SCHOOL LEON GARCIA SR.

NHS Grade level 7

DAILY LESSON LOG Teacher JUN REY M. ETULLE learning Area Mathematics
Teaching Dates August 27-30, 2019 Quarter 2nd

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of sets and the real number system.
B. Performance Standards The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.
The learner llustrates the different properties The learner llustrates the different The learner expresses rational numbers
The learner arranges rational numbers on
C.Learning Competencies/Objectives of operations on the set of integers. (M7NS-Id- properties of operations on the set of from fraction form to decimal form andvice
a number line. (M7NS-Ie-2)
with the LC Code for each 2) integers. (M7NS-Id-2) versa. (M7NS-Ie-1)

II. CONTENT Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense

III. LEARNING RESOURCES

A. References
1. Teacher's guide pages Mathematics 7 TG pages 31-32 Mathematics 7 TG pages 31-32 Mathematics 7 TG pages 32-34 Mathematics 7 TG pages 34-35
2. Learner's Materials pages Mathematics 7 LM pages 34-40 Mathematics 7 LM pages 34-40 Mathematics 7 LM pages 40-43 Mathematics 7 LM pages 43-44
3. Textbook pages
4. Additional Resources from Grade 7 Mathematics Module and Grade 7 Mathematics Module and Grade 7 Mathematics Module and Grade 7 Mathematics Module and
Learning Resources (LR) portal Website links Website links Website links Website links
NFE Accreditation and Equivalency DLM 1 - Unit 1: Real NumberSystem,
B. Other Learning Resources NFE Accreditation and Equivalency Learning Learning Material. Real Numbers. 2000. pp. Elementary Algebra I. 2002.
Measurement andScientific Notation
Material. Real Numbers. 2000. pp. 21-25 21-25
IV PROCEDURES
Recall how to express rational numbers
A. Reviewing previous lessons or Recall all the rules of the operations on Recall all the rules of the operations on Recall all the different properties of the
presenting the new lesson from fraction form to decimal form andvice
integers. integers. operations on integers.
versa.
Ask the students what they expect to learn
Ask the students what they expect to learn on Ask the students what they expect to learn Ask the students what they expect to
B. Establishing a purpose for the on how to express rational numbers from
lesson how to illustrate the different properties of the on how to illustrate the different properties learn on how to arrange rational numbers
fraction form to decimal form andvice
operations on integers. of the operations on integers. on a number line.
versa.

C. Presenting examples/instances of
the new lesson Perform the first activity on page 39. Perform an activity related to the lesson. Perform the first activity on page 40. Perform an activity related to the lesson.

Continue to discuss the properties Discuss the procedures on expressing

D. Discussing new concepts and Discuss the properties (Properties 1-5) of the Discuss and explain the arrangement of
practicing new skills (Properties 1-5) of the operations on rational numbers from fraction form to
operations on integers. rational numbers on a number line.
integers. decimal form andvice versa.
 Let the students answer the Let the students answer the Let the students answer the
E. Developing mastery leads to Let the students answer the questions/points
formative assessment questions/points to ponder (Post Activity questions/points to ponder (Post Activity questions/points to ponder (Post Activity
to ponder (Post Activity Discussion)
Discussion) Discussion) Discussion)

F. Finding practical applications of Let the students answer Exercises 1-3 on Let the students answer Exercises 1-3 on Let the students answer Exercises 1-3 on Let the students answer Exercises 1-3 on
concepts & skills in daily living pages 39-40 pages 39-40 page 43 pages 44
Let the student think of a different
Let the student think of a different situation Let the student think of a different situation Let the student think of a different situation
G. Making generalizations situation where all properties can be
where all properties can be applied. where all properties can be applied. where all properties can be applied.
applied.
H. Evaluating Learning Administer the prepared evaluation. Administer the prepared evaluation. Administer the prepared evaluation. Administer the prepared evaluation.

I. Additional Activities for application Answer Exercises 1-5 on page 40 NONE NONE NONE
or remediation
V. REMARKS

VI. REFLECTION
___ out of __ students belong to 80% mastery level during ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level
a. No. of learners who earned 80% formative assessment during formative assessment during formative assessment during formative assessment
on the formative assessment

b. No. of learners who require __ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation.
additional activities for remediation

c. did the remedial lessons work? No. __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson
of learnerswho have caught up with
the lesson

d. No. of learners who continue to _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation
require remediation
e. which of my teaching strategies
worked well? Why did those work?

f. what diffulties did I encounter

which my principal or supervisor can
me resolve?

g. What innovation or

Prepared by: Checked by: Noted by:

JUN REY M. ETULLE EVELYN S. VIRADOR TESSIE A FERNANDEZ

Teacher Acting Academic Coordinator Principal II
 SCHOOL LEON GARCIA SR. NHS Grade level
DAILY LESSON LOG Teacher JUN REY M. ETULLE learning Area
Teaching Dates July 22-26, 2019 Quarter

DAY 1 DAY 2 DAY 3

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of sets and the real number system.
B. Performance Standards The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.

The learner performs fundamental operations The learner performs fundamental The learner performs fundamental
C.Learning Competencies/Objectives on integers. (M7NS-Ic-d-1) operations on integers. (M7NS-Ic-d-1) operations on integers. (M7NS-Ic-d-1)
with the LC Code for each

II. CONTENT Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense

III. LEARNING RESOURCES

A. References
1. Teacher's guide pages Mathematics 7 TG pages 25-26 Mathematics 7 TG pages 27-28 Mathematics 7 TG pages 29-30
2. Learner's Materials pages Mathematics 7 LM pages 27-29 Mathematics 7 LM pages 30-32 Mathematics 7 LM pages 32-33
3. Textbook pages
4. Additional Resources from Grade 7 Mathematics Module and Grade 7 Mathematics Module and Grade 7 Mathematics Module and
Learning Resources (LR) portal Website links Website links Website links

B. Other Learning Resources None None None

IV PROCEDURES
Revisit the steps in subtracting integers and Review the rules in multiplying two integers Review the rules in dividing two integers
A. Reviewing previous lessons or
presenting the new lesson how to use the different approaches to obtain and establish a general rule on how to and establish a general rule on how to
a correct difference. multiply 3 or more integers divide 3 or more integers
Ask the students what they expect to learn
B. Establishing a purpose for the Ask the students what they expect to learn on Ask the students what they expect to learn
lesson on how to solve word problems involving
how to multiply integers. on how to divide integers.
operations on integers.

Let the students construct their own

C. Presenting examples/instances of
the new lesson Perform the first activity on page 27. Perform the first activity on page 30. sample problem that involves operations
on integers

D. Discussing new concepts and Discuss the steps and rules in multiplying Discuss the steps and rules in dividing Discuss the step-by-step procedures in
practicing new skills integers. integers. problem solving.
Let the students answer the Let the students answer the
E. Developing mastery leads to Let the students answer the questions/points
formative assessment questions/points to ponder (Post Activity questions/points to ponder (Post Activity
to ponder (Post Activity Discussion)
Discussion) Discussion)
F. Finding practical applications of Let the students answer Exercises A) 1-7 on Let the students answer Exercises 1-3 on Let the students answer Exercises 1-3 on
concepts & skills in daily living page 28 page 32 page 33
How would you apply the rules of the
How would you multiply three or more How would you divide three or more
G. Making generalizations operation on integers if there is an order or
integers? integers?
sequence of different operations?

H. Evaluating Learning Administer the prepared evaluation. Administer the prepared evaluation. Administer the prepared evaluation.

Assignment in Grade 7 Mathematics Assignment in Grade 7 Mathematics

I. Additional Activities for application Exercises B) 1-5 on page 28 NONE
Exercises 4-5 on page 32
or remediation

V. REMARKS

VI. REFLECTION
___ out of __ students belong to 80% mastery level during ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level
a. No. of learners who earned 80% formative assessment during formative assessment during formative assessment
on the formative assessment

b. No. of learners who require __ students need remediation. __ students need remediation. __ students need remediation.
additional activities for remediation

c. did the remedial lessons work? No. __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson
of learnerswho have caught up with
the lesson

d. No. of learners who continue to _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation
require remediation
e. which of my teaching strategies
worked well? Why did those work?

f. what diffulties did I encounter

which my principal or supervisor can
me resolve?

g. What innovation or

Prepared by: Checked by: Noted by:

JUN REY M. ETULLE EVELYN S. VIRADOR TESSIE A FERNANDEZ

Teacher Acting Academic Coordinator Principal II
 7
Mathematics
1st

DAY 4

er system.
in a variety of strategies.

The learner performs fundamental

operations on integers. (M7NS-Ic-d-1)

Numbers and Number Sense

Mathematics 7 TG pages 31-32

Mathematics 7 LM pages 34-40

Grade 7 Mathematics Module and

Website links

None

Recall all the rules of the operations on

integers.

Ask the students what they expect to

learn on how to illustrate the different
properties of the operations on integers.

Perform the first activity on page 33.

Discuss the properties of the operations

on integers.
Let the students answer the
questions/points to ponder (Post Activity
Discussion)
 Let the students answer Exercises 1-3 on
pages 39-40
Let the student think of a different
situation where all properties can be
applied.

Administer the prepared evaluation.

NONE

___ out of __ students belong to 80% mastery level

during formative assessment

__ students need remediation.

__ out __ students have caught up with the lesson

_ students need a follow up remediation

A FERNANDEZ
rincipal II
 SCHOOL LEON GARCIA SR. NHS Grade level 7
DAILY LESSON LOG Teacher JUN REY M. ETULLE learning Area Mathematics
Teaching Dates August 27-30, 2019 Quarter 2nd

DAY 1 DAY 2 DAY 3 DAY 4

At the end of 50 minutes, the Gr. 7 - Sampaguita At the end of 50 minutes, the Gr. 7 - Waling2 At the end of 50 minutes, the Gr. 7 - Ilang2 At the end of 50 minutes, the Gr. 7 - Santan
students can: 1) estimate or approximate length; students can: 1) use appropriate instrument students can: 1) use appropriate instrument students can: 1) convert length
2) Demonstrate positive attitude by listening for measuring length; 2) Convert length for measuring length; 2) Convert length measurement from English units to Metric
I. OBJECTIVES attentively and paticipating actively to all measurement from one unit to another, measurement from one unit to another, units and vice-versa; 2) Solve real-life
activities. including the English System including the Metric System problems involving conversion of length
measurement.

A. Content Standards The learner demonstrates understanding of the key concepts of measurement
B. Performance Standards The learner is able to formulate real-life problems involving measurement and solve these using a variety of strategies.
The learner approximates the measures of
The learner converts measurements from The learner converts measurements from one The learner converts measurements from
quantities particularly length , weight/mass,
one unit to another in both Metric and English unit to another in both Metric and English one unit to another in both Metric and
C.Learning Competencies/Objectives volume, time, angle and temperature and rate. systems. (M7ME-IIb-1) systems. (M7ME-IIb-1) English systems. (M7ME-IIb-1)
with the LC Code for each (M7ME-IIa-3)

II. CONTENT Measurement Measurement Measurement Measurement

III. LEARNING RESOURCES

A. References
1. Teacher's guide pages Mathematics 7 TG pages 86-90 Mathematics 7 TG pages 87-88 Mathematics 7 TG pages 89-90 Mathematics 7 TG pages 89-90
2. Learner's Materials pages Mathematics 7 LM pages 98-105 Mathematics 7 LM pages 98-105 Mathematics 7 LM pages 98-105 Mathematics 7 LM pages 98-105
3. Textbook pages
4. Additional Resources from Grade 7 Mathematics Module and Grade 7 Mathematics Module and Grade 7 Mathematics Module and Grade 7 Mathematics Module and
Learning Resources (LR) portal Website links Website links Website links Website links
OHSP Math 1 - Quarter 1, Module 1.9:
B. Other Learning Resources Measuring Devices and Conversion of Units of NFE Accreditation and Equivalency Learning NFE Accreditation and Equivalency Learning
Measure Elementary Algebra I. 2002. pp. 5-15*
Material. Measuring Length. 2001. pp. 29-33 Material. Measuring Length. 2001. pp. 29-33
IV PROCEDURES

A. Reviewing previous lessons or Recall how to approximate measurement of Recall how to approximate measurement of Recall how to approximate measurement of
presenting the new lesson Recall the use and importance of measurement.
different quantities different quantities different quantities

Ask the students about the development of

B. Establishing a purpose for the Ask the students what they expect to learn Ask the students what they expect to learn on Ask the students what they expect to learn
lesson measurement from the primitive to the present
on how to convert length measurement. how to convert length measurement. on how to convert length measurement.
international system of units.
C. Presenting examples/instances of
the new lesson Perform the first activity related to the lesson Perform an activity related to the lesson. Perform the first activity on page 98. Perform an activity related to the lesson.

Discuss the step-by-step procedures in Discuss the step-by-step procedures in Discuss the step-by-step procedures in
D. Discussing new concepts and Discuss and explain the proper approximation of
practicing new skills converting length measurement from one unit converting length measurement from one unit converting length measurement from English
measurement of the different quantities.
to another in English System. to another in Metric System. units to in Metric units.

E. Developing mastery leads to Let the students answer the questions/points to Let the students answer the questions/points Let the students answer the questions/points Let the students answer the questions/points
formative assessment ponder (Post Activity Discussion) to ponder (Post Activity Discussion) to ponder (Post Activity Discussion) to ponder (Post Activity Discussion)

F. Finding practical applications of Let the students answer Exercises 1-3 on pages Let the students answer Exercises 4-5 on Let the students answer Exercises 6-7 on Let the students answer Exercises 8-10 on
concepts & skills in daily living 104-105. pages 104-105. pages 104-105. pages 104-105.
Let the student think of a different situation where Let the student think of a different situation Let the student think of a different situation Let the student think of a different situation
G. Making generalizations approximation of measurement of the different where conversion of measurement from one where conversion of measurement from one where conversion of measurement from one
quantities can be applied. unit to another unit can be applied. unit to another unit can be applied. unit to another unit can be applied.
H. Evaluating Learning Administer the prepared evaluation. Administer the prepared evaluation. Administer the prepared evaluation. Administer the prepared evaluation.

I. Additional Activities for application Answer Exercises 1-5 on page 105. NONE NONE NONE
or remediation
V. REMARKS

VI. REFLECTION
___ out of __ students belong to 80% mastery level during ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level during ___ out of __ students belong to 80% mastery level
a. No. of learners who earned 80% formative assessment during formative assessment formative assessment during formative assessment
on the formative assessment

b. No. of learners who require __ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation.
additional activities for remediation

c. did the remedial lessons work? No. __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson
of learnerswho have caught up with
the lesson

d. No. of learners who continue to _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation
require remediation
e. which of my teaching strategies
worked well? Why did those work?

f. what diffulties did I encounter

which my principal or supervisor can
me resolve?

g. What innovation or
Prepared by: Checked by: Noted by:

JUN REY M. ETULLE EVELYN S. VIRADOR TESSIE A FERNANDEZ

Teacher Acting Academic Coordinator Principal II
 SCHOOL LEON GARCIA SR. NHS Grade level 7
DAILY LESSON LOG Teacher JUN REY M. ETULLE learning Area Mathematics
Teaching Dates September 2-6, 2019 Quarter 2nd

DAY 1 DAY 2 DAY 3 DAY 4

At the end of 50 minutes, the Gr. 7 - Waling2 At the end of 50 minutes, the Gr. 7 - Ilang2 At the end of 50 minutes, the Gr. 7 - Santan At the end of 50 minutes, the Gr. 7 -
students can: 1) use appropriate instrument for students can: 1) use appropriate instrument students can: 1) convert length measurement Sampaguita students can: 1) Solve problems
measuring length; 2) Convert length for measuring length; 2) Convert length from English units to Metric units and vice- involving conversion of units 2) Show
I. OBJECTIVES measurement from one unit to another, including measurement from one unit to another, versa; 2) Solve real-life problems involving positive attitude by listening attentively and
the English System including the Metric System conversion of length measurement. participating actively in all activities.

A. Content Standards The learner demonstrates understanding of the key concepts of measurement
B. Performance Standards The learner is able to formulate real-life problems involving measurement and solve these using a variety of strategies.

The learner converts measurements from one The learner converts measurements from The learner converts measurements from one The learner solves problems involving
unit to another in both Metric and English one unit to another in both Metric and English unit to another in both Metric and English conversion of units of measurement.
C.Learning Competencies/Objectives systems. (M7ME-IIb-1) systems. (M7ME-IIb-1) systems. (M7ME-IIb-1) (M7ME-IIb-2)
with the LC Code for each

II. CONTENT Measurement Measurement Measurement Measurement

III. LEARNING RESOURCES

A. References
1. Teacher's guide pages Mathematics 7 TG pages 87-88 Mathematics 7 TG pages 89-90 Mathematics 7 TG pages 89-90 Mathematics 7 TG pages 90-92
2. Learner's Materials pages Mathematics 7 LM pages 98-105 Mathematics 7 LM pages 98-105 Mathematics 7 LM pages 98-105 Mathematics 7 LM pages 105-107
3. Textbook pages
4. Additional Resources from Grade 7 Mathematics Module and Grade 7 Mathematics Module and Grade 7 Mathematics Module and Grade 7 Mathematics Module and
Learning Resources (LR) portal Website links Website links Website links Website links

B. Other Learning Resources NFE Accreditation and Equivalency Learning NFE Accreditation and Equivalency Learning NFE Accreditation andEquivalency Learning
Elementary Algebra I. 2002. pp. 5-15*
Material. Measuring Length. 2001. pp. 29-33 Material. Measuring Length. 2001. pp. 29-33 Material.Measuring Length. 2001. pp.34-45
IV PROCEDURES
Recall how to convert measurement of Recall how to convert measurement of
A. Reviewing previous lessons or Recall how to approximate measurement of Recall how to approximate measurement of
presenting the new lesson different quantities in English System from one different quantities from English units to
different quantities different quantities
unit to another Metric units and vice-versa
Ask the students what they expect to learn
B. Establishing a purpose for the Ask the students what they expect to learn on Ask the students what they expect to learn Ask the students what they expect to learn on
lesson on how to solve real-life problems involving
how to convert length measurement. on how to convert length measurement. how to convert length measurement.
conversion of length measurement.
C. Presenting examples/instances of
the new lesson Perform an activity related to the lesson. Perform the first activity on page 98. Perform an activity related to the lesson. Perform an activity related to the lesson.

Discuss the step-by-step procedures in

Discuss the step-by-step procedures in Discuss the step-by-step procedures in Discuss the step-by-step procedures in
D. Discussing new concepts and converting length measurement from one
practicing new skills converting length measurement from one unit to converting length measurement from one unit converting length measurement from English
unit to another unit applied in real-life
another in English System. to another in Metric System. units to in Metric units.
problems.
E. Developing mastery leads to Let the students answer the questions/points to Let the students answer the questions/points Let the students answer the questions/points Let the students answer the questions/points
formative assessment ponder (Post Activity Discussion) to ponder (Post Activity Discussion) to ponder (Post Activity Discussion) to ponder (Post Activity Discussion)

F. Finding practical applications of Let the students answer Exercises 4-5 on pages Let the students answer Exercises 6-7 on Let the students answer Exercises 8-10 on Let the students answer Exercises 1-3 on
concepts & skills in daily living 104-105. pages 104-105. pages 104-105. pages 107.
Let the student think of a different situation where Let the student think of a different situation Let the student think of a different situation Let the student think of a different situation
G. Making generalizations conversion of measurement from one unit to where conversion of measurement from one where conversion of measurement from one where conversion of measurement from one
another unit can be applied. unit to another unit can be applied. unit to another unit can be applied. unit to another unit can be applied.
H. Evaluating Learning Administer the prepared evaluation. Administer the prepared evaluation. Administer the prepared evaluation. Administer the prepared evaluation.

I. Additional Activities for application NONE NONE NONE NONE

or remediation
V. REMARKS

VI. REFLECTION
___ out of __ students belong to 80% mastery level during ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level during ___ out of __ students belong to 80% mastery level
a. No. of learners who earned 80% formative assessment during formative assessment formative assessment during formative assessment
on the formative assessment

b. No. of learners who require __ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation.
additional activities for remediation

c. did the remedial lessons work? No. __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson
of learnerswho have caught up with
the lesson

d. No. of learners who continue to _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation
require remediation
e. which of my teaching strategies
worked well? Why did those work?
f. what diffulties did I encounter
which my principal or supervisor can
me resolve?

g. What innovation or

Prepared by: Checked by: Noted by:

JUN REY M. ETULLE EVELYN S. VIRADOR TESSIE A FERNANDEZ
Teacher Acting Academic Coordinator Principal II
 SCHOOL LEON GARCIA SR. NHS Grade level 7
DAILY LESSON LOG Teacher JUN REY M. ETULLE learning Area Mathematics
Teaching Dates September 16-20, 2019 Quarter 2nd

DAY 1 DAY 2 DAY 3 DAY 4

At the end of 50 minutes, the Gr. 7 - Sampaguita At the end of 50 minutes, the Gr. 7 - At the end of 50 minutes, the Gr. 7 - Ilang2 At the end of 50 minutes, the Gr. 7 - Santan
students can: 1) convert length measurement Waling2x students can: 1) Solve problems students can: 1) convert mass/weight students can: 1) Solve problems involving
from English units to Metric units and vice-versa; involving conversion of units 2) Show positive measurement from English units to Metric conversion of units 2) Show positive attitude
I. OBJECTIVES 2) Solve real-life problems involving conversion attitude by listening attentively and units and vice-versa; 2) Solve real-life by listening attentively and participating
of length measurement. participating actively in all activities. problems involving conversion of length actively in all activities.
measurement.

A. Content Standards The learner demonstrates understanding of the key concepts of measurement

B. Performance Standards The learner is able to formulate real-life problems involving measurement and solve these using a variety of strategies.

The learner converts measurements from one The learner solves problems involving
unit to another in both Metric and English conversion of units of measurement.
C.Learning Competencies/Objectives systems. (M7ME-IIb-1) (M7ME-IIb-2)
with the LC Code for each

II. CONTENT Measurement Measurement Measurement Measurement

III. LEARNING RESOURCES

A. References
1. Teacher's guide pages Mathematics 7 TG pages 89-90 Mathematics 7 TG pages 90-92 Mathematics 7 TG pages 93-94 Mathematics 7 TG pages 94-96
2. Learner's Materials pages Mathematics 7 LM pages 98-105 Mathematics 7 LM pages 105-107 Mathematics 7 LM pages 107-108 Mathematics 7 LM pages 109-111
3. Textbook pages
4. Additional Resources from Grade 7 Mathematics Module and Grade 7 Mathematics Module and Grade 7 Mathematics Module and Grade 7 Mathematics Module and
Learning Resources (LR) portal Website links Website links Website links Website links

B. Other Learning Resources NFE Accreditation and Equivalency Learning NFE Accreditation andEquivalency Learning NFE Accreditation andEquivalency Learning NFE Accreditation andEquivalency Learning
Material. Measuring Length. 2001. pp. 29-33 Material.Measuring Length. 2001. pp.34-45 Material.Measuring mass. 2001. pp.45-50 Material.Measuring mass. 2001. pp.45-50
IV PROCEDURES
Recall how to convert measurement of different Recall how to convert measurement of Recall how to convert measurement of Recall how to convert measurement of
A. Reviewing previous lessons or
presenting the new lesson quantities in English System from one unit to different quantities from English units to different quantities from English units to Metric different quantities from English units to
another Metric units and vice-versa units and vice-versa Metric units and vice-versa
Ask the students what they expect to learn Ask the students what they expect to learn on Ask the students what they expect to learn
B. Establishing a purpose for the Ask the students what they expect to learn on
lesson on how to solve real-life problems involving how to solve real-life problems involving on how to solve real-life problems involving
how to convert length measurement.
conversion of length measurement. conversion of mass/weight measurement. conversion of mass/weight measurement.

C. Presenting examples/instances of
the new lesson Perform an activity related to the lesson. Perform an activity related to the lesson. Perform an activity related to the lesson. Perform an activity related to the lesson.

Discuss the step-by-step procedures in

Discuss the step-by-step procedures in Discuss the step-by-step procedures in Discuss the step-by-step procedures in
D. Discussing new concepts and converting mass/weight measurement from
practicing new skills converting length measurement from English converting length measurement from one unit converting mass measurement from one unit
one unit to another unit applied in real-life
units to in Metric units. to another unit applied in real-life problems. to another unit applied in real-life problems.
problems.
E. Developing mastery leads to Let the students answer the questions/points to Let the students answer the questions/points Let the students answer the questions/points Let the students answer the questions/points
formative assessment ponder (Post Activity Discussion) to ponder (Post Activity Discussion) to ponder (Post Activity Discussion) to ponder (Post Activity Discussion)

F. Finding practical applications of Let the students answer Exercises 8-10 on pages Let the students answer Exercises 1-3 on Let the students answer Exercises 4-5 on Let the students answer Exercises 1-3 on
concepts & skills in daily living 104-105. pages 107. pages 108. pages 110.
Let the student think of a different situation where Let the student think of a different situation Let the student think of a different situation Let the student think of a different situation
G. Making generalizations conversion of measurement from one unit to where conversion of measurement from one where conversion of measurement from one where conversion of measurement from one
another unit can be applied. unit to another unit can be applied. unit to another unit can be applied. unit to another unit can be applied.
H. Evaluating Learning Administer the prepared evaluation. Administer the prepared evaluation. Administer the prepared evaluation. Administer the prepared evaluation.

I. Additional Activities for application NONE NONE NONE NONE

or remediation
V. REMARKS

VI. REFLECTION
___ out of __ students belong to 80% mastery level during ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level during ___ out of __ students belong to 80% mastery level
a. No. of learners who earned 80% formative assessment during formative assessment formative assessment during formative assessment
on the formative assessment

b. No. of learners who require __ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation.
additional activities for remediation

c. did the remedial lessons work? No. __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson
of learnerswho have caught up with
the lesson

d. No. of learners who continue to _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation
require remediation
e. which of my teaching strategies
worked well? Why did those work?
f. what diffulties did I encounter
which my principal or supervisor can
me resolve?

g. What innovation or

Prepared by: Checked by: Noted by:

JUN REY M. ETULLE EVELYN S. VIRADOR TESSIE A FERNANDEZ

Teacher Acting Academic Coordinator Principal II