Lesson Guide

In
Elementary Mathematics
Grade 3

Chapter IV
Measurement
Time Measure

DEPARTMENT OF EDUCATION
BUREAU OF ELEMENTARY EDUCATION
in coordination with
ATENEO DE MANILA UNIVERSITY

2010

Reformatted for distribution via

DepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL

INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2011

Lesson Guides in Elementary Mathematics
Grade III

Copyright © 2003
All rights reserved. No part of these lesson guides shall be reproduced in any form without a written
permission from the Bureau of Elementary Education, Department of Education.

The Mathematics Writing Committee

GRADE 3

Region 3 Ateneo de Manila University

Agnes V. Canilao – Pampanga Pacita E. Hosaka

Josefina S. Abo – Tarlac City
Alma Flores – Bataan Support Staff

Region 4 - A Ferdinand S. Bergado

Ma. Cristina C. Capellan
Cesar Mojica – Regional Office Emilene Judith S. Sison
Marissa J. de Alday – Quezon Julius Peter M. Samulde
Henry P. Contemplacion – San Pablo City Roy L. Concepcion
Marcelino C. Bataller
Region 4 – B Myrna D. Latoza
Felicima Murcia – Palawan Eric S. de Guia - Illustrator

National Capital Region (NCR) Consultants

Laura N. Gonzaga – Quezon City Fr. Bienvenido F. Nebres, SJ – President,

Dionicia Paguirigan – Pasig/San Juan Ateneo de Manila University
Yolita Sangalang – Pasig/San Juan Ms. Carmela C. Oracion – Principal,
Ateneo de Manila University
Bureau of Elementary Education (BEE) High School
Ms. Pacita E. Hosaka – Ateneo de Manila
Elizabeth J. Escaño University
Galileo L. Go
Nerisa M. Beltran
Project Management

Yolanda S. Quijano – Director IV

Angelita M. Esdicul – Director III
Simeona T. Ebol – Chief, Curriculum Development Division
Irene C. Robles – OIC - Asst. Chief, Curriculum Development Division
Virginia T. Fernandez – Project Coordinator

EXECUTIVE COMMITTEE

Jesli A. Lapus – Secretary, Department of Education

Teodosio C. Sangil, Jr. – Undersecretary for Finance and Administration
Jesus G. Galvan – OIC - Undersecretary for Programs and Projects
Teresita G. Inciong – Assistant Secretary for Programs and Projects

Printed By:

ISBN – 971-92775-2-1
 TABLE OF CONTENTS

Introduction ..................................................................................................................................iv
Matrix ........................................................................................................................................v

IV. MEASUREMENTS

A. Time Measure

Converting Days to Years and Vice Versa...................................................................... 1

Understanding Seconds, Minutes, Hours ....................................................................... 5
Exact Time between Dates ............................................................................................. 10
Solving 1-Step Word Problems Involving Time Measure. .............................................. 13

iii
 I N T R O D U C T I O N

The Lesson Guides in Elementary Mathematics were developed by the

Department of Education through the Bureau of Elementary Education in

coordination with the Ateneo de Manila University. These resource materials

have been purposely prepared to help improve the mathematics instruction in

the elementary grades. These provide integration of values and life skills using

different teaching strategies for an interactive teaching/learning process.

Multiple intelligences techniques like games, puzzles, songs, etc. are also

integrated in each lesson; hence, learning Mathematics becomes fun and

enjoyable. Furthermore, Higher Order Thinking Skills (HOTS) activities are

incorporated in the lessons.

The skills are consistent with the Basic Education Curriculum

(BEC)/Philippine Elementary Learning Competencies (PELC). These should be

used by the teachers as a guide in their day-to-day teaching plans.

iv
 MATRIX IN ELEMENTARY MATHEMATICS
Grade III

MULTIPLE INTELLIGENCES
COMPETENCIES VALUES INTEGRATED STRATEGIES USED With HOTS
TECHNIQUES
IV. Measurement
A. Comprehension of Time Measure
1. Convert time measure from smaller to
larger units and vice-versa

1.1 days to years, years to days Cooperation Simplifying the problem "The Boat is Sinking" Graphs 
(Spatial)

1.2 seconds to minutes, minutes to Wise use of time Modeling Demonstrating Game (Interpersonal) 
hours, hours to day Simplifying the problem Movements (Bodily
Kinesthetic)
2. Find the exact time between dates Love of country Simplifying the problem Cooperative 
groups(Interpersonal)

3. Application of time measure

3.1 Solve 1 step word problems Spending time wisely Looking for patterns Cooperative 
involving time measure following Polya's steps in problem groups(Interpersonal)
the steps in problem solving solving

v
Converting Days to Years and Vice Versa

I. Learning Objectives

Cognitive: Convert time measure from larger to smaller units and vice versa (days to week,
days to years, weeks to years)
Psychomotor: Convert years to decade – decade to century
Affective: Cooperate in group activities

II. Learning Content

Skills: Converting days to years and vice versa.

Converting days to weeks, weeks to years, and vice versa
Reference: BEC PELC IV A-1.2
Materials: calendars, cartolina strips
Value: Cooperation

III. Learning Experiences

A. Preparatory Activities

1. Drill

a. What is the day after Monday?

b. What is the day before Tuesday?
c. What is the day between Wednesday and Friday?
d. What day is 2 days after Monday?
e. How many days are there from Sunday to Wednesday?
2. Review
a. first month of the year
b. last month of the year
c. month when classes begin
d. month when we celebrate Christmas
e. month when we celebrate Heart’s Day
f. month when we celebrate New Year’s Day
g. month when we celebrate Edsa Day

3. Motivation.

Group the pupils into two. Give each group ordinary year calendar and a leap year calendar.
Give them activity sheet that contains the following directions.

a. Cut the months of the year. Staple them.

b. Cut the days of the week. One set only. Staple them.
c. Cut the last date of each month. Add them.
d. Divide the total number of days in a year by 12.
e. Divide the total number of days in a year by 7.

B. Developmental Activities

1. Presentation

a. Ask the following questions.

1. Get a calendar. How many days are there in one month?

1
 2. How many days are there in one week?
7 days = 1 week
3. How many days are there in one year?
365 days = 1 year
366 days = 1 leap year
4. How many weeks are there in one month?
4 weeks
5. How many weeks are there in one year?
52 weeks

b. Show the cutout of years i.e. 2008 – 2009. The teacher may write them on cartolina
strips.

Ask: How many years are there?

10 years = 1 decade
100 years = 1 century

c. How many months are there in 2 years? 24 months How did you get 24 months?
12 x 2 = 24

There are 36 months. How many years will there be? 3 years? How did you get 3
years?
3 6  12 = 3
There are 21 days. How many weeks will there be? 3 weeks? How did you get 3 weeks?
21 7 = 3
How many days are there in 2 years? How did you get 730?
365 x 2 = 730

2. Guided Practice:

(To be played by the whole class)

a. “THE BOAT IS SINKING”

Give each pupil a card with the days – Sunday – Saturday.

The boat is sinking. Group yourself into.

1 week – (7 pupils) (7 days) 3 weeks = (21 pupils)/21 days
2 weeks – 14 days/14 pupils 4 weeks = (28 pupils)/28 days
Check after each grouping. They should arrange themselves accordingly.

Give each pupil name of months. What are you holding now?

The boat is sinking group yourself into:

1 year – 12 months (12 pupils)

2 years – 24 months (24 pupils)
3 years – 36 months (36 pupils)
4 years – 48 months (48 pupils)

Check according to the cards they are holding. Give each pupil a card with the words “One
Week”. What’s your name now?

1 month – 4 weeks (4 pupils)

2 months – 8 weeks (8 pupils)
3 months – 12 weeks (12 pupils)
4 months – 16 weeks (16 pupils)
2
 5 months – 20 weeks (20 pupils)
6 months – 24 weeks (24 pupils)

Check according to the cards they are holding.

Give name of years ex. 2007, 2008 . . . . .

What are you holding?
The boat is sinking group yourself into:

1 decade – 10 years
2 decades – 20 years
3 decades – 30 years
Check! Let the pupils repeat the conversions.

b. “FIND YOUR HEARTMATE”

Give each pupil a part of the heart. Then let them look for their partners.

4 weeks 30 days 1 month 12 1 year 365 1 year 52 weeks

months days

c. Write multiply or divide to change each of the following:

1. months to years
2. years to months
3. weeks to months
4. months to weeks
5. years to days
6. days to years
7. weeks to days
8. days to weeks
9. years to decade
10. years to century

3. Generalization

How do we convert a smaller unit of measure to a bigger unit of measure? How about a
bigger unit to a smaller one? How do we convert years to days? Days to year? W eeks to
year?

3
 To convert:
years to days multiply by 365
years to weeks multiply by 52
years to months multiply by 12
decade to years multiply by 10
weeks to days multiply by 7

days to weeks divide by 7

days to months divide by 30
days to years divide by 365
weeks to month divide by 4
weeks to years divide by 52
months to years divide by 12

C. Application

A. Answer the following:

1. Which is longer, 365 days or a year?

2. Which is shorter 150 days or 6 months?
3. Is 52 weeks the same as 2 years?
4. Which is longer 4 weeks or 40 days?
5. Two leap years is = _________ days.

B. Read, solve and analyze

1. The Marco family went on a vacation for 42 days. How many weeks were they on
holiday?
2. Henry joined the BSP National Jamboree in Mt. Makiling from December 26, 2009 to
January 3, 2010. How many days did he attended the BSP training?

IV. Evaluation

A. Look at the chart then answer the questions that follow.

S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S

Week Week Week Week Week

Supply the missing number

2 weeks = _______ days 3 weeks = ______ days
35 days = _______ weeks 28 days = ______ weeks
5 weeks = ______ days

Jan Feb Mar Apr May June July Aug Sep Oct Nov Dec Year
1998
1999
2000
2001
2002
2003
2004
2005
2006

4
 2007
2008

1 year = ______ months 1 decade = _____ years

2 years = ______ months 5 decades = _______ months
60 months = ________ year

B. Write the missing number. Use mental mathematics.

1) 2 weeks = ________ days

2) 24 months = _______ years
3) 3 years = ________ days
4) 2 months = _________ days
5) 90 days = _________ months
6) 21 days = _________ weeks
7) 30 years = _________ decades
8) 200 years = __________ centuries
9) 104 weeks = _________ years
10) 3 years = __________ weeks

C. Read and Solve

1. Aristotle’s baby brother has lived for 2 years. How many days has he lived?
2. Melba has been going to school for 48 months. How many years has Melba been going to
school?
3. How many years are there in 36 months?
4. If there are 312 weeks, how many years are there?
5. Carlos has been staying in Manila for 120 days. How many months has Carlos been staying
in Manila?

V. Assignment

Fill each ○ with >, < or =.

1) 120 days ○5 months
2) 365 days ○ 2 years
3) 5 year ○ 1 000 days
4) 4 months ○ 90 days
5) 100 years ○ 10 decades

Understanding Seconds, Minutes, Hours

I. Learning Objectives

Cognitive: Convert time measure from larger to smaller units and vice versa (seconds-
minute, minutes-hour, hours to day)
Psychomotor: Show how to convert minutes to second etc.
Affective: Use time wisely

5
II. Learning Content

Skills: 1. Converting seconds, minutes, hours

2. Converting time measure
Reference: BEC PELC IV A 1.1
Material: model clock with movable hands
Value: Wise use of time

III. Learning Experiences

A. Introduction

1. Drill

Tell the time

7:15 8:45 9:30 10:10 12:50

2. Review (Use model clock. Point/Demonstrate when asking question)

1. What does the long hand tell?

2. What does the short hand tell?
3. How many minutes are in between numbers like 12 and 1?
4. How many minutes are there in all from 1 to 12?
5. What does the third hand tell? Seconds. How many seconds are there in all when it
moves from 1 to 12?

3. Motivation.

Post the saying: “TIME IS GOLD”. What does this saying mean? How are you going to
use your time? Do you also have time schedule in your home? Do you follow it? Why?

B. Developmental Activities

1. Presentation

a. Show a real clock. Guide the pupils in observing the movements of the clockhands.

 Look at the minute hand and the second hand.

Ask: Which one moves faster?
Observe what happens to the minute hand as the second hand moves from 1 to 12?

(The minute hand moves to the next number or add 1 minute)

 Let the pupils observe again to verify their observation. Ask: How many seconds is
one round of the second hand? How many seconds is equivalent to one round of the
second hand? What is equal to 60 seconds?

So 1 minute = 60 seconds

6
  Manipulate the clock. Move the minute hand from 1 to 12. Repeat the process.

What happened to the hour hand?

It moves to the next higher number. It adds one hour.

What is equal to one complete round of the minute hand? 60 minutes

What is equal to 60 minutes?

60 minutes = 1 hour

Now get a model clock. Move the hour and minute hand from 1 to 12.

How many hours is equal to one round of the minute and hour hands?
12 hours

12 hours is equal to how many days?

one half day

One half day is from 1:00 AM to 12:00 noon or from 1:00 PM to 12:00 midnight.

If the minute and hour hands make two rounds, how many hours will it be?
24 hours

If 12 hours is equal to one-half day, then 24 hours is equal to one day.

60 seconds = 1 minute
60 minutes = 1 hour
3 600 seconds = 1 hour
24 hours = 1 day
1 440 minutes = 1 day

b. Present a problem.

1. It rained continuously for 3 days and nights. How many hours did it rain?

What is asked?
What is given?
What operation will you use?
What is the number sentence?

3 x 24 = n
24 – (24 hours = one day)
x3
72 hours

2. Cora slept for 180 minutes. How many hours did Cora sleep?

one hour

180 ÷ 60 = n

7
 3 hours
60 180
180
0
3. Mariel worked on her project in 7 200 seconds. How many hours did Mariel work on
her project?

3 600 seconds = 1 hour

7 200 ÷ 3 600 = n
2
3 600 7200 7 200 seconds = 2 hours
7200
0
How did we change:

120 seconds = 2 minutes = 120 ÷ 60 = 2

120 minutes = 2 hours = 120 ÷ 60 = 2
72 hours = 3 days = 72 ÷ 24 = 3

Which are the larger units of time? smaller? What should we do when we change a
smaller unit to a larger unit?
5 minutes = 300 seconds 5 x 60 = 300
5 hours = 300 minutes 5 x 60 = 300
5 days = 120 hours 5 x 24 = 120
How do we change larger unit to a smaller unit?

2. Guided Practice

a. Answer with Yes or No. Show your answer on your show-me-board.

1) 120 minutes = 2 hours

2) 6 hours = 60 minutes
3) 180 seconds = 3 minutes
4) 360 seconds = 6 minutes
5) 7 minutes = 400 seconds
6) 600 minutes = 10 hours
7) 3 days = 30 minutes
8) 10 days = 600 minutes
9) 4 minutes = 240 seconds
10) 6 days = 144 hours

b. Read and solve.

1. Francis drove for 2 hours in going to his grandparents’ house. How many
minutes did he drive?
2. Miguel stayed in the library for 240 minutes. How many hours did he stay in the
library?
3. Marlon spends one and one-half hour in playing? How many minutes does he
spend in playing?
4. Marian waited for her friend for 2 hours. How many minutes did Marian wait?
5. Therese watched TV for 180 minutes. How many hours did she watch TV?

8
 3. Generalization

How did we change smaller units to larger units?

When you change a larger unit to a smaller unit you multiply.
minute to second x 60
hour to minute x 60
hour to second x 3 600
day to hour x 24
day to minutes x 1 440

When you change a smaller unit to a larger unit you divide.

second to minute ÷ 60
minute to hour ÷ 60
second to hour ÷ 3 600
hour to day ÷ 24
minutes to day ÷ 1 440

How did we change smaller units to larger units? Larger to smaller units?

+ When you change a smaller unit to a larger unit, you divide.

+ When you change a larger unit to a smaller unit, you multiply.

C. Application

A. Change to the indicated unit.

1) 240 seconds = ______ minutes

2) 420 minutes = ______ hours
3) 240 hours = ______ days
4) 8 minutes = ______ seconds
5) 9 hours = ______ minutes
6) 9 days = ______ hours

B. Read, analyze and solve

1. The boy scouts had a drill for 45 minutes, tent pitching for 30 minutes, and marching for
45 minutes. How long did it take the boy to scouts to do all activities in hours?
2. Billy spent 2 hours and 30 minutes in playing computer games and 4 hours in doing his
assignments. How many minutes did he spend in the two activities that day?

IV. Evaluation

A. Read and solve.

1. Sharon Cuneta stayed in the mall for 600 minutes. How many hours did she stay there?
2. Sex Bomb Dancers danced for 30 minutes. How many seconds did they dance?
3. Aiza Seguerra sang “Pagdating ng Panahon” for 240 seconds. How many minutes did she
sing?
4. Mr. Santos with his players at Pulang Lupa Elementary School, practiced 12 hours a week.
How many minutes did they practice?
5. Pupils are supposed to stay in the school for 6 hours a day. How many minutes would it be?

9
 B. Answer.

1. Which is more, 65 seconds or 1 minute?

2. Which is more, 29 minutes or 1 hour?
3. Which is more, 25 hours or 1 day?
4. Which is more, 368 days or 1 leap year?
5. Which is more, 361 seconds or 1 hour?
6. Which is less, 1 minute or 61 seconds?
7. Which is less, 1 hour or 52 minutes?
8. Which is less, 2 hours or 125 minutes?
9. Which is less, 26 hours or 2 days?
10. Which is less, 75 minutes or 2 minutes?

V. Assignment

Complete the sentences.

1) 3 minutes = ________ seconds

2) 3 days = ________ hours
3) 2 hours = ________ minutes
4) 4 hours = ________ minutes
5) 480 minutes = ________ hours
6) 360 seconds = ________ minutes
7) 2 days = ________ hours
8) 3 600 seconds = ________ hour
9) 48 hours = ________ days
10) 5 minutes = ________ seconds

Exact Time Between Dates

I. Learning Objectives

Cognitive: Find the exact time between dates

Psychomotor: Give the estimated time between dates
Affective: Practice ways of love for country

II. Learning Content

Skill: Finding the exact time between dates

Reference: BEC PELC IV A-2
Materials: pictures of Pres. Cory Aquino, GMA, EDSA Revolution, chart with written
problems
Value: Love of country

III. Learning Experiences

A. Preparatory Activities

1. Drill (Working by Fours)

Show the answer on illustration board.

a. For Lola’s visit, Mother started getting the house ready from Tuesday to Thursday. For
how many days did Mother prepare the house?
b. Lola will stay with us from Sunday to Friday. For how many days will Lola stay with us?
10
 c. Allan saved money from Monday to Saturday. For how many days did he save money?
d. Father goes to office from Monday to Saturday. That is _____ days a week.
e. We come to school ______ times a week.

2. Review
(The teacher may show first the calendar.)
a. How many days are there in June and July?
b. Our vacation is in April and May. How many days is our vacation?
c. Summer days are in March, April and May. How many days are the summer days?
d. The rainy months are June and July. How many days are the rainy months?
e. The cold months are December and January. How many days are the cold months?

3. Motivation.

Show the pictures of President Cory Aquino and Gloria M. Arroyo. How did these two
presidents assume their office? What events in our history came into our mind as you hear
the names of these two presidents?

Who can recall the exact date of EDSA I and EDSA II? Why is it important to remember these
events?

B. Developmental Activities

1. Presentation

a. The People’s Revolution happened in February 23, 1986. How long was it from, March
17, 2003?
We get the estimate time by computing only the year of the highest time measure
given in the problem.
Find the difference.

2003
- 1986
17 years (approximate or estimate time)

To get the exact time, we first express the dates in figures.

2003 – March (3) – 17

1986 – February (2) – 23

March is the third month of the year, we write 3 for it.

February is the second month, we write 2.

Write these dates in column.

Year Month Days

2003 3 (2) 17 (47) (17 + 30)

1986 2 23
17 0 24

The exact time between these dates is 17 years. 0 month 24 days.

We subtract in columns – days, months and year. 17 in days columns is changed to 47

because we regroup 1 month to 30 days.

11
 b. Show another example.

October 21, 1994 1994 10 21

September 19, 1970 1970 09 19

24 01 02

The estimate time is 24 years.

The exact time is 24 years 1 month & 2 days.

2. Guided Practice

a. Working in Pairs (Pair Share)

1. Tony was born on January 17, 1976 while Celso was born on July 19, 1978. What is
the difference in their ages?
2. Mr. Reyes stayed in Capiz from October 25, 1985 to December 11, 1993. How long
did Mr. Reyes stay in Capiz?
3. Melissa was born on August 24, 1965 while Marites was born on November 25,
1975. What is the difference in their ages?
4. Paolo entered school on June 2, 1990 and graduated on March 31, 1997. How many
years did he stay in school?
5. Dr. Jose Rizal was shot at the Luneta on December 30, 1896. How long has he
been dead on this day?

b. Find the exact and approximate time between the two dates.

1. November 10, 1985 and October 6, 1998

2. January 12, 1982 and December 18, 1996
3. October 27, 1965 and October 27, 2000
4. December 11, 1998 and July 15, 2000
5. September 18, 1990 and June 25, 1995

c. Working in Pairs

1. Find your exact age.

2. Find the exact age of your seat mate.

3. Generalization

How do we get the approximate time between dates?

To get approximate time, we find the difference between the highest unit of time given.
To get exact time, write the dates in figures and subtract in columns from days, months
to years.

C. Application

Find the approximate and exact time between these dates.

1. August 4, 1980 and September 20, 1962

2. July 16, 1979 and April 2, 1985
3. October 30, 1981 and December 8, 1970
12
 4. First Philippine Independence – June 12, 1896
Independence from U.S. – July 4, 1946
5. Martial Law – September 21, 1972
People’s Revolution – February 26, 1986

IV. Evaluation

A. Read and Solve

1. Carlo was born on June 2, 1987 while Carla was born on December 12, 1990. How much
older is Carlo than Carla?
2. Alfred studied at Quirino Elementary School from June 10, 1995 to March 30, 2001. How
long did he study at Quirino Elementary School?
3. Mr. Marquez stayed in Cagayan from August 25, 1964 to December 12, 1983. How long did
Mr. Marquez stay in Cagayan?
4. Manuel was born on November 17, 1974 while Mario was born on June 16, 1975. What is
the difference in their ages?
5. Lucita was born on April 24, 1948 while Marta was born on December 15, 1968. How much
older is Lucita than Marta?

B. Find the exact time between the two given dates in the table.

Recent Date Previous Date Length of Time

1. Dec. 30, 1976 August 12, 1973 ____________
2. June 17, 1605 March 15, 1521 ____________
3. July 15, 1973 May 12, 1898 ____________
4. Oct. 25, 1978 Nov. 5, 1970 ____________
5. Feb. 25, 1947 Sept. 27, 1922 ____________

V. Assignment

1. Go over your history books, Take 5 important dates and compute the exact time as of today.
2. Ask for the birthday of your housemates. Compute their exact ages.

Solving One-Step Word Problems involving Time Measure

I. Learning Objectives

Cognitive: Solve one-step word problems involving time measure

Psychomotor: State the complete answer
Affective: Spend time wisely

II. Learning Content

Skill: Solving one-step word problem involving time measure

Reference: BEC PELC IV A 3.1
Material: chart
Value: Spending time wisely

13
III. Learning Experiences

A. Preparatory Activities

1. Drill
Choose the most sensible answers.

a. Marlon slept for 2 (seconds, hours, days).

b. Mario takes 15 (seconds, minutes, hours) to take a bath.
c. Marla can wink her eye in 1 (minute, hour, second).
d. Manny can solve a math problem in 5 (minutes, seconds, hours).
e. It takes 6 (minutes, seconds, hours) to travel from Manila to Baguio City.

2. Review

Show the time using a model clock/ improvised clock.

a. 10 minutes past 3:00

b. 40 minutes past 9:00
c. 30 minutes past 7:00
d. 30 minutes before 7:00
e. 10 minutes before 6:00

3. Motivation.

Who among you help at home during vacation? What do you do to help your parents?
After helping them, what else do you do? How much time do you spend playing? studying?
watching TV?

B. Developmental Activities

1. Presentation

a. Present this problem.

Last Saturday Lenie helped her mother wash their clothes. They started washing at
7:30 A.M. and finished at 10:30 A.M. How many hours did they wash the clothes?

■ Understand

a. What are given? 7:30 AM and 10:30 AM

b. What is being asked? The number of hours Lenie and her mother spent in
washing clothes?
c. What operation will solve the problem? Subtraction

■ Plan

What equation will solve the problem?

10:30 A.M.
- 7:30 A. M.

■ Solve

Tell the students to subtract the minutes from minutes and hour from hour. Do
we need to regroup?

14
 10:30 A.M.
- 7:30 A. M.
3:00 hours

■ Look Back

a. Is the answer correct?

b. What is the correct label?
3 hours

b. We can also solve the problem by making a pattern.

1 hour 1 hour
1 + 1 + 1= 3 hours
7:30 8:30 1 hour
9:30 10:30

8:30 9:30

7:30 to 8:30 is equal to how many hours?

8:30 to 9:30?
9:30 to 10:30?

How many hours are there in all?

c. Present another problem. Solve by looking for patterns:

1. Bel left the house to shop at 1:00 in the afternoon. She was caught in traffic and
reached her destination at 2:30. How long did it take her to get there?
1 hour

2:30 1:00 – 2:00 excess 30 minutes

- 1:00
1 30 1 hour & 30 minutes so 1 hour and 30 minutes

2. Your favorite cartoon movie started at 6:30. It ended at 9:00. How long is the
movie?
1 hour

6:30 7:30 8:30 30 minutes excess

1 hour 2 hours and 30 minutes

3. It takes the family 2 hours to travel back home because of the traffic. If they start the
trip at 3:15, at what time will they arrive home?

What is asked? At what time will they arrive home? If you will solve this
problem, what process will you use? What is the clue word? It takes the family 2
hours to travel so let’s make a pattern.

One hour

3:15 4:15 5:15

One hour
They arrive home at 5:15 PM.

15
 2. Guided Practice

a. Working in Triads. Solve by making a pattern.

1. Mrs. Paguinigan started writing her lesson plan at 7:00 in the evening. She finished it
at 8:30 in the evening. How long did she write her lesson plan?

2. Mrs. Guevarra took the train for Bicol. She left Alabang at 5:30 PM. She reached
her destination at Iriga at 4:30 AM. How long was her trip?

3. The Reyes family goes to church on Sundays. The service starts at 10:45 and ends
at 11:45 AM. For how long does the church service last?

4. We started our class at 6:15 and ended at 10:15 AM. How many hours did we spend
in class?

5. After going to church, the children visit their grandparents. They stay there from
12:00 NN to 3:00 PM. For how long do they stay with their grandparents?

b. Working in Dyads. Solve mentally.

1. Mrs. Reyes cooks dinner for the family. It takes her one hour to finish cooking. If she
starts cooking at 5:15, at what time will she finish?

2. Mr. Reyes and his children watch television shows after supper. They watch from
7:15 PM to 9:15 PM. For how many hours do they watch TV?

3. Mariel started studying her lesson at 7:00 in the evening. She finished at 8:30 in the
evening. How long did she study her lesson ?
4. Ronnie took the train for his province and left 11:30 in the evening. He reached his
destination at 12:00 midnight. How long was his trip?

3. Generalization

How did we solve problems involving time measure?

1. First add or subtract the minutes, then the hours.

2. Write AM or PM to indicate if the time is in the morning or afternoon.

Sometimes we can make patterns.

C. Application

Read, analyze and solve

1. The Doñes family goes to shopping mall on Sundays. They stay there from 8:45 AM till
12:45 PM. For how long do they stay in the mall?

2. Elsa waited for her brother in school at 9:00 in the morning. While waiting she worked on
her projects. At 10:55, they went home. How long did Elsa work on her projects?

3. Mr. Balangue started painting their room at 3:00. He finished it within 1 hour and 45
minutes. What time did he finish his work?

4. A movie lasted for 1 hour and 40 minutes. It ended at 8:30 pm. What time did it start?

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 5. A puppet show conducted by SIC lasted for 2 hours and 45 minutes. If the show started at
4:00 pm, what time did it end?

IV. Evaluation

A. Solve the following problems:

1. Sarah watched some TV programs yesterday. She switched on the TV set at 8:45 AM.
After watching her favorite program she switched off the TV set at 11:30 am. How many
hours did she spend watching TV programs?

2. After classes, Al and Ric spend their time in the library. They stay there from 2:30 to 4:30
PM. How long do they stay in the library?

B. Solve mentally.

1. Mrs. F. Golia baked a cake for 30 minutes while Mrs. T. Loste for 40 minutes. How
many minutes more did Mrs. Loste spend in baking than Mrs. Golia?

2. Mrs. M. Dote sleeps 6 hours while Miss N. Garlego sleeps 8 hours. Who sleeps
more and by how many hours?
3. Ms. Mendoza completed her work in 30 minutes. It was 5:30 PM when she
completed her work. What time did she begin her work?
4. Dan and Manuel went to the library at 4:00 in the afternoon. They stayed there for 45
minutes. At what time did they leave the library?
5. Romeo finished studying his lesson at 4:00 in the afternoon. He played with Lito for
40 minutes and then went home. At what time did Romeo go home?
V. Assignment

Solve the following problems.

1. Marites arrived in school at 6:40. She cleaned Miss Go’s room for 20 minutes. What time did
she finish cleaning the room?

2. The bell rang at 7:00. The class had lessons in Mathematics from 7:00 to 8:00. How many hours
did the class have for Mathematics?

3. The class had English from 8:00 to 9:20. How many minutes did the class have for English?

4. Some children are in school at 6:15. The class starts at 7:00. How many minutes of free time do
the children have before class begins?

5. Carmie can walk from their house to the park in 25 minutes. She wants to meet her friends there
at 3:00 PM. At what time should she start walking?

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