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Lesson Exemplar
Quarter 1
122
Week

for Mathematics 3
Lesson Exemplar for Mathematics Grade 1
Quarter 1: Week 1
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the curriculum content, standards, and lesson competencies.

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Published by the Department of Education

Secretary: Sara Z. Duterte
Undersecretary: Gina O. Gonong

Development Team

Writers: Aida I. Yap and Dana M. Ong

Content Editors: Melanie C. Unida and Marilyn E. Macababbad
Language Editors: Ellen G. De la Cruz and Gemma B. Espadero
Illustrators: Jason O. Villena and Cyrus T. Festijo
Layout Artists: Armand Glenn S. Lapor and Cyrus T. Festijo

Management Team
Bureau of Curriculum Development, Bureau of Learning Delivery, Bureau of Learning Resources
MATATAG School Grade Level 1
K to 10 Curriculum Name of Teacher Learning Area Mathematics
Weekly Lesson Log Teaching Dates and Time Week 3 Quarter First

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learner should have knowledge and understanding of whole numbers up to 100.
Standards
B. Performance By the end of the quarter, the learners are able to count, read, write, recognize, and represent whole numbers
Standards up to 100.
The learners
● count up to 100 (includes counting up or down from a given number and identifying a number that is
C. Learning one more or one less than a given number);
Competencies ● read and write numerals up to 100; and
● recognize and represent numbers up to 100 using a variety of concrete and pictorial models (e.g., number line,
block or bar, models, and numerals).
At the end of the lesson, At the end of the At the end of the lesson, the At the end of the lesson, the
the learner should be lesson, the learner learner should be able to: learner should be able to:
able to: should be able to: ● count up to 15; ● count up to 20;
● count up to 10; ● recognize and ● recognize and represent ● recognize and represent
● recognize and represent zero; and numerals 11-15; numerals 16-20;
represent numerals ● read and write ● read and write numerals ● read and write numerals 16-
D. Learning 1-10; numerals 0 to 10 in 11-15; and 20;
Objectives ● count up or down from symbols. ● count up and down from ● count up and down from a
a given number (up to a given number (up to given number (up to 20); and
10 and down to 1); and 15). ● identify number that is one
● identify a number that
more than or less than a
is one more than or
given number (up to 20).
less than a given
number (up to 10).
II. CONTENT Number and Algebra
III. LEARNING RESOURCES

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 A. References
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Use nursery rhymes and Get learners’ intuitive Get learners’ intuitive idea Get learners’ intuitive idea of
Knowledge songs that involve idea of “nothing” to of the numbers 11 to 15 to the numbers 16 to 20 to help
numbers up to 10 to help in the discussion. help in the discussion. in the discussion.
motivate the learners.
Lesson Tell the learners that the Tell the learners that Tell the learners that the Tell the learners that the
Purpose/Intention lesson is a review of the lesson is about the lesson is about the lesson is about the numbers
numbers 1 up to 10. number 0. numbers 11 up to 15. 16 up to 20.
Lesson Language one, two, three, four, nothing, zero, one, one, two, three, four, five, one, two, three, four, five,
Practice five, six, seven, eight, two, three, four, five, six, seven, eight, nine, ten, six, seven, eight, nine, ten,
nine, ten, one more six, seven, eight, nine, eleven, twelve, thirteen, eleven, twelve, thirteen,
than, one less than, ten, straight line, curve fourteen, fifteen, unit, long fourteen, fifteen, sixteen,
count up, count down line, circle, to the right, seventeen, eighteen,
nineteen, twenty, zero, one
slant, going down
more than, and one less than
During/Lesson Proper
Reading the Key
Idea/Stem
Developing Using big flash cards, Show the learners a Present the chart below. Prepare the following
Understanding of the randomly show to the picture of a kangkong Make sure that the height of materials beforehand:
Key Idea/Stem learners the numbers 1 stalk with three leaves each row is enough for one
to 10 and have them remaining in the stalk long (10 units placed one
read each aloud. Call 10 and the rest are on a on top of the other). Show
learners to the front and plate. only the heading for the first
give them one card each and second columns. Cover
face down. Ask the the heading of the other
learners to arrange columns. The cubes in the
themselves according to second column should be (6 pieces) (1 piece each)
the number they are

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holding from 1-10. Once removable or detachable:
you have checked the number 1 with 11 cubes,
arrangement of the number 2 with 12 cubes,
numbers, have all the number 3 with 13 cubes,
other learners read the number 4 with 14 cubes,
numbers. Then post the and number 5 with 15
cards in order from 1 to cubes.
10 on the board.
Ask: How many Say: Look at the chart.
Say: In counting, we use leaves are left in the There are counters, in this
the numbers 1 to 10. We stalk? There are three case cubes, drawn in the
count following the order leaves left. second column. (Point at
1, 2, 3, 4, … 9, 10. Have to the cubes in the second
the learners count aloud How do you know it is column.) One cube
as you point at the three? We counted represents one unit. (Point
numbers on the board the leaves in the stalk. at one cube.)
from left to right.
Knowing the order of Let one learner count one unit
numbers from 1 to 10, the remaining leaves
we can use this to count in the stalk. Thus, the label of the
down from 10 to 1. Have second column is “units”
the learners count aloud Write the number 3 instead of “cubes.”
as you point at the beside the picture.
numbers on the board
from right to left Say: Suppose we pick
one leaf from the
stalk.

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Ask: How many
leaves are left in the
stalk now? There are
two leaves left.

How do you know it is

two? We counted the
leaves in the stalk.

Let one learner count

the remaining leaves
in the stalk.

Write the number 2

beside the picture.

Say: Suppose we pick

another leaf from the
stalk.

Direct learners’ attention to

the units in number 1. Ask
the learners to count the
number of units. Point at
the cubes one at a time as
Ask: How many the learners count them
leaves are left in the aloud. Listen to the last
stalk now? There is number that they will
one leaf left. mention. Accept it when
learners say, 10 and
another one.

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How do you know it is Ask the following questions:
one? We counted the How did we count the
leaves in the stalk. units? We counted them
one by one.
Let one learner count
the remaining leaves Are the number of units
in the stalk. more or less than 10? By
how many? The number of
Write the number 1 units is more than 10. It is
beside the picture. one more than 10.

Say: Suppose we pick Next, put 10 units one on

another leaf from the top of the other in the third
stalk. column. Let the learners
count the units as you do
this.

Say that the group of 10

units is called a long.

Write this on the board:

Ask: How many Review how the numbers 11

leaves are left in the 1 long is 10 units to 15 were represented by the
stalk now? longs and units.

Listen to the learners’ How is the number 11

answers. It is possible Show the heading of the represented? It is represented
that they may give third column, which is by one long and one unit.
nothing, none, or zero Longs. Uncover also the
as answers. Take this heading “How many?” How about the number 12? It
chance to introduce is represented by one long
the word zero to mean and two units.
none or nothing. Write

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the symbol 0 beside Ask the same questions for
the picture to show numbers 13 to 15.
that no leaf is left. Let
everybody read the Next, ask the learners to make
numeral “0” as “zero.”. observations about the table.
All the numbers 11 to 15 are
Show a picture of two represented by one long but
bananas on the tray. with different number of units.
Do the same process The number of units are from
as in the previous one to five, consecutively.
situation - leaves in Place the one long under
the kangkong stalk. the column Longs. Now open the next row, which
Again, emphasize the is number 6. How many longs
concept of zero (0), How many longs are should be placed under the
which means nothing. there? There is one long. column Longs? There should
be one long.
How many units are left?
There is one unit left. How do you know? We
observed that the numbers
Uncover the heading of previous to it has one long.
the fourth column, which is
Units. Place the remaining Place one long in row number
unit in the fourth column. 6 under the column Longs.
Call one learner to get one
long from the materials posted
on the board and place it in its
proper place on the chart.

How many units should be

placed under the column
Units?
How do you know? We see
from the column of units that
the succeeding number of
units is always one more than

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 Can you tell the number the previous. The previous
represented by one long number has five units. The
and 1 unit? The number is number which is one more
11. than five is six. So, there
should be six units.
If the learners said 11,
confirm that it is correct. Call one learner to get the
Otherwise, say that the cutout with six units from the
number represented by materials posted on the board
one long and one unit is and place it in its proper place
11. Uncover the heading on the chart.
of the fifth column and
then write 11. Beside it,
What number does one long
write the word eleven.
and six units represent? It is
Point at the number 11
16.
and ask the learners to
read it aloud.
Confirm that the answer is
sixteen. Write the number 16
in the last column with its
corresponding word. Let the
Tell the learners they learners read the numeral 16.
will practice writing
zero in the air using
Follow the same process for
finger or hand.
the numbers 17 to 20
Demonstrate the
stroke of hand in the
Direct learners’ attention to the
air while saying,
number 20, which is
“curve down, curve up
Do the same process with represented by one long and
and close.” Have the
numbers 2 to 5, one at a 10 units.
learners follow how
you do it. Practice time. Write also the word
beside each number. Say: Look at the number 20.
several times.
How many longs and units
2) 12 twelve represent the number 20? The
Ask the learners to
get their show me 3) 13 thirteen

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 board and practice 4) 14 fourteen number 20 is represented by
writing zero (0). 5) 15 fifteen one long and 10 units.

After the numbers 11 to What is another name for 10

15 have been introduced, units? It is the same as one
the chart should be as long.
shown below.
If the learners cannot say “one
On the board, show
long”, you may ask how many
the learners how to
units are there in a long.
write zero (0) using
the blue-red-blue
Say: Since 10 units is the
lines. Let the learners
same as one long, we can
do the same on their
place this one long in the
pad paper. Move
column for longs. Thus, the
around to monitor
number 20 is represented by
how the learners write
two longs.
the number 0.
Transfer the group of 10 units
to the column for longs.

Have the learners read the

numbers 11 to 20, followed by
reading the numbers from 20
down to 11.

Let the learners read

again the numbers 11 to
15 written on the chart.

Deepening Let the learners bring Show numbers 0 to 10 Prepare 5 cards with Let the learners bring out their
Understanding of the out their show me written on the board. numbers 11-15 show me boards. Tell them
Key Idea/Stem boards. Tell them that Have the learners represented by longs and that they have to write their
they have to write their read each number. units. answer to each of the question

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answer to each of the you will ask. Say the correct
question you will ask. Demonstrate how to answer after the learner have
Confirm the correct write each number in answered.
answer by referring to the air. Let the
the arrangement of the learners practice What number is one less than
numbers 1 to 10 on the several times. 20? It is 19.
board. You may use What number is one more
other numbers as the than 15? It is 16.
given number. Let the learners do What number is one less than
LAS 1. Guide the 18? It is 17.
1. What number is one learners in doing the What number is one more
more than 1? It is 2. activity. Let them write than 12? It is 13.
2. What number is 1 the numbers five
more than 3? It is 4. times. You may use other numbers
3. What number is 1 less Randomly show one card as the given number. You may
than 6? It is 5. at a time. Let the learners also add more questions.
4. What number is 1 less write the number
than 8? It is 7. represented by the longs Have the learners write the
5. What number is 1 and ones on their show numbers in the air and then on
more than 5? It is 6. me board. Affirm learners’ a pad paper.
6. What number is 1 less correct answer by showing
than 10? It is 9. the back part of the card
where the correct number
Ask additional questions. is written.
What is the position of
the number that is one
more than a given
number? It is to the right
of the given number. 14

What is the position of

the number that is one
less than a given
number? It is to the left

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 of the given number. Then, let them say the
number aloud. Post the
card on the board.
Position it such that there
is enough space for
posting numbers 11 to 15
in order.

After all the cards have

been shown, the order of
numbers 11-15 can be
seen on the board.

11 12 13 14 15

Next, ask the learners to

count from 11 to 15 and
then count down from 15
to 11.

After/Post-Lesson Proper
Making Generalizations To summarize the To summarize the To summarize the lesson, To summarize the lesson, ask
and Abstractions lesson, ask the learners lesson, ask the ask the learners how the the learners how the numbers
about the numbers learners what zero numbers 11-15 are 16-20 are represented using
discussed in the lesson. means. Have them represented using longs longs and units.
Refer to the order of give situations where and units.
numbers 1-10 on the zero can be applied
board. (e.g. the number of Expected answers: Expected answers:
tricycles inside the 11 - one long and one unit 16 - one long and six units
What is the order of classroom). 12 - one long and two units 17 - one long and seven units
numbers when we 13 - one long and three 18 - one long and eight units
count from 1 to 10? units 19 - one long and nine units
20 - two longs

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 It is 1, 2, 3, 4, 5, 6, 7, Ask the learners to 14 - one long and four Next, ask the learners to read
8, 9, 10. write the numbers 0 to units aloud the numbers from 16 to
10 in the air. 15 - one long and five units 20. Then from 20 down to 16.
Reiterate by pointing
to the numbers from Next, ask the learners to
left to right, i.e., from 1 read aloud the numbers
to 10. from 11 to 15 on the board.
Then, ask them to read
What is the order of aloud the numbers 15 to
numbers when we 11.
count down from 1 to
10? It is 10, 9, 8, 7, 6,
5, 4, 3, 2, 1.

Reiterate by pointing
to the numbers from
right to left, i.e., from
10 to 1.

Evaluating Learning Ask the learners to Ask the learners to Ask the learners to answer Ask the learners to answer
answer Assessment 1. answer Assessment Assessment 3. Assessment 4.
2.
Expected answer: Expected answers: Expected answers:
1. B Expected answers: 1. 15, 12, 14 1. A. 17 B. 19
2. A 4 guavas 2. A. 13 B. 15 2.
3. C 2 bananas 3.
4. D 2 guavas and 1
5. C banana
0 guavas and 0
bananas (if the learner
answered no or none,
accept them) 3. A. 13 B. 18
Additional Activities for
Application or
Remediation

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(if applicable)
Remarks
Reflection

Prepared by: Reviewed by: Approved by:

________________________ ________________________ ________________________

Subject Teacher Master Teacher/Head Teacher School Head

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