MATATAG Kto10
Kurikulum Lingguhang Aralin
School:
Grade Level:
4
Teacher’s Name:
DepEd Click
Learning Area:
MATH
Date:
NOVEMBER 4-9, 2024
Quarter & Week:
Q2 / WEEK 6
MATHEMATICS / QUARTER 2 / GRADE 4
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards
Conversion of units of length, mass, capacity, and time.
B. Performance Standards
Convert units of length, mass, capacity, and time. (MG)
C. Learning Competencies and Objectives
1. Convert time measures from smaller to larger units, and vice versa:
1. seconds to minutes,
2. minutes to hours,
3. hours to days,
4. days to weeks
5. weeks to months, and
6. months to years.
2. Solve problems involving conversion of time
3. Find the elapsed time in hours and minutes
4. Solve word problems involving elapsed time in hours and minutes.
D. Content
1. Conversion of time measures from smaller to larger units and vice versa
2. Word problems on conversion of time measures
3. Elapsed time in hours and minutes
4. Word problems involving elapsed time in hours and minutes
E. Integration
Punctuality and efficiency
Importance of spending time with loved ones
II. LEARNING RESOURCES
Camarista, G.G., Oranio, I. B. (2020). Teaching Mathematics in the
Intermediate Grades. Lorimar Publishing Inc. Ching, T.P., Yun, X. (2016). New
Syllabus Primary Mathematics: Singapore Math Worktext. Rex Bookstore Inc.
ClipArt ETC. Florida Center for Instructional Technology.
https://etc.usf.edu/clipart/34200/34209/nclock-10-15_34209.htm
Jalon, H.F., Dumail, R.G., Pegarido, M.F., Cedeno, M. R. (2019). Phoenix Math for
the 21st Century Learners Grade 4 2nd Edition. Phoenix Publishing House.
III. TEACHING AND LEARNING PROCEDURE
NOTES TO TEACHERS
A. Activating Prior Knowledge
DAY 1
1. Short Review
Using a physical analog clock, ask the pupils to identify the displayed time.
Provide distinct times and let the pupils represent them using an analog clock.
The teacher may ask the following questions:
1. How many hours are there in one whole day?
2. How many hours does it take for an analog clock to complete one cycle?
3. How many cycles should an analog clock undergo to complete one whole day?
Important Concepts:
The hour hands of a clock with a 12-hour cycle must complete two cycles
for one whole day. The acronyms AM and PM are used to indicate these cycles.
Sometimes, NN for noon and MN for midnight are also utilized to avoid confusion.
Remember, 12:00 NN represents 12:00 PM while 12:00 MN represents 12:00 AM.
The teacher may include more examples aside from the provided illustrations.
Option 1: (individual)
This activity may be structured as a game, such as the fastest pupil who can
accurately identify the time.
Option 2: (group)
Pupils may also be grouped into five. The teacher may assign one in each group to
bring a physical analog clock. Each group will give their response.
Option 3: Use of Virtual Manipulatives
The teacher may either flash different illustrations from the internet or ask
pupils to illustrate the given time. See the link below:
https://toytheater.com/clock/
The teacher may add information about the 24-hour clock being
2. Feedback (Optional)
used by the military. The 24- hour cycle is usually represented using a
digital clock.
Example:
15:25 is the same as 3:25 PM
B. Establishing Lesson Purpose
1. Lesson Purpose
Ask the pupils to accomplish the Saturday Routine table to identify how they
usually spend their Saturdays. Use the table below. Volunteers from the class will
be called to share their outputs.
My Saturday Routine
What is your usual Saturday routine What time do you do this activity? after
waking up in the morning? (specific time)
(specify the activities)
Wash my face, gurgle, and organize my bed 7:00 AM Take my breakfast
8:00 AM
Take a bath 8:30 AM
Play with my siblings 9:00 AM
Read my favorite book 10:00 AM Take my lunch 12:00 NN
Watch my favorite cartoon show 1:00 PM Help my mother organized our
clothes 3:00 PM Visit my grandparents 4:00 PM
Take a bath 6:00 PM
Take my dinner 6:30 PM
Read my favorite book 7:00 PM Sleeping time 8:30 PM
The teacher can process this activity by asking the following questions:
1. What activities in the routine table are your top 3 most favorite? Why?
2. What activity is your least priority? Why?
3. What part of your Saturday routine takes the longest time? Shortest time?
Option 1:
In case of a time constraint, this activity can be limited to the pupil’s routine
from breakfast to lunch only.
Option 2:
Should the teacher prefer a more comprehensive timetable, this activity may be
given to the pupils as an assignment prior to the lesson. The teacher may ask some
volunteers to present their work in the class.
Option 3:
The teacher may present one example from the class and process the activity using
the sample questions.
Understanding the concept of time is essential for young children. From the
moment we wake up to when we sleep at night, we tend to be conscious of the time.
We usually estimate how long we can finish an activity, what time we need to leave
the house to avoid getting late, and so on. While still young, learning how to
manage your time well and spending it wisely is important. As the saying goes,
“Time is gold”. It would be best if you have a balanced time to play, watch TV,
study, and help in household chores. Proper time management allows you to spend
unforgettable moments with your family and friends.
Values Integration
Emphasize the importance of time management and spending time wisely.
2. Unlocking Content Area Vocabulary
The teacher will ask the pupils to read the sentences below and identify the
missing words to make them correct.
There are seconds in 1 There are minutes in 1
These sentences can be written on a PowerPoint presentation or on a rolled
cartolina, which may be posted on the board.
minute. hour.
The following may be presented.
There are hours in 1 day. There are days in 1 week.
There are weeks in 1 There are months in 1
month. year.
1 minute = 60 seconds
1 hour = 60 minutes
1 day = 24 hours
1 week = 7 days
1 month = 4 weeks
1 year = 12 months
Second, minute, day, week, and month are the terms used to express the
durations or lengths of time in doing something.
After each statement, the teacher will write these on the board:
Instead of saying, “I was able to answer the activity for 2 minutes only,”
you can also say, “I was able to answer the activity for 120 seconds only”. Both
are telling us the same length of time in doing the activity. Hence, 2 minutes is
equal to 120 seconds.
2 minutes = 120 seconds
1 hours = 60 minutes
3 weeks = 21 days
Instead of saying, “I spent 1 hour studying my lesson in Math”, you can also
say, “I spent 60 minutes studying my lesson in Math”. Both are telling us the same
length of time spent in studying the lesson. Hence, 1 hour is equal to 60 minutes.
Pictures can be shown with the statements contained inside a speech bubble.
Instead of saying, “I stayed with my grandparents for 3 weeks”, you can also
say, “I stayed with my grandparents for 21 days”. Both are telling us the same
length of time spent with the grandparents. Hence, 3 weeks is equal to 21 days.
This means that time conversion can be utilized to express the duration or length
using various units. This can either be a smaller unit to a larger unit or vice
versa. Thus, different time units may refer to the same period.
C. Developing and Deepening Understanding
SUB-TOPIC 1: Conversion of time measures from smaller to larger units and
vice versa
1. Explicitation
In determining how much time an activity takes, choosing a reasonable unit of
measurement is essential. For instance, when one wants to figure out how long a
Grade 4 pupil can read one paragraph, the unit seconds may be used. Minutes can be
a good choice for a short story with just a few pages. But if one is referring to
reading a book with 50 pages with many paragraphs on each page, it makes more sense
to use hours. However, different units of measure can be used in expressing the
length of time an activity takes place, hence the lesson about conversion.
Let us use the same examples given a while back.
* minutes = 120 seconds
* weeks = 21 days
2. Worked Example
The teacher will ask the following questions and will write pupils’ responses on
the board until the steps/rules for converting larger units to smaller units have
been established.
Example 1: 2 minutes = seconds
* How many seconds are there in 1 minute? 60 seconds
* Therefore, how many seconds are there in 2 minutes? 120 seconds
* How did you get the correct answer? 2 x 60 seconds = 120 seconds
* RULE: To convert minutes to seconds, multiply the number of minutes (larger unit)
by 60.
In this part, it is crucial that the teacher only guides the pupils in developing
the rules to follow in converting larger units to smaller units. The guided
discovery approach needs to be evident through the questioning technique.
Example 2: 3 weeks = days
* How many days are there in 1 week? 7 days
* Therefore, how many days are there in 3 weeks? 21days
* How did you get the correct answer? 3 x 7 days = 21 days
* RULE: To convert weeks to days, multiply the number of weeks (larger unit) by 7.
The teacher will give additional examples and use the same questioning technique.
Example 3: 12 hours = minutes
Solution: Since there are 60 minutes in 1 hour, 12 x 60 minutes = 720 minutes
RULE: To convert hours to minutes, multiply the number of hours by 60.
Example 4: 13 days = hours
Solution: Since there are 24 hours in 1 day, 13 x 24 hours = 312 hours
RULE: To convert days to hours, multiply the number of days by 24.
Example 5: 3 months = weeks
Solution: Since there are around 4 weeks in 1 month, 3 x 4 weeks = 12 months
RULE: To convert months to weeks, multiply the number of months by 4.
Example 6: 20 years = months
Solution: Since there are 12 months in 1 year, 20 x 12 = 240 months
RULE: To convert years to months, multiply the number of years by 12.
What have you noticed regarding the given values and their respective units, as
well as the missing values with their corresponding units? The given values
correspond to the larger units whereas the missing values correspond to the smaller
units.
What operation is used in converting larger units to smaller units?
MULTIPLICATION
MULTI-STEP CONVERSION:
There are times when unit conversion involves multiple steps. In this case, this
process can be utilized.
The teacher may show this on the board while discussing the no.2 example.
This may be shown again while the pupils are guided in developing the rules.
1 minute = 60 seconds
1 hour = 60 minutes
1 day = 24 hours
1 week = 7 days
1 month = 4 weeks
1 year = 12 months
Additionally, the teacher may consider using a table in processing rules in
converting larger units to smaller units.
In this part, the teacher will help the pupils realize that the process of
conversion is from a larger unit to a smaller unit and that the operation involves
multiplication.
The teacher needs to thoroughly guide the pupils in this part due to the complexity
of the examples.
EXAMPLE: Convert 6 days to minutes. (How many minutes are there in six days?)
Solution: 1st step: Convert 6 days to hours
6 x 24 hours = 144 hours 2nd step: Convert 144 hours to minutes
155 x 60 minutes = 8 640 minutes
Answer: 6 days = 8, 640 minutes
How to convert smaller units to larger units then? Let us find out using these
examples. Let us first use the previous example.
Example 1: How many weeks are there in 21 days?
* How many days are there in 1 week? 7 days
* Therefore, how many weeks are there in 21 days? 3 weeks
* How did you get the correct answer? 21 ÷ 7 = 3
* RULE: To convert days to weeks, divide the number of days (smaller unit) by 7.
Example 2: How many minutes are there in 240 seconds?
* How many seconds are there in 1 minute? 60 seconds
* Therefore, how many minutes are there in 240 seconds? 4 minutes
* How did you get the correct answer? 240 ÷ 60 = 4
* RULE: To convert seconds to minutes, divide the number of seconds (smaller unit)
by 60.
For examples 4 -7, the teacher will use the same questioning technique to arrive at
the correct answer and draw out from the pupils the rest of the rules in converting
smaller units to larger units.
4) 300 minutes = hours 5) 48 hours = days
6) 12 weeks = months 7) 132 months = years
RULES:
* To convert minutes to hours, divide the number of minutes) by 60.
* To convert hours to days, divide the number of hours by 24.
In processing this, the teacher may use the table below to help the pupils
visualize the number of weeks in 21 days.
The following are the answers to
examples 4 – 7.
4. 5 hours
5. 2 days
6. 3 months
7. 11 years
* To convert weeks to months, divide the number of weeks by 4.
* To convert months to years, divide the number of months by 12.
What have you noticed regarding the given values and their respective units, as
well as the missing values with their corresponding units? The given values
correspond to the smaller units whereas the missing values correspond to the larger
units.
What operation is used in converting smaller units to larger units?
DIVISION
MULTI-STEP CONVERSION:
There are times when unit conversion involves multiple steps. In this case, this
process can be utilized.
EXAMPLE: Convert 10, 080 minutes to weeks. (How many weeks are there in 10, 080
minutes?
Solution: 1st Step: Convert 10 080 minutes to hours
10 080 minutes ÷ 60 = 168 hours 2nd Step: Convert 168 hours to days
168 hours ÷ 24 = 7 days 3rd Step: Convert 7 days to weeks
7 days ÷ 7 = 1 week Answer: 10,080 minutes = 1 week
3. Lesson Activity
The teacher will ask the pupils to convert the given examples.
1. Convert the following larger II. Convert the following smaller units
to smaller units. units to larger units.
1. 5 months = weeks 1) 98 days = weeks
2. 23 minutes = seconds 2) 480 minutes = hours
3. 22 days = hours 3) 156 months = years
4. 52 weeks = days 4) 1860 seconds = minutes
5. 38 years = months 5) 1320 hours = days
In this part, the teacher will help the pupils realize that the process of
conversion is from a smaller unit to a larger unit and that the operation involved
is division.
The teacher needs to thoroughly guide the pupils in this part due to the complexity
of the examples.
The pupils may be asked to show the necessary solutions on the board.
Answers to the Lesson Activity:
Activity I Activity II
1. 20 weeks 1) 14 weeks
2. 1 380 seconds 2) 8 hours
3. 528 hours 3) 13 years
4. 364 days. 4) 31 minutes
5. 456 months 5) 55 days
Activity III
1. 9 weeks
2. 20 160 minutes
Let us answer the given problems which involve multi-step conversions.
III. Convert the following. Show necessary solutions.
1. 1 512 hours = weeks
2. 2 weeks = minutes
3. 17 280 minutes = days
4. 8 days = seconds
5. 2 years = days
DAY 2
SUB-TOPIC 2: Word problems on conversion of time measures
1. Explicitation
Time conversion is a necessary skill with real-world applications such as
scheduling activities, accomplishing a task, and spending quality time with loved
ones.
Theodore visited his grandparents’ house for a 9-week vacation. How many days was
he on vacation?
Image Source: https://www.istockphoto.com/vector/speech-bubbles-and-signs-
gm867473240-144305215
Ask a pupil to read the word problem. To process the given word problem, the
teacher will ask these questions:
1. What is asked in the problem?
2. What are the important details to remember?
3. What does the conversion entail, larger to smaller units or vice versa?
The solution will be shown on the board.
9 weeks = days 9 x 7 = 63 days
Therefore, Theodore spent 63 days in his grandparents’ house.
3. 12 days
4. 691 200 seconds
5. 730 days
----------------
The teacher can supplement the lesson by including information on the equivalent
number of days in a year, 365 days (non- leap year), or, in some references, 365
1/4. A brief explanation could be provided.
Furthermore, the equivalent of 4 weeks as 1 month is just an estimate, as 4 weeks
is only equivalent to 28 days and not typically the 30 or 31 days found in most
months. The teacher might clarify that this estimate results in approximately 52
weeks per year and an average of 30 or 31 days per month, depending on the specific
month.
2. Worked Example
Read and analyze these word problems. Show necessary solutions.
1. Based on a 2019 study, a human lives up to 73 years. How many months does an
average person live?
Solution:
73 x 12 months = 876 months
2. Paul can finish solving 15 complex math problems for 3,600 seconds. How many
hours can he finish solving 15 complex math problems?
Solution:
Convert 3 600 seconds to minutes 🡪 3600 seconds ÷ 60 = 60 minutes
Convert 60 minutes to hours 🡪 60 minutes ÷ 60 = 1 hour
3. Rapha can run 2 kilometers in 20 minutes. Theon can run the same distance in
1 140 seconds. Who runs faster?
Solution:
Option 1: Convert unit of time to seconds
Rapha – 2 kilometers in 20 minutes 20 x 60 seconds = 1200 seconds
Theon – 2 kilometers in 1 140 seconds
1200 > 1 140, Therefore, Theon runs faster than Rapha
Option 2: Convert unit of time to minutes
Rapha – 2 kilometers in 20 minutes Theon – 2 kilometers in 1 140 seconds
1 140 ÷ 60 = 19 minutes
20 > 19, Therefore, Theon runs faster than Rapha
Additional Activity (Optional):
The teacher will post the following questions.
1. When is your birthday?
2. What is the date today?
3. How old are you today? Express your exact age in different units such as
years, months, days, and hours.
To process the word problems, the teacher will ask these questions:
* What is asked in the problem?
* What are the important details to remember?
* What does the conversion entail, larger to smaller units or vice versa?
In the example 3, the teacher may emphasize that there are instances when the given
numbers in the word problems are not necessarily part of the number sentence or
solution. Hence, not all given numbers should be included in the number sentence or
solution. This highlights the extreme importance of ensuring that pupils understand
the word problem.
3. Lesson Activity
The teacher will ask the pupils to answer the word problem with their partners
using Think-Pair-Share.
1. Sebastian ran the oval area last Sunday for 10,800 seconds. How many hours
did he run?
2. Every day, from Monday to Sunday, Theon spends 1 hour studying his lessons in
Math. If he spends a total of 8 400 minutes studying his lessons in Math, how many
weeks is that?
3. The grade 4 pupils spend 5 hours per week in their math subject. How many
minutes do they have in their math lessons in 7 weeks?
DAY 3
SUB-TOPIC 3: Elapsed time in hours and minutes
1. Explicitation
The teacher will ask the pupils about the time they left their homes, and they
reached the school. Ask some volunteers and record their answers using this table.
To get the duration, we have to compute the total amount of time passed from the
time you left home to the time you reached the school. Let us try these.
Anne 6:30 to 7:00 ⇒ 30 minutes 7:00 to 7:15 ⇒ 15 minutes
45 minutes
Kim 6:05 to 7:00 ⇒ 55 minutes 7:00 to 7:15 ⇒ 15 minutes
70 minutes or 1 hour and 10 minutes
The teacher will ask the pupils to solve the rest on the board.
What do you call the amount of time it takes an activity from start to finish?
ELAPSED TIME
How to do Think-Pair-Share?
* The teacher will pose a question.
* The pupils will THINK first to themselves.
* The pupils will discuss their responses to their partner (PAIR).
* The pupils will SHARE to the whole class what they have discussed with their
partner.
Answers to the Lesson Activity:
1. 3 hours
2. 20 weeks
3. 2 100 minutes
-------------
The teacher will give an assignment prior to the lesson on elapsed time.
Assignment:
Record the time you will leave your homes tomorrow and the time you will reach the
school.
Name
Time you left your home
Time you reached the school
Duration
Anne
6:30 AM
7:15 AM
Kim
6:05 AM
7:01 AM
Gloria
6:54 AM
7:19 AM
June
5:50 AM
6:48 AM
Kenneth
6:17 AM
7:28 AM
2. Worked Example
The table shows the record of top 4 students who participated in a swimming
competition. Who do you think was the champion? Show the elapsed time of each
contestant.
Contestant 1: 9:58 AM to 10:00 AM ⇒ 2 minutes
10:00 AM to 10:28 AM ⇒ 28 minutes
30 minutes
Contestant 2: 9:45 AM to 10:00 AM ⇒ 15 minutes
10:00 AM to 10:20 AM ⇒ 20 minutes
35 minutes
Contestant 3: 9:50 AM to 10:00 AM ⇒ 10 minutes
10:00 AM to 10:12 AM ⇒ 12 minutes
22 minutes
Contestant 4: 9:40 AM to 10:00 AM ⇒ 20 minutes
10:00 AM to 10:15 AM ⇒ 15 minutes
35 minutes
Therefore, contestant 3 is the CHAMPION in the swimming competition.
3. Lesson Activity
Complete the given table.
The teacher will guide the pupils in constructing their solution.
In case the pupils have difficulty in identifying the words, “ELAPSED TIME”, the
teacher may use different techniques.
One of them is the “Give Me a Letter” technique.
How to do it?
Ask the pupils to give any letter and the teacher writes each correct response on
the board. This will go on until the pupils are able to guess the words.
_ _ _ _ _ _ _ _ _ _ _
The teacher will guide the pupils in getting the correct answers.
Their solutions may be shown on the board.
Volunteers may also be called to explain how they arrive at their answer.
Lesson Activity answers:
1. 1 hour and 8 minutes
2. 2 hours and 17 minutes
3. 57 minutes
4. 9:45 PM
5. 8:41 PM
Contestant
Time started
Time finished
1
9:58 AM
10:28 AM
2
9:45 AM
10:20 AM
3
9:50 AM
10:12 AM
4
9:40 AM
10:15 AM
From
To
Elapsed Time
1
6:52 PM
8:00 PM
2
11:12 AM
1:29 PM
3
3:08 PM
4:05 PM
4
4:00 PM
5 hours and 45 minutes
5
9:27 AM
46 minutes
Solutions for 4 and 5:
4. 4:00 PM to 9:00 PM ⇒ 5 hours
9:00 PM to 9:45 PM ⇒ 45 minutes. Total: 5 hours and 45 minutes
5. 9:00 AM to 9:27 AM ⇒ 27 minutes
46 minutes – 27 minutes = 17 minutes
60 minutes – 17 minutes = 41 minutes
Add 41 minutes to 8:00 AM, therefore the answer is 8:41 AM
DAY 4
SUB-TOPIC 4: Word problems involving elapsed time in hours and minutes
1. Explicitation
Kim is still in school. Her last class is until 3:30 p.m. However, her school
service vehicle will only fetch pupils, including her, at the exit gate until 4:10
PM. While waiting, her classmate asked for help to borrow math books from the
library and go to the canteen to buy snacks. Can Kim make it back to the school
gate before 4:10 p.m.? Why do you think so? If you were Kim, what would you do?
2. Worked Example
Answer this:
Raphael started writing his English essay at 6:43 PM. He finished it at 8:25 PM.
How long did he spend in writing his essay?
6:43 PM to 7:00 PM ⇒ 17 minutes
7:00 PM to 8:00 PM ⇒ 60 minutes or 1 hour 8:00 PM to 8:25 PM ⇒ 25 minutes
Answer: 102 minutes or 1 hour and 42 minutes So, Raphael spent 102 minutes
or 1 hour and 42 minutes writing his essay.
The teacher needs to thoroughly guide the pupils in this part due to the complexity
of the examples.
The teacher will draw simple illustrations of the word problem on the board.
In this case, the teacher will make the pupils realize that their understanding of
elapsed time can guide them in making a decision. Hence, values such as
responsibility, time management, friendship, sharing and helping, communication,
and commitment, among others can be integrated during discussions.
Solve the following.
1. Kelvin left his house at 2:35 PM and went to the church to attend the Mass.
He reached the church at precisely 3:22 PM. How long did he travel from his house
to the church?
Solution:
2:35 PM to 3:00 PM ⇒ 25 minutes 3:00 PM to 3:22 PM ⇒ 22 minutes
Answer: 47 minutes
2. Mother started cooking sinigang for lunch at 10:20 AM. It took her 1 hour and
18 minutes to finish the whole process. What time did she finish? Solution:
10:20 AM to 11:00 AM ⇒ 40 minutes 11:00 AM to 11:38 AM ⇒ 38 minutes
Answer: Total of 78 minutes or 1 hour and 18 minutes
3. Lesson Activity
Answer the following. Show necessary solutions.
1. Paul arrived at a bookstore at 5:35 PM. Traveling from his school to the
bookstore took him 1 hour and 12 minutes. What time did he leave his school?
2. Sebastian wakes up at 5:45 in the morning. He washes his face and takes his
breakfast for 35 minutes, brushes his teeth for 5 minutes, and plays with his
younger brother for 1 hour. After playing with his younger brother, he watches his
favorite cartoon show. What time does he start watching his favorite cartoon show?
Aside from pupils showing their solutions on the board, they may be
encouraged to draw simple illustrations for each word problem. This technique helps
them visualize the scenarios more clearly which can improve their understanding of
the word problems.
In 2nd example, the teacher may stress the following:
Since 1 hour = 60 minutes, 60
minutes – 40 minutes = 20 minutes. 20 minutes plus the remaining 18 minutes is 38
minutes
Lesson Activity Answers:
1. 4:23 PM
2. 7:25 AM
D. Making
Generalizations
1. Learners’ Takeaways
The teacher will guide the pupils in completing this table.
Key Ideas/Concepts
What I’ve
Learned from the Discussion
Concepts that
are Somewhat Confusing
Concepts I
Totally Don’t
Understand
Converting larger to smaller units
Converting smaller
to larger units
2. Reflection on Learning
The pupils will complete this statement:
“I realized that learning about time conversion and elapsed time can be
fascinating and essential because ."
From
To
Elapsed Time
1
6:33 PM
7:43 PM
2
9:01 AM
11:18 AM
3
5:47 AM
6:31 AM
2:45 PM
2 hours and 8 minutes
5
1:41 PM
minutes
Solving word problems on
conversion
Finding the elapsed time
Solving word
problem on elapsed time
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
NOTES TO TEACHERS
A. Evaluating Learning
DAY 5
1. Formative Assessment
1. Convert the following.
1. Larger to Smaller Units B. Smaller to Larger Units
1. 20 weeks = days 1. 5 220 seconds = minutes
2. 8 minutes = seconds 2. 672 months = years
3. 17 years = months 3. 4 200 hours = days
4. 5 days = seconds 4. 1 095 days = years
5. 2 months = weeks 5. 36 000 minutes = days
II. Complete the table.
Answers to Formative Assessment:
I. Conversion
1. Larger to Smaller Units
1. 140 days
2. 480 seconds
3. 204 months
4. 432 000 seconds
5. 8 weeks
2. Smaller to Larger Units
1. 87 minutes
2. 56 years
3. 175 days
4. 3 years
5. 25 days
II. Elapsed time
1) 70 minutes of 1 hour
and 10 minutes
3. Solve the following word problems. Show necessary solutions.
1. It takes 2 100 seconds for Kelvin to get home. How many minutes does it
take him to get home?
2. Jenny’s dog is 7 years old. What is the dog’s age in months?
3. Matthew took 1 hour and 18 minutes to memorize a two-paragraph poem. He
finished learning it by 7:30 p.m. What time did he start?
4. Yumi’s family drove from Angeles City to Makati City in 2 hours and 28
minutes. How many seconds did they drive?
5. Shanelle and her sister played at 9:25 in the morning. They played for 2
hours and 50 minutes. What time did they finish playing?
2. Homework (Optional)
2. 2 hours and 17 minutes
or 137 minutes
3. 44 minutes
4. 12:37 PM
5. 2:40 PM
III. Problem Solving
1. 35 minutes
2. 84 months
3. 6:12 PM
4. 8 880 seconds
5. 12:15 PM
B. Teacher’s
Remarks
Note observations on any of the following areas:
Effective Practices
Problems Encountered
The teacher may take note of some observations related to the effective
practices and problems encountered after utilizing the different strategies,
materials used, learner engagement, and other related stuff.
Teachers may also suggest ways to improve the different activities explored/lesson
exemplar.
strategies explored
materials used
learner engagement/ interaction
others
C. Teacher’s
Reflection
Reflection guide or prompt can be on:
* principles behind the teaching
What principles and beliefs informed my lesson? Why did I teach the lesson the way
I did?
* students
What roles did my students play in my lesson? What did my students learn? How did
they learn?
* ways forward
What could I have done differently? What can I explore in the next lesson?
Teacher’s reflection in every lesson conducted/facilitated is essential and
necessary to improve practice. You may also consider this as an input for the
LAC/Collab sessions.
