MATATAG School Grade 3

K to 10 Level
Curriculum Name of Teacher Learning Mathematics
Weekly Lesson Area
Log Teaching Dates Quarter Quarter 3
and Time Week 9

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learner demonstrates an understanding of conversion of time, linear, mass
Standard and capacity measures and area of square and rectangle.
s
B. Performan The learner is able to apply knowledge of conversion of time, linear, mass and
ce capacity measures and area of rectangle and square in mathematical problems
Standards and real-life situations.
C. Learning The learner solves problems involving conversion of time measure. (Problem
Competen solving, counting, estimating, calculating, measuring)
cies
At the end of the lesson, the learners shall be able to:
D. Learning a. Convert one time measure to another time measure
Objectiv b. Solves problems involving conversion of time measure
es c. Participate actively throughout the lesson
II.
CONTENT
III. LEARNING RESOURCES
A. Referen MELC Math 3 Q4 Wk2
ces Mathematics 3 textbook, page 259-263

B. Other Powerpoint Presentation

Learning Math-3-Q4-W2-ppt-janice-nonog-phase 3.pptx - Google Slides
Resourc Module in Mathematics 3 Quarter 4 – Module 2 (Tabuk City)
es Clock models, Time ruler
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating The teacher will facilitate the review activities.
Prior
Knowledge Drill 1. Convert the given time measures in Column A to the specified
(5 time measure in Column B.
minutes) Column A Column B
1. 1 day a. 4 weeks
2. 1 hour b. 7 days
3. 1 month c. 10 years
4. 1 week d. 12 months
5. 1 year e. 24 hours
6. 1 decade f. 60 minutes
7. 5 hours g. 2 hours
8. 6 minutes h.10 minutes
9. 120 minutes i. 360 seconds
10. 600 seconds j. 300 minutes
k. 7200 seconds
Ask: What did you do to convert the time measure in numbers 7- 8? How about in number 9- 10?
Drill 2. Arrange the questions in solving word problems. Then, write
the letter of the correct order in the cycle.
o What is the solution?
o What are the given facts?
o What is asked in the problem?

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 o What is the number sentence?
o What is the answer to the problem?
o Which operation/s are used to solve the problem?
Lesson Say:
Purpose/ You know already how to convert time measures from one particular time
Intention measure to another time measure like seconds, minutes, hours, days, weeks,
(2 months, and years. Let’s apply what we have learned in solving real-life word
minutes) problems. Today, we will solve problems involving conversion of time measure.
Lesson The teacher will facilitate the lesson language practice activities.
Language
Practice (3 A. Word Matching. Match the description to the correct word
minutes)
Descriptions
1. Understand the problem by identifying what is asked and what
are the given facts.
2. Plan by using appropriate strategy in problem-solving.
3. Carry out the plan.
4. Look back on your own.
ACT REVIEW STUDY TRY
from the list below.
After the activity the teacher will let the learners read again the terms used in
problem-solving: understand or study, plan or act, carry out or try, look back or
review.

B. Vocabulary Building. Choose the meaning of the word by

selecting the correct picture.
1. household chores

https://
https://static.vecteezy.com/system/resources
static.islcollective.com/storage/preview

2. time started

https://t4.ftcdn.net/jpg/00/57/56/69/500 https://www.shutterstock.com/image-vector

3. time ended

https://t4.ftcdn.net/jpg/00/57/56/69/500 https://www.shutterstock.com/image-vector

4. time consumed

2
https://th.bing.com/th/id/OIF.gFF4Vr9HJ https://buddypunch.com/wp-content
During/Lesson Proper
Show the picture and ask what it depicts.

Present a situation for learners to explore.

It’s Saturday. Rojane helped her mother with the household chores. She recorded the
time and the activities on a table provided by their teacher. The table shows the partial
record she made. Help her finish it, after answering the question.
Household Chores Time Started Time Ended Time consumed
Reading cleaning the house 5:15 am 5: 45 am ?
the Key washing the clothes 6:00 am ? 210 minutes
Idea/Stem cooking 10:30 11:45 am 75 minutes
(10 How many seconds did they clean the house?
minutes)
Check learners’ understanding of the situation presented by asking the
following questions:
 What day of the week is it?
 Who helped mother in doing the household chores?
 What household chores did they do in the morning?
 Which of the activities do you think they spend most of their time
on?
 If you were Rojane, how else would you spend your weekend?
Developin Say: Let’s apply the four-step method in answering the questions.
g
Understan Question: How many seconds did they clean the house?
ding of the (The teacher will let learners select their answer from the choices)
Key Understand.
Idea/Stem 1. What is asked?
(10
minutes)

2. What are the given facts?

Plan.
3. What appropriate strategy will you use to solve the problem?

(The teacher will discuss how to solve the problem using any of these methods
of illustrating the problem: 1. Using analog clock, 2. Using time ruler, 3. Using
the T-chart)

Solve.
4. What is the solution?

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  Using Analog clock:

https://ecdn.teacherspayteachers https://etc.usf.edu/clipart

 Using Time ruler:

30 minutes

https://printableruleractualsize.com

 Using the T- Chart

Time started Time ended
5:15 5:25 (10 minutes)
5:25 5:35 (20minutes)
5:35 5:45 (30 minutes)

Time ended – Time started = Time passed

5:45
- 5:15
30 min.
Next, convert 30 minutes to seconds. (bigger unit to smaller unit, so multiply)
Note: 1 minute = 60 seconds
30 minutes x 60 seconds per minute = 1800 seconds

Check.
5. What is the answer?
They cleaned the house for 1 800 seconds.
To sum up, let learners go over the steps in solving the problem presented
using the Problem-solution chart.
Problem Solution
Step 1. Understand/Study
What is asked? The number of seconds they cleaned the
house

What are the given facts? 5:15 am - start of cleaning, 5:45 am -

end of cleaning

Step 2. Plan/Try

What strategy will be used? Using illustration

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 What word/s help you determine Start and end, minutes to seconds
the operation to use?
What is the process or operation Subtraction and multiplication
to be used?
Write the number sentence a. (Time ended – time started =
Time passed)

5: 45 – 5:15 = Time passed

b. Convert minutes to seconds:

M minutes x 60 second/minute =
S seconds
Step 3. Carry out/Solve/Act:
What is the solution? a. 5:45
(use any strategy) -5:15
30 min.
b. 30 minutes x 60seconds per minute
= ______
30 min
X 60 sec/min
1800 seconds
Step 4. Look back/Check/Review:
What is the complete answer? They cleaned the house for 1 800
seconds.

Is the answer possible? (Go over the steps if they are done
properly)
Deepening Activity 1.
Understan The teacher will let the learners read the follow up question about the situation
ding of the presented.
Key
Idea/Stem
How many hours it took them to wash the clothes?
(10
minutes)
Then ask the learner to work among themselves to arrive at the final answer
using the problem-solution chart.

Problem Solution
Step 1. Understand: xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxx
What is asked?

What are the given facts?

Step 2. Plan
(use any appropriate strategy)

Step 3. Solve:
What is the solution?

Step 4. Look back/ check

What is the complete answer?
Is the answer possible?

Activity 2.
5
 Let the learners solve the following problems. Find the answers from the box.

1. Anne’s brother is 24 months old at present. How old is he in years?

2. Bob stays at school for exactly 300 minutes. How many hours is that?

3. Cardo wants to attend the 72-hours boy scout camping in the

school. How long will it take in days?

4. Dina must take her medicine for a week at equal number of hours of
intervals. If the doctor gave 28 tablets. How many tablets does she need to
take a day?

Activity 3.
Let the learners solve the following problem.

After/Post-Lesson Proper
The teacher encourages learners to reflect and report on the day’s lesson and
meeting goals by completing the sentences.
Making
Generaliza I learned that __________________________________________________________.
tions and To convert smaller time unit to bigger time unit, __________; and to convert bigger time
Abstractio unit to smaller time unit, _____________
ns (3 In problem-solving, I need to _____________________________________________.
minutes) To solve word problems involving conversion of time measure, I should
__________________________________________________________
__________________________________________________________.
Evaluating Multiple Choices. Let the learners read and understand the given situations.
Learning Select the answer from the given choices.
(7
minutes)
1. Abby leaves their house at 6:52 a.m. How long will it take her in seconds to
reach the school if it takes 8 minutes of walk from their house to the school?

A. 480 B. 528 C. 652

2. Army practices 1 hour 15 minutes every afternoon in preparation for the

sports festival. How many minutes does she practice?

A. 65 B. 75 C. 115
3. If Emy needs 150 minutes to finish her homework in all her subjects, how
long will it take her in hours?
A. 1 hour and 50 minutes
B. 2 hours and 30 minutes
C. 3 hours and 10 minutes

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 For numbers 4-5, refer to the given situation.

Situation: The Grade 3 classes have three subjects every morning before recess
time. Each subject is 40 minutes long. Their first subject starts at 8:00 am.
4. How many hours from their first subject up to their last subject?
A. 1 B. 2 C. 3

5. Their math class started at 10:15. If it extended by 5 minutes. How many

seconds did they consume for their math subject?
A. 2 400 B. 2 560 C. 2 700

Additional Let learners read, analyze, and solve the problems in their textbook, page 263.
Activities
for
Applicatio
n or
Remediati
on (if
applicable)
Remarks
Reflection
Developed by:
JANICE Q. NONOG
MT I - SDO Tabuk City
Reviewed and Evaluated by:

DOMINGA G. ALCAIDE RAMEL B. VICENTE WILFREDO B. BAGSAO PhD

MT II – SDO Abra SH-SDO Ifugao Regional EPS Math

APPROVED:

JENNIFER P. ANDE PhD

Chief Education Supervisor