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I. Objectives:
At the end of the lesson, the pupils will be able to –
1. identify the different properties of addition;
2. answer accurately the problems regarding the properties of addition; and
3. participate actively in various activities.

II. Subject Matter:

Properties of Addition
Soaring 21st Century Mathematics 1, pages 88 – 94.

III. Materials:

Chalk and board, cartolina

IV. Procedures:
Day 1
A. Daily Routines
 Prayer
 Greetings
 Checking of Cleanliness

B. Motivation/Introduction

1. Try the pupils’ imagination. Draw a big square on the board and tell the
pupils to imagine it as a big mirror. Let the pupils describe who and what
they actually see in the mirror.
2. Get two notebooks and put it in front of the mirror. Let the pupils tell how
many notebooks are reflected in the mirror? Let the pupils discover that
the number of notebooks reflected on the mirror is the same number of
notebooks you place in front of the mirror.

C. Lesson Proper

1. Present cutouts of fruits. Let the pupils make an addition sentence out of
the cutouts and solve for the sum by simply counting how many cutouts of
fruits there are.
Example:
3 apples + 4 mangoes = 7 fruits.
2. Provide more addition drills to children using pictures and number
sentence.
3. The pupils are fond of seeing problems with the addends that are non-zero,
this time the pupils will be asked what if a number is added to zero?
Example:
6 apples + 0 = ?
 Then, ask: Based on your observations, when you add a number with 0, what
will be your answer?
4. Present page 88 of the worktext.
Mother used a basket and a tray as fruit containers. There are 3 apples in the
basket. The tray is empty. How many apples are there in all?
Let the pupils write the problem in addition sentence.
Say: there are still 3 apples because the number of apples in the tray is 0.
5. It is just the same with mirror that when you look at it you are going to see
yourself, your image is what reflects at the mirror. When zero is added to a
number, the sum is the number itself. Zero is called the identity element of
addition.
6. Let the pupils answer Let’s Work Together on page 90 of their worktext.

Day 2

A. Daily Routines
 Prayer
 Greetings
 Checking of Cleanliness

B. Review

What is the identity property of addition?

C. Lesson Proper

1. Allow the pupils to observe the addition sentences below:

2+1=3 1+2=3
5 + 8 = 13 8 + 5 = 13
6 + 4 = 10 4 + 6 = 10
8 + 3 = 11 3 + 8 = 11
3+4=7 4+3=7
2. The pupils will be asked of what will happen to the sum if the order of the
addends are changed based from their observation.
Lead the pupils to point out the effect of changing the order of the addends
and allow them to explain.
3. Say: the order of addends does not affect the sum. It is known as the Order or
Commutative Property of Addition.
Example:
4 + 1 and 1 + 4
4 + 1 = 5 changing the order of the sum, 1 + 4 = 5.
The sum will be 5. Nothing happened to the sum even if the addends are
interchanged.
4. Let the pupils give examples of commutative property of addition.

D. Generalization
When zero is added to a number, the sum is the number itself. Zero is
called the identity element of addition. Changing the order of the addends does
not change the sum. Thus, 5 + 4 = 9 and 4 + 5 = 9. This is known as the Order or
Commutative Property of Addition.
 V. Evaluation:
Have the pupils answer page 92 – 94 of their worktext.

Remarks:
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I. Objectives:
At the end of the lesson, the pupils will be able to –
1. add 3 one – digit addends with the sum up to 20;
2. find the sum of three addends mentally and by number bonds;
3. value cooperation and team work in doing task; and
4. answer a quiz with 85% mastery.

II. Subject Matter:

Addition of 3 one-digit Addends
Soaring 21 Century Mathematics 1, pages 95 – 101
st

III. Materials:
Chalk and board, real objects

IV. Procedures:
Day 1
A. Daily Routines
 Prayer
 Greetings
 Checking of Cleanliness

B. Motivation/Introduction
Provide addition drills to pairs and triads. When they have finished,
emphasize that those who worked in groups of threes finished the work faster
than those in pairs. Have pupils to think about the effect of more people
working on a task.

C. Lesson Proper

Present the story on page 95 using three addends.

There are 5 ducks flying, 7 on the ground and 6 on the water. How many
ducks are there in all?
5 + 7 + 6 =?
Let the pupils add mentally the addition sentence on the board.
 Say: We add to get the total number of ducks that is 5 + 7 + 6. Also, we can
use the number bonds. So, writing it in a number sentence,
5+7+6
Split 5 into 1 and 4 so,
5+7+6
1+4+6+7
1 + 10 + 7
The sum is 18
Examples:
4+7+5

First thing is that you are going to look if there is any two numbers in the
addends that will have a sum of 10. If there is none you can split a number
such that when we add it to the remaining numbers in the addends it will have
a sum of 10.

Ask: Which among the three numbers should be splitted?

4+7+5
We can split 7 into 6 and 1.
4+6+1+5
10 + 1 + 5
The sum is 16.

Give another example.

6+3+5
Ask: is there any two numbers in the addends that is equal to 10?
If there is none, what are you going to do?
Split a number such that when we add it to the remaining numbers in the
addends it will have a sum of 10.
Which among the three addends should be splitted?

6+3+5
We can split 5 into 4 and 1.
6+3+4+1
10 + 3 + 1
The sum will be equal to 14.

We can add first the addends which give a sum of 10 to make addition easier
and faster.
Guide the pupils in answering page 97 of Let’s Work Together.

Day 2
A. Daily Routines
 Prayer
 Greetings
 Checking of Cleanliness

B. Review
Give exercises on the board and call on pupils to answer.
 C. Lesson Proper

1. Present:

Dondon has 6 seashells.

Donna has 8 seashells.
Benjo has 2 seashells.

How many seashells do they have in all?

We can add:
(6+8) + 2 = 14 + 2 = 16

Or we can do it this way:

6 + (8+2) = 6 + 10 = 16

Which method is easier?

Introduce the Grouping or Associative Property of Addition.

Give more examples.

2. Do exercises.

Day 3

A. Daily Routines
 Prayer
 Greetings
 Checking of Cleanliness

B. Review

C. Quiz # 7

V. Generalization

To add the numbers together, first use the number bonds to any of the numbers to
make the largest number equal to 10.

Changing the grouping of the addends does not change the sum. This is called the
Grouping or Associative Property of Addition.

VI. Evaluation:

Answer pages 97 – 100 of their worktext.

Quiz

VII. Assignment:

Do page 101.
Remarks:

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