Lesson Plan in Mathematics

Kindergarten

A. Content Standard:
The child demonstrates an understanding of the sense of quantity and numeral
relations, that addition results in increase and subtraction results in decrease.

B. Performance Standard:
The child shall be able to perform simple addition and subtraction of up to 10 objects
or pictures/drawings.

C. Learning Competency:
Count objects with one-to-one correspondence up to quantities of 10. (MKSC-00-07)

I. OBJECTIVES: At the end of the lesson, 75% of the learners must achieved 80%
proficiency level;

a. identify number of objects;

b. evaluate object representation of number; and
c. count objects with one-to-one correspondence up to quantities of 5.

II. SUBJECT MATTER

A. Topic: Counting objects with one-to-one correspondence up to quantities of 5
B. References:
Most Essential Learning Competencies (Kindergarten) (MKSC-00-7)
Budget of Work Quarter III – Week 7 – Day 1

Reference Materials: Learners Activity Sheets Quarter III – Week 7

C. Instructional Materials: real objects (pencils, crayons, notebooks, blocks, chalks,
ballpens, books, wooden beads) pictures, video, charts
D. Other Learning Resources: Pinterest.com, ELLN materials, Youtube
E. Integration: Music
Literacy
(Vocabulary Development)
 Name common objects/things in the environment (in school,
and community).
Science
 Use objects and materials safely.
Sining (Creative Expression)
 Nakakaguhit, nakapagpipinta at nagkapagkukulay ng iba’t –
ibang bagay o gawain.
F. Method: Explicit Teaching
G. Strategies: Inquiry Approach, Collaborative Approach, Team Games Tournament

III. PROCEDURES
 Teacher’s Activity Pupils’ Activity

A. Preliminary Activities

1. Prayer
2. Checking of Attendance
3. Setting of Standards

What will you do when teacher is in front? We will listen teacher.

4. Presentation of Learning Targets

Let us read the learning targets of the day.

I can identify the number of objects;

I can evaluate object representation of number; and
I can count objects with one-to-one correspondence up to quantities of 5.

5. Drill

There are hidden number under your desk,

take the number and identify it.
We will sing the “Number Song”, when your
number is asked to sing, face your classmates,
and sing tralalalalala and say your number.
Am I clear class?
Now, let us sing the “Number Song”. Yes, ma’am May!
“Ang mga numero”

Usa, usa, usa, usa

Kinsa may mokanta?
Tralalalalalala
Numero usa.
Duha, duha, duha, duha
Kinsa may mokanta?
Tralalalalalala
Numero duha.
Tulo, tulo, tulo, tulo
Kinsa may mokanta?
Tralalalalalala
Numero tulo.
Upat, upat, upat, upat
Kinsa may mokanta?
Tralalalalalala
Numero upat.
Lima, lima, lima, lima
Kinsa may mokanta?
Tralalalalalala
Numero lima.
Usa, duha, tulo, upat, lima
Kinsa may mokanta?
Tralalalalalala
Kita ang mokanta.

Okay, back to your seats.

Music Integration:
What numbers are mentioned in the song? The numbers mentioned in the song are one,
Very good! two, three, four, five.

6. Review

Yesterday we discussed about rote count

from 1 to 20.
I have here a caterpillar chart, with missing
numbers on it. Pick the number below and place
it on the right position.

B. Developmental Activities

1. Motivation

I will show you a video. Watch the video (Pupils watching the video)
carefully because I am going to ask questions
after the video.

What is the video all about? The video is about counting.

Did she use any objects in counting? Yes, ma’am.
What objects did she use? She used tomato in counting.
She used eggplant in counting.
She used avocado in counting.
She used pineapple in counting.
She used carrots in counting.
What numbers are mentioned in the video? The numbers mentioned in the video are 1, 2,
Very good! 3, 4, and 5.

2. Motive Question and Giving of Hypothesis

Our lesson for today is about counting

objects with one-to-one correspondence up to What objects can be counted?
quantities of 5, what question can you raise?

Okay, I will write your answer on the board.

From the question you make, what are the
possible answers?

(pupils answers may vary)

C. Presentation of the New Lesson
 Our lesson for today is about counting
objects with one-to-one correspondence up to
quantities of 5.

I have here numbers on the board.

1, 2, 3, 4, 5

Let us say the numbers. 1, 2, 3, 4, 5

This is number 1 in Filipino isa, in English

one.
This is number 2 in Filipino dalawa, in
English two.
This is number 3 in Filipino tatlo, in English
three.
This is number 4 in Filipino apat, in English
four.
This is number 5 in Filipino lima, in English
five.

In counting objects, we can use our finger in

pointing or touching the objects but just once so
that we will not be confused while counting.

We can use any objects in counting.

1. Teaching Modelling
Explicit teaching “I Do”

(The teacher will do the attention check)

Position number 1. (pupils raising both their hands)

Position number 2. (pupils move their hands sidewards)
Position number 3. (pupils move their hands forward)
Position number 4. (pupils put their hands on the desk)

Let us learn counting objects with one-to-one

correspondence up to quantities of 5 using these
blocks.

Concrete

This is square block. 1, there is one square

block.
Number 1 correspond to one square block.

These are triangle blocks. 1, 2, there are two

triangle blocks.
Number 2 correspond to two triangle blocks.
 These are rectangle blocks. 1, 2, 3, there are
three rectangle blocks.
Number 3 correspond to three rectangle
blocks.

These are cylinder blocks. 1, 2, 3, 4, there are

four-cylinder blocks.
Number 4 correspond to four-cylinder
blocks.

These are wooden beads. 1, 2, 3, 4, 5, there

are five wooden beads.
Number five correspond to five wooden
beads.

Semi-Concrete

Let us count objects in the pictures.

1
usa

This is strawberry. 1, there is one

strawberry.
Number one, correspond to one strawberry.

2
duha

These are bananas. 1, 2, there are two

bananas.
2. Guided Practice “We Do”

Now, let us have an activity.

I will give each one of you containers with
objects inside.
What are the objects from the containers? The objects in the container are pencils,
ballpens, crayons, chalks, and paper.

Science Integration:

Are the objects edible? No, teacher.

Why it is not edible? (pupils answer may vary)
Very good!
What are we going you going to do with that
objects, are you going to throw or stab it to your
classmates? No, teacher.
Why? (pupils answer may vary)
Very good!
We can use all that objects in counting, so do
not try to throw or stab it to your classmates so
that no accidents will happen.
Now, let us begin our activity.
Let us count the objects.

Concrete

Take paper.

Let us count the eraser. 1

How many paper are there? There is one eraser.
Very good!
What do we do with eraser? We will erase the mistake when we write.

Now, take the crayons.

1, 2
Let us count the crayons. There are two crayons.
How many crayons are there?
Very good!
What are the color of your crayons? (pupils answer may vary)
What is your favorite color? (pupils answer may vary)

Now, take the ballpens.

1, 2, 3
Let us count the pencils. There are three pencils.
How many pencils are there?
Very good! We use pencils in writing.
What do we do with pencils? (pupils answer may vary)
How many pencil do yo have?

Now, take the ballpens.

1, 2, 3, 4
Let us count the ballpens. There are four ballpens.
How many pencils are there?
Very good! (pupils answer may vary)
Do you have ballpens? (pupils answer may vary)
Do kindergartens use ballpens in writing?
Why? (pupils answer may vary)

Now, take the chalks.

Let us count the chalks. 1, 2, 3, 4, 5

How many chalks are there? There are 5 chalks.
Very good!
Who uses the chalk? You, teacher.

Semi-Concrete

Now, face here in front.

Let us count the objects in the pictures.

What object is in the picture? There is a chalkboard.

1
usa
How many chalkboard are there? There is one chalkboard.
Chalkboard is use for writing.

duha 2
 What objects are there in the picture? There are printers.
How many printers are there? There are two printers.
Who among you here have printer in there (pupils answer may vary)
home?

3
tulo
What objects are there in picture? There are notebooks.
How many notebooks are there? There are three notebooks.
Who have notebooks here? (pupils answer may vary)
How many notebooks do you have? (pupils answer may vary)

4
upat
What objects are there in picture? There are bags.
How many bags are there? There are four bags.
How many bags do you have? (pupils answer may vary)
What are the things inside your bag? (pupils answer may vary)

5
 lima
What objects are there in picture?
How many sharpeners are there?
When do we use sharpener? There are sharpeners.
There are five sharpeners.
Literacy Integration: When we sharpen our pencils.

These objects pencils, crayons, ballpens,

eraser, chalks, chalkboard, printers, notebooks,
bags, and sharpeners. Where do we use these
things?
What objects do we use for writing?

We use these objects in school.

What object do we use in coloring? We use pencils, ballpens, chalks, paper,
notebooks and chalkboard in writing.
We use crayons in coloring.

Semi-Abstarct

Now, get your pencil and drawing book.

You will draw the objects I will be telling
you and how many objects it will be.

Sining Integration:

Draw one book.

Draw two pencils.

Draw three erasers.

Draw four papers.

Draw five crayons.

3. Independent Practice “You Do”

Now, I will divide you in to two groups.

 This will be the group 1 and this will be the
group 2.
We will have a game.
You form a line. The person in front will be
the one to do the task. After he/she is done
he/she will run to the back and the next person
will do the task. Always wait for my “GO’
signal before running here in front.
First to answer or do the task will receive 1
star point.
At the end of the game, the group who has
many stars is the winner.
Am I clear class?
Are you ready? Yes, you are teacher.
Yes, we are ready?

1st task – put 4 beads on the lace.

2nd task – tell how many objects are there in the

picture

3rd task – draw one butterfly on the board

4th task – tell how many objects are there in the

picture

5th task – put two beads on the lace

Now, go back to your seats and let us count

your stars.
Group 1 has 2 stars while group 2 has 3 stars.
Our winner for this game is group 2.
Let us give them “Mommy Dionisa Clap”.

1, 2, 3 – 1, 2, 3, Very good! Very good! Very

good!
D. Application

Slow Learners
Directions: Count the objects in the pictures in column A and match to its corresponding
number in column B.
A B

1. a. 5

2. b. 1

3. c. 3

4. d. 2

5. e. 6

f. 4

Average Learners
Directions: Count the objects in the pictures and encircle the correct number.

Fast Learners
Directions: Count the objects in the pictures and write the number on the circle.
 1.

2.

3.

4.

5.

E. Generalization

Now, let us go back to the question you raise

earlier. Let us find out if the answers you gave,
answer your generated question.
The question is what objects can be use in
counting?

Your answers are stones.

Is it correct?
Is pencils correct? Yes, teacher.
How about apples? Yes, teacher.
Yes, teacher.
What did we do today?
Today we learn about counting objects.
What numbers did we learn today? We learn the numbers 1 to 5.
Can you give objects that can be use in (pupils answer may vary)
counting?

IV. Evaluation

Directions: Count the objects in the pictures and write its corresponding number in the line.
 1.

2.

3.

4.

5.

V. Assignment

In your assignment notebook, draw the

following objects.

1. 4 glasses
2. 1 plate
3. 5 spoons
4. 3 cups
5. 2 forks

VI. Reflection

A. No. of learners who earned 80% in the

evaluation.
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies work
well? Why did this work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve.
G. What innovation or localized materials
did I use/ discover which I wish to share
with other teachers?

Prepared by:

MAYFLOR T. CERTICIO
Kindergarten Adviser

Noted by:

ELMER S. GASULAS JR.

School Head