3 DAGOHOY CENTRAL ELEMENTARY SCHOOL

Lesson Exemplar Quarter 2

Week

for Mathematics 2
Lesson Exemplar for Mathematics Grade 3
Quarter 2: Week 2
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Published by the Department of Education

Secretary: Sonny M. Angara
Undersecretary: Gina O. Gonong

Development Team

Writers: UP NISMED (Edna G. Callanta)

Content Reviewers: Melanie C. Unida, Richie C. Noveloso and Eduardo E. Legantin
Language Evaluator: Gemma B. Espadero
Illustrator: Jason O. Villena
Layout Artist: Lorraine Anne B. Ang

Management Team
Bureau of Curriculum Development, Bureau of Learning Delivery, Bureau of Learning Resources
 MATATAG School DAGOHOY CENTRAL ELEMENTARY SCHOOL Grade Level 3
K to 10 Curriculum Name of Teacher ARMIE-ROSE C. NOBONG Learning Area Math
Weekly Lesson Log Teaching Dates and Time Week 2 Quarter 2

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content: Numbers and Algebra
B. Content The learners should have knowledge and understanding of measures of mass and capacity.
Standards
C. Performance By the end of the quarter, the learners are able to
Standards • measure, estimate, and compare mass of objects; and
• measure and estimate capacity.
D. Learning The learners
Competencies • measure mass in grams (g), kilograms (kg) and/or milligrams (mg), using appropriate measuring tools;
• estimate mass of an object using grams, kilograms, and/or milligrams;
• compare masses of objects including the use of a balance scale; and
• compare capacities of two containers.
E. Learning At the end of the lesson, the learners At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
Objectives should be able to identify objects learners should be able to learners should be able to solve learners should be able to
that can be measured in milligrams • measure and compare the mass problems involving grams, compare the capacity of
(mg). of objects using standard units: kilograms, and milligrams. containers directly.
grams, kilograms using
appropriate tools;
• determine the appropriate unit
of measure for measuring the
mass of objects; and
• relate gram and kilogram.
II. TEACHING AND LEARNING PROCEDURES
Activating Prior Show the learners objects which can Show the learners an analog Refer to Assessment 2. Discuss Ask the learners the following
Knowledge be measured in grams and kilograms. weighing scale. the answers to the assessment. questions:
You may pass around the objects for Where do you store water?
the learners to have a feel of their Tell the learners that for the next We can store water in a glass,
masses. Then, let them give the activity, they will answer questions pitcher, tumbler, jug, drum,
about the mass of some children. pail, etc.
1
appropriate standard unit for There are two ways to present the What other objects do you
measuring the mass of each object. activity. One is by using actual store at your home and
learners and the other is using the where do you store them?
Ask: illustrations provided in this Possible answers:
When is the gram used as the Learning Exemplar. When using Rice – Rice is stored in a rice
standard unit for measuring the mass actual learners, be careful not to dispenser or big container or
of objects? We use gram for offend them. Some are sensitive sacks.
measuring the mass of light objects. Ask: when it comes to their Sugar – after opening a pack
What do you call this appearance. of sugar, it is transferred to a
When is the kilogram used as the instrument/tool? It is called a jar (garapon).
standard unit for measuring the mass weighing scale. Salt – Salt is stored in a jar.
of objects? We use kilograms for Mongo seeds – Mongo seeds
measuring the mass of heavy objects. When is a weighing scale used? A are stored in containers.
weighing scale is used when you
What tool or instrument can we use want to measure the mass of an Why do you use these objects
to measure the mass of an object? object. to store goods? Because they
We can use a weighing scale to can effectively hold these
measure the mass of an object. How do you use a weighing scale? goods.
Make sure the needle points to
How do we use a weighing scale? zero when the pan is empty. Place Can we store water in a
Make sure that the needle is pointing the object you want to measure on basket? No, we cannot store
at zero before the object you want to the pan. Look at the number where water in a basket because a
measure is placed on the pan. Place the needle points. This number and basket has holes. Water will
the object on the pan. Look where the unit of measure represents the drip from it.
the needle is pointing. This number mass of the object.
with the unit of measure represents
the mass of the object. Place a bag of sand (or any similar
object) that weighs 1 kg (prepared
Tell the learners that they have beforehand) on the weighing scale.
measured masses of light objects in Put the weighing scale where all
grams and masses of heavy objects in learners can see it so that they can
kilograms using the weighing scale. read the scale or call on some
Inform them that in this lesson, they learners to read the measurement.
will learn another standard unit for Let the learners tell the mass of
measuring the mass of very light the object. Ask them to explain
objects. their answer. Let the learners pass
2
 around the 1 kg object for them to
have a feel of this mass.

Lesson Purpose/ To identify objects that can be To measure and compare the To solve problems involving grams, To compare the capacity of
Intention measured in milligrams (mg). mass of objects using standard kilograms, and milligrams containers directly
units, determine the appropriate
unit of measure for measuring the
mass of objects, and relate grams
and kilograms
Lesson Language Mass, weight, kilogram, gram, Mass, weight, kilogram, gram, Mass, weight, kilogram, gram, Full, half-full, nearly full,
Practice milligram, light, heavy, weighing milligram, light, heavy, lighter, milligram, light, heavy, lighter, empty, full to the brim,
scale, scale heavier, weighing scale, scale heavier, lightest, heaviest, overflow, spill, more, greater,
weighing scale, scale less, hold less, hold more,
hold the same
Reading the Key
Idea/Stem
Developing Note: For this lesson, you can use Tell the learners that they will do Post the given situation and the Show the learners different
Understanding similar objects like sugar, rice, and an activity in groups. Each group illustration on the board. sizes of glasses or any set of
of Key Idea/ mongo seeds instead of salt. will be provided with a plastic bag containers. Mark the glasses
Stem Additionally, consider the available (which can contain 1 kg of sand), a Four children, Ana, Kara, Ben, and with letters. Examples are
weighing scale in your school when weighing scale, and 10 smaller Mark are friends. They arrange shown below.
discussing the weighing scale, plastic bags or plastic cups. In themselves according to their
adjustment may be necessary when performing the activity, they mass from heaviest to lightest.
the graduation [graduation marks] is should follow the instructions
discussed. Also, the two weighing provided and answer the questions (If actual learners are used, Ana is
scales to be used in the lesson should in the learning activity sheet. the tallest but skinny. Kara is fat
have different capacities to illustrate but shorter than Ana, Ben is the
that there is more appropriate Show the learners the sand or any shortest and lightest, Mark is a Take a mug. Fill it
weighing scale for a given situation. similar material that will be used little taller than Kara but with with water or any
for the activity. There should be good physique. The table available filling
Show the learners the 10-kilogram enough sand for all the groups that presented below can provide idea material, like
and the 3-kilogram weighing scales. will be formed. There should also on how to choose learners for the mongo seeds, rice, sand, etc.,
Let them observe the two weighing be at least one weighing scale activity.) up to the brim.
scales and ask them their available for the entire class but it
observations. Their observations will

3
depend on the available weighing is best if all groups are provided Tell the learners
Type text here
scales presented to them. However, with a weighing scale. that the mug is
the emphasis should be on the filled to the brim
capacity or the maximum mass the Let the learners form their groups. with water.
weighing scale can measure and the Distribute the materials and LAS 1
graduation on the scale. to each group and instruct them to Take Glass A and ask the
start the activity. learners if they think it will be
Tell the learners that the 10-kg If you were to arrange them from filled to the brim when the
weighing scale can measure a mass After the activity, discuss the heaviest to lightest, how would water from the mug is
of up to 10 kilograms while the 3- learners' answers. The discussion you do it? transferred into it. Ask the
kilogram weighing scale can measure should highlight the following: learners for their guesses.
a mass of up to 3 kilograms, Possible answers: After getting their guesses,
accurately. The maximum mass a - If the mass of the bag of sand Kara, Mark, Ana, and Ben. pour the water from the mug
weighing scale can measure is greater than 1 kg, some Mark, Ana, Kara, and Ben. into Glass A. Once all the
accurately is called its capacity. The sand must be removed. Kara, Mark, Ana, and Ben. water has been transferred,
tiny marks or lines on the weighing - If the mass of the bag of sand let them describe Glass A.
scales shows the graduation marks is less than 1 kg, some sand Ask: Lead them to state that Glass
on the scale. The graduation mark of must be added. What is your basis for the A is about half-filled with
the 3-kg weighing scale is 25 g while - The needle in the scale points arrangement? We based it on the water.
the graduation mark of the 10-kg to one (1) when the mass of physical appearance like the size of
weighing scale is 50 g. the bag of sand is 1 kg. the body or/and height.
- The mass of the sand in each
Show a pack of salt. Tell the learners cup should approximately be Which arrangement do you think
that the pack of salt was bought in the same, around 100 g, if the is correct? Let the learners give
the market. Ask them to guess the 1 kg of sand was distributed their guesses. If they say that they
mass of the pack. You may pass the equally. They have already are all incorrect, ask them for their
pack around so they can feel its measured objects weighing arrangement. Next, fill the mug with water
mass. After they have made their less than 1 kg in their previous again and ask: Is the amount
guesses, put the pack on the 10-kg lessons. What do you think is the best way of water in the mug the same
weighing scale. Call on some learners - If there are 1 000 g in 1 kg, for us to arrange the children as the amount of water in
to read the measurement on the dividing it into 10 equal parts according to their mass? We need Glass A? Why? The amount of
scale. gives 100 g per part. They may to measure their mass. water in the mug and in Glass
also apply skip counting by A is the same because the
100. Should we use the weighing scale same amount of water was
in yesterday’s activity to measure transferred from the mug to
Ask: Glass A.
4
 How many 100 grams are in 1 their masses? No, a different Now, take Glass B. Let the
kilogram? There are ten 100 grams weighing scale must be used. learners guess if it will be
in 1 kilogram. If your school has a bathroom filled to the brim, with the
scale, show it to the learners. If water from the mug. After
If there are ten 100 grams in 1 not, you can just show the pictures getting their guesses, pour
kilogram, how many grams are in below. Explain that the children the water from the mug into
ten 100 grams? There are 1 000 measured their mass using a Glass B. Once you have
grams in ten 100 grams. bathroom scale. They recorded transferred all the water, let
their masses in a table. Draw the them describe Glass B. They
How many grams are in 1 table on the board and show each should be able to say that
kilogram? There are 1 000 grams in picture below. Glass B is filled with water up
1 kilogram. to the brim.
This answer may be obtained Name Mass
through skip counting. (kg)
They should be able to say that the Ana
mass of the pack of salt is 1 kg. Kara
Ben
Remove the pack of salt from the Mark
Fill the mug with water again
weighing scale and transfer it to a 3-
and ask: Is the amount of
kg weighing scale (or with a lower
water in the mug the same as
capacity). Ask some learners to read
the amount of water in Glass
the measurement on the scale.
B? Why? The amount of
water in the mug and Glass B
is the same because the same
amount of water was
transferred from the mug to
Glass B.

Now, take Glass C. Let the

learners guess if Glass C will
be filled to the brim with the
water from the mug. After
getting their guesses, pour
the water from the mug into
Glass C. Once you have

5
 transferred all the water, let
them describe Glass C. They
should be able to say that
Glass C is almost full of water.

Fill the mug with water again

and ask: Is the amount of
water in the mug the same as
the amount of water in Glass
C? Why? The amount of
water in the mug and Glass C
Ask the following questions. is the same because the same
Did the mass of the pack of salt amount of water was
change? Why? No, the mass of the transferred from the mug to
salt remained the same. Nothing was Glass C.
added or removed from the pack.
Now, take Glass D. Let the
Did the distance of the needle from learners guess if Glass D will
zero in both scales the same? Why? be filled to the brim, with the
No, because the weighing scales have water from the mug. After
different scales and graduations. getting their guesses, pour
the water from the mug into
What is the capacity of the first Glass D. Once you have
weighing scale (point to the weighing completely transferred all the
scale with 10 kg capacity)? Its water, let them describe
capacity is 10 kg. Glass D. They should be able
to say that Glass D is filled
What is the capacity of the second with water up to its brim but
weighing scale (Point to the weighing some of the water spilled or
scale with 3 kg capacity)? Its capacity overflowed. Then, ask them
is 3 kg. to give the reason why the

6
Remove some salt from the pack. Put water from the mug
the pack on the 10-kg weighing scale. overflowed or spilled when
transferred to Glass D. They
should be able to explain that
the water overflowed or
spilled because the mug is
bigger or contains more
water than Glass D.

Ask: What is the mass of the pack of

Fill the table with the children’s
salt? The mass of the pack of salt is
masses.
400 grams.
Name Mass
Transfer the pack to the 3-kg (kg)
weighing scale.
Ana 25
Kara 27
Ben 23
Mark 28

7
Did the mass of the salt change when
transferred? No, it remained the
same. It weighs 400 g.

What do you observe about the

position of the 400 g mark on the
first weighing scale and the second
weighing scale? In the first weighing
scale, the 400 g mark is nearer to
zero than it is on the second weighing
scale.

Why? The two weighing scales have

different graduation marks. On the
10-kg weighing scale, the graduation
is 50 grams, while on the 3-kg
weighing scale, the graduation is 25
grams.

8
Scoop one spoonful of salt.
Ask the learners if the spoonful of
salt has mass. They should be able to
say “yes.” Expect some learners to be
hesitant in giving their answers.
For those who have said “yes,” ask:
From which weighing scale, do you
think, we can get a more accurate or
precise mass of the spoonful of salt?
Why? Encourage the learners to give
their guesses and explanations. They
should be able to say that the 3-kg
weighing scale can give a more
accurate or precise mass because its
graduation is smaller.

Place the spoonful of salt on the 10-

kg weighing scale. Let the learners
observe what happens.

9
Ask the learners about their
observations. They should be able to
say that the needle almost did not
move.

Ask the learners again if the spoonful

of salt has mass. They should be able
to say “yes” and explain that it is very
light, which is why the needle barely
moved.

Let them observe what happens if

the salt is transferred to the 3-kg
weighing scale. They should be able
to say that the needle moved further
from zero. Explain that this is
because of the difference in the
graduation of the two weighing
scales. Each tick mark on the 3-kg
weighing scale represents 25 grams,
while each tick mark on the 10-kg
weighing scale represents 50 grams.

Tell the learners that we can get a

more accurate or precise mass of
objects if the graduation is smaller.
10
The mass of the spoonful of salt is
about 25 g.

Next, take a pinch of salt.

Ask: Does this amount of salt have
mass? The learners should be able to
say “yes.” Expect that some of them
may be hesitant to respond.

What do you think will happen if I

put this pinch of salt on the 10-kg
weighing scale? Why? The needle will
likely remain at the zero position
because the pinch of salt is very light.

Place the pinch of salt on the 3-

kilogram weighing scale. Let them
observe if the needle moves. Expect
that, for the pinch of salt, the needle
will also not move.

11
 Ask them if they think the pinch of
salt does not have mass. Explain that
the pinch of salt has mass, which is
about 300 milligrams, but because it
is very light, we cannot get a very
accurate or precise measure using
the weighing scales available.

Explain that a milligram is another

standard unit of mass. It is commonly
used to measure very light or
extremely light objects or small
amounts of substances, such as
medicines we take and nutrients in
the food we eat. The symbol for a
milligram is mg.

Write on the board:

Standard Unit: milligram
Symbol for gram: mg

So, how do we measure very light

objects or small amounts of
substances? We need to have a
different weighing scale that is
designed for such measurements.

Deepening Show the attached bigger drawing of Call on some learners to locate the Direct the learners' attention to Prepare the table below on
Understanding the weighing scale below. 100 g mark on the scale. Put the the drawing of the 4 children in the board. Let the learners
of Key Idea/Stem 100 g of sand on the pan. Let them the story and the table showing describe each glass with
observe where the needle points. their masses. Then, ask the water and write the
The 2 ticks represent a mass of 100 following questions. description in the table.
grams, with each tick representing
50 grams.

12
 Who is the tallest among the Glass Description
children? Ana is the tallest among A Half-filled with
the children. water
B Full (to the brim)
Is Ana the heaviest? No, Ana is not C Almost full of water
the heaviest. D Full (with water
that
Is Kara the heaviest? No, Kara is overflowed/spilled)
not the heaviest. Post the following on the
board and let the learners fill
Who is the heaviest among the in the blanks.
Tell the learners that it is a drawing children? Mark is the heaviest
of a special weighing scale that can Emphasize that the tick or number
where the needle points show a among the children. 1. The mug can hold the
be used to measure the mass of very
light objects. It is called an analytical mass of 100 grams. Add another same amount of water as
cup of sand, and have the learners Is Mark the tallest? No, Mark is not Glass _____.
balance. the tallest.
observe where the needle points. 2. The mug can hold more
Explain that since this kind of Using the weighing scale below, water than Glass _____.
they should be able to say that Can you tell the heaviest child by 3. The mug can hold less
weighing scale is not available in the just looking at their heights? No,
school and can be complicated to every time a mass of 100 grams is water than Glass _____.
added to the pan, the needle you cannot tell the heaviest child
use, they will just think of objects or by just looking at their heights.
things that can be measured in moves 2 ticks away from zero. The Expected answers:
milligrams, but they will not actually 2 ticks represent a mass of 100 1. B
grams. Continue adding all the Is Mark the biggest (fattest)? No, 2. D
measure them. Mark is not the biggest (fattest).
cups until the total reaches 1 kg. 3. A and C
Let the learners get a sheet of paper. This illustrates that when the
distributed 1 kg of sand is put back Can you tell the heaviest child by After the learners have
Give them 1 to 2 minutes to write looking at their size? No, you
names of very light objects. Those together, without removing or answered all the items,
adding any sand, it will still cannot tell the heaviest child by discuss their answers.
they think should be measured in looking at their sizes.
milligrams. measure 1 kg. Possible questions to ask
Can you compare masses of during the discussion include
Some Possible answers: children by just looking at their
Cotton ball Remind the learners that different the following:
weighing scales have different heights and sizes? No, we cannot
Pinch of sugar tell the masses of children just by
Feather scales or graduations. They have to 1. What made you say that
look at the scale carefully before looking at them. the mug can hold the same
Grain of rice
Medicines measuring mass. amount of water as Glass

13
Mongo seed Prepare the table below on the Can you compare masses of B? When the water from
Thread board. Group the learners. The objects by just looking at their the mug was transferred to
strand of hair number of groups will depend on sizes? No, we cannot tell the Glass B, it was filled to the
the size of the class. Instruct each masses of objects by just looking brim.
After the given time, let them give group to bring out two objects and at their sizes. 2. What made you say that
the names of objects in their list. Ask write the names of these objects in What does this tell you? To be able the mug can hold more
for unique names only and let them the table. Example: to compare masses of objects, they water the Glass D? When
check their answers. have to be weighed. The masses of the water from the mug
Group Object Mass objects cannot be determined by was transferred to Glass D,
The next activity involves a food label
Bag just looking at the objects and some water spilled or
and a carton box.
1 Box of considering their sizes. Not all big overflowed, not all of the
Note: These materials may be crayons objects are heavy. water could be contained
replaced depending on what is Pad of in the glass. This means
available in the community. 2 paper Which is heavier, the combined that the mug can hold
Book mass of Ana and Kara or the more water.
Inform the learners that some foods Water jug combined mass of Ben and Mark? 3. What made you say that
they buy from stores have nutrition 3 The combined mass of Ana and the mug can hold less
Notebook
information or facts that can be seen Kara is heavier than the combined water the Glasses A and C?
on their labels or packages. Show Let the learners measure the mass mass of Ben and Mark. When the water from the
the picture below. of the objects they have brought mug was transferred to
out using the weighing scale. Allow Let the learners explain their Glass A or C, they were not
them to measure these objects in answers. filled to the brim. Glass A
grams or kilograms and to round The combined mass of Ana and was only half-filled while
measurements to the nearest Kara: 25 + 27 = 52 kg Glass C was only almost
grams or kilograms, such as about The combined mass of Ben and filled.
1 kg, about 2 kg, about 300 grams. Mark: 23 + 28 = 51 kg
Explain that in the activity, we
If time permits, you may ask the What is the difference between compared the capacity of the
learners to exchange objects to the mass of the heaviest and the mug with each glass. Capacity
measure. This will allow them to lightest children? The heaviest is the amount of something
practice measuring the mass of child is Mark. He weighs 28 kg. The that a container can hold
more objects. lightest child is Ben. He weighs 23 before spilling over. In the
kg. The difference in their mass is activity, the containers are
Explain that the picture shows a label Write the mass of the objects in 28 – 23 = 5 kg. the mug and the glasses. We
of a spread. The nutrition the table.

14
information tells the nutrients Post the next problem. used water to compare the
contained in the food per 100 g or Group Object Mass capacity of these containers.
per serving. bag About 2 kg Len went to the market to buy 1
Ask: 1 box of About 50 g kg of tomatoes. Just like length and weight,
What nutrients in the label are crayons we use the words same as,
measured in milligrams? The pad of About 100 g greater than or more than,
nutrients measured in milligrams, as 2 paper and less than in comparing
book About 700 g
shown on the label, are cholesterol, capacity of containers.
water jug About 1 kg
sodium, calcium, and phosphorus. 3
notebook About 100 g
At this time, let the learners
Explain that the amounts of these compare the capacity of the
nutrients per serving in this food are Process the activity by asking the
glasses. Let them choose from
very small, which is why they are learners to do the following:
the words the same as, less,
measured in milligrams. or more.
Let each group tell the objects they
1. The capacity of Glass A is
Tell them that they will learn more measured and the masses of these However, since only a few
__________ than the
about these nutrients when they go objects. tomatoes were left, the seller gave capacity of Glass C.
to the higher grades. Len all the remaining tomatoes on 2. The capacity of Glass D is
Name any two objects measured in the table for free.
__________ than the
Show the picture of the milk carton the same unit. These objects may
capacity of Glass B.
box below. come from different groups. Let
3. The capacity of Glass B is
them compare the masses of these
__________ than the
two objects. Have several
capacity of Glass A.
examples. Then, ask them how
4. The capacity of Glass C is
they did the comparison. They
__________ than the
should be able to say that since the
capacity of Glass B.
masses have the same unit of
5. The capacity of Glass B is
measure, they only compared the
__________ than the
numbers.
capacity of Glass D.
Ask the learners to identify the
Expected answers:
different units of measure used for
1. more
measuring the mass of the objects.
2. less
They should be able to say grams
3. less
and kilograms.
4. more

15
Explain the nutrients found in one Based on the objects and their 5. more
serving of this milk and the amounts masses listed in the table, let the
they provide. learners tell when a gram and a After learners have answered
Tell the learners that the nutrients kilogram are used as a unit of all the items, discuss their
they get from drinking one serving of measure. They should be able to answers. Possible questions
this milk are very small. That is why say that a gram is used for the to ask during the discussion
some nutrients are measured in mass of light objects while a include the following:
milligrams. kilogram is used for the mass of
heavy objects. What was the basis for your
Ask: answer? The amount of water
What is the amount of calcium you Distribute LAS 2 to the learners. in the glasses. This amount of
get when you drink one serving of Let them answer it individually. water is the same in all
this milk? One serving of this milk What was the weight of the glasses.
contains 270 mg of calcium. Expected answers: tomatoes given to Len for free?
1. gram What made you say that the
Now, let us compare the amounts of 2. kilogram Let the learners answer the amount of water is the same?
Vitamin B3 and Vitamin B6. What 3. kilogram question in pairs. Then, discuss The water was transferred
can you say about the amounts of 4. gram their answers. from the same mug filled to
these vitamins in the milk? You get 5. gram the brim.
more Vitamin B3 than Vitamin B6 6. kilogram Possible solutions:
when you drink one serving of this The mass of the tomatoes Len Which of the glasses has the
milk. received, including the free ones, least capacity? Why? Glass D
is 1 kg and 200 g. Taking away the has the least capacity because
1 kg from this mass leaves 200 g. it could not hold all the water.
The water overflowed/spilled
By looking at the scale, removing when transferred.
the 1 kg or setting the 1 kg mark to
zero, 200 g remains. Glass A and Glass C are not
filled to the brim. Which of
Learners may give other solutions. the two glasses has a greater
Let them explain the unique capacity? Glass A has a
solutions to the class and check greater capacity because it is
their answers. only half-full, while Glass C is
almost full to the brim with
the same amount of water.

16
 Tell the learners that they will be
given problems to solve. Distribute Prepare activity stations
LAS 3. around the room. The
number of stations will
Answers to the problems: depend on the class size and
1. 5 – 2 = 3 kg the availability of materials.
Mother bought 3 kg more of Performing the activity in
ripe mangoes than green stations is thought of to
mangoes. address the possibility of
having insufficient materials.
2. 200 + 200 + 200 + 200 = 800 g
The mass of four apples is 800 Each station should have two
grams. containers marked A and B
and the material to be used
3. 45 + 53 + 49 = 147 kg to measure the containers.
The mass of the three people
altogether is 147 kg. Here are the suggested
containers and measuring
4. I don’t agree with Ana because materials in each station.
we need to weigh or lift the Station 1: two
boxes to be sure that they are plastic/disposable cups of the
both empty or made up of the same size,
same material. water/sand/mongo seeds

Station 2: two carton boxes of

different sizes and
appearances, sand/mongo
seeds.

Station 3: two containers,

water/sand/mongo seeds.

Station 4: a glass and a box,

sand/mongo seeds

17
 Station 5: two plastic bottles,
water/mongo seeds/sand

Explain that the class will be

divided into groups. Each
group will start at a specific
station. There are two
containers in each station.
Their task is to compare the
capacity of these containers.
They have to decide how they
will use the materials at the
stations to compare the
capacities of these
containers. When the signal
to move is given, each group
will move to the next station
in a clockwise direction.
Divide the class into groups
and let them proceed to the
station assigned to them.

After all groups have gone to

all stations, let them take
their seats and discuss the
answers. The answers to the
activity will depend on the
materials provided at each
station.

Discussion should lead to the

idea that when one of the
containers, say container A, is
filled with the measuring
object (water/sand/mongo

18
 seeds) and when transferred
to container B, one of the
following may happen:
- Container B is filled to the
brim
- Container B is filled but not
completely
- Container B cannot contain
all the measuring objects,
some may spill or
overflow.

When container B is filled to

the brim, containers A (which
is filled to the brim) and B
have equal or the same
capacity.

If container B is not
completely filled when the
contents of container A
(which is filled to the brim)
are transferred, the capacity
of container B is greater than
that of container A.

If the contents of Container A

could not be contained in
Container B, some measuring
object spilled, the capacity of
container B is less than that of
container A.

Making What unit of measure do we use for What are the different standard How did you solve the problems? What words/phrases are used
Generalizations measuring the mass of very light units for measuring mass? The We read and studied the problem in comparing capacity? These

19
objects? We use milligrams for different standard units for situation. Then, we looked for the are the same or equal,
measuring the mass of very light measuring mass are kilogram, given information needed to solve greater than, more than, and
objects. gram, and milligram. When is the problem. Next, we performed less than.
kilogram more appropriate to use? the operation to find the answer. What can be done to
Let the learners name very light Kilogram is more appropriate for Finally, we labeled the answer and compare the capacity of
objects which mass can be measured measuring the mass of heavier looked back to make sure that the containers? One container
in milligrams. objects because it represents larger question was answered. can be filled with a measuring
unit than gram and milligram. object like water, mongo
Possible answers; Ask the learners to give situations seeds or sand up to the brim.
Strand of hair When is gram more appropriate to outside the school were they used Then, transfer the content to
Grain of rice/salt use? Gram is more appropriate for kilograms and grams. the second container and
Feather measuring the mass of lighter Possible situations: observe the results: the
Mongo seed objects because it represents When they had their mass second container may be
smaller unit than kilogram but measured. filled to the brim, not
Why can’t we use the measuring larger than milligram. When they bought fruits, completely filled or
scales that commonly used in the vegetables or other goods in the completely filled with some
When is milligram more
market to measure the mass of very market/store. measuring objects
appropriate to use? Milligram is
light objects? Those scales are overflowing.
more appropriate for measuring
designed for heavy objects, as shown
the mass of very light objects
in their graduation. It is difficult to What does it mean if the
because it represents smaller unit
tell exactly the mass of very light measuring object overflows
of mass. Kilogram and gram are
objects using these scales. when transferred to the
too large to represent mass of very
second container? It means
light objects.
that the capacity of the
Why is it important to include the second container is less than
unit of measure in telling the mass that of the first container.
of objects? It is important to tell
the unit of measure because even if What does it mean if the
the numbers are the same, masses measuring object does not fill
may be different. the second container
completely? It means that the
How do you compare masses of capacity of the second
objects? Look at the unit of container is greater than that
measure. If the unit of measure is of the first container.
the same compare the measure as
if comparing whole numbers.
20
 What does it mean if the
measuring object reaches up
to the brim of the second
container when transferred?
It means that the capacity of
the second container is the
same as that of the first
container.
Evaluating Distribute Assessment 1 to the Distribute Assessment 2 to the Distribute Assessment 3 to the Distribute Assessment 4 to
Learning learners. Let them answer it learners. Let them answer it learners. Let them answer it the learners. Let them answer
individually. individually. individually. it individually.

Expected answers: Expected answers: Expected answers: Expected answers:

Mosquito 1. 700 + 50 = 750 g
One tablet The total mass of the book
Pinch of salt and pencil is 750 grams.
Feather 2. The bananas are heavier by
Grain of rice 200 g.
3. 750 + 750 + 750 = 2 250 g
The mass of the 3 pineapples
is about 2 250 grams.

21
 Additional
Activities for
Application or
Remediation (if
applicable)
III. LEARNING RESOURCES
A. References
1. Teacher’s
Guide
2. Learner’s
Materials
3. Textbook
4. Additional
Materials
from
Learning

22
 Resource
(LR) Portal
B. Other
Learning
Resources
IV. TEACHER REFLECTION

23