MARFRANCISCO, PINAMALAYAN,

ORIENTAL MINDORO
BASIC EDUCATION DEPARTMENT
043-284-4504

Junior High MINDORO EDUCATION COMPANY INC.

MINDORO
EDUCATION School
COMPANY INC.

SUBJECT: Mathematics
QUARTER: Second
UNIT TOPIC: Polygons, Percentage, and Rational Numbers
LESSON: Speed, Distance, and Time
Time Frame: September 1-5, 2025

DETAILED LEARNING PLAN IN MATHEMATICS 7

EXPLORE
TOPIC: TEACHER’S ACTIVITY STUDENT’S ACTIVITY
SPEED, DISTANCE, Lesson Introduction Overview:
AND TIME This lesson focuses on the fundamental ideas of speed,
distance, and time, which play a key role in
CONTENT understanding motion. Students will discover how to
STANDARD: define each concept, recognize their appropriate units of
measurement, and use the formulas:
The learners should Speed = Distance ÷ Time
have knowledge and Distance = Speed × Time
understanding of use Time = Distance ÷ Speed
of application of They will also learn about average speed, found by
percentages, use of dividing the total distance by the total time. By engaging
rates, and rational in practical examples and problem-solving activities,
numbers. learners will gain the skills to compute unknown values
and apply these concepts to everyday situations, such as
PERFORMANCE travel and transportation.:
STANDARD:
 GREETINGS
The learners are able
to identify and use Good morning, Grade 7-Unity! Good morning Ma’am Kaye. It is
rates. nice to see you again. Mabuhay!

How are you today?

We are doing great Ma’am.
It’s good to hear that you are doing great today.

 PRAYER

May I request everyone to please stand.

Lord, we thank you for this day.
Let us all Pray.
As we gather here today, we ask
that You go before us in this class.
Please prepare our heart and mind
to focus and grant us the
understanding of what is being
taught.
Grant us the desire for knowledge,
and the energy to pursue it with
diligence, and willingness. May
we be a contributor to the

A W A R E N E S S. C O M M I T M E N T. E X C E L L E N C E. S E R V I C E
 classroom, and a light to those
around us. In Jesus’ name, amen.
 PUTTING CLASS IN ORDER

Before you take your seats, pick up those pieces of paper

on the floor and kindly arrange your chairs properly,
thank you so much. You may now take your seat.

 CHECKING OF ATTENDANCE

Let us check your attendance.

Are there any absentees today?
None, Ma’am.
Very good!
It is good to know that all of you are present today.

 REVIEW

Let us see if you learned regarding to the last topic. Can

anyone tell me, what is our last topic? Ma’am!

Yes, Richelle! Ma’am, our last topic we’ve from

the discussion is all about
That’s right! It is all about problems involving problems involving percentage.
percentage.

Now, what are the processes in solving problems Discount, sale tax and
commissions, these are some ways
regarding percentage in real-life? in solving problems regarding
percentage.

Seems like you understood what we’ve discussed in the

previous topic, I think we can move on now to our new
topic.

 PRE-ASSESSMENT

Let me test your prior knowledge about our topic for

today. I have here a 5 items question that will serve as
activity. I will give you 5 minutes to answer the
questions.

Directions: Choose the letter of the correct answer.

Write your answer on ¼ sheet of paper.
1. c
1. It is the measure of how fast an object moves.

a. Distance
b. Time
c. Speed
d. Average speed
2. d
2. It refers to the length of the path traveled from one
place to another.

a. Speed
b. Average Speed

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 c. Time
d. Distance 3. c

3. It is the duration of how long something takes.

a. Time
b. Average Speed
c. Time
d. Speed 4. a

4. To calculate the total distance travelled, we can

simply multiply the given
_______________ and _______________.

a. Speed and Time

b. Distance and Time
c. Speed and direction
d. Time and temperature 5. d

5. Liza walks at a speed of 4 kilometers per hour. How

far will she walk in 2 hours?

a. 6 km
b. 10 km
c. 12 km
d. 8 km
(some of student raise their hand)

Time is up, exchange your paper with your seatmate.

Who got the correct answer of 3 and above?

MAP OF CONCEPTUAL CHANGE ACTIVITY

FOR STUDENTS’ PRIOR/NEW
KNOWLEDGE:
Directions: Answer the K-W-L chart below. In the
column K, write what you already know about the topic,
and in the column W, write what you want
to know about the topic

Ma’am, me! I live at Gloria.

 MOTIVATION

Class, who among lives far from school?

Ma’am, if we leave 6:30 am we
arrived at school around 7:00 am.
What time do you usually leave home, and what time do
you arrive at school every day?
Ma’am, 30 minutes!
Therefore, how long is your travel time?

A W A R E N E S S. C O M M I T M E N T. E X C E L L E N C E. S E R V I C E
 HOOK ACTIVITY: Speed Challenge!

Mechanics: The class will be divided into two groups,

with each group selecting one representative to
participate in the challenge inside the circle. A set of
cards, consisting of two distinct colors, will be scattered
randomly across the designated play area. At the signal
to begin, the chosen representatives will attempt to flip
as many cards as possible to display their respective
group’s assigned color within the allotted time. To
increase the level of difficulty and ensure fairness, each
participant is required to keep one hand positioned
behind their back while using only the other hand to flip
the cards. Once the time limit has expired, the cards will
be counted, and the group with the greatest number of
cards showing their designated color will be declared the
winner.

Process Question:
I tried to move quickly and focus
on the nearest cards first so I
1. “What strategy did you use to flip as many cards as could flip more in less time. This
possible within the time limit?” shows that planning your moves
helps you save time.

It slowed me down because I

could only use one hand to flip the
2. “How did keeping one hand at the back affect your
cards. Just like in real life,
speed and performance in the game?”
limitations can affect our speed
and the time it takes to finish a
task.

LEARNING FIRM-UP (ACQUISITION)

COMPETENCY
A1.  LESSON PROPER
*define the concepts
of speed, distance, and Speed, Distance and Time
time.
We, Filipino loves to travel around the world or go trips
Learning Target(s): to some of the beautiful places we wanted to see. Now
1. I can define speed, let’s recall the places we had traveled, what is the Manila, Batangas, Laguna,
distance, and time in farthest place you had been to? Cebu…
my own words.
2. I can identify Do you know how far it is? No
correct units of There is an instrument on a vehicle dashboard indicating
measurement for its speed it is called Speedometer or Speed Meter
speed, distance, and
time.

A W A R E N E S S. C O M M I T M E N T. E X C E L L E N C E. S E R V I C E
 3. I can recall and use
the formula to solve
for sped, distance, and
time in a word
problem.

Success Criteria: In
my work, I am able to:

* define speed, Speed tells how fast something

distance, and time in Now, who can differentiate Speed, Distance and Time moves, distance tells how far it
my own words. goes, and time tells how long it
* identify correct takes. For example, if a car travels
units of measurement 60 km in 2 hours, its speed is 30
for speed, distance, km/h. If we know the speed and
and time. time, we can find the distance.
These three always work together
* recall and use the in solving motion problems.
formula to solve for Speed is a scalar quantity that refers to “how fast an
sped, distance, and object is moving”
time in a word
problem. The units used in Speed are:
o kilometer per hour (km/h)
o meter per second (m/sec)
o centimeter per second (cm/sec)
o millimeter per second (mm/sec)

Distance is the total length between two positions.

The units used in Distance are:

o kilometer (km)
o meter (m)
o centimeter (cm)
o millimeter (mm)

Time is the quantity measured or measurable period

during which an action, process, or condition exist or
continues.

The units used in Time are:

o hour (h)
o minute (min)
o second (sec)

The diagram below can help you remember the formula

for the missing Speed, Distance and Time. Just cover the
what we are looking for.

S
D
S T
Speed is the quotient of the distance divided by the time.

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 distance d
speed= or s=
time t

Example #1: A car travels 360 kilometer in 4 hours.

What is the speed of the car?

Given: d = 360 km, t = 4 h, s = ?

d
Formula: s=
t

Substitute the given in the formula

The speed of the car is 90 km/h.
Solution #1:
360 km
s= s=90 km/h
4h
Example #2: As part of his weekend exercise routine,
Robert travels and rides his bicycle for 2 hours. He
covers a total distance of 28 kilometers. How fast does
ride his bicycle during the weekends.

Given: d = 28 km, t = 2 h, s = ?
d
Formula: s=
t

Substitute the given in the formula

Solution #2:
28 km
s= s=14 km/h
2h
Try this! 1. The speed of the dog is 2 km/h.

1. A stray dog travels 10 kilometers in 4 straight hours. 2. The speed of the bus is is
What is the average speed of the dog?
109 km/h.
2. It took the bus 9 hours to complete a 981-kilometer
travel. What is the average speed of the bus? 3. Fredrin’s speed is 10 miles per
hour.
3.Fredrin used his skateboard to go to the park. He
traveled for 1.5 hours. How fast did he travel with the
skateboard if the park is 15 miles away from his home?

Aside from computing Speed, it is also important to

know how to solve for distance and time.

To solve for the Distance, multiply the speed and the

time.

S T
distance=speed ×time or d=s × t

Example #3: If Ana rides a bicycle at a speed of 12

km/h for 2 hours, how far Ana travels with her bicycle?

We are looking for Distance, the given are, what?

Given: s = 12 km/h, t = 2 h, d = ?
Formula: d=s × t

Substitute the given in the formula

Solution #3:

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 12 km The distance that Ana travel is
d= ×2 h
h 24 km.
Cancel the common unit and multiply the remaining
values.
12 km
d= ×2 h
h
d=24 km

Example #4: A jeepney travels at a speed of 102 km/h.

At this rate, how far does the jeepney travel in 6 hours?

Given: s = 102 km/h, t = 6 h, d = ?

Formula: d=s × t

Substitute the given in the formula

Solution #4:
102 km
d= ×6h
h
Cancel the common unit and multiply the remaining 1.) 400 kilometer
values.
102 km
d= ×6h
h 2.) 36 kilometer
d=612 km

Try this1 3.) 450 kilometer

1. If a car moves at a speed of 80 km/h for 5 hours. How

far does it travel?

2. Ella walk with her dog at 12 km/h for 3 hours. How

does she and her dog walked?

3. A bus runs at 50 km/h for 9 hours. How far does it go?

To solve for the time, divide the distance by the speed.

D
S
distance d
time= or t=
speed s

Example #5: What is the time if the speed is 105 km/h

and the distance is 315 kilometers?

Given: s = 105 km/h, d = 315 km, t = ?

d
Formula: t= The time it took to travel a
s
distance of 315 km at 105 km/h is
3 hours.
Substitute the given in the formula
Solution #3:
315 km
t=
105 km/h

Cancel the common unit and multiply the remaining

values. 1.) 5 hours

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 315 km
t=
105 km/h
t=3 2.) 7 hours

Try this!
3.) 2 hours
1. Joven drives at speed 120 km/h in 600-kilometer trip.
How long will it take him to reach his destination?
2. A boat sails 280 kilometers at a speed of 40 km/h.
How long does the trip take?

3. An airplane covers 1200 kilometers at a speed of 600

km/h. How many hours was it in the air?

The speed of the moving object is not always constant.

When the speed varies, its average speed can be
computed. Average Speed is computed by dividing the
total distance it covered by the total amount of time it
took to travel that distance.
total distance
average speed=
total time
or
d 1 +d 2
average speed=
t 1 +t 2

 REAL -LIFE SCENARIO

Worded Problem

Example #4: Jessica traveled two different distances on

separate days. On the first day, she traveled 34
kilometers in 5 hours. On the second day, she traveled
87 kilometers in 10 hours.

Given: d 1 = 34 km d 2 = 86 km
t1 = 5 h t 2 = 10 h

d 1 +d 2
Formula: average speed=
t 1 +t 2 The average speed is 8 km/h.

Substitute the given in the formula

Solution #3:
34 km+86 km
average speed=
5 h+10 h

120 km
¿
15 h Given: d 1 = 54 km d 2 = 54 km
¿ 8 km/h
t 1 = 55 min. t 2 = 35
min.

Formula:
Try this!
d 1 +d 2
average speed=
t 1 +t 2
Jeperson drives along the 54 kilometers of EDSA with
his motorcycle for 45 minutes. Going back, he drives

A W A R E N E S S. C O M M I T M E N T. E X C E L L E N C E. S E R V I C E
 faster and covers the same distance for only 35 minutes. Solution #4:
What is the average speed of the motorcycle per hour? 54 km+54 km
average speed=
55 min .+ 35 min .

108 km
¿
90 min .
108 km
¿
1.5 h
average speed=72 km/h

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY
M1. Activity 4: Group Activity
* solve problems
involving speed, Fast and Furry-ous: Speed, Distance, and Time
distance, time, and
average speed by
using correct formulas, Mechanics:
interpreting given In this activity, the class will be divided into three
data, and groups. Each group will choose one animal sound in
communicating English to represent them, such as “moo” for a cow,
effectively within a “meow” for a cat, or “woof” for a dog. A word problem
group setting. about speed, distance, and time will be flashed on the
TV screen for everyone to solve. The groups will work
Learning Target(s):
together to find the correct solution as quickly as
1. I can solve
problems involving possible. Once a group has their final answer, they must
speed, distance, time, shout it out using their chosen animal sound instead of
and average speed raising their hands. For example, if their group sound is
using the correct “woof,” they will shout “woof, woof!” to signal that
formulas. they are ready to present their answer. The first group to
give the correct solution earns the point.
2. I can solve real-life
situations of speed,
distance, and time. 1. A car travels 100 kilometers in 2 hours. What is its 1.) S= 50 km/h
speed?
Success Criteria: In
my work, I am able to: 2. A cyclist rides 60 kilometers in 3 hours. What is the 2.) S= 20 km/h
average speed of the cyclist?
* solve problems
involving speed,
3. A boy runs at a speed of 5 meters per second. How far 3.) D= 50 meters
distance, time, and
average speed using can he run in 10 seconds?
the correct formulas.
4. A jeepney moves at a speed of 40 km/h. How far can 4.) D= 200 meters
* solve real-life it travel in 5 hours?
situations about speed, 5. A bus travels 180 kilometers in 3 hours. What is its
5.) S= 60 km/h
distance, and time. speed?

6. A tricycle runs at a speed of 30 km/h. How much time 6.) T= 3 hours

will it take to cover 90 kilometers?

7. A runner covers 200 meters in 20 seconds. What is the 7.) S= 10 m/s

A W A R E N E S S. C O M M I T M E N T. E X C E L L E N C E. S E R V I C E
 runner’s speed?

8. A car moves at 60 km/h for 2 hours. What distance did 8.) D= 120km
the car travel?

9. A train runs at a speed of 100 km/h. How long will it 9.) T= 2 hours
take to travel 200 kilometers?

10. A girl walks 300 meters in 100 seconds. What is her 10.) S= 3 m/s
speed?
 GENERALIZATION

Let us have a quick recap of what we have just discussed

How can we calculate the speed given the distance and

time? Ma’am!
Yes, Abigale? We divide the distance by the
How can we calculate the distance given the speed and time.
time?
Ma’am!
Yes, Mary?
By multiplying the speed by the
time.
How can we calculate the time given the distance and
speed?
Ma’am!
Yes, Kristine?
We divide the distance by the
speed.
What is our formula in getting the average speed?
Yes, Monica? Ma’am!
By adding the two distances and
divide by the sum of the two
How does understanding speed, distance, and time help times.
us in real-life situations?
Yes, Nathanael? Ma’am!
It helps us plan travel, estimate
arrival times, manage schedules,
 QUIZ and make decisions based on how
Directions: Solve for the following problems. Write fast or far something moves.
your answer on the provided worksheet.
I. Complete the table by calculating the speed, distance,
and time.

Distance Time Speed

90 km 9h 1. ______
2. _______ 7h 45 km/h Distanc Time Speed
1600 miles 3._______ 200 miles/h e
120 cm 20 seconds 4. _______ 90 km 9h 10
5. ______ 6h 48 meter/h km/h
315 km 7h 45 km/h
1600 8h 200
miles miles/h
120 cm 20 6
seconds cm/sec
288 6h 48
II. Compute for the average speed. meter meter/h
6.) Average speed= 18 mile/ h
6. d 1 = 45 miles d 2 = 135 miles
t 1 = 4 hours t 2 = 6 hours

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 7.) Average speed= 30 km/ h
7. d 1 = 248 km d 2 = 202 km
t1 = 8 h t2 = 7 h
8.) Average speed= 15 km/h
8. d 1 = 140 km d 2 = 70 km
t 1 = 7.5 h t 2 = 6.5 h 9.) Average speed= 20 m/s

9. d 1 = 80 meters d 2 = 40 meters
t 1 = 4 seconds t 2 = 2 seconds
10.) Average speed= 60 km/h

10. A car travels 120 kilometers in 2 hours going to the

city. On the way back, it covers 180 kilometers in 3
hours. What is the car’s average speed for the whole
trip?

MAP OF CONCEPTUAL CHANGE ACTIVITY

FOR STUDENTS’ PRIOR/NEW
KNOWLEDGE:
Directions: Answer the K-W-L chart below. In the
column K, write what you have learned from the
topic.

LEARNING TRANSFER
COMPETENCY
T1.  Mini Task
*examine the Instructions:
relationship among In this activity, you will apply the formula for speed by
speed, distance, and measuring how fast you can walk from your classroom
time to solve real-life to the school gate. Given the distance 400 meters from
problems, make your classroom to the gate. Individually you are going to
informed decisions, record the time using a stopwatch or timer. The timer
and reflect on the will start when you started walking r begins moving and
value of managing stop once the reach reaches the gate. After recording,
time wisely in daily calculate your speed using the formula in finding the
life. speed. Next walk back from the gate to the classroom.
Record again and compute your second speed. Now that
you have two trips (going to gate and coming back to the
classroom), add the total distance and total time. Use
these to find you average speed using the formula in
finding the average speed. For reference in scoring look
at the rubric below.

Guide Question:

1. 1. Which part of the walk did you find yourself

moving faster — going to the gate or coming back to the
classroom? Why do you think this happened?

A W A R E N E S S. C O M M I T M E N T. E X C E L L E N C E. S E R V I C E
 2. How did calculating your average speed help you
better understand your whole journey?

 Values Integration

We already learned how to solve problems using speed,

distance, and time. Let me ask you, how can this lesson
Ma’am!
help you in your daily life, especially when going to
school?
For me, ma’am, it’s really useful.
Yes, Azeneth?
Every day, I travel from home to
school. If I know the distance and
how fast the jeep or tricycle is
going, I can estimate how long the
trip will take. It makes me realize
that if I want to arrive on time, I
need to leave the house earlier. So,
it teaches me to be punctual and
responsible.
Very good. Aside from travel, can you think of another
Ma’am!
situation where understanding speed, distance, and time
is important?
Yes, ma’am. For example, when
Yes, Ashley?
we have projects or assignments.
If I know how much time I still
have before the deadline, and I
know how fast I can finish one
task, then I can plan properly. It’s
like applying the formula—time
equals distance divided by speed.
I just divide my work into smaller
parts so I can finish everything
without rushing at the last minute.
I like that connection. Now, what values do you think
Ma’am!
this lesson is teaching us?
Yes, Marivie?
I think the values are time
management, discipline, and
responsibility. Because in both
travel and school work, I need to
plan ahead and use my time
wisely. If I waste time, I might not
reach my goal on time—just like
if I leave late, I’ll arrive late.
Very well said. So, in general, how will you apply this
Ma’am!
lesson to your life?
I’ll apply it by valuing my time

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 more. I’ll plan ahead, avoid being
late, and try to manage my tasks
step by step. Because just like in
math, the way I handle my time
determines how successful I’ll be
in reaching my goals.

Excellent realization. That’s the true value of speed,

distance, and time—not only for solving equations, but
for learning responsibility and discipline in real life.

 ASSIGNMENT
Direction: Research and study about the Form of
Rational Numbers.

Guide Question:

1. How can you tell if a number is a rational number?

2. In what form can all rational numbers be written? Yes, ma’am!

None, ma’am!
3. Can a decimal number be rational? Why or why not?

Did you get it class? Goodbye, Ma’am Messkaye!

Any questions? Clarifications?
Thank you for teaching us. God
Okay, that’s all for today. Always remember, do not be
afraid on numbers. Instead, let the numbers be afraid on bless!
us.
Goodbye class! Class dismiss!

REFERENCES
Math for Innovative Minds 7
Author: DIWA
pp. 54-65
Date Submitted: 08/26/2025

A W A R E N E S S. C O M M I T M E N T. E X C E L L E N C E. S E R V I C E
 Prepared by:
Messkaye S. Mulawin
Student Teacher

Checked by: Reviewed by:

Marvin Lee C. Perilla Lourdes Merhan-Soriano
Critic Teacher Mathematics Coordinator

Noted by:
Dina Mycah B. Ozar
Academic Affairs’ Coordinator

Approved by:
Mrs. Emelyn Marasigan-Narra
Basic Education Principal

A W A R E N E S S. C O M M I T M E N T. E X C E L L E N C E. S E R V I C E