School Grade Level Grade 1

Teacher Learning Area Mathematics

Teaching Date and
Quarter Fourth
Time
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed
I. OBJECTIVES
using Formative Assessment Strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of time and non standard units of length, mass, and capacity.
B. Performance The learner is able to apply the knowledge of time and non-standard measures of length, and capacity in
Standards mathematical problems and real life situation.
C. Learning A. Identify the mass of the objects around us.
Competencies/ B. Compare objects using comparative words: heavy, heavier. heaviest (M1ME-IVc.-19)
Objectives C. Use the comparative words correctly in comparing objects.
II. CONTENT Measurement
III. LEARNING teacher’s guide, learner’s material, learner’s module,
RESOURCES
A. References
1. Teacher’s Guide
Page 184-187
pages
2. Learner’s
Page 261-263
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES
pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.

Review previous lesson

or presenting the new
lesson

Unsa ang pulong nga imong ikahulagway sa gitas-on sa lapis? ( taas)

Kon atong itanadi ang meter stick ug ruler, unsa ang pulong nga atong gamiton? (mas taas)
Hain sa tulo ang kinatas-an? (meter stick)
Establishing a purpose The teacher let the pupils realize that comparing objects using comparative words is a way of measuring
for the lesson the mass of the object
C. Presenting Group Activity:
examples/ instances of Give sets of pictures, hammer, book, and spoon. Let the group arrange the pictures from heavy to
the new lesson heaviest.
Discussing new The teacher discusses with the pupils on how to use comparative words (heavy, heavier, heaviest)in
concepts and practicing comparing the mass of the objects presented
new skills #1
The teacher discusses and illustrates thoroughly the ways on using comparative words in comparing the
mass of the object using (heavy, heavier, heaviest)

Discussing new
concepts and practicing
new skills #2
1.Itandi ang giubug-aton sa bato ug holen
Possibleng Tubag:Ang bato kay mas bug-at kaysa holen
2. Itandi ang gibug-aton sa holen.
Possibleng Tubag:Ang holen kay bug-at.
3. Itandi nag gibug-aton sa bato og ka litro sa softdrinks.
Possibleng Tubag: Ang batao ang kinabg=ug-atan sa tanan.

Kompletuha nag mosunod nga pahayag.Gamita nag mga pulong nga bug-at , mas bug-at, kinabug-atan
Developing mastery
1.Ang usa ka gallon nga tubig kay ____________kay sa usa ka baso nga tubig
(leads to formative
2Ang lamesa sa maestar kay ________
assessment 3)
3. Ang cabinet sa mestra ang ________sa tanagng gamit sa maestra.

Finding practical Using the objects inside the classroom like bags, books, and cabinet ask them to compare them using
applications of heavy, heavier, heaviest
concepts and skills in
daily living

What comparative words are we going to use in comparing the mass of the object objects?
Unsa ang pulong gamiton sa pagtandi sa gibug-aton sa mga butang?
Possibleng Tubag: Bug-at, mas bug-at, kinabug-atan
When are we going to use the comparative words heavy, heavier, heaviest?
Making generalizations
Kanus-a gamiton ang mga pulong nga bug-at, mas bug-at ug kinabug-atan
and abstractions about
Sa pagtandi sa mga butang?
the lesson
Possibleng Tubag:
Gamiton ang pulong nga bug -at kon ang gihulagway nga butang kay usa ra kabuok
Gamiton ang pulong nga mas bug -at kon duha na butang ang gitandi.
Gamiton ang pulong nga kinabug-atan kon ang usa ka butang gitandi sa daghan nga butang
 Isulat ang hustong pulong pagtandi.
(bug –at, mas bug-at, Kinabug –atan)

1.Ang usa ka litro nga softdrinks kay _____ sa usa lata nga sardinas.

2. Ang lamesa sa maestra kay ____________kay sabangko .

Evaluating Learning

3.Ang cabinet ______________________sa mga ganit sa maestra sa

classroom

4. __________________ang bato kay sa lastiko .

5. Ang holen kay __________.

Additional activities or Pagdibuho og 3 ka hulagway. Itandi kini gamit ang mga pulong nga bug-at, mas bug-at, kinabug-atan.
remediation
REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
REFLECTION
instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
No. of learners who
earned 80% of the
evaluation
No. of learners who
require additional
activities for
remediation who
scored below 80%
Did the remedial lesson
work? No. of learners
who have caught up
with the lesson.
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor
can help me solve?
What innovation or Localized materials are used in discussing new concepts and practicing new skills #2
localized materials did I
use/ discover which I
wish to share with
other teachers
Prepared by:
CHERYL P. DAUB
Teacher