K to 12 SCHOOLS DIVISION OF PALAWAN

DAILY LESSON LOG School Grade One

Teacher Learning Area Mathematics
Date/Time Quarter/week Q 1/Week 2

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards/Focus
The learner demonstrates understanding of whole numbers up to 100, ordinal numbers up to 10 th, money up to PhP100 and fractions ½ and ¼ .
B. Performance Standards/Terminal The learner is able to recognize, represent, and order whole numbers up to 100 and money up to PhP100 in various forms and context
Objectives

The learner counts the number of objects in a given set by ones and tens. The learner identifies the number that is one more
C. Learning Competencies/ Objectives M1NS-Ib-2.1 or one less from a given number
(Write the LC code for each) M1NS-Ib-3

II. CONTENT Numbers and Number Numbers and Number Numbers and Number Numbers and Number Numbers and number
Sense Sense Sense Sense Sense.
(Numbers 11 – 20) (Numbers 21 – 50) (Numbers 51 – 100) (Number one more or one (Number one more or one
less from a given number) less from a given number )

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pp. 26 - 30
2. Learner’s Materials pages pp. 32 - 38
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources counters, pictures, chart
IV. PROCEDURE
A. Reviewing Previous Lesson/ Sing the song “MATH” to
Presenting the new Lesson the tune of “Are You
Sleeping”
M-A-T-H, M-A-T-H
Modern Math (2x)
Let us count the numbers
(2x)
1, 2, 3
4, 5, 6
pp. 31 - 36
pp. 39 - 47
counters, pictures, chart
Review:
I have 2 sets of 10 sticks.
How many sticks are there
in all? Who can write the
number on the board?
Show more sets of sticks to
count by tens and ones.
pp. 37 - 43
pp. 48 - 61
counters, pictures, chart
Review: “Game”
Form 2 groups with 5
members each. Let the
member of each group
count the number of objects
in each set and give the
number of tens and ones.
The group with the highest
score wins.
pp. 44 - 48 pp. 49 - 53
pp. 62 - 64 pp. 65 - 68
Charts, counters, pictures Charts, counters, pictures
Review: Review: “Game”
Count the number of objects Form 2 groups with
in each set by tens and ones. 5 members each. Let the
1. member of each group write
on their “show me board”
the number that is one more
than the given set .
1. 11
2.2 3
3. 60

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B. Establishing a purpose for
the Lesson
C. Presenting Examples/
Instances of the new Lesson
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7, 8, 9
Number 10
Let the teacher distribute
bundle of 10 sticks.
Have the pupils count the
number of sticks in the
bundle.
How many sticks are in the
bundle? How many sticks
will there be if you add 1
more stick?
Let the pupils raise their 1
bundle of 10 sticks and the
loose 1 stick.
How many sets of 10 sticks
do you have? (Write 1
under the tens column.)
How many loose sticks do
you have? (Write 1 under
the ones column.)
Explain that 11 means 1 set
of 10 sticks and 1 loose
stick. We can call set of 10
sticks as tens, and the loose
stick as ones. So, we say
that 11 means 1 tens and 1
ones.
Show again 2 bundles of 10
sticks to the pupils. Add 1
more stick.
How many sticks are there
in all?
Count the number of sticks
by tens and ones.
How many sets of 10 are
there? How many ones are
there?
(Write 21 on the board. Tell
them that it is read as “21”
because there are 20 sticks
and 1 more stick.)
Show this set of counters.
Ask:
How many sticks are there?
How many sets of 10 sticks
each are made?
How many loose sticks are
left?
What number are we going
to write in the tens column?
In the ones column?
What does 25 mean?
Do the same for other
numbers.
Show 5 bundles of 10
sticks. How many sticks are
there in all?
Write 50 on the board.
Add 1 more stick. How
many sticks are there in all?
Write “51” on the board.
Tell the pupils that it is read
“fifty-one” because there
are 50 sticks and one more
stick.
Repeat the procedure for the
other numbers.
Distribute the counters and
the answer sheet to each
pair of pupils. Each pair will
have a different numbers of
sticks.
Pupils count the sticks in
bunch given to them. Make
sets of 10 sticks each using
rubber bands, and then
count the number of such
sets made and the number
of loose sticks. Then, fill up
the place value chart. (Ex.
51 and 67)
Answer Sheet
Bunc No. Place value
h of chart
sticks tens ones
2.
Show the drawing of a boy
with two sets of gifts. Tell
the pupils:
This is Paolo.
On his birthday, he got two
sets of gifts. He said that he
got more toy cars
than balls.
Ask: Is Paulo right? How do
you know?
Ask:
Who got gifts on his
birthday?
How many sets of gifts did
he get?
What are the sets of gifts
that he got?
What did Paulo say about
his gifts?
Solving the Problem in
Different Ways
Possible answers are:
1. There are 4 balls and 5
toy cars. When counting, 5
comes after 4. This means
that 5 is more than 4. So
Paolo is right.
4. 9
5. 21
Show a drawing of a girl
with two sets of clothes.
Tell the pupils: This is
Luchie. She has two sets of
clothes. She said that she
has less skirts than blouses.
Ask: Is Luchie right? How
do you know?
Ask:
Who has two sets of
clothes?
What are the sets of clothes
that she has?
What did Luchie say about
her clothes?
B. Solving the Problem in
Different ways
Possible solutions are:
1. There are 3 skirts and 4
blouses. When counting, 3
comes before 4. This means
that 3 is less than 4. So
Luchie is right, 3 is less
than 4.

D. Discussing the new Concept
and Practicing new skill #1
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tens ones
1 1
Repeat the process until 19.
“Guided Practice”
Show 1 set of 10 sticks and
9 loose sticks.
How many sticks will there
be if I add 1 more stick?
(Write 20 sticks.) Show 20
A 51 5 1
B 67 6 7
Ask:
How many sticks are in
bunch A?
How many sets of 10 sticks
each are made?
How many loose sticks are
left?
What does the number in
the tens column mean? In
the ones column?
What does 51 mean?
Do the same for the other
numbers.
(Allow the pupils to study
the illustrations on pages 48
– 55 of the LM for further
understanding of the
lesson.)
“Guided Practice” “Guided Practice”
Answer “Worksheet 1” on Show a bunch of 100 sticks
page 43 of the LM. to the pupils.
Ask: How many sticks are
there in all?
Call some pupils to bundle
the sticks into 10.
Ask: How many bundles of
10 sticks are there?
Using “show me board”
2. If we pair the toy cars
and the balls, we will get
the following:
There is one extra toy car
with no ball as a pair. This
means that there are more
toy cars than balls. So Paolo
is right, 5 is more than 4.
3. Let us use counters to
show the number of balls
and the number of toy cars.
To get 5 sticks we need to
add one more stick to 4
sticks. So there are more toy
cars than balls. So Paolo is
right, 5 is more than 4.
“Guided Practice”
Show different counters to
pupils. Let them raise the
number of counters that is
one more than the given.
1. 8 straws
2. 12 stars
3. 7 diamonds
4. 10 popsicle sticks.
5. 3 stones
2. If we pair the skirts and
the blouses, we will get the
following:
There is one blouse with no
skirt as a pair. This means
that there are less skirts than
blouses. So Luchie is right,
3 is less than 4.
3. Let us use counters to
show the number of skirts
and blouses.
To get 3 sticks we need to
take away one stick from 4
sticks. So there are less
skirts than blouses. So
Luchie is right, 3 is less
than 4.
“Guided Practice”
Let the children write the
number that is one less than
the given number on their
show me board.
1. 7
2. 20
3. 11
4. 15
5. 9

E. Discussing the new Concept
and Practicing new skill #2
F. Developing Mastery
(Leads to formative assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and
Abstractions about the Lesson
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sticks to pupils.
How many sets of 10 are
there? How many ones are
there?
tens ones
2 0
What does “20” mean?
(Twenty means 2 sets of 10
sticks each and no loose
sticks or 2 tens and 0 ones.)
“Pair and Share”
Count the number of sticks
in each set by tens and ones
and tell its corresponding
number. (See LM, page 35)
“Individual Activity”
Count the number of sticks
by tens and ones. Write the
answer in the box.
numeral
tens ones
How did we count the
objects?
(We count the objects by
tens and ones.)
“Pair and Share”
Answer “Worksheet 2” on
pages 44 - 45 of the LM.
“Individual Activity”
Answer “Worksheet 3” on
pages 46 – 47 of the LM.
What did we do to count the
objects easily?
(We count the objects by
tens and ones.)
with place value chart, write
10 in the tens column.
How many loose sticks are
there?
Using “show me board”
with place value chart, write
0 in the ones column.
What does 100 mean?
“Pair and Share” “Pair and Share” “Pair and Share”
Answer “Worksheet 1” on Answer “Worksheet 1” on Answer “Worksheet 1” on
page 56 of the LM. page 63 of the LM. page 67 of the LM.
“Individual Activity” “Individual Activity” “Individual Activity”
Answer “Worksheet 2” on
pages 57 – 58 of the LM.
What did we do to count the When do we use the When do we use the
objects easily? expression “one more expression “one less than”?
(We count the objects by than”? (If the number is one (If the number is one less
tens and ones.) more than another number.) than another number.)

I. Evaluating Learning
Count the number of objects
in each set by tens and ones.
Write your answer in the
box.
1.
Count the number of sticks. Answer “Worksheet 3” on Answer “Worksheet 3” on Answer “Worksheet 3” on
Write the number of tens pages 59 – 60 of the LM. pages 64 of the LM. pages 68 of the LM.
and ones.
1.

____ number of sticks

tens ones ____ tens
____ ones

Answer “Gawaing-bahay” Answer “Gawaing-bahay” Answer “Gawaing-bahay”

J. Additional Activities for on pages 37 - 38 of the LM. on page 47 of the LM. on page 61 of the LM.
Application or Remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation who
scored below 80%
C. Did the remedial lessons work? No.
of learners who have caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? why did these work?
F. Which difficulties did I encounter
which my principal or supervisor can help
me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers

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