Teacher 1 Applicant: Kristine Joy V.

Elladora Grade: One

Time: 11:00-11:30 Subject: Mathematics

A DETAILED LESSON PLAN FOR MATHEMATICS 1

I. Objective
Estimates and measures length using non – standard units of linear measures.

II. Subject Matter

Measuring Length using non- standard units

A. Learning Competency Code: M1ME-IVC-19

B. Reference
 Curriculum Guide pp. 17 of 218
 Teacher’s Guide ( Quarter 3 and 4) pp. 72-75
 Learner’s Material pp. 284-288

C. Materials
Paper clips, pencils, objects available in the classroom

D. Concepts and Skills

a. Counting Numbers
b. Concept of length

E. Values: Cooperation

III. Procedure

Teacher’s Activity Learner’s Activity

A. Preparatory Activity

1. Prayer
Everybody Stand for our prayer. The Pupils will Pray Our Father...

2. Greetings Good Morning teacher!

Good morning Class! We’re Good teacher!
How are you today?
Alright, that’s good to hear.

3. Checking of Attendance
Leaders of the group kindly check the Yes teacher.
attendance.
Okay, are all present in group 1? Yes Ma’am we are all present.
In Group 2? In Group 3? How about in group 4? We’re all present ma’am.
Everybody is present ma’am.
4. Checking of Assignment
Do you have any assignment?
We don’t have any assignment ma’am.
5. Drill
( Showing a box)
Let the students pull and count the objects in
the pictures.

A.
Three books, Ma’am.

B.

Five crayons, ma’am.

C.
Two hands, ma’am.

D. Seven Mickey Mouse.

6. Review
(Cabbage Game)

The teacher will going to pass a cabbage and the

lucky student who will be going to receive it will
answer the question on the board.

Arrange the objects from heavy to heaviest. Write 1

for heavy, 2 for heavier and 3 for the heaviest.

A.

_____ _____ 1 2

_____ 3
 B.

_____

3 2

_____

_____
1

C.

_____

3 2

_____ _____
3

1
7. Motivation

The teacher will ask the pupils to show two of their

fingers in one hand.

Which is longer?
Which is shorter?

The teacher will ask the two pupils to stand and have My arms are shorter than my classmate’s
them compare the length of their arms and fingers. hands.
My finger is longer than my classmate’s
fingers.

Who has longer arm? Ed has a longer arm Ma’am.

Who has a shorter arm? John has a shorter arm.
Who has longer fingers? Ed has a longer fingers ma’am.
 B. Developmental Activities

1. Presentation
A. Posting the Problem

(The teacher will show a picture of a girl having a pencil and

some paper clips in front of her.)

Rose has a pencil and some paper clips. She

wants to find the length of the pencil using
paper clips. If you were Rose how would you
do it?

Who is the girl in the picture? The girl in the picture is Rose.
What does she have? She has a pencil and paper clips.
What does she want to do with the pencil and paper clips? She wants to get the length of her pencil.
What is length? Length is a measure of an object from the
end up to the other end.
About how many paper clips do you think is the length of I think it is 4 paper clips long.
Rose pencil?

2. Discussion

A. Solving the Problem

(The teacher will let the pupils imagine that they

are Rose). She also asks them to bring out their
pencils.

How long is the pencil? Students are measuring the length of the
pencil.
It is 7 paper clips long.
It is 6 paper clips long.

B. Processing the solution and Answer.

(The teacher will ask the student to demonstrate I measure the pencil by putting the paper
and explain their answer). clips from the tip of the pencil and up to its
end.

Did you estimate it close to the actual length? Yes,

How many paper clips is the length of the pencil? The length of the pencil is 6 paper clips long.
 C. Fixing Skills/ Practice

Who would like to measure the object I have here? Students are raising their hands.

How many hand spans long is your desk? My desk is 2 hand spans long.
How many crayons is your book? My book is 5 crayons long.
How many pencils long is the teacher’s table? The teacher’s table is 6 pencils long.
Very Good!

What was the object that we used in measuring We used paper clips.
Rose Pencil?

How about the desk? Pencil.

(The teacher will show a chart).

Non- Standard Unit of Measure

Paper Clips
Hand spans
Crayons

These are the example of Non- Standard Unit

Measure.

D. Group Activity

The teacher will group students by 5.

Each will be given one object to measure.

Criteria: CUTE

C – cooperate with your group mates

U – use soft voices
T – take the task seriously
E – encourage everyone to participate

Group 1

How many paper clip is the book?

The book is 3 paper clips long.

 Group 2

How many match stick is the notebook?

The notebook is 2 match stick long.

Group 3

How many paper clips long is the envelope?

The envelope is 4 paper clips long.

Group 4

How many paper clip is the hanger?

The hanger is 6 paper clips long.

Valuing: How did you work as a group? We were helping each other. And work as a
team.

Did you do it well? Yes, because everyone was cooperating.

E. Generalization

Do you understand our lesson for today? Yes, Ma’am.

What do we used in measuring? We use match sticks, paper clips, and
crayons.
What object did we measure? We measure the desk, notebook, pencil, etc.

Those are example of Non-standard Unit of

Measure.
F. Application

Write the Non- Standard Measurement of the

following objects:

1. How many match stick long is the pen?

The pen is 4 match sticks long.

2. How many paper clips long is the crayon?

The crayon is 6 paper clips long.

3. How many paper clips long is the umbrella?

The umbrella is 16 paper clips long.

4. How many match sticks long is the teddy bear?

The Teddy Bear is 6 match sticks.

IV. Evaluation

Write the correct measurement of the following:

1.

The phone is 5 push pins.

2.

The pants are 3 nails long.

2.

The book is 3 paper clips long.

_______________
 3.
The hanger is 6 paper clips long.

V. Assignment
Measure the following object found at home
using paper clips.
1. Glass
2. Spoon
3. Toothbrush
4. Fork