DAILY School: Morning Breeze Elementary School Grade Level: I

LESSON Teacher: Aila Nicole G. Vergara Learning Area: Mathematics

PLAN Teaching Date: November 11, 2024 Quarter: Second Quarter
Time: Week/Day: Week 7 – Day 1

MYLENE M. CHIONG JOSEFINA A. PELAYO, Ed. D

Master Teacher I Principal IV

Mathematics
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards The learners should have knowledge and
understanding of
 comparison of lengths and distances directly
and indirectly using comparative words;
 measurement of length and distance using
non-standard units; and
comparison of lengths and distances using non-
standard units.
B. Performance Standards By the end of the quarter, the learners are able to
 compare lengths and distances directly and
indirectly using comparative words; and
use non-standard units to measure and compare
lengths and distances.
C. Learning Competencies The learners
 compare lengths and distances directly and
indirectly using comparative words;
 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.
D. Objective At the end of the lesson, the learners should be able
to compare lengths and distances between two
objects directly using comparative words: longer,
shorter, same length.
II. CONTENT FOCUS Measurement and Geometry
III. LEARNING RESOURCES
A. References MATATAG Mathematics 1
Curriculum Guide p.22
B. Other Learning Resources Picture,chart,real objects
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Knowledge Show a set of short objects (Set A) and another
set of long objects (Set B).

For example:
Set of short objects: pencil eraser, paper clip, pencil
sharpener, pushpin

Set A

Set of long objects: ruler, pencil, scissors, ballpen

 Set B

Compare Set A and Set B. (Set A is a set of short

objects while Set B is a set of long objects.)

When we say short and long, what attribute of the

object are we referring to? (We are referring to
the length of the object.)

What is length? (Length is the measure or size of an

object from one end to another or the distance from
end to end.)

Lesson Purpose/Intention To compare the lengths and distances directly of two

objects using comparative words
Lesson Language Practice length, width, short, shorter, long, longer, same
length

Reading the Key Idea/Stem

Developing Understanding of Key Idea/Stem Present Situation 1. Consider the ballpen and
scissors in Set B. Ask a learner to come to the front
and hold the ballpen and scissors, which should not
be aligned at one end as shown. Tell learners to be
careful when holding sharp objects.

Conduct a survey among learners on which they

think is longer and make a tally of their answers.
Ballpen Scissors Same length

which one is longer. (We can put them physically

side by side and align one of their ends.)

If learners have difficulty giving ideas, guide them.

The is longer than the . The is shorter than the

Which one is longer? (The scissors is longer than

the ballpen.) Fill in the blanks.

Which one is shorter? (The ballpen is shorter than

the scissors.) Fill in the blanks.
 Situation 2: umbrella and stick

Comparing directly

Have them complete the sentences.

The is longer than the . The is shorter than the

Ask a “what if” situation. What if

the handle of the umbrella is
straightened? Will the sentences
still be true? Let the learners
explain their answers.

Situation 3: belt and charger

The is longer than the . The is shorter than the

What did we do to know which one is longer? (We

straightened the two objects or made them taut.
 Then, we aligned one of their ends and compared
their other ends.)

Deepening Understanding of Key Idea/Stem

As in previous situations, let the learners guess
first which one is longer before comparing the
lengths of the objects directly. Discuss answers for
each situation. Write on the board the relationship
of the lengths of the two objects.

Situation 4: Length and width of a paper

Define first length and width.

How can we directly
compare the length
and the width of the
paper?

Situation 5: pencil and straw

Comparing directly
After/Post-Lesson Proper
Making Generalizations and Abstractions What is length? (Length is the measure or the size
of an object from one end to another or the
distance from one point to the other.)

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.)
Evaluating Learning
Encircle the correct answer.

1. The length of the papaya is

(shorter, longer, the same)
compared to the length of the
banana.

2. The length of the broom is (shorter, longer, the same)

compared to the length of the umbrella.

3. Which vegetable has almost the same length as the

ribbon?

4. Which object is longer?

 belt ribbon

5.Which object is shorter?

Additional Activities for Application or

Remediation (if applicable)
Remarks
Reflection
Assignment

School: Morning Breeze Elementary School Grade Level: I

 DAILY Teacher: Aila Nicole G. Vergara Learning Area: Mathematics
LESSON Teaching Date: November 12, 2024 Quarter: Second Quarter
PLAN Time: Week/Day: Week 7 – Day 2

MYLENE M. CHIONG JOSEFINA A. PELAYO, Ed. D

Master Teacher I Principal IV

Mathematics
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards The learners should have knowledge and understanding of
 comparison of lengths and distances directly and indirectly
using comparative words;
 measurement of length and distance using non-standard units;
and
comparison of lengths and distances using non-standard units.
B. Performance Standards By the end of the quarter, the learners are able to
 compare lengths and distances directly and indirectly using
comparative words; and
use non-standard units to measure and compare lengths and distances.
C. Learning Competencies The learners
 compare lengths and distances directly and indirectly using
comparative words;
 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.
D. Objective At the end of the lesson, the learners should be able to compare lengths
and distances directly using comparative words: taller, shorter, longer,
nearer, farther, wider, narrower.
II. CONTENT FOCUS Measurement and Geometry
III. LEARNING RESOURCES
A. References MATATAG Mathematics 1
Curriculum Guide p.22
B. Other Learning Resources Picture,chart,real objects
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Knowledge Have the learners recall the definition of length.

Have learners bring out five objects of various lengths from their school
bags and place them on their desk/armchair.
For example:
1) Longer than a popsicle stick
2) Shorter than the length of a book/notebook
3) Same length as a chalk

Lesson Purpose/Intention To compare the lengths and distances directly of two objects using
comparative words
Lesson Language Practice length, shorter, longer, taller, nearer, farther,
thicker, thinner,
wider, narrower, same, height, thickness, width,
distance
During Lesson Proper
Reading the Key Idea/Stem
Developing Understanding of Key Idea/Stem Call on two learners to come to the front. Ask who is taller between the
two. Have them explain why.
 Elf and Kyrie

Fill in the blanks.

is taller than .

is shorter than

Situation 2a: Thickness of books

length

thickness

width

A B
STATION 1: Books

Compare the two books. Encircle the letter of your answer.

Which book is longer? A B
Which book is wider? A B
Which book is thicker? A B

Station 2: Cups

STATION 2: Cups

Look at the two cups. Which statement is true? Encircle the

letter of your answer.

A. Cup A is taller than Cup B.

B. Cup A is shorter than Cup B.
Cups A and B have the same height.
 Station 3: Strings
Preparation: Provide two strings and place them as
shown

STATION 3: Strings

Look at the two strings. Which statement is true? Encircle

the letter of your answer.

A. String A is longer than String B.

B. String A is shorter than String B.
Strings A and B have the same length.

Deepening Understanding of Key Idea/Stem

After/Post-Lesson Proper
Making Generalizations and Abstractions What attributes of objects did we compare? (We compared the length,
width, height, thickness, and distance of objects.)
How do we compare the lengths of objects directly? (We physically
align the two objects to find out which one is longer, shorter, taller,
wider, thicker, nearer or farther. )
What should we remember when we compare the lengths of objects
directly? (We must align one of the ends of the objects and then look at
the other ends.)
Evaluating Learning Encircle the correct answer.

1. The length, width, and thickness of

Book A and Book B were measured.
Write A or B in the blanks.
a. Which book is shorter? ________
b. Which book is wider? ________
c. Which book is thicker? _________

2. The length, width, and height of

Box A and Box B were measured.
Write A or B in the blanks.
a. Which box is longer? ________
b. Which box is narrower? ________
c. Which box is taller? ________

3. Two glasses, a pitcher of juice, and

a spoon were arranged, as shown.
Write A or B in the blanks.
a. Which glass is nearer to the pitcher?
________
b. Which glass is farther from the spoon?
________
Additional Activities for Application or
Remediation (if applicable)
Remarks
Reflection
Assignment
DAILY School: Morning Breeze Elementary School Grade Level: I
LESSON Teacher: Aila Nicole G. Vergara Learning Area: Mathematics
PLAN Teaching Date: November 13, 2024 Quarter: Second Quarter
Time: Week/Day: Week 7 – Day 3
 MYLENE M. CHIONG JOSEFINA A. PELAYO, Ed. D
Master Teacher I Principal IV

Mathematics
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards The learners should have knowledge and understanding of
 comparison of lengths and distances directly and indirectly
using comparative words;
 measurement of length and distance using non-standard units;
and
comparison of lengths and distances using non-standard units.
B. Performance Standards By the end of the quarter, the learners are able to
 compare lengths and distances directly and indirectly using
comparative words; and
use non-standard units to measure and compare lengths and distances.
C. Learning Competencies The learners
 compare lengths and distances directly and indirectly using
comparative words;
 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.
D. Objective At the end of the lesson, the learners should be able to compare
lengths and distances among three or more objects directly using
comparative words: longest, shortest, tallest, nearest,
farthest, widest, narrowest.
II. CONTENT FOCUS Measurement and Geometry
III. LEARNING RESOURCES
A. References MATATAG Mathematics 1
Curriculum Guide p.22
B. Other Learning Resources Picture,chart,real objects
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Knowledge Show three pairs of objects one at a time. Let the learners choose
which of the objects is:
1) Longer
2) Shorter
3) Taller

Let them justify their answers.

Lesson Purpose/Intention To compare the lengths of three or more objects directly using
comparative words
Lesson Language Practice length, longest, shortest, tallest, nearest, farthest, widest, narrowest
During Lesson Proper
Reading the Key Idea/Stem
Developing Understanding of Key Idea/Stem Call on two learners who have different heights. Ask
who is taller.

Alex Luna
Call another learner to join the two learners.
 Alex Luna Alexa

Ask the following questions:

1) Who is taller, Alex or Alexa?
(Alex is taller than Alexa.)
2)Who is shorter, Alexa or Luna?
(Alexa is shorter than Luna.)
2) Who is the tallest? (Luna is the tallest.)
3) Who is the second tallest?
(Alex is the second tallest.)
4) Who is the shortest? (Alexa is the shortest.)

Deepening Understanding of Key Idea/Stem Prepare the following materials for the group
activity. Divide the class into small groups and
distribute the materials for Set 1 and Set 2.

Write the following on a Manila paper.

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

1) is the longest.
2) is the shortest.
3) _____ is the shorter.

Set 2:
Preparation: Two popsicle sticks of equal lengths
and a drinking straw and label them as A, B, and
C. Attach the label to each object.

A B C
Write the following on a Manila paper.

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 .
5) ______and have the same length.

After/Post-Lesson Proper
Making Generalizations and Abstractions What attributes of objects did we compare? (We compared the length,
width, height, thickness, and distance of objects.)

How do we compare lengths of objects directly? (We physically align two

objects to find out which one is longer, longest, shorter, shortest, taller,
tallest, nearer, nearest, farther, or farthest. )
Evaluating Learning

Additional Activities for Application or

Remediation (if applicable)
Remarks

Reflection
Assignment

DAILY School: Morning Breeze Elementary School Grade Level: I

LESSON Teacher: Aila Nicole G. Vergara Learning Area: Mathematics
 PLAN Teaching Date: November 14, 2024 Quarter: Second Quarter
Time: Week/Day: Week 7 – Day 4

MYLENE M. CHIONG JOSEFINA A. PELAYO, Ed. D

Master Teacher I Principal IV

Mathematics
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards The learners should have knowledge and understanding of
 comparison of lengths and distances directly and indirectly
using comparative words;
 measurement of length and distance using non-standard units;
and
comparison of lengths and distances using non-standard units.
B. Performance Standards By the end of the quarter, the learners are able to
 compare lengths and distances directly and indirectly using
comparative words; and
use non-standard units to measure and compare lengths and distances.
C. Learning Competencies The learners
 compare lengths and distances directly and indirectly using
comparative words;
 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.
D. Objective At the end of the lesson, the learners should be able to compare
lengths of two objects indirectly using comparative words: shorter,
longer, same length, taller, nearer, farther,
wider, narrower
II. CONTENT FOCUS Measurement and Geometry
III. LEARNING RESOURCES
A. References Cg p.22
B. Other Learning Resources Picture,chart,real objects
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Knowledge Show the following illustrations one at a time. Have the learners get their
show-me-boards. Let them answer each question by writing the letter of
their answer on the show-me-board.

1) Longer
A
B
2) Longest

3) Tallest

A B C D

Emphasize when “longer” and “longest” are used.

 In addition, emphasize that they can directly compare the lengths of the
objects.

Lesson Purpose/Intention To compare the lengths of two objects indirectly using comparative words
Lesson Language Practice length, shorter, longer, taller, nearer, farther, thicker, wider, distance
During Lesson Proper
Reading the Key Idea/Stem
Developing Understanding of Key Idea/Stem Present this situation.

Jared wants to compare the length of the table and the height of the
blackboard. Can he do it directly? Why? (No, because we cannot
physically align them.)

Illustrate how to use the string. Measure the length of the table using
string and cut it. Next, get the height of the blackboard using again a
string and cut it. Show the two cut strings to the learners and identify
which one shows the length of the table and the height of the
blackboard.

To compare directly, we must physically align the strings as shown

_________________Length of table
__________________Height of blackboard

Deepening Understanding of Key Idea/Stem Divide the class into four groups. Provide each group a piece of string
(about 10 meters long) and scissors. On a piece of paper, write what
they must measure. Remind them that they have to label which string
represents the length of the object.

For example,
Compare the lengths of the following:
Group 1: width of the door and height of a cabinet
Group 2: height of a table and length of a desk
Group 3: width of a window and height of the blackboard
(ledge) from the floor
Group 4: distance around the teacher’s table and distance around a
column of the school building

After/Post-Lesson Proper
Making Generalizations and Abstractions What do we call the process of comparing objects that cannot be
directly aligned? (It is called indirect comparison.)

What do we use to compare lengths and distances indirectly? (An

intermediary tool, such as a piece of string, can be used for
comparison. For example, we measure the length of the table
and the height of the blackboard by using a string. Then, we compare the
lengths of the two strings, that represent the length of the table and the
height of the blackboard, directly.)
Evaluating Learning
Additional Activities for Application or
Remediation (if applicable)
Remarks
Reflection
Assignment