DAILY LESSON PLAN IN MATHEMATICS I

School Grade Level Grade I

Teacher Learning Area Mathematics - I
Dates Week 3 Quarter I Quarter

I. OBJECTIVES
A. Content Standard Demonstrates understanding of whole numbers up
to 100
B. Performance Standard Is able to recognize, represent numbers up to 100
C. Learning Competency Composes and decomposes a given number. e.g. 5
is 5 and 0, 4 and 1, 3 and 2, 2 and 3, 1
and 4, 0 and 5. (M1NS-IC-4)
II. LEARNING OBJECTIVES:
LO1: Recognize number combinations for the given
number.
LO2: Writes combinations of numbers for the given
number
LO3: Composes and decomposes a given number
III. LEARNING RESOURCES
 Teacher’s Guide Page 36-38
 Learner’s Materials 61-63
 Others Primary Mathematics,pp.20-27

Day 1 of 4 Days

SUBJECT
IV. Composing and Decomposing of Numbers
MATTER:

V. PROCEDURE Learning Activities

A. Before the
Lesson: Play a video on composing and decomposing numbers
B. Review / Count real objects 1-20.
Motivation
C. During the
Lesson: Show stick puppets of a family with 5 members. Put them into
D. Presentation two groups. Ex. Parents (2) and children (3). Present other ways
to make 5. Ex. Father (1) and mother and children (4); or (5) and
(0)

5 members is the same as 2 members and 3 members

3
5 2 and 3 make 5
2 3 and 2 make 5

1
 E. Abstraction
5 members is the same as 1 member and 4 members

1
5 1 and 4 make 5
4 4 and 1 make 5

5 members is the same as 5 members and 0 members

whole
5 5 and 0 make 5
0 and 5 make 5
5 0
part part

Number Combinations for 5

5 and 0 is 5
4 and 1 is 5
3 and 2 is 5
2 and 3 is 5
1 and 4 is 5
0 and 5 is 5

F. After the
Lesson: Make number stories for this: Mrs. Ferrer has 6 cupcakes.
 Application

 Closure
 We can combine as many numbers as we can for a
given number. The process that the pupils did is called
decomposition of a number in relation to addition.
There is no need to introduce this term to them.

 Let pupils make number combinations for 4

VI.
REMARKS:

VII. REFLECTION:

2
Day 2 of 4 days

SUBJECT
I. Composing and Decomposing of Numbers
MATTER:
II. PROCEDURE Learning Activities
A. Before
the Checking of assignment.
Lesson:
B. Review / Review: Ex. 5 is __ and ___
Motivation 6 is 5 and ___
3 and 3 is ___

C. During the
Lesson: Present the task on p. 36 of Math TG
D. Presentation Joey has 8 marbles given by his father and mother.
Ask the following questions:

1. What is the name of the boy?

2. What does Joey have?
3. How many marbles does he have?
4. Where did his marbles come from?
5. Do you know how many marbles there were from his
father or his mother?
6. Can you make a guess?

E. Abstraction
Let the pupils find the answers by performing the task using
their counters. Let pupils form two sets of marbles or any kind
of counters. One set represents the marbles Joey’s father
gave him. The other set represents the marbles that Joey’s
mother gave him.

Example:

Ask a pupil to give a possible number of marbles given by

Joey’s father and mother. Let him/her get the numbers from
the number chart and put them on a separate chart as shown
below.

Marbles from Marbles from Total Number of

Father Mother Joey’s Marbles
3 5 8

More combinations will be formed.

Summarize or organize the answers in a table as shown
below.
Marbles Marbles Total Number
from from Mother of Joey’s
Father Marbles

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

Ask: What happens if you put together 7 marbles and 1

marble? If you put together 2 marbles and 6 marbles? (you
get 8 marbles)

F. After the
Lesson: Make number combinations for 9
 Application
 Closure
 The process that the pupils did is called composition
of a number in relation to addition. There is no need
to introduce this term to them.
 Let pupils make number combinations for 10
 Let pupils bring 20 counters on the next day

III REMARKS:

IV REFLECTION:

Day 3 of 4 Days

SUBJECT MATTER:
I Composing and Decomposing of Numbers

II PROCEDURE Learning Activities

A. Before the
Lesson: Introduce a game on finding his or her partner.
B. Review / Distribute number cards to the pupils. Say a number
Motivation then pupils form pairs with the correct number
combinations.

C. During the
Lesson: Continuation of the activity.
D. Presentation What if Joey has 11 marbles? How many marbles
were given by his father? mother?

4
 E. Abstraction
Let pupils count 11 marbles or any objects on their
desks or tables.

They will make number combinations for 11. Look if

their combination of numbers is correct. Let the
pupils write their answers on their show me board.
Give other examples. Explain the process that the
pupils did without mentioning the word
decomposition.

Ask: What if Joey has 6 marbles and 6 marbles?

What is his total number of marbles? Let pupils make
number combinations and write their answers on
their show me board. Give other examples. Again,
explain the process that the pupils did without
mentioning the word composition.

F. After the Lesson:

 Application Make number combinations for 13
 Closure
Provide worksheet (Decomposing)
Example: 12 is ____ and ____

Provide worksheet (Composing)

Example: 9 and 2 is ____

Let pupils make number combinations for 14

III. REMARKS:

IV. REFLECTION:

Day 4 of 4 Days

SUBJECT Composing and Decomposing of Numbers

I.
MATTER:
II. PROCEDURE Learning Activities
A. Before the
Lesson: Game: Form two groups. Have them line up. The teacher
B. Review / shows a number card. The first to get the correct number
Motivation combinations on the chart wins.

5
 C. During the
Lesson: Continuation of the activity.
D. Presentation Ask: What if Joey has 15 marbles? How many marbles
were given by his father? mother?

E. Abstraction
Let the pupils count the 15 marbles or any objects or
counters available, form two groups of 15 and then they
write in their show me board. Write on the board the
number combinations they make. Make a summary of
the pupils’ answer.

15 and 0 is 15 9 and 6 is 15
14 and 1 is 15 8 and 7 is 15
13 and 2 is 15 and vice versa
12 and 3 is 15
11 and 4 is 15
10 and 5 is 15

F. After the
Lesson: Let pupils complete the number bonds. Example:
 Application
16 16 16

8 9 6
0
 Closure 0
This time, a pupil should know already how to combine two
small numbers to form a bigger number (composing) and to
split a big number into two smaller ones (decomposing)

Let pupils complete the number bonds. Example:

8 6 9 8 9 5
0
Make number combinations
0 for 18. This may be given as their
homework.

VI. REMARKS:

VII. REFLECTION: