Learning Competencies

and Objectives
1. Convert common units of measure
from larger to smaller units, and vice
versa:
a. meter and centimeter,
b. kilometer and meter,
c. kilogram and gram,
d. gram and milligram, and
e. liter and milliliter.
2. Solve problems involving the
conversion of units of length, mass, and
capacity.
Content
Conversion of
Units of Length,
Mass, and
Capacity in the
Metric System
 Short Review
Activity 1 (Group Activity)
Materials Needed: Pictures of pencil, notebook, book,
blackboard, tree, etc. (at least 10 objects); and glue/paste.
Instructions:
a. Divide the class into 4-5 groups. Give the materials and
instruct them to listen carefully to the instructions.
b. Ask learners to select the appropriate unit of
measurement for the length of each of the following
objects.
c. Let them paste the pictures of the objects on the
centimeter column and meter column.
d. Let them collaborate until they are done
with the task.
e. Post all the group’s output on the board.
f. Determine commonalities and
differences in their answers then ask them
why they pasted these objects in the
centimeter column and the meter column.
 Activity 4
Ruler or Meter Stick?
Using the same groupings, give each group an actual
meter stick and a ruler. Let them recognize the
difference between the two measuring tools.

Guide Questions:
1. Which measuring tool is best to use to measure the
length of the objects? Why do you think so?
2. Is it convenient to measure the blackboard using a
ruler? Why or why not?
3. Let them look at the centimeter side of the meter
stick. How many centimeters are there in a meter
stick?
• Length measures the size of an
object or the distance between two
objects or locations.

• A meter stick is a measuring tool

used to measure the length of an
object. It is one meter long.
 SUB-TOPIC 1:
Converting Units of
Length
 1 meter equals 100 centimeters, in
symbol, 1 m = 100 cm. The prefix centi
means 100.
The meter (m) is the basic unit of
measure for length in the Metric system.
Thus, to convert from meter to centimeter,
you multiply the number of
meters by 100. On the other hand, to
convert from centimeter to meter, divide the
length of the object in centimeters by 100.
 The prefix kilo means 1 000.
Therefore, one kilometer means 1 000
meters, in symbol, 1 km = 1 000 m. To
convert from kilometer to meter, you
multiply the number of kilometers by 1
000. On the other hand, to convert from
meter to kilometer, divide the number of
meters by 1 000.
 Worked Example
Example 1.
How many centimeters are there in 8 m?
Solution: 8 × 100
Answer: 800 cm

Example 2.
How many meters are there in 6 000 cm?
Solution: 6 000 ÷ 100
Answer: 60 m
Example 3. How many centimeters are there
in 135 m?
Solution: 135 × 100
Answer: 13 500 cm

Example 4. How many meters are there in 12

km?
Solution: 12 × 1 000
Answer: 12 000 m

Example 5. How many km are there in 52 000

 Lesson Activity
A. Complete the following table.
B. True or False. Write TRUE if the statement
is correct and FALSE if the statement is
incorrect.

1. Meter is an appropriate unit of measure to

use for the distance between Manila and
Cebu City.
2. 57 km is equal to 5 700 m.
3. 743 cm is equal to 7 m and 43 cm.
4. 10 m and 69 cm is less than 10 690 cm.
 Learners’ Takeaways
• To convert from ______ to centimeters,
_____ the number of meters by ______.
• To convert from _____ to meters, ______
the number of centimeters by _____.
• To convert from ______ to meter, ______
the number of kilometers by ______.
• To convert from ______ to kilometer, _____
the number of meters by ________.
Activity 2 (Group Activity)
Materials Needed. Pictures of a smartphone, a
sack of rice, a teaspoon of salt, a teaspoon of
sugar, a coin, a bundle of fruits, etc. (at least 10
objects); and glue/paste.
Instructions.
a. Divide the class into 4-5 groups. Give the
materials and instruct them to listen carefully to
the instructions.
b. Ask learners to select the appropriate unit of
measurement for the mass of each of the
c. Let them paste the pictures of the objects on
the gram column and kilogram column.

d. Let them collaborate until they are done with

the task.
e. Post all the group’s output on the board.
f. Determine commonalities and differences in
their answers then ask them why they pasted
these objects in the gram column and the
Activity 3 (Group Activity)
Materials Needed. Pictures of a gallon of water, a
glass of milk, a cup of soy sauce, a pack of juice,
water in a swimming pool, water in a pail, etc. (at
least 10 objects); and glue/paste.
Instructions.
Instructions.
a. Divide the class into 4-5 groups. Give the
materials and instruct them to listen carefully to
the instructions.
b. Ask learners to select the appropriate unit of
c. Let them paste the pictures of the objects on
the milliliter column and liter column.

d. Let them collaborate until they are done with

the task.
e. Post all the group’s output on the board.
f. Determine commonalities and differences in
their answers then ask them why they pasted
these objects in the milliliter column and the liter
Activity 5
Big Class Interaction.
Using common household products (e.g. sugar),
show four 250 g-pack in the class. Show them a
weighing scale and introduce the numerical
values in the scale.

Guide Questions:
a. How many grams do I have if I add two 250
g-pack of sugar?
b. If I have four 250-g packs of sugar, how many
grams do I have in all?
c. Let learners put a 250 g-pack of sugar
on the weighing scale. Ask them if the
pointer of the weighing scale is in the 1 kg
mass.
d. Let them add the other 250 g-pack of
sugar until the pointer of the weighing
scale is in 1 kg mass.
e. How many grams do I need to get a 1-
kilogram mass?
Activity 6
Big Class Interaction.
Materials: At least two 500 mL bottles, two 1 L
bottles, and food color
Show at least two bottles of water with a
capacity of 500 mL (with mixed food color), one
bottle of water with a capacity of 1 L (with
mixed food color), and an empty bottle with a
capacity of 1 L.
Guide Questions:
a. Ask learners, how many 500 mL of
water can fill up the empty 1 L bottle.
b. Test their hypothesis by asking a
volunteer to use a funnel and pour the
bottles of water containing 500 mL water.
Ask them to stop when it reaches the
capacity by comparing it to the other
bottle of water with the same 1 L capacity.
Ask them again if their hypothesis is
• Mass is the amount of matter an
object contains.
• A weighing scale is a measuring tool
used to measure the mass of an object.
• Capacity is the amount of liquid that
a container can hold or contain.
 SUB-TOPIC 2:
Converting Units of
Mass and Capacity
 After doing Activities 5 and 6,
process and abstract the answers of the
learners. You should be able to draw the
following:
a. 1 kilogram = 1 000 grams
(in symbols, 1 kg = 1 000 g)
b. 1 liter = 1 000 milliliters
(in symbols, 1 L = 1 000 mL)
 Gram (g) is the basic unit of
measure for the mass of an object while
liter (L) is the basic unit of measure for
capacity/amount of liquid in the Metric
system. The prefix kilo means 1 000.
Thus, 1 kg = 1 000 g. The prefix milli is
used to express smaller units. Thus, 1 g
= 1 000 mg.
Mass Conversions:
• To convert mass in kilograms to
grams, multiply the number of
kilograms by 1000.
• To convert mass in grams to
kilograms, divide the number of grams
by 1000.
• To convert mass in grams to
milligrams, multiply the number of
grams by 1000.
Capacity Conversions:

• To convert capacity in liters to

milliliters, multiply the number of liters
by 1000.
• To convert capacity in milliliters to
liters, divide the number of milliliters by
1000.
 Worked Example
Mass:
Example 1.
How many grams are there in 25 kg?
Solution: 25 × 1 000
Answer: 25 000 g
Example 2.
How many kilograms are there in 48 00
grams?
Solution: 48 000 ÷ 1 000
Answer: 48 kg
Example 3.
How many milligrams are there in 12 g?
Solution: 12 × 1 000
Answer: 12 000 milligrams
Example 4.
How many grams are there in 32 00
milligrams?
Solution: 32 000 ÷ 1 000
Answer: 32 g
Capacity:
Example 1.
How many milliliters are there in 83 L?
Solution: 83 × 1 000
Answer: 83 000 L
Example 2.
How many liters are there in 504 0
milliliters?
Solution: 504 000 ÷ 1 000
Answer: 504 L
 Lesson Activity

A. Complete the following table.

B. True or False. Write TRUE if the statement
is correct and write FALSE if the statement is
incorrect.
1. Kilogram is an appropriate unit of measure
to use for the mass of one medicine tablet.
2. 46 kg is equal to 4 600 g.
3. 23 253 mL is equal to 23 L and 253 mL.
4. 15 g and 257 mg are less than 152 570
mg.
5. Liter is an appropriate unit of measure to
 Learners’ Takeaways
• To convert mass in kilograms to grams,
_________.
• To convert mass in grams to kilograms,
__________.
• To convert mass in grams to milligrams,
__________.
• To convert mass in milligrams to grams,
__________.
• To convert capacity in liters to milliliters,
DAY
3
 SUB-TOPIC 3:
Word Problems
Involving
Conversions of
Units of Length,
Mass,
 To solve word problems involving
conversions of units of length, mass,
and capacity, the following steps are
followed:
• What are the given facts?
• What is asked?
• What is the number sentence?
• What is the answer to the problem?
 Worked Example
Example 1. Ben has 3 meters of wire. How
many 25-cm wires can he make out of his
material?
Solution:
• What are the given facts?
Ben has 3 meters of wire, and he needs
to cut 25-cm of wires out of it.
• What is asked?
How many 75-cm wires can he make
out of his material?
• What is the number sentence?
3 m = 3 × 100 cm
3 m = 300 cm
Number of cut wires = 300 ÷ 25
• What is the answer to the problem?
Number of cut wires = 12
Answer: There are 12 25-cm wires that
can be cut out of 3 m wire.
Example 2. In a fun run, the distance
between the START and END is 12 km. Every
water station is placed at 1 500 m. How
many water stations are there in all?
Solution:
• What are the given facts?
The distance between the START and
END is 12 km. Every water station is placed
at 1 500 m.
• What is asked?
How many water stations are there in
• What is the number sentence?
12 km = 12 × 1 000 m
12 km = 12 000 m
Number of water station = 12 000 ÷ 1
500
• What is the answer to the problem?
Number of water stations = 8
Answer: There are 8 water stations along
the 12 km fun run.
Example 3. You put the following grocery items
in your cart: 7 cans of tuna flakes, 6 packs of
instant noodles, and 2 packs of sugar. Each can
of tuna is 200 g, each pack of noodles is 100 g,
and each pack of sugar is 500 g. How many
kilograms are there in the cart in all?
Solution:
• What are the given facts?
There are 5 cans of tuna flakes, 3 packs of
instant noodles, and 2 packs of sugar. Each
can of tuna is 200 g, each pack of noodles is
• What is asked?
How many kilograms are there in the cart in
all?
• What is the number sentence?
Total mass (g) in the cart = 7 cans of tuna ×
200 g
+ 6 packs of noodles ×
100 g
+ 2 packs of sugar × 500
• What is the answer to the problem?
Total mass (g) = 1 400 g + 600 g + 1 000 g
= 3 000 g
Total mass (kg) in the cart = 3 000 ÷ 1 000
=3
Answer: The cart carries a mass of 3 kg in all.
Example 4. A watermelon weighs 8 times as
much as a mango. Each mango weighs 250 g.
If there are 2 watermelons and 8 mangoes in
a basket, what is the
total mass of the basket in kilograms?
Solution:
• What are the given facts?
There are 2 watermelons and 8 mangoes
in a basket. Each mango weighs 250 g
and a watermelon weighs 10 times as much
• What is asked?
What is the total mass of the basket in
kilograms?
• What is the number sentence?
Mass of 8 mangoes = 8 × 250 g
Mass of 2 watermelons = 2 × 10 × 250 g
Total mass (g) in the basket = Mass of 8
mangoes + Mass of 2 watermelons
Total mass (kg) in the basket = Total mass
(g) ÷ 1 000
• What is the answer to the problem?
Mass of 8 mangoes = 2 000 g
Mass of 2 watermelons = 5 000 g
Total mass (g) = 2 000 g + 5 000 g
= 7 000 g
Total mass (kg) in the basket = 7 000 ÷ 1
000
=7
Answer: The basket carries a mass of 7
kg in all.
Example 5. Twenty-four people each bought
350 mL of soda in a grocery store. How many
liters of soda were sold?
• What are the given facts?
Twenty people each bought 350 mL of
soda in a grocery store.
• What is asked?
How many liters of soda were sold?
• What is the number sentence?
Total capacity (mL) of soda sold = 20 ×
350 mL
Total capacity (L) of soda sold = Total
capacity
(mL) ÷ 1 000
• What is the answer to the problem?
Total capacity (mL) of soda sold = 7 000
Total capacity (L) of soda sold = 7 000 ÷
1 000
 Reflection on Learning
(Homework)
Watch a video on the plastic consumption
problem of the Philippines at
https://www.youtube.com/watch?v=1Fo_CDH
jSdk
.
Guide Question
1. How does packaging contribute to the
waste problems of our country?
The battle between sachets and
bottles?
Look at the prices of shampoo sachets, a
350 mL bottle of shampoo, and a 1 L bottle
of shampoo. Ask your parents to help you in
determining their prices in a grocery store.

Guide Questions.
1. How many sachets of shampoo are
needed to reach 350 mL? 1 L?
2. About how much do you need to spend on
the total number of sachets of shampoo for
350 mL of shampoo? for a 1 L of shampoo?
3. If you are going to buy your shampoo,
which of the three is more cost effective and
environmentally friendly? Why?
DAY 4
 Formative Assessment
A. Fill in the blanks.
1. 12 000 mL = _______ L 6. ______ km =
134 000 m
2. 82 kg = ________ g 7. _____ g = 15
000 mg
3. 1 400 cm = ______ m 8. _____ km =
900 000 cm
4. 13 g = ________ mg 9. ____ kg = 800
B. Solve the following. Show your complete
solution using the steps provided earlier.
1. Ana has 24 m of lace. She needs to cut it into
small laces each measuring 40 cm. How many 40-
cm laces are there in all?
2. There are 50 packs of grocery items in a box.
Each pack weighs 300 g. How many kilograms are
there in a box?
3. Cris is mixing 2 000 mL of orange juice, 3 000
mL of pineapple juice,5 000 mL of lemon juice,
and 3 000 mL of pomelo juice for his party. How
many liters of juice did he prepare for his party?
Rubrics. Each item is worth 5 points.
C. Worksheet
 Rubrics.
A. 1 point for each item; B. 2 points for
each item; C. 5 points for each item