Lesson Guide

In
Elementary Mathematics
Grade 2

Chapter IV
Measurement
Time Measure

DEPARTMENT OF EDUCATION
BUREAU OF ELEMENTARY EDUCATION
in coordination with
ATENEO DE MANILA UNIVERSITY

2010

Reformatted for distribution via

DepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL

INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2011

Lesson Guides in Elementary Mathematics
Grade 2

Copyright © 2003
All rights reserved. No part of these lesson guides shall be reproduced in any form without a written
permission from the Bureau of Elementary Education, Department of Education.

The Mathematics Writing Committee

GRADE 2

Region 4 Ateneo de Manila University

Virgie C. Gayda
Teresita O. Plata – Cavite
Erlinda F. Zinampan – Rizal Support Staff
Rosalinda R. Ravelas – Laguna Ferdinand S. Bergado
Sheilaver O. Capumpon – Cavite Ma. Cristina C. Capellan
Emilene Judith S. Sison
National Capital Region (NCR) Julius Peter Samulde
Roy L. Concepcion
Flordelina A. Alquiza – Regional Office, NCR Myrna D. Latoza
Marites A. Asuque – Taguig/Pateros Marcelino C. Bataller
Praxedes F. Mendoza – Makati Eric S. de Guia – Illustrator
Victoria V. Figueroa – Valenzuela
Aurora P. Portes – Manila Consultants
Fr. Bienvenido F. Nebres, SJ – President,
Bureau of Elementary Education (BEE) Ateneo de Manila University
Carmela C. Oracion – Ateneo de Manila
Noel P. Miranda University
Robesa R. Hilario Pacita E. Hosaka – Ateneo de Manila
University

Project Management

Yolanda S. Quijano – Director IV

Angelita M. Esdicul – Director III
Simeona T. Ebol– Chief, Curriculum Development Division
Irene C. de Robles– OIC-Asst. Chief, Curriculum Development Division
Virginia T. Fernandez – Project Coordinator

EXECUTIVE COMMITTEE

Jesli A. Lapus – Secretary, Department of Education

Jesus G. Galvan – OIC, Undersecretary for Finance and Administration
Vilma L. Labrador – Undersecretary for Programs and Projects
Teresita G. Inciong – Assistant Secretary for Programs and Projects

Printed By:

ISBN – 971-92775-1-3
 TABLE OF CONTENTS

Introduction ............................................................................................................................ iv
Matrix .................................................................................................................................. v

MEASUREMENT

Time Measure

Using the Calendar to Tell the Number of Days/Weeks in a Month ............................ 1

Telling the Number of Months, Weeks and Days in a Year
using the Calendar ....................................................................................... 4
Telling Number of Days in a given Week/s ................................................................ 8
Determining Number of Days in a given Month/s ....................................................... 12
Telling Time using a Digital Clock .............................................................................. 15
Relationship between the Hour and Minute Hands .................................................... 18
Reading and Writing Time to the Nearest 15 Minutes ................................................ 22
Reading and Writing Time .......................................................................................... 26
Practicing Wise Use of Time ..................................................................................... 30
Solving Word Problem ............................................................................................... 33

iii
 I N T R O D U C T I O N

The Lesson Guides in Elementary Mathematics were developed by the

Department of Education through the Bureau of Elementary Education in

coordination with the Ateneo de Manila University. These resource materials

have been purposely prepared to help improve the mathematics instruction

in the elementary grades. These provide integration of values and life skills

using different teaching strategies for an interactive teaching/learning

process. Multiple intelligences techniques like games, puzzles, songs, etc.

are also integrated in each lesson; hence, learning Mathematics becomes fun

and enjoyable. Furthermore, Higher Order Thinking Skills (HOTS) activities

are incorporated in the lessons.

The skills are consistent with the Basic Education Curriculum

(BEC)/Philippine Elementary Learning Competencies (PELC). These should

be used by the teachers as a guide in their day-to-day teaching plans.

iv
 MATRIX IN ELEMENTARY MATHEMATICS
Grade 2

MULTIPLE INTELLIGENCES
COMPETENCIES VALUES INTEGRATED STRATEGIES USED With HOTS
TECHNIQUES

IV. Measurement
A. Comprehension of Time Measure
1. Use the calendar to tell
the number of:
1.1 week in a month Gratitude Concept development, Reading and writing, Charts,
1.2 day in a month Construct table/grid, Singing, Cooperative groups,
Cooperative learning, Independent study, Drawing
Modeling
1.3 month in a year Cooperation Concept development, Cooperative groups, Speaking, 
1.4 week in a year Cooperative learning, Poetry, Singing, Logic, Puzzle
1.5 day in a year Game, Modeling,
Construct table
2. Determine the number Diligence Guess and check, Numbers, Logic, Cooperative 
of days in a given Modeling, Picture talk, groups, Speaking, Hands on
number of Game activities, Reading and writing
 weeks
 months
3. Name the days in a Creativity Concept development, Numbers, Cooperative groups,
week/months in a year Cooperative learning, Singing, Drawing, Storytelling,
Modeling, Storytelling Speaking
4. Tell the time using the Punctuality Modeling, Concept Reading and writing, Skit and
digital clock development, play, Cooperative groups,
Dyadic exchange Speaking

5. Express the relationship Cheerfulness Modeling, Cooperative Cooperative groups, Speaking,

between the “hour learning, Movements, Drawing, Writing
hand” and the “minute Constructing table
hand” of a clock
6. Indicate time to the Self-confidence Guess and check, Game, Poetry, Reading, Hands on 
nearest 15 minutes of Cooperative learning activities, Cooperative groups,
an hour like 1:15, 1:45 when the minute Movements
hand is at the 15
minutes position
7. Read and write time as Discipline Game, Drawing pictures, Speaking, Reading and writing, 
shown on the clock Cooperative learning, Movements, Cooperative
Simplifying the problem groups
8. Practice wise use of
time Frugality Modeling, Game, Reading and writing, Poetry,
8.1 Demonstrate wise use Storytelling, Listing, Playing game, Speaking,
of time in different Drawing pictures Cooperative groups
ways
e.g. plans before doing
anything

9. Application of time 
measure Punctuality Concept development, Cooperative groups, Play,
9.1 Solve simple word Guess and check, Looking Poetry, Manipulative,
problems involving for pattern Storytelling, Speaking, Reading
time without and writing
conversion of standard
units

v
Using the Calendar to Tell the Number of Weeks in a Month and Days in a
Month

I. Learning Objectives

Cognitive: Use the calendar to tell the number of days in a month

Use the calendar to tell the number of weeks in a month
Psychomotor: Tell the number of days in a month
Affective: Show gratitude for God’s blessings

II. Learning Content

Skill: Telling the number of weeks and days in a month

Reference: BEC-PELC IVA1.1 & 1.2
Materials: A big calendar
Flash cards with days of the week and months of the year
Show-Me-Board
A small calendar for each pupil
(assign this a day before the lesson)
Value: Gratitude

III. Learning Experiences

A. Preparatory Activities

1. Drill

Flash card drill on reading the days of the week and months of the year

2. Review

Arrange the days of the week in order.

Arrange the months of the year in order.
Ask: What is the first day?
What is the third month?

3. Motivation

Show a big calendar.

What does the calendar tell us?

B. Developmental Activities

1. Presentation
Present this activity to the class.

1
 Activity Sheet
a. Study the month of January.

JANUARY
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31

b. What is the first day in January?

c. What is the seventh day?
d. Box the first group of seven days that makes up a week?
e. How many days are there in a week?
f. Box the other group of seven days.
g. How many weeks are there in January?
h. How many days are there in January?
i. Do all months have 31 days? What months have less than 31 days?

2. Group Activities

Activity 1

Using small calendars

Directions:
a. Get your partner.
b. As the teacher flashes the cards with names of months, pupils write the number of
weeks and days on their Show-Me-Board.

Activity 2
Sing “Play Days”.
Play Days
Tune: Baa! Baa!, Black Sheep

How many days have my baby to play?

Seven days and that’s one week
Sunday, Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday.

Ask: How many days have the baby to play? What are they? If the baby will play in a
month, how many days will that be? How many groups of seven days are there in one
month?

Activity 3
Make a calendar showing your birth month.

__________________

Sun Mon Tue Wed Thu Fri Sat

2
 Answer the following questions:
a. On what month were you born?
b. Draw a on the day of your birthday.
c. On what day does it fall?
d. How many Fridays are there in your birth month?
e. How many days are there in your birth month?
 The first pupil to finish the activity will report.

*Valuing:
- What do you do to celebrate your birthday? Do you go to church? Why should you
go to church?

3. Generalization

What have we learned about using the calendar?

We learned to tell the number of weeks and days in a month.

C. Application

1. There are ___ days in a week.

2. There are ___ weeks in one month.
3. There are ___ days in one month.
4. One week after July 4 is ___.
5. There are ___ days in May.

IV. Evaluation

Use your calendar to answer the following questions.

1. How many days are there in the month of August?

a. 30 b. 31 c. 28 d. 29
2. How many days are there in April?
a. 30 b. 31 c. 28 d. 29
3. Which of the following months has 31 days?
a. September c. November
b. June d. March
4. How many weeks are there in 1 month?
a. 4 b. 8 c. 7 d. 12
5. What date is a week after December 14?
6. How many weeks are there in 29 days?
7. What date is a week before November 29?
8. Mother started her vacation on May 1. Her vacation ended on June 30. How many days did she
spend her vacation?
9. How many weeks are there from February 14 to 28?
10. Write all the months with exactly 30 days.

V. Assignment

Use the calendar to complete the table.

Months Number of Weeks Number of Days

January
February
March
April
May
June

3
 July
August
September
October
November
December

Using the Calendar to Tell the Number of Months, Weeks and Days in a Year

I. Learning Objectives

Cognitive: Use the calendar to tell the number of months in a year

Use the calendar to tell the number of weeks in a year
Use the calendar to tell the number of days in a year
Psychomotor: Read and write the number of months, weeks and days in a year
Affective: Show cooperation in working with the group

II. Learning Content

Skill: Using the calendar to tell the number of months, weeks and days in a year
Reference: BEC-PELC IVA1.3, 1.4 & 1.5
Materials: flash cards of months of the year
a large calendar
activity worksheets
Value: Cooperation

III. Learning Experience

A. Preparatory Activities

1. Drill
Read months of the year on the flash cards.

2. Review
a. Recite the rhyme “Thirty Days In September.”
Thirty days has September
April, June and November
All the rest have 31
Except February which alone has 28
Leap year comes one year in four
And adds February one day more.

b. Hold a contest on the number of days and weeks in a month.

- Divide the class into 2 groups.
- Toss a coin to determine the first group to answer.
- Have a representative of that group to answer the question. If a group gives an
incorrect answer, the other group gets the chance to answer the question.
- The group with the most number of correct answers wins.

4
3. Motivation
a. Famous Numbers
Identify/Guess the words that correspond to these famous numbers. The initial
letters of the words are given.
1. 24 = H _ _ _ _ in a D _ _ (Hours in a Day)
2. 29 = D _ _ _ in F _ _ _ _ _ _ _ in a L _ _ _ Y _ _ _ (Days in February in a Leap Year)
3. 26 = L_ _ _ _ _ _ of A _ _ _ _ _ _ (Letters of Alphabet)
4. 3 = B_ _ _ _ M _ _ _ (Blind Mice)

b. Show some pictures celebrating different events like Independence Day, Christmas, New
Year’s Day, etc.
Ask: When do we celebrate Christmas? New Year’s Day? Independence Day?
Valentine’s Day? All Saint’s Day? Santa Cruzan?
Which of these events do you like best? Why?

B. Developmental Activities
1. Presentation

Present the activity below using the Activity Worksheet.

a. Display a large calendar showing the twelve months of the year.

b. Group the pupils into 4. Let each group choose a leader.
c. Give the direction. Study the calendar. Then answer the questions in your Activity
Worksheet.

Activity Worksheet

1. What is the first month of the year?

2. What is the seventh month of the year?
3. What is the twelfth month of the year?
4. How many months are there in 1 year?
5. Write the total number of days of the following months.

a. January ___ b. May ___

February ___ June ___
March ___ July ___
April ___ August ___

Total number of days ___ Total number of days ___

c. September ___
October ___
November ___
December ___
Total Number of Days ___

6. There are ___ days in 1 year.

(Note: During the discussion introduce the term leap year and the number of days
in a leap year.)
7. If there are 7 days in a week, how many groups of seven can you get from the
number of days in 1 year? Show the repeated additions.
8. How many weeks are there in 1 year?

d. Have the leader in each group report.

5
  Explain to the class how to use the calendar in telling the number of days, weeks,
months in a year.

*Valuing:
- How did you find the activity?
- Did you cooperate with your group? How?

2. Group Activities

Have the class do the following activity:

Activity 1 (Play a guessing game)

Strategy: Numbered Heads Together
Direction:
a. Form four groups.
b. Each member of the group is numbered.
c. Listen to the questions and think of the correct answer by joining heads together.
d. Listen as the teacher calls out a number from each group to give the answer.
e. The group with the most number of correct answer wins.

Possible questions to be asked by the teacher.

a. How many months are there in 1 year?
b. How many months are there in 1 year?
2
c. How many weeks are there in 1 year?
d. How many weeks are there in 1 year?
2
e. How many days are there in 1 common year?
f. Two thousand four is a leap year.
How many days do we have in a leap year?

Activity 2
Sing the song “Lubi-Lubi” naming the months of the year in sequence.
What are the months mentioned in the song?
How many are they?
How many months are there in a year?

Activity 3
a. Work in groups of five.
b. Distribute a number puzzle for each group.

Number Puzzle
A B C

D E

F G

6
 c. Let each group accomplish the number puzzle as fast as they can.

Down
A. How many days are there in a leap year?
B. How many weeks are there in a year?
E. How many months are there in a year?
G. How many days are there in February if it is not a leap year?

Across
A. How many days are there in a common year?
C. How many days are there in September, April, June, and November?
D. How many days are there in 3 weeks?
F. How many days are there in December and in January?
H. How many days are there in 2 years?

3. Generalization

What will you use to tell the number of months, weeks and days in a year?

C. Application

Mrs. Cruz is a Balikbayan. She spent her vacation in Baguio from December 1 up to
January 30. How many weeks did she stay in Baguio?

IV. Evaluation

A. Use the calendar to answer the following question. Choose and write the letter of the correct
answer.

1. There are ___ days in 1 common year.

a. 365 b. 366 c. 367 d. 360

2. It is made up of 366 days.

a. month b. week c. leap year d. common year

3. There are ___ weeks in 1 year.

a. 30 b. 28 c. 52 d. 12
4. There are ___ weeks in 1 year.
2
a. 52 b. 7 c. 26 d. 25

5. There are ___ months in 1 year.

2
a. 6 b. 12 c. 18 d. 30

B. What number are you thinking of?

1. months in a year
2. weeks in a year
3. leap year
4. common year
5. days in a month

7
V. Assignment

Answer the following:

1. 6 months = ___ year

2. 12 months = ___ year
3. 52 weeks = ___ year
4. 366 days = ___ leap year
5. 26 weeks = ___ year

Telling the Number of Days in a Given Number of Weeks

I. Learning Objectives

Cognitive: Determine the number of days in a given number of weeks

Psychomotor: Name the days in a week
Affective: Work at once on any assigned task

II. Learning Content

Skill: Determining the number of days in a given number of weeks

Reference: BEC-PELC IVA2 – 3
Materials: Drill cards on multiplication facts, Show-Me-Board, pictures of a girl going to
school/cleaning the house, a family going to church, a family in the park, number
wheel
Value: Diligence

III. Learning Experience

A. Preparatory Activities
1. Drill
Flash card drills on multiplication facts (multiples of 7)

4x7 5x7
2. Review

Answer the following questions on your “Show-Me-Board.”

 How many days are there in a leap year?
 How many weeks are there in 1 year?
 It is composed of 12 months, what is it?
 How many days are there in 1 week?

3. Motivation

8
 Where do you think the girl is going?
On what days does she go to school?
How many days does she go to school?
On what days do you go to school?
How many days don’t you go to school?
On what days do you go to church?

B. Developmental Activities
1. Presentation
 In what month are we now?
 Show the month.
November
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30

- Point on the calendar the days you go to school.

- Check the days you don’t go to school.
- What are the dates from Sunday to Saturday on the third day of the month?
- How many days are there in a week?
- Name the dates that show 1 week.
- How many weeks are there from November 1 – 7?
- How many weeks are there from November 1 – 14?
- How many weeks are there from November 8 – 28?
- How many days are there in 2 weeks? 3 weeks? 4 weeks?
- How did you get your answer?
2. Group Activities
Activity 1

a. Divide the class into 4 groups. Then choose a leader. Distribute activity sheets to each
group.
Activity Worksheet

December
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31

Look at the calendar. Then answer the following:

- On what day does December 25 fall?

- What do we celebrate on December 25?
- What is the first day in December?
- What is the last day in December?
- What are the days shown on the calendar?
- How are they written?
- Count the number of days in a week. In 2 weeks, how many days will there be?
- Write the solution.

9
b. Picture Talk
1) Divide the class into 4 and choose a leader for each group.
2) Each leader will get a picture from the pile on the table.
3) Each member of the group will help one another to complete the sentence with
names of days at the back of each picture.
4) After 5 minutes, each leader will report to the class.

I go to school from ___ to ___.

I help mother clean the house on ___.

Our family goes to church on ___.

Our family goes to the park on ___.

Activity 2
“Spin-A-Wheel”

The number 7 represents the number of days in a week which will be the multiplier.
The numbers 1-10 represent the number of weeks which will be the multiplicand.

10
 Directions:

a. Call a pupil to spin the wheel.

b. If the pointer stops at 3, multiply it with 7.
Say: There are ___ days in 3 weeks.

Activity 3

Pair Shared Activity

a. Get a partner and bring out your Show-Me-Board.

b. Listen as the teacher asks questions about the days of the week or number of days in
given weeks.

c. Write your answers on your Show-Me-Board.

What day comes before Monday?
What days come after Thursday?
How many days are there in 5 weeks?
How many days are there in 4 weeks?

3. Generalization

How can you get the number of days in a given number of weeks?

C. Application

Angelo had a project in Mathematics to be submitted within 3 weeks.

But he finished it in 2 weeks. How many days did he work on it?

*Valuing:
- What kind of boy is Angelo?
- Do you want to be like Angelo?
- How will you show it?

IV. Evaluation
1. Write the missing numbers on your paper.
Remember 7 days = 1 week
a. How many days are there in 2 weeks?
b. How many days are there in 4 weeks?
c. How many days are there in 5 weeks?
d. How many days are there in 3 weeks?
e. How many days are there in 6 weeks?
2. Name the day.
a. What is the second day of the week?
b. What is the sixth day of the week?
c. What day comes after Wednesday?
d. What day comes before Friday?
e. What is the last day of school?
11
V. Assignment
A. Write the missing number.

1. 3 weeks = ___ days

2. 6 weeks = ___ days
3. 8 weeks = ___ days
4. ___ weeks = 14 days
5. ___ weeks = 42 days
B. Write the day for each blank.
1. If today is Tuesday, tomorrow is ___.
2. If today is Friday, yesterday was ___.
3. Children go to school from ___ to ___.
4. The seventh day of the week is ___.
5. The first day of the week is ___.

Number of Days in a Given Number of Months

I. Learning Objectives

Cognitive: 1. Determine the number of days in a given number of months

2. Name the months in a year
Psychomotor: Count the number of days in a given number of months
Affective: Show creativity by drawing an event on an important celebration

II. Learning Content

Skills: Determining the number of days in a given number of months

Reference: BEC-PELC IVA2
Materials: Drill boards on multiplication facts, Activity Sheets, Show-Me-Board
Value: Creativity

III. Learning Experience

A. Preparatory Activities
1. Drill

Drill cards on multiplication facts.

a. 8 b. 5 c. 3 d. 4 e. 7
x3 x3 x3 x3 x3

2. Review – “Relay”
 How many days are there in a month?
 Fill the missing number – Drill cards as shown below.

___ days = 2 weeks ___ days = 4 weeks

12
 3. Motivation
(Hum the birthday song.)
 What is the song that I just hummed?
 In what month is your birthday?
 How many days does it have?

B. Developmental Activities

1. Presentation

Show the calendar months of April, June, September and November.

 If there are 30 days in a month, how many days are there in April? In September?
 How many days are there in June and September?
 How many days are there in September and November?
 How many days are there in 2 months?
 How did you get the answer?
 How many days are there in 3 months?
 Solve and show the solution.
2. Group Activities

Activity 1

a. Divide the class into 4 groups. Then choose a leader.

b. Perform the activity written on the activity sheet.

Activity Sheet

November
Sun Mon Tue Wed Thu Fri Sat
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30

Study the calendar. Then answer the following questions.

1) What month is shown on the calendar?

2) Name the other months. Write them correctly.
3) Count the number of days in November. How many are they?
4) Do all months have 30 days?
5) (State that the regular number of days in a month is 30)
6) If there are 30 days in 1 month, how many days are there in 3 months?
7) How did you find the number of days in a given number of months?
8) Show the computation.

Activity 2

a. Read and follow the directions.

1) Get 1 sheet of paper. Then write the months of the year in correct sequence.
2) Mill around and find your classmates’ birth month. Ask your classmates to write
their names opposite their birth month.
3) The first one to complete the months with the names of their classmates wins the
game.

13
 b. Get your “Show-Me-Board” and write the answer on the following questions.

1) How many days are there in 3 months?

2) How many months have 31 days? 30 days?
3) How many days are there in 4 months?
4) How many days are there in 6 months?
5) How many days are there in 7 months?

Activity 3

a. Choose 1 from the following special occasions.

 New Year’s Day  All Saints’ Day

 Valentine’s Day  United Nation’s Day
 Christmas Day  Santacruzan
 Independence Day  Araw ng Kagitingan
b. Draw something about the celebration you have chosen.
c. Tell a short story about the picture by answering the following questions.
1) What does the picture tell about?
2) When do we celebrate that occasion?
3) Give the importance of the occasion.

*Valuing:
- Ask something about the pupil’s work.
- Describe your classmate’s work.
- Did your classmates show their creativity?

3. Generalization

What will you do to find the number of days in a given number of months?

C. Application

Read and answer the following problem situations.

1. Mr. Figuera left for Manila on February 1. He came home 2 months after. How many days
did he stay in Manila?
2. Our school vacation starts in April and ends in May. How many days is our vacation?
3. Patricia is a housemaid in the family of Dr. Torres. She worked for 6 months. How many
days did she work?
IV. Evaluation
A. Choose and write the letter of the correct answer.

1. How many days are there in all in April and November?

a. 30 b. 60 c. 14

2. September, April, June and November have 30 days. How many days in all are there in these
four months?
a. 130 b. 120 c. 110

3. How many days are there in all in January and September?

a. 60 b. 61 c. 59

14
 4. How many days will there be in 4 months if there are 31 days in each month?
a. 120 b. 124 c. 125

5. The carpenter had finished his work in five months. How many days did he work on it?
a. 145 b. 161 c. 150

B. Write the name and month to complete the sentence.

1. The first month of the year has ___ days.

2. The tenth month of the year has ___ days.
3. August has ___ days.
4. November has ___ days.
5. The only month that has 28 days is ___.

V. Assignment
A. Fill in the blank with the missing number.
1. November = ___ days
2. February (not leap year) = ___ days
3. 4 months = ___ days
4. ___ months = 150 days
5. ___ months = 120 days
B. Name the month where the following events are celebrated.
1. Rizal Day
2. Labor Day
3. Philippine Independence
4. Araw ng Kagitingan
5. Santacruzan

Telling Time using Digital Clock

I. Learning Objectives

Cognitive: Tell the time using a digital clock

Psychomotor: Write the time shown on the digital clock
Affective: Practice going to school on time

II. Learning Content

Skill: Telling time using a digital clock

Reference: PELC IV.A.4
Materials: models of an analog and a digital clock, toy clock with movable hands
Value: Punctuality

III. Learning Experiences

A. Preparatory Activities

1. Drill
Skip counting by 5’s and 10’s

15
 2. Review/Mental Computation

Using “Show-Me-Boards”
a. How many days are there in a week?
b. How many days are there in 3 weeks?
c. How many weeks are there in 1 month?
d. How many months are there in 1 year?
e. How many hours are there in 1 day?

3. Motivation

Present a model of a digital clock. Have them look at the clock.

Let them compare it with the analog clock.

B. Developmental Activities

1. Presentation
a. Form 4 groups and choose a leader.
Each leader will report their work after 10 minutes.
b. Distribute an activity sheet to the leader of each group.

6:00 AM
It is Monday morning. Sheila gets up at
or six o’clock. She has to prepare herself to get ready for
school. Her classes start at 7:30 AM or 30 minutes

after 7:00. She eats breakfast at 6:20 AM or 20 minutes

after 6:00. Then she goes to school at 6:45 AM

or 45
minutes after 6:00.

Answer the following questions:

1) Who is going to school?
2) What time does she get up?
3) What time does she eat her breakfast?
4) What time does she go to school?
5) What kind of clock was used?
6) How is time written in the digital clock?

Do you also go to school early? What time do you arrive in school? Why do you have to
come on time? What character trait do you show when you come on time?

2. Group Activities
Activity 1- Relay
a. Hold a contest by pair (1 boy and 1 girl).
b. Show the time using a digital clock (improvised).
c. Tell the time as fast as you can.
d. The first player to reach the finish line is the winner.

Activity 2 - Dyadic Exchange

a. Form dyads.
b. The first partner will show a time using the digital clock and ask about what the other
does on that time.
c. Then exchange roles.

16
 Follow the model.
Pupil 1: What time is it? (Show a time using an improvised digital clock made of
cardboard or cartolina.)
Pupil 2: It’s _________.
Pupil 1: What do you do at this time?
Pupil 2: I __________.

3. Generalization

What kind of clock did we use to tell the time?

C. Application

Ada helps her mother clean the yard everyday. She works for 30 minutes. If she starts at
6:00 A.M., what time will she finish helping her mother?

IV. Evaluation

A. Write the time stated at the right.

1. 30 minutes after 8:00

2. 10 minutes after 9:00

3. 15 minutes after 12:00

4. 20 minutes after 7:00

5. 45 minutes after 3:00

B. Look at the digital clock. Tell the time by writing the number of hours and minutes.

1. 8:05 4. 10:45

2. 9:20 5. 12:50

3.
7:15

V. Assignment

What time is it? Write the number of hours and minutes.

1. 1:05 4. 6:15

2. 5. 11:20
3:45

3. 2:30

17
Relationship between the Hour Hand and the Minute Hand

I. Learning Objectives

Cognitive: Express the relationship between the “hour hand” and the “minute hand” of a clock
Psychomotor: Draw the “hour hand” and the “minute hand” of a clock
Affective: Show interest and enjoyment in doing the activity

II. Learning Content

Skill: Relationship between the hour hand and the minute hand
Reference: PELC IV.A.5
Materials: drill cards of digital clock, activity sheets, improvised analog clock, a red and a blue
dice
Value: Cheerfulness

III. Learning Experiences

A. Preparatory Activities

1. Drill
Skip counting by 5’s and 10’s up to 60
2. Review – Relay
Tell the time shown in the flash cards.

10:30 9:15

3. Motivation
Present a toy clock.

Ask: What do I have? What does a toy clock have? How will you play with this toy
clock? Now, look at our wall clock. How do the hands of the clock move? Can
you tell time using the analog clock?

B. Developmental Activities
1. Presentation

 Present the following activity to the class. Then discuss the output to the class with
emphasis on the relationship between the hour hand and the minute hand.

a. Divide the class into 4 groups. Then choose a leader.

b. Distribute activity sheets to the leader of each group.
c. Report your work after 10 minutes.

Activity Sheet
Look at the face of the clock. Then answer the questions below.

18
 1) How many hands does a clock have?
2) Which is the minute hand? the long hand or the short hand?
3) How about the hour hand?
4) Where does the long hand point to? How do you read it?

5) Where does the short hand point to? How do you read it?
6) What does the long hand tell?
7) What does the short hand tell?
8) Which moves faster, the hour hand or the minute hand?
9) If the long or minute hand is at 6, how many minutes is it?
10) If the short or hour hand is at 6, what time is it?
11) When a minute hand moves from 1 to 12, it is equal to ___ minutes.

2. Group Activities

Activity 1
(Teacher will prepare 2 improvised dice, a red die which corresponds to hour and
the blue one to minutes for each group. As much as possible the minutes and hours
written on the dice are different for each group to have variety of answers.)
a. Divide the class into 4 groups.
b. Let each member of the group alternately throw the dice until everyone has experience
throwing the dice.
c. Throw one red die that corresponds to the hour hand and the other blue that
corresponds to the minute hand.
d. Write the number of hours and minutes in the grid as shown in the dice.

Complete the table below.

Member 1 Member 2 Member 3 Member 4 Member 5 Member 6 Etc.

Minute hand
points to
Number of
minutes
Hour hand
points to
Number of
hours

Activity 2

b. Work in groups of 5.
c. Ring the minute hand then tell the number of minutes by jumping or any body
movement that will give the needed data.

19
 Activity 3
Throw an improvised time die. Then draw the hour hand that corresponds to the time shown
in the die.

*How did you find the activity? How did your classmates show their interest in the activity?

3. Generalization

How will you express the relationship between the hour hand and the minute hand?

C. Application

Look at the hour and minute hands of the clock. Write the time it says on the blanks.

20
IV. Evaluation

A. Draw the minute hand on each clock indicated in the given time.

11:00 11:30

12:00 12:30

7:30

B. Draw the hour hand and the minute hand in each clock indicated in the given time

2:30

12:15

4:50

V. Assignment

Look at clock A, then draw the hands of clock B by following what is asked below.

A B A B

1) after one hour 2) 5 hours before

21
 A B

3) after 7 hours
A B
4) Dina slept at this time. She has
to wake up after 10 hours. Draw
the hands of clock A after 10 hours.

A B
5) Noel woke up at this time. His
classes start after two hours.
Draw the hands of the clock
after 2 hours.

Reading and Writing Time to the Nearest 15 Minutes

I. Learning Objectives

Cognitive: Indicate time to the nearest 15 minutes of an hour like 1:15, 1:45 when the minute
hand is at the 15-minute position
Psychomotor: Write time to the nearest 15 minutes of an hour
Affective: Show confidence in one’s self

II. Learning Content

Skill: Reading and writing time to the nearest 15 minutes

Reference: BEC- PELC IV.A.6
Materials: drill cards on multiplication facts (multiples of 5), toy clock, show-me-board, flash
cards with printed time in the quarter hour
Value: Self-confidence

III. Learning Experiences

A. Preparatory Activities

1. Drill

Drill cards on multiplication facts (multiples of 5)

Example:
4x5= 6x5= 3x5
=
2. Review

Activity: Number Heads Together

22
 Directions:

a. Form 4 groups.
b. Each member of the group is numbered.
c. Listen to the questions and think of the correct answer by joining heads together.
d. Listen as the teacher calls out a number in each group to give the answer.
e. The group with the most number of correct answers wins.

Here are possible questions to ask:

a. How long does it take the minute hand to travel around the clock’s face?
b. When the short hand moves from 1 to 3, how many hours is that?
c. When the long hand moves from 1 to 4, how many minutes is that?
d. What hand tells the quarter of an hour?
e. What hand tells the time?

3. Motivation

Class, I have a riddle for you. Can you guess it? Its face is round but it has no eyes, nose and
ears. It has two hands that moves on and on. What is it?

Let us recite a rhyme about it.

Hickory Dickory Dock

Hickory Dickory Dock
The mouse ran up the clock
The clock struck one
The mouse ran down
Hickory Dickory Dock

Ask: What is the rhyme about? What is it? What are clocks for?

B. Developmental Activities

1. Presentation

Present the activity below and then discuss to the class how to read and write time to the
nearest 15 minutes.

Activity Sheet

Read the word problem carefully. Then answer the questions that follow.

Group two are the cleaners for the day. They started cleaning the room at

6:45 or a quarter before 7:00. They finished at 7:00.

Answer the following questions:

a. Who are the cleaners for the day?
b. What time did they start cleaning the room?
c. What time did they finish cleaning the room?
d. How long did they clean the room?
e. What does quarter mean?

23
 2. Group Activities

Activity 1
Work in groups of five.
a. The members of the group will set their toy clocks to show the time written on
flashcards (quarter hour).
b. The group with the highest score wins the game.
Example:
8:15 or 8 quarter 6:45 or quarter to 7

Activity 2

“Pair Shared Activity”

a. Get your partner.
b. Ask your partner what he/she can do in 15 minutes.
c. Clap your hands if you are ready to report.

* Valuing:
- What did you notice about your classmates during their reporting? Do they have
confidence? Why do you say so? Why is it important to have self-confidence?

3. Generalization
What have you learned today?

C. Application

Answer the following problem.

1. Danny goes to church every Sunday. The mass schedule is 8:00 in the morning. He arrives 15
minutes ahead of time. What time did he arrive?
2. Kate was studying her lessons. When she looked at the clock, it read 6:45 p.m. What time did
she start studying, if she had been studying for 30 minutes?
3. Paula has been playing for 45 minutes when her mother told her that it is already 6:30 p.m.
and time for dinner. What time did she start playing?

IV. Evaluation

Write the time in 2 or 3 ways.

1. ___ minutes after ___ 2. ___ before ___

___ quarter quarter to ___

3. ___minutes after ___ 4. ___minutes after ___

___ quarter

24
 5. ___minutes before ___
quarter to ___

V. Assignment

Read and answer by indicating the time on the clock.

1. Cris exercises 15 minutes every morning.

If he starts at 6:00 A.M., what time will he finish the exercise?

2. Shirley slept at 2:00 P.M. She woke up after 45 minutes. What time did she wake up?

3. A bibingka is cooked in 15 minutes. Mother placed the bibingka into the oven at 2:00 P.M. At
what time should she take it out?

4. Riza started answering her homework at 7:00 P.M. and finished after 15 minutes. What time was
it?

5. When the long hand moves from 9 to 12, how many minutes is that?

25
Reading and Writing Time

I. Learning Objectives

Cognitive: Read time as shown on the clock

Psychomotor: Write the time as shown on the clock
Affective: Show discipline in doing group activities

II. Learning Content

Skills: Reading and writing time

Reference: PELC IV.A.7
Materials: improvised digital clock, analog clock, a picture of children attending the flag
ceremony, flash cards with clocks and time in standard form
Value: Discipline

III. Learning Experiences

A. Preparatory Activities

1. Drill
Reading time using an improvised digital clock
Example:

1:30 5:15

2. Review

a. Hold a contest; Relay

b. Flash cards and tell the time asked for as fast as they can.

Example:
quarter to 6
15 minutes before 9
a quarter past 4
5 minutes after 10
7 quarter
3. Motivation

26
 Ask: What are the children doing? Do you attend the flag ceremony? What time is our
flag ceremony?

B. Developmental Activities
1. Presentation

Present the activity below and explain how to read and write the time shown on the clock.

Activity Sheet

Clarence begins to read a book at 7:00 in the evening. He stopped reading at the
time shown on the clock.

a. What did Clarence do?

b. What time did he start reading a book?
c. What time did he stop reading?
d. Write another way of telling the time.
* Ask these questions after the discussion

What does Clarence show? Do you find time to read your book at home? What time do you
read your book or study your lesson?

2. Group Activities

Activity 1

a. Divide the class into 4 groups.

b. Flash cards with clocks showing different times.
Example:

c. Write the time shown on your “Show-Me-Board.”

d. The group which has the most number of correct answers wins.

Activity 2

“Time-Paired Share”
a. Distribute to the pupils two sets of cards: one set having times in standard form (e.g.
6:30, 8:25, etc.) and the other set with clocks displaying the given time on the first set of
cards.
b. At your signal, let the pupils go around the room to search for their “time partners”

2:10 Example: Pupil 1

27
 Pupil 2

c. Then talk about what they normally do at the given time.

Ask: How did you move to look for your partner? Did you practice discipline in doing the
activity? Why do we need to be disciplined at all times?

Activity 3
“Kiddie Clock”
Materials Needed: large cardboard squares, marking pen

Teacher writes the numbers of the clock on the cardboard squares. Let the pupils go to the
school ground or play area. Lay the numbers down in a circle. Make a big clock. Teacher will
ask one pupil to tell a time and another pupil to show the time in the big clock by lying in
his/her back using his/her arms and legs.

3. Generalization

How do you read time shown by an analog clock?

C. Application

Read the problems and answer them.

1. Aldo left the house at

He walked to school for 30 minutes. What time did he arrive?

2. The program starts at

Mrs. Reyes’ class arrived 15 minutes earlier. What time did they arrive?

IV. Evaluation

A. Read the time

Choose and write the letter of the correct answer.

1. a. 12:45 b. 1:45 c. 12:09

28
 2. a. 6:03 b. 6:15 c. 3:30

3. a. 3:11 b. 11:03 c. 11:15

4. a. 8:20 b. 4:08 c. 8:04

5. a. 1:50 b.10:05 c.1:50

B. Read the schedule.

Write the time. Write yes or no in the blanks provided for each number.
Benjie’s Saturday Schedule

Cleaning the house 8:00AM Studying lessons 2:30 PM

Feeding the birds 8:30 AM Play time 5:00 PM
Watering the plants 9:00 AM Watching TV 6:00 PM

1. Benjie feeds the birds at ______.

2. He studies his lessons at ______.

3. He watches TV at ______.

4. He plays basketball at ______.

29
 5. He waters the plants at ______.

V. Assignment

Write the time asked for in each number. Then draw the faces of the clock.

1) quarter to 10
2) 15 minutes after 6
3) 5 minutes before 8
4) a quarter past 12
5) half past 11

Practicing Wise Use of Time

I. Learning Objectives

Cognitive: Demonstrate wise use of time in different ways

Psychomotor: Write the time indicated in a clock
Affective: Spend time wisely

II. Learning Content

Skill: Practicing wise use of time
Reference: BEC PELC IV.A.8.1
Materials: flash cards with clock, picture of a boy playing sipa and reading a book, activity
sheets, cutouts of a big tree and mango fruits
Value: Frugality
III. Learning Experiences

A. Preparatory Activities
1. Drill

Reading time
Flash cards with clock

2. Review
a. Get your “Show-Me-Card.”
b. Write the time as the teacher shows the flashcards with clock

3. Motivation

30
 Show the picture of a boy playing sipa and a boy reading a book. Class, I will tell you a short
story about these two boys.
It was recess time. Carlo, after having snacks, played sipa with his classmates.
Miguel spent his time reading a book after taking his snacks.
*Valuing:
- Ask: What did Carlo do after eating his snacks?
How about Miguel? Which of the two boys spent their time wisely?
How about you? What do you do to spend your time wisely?

B. Developmental Activities/Lesson Proper

1. Presentation

 Present the activity below and discuss the questions that follow.

Activity Sheet
Read Jedy’s schedule before and after school.

Schedule of Activities
Getting up 6:00 AM
Taking a bath 6:20 AM
Eating breakfast 6:30 AM
Attending the flag ceremony 7:00 AM
Playing time 5:15 PM
Studying/Doing homework 6:10 PM
Watching Television 7:00 PM
Going to bed 8:00 PM

Answer the following questions:

a. What time does Jedy get up?
b. What time does she attend the flag ceremony?
c. Did she have time to play? What time is it?
d. What does she do at 6:10 PM?
e. What does she do to spend her time wisely?

Looking back at Jedy’s schedule, does she waste her time? Why? What is the
importance of planning the activities? Can you do the same?

2. Group Activities

Activity 1
Let’s play a game. “Picking Fruit”
a. Work in groups of 5.
b. Post a big tree with mango fruits attached on it.
(see the model at the right)
c. The leader of each group
will pick 1 fruit, then read the
activity written at the back.
(activities at home/school)
d. Tell the time you do the same activity.
Example: I study my lessons
at 7:00 PM.

31
 Activity 2
Show the picture of Jack and Jill. Let us recite a rhyme about them.

Nine o’clock
They climbed a hill
Because they had
A bucket to fill.
One o’clock
It’s quiet in the house
Jack and Jill
Were fast asleep.

a. What did Jack and Jill do at nine o’clock?

b. Why did they climb a hill?
c. What did they do at one o’clock?

3. Generalization

How will you demonstrate using time wisely?

C. Application

Lunch break is for 1 hour. It begins at 11:30 a.m. How many minutes do you take your
lunch? After taking your lunch, what will you do to spend your time wisely before classes begin in
the afternoon? Is it important that we make use of our time wisely?

IV. Evaluation

A. Match the appropriate time in Column A with the activities in Column B. Write the letter only.

Column A Column B

______ 1) 7:00 A.M. a. Eat lunch

______ 2) 9:00 A.M. b. Ride a bike
______ 3) 12:00 P.M. c. Go to church
______ 4) 5:10 P.M. d. Play
______ 5) 7:00 P.M. e. Watch television
f. Clean the house

B. Plan a schedule of activities for Saturday. What time will you do the following?
1. Take a walk
2. Take lunch
3. Ride a bike
4. Clean your room
5. Water the plants

32
V. Assignment

Ask help from your parents.

Plan a schedule of activities on a school day.

Solving Word Problems Involving Time

I. Learning Objectives

Cognitive: Solve simple word problems involving time without conversion of standard units
Psychomotor: Observe time properly
Affective: Practice going to school early

II. Learning Content

Skill: Solving word problems involving time

Reference: BEC PELC IV.A.9.1
Materials: toy clock, flash card of time, written word problems for group work, cassette tape
Value: Punctuality

III. Learning Experiences

A. Preparatory Activities

1. Drill
Have the pupils bring out their toy clock and set the time shown on the flash card
Examples:
quarter to three half past six

2. Motivation

Read this rhyme

Early to bed,
Early to rise,
Makes everybody,
Healthy, wealthy and wise.

Ask: What time do you wake up?

What time do you go to school?
Is it good to be on time always? Why?

B. Developmental Activities/Lesson Proper

1. Presentation

Show a picture story and present the problem.

33
 Sheila goes to church every Sunday.
The mass schedule is 7:00 in the morning.
She arrives 30 minutes ahead of time.

Who goes to church every Sunday?

Do you go to church on Sundays? Why?
What time does she arrive?
At what time is the mass scheduled?
What time is 30 minutes ahead of the mass schedule?
Is Sheila late for the mass?
How do you solve the problem?
Discuss to the class how to solve word problems involving time.

2. Group Activities

Let them do the following activities:

Activity 1
Divide the pupils into 5 groups. Give each group a word problem. Play the music while the
pupils are solving.

Group 1 Group 2
Robelyn helps her I arrived home at
mother clean the yard 6:30 p.m. My sister arrived
everyday. She works from at 8:30 p.m. I arrived ____
5:30 a.m. to 6:00 a.m. How hours earlier.
many minutes does she
spend helping her mother?
_____

Group 3
The plane left Manila
at 7:30 in the morning. It
reaches Cebu at 8:20 a.m.
How many minutes did the
plane travel? ______

Group 4 Group 5
Ferdie started playing The class of Ms.
basketball at 4:00 p.m. He Amero starts at 7:00 a.m.
finished playing at 5:00 p.m. Maxine arrived in the school at
How many hours did he play 6:15 a.m. How many minutes
basketball? _____ did she arrive ahead of
time?_____

Ask the group leaders to present their work for checking.

34
Activity 2

Pass the ball while playing the music. As the music stops, the pupil handling the ball will go to
the board to answer the word problem.

The plane left Manila at 7:30 in the

morning. It reached Palawan after an hour,
what time did the airplane reach Palawan?

Activity 3

“Planning a schedule”
Help Emmylou plan her schedule. Write the time for each activity if she starts at 9:00 a.m.

Walk with the dog - half hour Play ball -1 hour

35
 Practice music - half hour Read books -2 hours

What time will Emmylou walk with her dog?

What time will Emmylou play with her ball?
What time will Emmylou practice her music?
What time will Emmylou read her books?
3. Generalization
How do we solve simple word problems involving time?

C. Application

Cathy finished studying her lessons at 5:00 in the afternoon. She played with her
sister for 30 minutes. What time did she finish playing?

IV. Evaluation

A. Solve the following word problems. Shade the circle of the correct answer.

1. The comedy show in the television program began at 8:00 in the evening and ends at 10:00
p.m. How many hours was the show?

2 hours 4 hours 3 hours

2. The basketball game began at 3:00 in the afternoon. It finished at 6:00 in the evening. How
many hours did the basketball game last?

3 hours 4 hours 3 hours and 15 minutes

3. Larry played pingpong at 4:00 in the afternoon. He stopped playing at 5:00 p.m. For how
many minutes did he play?

30 minutes 60 minutes 120 minutes

B. Read the problems carefully and write the correct answer in the box.

1. Mother began washing clothes at 7:00 in the morning. She finished washing clothes at 11:00
p.m. How long did mother wash the clothes?

36
 2. Ferdie went to take snacks at 10:00 in the morning. He finished his snacks at 10:15 a.m. How
long did he take his snacks?

3. Classes at Reyes Elementary School begin at 7:30 in the morning. Ferdie arrived in the
school at 7:55 in the morning. How many minutes was he late for class?

4. Glenn started doing his assignment at 6:30 in the evening. He stopped at 7:45
p.m. to eat his dinner. How long did he answer his assignment?
5.

C. Study the clock and answer the word problem.

Joel begins to read. Joel stopped reading.

For how many minutes did he read the book?

Draw the hands of the clock and solve the problem.

Nonoy started singing at 5:00 P.M. He finished singing at 5:35 P.M. How long did he sing?

Sheila started watering her plants at 6:30 A.M. She finished at 7:30 A.M. How long did Sheila
water her plants?

V. Assignment

Directions: Answer the problems by looking at the details on the table.

Janel’s Schedule
Activity Time
playing 8:00 a.m.

37
 eating 11:00 a.m.
reading 2:00 p.m.
dancing 4:00 p.m.

1. If Janel finished playing at 9:30 a.m., how long did she play? ____
2. If Janel started eating at 10:30 p.m., how long did she eat? ____
3. if Janel started reading at 1:00 p.m., how long did she read? ____
4. If Janel finished dancing at 4:30 p.m., how long did she dance? _____

38