Republic of the Philippines

epartment 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: March 4, 2025

Grade and Section: III- CATTLEYA

Quarter 4 Week 3

I. Objectives:
A. Visualizes, and represents, and solves routine and non-routine problems involving conversions of
common units of measure. (M3ME-IVc-40)

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 solves routine and non-routine problems involving conversions of
common units of measure. (M3ME-IVc-40)

II. Content and materials: solves routine and non-routine problems

Learning Resources:

A. References:

1. MELC- Math
2. Teaching Guide pp.300-302
3. Learners’ Materials pp. 329-333
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.

Answer the following question below:

1. 4L = ml
2. 5 m = cm
3. 6,000 g = kg
4. 40,000 mL = L
5. 14 kg = g
Answer key:
1. 4,000 ml 2. 500cm 3. 6kl

4. 40L 5. 14,000
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 converting common units of capacity. What

are they? Is there anyone who wants to answer?
Good Job! All of your answers are correct. Let’s give your
B. Establishing examples/ classmate a ICE CREAM YUMMY CLAP!
instances of the new lesson
MOTIVATION:

Show a picture of different kind of things and object and let them
describe or guess if it is meter or centimeter, kilogram or gram
and liter or milliliters.

1.

2.

Ask: did you know that we need to drink a 8 glass of water a day?

3.

4.

5.
 Say: did you know that Hidilyn Diaz won the Philippines' first
Olympic gold medal in weightlifting at the 2020 Tokyo Summer
Olympics.

Ask: Why do we need to know to measurement of the object or

things?
Ask: Why it is important to know to know the kilogram of a
vegetables or fruits that we buy on the market?
Ask: Why do we need to know the liters or milliliters we drink or
we buy on the store?

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

A laboratory room is 18 ½ meters long. How many

centimeters is that?

*Understand
What is given?
18 ½ meters long
What is being asked?
The number of centimeters
What operation will solve the problem? (Multiplication)
*Plan
What mathematical sentence will solve the problem?
18 ½ × 100 = N
*Solve
Tell the students to be careful in multiplying ½ by 100.
18 ½ × 100 = 1800 + 50 = 1850
*Look back
Is the answer correct?
What is the correct label/ unit?
State the complete answer. There are 1850 meters.

2. Performing the Activities

Let pupils answer the problems with their learning partners.
Let them use the following steps to solve the problems.

Understand
What is given?-------------______________
What is being asked? _________
Plan
How will you solve the problem?
Solve _________
 Look back
Is the answer correct?
What is the correct label/ unit?
State the complete answer.
a. A can contains 1 liters of water. The teacher asks you to
put the water in 250 mL bottles. How many bottles does the
teacher need? (4 bottles)
(Use the 4-step in solving word problem.)
b. Liza needs 600 centimeters of lace for the edging of her
table cloth. How many meters of lace will she buy?
(6 meters)
(Use the 4-step in solving word problem.)

Did you follow the 4-step plan in problem solving?

Do you have other ways to solve the problems?
Discuss each problem using the steps.

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.

1. 1 ¾ m ________ cm?
2. 500 cm ________m?
3. 2,000 ml -----------L?
4. 6,000g _______kl?
5. 1 ½ kl _______g?

Answer key:

1. 175cm
2. 5 meter
3. 2L
4. 6kl
5. 1500g

Activity 2
E. Discussing New Concepts and
Presenting New Skills #2
Teacher: I will group you into 4 and provide a worksheet in each
group. Every door consists of different question. Every group will
open each door and answer the following problem 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. A computer monitor weighs 5 kilograms, how many grams is it?
2 . If the water from the rain is collected in a bucket of 6000 ml in
each bucket to water the garden. How many liters of water will be
left?
3 . I bought 850 ml of jam. I used the
325 ml, how much is left?
4 . Rommel bought 30 000 grams of potatoes. How many kilograms
of potatoes did he buy?

Let the pupils do the activity. Discuss the problem one at a time.
Let the pupil show their solution and answer per question.

Answer key:
1. 5,000 grams
2. 6 liters
3. 525 ml
4. 30 kilograms

F. Making Ask: How did we solve the problems involving conversion of

Generalizations common unit of measure? To solve a one-step word problem
(Abstraction of the involving conversion of common unit of measure, follow the 4-step
plan in problem solving.

Ask: What are units of measure for length? meter and centimeter
What are units of measure for mass/ weight? grams and kilograms
What are units of measure for capacity? liter and milliliter

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) 1. Mother bought 3 kg of oranges, 2 kg of bananas, and
1 kg of mangoes. How many grams of fruits did she
buy in all?
2. A pale holds 50L of water. How many milliliters of
water can it hold?

Answer key:

1. 6,000 grams
2. 50,000 milliliters
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 solves the following question below:

1. It takes 2 liters of ice tea to fill Cary’s Thermos. How

many milliliters does the Thermos hold.
2. A pupil weighs 40 kilograms. How much is it in
grams?
3. Mark measures the length of teacher’s table. He
found it to be 1 ¾ meters long. How long is her
teacher’s table in centimeters?
Answer key:
1. 2,000 ml
2. 40,000 grams
3. 175 cm

V. Assignment Home Activity:

Direction: Read and solve the problem. Use the 4-step in solving
word problem. Answer the following in your assignment notebook.

1. Teresa bought 5 dozen sachets of 50 grams of

powder juice. What is the total weight in grams? In
kilograms?

Prepared by:
BONAJOS, MARY MAE A.

Noted by:
MA. ROSARIO M. MACEDA