7:20-8:10 (Samson) 10:05-10:5 (Serra) January 31, 2018

8:10- 9:00 (Galvez) 10:55- 11:05 (Remedial)

9:00-9:15 (RECESS) 11:05-11:20 (Hand washing and Tooth brushing)
9:15-10:05 (Jalon) 1:00-1:50 (Rivera)

Daily Lesson Plan in Mathematics

I. Objectives
Convert common units of linear measure from larger unit to smaller unit and
vice versa; meter centimeter.
II. Subject Matter
“Converting Common Units of Linear Measure

Materials: Meter Stick, Tape Measure, Ruler with centimeter, objects to

be measured, activity sheets and show me board.

Values Focus: Accuracy in Measurement

III. Procedure
A. Preliminary Activities
1. Drill
I will ask some questions on how to find the product and the student
will use a “show me board” in giving me answer.

Find the Product.

a. 100 100 100 100
X5 x3 x6 x2

Find the quotient.

b. 4√400 7√700 100√1000

2. Review
Measure the following using ruler or tape measure or meter stick.

(Length of the notebook, pencil and ballpen)

3. Motivation
Ask question on how to measure the length of the teacher’s table.
How long will that be?
B. Developmental Activities
1. Presentation
Present the situation to the class.
Ask two students go in front and measure the length of the teacher’s
table using meter stick.
 Who measured the length of the table?
How long is the table according to _____?
How long is the table according to _____?
Whose measurement do you think is correct?

Verify the answer of pupils using a meter stick or a tape measure. Locate
And mark the section where 1 meter is located. Help them to see that 1
Meter is equal to 100 centimeter as seen in the meter stick or tape measure.

Lead the pupils to see that 1 meter when converted to centimeter is 100
centimeter.

2. Performing Activities
Divide the class into 5 groups. Let them do the activity. (Distribute
the activity sheet)

Directions: In groups, measure the length of the given objects using

meter stick. (Yarn, window, desk and black board) Fill in the table.
Objects Measurement in Centimeters

Yarn
Window
Desk
Black board
3. Processing Activities
Let the pupils record their measurements on the table as shown
below. Discuss and summarize the results.

Objects Measure in Measure in Meters

Centimeter
Yarn 300 3
Window 200 2
Desk
Black board 400 4

What are the units of measure that you use in measuring the
objects?
How long is the yarn in centimeters? In meters?
 What can you say about the measurement of the rope in centimeters
and in meters? Is the length the same? Why?

If 3 meters is already given as the length of the rope, how can we get
its length in centimeters? (multiply 3 by 100; 3 x 100 = 300cm)
How can we change the 300 centimeters to meters? (divide 300 by
100; 300 ÷ 100 = 3 meters)
4. Reinforcing Activities
Provide the following exercises. Let pupil’s work in pairs. After each
exercise discuss the solutions and their answers.

1. How many centimeters are there in 2 meters? In 10 meters?

Answer: 2 meters = 2 x 100 = 200 centimeters
10 meters = 10 x 100 = 1000 centimeters
2. Which is longer? 600 centimeters or 3 meters? Why?

Answer: Convert both measurements with the same unit of

measure.

Method 1
Convert 600 centimeters to meters;
600 ÷ 100 = 6 meters

Method 2
Convert 3 meters to centimeters;
3 x 100 = 300 centimeters

Thus 600 cm is greater than 3m.

5. Summarizing the Lesson
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.
6. Applying to New and Other Situations
a. Divide the class into 5 groups. I will provide 1 role of yarn, ask
each group to cut and show the following measures (1 meter and 3
meters. Let them convert these measures to m or cm.
b. Let them do the activities 1 and 2.
 Activity 1

Converti el siguiente na indicao unit of measure.

1. 5 metros = _______________ centimetros
2. 300 centimetros = _________ metros
3. 3 metros = _______________ centimetros
4. 400 centimetros = _________ metros
5. 1 metros = _______________ centimetros

Activity 2

A. Escribi >, <, = na □para hace justo el oracion.

1. 7 m □ 300 cm + 400 cm
2. 600 cm – 200 cm □ 10 m

3. 5 m + 6m □ 20,000 cm

4. 1,100 cm – 900 cm □ 2 m
B. Solve el siguiente problema.
1. El corral alreredor del escuela tiene altura de 5
metros. Cosa el altura del corral na centimetros?
2. Tres metro el anchor del diatun entrada na escuela.
Cosa de ancho este na centimetros?
3. Si Martin tiene 2 metro largor de alambre. Hay puede
bae le este curta na 5 diutay pedazo de 25
centimetros de largo? Porque?

IV. Evaluation
Assess learning using Activity 3.
1. Escogi el justo contestacion: 1 m + 2 m (menos, mas de, igual na)
30 m.
2. Cuanto metros el 23,000 centrimetros?
3. El flag pole tiene 600 centrimetros altura. Cosa el altura de este
na metro?
4. Si Roxy ya camina 8,000 cm mientras si Suzanne 90 m para na
escuela. Quien ya camina el mas lejos? Quilaya de lejos?
V. Assignment
Ask students to name some objects found in their homes and measure the
length of it. Fill the following information in the table.
example (height the door, length of the dining table bed and etc. Let them
measures in centimeters and in meters.
Cosa Medida na metro Medida na Centimetro
Altura de puerta
Mesa
Kama