School Grade Level THREE

GRADES 1 to 12
DAILY LESSON Teacher Learning Area MATHEMATICS
LOG Teaching Dates and SEPTEMBER 1-5, 2025 Quarter SECOND
Time W2Q2

Monday Tuesday Wednesday Thursday Friday

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment
I. OBJECTIVES strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.

A. Content Standards The learner should have knowledge and understanding of measures of mass and capacity.
B. Performance Standards By the end of the quarter, the learners are able to measure, estimate, and compare mass of objects.
The learners
C. Learning Competencies / • measure mass in grams (g), kilograms (kg) and/or milligrams (mg), using appropriate measuring tools;
Objectives • estimate mass of an object using grams, kilograms, and/or milligrams;
Write the LC code for each • compare masses of objects including the use of a balance scale; and
• compare capacities of two containers
At the end of the At the end of the At the end of the At the end of the At the end of the
lesson, the learners lesson, the learners lesson, the learners lesson, the lesson, the learners
should be able to should be able to should be able to learners should be should be able to
identify objects that • measure and solve problems able to solve compare the
can be measured in compare the mass of involving grams, capacity of
problems involving
milligrams (mg). objects using standard kilograms, and containers directly.
units: grams, milligrams.
grams, kilograms,
kilograms using and milligrams.
D. Learning Objectives
appropriate tools;
• determine the
appropriate unit of
measure for
measuring the mass
of objects; and
• relate gram and
kilogram.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,
the content can be tackled in a week or two.
Measure and Solve problems Solve problems Compare the
II. CONTENT Objects that can be
Compare the Mass involving grams, involving grams, Capacity of
Measured in
of Objects Using kilograms, and kilograms, and Containers
Milligrams (mg)
Standard Units milligrams milligrams Directly
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
III. LEARNING RESOURCES and manipulative materials as well as paper-based materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LP) portal

B. Other Learning Resources

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
IV. PROCEDURES practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge,
indicate the time allotment for each step.
Write the appropriate Encircle the objects Write the mass of Answer the following
unit of measure in the that can be best each pair of objects problems.
blank. (grams or measured in on the space 1. The mass of a
kilograms) milligram. provided. Encircle book is 700 grams.
both objects if they The mass of a pencil
have the same is 50 grams. What is
mass. If their their total mass?
masses are 2. Some bananas
What tool or instrument different, mark the and oranges were
can we use to measure heavier object with put on the weighing
the mass of an object? an X. scale.

A. Reviewing previous lesson or

presenting the new lesson

Which fruit was

Where do you store
heavier? By how
water?
much?
What other
objects do you
store at your
home and where
do you store
them?
You have measured In this lesson, you In this lesson, you In this lesson, you In this lesson, you
masses of light objects will learn to measure will learn to solve will learn to solve will learn to
B. Establishing a purpose for the in grams and masses of and compare the problems involving problems involving compare the
lesson heavy objects in mass of objects grams, kilograms, grams, kilograms, capacity of
kilograms using the using standard units, and milligrams and milligrams containers directly
 weighing scale. In this determine the
lesson, you will learn appropriate unit of
another standard unit measure for
for measuring the mass measuring the mass
of very light objects. of objects, and relate
grams and kilograms

Read the following Read the following Read the following Read the following Read the following
words. words. words. words. words.
Mass, weight, kilogram, Mass, weight, Mass, weight, Mass, weight, Full, half-full, nearly
gram, milligram, light, kilogram, gram, kilogram, gram, kilogram, gram, full, empty, full to
C. Presenting examples/
heavy, weighing scale, milligram, light, milligram, light, milligram, light, the brim, overflow,
instances of the new lesson scale heavy, lighter, heavy, lighter, heavy, lighter, spill, more, greater,
heavier, weighing heavier, lightest, heavier, lightest, less, hold less, hold
scale, scale heaviest, weighing heaviest, weighing more, hold the
scale, scale scale, scale same
For this lesson, you can Group Activity Post the given Post the given Show the learners
use similar objects like Directions: situation and the situation different sizes of
sugar, rice, and mongo 1. Take the plastic illustration on the glasses or any set of
seeds instead of salt. bag. board. containers. Mark the
Additionally, consider 2. Without using the Four children, Ana, glasses with letters.
the available weighing weighing scale, Kara, Ben, and Mark Examples are
scale in your school place 1 kg of sand in are friends. They shown below.
when discussing the the plastic bag. arrange themselves
weighing scale, 3. Check the mass of according to their What are the
adjustment may be the sand by placing mass from heaviest important
necessary when the the bag on the to lightest. information needed
graduation [graduation weighing scale. to solve the
D. Discussing new concepts and marks] is discussed. Did you make a Fill the mug with
problem?
practicing new skills #1 Also, the two weighing correct estimate of 1 water again and
What operation can
scales to be used in the kg? ___________ ask: Is the amount
we use to solve it?
lesson should have If not, was your of water in the mug
different capacities to estimate more than the same as the
What is the answer?
illustrate that there is or less than 1 kg? amount of water in
more appropriate Glass A? Why?
weighing scale for a Fill the mug with
given situation. water again and
ask: Is the amount
of water in the mug
the same as the
amount of water in
Glass B? Why?
E. Discussing new concepts and Show the learners the If the mass of the Direct the learners' How did you solve Prepare the table
practicing new skills #2 10-kilogram and the 3- bag of sand is attention to the the problems? We below on the board.
 kilogram weighing greater than 1 kg, drawing of the 4 read and studied the Let the learners
scales. Show a pack of some sand must be children in the story problem situation. describe each glass
salt. Put the pack on the removed. and the table Then, we looked for with water and write
10-kg weighing scale. - If the mass of the showing their the given the description in
Remove the pack of salt bag of sand is less masses. Then, ask information needed the table.
from the weighing scale than 1 kg, some the following to solve the
and transfer it to a 3-kg sand must be added. questions. problem. Next, we
weighing scale (or with - The needle in the Who is the tallest performed the
a lower capacity). scale points to one among the children? operation to find the
Did the mass of the (1) when the mass of Is Ana the heaviest? answer. Finally, we Fill in the blanks.
pack of salt change? the bag of sand is 1 Who is the heaviest labeled the answer 1. The mug can hold
Why? kg. among the children? and looked back to the same amount of
- The mass of the make sure that the water as Glass
Scoop one spoonful of sand in each cup question was _____.
salt. should answered. 2. The mug can hold
Ask the learners if the approximately be more water than
spoonful of salt has the same, around Glass _____.
mass. 100 g, if the 1 kg of 3. The mug can hold
We can get a more sand was distributed less water than
accurate or precise equally. They have Glass _____.
mass of objects if the already measured
graduation is smaller objects weighing
Next, take a pinch of less than 1 kg in
salt. their previous
Explain that a milligram lessons.
is another standard unit
of mass. It is commonly
used to measure very
light or extremely light
objects or small
amounts of substances,
such as medicines we
take and nutrients in
the food we eat. The
symbol for a milligram
is mg.
F. Developing mastery Show the attached GROUP ACTIVITY Len went to the Solve: At this time, let the
(Leads to Formative bigger drawing of the Let the learners market to buy 1 kg If one egg has a learners compare
Assessment 3) weighing scale below. measure the mass of of tomatoes. mass of 55 g, find the capacity of the
the objects they the total mass of 6 glasses. Let them
have brought out eggs. choose from the
using the weighing words the same as,
scale Karinagoes on a less, or more.
hike. She brings a 1. The capacity of
 notebook,apencil,an Glass A is __________
d a camera. The than the capacity of
weight of each item Glass C.
isshownin thechart. 2. The capacity of
What is the total Glass D is __________
Let the learners get a weight ofall three than the capacity of
sheet of paper. Give items? Glass B.
them 1 to 2 minutes to 3. The capacity of
write names of very Glass B is __________
light objects. Those However, since only than the capacity of
they think should be a few tomatoes were Glass A.
measured in milligrams. left, the seller gave 4. The capacity of
Len all the Glass C is __________
remaining tomatoes than the capacity of
on the table for free. Glass B.
5. The capacity of
Glass B is __________
than the capacity of
Glass D.

What was the weight

of the tomatoes
given to Len for
free?
G. Finding practical application of Show the picture of the Encircle the Answer the Solve: Prepare activity
concepts and skills in daily milk carton box below. appropriate unit of problems below. Together a horse stations around the
living measure for each 1. Mother bought 2 and its rider weigh room.
object. kilograms of unripe 729 kilograms. Station 1: two
mangoes and 5 The horse weighs plastic/disposable
kilograms of ripe 625 kilograms. cups of the same
mangoes. How many How much does size, water/ sand/
What is the amount of more kilograms of the rider weigh? mongo seeds
calcium you get when ripe mangoes did Station 2: two
you drink one serving of Mother buy than There are two eggs carton boxes of
this milk? unripe mangoes? on the counter. The different sizes and
Let us compare the 2. There are four large egg weighs 56 appearances,
amounts of Vitamin B3 apples in a pack, grams and the small sand/mongo seeds.
and Vitamin B6. What and each apple egg weighs 47 Station 3: two
can you say about the weighs about 200 grams. How much containers,
amounts of these grams. What is the heavier water/sand/mongo
 vitamins in the milk? total mass of the is the large egg? seeds.
pack of apples? Station 4: a glass
and a box,
sand/mongo seeds
There are two
containers in each
station. Their task is
to compare the
capacity of these
containers. They
have to decide how
they will use the
materials at the
stations to compare
the capacities of
these containers
What unit of measure What are the How did you solve How did you solve What words/phrases
do we use for different standard the problems? the problems? are used in
measuring the mass of units for measuring Can you give Can you give comparing
very light objects? mass? situations outside situations outside capacity?
Why can’t we use the When is gram more the school were they the school were they What can be done
measuring scales that appropriate to use? used kilograms and used kilograms and to compare the
H. Making generalizations and commonly used in the Why is it important grams. grams. capacity of
abstractions about the lesson market to measure the to include the unit of containers?
mass of very light measure in telling What does it mean
objects? the mass of objects? if the measuring
object overflows
when transferred to
the second
container?
I. Evaluating learning Encircle the objects that Write the mass of Answer the following Answer the following Encircle the
can be best measured each pair of objects problems. problems. container that can
in milligram. on the space 1. The mass of a 1. A fork weighs 5 hold more. If the
provided. Encircle book is 700 grams. grams and a spoon containers can hold
both objects if they The mass of a pencil weights 6 grams. the same amount,
have the same is 50 grams. What is What is mark them with an
mass. If their masses their total mass? the total weight of 5 X.
are different, mark 2. Some bananas fork and spoon?
the heavier object and oranges were 2. The TV stand can
with an X. put on the weighing support up to 165
scale. kg. The TV is 21 kg,
and the DVD
machine is 3 kg.
How much more
 weight can the TV
stand support?
3. A dolphin is fed 15
kg of fish in a day. If
it is fed 3 times a
day,
Which fruit was
how much fish was
heavier? By how
fed to the dolphin at
much?
each meal?
3. One pineapple
weighs about 750 g.
About how many
grams do 3
pineapples weigh?
J. Additional activities for
application or remediation

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else
VI. REFLECTION needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
meet them you can ask them relevant questions.
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 lesson.
D. No. of 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 use/discover which I
wish to share with other teachers?