Grade 1 to 12 School LUBAO NATIONAL HIGH SCHOOL Grade Level Seven

DAILY LESSON LOG Teacher Yolanda Y. Ruiz Learning Area Mathematics

Teaching Dates and Time August 19 - 23, 2019 /M-F/6:00 - 12:10 Quarter Second

DAY 1 DAY 2 DAY 3 DAY 4

* Students should be able to convert * Students should be able to convert * Students should be able to convert * Students should be able to convert
I. OBJECTIVES length measurement from one unit to length measurement from one unit to length measurement from one unit length measurement from one unit to
another using the English System of another using the English System of to another using the Metric System another using the Metric System of
Measurement Measurement of Measurement Measurement
A. Content Standard The learner demonstrates understanding of the key concepts of measurements.
B. Performance Standard The learner is able to formulate real-life problems involving measurements and solve these using a variety of strategies.

The learner converts length The learner converts length The learner converts length The learner converts length
C. Learning Competency/Objectives Write measurements from one unit to measurements from one unit to another measurements from Metric to measurements from English to Metric
the LC code for each another using the English System of using the Metric System of English System of Measurement System of Measurement (M7ME-IIb-
Measurement (M7ME-IIb-1) Measurement (M7ME-IIb-1) (M7ME-IIb-1) 1)

II. CONTENT Measurement Measurement Measurement Measurement

III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pp. 123 - 124 pp. 123 - 124 pp. 124 - 127 pp. 124 - 127
2. Learner's Materials pages pp. 94 - 95 pp. 94 - 95 pp. 95 - 98 pp. 95 - 98
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal N/A N/A N/A N/A

B. Other Learning Resources

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
IV. PROCEDURES providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing previous lesson or Present the lesson by doing an activity. Present to the learners the new
Review previous lesson Review previous lessons
presenting the new lesson (Please refer to LM page 93) lesson

B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of the new
lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding Practical applications of concepts
and skills in daily living.
H. Making generalizations and
abstractions about the lesson
Do the post activity discussion by
answering the questions on LM page
122
Show to the learners an illustration of a
ruler to show them than 1 ruler which is
equal to 1 foot is composed of 12 inches
Present and discuss to the students the
conversion factors used in English Sytem
of Measurement
Show students how to convert from one conversion factor on metric system using
unit to another on measuring length using
the English System of Measurement
Ask students to perform the
exercises/drills presented of the board
until they are confident with their
conversion skills
N/A
Summarize the lesson
Do the activity on LM page 93 also a
post activity discussion
Present to the students an illustration of
a meter stick, the cm side of a ruler and
kilometer marker placed on the road
Show students how to convert in metric
Discuss to the learners why it is
system by just adding prefixes to the
necessary to know how to convert
base unit which depends if the unit is from one unit of measure to another convert from Metric to English system
longer or shorter than meter
Present to the students a copy of the
the prefixes which depends if the unit is
longer or shorter than meter
Present a resume' and show to the learners
that for official documents, units in metric
system is the one being used
inculcate to the students that Metric System
of Measuement is based on decimal system
that is why it is easier to use and that it has
a base unit for length (meter) and prefixes to
signify long or short lengths
Ask students to summarize the lesson
Present the lesson by asking students to Present to the learners a map which
choose which among the given
shows the direction written in English
measurement, presented in English &
Metric system of measurement, is the system but the markers in Metric
highest/longest system
Ask students to explain why they
think the measurement they have N/A
chosen is the longest
Discuss to the learners the
importance of knowing how to
Present to learners the conversion Present to learners the conversion
factors from English to Metric factors from Metric to English
Give drills/exercises on conversion Give drills/exercises on conversion
N/A N/A
Let the students recite what they
Summarize the lesson
have learned
I. Evaluating learning Give seatwork Give seatwork (LM pp. 97) Give assignment Short quiz

J. Additional activities for N/A N/A N/A N/A

application or remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students
VI. REFLECTION learn? Identify what help your instructional supervision can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80%

in the evaluation.
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?

Checked by:

EMELITA A. SINGIAN
Head Teacher III Mathematics Noted by:

JESUSA A. AGUSTIN
Principal II
 Grade 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives Write
the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
School LUBAO NATIONAL HIGH SCHOOL Grade Level Seven
Teacher Haydee D. Macapinlac Learning Area Mathematics
Teaching Dates and Time June 10 - 14, 2019 /M-F/6:00 - 12:10 Quarter First
DAY 1 DAY 2 DAY 3 DAY 4
*Descibe and illustrate subsets, * Describe and define union of sets *Perform the set operations (union of
* Use Venn diagrams to represent sets
universal sets and null sets and intersection of sets sets and intersection of sets)
The learner demonstrates understanding of the key concepts of sets and the real number system.
The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.
The learner describes well-defined sets, The learner illustrates the union and
Use Venn diagrams to represent sets, intersection The learner solves problems involving
subsets, universal sets and the null sets and the of sets and the difference
cardinality of sets (M7NS-Ia-1) subsets and set operations (M7NS-Ib-1) sets (M7NS-Ib-2)
of two sets (M7NS-Ia-2)
Numbers and Number Sense Numbers and Number Sense
pp. 2 - 3 pp. 3 -5 pp. 6 - 7 pp. 8 - 9
pp. 2 pp. 3 -4 pp. 5 -6 pp. 7 - 8
Next Century Mathematics pp. 2 - 5
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Review how sets are formed, how they Introduce the topic on Venn diagram by Introduce new topic showing to the Review previous lesson and check
students a picture of a road intersection
are named and how their notations. doing an activity. and a marriage of 2 persons assignment

B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of the new
lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding Practical applications of concepts
and skills in daily living.
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
Present to the class an example of a Explain to the students that relationship Using the pcitures below, let the
family tree. Relate this family tree as between the set and their given subsets can
students discuss how they undestand Do the activity on LM pp. 6
an example of a universal set and be represented visually through the use of
Venn diagrams the pictures
subset and proper subset
Based on the set posted on the board,
Give examples and ask students to Ask students to the activity on LM pp 6 Give examples on operations of sets until
ask students to make another sets
interpret the given Venn diagram -7 the students are able to perform them
using the elements of the said set.
Present to the learners that the Discuss to the learners presenting Present some sets and ask students to
relationships of each set or elements information using a Venn diagram should be Ask students to answer the questions identidy similar/common elements, if any.
can be represented using different clear; that relationship between sets can be on LM pp. 7 And ask them also how they will combine all
notations/symbols understood just by looking at the diagram the sets as one set
Discuss and give examples on the Discuss to the class how to perform the
Discuss the different notations and Give problems and let students represent
defintion of union and intersection of operations on sets (intersection and
symbols used in using sets their answer through Venn diagrams
sets union)
Give more examples and ask learners to
Do the post lesson activity on LM pp. 3 Boardwork group the sets based on what is asked (if Do the post activity on LM pp. 7
intersection or union)
Ask students how they relate
Let students discuss or relate N/A intersection and union of sets in their
examples of sets in their daily lives Ask students to present their family tree
daily lives
using intersection and union of sets
Ask students to briefly summarize the Summarize the lesson by doing the 3-2-1 Let students make abstractions on the
Briefly summarize the lesson
lesson for today activity lesson
Do the exercises on LM pp. 3 Seatwork Give an assignment Graded recitation
N/A N/A N/A N/A
 Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervision can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80%

in the evaluation.
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?

Checked by:

EMELITA A. SINGIAN
Head Teacher III Mathematics Noted by:

JESUSA A. AGUSTIN
Principal II