PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

MATATAG School CRISPIN GRIMARES ELEMENTARY SCHOOL Grade Level 1

K to 10 Curriculum Name of Teacher EDRALYN G. SELOSA Learning Area Mathematics
Weekly Lesson Log Teaching Dates and OCTOBER 07 – 11, 2024 (WEEK 3) Markahan 2nd Quarter
Time Head Teacher Marylan G. Gabay

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners should have knowledge and understanding of place value in any 2-digit number.
Standards

B. Performance By the end of the quarter, the learner is able to order and decompose (into tens and ones) numbers up to 100.
Standards

C. Learning The learners –

Competencies ● Order numbers up to 100 from smallest to largest, and vice versa.
● Count by 2, 5, and 10 up to 100.
At the end of the lesson, At the end of the At the end of the
the learners should be lesson, the learners lesson, the
able to – should be able to – learners should be
● compare numbers ● compare numbers able to –
D. Learning greater than 20 (up to greater than 20 (up ● compare
Objectives 100); and to 100); and numbers greater
● order numbers up to ● order numbers up than 20 (up to
100 to 100 from largest 100); and
from smallest to largest. to smallest. ● order numbers
up to 100 from
largest to smallest.
II. CONTENT FOCUS
III. LEARNING RESOURCES
A. References

B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Learners will be asked to – Learners will be Learners will be
Knowledge a. Read numbers flashed
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

before them (up to 100). asked to – asked to –

b. Consider any set of a. Read numbers a. Read numbers
three numbers from 1 to flashed before them flashed before
20 and have them (up to 100) them (up to 100)
arranged from the smallest
b. Arrange numbers b. Arrange
to the largest. Ask the
learners to explain their from the smallest to numbers from the
answers. the largest through a smallest to the
game. largest through a
game.
Lesson To order numbers (up to To order numbers (up To order numbers
Purpose/Intention 100) from the smallest to to 100) from the largest (up to 100) from the
the largest to the smallest largest to the
smallest
Lesson Language more than, less than, more than, less than, more than, less than,
Practice smallest, largest, left, smallest, largest, left, smallest, largest,
right, digit, tens digit, right, digit, tens digit, 2 left, right, digit, tens
one's digit, 2-digit number, digit number digit, 2 digit number
before, after
During/Lesson Proper
Reading the Key
Idea/Stem
Developing To aid the discussion, have Tell the learners that Tell the learners that
Understanding of Key the following prepared they will be doing an they will be doing an
Idea/Stem beforehand: activity. Divide the activity. Divide the
1. a copy of the problem in learners into five learners into five
a manila paper; groups. Give each groups. Give each
2. a big illustration of the group a chart as shown group a chart as
tray of cookies in the below, two numbered shown below, two
problem with removable cubes, and a marker. numbered cubes,
cutouts of cookies (cookies and a marker.
need to be removed from
the tray and placed into
colored trays during the
discussion; prepare an
additional one loose cutout
of each shape); and
3. illustrations of colored The numbered-cubes
trays big enough to should be as follows The numbered-cubes
accommodate all the (Make sure that each should be as follows
removable cutouts of group receives the (Make sure that each
cookies that will be placed correct group receives the
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

in them. numbered-cubes.): correct

Group I - 1 cube with all numbered-cubes.):
the faces numbered 50 Group I - 1 cube with
and the other cube with all the faces
faces numbered 4 to 9 numbered 50 and
Group II - 1 cube with the other cube with
all the faces numbered faces numbered 4 to
60 and the other cube 9
with faces numbered 1 Group II - 1 cube
to 6 with all the faces
Group III - 1 cube with numbered 60 and
all the faces numbered the other cube with
70 and the other cube faces numbered 1 to
with faces numbered 4 6
Pose the following problem to 9 Group III - 1 cube
and read it aloud. Group IV - 1 cube with with all the faces
all the faces numbered numbered 70 and
Mother baked three 80 and the other cube the other cube with
different shapes of with faces numbered 1 faces numbered 4 to
cookies. She asked her to 6 9
children Nena and Lito to Group V - 1 cube with Group IV - 1 cube
put them in three trays all the faces numbered with all the faces
such that the same shaped 90 and the other cube numbered 80 and
cookies are in the same with faces numbered 4 the other cube with
tray. to 9 faces numbered 1 to
6
Give the following Group V - 1 cube
instructions to the with all the faces
learners: numbered 90 and
the other cube with
They placed the shaped 1. Write your names on faces numbered 4 to
cookies with the smallest the chart. 9
number in the red tray and 2. Take turns in
with the largest throwing the two Give the following
number in the green tray. numbered cubes at the instructions to the
same time. Each learners:
Which shape of cookie was member is given one
placed in the green tray? chance to throw the 1. Write your names
How about in the red and numbered cubes. on the chart.
yellow trays? 3. Represent the total 2. Take turns in
number that throwing the two
Ask the following appears on top of the numbered cubes at
questions: cube in symbol (e.g. 50 the same time. Each
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Q1: What did Mother bake? and 4, count on from member is given one
Q2: What did she ask Nena 50 – 51, 52, 53, 54; 80 chance to throw the
and Lito to do with the and 6, count on from numbered cubes.
cookies? 80 – 81, 82, 83, 3. Represent the
Q3: How many trays were 84, 85, 86). total number that
there? appears on top of
Q4: What are the shapes Ask the learners if they the cube in symbol
of the cookies? have questions or (e.g. 50 and 4, count
Q5: What does the clarifications. If there is on from 50 – 51, 52,
problem want us to find none, let them do the 53, 54; 80 and 6,
out? activity. Roam around count on from 80 –
Q6: How will you find the to check what each 81, 82, 83,
answer to the problem? group is doing. Give all 84, 85, 86).
(Count the number of the groups 10 minutes
cookies according to to finish the activity. Ask the learners if
shape.) After finishing the they have questions
activity, ask each group or clarifications. If
Say: Let us first count the to post their chart on there is none, let
cookies according to shape the board. them do the activity.
so we can place them in Roam around to
the correct trays. Let me Let the learners check what each
post the three shapes of observe the charts group is doing. Give
cookies that Mother baked. posted on the board. all the groups 10
(Get the loose Ask the following minutes to finish the
cutouts of star, square, questions: activity.
and circle. Have the Q1: What can you say After finishing the
learners identify the shape about the numbers activity, ask each
as you post them one-by- written on the chart? group to post their
one on the board.) Q2: Did your group get chart on the board.
the same numbers as
the other groups? Let the learners
Q3: Did each member observe the charts
of the group posted on the board.
get the same number? Ask the following
questions:
Pick any of three Q1: What can you
numbers from group say about the
1’s chart and write numbers written on
them on the board the chart?
arranged from the Q2: Did your group
largest to the smallest. get the same
Tell the numbers as the
learners to read the other groups?
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

After numbers. Q3: Did each

member of the group
Ask the following get the same
questions: number?
Q1: How are the
posting the three cutouts numbers Pick any of three
of cookies, ask the arranged? (Since there numbers from group
learners to count the was a prior lesson on 1’s chart and write
cookies with you, one ordering 2-digit them on the board
shape at a time. Then numbers arranged from the
beside each shape, ask a from smallest to largest to the
learner to write the largest, the learners smallest. Tell the
number of cookies. may be able to say that learners to read the
Say: Going back to our the numbers are numbers.
problem, which shape of arranged from largest
cookies was placed in the to smallest.) Ask the following
green tray? Why? (Once questions:
the learners are able to] Q2: How do you know Q1: How are the
tell that the circular that the numbers are numbers
cookies were placed in the arranged from the arranged? (Since
green box because this largest to the smallest? there was a prior
shape has the largest (The learners may lesson on ordering 2-
number, ask a learner to relate this to the digit numbers
transfer the circular previous lesson where from smallest to
cookies to the green tray they arranged numbers largest, the learners
while everybody else from smallest to the may be able to say
counts them aloud.) largest. In this case, that the numbers are
they will compare two arranged from
numbers at a time. As largest to smallest.)
mentioned in the
previous lesson, in Q2: How do you
Beside the cutout of the comparing 2-digit know that the
shape previously posted numbers, they need to numbers are
on the board, write largest compare the tens digits arranged from the
as shown. first then the ones largest to the
digits to determine smallest? (The
which number] is learners may relate
greater. Once the this to the
greater number is previous lesson
Beside the cutout of the determined, then the where they arranged
shape previously posted numbers can be numbers from
on the board, write largest ordered.) smallest to the
as shown. largest. In this case,
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Q3: If another number they will compare

Say: The problem also says from group 1’s chart is two numbers at a
that the shaped cookies to be placed next to time. As mentioned
with the smallest number the in the previous
were placed in third number, what lesson, in comparing
the red tray. Ask, “Which would it be and why? 2-digit
shape of cookies was (Affirm every correct numbers, they need
placed in the red tray? answer. When an to compare the tens
Why?” (Do the same incorrect answer digits first then the
process like with the is given, lead the ones
circular cookies – one learner to realize why digits to determine
learner is transferring the his/her answer is which number] is
star cookies to the red tray incorrect.) greater. Once the
while everybody else greater number is
counts aloud. On the board Going back to the determined, then the
beside the cutout of the numbers in group 1’s numbers can be
shape posted, write chart, how shall we ordered.)
smallest as shown.) arrange all the
numbers from the Q3: If another
largest to the number from group
smallest?” Write the 1’s chart is to be
numbers on the board placed next to the
from the largest to the third number, what
smallest. Ask the would it be and why?
Say: What is left is the learners to read them (Affirm every correct
yellow tray and the square aloud. answer. When an
cookies. Let us also incorrect answer
transfer the square Q4: Let us get a is given, lead the
cookies into the yellow number from group 2’s learner to realize
tray. (Again, ask one chart and include it in why his/her answer
learner to transfer the the given arrangement is incorrect.)
square cookies to the of group 1’s
yellow tray while numbers. Where should Going back to the
everybody else counts it be placed and why? numbers in group 1’s
aloud.) (Affirm every correct chart, how shall we
answer. When an arrange all the
incorrect numbers from the
Say: Let me arrange the answer is given, lead largest to the
trays this way: (Write the the learner to realize smallest?” Write the
number of cookies under why his/her answer is numbers on the
each tray as shown.) incorrect.) board from the
largest to the
Say: All the numbers in smallest. Ask the
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

group 2’s chart has 6 learners to read

tens while group 1’s them aloud.
has 5 tens. In that
case, all numbers in Q4: Let us get a
Tell the learners to read group 2’s chart are number from group
the number of cookies greater than any 2’s chart and include
each tray contains. number in group 1’s. it in the given
Emphasize that arrangement of
Ask: According to the numbers can be group 1’s
number of cookies in each arranged from the numbers. Where
tray, how are the trays largest to the smallest. should it be placed
arranged? (The learners Numbers need to be and why? (Affirm
may be able to tell that compared first before every correct
the trays are arranged they can be ordered. answer. When an
from the one with the incorrect
smallest number answer is given, lead
of cookies to the one with the learner to realize
the largest number of why his/her answer
cookies. They may be able is incorrect.)
to relate their
understanding of their Say: All the numbers
previous lesson on in group 2’s chart
ordering numbers up to has 6 tens while
20. Discuss other unique group 1’s has 5 tens.
answers given by the In that case, all
learners.) numbers in group 2’s
chart are
Ask: How do you know that greater than any
the numbers are arranged number in group 1’s.
from the smallest to the Emphasize that
largest? (The learners may numbers can be
compare two arranged from the
numbers at a time, 17 and largest to the
20, then 20 and 24. It is smallest. Numbers
also possible that the need to be
learners may give the compared first
reason that 20 comes before they can be
after 17 and 24 comes ordered.
after 20 or 17 comes
before 20 and 20 comes
before 24.)

Ask: In the numbers 17,

 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

20, and 24, how many

digits are in each number?
What are the numbers in
the tens digit?

Say: The numbers 17, 20,

and 24 all have two digits.
They have tens digit and
ones digit. Seventeen has
1 tens while numbers 20
and 24 both have 2 tens.

Ask: How do you compare

then the numbers 17, 20,
and 24 in terms of their
tens digit? Possible
answer: Since 1 tens is
less than 2 tens, that
means, 17 is less than 20
and 24.

Say: We already know that

17 is less than 20 and 24.
Seeing that
both 20 and 24 have 2 in
the tens digit, we cannot
readily say which number
is lesser or greater. In this
case, the next digit to look
at is the ones digit.

In 20 and 24, what are the

numbers in the ones digit?
Say: The number 20 has 0
in the ones digit while 24
has 4.

Ask: How do you compare

then the numbers 20, and
24 in terms of their ones
digit? Possible answer:
Since 0 is less than 4, that
means, 20 is less than
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

24.
Ask: Knowing that 17 is
less than 20 and 24, and
that 20 is less than 24, can
we say that the numbers
17, 20, 24 are
arranged/ordered from the
smallest to the largest ?

Say: The numbers 17, 20,

24 are arranged from the
smallest to the largest.
Deepening Say: Suppose the cookies Say: This time let us Say: This time let us
Understanding of Key shown shall be added to consider one number consider one number
Idea/ Stem the cookies in the trays. from group 3’s chart from group 3’s chart
(Have this illustration (choose any number, (choose any number,
prepared beforehand.) say 76, and say 76, and
write it on the board), write it on the
one from group 4’s board), one from
chart (choose any group 4’s chart
number, say 83, and (choose any number,
write it on the say 83, and write it
board), and another on the
How shall the trays be one from group 5’s board), and another
arranged from the one (choose any number, one from group 5’s
with the smallest number say 95, and write it on (choose any number,
of cookies to the one with the board). say 95, and write it
the largest number of on the board).
cookies? Explain your Tell the learners to
answer. read the numbers: 76, Tell the learners to
83, 95. Ask, “How shall read the numbers:
you arrange the 76, 83, 95. Ask,
It is important to numbers from largest “How shall you
emphasize the need to to smallest?” (Tell the arrange the numbers
compare numbers before learners to xplain their from largest to
ordering them. To answer.) smallest?” (Tell the
compare 2-digit numbers, learners to xplain
the This time get two their answer.)
learners need to look at different This time get two
the tens digit first before numbers from group different
the ones digit. 2’s chart and another numbers from group
two different numbers 2’s chart and
Reiterate that numbers from group 4’s. Have another two different
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

can be arranged from the the learners read the numbers

smallest to the largest. numbers. Then ask from group 4’s. Have
Numbers need to be them the learners read the
compared first before they to arrange the numbers numbers. Then ask
can be ordered. from largest to them
smallest. Always ask to arrange the
the learners to explain numbers from
their answer. largest to smallest.
Always ask the
Reiterate that numbers learners to explain
can be arranged from their answer.
the largest to the
smallest. Numbers Reiterate that
need to be numbers can be
compared first before arranged from the
they can be ordered. largest to the
smallest. Numbers
need to be
compared first
before they can be
ordered.
After/Post-Lesson Proper
Making Generalizations To summarize the lesson, To summarize the To summarize the
and Abstractions ask the learners how they lesson, ask the learners lesson, ask the
arrange numbers from the how they arrange learners how they
smallest to the largest. numbers from the arrange numbers
largest to the smallest. from the largest to
the smallest.
Evaluating Learning Ask the learners to do Ask the learners to do Ask the learners to
Worksheet 1. Worksheet 2. do Worksheet 2.
Additional Activities for Ask the learners to Ask the learners to Ask the learners to
Application or answer the following: answer the following: answer the
Remediation (If 1. Arrange the numbers 1. Arrange the following:
Applicable) from the smallest to the numbers from the 1. Arrange the
largest: largest to the numbers from the
smallest: largest to the
a. 32, 29, 30 smallest:
b. 68, 51, 74 a. 75, 99, 86 a. 75, 99, 86
2. A picture of three sets b. 97, 93, 100 b. 97, 93, 100
of 2. Sets A, B, and C 2. Sets A, B, and C
sticks arranged from the have more than 35 have more than 35
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

smallest to the largest circles each. They circles each. They

number of sticks had are arranged from are arranged from
been the set with the the set with the
torn. Draw the number largest number in A largest number in
of to the one A to the one
sticks that could have with the smallest in with the smallest
been in the torn part of C. If set A has 39 in C. If set A has 39
the drawing. circles, how many circles, how many
are in sets B and C? are in sets B and
Draw the three sets C? Draw the three
of circles. sets of circles.
Remarks

Reflection

Assignment