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# Mabini Colleges

## Daet, Camarines Norte

Detailed Lesson Plan in Teaching Mathematics in Grade 7
April 10, 2019

Learner Competency
Converts measurement from one unit to another in both Metric and English System
Content Standard
Understanding of the key concepts of measurement
Performance Standard
Formulate real-life problems involving measurements and solve these using a variety of
strategies

I. Objectives
a. Distinguish unit of measurements involving length, mass, volume, time and rate
b. Justify correct unit of measurement to a given quantity
c. Demonstrate solution in conversion of one quantity to another

## II. Subject Matter

TOPIC: Metric and English Systems Unit Conversion
Reference/Author: Unit conversion: Dimension analysis by Donald Wiggins, Vision
learning Vol. MAT-3 (2), 2008
https://www.ipracticemath.com/learn/measurement/conversio
n-of-units
Materials: Laptop, Projector/LCD TV, Whiteboard/Blackboard,
Marker/Chalk
Skills to Develop: Learners should be able to convert one measurement quantity
into another conversion
Valuing Process: Raise the learner’s awareness in buying, selling and in taking
products labeled in unusual quantity of measurement
Integration: Nationalism would be incorporated into this topic through
discussion of examples about foreign products

## Teachers Activity Students Activity

A. Preparatory Act

1. Greetings

## “Good Morning Class….” Good Morning Sir!

“Before we start the class let us pray (One Student will lead the Prayer)
first”

2. Classroom management

3. Checking of Attendance
(Students will tell who’s absent for the
“Say present if you’re here” current day)

B. Review
“So how’s your day my good students? Yes Sir! We feel great today
Are you felling all well today?”
“That is very good to know. So, are you Yes Sir!
ready for the next lesson we will tackle
today?”

## “But before we start, I would like all of

you to know that the main objective of
our next lesson is for you to be able:
a. Distinguish unit of
measurements involving length,
mass and volume
b. Justify correct unit of
measurement to a given
quantity
c. Demonstrate solution in
conversion of one quantity to
another

## “I have a box here containing random

length, volume and mass. This box will
be rotate around the class through
passing it student after student. I will
hand over this box to the person who’s
in front of me and when I play a song
the relay would start. The person who’s
holding the box after the song stop
would be the one to answer. He/ She
will draw a card from the box and will
question regarding about it and will give
you ample amount of time to answer.

## (The song will start playing and the relay

will also start, after some point of time
the song will stop)

## “Okay, Tomas, draw one” Okay sir! Ill draw one.

“Now, Tomas, read what you have Foot! Now that I have read it sir, what

## “Which does that quantity of I believe that the quantity of

measurement belong?” measurement I’ve drawn belongs to
the length category.

“Very Good Tomas, your answer is The Unit “foot” can be measured using
correct, now, give an instrument that a ruler and tape measure. In ancient
measures that said quantity” times it is measured through body
parts which is equivalent to the foot of
a regular matured man.
“Very well! You know about the history It belongs to the English System. It is a
of that quantity! Now for my last common unit of measurement to us
question, in which system does this Filipinos because we are using it often
quantity belong? times in measuring the depth of the
pool and used for measuring cloth
needed by the dressmakers.

## “Excellent Tomas! So, last meeting we

regarding the Metric and English
System, Its origination and site
examples of both of them. Now our
topic to be discussed consist of further
scrutinizing those what we have tackled
in the previous lesson together with
problem solving dealing with conversion
of the said systems.

C. Discussion

## “Now that the activity has been done,

let’s start our discussion adherent to it.”

presentation.

## “Nowadays, We Filipino people utilizes Me Sir! Me!

Metric System as our standard unit for
measuring quantity. But sometimes, the
measurement is expressed in English
system. Who among you encounter this
situation? Anyone?”

“Can you share with the class what I was told by my mother to buy an ice
situation did you experienced?” cream which is more or less 2 Liters
but the available size of ice cream at
the store was 1 L, Half-Gallon and a
which of them is near 2 Liters, the lady
said half-gallon so it’s the one I bought
even though I didn’t know the quantity
of ice cream I’ve bought because I’m
not familiar with it.

## “A round of applause! Thank you for

sharing that experience.”

## “Based from his/her experience, We

truly need to understand both of the
system of measurements. In this way
we can determine whether the quantity
we are in taking is lacking or good
enough. It also let us know the
origination of the product, and let us be
aware that it is not from our country.”

## The teacher now shows measurements

and their corresponding conversion into
another unit through PPT.

## “This consist of the units we have been

tackled on the previous lesson and its
corresponding universal equivalent if
converted into another unit. The
number beside the unit are called
coefficient that you must be familiarized
with in order for you to determine exact
conversion. “

## “Have anyone of you know some of I do have sir!

these conversions?”

“On what way did you learn about The student will elaborate his
this?” experience

## “That’s very good of you! Let’s give him

a round of applause”

## “Now all of this have said, Lets proceed

to the problem solving”

The teacher will flash problem in the The student will read the problem
power point presentation and will make

The teacher will teach steps on dealing Students will jot down notes
with conversion of units and will utilize
the visual aid and the board and chalk
to show the solution

## “Now, did you understand the process? Yes Sir!

Did you get the steps?”

inquiry?”

## “Okay lets proceed to another activity”

Abstraction

“Now, can anyone of would like to Student will discuss the step by step
synthesize the procedure of conversion procedure taught to them by the
of units?” teacher and will justify based from
his/her understanding

“Does anyone have different solution *Student may have different approach
and procedure rather than what I and will discuss to the class
thought to you? Discussing may *Student may not have different

If the student have different approach, Student will solve the problem
the teacher will entertain the approach individually using the procedural
and give commendation to the student approach they have learned through
and will further elaborate. If none, the the lesson.
class will proceed.

Application

## “I will group you into two (2) and you

Each one of you will get a question
arranged in my desk and solve it in front
of the class. Only one member can solve Yes Sir!
at a time. Member that is solving in
front can only be helped by his co-
member if 30 seconds have been
passed. The group that will finish the
question first and correctly will be the
winner and will receive points. Are the
instruction clear?”

## Teacher will group the students

(groupings will increase depending
upon the number of students present).

## Teacher will facilitate the activity and

will direct further instruction depending
upon the development of the said
activity.

## The questions of the activity will be

composed of units in the Metric and
English System such as:

##  Centimeter/Meter/Kilometer Students will utilize procedural

 Kilogram/Pounds approach which taught by the teacher
 Feet/Inch/Yards in order to solve the problem step by
 Liter/Mililiter step.
 Hours/Minutes/Seconds

## “Very good class! You all did great!

Have a round of applause for every each
of you! “
IV. Evaluation

## Direction: Solve carefully the following

conversions with complete solution in a ¼ sheet
of paper.
1. 5 lbs  Kg
2. 3 yards  inch
3. 1.35L  mL
4. 2 hrs  sec

forward.”

V. Assignment