Math 1 Enhancement

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Mathematics
Enhancement Camp
Lesson Plans
Enhancement Learning Camp
Lesson Plans
Mathematics Grade 1
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Table of Contents
Day 1: Lesson 1 .......................................................................................................................... 1

Reading and Writing Numbers up to 100 in Symbols and in Words
Day 2: Lesson 2 .......................................................................................................................... 5
Compares Numbers up to 100 Using Relational Symbol and Orders them in Increasing or Decreasing Day
3: Lesson 3.................................................................................................................................. 9
Identifies the Number that is One More or One Less from a Given Number
Day 4: Lesson 4 ........................................................................................................................ 12
Identifies, Reads and Writes Ordinal Numbers: 1st, 2nd, 3rd , up to 10th Object in Each Set from a Given
Point of Reference
Day 5: Lesson 5 ........................................................................................................................ 15
Visualizes, Represents, Divides a Whole Number into Halves and Fourths and Identifies ½ and ¼ of a
Whole Object
Day 6: Lesson 6 ........................................................................................................................ 19
Visualizes, and Draws the Whole Region or Set Given its ½ and ¼
Day 7: Lesson 7 ........................................................................................................................ 23
Illustrates addition as “putting together or combining or joining sets”
Day 8: Lesson 8 ........................................................................................................................ 28
Visualizes and Adds the Following Numbers Using Appropriate Techniques: a. Two 1-digit Numbers with
Sums Up to 18 b. Three 1-Digit Numbers c. Numbers with Sums through 99 Without and With Regrouping.
Day 9: Lesson 9 ........................................................................................................................ 32
Illustrates subtraction as “taking away” or “comparing” elements of sets
Day 10: Lesson 10..................................................................................................................... 35
Visualize, represent, and subtract the following numbers: a. one-digit numbers with minuends through 18
(basic facts) b. one- to two-digit numbers with minuends up to 99 without regrouping c. one- to two-digit
numbers with minuends up to 99 with regrouping
Day 11: Lesson 11..................................................................................................................... 39
Identifies, names, and describes the four basic shapes (square, rectangle, triangle, and circle) in 2-
dimensional (flat/plane) and 3-dimensional (solid objects)
Day 12: Lesson 12..................................................................................................................... 42
Compares and classifies 2-dimensional (flat/plane and 3-dimensional (solid) figures according to common
attributes.
Day 13: Lesson 13..................................................................................................................... 46
Determine the missing terms using one attribute in a given continuous pattern and in a given repeating
pattern
Day 14: Lesson 14..................................................................................................................... 50
Tells the Days in a Week, Months in a year in the right order.
Day 15: Lesson 15..................................................................................................................... 53
Determines the day of the month using a calendar.
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Day 16: Lesson 16..................................................................................................................... 56
Tells and Writes time by Hour, Half-hour and Quarter hour using Analog clock.
Day 17: Lesson 17..................................................................................................................... 61
Compare objects using comparative words: short, shorter, shortest; long, longer, longest.
Day 18: Lesson 18..................................................................................................................... 65
Estimates and measures length using non-standard unit of measure.
Day 19: Lesson 19..................................................................................................................... 68
Compares objects using comparative words: light, lighter, lightest; heavy, heavier, heaviest.
Day 20: Lesson 20..................................................................................................................... 72
Estimates and measures mass and capacity using non-standard unit of measure.
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Mathematics Grade 1 Lesson Plan 1
Key Idea
Lesson Component 1 (Lesson Short Review)
Time: 7 minutes
Directions: Count the objects and write the number in symbols.
1) ______
2) ______
3) ______
4) ______
5) ______
Answers
1) 10 2) 20 3) 15 4) 12 5) 8
Lesson Component 2 (Lesson Purpose/Intention)
Time: 3 minutes
Teacher states:
We can use what we have learned on counting/reading and writing. Today we will learn to read
and write numbers in symbols and in words using chart, sticks and flash cards.
Lesson Component 3 (Lesson Language Practice)
Time: 5 minutes
Key words/terms are:
Read and write
Symbol
Word
Numbers
Lesson Component 4 (Lesson Activity)
Time: 25 minutes
Part 4A
Stem for Items 1 and 2
1. Show a picture of a girl.
Ask the children what they see.
How many girls are there in the picture?
Write the symbol 1 and the word "one". Read and let the children read.
Show a picture of another girl with the previous girl.
1
Ask the children. How many girls do you see in the picture now?
Write the symbol 2 and the word two on the whiteboard.
Let the children read them after you.
Add one to ten and follow the procedure in the previous two numbers.
Emphasize the relationship between the picture, symbol and the word name.
2. Put the flashcards numbered 1-100 and the number word flashcards on the
pocket chart and let the children match the correct symbol and number word.
Part 4B
Item 1: Count the objects and write the number.
1.
2.
3. _______
4. _______
5. ________
Item 2: Write the number in symbols of the numbers given below.

.
1)
2)
3)
c) ___________
2
Item 3: Write the number in words of the numbers given below.
a) 53 _____________________________
b)
66 = __________________________________
c) 100 = __________________________________
d)
100 = __________________________________
e)
91 = __________________________________
Part 4B
Item 1
Answer to Item 1
1. 10
2. 20
3. 15
4. 12
5. 8
Answers to Item 2
a. 32
b. 50
c. 24
4. 12
3
5. 18
Answers to Item 3
1. 53 = limampu’t tatlo
2. 66 = animnapu’t anim
3.100 = isang daan
4. 80 = walumpu
5. 91 = siyamnapu’t isa
Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on Student Goals)
Time: 5 minutes
The teacher facilitates student reflection and discussion, that addresses such questions as:
o What do you think were the key mathematical concepts addressed in this lesson?
o Would you rate your level of understanding of the material covered in this lesson
as high, moderate, or low?
o Has the lesson helped you to gain further insight into aspects of the material
covered that represent strengths or represent weaknesses?
o What would you describe as the main barriers, if any, to your ongoing progress
and achievement in relation to the topic area addressed in this lesson?
o What do you think would best assist your ongoing progress and achievement in
relation to the topic area?
4
Compares Numbers up to 100 Using Relational Symbol and Orders them in Increasing or
Decreasing
Key Idea
Compares Numbers
Time: 7 minutes
Directions: Count the objects. Write the number of objects in symbols and in words.
1.
V ________ ____________________
2.
_________ ___________________
3.
_________ ___________________
4.
__________ ____________________
5.
__________ ____________________
Answers
1) 24 twenty-four
2) 16 sixteen
3) 18 eighteen
4) 45 forty-five
5) 12 twelve

Time: 3 minutes
Teacher states:
In comparing numbers, we use greater than “>”, less than “<”, or equal to ”=”.
Today we will learn how to compare numbers up to 100 using relational symbol and orders
them in increasing or decreasing.
5
Time: 5 minutes
more than, less than, increasing, decreasing
Time: 25 minutes
Part 4A
1. Show a chart containing 3 set of objects.
A B C
Questions:
a. How many sets are there?
b. What is contained in each set?
c. How many stars are there in each set?
d. How many stars are there in set A compared to the number of stars in set B?
e. How many stars are there in set A compared to the number of stars in set C?
f. How many stars are there in set B compared to the number of stars in set A?
g. How many stars are there in set C compared to the number of stars in set A?
h.How many stars are there in set B compared to the number of stars in set C?
*When they have given their answers, focus one at a time on the relationships
and write them on the board.
* Write also how they are written in symbols.
* 4 is less than 6 or 4<6
i. Provide other examples.
2. Show.
2 4 6 8 10
6
Questions:
a. How many sets are there?
b. How many smiley faces are there in set 1, set 2, set 3, set 4, set 5?
*Write their answers on the board.
c. In what order are the numbers arranged?
10 9 6 5 3
d. Read the numbers.
e. In what order are the numbers arranged?
f. Provide other examples.
Part 4B
Item 1
Questions
Count the objects in each set. Compare using >, <, or =.
1. _________
2. ___________
3. ___________
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Answers to Item 1
1. >
2. <
3. =
4. >
5. <
Part 4C
Item 2
Questions
Arrange the numbers in increasing order.
1. 2, 20, 97, 60, 42 ____________________
2. 100, 36, 70, 15, 81 ___________________
3. 5, 20, 40, 35, 10 _____________________
Arrange the numbers in decreasing order.

4. 21, 45, 86, 11, 53 ____________________
5. 88, 63, 16, 94, 55 ___________________
Answers to Item 2
1. 2, 20, 42, 60, 97
2. 15, 36, 70, 81 100
3. 86, 53, 45, 21, 11

Time: 5 minutes
o What do you think were the key mathematical concepts addressed in this
lesson?
o Would you rate your level of understanding of the material covered in this
lesson as high, moderate, or low?
o What do you think would best assist your ongoing progress and achievement
in relation to the topic area?
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Identifies the Number that is One More or One Less from a Given Number
Key Idea
Number that is One More or One Less
Time: 7 minutes
Directions: Choose the correct answer.
1. 20 is less than (5, 25)
2. 85 is more than (90, 60)
3. 54 is equal to (54, 64)
4. 36 is less than (46, 26)
5. 48 is greater than (63, 35)
Answers
1) 25 2) 60 3) 54 4) 26 5) 35
Time: 3 minutes
Teacher states:
In this lesson, you will learn to identify numbers, that is one more or one less using counters or
concrete objects.
Time: 5 minutes
One more, one less

Time: 25 minutes
Part 4A
1. Let the pupils count from 1 to 10 using their sticks.

Ask each pupil to show a set of 5 sticks.
Then ask them to add 1 more counter and identify the total number of sticks. (6)
Have pupils add 1 more stick to their set of 6 sticks.
How many sticks are now? (There are now 7 sticks.)
How many sticks do you think there will be if we add one more stick to the set of 7 sticks?
(There will be eight sticks)
Let the pupils observe sets of counters on the board (6 and 7)
Which number is greater: 7 or 6? (7 is more than 6)
How would you describe the relationship between 7 and 6? (7 is more than 6)
How many more is 7 compared to 6? (7 is one more than 6)
Which number is smaller: 6 or 7? (6)
How would you describe the relationship between 6 and 7? (6 is less than 7)
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How many less is 6 compared to 7? (6 is one less than 7)
Show the number line.
Questions:
a. What number is one more than 6?
b. What number is one less than 6?
c. What number is one more than 4?
d. What number is one less than 4?
e. What number is one more than 8?
f. What number is one less than 8?
Part 4B
Item 1
Questions
One More and One Less
Find 1 more or 1 less and write in the box.
1 less number 1 more
Answers to Item 1
1. 7, 9
2. 5, 7
3. 3, 4
4. 4, 6
5. 6, 8
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Part 4C
Item 2
Questions
Write the correct number in the blank.
1. Five is one less than _________.
2. Ten is one more than _______.
3. 7 is one less than ______.
4. 15 is one more than _____.
5. Twenty-eight is one less than______.
6. 39 is one less than _______.
7. 23 is one more than _____.
8. 66 is one less than ______.
9. 20 is one more than ________.
10. 8 is one less than ________.
Answers to Item 2
1. 6 6. 40
2. 9 7. 22
3. 8 8. 67
4. 14 9. 19
5. 29 10. 9
Time: 5 minutes
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Identifies, Reads and Writes Ordinal Numbers: 1st, 2nd, 3rd , up to 10th Object in Each Set from a
Given Point of Reference
Key Idea
Identifies, reads, and writes ordinal numbers: 1st, 2nd, 3rd , up to 10th object.
Time: 7 minutes
Directions: In the left column, right the number that is one less. On the right, write the number that
is one more.
16
19
8
3
13
Answers
15 16 17
18 19 20
7 8 9
2 3 4
12 13 14
Time: 3 minutes
Teacher states:
Today, we will discuss ordinal numbers from 1st to 10th. In this lesson you will be able to identify,
read and write the ordinal position of a person or thing.
Time: 5 minutes
Ordinal numbers- 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th
first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth

Time: 25 minutes
Part 4A
What should you do before leaving the classroom after class?

Why do you need to wait and line up?
Ask 10 pupils to stand in front of the class and let them form a line.
Who is number 1 in line?
Who is number 2 in line?
Ask similar questions until all pupils are identified.
Introduce the ordinal numbers and symbols.
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Show 10 kinds of fruits. (Use concrete objects/pictures)
1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th
first second third fourth fifth sixth seventh eighth ninth tenth
Questions:
What is the position of each fruit?
Have the pupils identify the fruits from left to the right.
Say: The first fruit is an orange.
Then post the picture of orange and under it write 1st.
Say: “first” and let the pupils say it as you point to 1st.
Repeat process for the second, third, fourth, fifth, sixth, seventh, eighth, ninth, and tenth
fruit.
What do you observe about the words below the name of the fruits?
Point to the numbers 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th , 10th .
Say: These are also numbers. It tells the number of an objects or persons that
are arranged. The numbers that tell the order/position of the fruits
(objects/persons) are called ordinal numbers.
How do we read and write the symbol for ordinal numbers?

What letter do we affix in writing ordinal numbers?
Read each ordinal symbols and in words.

Then ask the pupils to repeat it.
Part 4B
Item 1
Questions
Study the pictures. Start on the left.
1. Draw a circle around the 6th object.

2. Cross out the 3rd object.
3. Underline the 8th object.
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Answers to Item 1
Part 4C
Item 2
Questions
Which fruit is the:

1. Fourth
2. Seventh
3. Ninth
Answers to Item 2
1. strawberry
2. apple
3. pineapple

Time: 5 minutes
o Would you rate your level of understanding of the material covered in this lesson as
high, moderate, or low?
o Has the lesson helped you to gain further insight into aspects of the material covered
that represent strengths or represent weaknesses?
o What would you describe as the main barriers, if any, to your ongoing progress and
achievement in relation to the topic area addressed in this lesson?
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Visualizes, Represents, Divides a Whole Number into Halves and Fourths and Identifies ½ and ¼
of a Whole Object
Key Idea
Visualizes, represents, divides a whole number into halves and fourths and identifies ½ and ¼ of a
whole object.
Time: 7 minutes
Directions: Answer the questions correctly.
fish cat rabbit snail frog dog
If the fish is the first animal,

1. which animal is in the last place?
2. which animal is in fifth place?
3. what place is the dog in?
4. which animal is in third place?
5. what place is the frog in?
Answers
1. dog
2. frog
3. 6th
4. Rabbit
5. 5th
Time: 3 minutes
Teacher states:
In the previous lesson, you learned how to identify, read, and write ordinal numbers. Today, we
will visualize, represent, divide a whole number into halves and fourths and identify ½ and ¼ of
a whole object.

Time: 5 minutes
visualizes, represents, divides, whole number, halves, fourths, ½ and ¼, whole object.
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Time: 25 minutes
Part 4A
1. Read the problem.
Yandell has six caps. He wants to give half of them to his brother. How many caps should
he give to his brother?
Questions:
a. Who has caps?
b. How many caps does Yandell have?
c. What does he want to do with his caps?
d. How many caps should he give to his brother?
e. How will Yandell and his brother divide the caps?
f. Guide the pupils in solving the problem in different ways by acting out or by using
counters.
g. Emphasize that in getting ½ of a set of objects, form 2 groups having equal number of
objects.
h. Let the pupils perform more activities, then discuss the answers.
2. Father brought home a box of doughnuts. The box contains 12 pieces, and he wants to
divide them equally among his four children. How many pieces of doughnuts will each child
get?
Questions:
a. Who brought home doughnuts?
b. How many pieces of doughnut are there in the box?
c. How many children will be given doughnuts?
d. How many pieces of doughnut do you think will each child get?
e. Guide the pupils in solving the problem in different ways by acting out or by using
counters.
f. Emphasize that to identify ¼ of a set of objects, divide the objects into 4 groups
having the same number of objects. The objects in each group represent ¼ of the set.
g. Let the pupils perform more activities, then discuss the answers.
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Part 4B
Item 1
Questions
1. Write the number that represents one-half of the total of the objects.
2. Sophia has a bag of candies. She wants to divide and put the candies into two jars. Write
the correct number of candies inside each jar.
3. The 4 crayons represent the ½ of the total crayons. Complete the set of crayons by
drawing the missing crayons.
Answers to Item 1
1. 5
2.
3.
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Part 4C
Item 2
Questions
Divide the objects in the given set into four groups by drawing a line. Write the number of
objects contained in each group.
1.
_______________
2.
_______________
3.
________________
Answers to Item 2
1.
2
2.
1
3.

Time: 5 minutes
o Did the lesson help you to gain further insight into aspects of the material covered
o What are the main barriers, if any, to your ongoing progress and achievement in
relation to the topic area addressed in this lesson?
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Visualizes, and Draws the Whole Region or Set Given its ½ and 1/4
Key Idea
Visualizes, and Draws the Whole Region or Set Given its ½ and 1/4
Time: 7 minutes
Directions: Answer the following.
1. ½ of 4 ________
2. ½ of 8 ________
3. ½ of 6 _______
4. ¼ of 8 _______
5. ¼ of 12 ______
Answers
1. 2
2. 4
3. 3
4. 2
5. 4
Time: 3 minutes
Teacher states:
In the previous lesson, you learned that in getting ½ of a set of objects, form 2 groups having
equal number of objects. To identify ¼ of a set of objects, divide the objects into 4 groups having
the same number of objects. The objects in each group represent ¼ of the set. Today, we will
learn how to visualize and draw the whole region or set given its ½ and ¼.

Time: 5 minutes
visualizes, represents, divides, whole number, halves, fourths, ½ and ¼, whole object
Visualizes, Draws, Whole Region, Set, ½ and 1/4
Time: 25 minutes
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Part 4A
Listen to the story.
Carla has four lollipops. This is half of the total number of lollipops she bought. How many
lollipops did she buy?
?
Questions:
a. Who bought lollipops?
b. How many lollipops does Carla have?
c. What part of the total number of lollipops is presented above?
d. How many lollipops are needed to complete the whole?
e. How would you represent the whole set of loliipops?
f.
Provide other examples.

g. When do we call a part of a whole “one half”?
Emphasize that a part of a whole is called one half if the whole is divided into two
equal parts.
h. Show a slice of a whole piece of pizza. (use cutout)
i. Tell the pupils that the slice of pizza is ¼ of the whole piece of pizza.
j. How would the whole piece of pizza look like?
k. Let them draw on their show me board how the whole piece of pizza.
l. Provide other examples.
m. When do we call a part of a whole “one fourth”?
Emphasize that a part of a whole is called one fourth if the whole is divided into four
equal parts.
Part 4B
Item 1
Questions
Draw the other half of the given group of objects.
1.
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2.
3.
Answers to Item 1
1.
2.
3.
Part 4C
Item 2
Questions
Choose the missing part of the figure in column A from column B.
A B
Part of the whole ¼ of the whole
1.
2.
3.
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Answers to Item 2
1.
2.
3.

Time: 5 minutes
o Did the lesson help you to gain further insight into aspects of the material covered
o What are the main barriers, if any, to your ongoing progress and achievement in
relation to the topic area addressed in this lesson?
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Key Idea
 Combining objects or sets of objects to form addition.

 Using the plus sign to make an addition sentence.
 Creating sets of objects to show addition.
Most Essential Learning Competencies

Illustrates addition as “putting together or combining or joining sets” (M1NS-IIa-23)

Component 1 offers teachers the chance to:
 settle the class quickly;
 review or preview previously encountered information;
 address previous content in the form of a few targeted questions that are relevant to the
current lesson;
 note what students already know;
 elicit answers from the class to reinforce the important content needed for the lesson; and
 address briefly issues that may arise.

Time: 7 minutes
Allow the learners to answer the following.
Give the total and write the number sentence for the following.
1.
and is
_________ + _________ _________
2. and is
_________ + _________ _________
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and is
3.
_________ + _________ _________

Answers
1. 3 + 4 = 7
2. 4 + 2 = 6
3. 6 + 3 = 9

Time: 3 minutes
Teacher states:
In adding numbers, we can use counters or concrete objects in addition or “putting
together”. Addition is the process of putting objects and it is also a process of joining
two sets together. We will be adding or putting a certain set together. Addends are
the numbers being added, and the result or the final answer we get after the process is
called the sum. The + sign is what we call a “plus”.
Today we will learn how to add numbers.
Time: 5 minutes
addends, sum, addition, putting together
I have 5 flowers. Yana gave me 3 more flowers. How many flowers do I have in all?
How many flowers do I have at first? (5)
How many flowers did Yana give me? (3)
How would we call 5 and 3 now? *Addends
So now let's put together and count how many flowers do I have in all? *8
How do we call 8 now? Sum
Time: 25 minutes
Part 4A
1. Read the short story.
Romel and his brother played in their yard. Romel had 10 marbles. His brother
gave him 5 more marbles.
Questions:
a. How many marbles did Romel originally have?
b. How many marbles did his brother give to Romel?
c. How many marbles does Romel have in all?
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d. What operation did we use to know the total number of marbles of Romel?
e. What are given?
f. What do we call 10? 5? 15?
2. Show.
Number Addends Addends Sum
Sentence
a. 10 + 8 = 18
b. 8 + 7 = 15
c. 9 + 3 = 12
Complete the table.

a. What are the addends in number sentence a?
b. Why did we say that 10 and 8 are the addends?
c. What is the sum in number sentence a?
*Ask the same question in b and c.
Part 4B
Encircle the correct illustration that shows the following addition sentence.
1. 4 + 4 = _____
A. and
B. and
2. 3 + 6 = _____
A. and
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B. and
3. 6 + 8 = _____
A. and
and
B.
Part 4C
Select the letter of the correct addition sentence.
1. and
a. 4 + 4 = 8
b. 5 + 4 = 9
c. 6 + 4 = 10
2. and
a. 3 + 5 = 8
b. 3 + 6 = 9
c. 3 + 7 = 10
3 and
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a. 4 + 2 = 6
b. 4 + 3 = 7
c. 4 + 4 = 8
Answers to Item 2
1. c
2. a
3.b
Time: 5 minutes
The teacher facilitates student reflection and discussion, that addresses such questions
as:
lesson?
o Has the lesson helped you gain further insight into aspects of the material
that represent strengths or weaknesses?
o What would you describe as the main barriers, if any, to your ongoing
progress and achievement with the topic area addressed in this lesson?
o What do you think would best assist your ongoing progress and
achievement in relation to the topic area?
27
Visualizes and Adds the Following Numbers Using Appropriate Techniques:
a. Two 1-digit Numbers with Sums Up to 18
b. Three 1-Digit Numbers
c. Numbers with Sums through 99 Without and With Regrouping.
Key Idea
Visualizes and adds the following numbers using appropriate techniques.:
a. Two 1-digit Numbers with Sums Up to 18
b. Three 1-Digit Numbers
c. Numbers with Sums through 99 Without and With Regrouping.
Time: 7 minutes
Directions: Comple the table below.
1.
Sentence
1. 9 + 9 = 18
2. 8 + 7 = 15
3. 3 + 9 = 12
4. 8 + 6 = 14
5. 4 + 5 = 9
Answers
Sentence
1. 9 + 9 = 18 9 9 18
2. 8 + 7 = 15 8 7 15
3. 3 + 9 = 12 3 9 12
4. 8 + 6 = 14 8 6 14
5. 4 + 5 = 9 4 5 9
Time: 3 minutes
Teacher states:
In the previous lesson, you learned how to illustrate addition. Today, we will learn to add
numbers using appropriate techniques.: a. two 1-digit Numbers with Sums Up to 18, b. three 1-
digit numbers, c. numbers with Sums through 99 without and with regrouping.
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Time: 5 minutes
Visualize, add, sum, with regrouping, without regrouping.
Time: 25 minutes
Part 4A
1. Yanelle and her brother Yandelle helped pick corn. Yanelle picked 7 corns, while
Yandelle picked 9. They combined all the corns into a sack.
a. What is Yanelle’s brother’s name?

b. What did Yanelle and her brother do together?
c. What crop did Yanelle and Yandell pick?
d. How many corns did Yanelle pick?
e. How many corns did Yandell pick?
f. How many corns are there in the sack?
*Let’s count. (use counters or any visual aid)
Yanelle has 7 corns. Yandell has 9 corns.
*To find out the total number of corns in the sack, we add the number of corns
Yanelle has to the number of corns Yandell has:
7 (Yanelle’s corn) + 9 (Yandell’s corn) = 16 corns
So, there are 16 corns.
7+9=16
2. In the above story, Yanelle picked 7 corns while Yandel picked

9. If their eldest brother, Yael, picked 8 corns and put them in the sack, let’s
find out how many corns are there now.
Initially:
Yanelle has 7 corns.
Yandell has 9 corns.
Then, their elder brother, Yael, added 8 corns.
* To find out the total number of corns, we add the number of corns picked
by each of them:
29
Write the addition sentence.
7+9+8 = 24
So, the answer is 24
3. Yanelle, Yandell and Yael have picked 24 corns altogether. Their father, who
picked early this morning, has already gathered 45 corns. If they put
all the corns altogether into one sack, how many corns are there in all?
*To calculate the total of corn in the sack, we add the corns picked by the
children to the corns harvested by their father.
Let’s try to add without regrouping.
First, add the ones place.
24
+45
9
Then, add the tens place.
24
+ 45
69
So, the answer is 69.
Part 4B
Item 1
Questions:
Directions: Add the following.
1. 3+7=
2. 8+7=
3. 9+4=
4. 6+4+4=
5. 5+3+2=
Answers to Item 1
1. 3+7=
2. 8+7=
3. 9+4=
4. 6+4+4=
5. 5+3+2=
30
Part 4C
Item 2
Questions
Directions: Find the sum.
1. 22
+23
2. 75
+24
3. 35
+34
4. 26
+32
5. 13
+74
Answers to Item 2
1. 45
2. 99
3. 69
4. 58
5. 87

Time: 5 minutes
31
Illustrates subtraction as “taking away” or “comparing” elements of sets
Key Idea
Taking Away
Time: 7 minutes
Learners will be given counters.
Directions: Add the given numbers using concrete objects.
1. 9 + 6 = ______
2. 11 + 7= ______
3. 15 + 9 = ______
4. 20 + 8 = ______
5. 17 + 9 = ______
Answers
1) 15 2) 18 3) 24 4) 28 5) 26
Time: 3 minutes
Say:
Like adding numbers, we can also use counters or concrete objects in subtraction or “taking
away”. Subtraction is the opposite of addition. Subtraction is the act of taking one quantity away
from the other. We will be subtracting or taking a certain part of sets. There are three parts to a
subtraction problem, the minuend is the part that you start with, the subtrahend or the part
that is being taken away; and the difference or the part left over. The – sign is what we call a
“minus”.
Today we will learn how to subtract numbers.

Time: 5 minutes
Minuend, subtrahend, difference, subtraction, taking away.
(Use a real-life scenario)

I have here 10 candies, I will give 3 to Veronica. How many candies are left with me?
How many candies do I have at first? *10,
How would we call 10 now? When we start at 10? The original number is 10. *minuend
How about the 3 candies that I gave to Veronica? *subtrahend
Why subtrahend? * 3 was taken away on the number 10.
So now let's count how many candies were left with me. *7
How do we call 7 now? *difference
Look at the number of candies I have and Veronica. Who has more candies? Who has less?
32
Time: 25 minutes
Part 4A
1. Read the short story
Jimboy has 15 marbles, he gave Noli 6 and they play under the mango tree.
Ask:
a. How many marbles did Jimboy originally have?
b. How many marbles did Jimboy give to Noli?
c. How many marbles are left to Jimboy?
d. Who has more marbles now?
e. Who has less marbles?
f. What operation did we use to know the number of marbles left to Jimboy?
g. What are given?
h.What do we call 15? 6? 9?
2. Show.
Number Minuend Subtrahend Difference
Sentence
a. 25 - 9 = 16
b. 105 – 28 = 77
c. 1000 – 900 =
100
Complete the table.

a. What is the minuend in number sentence a?
b. Why did we say that 15 is the minuend?
c. What is the subtrahend in number sentence a? Why?
d. What is the difference in number sentence b? Why?
*ask the same question in b and c.
Part 4B
Item 1
Write the number sentence for the following.

1. Emman harvested 24 eggs this morning. He sold 14 eggs to Tata Kulas, and
Emman gave the 10 the remaining eggs to his grandmother.
2. Trina has 10 notebooks; Mica has 6 notebooks. Trina has 4 more notebooks than
Mica.
3. Maria picked 17 eggplants and her mother cooked 11. They put the 6 eggplants
in the vegetable storage.
Answers to Item 1
1. 24 – 14 = 10
2. 10 – 6 = 4
3. 17 – 11 = 6
33
Part 4C
Item 2
Draw the correct number of shapes in the box. Compare the two sets to get the
difference. Write it on the blank.
1.
5 3
- = ________
2.
7 4
- = ________
Answers to Item 2
1. 5 – 3 = 2 (Learners may draw any shape they want.) 2. 7 – 4 = 23
(Learners may draw any shape they want.)

Time: 5 minutes
Facilitate learner reflection and discussion, that addresses such questions as:
34
Visualize, represent, and subtract the following numbers:
a. one-digit numbers with minuends through 18 (basic facts)
b. one- to two-digit numbers with minuends up to 99 without regrouping
c. one- to two-digit numbers with minuends up to 99 with regrouping
Key Idea
Visualizes, represents, and subtracts numbers with minuends up to 99 with and without
regrouping
Time: 7 minutes
Directions: Color the correct illustrations with the given number sentence.
1. 7 – 3 = 4
2. 10 – 9 = 1
3. 6 – 3 = 3
Answers
1.
2.
35
3.

Time: 3 minutes
Show a sample of number lines, counters, pictures, etc. that show subtraction.
Say:
We can use number lines, counters, or other visual aids to visualize, represent, and
subtract one- to two-digit numbers with minuends up to 99 with or without regrouping
Today we will learn how to subtract correctly.
Time: 15 minutes
Visualize, represent, subtract, minuend, with regrouping, without regrouping.
Time: 20 minutes
Part 4A
Stem for Items 1 and 2:
1. Mother bought 18 yards of red cloth for curtains. She used 14 yards for their
windows. She will use the remaining cloth for their doors.
a. How many yards of red cloth did Mother buy for curtains?
b. How many yards did Mother use for the window curtains?
c. What did Mother do with the remaining cloth?
d. How many yards did Mother use for the door curtains?
2. 1. Show the number line.
a. What do you see?

b. How many numbers are there in the number line?
c. The number line represents a cloth in yard. One unit on the number line means 1
yard. Now, show how many yards of red cloth Mother buys.
36
d. Show how many yards Mother uses in the window curtains.
e. Show many yards were used for the door curtains.
f. Let us count how many yards were used for door curtains.
g. How many yards were used for the door curtains?
2.2. Let us explore to subtract it without regrouping.

We know that Mother bought 18 yards of red cloth.
Mother used 14 yards of it for window curtains.
Write the subtraction expression: 18 - 14
Subtract the ones place: 8 – 4 = 4
Subtract the tens place: 1 – 1 = 0
So, Mother used 4 yards for door curtains.
Part 4B
Item 1
Read the problem and solve it for the correct answer.
Mr. Abes harvested 96 crates of unripe mangoes on his farm. He will share 25
crates with his relatives, and he plans to sell the remaining crates. How many crates of
mangoes will Mr. Abes sell?
1. How many crates of mangoes did Mr. Abes harvest from his yard?
2. How many crates did he plan to share with his relatives?
3. What does Mr. Abes plan to do with the remaining crates of mangoes?
4. What are the given facts?
5. Write the number sentence.
6. How many crates of mangoes will Mr. Abes sell?
37
Answers to Item 1
1. 96 crates
2. 25 crates
3. He plans to sell the remaining number of crates
4. 96 crates total harvested mangoes, 25 crates to be shared to his relatives
5. 96 – 25 = ______
6. 96 – 25 = 71
Part 4C
Item 2
Question:
Mother gave Elena Php. 85.00 and asked her to buy 1 kilo of rice in the store.
One kilo of rice costs Php. 35.00. How much money will Elena return to her
mother?
1. How much money did mother give to Elena?
2. What did mother ask Elena to buy?
3. How much does a kilo of rice cost?
4. Write the number sentence.
5. How much money will Elena return to her mother?
Answers to Item 2
1. Php. 85.00
2. 1 kilo of rice
3. Php. 35.00
4. Php 85.00 – Php 35. 00 = N
5. Php 85.00 – Php 35. 00 = Php 50.00
Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on Student
Goals)
Time: 5 minutes
Facilitate student reflection and discussion.
Ask:
lesson?
o Has the lesson helped you to gain further insight into aspects of the
material covered that represent strengths or represent weaknesses?
progress and achievement in relation to the topic area addressed in this
lesson?
38
Identifies, names, and describes the four basic shapes (square, rectangle, triangle, and circle) in 2-dimensional
(flat/plane) and 3-dimensional (solid objects)
Key Idea
Identifies, names, and describes shapes in 2 and 3 dimensional.
Time: 7 minutes
Directions: I will be giving you boards. Find the difference between the numbers that I
will tell you then write your answer on the boards. Wait for my signal before raising
your answer.
1. 25 – 15 = _________
2. 18 – 12 = ________
3. 33 – 22 = ________
4. 67 – 25 = ________
5. 99 – 88 = ________
Answers
1. 10 2. 6 3. 11 4. 42 5.11
Time: 3 minutes
Show shapes and objects.
Say:
Shapes can be seen around us. Some are two-dimensional shapes or objects has only 2
dimensions such as length and width. There are also three-dimensional shapes or
objects which have 3 dimensions such as length, width, and height. Today we will be
learning about them.
Time: 15 minutes
Length, width, height
2-dimensional shapes: squares, circles, triangles, and rectangles
3-dimensional shapes: cube, prism, sphere, and cones

Time: 20 minutes
Part 4A
1. Read the short story.
Emman and his cousins Maria and Olly are playing under the mango tree. They are so
happy with their bubble wands that were made by their grandfather. Emman’s wand is
a triangle, Maria has a circle and Olly has a square. They soak all their wand in a
39
sphere-like container full of water with soap and they blow it together. They were so
amazed at the bubbles they created, they all looked like spheres.
Ask:
a. What are Emman and his cousins doing?
b. What is the shape of Emman’s wand?
c. What about the wand of Maria?
d. what is the shape of Olly’s wand?
c. What does the container where they soaked their wands look like?
d. Have you seen bubbles? What do they look like?
2. Show a box of objects with 2 or 3-dimensional shapes (square, rectangle, triangle,
circle, cube, prism, sphere, and cone). Let the learners take one at a time from the box.
Ask:
a. What is the shape of the one you took out from the box?
b. Describe the shape that you had taken.
Part 4B
Item 1
Connect the object to the name of its shape.
  rectangle
  circle
  cube
  square
  cone
40
Answers to Item 1
Part 4C
Item 2
Question:
Write the letter of the figure that was described.
A B C D E
1. It is a flat or plane figure that has 4 equal sides.
2. This is a 3-dimensional shape that has the faces of a square.
3. I am a 3-dimensional shape that if I am facing you, I look like a triangle but if
you look at me from above you can see a circle.
4. I am flat round shape.
5. I am the shape of a ball, and if I am facing you, I am a circle.
Answers to Item 2
1. e 2. c 3. a 4. d 5. b

Goals)
Time: 5 minutes
Facilitate student reflection and discussion.
Ask:
lesson?
41
Compares and classifies 2-dimensional (flat/plane and 3-dimensional (solid) figures according to
common attributes.
Key Idea
Compares and Classifies two-Dimensional and three-Dimensional figures
Time: 7 minutes
Directions: I have mystery cards here (pictures arranged upside down on the table,
pictures of 2 and 3-dimensional figures) I will call 1 learner at a time to come and
pick a card and he/she will tell the shape of the object that was shown.
Answers
square cone circle cube rectangle

Time: 3 minutes
Show different shapes in 2D and 3D.
Say:
We can compare and classify 2-dimensional (flat/plane) and 3-dimensional (solid)
figures. Today we will be learning how to do it.

Time: 15 minutes
Compare, classify, common attributes, two-dimensional, three-dimensional
42
Time: 20 minutes
Part 4A
1. Listen to the short story and answer the questions: (Digital story will be provided)
Ms. Trina announced a fun project for the class. Each learner had to find and bring
an example of 2-dimensional and 3-dimensional shapes from their everyday lives.
During the show and tell time, Cubey proudly shows his shape and says, “This is a
gift, and it is a cube shape with 6 faces, all square and equal.” Everybody clapped.
Coney stood next and proudly said, “This is a cone from the ice cream vendor
outside our school, if you see it in front, it is a triangle, but you can see a circle
when seen on top.
Ms. Trina was delighted with what the learners had shared. She explained that the
gift is a cube face, and it is a three-dimensional shape because it has length, width,
and height, as well as a cone. She showed the square one face of the cube, a
triangle, and a circle the faces of the cone, and explained that when the three-
dimensional shape was detached, we would have a two-dimensional shape that
would already only have the length and width.
a. What is the class project?

b. What was the first shape being presented
c. Who brought the cube?
d. How would we classify the cube?
e. How many faces does the cube have?
f. What shape was the face of the cube?
g. How would we classify a square?
h. What did Coney bring to the class?
i. How many faces does a cone have?
j. What are these faces?
k. How would we classify the triangle and the circle?
2. Show different things to the class, and two boxes.

Let the class classify the things. (provide real objects). All two-dimensional shapes go
together, and three-dimensional shapes go together. Let the children compare.
Part 4B
Item 1
Put an X mark to the shape that is different to the group.
43
Answers to Item 1
Part 4C
Item 2
Write 2D if the picture is a 2-dimensional shape and write 3D if the picture is a 3-

dimensional shape.
1.
4.
2.
5.
3.
44
Answers to Item 2
1. 3D 2. 3D 3. 2D 4. 2D 5. 3D
Goals)
Time: 5 minutes
Facilitate student reflection and discussion, that addresses such questions as:
o What do you think were the key mathematical concepts addressed in
this lesson?
o Would you rate your level of understanding of the material covered in
this lesson as high, moderate, or low?
o What would you describe as the main barriers, if any, to your
ongoing progress and achievement in relation to the topic area
addressed in this lesson?
45
Determine the missing terms using one attribute in a given continuous pattern and in a given
repeating pattern
Key Idea
Patterns
Time: 7 minutes
Directions:
1. Begin by showing picture cards containing various shapes to the participant.
2. Ask the learners to respond with "2D" if the shape depicted is a 2-dimensional figure
(e.g., circle, square, triangle) or "3D" if the shape is a 3-dimensional figure (e.g., cube,
sphere, pyramid).
3. Encourage the learners to provide their responses promptly, aiming for accuracy.
4. Repeat the process with each picture card, allowing the participant to practice
identifying the dimensionality of each shape.
Provide feedback and reinforcement as needed to support learning and retention.
Answers
3D 2D 3D 2D 3D

Time: 3 minutes
Call six learners to the front: 3 boys and 3 girls.
Arrange them alternately by gender: boy, girl, boy, girl, boy, girl.
Say:
We can determine a missing term in a given repeating pattern using one attribute.
46
Time: 15 minutes
Determine, missing term, repeating pattern, one attribute.
Pattern refers to a group of objects that follows an order or sequence.
Term is the individual object in each pattern.
Continuous pattern refers to a group of objects in which order
continues. In a continuous pattern, we determine the missing
terms using one attribute such as letters, numbers, or events.
For example, if we have a sequence of numbers like 2, 4, 6, __,
10, we can identify the missing term by recognizing that each
term increases by 2. Therefore, the missing term is 8.
In a repeating pattern, we also use one attribute, but the
pattern repeats itself. For instance, consider the sequence of
colors: red, blue, green, __, blue, green. The missing term in
this repeating pattern would be red.
Remember, whether continuous or repeating, identifying the
missing terms involves recognizing the underlying attribute
and applying it consistently to find the next term.

Time: 20 minutes
Part 4A
Read the short story.
Ms. Madamba bought 8 cups in 2 colors. He bought 4 for each of
the color. When she gets home
she arranges the cups alternately like this .. She counts the
cups, it’s only 7. She wonders what color of cup was missing.
a. What did Ms. Madamba buy?
b. How many colors did she buy?
c. How many cups did she buy?
d. How many cups should be blue in color? Red color?
e. So, by looking at the picture, let us count how many red
cups are there? How many blue cups are there?
f. What is the missing color?
g. How can you say that blue is the missing color?
h. How do you call the pattern that was being shown?
2. Listen to the story and answer the questions that follow.
Noli saw an egg of a chicken and showed it to his grandfather
Lolo Kaloy. Lolo Kaloy made Noli sit on his lap and shared a
story. “This is an egg, Noli” Lolo Kaloy started. “After many
days that the hen will sit on it, the egg will change inside, the
yolk will become an embryo and will turn into a small chick
47
inside the egg. Then after days, the egg will break, it will hatch,
and it will be a chicken.
a. What did Noli see?
b. What did Lolo tell Noli that would happen to the egg?
c. What will come out of the egg?
d. Look at the picture. What should be in the next picture?
Part 4B
Item 1
Draw and color the shape that completes the missing piece of the pattern.
1.
2.
3.
4.
5.
48
Answers to Item 1
1.
2.
3.
4.
5.
Part 4C
Item 2
Write the missing term in each pattern.
1. A B C D_____
2. 1 2 3 4 5 _____
3. Monday Tuesday _______
4. a b c d e f _____
5. 1 2 3 4 5 6 7 ______
Answers to Item 2
1. E 2. 6 3. Wednesday 4. g 5. 8
Time: 5 minutes
Facilitate students’ reflection and discussion.
Ask:
1. Which mathematical concepts do you believe were
central to today's lesson?
2. On a scale of high, moderate, or low, how would
you assess your comprehension of the material
covered today?
3. Did this lesson shed light on any particular
strengths or weaknesses in your understanding of
the topic?
4. Are there any barriers hindering your ongoing
progress and success in this subject area?
5. What strategies or resources do you think would
be most beneficial for your continued learning
and achievement in this topic?
49
Tells the Days in a Week, Months in a year in the right order.
Key Idea
Tell the days in a week, months in a year in the right order.
Time: 7 minutes
Directions: Complete each pattern.
1) ___
2) ___
3) ____
4) ____
5) ____
Answers
1) 2) 3) 4) 5)
Time: 3 minutes
Teacher shows a sample calendar and states:
We can use the calendar to know the days of the week. Today we will know about the
names of the days in a week and months in a year in the right order.
Time: 15 minutes
Days of the week: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, and
Saturday
Months of the year: January, February, March, April, May, June, July, August,
September, October, November, December.
Time: 20 minutes
Part 4A
1. Read the short story and answer the questions:
Every Sunday, Tina's family goes to church. On Monday, she goes to school. On
Tuesday, her mother washes their clothes. Her older brother goes with their father to
the farm on Wednesday. Her sister helps her mother clean the house on Thursday. Her
younger brother bathes his dog every Friday. They all work together every Saturday.
a. When does Tina’s family go to church?
b. When does he go to school?
c. When does mother wash their clothes?
d. When does his older brother go to the farm with his father?
50
e. When does her sister help mother clean the house?
f. When does his younger brother bathe his dog?
g. When do they all work together?
2. Show flashcards with the names of the months of the year in random order. Ask the
pupils to arrange the flashcards in the correct order on the large calendar.
a. In what position does July appear in the calendar for the whole year?
b. Which month follows January?
c. How many months are there in a year?
Part 4B
Item 1
Question:
What day comes after? Encircle your answer.
1. Sunday Friday Tuesday Monday
2. Wednesday Saturday Thursday Sunday
3. Monday Wednesday Tuesday Friday
4. Tuesday Sunday Wednesday Saturday
5. Friday Saturday Friday Thursday
Answers to Item 1
1. Sunday Friday Tuesday Monday
2. Wednesday Saturday Thursday Sunday
3. Monday Tuesday Wednesday Friday
4. Tuesday Sunday Wednesday Saturday
5. Friday Saturday Friday Thursday
Part 4C
Item 2
Question:
Write the missing names of months in the blanks to show the correct order of months
in a year.
January, February, March, ________, May, _________, July, __________,
September, _________, November, __________
Answers to Item 2
January, February, March, April, May, June, July, August
September, October, November, December
Goals)
Time: 5 minutes
51
The teacher facilitates student reflection and discussion, that addresses the following
questions:
o What do you think were the topic discussed in our lesson for today?
o How would you rate your level of excitement on the topic discussed today?
Is it high, moderate, or low?
o What is your take-aways or one word that you learned on our topic today?
o What part in our lesson was difficult for you to understand? Why?
o How can we help you to understand that difficult part?
52
Determines the day of the month using a calendar.
Key Idea
Determine the day of the month using a calendar.
Time: 7 minutes
Write the missing names of days or months in the blanks.
1. Sunday, _______, Tuesday
2. Wednesday, ___________, Friday
3. Friday, ____________
4. January, February, ___________
5. April, __________, June
Answers
1. Monday 2. Thursday 3. Saturday 4. March 5. May
Time: 3 minutes
Teacher states:
Using the calendar, we were able to identify the names of the days of the week and the
months. Today, we will use the calendar to determine the specific day of the month.
Time: 15 minutes
day, calendar, month, dates, months of the year:(January, February, March, April,
May, June, July, August, September, October, November, December
Time: 30 minutes
Part 4A
1. Read the short story. Use the calendar to answer the questions.
July 2024
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
53
Jared is excited for his birthday! He will turn eight on July 12th. He plans to have his
party at school with his friends and classmates. It's his favorite day of the month.
Questions:
a. What day is Jared's birthday?
b. How many Sundays are there in July 2024?
c. What day of the week is July 24th?
d. What day comes after July 26?
2. Give the pupils a calendar for the whole year 2024. Locate the day of the following
dates:
a. January 9
b. February 14
c. March 17
d. June 12
e. November 1
f. December 25
Questions:
a. If January 9 is Tuesday, what day is January 15?
b. If February 14 is Wednesday, what day is February 28?
3. If June 7 is Friday, what day is June 12?
4. If November 4 is Monday, what day is November 30?
5. If December 15 is Sunday, what day is December 25?
Part 4B
Item 1
Question:
Use the calendar for January 2024 to answer the following questions:
August 2024
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
1. What day is August 15?

2. What day is August 30?
3. If August 20 is a Monday, what day is August 25?
4. If August 16 is a Thursday, what day is August 19?
5. What day falls on the 21st day of August?
54
Answers to Item 1
1. Thursday
2. Friday
3. Sunday
4. Monday
5. Wednesday
Part 4C
Item 2
Question:
1. Look at the calendar for March 2024. Which day falls on the 23rd?
2. What day comes after March 17, 2024?
3. In the April 2024 calendar, which day is the 14th?
4. What day comes after May 13, 2024?
5. On what day does Independence Day fall on June 12?
Answers to Item 2
1. Saturday
2. Monday
3. Sunday
4. Tuesday
5. Wednesday
Goals)
Time: 5 minutes
The teacher facilitates student reflection and discussion, that addresses such
questions as:
lesson?
lesson?
55
Tells and Writes time by Hour, Half-hour and Quarter hour using Analog clock.
Key Idea
Tell and write time by hour, half-hour and quarter hour using Analog clock.
Time: 7 minutes
Use the calendar to answer the questions.
December 2024
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
1. How many days are there in the calendar?

2. What day is December 22?
3. What day is December 25?
4. In the calendar, December 10 is Tuesday, what day comes after two days?
5. In the calendar, December 2 is Monday, what day comes after three days?
Answers
1. 31 2. Sunday 3. Wednesday 4. Thursday 5. Friday
Time: 3 minutes
Teacher states:
Using the calendar, you were able to determine the specific day of the month. Today, we
are going to read and write time using an analog clock.
Time: 15 minutes
Analog clock, time, hour, half-hour, quarter-hour, long hand or minute hand,
shorthand or hour hand.
Time: 25 minutes
Part 4A
1. Show an analog clock to the pupils. Use a real clock.
56
Questions:
a. What do we use in telling time?
b. How many numbers do you see on the clock?
c. How many hands are on its face?
d. What do we call the hands of the clock?
-Introduce the two hands, the hour hand and minute hand.
e. To what number does the shorthand point to?
f. To what number does the long hand point to?
g. How do we tell time?
h. How do we write time?
i. What is the time shown on the clock?
j. How do we write the time?
2. Say: An hour has 30 minutes. We can tell the time to half hour. It is also called half
past the hour. Show the analog clock. Do you know how the clock works so that from
4 o’clock the time becomes 4:30? Or from 3 o’clock the time becomes 4:45?
-Demonstrate how the clock works.
Provide a toy clock to the pupils and let them move the hands of the clock. They will
say the time shown and write it on the board.
57
Part 4B
Item 1
Question:
What time is it? Look at the clock and choose the correct time shown.
1. 4.
a. 9:00 or 9 o’clock a. 5:00 or 5 o’clock

b. 10:00 or 10 o’clock b. 6:00 or 6 o’clock
c. 11:00 or 11 o’clock c. 7:00 or 7 o’clock
d. 12:00 or 12 o’clock d. 8:00 or 8 o’clock
2. 5.
a. 5:00 or 5 o’clock a. 1:00 or 1 o’clock

b. 6:00 or 6 o’clock b. 2:00 or 2 o’clock
c. 7:00 or 7 o’clock c. 3:00 or 3 o’clock
d. 8:00 or 8 o’clock d. 4:00 or 4 o’clock
3.
a. 6:00 or 6 o’clock
b. 7:00 or 7 o’clock
c. 8:00 or 8 o’clock
d. 9:00 or 9 o’clock
Answers to Item 1
1. b 2. c 3. a 4. d 5. C
58
Part 4C
Item 2
Question:
A. Match the correct time in column A to the picture of the clock in column B.
Column A Column B
1. 1:30 a.
2. 3:45 b.
3. 9:30 c.
B. Write down the correct time shown in the pictures on the clock.
4. ________________ 5. __________________
Answers to Item 2
1. c
2. a
3. b
4. 2:30
5. 6:45
59
Goals)
Time: 5 minutes
questions:
60
Compare objects using comparative words: short, shorter, shortest; long, longer, longest.
Key Idea
Compare objects using comparative words: short, shorter, shortest; long, longer, and longest.
Time: 7 minutes
Write the time below each clock.
1. 2. 3. 4. 5.
Answers
1. 4:00 2. 10:45 3. 7:00 4. 5:45 5. 10:30
Time: 3 minutes
Teacher states:
In this lesson, you will learn how to compare things using comparative words like short,
shorter, and shortest; long, longer, and longest.
Time: 5 minutes
comparative words: short, shorter, and shortest; long, longer, and longest.
Time: 25 minutes
Part 4A
1. Do modelling activity. Ask for volunteers to come in front.
Say: Today, we will do some modeling. I need three volunteers from the girls and three
from the boys. May we start with the girls who would like to volunteer? (The three
volunteers stand in front.)
Questions:
a. What can you say about the lengths of hair for girls?
b. Who among them has long hair?
c. Who has longer hair? (Maria or Faith)
d. Who has the longest hair among the three girls?
e. If we are going to arrange them according to the length of their hair, who will be the
1st, 2nd, and 3rd, where 1st is the girl with the longest hair?
61
Say: How about the volunteers from the boys? (The three volunteers stand in front.)
a. What can you say about the boys' pants?
b. Who among them has short pants?
c. Who has shorter pants? (Jared or Saud)
d. Who has the shortest pants among the three boys?
e. If we are going to arrange them according to the length of their pants, who will be
the 1st, 2nd, and 3rd, where 1st is the boy with the shortest pants?
2. Provide real objects to the pupils and let them compare using comparative words:
Questions: Questions:
a. What color is the shortest pair of a. Which is longer, the Mongols 2 or 3
scissors? pencil?
b. Which is shorter, the red pair of b. Which pencil is the longest?
scissors or the blue scissors?
Sort the objects from short to shortest. Sort the objects from long to longest.
short, shorter, and shortest; long, longer, and longest.
Part 4B
Item 1
A. Arrange the objects from short to shortest. Write the numbers as 1-3, with 3 being
the shortest object.
1.
62
2.
3.
B. Arrange the objects from long to longest. Write the numbers as 1-3, with 3 being the
longest object.
4.
5.
Answers to Item 1
3 1 2
1 3 2
1 3 2
2 1 3 1 2 3
63
Part 4C
Item 2
1. Which of the following objects is the shortest?
a. b. c.
2. Which of the following objects is the longest?
a. b. c.
3. Which is shorter than the given object?

a. b. c.
Answers to Item 2
1. b 2. c 3. C

Goals)
Time: 5 minutes
questions as:
lesson?
lesson?
64
Estimates and measures length using non-standard unit of measure.
Key Idea
Estimate and measure length using non-standard unit of measure.
Time: 7 minutes
A. Choose and encircle the shortest object.
1. 2. 3.
B. Choose and put a check ( ) on the longest object.

4. 5.
Answers

Time: 2 minutes
Teacher states:
In this lesson, you will learn how to estimate and measure length using non-standard unit of
measure.
Time: 5 minutes
Estimate, measure, non-standard units, compare, length, exact, accurate
65
Time: 30 minutes
Part 4A
1. Show a table to the pupils. (Use the teachers table or any table available in front.)
Questions:
a. Do you know how long the table is?
b. Can you use a book to measure the length of the table? Use other objects such as a pencil,
crayon, and notebook to measure the length of the table.
c. How many books long is the table? How many pencils long? How many crayons long?
d. Do they have the same number of units?
Let the pupils bring any object inside their bag that is long enough to measure and tell them to
measure it using their erasers or crayons.
2. Present the following story problem:

Ashley wants to measure the length of her pants, but she can't find any suitable object for
measurement. So, she used ballpens, pencils, and notebooks to measure her pants.
Questions:
a. Estimate, how many ballpens long are her pants?
b. Estimate, how many pencils long are her pants?
c. Estimate, how many big notebooks long are her pants?
Part 4B
Item 1
How long are the following?
1. The broom is _______ pencils long.
2. The pencil case is ________ crayons long.
3. The shoe box is ________ erasers long.
4. The notebook is ________ toothpicks long.
5. The television is _______ books long.
66
Answers to Item 1
1. 4 or four
2. 2 or two
3. 5 or five
4. 5 or five
5. 4 or four
Part 4C
Item 2
Use the non-standard units in measuring the length of the following and record it on your paper.
a. pad paper-using eraser
b. notebook-sharpener
c. table or desk – pencil
Answers to Item 2
*Answers may vary.
Time: 5 minutes
67
Compares objects using comparative words: light, lighter, lightest; heavy, heavier, heaviest.
Key Idea
Compare objects using comparative words: light, lighter, lightest; heavy, heavier, heaviest.
Time: 7 minutes
1. Which of the following is the shortest object?
a. book b. pencil c. eraser d. notebook
2. Which of the following is the longest object?
a. ballpen b. ruler c. shoes d. rope
3. How many pencils long is the pair of short pants?
a. 4 c. 6
b. 5 d. 7
4. How many paper clips long is the book?
a. 5 c. 7
b. 6 d. 8
5. How many nails long is the hammer?
a. 3 c. 5
b. 4 d. 6
Answers
1. c 2. d 3. b 4. c 5. D
Time: 3 minutes
Teacher states:
In the previous lessons, you learned that different objects have varying measurements in
length using non-standard units. These objects also vary in weight, with some being light,
lighter, or having the lightest weight, while others are heavy, heavier, or the heaviest.
Today, you will learn these comparative words to compare different objects.
Time: 5 minutes
objects, measurements, estimate, weight
comparative words: heavy, heavier, heaviest, light, lighter, lightest
68
Time: 35 minutes
Part 4A
1. Say: We can determine the weight of an object by lifting and pushing. We can describe
the weight of an object using the comparative words light, lighter, and lightest; heavy,
heavier, heaviest. Show objects found inside the classroom. Let them identify.
*Possible objects inside the classroom:
Group A Group B
Questions:
a. What are the objects in Group A? in Group B? Let them weigh or lift the objects.
Assist them in doing the activity.
b. In group A, what object is the lightest?
c. Which is lighter, the book or the notebook?
d. Let them arrange the objects according to light, lighter, and lightest.
e. How about in group B, which object is heavier than the table?
f. What object is easy to lift?
g. What object is difficult to lift?
h. Let them arrange the objects according to heavy, heavier, and heaviest.
2. Let the pupils work in pairs. Let them weigh the different objects (you may use an
improvised weighing scale). Instruct them to find out what happens if the object on the
scale is heavy or light. Provide them with the objects to weigh: a paper clip and popsicle
stick; a marble and small stone; an eraser and one crayon; two notebooks and two
books.
Questions:
Which objects are lighter? paper clip or popsicle stick? marble or small stone? eraser
or one crayon? 2 notebooks or 2 books?
Which objects are heavier?
69
Part 4B
Item 1
Arrange the objects from light to lightest. Write 1–3 under the objects. Write 1 for the
light object, 2 for the lighter object, and 3 for the lightest object.
1. 2.
____ ____ _____ ____ ____ _____
Arrange the objects from heavy to heaviest. Write 1–3 under the objects. Write 1 for the
heavy object, 2 for the heavier object, and 3 for the heaviest object.
3. 4.
____ ____ _____ ____ ____ _____
Answers to Item 1
2 3 1 2 3 1
2 1 3 1 3 2
Part 4C
Item 2
Encircle which object is lighter.
1. 2.
Encircle which object is heavier.

3. 4.
70
Answers to Item 2

Goals)
Time: 5 minutes
questions as:
lesson?
lesson?
71
Estimates and measures mass and capacity using non-standard unit of measure.
Key Idea
Estimate and measure mass and capacity using non-standard unit of measure.
Time: 7 minutes
Check the object that is light.
1. 2.
Encircle the object that is heavy?

3. 4.
Answers

Time: 3 minutes
Teacher states:
In previous lessons, you learned that different objects have varying measurements in
weight, with some as light, lighter, or having the lightest weight, while others are heavy,
heavier, or the heaviest. Today, you will learn to estimate and measure the weight of
objects using non-standard units.
Time: 5 minutes
non-standard units, objects, measurements, estimate, weight
mass, capacity, measure
Time: 35 minutes
Part 4A
1. Show the following objects to the pupils:
Book and notebook pad paper and a crayon
72
Let the pupils weigh the objects using their hands.
Let them give their estimated mass with reference to the lighter objects.
Questions:
a. How many notebooks do you think are equivalent to the weight of the book?
b. How many pieces of crayon are equivalent to the weight of a pad of paper?
*Group the pupils: Using a weighing scale or improvised scale balance (hanger or
plastic or a string). Let the pupils estimate the mass of the following using the non-
standard unit like bottle caps or pebbles.
-pair of scissors
- 3 pieces crayons
Questions
a. What is the estimated number of bottle caps that can measure the mass of the pair
of scissors?
b. What is the estimated number of bottle caps that can measure the mass of the three
pieces of crayons?
2. Get a pitcher, a glass, and a container of water. Ask: How many glasses of water do
you think will fill the pitcher? (The pupils will give their guesses.)
Fill the glass with water and pour it into the pitcher. Let the pupils count the number
of glasses full of water to fill the pitcher. Do it until the pitcher is filled with water. Ask:
How many glasses of water filled up the pitcher?
Part 4B
Item 1
Write the number of objects shown in the picture to show their mass using the given
using non-standard unit of measures.
1.
bottle caps have the same weight as small erasers
2.
erasers have the same weight as box of pieces
crayons.
3.
papaya has the same weight as big bananas.
4.
watermelon has the same weight as guavas
73
Answers to Item 1
10 2
6 1 8
1 4
1 12
Part 4C
Item 2
1. = One gallon of milk is equivalent to glasses of milk.
2. A five-gallon water container is equivalent to water

bottles.
3. If one pack of juice contains three glasses of juice, how many glasses of juice are in
two juice packs? Draw your answer on the blank.
= = ?
4. If a rice cooker contains 6 cups of rice, how many cups of rice are in 3 rice cookers?
Draw your answer on the blank.
= = ?
74
Answers to Item 2
1. 16
2. 38
3.
4.

Goals)
Time: 5 minutes
questions:
75

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1

Day 1: Lesson 1 .......................................................................................................................... 1

Item 2: Write the number in symbols of the numbers given below.

Lesson Component 2 (Lesson Purpose/Intention)

i. Provide other examples.

1. 2, 20, 97, 60, 42 ____________________

2. 100, 36, 70, 15, 81 ___________________

3. 5, 20, 40, 35, 10 _____________________

Arrange the numbers in decreasing order.

Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on Student Goals)

Lesson Component 4 (Lesson Activity)

1. Let the pupils count from 1 to 10 using their sticks.

1 less number 1 more

Lesson Component 4 (Lesson Activity)

What should you do before leaving the classroom after class?

How do we read and write the symbol for ordinal numbers?

Read each ordinal symbols and in words.

1. Draw a circle around the 6th object.

Which fruit is the:

Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on Student Goals)

fish cat rabbit snail frog dog

If the fish is the first animal,

Lesson Component 3 (Lesson Language Practice)

Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on Student Goals)

Lesson Component 3 (Lesson Language Practice)

Provide other examples.

Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on Student Goals)

 Combining objects or sets of objects to form addition.

Most Essential Learning Competencies

Lesson Component 1 (Lesson Short Review)

Lesson Component 1 (Lesson Short Review)

_________ + _________ _________

_________ + _________ _________

_________ + _________ _________

Lesson Component 2 (Lesson Purpose/Intention)

Complete the table.

Lesson Component 3 (Lesson Language Practice)

a. What is Yanelle’s brother’s name?

*Let’s count. (use counters or any visual aid)

Yanelle has 7 corns. Yandell has 9 corns.

2. In the above story, Yanelle picked 7 corns while Yandel picked

Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on Student Goals)

Lesson Component 3 (Lesson Language Practice)

(Use a real-life scenario)

Complete the table.

Write the number sentence for the following.

Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on Student Goals)

Lesson Component 2 (Lesson Purpose/Intention)

2. 1. Show the number line.

a. What do you see?

e. Show many yards were used for the door curtains.

g. How many yards were used for the door curtains?

2.2. Let us explore to subtract it without regrouping.

Lesson Component 4 (Lesson Activity)

Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on Student

square cone circle cube rectangle

Lesson Component 2 (Lesson Purpose/Intention)

Lesson Component 3 (Lesson Language Practice)

a. What is the class project?

_____ + _ _____

_____ + _ _____

_____ + _ _____

__ _ ___

__ _ ___