Unit III Measurement

and Geometry
Lesson 1 – System of Measurement
I. Objective
At the end of the lesson, the students should be able to convert units of measure within
the International System of Units (SI) and across different systems of measure.

II. Subject Matters

• Imperial System of Measurement
• Common Units in the Imperial System of Measurement
• Metric System of Measurement
• The International System of Units
• Converting Measurements

III. Suggested Materials

• Textbook: Universal Math 7 (pages 242 to 258)
• foot rule (optional)
• meter stick (optional)
• thermometer (optional)
• measuring cups and pint (optional)
• gallon containers (optional)

IV. Duration
Five (5) days

V. Methods
Week 1 Day 1

A. Preparatory Work
1. Call on one or two students and ask them to answer the question: How can you
measure objects without using any tools?
2. Let the students read and understand the situation in Engage on page 242 of the
textbook. Have a short discussion about the situation.
3. Instruct them to answer the question on the textbook.

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 Key to Correction:
(Students’ answers may vary. Below are some of the possible answers.)
Body Parts to be Used in
Things to Measure Obtained Measurement
Measuring
1. Height of the chair Hand 5 hands
2. Length of the book Thumb 9 thumbs
3. Height of the blackboard Hand 30 hands
4. Length of the teacher’s Elbow to middle fingertip 3 elbows to middle fingertip
table
5. One side of the wall Arm 15 arms

Do you think the measurement you obtained is accurate? Why or why not?
(Students’ answer may vary. Below is a possible answer.)
I think the measurements obtained are not accurate because not everyone has the same
length of arms, hands, elbows to middle fingertip, and thumbs.

B. Discussion
1. Introduce the concept of accuracy and precision using the activity in Engage and
the explanation in Discover on pages 244 to 245 of the textbook. Let the students
identify the difficulties they experienced while doing the activity. Ask the advantages
and disadvantages of using body parts in measuring based on their experience.
Acknowledge the hardships and perseverance done by the early civilizations,
especially those who were able to make the historical, remarkable, and famous
wonders of the world, such as the Banaue Rice Terraces, the Pyramid of Giza,
and the Great Wall of China, which were all constructed during the times when
measurement was not yet standardized.
2. Discuss the Imperial System of Measurement, its development, advantages, and
disadvantages. Explain the units used during the early times and differentiate how
these units differ from what we have now. Refer to the explanations on pages 244
to 245 of the textbook.
3. Briefly discuss the common units used in the Imperial System of Measurement,
including the unit, symbol, and equivalence.
4. Discuss the development of the Metric System. Explain the meaning of Greek and
Latin prefixes used in Metric System and their equivalence. Refer to the discussion
on pages 241 to 242 of the textbook.
5. Briefly discuss the equivalent units of measurement in the English and Metric
Systems on pages 246 to 247 of the textbook.
Week 1 Days 2 to 4
6. Use measuring instruments to show that the following units are equal:
• foot rule for inch and centimeter
• meter stick for yard and meter
• thermometer for temperature

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7. Discuss the units and conversions in the International System of Units. Refer to
the table presented in Discover on pages 247 to 248 of the textbook.
8. Before discussing the conversion of measurements, do the measuring activity below.
a. Length
Materials: foot rule and meter stick with imperial measurements, book, and
bag
Steps:
• measure the dimensions of the book using inch and foot
• measure the dimensions of the bag using inch and yard
b. Volume
Materials: measuring cups, pint containers, gallon containers and liquid
Steps:
• measure the liquid using cups and pint
• measure the liquid using pint and gallon
9. Illustrate and explain how to convert measurements from one unit to another. Refer
to the discussion and examples on pages 247 to 251 of the textbook.
a. In step B on page 248, you may add the information below for the students to
take note.

In this step, make sure that one of the units in the conversion factor is
the same as the given and written in the opposite of the given for the unit
to be cancelled. To avoid confusion, you may write the given in fraction
form. As you multiply the conversion factor, the unit similar to the given
must be placed in the denominator.

b. You may add the information below when discussing the conversion of metric
units to other units.

To convert to a smaller unit, multiply by the indicated power of 10. To

convert to a larger unit, divide by the indicated power of 10.

c. In Example 1 on page 250 of the textbook, you may use the explanation below
in discussing the solution.

The prefix hecto is four decimal places from centi in the table of
prefixes. Since hecto is greater than centi, move the decimal point four
places to the left.

d. In Example 2 on page 251 of the textbook, you may use the explanation below
in discussing the solution.

Kilo and milli are 6 units away from each other. Since kilo is greater
than milli, move the decimal point 6 units to the right, then add zeroes to
complete the empty spaces.

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 Week 1 Day 5
C. Summary
Have a brief recap on all the important concepts in the lesson, which are
presented in Sum Up on page 252 of the textbook.

VI. Evaluation
Instruct the students to answer the exercises Test Your Understanding, Practice, Apply, and
Enrich on pages 252 to 258 of the textbook.
Key to Correction:
Test Your Understanding (pages 252 to 253)
lbs
________________________ 1. It is the symbol for the unit of pound.
units of measurement
________________________ 2. It is the earliest tool that humans invented.
________________________
2.54 cm 3. It is the equivalent value of a centimeter to one inch.
division
________________________ 4. It is a mathematical operation used to convert a small unit
to a larger unit.
multiplication
________________________ 5. It is a mathematical operation used to convert a large unit
International System to a smaller unit.
of Units
________________________ 6. It is the system of measurement from the French Système
International d'Unités.
Metric System
________________________ 7. It is the most convenient system of measurement since it
is based on decimals.
Greek prefixes
________________________ 8. It is another prefix used in the Metric System of
Measurement aside from Latin prefixes.
inch
________________________ 9. It is a unit of measurement defined by King Edward II of
England as the length of three grains of barley placed from
end to end.
yard
_______________________ 10. It is a unit of measurement defined by King Henry I of
England as the distance between the tip of his nose and
the middle finger of his outstretched arm.

Practice A (pages 253 to 254)

1. 20 cm 200 dm 0.02 hm 0.000 2 dam
200 dm, 0.02 hm, 20 cm, 0.000 2 dam
2. 0.5 oz 5g 500 mg 0.05 lb
0.05 lb, 0.5 oz, 5 g, 500 mg
3. 1.5 qt 3 cups 1 pt 26 fl oz
1.5 qt, 26 fl oz, 3 cups, 1 pt
4. 5L 700 mL 5 000 cL 0.01 kL
5 000 cL, 0.01 kL, 5 L, 700 mL

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5. 32 oz 0.5 lb 0.002 t 1 kg
0.002 t, 1 kg, 32 oz, 0.5 lb
6. 500 cm 0.005 hm 50 000 mm 0.000 000 05 Mm
50 000 mm, 500 cm, 0.005 hm, 0.000 000 05 Mm
7. 8 cups 3.5 pt 1.5 qt 0.25 gal
8 cups, 3.5 pt, 1.5 qt, 0.25 gal
8. 25.4 cm 0.5 ft 0.05 m 0.25 yd
25.4 cm, 0.25 yd, 0.5 ft, 0.05 m
9. 40 cups 2 000 mL 3 qt 0.5 gal
40 cups, 3 qt, 0.5 gal, 2 000 mL
10. 10 kg 0.001 t 20 000 g 15 lb
20 000 g, 10 kg, 15 lb, 0.001 t

Practice B (page 254)

Column A Column B
a 1. 500 mL 0.000 05 mL
b 2. 3.5 ft 45 in
b 3. 7 kg 16 lb
b 4. 9L 3 gal
a 5. 9 mi 13 km
a 6. 500 mm 5 cm
b 7. 2.5 pt 6 cups
a 8. 2 200 g 0.5 lb
b 9. 1 km 1 mi
c 10. 7.62 cm 0.25 ft

Apply A (page 255)

1. meter (m) 2. pounds (lb)
4 18 in = 0.4572 m 1 32 oz = 2 lb
2 22.86 cm = 0.2286 m 2 992.25 g = 2.19 lb
3 1.25 ft = 0.381 m 3 2.5 kg = 5.51 lb
5 1 yd = 0.9144 m 5 100 t = 220 462.26 lb
1 100 um = 0.0001 m 4 1 300 oz = 81.25 lb

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 3. cups 4. inches (in)
2 8 pt = 16 cups 5 2.5 km = 98 425.2 in
1 0.5 gal = 8 cups 3 52 yd = 1 872 in
5 32 hL = 13 525.61 cups 4 0.24 mi = 15 206.4 in
3 12 qt = 48 cups 2 153 ft = 1 836 in
4 16 L = 56.31 cups 1 3 520 cm = 1 385.83 in
5. grams (g)
4 113.4 kg = 113 400 g
3 12 oz = 340.194 g
2 0.5 lb = 226.796 g
5 4 t = 4 000 000 g
1 100 000 mg = 100 g

Apply B (page 256)

1. 48.06 lb = 21.8 kg
2. 65 mi = 104 607.36 m
3. 18.09 in = 45.96 cm
4. 0.000 076 μg = 7.6 x 10-13 hg
5. 9.69 yd = 349 in
6. 96 252.13 mL = 84.69 qt
7. 96.8 °F = 36°C
8. 11.47 in = 29.14 cm
9. 39 cups = 9.75 qt
10. 65.56 °C = 150°F

Enrich (pages 257 to 258)

1. A recipe for chocolate ice cream that is good for 6 persons requires 2 cups of cream.
How many pints of cream will you need to make chocolate ice cream for 18 persons?
1 gal × 8 pt = 1 pint
2c×
16 c 1 gal
6 persons = 1 pint
(6 person:1 pint) x 3 = 18 persons:3 pints
I will make 3 pints of ice cream.
2. Dr. Pompey tells the nurse to infuse 2 000 cm3 of dextrose in water to a patient. If 1 cm3
is equal to 1 mL, how many liters of dextrose in water will the patient receive?
1L
2 000 cm3 × 1 mL3 × =2L
1 cm 1 000 mL
The patient will receive 2 L of dextrose.

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3. An adult dose of cough syrup is 2 tbsp, while a child dose is 1 tsp. How many teaspoons
more is an adult dose than that of a child dose? (1 tbsp = 3 tsp)

2 tbsp × 3 tsp = 6 tsp

1 tbsp
An adult dose is 6 tsp.
4. Each glass contains 200 mL of liquid. If a bottle of milk can fill 12 glasses, how many
liters of milk does it contain?
1L
12 glasses × 200 mL = 2 400 mL × = 2.4 L
1 000 mL
It contains 2.4 L of milk.
5. The minimum height requirement in a beauty pageant is 5'4''. If Cely is exactly 160 cm
tall, would she pass the requirement?
2.54 cm
5 ft × 12 in = 60 in + 4 in = 64 in × = 162.56 cm
1 ft 1 in
Cely will not pass the requirement since the minimum height requirement in a beauty
pageant is 162.56 cm.
6. Pia grew 10 centimeters in a year. How tall was she two years ago if she is now 1.6 m
tall?
1.6 m × 100 cm = 160 cm
1m
Pia’s present height - (10 cm per year = 2 years)
160 cm-20 cm=140 cm or 1.4 m
Pia was 140 cm or 1.4 m two years ago.
7. A doctor prescribes 1 mg of a certain medicine per kilogram of a patient’s body weight.
If Nico weighs 73.1 lb, how many grams of the medicine should he take?

73.1 lb × 0.453 kg = 33.16 kg

1 lb
33.16 kg = 36 mg × 1 g = 0.033 16 g
1 000 mg
Nico should take 0.03316 g of medicine.
8. Mang Alvien will make a bookshelf for his son’s room. The area in the room where
the shelf will be built has a width of 2 meters, which will also be the length of each
layer. If he has a piece of wood which is 20-ft long, how many layers can be made?
0.914 4 m
20 ft × 1 yd × = 6.096 m ÷ 2 m = 3.048 or 3 layers
3 ft 1 yd
3 layers can be made from the piece of wood.
9. According to a medical magazine, the recommended weight for women in relation to
height is 100 pounds for the first 5 feet plus 5 pounds for every inch over 5 feet. Which
height corresponds to an ideal weight of 61.25 kg?
1 lb
61.25 kg × = 135.03 lbs
0.453 6 kg
100 lbs = 5 ft;
135.03 lbs - 100 lbs = 35.03 lbs ÷ 5 ≈ 7 in
Therefore, the height that corresponds to 61.25 kg is 5 ft and 7 in.

123
 10. Amira has a 2.4-meter long piece of ribbon. She wants to cut it into 3 lengths of the
ratio 2:1:1. How long should each piece be in millimeters?
1 000 mm = 2 400 mm
2.4 m ×
1m
2: 1: 1 = 2 + 1 + 1 = 4 parts
mm
2 400 mm ÷ 4 parts = 600
part
2(600 mm):1(600 mm):1(600 mm)= 1 200 mm:600 mm:600 mm
One piece should be 1 200 mm, while the other two pieces should be 600 mm.

VII. Valuing
1. Share with the students the importance of precision and accuracy in other areas,
such as the development of honesty.
2. Present the question to the class: How precise and accurate are you when narrating
tales and events to others? Have your false statements caused you to become a source
of conflict?
3. Call on some students to share their answers with the class.

Lesson 2 – Measuring Quantities

I. Objective
At the end of the lesson, the learners measure or determine the length, mass, area,
surface area, volume, capacity, time, and temperature.

II. Subject Matters

• Measuring Length
• Measuring Perimeter
• Measuring Area
• Measuring Weight
• Measuring Mass
• Measuring Surface Area
• Measuring Capacity
• Measuring Time
• Measuring Temperature

III. Suggested Materials

• Textbook: Universal Math 7 (pages 259 to 282)

124 Universal Math 7 Teacher's Manual

 • different tools used in measuring length, such as ruler, measuring tape, scales, meter
stick, etc.
• room thermometer (optional)
• body thermometer (optional)
• hot and cold water (optional)

IV. Duration
Five (5) days

V. Methods
Week 2 Day 1

A. Preparatory Work
1. Instruct the students to research on how the Pyramid of Giza was built and its
dimensions in advance.
2. Let the students read and understand the situation in Engage on page 259 of the
textbook. Have a short discussion about the situation.
3. Instruct them to answer the question on the textbook.
Key to Correction:
What do you think is the area of the Pyramid of Giza?
(Students’ answers may vary. Below are some of the possible answers.)
Based on the given measurements, I think the area of the Pyramid of Giza is 722
668.052 ft2 or 67 495.8 m2.

B. Discussion
1. Start the discussion by showing different instruments used in measuring length.
Ask the students for the formulas that they know about perimeter.
2. Discuss the formula and examples in computing for the perimeter, which are
presented in Discover on page 260 of the textbook. Provide more examples for
them to fully understand the concept and computation.
3. Discuss the concept and formulas used in measuring area. Guide the students
in manipulating the formula to solve for the missing quantities. Refer to the
discussion and examples on pages 261 to 262 of the textbook. Provide more
examples for the students to fully understand the concepts and computations.
a. In Example 3 on page 262 of the textbook, you can use the explanation below in
discussing the solution.
Notice that the dimensions have different units. Start by converting the
measurements into one unit.

125
 b. In Example 4 on page 262 of the textbook, you can use the explanation below in
discussing the solution.
If each side of the box measures 9 in, then the diameter of the pizza is also
9 in.

4. Discuss the difference between mass and weight. Refer to the discussion and
examples presented in Discover on pages 263 to 265 of the textbook. Provide more
examples for them to fully understand the concepts.
5. Let the students answer Test Your Understanding on page 277 of the textbook.

Week 2 Days 2 to 4
6. Recall basic solid figures, such as cubes, rectangular prisms, square pyramids,
cylinders, and their basic parts, like vertices and faces. Present concrete examples
of these solid figures and call on volunteers to point or touch the vertices and
faces and determine how many congruent faces are in each figure.
• Cube – 8 vertices and 6 congruent faces
• Rectangular prism – 8 vertices and 3 pairs of congruent faces
• Square pyramid – 5 vertices, 4 triangular congruent lateral faces, and 1 square
base
• Cylinder – no vertex, 2 congruent circular bases, and 1 curved lateral face
7. Ask them the question: how do you know how much space is covered by each face?
They should be able to describe that the space refers to the area described as the
amount or number of square units it covers.
8. Review the formulas of plane figures through a matching activity.
Cube: Area = s x s or s2
Rectangle: Area = l x w
Triangle: Area = b x h / 2
Circle: Area = 2r2 (  3.14)
9. Discuss the surface area of each solid figure using the formulas on page 265 to
266. Allow the learners to identify the parts/dimensions in each figure. Discuss
how each surface area is solved using the examples on pages 266 to 267.
10. Show the class several kinds of containers and ask them the following:
• How much liquid each can contain in full?
• What do you call the amount of liquid it can take?
• How do you measure the amount of liquid a container can take in?
• What unit of measurements can be used to describe its capacity?
11. Demonstrate how to use measuring tools then allow the students to pour liquids
into different containers. Instruct them to record their respective capacities.
12. Discuss how standard units of capacity can be converted using the examples on
pages 269 to 272, followed by the word problems on pages 272 to 273.

126 Universal Math 7 Teacher's Manual

 13. Explain the different terms and units related to time measurement and their
conversion, which are presented on pages 274 to 275 of the textbook.
14. Optional Activity: You may do the following activities before discussing measuring
temperature:
a. Use Celsius and Fahrenheit in measuring the temperature of the following:
• temperature inside and outside an air-conditioned room
• body temperature of at least two students
• temperature of a hot and cold water
b. Validate the manual conversion by using the temperatures obtained in the
activity. For example, convert the acquired temperature of a room manually in
Celsius to Fahrenheit then compare it to the acquired Fahrenheit measurement.
15. Discuss measuring temperature and the conversion factors of the different
temperature units, which are on page 275 of the textbook.
16. Let the students answer Apply A on page 279 of the textbook.

Week 2 Day 5
C. Summary
Have a brief recap on all the important concepts in the lesson, which are
presented in Sum Up on pages 276 to 277 of the textbook.

VI. Evaluation
Instruct the students to answer the exercises in Test Your Understanding, Practice, Apply,
and Enrich on pages 277 to 282 of the textbook.
Key to Correction:
Test Your Understanding (page 277)
Column A Column B
k
______ 1. perimeter of a quadrilateral a. 4s
______ 2.
c area of a circle b. lw
e
______ 3. circumference of a circle c. πr2
i
______ 4. conversion factor of Kelvin d. bh
______ 5.
b area of a rectangle e. 2πr
______ 6.
f perimeter of a rectangle f. 2l + 2w

______ 7.
d area of a parallelogram a+b
g. h
2
______ 8.
a perimeter of a square h. a + b + c
______ 9.
h perimeter of a triangle i. oC + 273.15
______ 10. area of a trapezoid j. oF + 273.15
g
k. a + b + c + d

127
 Practice (page 278)

Objects Perimeter Area

33 cm P = 2l + 2w A = lw
P = 2(36 cm) + 2(33 cm) A = (36 cm)(33 cm)
36 cm
P = 72 cm + 66 cm 2. A = 1 188 cm2
1. P = 138 cm

P = 4s A = s2
14 in P = 4(14 in) A = (14 in)2
3. P = 56 in 4. A = 196 in2

C = 2πr A = πr2
r = d = 41 = 20.5 cm r = d = 41 = 20.5 cm
41 cm 2 2 2 2
C = 2(3.1416)(20.5cm) A = (3.1416)(20.5 cm)2
5. C = 128.81 cm 6. A = 1 320.26 cm2

37 in P=a+b+c+d A = bh
P = 37 in + 37 in + 9 in + 9 in A = (37 in)(8 in)
7. P = 92 in 8. A = 296 in2
9 in

P=a+b+c A = 1 bh
P = 160 cm + 160 cm + 2
145 cm

A = 1 (160 cm)(145 cm)

160 cm
m
0c

2
16

9. P = 480 cm 10. A = 11 600 cm2

160
cm
160 cm

Apply A (page 279)

1. 13 decades to months 3. 32°C to °F
13 decades × 10 years × 12 months = 1 560 months oF = 9 (32) + 32 = 288 + 32 = 89.6oF
1 decade 1 year 5 5

2. 250 seconds to minutes 4. 335.75K to °C

oC
250 seconds × 1 minute × 250 minutes K= + 273.15
60 seconds 60
335.75 = oC + 273.15
= 4.17 minutes or 4 minutes and 10 seconds
oC = 335.75 − 273.15 = 62.6oC

128 Universal Math 7 Teacher's Manual

5. 94 weeks to days 8. 0.5 century to weeks
94 weeks × 7 days = 658 days 0.5 century × 100 years × 12 months × 4 weeks (approx)
1 week 1 century 1 year 1 month
= 2 400 weeks

6. 150 years to score 9. 95°F to K

150 years × 1 score = 7.5 score or 7 score and 10 years oC = 5 (95 − 32) = 5 (63) = 35oC
20 years 9 9
K = oC + 273.15 = 35 + 273.15 = 308.15 K

7. 150°F to °C 10. 62 400 seconds to hours

oC = 5 (150 − 32) = 5 (118) = 65.56oC 62 400 seconds × 1 hr = 62 400 hr = 17.33 hours
9 9 3 600 seconds 3 600

Apply B (pages 279 to 280)

1. Small circles: r = 5 cm
A = π(5 cm)2
A = 3.1416(25 cm2)
A = 78.54 cm2
2A = 2(78.54 cm2) = 157.08 cm2

Big circle: r = 5 cm + 5 cm = 10 cm
A = π(10 cm)2
A = 3.1416(100 cm2)
A = 314.16 cm2

Area of the shaded region:

Abig – 2Asmall = 314.16 cm2 – 157.08 cm2 = 157.08 cm2

2. Diameter of 2 circles = 16 in = 8 in
2
r= diameter = 8 in = 4 in
2 2
Acircle = π(4 in)2 = 3.1416(16 in2) = 50.27 in2
2Acircle = 2(50.27 in2) = 100.54 in2
Arectangle = 8 in(16 in) = 128 in2

Area of the shaded region:

Arectangle – 2Acircle = 128 in2 – 100.54 in2 = 27.46 in2

129
 3. Asmall = 1 bh = 1 (17 cm)(8 cm) = 68 cm
2 2
1 1
Abig = bh = (20 cm)(15 cm) = 150 cm
2 2
Abig – Asmall = 150 cm – 68 cm = 82 cm

1 bh = 1 (45 in)(34 in) = 765 in2

4. Atriangle =
2 2
Arectangle = lw = (45 in)(43 in) = 1 935 in2

Arectangle – Atriangle = 1 935 in2 – 765 in2 = 1 170 in2

5. Asmall = (10 m)(5 m) = 50 m2

Abig = (15 m)(13 m) = 195 m2

Abig – Asmall = 195 m2 – 50 m2 = 145 m2

Enrich (pages 281 to 282)

1. oC= 5 (101.6 − 32) = 5 (69.6) = 38.67oC

9 9
Therefore, Sonny has a fever because his temperature is 38.67℃.

2. 5 years × 12 months = 60 months

1 years
₱250 000 = ₱ 4 166.67 per month
60 months

3. Temperature in Alaska: oF = 9 (-6.3) + 32 = 20.66oF

5
Temperature in Colorado: F = 9 (1.4) + 32 = 34.52oF
o
5
TemperatureColorado − TemperatureAlaska = 34.52oF − 20.66oF = 13.86oF

4. A = 1 bh → A2 = h
2 b
2(2) 2
h = 30 ft = 60 ft = 10 ft
6 ft 6

5. C = 2πr → r = C = 24π cm = 12 cm
2π 2π
d = 2r = 2(12 cm) = 24 cm

130 Universal Math 7 Teacher's Manual

 6. P = 2w + 2l
40 ft = 2w + 2(w + 3 ft)
40 ft = 2w + 2w + 6 ft
40 ft − 6 ft = 4w
w = 34 ft = 8.5 ft
4
l = w + 3 ft = 8.5 ft + 3 ft = 11.5 ft
Therefore, the rectangular garden has a length of 11.5 ft and a width of 8.5 ft.

7. C = 2πr

110 in = 2πr
110 in = 110 in = 17.52 in
r=
2π 6.28
d = 2r = 2(17.52) = 35.04 in

8. a+b h
A=
2
14.5 in h
43.5 in2 =
2
(43.5 in2)(2) 2
h= = 87 in = 6 in
14.5 in 14.5 in

9. P = 2w + 2l → P = 2(w + l)

180 yd = 2 (60 yd + l)
180 yd = 60 yd + l
2
l = 90 yd − 60 yd = 30 yd

10. A = 1 bh → b = 2A
2 2
2)
b = 2(20 in = 8 in
5 in

VII. Valuing
1. Present the question to the class: Why is having correct measurements so important?
2. Call on some students to share their answers with the class.

131
 Lesson 3 – Polygons
I. Objective
At the end of the lesson, the student should be able to:
• draw and describe regular and irregular polygons with 5, 6, 8, or 10 sides based on
measurements of sides and angles using a ruler and protractor;
• classify polygons according to the number of sides, whether they are regular or irregular,
and whether they are convex or non-convex; and
• deduce the relationship between the exterior angle and adjacent interior angle of a
polygon.

II. Subject Matters

• Classification of Polygons
• Angles of Polygons

III. Suggested Materials

• Textbook: Universal Math 7 (pages 283 to 294)
• compass
• foot rule

IV. Duration
Five (5) days

V. Methods
Week 3 Day 1

A. Preparatory Work
1. Let the students do the activity in Engage on page 283 of the textbook. Have a short
discussion about the situation.
2. Instruct them to answer the question on the textbook.
Key to Correction:
(Students’ answers may vary. Below and on the next page are possible answers.)

120

120

132 Universal Math 7 Teacher's Manual

 How did you use your compass and foot rule in drawing your polygon?
I used the compass to create a circle where my pentagon will be drawn and mark out
the distance from the center to one point of a side. I used my foot rule to measure each
side of my pentagon.

B. Discussion
1. Start the discussion by going back to the students’ activity in Engage. Call on some
students and ask them to answer the question: What do you know about polygons
and their classifications?
2. Introduce the concept of polygon and its classification based on the number of
sides and the nature of angles. Refer to the explanation and illustrative examples
in Discover on pages 284 to 287 of the textbook.
3. Optional Activity: Instruct the students to draw the following polygons on bond
paper. Ask them to draw and list down the number of diagonals and the number
of sides of the polygons. Let them identify the relationship between the number of
sides and the number of diagonals. Ask them to formulate an equation to solve for
the number of diagonals of n-sided polygon.
• triangle • hexagon
• rectangle • heptagon
• pentagon • octagon

Week 3 Days 2 to 4
4. Present to the class several cut-out polygons similar to the figures below. Call on
volunteers to measure the lengths of each side and interior angle, then ask them
the following questions:
• How many sides are there? How about angles?
• What is the measure of each side? How about
each angle?
• How do you describe the length of the sides and angles of each polygon?
5. Show cut-outs of regular and irregular polygons from triangle to decagon, if
possible. Divide the class into 8 groups, then give each group a pair (e.g. regular
& irregular triangle) of polygons to measure the interior angles, exterior angles,
and their respective total. Let each group record their answers on a table similar
to pages 288 to 289 of the textbook. When all groups are done lead the class into
finding the pattern and the following formulas:

6. Using the formulas discuss some sample problems involving angles of polygons
on pages 289 to 290.

133
 Week 3 Day 5
C. Summary
Have a brief recap on all the important concepts in the lesson, which are presented
in Sum Up on page 290 of the textbook.

VI. Evaluation
Instruct the students to answer the exercises in Test Your Understanding, Practice, Apply,
and Enrich on pages 290 to 294 of the textbook.
Key to Correction:
Test Your Understanding (pages 290 to 291)

quadrilateral/
triangle
___________ 1. square
___________ 6.

quadrilateral/
hexagon
___________ 2. rectangle
___________ 7.

quadrilateral/
pentagon
___________ 3. rhombus
___________ 8.

rectangle/ quadrilateral/
quadrilateral
___________ 4. parallelogram
___________ 9.

quadrilateral/
octagon
___________ 5. trapezoid
___________10.

Practice (pages 291 to 292)

Property Square Rectangle Parallelogram Trapezoid Rhombus Kite

1. All sides
     
are equal.
2. Opposite
sides are      
equal.
3. Opposite
sides are      
parallel.
4. Opposite
angles are      
equal.

134 Universal Math 7 Teacher's Manual

 Property Square Rectangle Parallelogram Trapezoid Rhombus Kite
5. Diagonals
bisect each      
other.
6. Diagonals
intersect
     
at a right
angle.
7. A longer
diagonal
bisects a      
shorter
diagonal.
8. Two pairs
of adjacent
sides are
     
equal but
not all sides
are equal.
9. Only one
pair of
opposite      
sides is
parallel.
10. Only one
pair of
opposite      
angles is
equal.

Apply (pages 292 to 293)

82 x 60
50

145
x
65
1. 2.
SIA = 180º SIA = 360º
Missing angle = 180 – (82 + 50) Missing angle = 360 – (60 + 145 + 65)
= 48º = 90º

135
 98o x

104o
120o
3.
SIA = 540º
Missing angle = 540 – (98 + 104 + 120 + 90)
= 128º

Enrich A (pages 293 to 294)

Polygon N SIA MIA MEA

5 540º 108º 72º

8 1 080º 135º 45º

14 – gon 14 2 160º 154.29º 25.71º

17-gon 17 2 700º 158.82º 21.18º

heptagon 7 900o 128.57º 51.43º

30-gon 30 5040o 168º 12º

12-gon 12 1 800º 150o 30º

hexagon 6 720º 120o 60º

36-gon 36 6 120º 170º 10o

quadrilateral 4 360º 90º 90o

136 Universal Math 7 Teacher's Manual

 Enrich B (page 294)

Sum Sum
Polygon Interior Angle
of Interior Angles of Exterior Angles
1. Pentagon 108° 540° 360°
2. Heptagon 128.57° 900° 360°
3. Quadrilateral 90° 360° 360°
4. Nonagon 140° 1 260° 360°
5. Decagon 144° 1 440° 360°

VII. Valuing
1. Ask the questions below to the class:
• Why is important to study more about the parts of polygons?
In this lesson, studying the sides and angles of polygons made us realize that there
more important relationships that exist between these parts. Hence, they should not be seen
separately and superficially.
• In life, how do we build strong relationships with people around us?
In life, we meet different people and get to know them more by looking into their
characters, not just their faces or outer appearances. In this way, we can build better
relationships more than just mere acquaintances.
• Do you believe in the famous quote in the transformer movie which states:
“I have witnessed their capacity for courage, and though we are worlds apart, like us,
there's more to them than meets the eye?” What does it mean to you?
There are a lot more to people’s character than their first impression of us.
2. Call on some students to share their answers with the class.

Lesson 4 – Constructing Polygons

I. Objective
At the end of the lesson, the student should be able to:
• describe and explain the relationships between angle pairs based on their measures;
• draw triangles, quadrilaterals, and regular polygons (5, 6, 8, or 10 sides) with given
angle measures;
• deduce the relationship between the exterior angle and adjacent angle of a polygon;
and
• determine the measures of angles and the number of sides of polygons.

137
II. Subject Matters
• Quadrilaterals
• Triangles
• Constructing Polygons

III. Suggested Materials

• Textbook: Universal Math 7 (pages 295 to 314)
• protractor
• compass
• foot rule
• pencil
• straight edge ruler
• bond paper

IV. Duration
Five (5) days

V. Methods
Week 4 Day 1

A. Preparatory Work
1. Let the students do the activity in Engage on page 295 of the textbook. Have a short
discussion about the situation.
2. Instruct them to answer the question on the textbook.
Key to Correction:
(Students’ answers may vary. Below is a possible answer.)

What are the measurements of the angles that you drew? How many sides
does your polygon have?
The measurements of the angles are 75 degrees and 120 degrees. I drew a trapezoid
that has four sides.

138 Universal Math 7 Teacher's Manual

 Week 4 Day 2 to 4
B. Discussion
1. Explain the concept and classifications of quadrilaterals. Refer to the explanations
and illustrations in Discover on page 296 of the textbook.
2. Discuss the concept and parts of a triangle. Refer to the explanation and illustrative
examples on page 297 of the textbook.
3. In connection to triangles, explain the Angle Sum Theory to the class:
Angle Sum Theory states that the sum of the interior angles of a triangle is 180º.
4. Instruct the students to do the construction activity on page 297 of the textbook.
Guide them in doing the activity. Briefly explain the relationships they illustrated.
Refer to the examples presented on pages 298 to 299 of the textbook.
5. Discuss the different classifications of triangles according to their angles and
measures of their sides. Refer to the explanation and illustrative examples on
pages 299 to 300 of the textbook.
6. Additional Activity: Instruct the class to choose a partner to work with and prepare
the needed materials for the activity.
Using a straight edge ruler and protractor, discuss and demonstrate the steps
on how to construct polygons using the example on pages 300 to 303. Go around
the class to help those in need of assistance.
7. Discuss the procedure in constructing quadrilaterals. Refer to pages 303 to 305
of the textbook. Guide them in constructing quadrilaterals on a piece of bond
paper.
8. Discuss the procedure in constructing equilateral triangles. Refer to pages 305 to
306 of the textbook. Guide them in constructing equilateral triangles on a piece
of bond paper.
9. Discuss the procedure in constructing irregular pentagons. Refer to pages 307 to
310 of the textbook. Guide them in constructing equilateral triangles on a piece
of bond paper.

Week 4 Day 5
C. Summary
Have a brief recap on all the important concepts in the lesson, which are presented
in Sum Up on page 310 of the textbook.

VI. Evaluation
Instruct the students to answer the exercises in Test Your Understanding, Practice, Apply,
and Enrich on pages 311 to 314 of the textbook.
Key to Correction:
Test Your Understanding (page 311)
False 1. A circle is a polygon.

139
 False 2. The vertices in a concave polygon is pointed outward.
False 3. An n-gon is a polygon with nine sides.
False 4. The corners of the polygon are called edges.
True 5. A convex polygon has all interior angles less than 180°.
False 6. The sum of the interior angles of a quadrilateral is 540°.
True 7. The exterior angle is supplementary to its adjacent interior angle.
True 8. A decagon is a polygon with ten sides.
True 9. The sum of the exterior angles is always 360°.
False 10. To measure the interior angle of a polygon, you will divide the sum of the exterior
angles to the number of its side.

Practice (pages 311 to 312)

_____________ 1.
pentagon a five-sided polygon
hexagon
_____________ 2. a polygon with six sides
convex polygons
_____________ 3. a polygon with all interior angles less than 180°
triangle
_____________ 4. a polygon with a sum of interior angles equal to 180°
_____________ 5.
360 degrees the sum of exterior angles is always in this degree
_____________ 6.
heptagon a seven-sided polygon
edges or sides
_____________ 7. the straight lines of a polygon
_____________ 8.
60 degrees the measure of the interior angles of a triangle
_____________ 9.
1 080 degrees the sum of interior angles of an octagon
_____________
interior angle 10. an angle formed when two consecutive sides of a polygon are joined
together

Apply A (page 312)

1. a concave pentagon 2. an equilateral triangle

40o

90o

3. a convex regular octagon 4. a concave hexagon

45o

135o 135o
135o

140 Universal Math 7 Teacher's Manual

5. a convex regular quadrilateral

90o

Apply B (page 313)

1. 2.

Enrich (page 315)

1. In the pentagon on the right, find the missing xo

angles m∠1 and m∠2. Then, solve for x and the
other two angle measurements. (Hint: The sum of 42o
a pair of interior and exterior angle is 180o.)
m∠2 = 180 – 42 = 138
110o 2
m∠1 = 180 – 80 = 100

2xo
SIA = 3(180) = 540
1
x + 2x + 138 + 100 + 110 = 540 80o
3x + 348 = 540
3x = 540 – 348
3x = 192
x = 64
2x = 2(64) = 128

2. ABCDE and HIJKL are regular pentagons while AEFGHL is a regular hexagon. Find
the missing angles m∠1 and m∠2.

141
 SIA = 180 (6 – 2) = 720 B K

SIA = 180 (5 – 2) = 540 C J

1 2
A L
MIA = 720 ÷ 6 = 120
MIA = 540 ÷ 5 = 108 D I
m∠A and m∠L = 108 E H

m∠1 = 360 – (108 + 120) = 132

m∠1 = m∠2 = 132 F G

VII. Valuing
1. Ask the question below to the class.
In the real world of civil engineers where construction of buildings, roads and
bridges are their everyday work, what values should they practice in doing their jobs
efficiently and effectively?
They need to practice precision and accuracy, which also develops their honesty, patience,
dedication, and integrity because the safety and lives of people are at stake.
2. Call on some students to share their answers with the class.

Lesson 5 – Volumes and Their Measurements

I. Objective
At the end of the lesson, the student should be able to:
• explain inductively the volume of a cylinder using the area of a circle, leading to the
identification of the formula;
• find the volume of a cylinder;
• solve problems involving the volumes of cylinders;
• explore inductively the volume of a square and rectangular pyramids using rectangular
prisms, leading to the identification of the formula;
• estimate volumes of squares and rectangular pyramids; and
• solve problems involving volumes of squares and rectangular pyramids.

II. Subject Matters

• Volume
• Measuring Volume

142 Universal Math 7 Teacher's Manual

III. Suggested Materials
• Textbook: Universal Math 7 (pages 315 to 336)
• graduated cylinder
• beaker
• measuring cups

IV. Duration
Five (5) days

V. Methods
Week 5 Day 1

A. Preparatory Work
1. Let the students read and understand the situation in Engage on page 315 of the
textbook. Have a short discussion about the situation.
2. Instruct them to answer the question on the textbook.
Key to Correction:
What relationship exists between the volume of the pyramid and the cube?
(Students’ answers may vary. Below is a possible answer.)
A pyramid has one square face, hence, it is measured in cubic units. Moreover, three
pyramids make one cube, so the formula of the square pyramid involves 1 of its base area
multiplied by its height. 3

Week 5 Days 2 to 4

B. Discussion
1. Prepare the graduated cylinder, beaker, and measuring cups. Show these
instruments to the class. Call on some students to answer the questions below:
• What do you call these instruments?
• When will you use these?
2. Discuss the concept and formulas used in measuring volume. Refer to the
explanation and examples in Discover on pages 316 to 320 of the textbook.
3. Use manipulatives for a square pyramid and a cube container to show a
demonstration: Pour water up to the brim on the square pyramid container and
pour it into the cube container. Repeat it until the cube is filled to the brim. It
should take the square pyramid 3 times to fill the cube container.

4. If manipulatives are unavailable, at least have realia of these two solid figures
having congruent square base/faces. Ask volunteers to find the dimensions of each
figure, then solve for the volume of the cube and the square pyramid. Compare
their volumes and discover that the volume of a pyramid is 1 of the volume of a
3
143
 cube with congruent bases, then discuss the formula for the volume of a pyramid.
Discuss more examples of applying the formula on pages 321 to 322.
5. Show a sample of a cylinder and discuss the steps in finding the volume of the
figure and derive the formula. Discuss more examples on pages 322 to 324.
6. Discuss the relationship between the volume of a cylinder and a sphere. If there
are manipulatives for these figures, use them and demonstrate with the assistance
of the class. Discuss the steps and examples on page 324 to 325.

Week 5 Day 5

C. Summary
Have a brief recap on all the important concepts in the lesson, which are presented
in Sum Up on page 326 of the textbook.

VI. Evaluation
Instruct the students to answer the exercises in Test Your Understanding, Practice, Apply,
and Enrich on pages 326 to 334 of the textbook.
Key to Correction:
Test Your Understanding (page 326)
Column A Column B
c
______ 1. V= s3 a.
______
e 2. V = πr2h
b.
______
a 3. V = 1 πr2h
3

______
b 4. V = 4 πr3
3 c.

______
f 5. V = Abase × height

d.

e.

f.

144 Universal Math 7 Teacher's Manual

Practice A (pages 327 to 328)

r 1.5 ft
9m

1.
V = 4 πr3 2. 40 dm
3
V = 4 (3.1416)(1.5 ft)3 40 dm × 1m =4m or 9 m × 10 dm = 90 dm
3 10 dm 1m
V = 14.14 ft3 1
V = πr h 2
3
V = 1 (3.1416)(4 m)2(9 m)
3
V = 150.80 m3
or
V = 1 πr2h
3
V = 1 (3.1416)(40 dm)2(90 dm)
3
V = 150 796.8 dm3

3 in 5 in
15 m
4. 3 in

3. 12 m V=l×w×h
V = 3 in ×3 in × 5 in
V = 1 a2h
3 V = 45 in3
V = 1 (12 m)2(15 m)
3
V = 720 m3

23 ft
5 cm
25 cm
15 m 6. 9 cm
5. 20 m V = lwh
23 ft × 0.304 8 m = 7.01 m V = (5 cm)(9 cm)(25 cm)
1 ft
V = 1 125 cm3
V = 1 lwh
3
V = 1 (15 m)(20 m)(7.01 m)
3
V = 701 m3

145
 14 cm
19 dm

8.
7.
V = s3 V = 4 πr3
3 3
V = (19 dm)3 V = 4 (3.1416) � 14 cm �
3 2
V = 6 859 dm3
V = 1 436.76 cm3

15 in
45 in

9. 15 cm
10. 24 in

V = 1 a2h
3
V = 1 (24 in)2 (45 in)
3
V = 8 640 in3

Practice B (pages 328 to 330)

1. 2.
(6 × 7 × 5) + (2 × 5 × 5) = 210 + 50 (8 × 6 × 8) + (2 × 9 × 1) = 384 + 18
= 260 cubic units = 402 cubic units

3. 4.
(7 × 7 × 6) + (2 × 5 × 4) = 294 + 40 (5 × 5 × 10) + (8 × 2 × 3) = 250 + 48
= 334 cubic units = 298 cubic units

146 Universal Math 7 Teacher's Manual

 5. 6.
(10 × 8 × 9) + (2 × 1 × 8) = 720 + 16 (10 × 8 × 9) + (1 × 5 × 9) = 720 + 45
= 736 cubic units = 765 cubic units

7.
(10 × 6 × 9) + (2 × 3 × 2) = 540 + 12 8.
= 552 cubic units (6 × 8 × 7) + (5 × 4 × 4) = 336 + 80
= 416 cubic units

10.
9.
(9 × 5 × 7) + (2 × 3 × 6) = 315 + 36
(6 × 5 × 8) + (5 × 3 × 8) = 240 + 120
= 351 cubic units
= 360 cubic units

Apply A (pages 330 to 331)

1. 2. 26.9 in
13.1 yd

21.4 in

8.5 yd

V = 2πr2h V = 2πr2h
= 2(3.14)(8.5)(8.5)(13.1) = 2(3.14)(21.4)(21.4)(26.9)
= 5 943.863 cu. yd = 77 364.099 cu. in

147
 3. 4.

ft
10
ft 4 in
.3
16

V = 4 (3.14)r3
V = 2πr2h 3
= 4 (3.14)(4)(4)(4)
= 2(3.14)(16.3)(16.3)(10) 3
= 16 685.332 cu. ft = 267.947 cu. in.

5. 6.

ft
12
22
yd

4
V = (3.14)r 3 V = 4 (3.14)r3
3 3
4
= (3.14)(12)(12)(12) 4
= (3.14)(22)(22)(22)
3 3
= 7 234.56 cu. ft. = 44 579.627 cu. Yd

Apply B (pages 331 to 332)

A. Cylinder:
1. h =10.5 cm ; r = 10 cm
V = πr2h
= (3.1416)(10 cm)2(10.5 cm)
V = 3298.68 cm3

2. height = 20 m ; diameter = 15 m
r = diameter ÷ 2 V = πr2h V = 3 534.3 m3
= 15 m ÷ 2 = (3.1416)(7.5 m)2(20 m)
r = 7.5 m = (3.1416)(56.25 m2)(20 m)

3. h = 35.2 cm; r = 20 cm
V = πr2h
= (3.1416)(20 cm)2(35.2 cm)
= (3.1416)(400 cm2)(35.2 cm)
V = 44,233.728 cm3

148 Universal Math 7 Teacher's Manual

B. Sphere:
1. r = 27 m
4 4
V= πr3 = (61 836.1128 m3)
3 3
4 V = 82 448.15 m3
= (3.1416)(27 m)3
3
4
= (3.1416)(19 683 m3)
3

2. diameter = 21.6 cm
4 4
V= πr3 V= (31 660.09 cm3)
3 3
4 V = 42 213.45 cm3
= (3.1416)(21.6 cm)3
3
4
= (3.1416)(10 077.696 cm3)
3

3. r = 30 cm
4 4
V= πr3 V= (84 823.2 cm3)
3 3
4 V = 113 097.6 cm3
= (3.1416)(30 cm)3
3
4
= (3.1416)(27 000 cm3)
3

Enrich (pages 332 to 334)

1. How many tiles are needed to cover a room whose area is 3 600 ft2 if the dimension of
each tile is 3-by-3 feet?
Aeach tile = (3 ft)(3 ft)
= 9 ft2
3 600 ft2 ÷ 9 ft2 = 400 pcs of tiles
400 pieces of tiles are needed to cover the room.

2. Teacher Salie required you to create a rectangular box with an area of 120 cubic
centimeters. If the base of the box is 6-cm long and 4-cm wide, how high should you
build the box?
120 cm3 ÷ (6 cm × 4 cm) = 120 cm3 ÷ 24 cm2
= 5 cm
The box should be built 5cm high.

3. A rectangular prism has a length of 22 feet and a width of 10 feet. Determine the height
of the rectangular prism if its volume is 1,540 cubic feet.
V=l×w×h
22 × 10 × h = 1 540
h = 1 540 ÷ (22 × 10)
h = 7 feet
The height of the rectangular prism should be 7 feet.

149
 4. Greg needs to buy an official NBA basketball. The typical volume of a competitive
basketball is 13 442.02 in3. Upon looking for a ball, he saw one with a diameter of 28.5
in. Do you think that he saw the correct ball? If not, what should the diameter be?
4
V= πr3
3
4 28.5 in 3
= (3.1416) � �
3 2
= 12 120.88 in3
4 3V
V=
3
πr3 → =r
4π
3
3(13 442.02 in3)
=
4(3.1416)
= 3 3 209.04 in3
= 14.75 in
d=r×2
= 14.75 in × 2
= 29.5 in

Therefore, the ball that Greg saw is not the correct ball that he needed. The diameter of the
ball that he needs is 29.5 in.

5. Hannah bought a box for her gift. Her gift has a volume of 350 in3. If she wants a box
with a 13-inch height and an 8-inch length, what is the width should she look for?

V = lwh → w = V
lh
= 350 in3
(13 in)(8 in)
= 3.37 in
The width that she should look for is 3.37 in.

6. A cylindrical oil pipe measures 4 feet in diameter and 251.2 cubic feet in volume. What
is the height of the oil pipe?
V = πr2h
r =d÷2
=4÷2
=2
h = V ÷ πr2
h = 251.2 ÷ (3.14 × 4)
= 20 feet
The height of the oil pipe is 20 ft.

7. The Moon’s equatorial radius is approximately 1 738.1 km. What is the approximate
volume of the Moon in meters?
1 738.1 km × 1 000 m = 1 738 100 m
1 km
The approximate volume is 1 738 100 m.

150 Universal Math 7 Teacher's Manual

 8. A cone-shaped sand pail can hold 393 cubic inches of sand. What is the height of the
bucket if it has a radius of 5 inches?
V = 1 πr2h → h = 3V2
3 πr
= 3 (393 in3)
(3.1416 in)(5 in)2
3
= 1 179 in
78.54
= 15.01 or 15 in
The height of the bucket is 15 in.

9. Justin will paint the walls of his room. If his room has a surface area of 1 792 ft3 with a
length of 14 feet and a height of 8 feet, how wide is his room?
V = lwh → w = V
lh
3
= 1 792 ft
(14 ft)(8 ft)
= 16 ft
Justin's room is 16 ft wide.

10. The height and base diameter of a graduated cylinder are 1.2 feet and 1.8 inches,
respectively. Calculate the volume of the cylinder.
V = πr2h
h = 1.2 ft × 12 = 14.4 in

diameter = 1.8 in
radius = 1.8 ÷ 2 = 0.9 in

V = 3.14 × 0.92 × 14.4

V = 36.62 cu. ft.
The volume of the cylinder is 36.62 cu. ft.

VII. Valuing
1. Present the question below to the class:
What key skills and values can be developed as you learn concepts and skill about
volume?
• Spatial Awareness: Understanding volume helps students develop a sense of spatial awareness
and the ability to visualize and manipulate three-dimensional objects, which is crucial in
fields like engineering, architecture, and art.
• Problem-Solving Skills: Solving problems involving volume requires students to analyze
the shapes and dimensions of objects, fostering critical thinking and problem-solving skills.

151
 • Attention to Detail: Calculating volume accurately requires careful measurement and
attention to detail, emphasizing the importance of precision in mathematical work.
• Analytical Skills: Understanding the formulas for volume and their derivations helps
students develop analytical skills and the ability to decompose complex problems into
simpler parts.
• Measurement Skills: Working with volume enhances measurement skills, including the
ability to use different units of measure and convert between them, which is essential
in various practical and scientific contexts.
• Logical Reasoning: Understanding the logic behind volume calculations promotes logical
reasoning, helping students grasp the relationships between different dimensions and their
effects on volume.
• Environmental Awareness: Lessons on volume can include discussions on environmental
topics, such as the volume of waste and recycling, helping students understand the impact
of human activities on the planet.
2. Call on some students to share their answers with the class.

VIII. Performance Task

1. Ask the learners to form groups with 4 to 6 members. The group will present a slide
show presentation of their blueprint of the community garden layout. Facilitate the
performance task following the suggested activities:
2. Present the performance task in GRASPS format on pages 334 to 335 to the class.
3. Ask each group to assign roles, such as leader/presenter, researcher/recorder, calculations
/timekeeper, and designer/artist.
4. Ask them to do brainstorming on the following: a) conduct a brief needs assessment
– list down possible ways to divide the garden (50 m x 30 m), number of partitions,
and the kinds of plants to plant. Consider also the needs of the community by asking
questions or suggestions from the school clinic/canteen, TLE department head/teachers
and other resources that can provide important information and feedback. Among
the suggested sketches, decide on one specific sketch plan; b) Suggest ways or plans
to research for the materials to be used, such as soil, wood, plants etc, including their
costing and labor. If possible, look for sponsors to help you with the costs; and c) Lay
out the basic questions (who, what, when, where, how much, etc.) to guide you with
your plans. Consider realistic numbers and calculations as you make your presentation
as well as the persons assigned to accomplish each task. Make an outline of the tasks
ahead such as the budget, costing, expenses breakdown, revenue projections, and the
benefit it will bring to the community. Set a deadline in accomplishing each assigned
task as well as setting next meeting to check and address other concerns.
5. Each leader will initially report and present a simple summary of their meeting and
brainstorming session.
6. Each group will convene again and ask each member to present their updates,
accomplished task/s, and problems encountered. After each group member has
presented, address the concerns and suggest resolutions. Instruct the groups to start
making their projects and presentations.

152 Universal Math 7 Teacher's Manual

7. Ask each leader to meet and draw lots for the order and date of their presentation
of the community garden blueprint.
8. Give each group 5 to 10 minutes to present their work. Ask the rest of the students to
act as the audience and assess the presentation using the rubric on pages 335 to 336.
A guest teacher, administrator, or student council member may be invited to be part
of the audience.
9. After all groups have presented, ask each group to assess their own group in terms
of their teamwork work ethics. You may also provide a checklist or rubric for the
evaluation.

153