MATATAG K TO 10 CURRICULUM

School: Dapdap Elementary School Grade Level: 3

MATATAG Name of Teacher Genesis A. Padero Learning Area: Mathematics
K to 10 Curriculum Teaching Dates and Time: SEPTEMBER 8 - 12, 2025 (WEEK 3) Quarter: Second
Weekly Lesson Log

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content: Measurement and Geometry

B. Content The learners should have knowledge and understanding of measures of mass and capacity.
Standards

C. Performance By the end of the quarter, the learners are able to measure and estimate capacity.
Standards

D. Learning The learners:

Competencies ● estimate capacity using liters and/or milliliters
● compare the capacities of two containers; and
● measure capacity in liters (L) and/or milliliters (mL) using appropriate measuring tools.

E. Learning At the end of the lesson, At the end of the lesson, the At the end of the lesson, At the end of the lesson,
Objectives the learners should be able learners should be able to the learners should be able the learners should be able
to: estimate and measure the to: to
● compare the capacity of capacity of containers using  estimate and measure the ● measure and compare the
containers indirectly; and standard units (in milliliters) with capacity of containers using capacity of containers
● compare and measure the appropriate tools. standard units (in liters) using standard units: liters
capacity of containers using with appropriate tools; and and milliliters using
non-standard units.  relate liter and milliliter. appropriate tools; and

● determine the
appropriate unit of
measure for measuring
the capacity of
containers.

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 MATATAG K TO 10 CURRICULUM
II. TEACHING AND LEARNING PROCEDURES
Before the Lesson/Pre-lesson Proper
Activating Prior Discuss the answers to Discuss the answers to Assessment Discuss the answers to Discuss the answers to
Knowledge Assessment 4 from Day 4 of Week 1 from Day 1, which can be found Assessment 2 from Day 2, which Assessment 3 from Day 3, which
2, which can be found in the in the "Evaluating Learning" can be found in the "Evaluating can be found in the "Evaluating
"Evaluating Learning" section of section of Day 1. Learning" section of Day 2. Learning" section of Day 3.
Day 4.
Show a container and
Prepare the following beforehand:
the measuring material.
- 2 containers
- measuring materials (e.g.,
water, sand, mongo seeds)

Show two containers and ask the Call some learners to find the
learners to determine which one capacity of the container using the
has greater capacity by direct following non-standard units:
comparison.
1) Coffee cup

scoop
2)

A B
Sample answers:
Note: The containers and the Capacity of the container:
measuring materials used in this 2 coffee cups
lesson can be replaced with those 14 scoops
available in your school.

Have the learners recall

the meaning of capacity.

Capacity is the amount of

something or measuring material
(e.g. water, sand, rice, mongo

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 MATATAG K TO 10 CURRICULUM
beans, salt) that a container can
hold.

Ask the learners to guess which

container has greater capacity.
Write the tally on the board.
Container A:
Container B:
Same capacity:

Since this is a review of the

previous lesson, you can
verify which container holds
more by doing it yourself in
front of the class.

Possible strategy:
Fill one container to the brim with
a measuring material (e.g. water,
sand, mongo seeds). Then, pour
all the contents from this
container into the second
container. Have the learners
observe what happens:

1) If the second container is not

completely filled, it has a
greater capacity than the first
container.
2) If the second container is filled
to the brim, the two containers
have the same capacity.
3) If the second container
overflows, it has less
capacity than the first
container.

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 MATATAG K TO 10 CURRICULUM

A B

Since container B is filled to the

brim and there is still water in
container A, this means that the
capacity of container A is greater
than that of container B.
Lesson Purpose/ ● To compare the capacity of To estimate and measure the  To estimate and measure  To measure and compare
Intention containers indirectly; and capacity of containers using the capacity of containers the capacity of containers
● To compare and measure standard units (in milliliters) using standard units (in using standard units: liters,
the capacity of containers with appropriate tools. liters) with appropriate and milliliters using
using non-standard units. tools; and appropriate tools; and
 To relate liter and milliliter.  To determine the appropriate
unit of measure for
measuring
the capacity of containers.
Lesson Language capacity, greater/less/same capacity, milliliters, greater capacity, milliliters, liters, capacity, milliliters, liters, greater
Practice capacity, indirect comparison, capacity, less capacity, same greater capacity, less capacity, capacity, less capacity, graduated
measurement, non-standard unit, capacity, same capacity, graduated cylinders
iteration, holds more/less graduated cylinder, measuring cylinder
spoons
During the Lesson/Lesson Proper
Reading the
Key Idea/Stem
Developing Prepare also 2 identical Prepare a container filled with Prepare a container filled with Prepare a big container filled with
Understanding containers that are big enough to water from which learners can water from which you and the water from which you and the
of Key Idea/ hold the contents of containers A draw the amount needed for each learners can draw the learners can draw the amount
Stem and B. activity. amounts needed for the needed for each activity.

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 MATATAG K TO 10 CURRICULUM
activity.

Say that in the activity they just Note: The measuring tools used in Note: The measuring tools used in
did, the capacity of the container this lesson can be replaced by this lesson can be replaced by
was reported as 2 coffee cups and what is available in your school. what is available in your school.
14 scoops. Show the learners a 1 mL, 5 mL,
Show a large container with a
C D capacity of more than one liter 25 mL, and 50 mL measuring
Note: The values provided are spoons. Ask them to guess the
(say 1.5-liter container) and a 100
for discussion purposes only. Use capacity of each measuring
Say that the capacity of container mL graduated cylinder.
the actual measurements in the spoon.
A is greater than that of container discussion. Say that they will determine the
B by direct comparison. This capacity of the container in mL. Commend the learners who
time, we will compare the What do we call the coffee cup and Ask them what steps they can guessed the capacities
capacities of the two containers the scoop we used to measure the take to measure it accurately. correctly.
using indirect comparison. capacity of the container? We call They should be able to outline the
them non-standard units. Show 1 L graduated cylinder and a
Fill containers A and B to the steps. If not, guide them:
1 mL measuring spoon.
brim with any measuring 1. Fill the container to the
As you have observed, the reported
material. brim with water. Which of the two measuring tools
capacity of the container varies
2. Pour the contents of the has a greater capacity? It is the 1 L
depending on the non-standard
container into the graduated graduated cylinder.
unit used. In this situation, there is
cylinder.
a need for units of measure that
a. If the amount of water is How many 1 mL of water can fill
everybody recognizes and accepts.
less than 100 mL, read where a 1 L graduated cylinder? It
We call these standard units.
the meniscus is. takes 1 000 mL to fill a 1 L
Today we will study a standard unit
b. If the amount of water is graduated cylinder.
for capacity, which is milliliters.
more than 100 mL, repeatedly
pour the water from the Why? It is because 1 000 mL is
Write on the board:
A B container until all the water equal to 1 L.
Standard unit for capacity:
milliliter has been transferred. Take
Show containers C and D. Ask the Write this on the board and have
Symbol: mL note of how many times you
learners to give their it read by the learner.
poured water into the 100 mL
observations about these Show a set of measuring spoons. 1 L = 1000 mL
graduated cylinder, and add
containers. Say that these measuring spoons the remaining mL to this total. Show the learners a container
are used to measure capacity. Each with a capacity of 2 L. Tell them
Possible Answers: spoon has a measurement in How do you read a graduated
Containers C and D are of the that they will determine the
milliliters. cylinder? They should be able to
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 MATATAG K TO 10 CURRICULUM
same size and shape.
Containers C and D are identical Divide the learners in small groups. outline the steps: capacity of the container in
containers. groups.

Before proceeding with the

activity, ask the learners to

Provide each group with a set of 1) Place the graduated cylinder estimate the capacity of
measuring spoons for them to on a flat surface, such as a the container. Take note of
examine. table. the estimates they gave.
What do you observe about the 2) Observe that the surface of
measuring spoons? the liquid in the graduated Divide the class into four groups.
C D
Possible Observations: cylinder curves downward at Give each group the following
Call on a learner to pour all the  They have different sizes. the top. This is called the materials:
contents from container A into  Each spoon has a label, which meniscus. 1. a 50 mL measuring spoon
container C. contains a number followed by 3) Always position your eyes at 2. a 2 L container
mL. the same level as the 3. a basin or pail filled with water
Call on another learner to pour all meniscus when measuring the 4. funnel
Post a large illustration of the
the contents from container B liquid. Read the measurement
measuring spoons on the board. Note: If you do not have enough
into container D. at the bottom of the meniscus
for accuracy. materials for this group activity,
Put containers C and D side by you may conduct it as a whole
Ask the learners to estimate the class activity.
side. Have the learners observe
capacity of the container in mL.
the levels the measuring material Post Table 1 on the board.
Take note of the estimates they
reaches in both containers.
gave. Table 1: Capacity using a 50 mL spoon

Start pouring the contents of the

container into the 100 mL
graduated cylinder. If there is still
water in the container,
C D repeatedly fill the 100 mL
graduated cylinder until all the Ask each group to fill in the table
In which container is the level of Say that each label indicates the water from the container has once they are done. Have a class
the measuring material higher, A capacity of the spoon in milliliters. been transferred. discussion afterward. Have the
or B? It is in container A. Repeat after me as I read the labels.
learners observe the results in the
(Point to each spoon one at a time.)
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 MATATAG K TO 10 CURRICULUM
As I call out each spoon, please hold Expected answer: 1 500 mL table and ask the following
So, which container has a greater it and read its capacity aloud with questions:
capacity, A or B? It is container A. me. Let’s start with the first one. Commend the learners who made
an estimate of 1 500 mL or Did all of you get the same
This confirms our earlier finding 1 mL is read as one milliliter.
estimates close to it. capacity of the container? Yes, we
that the capacity of container A is 2 mL is read as two milliliters.
Say that we can use a larger did.
greater than that of container B. 5 mL is read as five milliliters.
standard unit to report the
15 mL is read as fifteen milliliters.
capacity of the container. Bigger
quantities of liquid are measured
in liters.
If container A has more capacity 25 mL is read as twenty-five Show a 1L graduated cylinder. If *If not, ask them to explain the
than container B, how else can we milliliters. this is not available, post on the possible reasons for the
say this relationship? The capacity 50 mL is read as fifty milliliters. board a large illustration of this differences in their answers.
of container B is less than Capacity Spoon cylinder. Explain the markings on - The spoon was not filled to the
container A. Tell1the
mL learners that they will have the cylinder, highlighting how brim before pouring it into the
a group activity using the spoons to they indicate the amount of liquid container.
Write on the board: 2 mL the capacity of the
measure inside. As before, cover it with - Some water spilled while we were
The capacity of container A is container
5 mL you will provide. plastic so you can reuse it. Use a pouring it into the container.
greater than the capacity of whiteboard marker pen for any
15 mLthe following materials
Provide
container B. writing on the illustration. How many times did you pour
to each group: water
Groupusing the 50 mL spoon? We
Number of Capacity
The capacity of container B is less - 25 mL
Container (e.g. 100 mL) poured the water using the(mL)
times used 50 mL
- Set of measuring spoons 1
than the capacity of container A. spoon
2 40 times.
50 mL
- Measuring material (e.g. 3
We can also say: water, sand, mongo seeds) What4 is the capacity of the
Container A holds more - Marker pen container? Its capacity is 2 000
than container B. - Popsicle stick mL*.
Container B holds less - Manila paper with a *This is the expected answer.
than container A. table Groups 1 and 2: Table We know that 1 000 mL is equal to
1 1 L. How can we express 2 000 mL
Make sure that the learners Groups 3 and 4: Table 2 in liters? It is equal to 2 L.
understand the meaning of
the two sentences.
Table 1 Why? We can express 2 000 mL as
Note: If two identical containers two 1 000 mL. Then, we replace
are not available, you can use just 1 000 mL by 1 L because 1000 mL is

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 MATATAG K TO 10 CURRICULUM
one (C) that is big enough to hold equal to 1 L.
the contents of containers A and Ask the learners to count aloud
B. First, pour all the contents of the number of small marks 2 000 mL = 1000 mL + 1000 mL
container A into C and mark the between each 100 mL increment 2 000 mL = 1 L + 1 L
level where the measuring Table 2 (such as 400 mL to 500 mL, 500 mL 2 000 mL = 2 L
material reaches, and label it as A. to 600 mL, etc.) while pointing to
these marks on the graduated Tell the learners that this time, they
Next, empty container C and pour will determine the capacity of the
all the contents of container B into cylinder.
container using a 1 L graduated
it. Mark the level where the cylinder. Give them enough time
to complete this task.

Measuring Number of Capacity

Spoon times used (mL)
1 mL
15 mL
50 mL

Measuring Number of Capacity

Spoon times used (mL)
2 mL
5 mL
25 mL

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 MATATAG K TO 10 CURRICULUM
measuring material reaches and Before letting the groups do the Explain to the learners how each Post Table 2 on the board beside
label it as B. Compare the two activity, smaller mark is equal to a 10 mL Table 1.
marks on container C. The higher 1) Remind them to fill the spoon capacity.
the mark, the greater the capacity. to the brim. Table 2: Capacity using a 1 L
Example: graduated cylinder
2) Use the popsicle stick to level Between the 400 mL and 500 mL
off the top of the spoon. You marks, there are 10 smaller marks.
A may illustrate this. This indicates that each smaller
B mark represents 10 mL (since 100
Level off
mL divided by 10 marks equals 10
C
mL per mark). This means that for
a 1 000 mL graduated cylinder, each
Explain that “The method of using smaller mark represents 10 mL. In Ask each group to fill in the table
a third container to compare the some cylinders, there may be no once they are done. Have a class
capacity of two containers is marks between 0 and 100 mL. discussion afterward. Have the
called indirect comparison.” learners observe the results in the
Have them give an estimate of the Write on the board: table and ask the following
capacity of the container. Take note Standard unit for capacity:
Write the above statement on the questions:
of their estimates. Liter Symbol: L
board.
Did all of you get the same
Answers*: Assuming the capacity
If the learners have no questions, 1 L = 1 000 mL capacity of the container? Yes, we
of the container is 100 mL.
give them another pair of (one liter is equal to one did.
containers to compare using thousand milliliters) *If not, ask them to explain the
Table 1
indirect comparison. Then, follow possible reasons for the
the process as in the previous How can we write 1 500 using differences in their answers.
example. liter?
1 500 mL = 1 000 mL + 500 mL - The water was less or more
1 500 mL = 1 L + 500 mL than 1 L before pouring it into
*More than 6 but less than 7 the container.
Table 2 Since 1 000 mL equals 1 L, we can
write it as 1 L. This gives us 1L + - Some water spilled while we
500 mL. Thus, we can also report were pouring it into the
the capacity of the container as 1 container.
liter and 500 milliliters.
How many times did you pour
water using the 1 L graduated

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 MATATAG K TO 10 CURRICULUM

cylinder? We poured the water

Have a class discussion. Let the Since 500 is one-half of 1 000, we using the 1 L graduated cylinder
groups explain their work. After can write 500 mL as one-half L. twice or two times.
their presentations, direct the This gives us 1L and one-half L.
learners’ attention to Table 1 and Therefore, we also can say that What is the capacity of the
ask the following questions: the capacity of the container is container?
Group Its capacity
Number of isCapacity
2 L.
times used (L)
one and one-half liters. *This is the expected answer.
1
Did both groups get the same Water2 using the 1 L graduated
capacity? Yes, they did. * Write on the board: cylinder
3 was poured two times
*This is in case they have the same Capacity of the container: to get
4 the capacity of the
capacity using the 15 mL spoon. 1 500 mL = 1 L and 500 mL container.
Otherwise, discuss why the = 1 L and one-half L
answers are different (either 6 or Did we get the same answer using
= 1 and one-half L
7). both measuring tools? Yes, we did.

The answers differ because the Show another container with a Which of the two measuring tools
number of spoons needed to fill the capacity of 3 liters and 250 mL. is easier to use for determining
container to the brim is not an Ask the learners to estimate the the capacity of the container? It is
exact whole number. If it is 6 capacity of the container in liters the 1 L graduated cylinder.
spoons, the capacity would be 90 and milliliters. Take note of the
estimates they gave. Is a liter a larger standard unit of
mL, and if 7 spoons, the capacity
measure than a milliliter? Yes, it
would be 105 mL. If it is 6 and one- Start pouring the contents of the is.
half spoons, the capacity would be container into the 1 L (1 000 mL)
about 98 mL, Number
Measuring which isof closer to the
Capacity graduated cylinder. If there is still So, which unit of measure is more
actual capacity
Spoon of the
times usedcontainer,
(mL)
water in the container, repeatedly appropriate to use for reporting
1 mLmL.
100 100 100
15 mL About 7* 105 fill the 1 L (1 000 mL) graduated the capacity of large containers? It
50 mL 2 100 cylinder until all the water from the is the liter.
Next, direct the learners’ attention
container has been transferred.
to Table 2. Reiterate that for containers
Did both groups get the same How many times did we get 1 L? It with larger capacities, it is more
capacity?
Measuring Yes,Number
they did.
of Capacity was three times. appropriate to use liters as the
Spoon times used (mL)
What standard unit of measurement.
2 mL is the capacity?
50 It is 100 mL.
100
Commend the groups who made How many liters is this? It is 3 L.
5 mL 20 100 an
estimate
25 mL of 100 mL
4 or estimates
100
Is this the total capacity of the
close to it. container? No, we need to add the

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 MATATAG K TO 10 CURRICULUM

Based on the results shown in remaining 250 mL to 3 L.

Tables 1 and 2, what is the capacity
Note: The capacities of 90 mL and So, what is the capacity of the
105 mL are acceptable estimates for container? Its capacity is 3 L and
the capacity of the container. 250 mL.

Why are the numbers in the Commend the learners who made
second column different? This is an estimate of 3 L and 250 mL or
because we used spoons with estimates close to it.
different capacities.

Which measuring spoon required

the least number to fill the container
to the brim? Why? It is the 50 mL
spoon because it has the greatest
capacity among the spoons.

Which measuring spoon required

the most number to fill the
container to the brim? Why? It is
the 1 mL spoon because it has the
least capacity among the spoons.

What relationship can you see

between the number required and
the unit of capacity? The larger the
unit of capacity used, the fewer
units are needed to fill the
container to the brim. Conversely,
the smaller the unit of capacity
used, the more units are needed to
fill the container to the brim.

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 MATATAG K TO 10 CURRICULUM

Deepening Pose a situation. Show Show any available graduated Post the following table: Show another container, with a
Understanding of two containers. cylinders in your school. Say that a capacity of 200 mL. Have the
Key Idea/Stem graduated cylinder is a tool used to learners use the 50 mL spoon to
measure the amount of liquid an determine the capacity of the
object can hold. It comes in various container. Give them enough
sizes, with typical capacities time to complete the task.
ranging from 10 mL to 1000 mL.
Container G Container H Post Table 3 on the board.
Table 3: Capacity using a 50 mL spoon
Look at the pair of containers.
Have the learners bring out their
show-me-boards. Then, instruct
Which container do you think has
them to write each given
a greater capacity, G or H?
capacity to liters or a
Have the learners give their combination of liters and
guesses. After you have noted milliliters. Call on some learners
them down, show a set of to present and explain their Ask each group to fill in the table
identical cups. answers. once they are done. Have a class
100 mL 250 mL
discussion afterward. Have the
Say that they will use the cups to After explaining their answers, learners observe the results in the
Post a large illustration of the 100
compare the capacities of the two have it written on the table. table and ask the following
mL cylinder. Explain the markings
containers. questions:
on it, highlighting how they
indicate the amount of liquid Expected Answers:
inside. Cover the illustration with Did all of you get the same
plastic so you can reuse it. Use a capacity of the container? Yes, we
whiteboard marker pen for any did.
writing on the illustration.

How can we determine which *If not, ask them to explain the
container has a greater capacity possible reasons for the
using the cups? First, we have to differences in their answers.
fill each container to the brim with - The spoon was not filled to the
Discuss the answers to each item. brim before pouring it into the
water. Then, we will pour the
water from each container into container.
the cups. The container that fills - Some water spilled while we

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 MATATAG K TO 10 CURRICULUM
more cups has a greater capacity. were pouring it into the
container.
Capacity
Capacity
Container (L or L
(mL)
and
mL)
1 2 800

2 4 350

3 10 000
Number of Capacity
Group
times used (mL)
1
2
3
4

Capacity
Capacity
Container (L or L
(mL) and
mL)
2 L and
1 2 800
800 mL
4 L and
2 4 350
350 mL
3 10 000 10 L

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 MATATAG K TO 10 CURRICULUM
Note: You can also use other Have the learners count orally the How many times did you pour
measuring materials, like sand number of marks between each 10 water using the 50 mL spoon? We
and mongo beans, instead of mL increment as you point to them poured the water using the 50 mL
water. – from 10 to 20, from 20 to 30, and spoon four times.
If the learners cannot give so on. In some cylinders, there may
this idea, guide them towards be no marks between 0 and 10. What is the capacity of the
the process. container? Its capacity is 200 mL*.
For example, there are 10 marks *This is the expected answer.
Ask the learners to estimate how from 10 to 20, which means that in Water using the 50 mL spoon was
many cups can be filled with water a 100 mL graduated cylinder, each poured four times to get the
from each container. Write their mark represents 1 mL. In a 250 mL capacity of the container.
estimates on the board. graduated cylinder, each mark
Estimated number of represents 2 mL. Now, show the same container and
cups Container G: the graduated cylinder filled with 1
Container H: Teach the learners how to read a L of water.
graduated cylinder.
You may ask a volunteer to pour 1) Place the graduated cylinder on Say: I will pour 1 L of water into
the contents of the two containers a flat surface, such as a table. the container. Observe what
into the cups or you can do it 2) Observe that the surface of the happens.
yourself. liquid in the graduated cylinder
curves downward at the top. What happened when I poured 1 L
How many cups were filled with This is called the meniscus. of water into the container? Some
water from Container G? We filled 3) Always position your eyes at the water spilled over.
8 cups with water from container same level as the meniscus
G. So, what does this mean? It means
when measuring the liquid.
that the container has a capacity
Read the measurement at the
How many cups were filled with that is less than 1 L.
bottom of the meniscus for
water from container H? We filled
accuracy. Say that in this case the more
6 cups with water from container
H. appropriate standard unit of
measurement to use is the
Write the following on the board. milliliters because the capacity of
The capacity of container G is 8 the container is less than one liter.
cups of water.
The capacity of container H is 6 Reiterate that for containers with
cups of water. Note: Since there might not be any smaller capacities, it is more
Which container then has greater available graduated cylinders in appropriate to use milliliters as
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 MATATAG K TO 10 CURRICULUM
capacity, G or H? Why? Container the
G contains 8 cups of water, while your school, have a class activity.

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 MATATAG K TO 10 CURRICULUM
container H contains only 6 cups of You can use other containers. standard unit of measurement.
water. Therefore, container G has a Make sure you know the capacity
greater capacity than container H. of this container. Can we use the 1 L graduated
cylinder to determine the
Say that we can also reverse the Show a container with a capacity of capacity of the container? What
process to determine the 80 mL. Ask the learners to estimate are your ideas?
capacities of the two containers. the capacity of the container in mL.
Instead of pouring water from the Take note of the estimates they If no learner offers an idea, tell
containers into the cups, we can gave. them that we need to reverse the
fill the cups with water to the brim process. Instead of directly
first. Then, we will take note of Fill the container to the brim with measuring the object, we can fill
how many cups it takes to fill each water. Then, pour all the water the container to the brim with
container to the brim. into the 100 mL graduated water, then transfer its contents
cylinder. into the graduated cylinder and
Say that when we measured the Call some learners to read where read the measurement in mL.
capacity of each container, we the meniscus is. The meniscus
used cups. In this case, a cup is should be at 80 mL. Call on another Demonstrate this process and call
a non-standard unit of measure. learner to use a whiteboard several learners to read where
Can you name other non- marker pen to draw an arrow the meniscus is. The expected
standard units for capacity? Other indicating where the meniscus is. answer is 200 mL.
non- standard units for capacity
include spoon, scoop, glass, and
mug.

Note: If we have only one cup, we

can repeatedly fill it with water
from each container and take note
of how many times we fill it. The
container that fills the cup more
times has a greater capacity. You
may demonstrate how to do this. If the meniscus is at the 80 mL
Say that we call this process of mark, what then is the capacity of
repeatedly using the non-standard the container? The capacity of the
unit (i.e., cup) to measure the container is 80 mL.
capacity of a container as Commend the learners who made
Iteration. an estimate of 80 mL or estimates
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 MATATAG K TO 10 CURRICULUM
close to it.

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 MATATAG K TO 10 CURRICULUM

Divide the learners into small Show another container with a

groups. Provide the same pair of capacity of 450 mL. Fill the
containers and assign a different container to the brim with water.
non-standard unit to each group. Pour its content into the 100 mL
Once the groups have measured graduated cylinder.
the capacities of the containers
Once you have transferred 100 mL
using their assigned unit, ask
into the graduated cylinder, ask
them to record their findings in
the class if you have transferred all
the provided table.
the water from the container. No,
Prepare the following table. Post it
there is still water in the container.
on the board.
So, how can we measure the
Non- Capacity of Capacity of
remaining water in the container?
standard Container Container We can pour the first 100 mL into a
unit X Y basin or any large container. Then,
Glass pour the remaining water into the
Mug
Scoop
empty graduated cylinder.
bottle of
medicine
There is still water remaining in the
container after pouring another
Sample answers*: 100 mL into the graduated
The answers may vary cylinder.
depending on the actual What should we do? We can
containers used in the lesson. repeatedly fill the 100 mL graduated
The numbers in the table are for cylinder until all the water from the
discussion purposes only. container has been transferred.

How many times did we get 100

Non- Capacity of Capacity of
standard Container Container mL? It was four times.
unit X Y
Glass 3 6 How many mL is this? It is
Mug 4 8 equivalent to 400 mL because 100
Scoop 15 30 + 100 + 100 + 100 = 400.
bottle of 12 24
medicine
Is this the total capacity of the
container? No, we need to add the
Have a class discussion afterward.
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 MATATAG K TO 10 CURRICULUM
remaining 50 mL to 400 mL.

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 MATATAG K TO 10 CURRICULUM
Let each group explain how they So, what is the capacity of the
obtained their measurements. container? Its capacity is 450 mL.
Encourage them to share any
challenges they encountered. Commend the learners who made
an estimate of 450 mL or
Based on the results in the table, estimates close to it.
which container has a greater
capacity, X or Y? Why? Container Y Post an illustration of four filled 100
has a greater capacity than mL graduated cylinders and a fifth
container X. In any kind of non- one containing 50 mL water on the
standard unit used, the number of board.
units needed to fill container Y is
larger than that needed for
container X. This means that
container Y can hold more.

Why are the numbers reported for

each non-standard unit different?
This is because the capacities of
each non-standard unit vary. For
example, a scoop holds less than a
mug, so you need more scoops to Reiterate that we were able to fill the
fill a container compared to the 100 mL graduated cylinder four
number of mugs needed. times. 100 mL +100 mL + 100 mL +
100 mL = 400 mL. Adding the
Which among the non-standard remaining 50 mL, we have 400 mL +
units has the greatest capacity? 50 mL= 450 mL. Therefore, the
The least? Why? The glass has the capacity of the container is 450 mL.
greatest capacity because it takes
the fewest number to fill the
containers. The scoop has the least
capacity because it takes the most
number to fill the containers.

After the Lesson/Post-lesson Proper

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 MATATAG K TO 10 CURRICULUM
Making How do we compare the What standard unit of capacity did What standard unit of capacity How do we determine which
Generalizations capacities of containers using we learn today? We learned about did we learn today? We learned unit is more appropriate to use
indirect comparison? One way to milliliters. about liters. for a given capacity of a
compare the capacities of two container?
containers indirectly is as follows: What is the symbol for milliliters? What is the symbol for liters? For containers with smaller
The symbol for milliliters is mL. The symbol for liters is L. capacities, we use milliliters,
1. Fill both containers to the and for larger capacities, we use
What measuring tools can you use How can you measure the
rim with a measuring liters.
to measure the capacity of a capacity of a container in liters?
material. container in milliliters? To One strategy is as follows:
2. Pour the contents of each What are some examples of
measure the capacity of a Pour the contents of the container
container into two identical containers where milliliters
container in milliliters, we can use into the 1 L (1 000 mL) graduated
containers. (mL) is the appropriate unit for
measuring spoons and graduated cylinder. If there is still water in
measuring their capacity?
3. Compare the levels of the cylinders. the container, repeatedly fill the 1
Medicine cups, tea cups, and
measuring material. The higher L
How can you measure the teaspoons are containers where
the level, the greater the (1 000 mL) graduated cylinder
capacity of a container in milliliters (mL) is the
capacity. until all the water from the
milliliters? appropriate unit of
container has been transferred.
One strategy is as follows: measurement.
How do we compare the capacities Add to this total the remaining
of containers using a non-standard mL, if there are any.
Pour the contents of the container What are some examples of
unit of measure?
into the 100 mL graduated cylinder. How many milliliters are there in containers where liters (L) is the
One way to compare the
If there is still water in the one liter? There are 1 000 appropriate unit for measuring
capacities of two containers using
container, repeatedly fill the 100 milliliters in 1 liter. their capacity? Jugs, buckets,
a non- standard unit is as follows:
mL graduated cylinder until all the and pails are examples of
1. Fill both containers to the
water from the container has been 1 L = 1 000 mL containers where liters (L) is the
rim with a measuring
transferred. Add to this total the appropriate unit of
material. What tool can we use to measure
remaining mL, if there are any. measurement.
2. Choose a non-standard unit the capacity of containers in
of measure, say cup. liters? We can use a 1L graduated
3. Pour the contents of each cylinder.
container into cups. The
container that fills more
cups has a greater capacity.
Evaluating Let the learners answer Let the learners answer Let the learners answer Let the learners answer
Learning Assessment 1 individually. Assessment 2 individually. Explain Assessment 3 individually. Assessment 4 individually.
Explain the instructions clearly to the instructions clearly to them. Explain the instructions clearly to Explain the instructions clearly to
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 MATATAG K TO 10 CURRICULUM
them. them. them.

Expected answers: Expected answers: Expected answers: Expected answers:

I. I. I. 1. L
1. less than 1. B 1. B 2. mL
2. greater than 2. A 2. B 3. L
3. the same as 3. B 3. A 4. mL
II. II. II. 5. mL
1. 7 cups 1. 30 mL 1. 4 L 6. L
2. 8 cups 2. 68 mL 2. 2L and 500 mL
3. 6 cups 3. 300 mL
Additional
Activities for
Application or
Remediation (if
applicable)
III. LEARNING RESOURCES
A. References
1. Teacher’s
Guide
2. Learner’s
Materials
3. Textbook
4. Additional
Materials
from Learning
Resource (LR)
Portal
B. Other
Learning
Resources
IV. TEACHER REFLECTION

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