Daily Lesson SCHOOL: HAMPANGAN ELEMENTARY SCHOOL Grade: THREE

Plan
Learning
TEACHER: JENELYN F. BATOMALAQUE MATH 3
Areas:
DATE & TIME MAY 9, 2024 10:00-10:50 Quarter: FOURTH
CHECKED BY: RIVA B. SORITA Week: 3

I .OBJECTIVES
Demonstrates understanding of conversion of time, linear, mass and capacity measures
Content Standard
and area of square and rectangle.
Able to apply knowledge in conversion of time, linear, mass and capacity measures and
Performance Standard
area of rectangle and square in mathematical problems and real –life situations.
A. Learning
Converts common units of measure from liter to milliliter and vice versa.
Competency/s:
M3ME – IVb -3

Converts common units of measure from liter to milliliter and vice versa using
Contextualized
local products (prominent products in the locality)
Competency
(Italicized)

KBI Be Proud of Local Products

(Boxed)
Classifies objects and materials as liquids based on some observable characteristics.
Integration
S3MT-Ih-j-4 (SCIENCE 3)

II. CONTENT Converting Common Units of Measure (Liter and Milliliter)

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide TG. pp. 351-354
pages
2. Learner’s LM. pp. 282-285
Materials pages
3. Text book pages Mathematics 3 pp. 282-285
4. Additional
Materials from
LR Portal
B. Other Learning SLMs Q4 Module 3, Computer Generated – Chart, pictures, real objects, Flash cards,
Resources empty bottles of different capacities
IV. PROCEDURES INDICATORS
A. Reviewing previous 1. DRILL
Lesson or Let the pupils find the product/quotient of the following using
presenting new show me board.
lesson 1000 1000 1000 18 000 ÷ 1000 =
x 2 x 5 x 15 24 000 ÷ 1000 =

2. REVIEW
A. Recall the previous lesson
How do we convert common units of measure from kilogram
to gram and vice versa.
B. 3-item test
Tugon: I-convert ang mosunod nga unit sa mass measure.
 1) 5 kilograms = _____ ka grams
2) 3000 grams = _____ ka kilogram
3) 9 kilograms = _____ ka grams

3. Unlocking of Difficulties:
Show a picture of an object that can be Observable
indicator #1
measured by liter or milliliter
Liter (L)– is used to measure the capacities of the Applied knowledge
large containers of content within
and across
Milliliter (mL)– is a metric unit used to measure the curriculum
capacity of small containers. teaching areas.
Ask:
- Unsa nga klase sa matter ang tuba ug suka?
- Unsa ang kinaiya sa liquids? This integrates
Science subject.
Modeled effective
Subject Integration: (SCIENCE 3) applications of
Classifies objects and materials as liquids based on some observable content knowledge
characteristics. S3MT-Ih-j-4 within and across
curriculum
teaching areas.

MOTIVATION Observable
B. Establishing a Show a picture of a “Tuba Gatherer” and local products through a Indicator #7
purpose for the Powerpoint Presentation.
lesson Established a
learner-centered
culture by using
teaching strategies
that respond to
their linguistic,
cultural,
socioeconomic and
religious
backgrounds.
Ask motive questions: (PPST 3.2.2)
- Unsa ang nakita ninyo sa hulagway?
- Unsa kaha ang trabaho sa tawo nga anaa sa hulagway?
- Unsa man ang produkto ang makuha sa usa ka mananggiti? Observable
- Unsa ang kasagaran gisudlan sa tuba ug suka? Indicator # 3
- Angay ba natong ipasigarbo ang produktong tuba ug suka sa
lain-laing lugar? Ngano man? Applied a range of
teaching strategies
to develop critical
Infusion of Values: Be Proud of Local Products and creative
thinking, as well as
The teacher will say other higher- order
something about the thinking skills.
Coconut Wine or (PPST 1.5.2)
Tuba.

Coconut wine or Tuba or most commonly known

as “Bahalina” in Leyte is referred to as a poor
man’s drink because of its inexpensive process and
is a more accessible alcoholic drink that the local
people enjoy. It is an organic alcoholic drink that
Observable
has no chemicals added, and the coconut sap has
Indicator # 1.
also high medicinal properties.
This integrates
Health subject.
 Modeled effective
applications of
content knowledge
Drinking tuba is surprisingly good for the health. Just make sure to drink it within and across
moderately. Here are some known health benefits of tuba or coconut wine: curriculum
Reduces Heart Attack Risk, Reduces Risk of Type 2 Diabetes, Cuts Risk of teaching areas.
Cataracts, Cuts Risk of Colon Cancer & Slows Brain Decline.
P

Presentation of the New Lesson

C. Presenting
examples/
instances of the Present a word problem to the class.
new lesson Si Mano Panyot usa ka mananggiti nga Observable
Indicator #2
nagpuyo sa Barangay Hampangan. Aduna siya 5
ka punoan sa lubi nga gisanggotan. Matag adlaw, Used a range of
modawat siya og 1 ka litro nga tuba ug 1000 ka teaching strategies
that enhance
mililitro nga suka. Unsa ang mas daghan, ang 1 learner
ka litro nga tuba o 1000 ka mililitro nga suka? achievement in
literacy and
Ngano man?
numeracy skills.

Ask comprehensive questions:

- Kinsa ang mananggiti sa estorya?
Observable
- Asa siya nagpuyo? Indicator # 3
- Pila ka punoan sa lubi ang iyang gisanggotan?
Applied a range of
- Unsa man ang produkto nga nadawat ni Manong Panyot sa
teaching strategies
iyang pagpananggot? to develop critical
- Unsa ang gipangutana sa estorya? and creative
thinking, as well as
- Unsa ang mas daghan, ang 1 ka litro nga tuba o 1000 ka other higher- order
mililitro nga suka? Ngano man? thinking skills.
(PPST 1.5.2)
Presentation of the Skill & Problem
Skill: Converts common units of measure from liter to milliliter or
milliliter to liter.
Problem: How do we convert liter to milliliter?
How do we convert milliliter to liter?

D. Discussing new Discussion

concepts and Show concrete objects (1 liter of Coconut Wine or “Tuba” and 1000
practicing new milliliter of Coconut vinegar or “Suka”)
skills #1 Ask: Which has more capacity, a liter of coconut wine or 1000
milliliter of coconut vinegar?
- How do you know? How is liquid measured?
- What units of measurement is used in measuring liquids in a
container? (Liter and Milliliter)
Present Milliliter and Liter to find the exact capacity of a container.
Ask: How many milliliters are there in one liter?

Activity 1
Call a learner to pour 1 liter of Tuba in the 2 empty bottles that can
hold 500 mL
Ask: How many liters of coconut wine is transferred in the 2 empty
bottles?
 How many milliliters are there in 1 liter?
1 liter = 2 x 500 mL = 1 000 mL Observable
Indicator # 8
Say: 1 liter is equal to 1000 milliliters
Adapted and used
culturally
Ask: How can we convert liter to milliliter?
appropriate
What operation will we use to change liter to milliliter? teaching strategies
Say: To convert liter to milliliter, we need to multiply the number of to address the
needs of learners
liter by 1000 milliliter. from indigenous
For example: 1 liter of coconut wine groups.
x 1000 milliliters (PPST 3.5.3)
1000 milliliter of coconut wine

Call another learner to pour 2000 milliliters of water in one empty

bottle that can hold 2 liter.
Ask: How many milliliters of water is transferred in the empty
bottles?
How many liters are there in 2000 milliliters if 1000 milliliters is
equal to 1 liter?

Ask: How can we convert milliliter to liter?

What operation will we use to change milliliter to liter?
Say: To convert milliliter to liter, we need to divide the number of
milliliter by 1000 milliliters.
For example:
2000 ml of water ÷ 1000 mL = 2 liter of water

Do Activity 2 “Pick Me-Up Game”

E. Discussing new
concepts and Tugon: Pagkuha og usa ka hulagway nga anaa sa kahon. Tan-awa ang
practicing new sukod sa liquid sa matag sulod niini ug i-convert kini gikan
skills #2 sa litro - millilitro, millilitro - litro.

Ask: What is the capacity of potable water in Liter? What is its

measure in milliliter? How about the orange juice? And the
coconut oil?
- What operation will you use to change liter to milliliter?
- What operation will you use to change milliliter to liter?
- How can we convert common units of capacity measure from liter
to milliliter and milliliter to liter?
F. Developing Mastery Activity 3 (Differentiated Activities)
(Lead to Formative
Assessment 3) Show pictures of different drinks that are popular to the class. The
learners will choose what drink they like, then it will be their group.
Each group will be given an activity card to answer in their respective Indicator # 6
area.
Used differentiated,
developmentally
A. Group Activity Directions: appropriate
- Group yourselves into three. learning
- Choose a leader. experiences to
- The leader gets the activity sheets and the assessment card address learners’
from the teacher. gender, need,
strengths, interests
- Go to your assigned area. and experiences.
- Begin doing the group activity following the group standards.
 - Finish in 5 minutes, and then present your output in less than 5
minutes.

B. Setting of Standards in grouping

 Work silently
 Cooperate with the group
 Don’t drag the chairs
 Help the leader
 After answering, go back to your set.

C. Distribution of Activity Cards

Group1 - “Juice Group”

Convert the capacity of the following liquids in the picture
from liter to milliliter and vice versa.

Observable
Indicator #7

Established a
1. 2. 3. learner-centered
culture by using
teaching strategies
Group 2 – “Water Group” that respond to
their linguistic,
Convert the capacity of the objects inside the box from cultural,
kilogram to gram and vice versa. Write your answer in the table socioeconomic and
below. religious
backgrounds.
Objects Liter Milliliter (PPST 3.2.2)
Coconut Wine 12 L
Vinegar 3000 ml
Gasoline 25 L

Group 3 – “Milk Group”

Read and solve the word problems below. Show your
solution in converting liter to milliliter and vice versa.

1. Nagkinahanglan og 4 ka litro nga tubig aron mapuno ang balde.

Pila man ka millilitro nga tubig ang masulod sa balde?

2. Masudlan og 2000 milliliters nga juice ang pitsel ni Mama. Pila

man ka liters ang masulod sa pitsel?

3. Makahurot og 15 ka litro nga tubig kada adlaw ang Pamilya

Vallentos. Pila ka millilitro sa tubig ang ilang mahurot sa usa ka
semana?

D. Group Reporting
  Standards in reporting
 Listen to the reporter
 Keep silent

E. Processing of Group Outputs

Ask:
- What operation will you use to change liter to milliliter?
- What operation will you use to change milliliter to liter?
- How can we convert common units of capacity measure
from liter to milliliter and milliliter to liter?

G. Finding practical Let us answer the following problem.

application of
concepts and skills in
Nagkabo og 20 ka litro nga tubig si Justine aron iyang gamiton sa
daily living pagpanghugas sa plato. Pila man ka milliliter nga tubig ang iyang
nagamit?

Ask:
- Unsaon pagconvert sa 20 ka litro nga tubig ngadto sa
millilitro?
- Unsa ka mahinungdanon ang tubig?
- Importante ba nga magdaginot kita sa tubig? Ngano man?

H. Making Ask: How do you convert liter to milliliter? Milliliter to liter?

Generalizations and Let the learners state the concept of the lesson.
Abstraction about the
Lesson. Remember
 To convert liter to milliliter, we need to multiply the number
of liter by 1000 milliliter.
 To convert milliliter to liter, we need to divide the number of
milliliters by 1000 milliliters.

I. Evaluating I-convert and mosunod sa eksaktong unit of measure; This illustrates

Learning (litro-millilitro) (millilitro-litro) Observable #10

Used strategies for

1. 4 liters =__________ milliliters providing timely,
accurate and
2. 3000 milliliters = _________ liters
constructive
4. 10 000 milliliters = _________liters feedback to
improve learning
5. 9 liters = _________ milliliters performance.
(PPST 5.3.2)
6. 13 liters =__________milliliters

J. Additional
Activities for List down at least 5 objects or things that can be measured by
Application or milliliter or liter.
Remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the formative
assessment
B. No. of Learners who
require additional activities
for remediation
C. Did the remedial lessons ___Yes ___No
work? No. of learners who ____ of Learners who caught up the lesson
have caught up with the
lesson.
D. No. of learners who ___ of Learners who continue to require remediation
continue to require
remediation
E. My teaching strategies
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?

Prepared by:
JENELYN F. BATOMALAQUE
Teacher

Checked and Observed by:

RIVA B. SORITA
Master Teacher I
Noted:

PAUL MARI A. TAGARO

School Head