Mathematics123/Q4/W5

Lesson Plans for Multigrade Classes

MATHEMATICS
Grades 1, 2 and 3
Quarter : FOUR
Week : FIVE
Grade Level Grade 1 Grade 2 Grade 3
Content Standard demonstrates understanding of demonstrates understanding of demonstrate understanding of
time and nonstandard units of time, standard measures of conversion of time, linear, mass
length, mass and capacity length, mass and capacity, and and capacity measures, and
area using square-tile units area of square and rectangle
Performance Standard is able to apply knowledge of is able to apply knowledge of the is able to apply knowledge of
time and nonstandard measures time, standard measures of conversion of time, linear, mass
of length, mass, and capacity in length, weight, and capacity, and capacity measures and
mathematical problems and and area using square-tile units area of rectangle and square in
real-life situations in mathematical problems and mathematical problems and
real-life situations real-life situations
Competencies Estimate and measure mass Estimate and measure mass Derive the formula for the area
using nonstandard units of mass using gram or kilogram of a rectangle and a square.
M1ME-IVe-21 M2ME-IVe-31 M3ME-IVe-44

Solve routine and nonroutine Visualize, represent and find

Day 1
Lesson Objectives To estimate and measure the
mass/weight of objects using
nonstandard units
problems involving mass the area of a rectangle and
M2ME-IVe-32 square in sq cm and sq m
M3ME-IVe-45
To estimate and measure mass To derive the formula for the
using gram area of a rectangle and a square

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 Mathematics123/Q4/W5

Subject Matter Estimating and Measuring Estimating and Measuring Formula for the area of a
Mass Using Non-Standards Mass Using Gram rectangle and a square
Units
Learning Resources Grade 1 Math TG, MG-BOW, Grade 2 Math TG, MG-BOW Grade 3 Math TG, MG-BOW,
boxes, marbles, plastic bags flash cards, word problem in the
chart, box, ruler, cartolina,
activity sheet, rubrics, graphing
paper
Procedure Grouping Structures (tick boxes):
Use these letter icons to
 Whole Class  Mixed Ability Groups  Friendship Groups
show methodology and
Describe the parts of the lesson (for  Ability Groups  Other (specify)
assessment activities.
example the introduction), where you  Grade Groups  Combination of Structures
may address all grade levels as one group.
Teaching, Learning and Assessment Activities
T Direct Teaching
G Group Activity T G G
Present two identical boxes Activity 1
I Individual Activity (boxes A and B). Box A should Read and complete the table. Have the pupils work in groups.
A Assessment be half-filled with marbles. Distribute the activity sheets.
Let the pupils lift the two boxes Grandmother went to the store. (See Appendix 1.)
to check if they are of the same She bought a small pack of
weight. powdered milk, four pieces of Have the class perform the
crackers, sachet of powdered activity.
Ask: What did you find out laundry soap, one piece of
about the weight of the two tomato, and two pieces bananas.
boxes? Which box is heavier?
Using a weighing scale give the
Tell the pupils to remove the mass in grams of each object.
small marbles from box A. Show real objects.

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Ask them to put the two boxes
in the plastic bags, one in each
bag.
Then, place them in an
improvised balance.
Ask: What happened to the
improvised balance when you
put the two boxes?
G T
Activity 1
Provide each group with
different materials that can be
weighed, such as marbles, books
or anything that can be found in
the classroom or school ground.
Have each group weigh the
materials provided to them
using an improvised weighing
balance. Have them record ten
weights of the materials.
Compare the weight of the
materials
See Appendix 3 for the Activity/
Record /Observation Sheet.
Mathematics123/Q4/W5
1. small pack of powdered milk
(about 50 grams)
2. four pieces of crackers
(about 40 grams)
3. sachet of powdered laundry
soap
(about 45 grams)
4. one piece tomato
(about 10 grams)
5. two pieces bananas
(about 70 grams)
Supervise the group activities.
Presentation and checking of
outputs
Use the rubric for the group
activity.
(See Appendix 2.)
Go back to the problem and
answer the question.
Ask: How many square units
will cover the top surface of
the box?
T G
Assign little teacher for each
Comprehension Check group.
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Sum up what was done in the
Ask: beginning activity.
1. Who went to the store?
2. What were the items bought Ask: What can you say about
by the grandmother? the number of squares inside
the shape and the product
3. Did you get nearly the same when the length and width
measure as the actual mass are multiplied?
of these items?
So, how do you find the area of a
Say: Let us find out if your rectangle?
estimation is close to the
actual measure.

Show the materials and direct

the attention of the pupils to the
content label of each item. Let
them complete the table below.

Objects Actual mass

(g)
powdered
milk
cooking oil
sugar
shampoo
chocolate

Say: Compare your estimation

with the actual mass.

Ask:
1. Who has the closest

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 Mathematics123/Q4/W5
estimation?
2. How is the content of each
item measured?

Activity 2
Call on volunteers one at a time
to lift the objects.
Let them write the closest
estimate to the mass of each
object.

Make sure that all pupils have

their rounds before getting the
actual mass using the weighing
scale.
Present this table.

Objects Estimated Actual

Mass (g) Mass
(g)
banana
cassava

Ask: How did you estimate the

mass of objects closest to its
actual mass?

Say: The familiarity of the

weight of the objects as to
its size, quantity, and
weight will help us make a
good estimate.

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G T
Activity 3 Give examples that will help
relate the topic to real life
Provide each group with bags of situations like finding the floor
sand in different masses: 100 g, area of their bedroom, the area
150 g, 200 g, 250 g, 300 g, 350 g, of the window, volume of a shoe
etc. box and volume of the storage
box.
Record the estimated mass of Talk about the value of
each bag of sand. Then, weigh generosity.
each bag of sand corresponding
to its estimate. Record and Ask: Is it good to be generous?
compare the weights Why?
(See Appendix 4.)
Let the class talk about their
own experiences that show
generosity.
T I
Process the groups’ outputs. Summarize the concept of
an area by using concrete
Ask: objects such as the book cover.
1. Which group has the closest
estimate? On the sheet of paper, draw the
2. What helped you give the shape of the book cover. Use
estimates? only whole numbers for the
dimensions of the book cover.

Make grid lines according to the

dimensions to form squares
inside the shape.

Check the area of the shape by

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 Mathematics123/Q4/W5
counting the number of squares
inside the shape.

Apply the formula for finding

the area of the shape.

T G
Corrective Instruction Self checking of Activity 3

Checking of Activity 1 Game: Weight Lang

Activity 2 Divide the class into two groups.

What does the drawing show?
(Refer to Appendix 5 for the A leader will facilitate the
illustrations.) game. The leader will show an
item/object and the members
Drawing A will guesses its weight. After
The weight of 1 pack of sugar in the two groups have given their
box A is equal to the weight of 1 guess, the leader will weigh the
pack of table salt in box B. object to get its exact weight.

Drawing B The group that has the closest

The weight of the four small guess gets the score. The group
marbles in box A is heavier than that gets the highest score wins
the weight of four bottle crowns the game.
in box B.

Drawing C
The weight of the four cotton

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buds in box A is lighter than the
weight of four spoons in box B.
Discuss estimation of mass/
weight of objects using
nonstandard units.
A T
Have the class do the activity.
(See Appendix 6.)
Remarks
Reflection
Day 2
Lesson Objectives To estimate and measure the
mass/weight of objects using
nonstandard units
Subject Matter Estimating and Measuring
Mass of Objects Using
Mathematics123/Q4/W5
Activity 5
Provide materials for the
activity.
Have the pupils complete the
table. Lift the materials one at a
time and estimate the mass.
Have them record their
estimated weight in the table.
(See Appendix 7.)
To check whether their
estimated mass is closest to the
actual mass of the objects, get
the actual mass using the
weighing scale.
To estimate and measure mass To visualize, represent, and
using kilogram find area of rectangle and
square in square centimeters
Estimating and Measuring Finding area of rectangle and
Mass Using Kilogram square in square centimeters
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Nonstandard Units
Grade 1 Math TG, BOW Grade 2 Math TG, MG-BOW Grade 3 Math TG, MG-BOW
Learning Resources Flash cards, grid chart, pencil,
ruler, chart, cut out squares
Procedure Teaching, Learning and Assessment Activities
G T G
Activity Present the table. Think-Pair-Share
Let the pupils illustrate the
following: Review the concepts of an area.

1. 5 books are heavier than 3

notebooks
2. 1 box of crayon is equal to 1 Ask:
pad paper Name Estimated Actual 1. What is area?
3. a chalk is lighter than a of Pupils Mass Mass 2. What is the formula for
ballpen in kg in kg finding the area of a
4. a book is heavier than a Shanot 25 27 rectangle?
handkerchief Tabern 23 25
5. an eraser is lighter than a Pretzel 21 20
pair of shoes
Have the pupils analyze the
data presented.

Check if the approximations of

each pupil are the same.

Know the pupils who have the

nearest estimation.

Present another table.

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Name Estimated Actual
of Mass Mass
Pupils in kg in kg
A.
B.
C.

Get the weight of these pupils

one at a time. Let the rest of the
pupils write their estimation of
the mass of each pupil before
getting the actual mass using
the weighing scale.

T G
Present the lesson by
showing the clothes hanger to
be used as an improvised
balance.
Say: This is an improvised
balance. We can use this to
compare the weights of the
two objects.
Ask:
1. Who has the closest
estimation to the mass of
pupil A? B? C?
2. How did you get a wise
estimation?
I
Activity 1 Ask:
1. Have you helped victims of
Complete the table. calamities?
2. In what ways did you help
Weigh at least five classmates. them?
Write your estimate on the table Present this word problem:
before getting the actual mass
of your classmates one at a time A donor wants to find out the
using the weighing scale. Be floor area of a room to be used

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Let the pupils find the weights honest. as storage for the boxes of relief
of boxes A and B using the goods for the typhoon victims.
small marbles. Show Box A Name Estimated Actual
(already filled with marbles). Mass (kg) Mass The dimensions of the floor area
(kg) are 10 units by 4 units and the
Let the pupils guess how many 1 volume of the room has
marbles would be placed inside 2 dimensions of 10 units by 4
Box B to equal the weight of units by 2 units.
3
Box A. Place the small marbles
one by one in box B until the 4
improvised balance no longer 5
tilts on any side.

Complete the table below.

Boxes Number
of Marbles
A
B
Ask:
1. Are all the boxes filled with
the same number of small
marbles?
2. What does it show?
3. What if we add five more
marbles to box A, what do
you think will happen to the
improvised balance?
4. Which box is heavier?

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5. How did you get the
estimation?
G T
Provide materials. Do this Draw on the grid chart the
activity. floor area of the room with
dimensions 10 cm and 4 cm.
The boxes were filled with
marbles of different masses.
Stick the cut out squares inside
Compare the pair of boxes A
the shape drawn on the grid
and B, C and D, E and F, G and
chart.
H, I and J. Estimate the mass
of each pair. Use the improvised
Label the shape with the
balance to determine which of
corresponding dimensions.
the boxes is heavier, lighter, or
Count the number of squares
equal to the other.
inside the rectangle to find the
(See Appendix 8 for the activity.) floor area.

Ask:
1. How many square units is
the floor area of the room?
2. How will you compute for
the area of a rectangle?
3. What are the two ways of
finding the area of a
rectangle?

Find the floor area of the room

that measures 9 cm by 9 cm.

Draw on the grid chart the floor

area of a room with these
dimensions.

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Stick the cut out squares inside
the shape drawn in the grid
chart.

Label the shape with the

corresponding dimensions.

Count the number of squares

inside the rectangle to find the
floor area.

Ask:
1. How many square units is
the floor area of the room?
2. How will you compute for
the area of a square?
3. What are the two ways of
finding the area of a
square?
4. What are the units of
measure for the area of
shapes?
5. Why is it important to
indicate the unit of
measurement?
6. How will you write square
meter? square centimeter?

Go back to the problem and

answer the question:
How many square units is the
floor area of the room?

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 Mathematics123/Q4/W5
A A A
Have the pupils measure the Provide materials for this Complete the following
mass of the objects using the activity. statements:
improvised balance. Have them
use "heavier than," "lighter Pour sand into a bag to estimate I discovered that
than," or "equal to" to compare the mass of each bag; bags of _____________________________.
the objects. sand about 1 kg and 2 kg
respectively. I learned that
Refer to Appendix 9 for the _____________________________.
Complete the table below.
activity.
Estimate Actual I realized that
Objects Mass in Mass _____________________________.
kg in kg
Sand about
1 kg
Sand about
2 kg

Get the actual mass for

checking.

Remarks
Reflection
Day 3
Lesson Objectives To measure the mass/weight of To estimate and measure mass To find area of rectangles and
objects using nonstandard units using gram or kilogram squares
Subject Matter Measuring Mass of Objects Estimating and Measuring Finding the Area of Rectangles
Using Nonstandard Units Mass Using Gram or Kilogram and Squares

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Learning Resources Grade 1 Math TG, MG-BOW Grade 2 Math TG, MG-BOW Grade 3 Math TG, MG-BOW,
Graphing paper, pencil, ruler,
chart, cutout squares
Procedure Teaching, Learning and Assessment Activities
G T G
Have the pupils do the Present the situation below. Review by asking the questions:
activity. What is the formula for finding
(See Appendix 10) Aling Gloria bought 5 kg of rice, the area of the rectangle?
1 kg of fish, 500 g of sugar, and square? What is the unit of
250 g of salt in the market. measurement?

Ask:
1. What did Aling Gloria buy?
2. If you buy a kilo of fish, can
you estimate the number of
fish in a kilo?

Say: Let’s see if you can have

the estimate closely, 1 kg of
fish by simply pouring the
pebbles in the can.

Call on pupils one at a time to

estimate 5 kg of rice, 1 kg of
fish, and 500 g of sugar using
the small pebbles.

Complete the table.

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 Mathematics123/Q4/W5
Estimated Actual
mass mass
Object in g or kg in g or
kg
5 kg rice
1 kg fish
500 g
sugar

T I G
Introduce the improvised Refer to Appendix 11 for the Have the pupils use a graph
balance below. activity. paper to make several pieces of
furniture for their rooms.

A B
Have the pupils use a graphing
paper to make several pieces of
furniture for their room.

Say: This is an improvised To make the furniture, draw

balance. We can use this to squares and rectangles then
compare the weights of the determine the area.
two objects that are placed in (See Appendix 12.)
cans A and B filled with
small pebbles of different Presentation and checking of
amounts. outputs.

Ask: (See attached Rubrics for Group

1. Which do you think is Activity Appendix 2.)
heavier, can A or B?
Check for correctness of area
2. Using this method, do you calculations.

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think these two cans have
the same weight?

Say: To identify which of the

two cans is heavier, we can
use this improvised balance.

B
A

Elicit generalization from this

activity.
A A A
Find the correct position of (See Appendix 14 for the Complete the table.
the improvised balance in activity.) Find the area of the following:
comparing the two animals. Length Width Area
(See Appendix 13 for the 1. 9 cm 14 cm
activity.)
2. 16 m 22 m
3. 18 cm 18 cm
4. 21 m 21 m
5. 52 m 52 m

Remarks
Reflection
Day 4
Lesson Objectives To estimate and measure mass To solve routine problems To find area of rectangles and

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using nonstandard units of
mass
Subject Matter Estimating and Measuring
Mass Using Nonstandards Unit
of Mass
Learning Resources Grade 1 Math TG, MG-BOW
Procedure Teaching, Learning and Assessment Activities
G T
Compare the three objects.
Cross () the object that is
heaviest. Circle the objects that
are lighter.
1.
2.
involving mass
Solving Problems Involving
Mass
Grade 2 Math TG, MG-BOW
Present the problem opener.
Aling Glory bought 2 kg of
watermelon, 1 kg of banana,
and 2 kg of mango. How many
kilograms of fruits did she buy
in all?
Analyze and solve the problem
using Polya's four-step problem- two flash cards. Give the
solving process.
Mathematics123/Q4/W5
squares
Area of Rectangles and Squares
Grade 3 Math TG, MG-BOW,
Flash cards, ruler, meter stick
G
Present flash cards with
illustrations of rectangular or
square objects found in the
classroom such as desks, tables,
doors, drawers, eraser, books,
and tissue boxes.
Have a game: Form pupils into
groups. Have each group draw
directions.

1. Understand • Measure the area of the

• What are given in the object. Use only whole
problem? (2 kg of numbers for the
watermelon; 1 kg of measurements.
banana; 2 kg of mango)
• What is asked in the • If they get a small object,
3. problem? (total use centimeters. If they get a
kilograms of vegetables) large object, use meter.
• What operation will be
used? (addition) The first group to finish the

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2.
Plan task with the correct answers
4. • What is the number will win the game.
sentence? (2 + 1 + 2 = n)
3. Solve
Show the solution.
2+1+2=5
Ask: Which among each group is 4. Look back
the heaviest? Which is the Did you use the correct
lightest? operation?
Find the answer. Show the
Say: Let us find out if you have solution on the board.
a good estimation. Add: 2 + 1 + 2 = 5
Answer: Aling Glory bought 5 kg
of fruits.
I G T
Let the pupils do the activity Analyze and solve the Find the area of rectangles
(See Appendix 15.) problem. and squares.

Compare the two objects. Circle
the illustration of improvised
balance that describes the mass
of the two objects. (Refer to
Appendix 15.)
Aling Vicky harvested 750 g of
eggplant, 500 g of ampalaya,
and 200 g of tomato in her
backyard garden. What is the
total mass of vegetables?
1. What are the given facts?
2. What is asked in the
problem?
3. What operation will you
use?
4. What is the number
sentence?
Have the pupils measure the
objects provided or the objects
used on the flash cards in the
previous activity.
Ask:
a. What did you measure?
b. What is the area of each
object that you find?
c. What is area?
d. How can knowledge in
measuring area help in your
daily activities?

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T A
Draw the picture in
column B that is heavier,
lighter, or equal to the given
picture.
(See Appendix 16.)
. Appendix 17.)
5. Find the answer. Show
your solution.
Solve.
Aling Helen sold 1000 grams of
eggplant, 750 grams of pechay,
and 500 grams of tomato in the
market. How many kilograms of
vegetables did she sell? (See
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Mathematics123/Q4/W5
A
Fill in the blanks with the
correct word.
1. Area is the number of
______________ of a certain
shape.
2. To find the area of rectangle
multiply the ________ by the
___________________.
3. To find the area of square,
double the measurement of
the ___________________.
Assignment
Find two rectangular and two
square surfaces at home. Find
the area by measuring and
using the formula for area. Use
only whole numbers for the
measurement.
Complete the table.
Object Length Width Area

Remarks
Reflection
Day 5
Lesson Objectives To estimate and measure mass
using nonstandard units of
mass
Subject Matter Estimating and Measuring
Mass Using Nonstandard Unit
of Mass
Learning Resources Grade 1 Math TG, MG-BOW
Procedure Teaching, Learning and Assessment Activities
A A
Present the problem.
Gather the following:
1. Two objects, one is heavier
than the other.
2. Two objects, one is lighter
than the other.
3. Two objects, both have equal
mass.
4. Two objects, both have equal
mass.
Mathematics123/Q4/W5
To solve routine and nonroutine To find area of rectangles and
problems involving mass squares
Solving Problems Involving Assessment
Mass
Grade 2 Math TG, MG-BOW Written test
A
Present the problem. Have the pupils answer
individually the activity sheet
Aling Helen harvested 5 kg of on finding a volume of a
potato and 4 kg of cassava in rectangular prism.
her farm. How many kilograms (See Appendix 18.)
of root crops did she bring home
if she gave 1 kg of potato to her Checking of answers
neighbor?
1. Understand
• What are given in the
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5. Draw two objects that show problem?
one object is equal to the • (5 kg of potato; 4 kg of
other. cassava; 1 kg of potato)
6. Draw two objects that show • What is asked in the
one object is heavier that the problem? (Total
other. kilograms of root crops to
bring home)
• What operation will be
used?
(addition and
subtraction)
2. Plan
• What is the number
sentence?
(5 + 4 – 2 = n)
3. Solve
Show the solution.
5+4–1=8
4. Look back
Did you use the correct
operation?
Find the answer. Show the
solution on the board.
Add: 5 + 4 = 9
Subtract: 9 –1 = 8

Answer: Aling Helen brought

home 8 kg of root crops.
Remarks
Reflection

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