Semi-Detailed Lesson Plan in Mathematics

For Grade 1
Content Mathematics 1 First Quarter: Number and Algebra
Content The learners should have knowledge and understanding of addition of numbers
Standards with sums up to 20.
Performance By the end of the quarter, the learners are able to compare and order numbers
Standards up to 20 and perform addition of numbers with sums up to 20. (NA)
Learning Illustrate addition of numbers with sums up to 20 using a variety of concrete and
Competencie pictorial models and describes addition as “counting up,” and “putting together.
s
Learning At the end of the lesson, the learners should be able to:
Objectives
1. Illustrate addition of numbers with sums up to 20 using a variety of concrete
and pictorial models and describes addition as “counting up,” and “putting
together.

Subject Matter Illustrating Addition with Sums Up to 20 and Describing Addition as

Counting Up and Putting Together

Valuing Honesty
TEACHING AND LEARNING PROCEDURE
Activating
Prior Have the learners bring out one, two, three, four, or five popsicle sticks or any
Knowledge counter. Let them put the popsicle sticks on their desk. Let them combine their
popsicle stick with that of their seatmate. Have them tell the class the number of
combined popsicle sticks, like, 5 and 4 is 9. (Do this activity snappily)

The teacher joyfully asks the pupils again to sing a song entitled: “My Fingers in
Motivation my Hands”

“One and One, Two

Two and Two, 4
Three and Three, is six for me.
Four and Four, Eight
Five and Five, Ten
Little Fingers in my hands.

Lesson To illustrate addition as putting objects together

Purpose/
Intention
Lesson Put together, combine objects, group of objects, Plus, equals, sum, addends,
Language order property of addition, zero property of addition, counting up
Practice
Reading ADDITION is…
the Key
Idea/Stem Putting things together, combining objects, counting up.
 Terms related to ADDITION…group of objects, plus, equals, sum,
addends, order property of addition, zero property of addition.
Presentatio (Note: For the 1st Day of the lesson.)
n of
Do you know how to count up and put things together? How will you combine
Lesson/Dev
eloping and put things together?
Understandi Look at these sets of pictures below. Box A has 6 stars. Box B has 4 stars.
ng of Key
Idea or Counting up the number of stars in each box, we have,
Stem A B

6 + 4 = 10
Addend Addend Equal Sum
The combination and putting together of objects are called ADDITION. The set
of objects or numbers combined are called ADDENDS. While, the answer in putting
together all the objects or numbers is called SUM.
In the number sentence above, 6 + 4 = 10; 6 and 4 are called Addends.
This symbol “=” means EQUAL, and 10 is called SUM.

Consider also this example below:

8 + 6 = 14
Even if we will interchange the position of the addends, the answer will
always be same. Or changing the order of the addends will not change the
answer.

6 + 8 = 14

This means that when we add the same number to both sides of the
number sentence then, the two sides remain equal.
 (Note: For the 2nd Day of the lesson.)

Johnny has 8 red hearts. Mary has 4 green hearts. If they will combine them
all, how many hearts do they have together?

8 + 4 = 12

Answer: Johnny and Mary have 12 hearts.

Deepening Group yourselves into 2 groups. “Group A” for Beginning, “Group B” for
Understandi Intermediate. You will be given 10 minutes to answer your activity. Each group will
ng of Key report their outputs only for 3 minutes in each group. (You may state the rules in
Idea/Stem/ performing their group activity).
Analysis
FOR GROUP A:

Refer to Activity No. 2: “Addition as Putting Objects Together”

Objective: Illustrate addition of numbers with sums up to 20 using a variety of
concrete and pictorial models and describes addition as “counting up,” and
“putting together

Materials Needed: Worksheets, Pencil, Manila Paper, Pentel Pen

(Note: For 2nd Day ai applicable)

FOR GROUP B:
Refer to Activity No. 3: “Determining the Missing Number or Objects”
Objective: Illustrate addition of numbers with sums up to 20 using a variety of
concrete and pictorial models and describes addition as “counting up,” and
“putting together

Materials Needed: Worksheets, Pencil, Manila Paper, Pentel Pen

Making The teacher may ask these questions:

Generalizat
ion 1. What is the operation or process when we combine objects or things?
2. What is Addition Zero Property? Or What is the sum if we add zero to a number?
3. How can we show addition as “Counting Up?”
4. How can we find the missing objects or numbers in the number sentence or sets
of objects?

Evaluating Direction: Count the objects in the two groups. Draw and write how many objects
Learning are there in all.

1.

_________ and _________ is _______

2.

_________ and _________ is _______

 3.

_________ and _________ is _______

4.

_________ and _________ is _______

5.

_________ and _________ is ______

Assignment For Remediation (if applicable):

or Direction: Count the objects. Write the number and find the sum.
Additional
Activities 1.
for RRE (if
applicable) + =

2.

+ =

3.

+ =

4.
 + =

5.

+ =

For Reinforcement or Enrichment (If Applicable)

Direction: Count the objects. Write the number and find the sum.

A. Find the missing number.

1.) 7 + 3 = ___ + 7

2.) 8 + 1 = 1 + ___

3.) ___ + 9 = 9 + 4

4.) 3 + ___ = 15 + 3

5.) ___ + 9 = ___ + 8

Answers:
1. 3
2. 8
3. 4
4. 15
5. 8 & 9

Matatag CG M1NA.I.11.1-2; Lesson Exemplar; Lesson Guides in Mathematics 1

LCD Projector, Laptop, PowerPoint Presentation, Worksheets, pictures, marbles, pop sickle sticks,
match sticks (Or any real objects that can be used for composing and decomposing)

Mathematics Grade 1, Regional Test Item Bank Mathematics Grade 1