LESSON PLAN IN MATHEMATICS III

Name of Teacher JANICE B. AC-AC Date: Grade Level: III

Position Teacher I School Tayawan Elementary School
Learning Area Mathematics 3 Duration: 50 minutes
Competency Visualizes, and Represents, and Solves Routine Problems Involving Conversions of Common Units of Measure
M3ME – IVc- 40
Key Understanding to be developed Converting Common Units of Mass Measure
Knowledge Identify common units of mass measure.
Learning Objectives Skills Convert common units of mass measure using kilogram and gram.
Attitude Appreciate the use of common units of mass measure in real life situation.
Resources Needed K 2 12Teachers’ Guide pp.: 351-354
K 2 12 Learners’ Materials pp.: 312- 314
K 2 12 CG: p. 39
Weighing scale, real objects and PowerPoint presentation
ELEMENTS OF THE PLAN METHODOLOGY
Preparations Introductory  Prayer
Activity  Energizer
- How will I make the
 Checking of Attendance
learners ready?
- How do I prepare the  Collecting of Assignment
learners for the new Classroom rules: New Normal
lesson? 1. Please wear facemask before entering the classroom.
- How will I connect the new 2. Clean your hands with soap and hand sanitizer.
lesson with the past 3. Practice social distancing at least 2 meters away.
lesson? 4. Keep the classroom neat and clean.
5. Avoid touching your eyes, nose, mouth and face.
6. Don’t share personal items with your friends.
 Review past lesson
(Show PowerPoint presentation) Let the pupils answer the problem.
 Si Roxy nakalakaw og 8 000 cm ang gilay-un og si Suzanne nakalakaw og 90m padulong sa eskuylahan.
Pangutana: Kinsa sa duha ang nakalakaw og layo padulong sa eskuylahan?
Unsa man kini gilay-on?

Giunsa pagkuha ang gilay-on sa ilang nalakaw?

8 000cm ÷ 100 = 80m 90m x 100 = 9 000
Objective 1

Presentation
- How will I present the new
lesson?
- What materials will I use?
- What
generalization/concept
should the leaners arrive
at?
Applied  Motivation
knowledge of Show a picture of a market.
content within Ask: What do you see in the picture?
and across Have you been to a market?
curriculum What are things that you can see in the market?
teaching areas Let the pupils sing “BAHAY KUBO” (with a twist)
(MAPEH Let the pupils sing the song in rap version. Pupils may clap their hands, use their feet and music instruments to the beat.
MU3RH-Ib-h- 2
and H3N-Iab-11 Maintains a steady beat when replicating a simple series of rhythmic patterns in measures of 2s, 3s, and 4s (e.g.
echo clapping, walking, marching, tapping, chanting, dancing the
Objective 8 waltz, or playing musical instruments) (MAPEH INTEGRATION MU3RH-Ib-h- 2)
Applied a range of Ask: What vegetables are mentioned in the song?
successful Do you eat vegetables?
strategies that Which vegetables mentioned in the song do you eat?
maintain learning Why do we need to eat vegetables?
environments that Describes a healthy person (MAPEH INTEGRATION H3N-Iab-11)
motivate learners
to work For example: If you are going to buy 1 kilo of fish or rice, or vegetables in the market, what would be the first thing the
productively by owner would do? How will the owner measure the item that you would like to buy? Why do we need to use a weighing
assuming scale?
responsibility for
their own learning.
Activity  Show a short video clip.
Objective 3  Show different kinds of scale.
Displayed  Teacher will explain the use of weighing scale in kilograms and grams.
proficient use of
 Teacher will explain how to convert unit of mass measure using kilogram and grams.
Mother Tongue,  Show pupils how to weigh mass and convert them.
Filipino and
 Call pupils to weigh mass and convert.
English to
 Show more examples.
facilitate teaching
and learning Activity:
Annotation: A. Spin the wheel (Wheel and Convert)
Mother tongue, Call selected pupils to spin the wheel.
English and
Filipino language
were used all
through the B. Divide the class into 2, provide them with weighing scales. The teacher will give them the amount to measure.
lesson. The first group measures the exact amount wins the game.
Note: Remind pupils with the safety health protocols.
 Objective 4
Used effective verbal and non-verbal classroom communication strategies to support learner understanding,
participation, engagement and achievement.
Annotation:
The teacher was able to structure questioning in lessons to allow for students to engage in higher order thinking processes. She
was also able to differentiate teaching by directing different levels of questioning to different students depending on their
readiness. An example of how I use non-verbal communication to engage students is through the use of proximity. This means that
I make an effort to move throughout the room rather than stay in one spot, scan the room regularly, and interact with a range of
students rather than staying with one group. This has proven effective for my students as I am able to strategically move closer to
those who are not focused, which provides them with a non-verbal reminder to stay on task. It also ensures that I am able to
monitor student interest, engagement and participation. 

Analysis Ask:
1. How did you find the activity?
2. Is weighing scale important? Why?
Abstraction 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.

Practice Application Integration of positive and non-violent discipline and Differentiated Activity.
- What application/activities Objective 5 Note: Follow classroom rules.
will I give to the learners? Established safe 1. Please wear facemask while doing the activity.
and secure 2. Do the activity silently.
learning 3. Clean your hand with sanitizer or alcohol.
environments to 4. Avoid touching your eyes, nose and mouth.
enhance learning 5. Respect others on task.
through the Group the pupils into 4
consistent
implementation Teacher creates 4 LEARNING STATIONS for the group. Each group will pass through each
of policies, Learning station and must answer the given activity for each station.
guidelines and Group 1 – starts from learning station 1 - 4
procedures Group 2 – starts from learning station 2, 3, 4 and 1
Annotation: To Group 3 – starts from learning station 3, 4 , 1 and 2
keep the teacher be Group 4 - starts from learning station 4, 1, 2 and 3
reminded of the
important measures LEARNING STATION ACTIVITIES:
and guidelines to LEARNING STATION 1: WEIGH ME!
preserve classroom Pupils will weigh the things provided and convert it into grams.
safety and security,
she maintains to
remind the pupils by
giving safety
precautions that has LEARNING STATION 2: ON THE LIST!
to complete each Pupils list down 10 things that can be measured in Kilograms and 10 things that can be measured
morning and every
activity to ensure in Grams.
that safety of her
classroom. LEARNING STATION 3: DRAW AND CONVERT!
Pupils will draw an arrow to show the correct equivalent mass. Convert them into grams.

5 kg = ________ 4 kg = ________

2 kg = ________ 6 kg = ________

LEARNING STATION 4: SOLVE THE PROBLEM!

Objective 6
Maintained learning environments that promote fairness, respect and care to encourage learning. (through
group activities)
Annotation:
The teacher's management plan and expectations play a large role in the classroom community. Students cannot learn
 effectively in an environment where the facilitator has lost control. The teacher makes expectations and consequences
for classroom behavior very clear so students understand rules, boundaries and how to learn in a safe manner. When
the teacher's management plan is fair, consistent and organized, the students understand what to expect and can make
wise choices and take responsibility for their actions.

Assessment Levels of Prutas Kilogram/s Gram/s

How will I How will I score?
Assessment 6 KG ________ assess?
grams
sa
ging
9 kg ________ A. 1 point for every correct anwer
grams Paper and pencil

t
along
__________kg 9 000
grams
kalabasa B. 4 points for the word problem.
_________kg 8 000
grams

bayabas
What will I assess?

Pahimangno:
A. Isulat ang gibug-aton sa mga musonod nga mga
prutas. Isulat ang inyong tubag sa linya.

B. Solve the problem.

Si Anna nagtimbang ug tulo(3) ka klase sa prutas.

Mansanas nga adunay gibug-aton nga 2000 gramo,
Pinya sa gibug-aton nga 1000 gramo ug Bayabas
nga adunay gibug-aton nga 4000 gramo. Pila tanan
 ang kilo sa prutas nga iyang natimbang. (4pts)

Assignment Reinforcing the Tubaga ang mga musonod nga mga problems.
day’s lesson 1. Ang kalabasa adunay gibug-aton nga 5000g. Pila man ka kilogram ang kalabasa?

2. Nipalit si Randy og 12 kilograms nga patatas. Pila man kini ka grams?