DAILY LESSON PLAN IN MATHEMATICS I

School Grade Level Grade I

Teacher Learning Area Mathematics - I
Dates WEEK 2 Quarter I

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 Counts the number of objects in a given set
(M1NS-Ib-2.1)
Identifies the number that is one more or one
less from a given number (M1NS-Ib-3)
II. LEARNING OBJECTIVES:
LO1: Identify numbers from 0-100
LO2: Explain how numbers can be represented
using counters
LO3: Reads and writes numbers from 0-100
III. LEARNING RESOURCES
 Teacher’s Guide Page 17-28
 Learner’s Materials 21-42
 Others Counters (popsicle sticks, straws,
etc.) Fruits (e.g. guavas)

Day 1 of _4_ Days

SUBJECT Identifying Numbers from Zero to Ten

IV.
MATTER:
V. PROCEDURE Learning Activities
A. Before the Show the pupils an empty transparent container.
Lesson: Ask: How many guavas are there in the container?
 Review / (Zero. There is no guava in the container.) Write
Motivatio “0” on the board.
n
Put one guava in the container. Ask: How many
guavas are in the container? (There is one guava
in the container.) Write “1” on the board.

The fruits should be big enough to be seen by

all pupils even by those who are seated at the
back.

Put one more guava in the container. Ask: How

many guavas are now in the container? (There
are now two guavas in the container.) Repeat
this process until 9 is reached. Make sure that
the numbers 0 to 9 are written on the board,
consecutively.

Let the pupils read the numbers. Ask: What

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 number comes after nine? Pupils have learned
rote counting
so it is possible that they will give 10 as the answer.

Show the pupils the container with nine guavas.

Ask: How many guavas are in this container?
(There are 9 guavas in the container.) Let the
pupils count the fruits. Ask: What would I do so
that there will be ten guavas in the container?
(Add one more guava to the nine guavas.)

Count the guavas to verify the answer. Write the

symbol “10” on the board, after 9 and then write
the word “ten” under it.

Make the pupils read the numbers in symbols on

the board beginning from 0 to 10.

B. During the
Lesson: Ask the pupils to bring out their sticks. Have them
 Presentation count ten sticks. When they are done, make them
raise these sticks. Together, let them count from
one to ten putting down one stick at a time to
check if they have counted
10 sticks correctly. Let the pupils bundle these
sticks using rubber bands. Ask:
How many sticks are in your bundle? (There are
10 sticks in my bundle.)

Have the pupils count another set of 10 sticks.

Together let them count from 1 to 10 while
putting down one stick at a time. Have them
bundle this set of 10 sticks using rubber bands.
Ask: How many sticks are in the bundle? (There
are 10 sticks in the bundle.)

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 Abstraction Ask: What number is one more than nine? (Ten is
one more than nine.) Using their fingers, let the
pupils show ten.

Ask: What number is one less than ten? (Nine is

one less than ten.)

Let the pupils do Worksheet 1.

Worksheet 1: Read and trace.

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 Using their show me board, make the pupils write
the symbol for ten. Check their work.

Let them do Worksheet 2. Then discuss the answers.

Worksheet 2: Color.

Ask the pupils to do Worksheet 3. Then discuss the

answers.

Worksheet 3: Write how many in words and in

symbols.

C. After the Show a set with 10 objects. Ask: How many objects
Lesson: are in this set? (There are 10 objects in the set.)
 Application
Ask the pupils to write ten in symbol and in word in
their show me board.

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  Closure
Ask the pupils to do the Home
Activity.

VI. REMARKS:

VII. REFLECTION:

Day 2 of _4_ Days

SUBJECT Identifying Numbers from Eleven to Twenty

IV.
MATTER:
V. PROCEDURE Learning Activities
D. Before the
Lesson Let the pupils bring out one bundle of 10 sticks that
 Review / they made in the previous lesson. Have them count
Motivatio the number of sticks in the bundle.
n
Ask: How many sticks are in the bundle? (There are ten
sticks in the bundle.) Ask: How many sticks will there
be if you add one more stick? (Since pupils have
learned rote counting, it is
possible that they give the answer eleven.) Affirm the
pupils’ correct answer.
E. During the
Lesson Make the pupils raise their one bundle of 10 sticks
 Presentation and the loose 1 stick. Ask: How many sets of 10
sticks do you have? (There is one set of 10
sticks.) Write 1 on the
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board. Ask: How many loose sticks do you have? (There
is

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one loose stick.) Write 1 beside the first 1 that has
already been written. Then write “eleven” below “11”
on the board.

Explain that 11 is a symbol that means one set of

10 sticks and 1 loose stick. Say: We can call one
set of 10 sticks as tens and the “loose” sticks as
ones. So we can also say that 11 means 1 tens
and 1 ones. Beside 11, write the following on the
board:
tens ones
1 1

When the pupils have already understood the

concept of 11, ask: How many sticks will there be if
you add one more stick to the 11 sticks? Make the
pupils actually add one more stick. (There will be
12 sticks.)

Write “12” and “twelve” below it, on the board. Ask:

What does 12 mean? (Twelve means that there is
one set of 10 sticks and 2 loose sticks or 1 tens and 2
ones.) Beside 12, write the following on the board:

tens ones
1 2

Ask: How many sticks will there be if you add one

more stick to the 12 sticks?

Make the pupils actually add one more stick. (There

will be 13 sticks.)

Write “13” and “thirteen” below it on the board. Ask:

What does 13 mean? (Thirteen means that there is
one set of 10 sticks and 3 loose sticks or 1 tens and
3 ones.) Beside 13, write the following on the board:

tens ones
1 3

Repeat the process until 19.

Ask: How many sticks will there be if you add one

more stick to 19 sticks?
Make the pupils actually add one more stick.
(There will be twenty sticks.)

Write “20” and “twenty” below it on the board.

Ask: What does 20 mean? (It would be good if the
pupils can give the following answers: Twenty
means that there is one set of 10 sticks and 10
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loose sticks or two sets of ten sticks each and no
loose sticks. Twenty also means that there

8
 are 2 tens and 0 ones.)

If the pupils cannot give the answers above, that

is, if they do not realize that the 10 loose sticks
can form another set of 10 sticks, ask: Can we
bundle the 10 loose sticks to have another set of
10 sticks? (Yes. We can bundle the 10 loose sticks
to have another set of 10 sticks.) Make the pupils
bundle the 10 loose sticks. Ask: How many sets of
10 sticks each do we have now? (We now have
two sets of 10 sticks each.) How many sticks are in
these two sets of 10 sticks each? (There are
twenty sticks in these two sets of 10 sticks each.
What does 20 mean? (Twenty means two sets of
10 sticks each and no loose sticks or 2 tens and 0
ones.)

Emphasize that 20 means that there are two

sets of 10 sticks each and no loose sticks or 2
tens and zero ones.

Ask the pupils what 10 means. (Ten means one tens

and zero ones.) Write 10 before 11 on the list of
numbers from 10 to 20 that are written vertically in
consecutive order tens
on the Ones
board. Beside 10, write the
following on the board:
1 0

 Abstraction
Make the pupils practice writing the numbers 11 to
20 by doing Worksheet 1.

WORKSHEET 1: Read and

trace.

F. After the
Lesson: Show 15 objects to the pupils. Make a pupil come in
 Application front. Ask: How many objects do I have? (The pupil
counts and answers that there are 15 objects.)
Ask: What does 15
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 mean? (15 means that there are 1 tens and 5 ones.)

Tell the pupils to show that that there are 1 tens and
5 ones in 15 using the materials that they have.
(Pupils show their one bundle of 10 counters and 5
loose counters. They may
also draw 15 objects and encircle 10 of them.)
 Closure Assign the Home Activity to the pupils.

VI. REMARKS:

VII. REFLECTION:

Day 3 of _4_ Days

SUBJECT Identifying Numbers from Twenty- One to Fifty

IV.
MATTER:
V. PROCEDURE Learning Activities
G. Before the
Lesson: Show two bundles of 10 sticks each to the pupils.
 Review / Say: I have two sets of 10 sticks each. Ask: How
Motivati many sticks are there in all? (There are 20 sticks
on in all.) Write 20 on the board. Ask: If I add one
more stick to the 20 sticks, how many sticks are
there in all? (It is possible that some pupils may
give the correct answer 21.) Write 21 on the board
beside 20. Tell the pupils that it is read “twenty-
one” because there are 20 sticks and one more
stick. Let them read 21. Ask: If I add one more
stick to the 21 sticks, how many sticks do you
think will there be? (Basing on the answer 21 a
while ago, pupils may be able to answer 22.)
Write 22 on the board beside 21 and let the pupils
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 read it.
H. During the
Lesson: Repeat the procedure until 29. Say: I have 29
 Presentation sticks. If I add one more stick, how many sticks
are there in all? (There are 30 sticks in all.) If not
all the pupils can give the correct answer, ask:
How many loose sticks are there? (There are 10
loose sticks.) So what can we do with these loose
sticks? (We can form another set of 10 sticks.)
How many sets of 10 sticks each do we have now?
(We now have 3 sets of 10 sticks each.) Say:
When we have 3 sets of 10 sticks each, we say
that there are 30 sticks in all. Emphasize the
name “thirty” for the number 30. Write 30 below
20. Ask the pupils to read it. Then ask them to
read the numbers from 21 to 30 written on the
board.

Ask: If I add one more stick to the 30 sticks, how

many sticks are there in all? (It is possible that
some pupils may give the correct answer 31.)
Write 31 on the board beside 30. Tell the pupils
that it is read “thirty-one” because there are 30
sticks and one more stick. Let them read 31.

Repeat the procedure until 39 then introduce 40

in a similar way. Emphasize the name “forty” for
the number
40. Once more, repeat the procedure until 49
then introduce 50, also in a similar way.
Emphasize the name “fifty” for the number 50.
Then ask the pupils to read the numbers 21 to 50
written on the board.

Explain to the pupils that they will perform an

activity in groups with 3 pupils each. Each group
will have 2 bunches of different numbers of
sticks, about 21 to 50. Ask the pupils to count the
number of sticks in each bunch and to write it on
their answer sheet. Then, ask them to group the
sticks by tens and ones and fill up the place value
chart on the answer sheet.

Distribute the materials and the answer sheet

shown below to each group of pupils. Each group
will have different numbers of sticks. Make sure
that the pair of numbers of sticks that will be
Answer Sheet
Bunch Number Place Value Chart
of sticks
Tens Ones
A
B
11
12
 Abstractio
n Ask a representative of each group to tell the class the
number of sticks in each bunch given to them and the
number of tens and ones they wrote in the place value
chart. Make a summary of these information on the
board using a table. An example is shown below.

Group Bunch Number Place Value

of Sticks Tens Ones
1 A 25 2 5
B 41 4 1
A 36 3 6
2
B 50 5 0
and
so
on

When all the answers have been given, focus

the pupils’ attention to the number of sticks and
the numbers written in the tens and ones
columns. Guide them to realize the relationship
between the number of sticks, its number
representation, and the number in the tens
column and the number in the ones column of
the place value chart. Actually, this lesson builds
on the previous lesson on the numbers eleven to
twenty. The previous lesson introduced the
pupils to the meaning of each of these two-digit
numbers in relation to the place value chart.
However, the phrase “place value chart” was
not yet introduced then.

To discuss the results of the activity, you may

ask the following questions (for example) which
reinforce what the pupils already know about
place value.

 How many sticks are in bunch A? (There are

25 sticks in bunch A.)
 How many sets of 10 sticks each are made?
(Two sets of 10 sticks each are made.)
 How many loose sticks are left? (There are 5
loose sticks left.)
 What number did you write in the tens
column of the place value chart? (We wrote 2
in the tens column of the place value chart.)
 What does 2 in the tens column mean? (Two
in the tens column means that there are two
sets of 10 sticks each or two tens.)
 What number means the same as two tens?
(20 means the same as two tens.)
 What number did you write in the ones
column of the place value chart? (We wrote 5
13
 in
the
one
s
colu
mn
of
the
plac
e
valu
e
cha
rt.)
 Wh
at
doe
s 5
in
the
one
s
colu
mn
me
an?
(Fiv
e in
the
one
s
colu
mn
me
ans
that
ther
e
are
5
loos
e
stic
ks
or

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 5 ones.)
 What does 25 mean? (25 means that there
are two sets of 10 sticks each and 5 loose
sticks or there are 2 tens and 5 ones.)

Do the same for the other numbers say, 41 and 50.

It is possible that the pupils give answers where

the number of sticks is not consistent with the
number in the tens and the number in the ones
columns of the place value chart. If this
happens, focus the pupils’ attention to these
answers. Let them realize if such answers are
possible. Check these answers by actually
counting the sticks, then making sets of 10 sticks
each, and determining the number of tens and
ones, with the pupils.
I. After the
Lesson: Ask the pupils to do Worksheet 1.
 Application
Worksheet 1

Discuss the answers of the pupils to the

15
 Worksheet. Call on pupils to write the number of
sets of 10 sticks each in the tens column and the
number of loose sticks in the ones column on a
place value chart on the board.
 Closure Let the children do the Home Activity. Give it
as an assignment.

Home Activity
Write the missing numbers.
Then read all the numbers.

VI. REMARKS:

VII REFLECTION:

Day 4 of _4_ Days

SUBJECT
IV. Identifying Numbers from Fifty- One to One Hundred
MATTER:
V. PROCEDURE Learning Activities
J. Before the
Lesson: Show five bundles of 10 sticks each to the pupils. Say:
 Review / I have five sets of 10 sticks each. Ask: How many
Motivatio sticks are there in all? (There are 50 sticks in all.)
n Write 50 on the board and let the pupils read it.
Ask: If I add one more stick to the 50 sticks, how
many sticks are there in all? (It is possible that
some pupils may give the correct answer 51.) Write
51 on the board beside 50. Tell the pupils that it is
read “fifty one” because there are 50 sticks and
one more stick. Let them read 51. Ask: If I add one
more stick to the
51 sticks, how many sticks do you think will there be?
(Basing on the answer 51)

16
 a while ago, pupils may be able to answer 52.) Write
52 on the board beside 51 and let the pupils read it.

K. During the
Lesson: Repeat the procedure until 59. Say: I have 59 sticks.
 Presentation If I add one more stick to the 59 sticks, how many
sticks are there in all? (There are 60 sticks in all.)
If not all the pupils can give the correct answer,
ask: How many loose sticks are there? (There are
10 loose sticks.) So what can we do with these
loose sticks? (We can form another set of 10
sticks.) How many sets of 10 sticks each do we
have now? (We now have 6 sets of 10 sticks
each.) Say: When we have 6 sets of 10 sticks
each, we say that there are 60 sticks in all.
Emphasize the name “sixty” for the number 60.
Write 60 below 60. Ask the pupils to read it.
Then ask them to read the numbers from 51 to
60 written on the board.
Ask: If I add one more stick to the 60 sticks, how
many sticks are there in all? (It is possible that
some pupils may give the correct answer 61.)
Write 61 on the board beside 60. Tell the pupils
that it is read “sixty one” because there are 60
sticks and one more stick. Let them read 61.

Repeat the procedure until 69 then introduce 70 in a

similar way. Emphasize the name “seventy” for
the number 70. Again, repeat the procedure until
79 then introduce 80, also in a similar way.
Emphasize the name “eighty” for the number 80.
And again, repeat the procedure until 89 then
introduce 90, also in a similar manner. Emphasize
the name “ninety” for the number 90. Lastly,
repeat the procedure until 99 then introduce 100
in a similar way. Emphasize the name “one
hundred” for the number 100. Make sure that the
pupils understand that there are 10 sets of 10
sticks each when there are 100 sticks. Then ask
the pupils to read the numbers 51 to 100 written
on the board.
Explain to the pupils that they will perform an
activity in pairs. Each group will have 2 bunches
of different numbers of sticks, about 51 to 100.
Ask the pupils to count the number of sticks in
each bunch and to write it on their answer sheet.
Then, ask them to group the sticks by tens and
ones and fill up the place value chart on the
answer sheet.
Distribute the materials and the answer sheet shown
below to each pair of pupils. Each pair will have
17
 different numbers of sticks. Make sure that the
pairs of numbers
of sticks that will be assigned to the different pairs of

pupils will cover all the numbers from 51 to 100

except, say 97. Examples of these pairs are 51
and 67, 87 and
78, 56 and 90.

L. After the
Lesson:

18
 Application Show a bunch of 63 sticks to the pupils. Ask: How
many sticks are there? Call on one pupil to lead the
class in counting as he/she puts down one stick at a
time. Make the pupils write the number on their
show me board. Then write the number on the
board so that the pupils canSheet
Answer check their answer.
Bunch Numbe Place Value Chart
Ask the pupils r of to make a place value chart
showing tens and ones
sticks on their show me board.
Tens Ones
Ask: AHow many sets of 10 sticks each are there?
B are 6 sets of 10 sticks each.)
(There

Using your show me board, show where you will

write 6 in the place value chart.

Ask: How many loose sticks are there? (There are

3 loose sticks.)

Again, using your show me board, show where you

will write 3 in the place value chart.

Write the correct answer on a place value chart on

the board so that the pupils can check their work.

Explain that the number in the tens place tells the

number of tens in a given number, while the
number in the ones place tells the number of ones
in a given number.

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  Closure
Let the children do the Home Activity. Give it as an
assignment.
Home Activity
Write the missing numbers. Then read all the numbers.

VI. REMARKS:

VII. REFLECTION:

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