DAILY

School: RABAT-ROCAMORA Grad IV- HOPE

LESSO
MATI CENTRAL ELEM. e
N LOG
SCH. 1 Level
:
Teacher: ALEXA AVA S. GATDULA Learning MATH 4
Area:
Teaching TTH (7:30- 9:00 A.M.) Quarte SECOND
Dates/Tim r:
e:

OBJECTIVES
At the end of the lesson, the students should be able to:
a) identify and explain common units of length, mass, and
capacity (e.g., meters, centimeters, kilograms, grams,
liters, milliliters);
b) actively participate in converting common units through
activities; and
c) convert common units of measure from larger to smaller
units, and vice versa.
A. Content The learners should have knowledge and understanding of
Standards conversion of units of length, mass, capacity, and time.

B. Performance
Standards is able to recognize and represent whole numbers up to 100,000 in various
forms and contexts.
C. Learning Convert common units of measure from larger to smaller units,
Competencies and vice versa:
a. meter and centimeter,
b. kilometer and meter,
c. kilogram and gram,
d. gram and milligram, and
e. liter and milliliter.
Convert time measures from smaller to larger units, and vice
versa:
a. seconds to minutes,
b. minutes to hours,
c. hours to days,
d. days to weeks,
e. weeks to months, and
f. months to years.
D. Strategies Student-centered teaching, Differentiated Instructions,
Lecture/Discussion
I. CONTENT
A. LEARNING
RESOURCES
A. References MATATAG K-10 CURRICULUM GUIDE
Lesson Exemplar for Mathematics Grade 4, Quarter 2: Lesson 5
(Week 5)
1. Teacher’s
Guide pages
2. Learner’s
Material
pages
3. Textbook pages Realistic Math (Basic, Beyond , Breakthroughs) 4, Second
Edition,
pp. 128-133

4. Additional DepEd’s Lesson Exemplar

Materials from
LRMDS
B. Other Learning
 Resources Pictures, Manipulative Instructional Materials,
Learning Sheets, Activity Sheets, videos, laptop,
power point presentation
Integration: Values (Listening, Collaboration)
Strategies: Student centered Inquiry, lecture/
discussion,
Differentiated Instructions.
III.

PROCEDURES
A. Preliminary 1. Prayers
Activities
2. Greetings
3. Checking of Attendance
4. Classroom Rules and Regulations
 Give Respect.
 Observe Cleanliness.
 Obey instructions and rules.
 Do your best.

B. Reviewing past Instructions: Solve using MDAS rule. Write the correct answer in
lesson or the blanks provided.
presenting the
new Lesson
1. 30 ÷ 3 x 2 = ________
2. 20 - 18 + 13 = ________
3. 5+5-10 ÷ 2 x 1= ________

Questions:
1. MDAS stands for?
2. How to solve using MDAS?

C. Establishing a Group Activity:

purpose of the
new lesson
(Motivation)

Match Up!
Instructions: Given the pictures, identify what units of
measure
(length: centimeter or meter, mass: grams or kilograms, or
capacity: liter or milliliter) to be used by putting the pictures in the
corresponding columns in front of the class.

Questions:
 1. What do you think is the activity all about?
2. What do these pictures imply?
3. What do you think is the connection of the activity to
our topic today?
D. Presenting Based on the activity we did, what makes you arrive at the
examples/ answer?
instances of
the new lesson In order to know the length of the object, which of the
following are used to measure?
 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.”

In order to know the mass of the object, which of the following

are used to measure?
 Mass is the amount of matter an object contains.
 A weighing scale is a measuring tool used to measure the
mass of an object.
“That is 1 kilogram”

In order to know the capacity of the object, which of the following

are used to measure?

 Capacity is the amount of liquid that a container can hold or

contain.
 Measuring cup and Beaker Glass are just one of the
instruments used to measure capacity.
“I have 500 mL of water”
E. Discussing
Fact Sheets
new concepts
and practicing
Length
new skills
1 kilometer (km)= 1000 meter (m)
1 meter (m) = 100 centimeters (cm)

When we convert a unit of measure from a larger unit to a

smaller unit, we use MULTIPLICATION.

Example 1:
Convert 1.4 km to meters
1.4 km = __________ meters
1.4 km = 1.4 x 1000 m (1 kilometer
=1000 m)
1.4 km = 1, 400 meters
Answer: 1.4 km =1, 400 meters

Example 2:
Convert 4 meters to centimeters
4 m = __________ cm
4 m = 4 x 100 cm (1 m = 100 cm)
4m = 400 cm
Answer: 4m = 400 cm

When we convert from a smaller unit of length to a larger

unit, we use DIVISION.

Example 3.
Convert 580 meters to kilometers.
580 m = _______ km
1 km 580 m 1 km
580 m x = x
1000 m 1 1000 m
 580 km
=
1000
=0.58 km
Hence, 580 cm = 0.58 km

Example 4.
Convert 1, 340 centimeters to meters.
1,340 cm = __________ m
1m 1, 340 cm 1m
1, 340 cm x = x
100 cm 1 100 cm
1, 340 cm
=
100
= 13.4 m
So, 1, 340 cm = 13.4 m

Mass
1 kilogram (kg)= 1000 grams (g)
1 gram = 1000 milligrams (cm)

The same rule with length.

When we convert a unit of measure from a larger unit to a

smaller unit, we use MULTIPLICATION.

Example 1:
Convert 12 kilograms to grams
12 kg = __________ g
12 kg = 12 x 1000 g (1 kilogram=1000
g)
12 kg = 12, 000 g
Answer: 12 kg = 12, 000 g

Example 2:
Convert 1.8 grams to milligrams
1.8 g = __________ mg
1.8 g = 1.8 x 1000 mg (1 gram = 1000
mg)
12 kg = 1, 800 mg
Answer: 12 kg = 1, 800 mg

When we convert from a smaller unit of length to a larger

unit, we use DIVISION.

Example 3.
Convert 720 grams to kilograms.
720 g = _______ kg (1
kilogram=1000 g)
1 kg 720 g 1 kg
720 g x = x
1000 g 1 1000 g
720 kg
=
1000
=0.72 kg
Hence, 720 g = 0.72 kg

Capacity
1 Liter (L) = 1000 milliliter (mL)
1000 milliliter (mL) = 1 Liter (L)

The same rule with length and mass.

When we convert a unit of measure from a larger unit to a

smaller unit, we use MULTIPLICATION.
 Example 1:
Convert 15 liters to milliliters
15 L = __________ mL
15 L = 15 x 1000 mL (1 liter =1000 mL)
= 15, 000 mL
Answer: 15 mL= 15,000 mL

When we convert from a smaller unit of length to a larger unit, we

use DIVISION.

1 kg 720 g 1 kg
720 g x = x
1000 g 1 1000 g
720 kg
=
1000
=0.72 kg
Hence, 720 g = 0.72 kg

Example 2:
Convert 600 milliliters to liters.
600 mL = _________ L
1L 600 mL 1L
600 mL x = x
1000 mL 1 1000 mL

 Mastery of 25 = 600 L
1000
the topic %
 Active =0.6 L
participation Hence,
600 mL = 0.6 L
of whole 25
members in %
The
teacher the group will
divide  Clear voice 25 you into
three % (3)
 Silence
groups. Using
and
the fact 25 sheets
as a discipline % guide,
do the TOTA 100 %
L
following activity.

Group Activity!

Measure Me, Convert Me!

Group 1. LENGTH.
 Instructions: Answer the following, using the fact sheets given as a
guide. Present your answers after.

Instruction: Convert each item to the required unit.

Test I.
1. 14 km = _________m
2. 5.2 m = _________cm

Test II.
Create a short yell about LENGTH to perform once the
activity is done.

Group 2. MASS.
Instructions: Answer the following, using the fact sheets given as a
guide. Present your answers after.

Instruction: Convert each item to the required unit.

Test I.
1. 8 kg = _________ g
2. 6.18 g = _________ mg

Test II.
Create a symbol (drawing) about MASS to present once the
activity is done.

Group 3. CAPACITY.
Instructions: Answer the following, using the fact sheets given as a
guide. Present your answers after.

Test I. Convert each item to the required unit.

1. 7 L = _________ mL
2. 980 mL= ______ L

Test II.
1. Create a simple signature pose about CAPACITY to perform
once the activity is done.

Questions:
1. What do you think is the importance of converting units in
our daily lives? Give one example.
2. What can you say about the activity?
Assessment
F. Developing
General Instruction: Read the questions carefully. Solve the
Mastery (Leads
following.
to Formative
Assessment)
Test I.
Instruction: Circle the appropriate unit of measure that
best describes the object.

1. Cup of milk 350 mL 350 L

2. Sack of rice 25 kg 25 g

Test II.
Instructions: Convert each item to the required unit.

Show your solution.

3. 8 kg = _______ g
Solution:
 4. 7 L = _________ mL
Solution:

5. 14 km = _________m
Solution:

G. Finding Instruction: Please answer the question.

Practical What is the importance of things that you
Application of learned today: Conversion of Units: Length, Mass,
concepts and and Capacity?
skills in daily
living.

H. Making The teacher will choose students randomly by asking the

Generalization following questions:
and 1. In our activities, how did you manage to answer the
abstraction questions with your team?
about the 2. Who can tell me what they’ve learned while doing
lesson the activity? Why do you say so?
3. In a group activity, you were tasked to convert
units and present it creatively. How did you
successfully make it?

Rules in Converting Units

 When we convert a unit of measure from a larger unit to a
smaller unit, we use MULTIPLICATION.

 When we convert from a smaller unit of length to a larger

unit, we use DIVISION.
 Length
1 kilometer (km)= 1000 meter (m)
1 meter (m) = 100 centimeters (cm)

Mass
1 kilogram (kg)= 1000 grams (g)
1 gram = 1000 milligrams (cm)

Capacity
1 Liter (L) = 1000 milliliter (mL)
1000 milliliter (mL) = 1 Liter (L)

What is the importance of converting units in our daily

lives?
The importance of converting units in our daily lives are:
o Cooking: When we make food, we often need to
change measurements, like grams to cups, so our
recipes turn out right.
o Traveling: If we travel far, we might need to know
how many miles are in kilometers to understand how
far we are going.
o Converting units helps us in everyday life to be
accurate and make good choices!

I. Assessment
General Instruction: Read the questions carefully. Solve the
Evaluati following.
ng
learning Test I.
Instruction: Circle the appropriate unit of measure that
best describes the object.

1. Cup of milk 350 mL 350 L

2. Sack of rice 25 kg 25 g

Test II.
Instructions: Convert each item to the required unit.

Show your solution.

3. 8 kg = _______ g
Solution:

4. 7 L = _________ mL
Solution:
 5. 14 km = _________m
Solution:

J. Additional  Convert anything (length, mass, capactity found at home (at

activitie least 3 conversion of units).
s for
applicati  Study in advance about converting time.
on and
remediat
ion.
Prepared by: ALEXA AVA S. GATDULA

DEMONSTRATOR—BEED 2A

Checked by: ESTELA MARIE LIBREA, MAEd.

INSTRUCTOR