MATATAG School JAMOOG ES Grade Level ONE

K to 10 Curriculum Name of Teacher JANE L. BALLICUD Learning Area Mathematics

Weekly Lesson Log Teaching Dates and 9:40-10:20 AM Quarter Quarter 2/ Week 4
Time

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
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
The learners
 determine
a. the place value of a digit in a 2-digit number;
C. Learning
b. the value of a digit; and
Competencies
c. the digit of a number given its place value.
 decompose any 2-digit number into tens and ones.

At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
the learner should be the learners should be able the learners should be able the learners should be
able to: to determine the value of a to determine the digit able to decompose 2-digit
 tell what a digit is; digit in a 2-digit number given its place value in a numbers into tens and
D. Learning  recognize 1-digit and 2-digit number. ones.
Objectives 2-digit numbers; and
 determine the place
value of each digit in
a 2-digit number.

II. CONTENT
FOCUS
III. LEARNING RESOURCES
A. References
B. Other
Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Post a Hundred Chart on Discuss the answers to Discuss the answers to Discuss the answers to
Knowledge the board. Point to Assessment 1. Refer to the Assessment 2. Refer to the Assessment 3. Refer to
different numbers on answers provided in Day 1. answers provided in Day 2. the answers provided in
the chart, one at a time, Day 3.
and have the learners
read them aloud.

Write the numbers you

pointed to in a table.
Make sure that the
digits from 0 to 9 are
used to form these
numbers.
e.g. 10, 28, 69, 73, 45
Prepare the table below
beforehand. Display only
the first column and fold
the second column or
cover it for now.
 Ask some learners to
choose five more
numbers from the chart.
Write these numbers
together with the ones
you chose in the table.
e.g. 57, 36, 92, 80, 100

Lesson  To define a digit and To determine the value of To determine the digit To decompose a 2-digit
Purpose/Intention name the ten digits: each digit in a 2-digit given its place value in a number into tens and
0, 1, 2, 3, 4, 5, 6, 7, number 2-digit number ones
8, 9
 To recognize 1-digit
and 2-digit numbers;
and
 To determine the
place value of each
digit in a 2-digit
number.

Lesson Language digit, place value, tens, digit, place value, tens, digit, number, place value, tens, ones, value of a
Practice ones, left, right, 1-digit ones, left, right, 1-digit tens, ones, value of a digit, digit, counting by
number, 2-digit number, number, 2-digit number number, 2-digit number 10s, 2-digit number,
3-digit number decompose

During/Lesson Proper
Reading the Key
Idea/Stem
Developing Direct learners’ Prior to this lesson, Have the learners recall Tell the learners that they
Understanding of Key attention to the prepare four charts shown the difference between the will be doing an activity
Idea/Stem numbers written on the below. place value of a digit and called “Exchanging Ones
table. Unfold or uncover the value of a digit in a for Tens.”
the second column. Post the chart with some number. Group the learners by
of the rows folded (shaded row. Provide each group
Note: You can choose part). Prior to this lesson, the following materials:
other numbers for the prepare number cards
first five numbers as from 0 to 9. Each card has  a die
long as the digits 0-9 one digit written on it.  a sheet of paper like
are used to form these the one below
numbers. The numbers Tell the learners that they  seven gray
given are just examples. will play a game called
“Show Me the Number,”
Consider the first Post on the board the using number cards. Group
number, 10. Ask the following number cards. the learners by rows. Give
numbers that were each group two sets of straws/popsicle sticks
combined to form the number cards from 0 to 9. and 12 white
number 10. Using the number cards, straws/popsicle sticks
the group must show the (color will depend on
Call on one learner to number you are looking what is available)
select two number cards for. The first group to show  two small containers
and post them on the chart the correct number earns (one labeled “ones”
in any order he/she a point. Have the winning and the other labeled
chooses. group post the number on “tens”), which can
the board and explain their each accommodate 10
Example: answer. At the end of the straws/ popsicle sticks
game, the group with the
highest score wins.

Game: Show Me the

Have the learners do the Number
same for the other 1. Show me the 2-digit
numbers. The numbers number that has 1 in the Call on some learners in
in the second column Note: The number on the tens place and 9 in the front of the class. Make
can be written in any chart will be based on the ones place. The number is them demonstrate as you
order. actual answer of the 19. give the following
The completed table is learner. Possible explanation: instructions.
as follows:  In a 2-digit number, the 1. Be sure that you have
Have the learners read the first digit from the left the complete 7 gray and
1, 2, 3, 4, 5, 6, 7, 8, and number on the chart. Ask is in the tens place 12 white straws/popsicle
9. Digits are used to the following questions followed by the digit in sticks. Each gray straw
make numerals that about the number. the ones place. Since 1 represents “tens” while
represent numbers. is in the tens place and each white straw
What is the number on the 9 is in the ones place, represents “ones.”
Say that numbers can chart? It is 17. the number is 19. 2. Name a Keeper in your
be described based on How many digits does 17  In a 2-digit number, the group. The Keeper will be
the number of digits have? It has two digits. first digit from the right responsible for
they have. What are those digits? is in the ones place exchanging your group’s
They are 1 and 7. followed by the digit in ones for tens.
Examples: the tens place. Since 9 3. Assign the members of
1-digit numbers: 0, 1, 2, Direct learners’ attention is in the ones place and the group as to who will
3 to the digit 1. You may 1 is in the tens place, roll the die first, second,
2-digit numbers: 12, 34, underline or encircle the the number is 19. third, and so on.
56, 77 digit 1. 4. Let the first member
3-digit number: 100 2. Show me the 2-digit roll the die. The number
What is the place value of number that has 5 in the that appears on top after
Have the learners give the digit 1? Its place value ones place and 3 in the rolling the die tells the
other examples of 1- is tens. tens place. The number is number of white straws
digit numbers and then 35. that member receives.
2-digit numbers. They Unfold the next row. Write 5. Ask the Keeper to
may refer to the 1 on the blank and “Tens” Possible explanation: count the number of
Hundred Chart. beside it.  In a 2-digit number, the “ones” (white straws) that
first digit from the left corresponds to the
Note: The lesson The value of a digit is the is in the tens place number that appears on
focuses on 1- and 2-digit actual value of the digit in followed by the digit in top when the die is rolled.
numbers. The 3-digit the number determined by the ones place. Since 3 The Keeper shall then
numbers will be covered its place value. is in the tens place and place the white
in future lessons. It was 5 is in the ones place, straws/popsicle sticks in
mentioned here because Write 10, aligned with the the number is 35. the “ones” container.
we are describing “Value of 1.”  In a 2-digit number, the 6. Let the second member
numbers based on the first digit from roll the die and repeats
number of digits. the right is in the step 5.
ones place followed 7. If you have fewer than
Prepare flash cards with by the digit in the 10 ones, keep doing steps
1- and 2-digit numbers tens place. Since 5 4 and 5. When you have
written on them. Ask the is in the ones place 10 or more ones, the
learners to name the and 3 is in the tens Keeper will trade 10 ones
digits in each number. place, the number is for one ten (gray
35. straw/popsicle stick). The
Examples: 38, 72, 41, Now, direct learners’ gray straw or popsicle
90, 53 attention to the other digit, 3. Show me the 2-digit stick goes in the Tens
which is 7. You may number that has 4 in the container. The remaining
Show again the number underline or encircle the tens place and 0 in the white straws stay in the
card for 90. digit 7. ones place. The number is Ones container.
40.
How many digits does What is the place value of Possible explanation: 8. The game continues
90 have? It has two 7? Its place value is ones.  In a 2-digit number, the until all the members
digits. first digit from the left have rolled the die. After
Unfold the next row. Write is in the tens place all the members have
What are these digits? 7 on the blank and “Ones” followed by the digit in taken their turn, the
The digits are 9 and 0. beside it. the ones place. Since 4 Keeper will write down
is in the tens place and how many tens and ones
What if I interchange the 0 is in the ones place, the group made on the
two digits? the number is 40. sheet of paper.
 In a 2-digit number, the
Show 09. first digit from the right Move around while the
is in the ones place learners are performing
Is 09 a 2-digit number? followed by the digit in the activity to make sure
Why? the tens place. Since 0 they are doing it properly.
No, 09 is the same as 9. Say: The digit 7 in the ones is in the ones place and
Thus, it is a 1-digit place means seven ones or 4 is in the tens place, When everyone is done,
number. 7. This is the value of the the number is 40. ask the Keeper of each
digit 7 in the ones place. group to post the sheet of
A non-zero digit, which 4. Show me the 2-digit paper on the board to
in this case is 9, remains Write 7, aligned with number that has 6 in the show their output. Then,
the same even when 0 “Value of 7.” ones place and 8 in the let each group tell how
is placed before it. The tens place. The number is many points they got.
given 09, is simply 9. 86. Have them explain how
But writing 0 after 9 Possible explanation: they got their answer.
makes the number 90 or  In a 2-digit number, the
ninety, and not simply 9. first digit from the left Possible strategies:
is in the tens place This is only an example.
followed by the digit in The answer will depend
the ones place. Since 8 on the actual result of the
Before proceeding to is in the tens place and activity.
another number, 6 is in the ones place,
emphasize the difference the number is 86. 1. Counting
between place value and  In a 2-digit number, the
value of a digit in a first digit from the right
number. The place value is in the ones place
of a digit refers to the followed by the digit in
position of the digit in the the tens place. Since 6
number. The is in the ones place and 8
value of a digit refers to is in the tens place, the
the actual value of the number is 86. The group got 47 points.
digit in the number
determined by its place Note: You may add more 2- 2. Combining the tens
value. digit numbers for the and ones
learners to find based on
Post another chart on the specified conditions. These
board. are just examples.

Ask the learners to read

the numbers posted on the
board. Then have the
learners identify the digit
in the place value you are
going to say in a given 40 and 7 makes 47.
number. The group got 47 points.

Call on one learner to Say: We can determine the 3. Writing the number
select two number cards digit in a 2-digit number given the place value of
and post them on the chart based on its place value. its digits
in any order he/she
chooses.

Example:

The group got 47 points

Note: The number on the

chart will be based on the
 actual answer of the
learner.
Do the same process as
with the number 17. After
discussing number 39,
reiterate the difference
between the place value
and value of a digit in a
number.

Have a third example and

do the same process as
with the two previous
numbers.
Deepening Prior to this lesson, Ask the learners to find a Ask the learners to bring Have a discussion
Understanding of Key prepare the following: partner, as they will be out their show-me boards. focusing on the second
Idea/ Stem 1) two sets of number working on a task in pairs. Tell them that you will strategy. Ask the
cards: 0 to 9; and Distribute LAS 1 to each show a number, and they following questions:
2) Place Value chart. pair. Give the learners need to write the digit that
enough time to complete corresponds to the place What do the white straws/
Post the two sets of the worksheet. Have a value you will mention. popsicle sticks represent?
number cards randomly class discussion afterward. Discuss the answer after They represent the ones.
on one side of the board each item. You may also
and a place value chart, Expected answers: ask for the value of that What is the value of each
with the first two rows digit in the 2-digit number. white straw/popsicle
folded or covered for stick? It has a value of 1.
now. Examples:
1) 49 digit in the ones What do the gray
place (9) straws/popsicle sticks
2) 35 digit in the tens represent? They
place (3) represent the tens.
3) 12 digit in the tens
place (1) What is the value of each
4) 76 digit in the ones gray straw/popsicle stick?
place (6) It has a value of 10.
5) 80 digit in the tens
Choose one number place (8) Say: Knowing the values
card and place it in the of each straw/popsicle
1st row, 2nd column. stick, we can determine
the total points each
 group got. Let us start
with group 1’s result.

Note: The following will be

based on the actual result
of the activity.

Say: As shown, group 1

has four gray
What number did I straws/popsicle sticks that
choose? It is 4. represent 4 tens or 40.
They also have seven
How many digits does it white straws/popsicle
have? It has one digit. sticks that represent 7
ones or 7.
Say: Each digit in a
number has its own Number each
place value. straw/popsicle stick as
shown.
Post or write the
definition of place value
on the board.

The place value of a

digit is its position in the
number.
Knowing that they have 4
We show the place tens or 40 and 7 ones or
value of each digit in a 7, we can say that group
number using the Place 1 has 40 and 7 or 47
Value Chart. points.

Uncover the heading

“Place Value” and
“Ones” and say that in
the case of 4, its place
value is Ones.

Choose two number

cards to form the As shown, 40 and 7
number 16. Place “1” in makes 47. A 2-digit
the tens place and “6” number, such as 47, can
in the ones place. be written in tens and
ones. We refer to writing
a number into tens and
ones as decomposing a
number into tens and
ones.

47 is 40 and 7

Discuss the other groups’

What number did I place work following the same
on the chart? It is 16. process.

How many digits does it

have? It has two digits.

Say: Just like in 1-digit

numbers, each digit in a
2-digit number has a
place value.

In the number 16, the

digit 1 is in the tens
place. (Uncover the
heading Tens) and the
digit 6, is in the ones
place

What if I interchange the

digits 1 and 6? Will the
place values of the two
digits remain the same?

Get the two number

cards, 1 and 6, to form
61. Place “6” in the tens
place and “1” in the
ones place.

What is the place value

of 6? It is tens.

What is the place value

of 1? It is ones.

Emphasize that the

place value of a digit
depends on its position
in the number.

If we consider the digit

6, its place value is
“Ones” in the number
16 but it becomes
“Tens“ in the number
61. Similarly, the digit 1
has a place value of
“Tens” in the number
16, but it has a place
value of “Ones” in the
number 61.
 Call on some learners to
choose any two number
cards from those posted
on the board. Ask them
to post the cards in the
table. Have them say
the number they
formed, and identify the
place value of each digit
in that number.
After/Post-Lesson Proper
Making To summarize the To summarize the lesson, To summarize the lesson, To summarize the lesson,
Generalizations and lesson, ask the following ask the following ask the following question: ask the following
Abstractions questions: questions: question:
How do you determine the
What is a digit? What is the place value of digit given its place value What do we call the
A digit is any one of the a digit? The place value of in a 2-digit number? process of writing a
single numbers or a digit is the digit’s From the left number into tens and
symbols: 0, 1, 2, 3, 4, 5, position in a number. The first digit is in the tens ones? It is called
6, 7, 8, and 9. place. The second digit is decomposing a number
What is the value of a digit in the ones place. into tens and ones.
Digits are used to make in a number? The value of
numerals that represent a digit is the actual value From the right e.g. 85 is 80 and 5.
numbers. of a digit in a number The first digit is in the
determined by the digit’s ones place. The second
Can we describe place value. digit is in the tens place.
numbers based on their
number of digits? Yes,
numbers can be
described based on
their number of digits.

When do we call a
number a 1-digit
number or a 2-digit
number?
A 1-digit number is a
number with one digit
only.
 A 2-digit number is a
number consisting of
two digits.

What is the place value

of a digit in a number?
The place value of a
digit is its position in the
number.

What is the place value

of each digit in a 2-digit
number? The left digit is
in the tens place and
the right digit is in the
ones place.

In the number 53, 5 is in

the tens place and 3 is
in the ones place.
Evaluating Learning Ask the learners to do Ask the learners to do Ask the learners to do Ask the learners to do
Assessment 1. Assessment 2. Assessment 3. Assessment 4.

Expected answers: Expected answers: Expected answers: Expected answers:

1) B I. 1) B 1) 7 1. 10 and 8
2) A 2) D 2) 5 2. 30 and 6
3) C 3) A 3) 88 or 98 3. 50 and 0
4) D II. 1) 19 4) 70 or 71 4. 70 and 4
5) C 2) 48 5) 88 or 99 5. 90 and 2
Additional Activities
for Application or
Remediation (If
Applicable)
Remarks
Reflection

Assignment

Prepared by: Checked & Noted:

JANE L. BALLICUD TARA M. BIDO
Teacher I School Head