Detailed Lesson Plan

in
Mathematics V

I. OBJECTIVES

A. Content Standard: The learner demonstrates understanding of time and

circumference.
B. Performance Standard: The learner is able to apply knowledge of time
and circumference in mathematical problems and real-life situations.
C. Learning Competencies/Learning Objectives:
1. Measures time using a 12-hour and a 24-hour clock. (M5ME-
IIIg-14)

II. CONTENT: Measurement Using 12-hour and 24-hour Clock

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages: K-12 Grade 5 Curriculum Guide pp.
62
2. Learner’s Material pages: NFE Accreditation and Equivalency
Learning Material. Time. 2001. pp. 5-14
3. Textbook pages: 21st Century MATHletes Textbook pages
4. Additional Materials/ Other Resources: clock, charts, yarn,
markers, pictures, dialogue, 12-hour and 24-hour clock system
chart, copies of class program

Values Integration: Accuracy and Timeliness

IV. PROCEDURE
Preparatory Activity
⮚ Good morning class! ⮚ Good morning, Teacher!
⮚ How are you today? ⮚ We are fine.
⮚ Who is absent for today? ⮚ None, Teacher.
⮚ Very Good.

A. Reviewing previous lesson

(Teaching Principle 8: Technology (Learning Principle 4: A deep
plays an important role in the teaching understanding of mathematics requires
and learning of mathematics. a variety of tools for learning)
Mathematics teachers must learn to use
and manage technological tools and
resources well.)

⮚ What was our previous lesson? ⮚ Our lesson last time was the
months in a year.

⮚ Very Good. Let me find out if you ⮚ Pupils volunteer.

are still familiar with that topic. I
have here a chart showing the
months of the year and a picture
of celebrations or observances
for every month. I’d like you to
connect the picture to its
corresponding month of the year.
⮚ Very good. I am very glad to
know that you still remember the
previous lesson.
B. Establishing a purpose for the
lesson
(Teaching Principle 3: Mathematics is
best learned when students are actively
engaged.)
(Learning Principle 3: Mathematics is
⮚ Children, look at this picture. best learned when students are actively
engaged.)

⮚ What can you see from the

picture?
⮚ Have you ever been to a bus
station?
➢ It shows a bus station.
⮚ Can you share your experience
when you were at the bus
➢ Answers may vary.
station?

➢ Answers may vary.

⮚ Let us take a look at the following
dialogue about someone else’s
experience at the bus station.

C. Presenting
examples/instances of the new
lesson.

(Teaching Principle 3: Mathematics is

best learned when students are actively
engaged.)
➢ .I will be needing two volunteers
to read the lines of Jessie and (Learning Principle 3: Mathematics is
Grandpa. Anyone? best learned when students are actively
engaged.)

⮚ Pupils volunteer.

➢ What were Jessie and his

Grandpa talking about?

➢ What did Jessie notice with the

clock at the bus station?
⮚ They were talking about the time
Grandpa’s friend is arriving.

D. Discussing New Concept and

Practicing New Skills Number ⮚ He thought that the clock was
broken.

(CONSTRUCTIVISM)
➢ What time was it in the clock at
the bus station?

➢ Do you agree with Jessie’s idea

that the clock is not working?

➢ Look at this clock system. ➢ It’s 17:00.

➢ Answers may vary.

➢ What can you observe with the

clock system?

➢ What is the equivalent of 12:00

am?
➢ How are the times after midday ➢ There are two different ways to
written? write times.

➢ What are your other observations ➢ 12:00 am is equivalent to 0:00.

with regards to the clock system?

➢ They are written such as 13:00,

➢ That is correct. For the clock 14:00, 15:00, and so on.
system at the top, we use H
instead of AM and PM. ➢ The times on top do not need AM
or PM while the ones at the
➢ How many hours are indicated on bottom need AM and PM.
the times at the top of the clock
system?

➢ If there are 24 hours or times

indicated, what type of clock
system is used? ➢ There are 24 hours/times.

➢ How about those at the bottom

part which starts with 12:00 and
ends with 12:00? ➢ It is called the 24-hour clock
system.
➢ Looking back at the clock
mentioned in the dialogue a while
ago, what is meant by 17:00? ➢ That is the 12-hour clock system.

➢ It means 5:00 pm.

➢ How about if the time is 5

minutes before 5:00 pm, how will
you write that in the 24-hour
clock system?
 ➢ That is 16:55.
➢ How did you get your answers?

➢ Great work! I guess you are now

ready for the next level of our
learning today. ➢ In transforming 12 hours time
format to 24hours time format,
add 12 to the hours and keep the
E. Developing Mastery (Leads to minute same.
Formative Assessment)
(COOPERATIVE LEARNING)

➢ Before we proceed, I’d like to

know about the reminders that
you have to consider during
group activities.

➢ For today’s group activity, I’d like

you to recreate our class
schedule. Use cartolina and art ➢ T-alk quietly.
materials to present your work ➢ E-veryone’s ideas are important.
creatively. In writing the time ➢ A-ctively participate.
schedule, make sure that you will ➢ M-anage your behavior.
use the 24-hour system. There
will be different roles for each ➢ Children do the task.
members which include:
a. leader
b. assistant leader
c. secretary
d. materials handler
e. artist
f. presenter
 ➢ Let’s check your works.

➢ Good job, everyone. You all did

very well.

F. Finding Practical Applications

for concepts and in daily living
skills.

(Teaching Principle 1: While the ability

to explain and solve a problem is
evidence in good understanding of
mathematical ideas, teaching
mathematics requires more than this.)

(Value Integration)
In our examples earlier, Jessie and
Grandpa talked about the time his friend
is arriving. Is this important?
(Learning Principle 1: Being

⮚ What makes you say so? Mathematically competent means more

than having the ability to compute and
perform algorithms and mathematical
 procedures.)
⮚ If you were Grandpa’s friend,
what would you do in that
situation? ⮚ Yes, Teacher!

⮚ That’s right. Very impressive! ⮚ Teacher, knowing the right time

for everything makes us make
use of it properly.
G. Making Generalization and
abstraction about the lesson. ⮚ I will make sure that I will come
on time to show my respect to
(CONSTRUCTIVISM) my friend.

⮚ Again, how do we change a time ⮚ Yes, teacher.

in the 12-hour format to the 24-
hour format?

⮚ That’s correct. You are all great (Learning Principle: Assessment in

learners. mathematics must be valued for the
sake of knowing what and how students
H. Evaluating Learning learn or fail to learn mathematics.)

(Teaching Principle 6: Assessment ➢ While converting 12 hours time

must be an integral part of the to 24 hours time, add 12 to the
mathematics instruction) hours and keep the minutes the
same and there is no need to
indicate whether it is AM or PM.
Direction: Change the following time
from the 24-hour system to the 12-hour
system.

1. 10:15
 2. 04:00

3. 12:32 (Learning Principle: Assessment in

mathematics must be valued for the
4. 16:45 sake of knowing what and how students
learn or fail to learn mathematics.)
5. 13:15

Direction: Change the following times

from 12-hour system to 24-hour system.

6. 3:45 a.m.

7. 12:00 midnight

8. 8. 11:20 a.m.

9. 4:23 a.m.

10. 8:00 p.m.

Additional Activities for Application

or Remediation.
(Teaching Principle 6: Assessment
must be an integral part of the
mathematics instruction)

Direction: Complete the given table by

filling it in with the correct 12-hour or 24-
hour time format..

12-hour 24-hour

3:00 am

14:00 (Learning Principle: Assessment in

12:00 am mathematics must be valued for the

sake of knowing what and how students
7:00
learn or fail to learn mathematics.)
8:00 pm
 V. Assignment
Create a timetable for your daily activities using the 24-hour format.

VI. Remarks

VII. Reflection

Prepared by:

Mariel G Delos Santos

Submitted to:
Ms. Sheryl C. Buenaventura