School Grade level THREE

Teacher Learning Areas MATHEMATICS

Teaching
Time Dates and Quarter THIRD

I. OBJECTIVES

A. Content Standards Demonstrates understanding of conversion of

time, linear, mass and capacity measures and
area of square and rectangle.

B. Performance Standards Is able to apply knowledge of conversion of

time linear of time mass and capacity measures
and area of rectangle and square in
mathematical problems and real life situations.

C. Learning Competency/s Visualizes, represents, and converts time

measure
a. from seconds to minutes, minutes to hours,
and hours to a day and vice versa
b. days to week, month and year and vice versa.
weeks and months and year and vice versa

Objectives Demonstrate understanding of conversion of

time, linear, mass, and capacity measures and
area of square and rectangle.

II. CONTENT Understanding of conversion of time, linear,

mass, and capacity measures and area of square
and rectangle.

III. LEARNING RESOURCES

A. References

1. Teachers Guide Mathematics Textbook for Grade 3 "Everyday

Math" by Diane McGuinness

2. Curriculum Guide CG, M3ME-IVb-39

B. OTHER LEARNING RESOURCES Measuring tape, digital scale, liter container and
a milliliter container Clock showing hours,
minutes, and seconds,Square and rectangle cut-
outs

IV. PROCEDURE Teacher's Activity Pupils Activity

Preliminaries (3min) Prayer "Good morning Ma'am"

 “Good morning, class!

“Let us stand and let's have

our prayer”
( Students will stand)
Greetings

“Again, good morning class!”

"Good morning Ma'am, good
morning classmates"

"Last week, we discussed

Review (2min)
basic measurements. Can
Student A: "Inches and
anyone remind me of some
centimeters for length!"
units of m
Student B: "Kilograms for
weight!"

Motivation (3min) Teacher displays a variety of

items like a bottle of water, a
chocolate bar, and a ruler.

Teacher: "Every day we

encounter items of different
sizes, weights, and volumes.
Why might it be important to
convert these
measurements?"

Presentation (5min)
Discussion (15min) Time Conversion Student C: "2:15 PM!"

Definition: Converting from

one unit of time to another.

Teacher: "There are 60

minutes in an hour. If it's 1:30
PM now, what will the time
be 45 minutes later?"

Linear Conversion

Definition: Changing
measurements of length from
one unit to another.

Teacher: "If I have a 100 cm

Student D: "1 meter!"
long string, how many meters
is that?"
Mass Conversion

Definition: Converting the

weight of an object from one
unit to another.
Student E: "0.5 kilograms!"

Teacher (while showing the

scale): "This chocolate bar
weighs 500 grams. How many
kilograms is that?"

Capacity Conversion

Definition: Changing the

volume of liquid from one
measurement unit to another.
Student F: "1000 milliliters!"

Teacher (while showing the

containers): "This bottle
contains 1 liter of water. How
Student G: "25 square cm!"
many milliliters is that?"

Area Calculation

Definition: The amount of

space inside a square or Student H: "Multiply the
rectangle. length by the width! So, 24
square cm."
For a square, area = side ×
side.

For a rectangle, area = length

× width.

Teacher (while showing cut-

outs): "If this square side is 5
cm, what's its area?"

Generalization (2min)
Evaluation (5min)
Provide a worksheet with
various problems related to
conversion and area
calculations.
Activity (10min)
Teacher: "Correct! And if this
rectangle is 4 cm by 6 cm,
how do we find its area?"
"So, we've learned that
different units help us
understand the size, weight,
capacity, and area of things
around us. And converting
between these units helps us
compare and use them
practically."
1. Convert 2 hours into
minutes.
2. Convert 300 cm into
meters.
3. If a square has a side of 8
cm, what's its area?
3. Convert 2.5 kilograms into
grams.
4. How many milliliters are
there in 0.5 liters?
Activity Questions:
Time Conversion:
1. If there are 60 minutes in 1
hour, how many minutes are
there in 2 hours?
2. Tommy watched a movie
for 150 minutes. How many
hours and minutes did he
watch?
 Linear Conversion:

3. If 1 meter equals 100

centimeters, how many
centimeters are in 3 meters?

4. A ribbon is 250 centimeters

long. How many meters and
centimeters is that?

Mass Conversion:

5. Convert 2 kilograms to
grams.

6. A bag of candies weighs

750 grams. How many
kilograms and grams is that?

Capacity Conversion:

7. Convert 5 liters to
milliliters.

8. A bottle contains 1,500

milliliters of juice. How many
liters and milliliters is that?

Area Calculation:

9. Find the area of a square

with a side length of 4 cm.

10. Calculate the area of a

rectangle that has a length of
6 cm and a width of 3 cm.

Assignment Assignment Questions:

Time Conversion:

1. Sarah studied for 3 hours.

 How many minutes did she
study?

2. Convert 180 minutes to

hours.

Linear Conversion

1. A rope is 4 meters long.

How many centimeters is
that?

2. Convert 500 centimeters to

meters.

Mass Conversion:

1. A sack of rice weighs 5

kilograms. How many grams is
that?

2. A fruit weighs 300 grams.

How many kilograms is that?

Capacity Conversion:

1. A tank can hold 8 liters of

water. How many milliliters is
that?

2. Convert 2,000 milliliters to

liters.

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
lessons who have caught up with the lessons.

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 to solve?

G. What innovation or localized materials did I

use/discover which I wish to share with other
teachers?