DEMONSTRATION TEACHING DLP

TOPIC: NON-STANDARD MEASEREMENT USING COMMON OBJECTS

I. OBJECTIVES At the end of the lesson, the students are expected to:
1. Use common objects (such as books, pencil, or crayons) to measure the
length of various items.
2. Compare measurements of different objects using Non-Standard Units.

Order three objects by their measured lengths

A. Content Standard Uses nonstandard units of measurement (M1NS-Ia-3): Learners can use
common objects to measure length, width, and height.
B. Performance Compare and order objects according to length CM1NS=1b- Learners can
Standard compare measurements using nonstandard units and order objects based
on length.
C. Learning Competencies Explain that different objects produce different measurements for the same item.

D. Specific Learning Students will be able to measure the length of objects using non-standard units like
Outcomes pencil, notebook, and crayons.

I. CONTENT

II. Learning Resources

A. References

1. Teacher’s Guides
Pages
2. Learner’s Material Laptop, power point presentation, visual aids, pictures, television
Pages
3. Textbook Pages
4. Additional Materials Laptop, power point presentation, visual aids, pictures, television
from Learning
Resource (LR)
Portal
B. Other Learning
Resources
IV.PROCEDURE Teacher’s Activity Student’s Activity
A. ELICIT: Reviewing
Previous Lessons or
Presenting the New Good morning my dear students!
Lesson

Before we start our discussion today, Good morning, ma’am.

let us first acknowledge the presence of
our almighty God.

Is there anyone who is absent today

class?
 Okay. That’s good to hear.

None, ma’am.

B. ENGAGE: Children, who wants to play a game? We teacher!

Establishing a
Purpose for the This morning we are going to have a
Lesson
game. We are going to play treasure
hunting. There are different pictures in
different sizes hidden under your chairs Yes. Ma’am.
and tables. I want you to find all the
treasures and paste it on the board. The
first one who can post the pictures will
receive a star from me. Understood?
Game start now.

Okay, Very Good children!

You have found all the hidden treasures.

But before we proceed to our topic

today, class who can recall what was our
topic last meeting? Anyone?
Our topic last meeting was Long,
Yes, Ms. Pretty Longer, Longest, Ma’am.

Yes, very good. Our topic last meeting

was about Long, Longer, Longest.

Let us have a short review, answer the

following.
(The teacher call names to answer the
activity.)

Directions: identify the ff. paste the

correct answer

LONG

LONGER

LONGEST

1.LONG

____1.
__LONGEST_____2.

_________LONGER_3.
_______2.

__________3.

Okay, everybody stand up. Let’s sing the

“The Finger Family”
Daddy finger, daddy finger,
where are you?
Daddy finger, daddy finger,
Here I am, here I am
where are you?
How do you do?
 Here I am, here I am Mommy finger, mommy
How do you do? finger, where are you?
Mommy finger, mommy Here I am, here I am
finger, where are you? How do you do?
Here I am, here I am Brother finger, brother finger,
How do you do? where are you?
Brother finger, brother finger, Here I am, here I am
where are you? How do you do?
Here I am, here I am Sister finger, sister finger,
How do you do? where are you?
Sister finger, sister finger, Here I am, here I am
where are you? How do you do?
Here I am, here I am Baby finger, baby finger,
How do you do? where are you?
Baby finger, baby finger, Here I am, here I am
where are you? How do you do?
Here I am, here I am
How do you do?
Yes, Ma’am.
Did you enjoy the song?

Now, class look at your hand, look at the

fingers.
The middle finger is long while the point
What’s the difference between middle
finger is short, Ma’am.
finger and point finger?
Describe it, compare the two.

Yes, the middle finger is long while the

point finger is short.
Very Good!
Now look at your ring finger compare
the height to the point finger.
What do you see? The ring finger is shorter than the point
finger, Ma’am.

Correct, the ring finger is shorter than

the point finger.

Look at all your fingers.

What can you say about the thumb
compare to all the fingers?
The thumb is the shortest, Ma’am.
Very good the thumb is the shortest.
 Study the
picture
below and
read the
following
question. 1. What is the nurse doing?

2. What does she use to measure the

height of a girl?

C. Presenting Class, upon doing the activity a while Ma’am our topic today is all about
examples/instanc ago, what did you observe? What do you measurement.
es of the lesson think our topic today?

Our new lesson is about the length of an

object from short to shorter to shortest
using non-standard measurement.

D. Discussing new Example A: Look at the pencil in my

concepts and hand.
practicing new What do these pencils is common?
skills # 1 They are all short teacher.

C B A
  When pencil A is beside Pencil Pencil A is Shorter teacher.
B.
What do you see?

B A
 But when you place them all
together. Pencil A is the shortest.
What do you notice to pencil
A?

C B A

Discussing new Example B: Look at here. What do you The flower is short.
concepts and see in my hand again?
practicing new
skills # 2

A B C

 How do we describe the length

of the flower?
 Comparing flower A to flower B.
Flower B is shorter
Which is shorter?

A B
 Now let’s add flower C
Which is the shortest? Flower C is the Shortest among all.
 A B C

Discussing new Class look at here.

concepts and We have Hansel , Ashley , and Airich
practicing new
skills # 3 Ashley

Ai ri
ch
Hansel

What do you notice on their hairs?

They all have short hair.

 Who can compare the hair of

Hansel and Ashley?
The hair of Ashley is shorter than Hansel.
 How about comparing the hair of
Airich to Ashley and Hansel?
Airich’s hair is the shortest

E. ELABORATE: Did you understand our topic Yes teacher.

Developing Mastery today class?
If you really understand our
topic today, let’s answer this
short activity.

Illustration 1: Draw the missing object

 __________
  _________

 ___________

 Direction: Encircle the correct (Expected Answer of Pupils)

answer?. Direction: Encirle the correct answer?.

1. Which is Short? 1. Which is Short?

a. b. c. a. b.

c.
2. Which is shorter?
2. Which is shorter?

a. b.
a. b. c.

c.
3. Which is shortest?
3. Which is shortest?

a. b. c.
a. b. c.

F. Finding Practical To deepen your understanding

Applications of about our topic, let's have a group
 Concepts and Skills activity. I will group you into two.
in Daily Living
Group 1: Jump and Measure
Direction: In this nonstandard
measurement activity, you will estimate
and measure how far you can jump.
You will be going to stand at a starting
point (use tape to mark), and jump as
far as they can. Your partner will mark
where they land. They will then make
their estimate and measure the length
with nonstandard units.

Group 2: Measure a Buddy

Direction: In this activity, you
will work with a partner to measure one
another’s height using notebook only.

G. Making Based on the topic we discussed earlier, It helps us identify the measure of an
Generalizations and what do you think is the importance of object even without using a measurement
Abstractions about comparing things in our daily lives? tool, Ma’am.
the Lesson
H. EVALUATE: Seems like you really understand our W
Evaluating Learning topic today. I have prepared here a
short quiz.
Direction: Find the length of each item
below by counting the number of units
used to measure.
I. Additional Activities for Assignment:
Application or
Remediation Directions: Draw 3 objects that describes
Short, Shorter and Shortest.