Math Grade 1

3rd Quarter

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 3rd Quarter Grade 1
Supplemental Lesson Plan

Counting Groups of Equal Quantity Knowledge

Introduction to
Introduction Multiplication
1. Show to the class a picture of objects grouped in
equal quantities and post it on the board.
Learning
Example: Competency
M1NS-IIIa-37
• Counts groups
of equal quantity
using concrete
objects up to
2. Ask some volunteers to go to the board and count 50 and writes
aloud. an equivalent
expression
Body
1. Present to the class a sample problem on counting KU
objects grouped in equal quantities. Numbers can be
Sample problem: used to count, label,
Rica went to a fruit and vegetable store. She wanted to order, identify,
count each kind of fruit and vegetable available at the measure, and
store. Can you help her count? describe things and
experiences.

KQ
How do we use
numbers every day?

2. Ask the pupils to count the number of watermelons

altogether in the picture.
3. Next, have the pupils count the number of carrots.
4. Lastly, have the pupils count the number of cabbages
all together.

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5. Ask the pupils to recall how they counted the number
of items. Question the pupils whether there are any
easier ways to count the fruits and the vegetables. For
example, they can see that there are 4 watermelons
in each rack and there are 3 racks all together. Based
on this, can the total number of watermelons be
found easily?
6. Using an easier way to count objects grouped
equally, have the pupils count the other vegetables
in the fruit store and let them write an equivalent
expression.
7. Let the pupils answer more exercises on counting
objects grouped equally and write an equivalent
expression.

Conclusion
To facilitate the summary of the lesson, let the pupils
complete the following:
“I have learned that ______________.”
“I have realized that ______________.”
“I have discovered that ____________.”

Separating Objects into Groups of Equal Quantity Knowledge

Introduction to
Introduction Division
1. Show to the class 2 loot bags, candies,
chocolates, pens, and etc.
Learning
2. Then ask the pupils: “How can the things be put Competency
in groups of 2 in the loot bags?”
M1NS-IIIa-48
3. Call on volunteers to share their answers.
• Visualizes,
represents, and
Body separates objects
into groups of
1. Arrange 5 clear containers in front of the class. Show
equal quantity
to the class small balls (Example: ping pong balls) and
using concrete
tell the class that you want to put the 20 balls into the
objects up to 50
5 clear containers with each container containing an
equal number of balls.

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 Sample: KU
Numbers can be
used to count, label,
order, identify,
measure, and
describe things and
2. Get a volunteer to put the 20 balls in the containers experiences.
one ball at a time.
KQ
How do we use
numbers every day?

3. Call on a volunteer to count the number of balls in

each container.
4. Lead the class to see that there is an equal number of
4 balls in each container.
5. Give the pupils another situation on grouping
objects in equal quantities.
6. Ask 14 volunteers to come forward and stand in
front of the class. Instruct the 14 pupils to pair up by
holding hands with their partners to form groups of
2. Get the rest of the class to count the number of
pairs. Lead the class to see that there are 7 groups
of 2. Write on the board “7 groups of 2” and get the
whole class to repeat the phrase.
7. Repeat the process with groups of 3, 4, and so on,
and with additional volunteers from the class.
8. For enrichment, let the pupils pair-up and choose Differentiated
one task from the following: Activites
a. Draw illustrations that show grouping of objects
into equal quantities and write an equivalent
expression.
b. Collect small objects and group them into equal
quantities and write an equivalent expression.

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Conclusion
Conduct a spin-off 3-2-1 (Rutherford, 2008) activity.
Ask the pupils to write on a piece of paper their
thinking on the:
• 3 important facts they learned
• 2 questions about the lesson
• 1 realization about the lesson

Constructing Equivalent Number Expression Knowledge

Using Addition and Subtraction Addition and
Subtraction
Introduction
1. Post the expression 6 + 5 on the board. Tell the Learning
class that you want to have a subtraction sentence Competency
equivalent to the given expression. M1AL-IIIh-8
2. Elicit the pupils’ prior knowledge constructing • Constructs
equivalent number expression using addition and equivalent
subtraction using KWL Strategy (Ogle, 1986). number
expression using
What I Know What I Want to What I Learned addition and
Know subtraction

KU
Numbers can be
3. Post on the board what they know and wanted to used to count, label,
know as they say it with the class. order, identify,
measure and
describe things and
Body experiences.
1. Ask the class to recall the number bonds taught in
addition and come up with number bonds equal to
KQ
15.
How do we use
15 15 numbers everyday?

10 + 5 9 + 6

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2. Using the same number, let the pupils think of other
number bonds equal to 15, but this time, using
subtraction.

15 15

16 – 1 17 – 2

3. Tell the class that since all expressions are equal to

15, we can equate the expressions:
10 + 5 = 16 – 1 9 + 6 = 16 – 1
10 + 5 = 17 – 2 9 + 6 = 17 – 2

4. Ask some pupils to give other equivalent expressions

for the number 15.
5. Post another number on the board. Let the pupils
think equivalent expressions using addition and
subtraction.
6. Post a matching activity. Using Think-Pair-Share
activity (Lyman, 1981), ask the pupils to answer
individually then form in pairs to discuss their
thoughts and compare their answers. The pairs will
share their answers to the whole class.
1. 12 – 7 a. 25 – 4
2. 16 + 5 b. 20 – 1
3. 19 – 10 c. 3+2
4. 18 – 6 d. 5+4
5. 13 + 6 e. 6+6

7. Present a situation that includes equivalent

expressions using addition and subtraction.
Example:
In a mango tree, there are five birds in a branch.
Three birds came and joined. While, at the other branch
of the tree, there are ten birds but two birds flew. How
many birds do each branch have?

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8. Group the pupils into four groups. Let each group
come up with a situation that shows equivalent
expressions using addition and subtraction. Let each
group present their work to the whole class.

Conclusion
Use Stoplight Signal Cards to assess the pupils’ level of
understanding of the lesson.

RED means “Stop. I’m lost.”

YELLOW means “Slow down. I’m getting confused.”

GREEN means “ Go ahead. I know where I am going.”

Identifying and Creating Patterns to Compose Knowledge

and Decompose Using Addition Compose and
Decompose Using
Introduction Addition
As a preliminary activity, let the pupils answer the
matching activity below:
Learning
1. 9 a. 10 + 10 Competency
2. 10 b. 8+6 M1AL-IIIi-9
3. 6 c. 4+5 • Identifies and
creates patterns
4. 14 d. 2+4 to compose and
5. 20 e. 5+5 decompose using
addition
Body
1. Let the pupils bring a family picture with them. Then KU
ask, “What does the picture show?” Possible answers: We use numbers to
happy family, the number of people in the family, father, represent objects
mother, and the number of kids. and things around
2. Ask some volunteers: “How many people are there in us.
the picture?” Write the answer on the board.
3. Discuss with the class, “How can we put the family
members into two groups?”

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4. Ask the pupils to make number stories involving the KQ
members of their own family. Write the numbers that
Why/When do we
came up on the board.
use numbers?
5. Using the pupils’ stories about their family, discuss
with the class how to compose and decompose
numbers using addition.
Examples:
6 = 0 + 6, 1 + 5, 2 + 4, 3 + 3
5 = 5 + 0, 4 + 1, 3 + 2
4 = 0 + 4, 1 + 3, 2 + 2

6. At this point, ask the pupils to form a group with Differentiated

three members and choose a task below: Activities
a. Create a story that involves composing and
decomposing a number in a school setting.
b. Create a song that involves composing and
decomposing a number.
c. Draw an illustration of objects or people that
involves composing and decomposing a
number.

Conclusion
To assess the pupils’ understanding of the lesson, let
them complete the sentence.
“I have learned today _____________________
____________________________ and I promise that
__________________________________________.”