DAILY LESSON LOG School Central Philippines State University Grade 7

Level
Teacher Niel M. Esmolo Learning Mathematics
Area
Teaching Dates Quarter 4
and Time

MONDAY

I. OBJECTIVES
1. Content The learner demonstrates understanding of key concepts in measurement,
Standards including conversion between Metric and English systems.
2. Performance The learner is able to formulate real-life problems involving measurements and
Standards solve these using a variety of strategies.

3.Learning The learner converts measurements from one unit to another in both Metric and
Competencies / English systems. *(M7NS-IIe-1) *
Objectives
a. Apply conversion techniques to accurately transform measurements between
Metric and English systems in various mathematical and real-life contexts.
II. CONTENT MEASUREMENT
III. LEARNING
RESOURCES
A. References

Teacher’s Guide None

pages
Learner’s Materials None
pages

Textbook pages Elementary Algebra I. 2002. (pp. 5-15)

Additional Materials None

from Learning
Resource (LR) portal
IV. PROCEDURE Teacher’s Notes

A. Reviewing Activating their prior knowledge/present the Activates prior knowledge and
previous lesson new lesson encourages engagement
or presenting the through a fun and interactive
new lesson "Measurement Relay" approach

Direction: The teacher will divide the class in 2

groups, the first student in each line picks an index
 card with a given measurement (e.g., "Convert 5 1. 5 inches
feet to inches," "Convert 2.5 liters to milliliters"), 2. 2 meters
then convert the given measurement into another 3. 1 mile
unit. If the answer is correct, pass the card to the 4. 120 minutes
next student, who will convert it into another unit. 5. 175 centimeters
Continue the process until the last student in line
completes the final conversion.
B. Establishing a (Questions/activity)
purpose for the
lesson Guide Questions: Ensures students see the
importance of the activity to
Based on the activity, why do we need to convert the lesson objective and
measurements? Can you think of situations where builds a strong foundation for
conversion between Metric and English units is understanding measurement.
necessary?

a. The measure of a man from ft. to cm.

Cm = 6’0.83 ft x 30.48
= 185.41 cm

b. The measure of a women from Ft. to cm.

Cm= 5’6.54 ft x 30.48
= 172.33 cm

Example: Solve the measure

1. 1 ft = 12 inches
Inches = ft x 12
Inches = 1 x 12
Inches = 12
2. 1 mile = 1.60934 km
Km = Mile × 1.60934
 Km =1 × 1.60934
Km = 1.60934

3. 5 hours = 300 mins

Mins = hours x 60
Mins = 5 x 60
Mins = 300
C. Presenting Measurements from one unit to another in both
examples/ Metric and English systems.
instances of the
lesson In the metric system, each basic type of
measurement (length, weight, capacity) has one
basic unit of measure (meter, gram, liter).
Conversions are quickly made by multiplying or
dividing by factors of 10. It is as simple as moving
the decimal point to the right (for smaller prefixes)
or to the left (for larger prefixes).

Conversion Ratio (or Unit

Factor): A conversion ratio (or unit factor) is a
ratio equal to one.
Example 1. Convert 4.5 kilometers to millimeters.
1 km = 1,000,000 mm

Example 2. Convert 1 km2 to m2.

English System (Imperial System) is primarily

used in the United States and a few other countries.
It includes units for length, weight, and capacity that
differ from the Metric System used in most other
parts of the world.
Conversion Ratio (or Unit Factor): A conversion
ratio (or unit factor) is a ratio equal to one. This ratio
carries the names of the units to be used in the
conversion.

Example 1. A proportion can be set up using the

appropriate conversion ratio. In a proportion the
product of the means equals the product of the
extremes. Use this "cross multipy" concept to find
the answer.
 Example 2. There is no stated conversion for cups
to gallons, so we have to be a bit more creative.
Since there are 4 cups in 1 quart, and 4 quarts in 1
gallon, we can set up the conversion ratio based on
"quarts". Two gallons is 8 quarts.

D. Discussing "Unit Conversion Puzzle" Allow students to

new concepts communicate and discuss the
and practicing Direction: Prepare puzzle pieces with matching types of measuments and
new skills #1 conversions (e.g., one piece says "1 gallon =?" and encourage peer teaching.
the matching piece says "3.785 liters"), then
distribute puzzle pieces randomly among students.
Students must walk around, find their correct
conversion match, and solve it together. Once all
 pairs are found, each group will explain their
conversion to the class.

Guide Questions:
What was the most challenging part of matching the
conversions?

How do you know if your answer is reasonable?

Why do we use different measurement systems in

different countries?

E. Discussing Activity: "Cooking Conversion Challenge" Guide students in examining

new concepts the recipe using
and practicing Work in groups of 3-4 and carefully examine the measurement.
new skills #2 given recipe, which includes a mix of Metric and
English units. Using the provided conversion Encourage students to
factors, convert all measurements into a single explain their work and draw
system of your choice (either Metric or English). understanding from the
Once all measurements are correctly converted, activity.
rewrite the recipe with the updated values. After
completing the conversion, discuss with your group
the importance of accurate measurement
conversions in cooking and the challenges you
encountered during the process. Finally, present
your converted recipe to the class and explain how
 you arrived at your final measurements.

Guide Questions:
Why is it important to convert measurements
accurately in cooking?

What challenges did you face while converting

the measurements, and how did you overcome
them?

F. Developing Think-Pair-Share: Encourage student discussion

mastery (Leads with peers and allow the form
to Formative Students students will solve a set of conversion deeper understanding
Assessment 3) problems involving real-life situations. They justify
their answers with a partner before sharing with the
class.

G. Finding Solve the problem:

practical Connect their ideas to real
applications of A car’s fuel consumption is listed as 12 kilometers world.
concepts and per liter. If a driver wants to know the equivalent
skills in daily fuel efficiency in miles per gallon, how many miles
living per gallon does the car get? (Use 1 mile = 1.609 km
 and 1 gallon = 3.785 liters)

Students will work in pairs to solve the problem and

explain their solution to the class.

H. Making Measurement conversion is an essential skill What are the key properties of
generalizations used in everyday life, from cooking and shopping to a polygon?
and abstractions travel and engineering. Different countries and How do we classify polygons?
about the lesson industries use different measurement systems, Why is it important to
making it important to understand how to convert understand polygons in real
between Metric and English syemtem units life?
accurately. By applying conversion factors correctly,
ensure precision in tasks that require exact Allow students to summarize
measurements, such as preparing recipes, in their own words.
determining distances, and understanding weight
limits.
I. Evaluating COMPLETE THE TABLE!
learning
Direction: Fill the table below with the correct
answer.

KINDS OF PREFIX NUMBER DRAWING

POLYGON OF
SIDES

1. Pentagon

2. Triangle

3. Nonagon Asses students understanding

of the concepts and be able to
illustrate polygons
4. Heptagon

5. Hexagon
 6. Quadrilateral

7. Octagon

8. Decagon

J. Additional Create a collage of pictures showcasing different

activities for types of polygons found in your environment.
application or Answer the following guide questions
remediation
What polygons are present in your pictures?
Where do we commonly see polygons in real life?
How do different professions use polygons in
their work?
How does understanding polygons help in
problem-solving and decision-making?
V. REMARKS
VI. REFLECTION
1. No. of learners
who earned 80%
 on the formative
assessment
2. No. of learners
who require
additional
activities for
remediation.
3. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
4. No. of learners
who continue to
require
remediation
5. Which of my
teaching
strategies
worked well?
Why did these
work?
6. What difficulties
 did I encounter
which my
principal or
supervisor can
help me solve?
7. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?