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. Ask:
Lesson: How many guavas are there in the container? (Zero.
 Review / There is no guava in the container.) Write “0” on the
Motivation board.

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 number

comes after nine? Pupils have learned rote counting

1
 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 count
 Presentation 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.)

 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.

2
 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 are in
Lesson: 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.

3
  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 they
 Review / made in the previous lesson. Have them count the number of
Motivation sticks in the bundle.

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 and the
 Presentation loose 1 stick. Ask: How many sets of 10 sticks do you
have? (There is one set of 10 sticks.) Write 1 on the
board. Ask: How many loose sticks do you have? (There is

4
 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 loose sticks or two sets of ten sticks
each and no loose sticks. Twenty also means that there

5
 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 on the board.
Beside 10, write the following on the board:

tens Ones
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 front.
 Application Ask: How many objects do I have? (The pupil counts and
answers that there are 15 objects.) Ask: What does 15

6
 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. Say: I
 Review / have two sets of 10 sticks each. Ask: How many sticks
Motivation are there in all? (There are 20 sticks 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 read it.

7
H. During the
Lesson: Repeat the procedure until 29. Say: I have 29 sticks. If I
 Presentation 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 assigned to the different
groups will cover all the numbers from 21 to 50 except
47. Examples of these pairs are 21 and 37, 25 and 48,
36 and 50.

Answer Sheet
Bunch Number Place Value Chart
of sticks
Tens Ones
A
B

8
 Abstraction
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 in the ones
column of the place value chart.)
 What does 5 in the ones column mean? (Five in the
ones column means that there are 5 loose sticks or

9
 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

10
 Discuss the answers of the pupils to the 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: I
 Review / have five sets of 10 sticks each. Ask: How many sticks are
Motivation there in all? (There are 50 sticks in all.) 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)

11
 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. If I
 Presentation 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 different
numbers of sticks. Make sure that the pairs of numbers
of sticks that will be assigned to the different pairs of

12
 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.

Answer Sheet
Bunch Number Place Value Chart
of sticks
Tens Ones
A
B

L. After the
Lesson: Show a bunch of 63 sticks to the pupils. Ask: How many
 Application 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 can check their
answer.

Ask the pupils to make a place value chart showing tens

and ones on their show me board.

Ask: How many sets of 10 sticks each are there? (There

are 6 sets of 10 sticks each.)

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.

13
  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:

14