life and how it helps knowledge by encouraging
us understand and quantify the world around us. Explain that students will fill students to reflect on their
out an MKW chart to reflect on their experiences with measurement. experiences with measurement,
express what they already know,
and identify areas they are

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Instruct students to: curious about. It sets the stage

a. In the "What I Measure" column, list objects, quantities, or situations in for your measurement lesson
their daily lives that require measurement. Encourage them to think and ensures that you address
about different aspects, such as length, weight, volume, time, etc. their questions and interests.
b. In the "What I Know About Measurement" column, write down what they
already know about measurement concepts, units, or tools. If you wish to not give the MKW
c. In the "What I Want to Learn About Measurement" column, identify any Chart activity, you can just
discuss the importance of
specific questions or topics related to measurement that they are curious
about or would like to explore. measurement in various
contexts and how understanding
2. Feedback (Optional) measurement concepts can help
Conclude the activity by discussing the importance of measurement in various them in their daily lives and
contexts and how understanding measurement concepts can help them in their future studies. (This will reduce
daily lives and future studies. the time allotted to 5 minutes)

B. Establishing 1. Lesson Purpose (10 minutes)

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. You can provide scenarios that
 A road trip where you need to convert miles to kilometers for better are more meaningful or more
planning. A home improvement project where you must measure areas in contextualized based on
square meters and square feet. students’ backgrounds and
 A classroom experiment that requires converting temperature from Celsius cultures or communities.
to Fahrenheit.
Have some students share their
Instruct students to: analyses with the class.
a. Choose one scenario from the handout. Encourage them to discuss the
b. Analyze the situation and identify the measurement concepts involved. importance of measurement and
c. Describe how measurement and unit conversion would be essential to unit conversions in their selected
solving the problem or making an informed decision in that scenario. scenarios.

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State the lesson purpose: “Today and in the succeeding days, we will learn Conclude the activity by asking
how to convert units of measurement within the metric system and across students to reflect on the
other systems. This will help us solve real-life problems and make informed importance of understanding
decisions. measurement concepts and unit
conversions. Have them
2. Unlocking Content Area Vocabulary consider how this knowledge
 Metric system is a system used for measurement based on common units can be applied to solve real-life
such as meters, grams, and liters. problems and make informed
 English system is a system used for measurement using common units decisions.
such as inch, foot, yard, and mile.

C. Developing and SUB-TOPIC 1: Metric System to Metric System Conversion (30 minutes)
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 Remind students that they can
Convert 2.3 m to centimeters. choose one method that they
Solution: think is easier to use when
a. conversion using a unit fraction converting units within the
metric system.

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b. conversion by moving the decimal point Add more illustrative examples if

needed. You can get examples
from the suggested learning
resources.

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

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DAY 2 Begin Day 2 with recalling of

3. Lesson Activity concepts covered in the previous
Activity 1: Metric Conversion Practice day. (20 minutes)
Distribute the Metric Conversion Practice worksheet to each student.
Explain the activity: Students are required to solve the conversion problems on Allow students to work
the worksheet by applying their knowledge of metric units and conversions. independently or collaboratively
Review the worksheet problems with the class. Ask students to share their in pairs to solve the problems on
solutions and work through any problems that caused confusion. their worksheets.
Conclude the activity by discussing the importance of unit conversion skills,
both within the metric system and in real-life situations. Highlight the Length:
practicality of these skills in various contexts, such as science, engineering, and a. 550 cm
everyday measurement. b. 420 mm
The “Metric Conversion Practice Worksheet” activity provides students c. 28,000 mm
with hands-on practice in applying their understanding of metric-to-metric
conversions. It allows them to work through conversion problems and deepen Mass:
their knowledge of metric units and prefixes. This activity is particularly effective a. 3,500 g
in reinforcing the concept through practical exercises. b. 2,250,000 mg
c. 0.06 kg
SUB-TOPIC 2: English System Conversion
1. Explicitation Volume:
The English System or U.S. system of measurement uses the inch, foot, yard, a. 1,500 mL
and mile to measure length. The following is a summary of equivalencies b. 0.75 L
between units of length: c. 30 L

Circulate the classroom to offer

assistance and guidance as
needed. Encourage students to
think critically and check their
solutions.
To convert from one unit to another, use unit fractions. Examples of unit
fractions:

(15 minutes)

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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:

You can add more examples if

needed. You can find more
examples from the suggested
learning resource.
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.

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Add more illustrative examples if

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

3. Lesson Activity (15 minutes)

Activity 2: Unit Conversion Relay Divide the class into teams of 3-
Prepare a set of index cards or small pieces of paper. Write measurements 4 students each. Set up a relay
on them in either the English system or the metric system. Include units of race course in your classroom or
length (inches, feet, centimeters, meters), weight (ounces, pounds, grams, outdoors, designating a start and
kilograms), and volume (fluid ounces, cups, milliliters, liters). Make sure to mix finish line.
both systems on the cards.
Explain the rules: Each team will take turns racing to the halfway point, Position a table or chair at the
where they will pick a card, read the measurement and unit on the card, and halfway point of the course,
then convert it to the specified system. For example, if the card reads "12 where each team will find a
inches convert to centimeters," the student must convert it to centimeters stack of index cards.
("30.48 cm"). They then write the converted value on the back of the card and
return it to their team. A variation to the rule is that the
The next team member in line will take the card, check the conversion, and game will end after 5 minutes.
run to the halfway point to pick up a new card. Continue this relay until all The team with the most number
cards have been correctly converted. Each team must work together to ensure of correct answers will be the
the conversions are accurate. Time the relay race to see which team completes winner.
the conversions the fastest.
Here are the 10 measurements: Answer Key:
a. 12 inches to centimeters f. 250 milliliters to fluid ounces a. 30.48 cm
b. 2 feet to meters g. 5 liters to gallon b. 0.6096 m
c. 500 grams to ounces h. 30 centimeters to inches c. 17.64 ounces
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d. 3 pounds to kilograms i. 1.5 cups to liters d. 1.36 kg

e. 24 ounces to pounds j. 10 fluid ounces to milliliters
e. 1.5 pounds
f. 8.45 fluid ounces
After the relay race, gather the students for a discussion. Review the g. 1.32 gallons
conversions and discuss any challenges they encountered. Ask students to h. 11.81 in
share strategies for converting between the two systems. Emphasize the i. 0.35 liters
importance of understanding and using both systems in various contexts. j. 295.74 mL

DAY 3 (20 minutes)

SUB-TOPIC 3: Solving Word Problems Involving Conversion of Units Teacher-Led Demonstration:
1. Explicitation present a practical example that
Welcome to today's lesson on solving problems involving unit conversion! In involves a unit conversion
this lesson, we'll dive into the fascinating world of converting units, a skill that relevant to the Philippines. For
is not only essential for mathematics but is also a powerful tool in our daily lives. instance, discuss a scenario
Unit conversion is the art of translating measurements from one system to where you need to convert a
another, making it possible for us to understand and communicate distance from meters (m) to feet
measurements globally. Whether you're in the Philippines using the metric (ft) or vice versa, or a volume
system or exploring international recipes, road trips, scientific experiments, or from liters (L) to gallons (gal) or
more, unit conversion empowers you to navigate a world with diverse vice versa. Use a ruler or
measurement systems. measuring tape for a visual
By the end of this lesson, you'll have the knowledge and confidence to tackle demonstration.
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 (20 minutes)

Illustrative Example 1. Feel free to create your scenario
Scenario: You’re discussing travel plans for a family vacation. You want to or problem if you think the
calculate the distance in both kilometers (used in the metric system) and miles examples are inappropriate for
(commonly used in the English system) to plan your road trips. You will your local context.
demonstrate: Convert a distance from kilometers to miles.
Steps: Provide each group with a
1. Write "300 kilometers" on the board or presentation slide. worksheet containing word
2. Explain that distances on road signs and maps in the Philippines are often problems. Ensure that the
given in kilometers (km), but when you're planning a road trip, you might scenarios are relevant to the
find travel guides or GPS devices using miles (mi). Philippines and involve practical
situations.
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3. Discuss the conversion factor: 1 kilometer is equal to approximately You may accompany the
0.621371 miles (or simply 1 km ≈ 0.621 mi). scenarios with pictures.
4. Perform the conversion:
300 kilometers * 0.621371 miles/kilometer ≈ 186.41 miles. Answer key:
5. Write the converted value on the board: "300 kilometers is approximately 1. 5,600 m
equal to 186.41 miles." 2. 3,000 mL
6. Explain that when planning road trips, understanding both kilometers 3. 2,500 g
and miles is essential for navigation and distance estimation, especially if 4. 96.56 km/h
you're using maps or GPS systems that display distances in miles. 5. 1.134 kg
6. 473.176 mL
Illustrative Example 2. 7. 293.33 ft/s
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 This group activity fosters
Divide the class into small groups. Each group should consist of 3-4 collaboration and critical
students. Assign a leader or a recorder for each group to document their thinking as students apply their
solutions. Have each group read through the word problems together. knowledge of unit conversion to
Encourage group members to discuss and clarify any unfamiliar terms or solve real-world scenarios. It also
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concepts related to the scenarios.

In their groups, students should work collaboratively to solve the word allows them to discuss their
problems. Emphasize the following steps: solutions and learn from one
 Identify the given information in the problem. another's approaches.
 Determine the desired unit for the answer.
 Select and apply the appropriate conversion factor based on the given and Summarize the group activity by
desired units. highlighting the significance of
 Perform the calculations, showing all steps. unit conversion in practical
scenarios. Reinforce the idea
The assigned leader or recorder for each group should document the that these skills are valuable in
solutions to the word problems. They should clearly show the calculations and real-life situations, especially in
conversions performed for each problem. the context of the Philippines.
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 (15 minutes)

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:
Accept learners’ key takeaways
which may vary from those
given here. But you may present
to them the sample takeaways
here.
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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

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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
Practical scientific experiments and road trips.
Applications It is especially relevant in the Philippines, where the
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?

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

A. Evaluating 1. Formative Assessment (35 minutes)

Learning A. Multiple-Choice Test Answer Key for A:
1. What is the approximate conversion factor for converting kilometers to 1. a
miles? 2. c
a. 0.621 miles per kilometer c. 2.54 miles per kilometer 3. c
b. 1.609 miles per kilometer d. 100 miles per kilometer 4. a
5. a
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.

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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
8. Approximately 1.13
7. A construction project requires a piece of lumber that is 12 feet long. kilograms
Convert this length to meters for compatibility with metric measurements. 9. Divide 100 km/h by 1.61
mph to obtain approximately
8. You need to purchase 2.5 pounds of coffee beans from a local supplier in 62.11 mph
the Philippines, but your scale measures in kilograms. Convert 2.5
pounds to kilograms. A possible answer for C:
Practical situations could
9. Explain how you would convert a speed of 100 km/h to mph for a travel include converting recipe
plan in the United States. measurements from the metric
system to the English system or
converting distances and
C. Short-Answer Question speeds when traveling. The
10.Provide an example of a practical situation where unit conversion is steps involve identifying the
necessary. Explain the steps to perform the conversion. given unit and desired unit and
applying the appropriate
conversion factor.
2. Homework (Optional)
The teacher may give
homework for mastery.

B. Teacher’s Note observations on any of The teacher may take note of

Effective Practices Problems Encountered
Remarks the following areas: some observations related to
the effective practices and
strategies explored problems encountered after
utilizing the different strategies,
materials used, learner
materials used engagement, and other related
stuff.

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learner engagement/ Teachers may also suggest

interaction ways to improve the different

others activities explored/lesson

exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection  principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may
also consider this as an input
 students for the LAC/Collab sessions.
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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