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, including
Standards conversion between Metric and English systems.
2. Performance The learner is able to formulate real-life problems involving measurements and solve
Standards 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. Convert English system of measurement to metric system of measurement and
vice versa.
b. Use the table of conversion accurately.
c. Realize the importance of knowing how to convert english to metric and metric
 to English system of measurement in real-life situations.
II. CONTENT Converting English to Metric System of Measurement and vice versa
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 new Activates prior knowledge and
previous lesson encourages engagement
lesson or through a fun and interactive
presenting the "Measurement Relay" approach
new lesson
 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 feet 1. 5 inches
to inches," "Convert 2.5 liters to milliliters"), then 2. 2 meters
convert the given measurement into another unit. If 3. 1 mile
the answer is correct, pass the card to the next 4. 120 minutes
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 (Questions/activity)
a 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 builds
measurements? Can you think of situations where 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 communicate

new concepts and discuss the different
and practicing Direction: Prepare puzzle pieces with matching measurements and encourage
new skills #1 conversions (e.g., one piece says "1 gallon =?" and 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 measurement.
and practicing Work in groups of 3-4 and carefully examine the
new skills #2 given recipe, which includes a mix of Metric and Encourage students to explain
English units. Using the provided conversion factors, their work and draw
convert all measurements into a single system of understanding from the
your choice (either Metric or English). Once all activity.
measurements are correctly converted, 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 with peers and allow the form
(Leads to Students will solve a set of conversion problems deeper understanding
Formative involving real-life situations. They justify their
Assessment 3) answers with a partner before sharing with the class.

G. Finding In what instances do you need to convert from

practical English to Metric? Metric to English? Connect their ideas to real
applications of world.
concepts and Convert the items bought at a local store to the
skills in daily indicated measure.
living a. 4 lb of flour = ________kg
b. 2.5 m of yarn = _______ft
c. 750 g of pasta = _________ lb
 d. 46 lb of dried beans = _________kg
e. 9 yd of rope = ________m
H. Making Measurement conversion is an essential skill used How do we classify
generalizations in everyday life, from cooking and shopping to travel conversion?
and and engineering. Different countries and industries Why is it important to convert
abstractions use different measurement systems, making it measurements in real life?
about the important to understand how to convert between
lesson Metric and English syemtem units accurately. By Allow students to summarize in
applying conversion factors correctly, ensure their own words.
precision in tasks that require exact measurements,
such as preparing recipes, determining distances,
and understanding weight limits.

I. Evaluating COMPLETE THE TABLE!

learning
Direction: Fill in the missing values by converting Asses students understanding
between the Metric and English systems. Use of the concepts and be able to
appropriate conversion factors. illustrate polygons.
J. Additional Create a Daily Life Conversion Journal Keep a
activities for journal for a day and record instances where
application or measurements are used (e.g., cooking, grocery
remediation shopping, driving). Convert at least three of those
measurements into another system. Answer the
following guide questions

How did you convert these measurements into

another system?
 What challenges did you face when converting the
measurements?
Why do you think it is important to understand
measurement conversions in real life?
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?