PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

MATATAG School Grade Level 1

K to 10 Curriculum Name of Teacher Learning Area Mathematics
Weekly Lesson Log Teaching Dates and Time Week 1 Quarter Second

DAY 1 DAY 2 DAY 3 DAY 4

A. Content The learners should have knowledge and understanding of place value in any 2-digit number.
Standards
B. Performance By the end of the quarter, the learner is able to order and decompose (into tens and ones) numbers up to 100.
Standards

1
C. Learning The learners –
Competencies ● Order numbers up to 100 from smallest to largest, and vice versa.

on
● Count by 2, 5, and 10 up to 100.
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 – learners should be able to count by learners should be able to –

si
● compare numbers greater ● compare numbers greater than 2s up to 100 ● count by 5s up to 100; and
than 20 (up to 100); and 20 (up to 100); and ● count by 10s up to 100.

er
● order numbers up to 100 ● order numbers up to 100 from
from smallest to largest. largest to smallest.
Activating Prior Learners will be asked to – Learners will be asked to – Learners will be asked to - Learners will be asked to -

V
Knowledge a. Read numbers flashed before a. Read numbers flashed before a. Count from 1 to 100. a. Read numbers pointed at
them (up to 100). them (up to 100) b. Read numbers pointed at randomly using the hundred
b. Consider any set of three b. Arrange numbers from the randomly using the hundred chart.
numbers from 1 to 20 and
ft
smallest to the largest through a chart. b. Count by 2s up to 100.
ra
have them arranged from the game. c. Identify the ones digit and the
smallest to the largest. Ask tens digit of the numbers pointed
the learners to explain their at.
D

answers.
Lesson Purpose/ To order numbers (up to 100) To order numbers (up to 100) from To count by 2s up to 100 To count by 5s and 10s up to 100
Intention from the smallest to the largest the largest to the smallest
Lesson Language more than, less than, smallest, more than, less than, smallest, count by 2s count by 5s and 10s
Practice largest, left, right, digit, tens largest, left, right, digit, tens digit,
digit, one's digit, 2-digit 2-digit number
number, before, after
Reading the Key
Idea/Stem
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Developing To aid the discussion, have the Tell the learners that they will be Show a smaller version of the Show a smaller version of the
Understanding of following prepared beforehand: doing an activity. Divide the hundred chart (Have the smaller hundred chart (Have the smaller
Key Idea/ Stem 1. a copy of the problem in a learners into five groups. Give each version of the hundred chart, version of the hundred chart,
manila paper; group a chart as shown below, two provided at the last page of this provided at the last page of this
2. a big illustration of the tray numbered cubes, and a marker. exemplar, photocopied according to exemplar, photocopied according
of cookies in the problem the number of learners). Tell the to the number of learners). Tell
with removable cutouts of Name Total Number learners that they will be doing a the learners that they will be
cookies (cookies need to be task using the hundred chart. doing another task using the
removed from the tray and Distribute the hundred chart to the hundred chart. Distribute the
placed into colored trays learners. Give them the following hundred chart to the learners.

1
during the discussion; instructions: (Move around and Give them the following
prepare an additional one check how the learners are doing instructions: (Move around and
loose cutout of each shape); the task.) check how the learners are doing

on
and 1. Cross out the numbers that have the task.)
3. illustrations of colored trays one 1 ones. 1. Encircle all the numbers that
big enough to accommodate 2. Cross out the numbers that have have 5 ones.

si
The numbered-cubes should be as
all the removable cutouts of three (3) ones. 2. Color all the numbers that have
follows (Make sure that each
cookies that will be placed in 3. Cross out the numbers that have zero ones yellow.

er
group receives the correct
them. five (5) ones. 3. Cross out all other numbers that
numbered-cubes.):
4. Cross out the numbers that have are not encircled and colored
Group I - 1 cube with all the faces

V
seven (7) ones. yellow.
numbered 50 and the other cube
5. Cross out the numbers that have
with faces numbered 4 to 9
nine (9) ones. Once done, ask, “What numbers
Group II - 1 cube with all the faces
ft
numbered 60 and the other cube
Once done, ask, “What numbers
were left uncrossed?” (Listen to
the learners’ answers. Affirm
ra
with faces numbered 1 to 6
were left uncrossed?” (Listen to the every correct answer. When an
Group III - 1 cube with all the faces
learners’ answers. Affirm every incorrect answer is given, lead the
numbered 70 and the other cube
D

correct answer. When an incorrect learner to realize why his/her

with faces numbered 4 to 9
answer is given, lead the learner to answer is incorrect.)
Group IV - 1 cube with all the faces
realize why his/her answer is
numbered 80 and the other cube
Pose the following problem and incorrect.) Say: Let us post on the board all
with faces numbered 1 to 6
read it aloud. the numbers left uncrossed in the
Group V - 1 cube with all the faces
Post on the board a bigger version of hundred chart. Let us start from 5
numbered 90 and the other cube
Mother baked three different the hundred chart with the 1st, 3rd, until 100. (Have the number cards
with faces numbered 4 to 9 th th th
shapes of cookies. She asked 5 , 7 , and 9 column numbers to be posted prepared
her children Nena and Lito to crossed out. Have this chart beforehand. Call on learners one-
Give the following instructions to
put them in three trays such prepared beforehand. Ask the at-a-time to post the numbers on
the learners:
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
that the same shaped cookies 1. Write your names on the chart. learners to compare their work with the board. Provide spaces
are in the same tray. 2. Take turns in throwing the two the one posted on the board. between each number.)
numbered cubes at the same
time. Each member is given one Once all the numbers are posted,
chance to throw the numbered have the learners read the
cubes. numbers.
3. Represent the total number that
appears on top of the cube in Say: In our previous lesson, we
symbol (e.g. 50 and 4, count on discussed counting by 2s. This
They placed the shaped cookies from 50 – 51, 52, 53, 54; 80 and time, we counted by 5s. Counting

1
with the smallest number in the 6, count on from 80 – 81, 82, 83, by 5s is another way of counting.
red tray and with the largest 84, 85, 86). On the board, we started counting
number in the green tray. by 5s from 5 followed by 10, 15,

on
Ask the learners if they have 20, 25, and so on.
Which shape of cookie was questions or clarifications. If there Say: As you mentioned, these are
placed in the green tray? How is none, let them do the activity. the numbers left uncrossed. In counting by 2s we determine

si
about in the red and yellow Roam around to check what each (Pointing at the numbers left the next number by identifying the
trays? group is doing. Give all the groups uncrossed.) Altogether, read the number which is two more than

er
10 minutes to finish the activity. numbers from the left to the right. the preceding number. Ian we say
Ask the following questions: After finishing the activity, ask Let’s start from 2. (Let the learners that the next number should be
read the numbers aloud. Point at the

V
Q1: What did Mother bake? each group to post their chart on five more than the preceding
Q2: What did she ask Nena and the board. numbers one-at-a-time.) number? Let us see.
Lito to do with the cookies?
Q3: How many trays were
there?
ft
Let the learners observe the charts
posted on the board. Ask the
Say: This is another way of counting.
It is counting by 2s. In this chart, we
Present the following illustrations
to the learners.
ra
Q4: What are the shapes of the following questions: started counting by 2s from 2
cookies? Q1: What can you say about the followed by 4, 6, 8, 10, and so on.
D

Q5: What does the problem numbers written on the chart?

want us to find out? Q2: Did your group get the same Ask: Without the chart, how do we
Q6: How will you find the numbers as the other groups? know what follows 16 when we
answer to the problem? (Count Q3: Did each member of the group count by 2s? (Listen to learners’
the number of cookies according to get the same number? answer. Affirm correct answers but
shape.) ask the learners to explain their
Pick any of three numbers from answer. In case there are answers
Say: Let us first count the group 1’s chart and write them on like, “add 2 or plus 2”, let the learner
cookies according to shape so the board arranged from the explain what the phrases mean. To
we can place them in the add would mean that the next
correct trays. Let me post the
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
three shapes of cookies that largest to the smallest. Tell the number is two more than the 5 10 15 20
Mother baked. (Get the loose learners to read the numbers. preceding number.)
cutouts of star, square, and Let the learners observe the piles
circle. Have the learners Ask the following questions: Present the following illustrations to of units that represent the given
identify the shape as you post Q1: How are the numbers the learners. numbers. Ask the following
them one-by-one on the arranged? (Since there was a prior questions:
board.) lesson on ordering 2-digit numbers Q1: What can you say about the
from smallest to largest, the number of units 10 has compared
(Copy of the problem) learners may be able to say that to the number of units 5 has?
the numbers are arranged from Q2: How about the number of

1
largest to smallest.) 2 4 6 8 10 12 14 units 15 has compared to the
Let the learners observe the piles of number of units 10 has?
Q2: How do you know that the units that represent the given Q3: Do you notice the same

on
numbers are arranged from the numbers. Ask the following answer when you compare 20 by
After posting the three cutouts largest to the smallest? (The questions: 15?
of cookies, ask the learners to learners may relate this to the Q1: What can you say about the

si
count the cookies with you, one previous lesson where they number of units 4 has compared to Say: When we count by 5s, the
shape at a time. Then beside arranged numbers from smallest the number of units 2 has? (Guide next number is always five more

er
each shape, ask a learner to to the largest. In this case, they will the learners in saying that 4 has two than the preceding number. Going
write the number of cookies. compare two numbers at a time. more units than 2.) back to our previous question,

V
As mentioned in the previous Q2: How about the number of units “Can we say that to determine the
(Copy of the problem) lesson, in comparing 2-digit 6 has compared to the number of next number in counting by 5s, it
numbers, they need to compare units 4 has? should be five more than the
- 17
- 24
ft
the tens digits first then the ones
digits to determine which number
Q3: This time compare the number preceding number?” The answer
of units 8 and 6 have. What can you is, yes!
ra
- 20 is greater. Once the greater say about them?
number is determined, then the Let us go back to your hundred
D

Say: Going back to our problem, numbers can be ordered.) The same answer will be obtained charts. Refer to the numbers
which shape of cookies was from Q2 to Q3. colored yellow. Let us post on the
placed in the green tray? Why? Q3: If another number from group board the numbers you colored
(Once the learners are able to 1’s chart is to be placed next to the Say: When we count by 2s, the next yellow. (Have the number cards to
tell that the circular cookies third number, what would it be number is always two more than the be posted prepared beforehand.
were placed in the green box and why? (Affirm every correct preceding number. Call on learners one-at-a-time to
because this shape has the answer. When an incorrect answer post the numbers on the board.
largest number, ask a learner to is given, lead the learner to realize Ask: In that case, what number is Provide spaces between each
transfer the circular cookies to why his/her answer is incorrect.) next to 14 when you count by 2s? number.)
Why? How about the number next
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
the green tray while everybody Going back to the numbers in to 20 when you count by 2s? Explain Once all the numbers are posted,
else counts them aloud.) group 1’s chart, how shall we your answer. have the learners read the
arrange all the numbers from the numbers.
largest to the smallest?” Write the Ask the following questions:
numbers on the board from the Q1: How is this way of counting
largest to the smallest. Ask the different from counting by 5s? (To
Beside the cutout of the shape learners to read them aloud. answer this question, the learners
previously posted on the board, may relate their understanding of
write largest as shown. Q4: Let us get a number from what counting by 2s and 5s are.)
group 2’s chart and include it in Q2: In counting by 10s, is the next

1
- 17 the given arrangement of group 1’s number, say from 10 to 20, ten
- 24 largest numbers. Where should it be more than the preceding number?
- 20 placed and why? (Affirm every Explain your answer. (The learners

on
correct answer. When an incorrect may relate this to their
Say: The problem also says that answer is given, lead the learner to understanding of tens.)
the shaped cookies with the realize why his/her answer is

si
smallest number were placed in incorrect.)
the red tray. Ask, “Which shape

er
of cookies was placed in the red Say: All the numbers in group 2’s
tray? Why?” (Do the same chart has 6 tens while group 1’s

V
process like with the circular has 5 tens. In that case, all
cookies – one learner is numbers in group 2’s chart are
transferring the star cookies to greater than any number in group
the red tray while everybody
else counts aloud. On the board
ft
1’s.
ra
beside the cutout of the shape Emphasize that numbers can be
posted, write smallest as arranged from the largest to the
D

shown.) smallest. Numbers need to be

compared first before they can be
ordered.

- 17 smallest
- 24 largest
- 20

Say: What is left is the yellow

tray and the square cookies. Let
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
us also transfer the square
cookies into the yellow tray.
(Again, ask one learner to
transfer the square cookies to
the yellow tray while everybody
else counts aloud.)

1
Say: Let me arrange the trays
this way: (Write the number of
cookies under each tray as

on
shown.)

si
er
17 20 24
Tell the learners to read the

V
number of cookies each tray
contains.

Ask: According to the number

of cookies in each tray, how are
ft
ra
the trays arranged? (The
learners may be able to tell that
D

the trays are arranged from the

one with the smallest number
of cookies to the one with the
largest number of cookies. They
may be able to relate their
understanding of their previous
lesson on ordering numbers up
to 20. Discuss other unique
answers given by the learners.)
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Ask: How do you know that the
numbers are arranged from the
smallest to the largest? (The
learners may compare two
numbers at a time, 17 and 20,
then 20 and 24. It is also
possible that the learners may
give the reason that 20 comes
after 17 and 24 comes after 20
or 17 comes before 20 and 20

1
comes before 24.)

Ask: In the numbers 17, 20, and

on
24, how many digits are in each
number? What are the
numbers in the tens digit?

si
Say: The numbers 17, 20, and

er
24 all have two digits. They
have tens digit and ones digit.

V
Seventeen has 1 tens while
numbers 20 and 24 both have 2
tens.

Ask: How do you compare then

ft
ra
the numbers 17, 20, and 24 in
terms of their tens digit?
D

Possible answer: Since 1 tens is less

than 2 tens, that means, 17 is less
than 20 and 24.

Say: We already know that 17 is

less than 20 and 24. Seeing that
both 20 and 24 have 2 in the
tens digit, we cannot readily say
which number is lesser or
greater. In this case, the next
digit to look at is the ones digit.
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
In 20 and 24, what are the
numbers in the ones digit?
Say: The number 20 has 0 in the
ones digit while 24 has 4.

Ask: How do you compare then

the numbers 20, and 24 in
terms of their ones digit?
Possible answer: Since 0 is less
than 4, that means, 20 is less than

1
24.

Ask: Knowing that 17 is less

on
than 20 and 24, and that 20 is
less than 24, can we say that
the numbers 17, 20, 24 are

si
arranged/ordered from the
smallest to the largest ?

er
Say: The numbers 17, 20, 24 are
arranged from the smallest to

V
the largest.

Deepening
Understanding of
Say: Suppose the cookies
shown shall be added to the
ft
Say: This time let us consider one
number from group 3’s chart
Pose the following situation:
Suppose you have 24 candies to give
Give the learners the following
situation: One afternoon, Lito and
ra
Key Idea/Stem cookies in the trays. (Have this (choose any number, say 76, and to your two siblings equally. How Tesa helped their mother sell fish
illustration prepared write it on the board), one from does counting by 2s help you in balls. Tesa was able to sell 10
beforehand.) group 4’s chart (choose any distributing the candies to your sticks with five fish balls on each
D

number, say 83, and write it on the siblings? stick. (Prepare the illustrations
board), and another one from beforehand.)
group 5’s (choose any number, say Call three learners upfront to
95, and write it on the board). demonstrate the distribution of
candies by 2s (one will act as “you”
Tell the learners to read the in the problem then the other two
numbers: 76, 83, 95. Ask, “How as siblings). Give them counters to Lito sold five sticks with 10 fish
How shall the trays be arranged shall you arrange the numbers represent the 24 candies. balls in each stick.
from the one with the smallest from largest to smallest?” (Tell the Afterwards, ask the learners how
number of cookies to the one learners to explain their answer.) many candies each sibling received.
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
with the largest number of
cookies? Explain your answer. This time get two different Emphasize that in counting by 2s,
numbers from group 2’s chart and the next number is two more than
It is important to emphasize the another two different numbers the preceding number or the Who between Lito and Tesa sold
need to compare numbers from group 4’s. Have the learners number that follows is two more more fish balls? Explain your
before ordering them. To read the numbers. Then ask them than the preceding number. answer.
compare 2-digit numbers, the to arrange the numbers from
learners need to look at the largest to smallest. Always ask the After the learners can answer the
tens digit first before the ones learners to explain their answer. problem, ask, “How many fish
digit. balls did they sell in all?”

1
Reiterate that numbers can be (One strategy is that the learners
Reiterate that numbers can be arranged from the largest to the would count on 50 knowing that
arranged from the smallest to smallest. Numbers need to be Tesa already has 50. From 50,

on
the largest. Numbers need to compared first before they can be they should count by 10s: 60, 70,
be compared first before they ordered. 80, 90, 100. The illustrations may
can be ordered. be used in answering the

si
question. Discuss other unique
strategies which the learners may

er
use.)

V
Emphasize that in counting by 5s,
the next number is five more than
the preceding number. In
ft counting by 10s, the next number
is 10 more than the preceding
ra
number.
Making To summarize the lesson, ask To summarize the lesson, ask the To summarize the lesson, ask the To summarize the lesson, ask the
D

Generalizations the learners how they arrange learners how they arrange learners how to count by 2s. learners how to count 5s and 10s.
numbers from the smallest to numbers from the largest to the
the largest. smallest.
Evaluating Ask the learners to do Ask the learners to do Worksheet Ask the learners to do Worksheet 3. Ask the learners to do Worksheet
Learning Worksheet 1. 2. 4.

Additional Ask the learners to answer the Ask the learners to answer the Ask the learners to answer the Ask the learners to answer the
Activities for following: following: following: following:
Application or 1. Arrange the numbers from 1. Arrange the numbers from the 1. In a basketball game, Luis scored 1. Six bundles of five flowers were
the smallest to the largest: largest to the smallest: five goals. If each goal gives two placed on the teacher’s table.
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Remediation (if a. 32, 29, 30 a. 75, 99, 86 points, how many points did Luis How many flowers are there in
applicable) b. 68, 51, 74 b. 97, 93, 100 make? all?
2. A picture of three sets of 2. Sets A, B, and C have more than 2. As a promotion during the 2. A box of pencils has 10 pencils
sticks arranged from the 35 circles each. They are opening of a school canteen, a inside. What is the total number
smallest to the largest arranged from the set with the stick of banana cue was sold “buy- of pencils if there are eight
number of sticks had been largest number in A to the one one-take-one.” How many sticks boxes of pencils?
torn. Draw the number of with the smallest in C. If set A of banana cue were sold if there
sticks that could have been in has 39 circles, how many are in were 10 buyers of banana cue?
the torn part of the drawing. sets B and C? Draw the three
sets of circles.

1
on
smallest largest
A. References
1. Teacher’s

si
Guide
2. Learner’s

er
Materials
3. Textbook

V
4. Additional
Materials
from
Learning ft
ra
Resource
(LR) Portal
B. Other
D

Learning
Resources
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Hundred Chart

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

1
21 22 23 24 25 26 27 28 29 30

on
31 32 33 34 35 36 37 38 39 40

si
er
41 42 43 44 45 46 47 48 49 50

V
51 52 53 54 55 56 57 58 59 60
ft
ra
61 62 63 64 65 66 67 68 69 70
D

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100