SAINT WILLIAM’S SCHOOL OF SAN MARCELINO, INC.

Elementary Department
S.Y. 2019-2020

LEARNING PLAN
STAGE 1 AND 2
Quarter: 1st
Subject: MATHEMATICS Grade: Grade One
Topic: Addition and Subtraction of Whole Numbers No. of Days: 50 sessions
Reference:
A. Book: Math for Life (Teacher’s Resource Material)
Real-Life Mathematics (Teacher’s Guide)

STAGE 1: DESIRED RESULTS

Content Standard: Performance Standard:
The learner demonstrates understanding The learner is able to…
of…  Apply addition of whole numbers up to 100
 Addition of whole numbers including including money in mathematical problems
money and in real-life situations
 Subtraction of whole numbers  Apply subtraction of whole numbers up to
including money 100 including money in mathematical
problems and in real-life situations

Formation Standard:
The learner…
Demonstrates and value numbers including money in using it responsibly in their everyday life.

Transfer Goal:
The learner demonstrates understanding and appreciation of key concepts and skills involving
numbers and number sense (whole numbers up to 100, ordinal numbers up to 10 th, money up to Php
100, addition and subtraction of whole numbers, fractions and using appropriate technology – in
critical thinking, problem solving, reasoning, communicating, making connections, representations,
and decisions in real life.

Essential Understanding: Essential Question:

1. Opportunities for adding 1. Why add numbers?
2. How can we use mathematical tools,
techniques, and strategies to solve
mathematical problems involving addition?

Competencies:
Knowledge:
The learner…
 Visualizes and represents numbers from 0 to 100 using a variety of materials
 Counts the number of objects in a given set by ones and tens
 Visualizes and counts by 2s, 5s, and 10s through 100
 Identifies the number that is one more or less from a given number
 Composes and decomposes a given number
 Regroups sets of ones into sets of tens and sets of tens into hundreds using objects
 Renames numbers into tens and ones
  Visualizes, represents and orders numbers up to 100 in increasing or decreasing order
 Identifies odd and even numbers
 Reads and writes numbers up to 100 in symbols and in words
 Visualizes gives the place value and value of a digit in one-an two-digit numbers
 Identifies the 1st, 2nd, 3rd, up to 10th object in a given set from a given point of reference
 Reads and writes ordinal numbers: 1st, 2nd, 3rd up to 10th
 Recognizes and compares coins and bills up to P100 and their notations
 Communicates his/her understanding of whole number concepts through recitation, class
discussion, pair work, and group
 Reflects and monitors his/her own thinking about the activities and lessons in the
mathematics classroom
 Uses appropriate tools, techniques, and strategies that will help him/her understand the
concepts

Skills
The learner will be skilled at…
 Visualizing and representing numbers from 0-100 using a variety of materials
 Counting the number of objects in a given set by ones and tens
 Visualizing and counting by 2s, 5s, and 10s through 100.
 Identifying the number that is one more or one less from a given number
 Composing and decomposing a given number
 Regrouping sets of ones into sets of tens and sets of tens into hundreds using objects
 Renaming numbers into tens ones
 Visualizing, representing, and comparing two sets using the expressions “less than,” “more
than,” and “as many as”
 Visualizing, representing, and comparing numbers up to 100 using relation symbols
 Visualizing, representing, and ordering sets from least to greatest and vice versa
 Visualizing, representing, and ordering numbers up to 100 in increasing or decreasing order
 Identifying odd and even numbers
 Reading and writing numbers up to 100 symbols and in words
 Visualizing and giving the place value and value of a digit in one- and two-digits numbers
 Identifying the 1st, 2nd, 3rd, up to 10th object in a given set from a given point of reference
 Reading and writing ordinal numbers: 1st, 2nd, 3rd up to 10th
 Recognizing and comparing coins and bills up to P100 and their notations
 Communicating his/her understanding of whole number concepts through recitation, class
discussion, pair work, and group work
 Reflecting and monitoring his/her own thinking about the activities and lessons in the
mathematics classroom
 Using the appropriate tools, techniques, and strategies that will help him/her understand the
concepts
 STAGE 2: THE ASSESSMENT EVIDENCE
Product or Performance:
Goal – Is to give the exact change to your buyer every time they bought something in your product.
Role - You are to sell products/goods of different amount.
Audience – Your buyer.
Situation – You are to sell products/goods of different amount. Then you have to give the exact
change of your buyer.
Product – The list of items you sold and are left.
Standards and Criteria for Success
4 3 2
The computation of the The computation of the No Computation of the
products you sold and are left products you sold is correct but products you sold and are
is correctly and neatly done. not neatly done. unclean.

Prepared by:

Ms. Beverly Joy Cava-Renotas

Adviser

Checked by:

Mrs. Lhea G. Arcangel

Area Team Leader

Approved by:

Sr. Macrina R. Gresos, SPC

School Principal
 SAINT WILLIAM’S SCHOOL OF SAN MARCELINO, INC.
Elementary Department
S.Y. 2018-2019

LEARNING PLAN
STAGE 1 AND 2
Quarter: 2nd

Subject: Mathematics Grade: One

Topic: Numbers and Number Sense – No. of Days:
27
Addition of Whole Numbers

STAGE 1: DESIRED RESULTS

Content Standard: Performance Standard:
The learner demonstrates understanding The learner is able to…
of…  Apply addition and subtraction of whole
Demonstrates understanding of addition and numbers up to 100 including money in
subtraction of whole numbers up to 100 mathematical problems and real-life
including money situation
Formation Standard:
The learner…

Transfer Goal:
The learner demonstrates understanding and appreciation of key concepts and skills involving
numbers and number sense (whole numbers up to 100, ordinal numbers up to 10 th, money up to Php
100, addition and subtraction of whole numbers, fractions and ¼); using appropriate technology – in
critical thinking, problem solving, reasoning, communicating, making connections, representations,
and decisions in real life.

Essential Understanding: Essential Question:

1. Opportunities for adding occur 1. Why add numbers?
daily in real life. 2. How can we use mathematical tools,
2. The use of appropriate techniques, and strategies to solve
mathematical tools, techniques, mathematical problems involving
and strategies will help in addition?
solving problems involving
addition.

Competencies:
Knowledge:
The learner…
 Illustrates addition as “putting together or combining or joining sets”
 Visualizes and adds one-digit numbers with sums 11 and 12 with regrouping
 Visualizes and adds one digit
Skills
The learner will be skilled at…
 Visualizing and representing numbers from 0-100 using a variety of materials
 Counting the number of objects in a given set by ones and tens
 Visualizing and counting by 2s, 5s, and 10s through 100.
 Identifying the number that is one more or one less from a given number
 Composing and decomposing a given number
 Regrouping sets of ones into sets of tens and sets of tens into hundreds using objects
 Renaming numbers into tens ones
 Visualizing, representing, and comparing two sets using the expressions “less than,” “more
than,” and “as many as”
 Visualizing, representing, and comparing numbers up to 100 using relation symbols
 Visualizing, representing, and ordering sets from least to greatest and vice versa
 Visualizing, representing, and ordering numbers up to 100 in increasing or decreasing order
 Identifying odd and even numbers
 Reading and writing numbers up to 100 symbols and in words
 Visualizing and giving the place value and value of a digit in one- and two-digits numbers
 Identifying the 1st, 2nd, 3rd, up to 10th object in a given set from a given point of reference
 Reading and writing ordinal numbers: 1st, 2nd, 3rd up to 10th
 Recognizing and comparing coins and bills up to P100 and their notations
 Communicating his/her understanding of whole number concepts through recitation, class
discussion, pair work, and group work
 Reflecting and monitoring his/her own thinking about the activities and lessons in the
mathematics classroom
 Using the appropriate tools, techniques, and strategies that will help him/her understand the
concepts

STAGE 2: THE ASSESSMENT EVIDENCE

Product or Performance:

Goal –
Role-
Audience-
Situation –

Performance –

Standards and Criteria for Success –

A. Standards and Criteria for Success

B. Other Evidences