Scribd
Upload
11 views

LEMATH1-Q3-W4-DAY4

This document outlines a lesson plan for a Grade 1 mathematics class focused on subtraction of numbers less than 100. The lesson aims to help students illustrate subtraction using number bonds and relate decomposing and composing numbers to subtraction. It includes teaching procedures, learning resources, and assessment methods to evaluate student understanding.

Uploaded by

Remy Alainne Felix
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
11 views

LEMATH1-Q3-W4-DAY4

This document outlines a lesson plan for a Grade 1 mathematics class focused on subtraction of numbers less than 100. The lesson aims to help students illustrate subtraction using number bonds and relate decomposing and composing numbers to subtraction. It includes teaching procedures, learning resources, and assessment methods to evaluate student understanding.

Uploaded by

Remy Alainne Felix
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

Republic of the Philippines

Department of Education
REGION IX – ZAMBOANGA PENINSULA
SCHOOLS DIVISION OF ZAMBOANGA CITY

NAME OF TEACHER DULCE AMOR F. CALIXTON

LEARNING AREA MATHEMATICS

GRADE LEVEL 1

QUARTER Q3W4D4

DATE January 16,2025

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

The learners should have knowledge and understanding of


subtraction of numbers where both numbers are less than
A. Content Standards
100.

By the end of the quarter, the learners are able to perform


B. Performance subtraction of numbers where both numbers are less than
Standards 100.

At the end of the lesson, the learner should be able to:


C. Learning  illustrate the subtraction of numbers with minuends of 10
Competencies and by using number bonds; and
Objectives  to relate decomposing and composing numbers to
subtraction.

II. LEARNING RESOURCES

● References :
MATATAG Curriculum
● Additional Materials:
- poster or flashcards
- pictures/real objects
- construction paper , markers/crayons
- worksheets
● Other Learning Resources :
- Laptop

III. TEACHING AND LEARNING PROCEDURES

A. Activating Prior Conduct a drill on subtraction with minuends up to 10.


Knowledge (Minds
and Moods)
To illustrate the subtraction of numbers with minuends of
B. Establishing Lesson
10 and relate it to decomposing and composing numbers
Purpose (Aims)

C. Developing and Group the learners following the previous day’s groupings.
Deepening Inform them that they will have a group activity using their
Understanding subtraction flashcards.
(Tasks and
Thoughts)
Give the following instructions:
1. Form a circle.
2. Put the flashcards in the center with the number phrases
shown (the answer should be at the back and not
shown).
3. One member of the group calls out a number
(difference). The other members will pick a flashcard
having the given difference.
4. The group will decide if each flashcard picked is correct.
Then, they check their decision by looking at the back of
the card, where the difference is written.
5. Continue the activity by taking turns calling out a
number (difference).

Give the learners 5 to 10 minutes for this activity.

After the activity, ask the learners how they were able to
choose the correct flashcards. Encourage them to share
their strategies. Then, show them the following number
bonds to illustrate the relationships between the numbers:

Have the learners tell the missing numbers.

Expected answers:
Ask the learners how they got the missing numbers.

Possible answers:
By counting on
By addition (finding the missing addend)
By using counters including their fingers

Can subtraction be used to find the missing numbers? How?


Yes, we can make 10 the minuend, the given number the
subtrahend, and the missing number the difference.

Have the learners write the subtraction sentences.


10 – 8 = 2
10 – 3 = 7
10 – 6 = 4
10 – 1 = 9
Let them check if they got the correct difference for each
subtraction sentence.

Tell the learners that they can also use the number bonds,
which have been introduced in one of their previous
lessons, to find the difference.

What if the missing number is in the first box? Do you think


subtraction can still be used? Yes, because the known
numbers can be placed in any rectangle. Subtraction can
help us find the missing number by taking away the known
number from 10.

10 – 2 = 8
10 – 7 = 3
10 – 4 = 6
10 – 9 = 1

What if the known number is zero? What would the other


number be? The other number would need to be 10.

How do you write it as a subtraction sentence? 10 – 0 = 10.


What does it mean? We take away zero or nothing from
ten, so the difference is ten.

Can number bonds be used to find differences? Yes.

How can number bonds be used to find the difference or


subtrahend? In a number bond, the number on top is the
minuend. Any given number can be used as the subtrahend
or the difference.

Why is it possible? We can think of the given number as the


number taken away and the missing number as what is left
after the subtraction.

How can we use number bonds to find the difference or


subtrahend? We can think of the number on top as the
minuend and the given number as either the difference or
D. Making
the subtrahend. If the given number is the subtrahend,
Generalizations
then the missing number is the difference. Conversely, if
(Abstractions) the given number is the difference, the missing number will
be the subtrahend.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

Let the learners answer Assessment 4 individually.

Expected answers:

A.
1) 4
2) 1
3) 1
4) 2
Evaluating Learning (Test) 5) 8
6) 1
7) 6
8) 4
9) 7
10) 0

B.
1) a. 2
2) b. 6
3) c. 0

Prepared by: Noted by:


DULCE AMOR F. CALIXTON HELEN D. ABAD,EdD
Teacher I Principal IV

You might also like