MATATAG Mathematics Quarter 1 Week 6 Day 1

MATATAG K to Grade
School 1
10 Curriculum Level
Weekly Lesson Name of Learning Mathematic
Log Teacher Area s
Teaching
Dates Quarter 1 – Week 6
and Time
Day
A. Content The learner should have knowledge and understanding of
Standards whole numbers up to 100.
B. Performance Standards By the end of the quarter, the learner should be able to count,
read, write, recognize, and represent whole numbers up to
100.
C. Learning Competencies The learners should be able to;
compose and decompose numbers up to 10 using
concrete materials (e.g., 5 is 5 and 0; 4 and 1; 3 and
2; 2 and 3; 1 and 4; 0 and 5).
D. Learning Objectives At the end of the lesson, the learners should be able to:
 compose numbers up to 10 using concrete
materials (e.g., 5 is 5 and 0; 4 and 1; 3 and 2; 2
and 3; 1 and 4; 0 and 5).
II. TEACHING AND LEARNING PROCEDURES

Before the Lesson/Pre-lesson Proper
Activating Prior Knowledge Game: The Whole Enchilada
Directions:
1. Put on your chef hats and let’s grab our ingredients.
2. Our customer is calling for a specific recipe. Let’s find it
fast and cook it up.
3. Look at the restaurant menu. Each dish needs a special
recipe.
4. Let’s mix it up! Paste the picture of the ingredients and let
us count how many ingredients we used.
*Process the activity.

Ask: How did we create different dishes?
Lesson Purpose/ Intention Ipaliwanag sa mga mag-aaral na ngayong araw tayo ay
bubuo ng malaking bilang sa pamamagitan ng pagsasama ng
dalawang maliit na bilang. Halimbawa Halimbawa, maaari
silang gumawa ng 5 gamit ang 5 at 0, 4 at 1, 3 at 2, atbp.
Lesson Language Practice Introduce key terms such combine, put together, make,
compose.
During the Lesson/Lesson Proper
Reading the Key Idea/Stem Read and understand the story.
Leo the Lion loves building things using colorful blocks.
Today, he wants to make a tall tower, but he only has 2 blue
blocks. He looked around and saw Maya the Monkey with 3
red blocks. “May I borrow your blocks, Maya” Leo asked.
“Sure!” chirped Maya. They put their blocks together, and
guess what? Leo had enough for a tower of 5 blocks.
Questions:
- Who loves building things using colorful blocks?
- What did he decide to do one day?
- How many blocks did he have?
- What is the color of his blocks?
- Was he able to build a tower with his blocks? Explain
your answer.
- What did he do?
- How many blocks did Maya the Monkey have?
- What is the color of her blocks?
- How did Leo the Lion ask for Maya the Monkey’s help?
Developing Understanding Ask: How many blue blocks did Leo the Lion start with?
of Key Idea/ Stem (Show real objects. Let the pupils count)
He wanted a tall tower, was the 2 blocks enough? Why?
What could he do?
Maya also had blocks. How many red blocks does Maya
have? (Show real objects. Let the pupils count).
Let us count all the blocks together. Leo has 2 blue and
Maya has 3 red blocks. If they put them together how many
blocks do, they have in all?
Say: We call putting smaller number or group of things
together to make a bigger group “composing” a number.
In our story, 2 and 3 make the bigger number 5. I have here
other blue and red blocks. Can you think of other ways we
can combine the blue and red blocks to make 5?
Let the pupils make other block combinations to make 5.

Write the corresponding numbers on the board.
Ask them to read each number combination.
Example: 1 and 4 makes make, 2 and 3 makes 5, 4 and 1
makes 5, 5 and 0 makes 5.
Repeat activity ( 2 to 3 times) using other numbers.
Group Activity: A. Shake and Spill – Making 8

1. The teacher will divide the class into small groups.
2. Provide each group with 7 cups each that contains 2 sets
of counters with 2 different colors and number combinations
from 7.
3. Let the group hold the cup one at a time. Ask them to
dance along with the song: Shake your Sillies Out
(https://www.youtube.com/watch?v=NwT5oX_mqS0). When
the music stops, they will carefully spill the counters on the
floor.
4. Have them count the counters of the same color and
record it in their group worksheet.
5. Repeat procedure for the other cups.
6. Group reporting.
7. Process the activity. Stress the concept of composing
numbers.
B. Group Activity: Human Number Bonds – I Can Make 10
Draw a number bond template on the floor.
Say to the class:
1. Look for the big number outside the circles. This is the
number we need to make.
2. Look at the two other small circles in the bond. I will call
some of you to stand inside these small circles. This is the
know part that will help us find the missing number.
3. Call 5 children and ask them to stand in one of the small
circles. Ask another 5 children to stand in the other small
circle.
4. Let the class count the number of children in each small
circle. Write the number on the board. Then, ask the two
group of children to stand together in the big circle? Say: If
we put together the number of children in the two small
circles, what number will we make?
5. Repeat the activity to make different number

combinations that make 10.
6. Write the answer to the board. Let the class read and
process.
Deepening Understanding Illustrate the problem.
of Key Idea/Stem
Glen has 4 doughnuts to share to his siblings while Nonoy
has 6. How many doughnuts will they give in all?
Ask the pupils to complete the sentence: 4 and

6 makes 10
Marie has 2 red ballpens and 8 black ballpens. How many

ballpens does she have in all?
After the Lesson/Post-lesson Proper
Making Generalizations What is the process of putting together two numbers to
make a bigger number? (It is called composing a number.)
Evaluating Learning Use your counters to show different ways to make number 9.
Write the combinations below:
Combination Drawing with Counters
9 and 0
8 and 1
7 and 2
6 and 3
5 and 4
4 and 5
3 ang 6
2 and 7
1 and 8
0 and 9
Additional Activities for Create your own combinations
Application or Remediation 1. Choose any number up to 10 and create as many
(if applicable) combinations as you can.
Number: _______________

_____ and _____
_____ and _____
_____ and _____
_____and _____
_____ and _____
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
1. Textbook
Additional Materials
from Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper
Activating Prior Knowledge
Lesson Purpose/Intention
Lesson Language Practice
Reading the Key Idea/Stem
During/Lesson Proper
Developing Understanding
of the Key Idea/Stem
Deepening Understanding
of the Key Idea/Stem
After/Post-Lesson Proper
Making Generalizations
and Abstractions
Evaluating Learning
Additional Activities for
Application or Remediation
(if applicable)
Remarks
Reflection

MATATAG Mathematics Quarter 1 Week 6 Day 1

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MATATAG K to Grade

II. TEACHING AND LEARNING PROCEDURES

*Process the activity.

Let the pupils make other block combinations to make 5.

Group Activity: A. Shake and Spill – Making 8

5. Repeat the activity to make different number

Ask the pupils to complete the sentence: 4 and

Marie has 2 red ballpens and 8 black ballpens. How many

Combination Drawing with Counters

III. LEARNING RESOURCES

IV. TEACHING AND LEARNING PROCEDURES

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