Republic of the Philippines
Department of Education (DepEd)
Region VIII (Eastern Visayas)
Division of Leyte
Javier 1 District
JAVIER CENTRAL SCHOOL
Lesson Plan in MATH 3
Name of Student Teacher: Mary Mae A. Bonajos Date: February 24, 2025
Grade and Section: III- CATTLEYA
Quarter 4 Week 3
I. Objectives:
A. Visualizes, and represents, and converts common units of measure from larger to smaller
unit and vice versa: meter and centimeter (M3ME-IVb-39)
A. Content Standard:
Demonstrates understanding of conversion of time, linear, mass and capacity measures and area
of square and rectangle.
B. Performance Standard:
Is able to apply knowledge of conversion of time, linear, mass and capacity measures and area of
rectangle and square in mathematical problems and real-life situations.
C. Learning Competencies:
Visualizes, and represents, and converts common units of measure from larger to smaller unit
and vice versa: meter and centimeter (M3ME-IVb-39)
II. Content and materials: meters and centimeter
Learning Resources:
A. References:
B.
1. MELC- Math
2. Teaching Guide pp.291-294
3. Learners’ Materials pp. 316-320
4. Textbook:
5. LRDMS
[Link] References/
Materials:
III. Procedures Teacher’s Activity
A. Review of A. Preparatory Activities:
Previous/Presenting New
Lessons Prayer
GREETINGS:
Good day class? How are you today? Have you been
eating?
Well, that’s good, make sure before you go to school try to
take breakfast, ok?
Before we start our lesson, let us first sing our
Mathematics song. (Integration to MAPEH -Music)
DRILL:
Conduct the drill below and instruct the pupils to use
Show-me board in giving the answer.
a. Find the product.
100 100 100 100 100
x 5 X3 x6 x2 x4
b. Find the quotient.
4/400
7/700
100/1000
Review:
It seems that you are all ready, let us have a short review
of what we discussed the other day.
Is there anyone who wants to share their idea on our last
topic? Alright! Very Good!
We tackled about visualize, and represents, and converts
common units of measure. Is there anyone who wants to
answer?
Good Job! All of your answers are correct. Let’s give your
classmate a MCDO CLAP!
B. Establishing examples/
instances of the new lesson
MOTIVATION:
If you are to measure length of the teachers table, how long
will shall be?
Whose measurement in correct?
Why?
C. Presenting New (The teacher may now present the objective of the
Examples/Instances lesson.)
Present the situation to the class.
Mark and Rizza measured the length of the teacher's
table. Mark found it to be 1 meter long, while Rizza
claimed that it is 100 cm long. Whose measurement is
correct? Why?
Ask: Who measured the length of the teacher's table?
How long is the table according to Mark?
How long is the table according to Rizza?
Whose measurement do you think is correct?
Record pupils' responses.
Verify the answer of pupils using a meter stick or a tape
measure. Locate and mark the section where 1 meter is
located. Help them to see that 1 meter is equal to 100
centimeters as seen in the meter stick or tape measure.
Lead the pupils to see that 1 meter when converted to
centimeter is 100 centimeters.
A. If 3 meters is already given as the length of the
rope, how can we get its length in centimeters ?
(multiply 3 by 100; 3 x 100 = 300 cm)
B. How can we change 400 centimeters to meter?
(divide 400 by 100; 400 100 = 4 meters)
Providing a following exercise and discuss the solutions
to the class.
a) How many centimeters are there in 2 meters? 10
meters?
(2 meters = 2 x 100 = 200 centimeters, 10
meters = 10 x 100 = 1000 centimeters)
c. What is ¾ of a meter?
(1 meter = 100 centimeters
¾ x 100 cm= 300cm/4 = 75cm)
d. Which is longer? 600 centimeters or 3 meters?
Why?
( convert both measurements with the same unit of
measure
Method 1: convert 600 centimeters to meters: 600
100 = 6m
Method 2: convert 3 meters to centimetrs; 3 x 100
= 300 centimeters.
We can say that the 600 cm is greater than 3m.
D. discussing New concept and Activity 1
presenting new skills # 1 Teacher: for our first activity we will answer this together.
Direction. Solve the following question below.
1. 5 meters = _______ centimeters
2. 300 centimeters = ________ meters
3. ½ ka meter= _______ centimeters
4. ¼ ka meter= _______ centimeters
E. Discussing New Concepts and Activity 2
Presenting New Skills #2
Teacher: I will group you into 4 and provide a worksheet in
each group. What will you do if we are having an group
activity? Ok very good.
1) The fence around the school is 5 meters high. How high is
this fence in centimeters?
2) The gate of our school is 3 meters wide. How much is it
converted to centimeters?
3) Martin has a 1,000 centimeter long wire. How much is it if
we convert it in meters? Why?
4) The school black board measures 4 meters, what is the
centimeter of the chalk board?
Let the pupils do the activity. Discuss the problem one at a
time. Let the pupil show their solution and answer per question.
F. Making Ask the following questions.
Generalizations Ask: How is meter converted to centimeter? centimeter to
(Abstraction of the meter?
•
To convert meter to centimeter, multiply the number of meters
by 100.
•
To convert centimeter to meter, divide the number of
centimeters by 100.
G. Finding Practical Say: For your next activity, write your answer in the board.
Application of Answer the following question.
Concepts and skills in daily living. 1. 2 meters ______ centimeters?
(Abstraction of the Lesson) 2. 500 cm______meters?
3. 1/6 meters______centimeters?
4. 2/4 meters______centimeters?
5. 20 meters ______ centimeters?
IV. Evaluating Teacher: I want you to get a 1 whole sheet of paper and answer
Learning this. What will we do if were answering students? Ok, very
good.
Direction: Visualize and convert the following question below:
1. Choose the right answer: 1m + 2m is ( >, <, =) 30.
2. How many meters are there in 1000 centimeters?
3. The length of the flag pole has a 600 centimeters length.
How long is the flag pole in meter?
4. Roxy walk for 3000 centimeter while Roxanne walk for
5 meters going to school. Who walks for the longest?
And how far?
5. Look at the picture below:
a. If you look at the picture, how far is from Ana’s house
to the market?
Answer Key:
1) Less than
2) 230 meters
3) 6 meters
4) Suzanne walks farther than Roxy by 10 meters or 1 000
centimeters
5) a. school (600) is farther than the market (500 m)
b. 10 000 cm
V. Assignment Home Activity:
For homework, let pupils do Activity 4.
Let them measure the length of the following objects found in
their home: height of the door, length of the living room, and
width of the dining table. Let them record their measures in
centimeters and in meters. (Answers vary)
Prepared by:
BONAJOS, MARY MAE A.
Noted by:
MA. ROSARIO M. MACEDA