MATATAG K TO 10 CURRICULUM

School: DepEdClub.com Grade Level: 1

MATATAG Name of Teacher Learning Area: Mathematics
K to 10 Curriculum Teaching Dates and Time: Quarter: Second
Weekly Lesson Log SEPT. 30 – OCT. 4, 2024 (WEEK 1)
DAY 1 DAY 2 DAY 3 DAY 4
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content: Measurement and Geometry
B. Content The learners should have knowledge and understanding of measurement of length and distance using non-standard
Standards units.
C. By the end of the quarter, the learners are able to use non-standard units to compare and measure length and distance.
Performan
ce
Standards
D. Learning The learners
Competencies  measure the length of an object and the distance between two objects using non-standard units;
 compare lengths and distances using non-standard units; and
 solve problems involving lengths and distances using non-standard units.
E. Learning At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson,
Objectives learners should be able to learners should be able to learners should be able to the learners should be
compare lengths and compare lengths and compare lengths of two able to compare lengths
distances between two distances of three or more objects indirectly using and distances of three or
objects directly using objects directly using comparative words such as more objects indirectly
comparative words such as comparative words such as shorter, longer, and same using comparative words
longer, shorter, same length, longer, longest, shorter, length. such as longest, shortest,
taller, nearer, farther, wider, shortest, taller, tallest, and widest.
narrower, thicker, and nearer, nearest, farther,
thinner. farthest, wider, widest,
narrow, and narrowest,
thick, thickest.
II. TEACHING AND LEARNING PROCEDURES
Before the Lesson/Pre-lesson Proper
Activating Show a set of short objects and Have the learners recall the Show the following Recall the meaning of
Prior another set of long objects. definition of length. illustrations one at a time. direct comparison and
Knowledge Ask the learners to get their indirect comparison. Ask
Example: Length is the measure or size show-me boards. For each the following:
Set of short objects (Set A): of an object from one end to the item, have them write the
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 MATATAG K TO 10 CURRICULUM
key, nail, paper clip, pushpin other or the distance from end to letter of their answer on the When do we use direct
end. show-me board and hold it comparison of lengths and
up for checking. distances of objects? We
use
direct comparison of lengths

Have the learners bring out Examples: and distances if we can

five objects of various 1) Longer physically align the objects.
Set A
lengths from their school A
bags and place them on B Give three examples
their desk/armchair. 2) Longest where direct comparison is
Tell them that you will show used. We can use direct
an object. They have to comparison in comparing the
Set of long objects (Set B): choose from the five objects length of pencils, the height of
ruler, pencil, scissors, ballpen on their desk that satisfy people, and the thickness of
the condition you will say – 3) Tallest books.
Set B longer, shorter, or same
length. When do we use indirect
comparison of lengths and
Example: distances? We use indirect
1) Longer than a A B C D comparison of lengths and
popsicle stick distances if we cannot
Ask the learners to compare 2) Shorter than the Emphasize when “longer” physically align the objects.
Set A and Set B. Set A contains length of a and “longest” are used.
short objects while Set B contains book/notebook Give three examples
long objects. 3) Same length as a chalk In addition, emphasize that where indirect comparison
they can compare the is used. We can use indirect
When we say short and long, Call on some learners to lengths of the objects comparison in comparing the
which attribute of the object compare directly the length directly. length of a table and its height,
are we referring to? We are of their object against the height of a cabinet and length
referring to the length of the object you have shown. Expected answers: of a desk, and width of the
object. Take this opportunity to 1. B door and width of a window.
have them recall how to 2. A
Confirm that the attribute we correctly compare the 3. D
are referring to is length. Ask lengths of objects directly.
learners’ ideas about length.
Then, define what length is.
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 MATATAG K TO 10 CURRICULUM
Post or write this on the
board.
Lesson To compare the lengths and To compare the lengths of To compare the lengths of To compare the lengths
Purpose distances of two objects three or more objects two objects indirectly using and distances of three or
/ directly using comparative directly using comparative comparative words more
Intentio words words objects indirectly using
n comparative words
Lesson length, width, short, shorter, length, longer, longest, length, width, height, length, width, distance
Languag long, longer, same length, shorter, shortest, taller, shorter, longer, distance around, longer, longest,
e taller, tallest, nearer, around, indirect comparison shorter,
Practice nearer, farther, wider, nearest, farther, farthest, shortest, wider, indirect
narrower, thicker, thinner, same length, direct comparison
direct comparison comparison
During the Lesson/Lesson Proper
Reading the
Key
Idea/Stem

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 MATATAG K TO 10 CURRICULUM
Developing Present Situation 1. Call on two learners with Present a situation where Present Situation 1.
Understandin different heights to come to direct comparison cannot Look around you. Which of
g of Key Situation 1: Ballpen and the front and stand beside be used. the three measurements is
Idea/ Stem Scissors Consider the ballpen each other. Then, ask the the longest?
and scissors in Set B. Ask a other learners to tell who is Example: A. width of the door
learner to come to the front taller and explain their Jared wants to compare the B. width of a window
and hold the ballpen and choice. length of the table and the C. height of a cabinet
scissors, which should not be height of the blackboard.
aligned at one end as shown. Can he do it directly? Why? First, have the learners
Remind the learners to be No, because he cannot make a guess and explain
careful when holding sharp physically align the length of the their choice.
objects. table and the height of the
blackboard. Say that since we cannot
physically align the
Say that sometimes we measurements of the
cannot compare the lengths three objects, we need to
of objects directly because use a different object to
we cannot physically align compare the three
them. lengths, say a piece of
string.
How can we compare their
lengths if we cannot do Have the learners take
Conduct a survey among the Have the learners describe that? each measurement. For
learners to know which object the comparison of the each measurement, call
they think is longer. Make a children’s heights in two Elicit learners’ ideas on how three learners to do it.
tally of their answers. ways. they can do it. If no one has Provide them with a piece
Ballpen an idea, mention that we of string and scissors.
Scissors can use a measuring object
Same length like a piece of string as
basis for comparison.
Demonstrate how to do it.

Ask the learners how they can Steps: Once they have taken all
verify which object is longer. Expected answer: measurements using the
We can place the objects side by 1) Using a piece of string, string, ask them how they
Luna is taller than Alex.
side, align one of their ends, and get the length of the can determine which is the
then compare the other ends to Alex is shorter than Luna. table. longest among the width
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 MATATAG K TO 10 CURRICULUM
see which one is longer. Call another learner to join of the door, width of a
and stand beside the two window, and height of a
If the learners have difficulty learners at the front. Then, cabinet based on the three
giving their ideas, help them ask the other learners to tell cut strings. To identify the
by asking guide questions. who is the tallest and longest, we must directly
Have the learner called in explain their choice. compare the three strings by
front to place the ballpen aligning one end of each
and the scissors side by side string. After determining the
and align one of their ends. longest string, identify what
Shown below is one way of that string represents in terms
comparing their lengths. of the measurements.
Alternately, alignment may
also be done using the other Post the three strings on
ends of the objects. the board, ensuring that
2) Compare the length of they are straightened and
this string with the aligned at one end.
height of the
blackboard. Example:
Width of Width of Height of
Expected answer: Luna is the the door a window a cabinet
tallest.

Say that we use taller or

Post this on the board. shorter when we compare
the heights of two learners.
The is longer than the . We use tallest or shortest
The is shorter than the .
when we compare the Ask the following questions:
heights of three or more 1) Which one is the
learners. longest? It is the height
Which one is longer? The of the cabinet.
Challenge the learners to Since the length of the string
scissors is longer than the How do you know? The
ballpen. arrange their three (which is the same as the
longest string represents
Which one is shorter? The classmates from shortest to length of the table) is longer
the height of the cabinet.
tallest (or tallest to than the height of the
ballpen is shorter than the
scissors. shortest). blackboard, we can say that,

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 MATATAG K TO 10 CURRICULUM
Fill in the blanks. Shortest to Tallest “The length of the table is longer 2) Which one is the
than the height of the shortest? The shortest is
The scissors is longer than the ballpen. blackboard.“ the width of the window.
The ballpen is shorter than the scissors. How do you know? The
Can we use the word shortest string represents
Let the learners read the two “shorter” in comparing the the width of the window.
sentences. Be sure they lengths? Yes, we can.
understand the relationship “The height of the blackboard is 3) Which is wider, the
between the lengths of the shorter than the length of the door or the window?
ballpen and scissors - that the table.” The door is wider than the
first sentence indicates the window. How do you
scissors is longer (or the Alexa Alex Luna Say that the process of know? The length of the
ballpen is shorter), while the comparing objects that string representing the
second sentence indicates cannot be physically aligned width of the door is longer
the ballpen is shorter (or the Ask the following questions: is called indirect comparison. than the length of the
scissors is longer). 1) Who is taller, Alex or An intermediary tool or string representing the
Alexa? another object, such as a width of the window.
Say that this process of Alex is taller than Alexa. piece of string, is used for
physically aligning two 2) Who is shorter, Alexa comparing the lengths. Next, ask 2-3 learners to
objects to find out which one or Luna? measure the length of a
is longer is called direct Alexa is shorter than Luna. Present another situation. table using a piece of
comparison. 3) Who is the second tallest? Compare the width of a string. Place the cut string
Alex is the second tallest. table and the height of a with the three previously
Next, present the following 4) Who is the shortest? chair. measured strings on the
situations one at a time. Ask Alexa is the shortest. board.
the learners how they can You may illustrate it
compare the lengths of the Next, call four learners to yourself or engage the
come to the front: Learner Width Width of a Height Length
two objects. Let them guess learners in comparing the of the window of a of a
first which object they think is 1 (L1), Learner 2 (L2), lengths. door cabinet table
longer. Discuss their guesses Learner 3 (L3), and Learner
and the correct answers. 4 (L4). Let them stand from Steps:
the same starting line and
Emphasize that in comparing face an aisle. Please see 1. Using a piece of string,
the lengths of two objects sample diagram (adjust get the width of the
directly, they should be when necessary). If there is table.
physically aligned, not enough space inside
i.e. one of their ends must be the room, you can do the
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 MATATAG K TO 10 CURRICULUM
aligned to ensure a correct activity in the corridor.
comparison.

Situation 2: Belt and Charger Back Ask the following questions:

1) Which one is the
longest? How do you
know? It is the length of
the table. The longest
L1 L2 L3 L4 string represents the
length of the table.
Front
2) Which one is the
shortest? How do you
know? It is the width of
Give each of the four 2) Compare the length of
the window. The shortest
learners a crumpled sheet of this string with the
string represents the width
paper, ensuring that the height of the chair.
of the window.
papers were identical before
crumpling. Ask the other
Comparing directly learners to guess who can You may ask other
throw the paper the questions.
farthest. Then, have all four
learners throw their papers
at the same time.
Afterward, discuss the
results with the class.

Ask the following questions:

1) Whose paper is Since the length of the
The is longer than the . farthest from the string (which is the same as
starting line? the width of the table) is
The is shorter than the .
2) Whose paper is nearest shorter than the height of
the starting line? the chair, we can say that,
What did we do to know 3) Whose paper is farther “The width of the table is shorter
which object is longer? We from the starting line, than the height of the chair.”
straightened or stretched the two L1 or L3?*
objects. 4) Whose paper is nearer Can we use the word
Then, we aligned one end of each “longer” in comparing the
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 MATATAG K TO 10 CURRICULUM
object and then compared their the starting line, L2 or lengths? Yes, we can.
other ends to see which one is L4?*
longer. *L1, L2, L3 and L4 should be
replaced by the actual names of
the learners.

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 MATATAG K TO 10 CURRICULUM
Fill in the blanks. “The height of the chair is
longer than the width of the
The charger is longer than the belt. table.”

The belt is shorter than the charger.

Let the learners read the two

sentences. Be sure they
understand the meaning of
each sentence.

Situation 3: Height
Call on two learners to come
to the front. Ask the other
learners to tell who is taller
between the two. Have them
explain their answers.

Elf and Kyrie

is taller than .

is shorter than .

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 MATATAG K TO 10 CURRICULUM
Say that the attribute being
measured is height. We
measure the distance from
end to end (top to bottom or
bottom to top), which is also
length. To compare their
heights directly, we
physically align the two
learners.

We say that Elf is taller than

Kyrie. or Kyrie is shorter than
Elf. Emphasize that the
children’s feet must be on the
same level ground when
comparing their heights.

Fill in the blanks.

Elf is taller than Kyrie.

Kyrie is shorter than Elf.

Pose the following situation.

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 MATATAG K TO 10 CURRICULUM

Kyrie says she is taller than

Elf. Ask the learners if they
agree with Kyrie and have
them justify their answers.
Kyrie is actually shorter than Elf
because her feet are not on the
same level ground – she is
standing on a bench.

Situation 4a: Thickness of

Books Show a book. Point to
each dimension of the book:
thickness, length, and width.
Describe each dimension.

length

thickne

width

Simple description of each

dimension:
Thickness – the measurement
from the front to the back of the
book.
Length – the measurement from
the top to the bottom of the book
when it is lying flat.
Width – the measurement from
one side to the other side of the
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 MATATAG K TO 10 CURRICULUM
book when it is lying flat.

Show another book. Label the

books as A and B. Let the
learners guess first which
book is thicker. Have them
compare directly the
thickness of the books.

A B
Comparing directly

A B

The two books have the same

thickness.

Say that the attribute being

measured is thickness. We
measure the distance from
end to end (top to bottom or
bottom to top), which is also
length. To compare their
thickness directly, we
physically align the two
books.

In case Book A is thicker than

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 MATATAG K TO 10 CURRICULUM
Book B, let the learners also
say that Book B is thinner
than Book A.

Situation 4b: Length of

Books Ask the learners
which book is longer. Let the
learners guess first which
book is longer. Have them
compare the lengths of the
books directly.

In case Book A is longer than

Book B, let the learners also
say that Book B is shorter
than Book A.

Situation 4c: Width of

Books Ask the learners
which book is
wider. Let the learners guess
first which book is wider. Let
them compare the widths of
the books directly.

In case Book A is wider than

Book B, let the learners also
say that Book B is narrower
than Book A.
Deepening As in the previous situations, Prepare the materials for Divide the class into four Divide the class into four
Understanding of let the learners guess first Task A and Task B. Please groups. Provide each group groups. Provide each
Key Idea/Stem which object is longer before see illustrations below. You a piece of string (about five group with a piece of
comparing the lengths of the may use other materials. meters long), scissors and a string and scissors. Tell
objects directly. piece of paper with the them that they will receive
Divide the class into four measurements they need a task card with
Discuss answers for each groups. Assign two groups to compare. Have them instructions on what to
situation. Write on the board to do Task A and the other label what the piece of cut measure.
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 MATATAG K TO 10 CURRICULUM
the relationship of the two groups to do Task B. string represents. Remind
lengths of the two objects. Distribute the appropriate them to be careful in using You may adjust the tasks
materials to each group. the scissors to cut the to better suit your
string. learners.
Give the groups enough
time to do the activity. The comparisons to be
Afterward, made as stated below are
just examples.

Situation 5: Length and width discuss the groups’ outputs Make the necessary Example:
of a paper with the class. In addition to adjustments according to
the questions provided in what is inside the Group 1: Length of a table
the activity, you may ask classroom.
other questions to deepen
their understanding. For Example:
example, if the question Compare the lengths of the
asks about the longest following:
object, you could also ask
about the shortest object or Group 1: width of the door
objects having the same and height of a cabinet
length.
Group 2: height of a table
Task A: and length of a desk
Define first length and width Preparation: Three strings of
of the paper.How can we different lengths; label them Group 3: width of a
directly compare the length as A,B, and C. Attach the window and height of the Group 2: Length of the
and the width of the paper? label to each string. blackboard blackboard

Comparing directly Group 4: distance around Group 3: Width of the

the teacher’s table and window near the door
distance around a cabinet

Have a class discussion back

afterward.

B Each group will take turns

A C
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 MATATAG K TO 10 CURRICULUM
demonstrating how they
compared the lengths
assigned to them. Provide door blackboard
Write the following on feedback after each group’s
Manila paper. presentation. front

Fill in the blanks. Write A, B or C.

1) is the longest.
2) is the shortest.
3) is shorter than .
4) is longer than .

In case the length of the paper

is longer than its width, let the
learners also say that the
width of the paper is shorter its
length.

window
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 MATATAG K TO 10 CURRICULUM

Situation 6: Pencil and Straw Comparing directly Group 4: Distance around

a column/pole

Comparing directly
B
A C
The straw and pencil have
the same length. However,
many learners might think
the pencil is longer than the Give them enough time to
straw based on what they do the tasks. Assist each
see. This is a good group in posting the string
opportunity to emphasize Expected answers: on the board correctly and
how to correctly perform 1) C is the longest. to label the string.
direct comparison. 2) B is the shortest.
3) B is shorter than C or A is Have a class discussion.
Situation 7: Distance shorter than C. Ask questions and have
Have two learners stand at the 4) A is longer than B or C is them explain their
same starting line. Have the longer than B. answers to each question.
other learners guess who can
jump farther from the starting Task 2: 1) Which length is
line. Preparation: Two popsicle the longest?
sticks of equal lengths and a Why?
Let the two learners jump at drinking straw and label 2) Which length is the
the same time. Have the them as A, B, and C. Attach second longest? Why?
other learners tell who the label to each object. 3) Which one is the
jumped farther. Ask them shortest? Why?
why they say so. 4) How will you arrange
the lengths from
shortest to longest?
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 MATATAG K TO 10 CURRICULUM
(or longest to
shortest)

Write the following on

Manila paper.
Fill in the blanks. Write A, B or C.
Comparing directly
1) is the longest.
2) is the shortest.
3) is shorter than .
4) is longer than .
5) and have the
same length.

Expected answers:
1) C is the longest.
2) A and B are the shortest.
3) A is shorter than C or
B is shorter than C.
4) C is longer than A or
Kyrie is farther from the C is longer than B.
starting line than Elf. Elf is 5) A and B have the same
nearer the starting line than length.
Kyrie.

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 MATATAG K TO 10 CURRICULUM

Say that the attribute being

measured is distance. Distance
is the amount of space
between two
objects/points or how far apart
space here is from the starting
line to the feet of the learners.
After the Lesson/Post-lesson Proper

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 MATATAG K TO 10 CURRICULUM
Making What is length? Length is the What attributes of objects did What do we call the process What do we call the
Generalization measure or the size of an object we compare? We compared the of comparing objects that process of comparing
s from one end to another or the length, height, and distance of cannot be physically objects that cannot be
distance from one point to the objects. aligned? It is called indirect physically aligned? It is
other. comparison. called indirect comparison.
What do we call the process
What attributes of objects of comparing objects that What do we use to compare How do we compare the
did we compare? We can be physically aligned? It lengths and distances lengths of objects
compared the length, height, is called direct comparison. indirectly? An intermediary tool indirectly? We use an
width, thickness, and distance of or another object, such as a intermediary or another
objects. How do we compare lengths piece of string, is used for tool/object, such as a piece of
of objects directly? We comparing the lengths. string, to compare lengths.
What do we call the process of physically align the objects to
comparing objects by find out which one is longer,
physically aligning them? It is longest, shorter, shortest, taller,
called direct comparison. tallest, nearer, nearest, farther,
or farthest.
How do we compare the
lengths of two objects
directly? We physically align the
two objects to find out which one
is longer or shorter, i.e. aligning
one of their ends and then
comparing the other ends,

If we say that object A is

longer than object B, how else
can we say this relationship?
If object A is longer than object B,
we can also say that object B is
shorter than object A.

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 MATATAG K TO 10 CURRICULUM
Evaluating Let the learners answer Let the learners answer Let the learners answer Let the learners answer
Learning Assessment 1. Assessment 2. Assessment 3. Assessment 4.

Expected answers: Expected answers: Expected answers: Expected answers:

I. 1. longer than 1. C 1. B 1. E
2. shorter than 2. A 2. A 2. A
II. 1. a. A 3. B 3. D
b. A 4. D 4. B
c. B 5. C 5. B, C, or D
2 a. A 6. A or E
b. B
Additional
Activities for
Application
or
Remediation
(if
applicable)
III. LEARNING RESOURCES
A. References
1. Teacher’s
Guide
2. Learner’s
Materials
3. Textbook
4.
Additiona
l
Materials
from
Learning
Resource
(LR)
Portal
B. Other
Learning
Resources
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 MATATAG K TO 10 CURRICULUM
IV. TEACHER REFLECTION

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