I.

OBJECTIVES: At the end of the lesson, the pupils should be able to:
 Measure an object using non-standard measurements
 Compare the length of an object from short to shorter to shortest using non-standard measurement.
 Appreciate the importance of non-standard measurement in our daily lives.
II. SUBJECT MATTER: TOPIC: Measurements
REFERENCE: Creative Math I (page 258-261)
INSTRUCTIONAL MATERIALS: Concrete objects, pictures, visual aids
III. PROCEDURES:
Teacher’s Activity Students Activity
A. Preliminary Activities
1. Drill:
Children, Who wants to play a game?  We Teacher!
This morning we are going to have a game.  Yes Teacher!
We are going to play treasure hunting.
There are different pictures in different sizes
hidden under your chairs and tables.
I want you to find all the treasures and paste it
on the board. The first one who can post the
pictures will receive a star from me.
Understood?
Game start now.

Okay very good!

You have found all treasures hidden.
But before we proceed.
B. Review
Class, who can recall what was our topic last
meeting?
 Our topic last meeting was Long, Longer, Longest.
Yes, our topic last meeting was about Long, Longer,
Longest.
Let us have a short review, answer the following
(The teacher call names to answer the activity.)
Directions: identify the ff. paste the correct answer

LONGER
LONG LONGEST

_________1.
 LONG 1.

_______2.

LONGEST 2.

__________3.

LONGER 3.
C. Lesson Proper (New Lesson)
1. Motivation
Everybody stand up.
Let us sing the song “Finger family”

Daddy finger, daddy finger, where are you? Daddy finger, daddy finger, where are you?
Here I am, here I am Here I am, here I am
How do you do? How do you do?
Mommy finger, mommy finger, where are you? Mommy finger, mommy finger, where are you?
Here I am, here I am Here I am, here I am
How do you do? How do you do?
Brother finger, brother finger, where are you? Brother finger, brother finger, where are you?
Here I am, here I am Here I am, here I am
How do you do? How do you do?
Sister finger, sister finger, where are you? Sister finger, sister finger, where are you?
Here I am, here I am Here I am, here I am
How do you do? How do you do?
Baby finger, baby finger, where are you? Baby finger, baby finger, where are you?
Here I am, here I am Here I am, here I am
How do you do? How do you do?

Class look at your hand, look at the fingers.  the middle finger is long while the point finger is
What’s the difference between middle finger and short.
point finger?
Describe it, compare the two.
Yes, the middle finger is long while the point finger is
short.
Very Good!

Now look at your ring finger compare the height to

the point finger.  ring finger is shorter than the point finger.
What do you see?

Correct the ring finger is shorter than the point

finger.
Look at all your fingers.  the thumb is the shortest.
 What can you say about the thumb compare to all
the fingers?
Very good the thumb is the shortest.
2. Motive Question
Study the picture below and read the question on the
board?
 What is the nurse doing?

 What does she use to measure the height of a girl?

3. Unlocking of Difficulties
Arrange the objects from short to shortest, number
Them with 1, 2, 3.

2 1 3

Very good!
4. Presentation of the New Lesson
Our new lesson is about the length of an object from
short to shorter to shortest using non-standard
measurement.
Using Concrete Objects: (Expected Answer from Pupil)
Example A: Look at the pencil in my hand.  They are all short teacher.
What do these pencils is common?

C B A

 When pencil A is beside Pencil B.  Pencil A is Shorter teacher.

What do you see?
  Pencil A is the shortest.
B A
 But when you place them all together.
What do you notice to pencil A?

C B A

Example B: Look at here. What do you see in my hand  The flower is short.
again?

A B C
 Flower B is shorter
 How do we describe the length of the flower?
 Comparing flower A to flower B.
Which is shorter?

 Flower C is the Shortest among all.

A B
 Now let’s add flower C
Which is the shortest?

A B C

Using Semi-Concrete Objects (Pictures)

Chart A. Class look at here.
We have Hansel , Ashley , and Airich
 Hansel Ashley Airich  They all have short hair.
 What do notice on their hairs?  The hair of Ashley is shorter than Hansel.
 Who can compare the hair of Hansel and Ashley?  Airich’s hair is the shortest
 How about comparing the hair of Airich to Ashley
and Hansel?

Using Abstract (Expected Answer from Pupil)

Illustration 1: Draw the missing object

 __________


 _________


 ___________

Enrichment Activity #1 (Expected Answer from Pupil)
Exercise #1 I want you to arrange and paste the picture on
the table according to its correct length. Short Shorter Shortest

Short Shorter Shortest

 Enrichment Activity#2 (Expected Answer of Pupils)
 Direction: Encirle the correct answer?. Direction: Encirle the correct answer?.

1. Which is Short? 1. Which is Short?

a. b. c. b. b. c.
2. Which is shorter? 2. Which is shorter?

a. b. c. a. b. c.
3. Which is shortest? 3. Which is shortest?

a. b. c.
a. b. c.

5. Valuing Process
 Class is comparing things is important to our daily  It helps us identify the measure of an object even without
lives? using a measurement tool.
IV. Assessment/ Evaluation Technique
Direction: Identify the following. Encircle the correct Direction: Identify the following. Encircle the correct
answer. answer.
A. Which is SHORT. A. Which is SHORT.

1 a. b. c. 1 a. b. c.

2 a. b. c. 2 a. b. c.

B. Which is SHORTER. B. Which is SHORTER.

1 a. b. c.
1 a. b. c.

2 a. b. c.
2 a. b. c.

C. Which is the SHORTEST

C. Which is the SHORTEST

1 a. b. c.
1 a. b. c.
2 a. b. c. 2 a. b. c.

V. Assignment
Draw 3 objects that describes Short, Shorter and
Shortest.
 Detailed Lesson Plan in Mathematics I
Inductive Method

Prepared by: Policarpio, Maricris V. Submitted to: Ms. Julieta E. Siclon

BEED 1-1