Competencies Contents Learning Strategies Assessment

problem within 20 (e.g., subtract 10 - 8 by finding the number that

4.6. Relationship
 Know the sign“-“
 Subtract a two-digit number less
than 20 from another
 Understand relationship between
addition and subtraction
4.7. Solving word
 Solve word problems involving
adding and subtracting two-digit
number whose sum is less than 20.
makes 10 when added to 8). Ask your students various
 Use number line to subtract one-digit numbers subtraction questions
 Discuss subtraction as the inverse nature of addition (for example, 6 whose answer is 20 or less
between addition and (for example, what is 8 - 3)
subtraction + 7 = 13 so 13 – 7 = 6), as a foundation, as well as a way to connect
basic facts.
 Discuss the relationship of addition and subtraction using fact Questions student so that
family. For example: you can assess their
2+3=5 reasonings,
3+2=5 representations,
communications such as:
5-3=2
• How could you draw the
5-2=3 problem?
 Guide students to apply properties of operations (commutative and • Could you tell me how to
associative properties of addition) as strategies to add and subtract count on/count back to find
through 20. (Students need not use formal terms for these the answer?
properties.)
 Explain strategies and solutions for solving word problems.
problems
 Model situations represented in word problems.
 Use addition and subtraction within 20 to solve word problems Examine students response
involving situations of adding to, taking from, putting together, of addition problems
taking apart, and comparing, with unknowns in all positions, e.g., despite the position of the
required
by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.

Unit 5: Numbers to 100 (30 periods)

Learning Outcomes:
 Count numbers using different strategies
 understand relative size and position
Competencies Contents Learning Strategies Assessment
 Count in multiples of 10 Unit 4: The whole numbers  Guide students to count multiples of tens verbally Listen number words are
up to 100  Use multiple ten frames to concretize concept of multiples of ten. mentioned properly
4.5. The multiples of 10  Use groups of tens of objects to count multiples of tens.
 Count to 100 verbally 4.6. Numbers to 100  Provide hundreds‟ chart and let students read numbersin ones and tens Provide hundreds chart and
 Competencies
 Read and write whole
numbers from 21 up to 100
in words and numerals
 Count numbers using a
„counting of counts‟
 Compare numbers up to 100
 Use ordinals to identify the
order
 Use internal images and
knowledge of number
relationship to understand
relative size and position
 Tell how many ones and tens
there are in whole number
 Use models to explain place
value in units and tens
 Count numbers using
combinations of wholes and
parts Recognize the values
of digits in 2-digit numbers
Contents
4.7. The order of number
4.8. Place value in units and
tens
Learning Strategies Assessment
 Let students tell out loud numbers greater than 20 while providing follow up numbers are read
support during transitions of decades (like 29 to 30, 39 to 40, etc) and written correctly.
Check student practiced
 Ask a question like „how many is 4 more than 29?‟ then using a finger
counting of counts.
or other object student may answer … ‟29, 30, 31, 32. So it is 32‟. So
that the student will practice a strategy of „counting of counts‟
 Provide collections of numerals on cards and let student Order them in Check students ordering
terms the numerals and using ordinals are
precise
 Provide sticks with different length labelled then let the student Order
according to the marked number.
 Ask questions like „who is on the 4th chair‟ so that
 Provide collections of match sticks and thread so that the student Check students answers
count to 10 and tie them until small number of ones are left. Ask them about tens and ones.
„how many tens and how many ones are there‟. Observe the models are
properly used to and ask
 Provide different models so that the place value concept is constructed
for explanation from
 Compare numbers based on their place value student
 Provide cards of numerals or write on board ask them the values of
each digits

Unit 6: Addition and subtraction up to 100 (32 periods)

Learning Outcomes:
 Add two-digit numbers whose sum is less than 100
 Subtract one-digit and two-digit numbers from two-digit numbers.
 Use mental strategies based on partitioning and combining to solve addition and subtraction problems with 2-digit whole numbers

Competencies Contents Learning Strategies Assessment