Republic of the Philippines

Department of Education (DepEd)

Region VIII (Eastern Visayas)
Division of Leyte
Javier 1 District
JAVIER CENTRAL SCHOOL
Lesson Plan in MATH 3

Name of Student Teacher: Mary Mae A. Bonajos Date: February 26 , 2025

Grade and Section: III- CATTLEYA

Quarter 4 Week 3

I. Objectives:
A. Visualizes, and represents, and converts common units of capacity measure from larger to smaller
unit and vice versa: liters to milliliters (M3ME-IVb-39)

A. Content Standard:
Demonstrates understanding of conversion of time, linear, mass and capacity measures and area of
square and rectangle.

B. Performance Standard:
Is able to apply knowledge of conversion of time, linear, mass and capacity measures and area of
rectangle and square in mathematical problems and real-life situations.

C. Learning Competencies:
Visualizes, and represents, and converts common units of measure from larger to smaller unit and
vice versa: Liters to milliliters .(M3ME-IVb-39)

II. Content and materials: Liters to milliliters

Learning Resources:
 A. References:

1. MELC- Math
2. Teaching Guide pp.297-299
3. Learners’ Materials pp. 325-328
4. Textbook:
5. LRDMS
6.Other References/
Materials:

III. Procedures Teacher’s Activity

A. Review of A. Preparatory Activities:

Previous/Presenting New Lessons
Prayer

GREETINGS:

Good day class? How are you today? Have you been eating?
Well, that’s good, make sure before you go to school try to
take breakfast, ok?
Before we start our lesson, let us first sing our Mathematics
song. (Integration to MAPEH -Music)

DRILL:

Conduct the drill below and instruct the pupils to use Show-
me board in giving the answer.
A. Use flash cards. Instruct the pupils to use mental math in
finding the product/quotient.
a. 10 x 1,000
b. 3000 x 50
c. 12 x 2,000
d. 3,000/2
e. 1,000/50

B. Find the quotient.

2
1. of 600
3
3
2. of 1,200
4
1
3. of 1,000
8
 Review:

It seems that you are all ready, let us have a short review of
what we discussed the other day.

Is there anyone who wants to share their idea on our last

topic? Alright! Very Good!

We tackled about visualize, and represents, and converts

common units of linear measure. What are they? Is there
B. Establishing examples/ instances anyone who wants to answer?
of the new lesson Good Job! All of your answers are correct. Let’s give your
classmate a MCDO CLAP!

MOTIVATION:

Show a picture of a flooded place with plastic bottles, cups,

cans, etc... floating.
Say: Look at the picture and describe what you see.
Ask: Why do we need to keep our surroundings clean?
How can you maintain cleanliness in your house? in your
classroom?
In what ways can we reduce the waste or trash in our
surrounding?
What objects in the picture can we reuse or recycle?

C. Presenting New (The teacher may now present the objective of the lesson.)
Examples/Instances
Presenting the Lesson:

Ask: When you buy bottled mineral water or juice, aside

from the brand, what other things
etc.)
do you want to see in its label? (Expiration date, ingredients,
nutrition facts, serving size, is it necessary to know those
facts? Why?
Say: "Today we will reuse empty bottles with different sizes
in our lesson."
Performing the Activities
Group the pupils and give each group the materials and
activity card.
Groups 1 and 2:
Materials: 2 empty bottles that can hold 500 mL of water
and liter of water
Directions: Pour the 1 liter of water in the 2 empty bottles.
Questions
a, how many liters of water is transferred in the 2 empty
bottles?
b. How many milliliters are there in 1 liter?
liter - 2 x 500 mL = 1 000 mL
Groups 3 and 4:
Materials: 4 - 250 mL bottle of water and an empty bottle
that can hold liter
of water
Directions:
Pour the water from the four 250mL bottles to a 1-liter
bottle container.
Answer the following questions:
a. How many milliliters of water did you pour in the 1 liter
bottle container?
How many liters are there in 1000 milliliters?
Therefore, 1 000 mL = liter
You sent
a. Mother bought four 500 mL tetra packs of milk. How
many liters is it?

4 x 500 = 2 000 mL
Since 1,000 mL = 1 liter
2 000 ÷ 1 000 liters.
Therefore, 4- 500 mL of milk is equal to 2 liters
b.
she need?
Lia has to transfer 5 iters ofcookins oi im bottles of 250 ml
on ma bots จ)
Since 1 liter = 1 000 mL
5 x 1 000 = 5 000 mL: 5 000 ÷ 250 = 20
Therefore, 20 - 250 mL bottles are needed
Let the pupils do Activity 1 in the LM for reinforcement.
Pose the following questions.
What is the mass of _______ in kg? What is its mass in
grams? What did you observe?
Kilogram --------gram
1 kg = 1 × 1000 = 1 000 g
• What operation will you use to change gram to kilogram?
Gram ---------kilogram
1 000 g = 1 000 ÷ 1 000 = 1 kg
• Give the weight of (________, ________and ________) in
kilograms and in grams.
• What is the total mass of the fruits in kilograms? in grams?
• What is the total mass of the vegetables in kilograms? in
grams?
D. discussing New concept and Activity 1
presenting new skills # 1 Teacher: for our first activity. Who wants to answer in the board?
Call a student one at a time.

Direction. Write the milliliter on the following question below.

1. 3L 6. 10,000ml – 7,000ml
2. 5L 7. 2,000ml + 2,000ml
3. 2L+2L 8. 6,000ml – 5,000ml
4. 9. 7,000ml + 3,000ml
5. 10. 5,000ml + 8,000ml
Answer key:

Knvinihvsijdvosvadfn.vbnad

E. Discussing New Concepts and Activity 2

Presenting New Skills #2
Teacher: I will group you into 4 and provide a worksheet in each
group. What will you do if we are having a group activity? Ok very
good.

Answer the given worksheet as a group and present you work

Infront.

Solve the problem and show your solution on paper.-

1. It takes 4 liters of water to fill the container.
How many milliliters of water will fit there?
2. Which has more contents, container A or container
B? How many?
A family consumes up to 15L of water per day. How many liters do
they consume per week? How much is it in milliliters? If it's PHP5
per liter, how much do they have
spend every week?
3. It takes about 2,000 milliliters of juice to fill the pitcher. How
many liters will fit in the jugs

Let the pupils do the activity. Discuss the problem one at a time.
Let the pupil show their solution and answer per question.
F. Making Ask the following questions.
Generalizations
(Abstraction of the Ask: How do you convert liter to milliliter? milliliter to liter?
To convert liter to milliliter multiply the number of liter by 1000.
To convert milliliter to liter divide the number of milliliters by
1000.
G. Finding Practical Say: For your next activity, write your answer in the board.
Application of Answer the following question.
Concepts and skills in daily living.
(Abstraction of the Lesson) Which one should you buy to save money. How much will you
save? What the
need saving money?
Why?

Your mother asked you to buy 3 liters of milk at the grocery store.
The milk in the bottle is only 500 ml.
What will you do? How many bottles will you buy?
If each bottle is PHP80, how much do 6 bottles cost?
If you pay PHP500, how much will you get in return?
Answer key:

= 10 kilograms
= 15 kilograms
= 32 kilograms
=25,000 grams
=50,000 grams

IV. Evaluating Teacher: I want you to get a 1 whole sheet of paper and answer this.
Learning What will we do if were answering students? Ok, very good.

Direction: Visualize and convert the following question below:

1. 3,000 g_________kg?
2. 10 kilogram_________grams?
3. How many grams are there in 50kg?
4. How many kilogram are there in 24,000 grams?
5. John micheal buy 2 kg of rice. How many grams of rice did
John micheal buy?

Answer key:
1. 3kg or kilogram
2. 10,000 grams
3. 50,000 grams
4. 24 kilograms
5. 2,000 grams
V. Assignment Home Activity:

Answer the following solutions. Show your answer and solution in

your notebook.

Let the pupils do Activity 4 in the LM.

Answer Key:

1) 40

Better to buy four 3-L which cost Php 264.00 rather than for 750m
qua L waca cost Php280.00 or twelve 250-mL (equal to 3 L) which
cost Php 300.00

Prepared by:
BONAJOS, MARY MAE A.

Noted by:
MA. ROSARIO M. MACEDA