MATATAG School ISABELA CENTRAL ELEMENTARY Grade Level 1

K to 10 Curriculum PILOT SCHOOL

Weekly Lesson Log Name of Teacher SHIRLEY S. BALONDO Learning Area MATHEMATICS
Teaching Dates and Time JANUARY 6 - 10 , 2025 -Quarter 3, WEEK 3

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners should have knowledge and understanding of subtraction of numbers where both numbers are less than 100.
Standards
B. Performance By the end of the quarter, the learners are able to perform subtraction of numbers where both numbers are less than 100
Standards
C. Learning The learners illustrate subtraction involving numbers up to 20 using a variety of concrete and pictorial models and describe
Competencies subtraction as “taking away.”
At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
learner should be able to: learner should be able to: learner should be able to: learner should be able to:
a. Illustrate the subtraction of a. Describe subtraction a. Identify subtraction as a. Identify
numbers with minuends up as taking away; taking away. decomposing and
to 10 using concrete and b. Write a number composing numbers
pictorial models; sentence to represent b. subtract numbers with to subtraction.
D. Learning b. Describe the result of subtraction. minuends up to 10. b. Write decomposing
Objectives “taking away” some c. Show accuracy in and composing
objects to the number of taking away or a. Show accuracy in numbers to
objects in a set. subtracting numbers. taking away or subtraction.
c. Show understanding in subtracting numbers c. Show active
taking away some objects participation in
to the number of objects in group activities.
a set.
II. CONTENT
III. LEARNING RESOURCES
A. References
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES

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Before/Pre-Lesson Proper
Activating Prior (show 2 big cards that has two Present a short story to class. Board work.
Knowledge emotions) Conduct a drill on subtraction
A man is holding ten balloons. Write the subtraction sentence of with minuends up to 10.
Five balloons popped. How the following.
many balloons are left?

While learners are

- How are you today? representing the story using
- Raise your big cards their counters, post cutouts of
that shows your feeling ten balloons on the board.
today. (SEL)

Let the learners count from 1 up

to 100.

- Class, can you

describe the ten
balloons on the
board? - What can you see on
- What are the colors the board?
of the balloons? - Fishes and net.
- There are red, blue - Fishes are called
and yellow. aquatic animals
- Do you know that because they live in
red, blue and yellow water. (integration
are the primary SCIENCE)
colors. (integration, - what is the beginning
ART) sound of the word
2 fish?
* - /Ff/ (literacy)
- What color do you - Very good.
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 think most likely by
the boys?
- What is subtraction?
- What color do you - It is taking away a
think most likely by number from another
the girls? number.
- Class, you cannot - What do we get when
identify a person’s we subtract?
gender by their - We get what was left
favorite color. from the group or the
(GESI) difference.

After the learners have What do you feel now you have
answered the question using the idea in subtraction? (SEL)
their counters, validate their
answers with the cutouts or
counters posted on the board.

Then, complete each statement

below.
_____ balloons are held by a
man.
_____ balloons popped.
_____ balloons are left.

Teacher:
- How do you find the
activity?
- Have you enjoyed
doing the activity?
- Thumbs up if you
enjoyed and thumbs
down if not. (SEL)

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 To illustrate subtraction involving To illustrate the subtraction of To subtract numbers with To illustrate the subtraction of
numbers from 1 up to 10 using numbers with minuends up to minuends up to 10 numbers with minuends of 10
Lesson concrete and pictorial models and 10 using concrete and pictorial and relate it to decomposing
Purpose/Intention describe subtraction as “taking models and write each and composing numbers.
away” or finding the number of situation into a subtraction
objects left sentence
(show flashcards) (show flashcards) (show flashcards) (show flashcards)

Let’s read and identify the Let’s read and identify the Let’s read and identify the Let’s read and identify the
meaning of the following words: meaning of the following meaning of the following words: meaning of the following
words: words:
taken away removed taken away removed taken away removed minuend subtrahend

left left minuend left minuend difference minus

Lesson Language
Practice subtrahend difference subtrahend difference
equals
minus equals minus equals Let’s spell each word.
(Literacy)
subtraction M-I-N-U-E-N-D
subtraction S-U-B-T-R-A-H-E-N-D
D-I-F-F-E-R-E-N-C-E
M-I-N-U-S
E-Q-U-A-L-S
During/Lesson Proper

Reading the Key

Idea/Stem
Developing Let the learners make a story for - Let’s go back to the Post the subtraction sentence on Group the learners following
Understanding of the this set. short story that we the board. the previous day’s groupings.
Key Idea/Stem have solved earlier.
9 – 4 = ___ Give the following
A man is holding ten balloons. instructions: 1. Form a circle.
Five balloons popped. How Ask the learners how this 2. Put the flashcards in the
many balloons are left? subtraction sentence can be center with the number phrases
represented using the counters. shown (the answer should be at
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 This can be stated in the the back and not shown).
number sentence: Show nine counters. Remove 3. One member of the group
10 – 5 = 5, four. Then, count the remaining calls out a number (difference).
counters. The answer to 9 – 4 is 4. The other members will pick
"Take away" in math means to 5. a flashcard having the given
subtract. difference.
We can read this number Let the pupils use counters. 5. The group will decide if
sentence as “Ten minus five each flashcard picked is
equals five”. The teacher will use show-me correct. Then, they check their
board for the following decision by looking at the back
- What does 10 subtraction sentence. of the card, where the
represent? 1. 6 – 5 = _____ difference is written.
It represents the total number 2. 4 – 3 = _____ 6. Continue the activity by
of balloons before any are 3. 5 – 2 = _____ taking turns calling out a
popped. 4. 7 – 4 = _____ number (difference).
5. 9 – 7 = _____ - Remember , work with the
- What does 5 group mates . work by group.
represent? Do not laugh is somebody’s
- How did you find the
answer is not correct. (SEL)
difference in each
Five represents the number number sentence? Give the learners 5 to 10
of balloons that are taken We used counters to
(Illustration 1) minutes for this activity.
away or popped. represent the minuend. Then,
Teacher: After the activity, ask the
- How many pencils are we removed the number of learners how they were able to
- What does 5 counters represented by the choose the correct flashcards.
there in a box?
represent? subtrahend to find the Encourage them to share their
Pupils:
difference. strategies.
- There are nine pencils
It represents the number of - Did all of you use
in a box. balloons that are left. counters? Show them the following
- For those who did not number bonds to illustrate the
In the subtraction sentence, use counters, how did relationships between the
10 – 5 = 5 you find the numbers:
(Illustration 2)
Teacher: difference?
5 is the minuend
- Say something about We used our fingers. We
2 is the subtrahend
the picture. Say it in a drew objects.
3 is the difference.
complete sentence.
(literacy) Write the new terms on the
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Pupils: board
- A child took one
pencil. Minuend – the number from
Teacher: which we subtract
- Why do you think the Subtrahend – the number to
child took one pencil? be subtracted
Pupil 1: Difference – the result of the
subtraction
- Maybe she will write
her name on her How did you get the missing
notebook. numbers?
Teacher:
- Correct! Any other Possible answers:
- By counting on
idea?
- By addition (finding the
Pupil 2:
missing addend)
- Maybe her classmate Present another illustrations. - By using counters including
asks to borrow her their fingers
pencil.
Teacher: Can subtraction be used to find
- Well said. It is really the missing numbers? How?
nice and generous of - Yes, we can make 10
the child to lend her the minuend, the
extra pencil to her given number the
classmate. subtrahend, and the
- If you were the child, missing number the
will you do the same? difference.

Illustration 3: Have the learners write the

subtraction sentences?
There are eight pencils left in the 10 – 8 = 2
box. 10 – 3 = 7
Write each statement below the 10 – 6 = 4
illustration. 10 – 1 = 9

Relate each statement with the

story created.
Illustration 1:
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 9 pencils are in a box.
Illustration 2:
1 pencil is taken away.
Illustration 3:
8 pencils are left in the box.

- How many books are

there in illustration
1?

- There are 7 books.

- Can you spell the

word seven?

- S-E-V-E-N.
(literacy)

- Very good.

- Who can give me a

sentence that say
something about the
illustration 2?

- The 3 pupils get 3

books.
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 - Very good.

- Now, how about the

3rd illustration?

- There are 4 books

left.

Have the learners tell the

missing numbers.
___ books are on a table.
___ books are taken away.
___ books are left on the table.

This can be written in a

subtraction sentence as
7 – 3 = 4.

Let’s read the number

sentence.

- Which number is the

minuend?
- Say it in a complete
sentence.
- The minuend in
subtraction sentence
is 7.
- Which number is the
subtrahend?
- The subtrahend in
the number sentence
is 3.
- Which number is the
difference?
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 - The difference in the
subtraction sentence
is 4
Deepening Let the learners work by group Group the class into four. Group the class into 4.
Understanding of the ( the pupils will use counters) to write the story into a Let each group answer
Key Idea/Stem subtraction sentence. They Let them answer the following the number bonds.
The teacher will read the short should be able to explain their tarpaper. Find the missing
story with the learners. answers. number.
Group 1 and 2
There are six pens on the table. Group 1
Two pens are taken away. There were six birds on a
How many pens are left on the branch. All six flew away.
table? How many birds stayed on the
branch?
Let the pupils use their counters
to represent the six pens. Group 2
Ben has 8 toy cars. He gave 3
Teacher: toy cars to Dan. How many toy
- What do you do when cars left to Ben?
you take away objects?
- Take-away means Group 3 Group 3 and 4
removing the objects. Ana has 3 lollipops. She ate 1
lollipop. How many lollipops
- How many would be
left?
left if two pens were
taken away from the six Group 4
pens?
Pupils: There are 4 girls playing in the
- Four pens would be playground. 2 of the girls went
left. home. How many girls left
playing in the playground?

Teacher: (Post- activity discussion)

How would you answer the Let the pupils post their output
question in the story? on the board.
- Let’s read the
Pupils: number sentence
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 Four pens are left on the table. each group created.
- What number is the
minuend? –
- What number is the
subtrahend?
- What number is the
difference?
-

After/Post-Lesson Proper
Teacher: Let the learners read the - How do you find the - How can we use
- What happens to the subtraction sentence, difference in a number bonds to find
number of objects in a 5 – 4 = 1. subtraction sentence? the difference or
set when some of the Five minus four equals one. Take away the subtrahend from subtrahend?
items are taken away? the minuend to find the We can think of the
Pupils: - What does this difference. number on top as the
The number of objects becomes subtraction sentence minuend and the given
less. tell you? number as either the
One is left when four are taken difference or the
Making Generalizations away from five. subtrahend. If the given
and Abstractions number is the subtrahend,
- What do you call this then the missing number is
process? the difference. Conversely,
- if the given number is the
It is called subtraction. difference, the missing
- What is subtraction? number will be the
subtrahend.
Subtraction is when you take
away a number from another
number.
Present a short story to the class. Match the difference by Write the missing
Evaluating Learning Match the picture with connecting the dot. numbers.
Read the short story with learners. the subtraction
sentence. 1. 6 - __ = 4
There were four sacks of rice in a
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 store. One sack was sold. How 2. 3 - ___ = 3
many sacks of rice remained in
the store? 3. 9 - ___ = 7
Let the pupils complete the 4. 4 - ___ = 2
statement below.

_____ sacks of rice were in the 5. 8 - ___ = 7

store.
_____ sack of rice were sold.
_____ sacks of rice remained in
the store.

Additional Activities for

Application or
Remediation (if
applicable)

Remarks

Reflection

Prepared by: Reviewed by: Approved by:

SHIRLEY S. BALONDO ___ALDHAZER J. ANG JOSIAH F. TUBALLA

Subject Teacher Master Teacher/Head Teacher School Head

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