MATATAG K TO 10 CURRICULUM

School: CRISTETA A. DORMIDO ES Grade Level: 1

MATATAG
Name of Teacher STEPHANIE G. LAGRADA Learning Area: Mathematics
K to 10 Curriculum
Teaching Dates and Time: OCTOBER 28 - 31, 2024 (WEEK 5) Quarter: Second
Weekly Lesson Log

DAY 1 DAY 2 DAY 3 DAY 4

A. Content The learners should have knowledge and understanding of addition of numbers, with sums up to 100.
Standards
B. Performance By the end of the quarter, the learners are able to perform addition of numbers with sums up to 100.
Standards
C. Learning The learners
Competencies  add numbers by expressing addends as tens and ones (expanded form);
 add numbers with sums up to 100 without regrouping, using a variety of concrete and pictorial models for:
o 2-digit and 1-digit numbers
o 2-digit and 2-digit numbers; and
 solve problems (given orally or in pictures) involving addition with sums up to 100 without regrouping.

D. Learning At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
Objectives learners should be able to learners should be able to add learners should be able to add 1- learners should be able to add
represent a 2-digit number as a 1-digit and 2-digit numbers digit and 2 digit numbers with 2-digit and 2-digit numbers (both
sum of tens and ones. (multiples of 10) with sums up to sums up to 100 in horizontal form are multiples of 10) with sums up
100 in horizontal form without without regrouping. to 100 in horizontal form without
regrouping. regrouping.
Activating Prior Conduct a drill on basic addition Conduct a drill on basic addition Conduct a drill on basic addition Conduct a drill on basic addition
Knowledge facts. facts. facts. facts.

Instruct the learners to bring out Present number 87. Ask the Let the learners bring out their Let the learners count by 10s up
their show-me boards and their learners to write this number as a show me board and answer the to 100. If there is a nursery rhyme
counters. sum of tens and ones on their following, one at a time. Discuss or song about counting by 10s let
show me board. the answer after each number. them sing it. If none, you can
87 = 80 + 7 refer to the YouTube link below
for the

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 MATATAG K TO 10 CURRICULUM

Let them count 13 counters and Ask the learners what they call song Count by Tens (Pinkfong
split the 13 counters into two 87 = 80 + 7? It is called a number 1) 60 + 7 = Songs for Children).
groups. sentence. 2) 70 + 2 =
In the number sentence 87 = 80 + 3) 5 + 30 =
Let them write on their show-me 7, what is 87 called? 87 is the sum. 4) 6 + 80 = https://www.youtube.com/watch
boards the number of counters in What are 80 and 7 called? 80 and 5) 40 + 7 = ?v=PYNqWmkkxaY
each group that they have formed 7 are the addends. Expected answers:
for 13. You may write on the 1) 67
board, and , to guide Tell the learners that 87 = 80 + 7 2) 72
them in writing their answers. can also be written as 80 + 7 = 87. 3) 35
Which is the sum in 80 + 7 = 87? 4) 86
When they have finished, ask for The sum is 87. 5) 47
their answers. List the unique Which are the addends in 80 + 7 =
ones on the board. The complete 87? 80 and 7 are the addends.
list is shown below.
1 and 12 Tell the learners that for this
2 and 11 lesson, they will be given numbers
3 and 10 in tens and ones. They will find
4 and 9 the sum of these numbers.
5 and 8
6 and 7
7 and 6
8 and 5
9 and 4
10 and 3
11 and 2
12 and 1
Lesson Purpose/ To represent 2-digit numbers as To add 1-digit and 2-digit numbers To add 1-digit and 2-digit numbers To add 1-digit and 2-digit numbers
Intention sums of tens and ones with sums up to 100 in horizontal with sums up to 100 in horizontal with sums up to 100 in horizontal
form without regrouping form without regrouping form without regrouping
Lesson Language Tens, ones, sum, number Tens, ones, sum, number Tens, ones, sum, number Tens, sum, number sentence, add,
Practice sentence, add, plus, equals, ones sentence, add, plus, equals, digits, sentence, add, plus, equals, digits, plus, equals, digits, place value,
digits, tens digit, place value, place value, value, addends, solve place value, value, addends, solve value, addends, solve
value
Reading the Key
Idea/Stem
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 MATATAG K TO 10 CURRICULUM

Developing Focus the learners’ attention on Post the problem on the board. Post the problem on the board. Post the following number
Understanding the answers written on the board. Read it aloud to the learners. sentences on the board. Let the
of Key Idea/ Ask the learners to write each Kara collected 24 bottles. Her learners get their counters and
Stem answer to a number sentence. Mother sells soaps in the market. father gave her 5 more. How find the sum of each pair of
1 and 12 1 + 12 = 13 The soaps are sold in packs of tens many bottles did she have in all? numbers.
2 and 11 2 + 11 = 13 and packs of ones. How many
3 and 10 3 + 10 = 13 soaps does she still need to sell if Read the problem to the learners. 1) 20 + 20 =
4 and 9 4 + 9 = 13 there are 4 packs of tens and 8 2) 10 + 70 =
5 and 8 5 + 8 = 13 packs of ones left? Ask: How many bottles were 3) 30 + 40 =
6 and 7 6 + 7 = 13 collected by Kara? Twenty-four 4) 60 + 30 =
7 and 6 7 + 6 = 13 Ask: bottles were collected by Kara.
8 and 5 8 + 5 = 13 How many packs of 10 soaps are How many more bottles were When learners are done with
9 and 4 9 + 4= 13 there? There are 4 packs of 10 given to her by her father? Five the activity, discuss the answers
10 and 3 10 + 3 = 13 soaps. bottles more were given to her by and write them on the board.
11 and 2 11 + 2 = 13 How many packs of one soap are her father.
12 and 1 12 + 1 = 13 there? There are 8 packs of one 1) 20 + 20 = 40
soap. Think of ways to solve the 2) 10 + 70 = 80
Let them name which of these What does the problem ask? The problem. 3) 30 + 40 = 70
number sentences expresses 13 problem wants us to know the 4) 60 + 30 = 90
as a sum of tens and ones? number of soaps Mother has still Let the learners solve the
Expected answers: 10 + 3 = 13 and to sell. problem. Let them show their Have the learners observe the
3 + 10 = 13 answers on their show me board. number sentences. Then, ask for
Tell the learners that will find out You may also allow them to use their observations.
Say, in 10 + 3 or 3 +10, 13 is the number of soaps Mother has counters/illustrations and explain
written as a sum of tens and ones. to sell. Let them do it in pairs. Ask to the class how they did it. Possible observations:
them to bring out their counters 1. The ones digit in the addends
and use them to represent and Possible solutions: and in the sums are zeros.
solve the problem.  Using concrete 2. The numbers are those in skip
objects/illustrations counting by 10’s.
Go around the class to check on 3. The numbers are less than 100.
learners’ work. When they are 4. The ones digit in the sum is
done, ask, zero and the tens digit is the

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 MATATAG K TO 10 CURRICULUM

Use counters to represent the How many groups of 10 did you sum of the tens digits in the
number. make with your counters? We addends, like 2+2=4.
made 4 groups of 10 counters.
How many ones did you make? Help the learners express their
We made 8 ones.  Counting on, 24, 25, 26, 27, 28, observations and their reasoning.
29
At this point, the focus is only on  Writing a number sentence
representation. 24 + 5 = 29

3 ones Show the representation below. Discuss the answers and solutions.
1 ten
Tell the learners that the counters In solving the problem, encourage
also show the number of soaps the learners to apply knowledge
How many tens are there in 13? Mother sells, in packs of tens and and skills learned from previous
1 ten ones. lessons on basic addition facts,
How many ones are there in 13? decomposing and composing
3 ones numbers, place value and
expressing a number as a sum of
Write on the board, 1 ten and 3 tens and ones.
ones is the same as 10 + 3 or
3 + 10. Consider all solutions to be given
Ask: by the learners but focus on
Give another example, say 24. How many groups of 10 are there writing a number sentence.
Let the learners write 24 as a sum in the drawing? There are 4
of tens and ones in their show-me groups of 10. If the solution below is not given,
boards. They should be able to tell How many ones are there in the explain that they can split or
that for 24, there are 2 tens and 4 drawing? There are 8 ones. decompose 24 into 20 and 4 and
ones. Do you also have 4 groups of 10 can be written as 20 + 4 as shown.
counters and 8 ones? Let the They can put together or add the
Write on the board, 2 tens and 4 learners compare their work with ones first, 4 + 5 = 9. Then, adding
ones is the same as 20 + 4 or what was presented in the 9 to 20, gives 29.
4 + 20. drawing. Allow them to compare
their work with what was
presented and to check on their
work.

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24 + 5 = 29

24 + 5 = 20 + 4 + 5
= 20 + 9
= 29

24 + 5 = 29

Twenty-nine bottles were

collected altogether.

The table below can be used to

explain this idea concretely.

Tens Ones

20 + 4

24 + 5 = 20 + 4 + 5
= 20 + 9
= 29

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 MATATAG K TO 10 CURRICULUM

Twenty-four is represented by 2
tens and 4 ones or 20 and 4,
which can be written as 20 + 4.
Adding the ones (4 and 5), gives
9. Combining the 9 ones with the
2 tens gives 29. Twenty-nine
bottles were collected in all.

Deepening Tell the learners that they will do How many soaps does Mother still Post and read the problem. Consider the observations given
Understanding an activity in pairs. Explain the need to sell if there are 4 packs of by the learners.
of Key Idea/Stem activity. Then, distribute LAS 1. tens and 8 packs of ones left? What if Nilo collected 32 bottles
Let the learners find the answer in and his friend gave him 6 bottles 1. The ones digit in the addends
When they are done, discuss their pairs. Then, let them share their more. How many bottles did Nilo and in the sums are zeros.
answers. The discussion should answers. have in all? 2. The numbers are those in skip
focus on the number of tens and counting by 10’s.
ones in each number and how it Some possible solutions: How many bottles were collected 3. The numbers are less than 100.
can be written as a sum of tens  Counting by 10’s and then by Nilo? Thirty-two bottles were 4. The ones digit in the sum is
and ones. counting by 1’s (10, 20, 30, 40, collected by Nilo. zero and the tens digit is the
41, 42, 43, 44, 45, 46, 47, 48) How many bottles were given to sum of the tens digits in the
Example, 37 has 3 tens and 7  Counting on starting at 40 (40, him by his friend? Six bottles were addends, like 2+2=4.
ones. As a sum of tens and ones, 41, 42, 43, 44, 45, 46, 47, 48) given to him by his friend.
it can be written as, 37 = 30 + 7. using the counters What do we need to find out? We Questions may be asked for
How many tens and ones are in  By writing the number need to find out the number of learners to elaborate on their
37? There are 3 tens and 7 ones sentence, 40 + 8 = 48, and bottles Nilo has in all. answer. Sample questions are as
in 37. counting on 40, 41, 42, 43, 44, follows.
What is 3 tens equal to? Three 45, 46, 47, 48 to find the sum. Ask the learners how they can tell
tens is equal to 30.  By relating it to the previous the total number of bottles Why is the ones digit of the sum
What is 7 ones equal to? Seven day’s lesson on writing a collected by Nilo. Have them 0? Because the ones digits in
ones is equal to 7. number as a sum of tens and share their ideas and let them find the addends are zero.
ones. the answer.
Copy the table in LAS 1 on the What would happen if 0 is added
board. Fill it out during the Forty-eight soaps are still to be Lead the discussion by adding 32 to a number, say 4 + 0? The
discussion. sold by Mother. and 6. It can be represented as number remains the same.

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What are the numbers when skip

Write also the responses of the Extend the problem to: 32 + 6 = counting by 10 up to 100? 10, 20,
learners to Part B of the What if the following day, Mother 30, 40, 50, 60, 70, 80, 90, 100.
worksheet on the board. had 5 packs of tens and 9 packs of Discuss the solution shown below
ones. How many soaps does she wherein 32 was split or Is it true that the numbers in the
need to sell for that day? decomposed into 30 and 2 first number sentences are those in
before 2 was added to 6. Then, skip counting by 10’s? Yes
Have learners solve the problem. 30 was added 8 to get the total
Allow them to use the number of bottles collected. Are the numbers in the number
solution/strategy they prefer. sentences less than 100? Give a
number that is greater than 100.
Conduct a discussion after the 32 + 6 = 30 + 2 + 6 Yes, 101.
Answers to Part B. learners have solved the problem. = 30 + 8
37 = 30 + 7 = 38 What would happen if 0 is added
19 = 10 + 9 Ask the learners to share how 32 + 6 = 38 to 0, say 0 + 0? The sum is 0.
42 = 40 + 2 they found the number of soaps
25 = 20 + 5 that Mother must sell. They Thirty-eight bottles were collected Is it true, for all number
51 = 50 + 1 should be able to realize that by Nilo. sentences, that the tens digit in
expressing the given situation in the sum is obtained by adding the
Let the learners observe the table addition sentence and counting Ask: How did we find the total tens digit of the addends? Yes,
and how the numbers are on are the most efficient. number of bottles collected by example, 2 + 2 = 4.
expressed as sums of tens and Nilo? We added the number of
ones. They should be able to say Ask the learners to give the bottles he collected and those How is the sum of 20 + 20
that: number sentence for the given given by his friend. obtained? 0 + 0 = 0, 2 + 2 = 4.
The tens digit of the number tells situation. Explain that the value of 2 in
the number of tens and the ones How did we add the numbers? each addends is tens or 20. So,
digit tells the number of ones in The number sentence should be We split or decomposed 32 into 30 the value of 4 in 40 is also tens or
the number. In writing a number 50 + 9 = 59. and 2, and then we added 2 and 6 40.
as a sum of tens and ones, the which gave us 8. Then, we added
values of the digits in the number Ask the learners how they got the 30 and 8. So, 32 + 6 = 38. How do you add numbers which
are added. answer. The learners should be are in skip counting by 10’s?
able to describe how they arrived Have the learners answer LAS 3. Write 0 for the ones digit of the
Guide learners to express these at 59. They could have used sum, 0 + 0 = 0, Then, add the tens

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 MATATAG K TO 10 CURRICULUM

ideas. digits of the addends. Write the

counting on or relate the present Discuss the answer to the LAS 3 answer at the tens digit of the
Have the learners write the lesson with the previous one. once learners are done. sum.
following numbers as sums of Say that, in yesterday’s lesson, we
tens and ones on their show me expressed a number such as 54 as Expected answers: Let the learners write their
board.
Tens Ones a sum of tens and ones. We have A. answers on the show-me boards.
3 7 54 = 50 + 4. Ask, how is this 1) 39 Post the items one at a time. Each
1.1 93 9 different from today’s lesson? 2) 48 time, check the learners’ answers.
2.4 64 2 Today, we are given a number B. 1) 70 + 10 =
3.2 27 5 expressed in tens and ones and we 1) 59 2) 50 + 50 =
4.5 52 1 need to find the number. 2) 49 3) 60 + 20 =
5. 88 3) 38 4) 30 + 40 =
Let the learners answer LAS 2 in 4) 12 5) 10 + 20 =
Give one number at a time and pairs 5) 36
discuss the answer after each 6) 27 Assist those who have difficulty
item. A place value chart may also Discuss the answers. 7) 79 answering the items.
be posted to emphasize place Expected answers: 8) 67
value and the value of the digit. 1) 29 9) 48 Expected answers:
2) 53 10) 77 1) 80
Expected answers: 3) 18 2) 100
1) 93 = 90 + 3 4) 31 3) 80
2) 64 = 60 + 4 5) 47 4) 70
3) 27 = 20 + 7 5) 30
4) 52 = 50 + 2 Ask the learners what they solved
5) 88 = 80 + 8 for the given number sentences.
They should be able to say that
they solved for the sum in the
given number sentences. Let them
describe how they solved for the
sum. Some learners may still need
concrete materials, others may
count on or relate the lesson to
the previous one on expressing a
number as a sum of tens and
ones.

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 MATATAG K TO 10 CURRICULUM

Making Ask: Ask: How do you get the sum of Ask: How do you find the sum of How do you add numbers which
Generalizations How do you write 54 as a sum of say, 80 + 2? 54 and 3? are in skip counting by 10’s?
tens and ones? Write on the Write on the board, 80 + 2. Write on the board, 54 + 3. We Write 0 for the ones digit of the
board. We can count on, like 80, 81, 82. can split or decompose 54 into 50 sum, 0 + 0 =0. Then, add the tens
54 = 50 + 4 We can also do what we did and 4. Then, add 4 and 3. This digits of the addends.
yesterday. We determined the gives you 7. Then, add 50 + 7. This
How do you know that it should value of each digit in the number gives you 57. Fifty-four plus three
be written as 54 = 50 + 4? The and expressed the number as a equals 57.
value of digit 5 in the number is 5 sum of tens and ones. This time
tens or 50 and the value of digit 4 we did the opposite. In 80 + 2 = Help the learners express this
in the number is 4 ones or 4. , eighty is the same as eight idea.
Adding them gives 54 = 50 + 4. tens while two is two ones. Eight
tens and 2 ones is 82. So, 80 + 2
Help the learners express this =
idea. 82.

Help the learners express this

idea.
Evaluating Let the learners answer Let the learners answer Let the learners answer Let the learners answer
Learning Assessment 1. Allow them to use Assessment 2. You may allow Assessment 3 individually. You Assessment 4 individually. You
counters for visualization. learners to use counters. may allow them to use counters. may allow them to use counters,
if needed.
Expected answers: Expected answers: Expected answers:
A. A. 1) 68 Expected answers:
2) 74 A
3) 49 1) 50
4) 39 2) 70
5) 95
B.
B. 1) 90
1) 32 = 30 + 2 B. 2) 60
2) 41 = 40 + 1 1) 80 + 8 = 88 3) 80
3) 73 = 70 + 3 2) 70 + 1 = 71 4) 100
4) 16 = 10 + 6 3) 50 + 5 = 55 5) 70

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 MATATAG K TO 10 CURRICULUM

5) 86 = 80 + 4 4) 20 + 9 = 29
5) 5 + 30 = 35
Additional
Activities for
Application or
Remediation (if
applicable)
A. References
1. Teacher’s
Guide
2. Learner’s
Materials
3. Textbook
4. Additional
Materials
from
Learning
Resource
(LR) Portal
B. Other Count by Tens (Pinkfong Songs for
Learning Children) at
Resources https://www.youtube.com/watch
?v=PYNqWmkkxaY

Prepared by: Noted by:

STEPHANIE G. LAGRADA RALPH ARIES L. TORRES
Class Adviser School Head

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