K to 12 Lesson Plan Format

I. Objectives
The concept and application of time (in
minutes), length, mass, area, and
A. Content Standards capacity.
Recognize, perform and use conversions
B. Performance Standards of common units.

At the end of the lesson, the pupils are

expected to:
a. identify the common units of mass
measure;
b. solve word problems involving
C. Learning Competencies conversion of common units of mass
measure; and
c. appreciate the use of mass measures in
daily life.

II. Content Converting Common Units Of Mass

Measure

References
Mathematics 3 Teachers Guide. pp. 294-
1. Teacher’s Guides/ pages
297.
Math G3. PIVOT 4A CALABARZON. pp.
15-18
2.Learner’s Materials/ pages
Mathematics 3 Kagamitan ng Mag-aaral
pp. 303-306
3.Textbook/ pages
4.Additional Materials from
Learning Resource (LR) portal
Weighing scale, worksheets, strips, cards,
5.Other Learning Resources
manila paper, videos, images
III. PROCEDURES
A.1
1. Prayer
2. Greetings
A. Pre-Assessment/ Review
3. Setting/Reminding of Classroom Rules
(previous lesson related to the
4. Energizer
new lesson)
5. Checking of Attendance
6. Checking of Assignment
 A.2
Review: Introduce a short song entitled
“Time: Seconds, Minutes, and Hours” to
the class by presenting a video from
https://youtu.be/gEStq1e1Qrc by
StoryBots, Netflix Jr. Replay the video for
the familiarization of the students. Sing
the song together.

Drill: Based on the song, ask the students

the following question.
1. What is the song all about?
2. What can you observe from the song?
3.How many minutes are there in 60
seconds?
4.How many hours are there in 60
minutes?
5.How many days are there in 24 hours?

Introduction: At the end of the lesson, the

pupils are expected to:

a.identify the common units of mass

measure;
b.solve word problems involving
conversion of common units of mass
measure; and
c.appreciate the use of mass measures in
daily life.
B. Establishing the purpose of
the lesson:
Motivation: Let the students imagine.
1. Introduction (Cite the
Objectives of the lesson)
2. Motivation
Today you are traveling to General Santos
City’s Public Market with your parents to
buy something to cook for dinner.
Anywhere, you can see that there are a
lot of meat, fruits, and vegetables. You
will be tasked to buy something from a
vendor .
The teacher will act as a vendor and will
show a set of items and rambled letters.
The students will need to arrange the
letters first and guess what the item is in
order to buy it.

ISFH - FISH

CEIR - RICE

ALTS - SALT
 GUASR - SUGAR

After the activity, ask the following

questions.
1.What are the items?
2.Where can we buy these items?
3. In which part of our house can we see
these items?
4.How do we measure these items?
5. Why do we measure these items?

The teacher will provide a scenario:

Ma’am Melu is trying to budget. She is in
General Santos City’s Public Market and
C. Modelling/Presenting is now choosing to buy between two items.
examples/instances of the She asked the vendor to weigh the items
lesson so she can decide.
Show the two items to the students, let
them explore, and ask the following
questions:
 1000 GRAMS 1 KILO OF
OF SUGAR RICE

1.What is heavier? 1 kg of rice or 1000

grams of sugar? Why?
2.What do we need to use to identify the
weight of these items?
3.What item should Ma’am Melu buy?
Why?

Directions: Show two kinds of scale to the

class the manual and electric scale. It will
be the main technology integrated in the
discussion.

D. Discussing new concepts

and practicing new skills.#1/
Guided Practice

When a vendor uses a manual scale they

are the ones that is calculating the price
of the product
but when they use the electric, they will
just input the price per kilo and it will
automatically show a value.

Since the appearance of weighing scales

are too complex for the topic, the teacher
will try to use an alternative that will only
focus on showing the basic of kilos and
grams.

After showing the item, ask the following

questions:
1.What is it called?
2.Where can we see the line for 1 kilo?
Please point it out.
3.Where can we see the line for grams?
Please point it out.
After soliciting answers from the class,
give an overview to the discussion:

“Today, we will talk about mass measures

particularly kilograms and grams. Give
me a Hephep Hooray if you are ready.”

Present the lesson to the class:

Ask the students to observe the lines

drawn in the weighing scale. The line
above the big numbers are called kilos
and the small lines before the kilos are
called grams. Let the students count the
number of small line that is needed to
achieve a kilo. In the scale, there are 10
small lines needed to get a kilo.
 Explain to the students that one small
line is equivalent to 100 grams. So, to get
to a kilo we can skip count by 100s, 10
times.

100, 200, 300, 400, 500, 600, 700, 800,

900, 1000

With this, it means that 1000 grams = 1

kilo.

To convert kilo to gram: We need to

multiply the value by 1000.

Example:
2 kilos of rice = ? grams of rice
Solution:
=2 X 1000
=2000 grams of rice

To convert gram to kilo: We need to divide

the value by 1000.

Example:
3000 grams of sugar = ? kilos of sugar
Solution:
=3000 / 1000
=3 kilos of sugar

The teacher will give simple

mathematical problems and will guide the
students in answering it.

Direction: This time, allow the students to

find a pair to work during the think-pair-
share activity. The answering of questions
E. Discussing new concepts will be done individually and will be
and practicing new skills.#2/ shared to the partner after.
Independent Practice Paste the activity in the board. It is
matching type. Instruct them to solve 5
simple equation, match ,and create a line
 to connect the two equivalent numbers.
The answer will written in a paper.
COLUMN A COLUMN B
5000 grams • 6 kilos
•
4000 grams • 1 kilos and
• 500 grams
6000 grams • 7 kilos and
• 500 grams
1500 gram • 5 kilos
•
7500 grams • 4 kilos
•

Instruction: Group the class into three.

Let the students answer the following
questions and present their answers
based on the task assigned to them. Allot
ten minutes for the group practice.
Group 1: Into the market (Actors)
The students will be tasked to role play
one scene that can possibly be found in
General Santos City’s Public market. One
student will act as a vendor and the
others will act as a buyer. The students
F. Finding practical needs to use dialogues that shows the
application of concepts and skills conversion of common units of mass
in daily living/ Application measure.
Group 2: What’s your instinct?
(Researchers)
The teacher will provide the students 10
random items that can be found in the
classroom. Have the students experiment
and use their hands and other senses to
find out which item is heavier or lighter
than the other. They will be tasked to lay
down the items from lightest to heaviest
and when they are sure of their answers,
 they will call the teacher and use the
weighing scale to check if they are correct
or not.
Group 3: Match and Design (Designers)
The students are provided with strips
containing different values in kilos and its
equivalence in grams. They are tasked to
pair each strip, post it in a manila paper,
and create a simple design for it.
Group 4: I’m less than a gram but greater
than a kilo (Speakers)
The teacher will provide the students with
two weighing scales. For the first scale,
they are tasked to find and use precisely
five items in the room and make sure that
their weight is less than a gram. For the
second scale, they are tasked to find and
use precisely five items and make sure
that their weight is greater than a kilo.
After, they need to explain the process
and steps on how they come up with the
items by verbalization and use of
academic language.

Summarize the topic by picking questions

from the discussion. Let the students
answer the questions.
1.What is used to measure the mass of an
item?
G. Making Generalizations 2.What are the two common units of mass
and Abstraction about the measure?
Lesson. 3.Why is it important to measure the mass
of an item?
4. How can we use mass measures (kilos
and grams) in real life?
 Instruction: Answer the following
questions in a sheet of paper. Pass it to
the teacher once its finished.
1. 3000 g = _____kg
2. 2 kg = ______ g
3. 100 kg = _______ g
H. Evaluating Learning/Post
4. Farah’s weight is 30 kilos. How many
Assessment
grams does she need to achieve 35
kilos?
5. Mr. Suhel bought 3 kilos of rice, 2000
grams of chicken, and 700 grams of
beef. How many kilos did he bought in
total?

Find 5 pictures of items in magazines,

books, newspapers, comics, and other
printed materials that can be measured
I. Enrichment Activities/ using liters and milliliters. Paste your
Additional activities for application collected pictures on a short bond paper.
or remediation or assignment The assignment will be part of our next
lesson’s activity.

IV. REMARKS

V. REFLECTION

A. No. of learners who earned

80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored
below 80%

C. Did the remedial lessons

work? No. of learners who
 have caught up with the
lesson

D. No. of learners who continue

to require remediation

E. Which of my teaching
strategies worked well? Why
did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

G. What innovation or localized

materials did I use/discover
which I wish to share with
other teachers?