MATHEMATICS Time: I. Objective Read money in symbols through 100.

Write money value through 100. II. Subject Matter Reading Money In Symbols Through 100. Ref. BEC/PELC I A 7.1 Mat. Play money, flashcards and coins Value: Nationalism read? How is the centavo written? - What separates the pesos and centavo? - How do you read the point? 2. Group Activities 3. Generalization What did we do with the money in symbols through 100? C. Application Write the following in figures then read. 1. Ten centavos _____ 2. Fifty pesos _____ 3. One peso _____ 4. Twenty-five centavos___ 5. Fifteen pesos____

How is

III.

Procedure A. Preparatory Activities 1. Drill Counting numbers orally through 100. 2. Review Using flsahcards Twenty-five pesos Five pesos 3. Motivation Lito s hobby is collecting coins and bills of Phil. Money. Can you identify them? What can you see in the Phil. Bills and coins? How do you show appreciation for our national heroes? B. Developmental Activities 1. Presentation I have coins and paper bills. Identify them. The teacher write the amount as the pupils identify them. Read the money symbols on the board. Discuss/Analysis - How much is your money today? Write the amount of your money on the board. Let them read and how the amounts of money written? - What is the sign for peso?

IV. Evaluation
Encircle the correct answer. 1. Twenty-centavos- 75 80 25 2. One peso- 1.00 4.00 2.00 3. One hundred pesos- 20.00 100.00 50.00 4. Seventy-five pesos- 75 80 25 5. Ten pesos-- 20.00 - 10.00 25

V.

Assignment Answer the following : 1. How many 25 are there in 75? 2. Anita has 1.00. How many 25
coins she has?

3. Lito bought a guava for 10.00 and

MATHEMATICS Time: I. Objective Express money as pesos and centavos through 100. Write the value of money through 100. II. Subject Matter Expressing Money As

Pesos And Centavos Through 100.

What sign do we use for peso? Centavo? -How do we express pesos /centavos? -can we express pesos and centavos together? How? 2. Group Activities Valuing: Did you form your line in buying and paying in the store? Did you wait for your turn in paying and buying? Why? 2. Generalization What sign do we use for peso? Centavos? C. Application Martin is a shoeshine boy. He earned 50 in the
morning and 50 in the afternoon. How much did he earn in one day?

25 81.20 Motivation Show picture of a child depositing money in a piggy bank. Why is the child depositing money? Is it good to save? Why? B. Developmental Activities 1. Presentation Distribute play money to pupils. -How much is your money, if you see Quezon, Mabini, Roxas, Bonifacio and Aguinaldo? Write the amount of money on the board. 3. IV.

Evaluation Write the value of money in pesos/centavos. 1. 5 5

2.

50 10

V.

Assignment Encircle the correct value of money of each set of money.

MATHEMATICS Time: ( 20 < 50) I. Objective Compare values of different denomination of coins and paper bills through 100 using relation symbols. c. Give another example. 2. Group Activities Valuing: How do you take care the Philippine money? C. Application Solve the problem. Mother gave Ben forty pesos and gave John fifty pesos. Who received more? IV. Evaluation Read the sentences. Compare the amount using >, < or =. 1. Jose has 3 5 coins. Roy has 2. 3. 4. 5.
one 20 bill and one 5 coin. ___ ___ Mother gave Susan 5.25 and Toto 6.50. Ric saved 2 50 bill and eighty centavo. Mina saved 100 peso bill. A toy cost 65 and the ball cost 70. Ana has 3 peso coin and Cora has 5 peso coin.

II. Subject Matter Compare Values of Different Denomination Of Coins And Paper bills Through 100 Using The Relation
Symbols. Ref. BEC/PELC I.A 7.3 Mat. Paper money and charts Value: respect for Philippine money.

III. Procedure A. Preparatory Activities 1. Drill Use >, < or = in comparing numbers. 2. Review Write the amount with the correct signs. Ex. Ten pesos. 3. COA 4. Motivation Talk about the money they got from the relatives during Christmas. Compare the amount. B. Developental Activities 1. Presentation a. Tell the pupils if you have two 5 peso coins and I have one 10 peso coin .would you like to exchange them of my money? Why? Give general example which will elicit the answer >, < or =. b. Show your 20 peso bill and 50 peso bill. Which is more? How would you compare the amount? 20 pesos is less than fifty pesos

V. Assignment
Answer the following. 1. Which is greater than 5.00

a. 10 peso bill b. 25 coins c. 1

a. 20 bill b. Five 10 coins c. 100 bill 4. Which is greater than 50.00. a. One 20 bill b. Two 5 peso coins c. Four 24 coins

MATHEMATICS Time: I. Objective Read Roman numbers through L. Write Roman numbers through L.
Roman numbers one at a time and ask the pupils to read it until L. d. Demonstrate to pupils how to write each Roman numbers on the blackboard. Emphasize writing of I, V, X, and L. I-1 V-5 X-10 L-50 e. The teacher demonstrate writing Roman numbers. I-III

II. Subject Matter Reading and Writing Roman Numbers Through L. Ref. BEC/PELC I .A 8.1 Mat. Number cards, 1 set printed in Hindu-Arabic, 1 set printed in roman numbers up to 50, a model clock. Value: cooperation/teamwork III. Procedure A. Preparatory Activites 1. Drill Tell the place value of the underlined numbers. Ex. 576 2. Review Read the following numbers. Ex. 3.50
Compare using >, < or =. Ex. Three 25 coins___two 10 coins 3. COA 4. Motivation Show a model clock on the wall. Tell a story: Linas grandmother has clock on the wall. It has numbers different from other clocks. Do you know how to read the numbers? Today, we are going to learn these numbers. B. Developmental Activities 1. Presentation a. The teacher reads the numbers in the clock. b. Introduce the term Roman number c. Teacher shows the number cards of

IV-VIII IX-X XI-XIII XIV-XVIII What do you notice when we write the Roman numbers? How many times do you repeat the numbers? 2. Group Activities Valuing: which group was the first to finished writing ?why? 3. Generalization What must be remember when writing Roman numbers?( I and X are written repeatedly up to 3 times only). C. Application Complete by writing the table. Hindu-Arabic 1 3 4 Roman number I III IV H.A. R.N. 11 12 XII 14 XIV

H.A. R.N. H.A. R.N. 46 XLVI

33

34

35

48 XLVIII

49 XLIX

IV. Evaluation A. Write the number in Hindu-Arabic 1. XI ___ 2. XXX__ 3. XL___ 4. XLV__ 5. XVIII__ B. Draw a line to match column A and column B. 1. XXXV a. 13 2. XIII b. 35 3. XLII c. 42 4. XXXIX d. 39 5. XIX e. 19 V. Assignment Write the following in Roman numbers. 1. 49 2. 24 3. 33 4. 50 5. 100

MATHEMATICS Time: I. Objective Change Roman numbers in equivalent Hindu-Arabic through L and vice versa. II. Subject Matter Changing Roman numbers in equivalent Hindu-Arabic Through L and vice versa. Ref.BEC/PELC I.A 8.12 Mat. Fruits, vegetables cutouts Value: importance of vegetables III. Procedure A. Preparatory 1. Drill Counting numbers 1-5 2. Review Use flashcards in reading Roman numbers through L. 3. COA 4. Motivation Show basket or box full of fruits cutouts. Call pupils to get a fruit and read the Roman numbers written on it. B. Developmental Activities 1. Presentation This is my vegetable garden. Vegetables on my garden have Roman and Hindu-Arabic numbers. Come to my garden and pick one vegetable. Read the number and write it on the proper column on the board. Hindu-Arabic Roman Numbers Numbers 1 I 5 V 4 IV 9 IX 10 X 20 XX 18 XVIII 40 XL 50 L 2. Group Activities 3. Generalization How do we change Hindu-Arabic numbers and Roman numbers to Hindu-Arabic and vice versa? 4. Application Encirle the correct value of each number on the following. a. VII 5, 6, 7 b. XXI 21, 22, 23 c. XV 14, 15, 16 d. XXXV 33, 34, 35 e. L 30, 40, 50 f. 42 XL XLI XLII g. 28 XXVIII XXXVI XXXVII h. 37 XLI XXXVII XXXVIII i. 28 L XXVIII V j. 14 XL XIV XVI IV. Evaluation a. Change the Roman numbers to Hindu-Arabic numbers. a. L b. XLI d. XXII c. XXXIX e. XVIII b. Change the Hindu-Arabic to Roman numbers. V.Assignment Change the Hindu-Arabic number to Roman number. 1. 8 2. 15 3. 23 4. 47 5. 50