daily lesson plan in mathematics quarter 2 week 2

1. DAILY LESSON
LOG
School STO. DOMINGO-SAN
ISIDRO INTEGRATED
SCHOOL
Grade Level
7
Teacher REYNALYN C. RODRIGUEZ Learning Area MATHEMATICS
Date NOV. 13-17, 2023 Quarter 2ND Quarter, Week 2
Monday
(8:30-9:30)
Tuesday
(8:30-9:30)
Thursday
(1:00-2:00)
Friday
(8:30-9:30)
I. OBJECTIVES
A. Content Standard The learner… demonstrates understanding of key concepts of measurement.
B. Performance Standards The learner … is able to formulate real-life problems involving measurements and solve these using a variety of strategies.
C. Learning Competencies
(Write the LC code for each) Converts measurements from
one unit to another in both
metric and English systems.
a. Convert English
system of
measurement to metric
system and vice versa.
b. Use the table of
conversion accurately.
c. Realize the importance
of knowing how to
convert English to
metric and vice versa.
Converts measurements from one
unit to another in both metric and
English systems.
a. Convert metric
measurements.
b. Use the metric converter
accurately.
c. Realize the importance of
knowing how to convert
metric in measurements
in real-life situations.
Solve problems involving
conversion of units of
measurement.
a. Solve problems
involving conversion of
units of measurement.
b. Use the table of
conversion and metric
converter accurately.
c. Appreciate the
importance of
converting units of
measurement.
Solve problems involving conversion of
units of measurement.
a. Solve problems involving
conversion of units of
measurement.
b. Use the table of conversion and
metric converter accurately.
c. Appreciate the importance of
converting units of
measurement.
II. CONTENT
CONVERTING ENGLISH
TO METRIC SYSTEM OF
MEASUREMENT AND
VICE VERSA
CONVERTING
METRIC
MEASUREMENTS
SOLVING PROBLEMS
INVOLVNG UNITS OF
MEASUREMENT
SOLVING PROBLEMS
INVOLVING UNITS OF
MEASUREMENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages LM Q2 MODULE 2
Pg. 5-8
LM Q2 MODULE 2
Pg. 10-14
LM Q2 MODULE 2
Pg. 15-17
LM Q2 MODULE 2
Pg. 18-23
3. Textbook pages

2. 4. Additional Material from LR
Portal
B. Other Learning Resources Youtube and Google Youtube and Google Youtube and Google Youtube and Google
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson.
1. identify the appropriate unit
of measurement for the ff.
1. How heavy is the
person beside you?
2. How tall are you?
3. How much liquid
multivitamin do you
take daily?
FACT OR BLUFF
1. 1kg = 2.1 lb
2. 1 in =2.54 cm
3. 1 L = 2.11 pt
4. 1 tsp = 5 ml
5. 1 ml = 1.6 km
Which conversion factors are
correct? Encircle them.
1. 1 mile= 1.61 km
2. 1 ft= 12 inches
3. 1 km= 100 m
4. 1 gal= 379 ml
5. 100 mg = 1kg
Which conversion factors are
correct? Encircle them.
1. 10ml= 16.1 km
2. 6 ft= 72 inches
3. 7.1 km= 7100 m
4. 100 gal= 3790 ml
5. 500 mg= 5kg
B. Establishing a purpose for
the lesson
Do you like to measure things?
Why?
What do you normally
measure?
What satisfaction do you get in
knowing the correct
measurement of things?
Answer each of the ff.
1. How long is your hair?
2. How much water do you
drink every day?
3. How heavy is your bag?
4. How long it takes you to
walk from your house to
school?
5. How long do you spend
in doing your homework?
What difficulty did you just go
through this morning?
Were you able to remedy the
problem?
How did you solve this problem?
How did you feel upon solving
the problem?
C. Presenting Examples/
instances of the new lesson
Illustrative example 1.
Convert 1000 L to pint.
Illustrative example 2.
150 lb to kg
CONVERSION CHART
LENTGH
Larger unit to smaller unit:
multiply by a power of 10
Smaller unit to a larger unit:
Divide by a power of 10.
Illustrative example 1.
Convert 4.2 dm to cm
Illustrative example:
Michael walks from his house to
school. His house is one third of
a mile away from school. How
far is the school from his house
in km?
Illustrative example 2.
A square garden measure 10m
on one side. How many meters
of wire fence should be placed
around the garden?
D. Discussing new concepts
and practicing new skills #1
Convert each measurement to
the indicated unit of measure.
Change each measurement to the
indicated unit.
Fill the blank. Fill in the blank.

3. a. Kevin measured the
canteen table to be seven
feet long. How many
inches is this?
a. The distance from school to
Ann’s house is twice the
distance from may’s house
which is 2 km. how far is Ann’s
house from the school in
meters.
E. Discussing new concepts
and practicing new skills #2
Convert each measurement to
the indicated unit of measure.
a. 1000 ft = _____cm.
b. 20 lb = ______ kg.
c. 350 mm = ____ in.
d. 750 g = ______ oz
e. 1500 tons = ___ MT
Convert each measurement to the
indicated unit of measure.
a. 48 ml= ______ dal
b. 500 m = _____ dm
c. 12.13 cl = ____ hl
d. 101.07 cg= ___ mg
e. 22 3/5 hg= ___ g
Read the problem and then solve
for what is being asked.
a. Michelle bought 1000g
of loaf bread cut it into
10 slices. How heavy is
each piece in kg?
Read the problem and then solve for
what is being asked.
a. Aila bought 2 gallons of
mineral water. What is its
equivalent in ml?
F. Developing mastery
(Leads to Formative
Assessment 3)
Convert each measurement to
the indicated unit of measure.
a. 50lb of sugar= ____ kg
b. 15m of ribbon= ___ ft.
c. 6 yard of ribbon = __m
Convert each measurement to the
indicated unit of measure.
1. 6.21 L= _____ dal
2. 123 cl= _____ ml
3. 165 ¼ mg= ___ g
Solve for what is asked in this
problem given below.
A box contains 24 identical cans.
The weight of each can is 325 g.
if an empty box weighs 200g.
find the mass of the box
containing 24 cans in
A. Grams
B. kilograms
Solve for what is asked in this problem
given below.
A certain bridge can withstand a load of
16 metric tons. How many kg of load
can it withstand?
G. Finding practical
applications of concepts and
skills in daily living.
Convert each measurement to
the indicated unit of measure.
a. 4 lb= _____ kg
b. 2.5 m= ____ ft.
c. 750 g = ____ lb
Solve for what is asked in this
problem given below.
Hans has 1000g of bread while
Mela has 1kg of rice grains. Who
has heavier load? Why?
Solve for what is asked in this
problem given below.
A small guava weighs 12g. an
avocado is 10 times as heavy as
a small guava. What is the
weight of the avocado?
Solve for what is asked in this problem
given below.
In a leisure park in Tagaytay. The
minimum height requirement for most
of the rides is 3 ft. what is its equivalent
in cm?
H. Making generalizations and
abstractions about the lesson
The English ad metric systems
are used interchangeably in
many everyday situations.
Knowing the conversion factor
is enough to convert from one
system to another.
The metric system is now the
most widely used standard system
of measurement.
To solve problems involving
measurements:
a. Analyze the problem.
b. Know relative sizes f
measurement units
within one system of
units.
To solve problems involving
measurements:
a. Analyze the problem.
b. Know relative sizes f
measurement units within one
system of units.

4. METRIC TO ENGLISH/
ENGLISH TO METRIC
- LENTGH
- VOLUME
c. Use the four operations,
represent measurement
quantities using
diagram.
d. Apply formula, such as
area and perimeter, in
real world and
mathematical problems.
c. Use the four operations,
represent measurement
quantities using diagram.
d. Apply formula, such as area and
perimeter, in real world and
mathematical problems.
I. Evaluating learning Convert each measurement to
the indicated unit of measure.
1. 0.25 kg= ____ lb
2. 28 T = ______ MT
3. 70 ml= _____ km
Convert each measurement to the
indicated unit of measure.
1. 128 ml= _____ dal
2. 19.3 m= ______ dm
3. 972 cl= _______ hl
Solve for what is asked in this problem
given below.
The world’s found heaviest seed was
found to be 19.8 kg. how heavy is it in
pounds?
J. Additional activities for
application or remediation
1. how do you convert English
unit of measurement to another
metric unit of measurement?
1. How do you convert a
metric unit of
measurement to another
metric unit of
measurement?
Solve.
There are 18 pieces of yema
candy in a box. If 10 boxes of
yema together weighs 3600 g.
what is the weight of each yema
candy in kg?
Study: translating English phrases to
Mathematical phrases and vice versa.
V. REMARKS
VI. REFLECTION
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

5. E. Which of my teaching
strategies worked
well? Why did these
works?
F. What difficulties 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
Prepared by: Checked by: Noted by:
REYNALYN C. RODRIGUEZ MILAGROS A. TEMPORAL RUDY R. MARIANO, JR., PhD
Teacher-1 Master Teacher-1 School Head