Guitong Elementary School –

MULTIGRADE School Grade Level I & II

Tulaleng Extension
LESSON
PLAN Teacher Learning Area Mathematics
Date August 5-9, 2024 Quarter First Quarter/Week 2
Contend Standards GRADE 1 GRADE 2
The learners........ should have knowledge and understanding of simple 2- whole numbers up to 1 000, ordinal numbers up to
dimensional shapes and their features. 20th, and money up to PhP 100

addition of whole numbers up to 1 000 including money

Performance Standards is able to identify and distinguish simple 2- is able to recognize and represent, compare, and order
The learners....... dimensional shapes. whole numbers up to 1 000, ordinal numbers up to 20 th,
and money up to PhP 100 various forms and contexts
Day 1
Learning Competencies  identify simple 2-dimensional shapes (triangle, Groups objects in ones, tens, and hundreds.
rectangle, square) of different sizes and in M2NS-Ib-2.2
different orientations. Gives the place value and finds the value of a digit in
 compare and distinguish 2-dimensional shapes three-digit numbers. M2NS-Ib-10.2
according to features such as sides and corners; Visualizes and counts numbers by 10s, 50s, and 100s.
and M2NS-Ib-8.2
 compose and decompose triangles, squares, and
rectangles.
Learning Objectives At the end of the lesson, the learner should be able to: Groups objects in ones, tens, and hundreds.
● describe a triangle according to the number of sides Gives the place value and finds the value of a digit in three-
and corners; digit numbers.
● differentiate triangles from rectangles and squares;
and Process Skills: Grouping objects in ones, tens, and hundreds
● recognize triangles in their surroundings. Giving the place value and finding the value of a digit in
three-digit numbers.
Values Integration: Accuracy in counting numbers
Learning Resources Pictures Curriculum Guide, Teachers Guide p. 11- 14, Budget of Work,
Mathematics(LM) p.16- 21, Pocket Chart,number cards,
Counters such as corn, bean seeds, stones, sticks, bottle caps,
plastic bag, plastic bottles, cut-outs, pictures
: Grouping Structures (tick boxes):

 Whole Class  Grade Groups

describe the parts of the lesson (for  Ability Groups
example the introduction), where you may  Friendship Groups
address the whole class as one group  Other (specify)
 Mixed Ability Groups  Combination of Above
 Teaching, Learning and Assessment Activities
PRIMING ACTIVITY
Show a big brown envelope to the learners. Let a learner trace its outline on the board. Ask if they know the
name of the shape drawn on the board. Tell them they will know more about this shape in today’s lesson.
T I
Show a paper plane to the learners Group the class into two. Give each group a copy of appendix
as shown. Ask the learners’ 3. (Refer to Appendix 3)
experiences with a paper plane. Ask A. Iladawan dagiti ladawan. Isurat ti umno nga
them the shapes they see on the sungbat.
paper plane. They are expected to Isurat ti dagup dagiti numero nga adda iti uneg ti drowing.
see triangles. Call a learner to point
to a triangle on the paper. In case they cannot name
the shape, tell them that they will learn about this
shape in today’s lesson
I T
Provide each learner with LAS 1. Make sure the Discuss to the class the activities given to each group.
instructions are clear to them before letting them Present the lesson by playing the game “The Boat is sinking”
proceed Say “The boat is sinking- group into 3! into5…into 6…” and the
last number will be grouped into 10!”
Call on someone to count how many groups of tens are in
theclass.
Stress the tens place of a number.
Ask a pupil to count the classmate who did not make a group
of ten. Underline the ones of the number you wrote.
Tell the pupil to read the number as group of tens and ones.
Show to your class 10 bundle of sticks.
Explain to them that 10 bundles of stick make a hundred.
Show the illustration to the class. (Refer to Appendix 5)
T I
To summarize the lesson, ask the learners the Give each learner a worksheet to answer. Appendix 7
following:
How many sides does a triangle have? It has three
sides.
How many corners does a triangle have? It has three
corners.
How do we describe a triangle? A triangle is a shape
with three sides and three corners.
How do we compare a triangle to a square and a
rectangle? All three shapes have corners and sides.
However, both the square and rectangle have four sides
and four square corners while a triangle has three sides
and three corners.
A A
Let the learners answer Assessment 1. Give each learner a worksheet to answer. Appendix 9
Remarks
Reflection
Day 2
Learning Objectives At the end of the lesson, the learner should be able to Visualizes and counts numbers by 10s, 50s, and 100s
recognize triangles of different sizes and in different
orientations. Process Skills: Visualizing and counting numbers by 10s, 50s,
and 100s

Values Integration: Carefulness

Learning Resources BOW
CG: 26
Procedures Teaching, Learning and Assessment Activities
PRIMING ACTIVITY
T
Kantahin ang “Limang Palaka”
Ilan ang palaka na nabanggit sa awit?
Ano ang mga kilos na inyong ginawa habang umaawit?
T G
Get one of the triangles on the Group the class into three. Give each group a copy of
board. Rotate the triangle in appendix.
different positions. For every Group 1 Appendix 11, Group 1
change in position, ask the Group 2 Appendix 12, Group2
Group 3Appendix 13, Group 3
learners if the shape s still called a
triangle and let them explain why,

I T
Ask the learners to do LAS 2. Pagtalakay sa sagot ng mga bata.
Discuss to the class the activities given to each group.
Present to the class a story problem.Show the picture of a
family working together counting the barbecue stick.
Tell a story. Emphasize the value of being industrious.(Refer to
Appendix 16)
Let pupils do the following activity:
Group 1: Group the stick by 10’s
Group 2: Group the stick by 50’s
Group 3: Group the stick by 100’s
T I
Tell the learners to describe the size and orientation of Give each learner a worksheet to answer. Appendix 18
the triangle they have drawn. Ask the learners why they
are still called triangles even if they have different sizes
and orientations. It is expected for them to say that
 those are still called triangles because each has three
sides and three corners.
Can a triangle be big or small? Yes, as long as it has
three sides and three corners.
If we change its orientation, is it still called a triangle?
Why? Yes, because it still has three sides and three
corners.
A A Give each learner a worksheet to answer.Appendix 20
Let the learners do Assessment 2
Remarks
Reflections
Day 3
Assessment Objectives Answer the weekly tests wit at least 80% mastery
Subject Matter Weekly Assessment
Learning Resources Testing materials and pencils

Prepared by: Checked by:

_____________________________________________ JONATHAN D. SALES
Teacher I Head Teacher I