SCHOOLS DIVISION OF PALAWAN

K to 12 School Grade One

DAILY LESSON LOG Teacher Learning Area Mathematics
Q 1 / Week 3
Date/Time Quarter/Week

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

C. Learning Competencies/ Enabling The learner composes and decomposes a given number. e.g. 5 is 5 and 0, 4 and 1, 3 and 2, 2 and 3, 1 and 4, 0 and 5
Objectives (Write the LC code for M1NS-Ic-4
each)
Numbers and Number Numbers and Number Numbers and Number Numbers and Number Numbers and Number
II. CONTENT Sense Sense Sense Sense Sense
(Composing numbers) (Composing numbers) (Composing numbers) (Decomposing numbers) (Decomposing numbers)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG, pp. 50 - 53 TG, pp. 50 - 53 TG, pp. 50 - 53 TG, pp. 50 - 53 TG, pp. 50 - 53
2. Learner’s Materials pages LM, pp. 103 - 105 LM, pp. 103 - 105 LM, pp. 103 - 105 LM, pp. 103 - 105 LM, pp. 103 - 105
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
Chips, chart, counters Counters, real objects, chart, Counters, real objects, chart, Counters, real objects, chart,
B. Other Learning Resources Chart, counters, pictures
boxes jars
IV. PROCEDURE
Recite the rhyme: Sing the song: Review: Review: Sing a song:
A. Reviewing Previous Lesson/ 1, 2, 3, 4, 5
Presenting the new Lesson I caught a fish alive 1 and 1, 2 Write the missing number. Draw different ways to “Five Little Monkeys”
6, 7, 8, 9, 10 2 and 2, 4 1. 3 and 5 is ___ make 5.
I held it in my hand. 3 and 3, Ask:
Are six for me 2. 4 and ___ is 7 How many monkeys are

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B. Establishing a purpose for
the Lesson
C. Presenting Examples/
Instances of the new Lesson
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4 and 4, 8
5 and 5, 10
Little fingers in my hand.
Present the problem. Present an illustration:
How many ways can you
make 3?
(Teacher may provide
manipulative objects for the
pupils to show their
answers)
Ask: Ask.
What is the name of the Let us study the illustrations
boy? that show the possible pairs
What does Joey have? of numbers to get 3.
How many marbles does What are the colors of the
he have? chips?
Where did his marbles How many colors are there?
come from? In the first column, how
Do you know how many many chips are red?
3. ___ and ___ is 10
Present another illustration.
(Teacher may provide
manipulative objects for the
pupils to show their
answers)
Let the pupils observe the
illustrations.
How many ways can we
make 10?
Count all the illustrations.
Write the different ways to
Present a situation with an
illustration.
Ryza has 6 ribbons. She
wants to put them into two
boxes. How many different
ways can she put the 6
ribbons in the two boxes?
Can you show different
combinations?
(Teacher may provide
manipulative objects for the
pupils to show their
answers)
Let the pupils draw the
possible combinations by
manipulating objects.
Answers:
6 is 6 and 0
6 is 5 and 1
6 is 4 and 2
6 is 3 and 3
there from the start? At the
end? Does it show
composing or decomposing
numbers?
Present a situation with an
illustration.
Father has 8 cows. He needs
to put them into two
different fields. How many
ways can he put the 8 cows
in the two fields?
Can you show different
combinations?
(Teacher may provide
manipulative objects for the
pupils to show their
answers)

D. Discussing the new Concept
and Practicing new skill #1
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marbles were from his
father or his mother?
Can you make a guess?
Please refer to TG on pages
50 – 52 for further
discussion.
“Guided Practice”
Write all the possible pair of
numbers that can be put
together to get 5.
(Use counters and put on
the chart.)
Yellow? What is the total
number of chips?
Say:
3 red chips and 0 yellow is
3 1 and 9 is 10
Observe the next set of
chips.
How many red chips are
there? Yellow chips?
Say: 2 red chips and 1
yellow chip is 3
Do the same process until
all were discussed.
Possible answers:
1. 3 and 0 is 3
2. 2 and 1 is 3
3. 1 and 2 is 3
4. 0 and 3 is 3.
Introduce the word
composing or creating.
“Guided Practice”
Write all the possible pair of
numbers that can be put
together to get 9.
(Use counters and put on
the chart.)
make 10.
Answers:
0 and 10 is 10
2 and 8 is 10
Continue the process until
all the ways are mentioned.
“Guided Practice”
Write all the possible pair of
numbers that can be put
together to get 15.
(Use counters and put on
the chart.)
6 is 2 and 4
6 is 1 and 5
6 is 0 and 5
Introduce the word
decomposing or breaking
down.
“Guided Practice”
Mary has 5 candies. She
wants to put the candies into
two jars. How many
different ways can she put
the 5 candies in the two
jars?
Can you show different
combinations?
Ask pupils to draw possible
combinations using real
Ask volunteers to come in
front and show their
answers.
Show one solution.
This means 8 is a
combination of 4 and 4.
“Guided Practice”
Ask pupils to give other
possible answers to the
problem above by writing
the missing number.
1. 8 is ___ and 0
2. 8 is 7 and ___
3. 8 is ___ and 2
4. 8 is 5 and ___
5. 8 is ___ and 4
6. 8 is 3 and ___
7. 8 is 2 and ___
8. 8 is ___ and 7

“Pair and Share”
E. . Discussing the new Concept Write the possible pair of
and Practicing new skill #2 numbers that can be put
together to get 12.
“Independent Practice”
Write the possible pair of
numbers when put together
the answer is 7.
F. Developing Mastery
(Leads to formative assessment 3)
1. ____ and ____ is 7
2. ____ and ____ is 7
3. ____ and ____ is 7
4. ____ and ____ is 7
5. ____ and ____is 7
G. Finding Practical Applications of
Concepts and Skills in Daily Living
What does composing
H. Making Generalizations and numbers mean?
Abstractions about the Lesson (Composing numbers mean
putting pairs of numbers to
get a total.)
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candies. Show the answers 9. 8 is 8 and ___
to the class.
“Pair and Share” “Pair and Share” “Pair and Share” “Pair and Share”
Write the possible pair of Draw at least 5 ways to I have 10 sticks. I want to Write the missing numbers.
numbers that can be put make 14. put the sticks into two
together to get 10. boxes. How many different 1. 15 is ___ and 10
ways can I put the 10 sticks
in the two boxes? 2. 20 is 13 and ___
Can you show different 3. 11 is ___ and 6
combinations?
4. 14 is ___ and ___
Ask pupils to draw possible
combinations using real 5. 16 is 10 and ___
objects and show the
answers to the class.
“Independent Practice” “Group Activity” Write the missing number/s. Answer “Worksheet 2” on
Think of the correct pair. Think of the pairs of page 105 of LM.
Write the answer on the numbers that can be put 1. 3 is ___ and 2
blank. together to get 15. Write on
a show-me-board as many 2. 4 is ___ and 3
1. ___ and ___ is 4 ways as you can.
The group to get the most 3. 5 is ___ and ___
2. 3 and ___ is 5 answers wins.
3. 5 and ___ is 10
How do we compose Different pairs of numbers How did we decompose
numbers? can be added together to In this lesson, we numbers?
(Think of pairs of numbers make the same total. discovered that numbers can
to get the same total.) be taken apart in different
ways.

Write the missing number
I. Evaluating Learning on the blank.
1. ____ and 2 is 5
2. 3 and ____ is 4
3. ____ and 0 is 3
4. 2 and ___ is 6
5. ____ and ____ is 2
Write at least 5 possible p of
J. Additional Activities for
numbers to make 10.
Application or Remediation
V. REMARKS
Write the possible pair of Write the correct pair of
numbers when put together numbers on the blank to get
the answer s 9. the given number.
1. ____ and ____ 1. ___ and ___ is 5
2. ____ and ____ 2. ___ and ___ is 10
3. ____ and ____ 3. ___ and ___ is 8
4. ____ and ____ 4. ___ and ___ is 9
5. ____ and ____ 5. ___ and ___ is 12
Answer “Home Activity” Show at least 5 ways to
on page 10. make 18 by drawing
objects.
When we take numbers
apart, the total stays the
same.
Write the missing number. Answer “Worksheet 3” on
page 105 of LM.
1. 7 is ___ and ___
2. 4 is ___ and ___
3. 8 is ___ and ___
4. 9 is ___ and ___
5. 3 is ___ and ___
Write the missing number.
1. 12 is ___ and 7
2. 8 is 5 and ___
3. 10 is ___ and 4

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

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 wish to share with other teachers

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