GRADES 1 to 12

        DAILY LESSON LOG

School:

Grade Level:

III

Teacher:

Learning Area:

MATH

Teaching Dates and Time:

WEEK 2

Quarter:

4TH Quarter

Monday

Tuesday

Wednesday

Thursday

Friday

1. OBJECTIVES

A . Content Standard

Demonstrates understanding of conversion of time, linear, mass and capacity measures and area of square and  rectangle.

Demonstrates understanding of conversion of time, linear, mass and capacity measures and area of square and  rectangle.

Demonstrates understanding of conversion of time, linear, mass and capacity measures and area of square and  rectangle.

Demonstrates understanding of conversion of time, linear, mass and capacity measures and area of square and  rectangle.

Demonstrates understanding of conversion of time, linear, mass and capacity measures and area of square and  rectangle.

B . Performance Standard

Apply knowledge of conversion of time, linear, mass and capacity measures  and area of rectangle and square in mathematical problems and real-life situations..

Apply knowledge of conversion of time, linear, mass and capacity measures  and area of rectangle and square in mathematical problems and real-life situations.

Apply knowledge of conversion of time, linear, mass and capacity measures  and area of rectangle and square in mathematical problems and real-life situations.

Apply knowledge of conversion of time, linear, mass and capacity measures  and area of rectangle and square in mathematical problems and real-life situations

Apply knowledge of conversion of time, linear, mass and capacity measures  and area of rectangle and square in mathematical problems and real-life situations

C. Learning Competencies/  Objectives (Write LC code for each)

Visualizes, and represents, and solves problems involving conversion of time measure.

M3ME-IVb-10

Visualizes, and represents, and converts common units of measure from larger to smaller unit and vice versa: meter and centimeter

M3ME-IVb-39

Visualizes, and represents, and converts common units of measure from larger to smaller unit and vice versa:, kilogram and gram

M3ME-IVb-39

Visualizes, and represents, and converts common units of measure from larger to smaller unit and vice versa: liter and milliliter

M3ME-IVb-39

The pupils are expected to get 75%  mastery level in the weekly tests.

II. CONTENT

Measurement

Problems involving Conversion of Time Measure

Measurement

Converting Common Units of Linear Measure

Measurement

Converting Common Units of Mass Measure

Measurement

Converting Common Units of Capacity Measure

WEEKLY TEST

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

343-346

346-350

351-354

354-357

2. Learner’s Materials pages

259-263

263-266

267-270

271-274

3. Textbook pages

Mathematics for Everyday Life Grade 4. 2000. pp. 166-167*

4. Additional Materials from Learning Resources (LR) portal

B. Other Learning Resources

Calendar, charts, show-me-board, flashcards  

Meter stick/tape measure/ruler with centimeter, realia/objects to be measured, activity sheets, “Show Me” board

Weighing scale, real objects, pictures, illustrations

Activity cards, empty plastic bottles of different capacities  

Test question

IV. PROCEDURE

A.Reviewing previous lesson or presenting the new lesson

Let the pupils find the missing Let the pupils answer the following questions mentally.

1. How many days are there in June and July?

 2. How many days are there in August?

3. The cold months are December and January. How many days are the cold months?

4. Summer vacation is in April and May. How many days is the summer vacation?  

Have an activity on measuring the following using ruler or tape measure or meter stick ,length of the notebook, pencil, blackboard, length or width of the classroom.

Show the following pictures and let pupils give the reading shown on the weighing scale.

Use flash cards. Instruct the pupils to use mental math in finding the product/quotient.  

a.  10 x 1 000

 b. 3 000 x 50

c. 12 x 2 000

d. 3 000 ÷ 2

e. 1 000 ÷ 50  

A. Preparation

B. Establishing a purpose for the lesson

 Let pupils choose the most sensible answers.  

a. Amor slept for 2 (seconds, hours, days).

b. Allan takes 15 (seconds, hours, minutes) to take a bath.

 c. Miles can wink her eye in a (minute, hour, second).

d. Abigail can solve a math problem in 2 (minutes, seconds, hours).  

 If you are to measure the lenth of the teachers table, how long will that be?

Whose measurement is correct? Why?

Let the pupils sing “Bahay Kubo.”  

Ask:  What vegetables are mentioned in the song?       Do you eat vegetables?  Which vegetable mentioned in the song do you eat?                  Why do we need to eat vegetables?  

Show a picture of flooded place with pastic bottles, cups, can, etc. floating.

B. Giving of Direction

C. Presenting attempts instances of the new lesson

Present this problem.

Present the situation to the class.  

Rinukod da Mark ken Rizza ti kaatiddog ti lamisaan ti maestra da.  Nakita ni Mark nga atatiddog ti 1 metro, ngem kuna ni Rizza atatiddog  ti  100 cm. Asinno kadakuada ti husto Apay ?

Ask: Which is heavier, a kilo of guavas or 1 000 grams of eggplant?

How do you know? What instrument will you use to determine the mass of an object?

Show a weighing scale (if available use the weighing scale used in the canteen, feeding or science laboratory).

Call the pupils’ attention to the lines shown in the weighing scale. Let them identify the smaller lines that represent grams (it can be 10 g, 100 g depending upon the weighing scale used). Let the pupils skip count the smaller lines that represent the gram until they reach 1 kilogram (e.g. 10, 20, and so on or 50, 100, 150, and so on.)Ask: How many grams are there in one kilogram?

Pupils should realize that 1000 grams is equal to 1 kilogram.

Call a pupil to weigh the eggplants and call another pupil to read its mass by grams and then by kilograms. Do the same with the guavas.

Ask: Which is heavier, a kilo of guavas or 1 000 grams of eggplant? Why?

Importante nga uminom tayo ti 8 a baso ti danum iti ordinario nga aldaw. Ngem no gumatang tau ti bottled mineral water wenno  juice, ken ti sabali a brand, ania ti sabali a banag a kayat mo a makita iti labelna  Mano a litro ti danum iti mainom mo ti kada aldaw Kasano kaadu dayta ti milimetro?

C. Giving of test paper

D. Discussing new concepts and practicing new skills #1

Let pupils do Activity 1 by groups. Discuss the problems one at a time. Let pupils show their solutions and answers per question

Divide the class in four groups. Provide the materials and let them do the activity.

Bring out some vegetables and fruits and let the pupils identify each.

e.g. 4 kg of squash, 2 kg of eggplants, 1 kg of chico, 3kg of bananas

Call a pupil to weigh each bag of vegetables and fruits in kilogram and in grams. Let them fill the table as shown.

Group the pupils and give each group the materials and activity card.

Let them report their output.

D. reading directions of the test

E. Discussing new concepts and practicing new skills #2

What do you need to find in problem number 1? 2? 3? 4? How can we solve problem 1? How did you convert 120 minutes to hours? How can we solve problem 2? How did you convert 360 seconds to minutes? How can we solve problem 3? How did you convert 3 years to months, into weeks and into days? How can we solve problem 4? What

Let the pupils record their measurements on the table as shown below. Discuss and summarize the results.

Ask: What are the units of measure that you use in measuring the objects?

Pose the following questions.  

 What is the mass of chico in kg? What is its mass in grams? What did you observe?  

Kilogram                                gram 1 kg =1        1        0001        000 g   What operation will you use to change gram to kilogram?  

Gram                                 kilogram 1,000 g = 1,000        1,0001 kg   Give the weight of (banana, squash and eggplant) in kilograms and in grams.

  What is the total mass of the fruits in kilograms? in grams?   What is the total mass of the vegetables in kilograms? in grams?  

Discuss:

1. Mother bought four 500 ml tetra packs of milk. How many liters is it?
2. b. Lira has to transfer 5 liters of cooking oil in bottles of  250 ml. How many bottles will she need?

E. Answering the test materials

F. Developing Mastery (Level of formative assessment 3)

Let pupils do Activity 2 Let them work by pairs then discuss their solutions and answers.

Provide the following exercises. Let pupils work in pairs. After each exercise discuss the solutions and answers.

1. How many centimeters are there in 2 meters? 10 meters?
2. What is ¾ of a meter?
3. Which is longer? 600 centimeters or 3 meters?

Let the pupils answer the problems by pair.

Let the pupils do Activity 1 in the LM

F. Checking of papers

G. Finding practical application of concepts and skills in daily living

Answer Activity 3 in triads. Discuss their solutions and answers afterwards.

a. Divide the class into 5 groups. Provide about 3 meters long of yarn and meter stick or tape measure or ruler to each group. Ask 1 or 2 groups to cut and show the following measures; e.g. 1 ½ m, 110 cm. Let them convert these measures to m or cm.  

b. Let the pupils do Activities 1and 2 in the LM.

Let the pupils do Activity 4 in the LM

Let the pupils do Activity 2 in the LM  by pairs.

G. recording of scores

H. Making generalization and abstractions about the lesson

How do we solve problems involving converting time measure?  

To solve problems involving conversion of time, identify the given time measure and to which time measure it should be converted. Know the different conversion formula and how they are used. e.g. To convert minutes to seconds, multiply the numbers of minutes by 60. To convert hours to minutes, multiply the numbers of hours by 60.

To convert months to year, divide the number of months by 12. 6

Ask: “How is meter converted to centimeter?  centimeter to meter?”  

 To convert meter to centimeter, multiply the number of meters by 100.   To convert centimeter to meter, divide the number of centimeters by 100

Ask:  How do you convert kilogram to gram? gram to kilogram?  

To convert kilogram to gram multiply the number of kilogram by 1 000. To convert gram to kilogram divide the number of gram by  1 000

How do you convert liter to milliliter? milliliter to liter?  To convert liter to milliliter multiply the number of liter by 1000.  

 To convert milliliter to liter divide the number of milliliters by 1000.  

I. Evaluating Learning

Ipamuspusan dagiti sumaganad a problema.  

1) Ni John ket  9 a tawen na.  Mano a bulan ti tawen na  lawas

2) Ti barko ket agbibiyahe iti uneg ti  60 nga oras. Mano nga aldaw nga agbibiyahe ti barko

 3) Kalpasan a mangrabii da Tita Yoly ken dagiti annak na ket agbuya da ti telebision. Mangrugi da agbuya ti 7:30 ti rabii agpatingga da  7:45 ti rabii. Mano nga oras ti panagbuya da ti telebision Mano nga minuto  

4) Nagpaot ti maysa a programa iti uneg ti 1 oras ken 30 minuto. Mano a  segundo ti kapaot ti programa

Sungbatan dagiti sumaganad a saludsod.

1) Pilien ti husto a sungbat: 1 m + 2 m   is (less than, greater than, equal to) 30 m

2) Mano a metro ti 23 000 sentimetro 3) Ti flag pole ket 600 sentimetro ti katayag na. Kasano ti katayag ti  flag pole metro?

4)Nagna ni Roxy ti 800 cm ket ni Suzanne nagna met ti 9 m iti ipapan da ti pagadalan. Asinno kadakuada iti ad-adayo ti pinagna na. Mano ti nagadayuan da?  

Sungbatan dagiti sumaganad.

1) 3 000 g = __________ kg

 2) 11 kilogramo = _______ gramo 3) Mano a gramo iti adda ti 100 kg? 4) Nagkiloak ti 33 kilogramo.  Mano pay a gramo ti masapulko tapno agbalin a 35 kilogramo?

5) Adda  500 a gramo ti manok , 1 250 gramo a karne ti baka  ken 750 gramo ti ikan iti uneg ti  refrigerator. Mano nga kilogramo ti karne ken ikan ti adda?

Sungbatan dagiti sumaganad.

1.)Keddengam no ania ti gatangem tapno maka-save ka ti kuarta.  Mano iti mai-save mo  Importante kadi ti agurnong ti kuarta  Apay?

2)  Imbaon na ka niNanang mo a gumatang ti 3 a litro ti gatas idiay groseria. Naka-botelya a gatas a 500 mL laengen ti adda iti groseria Ania ti aramidem?

  3)  No ti maysa a botelya  ket PHP 80.00 ti gatad na, mano ti gatad na ti 6 a botelya Mano ti suplina no ikkan na ti kahera ti P P500?

J. Additional activities for application and remediation

Ipamuspusan dagiti sumaganad a problema.

1.)Dinalusan ni Trisha ti siled na iti uneg ti 20 minuto. Mano a segundo ti kabayag na a nangdalus ti siled na?    

2) Lima a lawas pay sakbay a mangrugi ti  school year.  Mano pay nga aldaw ti panaguray ni Elmer ti panaglukat ti pagadalan?

3) Aggigian ni Julie iti lugar ti apong na iti 7 a tawenen tatta. Mano a bulan nga aggigian ni Julie iti apong na Mano a lawasen?

Sungbatan dagiti sumaganad a problema.  Ipakita ti solusion ayan ta kuaderno .

1) Ni nanang gimatang ti   kg ti sibuyas.  Mano amin a gramo ti sibuyas ti ginatang na?

2) Masapul ni Nora ti 2 kg a diket ti panagaramid na ti puto bumbong.  Iti adda lang nga diket ti supot ti paglakuan ket  250 gramo. Mano kuma ngarud a supot ti diket ti gatangen na  No ti 250 g ti diket ket aggatad PhP 22? mano amin ti gatad ti 2 kg?

 3) Ti laeng mabalin nga itugot a gargaret ni Elsa iti eroplano  ket 10 kilogramo.  Ti gargaret na ket adda dagsen na a 11 500 gramo. Mano ti sobra ti gargaret na?    

Aramiden ti sumaganad.

 a. Mano a  200 mL  a danum  iti kapada ti 8L ti danum?

 b. Pinagatang naka ni Nanang mo ti 3 litro a mango juice. Idiay groseria nakitam ti mango juice a nakalata iti nadumaduma a kapasidad ken presio a makita iti baba. Ania ti gatangem ken mano? Ipalawag.

V. REMARKS

IV.Be ready for the next lesson

VI. REFLECTION

A. No. of learners who earned 80% on the formative assessment

B. No. of learners who require additional activities for remediation

C. Did the remedial lesson work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

E. Which of teaching strategies worked well? Why did these work?

F. What difficulties did I encounter which my principal or supervisor can help me solve?

G. What innovation or localized material did I use/discover which I wish to share with other teacher?