Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
Capacity Building of Key Stage 1 Teachers on Learning
Recovery in Literacy and Numeracy via School-based
Learning Action Cell
Module 2
Session No. 2
Journey Through Time Conversion
Address: Gate 2, Karangalan Village, Cainta, Rizal
Telephone Nos.: 02-8682-5773/8684-4914/8647-7487
Email Address: region4a@[Link]
Website: [Link]
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LAC Session Guide
Objectives
Terminal Objective
At the end of the SLAC session, the participants shall be able to:
Proficient Teachers
● apply a range of teaching - learning activities that can be used to enhance
learners’ achievement in numeracy skills particularly time conversion.
Highly Proficient Teachers
● model a range of teaching - learning activities that can be used to enhance
learners’ skills in converting time measures.
Enabling Objectives
Specifically, they shall be able to:
1. identify the different teaching-learning activities that will develop
learners’ skills in converting time measures;
2. develop a lesson plan (proficient teachers) / lesson exemplar would
reflect the different teaching - learning activities discussed; and
3. share reflections on how using these teaching - learning activities will
contribute in developing the learners’ numeracy skills.
PPST Alignment
Proficient Teachers
Domain 1. Content Knowledge and Pedagogy
Strand 1.1. Content knowledge and its application within and across
curriculum areas
Indicator 1.1.2. Apply knowledge of content within and across curriculum
teaching areas
Strand 1.4 Strategies for promoting literacy and numeracy
Indicator 1.4.2. Use a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.
Strand 1.5. Strategies for developing critical and creative thinking, as well as
other higher-order thinking skills
Indicator 1.5.2. Apply a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills.
Domain 2: Learning Environment
Strand 2.3. Management of classroom structure and activities
Indicator 2.3.2. Manage classroom structure to engage learners, individually
or in groups, in meaningful exploration, discovery and hands-on activities
within a range of physical learning environments.
Domain 4; Curriculum and Planning
Strand 4.2. Learning outcomes aligned with learning competencies
Indicator 4.2.2. Set achievable and appropriate learning outcomes that are
aligned with learning competencies
Highly Proficient Teachers
Domain 1. Content Knowledge and Pedagogy
Strand 1.1. Content knowledge and its application within and across
curriculum areas
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Indicator 1.1.3 Model effective applications of content knowledge within and
across curriculum teaching areas
Strand 1.4 Strategies for promoting literacy and numeracy
Indicator 1.4.3 Evaluate with colleagues the effectiveness of teaching
strategies that promote learner achievement in literacy and numeracy
Strand 1.5. Strategies for developing critical and creative thinking, as well as
other higher-order thinking skills
Indicator 1.5.3 Develop and apply effective teaching strategies to promote
critical and creative thinking, as well as other higher-order thinking skills.
Domain 2: Learning Environment
Strand 2.3. Management of classroom structure and activities
Indicator 2.3.3 Work with colleagues to model and share effective techniques
in the management of classroom structure to engage learners, individually or
in groups, in meaningful exploration, discovery and hands-on activities within a
range of physical learning environments.
Domain 4; Curriculum and Planning
Strand 4.2. Learning outcomes aligned with learning competencies
Indicator 4.2.3 Model to colleagues the setting of achievable and challenging
learning outcomes that are aligned with learning competencies to cultivate a
culture of excellence for all learners
Key Understanding/Significance of the Session
One of the most conventional teaching materials used by teachers is
the learning module. It is because modules stimulate independent learning. It
also encourages independence and self-reliance.
The unit of time, as the most commonly used unit of measurement in
practical life, is very essential. Hence, it should be taught well for the learners
to apply it. This teaching material intends to help teachers to provide an
enjoyable learning experience to his/her learners.
Significantly, this session guide is intended to guide the teacher in using
Module 2 titled, “Journey Through Time Conversion.” It contains procedures on
how each teaching-learning activity should be delivered with detailed
instructions on what to say and do in the class.
It is aimed to help the Teachers/Master Teachers meet the target PPST
indicators and become more competent teachers.
Session Requirements/Materials Needed
● Video player
● Speakers
● Show Me Cards
● Printed Activity Sheets
● Manila papers
● Markers
Time Allotment
240 minutes
References:
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PPST Resource Package Module 2
[Link]
[Link]
Procedures
I. Introduction (10 mins.)
Say:
Good day teacher!
Are you ready with the learners you are dealing with right now?
Do you find it difficult choosing the right activities?
Well, this is the right module for you!
The outbreak of the pandemic in the country brought so many challenges
in the educational system. From the usual in-person classes, educators
adopted the distance learning delivery modality in which teachers, learners,
and home learning facilitators encountered difficulties. Such occurrences
caused learning losses and gaps on the part of the learners. One way to
address this challenge is to innovate teaching and learning strategies through
this School Learning Action Cell (SLAC) module designed for teachers like you.
To assist you grow in your career, the DepEd Region IV-A CALABARZON has
initiated to provide you with this module which will serve as an additional
resource in transforming learning gaps into gains.
Let’s begin with your journey!
Do:
Present and discuss the slides containing the following:
● Target Indicators (refer to page 4 of Module 2 - Session 2)
● You may also discuss briefly the content of Overview (refer to page 5)
II. Activity (15 mins.)
Say:
We provide you with learning material to assist you in the lesson.
Let’s watch!!
Do:
Time conversion from bigger unit to smaller unit @
[Link]
Say:
How about time conversion from smaller to bigger units?
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Using the same examples, reverse the process.
Do:
Demonstrate time conversion from smaller to bigger units using the same
examples, by reversing the process.
1. 1 day = 24 hours , 1 x 24 = 24 , 24 hours = 1 day since 24/24 = 1
2 days = 48 hours, 2 x 24 = 48 , 48 hours = 2 days since 48/2 = 2
2. 1 hour = 60 minutes , 1 x 60 = 60 , 60 minutes = 1 hour since 60/60 = 1
2 hours = 120 minutes , 2 x 60 = 120 , 120 minutes = 2 hours since 120/60 =
2
3. 1 minute = 60 seconds , 1 x 60 = 60 , 60 seconds = 1 minute since 60/60 =
1
2 minutes = 120 seconds , 2 x 60 = 120 , 120 seconds = 2 minutes since
120/60 = 2
III. Analysis (15 mins.)
Say:
After watching the video, answer the following questions.
1. Is the video appropriate for the target learners? In what way?
2. What specific skills will be enhanced using the material?
3. What fundamental operations are intensified during the process? Is it an
effective way of teaching the lesson? Why?
4. What other teaching strategies will you utilize in presenting the lesson?
Do: (30 mins.)
Refer to the following:
● Suggested Teaching-Learning Activities (page 9)
● Suggested Assessment Strategies
● Other Suggested Teaching-Learning Activities
IV. Abstraction (10 mins.)
Say:
What have you learned so far?
Do:
● Discussion of Key Concepts on page 8 (participants will give the insights)
Say:
- Here are the suggested teaching-learning activities: (50 mins.)
A. Mnemonic Device (Months song)
B. Group Activity/Cooperative Learning
C. Matching Card Game
D. Which is which - A, B, C, or D?
E. Role Playing (Use the Criteria on page 13)
- Here are the suggested assessment strategies: (50 mins.)
A. I do, We do, You do (Problem Solving)
B. Paper and Pencil Test
C. Group Activity - Song Writing (Use the Criteria on page 13)
- Here are the other teaching - learning activities: ( 30 mins.)
A. Watch Me / Human Clock
B. Conversion Dice
C. Telling the Time Board Game
D. Online Math Activity - Converting Units of Time
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V. Application (60 mins.)
Say:
After going through the module, let us see if how well you can apply what you
have learned by doing the following:
Do:
Proficient Teachers:
● Make a Lesson Exemplar on time conversion
● Make contextualized learning materials related to time conversion
● Prepare for a demonstration teaching using the lesson exemplar and
contextualized materials you have made
Highly Proficient Teachers:
● Check the lesson exemplar and provide necessary technical assistance
● Evaluate the contextualized materials related to time conversion made
by the teacher
● Observe the demonstration teaching and conduct process observation
and provide the needed technical assistance
Reflection Questions/Activity
Self-Reflection
Share your reflection on your previous practice as a teacher in teaching
Time Conversion. What method/strategy do you intend to:
● keep/retain?
● change/improve?
Closure
End the session with the quotation below:
Note/s to the Facilitator:
___________________________________________________________________________
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Prepared by:
LAARNI RODIL GRANADO RODELIA CABUCO FRIAS
EPS-Mathematics EPS-Mathematics
SDO Cavite Province SDO Cavite City
