Subject: Mathematics Quarter: 1st

Level: 1 Teacher: Ms. Stephanie Sison

Unit: Number Operations - 1 Time Frame: 10 days

I. Objectives:
At the end of the lessons, students should be able to:
1. Cognitive: Define addition and subtraction.
2. Affective: Explain the difference between addition and subtraction.
3. Psychomotor: Demonstrate how to add and how to subtract.

II. Subject matter:

Topic: Addition and Subtraction
References: Thinking Kids. Brainy Book for Addition and Subtraction. (2015). Carson-Dellosa Publishing; pp. 5-256
Materials: Apples, Cereals

III. Learning Activities

Teachers Activity Students Activity
1. Daily Routine
Good afternoon, Class. Good afternoon too, Maam.
Andrea will lead the prayer. Andrea will lead the prayer.
Thank you, Andrea. You may now take your seat. Students will sit down
I will now check your attendance, say present when I
mention your name. Each student will say present when I mention his/her name.
2. Review
Before we proceed to our new lesson, lets have a quick It was about counting and arranging numbers in order
review. What was our previous lesson? from 1 to 20.
Thats right. How do we arrange numbers? We start from the lowest which is 1 up to the highest
which is 20.
3. Motivation
Now that you know how arrange numbers from lowest to
highest, lets have a simple game. Students will listen
Show a simple jumbled words puzzle.
In one minute I want you to find the two words below.
Start timer. End timer. Students will look for the words
Have you found them all? Yes, Maam!
I want the group of Mic to show us the words found. Can The group of Mic will arrange the words
you stand up and show the words?
Very good. Thank you. You may now take your seat. The group of Mic will take their seat

B. Procedures
1. Presentation
Have you already encountered these words? Not yet, Maam.
Today we will be discussing addition and subtraction of
numbers. Students will listen
 2. Discussion
Write 1 + 1 on the blackboard. Put one chalk in one hand, and
another chalk in the other hand. Show students that this
means a chalk and another chalk together equals two chalks.
Define addition as putting together. Students will listen
Show three apples on the board. Place a plus sign followed by
three more apples.
Two apples together with three apples makes what? Five apples.
Write down 2 + 3 = 5 on the blackboard to show how to record
equations like this.
Give each student a bag of cereal and a piece of paper.
Do all of you have a bag of cereal and a piece of paper? Yes, maam
Put together the cereals given and write your answer on the
paper.
"4 pieces together with 1 piece is equal to 5." Students will write down the answer
Write 4 + 1 = 5 on the board
Pull out five pieces of cereal from your bag and put them on
the table.
How many do I have?
Correct. 5 pieces.
If I eat two of the pieces of cereal. Take away two pieces of
cereals. How many do I have now? 3 pieces.
Discuss that if you start with five pieces and take away two,
you have three pieces left over. Define subtraction as taking
away.
Write your answer down. Take out three pieces of cereal from Student will take out three pieces of cereals and eat one
your bags and eat one. 1
How many is left over?
Lets practice, get 6 pieces, take away 2 pieces is equal to 4. Students will write down the answer
Write 6 - 2 = 4 on the board
3. Applications
Divide the students into groups of 4. Students will be grouped into 4
Make your own addition or subtraction problems for the class.
You can use your fingers, books, pencils and crayons.
Example, kindly come to the front, Kim, Mani and Nic. Kim, Mani and Nicole will come in front of the class followed by
Let the class count. How many are they? Three
Correct. Now if I may ask Karla to kindly to come to the front. Karla will come in front of the class.
Now how many are they? Four
Correct. Explain that it became 3 + 1 = 4.
Thank you. You may now sit and go back to your group. Kim, Mani, Nic and Karla will return to their respective groups.
Give students time to think of a problem. Walk around the Students will make their own problem
room to assist with their thinking.
Group 1, kindly present your problem. Students, write down in Students will present their problem and write down their
a piece of paper the presenters problem and write down your answer.
own answer.

IV. Evaluation
1. 3 pieces together with 6 pieces is equal to?
2. 6 pieces together with 2 pieces is equal to?
3. 8 pieces, take away 1 piece, equals?
4. 3 pieces, take away 2 pieces, equals?

V. Assignment
Ask students to go home and describe to their family what putting together and taking away means and what it looks like on
paper. Have a family member sign off that this discussion took place.