Annex 2B.1 to DepEd Order No. 42, s.

2016
School Canico P. Iriberri National High School Grade Level 8
Teacher Remelyn D. Cortes Subject TLE
DETAILED Teaching Dates SEPTEMBER 25- 29, 2023 Quarter 1
LESSON and Time
PLAN 2:00- 3:00 PM Week 5

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of concepts and principles in performing measurements and calculation

B. Performance Standards The learners shall be able to perform accurate measurements and calculation based on a given task.

C. Learning Competencies LO 2. Carry out mensuration and calculation.

with LC code TLE_ICTTD7/8MC-0g-2
At the end of the session, the .learners are expected to:

D. Objectives 1. Define calculation and mensuration.

2. Convert measurement from metric to English system or vice versa.
3. Appreciate the importance of employing different techniques in checking for accuracy of the computation.

II. CONTENT
A. Topic Perform Mensuration and Calculation
III. LEARNING RESOURCES

A. References Alternative Delivery Mode (ADM) Quarter 1- Module 8

1. Teacher’s Guide pages N/A
2. Learner’s Material pages 1-15
3. Textbook pages N/A
4. Additional Materials from N/A
learning Resource (LR)
portal
B. Other Learning Resources projector, laptop, pentel pen, manila paper, cellphones, pictures, and visual aids

DAY 1
IV. Procedures PRELIMINARIES
● Prayer

● Greetings

● Checking of attendance

● Setting the mood of the learners

● Setting of classroom standard

COLORS C-ooperate O-bserve L-isten be O-utput- oriented R-espectful S-upportive
A. Reviewing previous
lesson or presenting the
new lesson
Review
● The teacher checks learners’ understanding by asking them to name some common tools, drawing instruments,
equipment, and paraphernalia they know.
● Discuss their uses and functions in drawing.

Motivation (Four Fundament Math Operation)

Learners look at the table flashed on the screen. Supply what is being asked in the box. The first line in the box is done for you.

 Should you be familiar with those Math operations?

 Have you experienced difficulty in solving using it?
 Would you be able to identify the answer of each operation?

B. Establishing a purpose for

● The teacher presents the objectives by allowing learners to read it. The teacher gives further inputs to emphasize the
the lesson
learning goals that students will achieve at the end of the lesson.
● After reading the objectives, the teacher asks if the learners are ready for the lessons and the activities.

C. Presenting examples/
Instances of the new
lesson
● The teacher conducts unlocking of difficulties to help improve the understanding of the text by defining unfamiliar words.
- mensuration - quotient
ACTIVITY - product - calculation
- minuend - subtrahend

● After the preliminary activity, the teacher proceeds to the differentiated tasking. The teacher gives instructions to guide
learners of the tasks.

● The learners gather by group in a designated area.

● Each group are given the envelop with materials needed for the activity.

● The activity will be performed within 10 minutes only.

● Each group will assign the following roles to the members.

Leader One who leads the group

Secretary One who writes the answers of the group

Reporter One who reports the output to the class

Timekeeper One who monitors the time

Members Will cooperate and participate in constructing ideas

 ● The teacher allows the groups to decide first who are assigned with the different tasks in a minute. Once the groups are
done assigning the tasks, the teacher presents the rubrics and informs the learners that the rubric will be used in rating the outputs.
Criteria 10 8 6

Promptness The group who The group who The group who finished
finished the activity finished the activity 3 the activity more than 5
on or before the given minutes after the minutes the given time.
time. given time.

Cooperation All the members 1 member did not More than 1 member did
(Brainstorming) actively participated participate in not participate in
in performing the performing the performing the activity.
activity. activity.

Behavior All the members 1 of the members did More than 1 member did
behave properly. not behave. not behave
ACTIVITY 1: Measure Me!
Accuracy All the answers are One answer is not More than one answer is
correct. correct. not correct. Instructions:
Write the correct
measurements as indicated by the extension lines below. Use a
separate sheet of paper.
ACTIVITY 2: Convert Me!
Instructions:
Convert the following measurement from metric to English system or vice versa.
1. 60 cm = __________ in.
2. 3 ½ in. = __________ cm.
3. 75 cm. = __________ m.
4. 10 in. = __________ cm.
5. 30 cm = __________ ft.

ACTIVITY 3: Solve Me!

Solve the following equation using the indicated operation.
  After you have answered the four equations above, you check if your answer is correct. Use the inverse operation to
check your answer. Show your solution. Get another extra sheet of paper for your answer.

 Another 5 minutes will be given for the presentation of outputs.

D. Discussing new concepts

and practicing new skills ● The teacher will use the fishbowl method in the processing of questions to elicit responses from the students. In case
#1
learners’ answers are needing more support, other learners will be called through the same method, or the teacher may shift to
ANALYSIS voluntary modality to allow other learners who are ready to share to answer the questions. The teacher must ensure also those
other learners are given a chance to share their answers.
Eliciting Learners’ Experience
1. Was the activity easy?
2. Did you encounter difficulties in carrying out the tasks?
3. What were those difficulties?
4. What did you do to overcome those difficulties?

Teamwork
5. Did you apply any strategy to finish your task on time?
6. What are those strategies?
7. How did it help you during the process of making the activity?
Content
8. What was the activity all about?
9. Can you define calculation? mensuration?
10. What do you call the answer of Addition? Multiplication? Division? Subtraction?
11. What are the two system of measurement? Differentiate each.
12. Why is it important to know measurements equivalent?
 13. How do you check if your answer is correct?

● After the series of processing questions the teacher wraps up about what the learners understand in the activities. This
is to ensure that learners are now ready for the discussion of the lesson. The teacher makes sure that there is smooth transition
from process questions so that learners see the connectivity of the activities and the lessons.

DAY 2
8. Continuation of discussion  Class discussion (PPT Presentation)
of new concepts leading  The teacher will provide key inputs and discussions of the lesson proper. The key inputs will deepen the knowledge of
to formative assessment students through some sort of discussion, simple question and answer portion and some sort of sharing on the
ABSTRACTION lessons. The teacher might as well use translation on terms that are difficult or not common to learners.
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TRADE MATHEMATICS / MEASUREMENT
Measuring accurately is a skill that should be developed. Inaccurate measurement would mean a waste of time, effort, and
materials. The development of the skill in measuring starts with the ability to read the measurement. An orthographic or pictorial
view of an object cannot be used as a working guide in the construction of an object without complete and accurate dimensions
indicated in the drawing.
Two Systems of Measurement
There are two systems of measurement: The English system which originated in England and the Metric system or Systems
International (S.I) which originated in France. The basic unit in the Systems International measurement is called the meter. The
meter is divided into 100 centimeters. Each centimeter is divided into 10 millimeters. They are abbreviated as follows:
Millimeters mm Centimeters cm
Decimeters dm Meters m
 In the English system, the inch is divided into 16 graduations and the smallest graduation is read 1/16.
Metric System of Measurement (linear equivalent)
10 millimeters (mm.) = 1 centimeter (cm.)
10 centimeters (cm.) = 1 decimeter (dm.)
10 decimeter (dm.) = 1 meter (m.)
10 meters (m.) = 1 decameter (Dm.)
10 decameter (Dm.) = 1 hectometer (Hm.)
10 hectometer (Hm.) = 1 kilometer (Km.)
10 kilometer (Km.) = 1 mayriameter (Mn.)

English System of Measurement (linear equivalent)

2 inches (in.) = 1 foot (ft.)
3 feet (ft.) = 1 yard (yd.)

Metric Conversion Table

1 millimeter = 0.03937 inches (in.)

1 centimeter = .3937 inches (in.)
1 meter = 39.37 inches (in.)

9. Developing Mastery  The teacher allows learners to

Formative Practice answer an objective type of test to
measure learners’ understanding on the
lesson and check it right away.

Instructions: Select the correct

answer from the choices given below:
 DAY 3
10. Finding practical
applications of concepts GROUP 1: Measurement Olympics
and skills in daily living Objective: To reinforce students' understanding of metric and English system measurements through hands-on activities.

Instructions:
1. Set up different stations with various objects that require measurement, such as ropes, boxes, bottles, and more.
APPLICATION 2. Each station should have a mix of metric and English system measurements.
3. Provide measurement tools like rulers, tape measures, and scales at each station.
4. In their groups, students must measure each object using the appropriate system and record their measurements.
5. After measuring all objects, students should convert their measurements from one system to the other using conversion
 formulas.

Activity 2: Measurement Conversions Relay

Objective: To enhance students' skills in converting measurements between the metric and English systems in a competitive and
engaging manner.

Instructions:
1. Create a list of measurement conversion tasks, including length, weight, volume, and temperature conversions.
2. Prepare cards with measurement values in either metric or English units.

Activity 3: Measurement Scavenger Hunt

Objective: To reinforce understanding of metric and English system measurements and conversions through a fun and interactive
scavenger hunt.

Instructions:
1. Provide the group with a list of common objects found in the classroom or school environment.
2. Instruct them to find and measure the designated objects using both metric and English system measurements. They
should record their measurements on the worksheet.
3. Encourage students to work collaboratively and use the measurement tools accurately.
4. After measuring the objects, have the group convert the measurements from metric to the English system, and vice
versa. They can use calculators or conversion charts.
5. Ask the group to share their findings and conversions with the class.
 DAY 4
11. Making generalizations
about the lesson The teacher allows the learners to share short reflections on the importance of employing different techniques in checking for
accuracy of the computation.
12. Evaluating learning
Directions: Carefully read and understand each question and select the best answer by writing the letter of your choice in
FORMATIVE ASSESSMENT your activity notebook.
 13. Additional Activities for Three things I learned about the lesson:
application or remediation
1. _____________________________________________________________________________________________________
2._____________________________________________________________________________________________________
3._____________________________________________________________________________________________________
V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lessons.
D. No. Learners who continue to
require remediation
E. Which of my 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
materials did I used/discover
which I wish to share with other
teachers?

Prepared by: Checked and Validated: Noted:

REMELYN D. CORTES EARL CHRIS ESCATRON JOEL A. ORNILLA

Subject Teacher TLE Coordinator School Head