Iloilo Science and Technology

School Grade Level 1

University
Teacher Angeellah Gem Tabaosares Learning Area Math
Second
Teaching Date November , 2024 Quarter
Quarter
and Time 9:00-9:30 A.M.
Lesson 1

I. OBJECTIVES
A. Content The learners demonstrate understanding of whole numbers up to 100, ordinal
Standards numbers up to 10th, money up to PhP100 and fractions ½ and 1/4.

The learners should be able to;

1. recognize, represent, and order whole numbers up to 100 and money up to
B. Performance
PhP100 in various forms and contexts, and
Standards
2. recognize, and represent ordinal numbers up to 10th, in various forms and
contexts.
The learners should be able to;
1. Visualize and adds three-one digit numbers using the grouping property of
C. Learning
addition. (M1NS-IIb-26.2)
Competencies
2. Visualize and adds two to three one-digit numbers horizontally and vertically.
(Write the LC
(M1NS-IIb-27.1)
code for each)
3. Creates situations involving addition of whole numbers including money.
(M1NS-IIe-30.1)
At the end of the lesson, the pupils will be able to:
D. Learning 1. recognize and add one-digit numbers using properties of addition;
Objectives 2. apply problem-solving skills that involve real-life situations; and
3. perform the addition of numbers horizontally and vertically.
ll. SUBJECT MATTER

A. Topic Number and Number Sense

Ulep, S. PhD., Landrito, L., Callanta, E., Canonigo, A., Ong, D., Bautista, G. Jr.,
B. Reference(s) Ronda, E., Mañalac, T., Nivera., G., & Remoto, S. (2014). Mathematics
Kagamitan ng mag-aaral Hiligaynon., FEP Printing Corp., pp. 145-146.
C. Materials Bee cake tower, laptop, cut out printed pictures

Students’ / Pupils’
III. PROCEDURE Teacher’s Activity
Activity
Preliminary Activities

“Good morning kids, are you excited for today's new Good morning teacher
topic? Gem!
Okay, but before that, may I request everyone to
please stand as we are about to pray.”
Prayer “ Who wants to lead the prayer? “ Me, teacher

“Angel of God, my guardian dear To whom God's (Learners will pray)

love commits me here Ever this day, be at my side
To light and guard, rule and guide Amen”

Energizer
”Okay kids, how's your morning so far? “ Morning is good teacher!

(some of the learners will

“Did you sleep well last night?” say yes and others will
say no)
“ Okay! since some of you here

are still sleepy, teacher gem,

Yes ma’am
prepaid some energizer for you. Is everyone
excited?”

Lesson Plan | ED 10 | MJEP | REF

 Yes ma’am
“ I have here a song with a tone are you sleeping.
Are you familiar with that? Okay!”

“ Teacher Gem will sing the song first and then you
are going to follow, okay? “

“1. (Are you sleeping tone)

Oh it's Math time, Oh it's math time
Come and join (2x)
Critical Thinking
Problem Solving
I love them all (2x)
(Are you sleeping tone)
Now, it’s your turn. Oh it's Math time, Oh it's
math time
Come and join (2x)
Is everyone felt energize? Critical Thinking
Problem Solving
Okay, maybe teacher gem's math song is not I love them all (2x)
enough. Don't worry class, we still have dance song
in order for you to be fully energized. Yes ma’am/ No yet
ma’am
Are you ready? “

2.Math Dance https://youtu.be/RAwkTVtsvfg?

si=i6fpJWVt4k594Or6
Yes ma’am

(learners will dance with

the song)

“Now, is everyone's energy hyped up?” Yes ma’am

“Okay kids, please settle down and sit properly.”

“At this point, can anyone here in the class recalls Yes ma’am
our previous lesson last meeting?” Addition of numbers
mentally
“Okay, class very good. To make it clear, our
previous lesson last meeting is about adding one
digit numbers using mental techniques like doubles
Review of the
and near doubles.”
Previous
Lesson “For example; Doubles- adding two numbers that
are the same, such as adding 5 + 5, you would
double 5 to get 10. Near doubles- using known
doubles facts to find near doubles, such as solving
4 + 5, you could think "4 + 4 = 8 and one more
equals 9".”

“Can you try it yourself?”

(Learners will try to add
Very good class. numbers mentally using
the 2 techniques)
Motivation
“Now, who wants to have some mind games before Me, teacher/ma’am
we are going to fully dive in into our new lesson?”

“Okay, it seems that everyone is very excited. I

have here some pictures and short video clips. All
you have to do is to watch and listen carefully to
what is being asked, and after that you are going to
answer the question based on your own
understanding.”

Lesson Plan | ED 10 | MJEP | REF

 “Are we clear?”
Yes ma’am
(showing some pictures and videos of flying
butterflies and flowers)

A. Activity: Sunflower & Bee

Addition Instructions: It's game time! We are going

to play a game in groups. Each group will select a
presenter to present your group output in front. All
groups will need to underline what is asked in the
problem. You have 15 minutes to do this

Group Formation:
Row 1 and 2 will be Group 1.
Row 3 and 4 will be Group 2.
Row 5 and 6 will be Group 3.
( student’s listening to the
Group Activities: Each group will receive: paper instrucations)
sunflowers, bee cutouts, markers/crayons.

Group 1:
Each student will color 2-3 sunflower and write
number (1-10) inside the sunflower on each to
A. Activity represent the number of bees.
Students add the correct number of bee cutouts to
each sunflower.
Students count the total number of bees and
sunflowers and write the addition equation the
oaper provided (both horizontally and vertically). For
example: 2 sunflowers + 3 bees = 5 total.

The group selects a presenter to explain their work

to the class.

Group 2:
(Repeat the steps from Group
1). They can create a different number of
sunflowers and bees.

Group 3:
(Repeat the steps from Group 1). They can create
a different number of sunflowers and bees.
“Okay kids did you enjoy the activity?”

“Now let’s analyze your work. Are you excited?”

“Does anyone of you here loves sunflower?”

“How about bees?”

“I have here a beautiful sunflower and We have 2 “5 bees ma’am”

B. Analysis bees on it, and then 3 more bees came to visit. How
many bees are there in total?” “

“That’s right! We can write that as 2+3=5”

“I have here another example. My mother gave me

2 sunflower and my sister gave me another 2 “4 sunflower ma’am
sunflower. How many sunflower do I have? “

“That's right we can write it 2+2=4.”

C. Abstraction 1. Presentation

Lesson Plan | ED 10 | MJEP | REF

 “Class, I have here 5 pieces of apple in my left hand “Ma’am/Sir, a total of 8 of
and also, I have 3 pieces of orange in my left hand. them all”.
If we are going to put them altogether in a basket,
how many will be them all?

“Ok! Very Good!”

2. Discussion

Now, we will define addition.

ADDITION – is a fundamental operation wherein we (students’/pupils’ are

attentively listening)
combine things and counting them altogether.

Just like on our previous example, the 5 pieces of

apple and 3 pieces of orange, we put them in a
basket and count them altogether.

If I will write it on the board, this will be its number

form: 5+3 = 8

Now, we will try to know the parts of addition based

on our example that has been change into number
form.

5 and 3 are called addends. ADDENDS are

numbers to be added.

“+” sign is the operation symbol of addition

“=” equal sign symbolizes equality

8 is called the sum of the two addends.

Drawing Practice Direction:

Have students draw five horizontal (sleeping) and

D. Application five vertical (standing) lines math problems on
paper to practice addition.

Teacher’s Activity Students’ / Pupils’ Activity

IV. EVALUATION
Test I.

Lesson Plan | ED 10 | MJEP | REF

 A. Write the missing number

1. 0 + _ = 6 1. 0 + 6 = 6
2. _ + 10 = 17 2. 7 + 10 = 17
3. 8 + _ = 12 3. 8 + 4 = 12

B. Circle the correct answer

4. Choose the addend that has the same sum 4. 2+4

as 4 + 2

1+6 2+4 3+ 2

5. Choose the addend that has the same sum 5. 6+10

as 10 + 6

7+4 9+9 6+10

C. Write the missing number inside the box

1. 5 1. 5
+ 7 + 7
── ──
12

2. 6 2. 6
+ +
6
──── ────
12 12

8
3. 3.
+ 7 + 7
──── ────
15 15

4. 9 4. 9
+ +
4
──── ────
13 13

5. 8 5. 8
+ 8 + 8
──── ────
16

Test. II Solve the problem below

1. There are 2 bees sitting on flowers. Another 1. There are 5 bees

3 bees come to visit. sitting on the flower.
How many bees are there in total?

2. A bee starts with 4 flowers. It collects 3 2. The bee has 7

more flowers. How many flowers does the flowers.
Lesson Plan | ED 10 | MJEP | REF
 bee have now?

To give you an idea about our next lesson your

assignment will be:

“Instructions: Solve the following addition problems.

Show your work by writing down each step. “
1. 11+9= 1. 11+9=20
2. 10+10= 2. 10+10= 20
V. ASSIGNMENT 3. 13+10= 3. 13+10= 23
4. 12+9= 4. 12+9= 21
5. 14+7= 5. 14+7=21

“Do you understand your assignment class?” “Yes ma’am”

“If you understand give me 3 claps” “Students clap 3 times”

Mastery Level:
VI. REMARKS
Instructional Decision:

Prepared by:

Mel Dave Altis

Marnie Jhiel T. Babayen-on
Francine Jane Gallano
Lea Janah T. Gerangca
Bertnie May Jimena
Faith G. Joquiño
Irish Joy S. Serra
Joane Paula Suganob
Angeellah Tabaosares Gem
Anya Ludine Vilchez

BEED 2-A

Checked by:

MR. RENANTE E. FERNANDEZ

ED 10 Learning Facilitator

Lesson Plan | ED 10 | MJEP | REF

Lesson Plan | ED 10 | MJEP | REF