MATATAG K TO 10 CURRICULUM

School: DepEdClub.com Grade Level: 7

MATATAG Name of Teacher Learning Area: MATHEMATICS
K to 10 Curriculum Teaching Dates and Time: OCTOBER 7 - 11, 2024 (WEEK 2) Quarter: Second
Weekly Lesson Log

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
The learners should have knowledge and understanding of conversion of units of measure.
Standards
B. Performance
By the end of the quarter, the learners are able to convert units of measure from different systems of measure. (MG)
Standards

C. Learning The learners convert units of measure within International System of Units (SI) and across different systems
Competencies of measure.
and Objectives 1. The learners identify the different systems of units of measure: traditional or non-standard, English System, and
Metric System.
2. The learners measure length, weight, and capacity using non-standard units, English units and Metric units.
D. Content Systems of Units of Measure
E. Integration Cultural Integration or Ethnomathematics

II. LEARNING RESOURCES

Learning Resource Portal. (2022, July 5). Self-Learning Module- Quarter 2-Mathematics: Grade 7, Module 1: Approximating Measurement.
https://lrmds.deped.gov.ph/detail/21723
Learning Resource Portal. (2022, July 5). Self-Learning Module- Quarter 2-Mathematics: Grade 7, Module 2: Solving Problems Involving
Conversion of Units. https://lrmds.deped.gov.ph/detail/21723

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 (5 minutes)
Knowledge 1. Short Review Option 1 activity can be done for
Option 1: Class Discussion 5 minutes as a whole class
1. Ask the learners if they have ever measured an object before. The discussion.
measuring tool and unit of measure they used.
2. Ask the learners what the role of measurement in everyday life is.

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Option 2: “Measurement Scavenger Hunt” Activity (for more engaging (20 minutes)
activating knowledge activity) Option 2 activity may be done for
Start by explaining the scavenger hunt's purpose, which is to apply 20 to 30 minutes but it can be
measurement skills in real-world scenarios. Briefly review the concepts of extended.
measurement, including units (e.g., inches, centimeters, or meters), tools
(rulers or tape measures), and the importance of consistency. Then, discuss
the importance of accurate measurements in various contexts, such as science
(e.g., laboratory, medicine, or pharmacy), construction, and everyday life (e.g.,
cooking)
Explain the scavenger hunt task: students will work in small teams to find
objects within the school or classroom to measure. Provide a list of specific
objects for them to find and measure. These objects should vary in size and You may opt to have 5 objects up
shape (e.g. a door, a window, a textbook, or a pencil). Instruct students to to 10 objects only. Reduce the
record the measurements in their worksheets. Organize students into teams number of objects to reduce the
with 4 to 6 members, ensuring that each team has a ruler or tape measure, time to be spent on this activity.
worksheet, and pencil.
Instruct each team to start their scavenger hunt. Teams should locate the
specified objects, measure them accurately, and record the measurements
along with the units used (e.g., inches or centimeters). Encourage teams to
work collaboratively and discuss their findings as they progress. Reconvene
the class and discuss the scavenger hunt. Then, allow each team to share their
measurements and any interesting observations or challenges they
encountered.
Guide the students in analyzing the data collected during the scavenger
hunt. Discuss concepts like the range of measurements, comparing objects’
sizes, and identifying any patterns or trends. Engage the class in a discussion
about the importance of measurement in everyday life.
Ask the following questions for discussion:
1. How did the scavenger hunt help you understand the role of
measurement in the real world?
2. Why is accurate measurement important in various professions?
3. Can you think of situations where incorrect measurements could
lead to problems?

Have students reflect on what they learned from the scavenger hunt and
how they can apply measurement skills in their daily lives.
2. Feedback (Optional)

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B. Establishing 1. Lesson Purpose (5 minutes)

Lesson Purpose Option 1: Whole Class Discussion Option 1 activity can be done for
Questions for discussion: 5 minutes as a whole class
1. Ask the learners why it is important to know the different units of discussion.
measurement and when to use them appropriately.
2. Ask the learners why accurate measurement is important in various
professions.
Tell the learners that for the whole week, they will be learning about the
different systems of units of measure and measure objects using these units.

Option 2: “Measure and Build Project” (for those who wanted to have a more (30 minutes)
student-centered, engaging, and authentic activity for their learners) Option 2 activity is for 30
Start by discussing the importance of accurate measurements in minutes to 45 minutes.
construction and engineering. Explain that the learners will be working on a
“Measure and Build” project where they will create a structure based on specific The construction part may be
measurements. given as a homework.
Provide a project overview with clear instructions. Using the provided
materials, you can ask the learners to design and build a bridge, tower, or If you opt to use Option 2 in
house. For example: Design and build a Miniature Bridge. Students sketch ‘Activating Prior Knowledge’ and
their design on the worksheet considering the following: Option 2 in ‘Establishing Lesson
Length: How long will the bridge be in inches or centimeters? Purpose’, the two activities are
Height: How tall should the bridge’s arch or supports be? allotted for Day 1.
Width: How wide should the bridge be?
Arch Design: Will the bridge have an arch or other structural features? Encourage students to
collaborate within their teams (4
Have students practice taking measurements using rulers or tape to 6 members), discuss design
measures. Teach them how to measure and record dimensions accurately. ideas, and make preliminary
Emphasize the importance of using consistent units (e.g., inches or measurements based on their
centimeters). Distribute the building materials to the learners and instruct designs.
them to start building their structures, following their design and using
accurate measurements. During construction, have the
Encourage the learners to collaborate, problem-solve, and adjust as learners check their structure’s
needed. After completing their structures, each group presents their project dimensions to ensure accuracy.
to the class, discusses the challenges they faced and how they resolved them,
and explains their design choices and how measurements were crucial in the
construction.

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Questions for discussion:

1. How did accurate measurements impact the success of your project?
2. What challenges did you encounter during the construction phase, and
how did you overcome them?
3. Why is precision important in real-world construction and engineering
projects?
2. Unlocking Content Area Vocabulary
Non-standard Units of Measure are informal or customary units that can vary
from one person to another or from one region to another.

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C. Developing and SUB-TOPIC 1: History of Measurement and Non-standard Units of Measure (20 minutes)
Deepening 1. Explicitation Note: (Day 2 will begin here, if
Understanding Measurement is a fundamental aspect of human civilization, and its Option 2 activities are given to
development has played a crucial role in shaping our understanding of the learners in the previous day.
world. From ancient civilizations to the modern scientific era, the evolution of Manage your time allotment for
measurement has been a fascinating journey. each task so that you will be
The origins of measurement can be traced back to ancient civilizations. In able to finish the remaining
Mesopotamia, Egypt, and the Indus Valley, early humans developed primitive tasks for the next three days).
systems of measurement based on body parts or natural objects like grains
and stones. Egyptians, for example, used the cubit (the length from the elbow Show images or visual aids of
to the tip of the middle finger) for measuring lengths. historical tools, such as the
Non-standard units of measurement, sometimes referred to as informal or Egyptian cubit rod or the
customary units, have a rich history in human civilization. These units are Babylonian ruler made of wood
unique because they lack the standardized and universally recognized or stone. Explain that they were
measurements found in systems like the Metric and English systems. Instead, used for various measurements,
non-standard units often reflect the ingenuity and adaptability of people including length, area, and
throughout time. They are based on everyday objects, body parts, or localized volume.
traditions, making them both fascinating and challenging when it comes to
precise measurement. Non-standard units of measure can vary from one
person to another or from one region to another. These unconventional units
continue to influence our daily lives and how we understand the world.

2. Worked Example
1. Cubit: used by various ancient civilizations, the cubit was based on the
length of a person’s forearm from the elbow to the tip of the middle
finger. It was commonly used to measure lengths in construction and
architecture.

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2. Span: The span was typically the width of a person’s hand, measured from
the tip of the thumb to the tip of the little finger. It was used for measuring
cloth, as the width was easily visualized by the human hand.
3. Foot: The foot, as the name suggests, was originally based on the length of
a person’s foot. It was a common unit for measuring shorter lengths in
everyday life and construction.
4. Fathom: Used by sailors, a fathom equaled the span of a person’s
outstretched arms, typically about six feet. It was used to measure the
depth of water and depth in nautical contexts.
In the Philippines, like many other parts of the world, non-standard units
of measure have been used traditionally for various purposes. Here are a few
examples of non-standard units that were historically used or are still
occasionally referenced informally:
1. Kaban or Cavan: The kaban is a traditional unit of dry measure used for
rice. It represents a traditional volume of rice grain, often equivalent to 50
kilograms. While it is not standardized and varies by region, it is a
common reference for rice trade.
2. Dipper or Tabo: In rural areas, people might use a dipper as an informal
unit of measuring liquids. It is often used for transferring water or other
liquids and is not precisely standardized.
3. Tumpok: This refers to a stack or pile of items, such as firewood, bananas,
or coconuts. While not a precise measurement, it is commonly used in
daily life for selling and trading goods.
4. Step: In some areas, people use the step as an informal unit of length. For
example, they might say that a location is “two steps away” to give a rough
idea of distance.

3. Lesson Activity (20 minutes)

Activity 1: Non-Standard Units of Measure Divide the class into small
Introduce the idea of traditional or non-standard units of measure used in groups with 3 to 5 members and
different cultures worldwide. Show some examples from various cultures to provide each group with a list of
pique students’ interest. common classroom objects (e.g.
Ask students if they are aware of any local traditional units of measure books, desks, chairs).
used in their community or culture. Discuss any units they may know, and if
possible, invite community members to share their knowledge. If traditional Ask each group to identify and
units are known, provide students with the opportunity to learn and practice use traditional or non-standard
using them in the classroom. After measuring, discuss the challenges and units to measure the objects

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advantages of using traditional units compared to standard units. Emphasize you’ve provided. Encourage them
the cultural significance of these units. to collaborate and record their
measurements.
Questions for discussion:
1. What traditional units were used? Use the discussion as an
2. Were there variations in measurements within the group? (This will lead opportunity to emphasize the
to the discussion about the precision or traditional units compared to importance of cultural diversity
standard units. and the preservation of cultural
3. How do traditional units reflect the history and traditions of their heritage, especially in the
community or culture? context of measurement.
4. Are there advantages to using traditional units in specific situations? Highlight the idea that different
cultures have unique and
DAY 2 valuable approaches to
SUB-TOPIC 2: English System of Measurement: Length, Weight, and Capacity measurement.
1. Explicitation
English System of Measurement, also known as the Imperial System, is a
historical and culturally significant system of measurement that has been used Begin Day 2 with recalling of
primarily in the United States and, to a lesser extent, in the United Kingdom. concepts covered in the previous
This system is characterized by its unique units for measuring length, weight, day.
and capacity, which can be quite different from the standardized metric system (15 minutes)
used in many other parts of the world.
.
2. Worked Example
Within the English System, we encounter units like inches, feet, pounds,
and gallons, each playing a crucial role in various aspects of daily life, from
measuring a person's height to weighing groceries or calculating the volume
of liquid in a recipe. Understanding this system is essential for practical
purposes, especially when navigating everyday tasks in regions where it
continues to be the prevailing measurement system.
Key units in the English System for length, weight, and capacity. The
English System or U.S. System of measurement uses the inch, foot, yard, and
mile to measure length. The most common units of weight in the English
measurement system are the ounce, the pound, and the ton.
Units of capacity are generally used to measure liquids. The number of
gallons of gasoline needed to fill a gas tank in a car, the number of cups of
water needed in a bread recipe, and the number of quarts of milk sold each day
at a supermarket are all examples of using units of capacity

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3. Lesson Activity (20 minutes)

Activity 2: English System of Measurement Create a list based on the
Create a list of common supermarket products typically found in the Philippines. common products sold in your
Include a variety of items that locals are familiar with, such as bags of rice, canned local supermarket.
sardines, mangoes, and packs of instant noodles.
Explain to the students that you will have a Supermarket Unit Challenge to Divide the class into small
familiarize them with English units of measurement for length, weight, and capacity,
groups or pairs and distribute
focusing on products commonly found in local supermarkets.
Instruct the students to discuss and decide whether each product is typically the list of Philippine
measured in inches, feet, yards, ounces, pounds, fluid ounces, pints, quarts, or gallons. supermarket products to each
They should write their chosen unit next to each product on the list. Once the groups group.
have completed their lists, gather the class together. Then, each group shares and
discusses the reasoning behind their choices.

Questions for discussion:

International System of Units or Metric System (15 minutes)

The world thrives on measurement. Whether we're calculating the If not finished in 15 minutes,
distance to a destination, the weight of an object, or the volume of a liquid, continue the discussion the next
measurement is an integral part of our daily lives. To ensure that day.
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measurements are consistent

For Length For Weight For capacity

a. Why did your group a. What led your group a. How did you
associate specific to decide whether determine the
products with each product should capacity units (fluid
inches, feet, or be measured in ounce, cup, pint,
yards? ounces or pounds? quart, gallon) for
the
products?
b. What features of the b. Did the size or b. Were there any
products influenced packaging of the products where this
your choices? products play a role was particularly
in your decisions? challenging?
c. Can you think of c. Are there any c. Can you think of
other products supermarket items other supermarket
commonly found in that you believe products or
supermarkets that could be measured beverages that
can be measured in in tons? Why or why might be measured
inches, feet, or not? in different capacity
yards? units?

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and universally understood, the scientific community and global industries have Remind students that while they
adopted a standardized system known as the International System of Units, or may not frequently use English
SI for short. units in daily life, the activity
The SI system, often referred to as the metric system, is a rational and introduces them to these units
comprehensive system of measurement that simplifies the complexities of and their associations with
measuring various physical quantities. It is the most widely used system of common supermarket products.
measurement worldwide, utilized not only in science but also in everyday
contexts. Understanding the SI units and the principles behind them is This exposure helps students
essential for effective communication and cooperation in today's develop the ability to compare
interconnected world. and contrast units, a skill that is
SI units or metric units for length, weight, and capacity: The basic unit of valuable when transitioning to
length in the metric system is the meter. A meter is slightly longer than a yard. the metric system. Students can
It is approximately 39.37 inches long. identify similarities and
In scientific and technical areas, a careful distinction is made between differences between English and
weight and mass. Weight is really a measure of the pull of gravity. The farther metric units.
from Earth an object gets, the less it weighs. However, mass is a measure of the
amount of substance in the object and does not change. The basic unit of
mass/weight in the metric system is the gram. The basic unit of capacity is
liter. A liter is the capacity or volume of a cube measuring 10 centimeters on
each side.
The metric system uses prefixes to indicate what part of the basic unit of
measure is being used. For example, in millimeter, the prefix milli means “one
thousandth” of a meter.
The following are the metric prefixes and their meaning:
a. “milli” means 0.001 d. “deka” means 10
b. “centi” means 0.01 e. “hecto” means 100
c. “deci” means 0.1 f. “kilo” means 1,000
Other units of length, mass/weight, and capacity with prefixes are shown
in the following tables:

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DAY 3 Begin Day 3 with recalling of

SUB-TOPIC 3: SI System or Metric System concepts covered in the
3. Lesson Activity
What are the What are the the advantages of previous day (or continue your
Set up several
advantages measurement
of using stationsofwithin
advantages using the classroom,
using theeach metricequipped discussion from where you
with
the the necessary
metric systemmeasuring thetools:
metric system system for stopped in the previous day).
A station with metric for
 length
for rulers
massor meter sticks for measuring
volume length. (35 minutes)
 A station with kitchenmeasurements?
measurements? scales or balances for measuring mass/weight.
measurements?
c. Can A station
 you identifywith
anygraduated
c. Did cylinders for measuring
you encounter c. capacity. To reduce time, you may place
patterns
Place or trends
a variety in
of everyday any objects
objects where
at each station thatCan you compare
students can measure. one object to measure for each
the length
Ensure the mass
that the objects are safe the volume
and suitable for measurement in theof respective station. (This is recommended
measurements
categories (length,ofmass/weight,
measurement
or capacity). was different liquids or for those who used Option 2
different
Instruct objects?
the students to: close to a whole quantities of the activities in A and B)
Were there anythe length of
 Measure number, making
an object usingit the metric
same liquid
ruler or using
meterstick.
objects where
Record you
the easier
measurement into express in and millimeters.
centimeters milliliters as a Divide the students into small
needed to use athe mass ofgrams?
 Measure an objectDiscuss this
using common
the kitchen scale unit? How
or balance. groups with 3 to 5 members and
specific metric
Record concept.
the measurement in grams. does the metric assign each group to one of the
prefix?
 Measure the volume of a liquid (e.g., water) using system help in these
the graduated measurement stations. Rotate
cylinder. Record the measurement in milliliters.comparisons? the groups through each station
Gather the students together as a class and discuss their findings. Ask each to allow them to explore all
D. Making 1. Learners’ Takeaways (15 minutes)
group to share the measurements they took and the objects they measured. three categories of
Generalizations Guide for generalization or summary of the lesson: Allow students to do this activity
Guide questions for discussion: measurements: length,
Complete the 3-Column Chart. For each column, students should: either individually or
mass/weight, and capacity.
a. summarize their understanding of the units; and collaboratively.
Forlist
Length Measurement Encourage students to use
b. and describe variousFor
unitsMass
for Measurement
length, weight, and For Volume
capacity.
Measurement appropriate metric prefixes when
a.Non-standard
What objects didUnits
you a.English
What objects
Unitsdid you a. What
Metric liquid did you
Units recording their measurements.
measure for length, and what measure for mass, and what measure for volume, and
were your measurements in were your measurements in what were your Guide a class discussion to
centimeters and millimeters? grams? measurements in milliliters?reinforce key concepts, such as
b. How did the use of metric b. How did the use of kitchen b. How did the use of the use of metric units, the
rulers or meter sticks scales or balances simplify graduated cylinders simplifyimportance of precision, and the
simplify the process of the process of measuring the process of measuring
role of metric prefixes in scaling
measuring length? mass? volume? What are
measurements.

2. Reflection on Learning
Are there any challenges and misconceptions
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the lesson?
 MATATAG K TO 10 CURRICULUM

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHER
A. Evaluating DAY 4
Learning 1. Formative Assessment Answer for A:
A. Multiple-Choice Test 1. c
2. c
1. What are non-standard units of measurement? 3. b
a) Units used exclusively in science 4. b
b) Units based on powers of 10 5. b
c) Creative and everyday units not part of the formal system 6. c
7. b
2. Which of the following is an English unit of length? 8. b
a) Meter b) Centimeter c) Inch 9. a
10. c
3. Which metric unit is most commonly used for measuring the mass of a
small apple?
a) Milligram b) Gram c) Kilogram

4. If you want to measure the volume of a small container of juice, which

unit would you choose?
a) Fluid ounce b) Milliliter c) Liter

5. How many centimeters are in 1 meter?

a) 10 cm b) 100 cm c) 1,000 cm

6. Which metric unit is used for measuring the mass of a human body?
a) Milligram b) Gram c) Kilogram

7. Which of the following is a common non-standard unit of length?

a) Kilometer b) Footstep c) Yard

8. In the English system, what unit is used to measure the volume of a

swimming pool?
a) Quart b) Gallon c) Liter

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9. If you want to measure the length of a pencil, which unit would you
choose?
a) Inch b) Millimeter c) Meter

10. How does the metric system simplify unit conversions compared to the
English system?
a) By using confusing prefixes
b) By using the same units for length, mass, and volume
c) By using a base-10 system

B. Short-Answer Questions
1. Provide an example of a non-standard unit of measurement and
explain its use.
2. Compare and contrast the metric system and the English system of
units, highlighting their key differences.
3. You need to measure the length of a piece of ribbon. Explain why
using millimeters might be more precise than using centimeters.

Rubric for Short-Answer Questions:

Excellent Good Limited Poor
(3 points) (2 points) (1 point) (0 point)
The response is The response is The response The response
clear and somewhat clear is unclear or is incorrect,
complete, and it and demonstrates lacks essential irrelevant, or
demonstrates a a basic information, incoherent.
deep understanding of demonstrating
understanding of the topic. It a limited
the topic. It includes some understanding
includes accurate accurate and of the topic.
and relevant relevant
information. information but
may lack depth or
detail.

2. Homework (Optional) The teacher may give homework

to master the lesson.

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B. Teacher’s The teacher may take note of

Note observation on any
Remarks Effective Practices Problems Encountered some observations related to
of the following areas:
the effective practices and
strategies explored problems encountered after
utilizing the different strategies,

materials used materials used, learner

engagement, and other related
stuff.
learner engagement/
interaction Teachers may also suggest
others ways to improve the different
activities explored/lesson
exemplar.
C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every
Reflection  principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may
also consider this as an input
 students for the LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

 ways forward
What could I have done differently?
What can I explore in the next lesson?

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