LESSON PLAN

MATHEMATICS DLP

Page 1 of 7

WEEK 1 DAY Choose Day TIME Choose Time

DATE 11-Mar-24 CLASS Choose Class DURATION 60 minutes

DETAIL GROUP B GROUP B

REMEDIAL SKILL 4.4 ADDITION d) Add within 1000 5.2 SUBTRACTION b) Subtract within 18
CONTENT STANDARD Year 1 - 2.1 Year 2 - 2.1 Add Year 1 - 2.1 Year 2 - 2.2 Subtract
Concepts of within 1000. Concepts of within 1000
addition and addition and
subtraction. subtraction. / 2.3
Subtract within
100
Year 3 - 2.1 Year 4 – 1.6 Basic Year 3 - 2.2 Year 4 – 1.6 Basic operations
operations within 100 000 / within 100 000 / Year 5 - 1.6
Addition within 10 Year 5 - 1.6 Subtraction
000. within 10,000
LEARNING STANDARD Year 1 (2.1.1) ; Year 2 (2.1.1) ; Year 3 (2.1.1) ; Year 4 Year 1 (2.3.1,2.3.2) ; Year 2 (2.2.1,2.2.2) ; Year 3 (2.2.1,2.2.2) ;
(1.6.1) ; Year 5 (1.6.1) Year 4 (1.6.2,1.6.3) ; Year 5 (1.6.2)
Group A Group B
LEARNING OBJECTIVE(S) - By the end of the lesson, most of the pupils are able to :
Add up to three numbers that involved up to 4. Subtract spontaneously basic subtraction facts.
three-digit numbers without regrouping.

Teaching and Learning Strategy

Group A Group B
INTRODUCTORY ACTIVITY (5 MINUTES)
1. Teacher puts two dice and a recording sheet in the center for pupils.
2. Pupils roll the two dice and add the numbers together to get the sum. Use a variety of different-sided dice to mix up this activity and you can use
the center for multiple weeks while pupils are practicing their addition and subtraction fact fluency.
3. Teacher relates the activity with the topic today.
LESSON DELIVERY LESSON DELIVERY
(20 MINUTES) (20 MINUTES)
1. Teacher teaches problem solving by removing a number in 1. Teacher explains subtraction facts are the inverses of the addition facts. For
word problem based on addition question. example, 10 – 7 = 3, 16 – 8 = 8, and 5 – 0 = 5 are all subtraction facts, because
they are all inverses of addition facts (7 + 3, 8 + 8, 5 + 0).
2. Before attempting to develop automatic recall in pupils, teachers should
2. ensure that the children have certain prerequisite skills and knowledge. Ask
Pupils try to fill in the number to solve the problems. addition basic fact and reverse it to subtraction basic facts.
3. Based on their level of mathematical thinking, change 3. In subtraction, pupils can use either counting up or counting down as
numbers throughout the question’s level, from one-digit to strategies.
two-digit numbers. 4. Teacher explains to pupils with example on counting down which requires
4. Pupils solve the problem using addition. counting backwards from the larger number the number of counts indicated by
the smaller number. For example, for 12 – 7, the child would count backwards
from 12, seven counts (11, 10, 9, 8, 7, 6, 5); the answer is the final number in the
sequence (in this case, 5).
WORKSHEET (20 MINUTES)
1. Teacher distributes worksheet to pupils. Pupils complete the worksheets according to their group’s skills and objective.
ASESSMENT (10 MINUTES)
1. Teacher assesses pupils based on their success criteria and record their achievement.
POST-LESSON (5 MINUTES)
1. Teacher gives token to pupils for their good work.
2. Teacher concludes lesson for today.
REFLECTION
Group A Group B
Mathematics Drilling Activity Mathematics Drilling Activity
Personal Guidance Personal Guidance
Intervention Program : …………………………… Intervention Program : ……………………………..
 LESSON PLAN
MATHEMATICS DLP

Page 2 of 7

Different T&L Materials to achieve objective(s) Different T&L Materials to achieve objective(s)
Pupils are able to achieve objective and caught up with Pupils are able to achieve objective and caught up with
the lesson. the lesson.

WEEK 1 DAY Choose Day TIME Choose Time

DATE 11-Mar-24 CLASS Choose Class DURATION 60 minutes

DETAIL GROUP B GROUP B

REMEDIAL SKILL 4.4 ADDITION d) Add within 1000 5.2 SUBTRACTION b) Subtract within 18
CONTENT STANDARD Year 1 - 2.1 Year 2 - 2.1 Add Year 1 - 2.1 Year 2 - 2.2 Subtract
Concepts of within 1000. Concepts of within 1000
addition and addition and
subtraction. subtraction. / 2.3
Subtract within
100
Year 3 - 2.1 Year 4 – 1.6 Basic Year 3 - 2.2 Year 4 – 1.6 Basic operations
operations within 100 000 / within 100 000 / Year 5 - 1.6
Addition within 10 Year 5 - 1.6 Subtraction
000. within 10,000
LEARNING STANDARD Year 1 (2.1.1) ; Year 2 (2.1.1) ; Year 3 (2.1.1) ; Year 4 Year 1 (2.3.1,2.3.2) ; Year 2 (2.2.1,2.2.2) ; Year 3 (2.2.1,2.2.2) ;
(1.6.1) ; Year 5 (1.6.1) Year 4 (1.6.2,1.6.3) ; Year 5 (1.6.2)
Group A Group B
LEARNING OBJECTIVE(S) - By the end of the lesson, most of the pupils are able to :
Add three numbers up to three-digit numbers 5. State pairs that when subtract will give the same
without regrouping answer.

Teaching and Learning Strategy

Group A Group B
INTRODUCTORY ACTIVITY (5 MINUTES)
1. Teacher puts two dice and a recording sheet in the center for pupils.
2. Pupils roll the two dice and add the numbers together to get the sum. Use a variety of different-sided dice to mix up this activity and you can use
the center for multiple weeks while pupils are practicing their addition and subtraction fact fluency.
3. Teacher relates the activity with the topic today.
LESSON DELIVERY LESSON DELIVERY
(20 MINUTES) (20 MINUTES)
1. Teacher writes number sentences of addition of three 1. Teacher shows pupils addition facts chart.
numbers up to three-digits number on the whiteboard. 2. Show pupils that addition chart is a reverse of subtraction chart.
2. Based on previous lesson, ask pupils to rewrite the problem 3. As example, the pairs of numbers which add to make 10 are 1+9, 2+8, 3+7,
vertically and line up the digits by place value spot and decimal 4+6, and 5+5. Use these fact families to learn subtractions from 10 or 18.
point if there is one. 4. If 4+6 = 10, therefore 10-6 = 4. To solve a subtraction from 9, it is helpful to
3. Pupils add the digits by column, starting with the "ones" know the pairs of numbers that add up to make the answer is 9.
column. 5. Ask pupils to write a subtraction facts chart start from 9 to 18.
4. When pupils get the answer for adding up 2 numbers.
Continue adding with the number left.
5. Drilling with another addition of three numbers questions.

WORKSHEET (20 MINUTES)

1. Teacher distributes worksheet to pupils. Pupils complete the worksheets according to their group’s skills and objective.
ASESSMENT (10 MINUTES)
1. Teacher assesses pupils based on their success criteria and record their achievement.
POST-LESSON (5 MINUTES)
1. Teacher gives token to pupils for their good work.
2. Teacher concludes lesson for today.
 LESSON PLAN
MATHEMATICS DLP

Page 3 of 7

REFLECTION
Group A Group B
Mathematics Drilling Activity Mathematics Drilling Activity
Personal Guidance Personal Guidance
Intervention Program : …………………………… Intervention Program : ……………………………..
Different T&L Materials to achieve objective(s) Different T&L Materials to achieve objective(s)
Pupils are able to achieve objective and caught up with Pupils are able to achieve objective and caught up with
the lesson. the lesson.
 LESSON PLAN
MATHEMATICS DLP

Page 4 of 7

WEEK 1 DAY Choose Day TIME Choose Time

DATE 11-Mar-24 CLASS Choose Class DURATION 60 minutes

DETAIL GROUP B GROUP B

REMEDIAL SKILL 4.4 ADDITION d) Add within 1000 5.2 SUBTRACTION b) Subtract within 18
CONTENT STANDARD Year 1 - 2.1 Year 2 - 2.1 Add Year 1 - 2.1 Year 2 - 2.2 Subtract
Concepts of within 1000. Concepts of within 1000
addition and addition and
subtraction. subtraction. / 2.3
Subtract within
100
Year 3 - 2.1 Year 4 – 1.6 Basic Year 3 - 2.2 Year 4 – 1.6 Basic operations
operations within 100 000 / within 100 000 / Year 5 - 1.6
Addition within 10 Year 5 - 1.6 Subtraction
000. within 10,000
LEARNING STANDARD Year 1 (2.1.1) ; Year 2 (2.1.1) ; Year 3 (2.1.1) ; Year 4 Year 1 (2.3.1,2.3.2) ; Year 2 (2.2.1,2.2.2) ; Year 3 (2.2.1,2.2.2) ;
(1.6.1) ; Year 5 (1.6.1) Year 4 (1.6.2,1.6.3) ; Year 5 (1.6.2)
Group A Group B
LEARNING OBJECTIVE(S) - By the end of the lesson, most of the pupils are able to :
Add three numbers up to three-digit numbers with 6. State spontaneously difference between two
regrouping. numbers.

Teaching and Learning Strategy

Group A Group B
INTRODUCTORY ACTIVITY (5 MINUTES)
1. Teacher puts two dice and a recording sheet in the center for pupils.
2. Pupils roll the two dice and add the numbers together to get the sum. Use a variety of different-sided dice to mix up this activity and you can use
the center for multiple weeks while pupils are practicing their addition and subtraction fact fluency.
3. Teacher relates the activity with the topic today.
LESSON DELIVERY LESSON DELIVERY
(20 MINUTES) (20 MINUTES)
1. Teacher introduces concept of regrouping, remind pupils to add from right to 1. Teacher explains the key points of the lesson by emphasizing
left. Ask pupils what it means to regroup in addition? Then, teacher writes that subtraction means taking away objects to find the
number sentences of addition of three numbers up to three-digits number on the difference.
whiteboard. 2. Ask pupils and turn to a partner and discuss the term
2. Based on previous lesson, ask pupils to rewrite the problem vertically and line subtract. Ask them to think of how they would explain the
up the digits by place value spot and decimal point if there is one. concept of subtraction to someone that does not know the
3. Pupils add the digits by column, starting with the "ones" column. meaning. Ask them to think of keywords or phrases that relate
4. When pupils get the answer for adding up 2 numbers. Continue adding with to subtraction (e.g., "take away," "difference," "how many are
the number left. left").
5. Ask pupils to regroup if the sum in the same column is more than 9. Remember 3. Teacher shows pupils how to find the difference by using
that regrouping is necessary when ten "ones" get grouped as a ten, and are pictures of apples by matching the apples. Through matching,
carried over to be counted with the other tens. You can also regroup other place the object without a match is the difference.
value spots any time the number is ten or greater. 4. Repeat step 3 with different questions by state
5. Drilling with another addition of three numbers questions with regrouping. spontaneously the difference between two numbers.
WORKSHEET (20 MINUTES)
1. Teacher distributes worksheet to pupils. Pupils complete the worksheets according to their group’s skills and objective.
ASESSMENT (10 MINUTES)
1. Teacher assesses pupils based on their success criteria and record their achievement.
POST-LESSON (5 MINUTES)
1. Teacher gives token to pupils for their good work.
2. Teacher concludes lesson for today.
REFLECTION
Group A Group B
Mathematics Drilling Activity Mathematics Drilling Activity
Personal Guidance Personal Guidance
 LESSON PLAN
MATHEMATICS DLP

Page 5 of 7

Intervention Program : …………………………… Intervention Program : ……………………………..

Different T&L Materials to achieve objective(s) Different T&L Materials to achieve objective(s)
Pupils are able to achieve objective and caught up with Pupils are able to achieve objective and caught up with
the lesson. the lesson.

WEEK 1 DAY Choose Day TIME Choose Time

DATE 11-Mar-24 CLASS Choose Class DURATION 60 minutes

DETAIL GROUP B GROUP B

REMEDIAL SKILL 4.4 ADDITION d) Add within 1000 5.2 SUBTRACTION b) Subtract within 18
CONTENT STANDARD Year 1 - 2.1 Year 2 - 2.1 Add Year 1 - 2.1 Year 2 - 2.2 Subtract
Concepts of within 1000. Concepts of within 1000
addition and addition and
subtraction. subtraction. / 2.3
Subtract within
100
Year 3 - 2.1 Year 4 – 1.6 Basic Year 3 - 2.2 Year 4 – 1.6 Basic operations
operations within 100 000 / within 100 000 / Year 5 - 1.6
Addition within 10 Year 5 - 1.6 Subtraction
000. within 10,000
LEARNING STANDARD Year 1 (2.1.1) ; Year 2 (2.1.1) ; Year 3 (2.1.1) ; Year 4 Year 1 (2.3.1,2.3.2) ; Year 2 (2.2.1,2.2.2) ; Year 3 (2.2.1,2.2.2) ;
(1.6.1) ; Year 5 (1.6.1) Year 4 (1.6.2,1.6.3) ; Year 5 (1.6.2)
Group A Group B
LEARNING OBJECTIVE(S) - By the end of the lesson, most of the pupils are able to :
Solve addition problems in daily life situations. 7. Build mathematical sentence according to the
situation.

Teaching and Learning Strategy

Group A Group B
INTRODUCTORY ACTIVITY (5 MINUTES)
1. Teacher puts two dice and a recording sheet in the center for pupils.
2. Pupils roll the two dice and add the numbers together to get the sum. Use a variety of different-sided dice to mix up this activity and you can use
the center for multiple weeks while pupils are practicing their addition and subtraction fact fluency.
3. Teacher relates the activity with the topic today.
LESSON DELIVERY LESSON DELIVERY
(20 MINUTES) (20 MINUTES)
1. Teacher chooses various pupils to give a math problem, which one 1. Teacher provides pupils with a subtraction question containing
of them writes on the board. One pupil is chosen to write addition problems that use numbers up to 20.
sentences based on problem on the board, while the other pupils 2. Teacher guides pupils to work through the problems together as a class,
complete the problem at their own table. demonstrating how to use the number line to solve each problem and
2. The teacher guides the pupils through the problem, step by step, build mathematical sentence according to the situation.
verbally explaining the steps needed to complete the addition 3. Encourage pupils to write the subtraction sentences for each problem
question which containing 3 numbers. on their mini board and check together in a group.
3. The teacher will then select another pupil to use the counter to
complete the problem, verbally explaining the process again.
4. By using these various strategies, teacher may choose to complete
as many problems as necessary to firm up the problem-solving
process.
WORKSHEET (20 MINUTES)
1. Teacher distributes worksheet to pupils. Pupils complete the worksheets according to their group’s skills and objective.
ASESSMENT (10 MINUTES)
1. Teacher assesses pupils based on their success criteria and record their achievement.
POST-LESSON (5 MINUTES)
 LESSON PLAN
MATHEMATICS DLP

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1. Teacher gives token to pupils for their good work.

2. Teacher concludes lesson for today.
REFLECTION
Group A Group B
Mathematics Drilling Activity Mathematics Drilling Activity
Personal Guidance Personal Guidance
Intervention Program : …………………………… Intervention Program : ……………………………..
Different T&L Materials to achieve objective(s) Different T&L Materials to achieve objective(s)
Pupils are able to achieve objective and caught up with Pupils are able to achieve objective and caught up with
the lesson. the lesson.

WEEK 1 DAY Choose Day TIME Choose Time

DATE 11-Mar-24 CLASS Choose Class DURATION 60 minutes

DETAIL GROUP B GROUP B

REMEDIAL SKILL 5.1 SUBTRACTION a) Subtract within 10 5.1 SUBTRACTION a) Subtract within 10
CONTENT STANDARD Year 1 - 2.1 Year 1 - 2.1 Year 1 - 2.1 Year 2 - 2.2 Subtract
Concepts of Concepts of Concepts of within 1000
addition and addition and addition and
subtraction. / 2.3 subtraction. / 2.3 subtraction. / 2.3
Subtract within Subtract within 100 Subtract within
100 100
Year 3 - 2.2 Year 3 - 2.2 Year 3 - 2.2 Year 4 – 1.6 Basic operations
within 100 000 / Year 5 - 1.6
Subtraction within Subtraction within Subtraction
10,000 10,000 within 10,000
LEARNING STANDARD Year 1 (2.3.1,2.3.2) ; Year 2 (2.2.1,2.2.2) ; Year 3 Year 1 (2.3.1,2.3.2) ; Year 2 (2.2.1,2.2.2) ; Year 3 (2.2.1,2.2.2) ;
(2.2.1,2.2.2) ; Year 4 (1.6.2,1.6.3) ; Year 5 (1.6.2) Year 4 (1.6.2,1.6.3) ; Year 5 (1.6.2)
Group A Group B
LEARNING OBJECTIVE(S) - By the end of the lesson, most of the pupils are able to :
1. State the concept of subtraction through 8. Solve simple problems in daily life situations.
separating process

Teaching and Learning Strategy

Group A Group B
INTRODUCTORY ACTIVITY (5 MINUTES)
1. Teacher asks questions of basic facts of subtraction (Quick Quiz).
2. Pupils raise hand to answer and get 1 mark for every question correct.
3. Pupils with the highest mark will get the sticker.
4. Teacher relates the activity with the topic.
LESSON DELIVERY LESSON DELIVERY
(20 MINUTES) (20 MINUTES)
1. Ask pupils what it means to subtract. What do they know about subtraction? 1. Teacher introduces problem situation by reading problem
Invite them to give examples of when they use subtraction in their daily lives. aloud.
Explain a few examples from your own life. 2. Next, pupils share what they know that is going on in the
2. Ask pupils and turn to a partner and discuss the term subtract. Ask them to problem.
think of how they would explain the concept of subtraction to someone that 3. Then, guide pupils to write subtraction sentences with a
does not know the meaning. Ask them to think of keywords or phrases that partner.
relate to subtraction (e.g., "take away," "difference," "how many are left"). 4. Finally, pupils share the strategies that they took to solve.
3. Explain that subtraction means taking away or finding out how many are left
after some objects are removed. Write a subtraction equation on the
 LESSON PLAN
MATHEMATICS DLP

Page 7 of 7

whiteboard, for example: "5 - 2 =", and explain that we are going to take away
2 apples from the group of 5.
WORKSHEET (20 MINUTES)
1. Teacher distributes worksheet to pupils. Pupils complete the worksheets according to their group’s skills and objective.
ASESSMENT (10 MINUTES)
1. Teacher assesses pupils based on their success criteria and record their achievement.
POST-LESSON (5 MINUTES)
1. Teacher gives token to pupils for their good work.
2. Teacher concludes lesson for today.
REFLECTION
Group A Group B
Mathematics Drilling Activity Mathematics Drilling Activity
Personal Guidance Personal Guidance
Intervention Program : …………………………… Intervention Program : ……………………………..
Different T&L Materials to achieve objective(s) Different T&L Materials to achieve objective(s)
Pupils are able to achieve objective and caught up with Pupils are able to achieve objective and caught up with
the lesson. the lesson.