Math LG Gr1 Grayscale

i
Lesson Guides in Elementary Mathematics

Grade I

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 1

Region 3

Jasmin Magtanong Bataan

Region 4

Sheilaver Capumpon Cavite
Rosalinda R. Ravelas Laguna

National Capital Region (NCR)

Aurora P. Portes Manila
Bienvenida Tejuco Valenzuela
Zenaida Cajulao Makati
Marites Estrellado Taguig/Pateros

Bureau of Elementary Education (BEE)

Ofelia H. Eustaquio
Rosalinda T. Serrano
Ateneo de Manila University

Virgie C. Gayda

Support Staff

Ferdinand S. Bergado
Ma. Cristina C. Capellan
Emilene Judith S. Sison
Julius Peter Samulde
Roy L. Concepcion
Myrna D. Latoza
Eric S. de Guia - Illustrator

Consultants

Fr. Bienvenido F. Nebres, SJ President,
Ms. Carmela C. Oracion Principal,
High School

Project Staff

Teresita G. Inciong Director IV
Merlita A. Nolido Chief, Curriculum Development Division
Mirla R. Olores Asst. Chief, Curriculum Development Division
Virginia T. Fernandez Project Coordinator

EXECUTIVE COMMITTEE

Edilberto C. de Jesus Secretary, Department of Education
Juan Miguel M. Luz Undersecretary for Finance and Administration
Fe A. Hidalgo Undersecretary for Programs and Projects

Printed in the Philippines.
ISBN 971-92775-0-5

iii
TABLE OF CONTENTS

Introduction............................................................................................................................. vi
Matrix .................................................................................................................................. vii

I. WHOLE NUMBERS
Comprehension of Whole Numbers

Identifying Common Objects According to:
Color ......................................................................................................... 1
Thickness ............................................................................................ 3
Size - small-big, smaller-bigger ................................................................... 7
- long-short, longer-shorter ................................................................... 10
Shape ......................................................................................................... 13
Classifying Sets According to:
Color and Shape ................................................................................ 17
Size and Thickness ............................................................................... 20
Ordering Sets
Least to Greatest .................................................................................. 23
Greatest to Least .................................................................................. 27
Sets in One-More Order ................................................................................... 32
Sets in One-Less Order ................................................................................... 36
Comparing Sets ................................................................................................ 40
Comparing Sets Using the Expression As Many As.................................................. 44
Associating Numbers with Sets Having Objects 0 to 10 ............................................. 48
Telling the Number of Objects in a Given Set ............................................................. 52
Ordering Numbers from Least to Greatest and Vice Versa ......................................... 56
Reading and Writing Numbers in Symbols (0-10) ....................................................... 60
Relationship of Numbers ........................................................................................... 64
Counting 1s through 50 ............................................................................................. 68
Identifying Number of Objects in a Set ....................................................................... 71
Skip Counting by 2s through 50 ................................................................................. 73
Skip Counting by 5s through 50 ................................................................................. 76
Skip Counting by 10s through 50 ............................................................................... 79
Associating Numbers with Sets Having 51-100 Objects/Things................................... 81
Place Value of 1- to 2-Digit Numbers ......................................................................... 84
Reading Numbers 11 through 100 in Symbols and in Words ...................................... 87
Writing Numbers 11 through 100 in Symbols and in Words ........................................ 91
Writing Numbers 11 through 100 in Expanded Form .................................................. 94
Regrouping Sets ....................................................................................................... 96
Identifying Ordinal Numbers ....................................................................................... 99
Reading and Writing Ordinal Numbers ....................................................................... 101
Reading and Writing Money Symbols ........................................................................ 103
Telling Values of Money ............................................................................................ 106
Comparing Values of Money ...................................................................................... 109
Skip Counting by 5s and 10s .............................................................................. 113

Addition
Joining Sets .............................................................................................................. 116
Showing the Relationship of Joining Sets to Addition ................................................. 120
Adding Two 1-Digit Numbers
Sums of 6 and Less ............................................................................... 124
Sums of 7 through 10 ............................................................................... 127
Sums of 11 through 18 ............................................................................... 129
Illustrating that Any Given Number Plus Zero is the Same Number ............................ 131

iv
Changing the Order of Two Addends Does Not Affect the Sum .................................. 134
Adding Three 1-Digit Numbers ................................................................................... 137
Changing the Grouping of Three or More Addends
Helps Make Computation Easy ..................................................................... 140
Adding Mentally Two to Three 1-Digit Numbers ......................................................... 143
Adding 1- to 2-Digit Numbers with Sums through 99
without Regrouping ....................................................................................... 146
with Regrouping ............................................................................................ 149
Analyzing Word Problems
What is Asked .............................................................................................. 152
What is/are Given ......................................................................................... 155
Word Clues and the Operation to Use ........................................................... 158
Transforming Word Problems into Number Sentences .................................. 162
Using the Correct Operation .......................................................................... 166
Solving 1-Step Word Problems .................................................................................. 171

Subtraction

Removing a Subset from a Given Set of Objects ........................................................ 177
Showing the Relationship of Removing Group of Objects
from a Given Set to Subtraction .................................................................... 181
Comparing Sets (More or Less) ................................................................................. 186
Showing Subtraction as the Inverse of Addition ......................................................... 191
Subtracting 1-Digit Numbers
with Minuends through 18.............................................................................. 197
with Minuends through 99 without Regrouping .............................................. 201
with Minuends through 99 with Regrouping ................................................... 204
Subtracting 2-Digit Numbers with Minuends up to 99
without Regrouping ....................................................................................... 208
with Regrouping ............................................................................................ 213
Mental Subtraction .................................................................................................... 216
What is Asked .............................................................................................. 220
What is/are Given ......................................................................................... 224
Word Clues and the Operation to Use ........................................................... 227
Transforming Word Problems into Number Sentences .................................. 232
Using the Correct Operation .......................................................................... 237
Solving Word Problems ............................................................................................. 242

II. RATIONAL NUMBERS

Fractions

Recognizing
2
1
of a Whole ........................................................................................ 245
Recognizing
4
1
of a Whole ......................................................................................... 249
Separating a Whole Object into:
Halves .......................................................................................................... 252
Fourths ......................................................................................................... 255
Halves/Fourths .............................................................................................. 259
Separating Group of Objects into:
Halves .......................................................................................................... 264
Fourths ......................................................................................................... 268

v
III. MEASUREMENT

Time Measure

Number and Names of Days in a Week ..................................................................... 273
Number of Months in a Year Using the Calendar ....................................................... 278
Indicating Time to the Hour ........................................................................................ 281
Indicating Time to Half-Hour ...................................................................................... 284
Telling Time Using Digital Clock ................................................................................ 288
Indicating Time to the Nearest 15 Minutes of an Hour ................................................ 291

Linear Measure

Measuring Objects Using Non-Standard Units of Linear Measure .............................. 294

Mass Measure

Measuring Mass Using Non-Standard Units of Measurement ..................................... 298

Area

Measuring Area Using Non-Standard Units ................................................................ 302
Comparing Non-Standard Units of Measuring Area .................................................... 305

Capacity

Measuring Capacity Using Non-Standard Units ......................................................... 308
Comparing Measurement for Capacity ....................................................................... 313

vi

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.

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.

vii
MATRIX IN ELEMENTARY MATHEMATICS
GRADE I

Competencies Values Integrated Strategies used
Multiple Intelligence
Techniques
I. WHOLE NUMBERS
A. Comprehension of Whole
Numbers

1. Recognize cardinal
numbers from 0 to 100

1.1 Identify common objects
according to color
- size
- thickness
- shape

Satisfaction
Obedience
Health value
Cooperation
Creativity

Group work
Game

Concept development

Singing
Drawing
Speaking
Independent activity
1.2 Classify sets using common
objects according to color,
- size
- shape
Orderliness
Health value
Cooperation
Obedience
Creativity
Group work
Concept development
Game
Reciting a rhyme
Picture study
Drawing
Writing
Independent study
Poetry
Singing
1.3 Order sets with 1 to 10
objects from least to
greatest and vice-versa
Obedience
Punctuality
Orderliness
Story telling
Grouping
Picture study
Singing
Manipulative
Writing
Independent study
1.4 Construct sets with objects 1
to 10 in

1.4.1 the one
more order
1.4.2 the one less
order

Carefulness

Thrift

Concept development

Singing
Writing
Drawing
1.5 Compare 2 sets using the
expressions fewer than,
more than, and as many
as

Obedience
Courtesy

Game
Grouping

Drawing
Manipulative
1.6 Associate numbers with sets
having objects 0 to 10
Enjoyment in doing
ones work
Group work
Concept development
Singing
Drawing
1.7 Tell the number of objects in
a given set of 10 or less
Cooperation Concept development
Group work
Drawing
Manipulative
1.8 Order numbers 1 to 10
including zero from least to
greatest and vice-versa
Cooperation Group work
Storytelling
Writing
Singing
Independent study
1.9 Read and write numbers
from 0 to 10 in symbols
Enjoyment in group
activities
Group work
Reciting poem
Concept development
Poetry
Cooperative groups
1.10 Tell the relationship
of numbers using
the expressions
less than, greater
than, equal
Neatness in ones work Concept development
Story telling
Manipulative
Writing
1.11 Count by 1s through 50 Love of nature Group work Outdoor activities
Singing, Writing
1.12 Identify numbers in sets
having 11 to 50 objects
Enjoyment in
manipulating objects
Storytelling
Game
Singing
Manipulative
Speaking

viii
Techniques
1.13 Skip count by 2s, 5s and
10s through 50
Interest in manipulating
objects
Cooperation

Concept development
Grouping
Writing
Reading
Drawing
Manipulative
Drawing
1.14 Associate numbers with
sets having 51 up to 100
objects/things

Cooperation Grouping
Guessing game
Writing
Manipulative
Joining dots
2. Read and write numbers
through 100 in symbols
and in words

Practicing good study
habits
Story telling
Guessing game
Cooperative groups
Charts
Riddles
2.1 Give the place value of each
digit in a 1-to 2-digit numbers
Pleasure in
manipulating things
Concept development
Discovery method
Hands-on
Manipulative
Writing
Reading
Speaking
2.2 Read numbers from
11 through 100 in
symbols and in
words
Practicing good study
habits
Story telling
Guessing game
Reading
Writing
Reading
Games
2.3 Write numbers from
11 through 100 in
symbols and in
words
Neatness in ones work Games relay Singing
Writing
Reading, Games
2.4 Write numbers from 11 through
100 in expanded form
Neatness and
orderliness
Guessing game
Picture story
Speaking
Writing
2.5 Regroup sets of ones into sets
of tens and sets of tens into
hundreds using objects
Cooperation Games
Concept development
Drawing
Manipulative
Writing
Reading
Speaking
3. Read and write ordinal
numbers 1
st
, 2
d
, 3
d
up to
10
th
in a given set

Orderliness Concept development Writing
Speaking
Reading
3.1 Identify the 1
st
, 2
d
, 3
d

up to the 10
th
object
in a given set
Cooperation Game
Riddles
Drawing
Coloring
4. Read and write money
up to 50.00

4.1 Read and write the symbol of
for centavos and for pesos
Appreciation of the
value of money
Concept development
Game
Writing
Speaking
4.2 Tell the value of a
given set of coins and
paper bills up to 50
Thrift Concept development
Game
Speaking
Writing
4.3 Compare values of the different
denominations of coins and
paper bills through 50 using
the relation symbols.
Thrift
Spending money wisely

Picture study
Problem solving
Manipulative
Writing
4.4 Skip count by 5s, 10s up to
50s

Cooperation Concept development
Problem solving
Manipulative
Writing
Reading
Speaking
Drawing
B. Comprehension of
Addition

1. Add two to three 1-
digit numbers with
sums up to 18
horizontally and vertically

Making right choices Problem story
Problem solving
Drawing
Writing
Speaking

ix
Techniques
1.1 Join two sets with 1 to 9
objects

Working well with others Concept development Singing
Drawing
Writing
Speaking
1.2 Show the relationship of
joining sets to addition of
whole numbers
Active participation in
class activities
Grouping, Concept
development
Problem solving
Poems
Writing
Drawing
1.3 Add two 1-digit numbers
having sums of :
- 6 and less
Teamwork Guessing games
Story telling
Poetry
Singing
Manipulative
- 7 through 10
(after concept
of 1-10)
Teamwork Playing games
Group work
Singing chart
Drawing
1.4 Illustrate that any given
number plus zero is the
same number
Honesty Acting-out Movements
Singing
1.5 Show that changing the
order of two addends does
not affect the sum
Cleanliness and
neatness
Concept development
Drawing pictures
Movements
Singing
Drawing
1.6 Add three 1-digit numbers
having sums up to 18
Accuracy Story-telling
Concept development
Play
Cooperative groups
1.7 Show that changing the
grouping of three or more
addends helps make
computation easy
Active participation Acting-out
Listing
Cooperative groups
2. Add mentally two to three 1-digit
numbers with sums up to 18
Active participation Games
Guess and check
Singing
Cooperative groups
3. Add 1- to 2-digit numbers with
sums through 99
- without regrouping

Attentiveness to details

Concept development
Drawing pictures

Drawing
Cooperative groups
- with regrouping Attentiveness Making chart, tables,
Listing
Cooperative groups
Manipulative
4. Application of Addition
4.1 Solve 1-step word
problems involving
addition of whole
numbers including
money with sums
up to 99 without and
with regrouping

Enjoyment

Modeling
Role playing
Concept development

Reading
Cooperative groups
Music appreciation

4.1.1. Analyze the word
problem
4.1.1.1 Tells:
- what is asked
- what is/are given

Proper nutrition

Acting-out
Concept development

Singing
Reading
Writing
- the word clues
- the operation to be used
Love and care Story-telling
Graphing
Singing
Cooperative groups
4.1.2 Transform the word
problem into a
number sentence
Cooperation Storytelling
Drawing
Singing
Cooperative group
4.1.3 Use the correct operation
4.1.4 State the complete
answer

Enjoyment

Concept development
Drawing picture
Story telling
Guess and check

Singing
Drawing
Music chart
C. Comprehension of Subtraction

1. Subtract 1- to 2-digit numbers
from 1- to 2-digit numbers with
minuends up to 99 without and
with regrouping

Showing love and care
Gain pleasure
Punctuality

Games
Story telling
Drawing
Tables
Concept development

Singing
Movements
Manipulative
Charts
Drawing

x
Techniques
1.1 Visualize situations when
subtraction is used
Cleanliness Story-telling
Games
Acting-out
Reading
Writing
Cooperative group
1.1.1 Remove a subset from
a given set of objects
(taking away)
Accuracy and
working independently
Drawing pictures/
diagram
Drawing
1.1.1.1 Show the relationship
of the removal of a
group of objects from
a given set to
subtracting of whole
numbers

Cooperation Group activities
Problem solving
Reading
Writing
Singing
1.1.1.2 Compare two given sets
(more or less in number)

Being active Group work
Guessing game
Cooperative groups
Singing
1.1.1.3 Find a missing addend
1.1.1.3.1 Show that
subtraction
is the inverse of
addition

Help in preserving trees

Story-telling
Acting-out

Poetry
Outdoor activities
1.2 Subtract 1-digit numbers with
minuends through 18 (basic
facts)

Gain pleasure in reading
books
Play
Story-telling
Group Work
Number line
Singing
Manipulative
Play
Movements
1.3 Subtract 1- to 2-digit numbers
with minuends up to 99

1.3.1 without regrouping
Showing love and care Games
Story-telling
Acting out
Relay game
Reading
Writing
Cooperative group
1.3.2 -with regrouping Cleanliness Story-telling
Drawing
Concept development
Tables
Manipulative
Charts
Drawing

1.3.3 Subtract 2-digit numbers
without regrouping

Punctuality Story-telling
Concept development
Play
Manipulative
Charts
Drawing
1.3.4 Subtract 2-digit with
regrouping

Thrift Story-telling
Concept development
Writing
Cooperative group
2. Subtract mentally 1-digit numbers
from minuends up to 18 without
regrouping
Love and care for
animals
Guessing Game
Story-telling
Play
Singing
Movement
Manipulative
3. Application of Subtraction

3.1 Solve word problems
involving subtraction of whole
numbers including money
with minuends up to 99
without and with regrouping

Attentiveness

Concept development
Story-telling
Drawing
Guessing game

Singing
Drawing
Playing
Cooperative group
3.1.1 Analyze the word
problems

3.1.1.1 Tell:
- what is asked

Finding pleasure in
reading

Story-telling

Drawing

Cooperative group
Reading
Writing
Drawing
- what is/are given Love for nature

Reciting poem
Story-telling
Drawing
Poetry
Drawing
Manipulative
- the word clues
- the operation to
be used
Carefulness Story problem
Drawing
Collecting data
Cutting

Reading
Drawing
Hands-on

xi
Techniques
3.1.2 Transform the word
problem into a number
sentence

Sharing

Playing games
Story-telling
Drawing
Collecting
Paper folding
Drawing
Outdoor activities
Manipulative
3.1.3 Use the correct
operation

Enjoyment in doing
things
Story telling
Drawing
Coloring
Cutting
Singing
Manipulative
Cooperative group
3.1.4 State the complete
answers
Enjoyment in doing
things
Story telling
Drawing
Coloring
Cutting
Singing
Manipulative
Cooperative group
II. RATIONAL NUMBERS

A. Comprehension of
Fractions

Generosity

Acting-out
Problem solving

Games
Mental computation

1. Recognizes
2
1
and
4
1
of a whole

Sharing
Helping others

Story telling

2. Separate a whole object into
halves/fourths
Generosity
Sharing
Story telling
Acting-out
3. Separate group of objects
into halves/fourths
Sharing with others
Giving
Story telling Reading
Writing

III. MEASUREMENT
A. Comprehension of time
measure

1. Tell the number of days in a
week/months in a year using
the calendar
Love for others
Helping one another
Story telling
Graph
Spatial, Manipulative
activities, Drawing
2. Indicate time to the
hour/half hour
Punctuality
Responsibility
Games
Story telling
Guess/Check
Drawing pictures
Group work
Independent study
Reading
Cooperative learning
2.1 Show that 60 minutes
make an hour
Punctuality Concept development
Listing
Hands-on activities
Cooperative work
2.2 Tell time using digital
clock
Carefulness Drawing of pictures
Listing
Reading, Writing,
Speaking, Numbers
3. Indicate time to the
nearest 15 minutes of
an hour like 1:15, 1:30, 1:45

3.1 Indicate time
such as 1:15, 1:30,
1:45 when the hand
is at 15 minutes
Carefulness Drawing of pictures
Listing
Reading
Writing
Speaking
Numbers
4. Read and write time
as shown on the clock

Neatness
Orderliness
Listing
Drawing pictures
Numbers
Drawing
Hands-on activities
B. Comprehension of Linear Measure
1. Make measurement using non-
standard units of linear measure.

Cooperation

Concept development
Hands-on activities

Mental computation
Singing, Writing,
Measuring
2. Compare among the
non-standard units of
mass measure in
terms of consistency
and accuracy
Cooperation Comparison Measuring

xii
Techniques

C. Comprehension of Mass
Measure

1. Measure mass using non-
standard units of linear
measures

Cooperation

Concept development
Hands-on activities

Mental computation
Singing
Writing
Measuring
2. Compare among the non-
standard units of mass measure
in terms of consistency and
accuracy
Carefulness Analogy
Hands-on activities
Comparison
Manipulative
Independent study

D. Comprehension of Area

1. Measure area using non-
standard units

Active participation

Group work

Diagrams
standard units of measuring
area in terms of consistency and
accuracy
Active participation Comparison Graphing
Diagram

E. Comprehension of
Capacity

1. Measure capacity using non-
standard units
Health value Hands-on activities Measuring
Singing
standard units of capacity
measure in terms and accuracy
of measurement
Water conservation Group work
Comparison
Listing

1
Identifying Common Objects According to Color

I. Learning Objectives

Cognitive: 1. Name the colors of common objects
2. Identify colors of common objects
Psychomotor: Draw objects and color them
Affective: Gain satisfaction in coloring objects

II. Learning Content

Skill: Identifying common objects according to color
Reference: BEC - PELC IA1.1.1 (1)
Materials: real objects, mystery bag with cutouts inside, picture of a beautiful garden, things
inside their bags
Value: Satisfaction in ones accomplishment

III. Learning Experiences

A. Preparatory Activities

1. Drill

Have children show and name the things found inside their bags. Then, let them
name things inside the classroom. Let pupils describe the objects by naming their colors.

Present a song about colors to the tune of Where is Father. Red, Blue, White,
Yellow, Pink, Green and Orange, Black, Brown and Violet (2x)

2. Motivation

Show a picture of a garden with colorful plants.
What do you see in the picture?
Do you like them? Why?
Who made the flowers? plants? etc.
What else did God make?
Do all things made by God have colors?

B. Developmental Activities

1. Presentation

a. Teacher names the colors of the flowers, leaves, and other things found in the
garden.
b. Present a basket with different fruits inside. Have the pupils identify each by naming
its color.
(As the teacher shows the fruits, she shows the corresponding color cards.)
c. Present a mystery box with cutouts inside. Call the pupils and let them pick one
cutout from the mystery box. Then, let them group the cutouts according to their
color.

2. Fixing Skills/Practices

Present cutouts of objects without colors. Then have the pupil get the corresponding
colored cutouts to match with each object.

2
3. Generalization

What can you say about the objects?

Objects have different colors.

C. Application

Ask pupils to look for red objects in the room. Have them name the objects.

Ex. Red ball
(Do the same procedure with yellow, blue, green, orange, black, brown and white
objects.)

IV. Evaluation

A. Give the colors of these objects. (Color the drawings before presenting this activity.)

1. 2. 3. 4. 5.

B. Which object is

yellow?

a. b. c.

red?

a.

b.

c.

orange?

a.

b.

c.

green?

a.

b.

c.
blue?

a. b. c.

C. Write the letter of the correct answer.

1. It is red.

a. b. c. d.

3
2. It is yellow.

a. b. c. d.

3. It is green.

a. b. c. d.

4. The mango is ____.

a. blue b. red c. white d. yellow

5. The sampaguita is ____.

a. orange b. green c. brown d. white

Valuing:
Ask the pupils how they feel while they are coloring objects or drawings.

V. Assignment

A. Color the following pictures.

1. 2. 3. 4. 5.

Red Green Blue Black White

B. Draw 5 objects and color them.

Identifying Common Objects According to Thickness


Cognitive: Identify common objects according to thickness
Psychomotor: Make sets of objects of different thickness
Affective: Participate actively in various activities


Skill: Identifying common objects according to thickness
(thick, thin thicker and thinner)
Reference: BEC/PELC I A 1.1.1 (2)
Materials: Color cards, books, pictures, real objects to compare like books, rope, thread,
sticks, pencils
Value: Cooperation

4


1. Drill (using a chart)
Identifying objects and their colors.
Example: a red apple

2. Review
a. Tell the color. (Have pupils tell the color of their things.)
1. My nails are _____________.
2. My bag is _______________.
3. My dress is _______________.
4. My T- shirt is ___
5. My shoes/slippers are ____________.

b. Naming objects in the classroom.
c. Check the picture that matches the correct name.

1) pants

a.

b.

2) belt

a.

b.

3) pencil

a.

b.

4) stick

a.

b.

5) ribbon a.

b.

3. Motivation
Have you tasted a cake? What kind of cake did you have? Was your cake thick or
thin? Which do you want to eat? Why?


1. Presentation

a. Show books of different thickness: a thick and a thin one.
Introduce thin-thick showing the books. Say, This book is thin. This book is thick.

Have pupils repeat the sentences while showing the book. Call on individual pupils
to describe each book.

5
b. Present other objects that pupils can describe like towels, rope, thread, pad paper,
notebook, wood blocks.

Call on individuals to describe the objects.
The teacher compares two objects as the class listens Say: The notebook is thicker
than the pad paper.
Have the class repeat the statement.
Let pupils compare other objects using thicker than.
Compare two objects using the word thinner.
Say: The handkerchief is thinner than a towel.
Have some pupils use thinner to compare other objects.

c. Game: Show me (Can be done by the whole class/individually). The pupils will
show things that the teacher says.

Teacher says: SHOW ME SOMETHING AMONG THE THINGS YOU HAVE

1) a thick cardboard
2) a thin paper
3) a thick book
4) a thin eraser
5) a thick notebook
6) a thick jacket
7) a thick block of wood
8) a thin handkerchief
9) a thick bag
10) a thin magazine

2. Fixing Skills/Practice

a. Check the thick objects. Cross-out the thin objects.

b. Which is thicker?

1) a pad paper or a book
2) a blanket or a handkerchief
3) a toothpick or a matchstick

c. Which is thinner?

1) a thread or a rope
2) a match stick or a pencil

3. Generalization

How did we compare the objects in our lesson today?
We compared objects according to thickness. Objects differ in thickness. What can you
say about the objects around us?
Some are thin, some are thick.

1) 2) 3) 4)

6
C. Application

Draw the following correctly.

1. a thick plate
2. a thin book
3. a thick slipper
4. a thin dictionary
5. a thick notebook

IV. Evaluation

A. Write the number of the correct answer.

1. thin eraser

a. b.
2. thick bread

a. b.
3. thick stick

a. b.
4. thin wood

a. b.
5. thin towel a. b.

B. Which is the correct answer? Write A or B?

1. The thick notebook is ___.

A. B.

2. The thin eraser is ___.

A. B.

3. The thick stick is ___.

A. B.

7

4. The thin paper is ___.

A. B.

5. The thick newspaper is ___.

A. B.

V. Assignment

Draw thin and thick objects listed below.

book
plastic straw
match stick
rope
sole of slipper

Identifying Common Objects According to Size


Cognitive: 1. Identify common objects according to size small and big,
bigger and smaller
2. Compare objects according to size
Psychomotor: Draw big and small objects
Affective: Follow directions in learning activities


Skill: 1. Identifying common objects according to size big and small; bigger and
smaller
2. Comparing two common objects according to size
Reference: BEC/PELC I A 1.1.1 (3)
Materials: Bananas, real objects, pictures, cutouts, things around the room, trays
Value: Obedience



1. Drill
Match the color cards with a given object.
Example: eggplant violet
banana yellow

8

2. Review

Say the letter of the correct answer.

It is pink. a. duhat b. macopa c. atis
It is brown. a. guava b. mango c. chico
It is orange. a. stringbeans b. petchay c. carrot
It is red. a. tree b. apple c. santol
It is yellow. a. banana b. orange c. melon

3. Motivation

Ask the pupils what fruits do they like to eat and why.


1. Presentation

a. Show two papayas. Label the bigger one A and the smaller one B. Ask, Which of
these papayas will you choose? Why?
b. Introduce the term big.
c. Have the pupils identify other big objects in the room.
d. Introduce small. Using the small papaya as model, show other small objects found in
the room.
e. Ask pupils to compare two objects using the terms bigger smaller.

2. Group Activity

Divide the class into groups and distribute objects in a tray for each group to
compare. Each group will show two objects and compare them using bigger and smaller.

3. Generalization

Ask: What can you say about the size of objects?
Objects differ in size. Some are small, some are big.

4. Valuing

Talk about the activities that the teacher told them to do. Cite instances.
Ask: What kind of children are you if you follow what the teachers say? (Introduce
OBEDIENT-OBEDIENCE.)

Then have the pupils repeat: We are obedient if we follow what the teacher says.
Why do we have to follow what the teachers say?

Ask: Who are the other people that we should obey? Why?

C. Application

Put a check - if the object is small, x if it is big.

1. 4.

2. 5.

9

3. 6.

Which is bigger?

1. rabbit or elephant?
2. jeep or bus?
3. wallet or bag?

Which is smaller?

1. santol or watermelon
2. teaspoon or ladle
3. pail or drum

IV. Evaluation

A. Write the letter of the correct answer.

1. a small book

a. b.

2. a big cat

a. b.

3. a small envelope

a. b.

4. a small banana

a. b.

5. a big ball

a. b.

B. Fill in the blanks with bigger or smaller (teacher will read this for the children).

1. An ant is _________ than a spider.
2. A dog is _________ than a cat.
3. A house is _________ than a bus.
4. A chick is _________ than a hen.
5. A pair of scissors is _________ than a nail cutter.

10

C. Draw a smaller object for each of the following:

1. 2. 3. 4. 5.

D. Draw a bigger object for each of the following:

1. 2. 3. 4. 5.

V. Assignment

Bring big and small similar objects which are not found in the classroom. Be able to describe
your objects.

Identifying Common Objects According to Size


Cognitive: Identify common objects according to size long or short
Compare objects according to size longer or shorter
Psychomotor: Make models of objects of different sizes using clay
Affective: Learn the value of eating vegetables


Skill: 1. Identifying common objects according to size long, short longer and shorter
2. Comparing common objects according to size
Reference: BEC-PELC I A 1.1.1 (3)
Materials: Chart, drawings, crayons, clay, cutouts of objects
Value: Health value eat vegetables



1. Drill

Identify big and small objects shown on the chart

Ex. a big ball a small ball

2. Review

Compare two objects using bigger and smaller.

Ex. The carabao is bigger than a cat.

11
The ant is smaller than a rat.
3. Motivation

Ask: Who among you eat vegetables? What vegetables do you eat? Inform the pupils
the food nutrients that we get from vegetables. Ask pupils why they should eat
vegetables. (Possible answer: Vegetables make us strong and healthy.)


1. Presentation

a. Show an upo and patola. Have pupils identify them and ask which one is long or
short.
b. Present other objects and have the pupils identify which are long/short.
c. Place other vegetables on the table and tell them to compare the length. Ask: Which
is longer? Which is shorter? Guide the children in saying: The patola is longer than
the carrot. The carrot is shorter than the patola.
d. Show other objects that pupils can compare. Distribute a set of objects to the pupils
to compare as to their length: longer or shorter. Tell them to get two objects and
show to the class which one is longer, or shorter.
e. Look for two objects in the room and do the same procedure as above.
f. Game and contest: Bring Me

Divide the class into 2 groups. Ask for a thing or an object. The first group to bring an
object or thing gets a point. The first group that gets a total of three points wins the
game.

Example: Bring me a long pencil.
Bring me a short crayon.
Bring me a girl with long hair.


Make long and short objects using your clay.

3. Generalization

How did we identify the objects?

Objects differ in size. Some objects are long. Some objects are short.

C. Application

Which is longer? Which is shorter?

1. The comb is ___ than a pin.
2. The belt is ___ than a necktie.
3. The train is ___ than a bus.
4. The necktie is ___ than a ribbon.
5. The crayon is ___ than a pencil.

12
IV. Evaluation

A. Copy the letter of the correct answer.

1. short hair

a. b.

2. long string

a. b.

3. Which is shorter?

a. b.

4. Which is longer?

a. b.

5. Which is shorter?

a. b.

B. Write S for short objects, L for long objects.

1. ___ ___

2. ___ ___

3. ___ ___

4. ___ ___

13

5. ___ ___

C. Check () the shorter object and cross out (X) the longer one.

V. Assignment

Tell something about your hair, fingernails, fingers. Compare them with your seatmates hair,
fingernails, fingers. Example: Whose hair is longer/shorter?

Identifying Common Objects According to Shapes


Cognitive: Identify common objects according to shape
Psychomotor: Demonstrate creativity in illustrating the different shapes
Affective: Show the different shapes using fingers and body language


Skill: Identifying common objects according to shape
Reference: BEC PELC I A 1.1.1 (4)
Materials: Real objects (egg, umbrella, handkerchief, pad paper), objects outside the
classroom, picture of a baby
Value: Creativity



1. Drill

Naming objects on the table egg, pad paper, umbrella, pencil

2. Review

a. Reciting a rhyme

Yellow are the stars
That twinkle at night.
Roses are red,
Violets are blue
Green are the leaves,
That give us shade.

14
b. Identifying objects mentioned in the rhyme

What is the color of the stars in our rhyme? leaves? roses?

3. Motivation

Singing a song about shapes Tune: Are you sleeping?

Square and circle 2x
Triangle, triangle
Rectangle and oblong 2x
Triangle, triangle

Have the pupils perform the action for the song using their fingers/body language.
What is the song about?
What shapes are mentioned in our song?
What body parts did you use while singing?


1. Presentation

a. Show different objects of different shapes like egg, book, mirror, handkerchief,
leaves, pad paper. Have the pupils identify the shape of each object. If they cant
identify the shapes, introduce these to the pupils.

b. Group Work

Group the pupils into six. Have them collect objects outside the classroom. The
leader of the group will report the shape of the objects collected.
Based on the report of the leader of each group, have pupils name the shapes of
the objects collected. circle, triangle, square, rectangle, etc.
Let the pupils trace the shapes of the objects on the back of their partners using
their fingers and say the name of each shape correctly.


Say the letter of the correct answer.

1) Which is like a C?

a. b. c.

2) Which is like a 7?

a. b. c.

15

3) Which is like a ?

a. b. c.

4) Which looks like a L?

a. b. c.

5) Which looks like an ?

a. b. c.

3. Generalization

How do we identify objects?

We can identify common objects according to their shapes.

C. Application

Match the shapes in Column A with the shapes of objects in column B. Write the letter of the
correct answer.

Column A Column B

1. A.

2. B.

3. C.

4. D.

5. E.

16
IV. Evaluation

A. Choose the letter of the correct answer.

1. It is a square.

a. b. c.

2. It is a triangle.

a. b. c.

3. It is an oblong.

a. b. c.

4. It is a rectangle.

a. b. c.

It is round.

a. b. c.

B. Draw 2 objects whose shapes are like the following:

1. 2. 3. 4. 5.

V. Assignment

Draw lines to match the shape with the correct object.

1. a.

2. b.

3. c.

4. d.

17

5. e.

VI. Enrichment

Draw a figure of a boy using different shapes.

Classifying Sets using Common Objects According to Color and Shape


Cognitive: 1. Classify sets using common objects according to color and shape
2. Utilize the sense of sight and touch in classifying the objects according to
color and shape effectively.
Psychomotor: Draw common objects grouped according to color and shape
Affective: Show cooperation in working with the group


Skill: Classifying sets using common objects according to color and shape
Reference: BEC-PELC IA1.2.1& 4
Materials: Real objects like paper plate, handkerchief, wallet, cotton balls, notebook, leaf,
face towel, plastic egg, box, cut outs, other real objects available in the locality
Value: Cooperation



1. Drill

Display cutouts of common objects on the board. Have the pupils pick and identify
the objects according to its color.

2. Review

Choose the letter of the correct answers.

1) Which is like a C?

A. B. C.

2) Which is like a 7?

A. B. C.

18
3) Which is like a ?

A. B. C.

4) Which is like an ?

A. B. C.

5) Which is like a L?

A. B. C.

3. Motivation

a. Give the pupils cutouts of different objects with assorted colors. Ask them to group
the objects according to their color.

b. Call on pupils to describe the color of each group of objects.


1. Presentation

a. Present a paper bag full of objects (white paper plates, red handkerchief, blue
rectangular wallet, white cotton ball, red puzzle mat, blue notebook, green leaf,
orange towel, green plastic egg, orange square box)
b. Call on 5 boys to pick one object from the bag. Ask them to identify the color and
shape of the object they picked out.
c. Call on 5 girls. Have them pick out the remaining objects. Ask them to look for their
partner as to shape and color of the objects.
d. Ask:
What is the color and shape of the paper plate and the cotton ball?
Are the shapes and colors the same? Why?
How about the handkerchief and puzzle mat?
What can you say about them?
Are the notebook and the wallet the same? In what way?
How are the leaf and the plastic egg alike?
Tell something about the face towel and the box.

2. Guided Practice

Group the pupils into 6. Provide each group with an envelope containing colored
cutouts. At the count of three, ask them to begin classifying the cutouts according to
shape and color. The first group to finish receives a prize.

3. Generalization

How do we classify objects?

We classify sets of common objects according to their colors and shapes.

19
C. Application

Draw objects with the same color.

1. (white) 4. (red)

2. (green) 5. (brown)

3. (black)

D. Valuing

Talk about cooperation
- Why did the group win? How did you cooperate with your group?
If you work well with your group you finish ahead.

IV. Evaluation

A. Which does not belong to the group? Copy the letter of the correct answer.

1.

A B C D

2.

A B C D

3.

A B C D

B. Write C if the objects are grouped according to color; SH if according to shape.

_________ 1. Egg cotton milk
_________ 2. Eggplant ube duhat
_________ 3. Coin purse wallet handbag
_________ 4. Atis guava watermelon
_________ 5. Ampalaya upo patola

C. Group these objects according to color

milk sun strawberry squash calamansi chico
heart orange sampaguita coconut yellow bell tamarind

Orange Red White Yellow Brown
________ ________ ________ ________ ________
________ ________ ________ ________ ________

20
V. Assignment

Draw 3 kinds of vegetables or fruits with the same color and shape.

Classify Sets Using Common Objects According to Size and Thickness


Cognitive: 1. Classify sets using common objects according to size and thickness
2. Observe how sets are classified according to size and thickness
Psychomotor: Measure objects according to size and thickness
Affective: Group objects in an orderly manner.


Skills: Classifying sets using common objects according to size and thickness
Reference: BEC-PELC I A 1.2.2 & 3
Materials: Real objects like ropes, wood blocks, curtain rods, slices of bread, cut outs,
pictures
Value: Orderliness



1. Drill

Pick out an object on the table. Have the pupils tell its color, shape and size.

2. Review

Display cutouts of common objects. Let the pupils group the given objects according to
color and shape.

3. Motivation

Game: Group Me
Group pupils into 3
Provide each group with 10 objects that differ in size (big and small) and thickness
(thin and thick)
Ask them to group the objects into two: thick and big; thin and small.
Ask: Were you able to group the objects? (Y/N) How did you group them?


1. Presentation

a. Present a big, thick book together with a small, thin book

Tell the pupils to observe them carefully.
Place the books side by side and have the pupils tell which one is big and thick;
small and thin.

21
Present a small and thin rod or stick together with a big and thick rod. Observe
and compare as to size and thickness.
Present a small and thin wood block together with a big and thick wood block.
Observe and compare as to size and thickness.

b. Ask:

What objects did we use in comparing size and thickness?
What did we do before we compare the objects? (observe)
After observing, what else did we do? (put the objects side by side)
What did we do with the objects? (we compared them)

2. Fixing Skills/Practices

Study the two groups of objects.

Set A Set B

Ask:
- What are the objects in set A? in set B?
- In what way are they the same? Different?
- How were the objects grouped?
- What can you say about the objects in set A? set B?

*Valuing: Talk about how the pupils group the objects.
Ask: Were you able to group your objects correctly?
What did you do? (We grouped them in an orderly manner)
How else can you show orderliness?

3. Generalization

How did we group the objects?

We group the objects according to size and thickness. Objects can be classified
according to size and thickness.

C. Application

Group the following objects according to size and thickness by drawing them under the
proper column or heading.

Big Small Thick Thin Long Short

22
IV. Evaluation

A. Put a (-) check on the big and thick objects and (X) cross if it is small and thin.

B. Write the number of the objects which does not belong to the group.

1)

1. 2. 3. 4.

2)

1. 2. 3. 4.

3)

1. 2. 3. 4.
C. Write the names of objects that should be together.

Thin Thick
block of wood
papaya
pad paper
handkerchief
shirt
cake
ruler
sweater

V. Assignment

Draw these objects. Group them into:

Thick Thin

1. Soap
2. Towel
3. Jacket
4. Book
5. Brush

23

Ordering Sets from Least to Greatest


Cognitive: Order sets with 1 to 10 objects from least to greatest
Psychomotor: Draw sets of objects to complete the order of sets from least to greatest
Affective: 1. Participate actively in the discussion
2. Be orderly in using the materials


Skill: Ordering sets with 1 to 10 objects from least to greatest
Reference: BEC- PELC I A 1.3.1
Materials: Real objects (bottle caps, plastic straws, popsicle sticks), cutouts, pictures
Value: Orderliness



1. Drill

Identifying sets of common objects inside the classroom
Example: books, tables, desks, windows, etc.

2. Review

a. Which has a different color?

a) yellow bell c) ripe mango
b) yellow pad d) orange

b. Which has a different shape?

a) c)

b) c)

c. Which is different in size?

a) b)

c) d)

24
d. Which is different in thickness?

a) b)

c) d)

e. Which is different in thickness?

a) b)

c) d)

3. Motivation

Sing a song Ten Little Indians using a chart with drawings.
How many Indians are there in the beginning? In the end?
What is the song about?
Are the drawings of Indians in the chart have the same number mentioned in our
song?


1. Presentation

a. Present real objects on the table.

1) 2) 3)

4) 5)

How many vases can you see? (1)
How many erasers? (2) notebooks? (3) leaves (4) angels (5)
How many objects did we add as we go to the next number?
(We add one more)

b. Present a situation through pictures

A group of children went to the farm to gather mangoes from their Lolos orchard.
Dan gathered 3 mangoes. Paul gathered 5. Simon got 4. Raul 2 and Earl only 1.
How many children went to the farm?
What did they do there?
How many mangoes did Earl gathered? Raul? Dan? Simon? Paul?

25
Let us arrange the children with the number of mangoes they gathered. Lets
start with Earl.

Let the pupils count the mangoes.
(1-2-3-4-5)

Ask: How did we arrange the mangoes? (from least to greatest)

*Valuing discuss with pupils the manner of arranging things.
Ask: Why must we do things in an orderly manner?
Do you do this also at home?
Let the pupils cite situations.

2. Generalization

a. Ask: When we arrange sets in order, which group comes first?
b. Ask some pupils to state the generalization.

In arranging sets we start from the least to the greatest.

C. Application

Order the sets from least to greatest. Write the letter of the correct order of the sets.

1.

A B C ___ ___ ___

2. *777 7 77
A B C ___ ___ ___

3. = = = = = ====
= = ====
A B C ___ ___ ___

4. 4 4 4 4 4
4 4 4 4 4
A B C ___ ___ ___

5. E E E E E E E E E E
E E E E E E E
A B C ___ ___ ___

IV. Evaluation

A. Arrange the sets of objects from least to greatest.

1.

A B C

26

2.

A B C

3.

A B C

4.

A B C

5.

A B C

B. Arrange the following sets from least to greatest.

1.

A B C

2.
A B C

3.

A B C

4.

A B C

27

5.

A B C

C. Arrange from least to greatest. Put numbers 1, 2, 3 in the box.

1. C C C C C C C 4. 77 7 777
C C C C C 77 77 777

2. C C C C C C C C 5.
C C C C C C C C C

3.

V. Assignment

Draw the number of objects for each box. Then arrange them from least to greatest by writing A,
B, C.

_____ _____ _____

Ordering Sets from Greatest to Least


Cognitive: Order sets with 1 to 10 objects from greatest to least
Psychomotor: Listen carefully to the teachers instructions
Affective: Make use of non-loco motor movements like clapping of hands stamping of the
feet while singing.


Skill: Ordering sets with 1 to 10 objects from greatest to least
Reference: BEC-PELC I A 1.3.2
Materials: Real objects (balls, marbles) cut outs, pictures
Value: Obedience and punctuality

4 balls 7 balls 8 balls

28


1. Drill

Drill on classifying sets according to color, size, shape and thickness. Call on individual
pupils to describe the sets.

2. Review

Review on ordering objects from least to greatest.

a. using real objects
b. using cutouts placed on the chart
c. using illustrations

Arrange the sets from least to greatest. Write the letter only.

1) 7

7

7

7 7

7 7
7 7

__ __ __ __
A B C D

2)
C C
C

C C C
C C

C C C
C C C

C C C
C

__ __ __ __
A B C D

3)

__ __ __ __
A B C D

4)
- - - -
- -

- - - -
-

- - - -
- - -

- - - -
- - - -

__ __ __ __
A B C D

5)

__ __ __ __
A B C D

3. Motivation

Sing a song to the tune of Ten Little Indians.

10 little 9, little 8, little apples
1 little red apple.

29
With what number did we start our song?
Were the number of sets arranged? How?

Now, lets sing the song with action.
Observe and listen while I sing and do the action.
(Clapping the hands/stamping of the feet)

Pupils sing and do the action with the teacher.
Did all of you sing with me?
Did you do the action while singing?
Did you enjoy the activity? (Infuse the value of obedience)
What did you do with what I told you to do?
How did you stamp your feet?


1. Presentation

Ask: How are the apples arranged in our song? What did we do? (we remove one apple
at a time)

a. Display 45 balls. Have pupils group them into sets. Set of 1 ball, 2 balls, 3 balls, 4
balls up to 10 balls.
b. How many balls are there in this group? In the second one? So on until all the
groups were finished. Which group of balls has the greatest number? The least?
c. Present a short story.
Miss Magtanong and 5 of her pupils went to the zoo. Mary Anne saw 2 giraffes.
Joanna saw 5 birds. Mia saw 3 lions. Alice saw 1 ostrich and Andrea saw 4 tigers.
They had so much fun in the zoo watching at the animals.

How many children went to the zoo?
How many animals did Mary Anne see? Joanna? Mia? Alice? Andrea?
If you are to arrange the children based on the number of animals they saw, who saw the
greatest number of animals? Who saw the least?


Group the pupils into 2. Provide each group with pictures of sets of objects from 1 to
10. Have them arrange the sets of 1 to 10 from greatest to least. The first group to finish
wins.

3. Generalization

How did we arrange the sets today? We arranged the number of sets from 1 to 10
from greatest to least.

C. Application

Arrange the sets from greatest to least. Number the sets 1, 2, 3.

1. C CCC CC

2. 7 7 7 7 7 7 7 7 7 7 7 7

3.

30

4.

5. ... .... ..

IV. Evaluation

A. Draw objects in the empty set to show greatest to least order.

1.

2.

3.

4.

5.

B. Arrange these sets from greatest to least by writing numbers 1, 2 and 3 on the blank with
Number 1 being the greatest and 3 being the least.

1.

2.

____ ____ ____

3.

____ ____ ____

r r r r r r r r r
s s s s s
s s s s s
s s s s
s s s s
s
'''''' '''''
O O O O O O O O O O O O O O O
O O O O O O O O O O O
===
===
=====
=====
==
==

31

4.

____ ____ ____

5.

____ ____ ____

C. Put a - if the sets are arranged from greatest to least, if not.

___ 1. C C C C C C C CC C

___ 2.
^ ^ ^
^ ^

^ ^ ^
^ ^ ^

^ ^ ^
^ ^
^ ^ ^

^ ^ ^ ^
^ ^ ^ ^

___ 3. 7 7 7
7 7 7
7 7 7
7 7
7 7 7
7 7

___ 4.

___ 5.
= = =
= =

= =
= =

= =
=
==

V. Assignment

Arrange the sets from greatest to least by writing A, B and C on the blank with A as the
Greatest and C as the least.

32

Sets in One-More Order


Cognitive: 1. Construct sets with 1 to 10 objects arranged in one-more order
2. Identify sets in one-more order
Psychomotor: Draw sets of 1 to 10 objects in the one-more order
Affective: Practice being thrifty in using the materials


Skill: Constructing sets with 1 to 10 objects in one-more order
Reference: BEC- PELC I A 1.4.1
Materials: Popsicle sticks, rubber bands, straw, different objects, cut outs
Value: Being thrifty in using materials


A. Preparatory activities

1. Drill

Ordering sets from least to greatest using cut outs of objects.
Example:

33
2. Review

Arranging sets from greatest to least.

Put a (-) if the sets are arranged from greatest to least, a cross (x) if not.

a. _____

b. _____

c. _____

d. _____

e. _____

3. Motivation

Guessing game about a toy ball.
(It is round. It can bounce. It is a toy. What is it?)


1. Presentation

a. Show the ball.
Ask another pupil to form a new set with one more ball
Repeat the activity until there are ten balls in the set.
How many balls did we add in each set?

b. Show a cup to the class. Have some pupils tell how many cups are there?
What will happen to the cups if we add one more (Answer: There will be more cups.)
Add one cup at a time until you have 10 cups.
Have several pupils tell how many cups are there.

34
Activity 1

a. Group the pupils into 5.
b. Distribute envelopes having 5 sets of pictures to each group.
c. Let them arrange the sets in one-more order.
d. Have one pupil in each group talk about their work.

Activity 2

Present the following sets on the table.

A B C

Compare the first set with the second set, second with the third until the last set.
In set A, how many cups are there? (3)
If I put one more cup, how many cups are there now? (4)
In set B, how many glasses are there? (4)
If I put one more, how many glasses are there now? (5)
Look at set C, if I put one more vase, how many vases are there now? (4)


Draw the missing set.

a.

b.
?

c.
?

d.
?

e.
?

3. Generalization

How did we construct the sets?

We construct sets in a one-more order.

?

?

35
C. Application

Identify which set has a one-more order.

1. S S S S S S S S S
S S S S S S S S

2. Y Y Y Y Y Y Y Y Y Y Y

3.

4.

5.

IV. Evaluation

A. Make a set which is one-more order than the given set.

A B
1. ________

2. ________

3. ________

4. ***** ________
*****

5. ________

B. Draw sets to show a one-more order.

1. 4.

2. 5.

3.

36
C. Put a - if the sets are arranged in the one-more order and x if not.

____ 1. x x x x x x x x x x

____ 2. @ @ @ @ @ @ @ @ @ @

____ 3.

____ 4.

____ 5. EEEE EEEEEEEEE EEEEEE
EEE EEEEEEEE EEEEEE

V. Assignment

Draw 4 sets showing a one-more order.

Suggested Poems/Rhymes:

1, 2, 3, 4, 5
I caught a fish alive
6, 7, 8, 9, 10
I held it in my hand.

1, 2, 3, 4, 5
Its great to be alive
6, 7, 8, 9, 10
Ill count all over again.

5, 4, 3, 2, 1
Thank God for our land
10, 9, 8, 7, 6
The future is in our hand.

Sets In One-less Order


Cognitive: 1. Construct sets with objects 1 to 10 in one-less order
2. Identify sets with objects 1 to 10 in one-less order
Psychomotor: Draw sets with objects 1 to 10 in one-less order
Affective: Observe carefulness in using the materials


Skill: Constructing sets with objects 1 to 10 in one-less order
Reference: BEC PELC I A 1.4.2
Materials: Real objects (straws, sticks, etc.), cutouts, pictures
Value: Carefulness

37


1. Drill

Arranging sets from greatest to least; least to greatest using cutouts.
Place the objects arranged from greatest to least or least to greatest on the chart.

2. Review

One-more order use picture cards

Example:
C C C
C C
C

C C
C C

3. Motivation

Pupils sing Ten Little Indians


1. Presentation

a. Show the set of 10 little Indians. Let pupils describe the set. Ask a pupil to show a set
of 9. Another pupil shows the next set in one-less order (8). Repeat the activity until
there are 10 sets in all arranged in one-less order.
b. Ask: How are the sets arranged? The pupils should be able to say, in one-less order.
c. Give sets of pictures to different groups for them to arrange in sets of one-less order.
(use picture cards)
d. Have pupils arrange sets in 1 less order using the objects in their Math kit.
e. Talk about how the pupils used their Math Kit.
Ask: Were you careful in putting out the objects?
What will you do to take care of your Math Kit?
f. Check the sets which are arranged in one-less order.
g. Compare the first set with the next set using the term one-less.


Draw objects in Set B with one-less object than Set A.

Set A Set B

1.

2.

3.

4.

38

5.

3. Generalization

How did you make the sets a one-less order?

C. Application

Fixing Skills

1. Choose the missing set. Write the letter on the blank.

1) 7777
7777

777
7777

777
777

777
77

777
777

7 7
7 7

a b c

2) CCC
CCC

CC
CCC

CC
CC

C CCC
CCC
CC

a b c

3)

a b c

4)

a b c

5)

a b c

39
IV. Evaluation

A. Draw sets one-less than the given set.

1.

2.

3.

4.

5.

B. Draw the missing set.

1.

2.

3.

4.

5.

C. Arrange the sets in one-less order. Write the letter only.

1. E E E E E E
A B C

E E E
E E E
E E
?
E E
E E
E E
E E
E
E E
?
-----
-----
-----
----
---
----
?
?
?

40
2.

A B C

3. - -
- -

- -
-
- -
A B C

4. O O O
O O

O O
O O

O O
O

A B C

5.
= =
=
= =

= =
= =

= = =
= = =

A B C

V. Assignment

Draw 4 sets arranged in one-less order.

Comparing Sets


Cognitive: Compare 2 sets using the expressions fewer than and more than
Psychomotor: Write the terms for comparing objects correctly
Affective: Follow the teachers instructions carefully


Skill: Comparing sets using the expressions fewer than and more than
Reference: BEC PELC I A 1.5.1 & 5.2
Materials: spoon, forks, cut outs, other objects with materials available in the locality,
picture cards
Value: Obedience



1. Drill

Ordering sets greatest to least, least to greatest
Use picture cards, objects like straws, popsicle sticks.
Have a pupil come up front and arrange the objects correctly and describe them.

2. Review

a. Arrange sets in one-more order.

Example: . ... ..
A B C

41
b. Give the missing set (one-less order). Use picture cards.

? & & &
& & &

& &
& & &

& &
& &

3. Motivation

Playing Simon Says

- Spread 2 sheets of a newspaper on the floor separately.
- Call on 7 pupils and tell them to follow what Simon (the teacher) says.
Example: Simon says make a group one less than the other.
- One group with 3 pupils will stay in one newspaper, the other group with 4 pupils will
stay on the other newspaper.
- Ask pupil to tell how many pupils are in each group.


1. Presentation

a. Ask, what do you use in eating your food? (spoon and fork) Show a set of 2 forks and
a set of 3 spoons. Ask a pupil to compare the forks with the spoons by matching
them one-to-one.

Which is more? (spoons)
Which is fewer? (forks)

b. Lead the class to say, The forks are fewer than the spoons or the other way The
spoons are more than the forks

c. Group the children into three. Distribute different objects to each group. Let them
compare the sets they formed using fewer than more than. Encourage the
children to show to their classmates what their group has done.

d. Distribute sets of cutouts with different numbers of objects and have the pupils
compare them using more than/fewer than.

2. Generalization

Ask: What expressions do we use to compare sets?

We use the expressions fewer than or more than to compare sets.

C. Application

Answer these questions:

1. Which set contains more objects than set A?

A B C D

42

2. Which set has fewer objects than set A?

A B C D

3. Which set has more objects than set A?

A B C D

4. Which set has fewer children than set A?

A B C D

5. Which set has more than set A?

A B C D

*Valuing: Talk about what happens if pupils obey/follow what the teacher says. Ask: What
kind of pupils are you? (Obedient)

IV. Evaluation

A. Compare Set A and Set B. Underline the correct answer fewer than or more than.
Set A Set B
1. is (fewer, more) than





D D D D D D D
r r r
r r
r r r

43

B. Write the letter of the correct answer.

1. Which set has fewer objects than
7777
777
?

7777
7777

777
777
777

777
777
A B C

2. Which set has more objects than
WWW
WW
?

WWW
WW

WW
WW

WWW
WWWW
A B C


?

A B C


?

A B C

C. Compare the following sets. Write more than or fewer than on the blank.
Set A Set B
1. ___________

2. ___________

3. ___________

4. E E E E E E E ___________ E E E E

5. = = = = = ___________ = = = = =
= = = = =
V. Assignment

Draw the missing set.

1. is more than 4. is more than

2. is fewer than 5. is more than

44

3. is fewer than

Comparing Sets Using the Expression As Many As


Cognitive: Compare two sets using the expression as many as
Psychomotor: 1. Participate actively in classroom activities
2. Follow the teachers directions carefully and be courteous to one another
Affective: Observe courtesy in working with others

II. Learning Contents

Skills: Comparing two sets using the expression as many as
Reference: BEC PELC I A1.5.3
Materials: sets of different objects like erasers, pencils, books
Value: Courtesy



1. Drill

Encircle (C) the number of the sets that are arranged from least to greatest.
Box (L) the sets that are arranged from greatest to least.

--
--
--
-
-
-

I I I I
I I
I I
I I I I
I I
I
I I I
I I
I
7 7 7
7 7 7
7 7 7
7 7
7 7
7 7

45
2. Review

Comparing two sets fewer than, more than

Example:

3. Motivation
Ask two boys and two girls to stand.
Ask the class to compare the number of boys with the number of girls.
Have the boys and girls get partners in Row 2.
Ask: Is the number of boys the same as the number of girls?
Are the boys as many as the girls?


1. Presentation

a. Present some sets of objects.
Examples: 3 books 4 pencils 3 bags
4 erasers 6 pencil cases
Ask: Which set has as many objects as the girls?
Let the pupils repeat The set of ___ is as many as the set of ___.
b. Compare the other sets using the expression as many as.
c. Have the pupils play the game Pick, Pack, Boom. Group them into teams with three
pupils each. Let each team take turns in showing sets of objects according to what
each group says.
Example: Each group member will play Pick, Pack, Boom one at a time. The last
pupil in the group who says boom will show 5 fingers and say as many
as five. The next group to the right will show a set of 5 objects. The
groups take turns in saying Pick, Pack, Boom.

2. Practice

Encircle the letter of the set which is as many as the first set.

1)
A B C

2)

A B C

3)

A B C

4)

A B C

46

5)

A B C

3. Generalization

What words do we use to describe sets?
How do we know if a set has objects as many as the other set?

We compare the sets, one to one so that we will know if one set has objects as many as
the other.

C. Application

Write the letter of the set in Column B which has objects as many as the set in Column A.

Column A Column B

1. a.

2. b.

3. c.

4. d.

5. e.

47
IV. Evaluation

A. Connect the 2 sets that have the same number of objects.

1. a.

2. b.

c.
3.

4. d.

5. e.

B. Choose and write the letter of the correct answer.

1. is as many as ______

A. B. C.

2. are as many as ______

A. B. C.


A. B. C.

4. is as many as ______

A. B. C.

48


A. B. C.

C. Draw 2 sets with equal number of objects.
Use as many as.

1.
2.
3.
4.
5.

V. Assignment

Draw objects as many as the given set.

1.

2.

3.

4.

5.

Associating Numbers with Sets Having Objects 0 to 10


Cognitive: Associate numbers with sets having objects 0 to10
Psychomotor: Draw objects from 0 to 10
Affective: Enjoy counting objects 0 to 10

49

Skill: Associating numbers with sets having 0 to 10 objects
Reference: BEC PELC I A 1.6
Materials: number cards, cut outs of objects, real objects
Value: Enjoyment in doing ones work



1. Drill

Arrange the sets in one-more order; one-less order.

2. Review

Compare sets using fewer than, more than, as many as.

1)

2)

3)

4)

5)

3. Motivation

Let the pupils sing this song to the tune of Ten Little Indians.

One little, two little
Three little ducklings
Four little, five little six
Little ducklings.
Seven little, eight little
Nine little ducklings
Ten little Duffy Ducks

50

1. Presentation

a. Present real objects one at a time and have the class and individual pupils identify
them by giving the number.

Example: How many books do you see? (1 book)

b. Present cutouts of different objects.

c. Ask:
- How many mangoes are there? (3)
- How many balls are there? (6)
- How many leaves are there? (5)
- How many thumbtacks are there? (10)
- How many triangles are there? (7)
- How many pots are there? (4)

*Teacher writes on the board the numbers given by the pupils.


Using flashcards with different number of objects on it, let the pupils tell the number of
objects on each card.

6 2 9 1 8

3. Generalization

How did we know the number of objects in a set?
We can tell the number of objects or pictures by counting.

Valuing: Did you enjoy our activities? Which activity? Why?

51
C. Application

1. Draw a line to connect the pictures to the correct number.

a. 10

b. 5

c.

d. 7 7 7 7 7 7
7 7 7 7 7

e. 4

2. Group the pupils into three. Let each group draw on the board different objects that are
inside the classroom and have them write the number. Pupils take turns in answering,
drawing and writing numbers of objects drawn.

IV. Evaluation

A. Write on the blank the numeral equal to the number of objects shown in the picture.

1. _____ 6. _____

2. _____ 7. _____

*****
3. ***** _____ 8. ____

4. ____ 9. ____

5. ` ____ 10. ____

B. Encircle the correct number of objects in each given set.

1. 4 5 2 6

52

2. 1 2 3 7

3. 5 9 10 8

4. 5 9 10 8

5. 6 2 9 4

C. Draw more objects for each set to have the right number of objects.

1. 4

2. 6

3. 10

4. 2

5. 8
.

V. Assignment

Draw different objects to represent each number. Color them.

1) 3 4) 2
2) 8 5) 9
3) 6

Telling the Number of Objects in a Given Set


Cognitive: Tell the number of objects in a given set of 10 or less
Psychomotor: Draw sets of objects with 10 or less number of objects
Affective: Find pleasure in doing classroom activities


Skill: Telling the number of objects in a given set of 10 or less
Reference: BEC PELC I A1.7
Materials: real objects (straws, popsicle sticks, pebbles) cut outs, pictures, other materials
found in the locality
Value: Enjoyment of working with the group

-----
-----

53


1. Drill

Counting objects from 1-10 using real objects. (straws, popsicle sticks, pebbles, etc.)

2. Review

Constructing sets with 1-10 objects.
Draw sets one more than the given set.

1.

2.

3.

4.

5.

3. Motivation

How many pencils do you have in your pencil case?
How many books do you have in your bag?
The pupils will show their things.


1. Presentation

a. Showing sets with one to ten objects one at a time.

1) 6)

2) 7)

3) 8)

4) 9)

?
?
?
?
?

54

5) 10)

b. Ask: How many objects are there in each set?
Can you tell the number of objects?
Have pupils tell the number of objects in each set.
c. Distribute objects which the pupils can use to make sets of 10 or less in each group.
Guide them in making sets out of popsicle sticks, straws, pebbles, etc. Ask: How
many straws are there in your set? Let each group have a chance to participate in the
activity. (The math kit may also be used in this activity)
d. Distribute sets of pictures for each group to identify.


Tell the number of objects in each set.

a. d.

b. e.

c.

3. Generalization

How do we know that the number of objects in a set matches with the number given?
By counting the objects and matching it to the number given.

Valuing:
What did we do today? Did you enjoy our work? Why? Did you work well with your
group?

C. Application

Tell how many objects are in each set.

1. 6.

2.
7.

3. 8.

4.
9.

55

5. 10.

IV. Evaluation

A. How many objects are there in each set? Write the number.

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

B. Count the objects. Box _ the correct number.

1. 2.

3. 4.

5.

5 4 3

7 6 9
6 7 8
2 1 3

9 10 8

56
C. Check the correct number and word name to show the correct number of objects in each set.

1. ___ five ** 1 __ 2. __ two CCC 10 ___
___ six ** 6 __ CC
___ one * 5 __ __ four CCC 2 ___
__ ten CC 4 ___
3. ___ seven 7 ___
___ eight 9 ___
___ nine 8 ___

4. three 0 ___ 5. ___ seven 5 ____
one 3 ___ ___ five 8 ____
zero 1 ___ ___ eight 7 ____

V. Assignment

Tell how many elements are in each set.

1.

2.

3.

4.

5.

Ordering Numbers from Least to Greatest and Vice-versa


Cognitive: Order numbers 1 to 10 including zero from least to greatest and vice-versa
Psychomotor: Write numbers 1 to 10 including zero from least to greatest and vice-versa
Affective: Cooperate in group work activities

Skill: Ordering numbers, 1 to 10 including zero from least to greatest and vice-versa
Materials: Real objects like ball, popsicle sticks, straws with numbers, number cards
Value: Cooperate with one another in a group work

57


1. Drill

Flash pictures of objects to the class. Have the pupils tell the number of objects.

2. Review

Comparing sets using fewer than and more than.
Example: Set A Set B
is ______

3. Motivation

What do you do in the morning before going to school?
What do you do first? Second? Third? Last?
Present pictures of a girl/boy getting ready for school.
Let them arrange the pictures in their correct order.

B. Preparatory Activities

1. Presentation

a. What can you say about the order of the numbers in chart A? (least to greatest) In
chart B? (greatest to least)

Is 0 a big number? (no)
What about 10 (yes)
In chart B, what is the first number? (10)
What is the last number? (0)
In chart A, the numbers are in what order? (least to greatest)
What about the numbers in chart B?(greatest to least)

b. Distribute bags of objects to each group 5 groups (bag of balls, plastic fruits,
popsicle sticks, straws and so on)

Provide each group with number cards too.
Ask each group to arrange the bags of objects and the number cards from the least
to greatest, then greatest to least. Ask each group to read the numbers they
arranged. How are they arranged?

c. Tell a short story

1) Dani cannot find his ball. Ben helped him to look for it. He found it under a
tree.
2) Have this illustration on the board.

Ben
0 1 2 3 4 5 6 7 8 9 10

3) Let pupils read the numbers.
Ask: How many steps did Ben make to reach the ball?

58
4) Show an empty set and ask one pupil to get the number card for the empty set
and put it on the chart.
5) Put a picture card with one ball, a pupil gets the number for the set and places it
next to zero. (Numbers must be arranged horizontally)
6) Repeat activity until you reach 10.
7) Have pupils read the numbers.
8) Ask: How are the numbers arranged.
Which number is least? (0)
Which is the greatest? (10)

d. Have pupils sing Ten Little Indians in reverse.
Ask: How did we sing? Which number did we say first? second? Etc (Write the
numbers on the blackboard)

e. Have pupils read the numbers.
Ask: How are the numbers arranged now?
Which is the greatest? (10)
Which is the least? (0)

2. Generalization

Ask: How do you arrange the numbers from least to greatest, greatest to least? What
numbers should be the first? What number should be the last?

In ordering numbers from least to greatest, the first number should be the smallest
and the last should be the greatest.

In ordering numbers from greatest to least, the first number should start from the
biggest and the last should be the smallest.

C. Application

1. Group Game: Group the pupils into three. Each group is given a set of cards with
numbers from least to greatest or vice-versa.
The first group to arrange the numbers from least to greatest or vice-versa wins.

2. Individual Activity

Using show-me-card, arrange from least to greatest and from greatest to least.

A B
Least to Greatest Greatest to Least

a. 7 4 6 5 2 1 0 8 a. 7 4 6 5
b. 8 10 9 7 6 3 5 2 b. 7 8 10 7
c. 5 3 2 0 4 6 1 7 c. 5 3 2 4
d. 8 6 7 5 3 2 1 0 d. 8 6 7 5
e. 2 3 0 1 5 4 7 6 e. 2 3 4 6

*Valuing:
Why did Group A win the game? (Because they cooperated in their group work.)

59
IV. Evaluation

A. Arrange the numbers from least to greatest

1. 8 0 9 3
2. 1 7 4 10
3. 5 0 2 6
4. 7 1 4 9
5. 10 3 0 6

B. Arrange the numbers from greatest to least

1. 5 1 2 8
2. 6 8 9 7
3. 7 5 0 10
4. 0 4 3 7
5. 3 9 7 5

C. Put a check () if the numbers are arranged from least to greatest, x if the numbers are
arranged from greatest to least.

1. _____ 9, 6, 3, 1
2. _____ 1, 2, 3, 4
3. _____ 8, 7, 6, 5
4. _____ 4, 5, 6, 7
5. _____ 7, 6, 5, 4
6. _____ 2, 3, 4, 5
7. _____ 4, 5, 6, 7
8. _____ 7, 8, 9, 10
9. _____ 10, 9, 8, 7
10. _____ 6, 7, 8, 9

V. Assignment

1. Arrange the set of numbers from least to greatest.

a. 5 2 4 3 1
b. 8 5 7 4 6
c. 6 10 8 9 7
d. 2 5 4 6 3
e. 4 0 3 1 2

2. Arrange the set of numbers from greatest to least.

a. 5 7 4 3 6
b. 6 8 5 7 4
c. 6 4 3 5 7
d. 7 10 8 6 9
e. 1 4 2 0 3

60
Reading and Writing Numbers from 0 to 10 in Symbols


Cognitive: Read and write numbers from 0 to 10 in symbols
Psychomotor: 1. Follow the correct way of writing 0 10
2. Write the numbers neatly
Affective: Find enjoyment in group activities


Skill: Reading and writing numbers from 0 to 10 in symbols
Materials: basket, number cards, pictures, pocket chart, real objects
Value: Enjoyment in group activities



1. Drill

Ordering set in one-more order

Distribute pictures of sets. Put sets of pictures on the pocket chart one at a time. Have
the pupil who is handling the set with one more order place the card beside the picture
shown.

Example:

2. Review

Divide the pupils into 4 groups. Give each group a set of pictures. Have them order
the sets from greatest to least and vice-versa on the pocket charts. Call on pupils to
describe.

*Valuing: How do you feel after our group work? Why?
(We feel happy because we worked well with our group.)

3. Motivation

Recite 1-2 tie my shoe etc.
Ask pupil up to what number did they count.


1. Presentation

a. Present the lesson by showing an empty basket. Say, class, what do I have? Is there
an object in this basket? Lead the pupils to say, there is nothing inside the basket.
Show the number card 0 and tell the pupils that it represents the number for the
empty basket. Place the number card beside the basket. Let them read the
number card 0.
b. Ask a pupil to put one mango in the basket. Ask, how many mangoes are there in the
basket. Show the number card 1 and introduce number one (1).

61
c. Ask another pupil to put one more mango in the basket. Ask how many mangoes are
there in the basket now. Show the number card 2 and introduce the word two
d. Repeat the procedure in introducing numbers 3-10.
e. Have the pupils read the number words with their corresponding number symbols.
f. Ask the pupils to put their hands in the air and follow the teacher in writing the
number symbols in the air.


Activity 1

Pass the ball while the music is playing. When the music stops, the boy holding the
ball will connect an object to its number symbol.

www 3 DDDDDDDDDD 10
O 1 7
5 -------- 8
0 444444444 9
** 2
EEEE 4

Activity 2

Distribute the number cards and number symbols to the pupils. Have them stand and
find their partners. Have them come to the front and match their cards together.

Example:

Activity 3

Study the objects in the chart.
Write the answer in symbols.
How many tops are in the chart? etc.

2 Two

62
3. Generalization

What are the symbols and words for numbers 0,1,2,3,4 and 5? Write them on the
board. What can you say about the sets? Sets with 0,1,2,3,4,5,6,7,8,9,10 objects are
represented with the number symbol 0,1,2,3,4,5,6,7,8,9,10.

C. Application

Tell the letter of the correct set for the number.

1. 2 A. C B. CC

2.
6
A. 7777
7777
B. 777
777

3.
0
A. B. **
**

4.
9
A. LLLL
L LL LL
B. LLLLL
LLLLL

5.
8
A. EEEE
EEEE
B. EEE
EE

IV. Evaluation

A. Count and encircle the correct number of objects.

1. 4.
2 3 4 1 2 3

2. 5.

3 4 5 5 4 3

3. 6.

0 1 2 9 7 10

7. 8. --------

5 6 4 6 8 9

9. 10.

5 7 8
4 6 7

B. Count and write the correct number symbol.

1. ______

63

2. ______

3. ______

4. ______

5. ______

6. OOOOOOOOO ______

7. EEEEEEE ______

8. >>>>>>>>> ______

C. Choose the letter that matches with the number of objects on the cards.

1.

A B C

2.

A B C

3.

A B C

4.

A B C

5.

A B C

D. Draw the correct number of objects ask for in each set.

1. 6.

2. 7.
2 0
5 3

64

3. 8.

4. 9.

5. 10.

V. Assignment

Cut out or draw objects that show numbers 0 to 10.

Relationship of Numbers


Cognitive: Tell the relationship of numbers using the expressions less than, greater
than, equal
Psychomotor: 1. Compare numbers using the expressions less than, greater than and
equal
2. Show the relationship of numbers using the expressions less than, greater
than and equal
Affective: Work neatly and orderly


Skills: Telling the relationship of the numbers using the expressions less than, greater
than, equal
Materials: boxes for counters of real objects, strings, piece of chalk, number cards, red and
white flag for each pupil
Value: Neatness in ones work

7 4
9 1
8 6

65


1. Drill

Show flash cards of numbers (0-10) and illustration of objects. Have the pupils match
the number with the objects.

2 = OO 4 = **** 6 = EEEEEE 8 = 44444444
10 = DDDDDDDDDD

2. Review

Ask pupils to raise the red flag if the objects on the left of each box are more than the
objects on the right; the white flag if the objects on the left are fewer than the objects on
the right.

Arrange the picture cards on the chart and ask individual pupils to compare the
groups of picture in each card using more than or fewer than.

3. Motivation

What is our national fruit? (mango)
How does it taste if it is ripe? (sweet)
What nutrient do we get from mangoes? (vitamin C)


1. Presentation

Present sets of mangoes.
Sherwin has 10 mangoes. Rimean has 5 mangoes. Dane has 10 mangoes too.

Ask:
- How many mangoes does Sherwin have? (10 mangoes)
- How many mangoes does Rimean have? (5 mangoes)
- Who has more mangoes? (Rimean) Why?
- Who has the same number of mangoes? (Sherwin and Dane)
- Are you fond of eating mangoes? (yes) Why? (Accept all answers that the pupils will
give.)

66
Activity 1

Have 4 boys and 6 girls stand in front of the class, each boy opposite a girl, that
leaves 2 girls without partners. Which group has more numbers? Which group
has fewer numbers? Which group is greater? Lesser or fewer? What can you
say about 6? Let the pupil say 6 is greater than 4.

Activity 2

Introduce less than by showing 5 chairs and 6 boys. Ask pupils to compare the
two groups, using fewer than. Ask how many are in each set. Then say 5 is less
than 6.


Present sets of equal numbers as:

A B C D

E F

How many objects do set A and B have? C and D? E and F?
Are the numbers equal? (yes)
Have pupils say 3 and 3 are equal, 5 and 5 are equal, etc.

3. Generalization

What expressions do we use in comparing numbers?

a. If a number is more than the given number we use greater than.
b. If a number is smaller than the given number we use less than.
c. If a number has the same value as the given number, we use, equal.

C. Application

1. Fill in the blanks with less than, greater than and equal
a. 2 is ___________ 2.
b. 4 is ___________ 8.
c. 7 is ___________ 7.
d. 8 is ___________ 9.
e. 3 is ___________ 3.
2. Copy the correct number.
a. (3,6) is greater than 4.
b. (9,6) is less than 7.
c. (5,7) is greater than 6.
d. (6,8) is greater than 7.
e. (3,4) is equal to 4.

67
IV. Evaluation

A. Write the letter of the correct answer.

1. Which has less objects?

A B

''''
''''

'''''
''''
A B

2. Which has more objects?

A B

A B

3. Which sets are equal?

A B

C D

B. Cross out the numbers which do not belong to the group.

1. less than 3

2. greater than 5

3. equal to 9

uuuuu
uuuuu
u u u
u u u
OOO
OOO
OOO
O

O O O
O O

2 4 1
0 5
10 5 7
6 3
10 9 6
4 0

68

4. greater than 4

5. less than 8

C. Write greater than, less than and equal on the blank.

1. 4 ____________ 3
2. 8 ____________ 4
3. 0 ____________ 6
4. 5 ____________ 8
5. 9 ____________ 1
6. 5 ____________ 5
7. 10 ____________ 9
8. 7 ____________ 3
9. 10 ____________10
10. 6 ____________ 6

*Valuing: What can you say about your seatwork? Are they neat and orderly? How should
we write? (Write neatly)

V. Assignment

1. Write one number greater than 3, 5, 7, 8, 9.
Example: 4 is greater than 3, etc

2. Write one number less than 10, 9, 6, 4, 2.

Counting by 1s through 50


Cognitive: 1. Count by 1s through 50
2. Read and write numbers 1 - 50
Psychomotor: Perform actions and count numbers 1-50 correctly
Affective: Enjoy counting different objects inside and outside the classroom


Skill: Counting by 1s through 50
Materials: buntings (flaglets-banderitas-50 each line), number chart (1-50 numbers), picture
cards, printed numbers (0-50)
Value: Love of nature (living things) around us

2 5 8
0 6
9 5 2
7 10

69


1. Drill

(Use number cards printed with 0 10 numbers)
Order numbers from 0-10 and vice-versa. Read the numbers.

2. Review

Identify numbers in sets having 0-10 objects
Examples:

3. Motivation

a. Take the children outside the classroom. Go around and talk about the trees, flowers,
birds, stones, insects, etc.
Compare groups of objects seen around using greater than, less than and equal.
Example: The number of flowers are greater than the number of trees.

b. Talk about love of nature
- What should we do to keep the flowers, trees, birds, around? (We must take
care and love them)
- What should we show our love to them? (water the plants, do not destroy them,
do not play with the birds, etc.)


1. Presentation

a. When inside the room, recall what they have seen outside the classroom. Ask the
pupils how many trees, flowers, birds, they have seen?
b. Direct pupils attention to the buntings hanging in conspicuous places inside the
room. Ask the pupils where they see these things (during fiestas). Why are they
there? (to make the place look happy)
c. Teacher presents the new lesson. Say: Im going to count the flaglets.
d. Teacher counts 1 50.
e. Let the pupils repeat the counting (twice).
f. Give group practice in counting by 1s doing actions (clap, jump, skip, put arm up and
down, etc.) Note: You may let other pupils continue the action if the first group got
tired before reaching 50.
g. Introduce the number symbols shown in the number chart (1-50 boxes) and have the
pupils read them orally.
h. Give individual practice in reading the numbers.
i. Distribute number cards and have the pupils arrange the numbers from 1 50.
j. Let the pupils sing: Ten Little Indians for rest exercise.

10

70

Write the number that comes before or after the given number.

3. Generalization

Ask pupils:
- What did you do with the objects? (We counted them.)
- What can you do now? (We can count from 1 50.)

C. Application

Cover some numbers in the number chart, then call on pupils to supply the missing
numbers and count from left to right.

IV. Evaluation

A. Write the missing numbers.

1) 1, 2, ___, 4, 5
2) 26, ___, 28, 29, 30
3) ___, 46, 47, 48, 49
4) 10, 11, 12, 13, ___
5) ___, 32, 33, 34, 35

9
8
7
6
5
4
3
2
1
50
49
48
47
46
45
44

41
30
29

27

25
24
23
22
21
31 34 35 40 39 37
12 14 16 20 19

71
B. Write the number that comes before or after the given number.

1) 11, ___ 6) ___, 10
2) 25, ___ 7) ___, 37
3) 49, ___ 8) 19, ___
4) ___, 48 9) ___, 42
5) ___, 19 10) 33, ___

V. Assignment

1. Draw a number chart and write numbers 1 50 on it.
2. Practice writing numbers 1- 50 on your pad paper.
3. Count real objects around our school ground and report to the class how many of them you
have counted.
4. Look for materials in the coloring book which have joining dots.
Pupils can individually work on this.

Identifying Number of Objects in a Set


Cognitive: Identify numbers of sets having 11 to 50 objects
Psychomotor: Tell the number of objects in sets
Affective: Find enjoyment in counting


Skill: Identifying number of objects in a set
Materials: Number cards 0-10, set cards, 2 baskets, 23 stones
Value: Cooperation, enjoyment in learning with others



1. Drill

(Use number cards printed with 0-10 numbers)
Order number from 0-10 and vice versa. Let pupils read the number.

2. Review

Group the pupils into 4. Each member of the group will write the number on the
board consecutively.

Group I write numbers 10-19
Group II 20-29
Group III 30-39
Group IV 40-50

The first group to write the numbers assigned to them wins the game.

72
3. Motivation

Sing the song MATH to the tune of Are You Sleeping.

M-A-T-H, M-A-T-H
Modern Math (2x)
Let us count the numbers (2x)
123
456
789
Number 10

Today we shall continue learning how to count numbers more than ten.


1. Presentation

a. Guess and Check

Introduce the problem:

Last Saturday, I went to the beach. I gathered different stones. I put
them all in baskets by ten. If I have 2 baskets and 3 stones here, can you tell
the number of stones that I have in all?

Pupil will give educated guess.
Count the stones. Praise the pupil who had guess it right.
What did you do to know the number of stones I have in all?
Show more sets of objects. Guide the pupils in counting the objects.

Example:

How many objects are in the sets?
What did you do to know the number of objects in the set?

b. Show a set of cards. Ask pupils to guess the number of objects in each set and write
them on a scratch paper. Guide the pupils in counting the objects in each set for
checking.

c. Form a group with 3 members each. Provide each group a card with sets of pictures.
Each group will count the objects in the set and report the answers.

73
d. Pass the ball while playing the music. When the music stops, the pupil holding the
ball will go to the board and count the number of objects in a set.

Did you enjoy counting the objects? Why do you say so?

2. Generalization

How do we know the number of objects in sets?
- We will know the number of objects in sets by counting.

IV. Evaluation

1. Distribute sets of cards to the pupils having 11 to 50 objects. Each pupil counts the objects.
Teacher calls a number. The pupils holding cards with objects of that number stand.

2. Teacher shows a set of objects. Call pupil one at a time counting the objects consecutively
until all objects in the given sets are identified. Do the same in identifying number of
objects on other sets of cards.

V. Assignment

Practice counting numbers 0-50 using counters.

Skip Counting by 2s through 50


Cognitive: Skip count by 2s through 50
Psychomotor: Perform action that shows skip counting by 2s through 50
Affective: Show interest in manipulating objects; working with others

74

Skill: Skip counting by 2s through 50
Materials: 50 beads tied together, drawing of 25 stones on the blackboard, cut out of a
rabbit, other objects in the locality that could be bundled by 2s, 5s and 10s,
cutouts of objects arranged by 2s
Value: Interest in doing things; working with others



1. Drill

(using the number chart)
Counting consecutively from 1-50 using the number chart.

2. Review

a. Write the missing numbers.
a) 0, ___, 2, 3, 4 d) 46, 47, 48, 49, ___
b) 15, 16, 17,18,___ e) ___, 22, 23, 24, 25
c) 31, 32, ___, 34, 35

b. Write the number that comes before or after the given number.
a) 49, ___ d) ___, 11
b) ___, 20 e) ___, 50
c) 31, ___

3. Motivation

Teacher asks: Have you seen a rabbit?
How does it move? (the rabbit skips/hops)


1. Presentation

a. Show a picture of a rabbit and stones with numbers.

2
32
22
12
42
34
14
4
44
24
36
16
6
46
26
38
18
8
48
28
40
20
10
50
30

75
b. Ask the pupils how the rabbit reached stone number 50. (it skipped from one stone to
another)
As the rabbit skips from one number to another, let the pupils read the number.
(Repeat the procedure several times)
c. Illicit from the pupils the answer that we skipped count by 2s starting from left to
right. (What did we do to reach 50?)
d. Call on pupils to count classmates, bags, books and other objects available in the
room by 2s.
e. Let pupils say that they counted by 2s. (How did you count?)
f. Show 2 cutouts and call on a pupil to get number 3 from the number chart. Put 2
more cutouts until there are 10 cutouts in all. Ask. How many cutouts did we put
each time? (2) How did we count? (We skip count by 2s).

Valuing:
Did you like our game? Did you enjoy working with your classmates? Why? (Because
we are happy with them.)


Fill in the blank with the correct number.

a. 2, 4, 6, 8, ____
b. ___, 24, 26, 28, 30
c. 12, 14, ___, 18, 20
d. ___, 34, 36, 38, 40
e. 42, 44, 46, 48, ___

3. Generalization

Ask pupils what they did with the objects. Start counting by 2s. Counting by 2s means
adding 2 to the number each time you skip count.

C. Application

Have the pupils put out their counters. Let them skip count by 2s in their seats.

IV. Evaluation

A. Follow the arrow. Write the missing number.

2 4 6 8

14 16 18 20

22 26 28 30

32 34 38 40

42 44 46 48

76
B. How many in all?

1. How many boys are there in all?

___

2. How many flowers are there in all?

____

3. How many dots are there in all?

BB BB BB BB BB BB BB BB BB BB
BB BB BB ____

C. Count by twos. Ring the numbers. Start with number 2.

V. Assignment

Draw pictures showing counting by 2s.

Suggested rhymes and songs:

1. one, two, buckle my shoe
2. 1, 2, 3, 4, 5 I caught a fish alive
3. 1 and 1 two, 2 and 2 four



Psychomotor: Perform actions to show skip counting by 5s
Affective: Show interest in manipulating objects, working with other


Skills: Skip counting by 5s
Materials: Number chart, leaves bundled by 5s, sticks, Math kit, number line
Value: Interest in manipulating objects, working with others

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50

77


1. Drill on adding similar fractions without regrouping

a. Counting consecutively 1-50 using sticks, bottle crowns and other objects in the Math
kit (to be done by all pupils at the same time)
b. Counting 1-50 in the number chart

2. Review

Fill in the blank with the missing number.

3. Motivation

Show the number line and tell the pupils that they can count faster using this material.
Do you like to count faster?


1. Presentation

a. Present the number line below.

Ask: How many numbers are skipped in the number line?
b. Let the pupils count aloud (5, 10)
Ask: Can we count faster? How many numbers did we skip? (5)
c. Teacher counts pupils by 5s and call on several pupils to repeat what she did.
d. Have pupils put out their Math Kit and group their objects by fives up to 50.
e. Let the pupils count the objects (5, 10 50).
f. Show a series of numbers. Let the pupils discover the counting pattern used. Call
on volunteers to write the missing number on the blank.
Example: 25, 30, 35, 40, 45 ____
g. Let the pupils listen to a number series you will call out. Call on pupils to tell what
number you skip in counting.
Example: 5 10 15 20 25 (counting by 5s)
Continue calling out numbers by 5s until most of the pupils can give the correct
answer.


Count by 5s. Write the missing number.

a. 2 6 8 10
b. 42 44 46 50
c. 22 24 28 30
d. 12 14 18 20
e. 34 36 38 40
0 1 2 3 4 5 6 7 8 9 10

78

3. Generalization

Lead the pupils to make the generalization.
Ask: How do we skip count by 5s?

We skip count by 5s by adding 5 more to find the next number.

C. Application

Using the number line with numbers 1-50 count by 5s until 50.

*Valuing: How do you feel after counting?
Can you count well now? Do you like counting?

IV. Evaluation

A. Write the missing number under each group of pictures.

1.

5 10 15

2.

5 20 30

3. 10 20

35 40

B. Skip count by 5s. Encircle the numbers. Start with number 5.

V. Assignment

Bundle objects by 5s up to 50 and be able to count them before the class.
a. 5, ___, 15, ___, 25, 30
b. 10, 15, ___, ___, 30, ___
c. ___, 30, 35, 40, ___, ___
d. 15, 20, ___, ___, 35 ___
e. 30, ___, 40, ___, 50
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50

79


Psychomotor: Perform actions to show skip counting by 10s though 50
Affective: Work well with others


Skills: Skip counting by 10s through 50
Materials: number line (1-50), 50 rubber bands bundled into 10s, Math kit, 4 scissors,
old newspapers, illustration of 5 rocks in a river and a cutout of a frog
Value: Cooperation



1. Drill

a. Count cutouts by 1s up to 50.
b. Write the missing number.

a) 1, 2, , 4, 5
b) 15. 16, 17, 18,
c) , 42, 43, 44, 45
d) 46, 47, 48, 49,
e) 21, 22, 23, , 25

2. Review

Skip count by 2s and 5s. Encircle (O) the number counted by 2s. Check (-) if it is by 5s.

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50

3. Motivation

Talk about how a frog moves. Can a frog move far when it jumps? Tell the class that
a frog leaps and it can jump far.


1. Presentation

a. Show a picture of a river with 5 rocks and a cutout of a frog. Tell the class that the
frog will leap from one rock to the next. (Teacher count by 10s as she makes the frog
leap from one rock to the next.)

80
b. Place the numbers (10, 20, 30, 40, 50) on each rock as the pupils repeat the
counting.
c. Call on the individual pupils to read and count the numbers. Do this also with the
rubber bands bundled by 10s.
d. Have the class put out their objects bundled into 10s. Let them count the bundles
by 10s. Let the pupils exchange objects and count them by 10s again.
e. Show the number line and have some pupils count by 10s.
f. Display the number chart and let pupils skip count by 10s.
Example: 20, 30, 40, 50, 60 ____

2. Generalization

Ask: Can we count faster when we count by tens?
What do we do with the numbers when we count by tens?

In counting by 10s we add 10 to the next number each time we skip count.

C. Application

1. Group the pupils into 4. Give the leader of each group a page of a newspaper and a
scissor. Tell them to make bundles of tens up to 50 by cutting the newspaper into strips.
2. Have each group of pupils come up front and count their bundles by 10s.

*Valuing: Were you able to complete you work? Why?
(Because we helped each other.)

IV. Evaluation

A. Write how many 10s are in each set. Count carefully.

1. ___ 10s

2. ___ 10s

3. ___ 10s

4. ___ 10s

=====
=====
OO OO OO
OO OO OO
OO OO OO
OO OO OO
OO OO OO
DD DD DD DD
DD DD DD DD
DD DD DD DD
DD DD DD DD
DD DD DD DD

81

5. ___ 10s

B. Match Column A with Column B. Write the letter only.

A B
1. 10 a. IIIIIIIIII IIIIIIIIII
2. 40 b. IIIIIIIIII
3. 30 c. IIIIIIIIII IIIIIIIIII IIIIIIIIII IIIIIIIIII IIIIIIIIII
4. 20 d. IIIIIIIIII IIIIIIIIII IIIIIIIIII IIIIIIIIII
5. 50 e. IIIIIIIIII IIIIIIIIII IIIIIIIIII

C. Write the next number.

1. 10, 20, ___
2. 30, ___, 50
3. 20, 30, ___
4. ___, 30, 40
5. 10, __, 30

V. Assignment

Draw 50 circles. Group them by 10s.
Write numbers 10, 20, 30, 40, 50 under each group correctly.

Associating Numbers with Sets Having 51 up to 100 Objects or Things


Cognitive: 1. Associate numbers with sets having 51 up to 100 objects/things
2. Identify and write numbers 51 to 100
Psychomotor: Demonstrate the process of grouping 10 objects to form a number
Affective: Cooperate with classmates in grouping objects


Skill: Associate numbers with sets having 51 up to 100 objects/things
Materials: Popsicle sticks, straws, rubber bands, bottle caps, other objects that could be
bundled, number cards
Value: Cooperation

X X X X
X X X X
X X X X
X X X X
X X X X

82


1. Drill

Counting by 1s, 2s, 5s and 10s through 50 using the number chart and number line

2. Review

Write the correct number for each set of objects.

a. f.

____ ____

b. g.

____ ____

c. h.

____ ____

d. i.

_____

_____ j . IIIIII IIIIII
IIIIII
IIIIII IIIIII _____

e.

_____

3. Motivation

Present objects and ask pupils if they can count them faster than counting by ones.
What shall we do to count them faster?

83

1. Presentation

a. Have the pupils count five bundles of sticks and ask them how many sticks are there.
(There are 50 sticks)
b. The teacher adds one more and asks the pupils how many sticks there are now.
(There are 51 sticks.)
c. Repeat steps 1 and 2 until you reach 100.
d. Group the pupils into 5. Have the leaders choose one strip of paper. (note: write on
the papers 51 60, 61 70, 71 80, 81 90, 91 100) Give each group a piece of
bond paper and have them draw objects representing the number assigned to them.
e. Have each group present their output by showing the drawings and reading the
numbers (classmates may read the output presented)

*Valuing:
Ask the class how they were able to finish their group work (Possible answer: we helped
each other.)


Guess My Number (Game)

a. Which number comes after 59?
b. Which number comes before 99?
c. Which number is one more than 80?
d. Which number is one less than 70?
e. Which number comes before 100?

3. Generalization

Ask the pupils how many number is added to the next number.
In counting numbers 51 100, each number is increased by one or one is added to each
number.

C. Application

1. Give pupils exercises in joining the dots starting with 51 up to100. (Utilize pictures in
coloring books and change the numbers.)
2. Give the new number.
1 = ____ 6 = ____
2 = ____ 7 = ____
50 and 3 = ____ 50 and 8 = ____
4 = ____ 9 = ____
5 = ____ 10 = ____

(Note: For the above practice exercises, you may change the number on the left to
practice identifying numbers up to 100.)

Valuing: How did you group the objects? Did each of you participate?

84
IV. Evaluation

A. Encircle the correct number of objects for each set.

1. IIIII IIIII 19 39
IIIII IIII

2. 71 51

3. IIIIIIIIII IIIIIIIIII 70 100
IIIIIIIIII IIIIIIIIII IIIIIIIIII
IIIIIIIIII IIIIIIIIII

4. DDDDDDDDDD 40 30
DDDDDDDDDD
DDDDDDDDDD
DDDDDDDDDD

5. 6 36

B. Write the missing numbers.

51 52 54 56 58 60
62 63 64 67 70
71 75 79 80
81 82 87
92 96 97

V. Assignment

Make a number chart in your notebook. Write numbers 51 100.

Place Value of 1- to 2-Digit Numbers


Cognitive: Give the place value of each digit in a 1- to 2-digit number
Psychomotor: Write the numbers in expanded form
Affective: Obtain pleasure in manipulating objects

85

Skill: Giving the place value of each digit in a 1- to 2- digit number
Materials: Popsicle sticks, straws, hundred chart, rubber bands, other objects in the locality
that could be bundled, place value chart, drill board or show card, number cards
Value: Pleasure in manipulating things



1. Drill

(using drill board or show card)
The teacher calls out a number (1-100) and asks the pupils to write them down on their
show cards.

2. Review

Display the hundred chart with blank squares and let the pupils supply the missing
number.

3. Motivation

Show 10 sticks to the class. Ask: How many sticks are there? (10) Say, Ten is an
important number. Remember where I placed it on our chart.


1. Presentation

a. Ask the pupils to take out their counters and show 10 objects. Let each pupil identify
their objects.
b. Have pupils add 1 and ask how many objects they have. How many objects do you
have now?
Answer: 11. Teacher shows number 10 and 1. Let them see that 11 has one 10 and
1 one.
c. Present the place value chart and say: We place 10 under the tens place and 1
under the ones. Introduce the term place value. Say: we have a new word today
PLACE VALUE. Let the class repeat the word several times.
d. Ask the class to tell the value of 10 and 1. (ten is one ten and one is 1 one) directing
pupils attention to the place value chart. Have the class repeat the statement by
group, by rows, then by individual pupils.
e. Have pupils discover the place value of 21, 35, 48, 59, 70, 82, 99, 100 and other
numbers using their counters, following activity d and display answers on the place
value chart.
f. Valuing How do you feel after using our counters? Why?
g. After keeping the counters (objects manipulated) show numbers randomly and have
pupils tell how many tens and ones a number has. Example: 33 has three tens and
three ones
h. Introduce writing numbers in expanded form. Say: We are going to write number 25
in expanded form. Ask: How many tens are there in 25? (2 tens) The teacher writes
on the blackboard 20. Ask : How many ones are there in 25? (5 ones), teacher writes
5.

86
i. Explain that 25 = 20 and 5. The place value of 25 is two tens and 5 ones.
j. Give further practice using other numbers. Pupils write the answer on the blackboard
or show cards.


a. Tell the place value of the underlined number.
1) 78 2) 15 3) 92 4) 60 5) 36

b. Write the expanded form of the following:
1) 11 2) 99 3) 56 4) 88 5) 24

3. Generalization

Direct the pupils attention to the place where the tens and ones are located. Ask:
What does the number on the left tell us? (tens) What does the number on the right tell
us? (ones). Have the class state: In a 2-digit number, the number on the left tells the
number of tens, the number on the right tells the number of ones.

C. Application

Copy the place value of the following numbers.

1) 1 4 = ____ tens _____ ones
2) 5 5 = ____ tens _____ ones
3) 8 2 = ____ tens _____ ones
4) 2 9 = ____ tens _____ ones
5) 9 0 = ____ tens _____ ones

IV. Evaluation

A. Write the number of tens and ones.

1) 88 = ___ tens, 8 ones 4) 12 = ____ tens, 2 ones
2) 29 = 2 tens, ___ ones 5) 56 = ____ tens ___ ones
3) 70 = 7 tens, ___ones

B. Write the number of tens and ones.

1. IIIIIIIIII IIIIIIIIII II ___ tens, ___ ones
2. IIIIIIIIII IIIIIII ___ tens, ___ ones
3. IIIIIIIIII IIIIIIIIII IIIIIIIIII IIIIIIIIII IIIIIIIIII IIII ___ tens, ___ ones
4. IIIIIIIIII IIIIIIIIII IIIIIIIIII IIIIIIIIII ___ tens, ___ ones
5. IIIIIIIIII IIIIIIIIII IIIIIIIIII IIIIIIIIII IIIIIIIIII IIIIIIIIII IIIIII ___ tens, ___ ones

C. Write in expanded form.
1) 24 2) 37 3) 40 4) 65 5) 93

V. Assignment

Write the numbers on your paper.

1. 5 tens, 0 ones =
2. 9 tens, 9 ones =
3. 8 tens and 5 ones =
4. 15 means ___tens and ___ ones
5. 73 means ___ tens and___ ones

87
Suggested Song and Game:

Tens and Ones (Tune: London Bridge)

There are two tens
And there are three ones
Tens and Ones
Tens and ones
There are two tens
And there are three ones
What is the number?

Say: 2 tens and 3 ones = 23
(Change the number after each round of the song. Call on individual pupils to give a
number)

Reading Numbers from 11 through 100 in Symbols and in Words


Cognitive: Read numbers from 11 through 100 in symbols and in words
Psychomotor: Identify numbers of sets with 11 to 100 objects
Affective: Practice good study habits


Skill: Reading number from 11 through 100 in symbols and in words
Materials: popsicle sticks, twigs, stones, seashells, bottle caps or any available materials in
the community, pictures, cut-outs of objects, printed words (11-100), hundred
chart, calendar
Value: Doing ones homework conscientiously (good study habits)



1. Drill

Flash number cards previously learned and have pupils identify them.
(Use picture cards/flash cards.)

Example: (say: fifty-six)

2. Review

Write the number of tens and ones.

a. 77777 77777 77777 7
77777 77777 77777 7 L tens L ones

56

88

b. CCCCC CCCCC CCCCC L tens L ones
CCCCC CCCCC CCCCC
CCCCC CCCCC
CCCCC CCCCC

c. LL LL LL LL LL LL LL LL
LL LL LL LL LL LL LL LL

d.

e.

3. Motivation

a. Tell a story to the class: One day, Len looked at their calendar. She wanted to know
what day is her birthday. She looked at the month of December and counted 1-11.
Her birthday is on December 11 and its a Saturday.
b. Ask the class, When is Lens birthday? How was she able to know her birthday?
(She looked at the calendar. She read the number on the calendar.)


1. Presentation

a. Show the calendar and have the pupils read the numbers consecutively.
Direct pupils attention to the last number in the calendar and have a pupil identify it
(31).
Ask the class to tell the number that should follow 31. (32)
Display the hundred chart and call on individual pupils to read the numbers
consecutively up to 100.
b. Display 10 pictures on the chart having sets with numbers 11-100 randomly chosen
(Ex. Set of 35 leaves, set of 60 cards, set of 89 sticks etc.).
c. Have pupils identify the set orally (35 leaves, 60 circles, 89 sticks etc.)
d. Introduce the words for each number using printed words in a chart.

twenty-one 21
twenty-two 22
twenty-three 23
twenty-four 24
twenty-five 25
twenty-six 26
twenty-seven 27
twenty-eight 28
twenty-nine 29
thirty 30
Eleven 11
Twelve 12
Thirteen 13
Fourteen 14
Fifteen 15
Sixteen 16
Seventeen 17
Eighteen 18
Nineteen 19
Twenty 20
ten 10
twenty 20
thirty 30
forty 40
fifty 50
sixty 60
seventy 70
eighty 80
ninety 90
one hundred 100
L tens L ones
L tens L ones
L tens L ones

C
C
C
C
C
L L L
L L L
L L L

89
Tell the pupils that we can read other numbers by starting from the tens and add words
for ones Ex. Thirty-one = 31.
Call on pupils to read numbers 32-99. Then read the one hundred (100) as the last
number.


Guessing Game:

The teacher tells a riddle, then let a pupil write the answer in figures and in words.
(Note: Explain the meaning of the number that comes before, after and between.)

a. I am a two-digit number.
I come before 21.
What number am I? (20)
b. I am a number.
I am between 59 and 61.
c. I am a two-digit number.
I come after 93.
d. I am a two-digit number.
I am the first in the tens column.
e. I am a two-digit number.
I am between 89 and 91.

3. Generalization

- Ask the pupils what they can do with numbers. Illicit the answer. Numbers can be
written in symbols and in words.
- When we write a two-word number name, write the tens first, put a hyphen then write
the ones.
Example: twenty-one, forty-six

C. Application

Box the correct number for each set.

1. 17
27
37
2. ---------- -
---------- -
---------- -
83
----------
----------
----------
80
----------
----------
88

90

IV. Evaluation

A. Write the words in figures.

1. thirty-five =
2. fourteen =
3. ninety =
4. one hundred =
5. fifty-seven =

B. Match column A with Column B. Write the letter only.

A B
_____1. seventeen a. 59
_____2. fifty-nine b. 31
_____3. thirty one c. 44
_____4. eighty-five d. 24
_____5. forty-four e. 85
f. 17

*Valuing: Before you let the pupils copy the assignment, take up the importance of studying and
doing their homework to become good students.

V. Assignment

Draw the sets and write the number word.

1) 11
2) 85
3) 26
4) 50
5) 77
6) 35
7) 44
8) 92
9) 66
10) 89

3. ++++++++++ +
++++++++++ +
50
++++++++++ +
++++++++++ +
25
++++++++++ +
++++++++++
65
4. IIIIIIIIII IIIIIIIIII
90
80
IIIIIIIIII 100
5. OOOOOOOOOO
OOOOOOOOOO
71
OOOOOOOOOO
OOOOOOOOOO
97
OOOOOOO 47

91
Writing Numbers from 11 through 100 in Symbols and in Words


Cognitive: Write numbers from 11 through 100 in symbols and in words using the correct
strokes
Psychomotor: Follow the lines of the paper correctly in writing numbers
Affective: Write the numbers neatly and legibly

II. Learning Concepts

Skills: Write numbers from 11 through 100 in symbols and in words.
Materials: number/hundred chart, paper and pencil, printed number words, drill board or
show cards.
Value: Neatness in ones work



1. Drill

Using the hundred chart
a. Let the class read the numbers orally.
b. Call on individual pupils to read the numbers consecutively, randomly.

2. Review

Match the number words with the correct number symbol. Write the number in the box.

1) eleven 56
2) twenty 11
3) thirty-two 84
4) fifty-six 99
5) nineteen 20
6) sixty-five 32
7) ninety-nine 71
8) seventy-one 47
9) forty-seven 19
10) eighty-four 65

3. Motivation

Say: Children, we have learned to write letters correctly. How do we write capital letters?
Small letters? Which line shall we follow? How do we write? (Let us write neatly.) Then
say: Today, we are going to write words and numbers correctly. Let us exercise our
hands and arms (close-open hands, turning arms outward, inward).

92

1. Presentation
a. Show the number chart (with printed words) previously used in the past lesson.
b. Have a game contest in identifying the number and the number name correctly.
Call on 2 pupils to start the game. Then have as many pairs go through the game.
c. Display a blackboard with blue-red-blue lines, just like a pad paper and demonstrate
how to write a two-digit number and the word for it.

Ex.
11 eleven

d. Have the pupils write the same number and word in the air and on their desks several
times.
e. Give further writing practice following steps c and d using other numbers.
f. Instruct pupils to put out their papers and pencils and recall how to write properly and
neatly. Be sure that the number/word chart is on display. Remind the pupils to look at
the letter strokes displayed in front of the class.
g. Go around while the class is writing to check the accuracy of the pupils written work.
h. After the writing practice, give rest exercise (Thousand-legged Worm). Everybody
must stand up and sing. (You may give other rest exercise)

2. Fixing Skills/ Practice

Write the number and its number name.

1) ________

_____________

2) ________

_____________

3) -- -- -- -- -- -- -- -- --________
-- -- -- -- -- -- -- -- --
-- -- -- -- -- -- -- -- --
-- -- -- -- -- -- -- -- --_________
-- -- -- -- -- -- -- --

4)

_________

____________

93
5)

___________

________________

3. Generalization

a. Ask the class to state the rule.
b. Ask: How do you write numbers on your paper? In writing numbers, we follow the
lines of the pad paper. We put a hyphen between two word numbers.

C. Application

Underline the correct word number.

1) 45 forty-five forty-four forty-one
2) 19 ninety nineteen ninety-nine
3) 70 seventeen seven seventy
4) 88 eighty eighteen eighty-eight
5) 21 twenty-one twenty-six twenty-two

IV. Evaluation

A. Write the number symbol.

1. eleven _______ 4. forty-five ________
2. one hundred ________ 5. sixty-six _______
3. seventy-four ________

B. Write the number word.

1. 90 ________
2. 21 ________
3. 39 ________
4. 75 ________
5. 47 ________

V. Assignment

Make a chart. Write the numbers and its number name. Start from 11-100.

Suggested song/poem/rhyme:

Thousand Legged Worm
Said a thousand legged worm
As it made a little squirm
Have you seen this leg of mine?
If it cant be found
I shall have to hop around

94
On my nine hundred and ninety-nine.
Hop around, hop around (Do action)
Have you seen this leg of mine?
If it cant be found
I shall have to hop around
On my nine hundred and ninety-nine.
(The teacher may print this rhyme for further practice.)

Writing Numbers from 11 through 100 in Expanded Form


Cognitive: Write numbers from 11 through 100 in expanded form
Psychomotor: Follow the lines of the pad paper correctly in writing numbers
Affective: Write the numbers neatly and legibly


Skills: Write numbers from 11 through 100 in expanded form
Materials: picture card (10 fishes swimming together and one swimming separately, two-
digit numbers printed on number cards, hundred chart, papers and pencils, show
cards or drill boards
Value: Neatness of ones work



1. Drill

Guessing game (Guess my number)
Example. I am a two-digit number, I come before 41. What number am I? 40
Give more examples, then, let pupils give their own riddle for classmates to guess.

2. Review

a. Counting by tens orally; read the number chart.
b. Write the number of tens and ones.
a)18 = ______ tens and ______ ones
b) 55 =______ tens and ______ ones
c) 48 =______ tens and ______ ones
d) 71 =______ tens and ______ ones
e) 99 =______ tens and ______ ones
c. Write the 2-digit number
a) 5 tens 8 ones =
b) 8 tens 2 ones =
c) 9 tens 7 ones =
d) 5 tens 4 ones =
e) 2 tens 9 ones =

95
3. Motivation

Present a picture of 11 fishes swimming. (10 together and 1 swimming separately)
Ask: What do you see? What are they doing? Which ones are swimming together? Which
one is alone?
Have the class count the groups of fish, and say how many they are.


1. Presentation

a. Tell the class that they are going to rename number 11. Ask: How many tens are
there in 11? How many ones? (Write the plus sign between 10 and 1)
Say: 10 + 1 is another name for 11 in expanded form.
Have the class repeat the statement alone.
b. Renaming numbers in expanded form
Ask: How many tens and ones are there in 26? Write the answer on the blackboard.
26 is two tens and 6 ones. How do we write this in expanded form? (Give other
numbers and ask pupils one at a time to write their answers in expanded form on the
blackboard.)
c. Suggested Game:
Number Relay Call on a pupil to give the expanded form of a number orally.
Example. 52 = 50 + 2
The pupil who gives the correct expanded form will give another number and calls on
a classmate to give the expanded form and so on.


Write in expanded form.

a) 25 = _____ + _____
b) 74 = _____ + _____
c) 69 = _____ + _____
d) 40 = _____ + _____
e) 37 = _____ + _____

3. Generalization

(Ask the class how they can rename the numbers) Two digit numbers can be
renamed/written in expanded form. We use the place value and the plus sign.

C. Application

Using the individual show card, have the class write the numbers in expanded form.

1) 25 2) 40 3) 77 4) 84 5) 73

IV. Evaluation

A. Write the missing number.

1) 34 = 20 + ___ 3)19 = ___ + 9 5) 89 = ___ + 9

2) 90 = 90 + ___ 4) 41 = ___ + 1

96

B. Write the numbers in expanded form.

1) 19 =
2) 38 =
3) 100 =
4) 77 =
5) 52 =

*Valuing: Did you write the numbers correctly? How did you write numbers?
(We write numbers neatly and clearly. We keep our work clean.)

V. Assignment

On you paper, write the numbers in expanded form.
51 60 61 70

Regrouping Sets


Cognitive: Regroup sets of ones into sets of tens and sets of tens into hundreds using
objects
Psychomotor: Manipulate objects with ease and accuracy
Affective: Cooperate with classmates in group work activities


Skill: Regrouping sets of ones into sets of tens and sets of tens into hundreds using
objects
Materials: Individual counters (containing 100 objects)
leaves (100 pieces)
Value: Cooperation



1. Drill

Relay Game: Have one pupil call out a number and rename it.

Example: 35 is three tens and 5 ones. The pupil calls on another one to rename
another number.
Say: whats your number?
(Continue the game after most of the pupils have renamed numbers)

2. Review

Prepare a table similar to the table on page 97. Have pupils supply the missing numbers.

97

Numbers Tens Ones
15 =
63 =
44 =
70 =
29 =
58 =
32 =
26 =
88 =
91 =

3. Motivation

Show the class a set of leaves placed on a bilao. Ask them how they can count the
leaves as fast as they can.
Possible answer: We can group the leaves by tens.


1. Presentation

a. Call on 10 pupils to group the leaves by 10s.
b. Have the 10 pupils call out the number of leaves grouped
10-10-10-10-10-10 etc.
c. Ask the class: What did they do to come up with 10 leaves in a group? (answer: they
counted the leaves from 1 to 10) Have the pupils group 10 sets of 10s.
Ask again: What did the children do to count up to 100? (they counted the sets of
tens up to 100)
d. Have the children put out their counters on the desk and count 1 to 10 objects.
e. Let the children group 9 more sets of 10 objects and count by 10s.
f. Call on some individual pupils to count their objects. (10-100)
g. Have pupils form into groups of threes or fours and let them group their objects
ones into tens, tens into hundreds
h. Let the pupils count the objects they have.


a. Group the class into fours give each group a piece of newspaper- let them cut the
paper and make sets of ones grouped into tens, tens into hundreds.
b. Go around and check the group work.
c. Call on pupils to come up front and talk about the sets grouped.

*Valuing:
Who finished first? Why? (We work together and cooperate with our group mates.) What
happens when we cooperate with our group mates? (It makes our work easy and fast.)

3. Generalization

Ask the class: How did you group the sets? (We grouped the sets ones into tens,
tens into hundreds). Tell the class to say: We regroup the sets ones into tens, tens into
hundreds.

98

C. Application

Write how many ones, tens.

1.

______ tens _____ ones

2.

_____ tens _____ ones

IV. Evaluation

A. Match A with B. Write the letter only.

1.

a. 2 tens , 2 ones

b. 7 tens , 8 ones

c. 8 tens , 3 ones

d. 5 tens , 6 ones

e. 3 tens, 5 ones

f. 4 tens, 7 ones

2.

3.

x x x x
x x x x x

x x x x
x x x x x

x x x x
x x x x x

x x x x
x x x x x

x x x x
x x x

O
OO
OOO
OOOO
O
OO
OOO
OOOO
O
OO
OOO
OOOO

99
4.

5.

V. Assignment

Rename the numbers by regrouping the tens and ones.

1) 28
2) 83
3) 74
4) 49
5) 36

Identifying Ordinal Numbers


Cognitive: Identify the 1
st
, 2
d
, 3
d
up to the 10
th
object in a given set
Psychomotor: Show cooperation in group activities
Affective: Draw pictures of objects to represent the ordinal numbers


Skill: Identifying the 1
st
, 2
d
, 3
d
up to the 10
th
object in a given set
Materials: Real objects in boxes like stones, bottle caps, marbles, etc., cut outs/pictures of
toys, fruits, ordinal number cards (3 sets) etc.
Value: Cooperation



1. Review

a. Counting real objects 1 10.
b. Counting objects in the picture from 1-10.

2. Motivation

Call 10 boys and girls to fall in line. How can we arrange them?
(Let them arrange themselves from shortest to tallest.)

OO
OOO
I I I I I
I I I I I
I I I I I
I I I I I
I I I I I
I I I I I
I I I I I
I I I I I
I I I I I
I I I I I
I I I I I I

100


1. Presentation

a. Who is number 1 in the line? Number 2? Number 3? etc.
Have them name the children by saying.
(Eden) is the number 1 girl in the line, she is the 1
st
girl in the line.
(Gina) is the number 2 girl in the line, she is the 2
d
girl in the line. (and so on)

b. Game
Group the pupils into 3. Give each group a set of ordinal number cards. Objects
are arranged in a line on the table. The teacher will say a ordinal number. Pupils will
match the ordinal number with the object on the table., The first group to match it
gets a point. The group with the most number of points wins.

c. Look at the word.

B L A C K B O A R D

What is the 1
st
letter? Is L the 2
d
letter?
What is the 3
d
letter? Is K the 4
th
letter?
Is C the 5
th
letter? What is the 8
th
letter?
What is the 6
th
letter? Is R the 9
th
letter?
Is D the 10
th
letter? What is the 7
th
letter?


Read and draw.

Draw a in the 2
d
box.

Draw a in the 8
th
box.

Draw a in the 4
th
box.

Draw a in the 6
th
box.

Draw a in the 1
st
box.

3. Generalization

What words did we use to tell the position of the object in a group?
We used 1
st
, 2
d
, 3
d
, 4
th
, 5
th
, 6
th
, 7
th
, 8
th
, 9
th
, 10
th
.

*Valuing: Did you work in your group? How?

108
IV. Evaluation

A. What is the total amount? Circle the correct answer.

25 25 25 50 75 25

5 1 1 7 10 6

10 5 5 30 20 50

5 5 5 15 20 30

10 10 10 50 20 30

B. Look at the items below.

3 5 2 6 50

How much will you pay if you buy:

_____

_____

____

____

____

V. Assignment

Write a set of coins or paper bills that will amount to:

1) 50
2) 10
3) 50
4) 5
5) 25

109
Comparing Values of Money


Cognitive: Compare values of the different denominations of coins and paper bills through
50 using the relation symbols
Psychomotor: Use coins and bills in comparing different denominations
Affective: Spend money wisely


Skills: Comparing values of money
Reference: BEC PELC I A.4.3
Materials: coins, bills, cards showing different amounts of money
Value: Spending money wisely



1. Drill

Show a pocket chart with cards having amounts of money written on them. Let the pupils
find the total value of the set of money listed on the board. Thus, get the answer from the
cards in the pocket chart.

What is the total value?

25 25 = 5 5 =

10 10 = 25 25 =

10 20 =

2. Review

Look at the number written on the chart. Compare the numbers. Use the symbols
>, <, or =.
58 20 6 3

75 90 50 60

12 12

3. Motivation

How much is your baon today? How many coins did you receive from you mother
or father? How many bills did you receive from you mother/father? Who has less
baon? more baon?

110

1. Presentation

a. Look at the picture on the toy shelf.

How much does a toy clown cost? (Write the answer on the board.)
How much does a toy car cost? (Write the answer on the board.)
50.00 ____ 30.00
toy clown toy car

Which costs more? Which costs less? How will you describe the amount of the two
toys? Have the pupils say.

A toy clown costs more than a toy car.
So 50.00 is more than 30.00.
Show the symbol: 50.00 > 30.00

What symbol do we use to show that the amount is more than the other?
How much does a top cost?
How much does a baseball glove cost?
(Write the answer on the board.)

12.00 ____ 35.00
top baseball glove

Which costs less? Which costs more?
How will you describe the amount of the two toys?

Have the pupils say:

A top costs less than a baseball glove.
So 12.00 is less than 35.00.
Show the symbol: 12.00 < 35.00
What symbol do we use to show that the
amount is less than the other? (<)

12.00
50.00
30.00
35.00
8.00
8.00

111
Which of the toys on the shelf have the same price? What are their prices?
Have them say: Horn (torotot) and ball have the same price.

So 8.00 is equal to 8.00.
Show the symbol: 8.00 = 8.00
What symbol do we use to show that the price
or amount is the same? (=)

Suppose there are 2 balls. Both are colorful and big. One costs 8.00 and the
other costs 6.00.
Which one will you buy? Why?

*Valuing: Why do we need to spend money wisely?

b. Teacher posts a chart like this.

Pupils compare the sets by placing the correct symbol cards on the board.

7.00 8.00
9.00 18.00
25.00 35.00
45.00 45.00
65 50


Have the pupils prepare their symbol cards:

Raise the symbol card to compare the amount of money.

5 5 10 10
10 10 10 50
10 10 10 1
5 5 5 20
20 20 10 10 10 10

3. Generalization

How do we compare the values of money?
We compare value of money by using the words more than, less than, equal.

What are the symbols we use to compare the value of money? We use > for more than,
< for less than and = for equals.

C. Application

Group the pupils into 4. Provide them with activity cards. Write the amount of each item
by looking at the price list and compare them by writing the symbol inside the box.

< > =

< > =

112

Group I Group II

shampoo comb bag wallet

wallet bracelet candy pad paper

Group III Group IV

shampoo comb candy shampoo

wallet bracelet
Price list:

Shampoo 4

Comb 20

Bag 35

Wallet 46

Bracelet 25

Pad
Paper 8

Candy 50

bag bracelet

IV. Evaluation

A. Write the correct symbol <, > or =.

50 20
10 5
15 15
50 25
60 70

B. Choose and box the correct answers based on the clues given.

1. less than 30 25 40 50
2. more than 15 10 20 5
3. less than 20 25 30 10
4. equal to 18 18 15 19
5. more than 45 30 45 50

C. Price lists:

Write your answer:

* more than the amount of

10.00 45.00 10.00 15.00 75 75 5.00

113

less than the amount of

more than the amount of

equal to the amount of

more than the amount of

Note: In some terms there are more than one possible answer.

V. Assignment

Compare the money of these children. Write the correct symbol.

1. Jose ( 10 5) Roy ( 5 5 5)

2. Emmy ( 5 5) Tina ( 10 5)

3. Ferdie (50 50 50) Maria ( 1)

4. Rose (50 10 10) Cris (25 25)

5. Ella ( 50) Celso ( 20 20)

Skip Counting by 5s and 10s


Cognitive: Skip count by 5s, 10s up to 50
Psychomotor: Use coins in counting by 5s and by 10s
Affective: Find enjoyment in working with a group or partner


Skill: Skip counting by 5s, 10s up to 50s
Reference: BEC PELC I.A.4.4
Materials: coins, paper bills, number cards, show-me-board, chart of exercises
Value: Working well with a group

114


1. Drill

a. Show number cards. Ask the pupils to read the numbers.
b. Teacher shows one number card. Ask pupils to get this number of objects. (The 1st
pupil to give the correct number of objects gets a point.)

2. Review

Relay game on the board.
Group the pupils into 2. The first group write numbers by 5s while the second group by
10s up to 100. The first group to finish wins the game. Have them read the numbers by
5s first then by 10s.

3. Motivation

Present this situation. Ben saw 3 sets of coins. (Show the 3 sets of coins)

a. [ 10 10 10] b. [ 20 5 10] c. [25 10 10]

Which set of coins will Ben easily count?
Have the pupils make a guess.


1. Presentation

a. Talk about the pupils responses. Ask them why they chose that answer.
Teacher then shows 5 10 coins. How much is the total value of the coins?
Teacher asks what pupil can do to count the coins easily.
b. Present other sets of coins. Let pupils count by 10s to get the total value.
10 10 10 10 10 = ___
10 10 10 = ___
10 10 10 10 10 = __

Use paper bills like 10, 20, 50. Direct pupils in counting by 10s using the
paper bills. What made your counting easy?

Teachers show 2 5 coins. Ask the pupils to give the total value.

c. Use other sets of coins.

5 5 5 5 5 = ___
5 5 5 5 = ___
5 5 5 = ___

What made your counting easy?


Post on the board a chart similar to the example on page 115. Direct the pupils to
count by 10s or 5s. Box the set of money that will give the total amount of the money on
the left.

115
Example: 50 = 10 10 10 10 10 10 10 10
20 = 10 10 10 10 10
10 = 5 5 5 5 5 5
60 = 10 10 10 10 10 10
10 = 5 5 5 5 5
35 = 5 5 5 5 5 5 5 5 5

3. Generalization

What is an easy way to get the total amount of money?

The easy way to get the total amount of money is through skip counting by 5s or 10s.

* Valuing:
Did you take part in the activities? How did you feel when you worked with your partner
or group? Is it good to work with others? Why? Because we can make work easy.

C. Application

Let the pupils work in 2s or 3s. Give them a similar exercise as shown below written on a
cartolina and posted on the board. Give recognition to the first pair to finish.

Write the amount in the price tag. Use the set of money below.

5 5 5 10 10 10 5 10 5

5 5 10 10 10 10

IV. Evaluation

1. Count by 10s or by 5s. What is the value?

a) 5 5 5 = ___ d) 10 10 5 = _____
b) 10 10 10 = ___ e) 10 10 10 = _____
c) 5 5 5 = ___

2. Find my partner. Draw a line to connect us.

40

25

10 10 10 10 35

5 5 5 5 5 20

10 10 5 10 40

5
10 10 10 10
5 5 5

116
C. How many 5s or 10s are in ___?

50 = ___ 10 50 = ___ 10
20 = ___ 5 75 = ___ 5
10 = ___ 5

V. Assignment

Find the total amount.

1. Ben has 1 5 and 2 10. P ___
2. Joy has 3 5 and 1 10. P ___
3. Jenny has 4 25. P ___
4. Lyn has 4 10 and 1 5. P ___
5. Jojo has 2 10 and 2 5. P ___

Joining Sets


Cognitive: Join two sets with 1 to 9 objects
Psychomotor: Use objects to form new sets
Affective: Make the right choices


Skill: Joining two sets with 1 to 9 objects
References: BEC PELC I B 1.1
Materials: objects like pencils, book, bag, etc., cutouts of fruits, toys, etc., picture cards
Value: Making the right choices



1. Drill
Teacher displays different coins/bills on the table. Teacher calls 2 pupils to get their
set of coins/bills. She tells them to put the sets together and write the total value on the
board.

Example: Linda gets 2 5. Rogie gets 5. They placed the money together in the box
and writes 15. Repeat the activity until most of the pupils had a turn.

2. Review

Teacher calls a pupil to get objects from the cabinet or from their bags. Then, the
pupil asks a classmate, what is my set?

Example: Joy gets 3 books. Her classmate will answer set of books. Repeat the
activity until most of the pupils had a turn.

117
3. Motivation

Present a story.

Mother went to the market. She bought fish, meat and vegetables. She called Dino
and Danica. She bought something for the children. Can you guess what are they?


1. Presentation

a. Teacher tells what Mother brought home, an apple for Dino and a mango for Danica.
Teacher asks: Will the children like the fruits? Why?
*Valuing: If you were Dino and Danica would you choose fruits rather than candies?
Why? Is it good to eat candies often? What happens if you eat much sweets? What
shall we do to keep our teeth strong and healthy? (Choose the right kind of food)
Paste cut outs of apple and mango.

The class will talk about the sets. What is Dinos set?
What is Danicas set? Let us put them together. What is our new set? Call a pupil to
draw the new set. What did you do to find the new set?
Do the same with the following sets:

and

and

and

Teacher introduces the word and to show the joining of sets. Teacher writes the
word and so that the pupils can see where to write it. What did we do to find the new set?

b. Make picture cards similar to the illustration below.
c. Distribute 10 picture cards to 10 pupils. Match the joined set with its corresponding
new set.

and

and

and

and

118

and

Let the pupils hold one card each. At the teachers signal, pupils will look for their
partners.


Draw exercises similar to the following on the board:

and

and

and

and

and

Let the pupils get the correct answer from the picture cards on the chalk ledge.

3. Generalization

How do we join sets? (We join sets by putting them together.)

C. Application

Draw on the board this exercise. Ask the pupils to draw the new set.

1. and

2. and

3. and

4. and

5. and

119
IV. Evaluation

A. What will be the new set? Box it.

and

and

and

and

and

B. Draw the missing set.

1. and

2. and

3. and

4. and

5. and

C. Teacher gives the problem. Pupils draw the new set.

1. Mother gave Nena 2 candies and 1 lollipop.
2. Jay has 4 balls and 3 bats.
3. Gigi has 2 ribbons and 2 handkerchiefs.
4. Leo got 1 orange and 1 apple from the refrigerator.
5. The teacher gave Nio 2 pencils and 1 book.

V. Assignment

Draw the other set and join them together to form new sets.

a.
and

120
b.
and

c.
and

Showing the Relationship of Joining Sets to Addition


Cognitive: Show the relationship of joining sets to addition of whole numbers
Psychomotor: Write the correct number stories
Affective: Work well with others


Skill: Showing the relationship of joining sets to addition of whole numbers
References: BEC PELC I B 1.2
Materials: pictures of the song, objects like pencil, eraser, ruler, etc. picture cards, cutouts
of mango, guava, etc.
Value: Working well with others



1. Drill

Have two separate lines for boys and girls. For the first group, the 1
st
boy calls out a
number. 1
st
girl writes the number on the board. For the second group, the 1
st
girl calls
out a number, the1
st
boy writes the number on the board. Continue until all the children
have participated. The group with the most number of correct answers wins.

Valuing: Why do you think group ___ won? Did all the members of their group work
well? What must we do so that we can work fast? (We must work well with
others)

2. Review

a. Checking of assignment.
b. Let the pupils draw the new set based on the problem given by the teacher using
their show-me-board. Mother gave Nena 2 candies and 1 lollipop. Joy has 4 red
balls and 3 blue balls.

3. Motivation

Present a song using pictures.
Ken and Ann
(Tune: Jack and Jill)

121
Ken and Ann went to the store
To buy pencils and paper
Put the items together
Now, tell us whats the answer. (pencils and paper)
Ken and Ann (2x)
Put them together! (repeat)


1. Presentation

a. Who are the children in the song? What did they buy? What did they do with the
things they bought? What will be the new set?

Illustrate the story on the board.

and

2 and 1 are 3

How many pencils did they buy? (Write the number below the drawing.)
How many paper did they buy? (Write the number below the drawing.)
What word did we use in joining the sets? (and)
What word did we use before the answer? (are)
Repeat the activity using other sets.

b. Present the set below.

and are

2 and 1 are 3
2 + 1 = 3
How many suns do we have?
How many stars do we have?
What does and mean?
What does are mean?
Replace and with the symbol + and are with the symbol =.
What symbol did we replace for and? (+)
What symbol did we replace for are? (=)

Can you read our new number sentence?
(If pupils cannot express the number sentence, read this for them.)
Repeat the activity several times using other sets.

Teacher distributes exercises written on big sheets of paper. Let pupils work by 2s. One
will draw the new set and the other will write the number sentence.

Example: and

______ + ______ = ________

122
2. Generalization

a. What word joined the sets together?
The word and joined the sets together.
b. How do we write number sentences?
We write number sentences by counting the number of objects in each set and
joining them together. We use the symbols + (plus) and = (equals).

3. Look at the sets of object.

Write the number sentences based on the number of pictures.

A. balloons and flowers
+ =

B. girls and boys
+ =

C. flowers and butterfly
+ =
D. birds and butterfly
+ =

E. balloons and girls
+ =

C. Application

Display on the board strips of cartolina with drawings. Let them find the number sentence
that tells about the set. They will get the number sentence from the cards with number
sentences pasted on the other side of the board.

and are 2 + 3 = 5

and are 1 + 1 = 2

and are 1 + 4 = 5

and are 2 + 2 = 4

123
IV. Evaluation

1. Circle the correct number sentence.

and are

a) 3 + 1 = 4 b) 2 + 4 = 6 c) 3 + 2 = 5

and

a) 1 + 3 = b) 2 + 2 = c) 1 + 4 =

and

a) 2 + 1 = b) 1 + 3 = c) 2 + 2 =

(----) and (-----)

a) 6 + 3 = b) 4 + 5 = c) 1 + 7 =

and

a) 2 + 5 = b) 2 + 4 = c) 6 + 1 =

2. Write the correct number story.

a. and

________ + _________ = ________

b. (7777) and (7777)
________ + _________ = ________

c. and

________ + _________ = ________

and
d.

________ + _________ = ________

e. and

________ + _________ = ________

124
3. Draw the sets. Write the number story.

a) 4 bags 2 boys
b) 6 stars 2 stars
c) 1 glass 3 glasses
d) 3 umbrellas 2 hats
e) 2 leaves 5 flowers

V. Assignment

Find my partner. Write the letter of the correct answer on the blank.

_______1. and a) 2 + 1 =

_______2. and b) 2 + 2 =

_______3. and c) 3 + 1 =

_______4. and d) 3 + 2 =

_______5. and e) 1 + 1 =

Adding Two 1-digit Numbers Having Sums of 6 and Less


Cognitive: Add two 1-digit numbers having sums of 6 and less
Psychomotor: Make addition combinations using counters
Affective: Participate actively in class activities


Skill: Adding two 1-digit numbers having sums of 6 and less.
Reference: BEC PELC I B1.3
Materials: Real objects, counters, number cards (0-6) and less, domino cards
Value: Active participation in class activities



1. Drill

Drill in joining two sets using their own popsicle sticks

125
2. Review

Showing relationship of joining sets to addition of whole numbers using domino cards
and number cards (0-6).

Example: Teacher shows the domino cards as and

children will give the number sentence

3. Motivation

Teach this rhyme 1 and 1, 2
2 and 2, 4
3 and 3, are 6 for me
4 and 4, 8
5 and 5, 10
Little fingers on my hands
That is what we are going to do today. We are going to add numbers this time.


1. Presentation

a. Have the children bring out bottle caps assigned previously and have them place 1
bottle cap beside 1 bottle cap. Then ask: How many bottle caps are there? (2).
Show the pupils how to count the bottle caps by pointing to them. Let them say 1 +
1= 2. In groups, do this using bottle caps to show other addition combinations such
as 1 + 2 = 3; 2 + 1 = 3; 2 + 2 = 4; 3 + 1 = 4; 1 + 3 = 4. Teacher observes how pupils
in each group make addition combinations.
Example: Look at the work of group II, what can you say about their work? How did
they work?
Do this using other counters to show addition combinations for 5 and 6. (3 + 2 =5; 2
+ 3 = 5; 4 + 1 = 5; 1 + 4 = 5; 5 + 0 = 5; 3 + 3 = 6; 4 + 2 = 6; 5 + 1 = 6; 1 + 5 = 6)
Teacher introduces addends and sum in each addition combination. Have pupils
name addends and sum in other examples.
b. Using the cutouts in a pocket chart, the pupils will make a combination of numbers
with sums of 2; 3; 4; 5 and 6.
Write each combination of numbers based on their sums on the board.


Group the pupils into 5. Give each group an activity sheet. Using their own counters,
let them find and write the missing addends.

2 + 3
Group I
Sum of 2
1 + E = 2
2 + E = 2
E + 1 = 2
E + 2 = 2
Group II
Sum of 3
1 + E = 3
2 + E = 3
E + 2 = 3
2 + E = 3
Group III
Sum of 4
2 + E = 4
E + 2 = 4
1 + E = 4
E + 1 = 4

126

3. Generalization

How many combinations did we find with sums of 2? 3? 4? 5? 6?
There are ___ addition combinations with sums of 2, 3, 4, 5 and 6.

*Valuing: Did you participate in our activities actively?
What did you do? (Call on pupils to tell what they did.)
How do you feel if you participated actively?

C. Application

Tell 5 pupils to come up front.
Say: Make combination of numbers with the sum of ___. (2, 3, 4, 5 and 6)
The first pupil to write the correct number combination wins the game. Call other sets of 5
pupils to do the same until everybody has been called.

IV. Evaluation

A. Write the missing number.

1) 1 and ___ are 2
1 + ___ = 2
2) 2 and ___ are 3
2 + ___ = 3
3) 3 and ___ are 5
3 + ___ = 5
4) 2 and ___ are 4
2 + ___ = 4
5) 3 and ___ are 6
3 + ___ = 6

B. Ruby helps her mother gather eggs. She has 6 eggs in her basket. Give the number
combinations for number 6.

C. Make number combinations for these sums.
Example:

V. Assignment

Make number cards 7 through 10 to be used for our next lesson.

Group IV
Sum of 5
2 + E = 5
E + 3 = 5
4 + E = 5
E + 4 = 5
Group V
Sum of 6
5 + E = 6
E + 1 = 6
3 + E = 6
E + 4 = 6
6 + ___ = 6 4 + ___ = 6 2 + ___ = 6
5 + ___ = 6 3 + ___ = 6 1 + ___ = 6
3 3 2 6 5 4
2 + 1

127
Adding Two 1-digit Numbers having Sums of 7 through 10


Cognitive: Add two 1-digit numbers having sums of 7 through 10
Psychomotor: Complete the addition combinations in an addition table
Affective: Develop teamwork in all group activities


Skill: Adding two 1-digit numbers having sums of 7 through 10
Reference: BEC PELC I B 1.3
Materials: Real objects, counters, number cards (0-10), addition table chart, flash cards,
picture of a girl holding a basket of fruits, cut outs of 7 guavas, 8 mangoes, 9
bananas, 10 atis
Value: Team work in all group activities



1. Drill

Game: Find Your Partner
Match the domino cards (given to the boys) with its number sentence (given to the girls.)

Valuing: Were you able to find your partner quickly? Did you answer correctly? What
made you do it? (We worked as a team.)

2. Review

Adding two 1-digit numbers having sums of 6 and less using flash cards. Children show
answers using their previously assigned number cards.

3. Motivation

Sing the song and recite it.
1 + 1, 2
2 + 2, 4
3 + 3 = 6 for me

Add 2 to 1, is 3
Add 3 to 2, is 5
Add 5 to 1 and it is 6


1. Presentation

a. Display different objects on the table (pencils, bags, umbrellas, blocks, scissors, etc.).
What do we have on the table?
Can we count them?
How many pencils do we have? (7)
How many bags do we have? (8)
How many umbrellas do we have? (9)

128
How many blocks do we have? (10)
Look at these pencils. I am thinking of making combinations of numbers whose sum
is 7. Can you help me?
Guide the pupils in making addition combinations (1 + 6, 2 + 5, 3 + 4, 4 + 3, 5 + 2,
6 + 1).
Repeat this activity for sums of 8, 9 and 10.

b. Look at the picture of this girl.
She is Blossom. She has a tray of fruits.
Can you help her count the fruits?
How many guavas does she have? (7)
How many mangoes does she have? (8)
How many bananas does she have? (9)
How many atis does she have? (10)
She has another problem. She is thinking of combinations of numbers with sum of 7.
Let us help her solve her problem using these cutouts.

Separate the 7 cutouts of guavas into two groups in different ways to find number
combinations with a sum of 7. How many addition combinations are there with the
sum of 7?

(Do the same in finding addition combinations with the sum of 8, 9, 10)


Have each group use other counters like marbles/popsicle sticks of different colors
and guide the pupils in making different combinations having sums of 7 through 10. What
group gave the most addition combinations with sums of 7 through 10? That group wins.

Valuing: Teacher emphasizes the importance of teamwork in this activity. Observe how
each group work. Did each member of the group do their part?

3. Generalization

How can we make addition combinations with sums of 7 through 10?

We can make addition combinations with sums of 7 through 10 by grouping
objects first, then, counting/adding them.

C. Application

Complete the boxes by adding the given numbers on the first boxes horizontally and
vertically and writing the sum below each first addend.
Example: 2 + 1 = 3 Write 3 below the box of the first addend 2.

+ 0 1 2 3 4 5
0
1 3
2 3
3
4 6
5

129
IV. Evaluation

A. Give the missing number.
3 and ___ are 7 3 + ___ = 7
5 and ___ are 8 5 + ___ = 8
7 and ___ are 9 7 + ___ = 9
6 and ___ are 10 6 + ___ = 10

B. David helps his father gather eggplants in their garden. He has 10 eggplants in his basket.
Give other names for 10.
1 + ___ = 10 4 + ___ = 10 7 + ___ = 10
2 + ___ = 10 5 + ___ = 10 8 + ___ = 10
3 + ___ = 10 6 + ___ = 10 9 + ___ = 10

C. Draw the ice cream cones and find the sum of the addition combinations.

V. Assignment

Make number cards 11 through 18 to be used for our next lesson.

Adding Two 1-digit Numbers having Sums of 11 through 18


Cognitive: Add two 1-digit numbers having sums of 11 through 18
Psychomotor: Complete the addition combinations in an addition table
Affective: Develop team work in all group activities


Skill: Adding two 1-digit numbers having sums of 11 through 18
Reference: BEC PELC I B 1.3.3
Materials: real objects, counters, number cards (0-10) addition flash cards, cutouts of fish
with number sentences on them
Value: Team work in all group activities



1. Drill

Show Me
Use flash cards with addition sentences with sums of 6 and less than have the
children show their answers using their number cards (1-6).

4
+3
5
+3
6
+2
6
+3
7
+3

130
2. Review

Game: Throw the Ball
(Adding two 1-digit numbers having sums of 7 through 10)
A pupil throws the ball as he/she gives an addition sentence. The one who catches the
ball will give the sum.

3. Motivation

Sing this using your fingers.
3 and 3, 6 4 and 6, 10
4 and 4, 8 7 and 3, 10
5 and 4, are 9 for me Little fingers in my hands.
Well add some more this time, get ready class!

B. Development Activities

1. Presentation

a. Have the pupils take out their counters like popsicle sticks, marbles etc. Begin with
11 sticks. Form 2 groups of sticks with sum of 11 (the addends). Give addition
sentences for them. (Same procedure for sum of 12 through 18)
Write the addition sentences given on the board, have the children read them and if
possible memorize each number sentence written on the board.
b. Pass the ball while playing the music. When the music stops, the pupil holding the
ball will go in front and get one card with an addition combination and place it under
the correct sum. Check the work and continue the game.
Valuing: Did you enjoy working in groups? Why?
Who won? What made the group win the game?
Is teamwork important? Why?
c. Get 5 children from each group to play the Fishing Game.
Fish cut outs which are spread all over the table with addition sentences with sums
11 through 18. Five children in each group are given fishing rods with a magnet at
the end. Once they catch a fish, they give the sum (11-18). Tally the group scores on
the board. The group who finishes first with all correct answers wins. Ask the class
why the group won. (They work as a team as emphasized in yesterdays lesson.)

2. Generalization

How do we add this time? We form 2 addends then give the sum by families.

C. Application

Group the pupils into 4. Give each group an activity sheet.
Write the addition combinations for the family of:

11
E + E = E
E + E = E
E + E = E
E + E = E

12
E + E = E
E + E = E
E + E = E
E + E = E

131

IV. Evaluation

1. Add and give the sum.

a. 5 + 6 = ___ d. 7 + 7 = ___
b. 7 + 5 = ___ e. 8 + 8 = ___
c. 5 + 8 = ___ f. 9 + 9 = ___

2. Find the missing addend.:

a. 4 + ___ = 12 d. 8 + ___ = 15
b. 6 + ___ = 13 e. 7 + ___ = 16
c. 9 + ___ = 14 f. 8 + ___ = 17

3. Complete the petals of the flowers by writing addition sentences for the sums 12 and 14.

V. Assignment

Group I Bring some toys.
Group II Bring some candies.
Group III Bring some fruits (real or plastic).

Illustrating that Any Given Number Plus Zero is the Same Number


Cognitive: Illustrate that any given number plus zero is the same number
Psychomotor: Give addition sentences using a number + 0
Affective: Develop honesty in checking own paper

12
8
+4
14
9
+6
13
E + E = E
E + E = E
E + E = E
E + E = E

14
E + E = E
E + E = E
E + E = E
E + E = E

132

Skill: Illustrating that a given number plus zero is the same number
Materials: real objects, 2 boxes (containers), counters, number cards (0-10), flash cards
Value: Honesty in checking his/her own paper



1. Drill

Play Pingpong game.

Pupil pairs with a seatmate. Each pair will get a sheet of paper and a pencil and write
letters A-E. Teacher then says an addition sentence. Example: A 8 + 4 = ___. One of
the pairs will write the answer on A 12, then passes the paper to his/her partner to
answer B 9 + 6 = ___, then pass the paper back to C - __ and so on until every pair
had answered A E. Let us check our own answers. Did you do it right?

*Valuing: Have you been honest in checking your papers? What should we remember in
checking our own papers? (We must always be honest)

2. Review

Have 3 pupils in each group complete the following tables.

For Group I

Add 6 to
4 5 7

For Group II

Add 7 to
3 7 8

For Group III

Add 8 to
7 8 9

3. Motivation

Show 2 boxes on the table and ask: Do you know whats inside these boxes? Come
and make a guess by merely touching the objects inside.


1. Presentation

a. Show the 1
st
box and let the pupils name and count the toys inside it. As the pupil
says 3 toys, write 3 on the board. Show the second box with nothing inside it.

Sum
Sum
Sum

133
Can you see anything in this box?
Lead the pupils to associate zero to nothing.
Write 0 on the board.
If we put together 3 and 0, as in 3 + 0, what is the sum?
What happened to 3 when added to zero (0)?

Call a pupil to open box A. Ask the pupil what he found inside the box. Have the pupil
count the objects inside. As the pupil says 7, he writes 7 on the board.

Ask another pupil to open box B. Have the pupil tell that nothing is inside the box and
write 0 on the board.

Complete the addition sentence on the board, 7 + 0 = 7.
What happened to 7 when added to 0 ?

b. Have the pupils get their popsicle sticks/straws and the teacher gives addition
sentences like 9 + 0 = ___. Pupils will group their sticks and give the answer 9, etc.

c. Sing this song to the tune of Clementine and give the sum.
One and zero, _____
Two and zero, _____
Three and zero, is_____ for me
Four and zero, _____
Five and zero, _____
Little fingers on my hands.

2. Generalization

What happens to a number if it is added to zero?

A number added to zero will give the same number.

C. Application

Relay game on flash cards
Call two pupils. Flash the cards of addition sentences with 0 addends. A pupil will step
forward for every correct answer. The first one to reach the finish line wins the game.

IV. Evaluation

1. Give the sum.

1 + 0 = ___ 4 + 0 = ___
2 + 0 = ___ 5 + 0 = ___
3 + 0 = ___

2. Copy and complete the chart.

Add 0 to 1 2 3 4 5 6 7 8 9
The Sum is

3. Illustrate by drawing sets for the following number sentences.

Example: 4 + 0 = ___

and =

134
a. 5 + 0 = ___
b. 6 + 0 = ___
c. 7 + 0 = ___
d. 8 + 0 = ___
e. 9 + 0 = ___

V. Assignment

Make set cards made of buttons and candy wrappers.

Example:

Show that Changing the Order of Two Addends Does Not Affect the Sum


Cognitive: Show that changing the order of two addends does not affect the sum
Psychomotor: Write 2 addition sentences
Affective: Demonstrate cleanliness and neatness in drawing sets


Skill: Showing that changing the order of two addends does not affect the sum
Materials: Real objects, domino cards, flash cards, number cards, set cards,
show-me-boards, 5 activity cards
Value: Cleanliness and neatness in drawing and coloring sets



1. Drill

Drill using flash cards. Five pupils per team will play Kangaroo Jump. Pupils line up
at the back of the classroom. Teacher will flash the cards with addition sentences having
sum 1118. Pupils who answered correctly will mimic a kangaroo and jump forward. The
first one to reach the front will be declared the winner. Repeat the activity with other
pupils.

2. Review

Matching Game
Distribute set cards used previously and number sentences.

boys

girls
4 0

135
Those pairs with matching sets and number sentences will stand together in front of the
class.

3. Motivation

Sing a song to the tune of Clementine.

One and one, two.
Two and two, four.
Three and three are six for me.
Four and four, eight
Five and five, ten
Little fingers in our hands


1. Presentation

a. Take out the set of cards assigned earlier to the children. Present one to the pupils.

What is the addition sentence for this one? (3 + 2 = 5)
What are the addends? What is the sum?

Teacher flips the set cards this way.

What are the addends now? (2 + 3 = 5)
What happened to the order of the addends?
Is the sum still the same?

b. Present a domino card.

What is the addition sentence for this? (4 + 5 = 9)

Call a pupil to flip the card to change the order of the addends.

What is the addition sentence now? (5 + 4 = 9)
What happened to the order of the addends?
(The order of the addends are changed.)
Has the sum changed? (No)

136
c. Call a pupil to show his/her set cards. In two ways, pupils write their corresponding
number sentences in their show-me-boards to show that changing the order of the
addends does not affect the sum.
d. On a sheet of paper, draw 2 sets and give 2 addition stories for each set. Be sure to
make your drawings clean and very neat. Color the objects inside. Youre going to
present your work in class. We are going to display the best.

*Valuing: Why is it important to make your seatwork clean and neat? Is it good to
see a clean and neat seatwork? Why?


Group the pupils into 4. Give each group an activity card. Have them change the
order of the given addends and find the sum.

Sample activity card:

Display the work of each group for checking.

3. Generalization

What happens to the sum when we change the order of the addends?
Changing the order of 2 addends does not affect the sum.

C. Application

Draw the members of your family. Your father and mother will be in the first half of the
set card; the children in the other half. Give 2 addition sentences for this set card.
Example:

2 + 4 = 6 or 4 + 2 = 6

IV. Evaluation

A. Complete the following addition stories:

1 + 2 = 2 + ___ = 3

Group I
A. 6 + 8 = E
E + E = E
B. 5 + 6 = E
E + E = E
C. 8 + 4 = E
E + E = E
D. 9 + 3 = E
E + E = E
Changing the order of 2 addends does not affect the sum.

137
3 + 2 = ___ + 3 = 5

5 + 3 = 5 + ___ = 8

B. Write 2 complete addition sentences for the following sets

__ + __ = __ or __ + __ = __

__ + __ = __ or __ + __ = __

V. Assignment

Draw your favorite fruits and flowers. Your favorite fruits on the first half of the set card; your
favorite flowers on the other half. Give 2 addition sentences for your drawings.

Adding Three 1-digit Numbers having Sums Up to 18


Cognitive: Add three 1-digit numbers having sums up to 18 horizontally and vertically
Psychomotor: Write the addends and discover the Magic Sums
Affective: Show accuracy in adding numbers


Skill: Adding three 1-digit numbers having sums up to18
Materials: roulette, real objects, counters, number cards (0-18) T.13-16
pictures cards, cutouts of animals
Value: Accuracy



1. Drill

Spin the outer circle of the roulette
and give the sum.

+3
0
1
2
3
4
5
6
7
8
9

138
2. Review

The pupils will write 2 addition stories for every domino card to be presented using
their show-me-boards.
Example:
3 + 4 = or 4 + 3 =

3. Motivation

Children, have you been to the zoo? What animals did you see there? Can you count
them at the same time? Let us discover an easy way to count them.


1. Presentation

a. Present a word problem using cutouts of animals.
The children went to the zoo. They saw 5 birds, 4 monkeys and 3 lions. How many
animals did they see in all?
Who went to the zoo?
What did they see?
Can you help me count the animals they saw using the easy way?
How many birds did they see? monkeys? lions?
What will be the addition sentence?
Write below the cutouts: 5 + 4 + 3 = E
How many addends are there? Lets add them horizontally.
What should we add first to get its sum? (The first 2 addends)
Show: (5 + 4) + 3
9
What do we do next? (Add its sum to the last addend to find the total sum.)
Show: (5 + 4) + 3
9 + 3 = 12
What is the other way of writing addition sentences?
Write it vertically.
What should we add first?
Show: 5
4
+ 3 + 3
12
Do we follow the same step in finding the sum horizontally?
What should we remember in finding the sum of three 1-digit numbers? (Add first the
two addends and add its sum to the last addend)
What should we remember to get the correct answer? (Be careful in adding numbers)

b. Pupils will write addition sentences for each picture story shown by the teacher using
show-me-boards. Follow the steps in finding the sum of three addends.

Example:

9

139

(1 + 3) + 6
4 + 6 = 10

3
7

+ 4

4 + 4
11

c. Draw this on the board and say the sum of 3 numbers in each column is equal to
the sum of 3 numbers in each row. Children needs to discuss the Magic Sum
(From p. 96, Math for Everyday Use)

__________ __________ __________ _________

* Valuing: How were you able to give the correct answer? Why? (When we do our
work well we give accurate/correct answer)

2. Generalization

How do we add three 1-digit numbers? We add the first 2 numbers then add its sum to
the third number.
How did we add the numbers? (Accurately.)

C. Application

Addition contest
Call three pupils to go to the board. Give one number sentence with 3 addends. The first one
to answer it correctly wins the game.
Repeat until most of the pupils have participated.
Who won the game?
What did you feel?
Is it good to show others what we know?

IV. Evaluation

A. Give the sum:
3 + 4 + 2 = 2 + 9 + 3 =
7 + 1 + 3 = 8 + 1 + 6 =
4 + 8 + 1 = 2 + 3 + 8 =
5
3 4 1
0
2 3
2 1
7
2
5 0 2
0 4
1
3
4 2
6 2 1
1 5
3
3
4

140
B. Choose the correct answer in the box then encircle that number.

Example: 5 + 3 + = 14

4 + 2 + = 13

4 + 3 + = 14

6 + 8 + = 16

4 + 9 + = 18

1 + 8 + = 17

C. Complete the box wherein 3 columns is equal to the sum of 3 numbers in each row.
Example:

V. Assignment

Practice addition of three 1-digit numbers with sums up to 18.

3 + 8 + 7 = 8 + 4 + 2 =
9 + 8 + 1 = 5 + 7 + 5 =
4 + 3 + 6 =

Changing the Grouping of Three or More Addends Helps Make Computation Easy


Cognitive: Show that changing the grouping of three or more addends helps make
computation easy
Psychomotor: Make addition combinations with 2 or 3 addends
Affective: Participate actively in class activities


Skill: Showing that changing the grouping of 3 or more addends helps make
computation easy
Reference: BEC / PELC I B1.7
Materials: flash cards, real objects, number cards 0 9, pins, activity card
(half cartolina size), pictures of a toy store
Value: Active participation in-group activities

6 3 5
8 9 7
5 7 4
3 4 2
4 6 5
8 7 9
?
6 2 1
1 ?
3
?
4

141


1. Drill

Addition sentences having sums up to 18 using flash cards in a game called
Kangaroo Jump (see previous LG)

2. Review

Addition of three 1-digit numbers in a game called Show Me. Pupils show their
answers to the addition sentences using their number cards while teacher uses flash
cards with addition sentences (sum of 0 18)

3. Motivation

Play Number Kids.
Pin big number cards (0-9) to 10 pupils.
Say: They are Number Kids. They will help us in learning how to add addition
sentences with three addends.


1. Presentation

a. Pupils choose three addends by calling the Number Kids.

Example: Number Kid 4!
Number Kid 5!
Number Kid 6!

The three numbers called will come forward to the pupils. Introduce them as
addends.

Guide the pupils in finding the sum by putting together the two addends then add
the sum to the last addend. (Enclose the first two kids, namely 4 and 5 with Hula
Hoop or rope and place. Number Kid 6 a little bit away from the two).

Show the number sentence on the board. (4+5)+6
What is the sum?
Using the same Number Kids, change the grouping of addends by putting the Hula
Hoop or rope to the other group number kids.
Show the number sentence on the board. 4+(5+6)
What is the sum?
What happens to the sum after changing the grouping of three addends?
Call 4 Number Kids. Write their corresponding numbers on the board as addends.
Group the addends as in

(3+2) + (4+5) = ? and find the sum.

5 + 9 = 14

142
b. Call two pupils to go to the board.

Find the sum of number sentences with three addends given.
Pupil 1 will group the first two addends. Pupil 2 will group the last two addends.

Example:

c. Group the pupils into 5. Give each group an activity card with addition sentences.
Have them find the sum by grouping the addends in these ways.

6 + 3 + 4 = L 4 + 6 + 5 = L 6 + 7 + 3 = L
A. A. A.
B. B. B.

4 + 2 + 3 + 1 = L 7 + 3 + 1 + 2 = L
A. A.
B. B.

d. Pass it on!

Call 3 groups of pupils with three numbers to go forward.
Dictate the addition sentence. Pupil one will write the number sentence then pass it
on to the next pupil to group the addends; then to the last pupil to find the sum.
The first group who is able to follow the procedure and find the sum correctly wins the
game.

* Valuing: Why did group __ win? What made them win? (All the members
participated actively).

2. Generalization

How do we make computation of 3 or more addends easy?
Grouping the addends helps make computation easy.
Changing the grouping of addends does not affect the sum.

Group the addends and find the sum.

a. 3 + 6 + 4
+ =

b. 7 + 3 + 5
+ =

c. 8 + 4 + 6
+ =

d. 9 + 3 + 4
+ =

e. 4 + 6 + 5
+ =
Pupil 1 Pupil 2
(3+5)+6 3+(5+6)
8 +6 = 14 3+ 11 = 14

143
IV. Evaluation

1. Find the sum.

a. 3 + ( 5 + 2 )
+ =

b. ( 4 + 3 ) + 2
+ =

c. 5 + ( 2 + 4 )
+ =

d. ( 6 + 4 ) + 2
+ =

e. 7 + ( 6 + 4 )
+ =

2. Make an addition sentence with 3 or more addends using the number of objects shown. Then
find its sum.

V. Assignment

Supply the missing addends and find the sum.

a. ( 6 + ) + 4
10 + 4 =

b. 8 + ( 3 + )
8 + 10 =

c. ( 5 + ) + 3
11 + 3 =

Adding Mentally


Cognitive: Add mentally two to three 1-digit number with sums up to 18
Psychomotor: Play games with concentration
Affective: Participate actively in group contests

144

Skill: Adding mentally two or three 1-digit number with sums up to 18
Reference: BEC PELC I B 2
Materials: roulette, flash cards with addition sentences, candies for the winners,
show-me-cards
Value: Active participation in group contests



1. Drill

Addition with sum up to 18
Spin the roulette and give the sum.

2. Review

Change the grouping of addends and find the sum of addition sentences on the board.

a. ( 3 + 6 ) + 4
b. 3 + ( 6 + 7 )
c. 7 + ( 6 + 5 )

3. Motivation

Sing this addition song to the tune of Clementine.

One and one, two,
Two and two, four,
Three and three, are six for me,
Four and four, eight
Five and five, ten,
Little fingers in my hands.

Today, we will learn more on addition without using paper and pencil.


1. Presentation

a. Play the Concentration Game Group game and contest.
Let the members of each group take turns in giving the answers. Let the pupils clap
their hands then snap the fingers of their left hand followed by their right hand as the
teacher points to the addition sentences with two 1-digit number with sums up to 18
on the board.
Examples: Written on the board 5 + 6 = ____
Clap; snap 5 (left hand) + snap 6 (right hand);
Clap = snap 11 (answer)

The pupils should give the answer without breaking the continuous pattern. The
group that does not make any mistake wins the game.
a. 7 + 6 = ___
b. 8 + 4 = ___
c. 9 + 6 = ___
d. 8 + 7 = ___, etc.

145
Did we use paper and pencil in adding the numbers?
Can you add without writing your computation on paper?

b. Play Pick, Pack, Boom Group game and contest

Three pupils in each group will play the game in front.
(no.1 Pick, no.2 Pack, no. 3 Boom) Teacher stays at the back and flash addition
sentences while the 3 pupils in each group take turns in answering them one at a
time. All Picks 1
st
to answer; All Packs 2
d
to answer; All Booms 3
d
to answer.
The first Pick to answer first correctly will get a point for the group. Tally scores on
the board. The pupils should give the answer without breaking the continuous
pattern. The group that does not make any mistakes or commits the fewest mistake
wins.

2. Generalization

How do we add two or three 1-digit number with sums up to 18?

To add 2 numbers mentally, add the first number to the next. To add 3 numbers mentally,
add the 1
st
number to the 2
d
and its sum to the 3
d
number.
*Valuing: Whose group won today? Why did they win?
(Because the members of the group participated actively.)

C. Application

Pass It On - Game for the whole class

Each group will have a leader with a piece of paper.
As the teacher flashes addition sentences, the leader will pass the piece of paper to the pupil
next to him/her to answer or give the sum on the flash card. That pupil will then pass it to the
pupil next to him/her to answer the next and so on until all the pupils in each group had
written their sum.
Teacher will then write the correct answers on the board. The group leaders exchange
papers and check the paper of the other group. The group with the most correct answers
wins.
Candies as prizes would be given.

IV. Evaluation

Pupils write the sum of each addition sentence shown on the board using their show-me-cards.

A. 3 + 5 =
B. 4 + 9 =

Each pupil gets one flash card to find its sum orally.

V. Assignment

Make 10 flash cards with sums not more than 18 and practice finding their sum.

C. 4 E 4
+ 9 + 3
2 5

D. 5
+ 6
8

146
Adding 1- to 2-digit Numbers with Sum through 99 without Regrouping


Cognitive: Add 1- to 2-digit numbers with sums through 99 without regrouping
Psychomotor: Group sticks/other counters in the ones and in the tens place
Affective: Follow directions given by the teacher and give attention to details while the
teacher shows the steps of addition without grouping


Skill: Adding 1 to 2-digit numbers with sums through 99 without regrouping
Reference: BEC / PELC I B3.1
Materials: Bundled and loose popsicle sticks, place value chart, flash cards, magic slate or
show-me-board
Value: Attentiveness to details



1. Drill

Adding two 1-digit numbers having sums of 18 and less using flash cards.

2. Review

Put the following numbers in the place value chart:

Number Tens Ones
17
29
57
78
96

3. Motivation

Teacher shows addition sentences in the following position.

45 36
+2 +51

What can you say about the numbers to be added?
Would you like to add numbers in this position?
Its so easy! Ill show you how!


1. Presentation

a. Lets start with 45 written on the board.
+ 2

147

Represent the 2 numbers using their bundled popsicle sticks in counting the tens
and their loose popsicle sticks in counting ones. Emphasize that the numbers in the
ones place are added first before those in the tens place. Teacher tells them to use 4
bundled popsicle sticks and 5 loose ones and + another 2 loose ones.

Example. IIIIIIIIII IIIIIIIIII IIIIIIIIII IIIIIIIIII IIIII 45
+ II _2
40 + 7 = 47

Teacher shows how to do it and goes around and sees to it that all the pupils
follow directions and are very attentive while she shows the steps of addition without
regrouping. (Use this method with 4 more addition sentences).

Let us try the short way of adding these numbers.

a. 4 5 4 5 b. 5 3 5 3
+ 2 + 2 + 3 6 + 3 6

Guide the pupils in adding the numbers.
What numbers are added first? second?
Are their sums similar to the sum we got in the expanded form?

b. Call 5 pupils to go to the board to add the numbers simultaneously. The first one to
find the sum correctly wins the game. Continue until all the pupils had participated.
(Note: Teacher checks if the pupils follow the correct step in adding one to two digit
numbers without regrouping.)

c. Pass the ball while playing the music. When the music stops, the pupil holding the
ball will go to the board and answer one addition sentence. Continue until most of the
pupils had participated.

a) 5 6 b) 2 6 c) 4 5 d) 6 7 e) 4 3
+ 3 + 1 2 + 4 +2 1 5 6


Draw and color sets showing addition without regrouping

Example. 25 and 14

3. Generalization

How do we add 1- to 2-digit numbers without regrouping? We add those in the ones
place first then those in the tens place.

8 9
9 4 7 4 7

148
C. Application

The House of Numbers
Draw a house. Choose and write two addends from your drawing and find their sum.

22 2 16

42 3

53 11 32

Possible answer:

16 32
+ 42 + 2
58 34

*Valuing: What must we do when the teacher is giving directions and examples?

IV. Evaluation

A. Find the sum.

11 24 32 45 56
+ 3 + 5 + 3 + 1 + 2

B. Find the sum.

23 34 47 65 76
+ 5 + 5 + 22 + 34 + 23

V. Assignment

Complete the house by adding the number sentences.

31 42
+17 + 4

42 26
+ 6 + 4

36
+ 2

149
Adding 1- to 2-digit Numbers with Sums through 99 with Regrouping


Cognitive: Add 1 to 2 numbers with sums through 99 with regrouping
Psychomotor: Group sticks / other counters in the ones and in the tens place
Affective: Follow directions given by the teacher and give attention to details while teacher
shows the steps of addition with regrouping


Skill: Adding 1 to 2 digit numbers with sums through 99 with regrouping
Reference: BEC / PLC IB3.2
Materials: Bundled to loose Popsicle sticks, place value chart, flash cards, magic slate or
show-me-boards
Value: Attentiveness



1. Drill

Post the following numbers on the place value chart:

Tens Ones
25
36
75
89
94
2. Review

Pupils add 1 to 2 digit numbers with sum through 99 without regrouping. Using their
magic slates or show-me-boards.

63 33 45 73 64
+ 6 + 44 + 23 + 15 + 24

3. Motivation

Show the picture of a fruit stand.

150
Do you eat fruits? Why? Where do you buy them? Look at Lolas fruit stand. What fruits
do you see?


1. Presentation

a. Here is the list of the number of fruits in Lolas fruit stand.

How many apples are there if Lina will add 7 more?
Put on the board the following cutouts to represent the number.

TENS ONES
36

+ 7

43

What is the sum of numbers in the ones place? (13)
How many tens and ones are there in 13?
What number was left in the ones place? (3)
Where do we regroup 10 in 13? (on the ten places)
What do you call that way of putting tens from the ones place? (Regrouping)
After regrouping the ten to the tens place, What should we do next? (add the tens).
How many mangoes and watermelons are there in all? (43)
b. Now, look at the list again.
How many bananas are there? oranges?
Represent the number using cut outs.

TENS ONES

Banana 43

Oranges + 28

What is the sum of numbers in the ones place?
How many tens and ones are there in 11?
What was left in the ones place? (1)
28 Oranges
27 Mangoes
7 Watermelons
36 Apples
43 Banana
10

151
Where do we regroup 10 in 11? (in the tens place)
What do you call that way of putting tens from the ones place? (Regrouping)
How many bananas and oranges are there in all?
Let us try the short way of adding numbers with regrouping.

Add the ones Regroup to tens Add the tens

1

1

4 3 4 3 4 3
+ 2 8 + 2 8 + 2 8
11 11 7 1

(Note: Emphasize that in adding 1 to 2 numbers with regrouping, add first the ones,
then regroup ten to the tens place, then add the tens).

c. Call 5 pupils to go to the board. Have them add an addition sentence
simultaneously. The first one to find the sum correctly wins the game. Continue until
all the pupils had participated.

(Note: Teacher checks if the pupils follow the correct step in adding with regrouping.)


Pupils find the sum of addition sentences using show-me-boards.

a. 3 6 b. 4 7 c. 6 5 d. 5 8 e. 7 4
+ 6 + 3 + 1 8 + 2 6 + 1 8

3. Generalization

How do we add 1 to 2 numbers with regrouping?
- We add first the ones, regroup if necessary. Group tens with other tens then add the
tens to get the sum.

C. Application

Pass it on!
Call 2 groups of pupils with 6 members to go forward. Provide each group with show-me-
board. Dictate the addition sentence. Pupil will write the number sentence then pass it on to
the next pupil to find the sum. Continue until they have answered the last number sentence.

*Valuing: Attentiveness to details while teacher gives direction and showing examples.
Ask: Why did we give our answer correctly? (Because we listened carefully. We were
attentive.)

IV. Evaluation

A. Find the sum.

46
+ 4
51
+ 9
85
+ 5
29
+ 2
37
+ 4

1. 3 6 2. 45 3. 74
+ 6 + 35 + 29

152
B. Find the sum.

25
+ 15
36
+ 26
47
+ 38
48
+ 49
59
+ 29

C. Write the numbers in column, then add.

1) 16, 57
2) 63,29
3) 29,48
4) 52,19
5) 37,38

V. Assignment

Solve and write the answer.

25 girls
16 boys
How many pupils are there? ________

17 mangoes
38 guavas
How many fruits are there? _________

43 marbles
18 tops
How many toys are there? _________

Analyzing Word Problems (What is Asked)


Cognitive: Analyze word problems involving addition of whole numbers by telling what is
asked in the problem
Psychomotor: Identify what is asked in the problem
Affective: Appreciate the importance of helping one another


Skill: Analyze problem by telling what is asked in the problem
Reference: BEC PELC I B4.1.1.1
Materials: Picture, word problems chart, picture of a garden with 3 boys and 4 girls working,
different flowers, birds
Value: Helping one another



1. Review

Relay game in finding the sum of whole numbers. Divide the pupils into three
groups. Give each group sets of addition sentences on the board. The final group to
complete the sums wins the game.

153
2. Motivation

Recite the rhyme My Helpers.

My Helpers

My help me to see.

My help me to hear.

My help me to smell.

My help me to talk.

My help me to do work.

My help me go places.

They are my helpers.

Which parts of the body help us?
Is it good to help one another? Why?


1. Presentation

a. Role Playing

The teacher will play the role of a librarian and the pupils as book keepers
helpers. Say: I have 13 books in the cabinet and 24 books on the table. How many
books do I have in all? Help me find the total number of my books. What should I do
first to solve my problem? What is my problem? How many books are in the cabinet?
On the table? What should I do to find the number of books I have in all? How many
books do I have in all? Suppose, I did not tell you my problem, will you be able to
help me? So in solving problem, what do we have to know first?

b. Emphasize that the first step in solving problems is to know what is asked in the
problem. Divide the children into three groups. Present the word problems with the
aid of pictures. The groups who can tell what is asked in the problem wins the game.

1) Malou helps her mother. She takes care of her baby sister, Rene. She washes
Renes things. She washed 15 bottles and 12 bibs. How many did she wash in
all?
2) Sheila helps her mother tend their flower garden everyday. Yesterday, they
gathered 6 daisies and 7 roses. How many flowers did they gather in all?
3) Nica and Nico visit their Lolo Bens farm every Saturday. They enjoy picking
fruits. Nica picked 16 chicos and Nico picked 11 quavas. How many fruits did
they pick in all?


Show word problems on a chart. Have the pupils tell what is asked in the problem.

154
3. Generalization

What is the first step in analyzing a word problem?

The first step is to tell what is asked in the problem.

C. Application

What is asked in each problem?

1. Ten boys are watering the plants. Six girls are pulling out the weeds. How many children
are working in the garden?
2. Roy had 8 marbles.
He bought 3 more.
How many marbles did Roy have in all?
3. Pachuchay cleaned 13 blue and 11 red cups. How many cups did she clean in all?

IV. Evaluation

A. Encircle what is asked in each problem.

1. Marie has 3 pins.
Ronald has 4 pins.
How many pins do they have in all?
number of pins Marie has
number of pins Ronald has
number of pins Marie and Ronald have

2. Rene picked 6 guavas.
He picked 4 more for his sister.
How many guavas did he pick in all?
number of guavas for Renes sister
number of guavas Renes sister has
number of guavas Rene picked

3. Jeff has 6 books.
He gets 5 books from the library.
How many did he have altogether?
number of books in the library
number of books Jeff has altogether
number of books in the bag

4. Dan has 7 old pencils.
Didi gave him 5 new pencils.
How many pencils did Dan have in all?
number of Dans pencils altogether
number of Didis pencils
number of old pencils

5. Chandro has 10 cookies.
He buys 13 more for his sister.
How many cookies are there in all?
number of vcookies for Chandros sister
number of Chandros cookies in all
number of Chandros sisters

155
V. Assignment

Complete the word problem out of these pictures.

Fe washed __________.

Jon washed _________.

___________washed in all.

Melody picked _______.

Bernadette picked ____.

_________picked in all.

Analyzing Word Problems (What is/are Given in a Problem)


Cognitive: Analyze word problems involving addition of whole numbers by telling what is/are
given in the problem
Psychomotor: Tell what is/are given in the problem
Affective: Appreciate the importance of proper nutrition


Skill: Analyzing problems by telling what is/are given in the problem
Reference: BEC / PELC I B 4.1.1.2
Materials: Pictures, 4 word problems on big sheets of paper, basket with real or artificial
fruits, strips of paper
Value: Proper nutrition



1. Drill

Have a flashcard drill on addition facts. Let the pupils give the sum.
Jon
Melody Bernadette
Fe

156
2. Review

Divide the pupils into four groups. Provide each group with a copy of word problems
written on a big sheet of paper. Have them give what is asked in the problem. Have the
leaders present their answers for checking.

3. Motivation

Sing: (Tune: Are You Sleeping)
Marang, Marang
Durian, Durian
Banana, Banana
Chico, Chico, Chico (2x)
Shake them all (2x)

What are the fruits mentioned in the song?

*Valuing: Do you eat fruits? Why? Are fruits good for our body? What does it do to our
body? What must we remember about eating fruits? Fruits keep us healthy and strong.
Let us find out if the children in our word problem eat fruits too by listening to their story.


1. Presentation

a. Role-Playing

Have a pupil play the role of mother and two pupils as Arvie and Zeny.

Word Problem: Mother has a basket full of fruits. Her children, Arvie and Zeny love
eating fruits. Arvie ate 3 chicos, while Zeny ate 4 guavas. How many fruits did the
children eat in all?
Talk about the details of the word problem. Who has a basket full of fruits? Who
loves to eat fruits?
What is asked in the problem?
What are the information given to solve the problem?
Do these information help us solve the problem? So, if we know what is asked in the
problem, we need information to solve them.

Now, let us solve the problem by adding the given information / facts.

3
+ 4
Chicos
guavas

b. Distribute the strips of paper with facts. Present the word problems. Have the pupils
paste the given facts on strips of paper under each word problem.

Example: Mother bought 24 mangoes.
She also bought 36 rambutans.
How many fruits did mother buy?
What are given?

(Teacher should prepare five-word problem for their exercise.)
24 mangoes
36 rambutans

157

Read the word problems in column A. Choose the given facts in each problem by
connecting them to the boxes in column B.

Column A Column B

1) Roda picked 35 guavas.
Roselle picked 22 guavas.
How many guavas did they
pick altogether?

2) Father bought 16 chicos.
Mother bought 12 mangoes.
How many fruits
are there in all?

3) Cely placed 21 pechays
in the basket. Edie placed
19 carrots more. How many
vegetables are there
in the basket?

3. Generalization

What is the second step in analyzing a word problem?

The second step is to tell what is/are the given facts.

C. Application

Complete the word problems by giving facts or information based on the picture.

Example:
Jojo

Jojo picked __________
He picked _______ more
How many squash did he
pick in all? ____________
What are given? _______
____________________

IV. Evaluation

A. Encircle what are given in each problem.

1. Nila has 3 small bananas and 4 big bananas. How many bananas does Nila have?
- 3 small and 4 big bananas
- 3 green and 6 yellow bananas
- 3 small and 7 big bananas
21 pechays
19 carrots
35 guavas
22 guavas
16 chicos
12 mangoes

158

2. Roel has 18 duhats and 19 guavas from his Lolos farm. How many fruits does Roel
have?
- 18 duhat and 15 guavas
- 18 papayas and 19 tamarinds
- 18 duhat and 19 guavas

3. Kim gathered 17 papayas and 29 durians. How many fruits did Kim gather in all?
- 17 mangoes and 29 durians
- 17 papayas and 29 durians
- 17 atis and 29 guavas

B. Write the given facts.

1. Maria and Liza are healthy girls. They eat fruits. Yesterday, Maria ate 12 rambutans while
Liza ate 15 lanzones. How many fruits did they eat in all? What are given?
_____________________
_____________________

2. Vina drinks 5 glasses of water in the morning and 3 glasses in the afternoon. How many
glasses of water does Vina drink a day? What are given?
_____________________
_____________________

3. Marco has a vegetable garden. Last Saturday, he gathered 12 okras and 15 eggplants.
How many vegetables did he gather in all? What are given?
_____________________
_____________________

V. Assignment

Write the given facts in each word problem.

1. Five boys are drinking milk.
Twenty boys are drinking juice.
How many boys are drinking?
_______________________
_______________________

2. Twenty girls eat ampalaya.
Thirty boys eat upo.
How many children eat vegetables?
_______________________
_______________________

Analyzing Word Problems (Word Clues and the Operation to Use)


Cognitive: Analyze word problems involving addition of whole numbers by telling the word
clues and the operation to be used
Psychomotor: Tell the word clues and the operation to be used in the problem
Affective: Show love and care for animals

159

Skill: Analyzing problems by telling the word clues and the operation to be used
Reference: BEC / PELC I B.4.1.1.3 & 1.4
Materials: moving pictures of 2 boys (somewhat like puppets with sticks but with
background pictures of farm chickens and ducks), flash card of addition,
show-me-boards
Value: Love and care for animals



1. Drill

Addition facts on flash cards

2. Review

Introduce the game: Little Investigators

Divide the pupils into two groups. The first group will draw and the second group
will write the given facts of the word problem on the board as if they are investigating and
gathering facts to solve the problem.

3. Motivation

Sing a song about animals.

If I were a butterfly,
I thank you Lord for giving me wings.
And if I were a robin in a tree,
I thank you Lord that I could sing.
And if I were a fish in the sea,
I wiggle my tail and wiggle with glee,
But I just thank you Father for making me, Me.

*Valuing: What are the animals mentioned in the song?
Do you like animals? Do you have pets at home?
How do you show that you love your pet?
What do you do to take care of your pet?
Let us find out in our story who else loves animals very much.


1. Presentation

a. Present the word problem with the aid of moving pictures. Have two pupils move the
pictures while telling the story problem.

Every summer vacation, Bentong and Bayani visit their Lolos farm. They enjoy
playing with farm animals. They also feed the animals. One day, Bentong fed 20
chickens while Bayani fed 30 ducks. How many animals did they feed in all?
- Who has a farm?
- Who visits the farm every summer vacation?
- What do they enjoy doing in the farm?

160
- Are the two children kind to animals?
- Why do you say so? Are you also kind to animals? In what way?
- What is asked in the problem?
- What are the given information or facts to solve the problem?
- What will you do to get the total number of animals they fed?
- What words in the problem tell you what to do?
(Words such as how many in all, total number, altogether and sum are called
word clues. These words tell us what to do in solving the problem.)

Go back to the problem and complete the chart

What is asked?
What are given?
Word Clues
Operation to be used

b. Distribute the show-me-boards (a scratch paper will do for replacement). Give the
problems and ask the pupils to write the word clues and the operation to be used to
solve the problems.


Read the problem and complete the table.

Kenji loves pets.
He has 4 puppies and 5 kittens.
How many pets does he have in all?

Question Answer
What will you do to find the answer?
What words tell you what to do?

Noel has 8 white doves.
Nicky has 9 brown doves.
How many doves are there altogether?

Question Answer

3. Generalization

What is the third step in analyzing word problems?

The third step is to tell the word clues and the operation to be used.

C. Application

Underline the words that tell you what to do and write the operation to be used to solve each
problem.

1. Fred has 3 kittens.
His friends have 10 kittens.
How many kittens are there altogether?
Operation: _________

161
2. Ten children are watching a gold fish.
Two more came and joined them in watching it.
How many children are there in all?
Operation: _________
3. Gina made 13 ribbons for her pretty cat.
Fe made 26 ribbons for her little puppy.
What is the total number of ribbons they made?
Operation:_________

IV. Evaluation

Write the word clues that tell you what to do and the operation to be used to solve the problem.

1. Nonoy made three boxes for his puppies.
He made four more for his kittens.
How many boxes are there altogether?
Word clues: _______________
Operation: _______________
2. Edmund feeds his pets everyday.
He feeds his 19 chickens with corn.
He feeds his 7 monkeys with bananas.
How many pets does he feed everyday?
Word clues:_______________
Operation:_______________
3. Lovely caught 21 butterflies.
Shane caught 19 butterflies.
How many butterflies did they catch in all?
Word clues:_______________
Operation:_______________
4. Maden and Janine have photo albums.
Maden pasted 35 pictures of birds.
Janine pasted 40 pictures of butterflies.
How many pictures are there altogether in the album?
Word clues: _______________
Operation:_______________
5. Nan and Dan are friends. They help one another.
One day, Dan helped Nan clean his birds cage. Dan put 10 white and 19 yellow birds in
another cage. How many birds are there in all?
Word clues: _______________
Operation:_______________

V. Assignment

Read the problem carefully and answer the questions below.

Bhel has 25 bird stamps.
Vic has 18 butterfly stamps.
How many stamps are there in all?

1. Who have stamps?__________
2. What is asked? __________
3. What are given? __________
4. What is the word clue? ___________
5. What will you do to find the answer? ____________

162
Transforming Word Problems into Number Sentences


Cognitive: Transform word problems into number sentences
Psychomotor: Draw and write the number for the problems
Affective: Show cooperation in group activity

Skill: Transforming word problems into number sentences
Reference: BEC / PELC I B 4.1.2
Materials: Show-me-boards, pictures, big strips of paper, written word problems for group
work
Value: Cooperation



1. Drill

Group relay game in answering sets of addition sentences on the board.

2. Review

Divide the pupils into 4 groups. Give the problem. Using show-me-boards, group I writes
what is asked in the problem, group II the given facts, group III the word clues, group IV
the operation to be used.

3. Motivation

Tune: Those Were The Days

We love mathematics.
Because we love numbers
We learn a lot of different math concepts
We add and we subtract
We multiply, divide
We solve problems that make us
Wise and bright. La,la,la,la. (repeat)

Do you love math? Why?
Let us learn more about math.


1. Presentation

a. Show a picture of boys and girls cleaning inside the room or outside the room or in
the garden. Guide the pupils in making a word problem about the picture.

___________ and _________ are cleaning the room. How many are cleaning the
room?

163
*Valuing:
Do you also help your classmates in cleaning the room? Why?
How about in your home?
Do you also help your sisters/brothers in cleaning your house?

What are the given facts in the problem?
What is the word clue in the problem?
What will you do to solve the problem?

Help me put this word problem into a number sentence using the given facts.
+ = N

b. Give copies of word problems to some members of the first group, then the copies of
the number sentences to some members of the second group. Have them find their
partners and put together the word problem and its corresponding number sentence.

1)

2)

3)

4)

5)


Divide the pupils into 4 groups. Give each group 2 word problems. Have them write
the number sentences for each problem. Let the leaders present their answer for
checking.
Marie has 13 pins.
Rene has 24 pins.
How many pins do
they have in all?
13 + 3 = N
There are 13 big
rabbits and 3 small
ones. How many
rabbits are there in
all?
There are 12 boys
singing. There are 5
girls dancing. How
many pupils are
there in all?
5 + 7 = N
12 + 5 = N
Six children went to
the school canteen.
Five of them went to
the clinic. How many
children went out of
the classroom?
6 + 5 = N
Peping has 5
guavas. Simon has
7 guavas. How
many guavas do
Peping and Simon
have in all?
13 + 24 = N

164
* Valuing: Why did group finish first? What did they do? (all members of the group
cooperate their group work).

3. Generalization

What is the fourth step in solving word problems?

The fourth step is to write the number sentence.

C. Application

Look at the pictures. Make a word problem about the pictures and write the number
sentences.

Maui has _________ candles on her cake.
While Jess has __________.
How many ________ are there on the two cakes?

+ = =

Draw the word problem and write its number sentences.

There are 4 red kites.
There are 2 yellow kites.
How many kites are there in all?

______ + ______ =

IV. Evaluation

A. Choose the number sentence that fits the word problem. Get your answers in the basket.

1. There are 3 big rabbits and 3 small ones. How many rabbits are there in
all?
2. There are 14 girls dancing and 21 boys dancing. How many children are
dancing?
3. One stem of a plant has 6 flowers. Another stem has 3 flowers. How
many flowers are there altogether?
4. The grade one boys planted 7 atis plants and 8 avocado plants. How
many plants did the boys plant in all?
5. There are 15 red butterflies and 14 yellow butterflies in the garden. How
many butterflies are there altogether?

& $$

165
B. Write the number sentence for each word problem.

Word Problems Number Sentences
1. Jose found 50 in the garden. He put them
with the 50 he kept in his bag. How much
money does Jose have in all?

2. There were 3 bees on a branch. Five more
bees came. How many bees were on the
branch?

3. The grade one boys planted 17 atis trees
and 18 mango trees. How many trees did
the boys plant in all?

C. Draw and write the number sentence for each word problem in the box.

Number sentence:

V. Assignment

Read the problem and write the answer to the questions below.

Nonoy washed 8 plates.
Shella washed 12 plates.
How many plates did they wash in all?

1. Who are the children in the problem stores?
2. What is asked?
3. What are given?
4. What operation will you use?
5. What is the number sentence?
Mother and Lila went to a toy store. They saw 6 toy
ducks and 10 tops. How many toys did they see altogether?
Miss delos Reyes has 7 yellow gumamelas and 5 white
roses in her flower vase. How many flowers does Miss delos
Reyes have in all?

Draw:
Number sentence:

166
Using the Correct Operation


Cognitive: Use the correct operation in solving word problems
Psychomotor: State the complete answer in solving word problems
Affective: Find enjoyment in answering word problems


Skill: Using the correct operation and stating the complete answer in solving word
problems
Reference: BEC / PELC I B 4.1.3 & 1.4
Materials: Big sized activity cards, cassette tape, picture of a toy store shelf
Value: Enjoyment in solving word problems



1. Drill

Flash card drill on addition facts

2. Review

Divide the pupils into 4 groups. Give each group an activity card.

Ask the leaders to report their group work for checking.
Activity 1
Cross out the fact/s that you
do not need to solve the
problem.
A bat costs 20.00.
A ball costs 15.00. A net
costs 35.00. Bill bought a
bat and a net. How much
did he spend?

Activity 2
Write what is asked in the
problem.
Ken sold 16 bananas.
He also sold 5 mangoes.
How many fruits did he sell
in all?
Activity 3
Encircle the word clue and
write in the box the
operation to be used.
There were 5
puppies. Two more
puppies came in. How
many puppies are there in
all?

Activity 4
Write the number
sentence for the problem.
A cap costs
45.00. A bag costs
40.00. Bill bought both
of them. How much did he
spend?

167
3. Motivation

Sing: (Tune: Are You Sleeping)
Word problems (2x)
We can solve (2x)
We can find the answer
We can give the answer
Right away. (2x)


1. Presentation

a. Ask the girls to take out their pencils. Ask the boys to take out their pencils. Write the
number of pencils on the board.

Girls have ______________
Boys have ______________
How many pencils are there in all?
What are given?
Ask somebody to write the number sentence on the board.

+ =

What is your answer? (Have them say the complete answer.) There are
___________ in all.
How did you get the answer?
What operation did you use?
What is addition?

b. Draw 5 boxes on the board.

Pass the ball while playing the music. (Ask the children to sing in the absence of
a cassette) As the music stops, the pupil handling the ball gives a number and says:

Please open the box of the word problem no. ____. The teacher reads the
problem on that number. The pupil will answer the problem. In case the pupil cannot
answer the problem, the box will be considered close again.
Note: Computation of pupils must be written under the box or on the board. They
have to give the complete answer.

Problem # 1 Nonoy planted 10 seedlings.
Sheila planted 15 seedlings.
How many seedlings did they plant in all?

Problem # 2 Aling Rosa has 8 boxes of old clothes.
Aling Pina has 7 boxes of toys.
How many boxes are there in all?

Problem # 3 There are 20 roses and 10 gumamelas
in the flower pot.
How many flowers are there in all?

1 2 3 4 5

168
Problem # 4 There are 14 lions and 11 tigers in the zoo.
How many animals are there in all?

Problem # 5 Team A got 22 points in a basketball game.
Team B got 44 points.
How many points did the two teams get in all?

Note: Each box to be opened will have a corresponding letter.

As the activity finishes, the word happy will be revealed.

c. Use the same procedure in the game for the fast learners but with more difficult word
problems.

Problem # 1 36 sampaguita garlands.
53 sampaguita garlands more.
How many sampaguita garlands are there in all?
Problem # 2 Eden has 50.
Mother gave her 75 more.
How much money does she have now?

Problem # 3 Bel has 23.
Her sister gave her 75 more.
How much money does she have now?

Problem # 4 Gina found 48 sea shells on the beach.
She had 59 more at home.
How many sea shells did she have in all?

Problem # 5 Leila has 39 cat stickers.
She buys 42 more.
How many stickers does she have in all?


The Toy Store

Look at the picture of a toy shelf. Answer the word problems below. Write the
computations in the box.

Y P P A H
10 2
7
5
13
16

169
1) Edmund bought the kite and the ball. How much did he pay?

2) Gary bought the bat and the top. How much did he pay?

3) Ami bought the bear and the toy cart. How much did she pay?

*Valuing: Did you enjoy giving your answers?Why? (It is fun to solve problems)

3. Generalization

What should we do to get the correct answer for the word problem?

To get the correct answer for the word problem, we should use the correct operation.

C. Application

Look at the chart and answer the problems below.

Children Cans Bottles
Joy 13 16
Shel 32 13
Maricor 16 20

Tell your complete answer in rap.

1. Joy has ____ cans.
Shel has ____ cans.
How many cans do they have in all?

2. Maricor has ____ bottles.
Joy has ____ bottles.
How many bottles are there altogether?

3. Shel has ___ cans.
Maricor has ___ cans.
What is the total number of cans?
4. Joy has ___ bottles.
Shel has ___ bottles.
How many bottles do they have in all?

5. Maricor has ___ bottles.
Shel has ___ bottles.
How many bottles are there altogether?

170

IV. Evaluation

A. Solve the problem and check the box of the correct answer.

1. Joel saved 20.
Oliver saved 30.
How much did they save altogether?

L Joel and Oliver saved 50.

2. Father bought 16 eggs.
Mother bought 10 eggs.
How many eggs are there in all?

L There are 26 eggs in all.

3. Marivic placed 21 flowers in the vase.
Lorena placed 16 flowers more.
How many flowers are in the vase?

L There are 47 flowers in all.

4. Vic has 24 bottle caps.
He got 24 bottle caps more.
How many bottle caps does Vic have now?

L Vic has 84 bottle caps all in all.

5. Freda picked 16 gumamelas.
She picked 19 more.
How many gumamelas are there in all?

L Freda picked 35 gumamelas in all.
L Freda picked 25 gumamels in all.
L Freda picked 19 gumamels in all.

B. Write the number sentence and use the correct operation to solve the problem.

1. Josef picked twenty guavas.
Sheila picked sixty guavas.
How many guavas did they pick altogether?

171
2. Clara bought thirty-one stickers.
Jully bought fifty-six stickers.
How many stickers did they buy in all?

3. Sixty ducks are swimming.
Twenty-three ducks came and swam.
How many ducks are there in all?

4. Eighty-nine books are in the library.
Ten books are in the room.
How many books are there in the school?

5. Jojo kept twenty-six balls in the cabinet.
Ela kept ninety balls in the other cabinet.
How many balls did they keep in all?

V. Assignment

Solve the problems by using the correct operation and write the complete answer.

1. Marvin made 11 horns (torotot) yesterday.
He made 19 more horns this morning. How many horns did he make in all?

Solution:
Answer:

2. Alvin gave his 10 old shirts to Jun.
Joel gave his 16 old shirts too.
How many shirts did Jun receive in all?

Solution:
Answer:

Solving 1-step Word Problems without and with Regrouping


Cognitive: Solve 1-step word problems involving addition of whole numbers including
money with sums up to 99 without and with regrouping using all the steps
Psychomotor: State the complete answer
Affective: Find enjoyment in answering word problems


Skill: Solving 1-step word problems involving addition of whole numbers including
money with sums up to 99 without and with regrouping
Reference: BEC / PELC I B 4.1
Materials: flash cards, cassette tape, table written on a manila paper, step dice, illustrations
of word problems
Value: Enjoyment in solving problems

172


1. Drill

Flash card drill on addition facts

2. Review

Divide the pupils into 4 groups. Give the problem. Using show-me-boards, group I
writes what is asked in the problem, group II the given facts, group III the word clues and
group IV the operation to be used.

Word Problem:

3. Motivation

Sing a song (Tune: Id like to teach the world to sing)

Id like to solve all Math problems
And work them out alone
Id like to share them with others
To check if Im correct

*Valuing: Do you like solving problems? Why? Do you share what you know to your
classmates? Do you help your classmates solve their problems? Will you share it with
us?


1. Presentation

a. Role-Playing

The teacher will play the role of an inventor and the pupils as the little scientists.
Say: I want to make my own paper fan. I have 36 pieces of thin paper and 47
pieces of thick paper. How many pieces of paper do I have in all?

What do I want to do?
Do you want to help me make my fan? Why?
Is it good to help others?

What is my problem?
What are given?
What will you do to get the total number of my pieces of paper?
What words in the problem tell you what to do?
What operation will you use?

Help me put this word problem into a number sentence using the given facts.

Becky and Joel put their money together to buy
roses for their mothers birthday. Becky has 7 and
Joel 9. How much did they spend for the roses?

173

+ or + = =

b. Help me fill up the table with the steps in solving word problems and write the
corresponding data for each step using the given problem.

Asked in the
Problem
Given Clue/s Operation to Use
Number
Sentence

c. Show some word problems.
Pass the step dice while playing the music. As the music stops, the pupil
holding the step dice will throw it and fill up the table according to the step shown
on the dice.

Step Dice

What is
asked?
What are
given?
What is the
word clue?
What is the
operation?
What is the number
sentence and
solution?

d. Complete the box.

Twelve children are cleaning the room. Two other children joined
them. How many children are there in all?
What is asked?
What are given?
What operation is to be used?
There are 20 eggs in
the basket and 14 eggs on
the tray. How many eggs
are there in all?

174
What is the number sentence?
What is the complete answer?

Father made 13 big chairs and 26 small chairs. How many chairs did he
make in all?
What is asked?
What are given?


Read the word problem and complete the petals of the flower by answering the
questions.

3. Generalization

What are the steps in solving word problems?

The steps in solving word problems are knowing what is asked, what is/are given,
word clues, and operation to be used. Then, change into number sentence and solve to
get the answer.

There are 20 pots
of red gumamelas
and 15 pots of
yellow sunflower.
How many flower
pots are there in
all?

175
C. Application

Complete the train by answering the steps in solving the word problem.

Gary wants to travel by train. To earn his
train fare he sold empty bottles for 25 and clean a jeep for 30.
How much did Gary earn in all?

IV. Evaluation

A. Read the word problem and complete the table.

There are 20 red roses and 15 yellow roses in the flower vase.
How many roses are there in all?
What is asked?
What are given?

Zyril counted 35 sticks. Kathleen counted 22 sticks. How many
sticks did they count altogether?
What is asked?
What are given?

B. Play the music while the pupils analyze the word problem one at a time and complete the
table below.

What is
asked?
What are
given?
What shall
we do to
solve the
problem?
What words
tell you what
to do?
Write the
number
sentence.
Write the
complete
answer.

1. Bel went to the circus. She had 50. Her mother gave her 20 more. How much did Bel have in all?

176
2. The fisherman caught 18 big fish and 78 small fish. How many fishes did the fisherman catch in all?

3. Ronald gathered 48 stones. Joel gathered 46 stones. How many stones did they gather in all?

C. Think and solve.

The park was open on Saturdays and Sundays. The table shows 3 rides and the number
of people who went to each ride on each day.
Note: It is better if the teacher can provide a picture of the rides.

Rides Saturday Sunday
Ferris Wheel 12 11
Bumper Cars 15 10
Fun House 16 40

On Saturday, _______ rode on the Ferris Wheel.
On Sunday, _______ people road on the Ferris Wheel.

How many people rode on the Ferris Wheel on both days?
What is asked? _______________
What are given? _______________
What are the word clues? ______________
What operation will be used? _____________
What is the number sentence? _____________
Solution:

On Saturday, _______ rode the bumper cars.
On Sunday, _______ people rode the bumper cars.

How many people rode on the bumper cars?
What is asked? _______________
What are given? _______________
What are the word clues? ______________
What operation will be used? _____________
What is the number sentence? _____________
Solution:

V. Assignment

Complete the parts of the dress by answering the questions about the word problem.

Last Saturday, Gina and Eden washed 14 clothes. Then, on Sunday they washed 16 clothes.
How many clothes did they wash on both days?

177

Removing a Subset from a Given Set of Objects (Taking Away)


Cognitive: Remove a subset from a given set of objects (taking away)
Psychomotor: Draw the object removed
Affective: Show accuracy in counting objects


Skill: Removing a subset from a given set of objects
Reference: BEC / PELC I C 1.1.1
Materials: Real objects, sets of fruits (fresh or plastic fruits), pictures of toys, flowers,
chair etc., cut outs of fruits, flannel board or pocket chart
Value: Accuracy



1. Mental computation

Have pupils play guessing game.
Ex. I am thinking of 2 numbers whose sum is 4. What are they? (2+2; 4+6; 1+3, 3+1)

2. Drill

Identifying shapes

178
3. Review

Match the pictures with the correct addition number story.
Write the letters only.

1)

2)

3)

4)

5)

4. Motivation

Count the things around you.
How many blackboards are there? tables? eraser? door? windows?


1. Presentation

a. Show real objects

- What set is this?
- Is there a book in the set? pencil? paper? bag? umbrella?
- Are these objects found in the set?
- What do you call the set of objects found in a given set?
- What happens if we remove an object from the given set of objects?
- Get a book from a given set.
- Which subset is removed?
- What happens to the given set?
- Show the illustration to show removal of subset.

b. Let pupils bring 6 different kinds of objects to the front.
Place them on the table.
Call them as given set.
Practice the pupils in removing set by taking away an object from the given set which
is called the subset.

Ask: What is the given set?
What subset is removed?
What objects are left in the set?
(Continue the activity using different sets of objects.)

a. 7 + 3 = 10
b. 3 + 5 = 8
c. 9 + 10 = 19
d. 5 + 4 = 9
e. 6 + 8 = 14

179

Read the problem. Draw the problem story to show removing of subset.

There are 8 balls in a box.
Three were taken away.
How many balls are left?

3. Generalization

What happens to the set when we remove/take away an object from a given set of
objects?
The number of objects in the given set lessen.

C. Application

1. Pupils draw the subset being removed from the given set using a scratch paper or
show-me-board.

a.

b.

c.

d.

e.

2. Draw the story problems and show removing subset from a given set on the board.

Gina has 8 balls.
She gave 4 balls to Eden.
How many balls were left to Gina?

Leila has 7 balloons.
Two balloons burst.
How many balloons are left?

What happen to the set when you remove some objects or a subset from it?

*Valuing: How were you able to give the correct answers? (We counted the objects
correctly.) What must we do to the objects when we count them? (We must count them
correctly.)

180
IV. Evaluation

A. Which subset is removed? Draw your answer.

1.

2.

3.

4.

5. A B C D E F

B. Draw the objects which are left in the set?

1. 4.

5.
2.

3.

V. Assignment

Which subset is removed?

1.

The ______ is removed.

181

2.

The ______ is removed.

3.

The ______ are removed.

4.


5.


Showing the Relationship of Removing Group of Objects from a Given Set to
Subtraction


Cognitive: Show the relationship of the removal of a group of objects from a given set to
subtraction of whole numbers
Psychomotor: Use the minus sign (-) when subtracting numbers
Affective: Work with the group cooperatively and actively


Skill: Showing the relationship of the removal of a group of objects from a given set to
subtraction of whole numbers
Reference: BEC / PELC I C 1.1.1.1
Materials: Pictures of different sets of objects, cut outs of pictures, counters, pocket chart or
flannel board
Value: Cooperation



1. Drill

Writing numbers in figures, Small Group Technique (SGT)

183
3. Motivation

Song: Ten Big Bottles

Ten big bottles standing on the wall (2x)
But one big bottle accidentally falls/Continue the song until all the numbers are called
from 9-0.

Nine 8 Six 5 Three 2
Eight 7 Five 4 One 1
Seven 6 Four 3 One no more

No more big bottles standing on the wall.
- How many big bottles are standing on the wall?
- What happened to the ten bottles?


1. Presentation

a. Ask 3 boys to come up front.
- How many boys are there?
- Who can write the number of boys on the board?
Let us take away one of the boys.
- How many boys were taken away?
- How many boys were left?
Ask 5 girls to line up in front.
- How many girls are there?
- If you take away the girls from each end, how many girls are left?
- How do you write the number sentence for this?
- When you remove or take away an object from the sets, what do we do? What
sign do we use to write the subtraction sentence?

b. Use activity cards
Form groups of four (4).
Give each group cut outs of different shapes.
- What set is this? _____
- How many objects are there in the set? _____
- Take away two cut outs. How many were left? _____
- Write the number sentence. _____

*Valuing: Who were fast in giving the answers? Why? (Because we cooperated
with our groupmates)

c. Present some problems like the following:

1) Mang Lito planted 10 s.

4 s are mangoes.

How many are not mangoes?

184

2) There are in a basket.

Liza ate of them.

How many guavas were left in the basket?

Write the number sentence for each problem.
- When you remove/take away an object or objects from the set, what do we do?
- What sign do we use to write the subtraction sentence?


Look at the pictures below.

- What set is this? _____
- How many ducks are in the set? _____
- Remove three ducks by crossing them out.
- How many ducks were not crossed-out? _____
- When you crossed-out, what did you do? _____
- Write the subtraction sentence. _____
- Read the number sentence.

3. Generalization

What do we mean by removing object or group of objects from a given set?

Removing objects or group of objects from a given set mean subtraction.

C. Application

Use your counters to show the following subtraction sentences:

a. 10 2 = 8 d. 17 9 = 8
b. 15 6 = 9 e. 12 8 = 4
c. 14 7 = 7

IV. Evaluation

A. Cross out the picture to make the subtraction sentences true.

1.

9 3 = 6

2.

11 4 = 7

185

3.

13 6 = 7

B. Cross out the picture to make the subtraction sentences true and find the difference.

5 1 =

7 3 =

6 2 =

9 5 =

6 3 =

V. Assignment

Write the number sentence for each set. Write the correct answer.

1.

=

2.

= =

186

3.

=

Comparing Sets (More or Less in Number)


Cognitive: Compare two given sets (more or less in number)
Psychomotor: Distinguish sets with few objects from sets with more objects
Affective: Participate in classroom activities actively


Skill: Comparing two given sets (more or less in number)
Reference: BEC / PELC I C 1.1.1.2
Materials: Mathematics for Everyday Life pp. 18-19
Math for Success I pp.50-51
Seeds, stones, leaves, bottle crowns, candy wrappers, picture cut outs of
bananas, mangoes, pocket chart
Value: Being an active member of the group



1. Mental Computation

Ana has 3 red ribbons.
Betty has 4 yellow ribbons.
How many ribbons do they have altogether?
(Encourage several pupils to make simple story problems or number sentences.)

2. Drill

Write these numbers in figures.

1. forty-five _____________
2. twenty-three _____________
3. sixteen ____________
4. eighty ____________
5. ninety-seven ___________

3. Review

Give the subtraction number story for the set.

187
1)

___ ___ = ___

2)

___ ___ = ___

3)

___ ___ = ___

4)

___ ___ = ___

4. Motivation

What do you do before eating meals?
What do you use in eating? (fork and spoon)
Can you eat using fork only?


1. Presentation

a. Show three spoons and four forks.
How many spoons are there?
How many forks are there?
Do you think each fork has a pair? Why?
How can you tell the group that has more objects?
Less objects?
(Present more real objects in the classroom to show more or less in number.)

b. Working by pairs
Using their own counters such as seeds, stones, leaves, candy wrappers and
bottle caps, let them discover for themselves sets which have more or less objects.
Example: 3 seeds is more than 2 bottle caps
10 candy wrappers is less than 5 stones
8 leaves is more than 5 seeds
c. Play a guessing game
Show 2 containers or boxes with stones, seeds or any counters. Put your hands
(teachers hand) inside the container having stones or any available counters. Get
some stones with one hand. Get as many stones as you can grasp with your other
hand. Let the pupils guess which closed palm has more or less in number.
d. Play the game Trip to Jerusalem
- Call 5 girls up front. Set four chairs in front of them.
- Let the pupils sing any mathematics song. After the song the girls should find a
seat. The girl who did not find any seat is out. Repeat the activities until only one
girl remains. She is the winner.
- Is there a chair for each girl?
- How many girls are there?
- How many chairs are there?
- Which has more? Less?

188

Distribute sets of straws, seeds, stones or any available materials in the room. Ask
the following questions:
a. How many red straws are there in a bundle? Blue straws? Which set of straw has
more? The red one or the blue one?
b. How many mongo seeds are there?
How many bean seeds are there?
Which is less, the mongo or the bean?
Which is more, the mongo or the bean?
c. How many English books are there? How many Math books are there? Which set of
books has more? Which has less?
d. Among the stones distributed, how many are big, and how many are small? Which is
more, big stones or small stones? Which has less?
e. With the number of sticks distributed to the whole class, count the long sticks and the
short sticks. Which is more, the long sticks or the short sticks? Which has less?

3. Generalization

How can you compare two given sets?

We compare two given sets by counting their elements. One set has either more
or less elements than the other.

*Valuing: How can you be an active member of the group?
To be an active member, you should participate actively in all the activity
of the group. (Let the pupils cite different situations)

C. Application

Activity A (written on a chart)
Put a ( - ) if the set has more objects and ( x ) if the set has less objects.

1.

_____ _____

2.

_____ _____

3.

____ ____

4.

____ ____

189

5.

____ ____

Activity B Continuation of the Guessing Game

Using the same containers or boxes, call pupils to be the leader. Let that pupil get the
objects from the containers with his two hands, let it out and ask the pupils which of his hand
grasped more or less. They may use the word right or left.

Ex. Your right hand has more objects.
Your left hand has more objects.

IV. Evaluation

A. Answer the following questions with Yes or No.

1.

Are the balls more than the kites? ________

2.

Are the flower vases more than the baskets? _______

3.

Are the saucers less than the cups? _______

4.

Are the forks less than the spoons?_______

190

5.

Are the balloons more than the hats? ________

B. Compare the sets. Ring the set with more objects and box the set with less objects.

1.

2.

3.

4.

5.

C. Write the numbers asked for on your paper.

1. Which are less then 9?
7 9 23 5 8
2. Which are more than 4?
6 3 2 10 5
3. What numbers are less than 10?
__ __ __ __ __
4. Which are more than 7?
0 10 2 8 9
5. What number is more than 5, but less than 7?
_______

191
V. Assignment

Let us follow directions.

1. Draw a set of objects that is more than this given set of apples.

2. Draw a set of objects that is less than this given set of balloons.

3. Draw a set of objects that is more than this given set of trees.

Showing Subtraction as the Inverse of Addition


Cognitive: Show that subtraction is the inverse of addition
Psychomotor: Recognize that subtraction is finding the missing addend
Affective: Appreciate the importance of trees


Skill: Showing that subtraction is the inverse of addition
Reference: BEC / PELC I C1.1.1.3.1
Materials: cut out pictures of trees, perception cards (pictures of different objects like balls,
balloons, chairs, number cards.)
Value: Help in preserving trees




What number comes after 75?
What number is before 10?
(encourage more pupils to give similar problems)

192
2. Drill

Supply the missing numbers to get numbers 15 and 12 as answers.

3. Review

Answer the following questions:
a. Simon has 8 marbles.
Mark has 3 marbles.
Who has more marbles? ________
Who has less marbles? ________
b. Which is more 31 or 13? ________
c. Which is less 19 or 91? ________
d. Rose has 7 daisies.
Tess has 5 dahlias.
Who has more flowers? _______

4. Motivation

Have the pupils recite the poem Trees
(I think that I shall never see)
Where do fruits come from?
What should we do to make trees grow strong and healthy?
Are trees important? Why?

*Valuing: What should we do to make trees grow strong and healthy? Are trees
important? Why? How do we keep the tree strong and healthy? (We must not destroy
trees.)


1. Presentation

a. Present a story problem with a perception card.

There are 13 growing trees in an orchard.
Gary put fertilizers on the 8 growing trees.

How many more growing trees need fertilizer?
- How many trees are there in all?
8 + = 13

193
Use perception cards to prove the answer. Show only one side and the other
side folded.
- How many more are needed to make 13?

8 + = 13 13 8 =

b. Act out the situation.

Mrs. Castro, a Grade 1 teacher, went to school with 9 books. While on her way, a
pupil helped her carry 4 books, how many books were left with Mrs. Castro?
(Having the pupils act out the situation in pairs, one will act as the teacher and
the other acts as the pupil.)

- How many books did Mrs. Castro have?
- How many books were left with Mrs. Castro?
- What is the subtraction number sentence?
- Write the addition sentence.

c. Show pictures/cut outs of balloons.

- How many balloons are in the first set? In the second set?
- How many are there in all?
- Write the number sentence.
- All in all, how many balloons are there?
- Cross out 3 balloons, how many were left?

- Write the number sentence (8 3 =5)
- What can you say about 5 + 3 = 8 and 8 3 = 5

Show another set of pictures/cut outs of toys.
Give several examples of addition and subtraction number sentences.
8 + 3 = 11 ___ + 7 = 12
11 8 = ___ 12 7 = ___

194

Activity A (Perception Cards or Chart)

Supply the missing numbers.

1)

8 + = 14 14 - 8 =
14 - 6 =

2)

5 + = 7 7 - 2 =
7 - 5 =

3)

9 + 3 = 12 - 3 =
12 - 9 =

4)

7 + = 10 10 - 3 =
10 - 7 =

5)

10 + = 15 15 - 5 =
15 - 10 =

3. Generalization

What is the relation of subtraction to addition?

Subtraction is the inverse process of addition. In addition, we add two addends to
get the sum. In subtraction, we subtract one addend from the sum, this will now become
the difference.

wwwww www
wwwww ww

195
C. Application

Activity A (Use real objects or cutouts)

1. There are 2 red straws and 5 blue straws on the table. What addition sentence and
subtraction sentence can you give?
2. Among the books in the shelf, 14 are English, 6 are Math. What addition and subtraction
number sentence can you give?
3. There are 8 hearts in Box A and 7 hearts in Box B. Give the addition and subtraction
number sentence.
4. Basket A has 7 bananas and Basket B has 6 pomelos. What addition and subtraction
number sentence can you give?
5. Group I has 10 papers and Group II has 8 papers. Give the addition and subtraction
number sentence.

Activity B (Acting Out)

1. John-John picks 8 dry leaves outside the room. Then, John Paul picks another 5 dry
leaves.
a. How many dry leaves were picked?
b. How many dry leaves were picked by John Paul?
c. Write the addition and subtraction sentence.
2. Abby puts 6 plastic glasses and 5 plastic cups in a tray. How many glasses and cups are
there? Write the addition and subtraction sentence for the problem.
3. Nikaella collected 2 yellow pencils and Mariel collected 5 black pencils.
a. How many pencils were collected?
b. How many pencils were collected by Nikaella?
c. How many pencils were collected by Mariel?
Write the addition and subtraction sentence.
4. Mrs. Ravelas shows 10 pieces of rulers. Paulo shows 8 pieces of rulers. How many
pieces of rulers are there in all? Write the addition and subtraction sentence for this
problem.
5. Bernadette gives 5 gumamela flowers and Marilyn gives 3 camia flowers for the altar.
How many flowers are there in all? What addition and subtraction sentence can you
give?

IV. Evaluation

A. Write the correct answer.

1.

2.

3.

* * * * 1 + 5 = __
* *
8 + 3 = ___ 11 3 = ___
8 + 9 = ___ 17 9 = ___
* * * * 6 5 = __
* *

196

4.

5.
4 + 4 = ___

8 4 = ___

B. Fill in the blanks with the correct answers.

1) 17 9 = __ 3) 15 8 = __
9 + __ = 17 8 + __ = 15

2) 16 7 = __ 4) 14 6 = __
7 + __ = 16 6 + __ = 14

5) 14 9 = __
9 + __ = 14

C. Break the code to spell the names of the two birds.

CODE R T P A Y O M U
10 8 13 6 15 17 14 7

Add or Subtract:

1) 6 + 8 = __ 3) 6 + 7 = __ 5) 8 + 9 = __
14 8 = __ 13 7 = __ 17 9 = __

2) 6 + 9 = __ 4) 5 + 5 = __
15 9 = __ 10 5 = __

The names of the two birds are:

___ ___ ___ ___ and ___ ___ ___ ___ ___ ___
1 2 3 4 5

V. Assignment

1. Find the sum or difference.

9 14 13 8 17
+ 5 - 6 - 4 + 5 - 9

UUUU U 8 + 2 = ___
UUUU U
UUUU U 10 - 2 =__
UUUU U

197
2. Write the addition or subtraction symbol.

a) 14 _ 7 = 7
b) 16 _ 5 = 11
c) 7 _ 4 = 11
d) 18 _ 2 = 16
e) 9 _ 8 = 17

Subtracting 1-digit Numbers with Minuends through 18


Cognitive: Subtract 1-digit numbers with minuends through 18 (basic facts)
Psychomotor: Identify the terms minuend, subtrahend and difference in a subtraction sentence
Affective: Appreciate the importance of reading books.


Skill: Subtracting 1-digit numbers with minuends through 18
Reference: BEC / PELC I C 1.2
Materials: books, counters like stones, seeds, bottle caps, number line up to 18, flash cards
Value: Gain pleasure in reading books




What number is greater than 74 but less than 76?
What number is midway of 10 and 20?
(Encourage the pupils to do more problems.)

2. Drill

Have the pupils play Naming the Babies
Example: Name the babies of 12
6 and 6
4 and 8
*Naming the babies is the same as naming the addends of a given number.

3. Review

Write the addition and subtraction sentence for each.

a. L L L L L b.
L L L L

c. C C C CC d. 7 7 7
C C C CC 7 7
X X
X
X X
X X
X X
X
X X X X X

198

e.

4. Motivation

Let the class sing Math is Easy (Tune: Are You Sleeping)

Math is easy
Math is helpful
In our lives (2x)
Let us count the numbers (2x)
Ding-dong-ding (2x)


1. Presentation

a. Present a story problem.

Eric loves to read books in the library. He borrows 17 books in a week. He
only reads 9 books. How many more books will he read?

- Who loves to read books?
- Do you love to read books too?
- What kind of books do you read?
- How many books did Eric borrow?
- How many books did he read?
- What is the subtraction sentence?
- What is the answer?

(Encourage the pupils to answer in complete sentences.)

Use illustration to find the final answer.

(Give 2 to 3 story problems more)

b. Using any of the counters, show 18 objects.
- Then ask the pupils to take away 5.
- Let the pupils tell how many are left?
- Do this again by taking away some more.
- How many counters do you have?
- How many did you take away?
- What is the number sentence?
- In 18 5 = 13, what do you call 18? (minuend)
what do you call 5? (subtrahend)
what do you call 13? (difference)
X
X

199
c. Use a number line to present the lesson.

Guide the pupils in using the number line.
From 0 to 18, how many steps did we make to reach 18?
How many steps back did we make up to 11?
How many more steps back shall we make to reach 0?
What is the subtraction number story?
18 7 =

What do you call the answer in subtraction? (difference)
What do you call 18? 7?
(Give some subtraction number sentence and let the pupils use the number line to
find the answer)
Example: 11 6 = _____
13 5 =_____

d. Spinning Wheel

Call a pupil to spin the wheel and give the answer to where the arrow points; then
she/he will call another pupil to spin. Pupils take turns in spinning the wheel.


Teacher dictates the number sentences and pupils write their answers on their show
me board. Check if the pupils answers are correct.
Examples: 18 9 = ____ 18 5 = ____ 18 3 = ____
18 7 = ____ 18 4 = ____ 18 8 = ____

3. Generalization

How do we subtract 1-digit number?

To subtract 1-digit number, write the minuend first then the subtrahend in column.
Take away or subtract the subtrahend from the minuend. Then write the answer or the
difference.

What are the minuend, subtrahend and difference?

Minuend is the number from which we take away.
Subtrahend is the number we take away.
Difference is the number left or the answer in subtraction.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

200
C. Application

Jumping Jack

Use the number line 0 18.
How far can a pupil jump before he reach 18 or how many jumps back can he make up to 9?
5? 6?

*Valuing: What do you get from reading books. We learn many things from reading books.

IV. Evaluation

A. Give the missing numbers.

Minuend 18 18 18 18
Subtrahend 7 9 5 6
Difference

Minuend 15 14 12
Subtrahend 8
Difference 7 5

- Use flash cards to have more exercises.

B. Subtract 5 at the center from each of the numbers. Give the answer.

C. Help the balloon man color all the balloons by subtracting the numbers inside the balloons
then, follow the color code for each answer.

Color Red Blue Yellow Green Orange
Code 7 10 9 5 8

18
- 9
17
- 7
13
- 5
12
- 7
11
- 6
12
- 4
18
- 8
9 11 14

10 18

13 15

17 16 12

5

201
V. Assignment

Subtract:
1) 15 2) 16 3) 13 - ___ = 7 5) 11 - ___ = 9
- 4 - 8 4) 17 - ___ = 9

Subtracting 1- digit Numbers without Regrouping


Cognitive: Subtract 1-digit number with minuends up to 99 without regrouping
Psychomotor: Arrange the numbers in vertical form
Affective: Show love and care to younger brothers and sisters


Skill: Subtracting 1-digit numbers with minuends up to 99 without regrouping
Reference: BEC / PELC I C1.3.1 (1)
Materials: picture of two children, one is younger than the other, counters like popsicle
sticks, straws, number line up to 99.
Value: Showing love and care




Mhel has 17 coloring pencils.
Roda has 10 coloring pencils.
Who has more coloring pencils?
How many more coloring pencils does she have?

2. Drill

Picking Fruits

Game:
Pick fruits containing simple subtraction facts from the tree. Give the answers
then put it in the pocket chart.

10 - 4
11 - 6
12 - 7 8 - 5
11 - 5 9 - 3

202
3. Review

Answer the following exercises using their drill cards:

4. Motivation

Who has a younger brother/sister?
How do you show love and care for them?


1. Presentation

a. Show picture of two boys, then give the story problem.
Noel had 27 marbles. He gave his younger brother 5 marbles. How many
marbles does Noel have now?
- Call on two pupils to demonstrate the story problem.
- How many marbles did Noel have?
- How many marbles did he give to his younger brother?
- Write the number sentence in vertical form.

(Present other story problems. Let the pupils act them out to understand the
problem.)

b. Display 5 bundles of 10 popsicle sticks and 9 sticks.
- How many popsicle sticks do I have?
Take away 5 popsicle sticks.
- How many popsicle sticks do I have now?
59 5 = ____
Write the number sentence in vertical form.
59 = 50 + 9
- 5 = __ - 5
54 50 + 4
What did we do to subtract 1-digit number with minuends up to 99?
(Do the same procedure in subtracting several exercises using their counters.)

c. Use a number line.

Give some exercises. Use the number line to find the answer.
Guide the pupils in using the number line.
27 29 18 17 34
- 6 - 5 - 4 - 6 - 3

How do we write the number sentence?
How do we subtract the numbers?

18
- 9

12
- 4

13
- 7

17
- 8

11
- 9

15
- 6

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

203

a. Following directions:

1) Complete the number sentence: 86 5 = ____
2) Find the difference of 36 and 2 = ____
3) If you take away 9 from 99, what is the answer? = _____
4) Subtract 5 from 68, what is the answer? _____
5) The team has 7 loses in 19 games. How many games did they win? = _____

b. Write T if the sentence is true, and underline the number that makes the sentence
false, then write the correct answer.

1) In 28 5 =23, 23 is the difference.
2) Take away 9 from 59, you will get 60.
3) Subtract 7 from 29, the difference is 25.
4) The difference of 48 and 4 is 44.
5) In 37 1 = 36, 1 is called the minuend.

c. Group Work

1) Subtract the following:

Use the number line to show the answer.
a) 27 6

b) 83 2

c) 44 4

d) 35 4

(Note: Number lines should start from 0.)

2) Write the missing number.

a) 39 b) 48 c) 99 d)
E
e)
E

- E
- 6 - 1 - 7 - 3
33
E

E
91 43

3. Generalization

How do you subtract one-digit number from a minuend up to 99?
- In subtracting 2-digit numbers with 1-digit number, subtract the ones first, then bring
down the number in the tens place.
- Write the number sentence in vertical form.

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27
65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83
31 32 33 34 35 36 37 38 39 40 41 42 43 44
22 23 24 25 26 27 28 29 30 31 32 33 34 35

204
*Valuing:
Do you show love and concerns to your younger brother and sister? How? By sharing
what you have and helping him / her in doing small things that will make him/her happy.

C. Application

Give the answer as fast as you can.
Do these exercises in a relay.
Form 2 groups of 5 pupils each.
Let the pupils form a line.
Flash the cards, the first pupil that can give the answer will be seated, do the same activities
until all the pupils in a group are seated. The first group to finish will be the winner.

IV. Evaluation

A. Find the difference.

1) 78 2) 49 3) 57 4) 29 5) 96
- 5 - 8 - 6 - 5 - 6

B. Ring the correct answer.

1) 57 7 = ( 52, 50, 57 )
2) 45 4 = ( 49, 44, 41 )
3) 38 6 = ( 32, 38, 37 )
4) 69 8 = ( 61, 68, 65 )
5) 26 4 = ( 24, 22, 24 )

V. Assignment

Write the missing number.

1) 94 - = 90 4) 5)

2) 88 - = 81 - 5 - 8

3) 67 - 5 = 32 41

Subtracting 1-digit Numbers with Regrouping


Cognitive: Subtract 1-digit number with minuends up to 99 with regrouping
Psychomotor: Identify the missing numbers in a subtraction sentence
Affective: Observe proper disposal of wastes

85
- 4

76
- 3

23
- 2

56
- 4

37
- 7

205

Skill: Subtracting 1-digit numbers with minuends up to 99 with regrouping
Reference: BEC / PELC I C.1.3.1(2)
Materials: Power in Numbers, pp. 149-150
flash cards with subtraction facts, counters like straws, popsicle sticks,
candy wrappers, picture of a train
Value: Cleanliness




Delia bought a sandwich for her snacks which costs 12. How much is her money if the
seller gives her 8 as her change? (Encourage the pupil to give simple story
problems.)

2. Drill

Solve to find the answer.

a. begin with 5 b. begin with 23
add 2 add 6
subtract 3 subtract 7
add 7 add 2
The answer is _____. The answer is _____.

c. Take away 9 from 12, you will get _____.
d. Subtract 10 from 20, the answer is _____.
e. What is the difference of 30 and 5? _____

3. Review

Find the difference:
a. 38 b. 95 c. 87 d. 86 e. 48
-11 - 63 - 43 - 51 - 17

4. Motivation

Have a field trip inside the school premises. What can you say about our school?
(Accept all possible answer.) How can we keep our school clean? (Before the class
goes back to the classroom, let the pupils pick up pieces of paper/wrapper.)


1. Presentation

a. Present the story problem. Let the pupils read the problem.
- In a class of forty pupils, 21 are boys. 8 boys were sent outside to pick up the
pieces of paper and plastics.
- How many boys will be left in the room?
- How many pupils are there in the class?
- How many boys were asked to go out?
- Why were the boys asked to go out?

206
Valuing:
- Where should you put your garbage? Why? What good will it do?

Draw a picture of the problem.

21 8 = 13 or 21
- 8
13
- What is the place value of 1 and 8?
- What did you subtract first?
- What is the place value of 2?
- Can we subtract 8 from 1? Why?
- Which column did we regroup?
- What will happen to 1? to 2?
- What digit did you bring down?
(Present more story problems and draw picture so that the pupils will understand
subtraction of 1 digit number with minuends up to 99 with regrouping.)

b. Present the lesson using counters. Get 7 bundles of 10 straws and 4 single straws.
- How many straws do I have?
Suppose I get 9 single straws from these bundles, how many straws will be left?

IIIIIIIII IIIIIIIII IIIIIIIII IIIIIIIII IIIIIIIII IIIIIIIII IIIIIIIII IIII
Acting out:
- Ask a pupil to get 9 straws from the bundles of straws including the 4 single
straws.
- How many bundles of ten were left?
- All in all, how many straws were left? (let them count the remaining straws)
- How many were left? (let the pupils work by pairs in acting out to find the
answer.)

Give more exercises:
81 34 57 24 37
- 7 - 8 - 9 - 6 - 9

Subtract using the expanded form:

53 = 50 + 3 = 40 + (10 + 3) = 40 + 13
- 9 - 9
40 + 4 = 44

- Use the bundles of 10 so that the pupils will understand how regrouping will be
done.
- Ask them to keep their counters after using them.
- Tell them to keep their work area clean.

c. Present the lesson with a story telling.

- Have you experienced riding on a train?
- Present a picture of a train.
- Today, we are going to ride on a train, but first you have to form a line. Then put
your hands on the shoulder of your classmate in front of you. Are you ready?
- Go around the room while telling the story.

207
Mrs. Quizons class is going to the zoo. They are riding on a train. The train
has 23 coaches, but an accident happened so that 7 coaches were left alone.
- How many coaches does the train have?
- How many were left alone? Why?
- How many coaches reached the zoo?
- Did you like the story?


a. Prepare activity cards. Group the children and give each group the prepared activity
cards. Tell the leader to discuss their answers with the group.

48 93 42 31 21
- 9 - 5 - 9 - 7 - 6

b. Working Together (The pupils will work in pairs.)

Use longs and ones.
You show tens and ones.
Your partner takes away some ones.
Find how many are left.
Discuss with your partner what to do.

Start With Take Away Number Left
Tens Ones Tens Ones Tens Ones
a. 3 5 9
b. 4 1 7
c. 3 4 6
d. 9 3 8
e. 8 7 9

3. Generalization

How do you subtract 1-digit numbers with minuends up to 99 with regrouping?

In subtracting 1-digit numbers with minuends up to 99 with regrouping, regroup the
ones and tens. Then subtract the ones first followed by the tens.

C. Application

Break the code to answer the question.

Q: What is the biggest bird?

Code H O T S I E R C
48 77 36 26 19 46 84 56

a. 84 b. 31 c. 42 d. 93
- 7 - 5 - 6 - 9

e. 25 f. 64 g. 56
- 6 - 8 - 8
______ ______ ______ ______ ______ ______ ______
(Write your answer in the blank.)

208

IV. Evaluation

A. Find the difference of the following numbers:

1) 32 2) 24 3) 14 4) 31 5) 55
- 8 - 9 - 7 - 9 - 6

B. Supply the missing numbers:

1) 2) 3)

4) 5)

C. Answer the following questions:

1. Take away 8 from 15, what will you get? _______
2. Subtract 6 from 22, what is the answer? ________
3. Remove 5 from 11, what do you get? _______
4. Put away 9 from 41, what will remain? _______
5. Find the difference of 34 and 9? _______

V. Assignment

Write the numbers in column then subtract.

1) 50 - 9
2) 77 - 8
3) 92 - 4
4) 60 - 5
5) 45 - 7

Subtracting 2-digit Numbers Without Regrouping


Cognitive: Subtract 2-digit numbers with minuends up to 99 without regrouping
Psychomotor: Visualize situations when subtraction is used
Identify the missing numbers in a subtraction sentence
Affective: Observe punctuality in coming to school

2 5
-
3 2
-
4 3
-
16 2 4 3 6
2 5
-
2 5
-
6 2 4 9

209

Skill: Subtracting 2-digit numbers with minuends up to 99 without regrouping
Materials: counters like bundles of straws, popsicle sticks, flash cards, charts
Value: Punctuality




- I am thinking of a number. If you add 5 to it, you will get 11. What is the number?
- Delio has marbles in his pocket. His friend Ben gave him 5 marbles more. He has 15
marbles now. How many marbles does he have at first?

2. Drill

Find the difference:

3. Review

Subtract:
34 97 88 99 76
- 3 - 6 - 4 - 7 - 6

4. Motivation

Who is your seatmate?
How many are you in the classroom today?
How many boys are present today?
How many girls are present today?

*Valuing:
How many came early? How many came late? Why?
Why is it good to come early? Why?
What should you do, so that you can come to school early?


1. Presentation

a. Present the story problem

In a class of forty-five pupils, there are 13 children who were absent because of
heavy rains. How many pupils are present?

210
- How many pupils are there in the class?
- Why are they absent?
- Is it good to be absent?

(Explain to the pupils that being absent for an emergency/ important reason is
excusable.)
- How many pupils are absent?
- How many are present?
- What do we do to find the answer?

Provide more exercises.

Example: 99 45 = 88 45 =
85 14 = 84 31 =
73 21 = 45 23 =

b. Ask the pupils to bring out 5 bundles of ten straws and 7 single straws.

- How many straws are there? (5 tens and 7 ones or 57)
Remove 3 single straws from the 7 single straws and 2 bundles from the 5 bundles
of ten straws.
- How many bundles of tens and loose straw are left? (3 tens and 4 ones or 34)

Write:
Tens Ones
5 7
2 3
3 4

- What is the difference?
- Did you get the same answer?
- How did we subtract 2-digit numbers without regrouping?

Repeat activity for several times using other numbers. (Make a pocket chart similar
to the table.)


Activity A

Subtract orally.

1) 5 tens 2) 4 tens
-3 tens -1 tens

3) 4) 5)

Tens Ones
6 5
- 1 4
Tens Ones
3 9
- 1 2
Tens Ones
9 1
- 5 0

211
- Flash some number cards and let the pupils answer them on their show-me-
boards.

(Note: As the children show their answers, the teacher should be alert in detecting the
errors made, if any. Then correct them or call on another pupil to solve on the board.)

Activity B

Let the pupils play the game, Down to the Valley.

A picture of a high mountain surrounding a valley is placed on a chart. The mountain
has steps, the topmost of which has a cutout of a girl/boy. Each time a pupil answers the
combination correctly, let the girl/boy go one step down. If not, the girl/boy stays in place.
(at the same time, the other pupils answer in their show-me-boards) This goes on until
all the cards are answered and the girl/boy reaches down the valley.

Activity C

Answer the questions that follow. Break the code to find the answer to the question by
subtracting the given numbers.
Question: Where did the Hindu-Arabic numeration system start?

D H A I M N
42 85 58 43 34 54

a. 54 b. 97 c. 65 d. 87 e. EE
- EE - 43 - EE - 44 - 15
11 EE 23 EE 43

The answer is INDIA.
(Do these exercises by group.)

3. Generalization

How do you subtract 2-digit numbers with minuends up to 99 without regrouping?
Subtract the ones first. Then, subtract the tens.

C. Application

Use flats, longs and ones in presenting this lesson.

Subtract:

53
-21

Ones
5 3
2 1
88
- 41
75
- 52
59
- 18
46
- 35
31
- 20
87
- 34
89
- 48
98
- 55
64
- 23
39
- 46
CODE

212

87
-55

(Make sure that each pupil has flats, longs and ones. Give this as an advanced assignment.)

*Valuing: What time do you come to school? You should be on time, so that you can prepare
your things, sharpen your pencil, put your water jug or drinks in proper place and you can
attend the flag ceremony on time.

IV. Evaluation

A. Find the differences:

1) 97 2) 84 3) 75
- 35 - 35 - 35

4) 58 5) 67
- 35 - 35

B. Arrange the numbers in vertical order and subtract:

1) 48 25 = _______
2) 77 35 = _______
3) 95 52 = _______
4) 87 41 = _______
5) 66 23 = ______

V. Assignment

Write the missing number in the box.

1) 83 2) 95 3)
- - 45 - 37

42

4) 8 tens and 3 ones
- 5 tens and 1 ones

5)
Tens Ones

- 4 6
2 1

Tens Ones
8 7
5 5

213
Subtracting 2-Digit Numbers with Regrouping


Cognitive: Subtract 2-digit numbers with minuends up to 99 with regrouping
Psychomotor: Visualize situations when subtraction is used
Identify the missing numbers in a subtraction sentence
Affective: Spend allowance wisely

Skill: Subtracting 2-digit numbers with minuends up to 99 with regrouping
Materials: flash cards with subtraction, counters like straws, popsicle sticks,
candy wrappers
Value: Thrift




Jacob bought a pack of biscuit for 8. He gave the seller 20. How much is his
change? (Encourage pupils to make simple problems.)

2. Drill (Flashcard Drill)

a) 18 b) 22 c) 16 d) 13 e) 35
- 9 - 8 - 9 - 7 - 8

f) 22 g) 16 h) 13 i) 35
- 8 - 9 - 7 - 8

3. Review

Supply the missing numbers.

a) 32 b) EE c) 73 d) 51 e) 64
- E - 7 - 8 - E - 9
23 18 EE 45 EE

4. Motivation

What did Mother prepare for your baon? Did she give you money or food ready to eat?
If you were given money, how will you spend it?


1. Presentation

a. Present the story problem

There were 52 plates in the cabinet.
Kimberly got 25 plates for the visitors.
How many plates were left in the cabinet?

214
Demonstrate how to subtract 2-digit numbers with regrouping.
First write the numbers in vertical form.
52
- 25

Secondly, identify the ones place and then the tens place.

5 2 ones place 5 2 tens place
- 2 5 - 2 5

Thirdly, show how to regroup the numbers
52 = 50 + 2 40 + 12
- 25 = 20 + 5 - 20 + 5
20 + 7 = 27

Then, explain that 2 is less than 5, so, regroup it by borrowing ten from 50. Show
also the way on how to check your answer by adding the answer to the subtrahend
like:
To check: minuend 5 2 2 7 difference (answer)
subtrahend - 2 5 + 2 5 subtrahend
answer 2 7 5 2 minuend

b. Another example:
3 1
4 1
- 2 8
1 3
1) Which number do we subtract first? (1 8)
2) Can we subtract 8 from 1? (No, because 1 is less than 8)
3) What do we do now? Borrow 1 ten from 4 tens.
4) What will become of 4 tens? (It will become 3 tens)
5) What happens to 1? (It becomes 11 ones)
6) Can we subtract 8 from 11? (Yes, the answer is 3)
7) Which numbers do we subtract next? (3 2 = 1)
8) What is the answer? 13


Activity A Show Me Board

Let the pupils answer the numbers quickly using their show me board.

a) 62 b) 74 c) 23 d) 56 e) 35
- 35 - 37 - 15 -29 -18

Activity B Winner takes it all

Each group will be given activity cards of numbers to subtract. The group to finish first will
be the winner.

Group I Group II
37 25 =
45 18 =
54 26 =
73 47 =
82 49 =
54 29 =
62 47 =
34 18 =
25 16 =
48 19 =

215

Group III Group IV

3. Generalization

How do you subtract 2-digit numbers with minuends up to 99 with regrouping?

We can subtract 2-digit numbers in two ways;
a.) in expanded form - showing where and how to borrow
b.) in short form - numbers when the minuend is less than the subtrahend.

C. Application

Regroup the counters and take away the others to get the correct answer.
Examples: 43 27 = or 43 30 + 13
- 27 20 + 7

IIIIIIIIIII IIIIIIIIIII IIIIIIIIII IIIIIIIIIII III
1) 34 18 =
2) 57 29 =
3) 62 35 =
4) 46 28 =
5) 72 47 =

*Valuing:
How do you spend your baon? Do you spend it wisely? Do you really buy food that will
make you healthy or you spend it in buying toys outside our canteen? You should spend your
baon on things that will satisfy you.

IV. Evaluation

A. Expand the numbers and subtract:

1) 73 = _____ + ______ 3) 87 = _____ + ______
- 51 = _____ + ______ - 62 = _____ + ______

2) 52 = _____ + ______ 4) 91 = _____ + ______
- 45 = _____ + ______ - 43 = _____ + ______

5) 64 = _____ + ______
- 28 = _____ + ______

36 17 =
18 9 =
54 38 =
73 46 =
82 68 =

81 64=
72 47 =
31 17 =
56 38 =
41 25 =

216

B. Supply the missing numbers.

a) 92 b) 65 c) 81 d) 32 e) 23
- 3E - E8 - 56 - EE - EE
57 37 EE 15 9

V. Assignment

Expand the numbers and subtract.

1) 47 2) 62 3) 72 4) 34 5) 45
- 14 - 34 - 58 - 18 - 28

Mental Subtraction


Cognitive: Subtract mentally 1-digit number from minuends up to 18 without regrouping
Psychomotor: Solve word problems involving subtraction mentally
Affective: Show love and care for animals


Skill: Subtracting mentally 1-digit number from minuends up to 18 without regrouping
Reference: BEC / PELC I C. 2
Materials: pictures of animals like birds, ducks; cutouts of fishes and fruits; charts, pocket
charts
Value: Love and care for animals




What is the smallest 2-digit number?
What is the biggest 2-digit number?
What number is between 70 and 75?
What number is 5 more than 61?
What number is more than 31 + 4?

2. Drill

For mastery of the previous facts learned, use
Sam the Snake, to add.

Start near my head.
Move towards my tail
You will be able to add without fail.

217

8 + 4 = 12 1 + 6 =
Start on 8 11 + 4 =
Move 4 more 2 + 4 =
Land on 12 10 + 6 =

3. Review

Subtract:
a) 83 b) 31 c) 87 d) 81 e) 74
- 49 -19 - 49 - 34 - 38

4. Motivation

Sing the song I love Math as an opener.
(Tune: Are you sleeping?)
Mathematics (2x)
Lots of fun (2x)
Its so exciting
Its so interesting
I love Math (2x)


1. Presentation

a. The teacher gives some story problems orally, like the following:

There are 12 love birds in a cage. Seven of them are yellow and the rest are red.
How many are red?

- What are in the cage?
- What kind of birds are in the cage?
- What colors are the birds?
- How many are yellow? Blue?

There are 10 black birds on a tree. Three of them flew away. How many black
birds were left?
There were 15 ducks in the pond. Four ducks walked out of the pond. How many
ducks were left in the pond?
(See to it that the pupils can give the answer right away. Be sure that they dont
use paper and pencil.)
1
2
3
4
5
6
7
8
9 11
12
13
14
10
15
16
17
18

218
b. Let the pupils sing another song.
(Tune: Are You Sleeping)
Number problems (2x)
We can solve (2x)
We dont need to write them
We can give the answers
Right away (2x)
(Sing this song every time they can give the answer correctly.)

c. Activity A

Present the lesson using flash cards.
Answer the subtraction sentence as fast as you can. Do not compute nor count. Start
when you hear the word go and stop when you hear the word time is up. Lets
begin.

1) 15 2) 11 3) 13 4) 14 5) 15 6) 12 7) 15
- 5 - 6 - 7 - 9 - 3 - 2 - 9

- How did you answer the combination facts?
- Did you compute? Did you count?
- Did you answer mentally?
Flash some number cards. Let the pupils use their show-me-boards in giving the
answers.

1) 16 2) 17 3) 18 4) 15 5) 11 6) 15
- 5 - 3 - 8 - 2 - 6 - 8

d. Activity B

Jumping To Victory
Read and answer the exercises correctly. If your answer is correct, jump one
step forward. If not, stay in your place. The first to reach the finish line wins.


a. Use the subtraction track to answer the exercises.

10 - 4 15 - 4
11 - 5 18 - 7 13 - 3
17 - 7
16 - 5
14 - 8
1
2 3 4 5 6
7
16 15 14 13 12
17 11
0
18
8
10
9
Start
18
- 5
17
- 9
15
- 7
13
- 8
12
- 4
11
- 6

219
b. Picking Fruits

Pick the fruits with subtraction facts. Call a classmate, let him read and answer
the number sentence orally. If the answer is correct put it in the chart. If it is wrong,
give the correct answer before placing it in the pocket chart.

11 7 12 4 13 7 16 8 14 6 15 7

Note: The fruits can be placed in a basket or tray drawn on manila paper.

3. Generalization

How did you subtract 1-digit number with minuends up to 18 mentally?

In subtracting 1-digit number with minuends up to 18 mentally, subtract the numbers
in your mind without using paper and pencil.

C. Application

Catching Fish Contest

The subtraction facts are written on the cutouts (fish-shaped). The cutouts are placed on
a picture of a sea drawn on a manila paper.
You can catch and have the fish if you answer the combination facts correctly.

17 8 11 4 9 4 15 5 14 7

*Valuing:
How do you show your love and care for animals? Do you feed them? Animals are good
friends like dogs and cats. They can do good to us. So, we should take care of them.

IV. Evaluation

A. Subtract. Then color the hats. Follow the color code.
(Note: Flash the basic subtraction facts with minuends up to 18 for the pupils mastery.)

blue red green orange

[7] [5] [8] [4]

18 3 17 9 15 1

14 7 13 8 14 6

220
B. Have the pupils answer the word problems orally.

1. Anne has 17 cookies. She gave 8 cookies to her best friend. How many cookies are left?
2. Delia had 18 oranges. She ate 4 of them and kept the rest. How many oranges did she
keep?
3. Mother had 20 in her coin purse. If she gave 5 to a beggar, how much does she
have now?
4. Belen gathered 18 guavas. She gave 9 to their neighbor. How many guavas were left to
her?

V. Assignment

Practice subtracting mentally the following subtraction exercises at home.

1) 18 2) 17 3) 14 4) 15 5) 17 6) 15
- 7 - 6 - 6 - 8 - 9 - 4



Cognitive: Analyze word problems involving subtraction of whole numbers by telling what is
asked in the problem
Psychomotor: Identify the first step in solving problems
Affective: Find pleasure in reading word problems


Skill: Analyzing problems by telling what is asked in the problem
Reference: BEC / PELC I.C.3.1.1.1
Power in numbers I TM pages 87 89
Power in numbers I TX pages 128 130
Mathematics I TX pages 89 90
Materials: word problems written on the chart, drill board, flashcards, real objects, pocket
charts, any materials available in the surrounding
Value: Finding pleasure in reading word problems



1. Drill/Review
- Using flash cards for subtraction facts.
- Asking comprehension questions about the problem.

a. Nena picked 10 atis. She ate 4 of them.
- Who picked the atis?
- How many atis did she pick?
- How many atis did she eat?

b. Mother bought 24 apples. She gave 12 apples to her daughter.
- What did mother buy?
- How many apples did mother buy?
- What did she do with the 12 apples?

221
2. Motivation

What are the common fruits you see around your place? Which of them do you eat?


1. Presentation

(Let the pupils read the following problems written on the chart)

a. There are 45 bananas in a tray for sale. The grade 1 pupils bought 23 bananas. How
many bananas were left in the tray?
- What is the fruit mentioned in the problem?
- How many bananas were there in the tray?
- How many bananas were bought by the grade 1 pupils?
Let a pupil underline what is asked in the problem.
Let the pupils read what is asked in the problem.

b. Father went home with 38 star apples in a basket. He gave 17 of them to his brother.
How many star apples were left?
- What fruit did father bring home?
- How many star apples are there in the basket?
- To whom did father give the star apples?
- How many star apples did he give his brother?

Activity A

Read the word problem and encircle what is asked.

1) Carlos has 78 balls. His brother borrowed 35 balls. How many balls were left?
a) number of balls
b) number of balls borrowed
c) number of balls left

2) Ms. Cruz has 54 papers. Twenty-one were used for drawing. How many were not
used? What is asked in the problem?
a) number of papers not used
b) number of papers used
c) number of papers

3) Myra has 68 bananas. She shared 35 bananas to her friends. How many
bananas were left to her? What is asked in the problem?
a) number of friends
b) number of bananas left
c) number of bananas Myra has

4) Raymarc collected butterflies. He has 27 butterflies now. His brother asked for 15
butterflies for his project. How many butterflies were left to him? What is asked in
the problem?
a) number of butterflies left
b) number of butterflies Raymarc collected
c) number of brother

222
5) Kevin has 95 pechay seedlings in his plot. Julian asked for 52 pechay seedlings
for his plot. How many pechay seedlings were left to Kevin? What is asked in the
problem?
a) number of Julians pechay seedlings
b) number of Kevins pechay seedlings
c) number of pechay seedlings left to Kevin

Activity B

Give the correct answer.

1) The cake has 18 candles on it. Nine candles were lighted. How many candles
were not lighted?

2) Mother has 100. She bought drinking glasses for 65. How much is her
change? What is asked in the problem?

3) Miss Ella bought 24 roses. She used 12 of them to decorate Mama Marys altar.
How many roses were left? What is asked in the problem?
______________________.

4) Papa has 50 in his pocket. He saw his son Mac Mac and gave him 20 for his
snacks. How much was left to him? What is asked in the problem?
________________.

5) Piolo has 15 badminton balls. Jordan borrowed 8 of them. How many badminton
balls were left to Piolo? What is asked in the problem?

2. Generalization

What is the first step in analyzing a word problem?

C. Application

1. Draw 32 balls. Color the 12 balls red and the rest of the balls blue.
- How many red balls are there?________
- How many blue balls are there? ________
- Which is more? Red balls or blue balls? _______
- Which is less? Red balls or blue balls? _______
2. Form a group of 10 pupils. Six pupils were playing balls, 4 were writing.
- How many pupils were playing? ________
- How many pupils were writing? ________
- What is asked in the problem? ________
3. There are 54 Mathematics books in the shelf. Arrange and count the books accordingly.
The 32 Power in Numbers I should be placed on the first layer.
- How many Mathematics books are there?
- How many Power in Numbers are there?
- How many are not Power in Numbers?
4. Ask a pupil to draw 14 balloons on the board. Another pupil to color 9 balloons red, the
other pupil colors the rest green. How many balloons were red? What is asked in the
problem?
5. Group I pupils will go out and pick 20 brown and green leaves. Group II pupils will
separate the brown leaves from the green leaves. Group III will report on the number of
brown and green leaves. Group IV will write the data on the board.

223
How many leaves were picked? ______
How many were brown? ________
How many were green? ________
Which is more, brown leaves or green leaves? _______
What is asked in the problem? _______

* Valuing: How do you feel when you read word problems? Do you enjoy reading them?
Why?

IV. Evaluation

Answer the following:
(Note: The following should be written on the chart.)

1. Mother has 36 chicos. She gave 21 chicos to her friend. How many chicos were left to
mother? What is asked in the problem?
a. number of chicos
b. number of chicos given to her friend
c. number of chicos left
2. Susana collected 48 marbles. Her brother got 25 of them. How many marbles were left to
her? What is asked?
a. number of marbles left
b. number of marbles Susana has
c. number of marbles his brother got
3. There are 64 glasses to wash. Ana washed 37 of them. How many glasses were not yet
washed? What is asked?
a. number of glasses washed
b. number of glasses
c. number of glasses not yet washed
4. Allens picture album has 50 pages. He used 26 of them. How many pages will still be used?
What is asked? __________
5. Omar caught 27 fishes. He gave 12 of them to his sister Roma. How many were left to
Omar? What is asked? __________
6. Eva saved 40 in her piggy bank. She got 25 to buy notebooks. How much was left?
What is asked? _________
7. Aling Nena baked 67 cookies. She gave 49 to her children for snacks. How many cookies
were left? What is asked? __________
8. The pupils collected 24 leaves outside the room, 10 leaves were brown. How many leaves
were not brown? What is asked? __________
9. Nelia drew 19 umbrellas. She colored ten umbrellas red and the rest yellow. How many are
red umbrellas? What is asked? _______
10. The girls collected 48 drinking straws which are blue, red and green. They classified the
straws according to colors. How many are red? How many are blue? Green? What is asked?
__________

V. Assignment

Answer the exercises in your notebook.
1. Glenn has 35 newspapers. He was able to sell 15 newspapers. How many newspapers were
not sold?
2. Louise Anne had 24 blocks. Diana borrowed 13 of them. How many blocks were left?
3. There are 76 mango trees in Lolas farm, 45 of them are bearing fruits. How many are not
bearing fruits?

224
4. Jomar gathered 60 eggs from his poultry. He delivered 50 eggs to Aling Nena. How many
eggs were left?
5. Mang Doro is 58 years old. Mang Jose is 49 years old. What is the difference of their ages?



Cognitive: Analyze the word problems involving subtraction of whole numbers by telling
what is/are given
Psychomotor: Identify what is/are given in the problem
Affective: Show love for nature


Concept: Telling what is/are given in the problem
Reference: BEC PELC I C 3.1.1.1.2
Power in Numbers I TM pages 87 89
Power in Numbers I TX pages 128 130
Mathematics I TX pages 89 90
Materials: Word problems written on the chart, flash cards
Value: Love for nature



1. Drill

Subtraction facts using flash cards

2. Review

Read the problems and tell what is asked.
a. Fritz has 7 toy sailboats. He lost 2 of these sailboats. How many sailboats were left?
b. Mother has 15 pieces of chocolate cookies. She gave 7 pieces to her son. How many
pieces of cookies were left?
c. There are 25 eggplants, 13 are big. How many are small?

3. Motivation

How many have flower gardens at home? What is your favorite flower? Let the pupils
read the short selection about Milas flower garden. Then, answer the questions that
follow.
Milas Flower garden
There are many flowers in Milas garden.
There are red roses and yellow cosmos
There are white camias, too
And over there are orange santans
A little bird flies around the brown santol tree
Singing and dancing under the blue sky
- What are the flowers in Milas garden?
- Is your favorite flower in her garden? Can you name it?

225

1. Presentation

(Call a group of pupils or a pupil to read the problem.)
a. Abigail bought 12 roses. She gave 9 of them to her teacher, Miss Liza. How many
roses were left?
b. Lizzie gathered 15 orchids. She sold 8 of them. How many orchids were left?
c. Angelyne picked 25 gumamela flowers from the garden. She put 13 in the flower
vase. How many gumamela flowers were left?

Problem a
- Who bought the roses? (Abigail)
- How many roses did she buy? (12 roses)
- What is asked in the problem? (How many roses were left?)
- What should you know before you can answer the problem? (know the given
data)
- What are given in the problem? (12 roses, 9 roses given to the teacher)

Problem b
- How many orchids were gathered by Lizzie?
- How many orchids was she able to sell?
- What are given in the problem?

Problem c
- How many gumamelas were picked from the garden?
- How many gumamelas were placed in the flower vase?
- What are given in the problem?


Activity A

a. Draw 12 balloons in your paper. Color six balloons blue. How many balloons are not
blue? What is asked in the problem? What are given in the problem?
b. There are 25 atis in the basket. After 2 days, 12 atis ripen. How many atis were not
ripe? What is asked in the problem? What are given in the problem?
1) 25 atis and 2 days
2) 25 atis and 12 atis
3) 12 atis and 2 days
c. Kristine has 15 sampaguita garlands. She sold 9 garlands. How many garlands were
left? What is asked? What are given in the problem?

Activity B

a. Mariel has 45 sticks. Nica borrowed 27. How many sticks were left to Mariel. What is
asked in the problem? What are given in the problem?
b. Draw 14 big guavas and 8 small guavas. Color them green. How many guavas are
small? What is asked in the problem? What are given in the problem?
c. There are 58 roses. Thirty-two roses were yellow. How many roses were not yellow?
What is asked in the problem? What are given in the problem?

226
3. Generalization

What is the next step after knowing what is asked in the problem?

In analyzing the problem, the first step is to know what is asked and the next step is
to know what is/are the given data. These are the numbers found in the problem.

C. Application

1. Make 2 paper baskets. In one basket, put 14 red circles. In the other basket, put 9 blue
circles. How many red circles are in the basket? How many blue circles? How many more
red circles than blue circles are there? What is asked in the problem?
What are given in the problem?
2. Draw 8 flowers. Put 5 flowers in a vase. How many flowers are not in the vase? What is
asked in the problem?
3. Give the pupils 3 bundles of 10 straws. Remove 18 straws from the bundles. How many
straws were left?

*Valuing: Flowers and other things make our surroundings beautiful and attractive. We must
not pick them or destroy them.

Do you have flower gardens at home?
How do you take care of them?

IV. Evaluation

Answer the following:

1. Look at the chart. How many circles are there? How
many are red? How many are blue?

2. In the vase, there are 10 flowers.
Five flowers have leaves. How
many have no leaves?

3. A balloon vendor has 11 balloons. Three balloons
flew away. How many balloons did not fly away?

R B R B R R
R B R B R R
R B B R B R
R B R R R R
R B B R R R

227
4. Hannah picked 57 cosmos flowers. She gave 30 of them to Melissa. How many
cosmos flowers were left to her?
a. What are given in the problem?
5. Paula drew 35 gumamelas. She colored 17 gumamelas red. How many gumamelas
were not colored?
a. What is asked in the problem? ____________
b. What are given in the problem? ____________
6. John-john bought 20 lemon candies. He ate some and gave 12 of them to his
brother. How many candies were eaten? How many candies did he give to his
brother?
7. The teacher drew 56 triangles. She encircled 27 of them. How many triangles are not
circled?
8. Draw 7 squares on your paper. Shade 3 squares.
a. How many squares are there? _________
b. How many were shaded? ________
c. How many were not shaded? __________
d. What are given in the problem? __________
9. Draw stick figures of 18 children. There should be 10 girls in the group. How many
boys will you draw? How many girls are there?
a. How many children are there? ___________
b. How many are girls? ___________
c. How many are boys? ___________
d. What are given in the problem? ___________
10. Mother has a 45. She gave 32 to her son.
a. How much is mothers money? __________
b. How much did she give her son? _________
c. How much was left to mother? __________
d. What are given in the problem? _________

V. Assignment

Collect drinking straws of different colors. Bundle them according to colors with rubber bands.
Then, answer the following questions.

1. How many straws did you collect? _________
2. How many are red? _________
3. How many are blue? _________
4. How many are yellow? ________
5. Which straws are more? ________
6. Which straws are less? ________

*Note: Add more numbers similar to each activity.



Cognitive: Analyze word problems involving subtraction of whole numbers by telling the
word clues and the operation to be used
Psychomotor: Identify the word clues and the operation to be used in word problem
Affective: Demonstrate carefulness in analyzing word problems

228

Skill: Telling the word clues and the operation to be used
Reference: BEC PELC I C 3.1.1.3 & 4
Power in Numbers I TM pp.87-89
Power in Numbers I TX pp. 128-130
Materials: word problems written on the chart, flash cards, drill board, pocket chart, cut
outs, activity sheet
Value: Carefulness



1. Drill

Flash card drill on subtraction facts

Distribute activity sheets for each group. Let them work it out, using their drill board or
show-me-board. Copy the questions and answer them.

2. Motivation

Does your mother give you money everyday? What do you do with your money?
What do you buy?


1. Presentation

a. Using the same activity sheets, read the word problems and check their answers.

After all the activity sheets were read and answered, read the word problems again.
This time, add the next two steps needed to solve the problem.
Activity Sheet 1
There are 16 guavas in a
basket. Of these, 9 are unripe. How
many guavas are ripe?
a. What is in the basket?
b. How many guavas are there?
c. How many guavas are unripe?
d. What is asked in the problem?
e. What are given in the problem?
Activity Sheet 2
Mother gave Jam 20 for his
snacks. He bought food worth 15.
How much money was left to him?
a. How much is Jams allowance
for his snacks?
b. How much food did he buy?
c. What is asked in the problem?
d. What are given in the problem?
Activity Sheet 3
Paolo saves 45 from his
allowance. He spends 27 for his
love birds seeds and keeps the
rest. How much did he save?
a. Who saves money?
b. How much did he save?
c. How much does he spend for
seeds?
d. What is asked?
e. What are given?
Activity Sheet 4
Draw 32 triangles. Color 19 of
them green, the rest color it yellow.
How many are yellow?
a. How many triangles are there?
b. How many triangles are green?
c. How many are yellow?
d. What is asked in the problem?
e. What are given in the problem?

229
1) What word or word clues will tell you what operation you are going to use?
2) What operation should be used to solve the problem? So, in activity sheet 1,
repeat asking letters a to e, then add.
3) What word clue tells you that you will subtract? (the word ripe, being the opposite
of unripe.)
4) What operation was used to solve the problem? (Subtraction)

Do the same with activity sheets 2, 3 and 4. Again, ask the question, what is the
word clue that leads to the operation needed.

Activity A

Read the word problems and tell the word clue/clues and the operation needed.
1) Lovely had 15. She bought biscuits for 9. How much was left to her?
a. What is the word clue in the problem?
b. What operation is needed?
2) Mario made 25 paper boats. He gave 10 of them to his friends. How many paper
boats were left to him?
3) There are 42 boiled bananas in the tray. Grade 1 pupils bought 25 of them. How
many bananas were not bought?
4) Melody had 54 papers. 32 were used for drawing. How many were not used?
a. What is asked?
b. What are given?
c. What is the word clue in the problem?
d. What operation is needed to solve the problem?
5) Mother wanted to buy 2 kilos of dalanghita. The cost is 16 but she had only
8 in her purse. How much amount does she still need to be able to buy the
dalanghita?
a. What is asked?
b. What are given?
c. What is the word clue in the problem?


1) Rita harvested 56 tomatoes in their backyard. Of these, 38 are big. How many are
small?
a. What is the word clue in this problem?
b. What operation is needed to solve the problem?
2) Anne and Paula collected 79 shells. Abby used 52 of them for her sungka. How
many shells were left to Anne and Paula?
a. What is asked?
b. What are given?
c. What is the word clue?
3) Jericho gathered 90 calamansi fruits. He sold 49. How many calamansi fruits were
left?
a. What is asked?
b. What are given?

230
3. Generalization

What are the other steps in solving problems?

After knowing what is asked and the given data, the next is to know the word or word
clues for the operation needed. The word/word clues lead to the operation to be used.

C. Application

1. Draw 12 balloons. Color the 7 balloons red and the others yellow. How many balloons
are red? How many are yellow?
b. What is the operation needed?

2. Cut and paste 27 squares on a piece of paper. Then, color 15 squares blue. How many
squares are not blue?

3. Collect 35 small stones around your school campus. Then, give10 small stones to your
seatmate to your right. How many small stones were left to you?

*Valuing: Were you able to answer the problems easily? Is it necessary to just answer the
problem without thinking or analyzing it? You should be careful in answering the problem.
Have you been careful? Why do you say so?

IV. Evaluation

A. Encircle the correct word clue for the problems.

1. Maricar has 36 chicos and gave 21 to Beverly. How many chicos were left to Maricar?
What word clue leads to the solution of the problem?

a. chicos b. left c. gave

2. There were 15 yellow pencils and 9 red pencils on the table. How many less red pencils
are there than the yellow pencils? What word clue leads to the operation to use in solving
the problem?

a. less b. pencils c. table

3. There were 8 children in the swimming pool. Two of them got out of the pool. How many
were left? What word clue leads to the operation to use in solving the problem?

a. children b. pool c. left

4. Two girls are holding flowers. The first girl has 10 flowers, the other has 6 flowers. Who
has more flowers? How many more flowers does the first girl have?

a. more b. flowers c. girls

231
5. The grade 5 basketball team scored 68 points. The grade 6 team scored 53 points. What
was the difference between the two scores?

a. points b. difference c. team

B. Fill in the blanks with the correct answer.

1. Anthony has 29 mango seedlings to plant. He has planted only 14 seedlings. How many
more seedlings will he plant?
What is the word clue in the problem? _____________
What will you do to solve the problem? ___________

2. Joseph earned 47 in selling newspapers. He spent 18 for snacks. How much money
had he left? ___________
What operation are you going to use? ___________

3. Riza had 9 dolls. She gave 3 dolls to her poor friends. How many dolls were left to Riza?
What is the word clue? ___________
What will you do to get the answer? ___________

4. Cut and paste 15 big hearts and 8 small hearts. How many more big hearts are there
than small hearts?
What is the word clue? ____________
What operation will you use? __________

5. Draw 24 balls, 10 balls are blue, the rest are red. How many are red?
a. What is asked?
b. What are given?

V. Assignment

Color the balloons according to the answer from the subtraction facts.

Legend: 5 yellow
6 red
7 blue
8 orange
9 green

26
-16_
12
- 7_
18
-10_ 10
- 3_
30
-21_
15
- 9_
24
- 9_
24
-16_
27
-12_

232
Transforming Word Problems into Number Sentences


Cognitive: Transform the word problems into number sentences
Psychomotor: Draw a picture/diagram to represent the word problem
Affective: Solve word problems accurately


Skill: Transforming word problems into number sentences
Reference: BEC PELC I C 3.1.2
Math and Beyond I pp. 193-199
Power in Numbers I TM pp.87-89
Power in Numbers I TX pp.128-130
Materials: word problems written on the chart, picture of a tree, basket, real or plastic
mango fruit, flash cards, pocket chart
Value: Sharing



1. Drill/Review

Basic subtraction facts using flashcards:

Introduce a game: Picking Fruits.
The teacher shows a picture of a tree full of fruits. The other fruits are scattered on
the floor. A pupil holds a basket. Call a pupil to pick up a fruit, open it and then answer
the question written in it. If the answer is correct put it in the basket. If not, put it in the
trashcan.

2. Motivation

How do you describe a ripe mango?


1. Presentation

(Read the following word problems and draw the picture problems.)

a. One Sunday afternoon, Frankie went to the farm to gather mangoes. He gathered 38
mangoes. He separated 19 yellow ones from the green ones. How many mangoes
are green?
b. During Eunices birthday, there were 20 balloons, 9 of them were given to her friends
and the rest to her relatives. How many balloons were given to her relatives?
1) Who gathered mangoes?
What did he do with the yellow ones?
How many mangoes were separated?
12 7 = 9 4 = 15 8 = 7 3 =
14 4 = 20-10 = 8 3 = 12 9 =

233
Who had a birthday party?
How many balloons were displayed during Eunices birthday?
Why do you think Eunice gave balloons to her friends?
What can you say about Eunice?
2) What is asked in the problem?
What are given? What is the word clue?
What operation did we use?
Draw a picture/diagram to illustrate the problem.

Problem a

yellow mangoes

green mangoes

38 19 = N

Problem b

for friends

for relatives

20 9 = N

2. Class Activity

Read each problem carefully. Draw a picture/diagram for each problem then write the
number sentence.

a. Vincent drew 18 triangles. He colored 12 of them blue. How many triangles were not
blue?

b. Glenn collected bottle caps of Coke and Pepsi. He has 37 now. Of these, 19 caps
are Pepsi. How many are coke caps?

234
c. Kenneth gathered 21 eggplants. His mother cooked 10 of them. How many eggplants
were left?


Draw pictures/diagrams to represent the problem.
Write the number sentence.

a. Cut 15 hearts in a red art paper. Then give 6 of them to your teacher. How many
hearts were left to you?

b. Collect 7 stones outside the room. Give 4 of them to your best friend. How many
stones were left?

c. Make 5 paper airplanes and 3 paper boats. Which is more, airplanes or boats? How
many more airplanes are there than boats?

*Valuing: Is it good to share things or food to others? Sharing food or things are good
deeds. It also helps in gaining friends.

4. Generalization

How do you change word problems into a number sentence?

Drawing a picture/diagram of word problems helps to change it into number
sentences and solve the problem. Using real objects also helps to change it into number
sentences.

235
C. Application

Draw a diagram/picture for the following word problems.

1. John Paul picked 9 guavas. He gave 6 of them to his brother. How many guavas were
left?

2. Michelle has 8 apples. She gave 3 to her Lola. How many apples were left to her?

3. Angelica has 10 atis. She gave 4 to her teacher. How many were left?

IV. Evaluation

Choose the correct answer.

1. Mother needs 7 eggplants. If she has 4 already, how many more does she need? Which
picture represents the problem? Check.

a.

b.

c.

Which is the correct number sentence?

a) 7 + 4 = N b) 7 4 = N c) C. 7 2 = N

236
2. Joan picked 5 guavas. She shared 3 of them to her brother. How many guavas were left?
Which picture represents the problem?

a.

b.

c.

Which is the correct number sentence?

a) 5 2= N b) 8 5 = N c) 5 3 = N

3. There are 6 birds on the tree. A boy threw a stone at them and 4 birds flew away. How many
birds did not fly away? Which is the correct picture that represents the problem?

a. b.

c.

Which is the correct number sentence for the problem?

a) 6 4 = N b) 6 3 = N c) 6 2 = N

4. Mother brought home a pizza pie divided into 8 pieces. Her children ate 5 pieces of it. How
many pieces were left? Draw the picture/diagram for the problem.

Which is the correct number sentence for the problem?

a) 8 5 = N b) 8 3 = N c) 5 3 = N

237
5. There are 12 chairs in a row. The janitor removed 7. How many were left? Draw the
picture/diagram for this problem.

Write the correct number sentence for the problem. _____________

V. Assignment

Draw a picture/diagram for each then write the number sentence.

1. Daniel has 25 balls. He gave 16 balls to his brother. How many balls were left?
2. Rudy has 62 eggs but 35 eggs were broken. How many eggs were not broken?
3. Father went home with 14 oranges. He gave 9 oranges to his children. How many oranges
were left?



Cognitive: Use the correct operation in solving word problems
Psychomotor: State the complete answer in solving word problems
Affective: Enjoy solving word problems


Skill: Using the correct operation and stating the complete answer
Reference: BEC PELC I C 3.1.3 & 3.1.4
Materials: chart, flashcards, colored paper, paste, and scissors, magic box, activity sheets
Value: Enjoyment in doing things



1. Drill

Contest using flash cards.

Teacher prepares a magic box wherein activities are written for the pupils to answer.
You may vary the questions in the activity sheets related to the basic steps in solving
problems already learned. Then call pupils to participate in the activity.

Teach a song. We Love Mathematics (Tune: Those Were the Days)

We love Mathematics
Because we love numbers
We learn a lot of different Math concepts
We add and we subtract
We multiply, divide
We solve problems that make us
Wise and bright. La, la, la, la (2x)

238
2. Motivation

Do you like to eat cookies? Who among you brought cookies today? Do they have
the same taste? What cookies do you like best?


1. Presentation

a. Using the magic box, the teacher picks an activity sheet to be read to the class. (Be
sure the teacher has written them on separate sheets of paper.)

Questions to answer:
Who served the cookies? ____________
How many cookies were served? ___________
Who ate the cookies? ____________
How many cookies were eaten? ___________
(Let the pupils tell what is asked, given, word clue and operation to be used.)
Then demonstrate how to get the correct answer.
Emphasize the place value of each digit in answering it.

Example: 4 5 what is 5 3?
- 2 3 what is 4 2 ?
2

4 5 cookies
- 2 3 cookies
2 2 cookies

Questions to answer:
Who baked the chocolate cookies? ______________
To whom did she sell her chocolate cookies? _____________
How many chocolate cookies were left? _____________
(Same procedure in problem 1 will be used for this problem.)

Problem 3
Ask your pupils to raise their pencils up and count those who have yellow ones and black
ones. Then, write it on the board.
Yellow pencils _____________
Black pencils _____________

Problem 1
Lizette served 45 cookies in a tray.
Her friends ate 23 of them. How many cookies
were left in the tray?
Problem 2
Mother baked 72 chocolate cookies. She
sold 38 of them to her neighbors. How many
chocolate cookies were left?

239
After getting the data, apply the procedure. Then, write the number sentence.

- = N

Show the pupils how to get the correct answer.

2. Activity

a. There are 56 eggplants, 25 are big. How many are small? What is the correct
answer?
a) 11 b) 81 c) 17
b. Beverly planted 34 roses in the flowerpots. She gave 16 of them to her mother as a
gift. How many roses were left? What is the correct answer?
a) 15 b) 18 c) 21
c. Kimberly made 39 paper hearts. She gave 17 of them to her friends. How many
paper hearts were left? What is the correct answer?
a) 12 b) 28 c) 21


Read the problems carefully. Write the correct answer.
a. There are 28 girls in grade 1. If 13 of them have long hair, how many have short hair?
What is the correct operation? ___________
Write the correct answer ____________
b. There are 56 boys playing in the ground. Thirty-four are playing football and volleyball
and the rest are running. How many boys are running?
What is the correct operation?__________
Write the correct answer __________
c. Miss Reyes collected angel figurines. She had already 86 pieces. She gave away 48
as gifts to her class. How many angel figurines were left to her?
What is the correct operation? __________
Write the correct answer __________

4. Generalization

In answering word problems, what did you do to get the correct answer?

To get the correct answer, we used the correct operation and solve the equation to
get the correct answer.

C. Application

Group Work

Group 1 Draw and color (use bond paper)

Abigail drew 18 butterflies. Then, Paula colored 7 of them yellow. Peter put the colored
butterflies in a box. How many butterflies were not colored?

240
Group 2 Cut and paste

Given pieces of red paper, cut 39 hearts. Give 22 of them to the girls in the class. How
many hearts were left for the boys? Paste the heart to a piece of bond paper to make a
Valentine's card.
Example:

Group 3 Collect and put in the box

1. Collect 21 leaves (16 green leaves 5 brown leaves = _____)
2. Collect 25 straws (17 red straws 8 green straws = _____)
3. Collect 18 bottle caps (10 Pepsi caps 8 Coke caps = _____)
4. Collect 12 stones (8 small stones 4 big stones)

*Valuing:
If you do something, are you happy or are you irritated? If you do things which you really like,
you enjoy it, dont you? So, if you are given work to do and you enjoy it, now do you feel?

IV. Evaluation

A. Mother went to a sari-sari store to buy food. She saw that the prices were reduced. How
much will she pay for all the items she bought?

Old Price Less New Price
1 kilo of sugar 25 2.00 =_____________
1 bottle of patis 17 3.00 =_____________
1 bath soap 12 1.50 =_____________
1 bottle cooking oil 30 5.00 =_____________
1 pack biscuits 15 2.00 =_____________

B. Read each problem. Write the number sentence and solve for the answer.

1. Joy has 28 stickers.
She gave 15 of them to May.
How many were left to her?

2. Ella collected 35 candles.
She used 19 of them.
How many candles were left?

3. Marie gathered 43 eggplants.
She sold 21 of them in the market.
How many eggplants were left?

4. Flourence picked 24 gumamelas.
She placed 15 of them in the altar.
How many gumamelas were left?

5. Rose bought 35 tetra juices.
She distributed them to 22 teachers.
How many tetra juices were left?

241
C. Draw a picture/diagram for the word problem and give the correct answer.

1. Marilyn ordered 24 balloons for her sons birthday. She gave 18 of them to her sons
friends. How many balloons were left to her son?

2. Menzi harvested 15 tomatoes in her garden. She gave 9 of them to her neigbor. How
many tomatoes were left?

3. Naomi had 12 plastic glasses. She used 6 of them during their picnic. How many glasses
were left?

4. Miss Razon bought 62 boiled bananas. She gave away 40 of them to her pupils. How
many boiled bananas were left?

5. Bernadette sells 75 polvorons. Of these, 21 polvorons were left. How many polvorons
were sold?

V. Assignment

Copy and answer the following problems:

1. In a garden, there are 85 pots of flowering plants. If 37 are santan plants, how many are not
santan plants?

a. What is asked?
b. What are given?
d. What is the operation needed?
e. What is the number sentence?
f. What is the correct answer?

242
2. Laurence has 45 marbles. He gave away 20 to his friends. How many marbles were left?

a. What is asked?
b. What are given?
d. What is the operation needed?
e. What is the number sentence?
f. What is the correct answer?

Solving Word Problems


Cognitive: Solve word problems involving subtraction of whole numbers including money
with minuends up to 99 without regrouping
Psychomotor: Follow the steps in problem solving
Affective: Show attentiveness

II. Learning Concept

Skill: Solving word problems involving subtraction of whole number including money
with minuends up to 99 without and with regrouping
Reference: BEC PELC 1 C3.1
Materials: chart, flash cards, pictures, drill board
Value: Attentiveness in class recitations



1. Drill/Review

Divide the class into 4 groups. Using their show me board, read the problem written
on the chart. The first group will answer what is asked; the second group, answers the
given data; the third group answer the word clue/clues and the operation needed; and the
fourth group will change it into a number sentence.

Icebreaker song: (Tune: Clementine)
Two minus 1, ___ Ten minus 5, ____
Four minus 2, ___ Five little fingers in my hands.
Six minus 3, are ___ for me
Eight minus 4,___

2. Motivation

Is your father working? What does he do? How much does he earn from his work?
Lets look at the word problems and find out what other fathers do and how they earn.

My father earns 96 in driving a tricycle. One
morning, he bought a loaf of bread for 32. How
much was left to him?

243

1. Presentation

a. Read the word problem:

Sheilas father is a baker. He earns 78. One day, he bought a kilo of rice for
17. How much money was left to him?

Whats the work of Sheilas father?
How much does he earn?
What did he buy?
How much is a kilo of rice?
What is asked?
What are given?
What is the word clue?
What operation will be used?
What is the answer to the problem?

Read another word problem:

Joshua had 85. He gave 45 to
his sister. How much money was left to him?

What is asked?
What are given?
What is the word clue?
What operation will be used?
What is the answer to the problem?

2. Activity

Ryan planted 62 pechay seedlings. A snail ate 30 pechay seedlings. How
many pechay seedlings were left?

What is
asked?
What are
given?
What is the
word clue?
What is the
operation
needed?
What is the
number
sentence?
What is the
correct
answer?


Read and solve.

Mary Ann has a bag costing 85. Melissas bag costs 50 only. How much
cheaper is Melissas bag than May Anns?

244
Draw 2 bags. Mary Anns bag and Melissas bag with a tag price in each handle.
One group writes the questions in strips of yellow cartolina, while the other group writes
the answer on green cartolina. Let them show it to the class and match the answers to
the questions.

4. Generalization

How do you solve word problems involving subtraction of whole numbers and money?

In solving word problems, identify what is asked, what is/are given, the word clue
and operation to be used. Change into number sentence and then compute to get the
correct answer.

C. Application

Game: The Boat is Sinking
Call on 25 pupils in front.

The leader will say, the boat is sinking, group yourselves into
1) 15; how many were not included in the group?
2) 20: how many were left?
3) 23; how many were left?
4) 12; how many were left?

Record the data for each round, then apply the steps in solving the problem. Use the strips
of yellow cartolina (from Activity 2) in asking questions.

*Valuing: Will you be able to understand what your teacher is saying if you are playing or
doing something? Of course not, so, what will you do? You should be attentive, so that you
will easily understand it. Who among you have been attentive while we were having our
lessons? For those who were not, what will you do?

IV. Evaluation

A. Read the word problem. Answer the questions that follow:
Roselea bought an apple for 25. She gave 50 to the seller. How much change
did she receive?
1. What is asked?
2. What are given?
3. What is the word clue?
4. What is the operation?
6. What is the correct answer?
Father gives you 15 daily as your baon. If you spent 12 a day, how much do
you save?
1. What is asked?
2. What are given?
3. What is the word clue
4. What is the operation?
6. What is the correct answer?

245
Mother sells vegetables everyday. Yesterday, she earned 95 and bought food
worth 65. How much money was left to her?

B. Match the strips of questions to the strips of answers:

1. What is asked? a. 95 and 65
2. What are given? b. How much money was left to her?
3. What is the word clue? c. 30
4. What operation is to be used? d. 95 65 = N
5. Write the number sentence. e. left
6. What is the answer to the problem? f. Subtraction

V. Assignment

Copy the problems and answer the different steps on problem solving:

1. Cesar bought a kilo of dalandan for 42. He gave the seller 50. How much change did he
get?
2. Lucy got a pocket book for 50. She gave the saleslady 50. How much change did she
receive?
3. Amelia had 50. She bought a pair of rubber slippers for 26. How much was left?

Recognize
2
1
of a Whole


Cognitive: Recognize
2
1
of a whole
Psychomotor: Show one part of a whole
Affective: Share with others


Skill: Recognizing
2
1
of a whole
Reference: BEC PELC II A.1.1
Materials: Symmetrical objects and cutouts
Value: Sharing is one way of being thoughtful



1. Drill/Review

Flash cards of different shapes
Group Game (Each group will name as many objects as they can with the given shape.)
Group 1 circle Group 3 square
Group 2 rectangle Group 4 triangle
The group with the most number of correct names wins.

246
2. Motivation

Show this picture or something similar to this to draw their attention to the value of
sharing.

Note that the girl is giving half of her sandwich to the boy.


1. Presentation

Show a square and then ask: How will I divide this square if I want to have two equal
parts? Fold it into 2 equal parts as the children observe. How many equal parts are
there? Touch each part as the children count.

Explain that each part is 1 of 2 equal parts or one half of the square. Then write
2
1
and
say this is a fraction. Write it on the board and have the children read it.

Point to each of the fractions as you explain, The symbol, - tells us that the whole
shape was divided into equal parts. The 2 below the line tells us that there are 2 equal
parts. The 1 above the line tells us that we are talking about 1 of the 2 equal parts.

= 1 of the 2 equal parts

2 equal parts

2. Activities

a. Activity A
Color half of the following shapes and write
2
1
on the other part.

2
1

247
b. Activity B

Draw different shapes of objects. Divide them into 2 equal parts, shade one part, then
write
2
1
on the other part.

Encircle the shape that is divided into equal parts.

1)

2)

3)

4)

5)

3. Generalization

What do you call one part of a whole if the whole is divided into 2 equal parts?

If a whole is divided into 2 equal parts, one part is called one-half (
2
1
).

C. Application

Give the pupils papers to cut. Let them cut different shapes, fold them into 2 equal parts and
paste one part.

248
*Valuing:
How can you show thoughtfulness even in your own little way? You can share or give
parts of your baon to others. You can give papers, lend your extra pencil, eraser or
sharpener. You can even share your happiness through playing with them.

IV. Evaluation

A. Which shaded parts show
2
1
? Ring the correct answer.

1. 2. 3. 4.

1. 2. 3. 4.

1. 2. 3. 4.

1. 2. 3. 4.

1. 2. 3. 4.

B. Color
2
1
of each figure.

1. 3. 5.

2. 5.

V. Assignment

Draw the following figures. Divide them into 2 equal parts. Shade
2
1
of each.

1. circle
2. triangle
3. rectangle
4. square
5. oblong

249
Recognize
4
1
of a Whole

Cognitive: Recognize
4
1
of a whole
Psychomotor: Show one part of a whole
Affective: Extend help to others


Skill: Recognizing
4
1
of a whole
Reference: BEC PELC II A.1.2
Materials: Symmetrical objects and cut outs
Value: Helping others



1. Drill

Flash cards of shapes
Let pupils identify each shape.

2. Review
Recall the meaning of
2
1
.

Match the shaded part of column A with column B.
A B

1. a.
2. b.

3. c.

4. d.

5. e.

Rest exercise song: (Tune: Bahay Kubo)

Whats Mang Kiko made of (3x)

and

, and

Thats what Mang Kiko is made of.

250
3. Motivation

How many are you in the family? When your mother comes home from somewhere,
does she bring pasalubong? Does she divide it among you equally?


1. Presentation

a. Lets read the problem.

Mother baked an egg pie. She divided it into 4 equal parts.

Whole egg pie divided into
4 equal parts.

One whole egg pie

Today, you will learn the same ideas with a new fraction. Discuss with them how
mother divided the egg pie equally among her four children.
Draw another picture to show one fourth.

Explain that each part is 1 part of the 4 equal parts or one-fourth (
4
1
) of the shape or
object.

b. Activity

Color the fourth part of the following shapes and write
4
1
on one part.

4
1

4
1

4
1

4
1

4
1

4
1

4
1

4
1

4
1

4
1

4
1

4
1

251

Draw different shapes of objects. Divide them into 4 equal parts. Color one part, then
write
4
1
on each part.

3. Generalization

If a whole is divided into 4 equal parts, what do you call one part of it?

If a whole is divided into four equal parts, one part is called one-fourth (
4
1
).

*Valuing:
How can you extend help to others? Do you help your mother at home? Do you help in
cleaning your room? Being helpful is not only shown by giving things but by doing nice
things especially to your friends, classmates and teachers.

C. Application

Given papers to cut, let them cut different shapes, fold it into four equal parts and shade one
part.

Ex.

IV. Evaluation
A. Put a check () if the shaded part shows
4
1
and x if not.
1. 4.

_______ ________

2. 5.

_______ ________

3.

_ ______

B. Which one is divided into 4 equal parts? Ring the letter of the correct answer.

a. b. c.

252

a. b. c.

a. b. c.

a. b. c.

a. b. c.

V. Assignment

Draw the shapes. Divide each into 4 equal parts. Color 1 part or
4
1
.

1. 3. 5.

2. 4.

Separating a Whole Object into Halves


Cognitive: Separate a whole object into halves
Psychomotor: Identify
2
1
of a whole
Affective: Share things with others


Skills: Separating a whole object into halves
Reference: BEC PELC II A 2.1.1
Materials: bibingka or puto (or any similar product), cut outs of different fruits, real fruits
available in the locality, old newspapers and magazines, pictures of monkey and
turtle, picture of a banana tree and real banana fruits.
Value: Sharing

253


1. Drill

Using flash cards of different objects, associate them with the different shapes learned.

2. Review

Lets Match

Distribute cutouts of objects and shapes cut into halves. Let everybody find the other
half or partner of their shape. Be sure it matches correctly and would form a whole. The
first pair to form the whole object will be the winner and gets the prize.

3. Motivation

Do you know the two animals who shared a fruit tree?
What fruit tree did they share?


1. Presentation

a. Briefly tell the story.

One day, the monkey and the turtle saw a banana tree. They decided to cut it
into 2 so each can have a share of it to plant. The monkey chose the part with the
roots. The turtle took the part with the leaves.

Do you know which part grew?
What do you think happened to the part which the turtle chose and planted?
Now, the monkeys banana tree had bore some fruits. He saw a ripe banana. He
would like to share it equally with the turtle. What should he do?

Let the pupils demonstrate what to do. (Use a real banana.)
Guide them in dividing the fruit into 2 equal parts.
Into how many parts did we divide the fruit?
If we get one part of the 2 parts, what shall we call this part?
(Allow them to guess, then write
2
1
on the board and say, we call it one-half.)
Do the same with the other fruits available in the locality.
b. Group Activities

Each group will be given activity sheets to work on.

ACTIVITY SHEET A
Cut the following cutouts of fruits into halves. Paste the
halves on the first column and the other halves on the opposite
column. Use a string to connect each part of the fruit.
ACTIVITY SHEET B
Draw different kinds of fruits then cut them into halves.
Color the first halves red and the second halves blue. Write
2
1

on one part.

254
2. Generalization
How do you separate
2
1
of a whole?

To get
2
1
of a whole, divide the whole equally into 2 parts.
One part of it is called one-half or
2
1
.

*Valuing: Have you learned something from the story of the monkey and the turtle? Can
you be like them? If you have something, learn to share it with others.

C. Application

Give each pupil a piece of straw. Let them cut it equally into two equal parts. Materials to use
are straws and scissors.

IV. Evaluation

A. Color the first half and write
2
1
on the other half.

1. 2. 5.

3. 4.

B. Which objects are divided into 2 equal parts? Encircle the number of the correct answer.
1. 2. 3.

1. 2. 3.

1. 2. 3.

1. 2. 3.

255

1. 2. 3.

V. Assignment

Draw any kind of fruit, at least five and divide them into 2 equal parts.
Write
2
1
on one part of it.

Separating a Whole Object into Fourths


Cognitive: Separate a whole object into fourths
4
1
of a whole
Affective: Show generosity to one another


Skill: Separating a whole into fourths
Reference: BEC PELC II A 2.1.2
Materials: any fruits available, cut outs of shapes, real objects
Value: Generosity

III. Learning Activities


1. Drill

Say Yes if the objects flashed by the teacher is divided into 2 equal parts and No if not.

Examples:

Yes No ____ ____ ____

2. Review

Match the parts of the objects in column A with column B. Draw a line to match them.

A B

1)

a.

256

2)

3)

4)

5)

3. Motivation

Show this illustration.

How many are there in the family?
Have them talk about how the family share their food.


1. Presentation

Present cutouts of cake, bread and papaya.
Here are the familys food. Let us find out what they do so that each of them gets an
equal share.

Ask: How many are there in the family? (4)

b.
c.
d.
e.

257
Into how many parts should we divide the cake so that each one will have an equal
share? (into 4)
What shall we do so that each member gets a part of the cake?
Demonstrate how to divide a whole into fourths. Hold one part. What shall we call it? It is
called one-fourth. Write
4
1
on the board.
Present the other cutouts following the same steps.
What does the 4 mean? (We divide the whole into 4)
What does 1 mean? (One part of the whole)

2. Practice

Activity 1

Color one part of the following objects.

a) b) c)

d) e)

Activity 2

Find the missing part from the parts in the box. Connect it with a line.

1.

2.

3.

4.

5.

258
3. Generalization

How do you separate
4
1
of a whole?

To get
4
1
of a whole, divide the whole into 4 equal parts.
One part is called
4
1
(one-fourth).

*Valuing:
Have you been generous to your classmates and friends? How do you show generosity?
Being generous can be shown not only in giving material things but also in waiting for
your turn.

C. Application

Fold and cut into four pieces the different shapes and objects given to the pupils. Let them
demonstrate or show how they do it.

IV. Evaluation

A. Shade
4
1
of the following objects.

1. 2. 3.

4. 5.

B. Which objects are divided into 4 equal parts?

1. 2. 3.

1. 2. 3.

259

1. 2. 3.

1. 2. 3.

1. 2. 3.

V. Assignment

Draw at least 5 objects and divide them into 4 equal parts.

Separating a Whole Object into Halves/Fourths


Cognitive: Separate a whole object into halves/fourths
2
1
and
4
1
of a whole
Affective: Share ones things with others


Skill: Separating a whole object into halves/fourths
Reference: BEC PELC II A.2 & A.1
Materials: egg pie/bibingka or puto (or any similar product), cut outs of fruits like apples,
oranges, etc., old newspapers/magazines
Value: Sharing




Mayumi placed 12 candles on the cake.
Simon placed 6 candles more.
How many candles are there in all?

There are 18 cookies on the table.
The children ate 8 cookies.
How many cookies were left?

260
Lina received 20 gifts.
Five of the gifts were dolls.
How many gifts were not dolls?

(Encourage the pupils to give similar simple problems in addition and subtraction.)

2. Drill

Match the objects with the same shape. Write the letters.

1) a.

2) b.

3) c.

4) d.

5) e.

3. Review

Game Puzzle in Groups

Form a shape to complete the puzzle. Tell the shape that you have formed. The first
group to finish is the winner.

261
4. Motivation

When is your birthday? Do you celebrate on your birthday? What food do you eat during
birthday parties? Do you share food with your friends every time you eat?


1. Presentation

a. Present a story problem.

Diony has an egg pie. She divided it into 2 equal parts. She gave one part of
the pie to her friend, Anna. What part of the pie did each of the girls get?
Illustrate the problem.

- Into how many equal parts did Diony divide the egg pie?
- What part of the egg pie did each of them get?
- What kind of a girl is Diony?
- If you were Diony, will you do the same?

b. Show cutouts of apples, oranges, etc. then divide them into 2 equal parts.
Ask: Into how many equal parts each of the fruits is divided?
What do you call one part of each fruit?

Continue the story.
The next day, 4 of her classmates visited her. She asked them to taste the
eggpie her mother baked. She divided the eggpie among them.
- Into how many equal parts did she divide the egg pie?
- What part did each of them get?
- What do you call 1 part of 4 equal parts?
Show the illustration.

c. Group the class into 2.

Distribute figures like circles, rectangles, squares and others.
Guide each group to do the activity.
(Note: Put the figures inside an envelope together with the activity card.)

262
Activity 1

1) Let the pupils fold the paper in the middle and cut them into halves.
2) Color each part.
3) Paste them on a piece of paper. Write
2
1
.
Activity 2

1) Fold the paper to make 4 equal parts.
2) Cut them into fourths.
3) Color each part and write.
4
1

4) Paste them on a piece of paper.
(To make this activity interesting, let the pupils have a race. The first group to
display their work, wins.)
- How many halves are there in a whole?
- How many fourths are there in a whole?

2. Generalization

How many halves make a whole?
What do you call one part of it?
How many fourths make a whole?
What do you call one part of it?

- 2 halves make a whole
One of the 2 equal parts is called one-half.
One half and
2
1
are names for the same number.

- 4 fourths make a whole
Each of the 4 equal parts is called one-fourth.
One fourth and
4
1
are names for the same number.

C. Application
Show a picture. Let the pupils look at the picture.

What do you see?
How many objects are cut into halves? fourths?
(Show more pictures cut into halves/fourths.)

263

*Valuing: If you have extra food, do you share it with your friend? Old folks always say that it
is better to give than to receive. So, if you have extra food, paper or pencil, share it with your
classmates.

IV. Evaluation
A. Trace the dotted lines to show
2
1
or
4
1
. Then color one part.

B. Write
2
1
or
4
1
for the shaded parts.

C. Read the story problems. Draw a picture to find the answer.

1. A square sandwich is cut into halves. Roy and Joy share the sandwich equally. How
many parts does each friend get?

2. Mother cut the watermelon into 4 equal parts. Each of her 4 children got one part. What
part of the watermelon did each child get?

3. You want to share an apple pie equally among your 3 friends.
- Into how many parts will you slice the pie?
- Which way would you slice it? Why?

Answer

Answer

264
- Which is not a good choice? Why?
Talk about your answer.
(Clue: Each one has an equal share.)

4. Let the pupils bring out their old newspapers or magazines.
Let the pupils draw their own geometric figures or shapes using newspapers or
magazines. Tell them to divide each figure into 2 or 4 equal parts. Color
2
1
or
4
1
of each
figure and shape. Label the shaded part.

V. Assignment

1. Divide an orange or any fruit that is available into halves.
2. Draw a rectangle. Divide it into 4 equal parts.
3. Divide a loaf of bread or rice cake into fourths.
4. Draw a triangle. Divide it into 2 equal parts. Color 1 part.

Separating Group of Objects Into Halves


Cognitive: Separate groups of objects into halves
Psychomotor: Identify one-half of a given set of objects
Affective: 1. Find pleasure in separating groups of objects into halves
2. Shows the importance of giving and sharing


Skills: 1. Separating groups of objects into halves
2. Identifying one-half of a given set of objects
Reference: BEC PELC II A 3.1
Materials: Show-me-boards, sets of real objects, rice cakes
Value: Giving and Sharing



1. Drill

Flash card drill on recognizing
2
1
and
4
1
of a whole.

2. Review

Divide the pupils into 5 groups. Using show-me-boards, ask each group to separate the
whole into halves and fourths.

Answer

265
Group I
2
1
of a bibingka
Group II
4
1
of a pizza pie
Group III
2
1
of an eggpie
Group IV
4
1
of a cake
Group V
2
1
of an orange

3. Motivation

Introduce the puppet.

He is Mr. Mathematics. He loves to cook rice cakes (puto). This morning he
cooked 4 rice cakes and he is thinking of giving these to two good children.
Who among you would like to taste his delicious rice cakes?

The one who could help me solve the problem will have a taste of Mr.
Mathematics rice cakes.


1. Presentation

Show Mr. Mathematics rice cakes. (show real puto) How will Mr. Mathematics
separate 4 rice cakes for 2 children? How many will each child get?
Ask the pupils to make a guess. Call two pupils in front. Have them stand on both
sides of the table. Give each child one rice cake at a time until all the rice cakes are given
away.
Does each child have the same number of rice cakes? What is
2
1
of 4? Check the
pupils guess. Award the rice cakes to those who had guessed it right.
What can you say about Mr. Mathematics?

*Valuing: Is it good to share what you have to others? Why?

Activity 1

Role-Playing
Call 3 pupils.
Give the situation. Have the pupils act out the situation and demonstrate how
each set of objects can be separated into halves.
1. Mr. Mathematics has 2 cookies. He wants to share them with his two friends. How
many does each of his friends receive? What is
2
1
of 2?
2. Mr. Mathematics has 8 guavas. He wants to give an equal number of guavas to his 2
neighbors. Separate the 8 guavas into halves. What is
2
1
of 8?
3. Mr. Mathematics has 10 bananas. His two sisters want to have an equal number of
bananas. How many will each of his sister get?
Note: It is necessary for the teacher to use concrete and real objects for each situation
for the pupils to visualize the separation of the sets of objects into two.

266
Activity 2
Divide the pupils into 5 groups. Provide each group with sets of objects and have them
separate these sets into halves.
Group 1:
2
1
of 8 cups
Group 2:
2
1
of 10 plastic glasses
Group 3:
2
1
of 6 flowers
Group 4:
2
1
of 12 spoons
Group 5:
2
1
of 4 marbles

2. Generalization

How do we get one-half (
2
1
) of a group of objects?
We can get one-half (
2
1
) of a group of objects by separating them into two sets with
equal number of objects.

C. Application

Draw and separate the objects into two.

1)
2
1
of 10 ribbons

2)
2
1
of 16 books

3)
2
1
of 18 hats

4)
2
1
of 8 flowers

5)
2
1
of 12 balls

IV. Evaluation

1. Separate the group of objects into two and encircle the correct answer.

a)
2
1
of = 2 4 3

b)
2
1
of = = = = = 3 1 2

267
c)
2
1
of = 2 1 3

d)
2
1
of = 4 3 5

e)
2
1
of (((((( = 3 6 5
((((((

2. Draw the sets and separate them into two equal groups. Write the answer in the box.

a)
2
1
of 8 hats
=

b)
2
1
of 20 marbles
=

c)
2
1
of 16 umbrellas
=

d)
2
1
of 18 balls = =

e)
2
1
of 14 glasses = =

3. Solve the problems by drawing the answer and writing the number for the correct answer.

a. Bhel has 12 bracelets. She wants to give these to Gina and Fe equally. How many
bracelets will her two friends receive?

2
1
of =

268

b. Leila has 30 ribbons. She wants to give Lilian and Eden ribbons of the same number.
How many will she give to each one of them?

2
1
of

V. Assignment

Complete the table.

2
1
of

2
1
of

2
1
of

Separating Group of Objects into Fourths


Cognitive: Separate group of objects into fourths
Psychomotor: Identify one-fourth of a given set of objects
Affective: 1. Find pleasure in separating group of objects into fourths
2. Show the importance of giving and sharing


Skills: 1. Separating group of objects into fourths.
2. Identifying one-fourth of a given set of objects
Reference: BEC PELC II A 3.2
Materials: Flash cards of fractions, ball, puppet of math man, 8 guavas (or any fruit),
picture of a shelf, picture of a farm
Value: Giving and sharing
16
10
24

269


1. Drill

Recognizing
2
1
and
4
1
of a whole using flash cards.

2. Review

Pass a ball while playing the music. As the music stops, the pupil holding the ball will
write the halves of one number on the board.

a)
2
1
of 10 = d)
2
1
of 20 =

b)
2
1
of 16 = e)
2
1
of 18 =

c)
2
1
of 8 =

3. Motivation

Introduce the puppet.

He is Math man. He has a big farm. He likes to share his fruits and vegetables.
This morning, he gathered 8 guavas. He is thinking of giving these to four good children.

Who among you would like to have some fruits and vegetables from Math mans
farm?


1. Presentation

a. Show Math mans farm.

fruits

270
How will Math man separate 8 guavas for the 4 children?
How many will each child get?
Ask the pupils to make a guess.
Call four pupils in front. Have them stand in a row. Give each child one guava at a time
until all the guavas are given away.
Does each child have the same number of guavas?
What is
4
1
of 8?
Check the pupils guess. Award the guavas to those who had guessed it right.
Do the same procedure in separating the other fruits in the farm like: 20 bananas, 12
mangoes, 16 atis.

b. Role Playing

Call five pupils.
Have the pupils act out the situation and demonstrate how each set of objects can be
separated into four.

1. Math man has 12 bananas. He wants to share them equally among his 4 friends.
How many does each of his friends receive?
What is
4
1
of 12?
2. Math man has 16 okras. He wants to give equal number of okras to four mothers.
How many will each mother get?
What is
4
1
of 16?
3. Math man has 20 atis. His 4 neighbors want to have an equal number of atis. How
many will each of his neighbors get?
What
4
1
of 20?

Note: It is necessary for the teacher to use concrete and real objects for each situation
for the pupils to visualize the separation of the set of objects into four.


Distribute the show-me boards.

Separate the following into four and write the answer on your show-me board.

a)
4
1
of 16 = c)
4
1
of 32 = e)
4
1
of 28 =
b)
4
1
of 12 = d)
4
1
of 24 =

3. Generalization
How do we get the one-fourth (
4
1
) of a group of objects?
We can get the one fourth of a group of objects by separating them into four sets with
equal number of objects.

C. Application

Shopping for Four
Study the picture. Look at the shelf. Buy all the objects on the list below and separate them
into four.

271

Example: Sardines:
4
1
of 8 = 2
Balls:
Hats:
Bats:
Bags:
Milk:

IV. Evaluation

A. Separate the group of objects into four and box the correct answer.

1)
4
1
of - - - - 1 3 2
2)
4
1
of 2 3 6

3)
4
1
of 4 6 5

4)
4
1
of O O O O 2 3 4
O O O O
O O O O
5)
4
1
of ~ ~ ~ ~ ~ ~ 6 5 7
~ ~ ~ ~ ~ ~
~ ~ ~ ~ ~ ~
~ ~ ~ ~ ~ ~
SAPDIM|S 8ALLS
8ASS 8ATS
lATS
S
MILK

272
B. Draw the sets and separate them into four. Write the answer in circle.

1)
4
1
of 12 = =

2)
4
1
of 24 = =

3)
4
1
of 20 = =

4)
4
1
of 16 = =

5)
4
1
of 28 = =

C. Solve the problems by drawing the answer and writing the number for the correct answer.
1. Emmylou had 12 mangoes. She gave
4
1
of the mangoes to Eugene.How many mangoes
did she give Eugene?
2. Kathleen has 16 dolls. She wants to give these to Zyryl, Loraine, Alice and Trixia equally.
How many dolls will each girl receive?

V. Assignment

1)
4
1
of c.
4
1
of

2)
4
1
of d.
4
1
of

12
8
4
16

273

e.
4
1
of

Number and Names of the Days in a Week


Cognitive: Tell the number of days in a week
Psychomotor: Name the days in a week
Affective: Appreciate the importance of helping one another


Skills: 1. Telling the number of days in a week
2. Naming the days in a week
Reference: BEC PELC III A 1.1
Materials: picture of a family working together, picture of a ladder for the activity,
colored chalk, cassette tape, week day word cards
Value: Helping one another



1. Review

Complete the shoe rack by answering the questions about the word problem.

Last Saturday, Joel polished 8 pairs of shoes.
Manny polished 7 pairs of shoes.
How many more did Joel polish than Manny?

2. Motivation

Show the picture. (Family doing different works at home.)
What does each member of the family do?
What does father do? Mother? Brother? Sister? Baby?

40
asked?
What
are
given?
to be
used?
What
operation
Number
Sentence
Solution
What is
What is
the
word
clue?

274

1. Presentation

a. Tell a story about the picture.
The family helps one another.
They have their own assignments at home.
Mang Ed, the father, buys food for the family every Monday.
Aling Ela, the mother, washes the clothes every Tuesday.
Veni, the brother, cleans the garage every Wednesday.
Ami, the sister, cleans the windows every Thursday.
Ted, the youngest, bathes the dog every Friday.
They work together every Saturday.
They go to church every Sunday.

Ask the questions and write the answers on the board.
- When does father buy food?
- When does mother wash the clothes?
- When does Veni clean the garage?
- When does Ami clean the windows?
- When does Ted bathe the dog?
- When do they work together?
- When do they go to church?

*Valuing:
Do the family members have something to do in a week?
Do you do the same thing?
Do you have assignments at home? What are they?
Do you help your mother and father at home? Why?
Do you also help in school? How?

What are the days of the week that you have seen on the board?
How many days are there in a week?
What is the first day? second? third? fourth? fifth? sixth? seventh?

b. Put numbers 1 7 on a pocket chart. Pass the ball while the music is playing. As the
music stops, the one holding the ball will get a weekday card and place it on the chart
according to its proper sequence. Upon completing the chart, ask the pupils to read
the name of the days in a week. Repeat until it is memorized by the pupils.

c. Play - Show Me
Call two pupils in front and provide them with weekday word cards on the table so
that each card is visible. On the signal of go, the children hold up the appropriate
card in response to questions such as:
- What day comes after Monday? (Tuesday)
- What is the last day of the week? (Saturday)
- What comes between Tuesday and Thursday? (Wednesday)
The first pupil to show the correct card wins the game.
Note: Use different pairs of pupils for every question.

2. Generalization

How many days are there in a week? What are they?

There are 7 days in a week.
They are Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday.

275
C. Application

Read the story and draw the correct answer on the box.

Last vacation, Oliver helped his father sell tops (bey blades) for one week. Look at the
records of the number of tops he sold.

1. How many tops did Oliver sell on the first day of the week?

2. How many tops did Oliver sell on the day between Wednesday and Friday?

3. How many tops did Oliver sell on the sixth day of the week?

4. How many tops did Oliver sell on the 3
d
day of the week?

5. How many tops did Oliver sell on the 2
d
day of the week?

276
IV. Evaluation

A. Check the box of the missing day.

Note: Use the colored chalk in drawing these on the board.

1. Sunday Monday

Tuesday Wednesday Thursday

2. Wednesday Thursday

Sunday Wednesday Friday

3.
Tuesday Wednesday

Thursday Saturday Friday

4. Thursday Friday

Sunday Monday Saturday

5. Thursday Saturday

Sunday Tuesday Friday

?
?
?
?
?

278

Number of Months in a Year


Cognitive: Tell the name and number of months in a year
Psychomotor: Write neatly and legibly
Affective: Show love for others


Skill: Telling the name and number of months in a year
Materials: calendar, cards with names of months written on them
Value: Love for others



1. Drill

Teacher prepares cards with names of days written on them and puts them in a
pocket chart. Tell the pupils to arrange the cards in their correct sequence. After this
activity, ask the pupils to read them.

2. Review

Teacher gives problems similar to the following:
a. Mang David cleaned the yard last Saturday. He will clean the same yard 6 days after.
What day will that be?
b. Lester stayed in the province from Monday to Wednesday. Rachelle stayed there
from Sunday to Friday. Who stayed in the province longer?

3. Motivation

Teacher prepares a list of pupils celebrating their birthdays for the month of February.
She displays a big calendar on the board. She asks the celebrants to circle the date of
their birthdays. Let the class sing Happy Birthday for them.


1. Presentation

a. Teacher asks, When is your birthday? and calls on several pupils to answer.
Does your birthday fall on the same month as your seatmate? and etc.?
b. Let children look at the calendar and count the number of months. Teacher names
the months and asks children to repeat the names.
c. Talk about each month. Let them talk about the events being celebrated in each
month. What do we do to celebrate the event?
d. Post on the board the cards with names of the months. Let the pupils read. Then, the
teacher asks, Which is the 1
st
month? the 3
d
month?
e. Show cards like this.

March May April
_____ ____ ____

279

Say: Arrange the months in their correct sequence. Use letters or numbers to show
the correct sequence.
f. Let the pupils discover that some months have 31 days, others have 30 days.
Introduce the song, Months of the Year.
g. Present the calendar for February or any month.

FEBRUARY
SUN MON TUE WED THU FRI SAT
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28

Then, use this as a guide to answer the following questions.
a. What day is February 20? ______
b. How many days are there in February? ______
c. What dates fall on a Sunday? ______
d. When do we celebrate Valentines day? ______
e. What day is February 24? ______

2. Generalization

How many months are there in a year? What are they?

There are 12 months in a year. Let them name the months.

Valuing:
Say: Its mothers birthday, you dont have money to buy a gift for her. What can you give
her that would make her happy? What do you show when you do these things for your
mother? Do you do the same thing for other people? Why?

C. Application

Present a chart. Use manila paper or cartolina.

Heres a copy of Roberts absences for the school year 2003 2004. Use color to show his
absences for each month. His absences are written on the left side of each month. Then,
answer the questions below.

Number of
absences
Month 1 2 3 4 5 6 7
0 June
2 July
1 August
0 September
5 October
0 November
0 December
3 January
2 February
0 March
0 April

280

1. How many absences did he have in August?
2. What month was he absent for 3 times?
3. What month did he have the most number of absences?
4. How many months did he have a perfect attendance?
5. How many times was he absent in July?

IV. Evaluation

A. Supply the missing months.

What month is missing?

1. February, March, ________
2. July, ________, September
3. ________, July, August
4. September, October, ________
5. January, ________, March

B. Answer the following questions.

1. Which month has the least number of days?
2. How many days does April have?
3. In which month do we celebrate Christmas?
4. Which is the 2
d
month of the year?
5. How many months are there in a year?

C. Use this calendar to answer the questions

NOVEMBER
SUN MON TUE WED THU FRI SAT
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30

1. Alexis plays basketball on Saturdays. How many Saturdays can he play basketball in
November?
2. Mariels birthday is on November 24. She will have a party on Sunday after her birthday.
On what date will she have a party?
3. November 6 is a Monday. What date will the next Monday be?
4. Father went to Laguna on November 12. He will be back a week after. What date will that
be?
5. All Saints Day falls on a Wednesday. What date is it?

V. Assignment

Get an old calendar. Cut the names of the months. Paste them in your notebook. Write your
friends name opposite the months they are celebrating their birthday.

282
Hi! Im Mr. Tick Tack Clock!
What can you see on my face?
How many numbers do I have?
How many hands are on my face?


1. Presentation

a. To what number does Mr. Tick Tack Clocks long hand point to?
To what number does Mr. Tick Tack Clocks short hand point to?
Introduce the time indicated in the clock as 12.
Call one pupil to move the long hand clockwise.
How does the long hand move? What does the long hand tell?
Guide the pupils in counting up to 60 minutes while moving the long hand around the
clock.

How many minutes does it take for the long hand to move around the clock?
What happened to the short hand pointing to 12 after the long hand had moved
completely around the clock?
To what number does the short hand move?
Guide the pupils in telling the time: It is 1:00.

b. Repeat the procedure until the pupils understand that when the long hand has moved
completely around the clock, it means that 60 minutes has passed and that is equal
to 1 hour.

Show two ways of writing time.
10 A.M. 10:00 A.M.
1 P.M. 1:00 P.M.
Have the pupils read the time.

c. Teacher sets the time using the puppet, Mr. Tick Tack Clock, and calls a pupil to tell
the time orally. Do this exercise until everyone is called.


Group the pupils into 3. Provide each group with a toy or improvised clock. Teacher
shows time on card. Members of each group shows the time using the toy clock. The first
group to show the time correctly wins the game.

3. Generalization

How do we tell the time?
- We tell the time by the hour.
How many minutes does it take to make an hour?
- It takes 60 minutes to make an hour.

C. Application

Pupils talk about the different activities at home and in school and show the exact hour they
do the activities. (Use toy clocks)
Examples: I wake up at 8:00 A.M. (Pupil shows 8:00 on the toy clock).
I go to school at 7:00 in the morning. (Show 7:00 on the toy clock).

283
IV. Evaluation

A. Write the time.

_____ _____ _____

_____ _____

B. Draw the hands of the clock.

4:00 9:00 1:00 7:00 12:00

C. Answer the problems. You may use your clock.

1. Father went to the office at 8:00 A.M. He came home at 5:00 P.M. How long was father
away? _____
2. The children played outside at 4:00 A.M. They stopped playing after an hour. What time
did they stop playing? _____
3. Vic read his book at 9:00 A.M. and stopped after one hour. What time did he stop
reading? _____
4. The family watched a TV show at 6:00 P.M. It ended after 2 hours. What time did it end?
_____
5. Tom slept from 1:00 P.M. to 2:00 P.M. Vincent slept from 1:00 P.M. to 3:00 P.M. Who
slept longer? _____

V. Assignment

What time is shown on the first clock? What time will it be after 60 minutes? Show the time by
drawing the hands on the second clock. Then, write the time below.

1.

2.

284

3.

4.

5.

Indicating Time to the Half- Hour


Cognitive: Tell time to the half-hour
Psychomotor: Read and write time shown on the clock
Affective: Practice the habit of coming to school early


Skill: Telling time to the half-hour
Materials: real clock, toy/improvised clocks (as much as possible, all the pupils must have
one) picture of a girl having breakfast with a clock indicating 6:30
Value: Punctuality



1. Drill

a. Have the pupils put out their improvised clocks.
b. Teacher dictates the time (by the hour).
c. The pupils will show the correct time.
Example: Teacher says: eleven oclock.
Pupils show 11:00 A.M. on their toy clocks.
2. Review

On the blackboard, draw the clocks indicating time by the hour.
Say: Write the time. (Call on pupils to come up front and write the correct time.)

285
a. _____ b. _____

c. _____ d. _____

e. _____

3. Motivation

Teacher tells a short story.

Marco goes to school early. He wakes up at 5:30 in the morning. He reaches the
school at 6:00 A.M. He has time to play with his friends before classes start.

Ask: What time does Marco wake up?
What time does he reach the school?
Is Marco early for school? Why?
Is it good to come to school early? Why?


1. Presentation

a. Show a picture of a girl having breakfast. Direct the pupils attention to the clock. Ask:
Can you tell what time the girl is having breakfast?
b. Introduce the meaning of half-hour. (When the long hand is at 6 it means 30 minutes
have passed.) We say 6:30 in the morning. Count by 5s starting from 12 up to 6.
c. Let the pupils read the time indicated in the picture. Everybody says: 6:30 A.M. Ask
the class again: What time is the girl having breakfast? (6:30 A.M.)
d. Play - Everybody Show
- Have the pupils put out their improvised clocks.
- Tell them to indicate the time to be dictated.
Example: Teacher says: 1:30.
Pupils show the time on their clocks.

286

Tell the time shown by the clock.

a. b. c.

d. e.

3. Generalization

Let the class count the minutes until they reach number 6 on the clock. Ask: How
many minutes have passed when the long hand is at 6? (30 minutes)
Emphasize that the minute hand (long hand) moved halfway or half-hour.
Ask: What can you say if the long hand is at 6?
6 shows thirty minutes or half hour.
Thirty minutes is half an hour.

C. Application

Look at the clock. Complete the sentence.

1. I wake up at _____.
2. I go to school at _____.
3. My favorite TV show begins at _____.
4. It ends at _____.

IV. Evaluation

A. What is the correct time? Write the letter only.

1. 2. 3.

a) 6:30 a) 1:30 a) 8:30
b) 4:30 b) 12:30 b) 9:30
c) 5:30 c) 2:30 c) 7:30

287
4. 5.

a) 2:30 a) 10:30
b) 4:30 b) 11:30
c) 3:30 c) 9:30

B. Guessing Game

Read the riddle. Write the time.

1. My short hand points at 12.
My long hand points at 6.
What time is it?
What time is it?
What time is it?
What time is it?
What time is it?

C. Draw the hands of the clock to show the given time.

1. 2. 3.

2:30 9:30 12:30

4. 5.

6:30 1:30

V. Assignment

Draw 5 clocks. Show the following time.

1) 2:30 4) 11:30
2) 3:30 5) 7:30
3) 8:30

288
Telling Time Using a Digital Clock


Cognitive: Identify the time displayed on a digital clock accurately
Psychomotor: Use a digital clock in telling time
Affective: Handle materials with care


Skill: Telling time using a digital clock
Materials: digitals clocks (if possible pupils should have a clock), improvised clocks, flash
cards with digital time (10 pieces)
Value: Carefulness



1. Drill (use individual improvised clocks)

a. The teacher flashes a card with the time written on it.
Example: 4:00 oclock
b. Pupils will show the time on their improvised clocks.
(Note: flash card indicating time for an hour, half-hour, quarter of an hour)

2. Review

Write the time shown on the clock.

a. _____ b. _____

c. _____ d. _____

e. _____

3. Motivation

How many of you have watched basketball games? Did you notice the time signal
use on the game? What does the timekeeper use? Do you have that time piece at
home? In your school? Where else do you see it?

289

1. Presentation

a. Show a real digital clock. Tell what its name is. (digital clock)
b. Ask those pupils who brought a digital clock to put them out. (Tell them to show it to
those who do not have.)
c. Direct pupils attention to the face of the clock.
Ask: What do you see? (numbers)
How many numbers do you see? (4)
d. Ask one pupil to give the numbers on his clock.
e. Write the numbers on the blackboard. (10 20)
f. Ask what else are seen on the clock? (:)
Write the colon on the blackboard between the first two numbers. (10:20)
g. Explain to the pupils that the first one or two numbers before the colon (:) tells the
hour and the next numbers tell the minutes.
h. Give practice in reading the time registered in a digital clock.
Example: 9:15 (nine fifteen or nine oclock and fifteen minutes)


Match the time in the wall clock with the digital time.

1)
a. 12:00

2)
b. 4:30

3) c. 11: 45

4)
d. 1:15

e. 3:30
5)
f. 2:45

290
3. Generalization

How do we read the time on a digital clock?

The first one or two numbers before the colon (:) tell the hour.
The numbers after the colon tell the minutes.

*Valuing: What must we do so that our digital clock will last long? (We must take care
of it. We must not play with it.)

C. Application

Flash cards with digital time and call on pupils to read the time.

Example: 12:15

IV. Evaluation

A. Choose the correct time. Write the letter only.

1. one oclock
a) 100 b) 1:00 c) 10:00

2. three oclock and thirty minutes
a) 3:30 b) 330 c) 133:0

3. twelve oclock and forty-five minutes
a) 1234 b) 124:5 c) 12:45

4. nine oclock and fifteen minutes
a) 9:15 b) 915 c) 91:5

5. six oclock and thirty minutes
a) 6030 b) 06:30 c) 6:30

B. Write the missing number.

1) 10:30 minutes after
3) 6:00 A.M.
4) 12:00 noon

C. Write the correct digital time.

1. two oclock and thirty minutes _____
2. five oclock and forty-five minutes _____
3. twelve oclock _____
4. eleven oclock and fifteen minutes _____
5. four oclock _____

V. Assignment

Look for a digital clock. Ask what time it shows. Write the time on your notebook.

291
Indicating Time to the Nearest 15 Minutes of an Hour


Cognitive: Indicate time to the nearest 15 minutes of an hour like 1:15, 1:30, 1:45
Psychomotor: Read and write time as shown on the clock
Affective: Finish the assigned task on time


Skill: Indicating time to the nearest 15 minutes of an hour.
Materials: clock, cutouts of hands, number cards,
Value: Being responsible



1. Drill

a. Show cutouts of hands in the pocket chart. Ask the pupils the number of fingers on
each hand. Let them count the fingers by 5s.
b. Prepare small cards with numbers 5, 10, 15, written on them. Put them on the chalk
ledge. Let the pupils get the numbers and put them under each hand.
c. Teacher may also use the number line in counting by 5s.

2. Review

a. Let the pupils take out their toy clocks. Instruct them to set their clocks to a certain
time. Tell them to take turns in asking one another about the time shown on their
clock.
b. Teacher calls two pupils up front. Ask 1 pupil to write the time mentioned by the other
pupil on the board. Ask more pupils to do the same.

3. Motivation

Tell the class a story.

Mother told Jimmy to clean the house while she was away. Jimmy looked at the
clock. It was 8:00 a.m. Jimmys friends came and they played marbles. He forgot the time
and the task he was assigned to do. Soon, mother came back.

Teacher asks: What will happen?
How will mother feel?
If you were Jimmy, what would you have done first? How would you feel
if you do your assigned task and finish it on time?


1. Presentation

a. Show the clock set at 8:30. Teacher says, It was 8:30 when mother came.

292
b. Discuss:

1) Tell the pupils to look at the position of the long and short hands.
2) Ask Did the long hand move all the way from 1 to 12? From 1 to 6? What about
the short hand?
3) Teacher shows why it is 30. Let them count by 5s from 1 6.
4) Teacher shows the movement of the long hand from 1 3. Ask how many
minutes have past?

c. Teacher sets the clock to different timer and asks pupils to tell the time.
2:30 6:45
4:15 5:30
d. Tell the pupils to get their toy clock.
Instruct them to set their clocks at:
1:45 5:45 6:30
3:30 8:15 9:30
e. Children are called to take turns in asking each other. (They set their own clock to the
time they want.)
f. Teacher shows the way to write the time correctly.
8:45 7:30 10:15


a. Provide practice by letting the pupils write the time on a sheet of paper (time is shown
on the clock)
b. Let the children work in pairs. The teacher reads a sentence. One child will set the
clock to that time and the other child will write it on a sheet of paper.
Example: The children went home at 11:30.
Father fixed the fence at 7:45.

3. Generalization

How many minutes have passed when the long hand moves from 1 to 6? from 1 to 3?
from 1 to 9?

*Valuing: If you have work to do at school or at home, are you willing to do it? Do you do
your work without being told? Are you responsible enough to do the work even without
the teacher telling you?

C. Application

Teacher gives problems for the pupils to solve.

Ask: What is the correct answer?
- Dindo went to school at 6:00. The flag ceremony started after 30 minutes. What time
was the flag ceremony?
- Jan started eating snacks at 3:00. She finished eating after 15 minutes. What time did
Jan finish eating?
- Leslie started reviewing her spelling at 8:45. She finished reviewing after 30 minutes.
What time did she finish reviewing?
- Mrs. Dela Cruz started distributing the tray at 9:30. But 30 minutes before that time, she
prepared the tray. What time did she prepare the tray?
- Rose started checking papers at 10:30. She stopped for 15 minutes to rest. What time
will she check the papers again?

293
IV. Evaluation

A. Write the time shown on the clock.

____ ____ ____

___ ___

B. Draw the hands of the clock to show the correct time.

5:30 1:45 9:30

7:15 10:30

C. Here is the schedule of what pupils will do in school.

A.M. 6:15 cleaning the room
6:30 attending the flag ceremony
10:15 recess
11:00 reading books
P.M. 12:45 having computer lessons
1:30 studying at the library.

1. What time do the pupils have their recess?
2. What time do they clean the room?
3. What is the activity at 1:30?
4. What is the activity at 6:30?
5. What time do they have computer lessons?

V. Assignment

Write 5 things your family does on Sundays and the time you do such activities.

294
Measuring Objects Using Non-Standard Units of Linear Measure


Cognitive: Measure objects using non-standard units of linear measure
Psychomotor: Compare among the non-standard units of linear measure in terms of
consistency and accuracy
Affective: Work with ones partner cooperatively


Skills: Measuring objects using non-standard units of linear measure
Reference: BEC PELC III B 1
Materials: Fingers, objects found inside the classroom, desks, tables, blackboard, pencil,
etc.
Value: Cooperation




How many days are there in 2 weeks?
How many months are there in 2 years?
What month do we celebrate Christmas Day? Valentines Day?
National Heroes Day? Independence Day? New Years Day?
Teachers Day?

2. Drill

Tell the number of days:

a. between Sunday and Wednesday ______
b. from Monday to Friday ______
c. from Sunday to Monday ______
d. between Friday and Tuesday ______

3. Review

Use your clock to show the time.
a. Irish went to the market at 7:30.
b. Roda met her friends at the park at 3:30.

c. Mother wakes up at 6:30.

d. The flag ceremony starts at 7:15.

e. The Grade Two recess time begins at 9:45.

295
4. Motivation

Let the pupils sing this song.
(Tune: The Farmer in the Dell)

Thumbman makes a bow
Pointer makes a bow
Tall man makes a bow
Ringman makes a bow
Littleman makes a bow
Were ready now.
Come dance little fingers
Ting-a-ling-ling-ling
Lets sway to the music
Ting-a-ling-ling-ling

How many fingers do you have?


1. Presentation

a. Ask the pupils to show two of their fingers in one hand.
- Which is longer?
- Which is shorter?
Ask two pupils to stand and have them compare the length of their arms, fingers and
legs. Have them tell who has longer (shorter) arms, fingers and legs.
(Work with their seatmates as they compare the length of their arms, legs and
fingers.)
b. Point to the chalkboard. Do you know how long it is? Can you use a book to
measure the length of the chalkboard?
Use other objects such as straws, pencils and crayons to measure the chalkboard.
How many books long is the chalkboard? pencils long? crayons long? Do they
have the same number of units?
c. Measuring the objects using hand spans or foot longs.
Is your hand as long as this? (teacher shows a hand)
Is your foot as long as mine? (teacher shows a foot)
Let the pupils trace their hands and feet. Cut out the tracing. Then use it to measure
the book, desks and teachers table.
How many hand spans long is your book? feet long?
How many hand spans long is your desk?
How many feet long is your desk?
How many hand spans long is the teachers table? feet long?
Are hand spans and foot long good objects for measuring?
(No, because the length of hand spans and feet long vary in sizes.)
Exchange your hand spans and foot long cut outs with your partner/seatmate.


Measure other objects found in the classroom such as cabinet, shelves, length of the
room, width of the window, curtain, etc.

3. Generalization

What do we use in measuring objects?
What did we measure?

296
Can we compare their lengths?

Objects can be compared in terms of length. Paper clips, pencils, hairpins, nails,
thumbtacks, pins, hand spans, foot steps, etc. are non-standard units of linear measure
that do not give the exact or accurate measures.

*Valuing: In all the activities that you did, how did you work? (with a partner) Did you
do it well? Why? (We cooperated with each other.) Do you do this at home? (Have
pupils cite situations.)

C. Application

Present a story problem.

Lily wants to measure the length of her belt, but she cant find any object that she can
use to measure. So she used paper clips, hair pins and pins.

1. The belt is _______ paper clips long.
The belt is _______ hair pins long.
The belt is _______ pins long.

2. The pencil is _______ paper clips long.
The pencil is _______ pins long.
The pencil is _______ toothpicks long.

3. The pants is _______ sticks long.
The pants is _______ nails long.
The pants is _______ handspans long.

4. The broom is _______ feet long.
The broom is _______ crayons long.
The broom is _______ rulers long.

297

5. The flag is _______ pencils long.
The flag is _______ bottle caps long.
The flag is _______ straws long.

IV. Evaluation

A. How long are these objects?

B. Following directions.

1. Measure the length of your desk using your handspan. How long is it? _______
2. Measure the length of your bag using paper clips and pins. How long is it? _______
3. How long is your pencil case? Measure it using thumbtacks as your unit of measure?
_______
4. Measure your foot using paper clips. How long is it? _______
5. Measure your pad paper with a toothpick. How long is it? ________

298
V. Assignment

How many units long?

2.

____ sticks long

_____ paperclips long

3. 4.

_____ matchsticks long _____ paperclips long

Measuring Mass Using Non-Standard Units of Measurement


Cognitive: Measure mass using non-standard units of measurement
Psychomotor: Manipulate materials for measuring mass with accuracy
Affective: Demonstrate care in handling materials


Skills: Measuring mass using non-standard units of measurement
Reference: BEC PELC III C 1.1
Materials: improvised scale balance, paper clips, hair pins, marbles, pebbles of similar sizes
Value: Carefulness



1. Drill

a. Measure the length of the objects in the room using:
hand span for desks, tables, blackboards
floor foot (step foot one after the other)
window ruler
book crayon

299
b. The pupils tell the measurement.
Example: The desk is 9 hand spans long.

2. Review

Which is heavier? lighter?

a. hollow block ______ ruler

b. towel ______ umbrella

c. book ______ pencil

d. watermelon ______ apple

e. eraser ______ chalk

3. Motivation

Ask the pupils if they have experience going to market with their mothers. Then ask what
the vendor uses when mother buys fruits or meat. (Illicit the answer weighing scale).

Tell the class that long ago, people did not use weighing scales to measure the weight of
objects but they had different ways of measuring them. Do you like to find out?


1. Presentation

Divide the class into 3 groups.

Guided Group Activity

Group 1

a. Give 2 kinds of objects to one member of the group. Example: 1 ball and 1 pencil
b. Let him weigh the objects using his hands.
c. Ask: Which of the two objects is heavy?

300
Group 2

a. Provide an improvised scale balance and 2 kinds of objects.
Example: 1 top and 10 pebbles
b. Let them weigh the top and 1 pebble.
c. Ask: Which is heavier? Why?
d. Add the 9 pebbles one at a time to the pebble until the scale is balanced.
e. What unit is used in measuring the weight of the top?
f. What is the weight of the top?

Group 3

a. Provide an improvised scale balance, 2 kinds of objects, and marbles.
b. Let them weigh the objects one at a time balancing them with marbles.
c. Ask: How many marbles are used to measure the 3 balls so that the scale would
be balanced? the 3 tops?
Which objects used more marbles?
Which is heavier? Why?

Give other objects for pupils to measure using other units such as bottlecaps, 1-peso coin
and others.


a. Using paper clips or hair pins, find the weight of the following:

1) pencil
2) scissor
3) stapler (small)
4) crayon
5) empty bottle of mineral water

b. Give the mass of the objects by giving the number of blocks placed in the scale.

1)

2)

301
3)

4)

3. Generalization

What are the different non-standard units of measurement that we can use to measure
mass?

Mass can be measured using non-standard units of measurements such as our
hands, improvised scale balance and/or with the use of pebbles, marbles, paper clips,
blocks, bottle caps, one-peso coins, pencils, crayola, etc.

*Valuing: How will you use the objects like the scale balance so that it will be used a
longer span of time?

C. Application

Work with your group.

1. Find the mass of different objects such as a pencil case, a glue, a fork, a cup.
2. Use the 1-peso coin to measure the mass of each object.
3. You need a hanger, 2 plastic bags and a piece of string.
4. Put the materials together as shown.
What is the unit used?
What is the weight of the cup?

5. Record the mass of the objects.

Names of Objects
Mass
(Number of 1-Peso Coins)
1)
2)
3)
4)

IV. Evaluation

1. Use bottlecaps to measure the mass of the following objects then record your findings.

Names of Objects
Mass
(Number of Crayola)
1) a pair of scissors
2) two notebooks
3) a spoon
4) a small fruit
5) a glass

302

2. Which has more weight? Write the letter.

1)

A B
2)

A B
3)

A B
4)

A B

V. Assignment

Get 5 objects in your house, measure them using the improvised scale balance and paper clips.
Record the mass of the objects.

Measuring Area Using Non-standard Units


Cognitive: Measure area using non-standard units
Psychomotor: Use several cutouts of squared-colored paper/cardboard in measuring area of
objects around them
Affective: Participate actively in measuring areas of plane figures


Skills: Measuring area using non-standard units
Reference: BEC PELC III.D.1
Materials: Real objects such as folders, gift boxes, tables, chairs, desks, medicine cases,
cassette tapes, etc., cutouts of squared-colored paper or cardboard, flash cards,
cutouts of different shapes
Value: Active participation with the group



1. Drill

Basic addition facts with sums up to 18 using flash cards and fruit chart. On the chart are
cutouts of 10 different fruits with addition sentences. Pupils will pick his/her favorite fruit
then answer the addition sentence at the back of each fruit.

303
2. Review

Distribute pictures of plane figures and let the pupils describe the figure by telling the
number of sides and corners.

3. Motivation

Ask: How big is our table? Would you like to know how I will measure our table? Today,
well learn how to do it.


1. Presentation

a. Direct pupils attention to the surface of the table. Call a pupil and tell him to
measure the surface of the table using his palm. Let the class count it. Ask: What
did Chris use in measuring the table? (His palm.) How many palms have you
counted? ____. So, the area of the table is ______ palms. Call other pupils to
measure the table using their palms. (Pupils with small and big palms.) Ask: Do they
have the same number of units? Lead the pupils to realize that non-standard units of
measurement do not give exact or uniform units of measurement.

b. Show a folder to the pupils. Can you tell how many folders are needed to cover our
chalkboard? Demonstrate how many folders are needed to cover the chalkboard.
Ask: What unit did we use in measuring the area of the chalkboard? What is the area
of the chalkboard?

c. Group Activity:

Distribute several objects to the pupils such as bottle caps, book, empty crayon box,
blocks, blackboard eraser and notebook.

Group I

Using a book, measure the top of the table. Count how many books would be
needed to cover the top of the table.
Using an empty crayon box, measure the top of your desk.
Record the data.

Groups II

Using a notebook, measure the surface of the cabinet. Count how many units.
Using a blackboard eraser, measure the top of your desk.
Record your findings.

Group III

Using bottle caps, measure the surface of your Math book. How many bottle caps
are needed to cover the book?
Using blocks, measure the top of your desk.
Record the results.

After doing the activities, the leader of each group will come up front and report the
results. The group leader will say, Im glad to tell you that the ___ (object measured)
is ____ (number of the object used to measure) units.

304
2. Generalization

How do we measure the area of objects using non-standard units of measure?

We measure the area of a certain object by counting the objects (units) used to measure
that will cover the surface. These units of measurement do not give exact or uniform
measurement; thus they are the non-standard units of measurement.

*Valuing: Did you actively participate in the activities? What do you get it you work
actively with the group? You learn to work fast, contribute what you know and give your
best for the good of the group.

C. Application

Using empty boxes of soap, pencil and milk, the group will
measure the chart. Count the number of units used. Record
the data.

IV. Evaluation

Fill in the blanks.

1.

Unit is __________
Area is _________ pencil cases.

2.

Unit is __________
Area is _________ .

3.

Unit is __________
Area is _________ .

4.

Unit is __________
Area is _________ .

5.

Unit is __________
Area is _________ .

305
V. Assignment

Measure the dining table in your home and TV sets using objects as units. Write the result in
your notebook.

Comparing Non-standard Units of Measure


Cognitive: Compare among the non-standard units of measure in measuring area in terms
of consistency and accuracy
Psychomotor: Use several cutouts of squared-colored paper/cardboard in measuring area of
objects around them
Affective: Participate actively in measuring areas of plane figures.

Skills: Compares among the non-standard units of measuring area in terms of
consistency and accuracy
Reference: BEC PELC III.D.2
Materials: real objects such as folders, gift boxes, tables, chairs, desks, medicine case,
cassette tape, etc., cutouts of squared-colored paper or cardboard, triangles,
flash cards, cutouts of different shapes
Value: Active participation with the group



1. Drill

Basic addition facts with sums up to 18 using flash cards and fruit chart. (see previous
lesson)

2. Review

Distribute cutouts of plane figures and let the pupils describe by telling its number of
sides and corners.

3. Motivation

Yesterday, weve measured areas of different objects in the room. Today, were going to
compare each measurement your group made using non-standard units of measure.


1. Presentation

a. All groups will use similar measuring units such as squares and triangles and they
will measure the area of the same object one at a time.
b. Then, they will list down the result on the board made by the group. Teacher
observes the level of participation of each member while making measurements.

306
c. Doing the activity

Group I Measure the cartolina using colored squares.
Group II Measure the same cartolina using colored triangles.
Group III Measure the top of the desk using colored squares.
Group IV Measure the same desk using colored triangles.

Suggest: Teacher may vary the materials according to what is in the room.

d. Record the data on the chart.

Materials No. of colored
squares
No. of colored
triangles
Remark
Group I
Group II
cartolina

Group III
Group IV
desk

e. Compare the results of the group activity using two different measure units. Did you
get the same result? Why?

Suggestion: Teacher can use other measuring materials and compare it to the
standard one.

2. Generalization

What can you say about measuring areas using non-standard units of measurements?
Are they accurate?

Comparing the non-standard units of measuring area to the standard one cant be
the same. It varies. It may be less or more. It cannot be accurate.

*Valuing: After doing the activities, what did you observe as a member? Did each
member participate actively? Whats the result of being active in the group?

IV. Evaluation

A. How many L does each figure have?

1. = ____ L

2. = ____ L

307

3. = _____ L

4. = _____ L

5. = _____ L

B. How many 7 does each figure have?

6. = _____ 7

7. = _____ 7

8. = _____ 7

308

9. = _____ 7

10. = _____ 7

V. Assignment

Measure the area of your bed using your place mat, handkerchief, pillowcase, face towel,
block of wood, etc. at home. Report the result tomorrow.

Measuring Capacity Using Non-standard Units


Cognitive: Measure capacity using non-standard units
Psychomotor: Tell which containers can hold more or less liquid
Affective: Express the importance of taking the right amount of liquid everyday


Skill: Measuring capacity using non-standard units
Reference: BEC PELC III E 1
Materials: can of milk, glass, pail, bowl, pitcher, bottles, cup, tube, tetra pack, and other
containers common in ones place
Value: Importance of taking the right amount of liquid everyday



1. Drill/Review

Show the chart and let the pupils answer as you call them:

309

How long is each object? Give the answer in units.
= 1 unit 1 paperclip is equal to 1 unit.

1) _____ units

2) _____ units

3) _____ units

4) _____ units

5) _____ units

(match sticks) = 1 unit

Which is longer?

1)

2)

3)

4)

5)

Pencil Case
A8C IZ34b

310
Rest exercise songs: Jack and Jill and Ten Green Bottles

Ten Green Bottles

Ten green bottles, standing on the wall
One green bottle, accidentally falls
9 8 7 6 5 4 3 2 1
And therell be no more bottle on the wall.

2. Motivation

Show a picture of a boy drinking water. Talk about the uses of water in our normal body
functions. Lead the pupils to express the importance of taking the right amount of liquid
everyday.

B. Development Activities

1. Presentation

a. Show the pupils different kinds of bottles, cans and other liquid containers. (Use the
common ones.)

Have them look for the capacity of each bottle or container on its label. Since they
are of different sizes, the amount of water or liquid it contains is also different.

For example, a bottle of soft drink can easily fill up a pitcher. But using a container of
Yakult it will take more time filling up a pitcher. Which one will you use?

Bottle of soft drink

Container of Yakult

Another, what will you use if you want to fill up this pail with water.

Dipper or bottle of soft drink

b. Activity Sheet A

Let pupils do the following as group work. Give one group a bottle of mineral water
and a basin. Using the mineral water bottle, fill up the basin and find out how many
mineral water bottles they need to fill up the basin. Then record the data using the
chart.

311

Activity No. 1

=

basin ___mineral bottle

Activity Sheet B

Activity No. 2

=

___ soft drink bottle pail

This group will use a bottle of soft drink to fill up the pail. How many soft drink bottles
do you need to fill up the pail?

Activity Sheet C

Using a regular cup, count how many cups of water will fill up a kettle. Record your
data on this chart.

Activity No. 3

=

___ cup

2. Generalization

What are the different non-standard units that you can use to measure capacity?

There are lots of non-standard units to measure capacity which are very common
in our place like bottles, cans, glasses, tubes and other containers that can hold
liquids.

C. Application

Activity No. 4

=

___ disposable glass

312
In this activity, the group will use a disposable glass to fill up the pitcher.
How many disposable glasses of water do you need to fill up the pitcher?

*Valuing: Liquids are important to our body. Water is the best liquid that helps our body to
function well. Each of us needs to take at least 8 glasses of water a day. Aside from drinking,
water has many uses.

IV. Evaluation

A. How many does each one can hold?

= 1 unit

1. 2.

____ units ____ units

3. 4.

____ units ____ units

5.
= ___ units

B. How many does each one can hold? = 1 unit

1. 2. 3.

___ units ___ units
___ units

313

4. 5.

___ units

___ units

V. Assignment

What is the capacity of each of the following? Measure the following liquids using a small bottle
of Yakult as your non-standard unit.

1. a bottle of family size Coke
2. a small bottle of soy sauce
3. a long neck bottle of vinegar

Comparing Non-standard Unit to Standard Unit of Measurement for Capacity


Cognitive: Compare the non-standard units of capacity measure with standard units of
capacity measure
Psychomotor: Tell which container can hold more than or less than 1 litre
Affective: Express the importance of water to our daily lives


Skill: Comparing non-standard unit to standard unit of measurement for capacity
Reference: BEC PELC III E.2
Materials: bottles, can of milk, tetra pack, Yakult bottle, glass, pail, dipper, 1 litre empty
bottle of soft drink, 1 litre can of milk
Value: Water conservation



1. Review

Complete the table: (written on the chart)

= 1 unit

1. = ___ units 2. = ___ units

314

3. = ___ units 4. = ___ units

5. = ___ units

2. Motivation

Direct the pupils attention to the picture:

Ask them whether they can tell who among the two boys drank more milk. Tell them that
its not easy to tell the amount of milk in the two containers unless a unit of measure is
used.


1. Presentation

a. Show a real 1 litre container, maybe a bottle or a can. Pour water in it so that the
pupils will have an idea of how much water will 1 litre container can hold.

Show other containers that can hold 1 litre. Have them pour 1 litre of water in each
container.

With these examples you can discuss what a litre is. Using different containers, you
can determine whether the containers contain more than 1 litre or less than 1 litre.

DATA SHEET

1. ___

2. ___

Container
><

315

3. ___

4. ___

2. Group Activity

Activity A

Activity B

Activity C

3. Generalization

Can you compare the amount of liquids when you use non-standard units with that of the
standard one? Yes, but it is better to use a standard unit of measure because if it is one
litre, you are sure enough its one litre. Whenever you are not sure of the amount of
liquid, then use a non-standard units of measure.

C. Application

Group I will be given 1 litre of water in a bottle of soft drink.
They will pour it into small disposable glasses and find out how
many glasses are there in one litre.
______ disposable glass = 1 litre
Materials: water in 1 litre bottle and disposable glasses
Group II How many mineral water bottles can you fill with 1
litre of water?
______ mineral bottle = 1 litre
Materials: 1 litre of water and mineral water bottles
Group III How many Yakult bottles can you get with 1 litre of
water?
______ Yakult bottle = 1 litre
Materials: 1 litre of water and Yakult bottles
Group IV How many Jelly Ace containers can you fill with 1
litre of water?
______ Jelly Ace containers = 1 litre
Materials: 1 litre of water and Jelly Ace containers

316
*Valuing: Water is one best form of liquids. Water has so many uses in our daily lives.
Without water, we cant do things. Water is used in cooking, bathing, cleaning and many
others. What do we do so we wont run out of it?

IV. Evaluation

1 litre =

Container >, <

1. = ___

2. = ___

3. = ___

4. = ___

How many does each one have?

5.

= ___ litres

6. = ___ litres

1 litre
1 litre 1 litre 1 litre 1 litre
1 litre 1 litre 1 litre

317

7.

= ___ litres

(Look at number 5 7 for the objects.)

8. Jacob watered the plants using 2 pails of water.
How many litres did he use in watering the plants? ____________
9. During Angelynes birthday, her mother made
2 jugs of juice. How many litres of water did she use in making juice? ____________
10. Mother washed the clothes. She rinsed the clothes twice using 4 pails of water. How
many litres of water did she use? _____________

V. Assignment

Ask your mother to list down the following things that:

1. she bought in litres
2. she bought using non-standard units

1 litre 1 litre 1 litre 1 litre 1 litre

Math LG Gr1 Grayscale

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Math LG Gr1 Grayscale

Uploaded by

Copyright:

Available Formats

i

Lesson Guides in Elementary Mathematics

You might also like