St.

Dominic de Guzman School

DRT Extension, Inc.
Pulong Sampaloc, Doña Remedios Trinidad, Bulacan
Gov’t Permit No: K-116 s. 2022 E-1585 s.2022

Lesson Plan in Math 1

Date: September 6 to 8, 2023

I. Objectives
At the end of the day students should be able to:
 Recognize numbers 1-100
 Know how to court numbers 1-100
 Recite the numbers 1-100

II. Subject Matter

A. Lesson 1, Numbers from 1 to 100

III. Learning Strategies

A. Introduction
Teacher will play video.

B. Interaction/Discussion
 The teacher will ask the pupils what they have seen in the video.
 The teacher will give different example of numbers.
 The student will answer the activities
C. Values Integration

As a student it is very important to know how to count numbers, we should learn

and understand the counting numbers because we use in our daily lives.

IV. Agreement
Work Alone (Pg. 14)

Prepared by: Ms. Rosemarie Borja

Lesson plan in Math 1

I. Objectives
Students will be able to
 Count objects already grouped into tens and ones to make a two-digit number.
 St. Dominic de Guzman School
DRT Extension, Inc.
Pulong Sampaloc, Doña Remedios Trinidad, Bulacan
Gov’t Permit No: K-116 s. 2022 E-1585 s.2022

 Represent two-digit numbers using models,

 Decompose two-digit numbers into tens and ones
 Group ones into tens and then count the tens and ones.
II. Subject Matter
Lesson: Numbers in group of tens and ones
Reference:
III. Learning Strategies
A. Introduction
 Teacher plays a video presentation, watch it and keep quiet.
 Teacher shows a picture of apples
 Teacher asks students to count a apples
 Teacher asks How many groups of tens do we have
 Teachers asks how many ones?
 Teachers what number did we form?
 Teacher tells the students are topics for todays.
B. Interaction/ Discussion
 Teacher read a short story
“Alvin counted the pineapples he harvested with his father. he grouped them into
tens, Alvin counted 24 pineapples.
 Teachers asks how many pineapples that we have?
 Teachers asks how many groups of tens do we have?
 Teacher asks how many tens?
 Teacher asks how many ones?
 Teacher asks what number did we form?
 Teacher gives more example of number
 Teacher gives an activity to students
C. Values Integration
As a student its important because it helps you to understand the meaning of a
number. if people just used numbers randomly, no one would know which numbers
people meant. you need place value to understand the order of numbers as well.
IV. Agreement
Work Alone pg. 31

Prepared by: Ms. Rosemarie C. Borja

Lesson Plan in Math 1

Date: October 2-6, 2023

V. Objectives
Students will be able to:
 Identify one more than a given number.
 Identify one less than a given number.
 Identify a number that comes before a given number.
 Identify a number that comes after a given number.

VI. Subject Matter

 St. Dominic de Guzman School
DRT Extension, Inc.
Pulong Sampaloc, Doña Remedios Trinidad, Bulacan
Gov’t Permit No: K-116 s. 2022 E-1585 s.2022

Lesson 4: One more and one Less order

VII. Learning Strategies

D. Introduction
Teacher will play video song entitled “MATHEMATICS SONGS.”
https://youtu.be/sJ_l31CvpPY

E. Interaction/Discussion
 Teacher will ask a student how many fingers do you have?
 Ask the student for numbers higher than 10.
 Teacher gives more example higher than 10.
 Ask the student for number less than 10.
 Teacher gives more example less than 10.
 Teacher says 11 is 1 more than 10 and 9 is 1 less than 10.
 Teacher shows a picture.
 Teacher called a student and count the ball and chicken that was show.
 Ask the student how many balls and chicken.
 Teacher says to student when we count by ones from 4 to 6, the middle
number 5 is 1 more than 4 and 1 less than 6.
 The teacher will give different example.
 The student will answer the activities.

F. Values Integration

As a student it is very important to know one more and one less, because one less
and one more is important because we use it every day and so we know how to
follow the number, and which is low and high and it is good for the child to know
this so that as they grow older, they will know which is which the higher and lower
in number.

VIII. Agreement
Work Alone (Pg. 38)

Prepared by: Ms. Rosemarie Borja

Lesson Plan in Math I

I. Objectives:
At the end of the lesson, the students are expected to:
 Identify the place value of a 2-digit number
 To participate actively in the activities of the lesson
 Write 2-digit in expanded form
II. Subject Matter:
Lesson: Place values of 2-digits number
References: Real Life mathematics Grade 1
III. Learning Strategies:
A. Introduction:
Teacher flashes a picture of a library
Ask the student
 What is in the picture class?
 What are the things found in the library?
 What are the children doing in the library?
 St. Dominic de Guzman School
DRT Extension, Inc.
Pulong Sampaloc, Doña Remedios Trinidad, Bulacan
Gov’t Permit No: K-116 s. 2022 E-1585 s.2022

B. Interaction/ Discussion
 The teacher read the story “The School Library”

“The School Library”

In a School Library, there are 76 mathematics books, 24 English books, 47
Filipino books and 67 other books.
 The teacher asks the students
- How many mathematics books are there in the library?
- How many were English books?
- Filipino books?
- other books?
 The teacher flashes the number of books again and study
- 76 mathematics books
- 24 english books
- 47 filipino books
- 67 other books
 The teacher discuss are lesson about place value of a 2-digit number
 Teacher gives more example of place value of a 2-digit number
 Teacher calls a student to answer the question
C. Values Integration
 It is important that children understand that while a digit can be the same,
its value depend on where it is the number.
 Place value is one of the key concepts in mathematics. understanding
place value (or not understanding it) will follow students through their
mathematics journey, without this understanding, students often struggle
with regrouping, adding and subtracting multi digit numbers, and more
difficult computation.
IV. Agreement:
Work Alone Pg. 89-90

Prepared by: Ms Rosemarie C. Borja

Lesson Plan in Math I

I. Objectives:
At the end of the lesson, the students should be able to:
 represents and compare sets of objects using less than and more than; and
 show accuracy in comparing set of objects.
II. Subject Matter:
Lesson: comparing sets
References: Real Life mathematics Grade 1
III. Learning Strategies:
A. Introduction:
The teacher will call five students on front of the class. split the students into two
groups, namely class A and class B. class A should have 2 students and class B should have 3
students.
Teacher Ask the question
 How many students are in front?
 what did I do to the student?
 How many students are there in class A? in class B?
 which class has less students? has more students?
B. Interaction/ Discussion
 The teacher will divide the class into 2 groups
 The teacher will give each group a chart.
 St. Dominic de Guzman School
DRT Extension, Inc.
Pulong Sampaloc, Doña Remedios Trinidad, Bulacan
Gov’t Permit No: K-116 s. 2022 E-1585 s.2022

The teacher asks the question

- which box has more objects? has less objects?
- How do you know that the box has more or less objects?
- Why do you say that the box that you encircle is more than the other box?
 The teacher explains the chart give to the groups
 Teacher gives more example of the lesson.
 Teacher call students to answer another chart.
C. Values Integration
 Comparing numbers is an important part of building a student’s number sense. Number
sense is the ability for a student to recognize a number, its value and its relationship with
other numbers. it is this important last component that is built by comparing numbers.
IV. Agreement:
Work Alone Pg. 60

Prepared by: Ms Rosemarie C. Borja

Lesson Plan in Math I

I. Objectives:
At the end of the lesson, the students are expected to:
 To skip count by 2s, 5s and 10s.
 To identify the pattern in skip counting 2s, 5s by 10s.
II. Subject Matter:
Lesson: Skip counting by 2s, 5s and 10s
References: Real Life mathematics Grade 1
III. Learning Strategies:
A. Introduction:
 Ask the pupils to count 1 to 100 using the number chart activity,
 Teacher will ask the students:
- what is the least number?
- what is the greatest number?
 Teacher group the class by rows
 Teacher introduces the Board game count my candies games
 Teacher distributes board game to each group
 Ask the students to quietly count the candies
 Teacher will ask the students
- what have you notice in your activity?
- how many numbers of candies per circle?
- teacher tell are topic for today
B. Interaction/ Discussion
 Teacher will ask
- How many candies in all we have in the board games?
 Teacher will lead the pupils to count the cadies by 2s, 5s and 10s.
 St. Dominic de Guzman School
DRT Extension, Inc.
Pulong Sampaloc, Doña Remedios Trinidad, Bulacan
Gov’t Permit No: K-116 s. 2022 E-1585 s.2022

 Teacher will count the candies from first circle going to next circle up to last
circle in the board games
 teacher will write the numbers on the board in this way.
- 2, 4, 6, 8, 10
- 5, 10, 15, 20, 25, 30
- 10, 20, 30, 40, 50, 50, 70, 70, 90, 100
 Let them read the number 2, 4, 6, 8, 10, 5, 10, 15, 20, 25, 30 and 10, 20, 30, 40,
50, 60, 70, 80, 90, 100.
 Tell the pupils that they are counting by 2s, 5s and 10s.
 Ask the students again how do we skip count by 2s, 5s and 10s
C. Values Integration
 Children love counting and its important your child gets used to numbers
because these lead on to most other mathematics skills, and mathematics
will use every day by buying somewhere.
IV. Agreement:
Count and write 2s, 5s and 10s

Prepared by: Ms. Rosemarie C. Borja

Lesson Plan in Math I

I. Objectives:
 Use the terms greather than, less than, and equal to compare number up to
20.
 Use symbols to compare numbers up to 20
 compare numbers up to 20 using models
 compare numbers up to 20 using the counting sequences
II. Subject Matter
Lesson: Comparing Numbers
References: Real life mathematics
III. Learning strategies
A. Introduction
 The teacher gives short number comparison problem to introduce them to
the lesson.

‘My brother and I went bowling over the weekend. I scored 105 points and
he scored 132 points.”

 Teacher asks students who won and have them explain their answers.
 Tell students that today they will be learning how to compare three-digit
numbers by using <, > or = to show their answers.
B. Interaction/Discussion
 The teacher gives short word problem
“Sam got 185 for his birthday and sarah got 149.”
 St. Dominic de Guzman School
DRT Extension, Inc.
Pulong Sampaloc, Doña Remedios Trinidad, Bulacan
Gov’t Permit No: K-116 s. 2022 E-1585 s.2022

 The teacher asks who got more money for their birthday?
 The teacher asks to check which number is closer to 100. or closer to the left.
 The teacher asks who got less money for their birthday.
 Asks the student how to write the comparisons.
 The teacher gives two number, 330 and 705
 Ask them to use the number line to compare them.
 The teacher gives more examples.
C. Values Intergration
Important part of building a student’s number sense. Number sense is the ability
for a student to recognize a number, its value and its relationship with other number.
IV. Assignment
Answer the Get ready pg. 99

Prepared by. Ms. Rosemarie C. Borja

Lesson Plan in Math 1

I. Objective
At the end of the lesson, the students should be able to:
 Recognize the place value and finds digit value in one- or two-digit number
 Student will able to use an objective approach in problem solving
 Learn how to participate during the discussion
II. Subject Matter
Lesson 12: Renaming numbers into tens and ones
III. Learning Strategies
A. Introduction
Teacher plays a music video and I want you all to participate by just simply
singing and enjoying music.
B. Interaction/ Discussion
 Teacher will tell what their topic for today
 Teacher will explain what Renaming numbers into tens and ones
 Teacher will give an example and then the teacher will call on the students to
answer one more example
 Activities will be given to the children
C. Values Integration
It is important to study Renaming numbers into tens and ones because here it is
easier to count things. especially when it is bundled the only piece that needs to be
counted.
IV. Agreement
Answer the Get Ready on Page. 93
 St. Dominic de Guzman School
DRT Extension, Inc.
Pulong Sampaloc, Doña Remedios Trinidad, Bulacan
Gov’t Permit No: K-116 s. 2022 E-1585 s.2022

Prepared by: Ms. Rosemarie C. Borja

Lesson Plan in Math 1

I. Objectives
 Demonstrate understanding of numbers up to 10 in symbol and in words
 Is able to recognize numbers up to 10
 Read and Write number up to 10 in symbol and in words
II. Subject Matter
Lesson 10: Reading and Writing numbers more than 10
III. Learning Strategies
A. Introduction
The Teacher will show a number from number 1 to 10 and let the pupils will
identify and read it.
B. Interaction/Discussion
 The teacher posts the problem on the Tv
“Glenda heard from the newscarter that there is one voter on Barangay Sta Ana
and eight voters in Barangay Nabalod.”
 Teacher asks what number is mentioned in the problem
 The teacher will call the student to write what number is mentioned
 The teacher will give an example to the children on how to write the symbol to
the number word
 Teacher gives an activity on the board
C. Values Integration
Reading and Writing are important in their own ways, Reading is essential for
acquiring knowledge, understanding the world and communicating effectively.
IV. Agreement
Answer the Get Ready Page 83.

Prepared by: Ms. Rosemarie C. Borja

 St. Dominic de Guzman School
DRT Extension, Inc.
Pulong Sampaloc, Doña Remedios Trinidad, Bulacan
Gov’t Permit No: K-116 s. 2022 E-1585 s.2022

Lesson Plan in Math 1

I. Objectives
At the end of the discussion, pupils will be able to:
 Define set and:
 Order set
II. Subject Matter
Lesson 8: Ordering Sets
III. Learning Strategies
A. Introduction
 The pupils arrange things from their school bags from least to greatest.
 Asks the pupils, based on the activity we did, what do you think will be our topic
today?
B. Interaction/ Discussion
 Teacher will say what the set means.
 Teacher gives example of a set
 Teacher will say what ordering sets means
 Teacher gives example of ordering sets
 Teacher shows another example of real object
 Teacher will group the pupils into 2 groups, to answer the activity
C. Values Integration
Ordering sets is important to learn because its allows for easy comparison and
identification of the largest and smallest numbers in the set.
IV. Agreement
Answer the Work together on Page 66.

Prepared by: Ms. Rosemarie C. Borja

 St. Dominic de Guzman School
DRT Extension, Inc.
Pulong Sampaloc, Doña Remedios Trinidad, Bulacan
Gov’t Permit No: K-116 s. 2022 E-1585 s.2022

Lesson Plan in Math 1

I. Objectives
After a 40- minutes lesson, the children will be able to:
 Regroup sets of tens and ones using objects
II. Subject Matter
Lesson 6: Regrouping Sets
III. Learning Strategies
A. Introduction
Show the class a set of fruits on a magic tree. Asks them how they can count the
fruits as fast as they can.
B. Interaction/ Discussion
 Teacher discusses what is the meaning of Regrouping sets
 Teacher shows the objects that are regrouped by tens
 Call the pupils to count the sets of tens and the others as ones.
 The teacher gives more examples
 The teacher call pupils to answer it.

C. Values Integration
It is important to learn Regrouping sets because it allows you to solve double- and
triple-digit subtraction problems and it is know as carrying and will be necessary.
IV. Agreement
Answer the Get Ready on Page 50.

Prepared by: Ms. Rosemarie C. Borja