Scribd
Upload
45 views8 pages

EED 102 Lesson Plan in Mathematics 3 Autosaved

Uploaded by

leajanah.gerangca
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
45 views8 pages

EED 102 Lesson Plan in Mathematics 3 Autosaved

Uploaded by

leajanah.gerangca
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 8

EED 102: LESSON PLAN

Topic: Addition of Whole Numbers


Objectives:
At the end of the discussion the students will be able to:
1. Identify and use the “+” symbol to represent the concept of
adding two or more whole numbers;
2. Demonstrate a positive attitude towards addition by actively
participating and engaging in activities and;
3. Use concrete objects like counters or blocks to model addition
problems and demonstrate the process of combining sets.

I. ACTIVATE

Teacher’s Activity Student’s Activity


Preparatory Activities

A. Greetings
“Good Morning, Ma’am!”
“Good Morning, Class!”

B. Prayer
(a student volunteered to
“Who wants to lead the prayer?” lead the prayer)

Lesson Proper

A. Motivation

“So, class before I proceed to our lesson, I


want you to look at this photo”

“a plus symbol ma’am”


“ Can you tell me what symbol do you
see?”
“That’s right class the symbol I’m
showing is the plus symbol” “When adding ma’am”
“In addition, ma’am”
“Can you tell me where we can use that
symbol?”

“Wow that’s right we can use this symbol


when adding two or more numbers”

B. Presentation
“So, class lets proceed to our lesson for
today, which is the Addition of Whole
Numbers”

“Before we proceed to the discussion,


please look at the picture in the screen”

“Can you tell me what I am showing “Parts of a number


class?” sentence ma’am”

“Correct, now can you tell me what “Equal symbol ma’am”


symbols “The plus symbol ma’am”
can you see?”

“You can see that an addition problem is


compose of parts, including the addends
and the sum “
“The addends are the numbers we are
adding while the sum is the total or the
answer” “Addends and the sum
ma’am”
“Again, what is the part of an addition
problem class?”
“Addends ma’am”
“Very good, what are the number that we
are adding?”
“The sum ma’am”
“What is the total or the answer in the
problem?”

“Okay very good class, now let’s proceed


to our discussion”

II. ACQUIRE

Teacher’s Activity Student’s activity


C. Discussion
“Addition is the process of adding
two or more numbers or things
together.”

“For example, Carl has 5 candies “10 candies ma’am”


and then his mother gave him
another 5 candies, so how many
candies does Carl have in total?”

“Another example, Louise has 3 “Louise have 5 mangoes in total


mangoes, her grandmother gave ma’am”
her another 2 mangoes, the
question is how many mangoes
does Louise have in total?”

“That’s correct”

“Now let’s proceed to the


Properties of Addition”

“The addition has 3 Properties


namely the COMMUTATIVE
PROPERTY, ASSOCIATIVE
PROPERTY AND IDENTITY
PROPERTY”

“Let’s define what is the


Commutative Property of Addition.
This property state that the order
of the addends does not affect the
sum”

“For example, 4+7=11, when we


change its order, it’s going to be
7+4= 11, this means that even we
changed the order or the addends
its sum is still the same”

“Next is the Associative Property


of Addition, it says that changing
the grouping does not affect the
sum. For example, the sum of
(8+7) +2 is equal to the sum of
8+(7+2).”

(8+7)+2=8+(7+2)
15+2 = 8+9
17 = 17

“You can see that even I changed


the grouping it’s sum is still the
same”
“Next is the Identity Property of
Addition wherein the sum of a “ASSOCIATIVE PROPERTY”
number and zero (0) is the same “COMMUTATIVE PROPERTY”
number” “IDENTITY PROPERTY”

“For example, 8+0=8” “Yes ma’am”

“So, class can you enumerate the


3 properties of addition?”

“Very good class, so are you ready


for our activity” “Yes ma’am”

D. ACTIVITY

“So, class listen to the instruction


carefully this activity will be in a
group consisting 5 members each”
“4 apples + 5 apples = 9 apples”
“Instruction: Each group consists
of 5 members will be provided
with number blocks that they can
use to show and solve the
following problem: “6 berries + 6 berries = 12
berries”
1. Anna has 4 apples her
brother gave her another 5
apples. How many apples
does Anna have in total”
2. Bella has 6 berries in her “Students claps”
basket, her mother added 6
berries. How many berries “Students arranged their chairs
are in the basket?” and go back to their seats”

“Did you enjoy the activity class?


If you enjoy give me 5 claps”
“Please arrange the chairs and go
back to your proper seat”

III. APPLY

Teacher’s Activity Student’s Activity

E. APPLICATION

“Class, you have to answer this short


activity about our lesson earlier”

“Get your pencil class” “Yes ma’am”

“Direction: On your worksheet write


your name on the upper part of the
paper and write your answer on the
box”

“6+7=13”

“5+6=11”

“6+8=14”

“8+8=16”

IV. ASSESS

Teacher’s Activity Student’s Activity


Test 1. Write the answer in the
blank. 1. 2
1. 2+0=______ 2. 7
2. 3+4=______ 3. 10
3. 7+3=______ 4. 7
4. (2+2)+3=_____ 5. 12
5. 9+3=______ 6. 13
6. 10+3=_____ 7. 12
7. 12+0=_____ 8. 12
8. 10+2=_____ 9. 8
9. 4+4=_____ 10. 12
10. 8+4=_____

Test 2. Answer the following word


problem.

“4+9=13”
1. Jake has 4 sticks; his father
gives him 9 sticks. How many
sticks does Jake has? “2+10=12”
2. April planted flower on the
first day, 2 flowers grow and
on the next day 10 flower
grows. How many flowers
grow in April’s Garden? “1+6=7”
3. Alvin has a dog name Polly.
Polly gave birth to 6 puppies.
How many dogs does Alvin
has?

References:
1. https://i.pinimg.com/736x/6d/48/
e6/6d48e69c4200cb34759bbd5bc92c3a93.jpg
Topic: Subtraction Of Whole Numbers

Objectives:

At the end of this lesson the students will be able to:

1. Identify and use the "-" symbol to represent the concept of taking away
from a whole number;
2. develop confidence in their ability to solve subtraction problems and
express willingness to try different strategies and;
3. use manipulatives to model subtraction problems by removing objects
from a set.

I. ACTIVATE

Teacher’s activity Student’s activity

You might also like