School Grade Level 7

DAILY LESSON LOG Teacher Learning Area MATH

Date / Time Quarter Second

Session 1 Session 2 Session 3& 4

Date:___________ Date:___________ Date:___________

I. OBJECTIVES
demonstrates understanding of demonstrates demonstrates
the key concepts of understanding of the key understanding of the key
measurement. concepts of measurement. concepts of
A. Content Standards
measurement.

is able to formulate real-life is able to formulate real-life is able to formulate real-

problems involving problems involving life problems involving
B. Performance
measurements and solve these measurements and solve measurements and solve
Standards using a variety of strategies. these using a variety of these using a variety of
strategies. strategies.

M7ME-IIa-1 M7ME-IIa-2 M7ME-IIa-3

At the end of the lesson, you should At the end of the lesson, you
be able to: should be able to:
K. Describe the development
K-Describe what it means to of measurement from the
measure. primitive to the present
international system of unit.
C. Learning S-Illustrates what it means to S – Show the path of
measure. development of measurement
Competencies
from the primitive to the
Objectives A – Count honestly the measure of present international system
the given item to measure. of unit.
A – Carefully describe the
development of measurement
from the primitive to the
present international system
of unit.
At the end of the lesson, you
should be able to:
K- Define length,
weight/mass, volume, time,
angle and temperature and
rate.
S- Estimate or approximate
the measures of quantities
particularly length,
weight/mass, volume, time,
angle and temperature and
rate.
A- Carefully find the
approximate length,
weight/mass, volume, time,
angle and temperature and
rate of a given object.
 Measurement Measurement and Measuring
Measuring Length Weight/Mass and
II. CONTENT ( History of Volume, time, angle
Measurement ) and temperature
and rate.
III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide
Pages
UNDERSTANDING UNDERSTANDING UNDERSTANDING
MATHEMATICS Learner’s MATHEMATICS Learner’s MATHEMATICS
2. Learner’s Materials
Materials for GRADE 7 Materials for GRADE 7 Learner’s Materials for
Pages
pg.91-98 pg.91-98 GRADE 7
pg.91-98

3. Textbook Pages
4. Additional Materials Laptop and LED TV Laptop and LED TV Laptop and LED TV
from LR Portal
B. Other Learning Work text in Mathematics E- Work text in Mathematics Work text in Mathematics
Resources math 7 E-math 7 E-math 7

IV. PROCEDURES
Real Numbers and Operations Review on the Real Numbers and Review on the basic concepts
A. Reviewing Previous the four fundamental operations of of measurement,
Lesson or integers measurement of length
Presenting weight/mass, volume, time,
New Lesson angle and temperature and
rate.

B. Establishing a Our goal in this lesson is to Our goal in this lesson is to

Purpose for the Our goal in this lesson is to apply describe the development of define and approximate
 Lesson earliest tools that human beings
used to measure in olden times.
units of measurement that are length , weight/mass,
called non-standard units of volume, time, angle and
measurement which later on temperature and rate.
evolved into what is now the
standard units of
measurement, the English and
Metric System of
Measurement

They are the basic units of

What is the appropriate arm part to
use in measuring the length and
width of the sheet of paper?
of the teacher’s table?
Of the classroom?
C. Presenting What was your reason for choosing
which arm part to use? Why?
Examples/Instances
of the New Lesson
length of the English System
of Measurement, which also
includes units for mass, Cite a practical application of
volume, time, temperature and volume. Weight/Mass and
angle. Since the inch and foot Volume, time, angle and
are both units of length, each temperature and rate.
can be converted into the
other. Here are the conversion
factors, as you may recall
from previous lessons:
1 foot = 12 inches
1 yard = 3 feet
For long distances, the mile is
used:
1 mile = 1,760 yards = 5,280
feet

Volume is the amount of

Use appropriate arm part as
instruments to measure.
Important Terms to Remember:
D. Discussing New >palm – the width of one’s hand
excluding the thumb
Concepts and
> hand span – the distance from the
Practicing New tip of the thumb to the tip of the little
Skills #1 finger of one’s hand with fingers
spread apart.
> forearm length – the length of
one’s forearm: the distance from the
elbow to the tip of the middle finger.
History of Measurement
One of the earliest tools that
human beings invented was
the unit of measurement. In
olden times, people needed
measurement to determine
how long or wide things are;
things they needed to build
their houses or make their
clothes. Later, units of
measurement were used in
trade and commerce. In the
3rd century BC Egypt, people
used their body parts to
determine measurements of
things; the same body parts
that you used to measure the
space an object contains or
occupies.
Angles are measured either
in degree or radian
measures.
Standard time makes use of
a.m. and p.m. to distinguish
between the time from
12midnight to 12 noon
Speed is the rate of an
object’s change in position
along a line.
Temperature is the
measurement of the degree
of hotness or coldness of an
object or substance.
Mass and Weight are used
 assigned things to you. interchangeably although
weight is the more popular
term. Oftentimes in daily life,
it is the mass of the given
object which is called its
weight.

Hereunder are the volume

formulae of some regularly-
shaped objects:
Cube: Volume = edge x edge
x edge (V = e3)
Rectangular prism: Volume =
E. Discussing New length x width x height
Concepts and (V = lwh)
Triangular prism: Volume =
Practicing New ½ x base of the triangular
Skills #2 base x height of the
triangular base x Height of
the pris

Instructions: Determine the Using the tape measure, Estimate the measurement of
dimension of the following using only determine the length of each the given angles, then check
parts of your arms. Record your of the following in cm. Convert your estimates by measuring the
same angles using your
results in the table below. Choose a these lengths to meters.
protractor.
classmate and compare your results.
1. 2.
SHEET OF INTERMEDIATE PAPER Palm
Centimeters _______
Arm part used* Meters ________
Length _________ Hand span Estimate the time form from
F. Developing Mastery Width _________ Centimeters _______ the given angles
Measurement 1. 2.
Meters ________
Length _________
FOREARM LENGTH
Width _________
Centimeters _______
Comparison to:
(classmate’s name) Meters ________
Length _________ Solve the problem:
Width _________ 1. Sebastian stood at the edge of
the cliff and shouted facing
down. He heard the echo of his
voice 4 seconds after he

G. Finding Practical
Applications of Can you relate an experience in your
Concepts and Skills community where a non-standard
unit of measurement was used?
in Daily Living
there are appropriate units of
measurement to be used depending
on the length you are trying to
measure.
For the sheet of paper, the palm
is the appropriate unit to use since
H. Making the handspan and the forearm length
Generalizations
is too long.
and Abstractions For the teacher’s table, either the
palm or the handspan will do but the
about the Lesson
forearm length might be too long to
get an accurate measurement.
For the classroom, the palm and
handspan may be used but you may
end up with a lot of repetitions. The
best unit to use would be the forearm
length.
Answer the following questions:
1. What was your reason for
choosing which arm part to use?
Why?
2. Did you experience any difficulty
when you were doing the actual
measuring?
I. Evaluating Learning 3. Were there differences in your
data and your classmate’s data?
Were the differences significant?
What do you think caused those
differences?
Discrepancies arose when the
people started comparing their
measurements to one another
because measurements of the
same thing differed,
depending on who was
measuring it. Because of this,
these units of measurement
are called non-standard units
of measurement which later
on evolved into what is now
the inch, foot and yard, basic
units of length in the English
system of measurement.
From the given activity,
Answer the following
questions:
Were there differences in your
data and your classmate’s
data? Were the differences as
big as the differences when
you used non-standard units
of measurement? What do
you think caused those
differences?
shouted. Given that the speed of
sound in air is 340 m / s, how
deep is the cliff?
To find the exact
measurement of length ,
weight/mass, volume, time,
angle and temperature we
must use the appropriate
measuring tools in English or
Metric units.
Read, analyze, understand
and solve carefully for each
item. Encircle only the letter
that corresponds to your
answer.
1. It is the rate of an object’s
change in position along a
line.
A Volume B. Angles
C. Speed D. Temperature
2.It is the measurement of
the degree of hotness or
coldness of an object or
substance.
 A Volume B. Angles
C. Speed D. Temperature
3. It is the amount of space
an object contains or
occupies.
A Volume B. Angles
C. Speed D. Temperature
4. It are measured either in
degree or radian measures.
A Volume B. Angles
C. Speed D. Temperature

In determining the dimension of the
J. Additional Activities parts of your arms.
for Application or What was your reason for choosing
Remediation which unit to use? Why?
From the given activity measuring
using the tape,
What difficulty, if any, did you
experience when you were
doing the actual measuring?
Problem: The rectangular
water tank of a fire truck
measures 3 m by 4 m by 5
m. How many liters of water
can the fire truck hold?

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my
 teaching strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation
or localized
materials did I use
/discover which I
wish to share with
other teachers?

Submitted by: ___________________ Checked by: ________________ Date: ________________

Principal I