GRADE 1  School  ALAGATAN ELEMENTARY SCHOOL  Grade Level  1 

DAILY LESSON  Teacher  JESSA MAE B. TABAMO  Subject  MATH  

LOG 
Teaching Dates   DEPED Files  Quarter  4​TH​ QUARTER – WEEK 35 

 
MONDAY  TUESDAY  WEDNESDAY  THURSDAY  FRIDAY 
I. OBJECTIVES           
A. Content Standards  The Learner demonstrates understanding of time and non-standard units of length, mass and capacity.   WEEKLY TEST 
B. Performance Standards  The Learner is able to apply knowledge of time and non-standard measures of length, mass, and capacity in mathematical problems and real-life   
situations  
C. Learning   
Competencies/Objectives  M1ME-IVe-21  M1ME-IVf-22 
he LC code for each.) 

estimates and measures mass using non-standard units of estimates and measures capacity using
mass measure.  non-standard unit. 
II. CONTENT           
III. LEARNING     
RESOURCES 
A. References 
 
1. Teacher’s Guide Pages           
2. Learner’s Material pages           
B. Other Learning Resources  ✓ improvised balance (made of a cloth hanger and 2 identical plastic ✓ Transparent plastic jars  
bags)  ✓ ●​Plastic cups  
✓ 
​∙ ​Two identical boxes as big as a chalk box labeled A and B (box A is ✓ Sand  
half-filled with small marbles while box B is empty)   
IV. PROCEDURES     
A. Reviewing previous lesson or  Singing of a song   Show two objects   . posing the task:     
presenting the new lesson        Singing of a song 
have the pupils measures the weight of each  Show the pupils a 
object.  plastic cup and a 
jar.​
 
Tell: Suppose you 
want to find the 
number of cups of 
sand that can fill the 
jar, how would you 
do it?  
Have them share 
their ideas on the 
question. 
Guide pupils in 
answering th 
question. 
1
 (possible answer is at TG on 
page 82) 
B. Establishing a purpose for the            
lesson  Show the pupils two identical  Show different pair of object to the class  Divide the class into  Have them do the same 
boxes and ask these    groups of 4. Distribute  task they did yesterday  
questions:   Divide the class into 3 groups  the materials   
What do I have here?     including the Activity  This time use a a plastic 
What can you say about the  Each group will measure out the weight / mass  Sheet. Tell the pupils  bottle to be fill- up of 
boxes?   of the objects.  to estimate first  water. 
What can you say about their    before finding the   
weights?   Have them present their work on in front of the  actual number of  Do the same groups  
Is it possible that box A is  class  cups that can fill the   
heavier than box B or box B is  jar. Tell them to  And have them make a 
heavier than box A? Why?   record their  new activity sheets for 
How will you know which box  estimates and the  their group new task to 
is heavier?   actual number of  do. 
Have the pupils think and  cups in the activity 
shares their answers.  sheet.  

  
 
Let them do the task 
C. Presenting examples/instances  Ask:   Ask:    Ask:    
of the new lesson  Discuss and explain to the  What can you say now about the weights of  Observe how pupils   
class the possible answer on  these two objects?  do the activity.  Observe how they do the 
the given questions.  Let them share their ideas/Answer.  Observe how they  activity and how they fill 
    put the sand into the  up water into the plastic 
Guide them in sharing their  plastic cup and how  bottle. 
ideas/ answers the questions.  they pour the sand   
into the jar. Some   
pupils might put the  (remind them to do the 
sand into the plastic  activity they done 
cup without leveling  yesterday) 
to its brim. Some 
pupils may spill the 
sand while pouring 
into the jar. Make 
sure that they put the 
sand into the cup 
correctly.  
D. Discussing the new concepts  Divide the class in groups of 6.  At this point let the pupils realize that it does not  The jar used in this  Presenting their activity/   
and practicing new skills #1  Give each group two boxes  always mean that if two objects look alike then  plan contains four  task in front of the class 
which are exactly the same  they have the same weight. There is a need to  cups of sand. In the 
as boxes A and B.   hold and lift the objects or do hefting to  actual class, the 
2
 -All boxes marked A should be  determine if both have the same weight or if  answer of pupils may 
half-filled with marbles. Tell the  any one of the two objects is heavier or lighter  vary depending on 
class not to open the boxes.   than the other.   the size of the plastic 
-Let each member of the    cup and the size of 
group lift the two boxes to  the jar that will be 
check if the two boxes are of  used. 
the same weight  
(for more discussion pls. refer to TG on page 76) 

E. Discussing the new concepts  What did you find out about  Ask:   Ask:      
and practicing new skills #   the weight of the two boxes?   Can you think of another way of knowing  Whose estimate is  Ask: 
Which box is heavier?   which box is heavier?   equal to the actual   
Have the pupils answer the    number of cups?   Do you like our activity this 
question.  Show the improvised balance and say, “This is  How did you  morning? 
  an improvised balance. We can also use this to  estimate?    
Let them carry the box each  compare the weights of the two boxes.   -guide pupils in 
one of them and answer the    answering the 
given questions.  questions 
ng mastery Teacher:  Group activity:  Ask:  Ask:   
“This time instead of lifting the    How did you find the   
boxes one at a time, put the  Same grouping, let them compare the weights  number of cups of  How did you find the 
two boxes in your hands, one  of the two boxes using an improvised balance.  sand needed to  number of plastic bottle 
box on each hand. Compare    completely fill jar? ​
  of water needed to 
the weight of the two boxes.”   Give each group an improvised balance.    completely fill the big jar? 
Observe how they do it.     (possible answer is at   
(more discussion is at TG on page 77)  TG on page 82-83)  Same discussion on 
previous day 
    Get 1 empty jar and     
practical applications of concepts and skills in Using this method of putting  Have each group present their task in front of  1 empty cup. Call 
daily living the boxes one on each hand,  the class  one pupil to 
did you find the same result    demonstrate in front 
about the weights of the two  And ask these following questions:  of the class how they 
boxes as when you lifted    did it. Let the pupil 
them?   What did you notice with the balance when  pour one cup of 
What can you say now about  you placed the two boxes?   sand into the jar. 
the weights of these two  To which side did it tilt?    
boxes which look alike?   Why do you think it tilted to the side where box  Ask other pupils to 
Guide their answers on the  A is?   observe carefully.  
given questions-  are your guesses a while ago correct as to  Ask: Do you think 
  what will happen to the balance when the two  your classmate did it 
  boxes are placed one in each bag?   correctly?  
(pls. refer to TG on page 77)  (more possible answers is at TG on page 77-78)   
(​more discussion is at TG 
on page 83) 
generalizations and abstraction about the lesson Remember: Remember: Remember these: 
​Remember:  
A. It does not always A. Different objects
mean that if two The capacity of a can be
objects look alike container can be B. Remember
then they have the 
​expressed in terms these:
same weight. Objects

3
 need to be lifted or 1.An improvised balance can also be used to of smaller C. The capacity of a
weighed to find the weight of an object. ​
 containers ​
 container can be
determine whether 
​expressed in
they have the same 2.In finding the weight of an object we can use To find the capacity terms of smaller
weight or not. ​
 an improvised balance and a set of objects of a container, do containers ​

B. One way of which have the same size and the same the following: ​
​ D. To find the
comparing the weight. The weight of an object is expressed put objects like capacity of a
weights of two container, do the
in terms of the weight of the set of ​
​objects sand, water, or salt
objects is by placing following: ​
​
used. ​
 in a smaller
the objects, one on put objects like
each hand. Another container, and then sand, water, or
3.Two objects have the same weights if their level it t its brim.
way is by using an salt in a smaller
weights are equal to the ​
​weight of the same 
​ pour the
improvised balance. container, and
When an improvised objects used for measuring. ​
 contents of the then level it t its
balance is used, the smaller container brim. ​
​ pour
balance would tilt to carefully into the the contents of
the side with a larger container. the smaller
heavier object. But container
Make sure that
when the objects carefully into the
nothing ​
s​pills.
being compared have larger container.
the same weights the Make sure that
 repeat the
balance will not tilt nothing ​
s​pills.
process until the
to any side. But these E. repeat the
methods are larger ​
c​ontainer is process until the
appropriate for small full to its brim. ​
 larger ​
c​ontainer
light objects only. ​
 is full to its brim.
 Then count the 

number of times the F. Then count the

​process is number of times
repeated. ​
 the ​
​process is
repeated
I. Evaluating learning ​Buluhatong Papel 1   Buluhatong Papel 2   Buluhton sa papel  (teacher will make an   
Lingini ang letra sa  Tubaga ang mosunod nga pangutana:   Upat ka baso nga  activity sheets in suited 
ensaktong tubag.​
    gatas makapuno  to the lesson.) 
(​pls. refer to LM on page 393-394)  (pls. refer to LM on page 395-396)  sa sa usa ka 
kahón. Idugtong 
ang ​column​/lindog 
A ngadto sa 
column​/lindog B 
gamiton ang linya 

4
 sa tukma nga 
tubag.  

  
 
(pls. refer to LM on 
page 399) 
J. Additional activities for application   Home Activity      
or remediation   Draw an improvised balance showing that the 
weight of an apple is greater than the weight 
of 2 guavas. ​
 
Draw an improvised balance showing that the 
weight of a rectangular box is equal to the 
weight of 5 marbles. ​
 
    
 
 
(​pls. refer to LM on page 396)  (pls. refer to LM on 
page 400) 
V. REMARKS          
 
VI. REFLECTION          
 
A. No. of learners who earned 80% in          
the evaluation  
B. No. of learners who require          
additional activities for remediation
C. Did the remedial lessons work?          
No. of learners who have caught
up with the lesson
D. No. of learners who continue to          
require remediation
E. Which of the teaching strategies          
worked well? Why did these work?
F. What difficulties did I encounter          
which my principal or supervisor
can help me solve?
G. What innovations or localized          
materials did I use/discover which  
I wish to share with other  
teachers?  

Noted by: 
_____________________ 
SCHOOL HEAD