LE_Math1_Q2_Week 9_v.2 PDF

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM MATATAG School Grade Level 1 K to 10 Curriculum Name of Teacher...

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM MATATAG School Grade Level 1 K to 10 Curriculum Name of Teacher Learning Area Mathematics Weekly Lesson Log Teaching Dates and Time Week 9 Quarter Second DAY 1 DAY 2 DAY 3 DAY 4 I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES A. Content: Mathematics 1 Second Quarter: Measurement and Geometry B. Content The learners should have knowledge and understanding of Standards  comparison of lengths and distances directly and indirectly using comparative words;  measurement of length and distance using nonstandard units; and  comparison of lengths and distances using nonstandard units. C. Performance By the end of the quarter, the learners are able to Standards  compare lengths and distances directly and indirectly using comparative words; and  use nonstandard units to measure and compare lengths and distances. D. Learning The learners Competencies  compare lengths and distances directly and indirectly using comparative words;  measure the length of an object and the distance between two objects using nonstandard units;  compare lengths and distances using nonstandard units; and  solve problems involving lengths and distances using nonstandard units. E. Learning At the end of the lesson, the learners should be able to Objectives  compare lengths and distances among three or more objects using nonstandard units, and  solve problems involving lengths and distances using nonstandard units. II. TEACHING AND LEARNING PROCEDURES Before the Lesson/Pre-lesson Proper Activating Prior Present and discuss answers to Present and discuss answers to Knowledge Week 8 Worksheet 4 Day 4 yesterday’s Worksheet 1. number 2. Answer: Answer: B, C, A, D Bea’s hand span is shorter because it took more of her hand  PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM span to get the length of the ribbon. Answers: a. pencil b. arm span c. crayon Lesson Purpose/ To compare lengths and distances among three or more objects using Intention nonstandard units and solve problems involving lengths and distances using nonstandard units of measure Lesson Language length, height, distance, shorter, longer, taller, nearer, farther, thicker, Practice wider, shortest, longest, tallest, nearest, farthest, thickest, widest, nonstandard units During the Lesson/Lesson Proper Reading the Key Idea/Stem Developing Divide the class into four groups. Pose Problem 1 on the board. Understanding Prepare the tables on a sheet of of Key Idea/ Manila paper. Provide the Problem 1: Stem nonstandard units to be used for Ali wants to decorate the cardboard each group. by placing colored popsicle sticks of the same size around it as shown. Have Group 1 do A first and Group 2 do B. Then, after a few minutes, they have to change places. Similarly, for Groups 3 and 4. Be sure that the groups understood 1) How many more popsicle sticks what they needed to do. Have a does she need to decorate the class discussion afterwards. whole cardboard? 2) About how long is the length of Groups 1 and 2: the cardboard?  PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM Find the distance around the 3) About how long is its width? teacher’s table and the width of the 4) Which is longer, the length or the windows using the popsicle stick and width of the cardboard? Justify. a shoelace. Write the measurements in the table. Answers: 1) Four more popsicle sticks are Number of needed. Number of Measurement popsicle stick shoelace 2) It is about four popsicle sticks A: distance long. around the teacher’s table 3) It is about two popsicle sticks B: width of the long. windows 4) The length of the cardboard is longer than the width. The length Groups 3 and 4 is about 4 popsicle sticks long Find the width of the door and the while the width is only about two length of the blackboard using the popsicle sticks long. popsicle stick and a shoelace. Write the measurements in the table. Pose “what if” situations. Number of 5) If the length of two popsicle sticks Number of is the same as the length of one Measurement popsicle shoelace stick pencil, how many pencils does Ali C: distance of the blackboard need? Explain. to the teacher’s (It would be 6 pencils. The total table at the back D: height from popsicle sticks is 12 and since the the floor to the length of 2 popsicle sticks is the window sill same as 1 pencil, so we need 6 pencils.) Discuss first the work of Groups 1 and 2. Ask the following questions: 6) If the length of one popsicle stick 1) Using the popsicle stick as is three paper clips long, how nonstandard unit, which is many paper clips does Ali need? longer, the distance around the Explain. table or the width of the (It would be 36 paper clips. The windows? Why? total popsicle sticks is 12 and Can we say the same using the since the length of one popsicle shoelace? Why? stick is the same as the length of  PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM 2) Did we get the same number of three paper clips, so we need 36 popsicle sticks and number of paper clips.) shoelaces for the width of the 7) Which of the three nonstandard window? Why? units (popsicle stick, pencil, paper 3) What relationship do you see clip) is the longest? Why? (It is the between the number of pencil since the fewest number nonstandard units used and the needed to decorate the whole length of the nonstandard unit? cardboard is that of the pencil.) 4) Which of the two nonstandard units would you prefer to use to get the distance around the teacher’s table? Why? How about getting the width of the windows? Why? Lead them to the idea of using the appropriate nonstandard unit to get the length – for longer lengths, use longer nonstandard unit and for shorter ones, use shorter nonstandard unit. Process the results obtained by Groups 3 and 4 in the same way. Deepening Combine the results obtained by the Pose Problem 2 on the board. Understanding of four groups, resulting to a single Key Idea/Stem table, as shown. Problem 2: Ben and Al want to know the Number of distance from one column to the next Number of Measurement popsicle stick shoelace column using an umbrella, a foot A: distance span, and a straw. The result is as around the teacher’s table follows: B: width of windows Number C: distance of Number of Number Measurement of foot the blackboard umbrella of straw span of Al to the teacher’s distance from table at the back 12 48 36 one column to  PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM D: height from the next the floor to the column window sill Answer the following: Let the learners bring out their 1) Are the numbers, representing show-me-boards. Have them the distance, the same using the arrange the four lengths, three nonstandard units? Why? represented by the number of 2) Which nonstandard unit is popsicle sticks, from shortest to longer? How do you know? longest. They have to use the letter 3) Which nonstandard unit is corresponding to each length, say A, shorter? How do you know? C, B, D. Discuss the answers. 4) Which nonstandard unit is more appropriate to use? Why? Next, have them arrange the four lengths, represented by the number Answers: of shoelaces, from shortest to 1) No, because the lengths of the longest. Ask if the arrangement is three nonstandard units are the same as in using the popsicle different. stick. 2) It is the umbrella because the number representing the distance Add another measurement E in the is smallest using the umbrella as table, say “length of belt – 12 nonstandard unit. popsicle sticks, 3 shoelaces”. Ask 3) It is Ali’s foot span because the them to arrange the five lengths number representing the distance from longest to shortest, first is the biggest using Ali’s foot span represented by the number of as nonstandard unit. popsicle sticks and then by the 4) The umbrella is the more number of shoelaces. Ask which is appropriate to use than the other more appropriate to use to get the two nonstandard units. length of the belt. Pose “what if” situations. You may give more situations in 5) What if we get the distance from which one nonstandard unit is more the 1st column to the 3rd column. appropriate to use than another. How many umbrellas would the For example, ask which one is more distance be? Explain. Assume appropriate to use in getting the that the distance between following lengths: columns is the same.  PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM 1) Length of notebook – paper clip (It would be 24 umbrellas since or arm span? the distance from the 2nd column 2) Length of the blackboard – crayon to the 3rd column is also 12 or shoelace? umbrellas.) 3) Height of the tallest learner – matchstick or hand span 6) If the length of a stick is one-half that of the umbrella, how many sticks would the distance from the 1st column to the 2nd column be? (The distance would be 24 sticks since the length of one umbrella is the same as the length of two sticks.) After the Lesson/Post-lesson Proper Making Can we use any nonstandard unit Can we use any nonstandard unit to Generalizations to measure and compare lengths measure and compare lengths of two of three or more objects? (Yes, or more objects? (Yes, we can.) we can.) How do we know that the How do we use the nonstandard nonstandard unit used is longer or unit in getting the length or longest? (The nonstandard unit is distance? (We apply repeatedly longer/longest if it takes the nonstandard unit from one fewer/fewest number of that end to another without gaps or nonstandard unit to get the overlaps.) length/distance.) How do we compare lengths using How about if it is shorter or shortest? the same nonstandard unit? (We (The nonstandard unit is compare the number of units used shorter/shortest if it takes more/most to get the lengths. The bigger the number of that nonstandard unit to number, the longer the object is.) get the length/distance.) What should we remember when How do we choose the more comparing lengths of three or appropriate nonstandard unit to use? more objects or distances? (The (For shorter lengths, use shorter  PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM same nonstandard unit should be nonstandard unit. For longer lengths, used in getting the use longer non- standard unit.) lengths/distances to be able to compare.) How do we choose the more appropriate nonstandard unit to use? (For shorter lengths, use shorter nonstandard unit. For longer lengths, use longer nonstandard unit.) Evaluating Let the learners answer Let the learners answer Worksheet 2. Learning Worksheet 1. Additional Activities for Application or Remediation (if applicable) III. LEARNING RESOURCES A. References 1. Teacher’s Guide 2. Learner’s Materials 3. Textbook 4. Additional Materials from Learning Resource (LR) Portal B. Other Learning Resources IV. TEACHER REFLECTION