PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

MATATAG School Grade Level 1

K to 10 Curriculum Name of Teacher Learning Area Mathematics
Weekly Lesson Log Teaching Dates and Time Week 6 Quarter First

DAY 1 DAY 2 DAY 3 DAY 4

A. Content: Numbers and Algebra
B. Content The learners should have knowledge and understanding of addition of numbers with sums up to 20.
Standards

C. Performance By the end of the quarter, the learners are able to compare and order numbers up to 20 and perform addition of numbers with sums up to 20.
Standards

D. Learning The learners

Competencies 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”

illustrate by applying the following properties of addition, using sums up to 20:

a. the sum of zero and any number is equal to the number, and
b. changing the order of the addends does not change the sum.

solve problems (given orally or in pictures) involving addition with sums up to 20.
E. Learning Add 3 numbers with sums up to Add numbers with sums up to 20 Look for patterns in the addition Solve problems involving addition
Objectives 20 table of numbers up to 20

Apply order and zero properties in

memorizing addition facts
Activating Prior Using flash cards, have a drill on Review composing and Give a drill on basic addition facts. Give a drill on basic addition facts.
Knowledge adding numbers with sums up to decomposing numbers. Relate this The drill may be done through a The drill may be done through a
10. with addition of numbers with game, but it should not take so game, but it should not take so
sums up to 10. much time. much time.
Include cards which can make
learners use their knowledge of 4
order and zero properties of
addition. 2 4 1
2 + 4= __ 1 + __ = 4
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
For example:
8 7
2+6 6+2
5 3
These two cards may be flashed
one after the other for learners 5 + __ = 8 3 + __ = 7
to recognize that both have the
same sum. The addends are the 10
same but placed in a different
order. 3 7 9

The drill must be done snappily. 3 + 7 = __ __ + 9 = 10

Lesson Purpose/ To add 3 numbers with sums up To add numbers with sums up to To help learners facilitate To expose children to problems
Intention to 20 20 memorization of addition facts by involving addition and solve these
applying patterns in the addition problems
table and properties of addition
Lesson Language Sums, addends, add, plus, equals Sums, addends, add, plus, equals Sums, add, plus, equals, order Sums, add, plus, equals
Practice property, zero property, doubles
Reading the Key
Idea/Stem
Developing Post the problem on the board. Post the problem on the board. Show the learners a blank addition Decide if you will let the learners
Understanding of Read it to the learners. Read it to the learners. table with only the addends in the solve the problems one at a time
Key Idea/ Stem first row and column are filled-out. and do the discussion after
Jay has 3 pencils. May had 7 candies. solving each item or let them
Kat has 2 pencils. Dan gave her 8 candies more. Inform the learners that the finish answering all the problems
Pat has 3 pencils. How many candies does May have numbers shown are the addends. first before the discussion.
How many pencils would there now? Together with the learners, fill
be if they put their pencils some cells with sums. This is to Post the problems in Worksheet 7:
together? Show the illustration to help demonstrate how they will fill and Problem Solving 1 on the
learners understand the problem use the addition table. board.
better.
Distribute Worksheet 5: The Read the problems with the
Addition Table. Some of the cells learners. Should you decide to let
(sums) in the addition table had them answer one problem at a
already been filled (done during time, after reading a problem let
May Dan the discussion earlier). Learners them solve it and conduct a
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Show the illustration to help Assist those who have difficulty will just fill in the remaining blank discussion after. Otherwise, read
learners understand the understanding the problem. cells/squares indicated in the all the problems altogether, let
problem better. worksheet. them solve all the problems and
Have learners answer the conduct a discussion. But either
Jay problem. Allow them to use After the learners have filled out way, make sure that learners
manipulatives or drawings in the table, show a completely filled understand the problem.
Kat solving it. You may also let them out addition table. Let them check
work in pairs. their work. Distribute Worksheet 7: Problem
Pat Solving 1
Possible solutions to the problem: (A copy of the addition table with
colored cells/squares which is to Let the learners get a partner and
(Images taken from internet,
-Combining the candies (learners be used for this activity is attached do the tasks in pairs.
may have copyright. Please
may draw or use counters) and at the end of this exemplar, for
replace it with the original
counting the candies in the new your guidance.)
drawings.)
set
Assist those who have difficulty
understanding the problem.

Have learners answer the

problem. Allow them to use
manipulatives or drawings in
solving it. You may also let them
work in pairs.
May has 15 candies now.
Possible solutions:
-Counting on
-Combining all the pencils
May has 7 candies, adding the
together in one set and counting
candies from Dan, 8, 9, 10, 11, 12,
them altogether.
13, 14, 15. May has 15 candies
now.
-Counting on, starting from one
set (the set with the greater
number of pencils is
encouraged) until all the pencils
are counted.
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
-Writing the number sentence, -Writing a number sentence,
accompanied by accompanied by
counters/drawing. illustration/counters
3+2+3=8 7 + 8 = 15
May has 15 candies now.
Have the learners give their
answers and explain their Let the learners explain to the
strategies in solving. class how they arrived at their
answers.
Tell the learners that given three
addends, 3 + 2 + 3,
they can only add two addends
at a time.

3+2+3
5 +3=8
3+3+2
6 +2=8

Accompany the explanation with

counters or illustrations.
Deepening Extend the problem, Post the picture. Tell the learners For the next activity, it is After solving the problems, have a
Understanding of suppose Jay has 4 pencils, Kat that a Grade 1 pupil named Ana suggested to use plastic (as discussion. Let the learners share
Key Idea/Stem has 5 pencils, and Pat has 6 answered the problem as shown overlay) with designated colors to their strategies for solving the
pencils. How many pencils do in the picture. Let them study the highlight cells/squares. This will problems. Present only the unique
they have in all? picture and explain how they think help learners focus on the sums solutions to the class.
Ana solved the problem. referred to in the discussion.
Answers to the problems:
Jay It may be necessary to ask probing 1. 6 + 8 = 14
questions to clarify learners’ Ben has 14 balls in all.
7+8
Kat responses and to assist them in
verbalizing their ideas. Learners' 2. 7 + 3 = 10
7+3+5 responses may be expressed Ten children are playing.
Pat differently from the expected
10 + 5 responses indicated in this 3. 3 + 4 + 7 = 14
exemplar, but the main idea must Learners may add:
Assist learners in articulating their be the same. 3 and 4 first, then add 7.
ideas. 4 and 7 first, then add 3.
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Learners may use counters or Show the complete addition table 3 and 7 first, then add 4
illustrations to solve the Discuss the learners’ ideas. They without any color (only the
problem. should be able to say that Ana addends in the first row and
split 8 into 3 and 5. Then, 7 was column are colored gray). Ask the 4. 8 + ___ = 12
4+5+6
added to 3 to make 10. Then, 10 learners to read the numbers in a By counting on, 4 mangoes were
9 + 6 = 15
was added to 5 which gives 15. So, row or column of the sums (not added by Ned.
Learners can add 4 and 5 first,
7 + 8 equals 15. colored cells).
that gives 9. But 9 + 6 may be
5. Ken’s candies 5 + 7 = 12
difficult for them because in
Ask the learners, why they think Ask, what do you observe about Ned’s candies 7 + 5 = 12 The
their previous lessons they
Ana did that way of solving the the sums in this row/column? The number of Ken’s candies is as
added numbers with sums up to
problem. Lead the discussion to, it sums are increasing by 1. many as the number of Ned’s
10 only.
is easier to make 10 first. candies.
Ask the learners how else they Ask for other observations about
can add the number. Present the given idea in a number the sums like:
4+5+6 sentence. -the sums in a line diagonally from
4 + 11 = 15 upper right corner to lower left
7+8 are the same.
4+5+6 7+3+5 -the sums in a line diagonally from
10 + 5 = 15 10 + 5 upper left corner to lower right
Relate the given situation to 15 corner are increasing by 2.
order property of addition which 7+ 8 = 15
states that the order in which Place the plastic overlay (green)
the numbers are written does Have the learners answer for the second row and second
not affect the sum. Regardless of Worksheet 3: Making up 10 in column (first row and first column
which is added first, the answer Addition, in pairs. You may allow of the sums) of the addition table.
remains the same. Addends may learners to use counters to help Let the learners focus their
be rewritten as them in visualizing each item. attention on these sums.
4+5+6=4+6+5
Discuss the answers to the Ask, what do you observe about
The addends 5 and 6 are
worksheet. these numbers? Why do you think
interchanged but the sum
they are the same as the numbers
remains the same.
Answers to the questions are not above them or the addends? The
limited to composing 10, if numbers are from 0 to 9. They are
5+6+4=4+6+5
possible, but this strategy is the same as the numbers above
5 + 10 = 10 + 5
highlighted to prepare the them (addends) because one of
15 = 15
learners for future works in the addends is zero. It shows zero
Support the discussion with the
addition specifically, addition with property of addition.
use of counters as shown.
regrouping.
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Adding 4, 5, and 6, Focus the learners’ attention on
the sum’s cells/squares colored
red. Let them observe the
addends of these sums. They
add 4 and 6 first to get 10. should be able to see that the
addends of these sums are the
and give same. Tell them that these are
called “doubles”.
Let them sing the nursery song,
Adding the 10 and the remaining One and one, two
5 gives 15. Two and two, four
Three and three, are six for me.
Four and four, eight
Give another example. Five and five ten, little fingers on
Suppose Jay has 3 pens, Kat has my hand.
5 pens, and Pat has 5 pens. How
many pens do they have in all? Tell the learners to remember the
song to help them memorize these
Ask the learners to solve the basic addition facts.
problem. Allow them to use
counters. Lead the learners’ attention to the
remaining uncolored
cells/squares. Let them observe
3+5+5= the numbers. It may be necessary
3 + 10 = 13 to name some sums on both sides
of the red marked cells/squares
or and the addends for each. Help
learners relate their observations
3+5+5= with the order property of
8 + 5 = 13 addition.

Making 10 is encouraged to
prepare learners to future tasks,
e.g. addition with regrouping.

Let the learners answer

Worksheet 1: Adding Three
Numbers with Counters in pairs.
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Making Ask, how do you find the sum of Ask, how do you add two numbers Ask, what properties of addition Ask, how did you solve the
Generalizations three addends? with sums that are more than 10? are illustrated in the addition problems?
Expect responses related to Expect answers like using table?
adding two addends at a time counters, putting the objects Focus on the strategies used by
and if possible, start with the together and counting the objects, How do these properties of the learners.
addends counting up, and making 10 with addition help in memorizing the
that make 10. the given addends. Focus on the basic addition facts?
strategy wherein learners use
counters to make 10 and writing
the process in a number sentence.
Evaluating Have learners answer Have the learners answer Have the learners answer Have the children answer
Learning Worksheet 2: Adding Three Worksheet 4: Adding Numbers Worksheet 6: Finding Sums up to Worksheet 8: Problem solving 2.
Numbers with Sums up to 20 20
Additional
Activities for
Application or
Remediation (if
applicable)
A. References

1. Teacher’s
Guide

2. Learner’s
Materials

3. Textbook

4. Additional
Materials
from
Learning
Resource
(LR) Portal

B. Other Learning
Resources
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Addition table for Day 4 activity

+ 0 1 2 3 4 5 6 7 8 9 GRAY

0 0 1 2 3 4 5 6 7 8 9 GREEN

1 1 2 3 4 5 6 7 8 9 10

2 2 3 4 5 6 7 8 9 10 11

3 3 4 5 6 7 8 9 10 11 12

4 4 5 6 7 8 9 10 11 12 13

5 5 6 7 8 9 10 11 12 13 14

6 6 7 8 9 10 11 12 13 14 15

7 7 8 9 10 11 12 13 14 15 16

8 8 9 10 11 12 13 14 15 16 17

9 9 10 11 12 13 14 15 16 17 18

RED
GRAY GREEN