Republic of the Philippines
Department of Education
REGION X – NORTHERN MINDANAO
Division of Bukidnon
District of Kibawe West
Lesson Plan in Mathematics 1
Teacher II Applicant
School OLD KIBAWE ELEMENTARY SCHOOL Grade 1
UA 5SRJH Subject Mathematics
Code Areas
Date/ WEEK 4-8:45-9:30 am Quarter 1st Quarter
Week
and
Time
I. . CURRICULUM CONTENT, STANDARDS, AND LESSON ANNOTATIO
COMPETENCIES N
A. . Content The learner should have knowledge and -Objectives
Standards understanding of whole numbers up to 100.. are clearly
stated and
B. At the end of the quarter, the learners are able to aligned with
Performance count, read, write, recognize, and represent whole
the curriculum
Standards numbers up to 100.
guide.
C. Learning ● count up to 100 (includes counting up or down -Objectives
Competencie from a given number and identifying a number promote
s that is mastery of the
one more or one less than a given number); basic
● read and write numerals up to 100; and numeracy
● recognize and represent numbers up to 100
skills
using a variety of concrete and pictorial models
(e.g., number line, block or bar, models, and necessary for
numerals). future
Code: M1NS-Ia-1.6, M1NS-Ia-1.7 learning
At the end of the lesson the learner should be able
D. to:
Objectives ● count from 21 to 30;
● recognize and represent numerals 21 to 30;
● read and write numerals 21 to 30; and
E. Language (Reading and Writing), ESP, ICT, ARTS, [Link]
Integration read number
words and
write
numerals from
21 to 30.
Instructions
involve
reading
comprehensio
n and fine
motor skills
(writing).
[Link] like
helpfulness,
cooperation,
and neatness
are
emphasized
during peer
activities and
worksheet
completion.
[Link]
of an
educational
video and
interactive
[Link]
to develop
digital literacy
and
engagement.
[Link]
trace and
decorate
numbers in
worksheets,
integrating
creativity and
visual
presentation.
F. Learning Spiral Progression, Interactive and Game-Based 1. Builds on
Approaches Learning, Multisensory Approach, Guided Practice previous
& Strategies with Scaffolding, Use of ICT and Multimedia, Value lessons
Integration Strategy (counting 1–
20) before
introducing
21–30,
ensuring
continuity of
learning.
2. Uses Count
Me In!"
activities to
make learning
fun and
active.
3.
Incorporates
visual
(charts),
auditory
(counting),
kinesthetic
(manipulative
s, clapping)
activities for
all learning
styles.
4. Teacher
models and
assists before
learners work
independently
, helping
those who
struggle.
5. Integrates
videos and
PowerPoint to
enhance
visual
engagement
and
motivation.
6. Uses real-
life contexts
to discuss
values
(helpfulness,
neatness,
cooperation)
during and
after
activities.
II. CONTENT
A. Topic Number 21 to 30
B. Values Cooperation
Focus
[Link] RESOURCE
A. MATATAG Curriculum CG, MATATAG Exemplar
Reference [Link]
s v=WHuuuh9GgP8&list=RDWHuuuh9GgP8&start_radio
=1
B. . Laptop, TV, Powerpoint, pictures,number card
Other
Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
A. 1. Prayer -Builds from
Activating 2. Checking of attendance prior learning.
Prior 3. Energizer : Video-Counting 1-30 with a twist.
4. Review: Present the chart used during Day 4 of the -Uses
Knowledg
previous week showing the numbers 11 to 20. engaging,
e Randomly, point at a number and age-
have the learners read it aloud appropriate
5. Motivation: Show a tray of 30 small blocks. Ask: activity.
“How many do you think these are? Let’s count!”
Today, we will explore the numbers from 21 to 30,
B. Lesson learning to count, recognize, represent, read, and
Purpose/ write these numerals.
Intention
C. Lesson
Language Key Terms:
Practice 1. Numerals
2. Count
3. One more / One less
4. Twenty-one, twenty,-two, twenty-three, twenty-
four, twenty-five,
twenty-six, twenty- seven, twenty-eight, twenty- nine,
thirty
During Lesson Proper
Prepare a chart, like the one below, where the 1 st -Models
three set of longs and units are shown. numbers 4-5 mastery of
D. are empty. At the start, show only the first three content.
Developin numbers.
g
Understa
nding of
the Key
Idea/Stem
Have a class discussion for numbers 1-3. Ask the
following:
What do you observe about the number of longs?
Each row has two longs.
What do you observe about the number of units? The
number of units in each row are different. It increases
from one to three.
Direct learner’s attention to number 1
and ask:
How many longs are there again? There are two
longs.
How many units are in one long? There are 10 units in
one long.
If there are two longs, how many units are there?
There are 20 units.
How many units are there aside from the two longs?
There is one unit.
If we put together 20 units and one unit, what do we
get? We get 21.
If the learners cannot give the answer 21, be the one
to tell them.
Say: So, the number represented by the two longs
and one unit is 21.
Write 21 in the corresponding column and the
number in words. Let the learners read the number.
The chart will look like the one below.
After/Post-Lesson Proper
[Link] Do the same process with numbers 2 and 3. Once -Promotes
ion you are done, have a group activity. Give to each collaboration
group a chart and materials needed (cutouts of 15 and active
longs, 4 units, 5 units, …, 9 units; masking tape, and
participation.
marker pen). Have the groups work for about 10
minutes. -Reinforces
Once they are done, have each group post their work
values and
on the board.
Their chart should look like the one below. positive
behavior.
Ask: “Who helped their seatmate? Why is it important
VI. to help in class?”
Making
Generaliz To summarize the lesson, ask the learners how the
ations numbers 21-30 are represented using longs and
and units. Expected answers: 21 - two longs and one unit
Abstracti 22 - two longs and two units
ons 23 - two longs and three units
24 - two longs and four units
25 - two longs and five units
26 - two longs and six units
27 - two longs and seven units
28 - two longs and eight units
29 - two longs and nine units
30 - three longs
VII. What number is represented by the longs and ones,
Evaluatio and objects? Write your answer on the blank.
n -Monitors
progress
through
1. _____ 2. _____ 3. ____ independent
task.
5.
4.
________ ___________
Create a number book at home where pupils illustrate
VIII. and write the numerals 21 to 30, including objects
Assignme that represent each number.
nt Use bond paper and crayons.
IX.
Remarks
X.
Reflection
Prepared by:
ZYRA D. BELENO
Teacher II Applicant
