SAINT JOSEPH INSTITUTE OF TECHNOLOGY

School Libertad Central Elementary School Grade Level 1 - Brocolli

Saima P. Emam Learning Area Science
Teacher
Teaching Date February 13, 2025 Quarter 4th
& Time
DETAILED 3
Week No.
LESSON
PLAN Mode of Face-to-Face CO # M2ME-Iva-5
Instruction

Content Standards: The learner demonstrates understanding of time, standard measures of

length, mass and capacity and area using square-tile units.
Performance Standards: The learner is able to apply knowledge of time, standard measures of
length, weight, and capacity, and area using square-tile units in
mathematical problems and real-life situations.
Key Concepts / The learner will understand how to manage time management.
Understandings to be The learner will know how to read time.
Developed
Learning Tells and writes time in minutes including a.m. And p.m. Using analog
Competency/ies: (Taken and digital clocks. M2ME-Iva-5
from the Curriculum Guide)
Code/s:
I. OBJECTIVES
Knowledge The learner is able to identify the parts of a clock.

Skills The learner is able to tell and write the correct time; and

The learners know the importance of using A.M. and P.M. appropriately.
Attitude

The learner will know how to make wise use of time.

Values

II. The Sky

CONTENT/SUBJEC
T MATTER
III. RESOURCES Learning Resources: CG: M2ME-Iva-5
MELC’s
Materials: Models of a standard clock
preferably a large wall
clock, flash cards with
clocks and time in standard
form, and show-me-board
IV. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preparatory Activities

1. Greetings Good morning, everyone. Welcome to

Saima class. Are you ready to learn? If
Yes say Aha! Aha! Ready na! Ready na!
Aha! Aha! Ready na!
Ready na!
But let me ask you first, how are you
today, class?
We are fine, thank you.
How about you?
Are you feeling happy, calm, angry or
sad?
 I am fine too. Thank you for asking and I
am very excited to share my knowledge
with you.

2. Prayer Before that, let’s have our class today with

an opening prayer. Please bow our head
and let us pray.

(Teacher will show a video of prayer:

Angel of God)
(Student will pray)
Angel of God,
my guardian dear,
to whom God's love
commits me here,
ever this day,
be at my side
to light and guard,
to rule and guide.
3. Drill The student will sing and song to the
music in title “ What’s in the sky?”

(The students will sing and

dance)

4. Attendance Now, let’s have the attendance.

Checking
Who is absent for today, Zia?
Just tell to us how many presents and
absences for today and say the names of
those absentee. (The class secretary will
report to the class how
many presents and absents)
5. Classroom Please read our classroom rules.
Rules

(The student will read the

lesson objectives)
6. Motivation

7. Motivation Okay, class I will ask you a riddle. Are

you ready?
Yes!

Riddle:
It has face but no eyes. It has hands that
move on and on. What is it?
 Possible Answer:
Clock
Okay. Very good!
B. Activity/Strategies
Before we start our new lesson today, we
are going to play a game.

Do you want to play, class?

Okay, lets play a game!

I will show you some pictures and then

explain the picture.

- wake up
- eat breakfast
- go to school

How do you know it is time to wake-up?

to eat breakfast? to go school?
Possible Answers:
We know it is time wake-up
because we look at the
clock.

We know it is time eat

breakfast because we look
at the clock.

We know it is time to go to
(If pupils give non-standard measurement school because we look at
of time such as the crowing of the roosters the clock.
or the sunrise/sunset, direct them to the
idea that roosters may get sick and
become unable to crow; and
sunrises/sunsets may not occur at the
same time or when it’s cloudy. Thus, the
need for a standard measurement of time.)

C. Analysis
Based on the activity that we did, what do
you think is our lesson for today?

Yes, Vincent?

It’s all about clock, teacher!

That right! Our lesson for today is all .
about Tells and writes time in minutes
including a.m. And p.m. Using analog and
digital clocks

Let’s look at this picture. What do you

observe?
 It’s a clock teacher!

What are the difference of these 2 clocks? The first one has hands
while the other is just a
number.

Between those 2 which do you think is

easier?
Second One

Very good! This is a clock. The analog

clock and the digital clock. These clock
both tells us the time.

Let’s start with the Analog clock because

it is more complex than the digital clock.

Can you describe the clock. What are the

parts of a clock?
3 hands, numbers 1-12, 60
dots/lines for minute
The clock has hands, a shorthand, a long markers
hand, and a fast moving second hand,
numbers 1-12 around the clock, and 60
minute lines.

All of these parts of the clock help us tell

the time of the day.

How will you read the time?

 3, teacher!

Start by noticing the shorthand of the

clock. The shorthand tells the hour. It
points from 1-12. We read the shorthand
from 1-12. It moves clockwise.

In the example above, what hour is 1 teacher!

pointed by the short hand?

If the shorthand points in between two

numbers, we read the last number going
clockwise.

In this example, do we read it as 1 or 2? We read it as 1, because it

Why? already passed 1 but did not
reach 2, yet.

We read the shorthand pointing at 1 and

not at 2 because it went past 1 and not yet
at 2.

Give other examples. Tell the hour.

12

11

3
After reading the shorthand, we then read
the long hand. The long hand tells the
minute. It also points from 1-12 but the
counting is different from the shorthand.
With the shorthand, we only count from 1-
12. With the long hand, we count from 00-
59.

00 minute
Notice the minute markings around the
clock. There are 60-minute markings. We
start counting from 00 up to 59. That
means in one full turn of the long hand, it
is equivalent to 60 minutes.
Pupils practice skip
Let’s practice counting the minute counting by 5s.
markings by 5s.

In the example, what minutes is shown by

the long hand?

Notice that we can count quickly the

minutes by skip counting by 5 with each
hour marking from 1-12. 05 minutes

I have here other examples. I want you to

tell the minutes.

15 minutes

30 minutes

35 minutes
 45 minutes

55 minutes

Now that we know how to read the short

hand and the long hand, we can now tell
the time. We just need to read the
shorthand first and then the long hand. 4:00 or 4 o’clock

Tell what time it is.

Pupils may give varied

explanations.

How do you know you are correct?

We read it as 4 o’clock, we write it as

4:00. 3:30

Very good! How about this one tell the

correct time.

4:45

9:55
 7 o’clock A.M. because
breakfast is eaten in the
morning.

For times that include

Lastly, if the time is in A.M. or in P.M. midnight, dawn, and
We say 7 o’clock A.M. if we mean 7 morning.
o’clock in the morning. We say 7 o’clock
P.M. if we mean 7 o’clock in the evening. For times that include noon,
afternoon, and evening.
What time do you eat your breakfast? Is it
at 7 o’clock A.M. or 7 o’clock P.M.?
Why? We read the short hand
first, followed by the long
hand.
When are the other times we can use
A.M.? P.M.?

We count by 5s because
each hour has 5-minute
marks.

How do we read the time from a clock?

To identify if the time is in

the morning or in the
Which do you think is the most convenient evening.
way to read the minutes of the time?
Why?

Why do we have to put A.M. or P.M.

when telling the time?

Okay very good every one!

C.
D. Abstraction
Now lets have some exercise.

1. I wake up at ______.

6:30
2. I eat my breakfast at __

6:45 AM
3. My morning classes start at______.

8:00 AM
4. I eat my snacks at ______.

10:00 AM
5. I eat my lunch at ______.

12:00 PM

6. My afternoon classes start at ______.

1:00 PM

7. I go home from school at ______.

4:50 PM

8. I eat my dinner at ______.

6:45 PM
 9. I do my homework at ______.

7:15 PM

10. I go to sleep at ______.

8:00 PM

E. Application
I will group you into 3 groups.

GROUP 1:

GROUP 2:
 GROUP 3

V. Assessment ( 3 minutes).
For the Teacher to: a) Assess whether learning objectives have been met for a specified duration, b) Remediate and/or enrich with
appropriate strategies as needed, and c) Evaluate whether learning intentions and success criteria have been met. (Reminder:
Formative Assessment may be given before, during, or after the lesson). Choose any from the Assessment Methods below:
I. Evaluating Learning:
Assessment Method Possible Activities
a) Observation Match the clock faces in column A to the correct time in column B.
(Formal and informal observations of
learners’ performance or behaviors are
recorded, based on assessment criteria)
b) Talking to Learners /
Conferencing (Teachers talk to and
question learners about their learning to
Column A Column B
gain insights on their understanding and to
progress and clarify their thinking)
c) Analysis of Learners’
Products (Teachers judge the quality of
products produced by learners according
to agreed criteria)
d) Tests
(Teachers set tests or quizzes to
determine learners’
ability to demonstrate mastery of a
skill or knowledge of content)
 1. a. 7:03

2. b. 6:45

3. c. 4:50

4. d. 7:15
e. 6:30

 Reinforcing /
strengthening the day’s
lesson
 Enriching / inspiring the
day’s lesson
 Enhancing / improving the
d a y ’ s lesson
 Preparing for the new
lesson
VI. Concluding Activity ( 3 minutes).
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, parable or a letter that inspires
the learners to do something to practice their new learning.

For your Assignment

 None so far!

Hooray!

Goodbye teacher, goodbye

classmates. See you next
meeting.

Is there any question or clarification?

If none that would be all for today.

Say Hooray!

Goodbye class! See you next meeting.

1. Remarks 1-
2-
3-
4-
5-

2. Reflections
No. of learners who earned 80%
in the evaluation.
No. of learners who require
additional activities for
remediation.
No. of learners who require
additional activities for
remediation.
Did the remedial lessons work?
No. of learners who have
caught up with the lesson.
No. of learners who continue to
require remediation.
Which of my learning strategies
worked well? Why did
these work?
What difficulties did I encounter
which my principal or
supervisor can help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Prepared by:
Name: RUTCHEL DUINA SARVIDA School: Saint Joseph Institute of Technology
Position: Pre-Service Teacher
Checked by:
Name: JUDITH C. LIBATO, LPT School: Libertad Central Elementary School
Position: Teacher (Cooperating Teacher)