KINDER Quarter 4 Week 7 Final

FOR ZAMBOANGA CITY DIVISION USE ONLY
NOT FOR SALE
K
QUARTER 4
Week 7
CapSLET
Capsulized Self-Learning Empowerment
Toolkit
CapSLET Developers:
Anna Marie Lovely R. Dael, T-I

Ma. Ella F. Fabella, MT-II
Kristel DL. Javier, T-III
Illustrators:
Kristin Joy A. Zamora

Anna Marie Lovely R. Dael
Kristel DL. Javier
Schools Division Office of Zamboanga City

Region IX, Zamboanga Peninsula
Zamboanga City
“Unido, Junto avanza con el EduKalidad Cree, junto junto puede

1
SUBJECT &
KINDER QUARTER 4th WEEK 7 LESSON ______ 1________________
GRADE/LEVEL dd/mm/yyyy
TOPIC Taking Away (0-5)

LEARNING  Recognize the words “take away,” “less” and “are left” that indicate
COMPETENCY the act of subtracting whole numbers. MKAT-00-1
IMPORTANT: Be sure to read the material carefully at least one day before the lesson is
presented to the learner. Lessons are to be conducted in a quiet place with little or no distraction
and disturbance.
UNDERSTAND/ENTENDE
Topic Title : Taking Away
To the facilitator
In this lesson, you are to guide the child on how to

perform simple subtraction of whole numbers using objects.
Activities involve must have real objects that the child
can hold and manipulate. This will be the most effective way
for teaching the concept of simple subtraction.
To teach these, follow the steps below:
1. Model:
Show to the child 3 leaves. Put them on the table. Count them first. Then
“take away” one (1) leaf. You may say three “less” one. Then count the
leaves “are left” on the table.
Set A Set B
3 take away 1 2 are left
Say:
 There are 3 leaves on the table.
 I took away 1 leaf.
 I count and there are 2 leaves left.
 Therefore: 3 less 1 is 2.
CapsLET Developed by: Anna Marie Lovely R. Dael, Teacher I, Mercedes Central School SPED Center
Illustrator: Anna Marie Lovely R. Dael, Teacher I, Mercedes Central School SPED Center
2
Sample:
Show to the child 4 petals. Put them on the table. Count them first.
Then “take away” one (1) petal. You may say four “less” one.
Then count the petals that “are left” on the table.
Set A Set B
Say:
 There are 4 petals on the table.
 I took away 1 petal.
 I count and there are 3 petals left.
2. Guided Practice: (Materials: 5 dried leaves)
Tell to the child that you will do simple subtraction together.

Show her/him 5 dried leaves on the table. Count them first.
Ask the child to “take away” 2 dried leaves.
Guide the child by saying 5 “less” 2.
Then ask him/her to count how many dried leaves “are left.”
Put them on the table.
Set A Set B
Ask:
 How many dried leaves are there?
 How many was taken away?
 How many dried leaves were left?
Say:
 There are 5 dried leaves s on the table.
 We took away dried leaves.
 We count and there were 3 dried leaves left.
3
Sample: (Materials: 5 pebbles)

Give the child 5 pebbles. Let the child count.
Ask the child to “take away” 3 pebbles.
Then ask him/her to count how many pebbles “were left.”
Set A Set B
Ask:
 How many pebbles are there?
 How many was taken away?
 How many pebbles were left?
Say:
 There are 5 pebbles on my hand.
 We took away 3 pebbles.
 We count and there were 2 pebbles left.
3. Independent Practice
Ask the child to prepare 5 stones on the table.

Let the child take away 4 stones.
Ask the child how many were left?
Set A Set B
4
Para con el facilitador,

Este leccion, ay guia tu con el bata el manera quemodo
demonstra simple menguada na entero numero usando maga
objeto.
Este maga actividades ta inclui maga real objeto que
puede agara y manipula. Este bien effectivo manera na
enseńada na simple subtracion.
Para enseña este, segue el paso abajo.
1. Man Modelo:
Dale mira 5 hojas con el bata.
Pone con este na mesa.
Conta el maga hojas.
Despues, “quita” 1 hojas.
Habla: tres “menos” uno.
Pregunta: cuanto hojas “ya queda” na mesa.
Set A Set B
3 quita 1 2 ya queda
Habla:
 Tiene 3 hojas na mesa.
 Ya quita yo 1 hojas.
 Ya conta yo y tiene 2 hojas el ya queda.
 Quere decir: 3 menos 1 el ya queda 2.
Ejemplo:
Dale mira 5 petalo con el bata. Pone con este mesa.
Conta yo el maga petalo.
Despues, “quita” 1 petalo.
Habla, cuatro “menos” uno “ya queda” 3 petalo na mesa.
5
Set A Set B
Habla:
 Tiene 4 petalo na mesa.
 Ya quita yo 1 petalo.
 Tiene 3 petalo ya queda na mesa.
 Quere decir: 4 menos 1 el ya queda 3.
2. Practica con Guia: (Materiales: 5 hojas)
Habla con el bata hace simple subtruccion.

Dale mira 5 hojas y conta con este.
Manda con el bata “quita” 2 hojas.
Guia con el bata habla 5 “menos” 2.
Pregunta cuanto hojas el ya “queda”.
Pone con este na mesa.
Set A Set B
Pregunta:
 Cuanto bilog hojas tiene na mesa?
 Cuanto bilog hojas el ya quita?
 Cuanto bilog hojas ya queda?
Habla:
 Tiene 5 hojas na mesa.
 Ya quita yo 2 hojas.
 Tiene 3 hojas el ya queda.
 Quere decir: 5 menos 2 ya queda 3.
6
Ejemplo: (Materials: 5 diutay piedra)

Dale 5 diutay piedra con el bata.
Conta con el maga diutay piedra.
Habla, “quita” el 3 diutay piedra.
Guia con el bata habla, 5 menos 3 ya queda 2 diutay piedra.
Set A Set B
Pregunta:
 Cosa objeto tu ta tiene na mano?
 Cuanto bilog diutay piedra tiene?
 Cuanto bilog diutay piedra ya quita?
 Cuanto bilog diutay piedra ya queda?
Habla:
 Tiene 5 diutay piedra na mano.
 Ya quita 3 diutay piedra
 Tiene 2 diutay piedra ya queda.
 Quere decir: 5 menos 3 ya queda 2.
3. Practica Independiente
Prepara 5 piedra na mesa.

Manda con el bata quita 4 piedra.
Pregunta cuanto cuanto piedra ya queda.
Set A Set B
7
Let’s Practice! / Practica Kita!
Directions: Mark (X) on the number of objects that are asked to be taken away.
Direccion: Marca (X) con el numero de objeto que ta manda quita.
Example/Ejemplo:
3 take away 2
3 quita 2
1. 4 take away 1
4 quita 1
2. 5 take away 3
5 quita 3
3. 4 take away 2
4 quita 2
4. 5 take away 3
5 quita 3
8
REMEMBER/ ACORDA
Key Points/ Importante Punto
It is important that the child will learn to know the words “take away,” “less,”
and “are left” these are the words use in subtraction.
- Take away means to remove number of object/s from the group.
- Less means to be removed.
- Are left , means to describe the number of object/s left.
Importante con el bata aprende y conoce el maga palabra “quita,”

“mengua” y “ya queda” este el maga palabra ta usa na menguada.
- Quita ta usa para describe el mengguada de objeto na grupo.
- Menos ta usa para describe con el numero ya quita;
- Ya queda, ta usa para describe con el numero del objeto ya queda.
TRY /PROBA
Let’s see how much have you learned today!
Checquia kita cosa tu ya aprende este dia!
Directions: Encircle the correct answer.

Direccion: Encircula con el justo contestacion.
1.
A B
2.
A B
9
3.
A B
4.
A B
5.
A B
National Kindergarten Curriculum Guide (2011) Curriculum

REFERENCE/S Development Division, Bureau of Elementary Education, DepEd
Pasig City
DISCLAIMER
0
SUBJECT &
KINDER QUARTER 4th WEEK 7 LESSON ______ 2________________
GRADE/LEVEL dd/mm/yyyy
TOPIC Taking Away (6-10)

LEARNING  Recognize the words “take away,” “less” and “are left” that indicate
COMPETENCY the act of subtracting whole numbers. MKAT-00-1
IMPORTANT: Be sure to read the material carefully at least one day before the lesson is
presented to the learner. Lessons are to be conducted in a quiet place with little or no distraction
and disturbance.
UNDERSTAND/ENTENDE
Topic Title : Taking Away
To the facilitator
In this lesson, you are to guide the child on how to

perform simple subtraction of whole numbers using objects
and pictures.
Activities involve must have real objects that child can
hold in his/ her hands and can manipulate .This will be the most
effective way for teaching the concept of simple subtraction.
To teach these, follow the steps below:
1. Model:
Show to the child 8 lids. Put them on the table and count.
Then “take away” three (3) lids.
You may say ten “less” three.
Then count the lids that “are left” on the table.
Set A Set B
Say:
 There are 8 lids on the table.
 I took away 3 lids.
 So there are 5 lids left.
 Therefore; 8 less 3 is 5.
CapSLET Written by: Anna Marie Lovely R. Dael, T-I Mercedes Central School SPED Center
Illustrator: Anna Marie Lovely R. Dael, T-I Mercedes Central School SPED Center
1
Sample:
Show to the child 10 cotton balls.
Put them on the table and count them.
Then “take away” five (5) cotton balls.
You may say ten “less” five.
Then count the cotton balls that “are left” on the table.
Set A Set B
Say:
 There are 10 cotton balls on the table.
 I took away 5 cotton balls.
 So there are 5 cotton balls left.
2. Guided Practice: (Materials: 10 cotton buds)
Tell to the child that you will do simple subtraction together.

Show her/him 10 cotton buds on the table and let the child count them.
Ask the child to “take away” 6 cotton buds.
Then ask him/her to count how many cotton buds “are left.”
Set A Set B
Ask:
 What do we have on the table?
 How many cotton buds are there?
 How many cotton buds were taken away?
 How many cotton buds are left?
2
Say:
 There are 10 cotton buds on the table.
 We took away 6 cotton buds.
 So there are 4 cotton buds left.
a. Say to the child to spread her/his hands on the air. Just say, take
away/fold 8 fingers. Observe how the child does the activity by
her/himself. She/he is expected to fold eight (8) fingers from her/his
hands.
b. The child will say 10 less 8.
c. The child will count the fingers that are left. Say, 2 fingers are left.
Set A Set B

demonstra simple menguada na entero numero usando maga
objeto.
Este maga actividades ta inclui maga real objeto que
puede agara y manipula. Este bien effectivo manera na
enseńada na simple subtracion.
1. Man Modelo:
Dale mira 8 tapadera con el bata.
Pone coneste ensima’y mesa.
Conta el maga tapadera.
Despues, “quita” tres (3) tapadera.
Puede tu habla, ocho “menos” tres.
Conta cuanto tapadera el ay “ya queda” na mesa.
3
Set A Set B
Habla:
 Tiene 8 tapadera na mesa.
 Ya quita io 3 tapadera.
 5 tapadera el ya queda.
 Quere decir, 8 menos 3 hay 5.
Ejemplo:
Dale mira 10 gapas con el bata.
Pone coneste ensima’y mesa.
Conta el maga gapas.
Despues, “quita” cinco (5) gapas.
Puede tu habla, deiz “menos” cinco.
Conta cuanto gapas el ay “ya queda” na mesa.
Set A Set B
Habla:
 Tiene 10 gapas na mesa.
 Ya quita io 5 gapas.
 5 gapas el ya queda.
 Quere decir, 10 menos 5 hay 5.
2. Practica con Guia: (Materiales: 10 cotton buds)
Habla con el bata cay hace ustedes dos un simple menguada de cosas.
Dale mira 10 cotton buds.
Manda conele conta el maga cotton buds.
Despues, “quita” 6 cotton buds.
Guia con el bata habla, 10 “menos” 6.
Manda con ele conta cuanto cotton buds el “ya queda.”
4
Set A Set B
Pregunta:
 Cuanto bilog cotton buds tiene?
 Cuanto bilog cotton buds ay ya kita?
 Cuanto bilog cotton buds ay ya queda?
Habla:
 Tiene 10 cotton buds na mesa.
 Ya quita 6 cotton buds.
 4 cotton buds el ya queda.
 Quere decir, 10 menos 6 ay 4.
a. Habla con el bata alsa suyo dos mano na aire. Habla, kita o dubla el 8
dedo. Observa kilaya el bata hace con el actividad. El bata ay hace solo-
solo el menguada del ocho (8) dedo.
b. El bata ay habla, 10 menos 8.
c. El bata ay conta el mga dedo ya queda. Habla, 2 el ya queda.
Set A Set B
5
Let’s Practice! / Practica Kita!
Directions: Encircle the correct letter that shows the correct answer.
Direccion: Encircula el letra na ta dale mira el justo contestacion.
A. 6 take away 4
6 quita 4
A B
B. 9 take away 5
9 quita 5
A B
C. 10 take away 7
10 quita 7
A B
6
REMEMBER/ ACORDA
It is important that the child will learn to know the words “take away,” “less,”
and “are left” these are the words use in subtraction.
- Take away means to remove number of object/s from the group.
- Less means to be removed.
- Are left , means to describe the number of object/s left.
Importante con el bata aprende y conoce el maga palabra “quita,”

“mengua” y “ya queda” este el maga palabra ta usa na menguada.
- Quita ta usa para describe el mengguada de objeto na grupo.
- Menos ta usa para describe con el numero ya quita;
- Ya queda, ta usa para describe con el numero del objeto ya queda.
TRY /PROBA
Let’s see how much have you learned today!
Chequia kita cosa tu ya aprende este dia!
Directions: Check the box of the correct answer below the given figures.
Direccion: Marca check con el cajon que tiene justo contestacion.
1.
8 take away 3 / 8 take away 5 /

8 quita 3 8 quita 5
2.

6 quita 5 5 quita 1
7
3.

9 quita 5 9 quita 4
4.

7 quita 3 10 quita 7
5.

7 quita 3 7 quita 4
National Kindergarten Curriculum Guide (2011) Curriculum

REFERENCE/S Development Division, Bureau of Elementary Education, DepEd
Pasig City
DISCLAIMER
8
SUBJECT &
Kinder QUARTER 4th WEEK 7 LESSON 3
GRADE/LEVEL
TOPIC Addition (0 – 5)
LEARNING
Add quantities up to 5 using concrete objects (MKAT-00-8)
COMPETENCY
IMPORTANT: Do not write anything on the material. Write your answers on the Learner’s Activity
and Assessment Sheets provided separately.
UNDERSTAND / ENTENDE
Topic Title: Addition
To the facilitator
In this lesson, the activity will help the child understand

concept of addition by adding quantities up to 5 using concrete
objects. The activity aims to develop skills in counting and adding
numbers.
Follow the steps below:
1. Model.
Say. I will tell you a short story.

This is Ana. This is Toni.
She enjoys taking good care of He loves to take care of his pets
her pets. too.
She has 3 brown dogs. He has 2 brown dogs.
Say:
 Anna has 3 dogs and Toni has 2 dogs.

 When we put them together. They will have 5 dogs in all.
 3 dogs and 2 dogs are equal to 5 dogs.
 We use plus sign (+) as a symbol for addition.
CapSLET Written by: Ma. Ella F. Fabella MT II Maasin Learning Center

Illustrators: Regin C. Duterte T-II Maasin Learning Center
Kristine Joy Antao T-III Putik Cetral School
9
+ =
3 + 2 = 5
Say:
 3 + 2 =5
 Let the child repeat the number sentence: 3+2 = 5
2. Guided Practice
Guide the child in counting the objects.

Let the child write the number sentence.
+ =
__________ __________ __________
__________
__________ + __________
__________ = __________
__________
Let the child say:

 2 ducks plus 2 ducks are equals 4 ducks.
+ =
__________ __________ __________

__________
__________ + __________
__________ = __________
__________
Let the child say:

 5 bees plus 5 bees are equals 10 bees.
CapSLET
CapSLET Written
Written by:by:
Ma.Anna
EllaMarie Lovely
F. Fabella MTR.IIDael,
MaasinT-ILearning
MercedesCenter
Central School SPED Center
Illustrator:Regin
Illustrators: AnnaC.Marie Lovely
Duterte T-II R. Dael, Learning
Maasin T-I Mercedes
CenterCentral School SPED Center
10
+ =
__________ __________ __________

__________
__________ + __________
__________ = __________
__________
Let the child say:

 3 frogs plus 4 frogs are equal 7 frogs.
3.Independent Practice
Directions: Let the child answer the simple addition.
+ =
__________ __________ __________

__________
__________ + __________
__________ = __________
__________
+ =
__________ __________ __________
__________
__________ + __________
__________ = __________
__________

11
+ =
__________ __________ __________

__________
__________ + __________
__________ = __________
__________
Para con el facilitator
Este leccion, ay ayuda con el bata entende el concepto de

adiccion por medio de hace junto con el maga objeto principiando na
numero 1 hasta 5. Este actividad tiene el objeto para desarolla el
habilidad na contada del numero y adicion.
Sigue con el paso abajo:
1. Modelo:
Habla: Tiene yo corto historia
Este si Ana. Este si Toni.

Tiene le 3 perro. Bien grande su Tiene tambien ele 2 perro.
amor con estos. Bien grande tambien su amor
con estos.
Habla:
 Si Ana tiene 3 perro. Si Toni tiene tambien dos perro.

 Pone junto con estos maga perro ay tiene 5 perro.
 3 perro y 2 perro igual (equal) 5 perro.
 Plus (+) el simbolo ta usa para aumenta.
CapSLETWritten
CapSLET Writtenby:
by:Ma.
Anna
EllaMarie Lovely
F. Fabella R. IIDael,
MT T-I Mercedes
Maasin Central School SPED Center
Learning Center
Illustrator: Anna Marie Lovely R. Dael, T-I Mercedes
Illustrators: Regin C. Duterte T-II Maasin Learning Center Central School SPED Center
12
+ =
3 + 2 = 5
Habla:
 3 + 2 =5 (tres aumenta dos igual cinco)
 Manda con el bata repiti con el oracion de numero: tres plus dos igual
cinco
2. Practica con Guia
Guia con el bata na contada del maga objeto.

Manda con el bata escribi el oracion de numero.
+ =
__________ __________ __________
__________
__________ + __________
__________ = __________
__________
Manda habla con el bata:

 2 pato aumenta 2 pato igual 4 pato.
+ = +
__________ __________ __________

__________
__________ + __________
__________ = __________
__________

 5 buyug aumenta 5 buyug igual 10 buyug.
CapSLETWritten
CapSLET Writtenby:
by:Ma.
Anna Marie
Ella LovelyMT
F. Fabella R. II
Dael, T-I Mercedes
Learning Center
Illustrator: Anna Marie Lovely R. Dael, T-I Mercedes Central
Illustrators: Regin C. Duterte T-II Maasin Learning Center School SPED Center
13
+ =
__________ __________ __________
__________
__________ + __________
__________ = __________
__________

 3 palaka aumenta 4 palaka igual 7 palaka.
Direccion: Manda con el bata escribi el oracion de numero.
+ =
__________ __________ __________

__________
__________ + __________
__________ = __________
__________
+ =
__________ __________ __________
__________
__________ + __________
__________ = __________
__________
CapSLETWritten
CapSLET Writtenby:
by:Ma.
Anna Marie
Ella LovelyMT
F. Fabella R. Dael, T-I Mercedes
II Maasin Learning Central
Center School SPED Center
14
+ =
__________ __________ __________

__________
__________ + __________
__________ = __________
__________
Let’s Practice! / Practica Kita
Directions: Ask the child to write the number sentence.

+ =
__________ __________ __________

__________
__________ + __________
__________ = __________
__________
+ =
__________ __________ __________

__________
__________ + __________
__________ = __________
__________
CapSLETWritten
CapSLET Writtenby:
by:Ma.
Anna
EllaMarie Lovely
F. Fabella R. IIDael,
MT T-I Mercedes
Learning Center
Illustrator: Anna Marie Lovely R. Dael, T-I Mercedes
Illustrators: Regin C. Duterte T-II Maasin Learning Center Central School SPED Center
15
+ =
__________ __________ __________
__________
__________ + __________
__________ = __________
__________
REMEMBER/ ACORDA
It is important that the child will show mastery in adding numbers from 1 to 5.
This will help develop the child’s confidence and awareness on the concept of
addition.
Importante para con el bata dale mira su habilidad na aumentada de numero

principiando na 1 hasta 5. Este ay ayuda desarolla su confianza y saber na
concepto de adiccion.
TRY /PROBA
Let’s see how much you have learned today!
Directions: Count the given objects in each set. Write the correct answer inside the box.
Direccion: Conta el maga cosa na cada grupo. Escribi el justo contestacion na cajon.
3+2=
CapSLET
CapSLETWritten
Writtenby:
by:Ma. EllaMarie
Anna F. Fabella
LovelyMT
R. IIDael,
Maasin Learning Center
T-I Mercedes Central School SPED Center
16
1+3=
2+2=
National Kindergarten Curriculum Guide, Pasig City pp. 367- 368

REFERENCE/S (2017) Curriculum Development Division, Bureau of Elementary
Education, 2017 pp.367-368
DISCLAIMER

CapSLET Written
Illustrators: Reginby:
C.Anna Marie
Duterte T-IILovely
MaasinR.Learning
Dael, T-ICenter
Mercedes Central School SPED Center
Illustrator: Anna
Kristine Joy Marie
Antao Lovely
T-III PutikR.Cetral
Dael,School
17
SUBJECT &
GRADE/LEVEL
TOPIC Addition (6 – 10)
 Add quantities up to 10 using concrete objects (MKAT-00-8)
LEARNING
 Write addition number sentences using concrete representations (MKAT-00-
COMPETENCY
10)
IMPORTANT: Do not write anything on the material. Write your answers on the Learner’s Activity
and Assessment Sheets provided separately.
UNDERSTAND / ENTENDE
Topic Title: Addition
To the facilitator
In this lesson, the activity will help the child understand

concept of addition by adding quantities up to 10 using concrete
objects. The activity aims to develop skills in counting and adding
numbers.
Follow the steps below:
1. Model
Say. Let the child observe and count the objects.
This is Ana. She loves to eat fruits. This is Toni. He loves to eat
She has 6 mangoes. oranges. He has 4 oranges.
Say:
 Anna has 6 mangoes and Toni has 4 mangoes.

 When we put them together. They will have 10 mangoes in all.
 6 mangoes and 4 mangoes are equal to 10 mangoes.
 We use plus sign (+) as a symbol for addition.

CapSLET Written
Illustrators: Regin by: Anna Marie
C. Duterte Lovely R.
T-II Maasin Dael, T-I
Learning Mercedes Central School SPED Center
Center
Illustrator: Anna Marie Lovely R. Dael, T-I
Kristine Joy Antao T-III Putik Cetral School Mercedes Central School SPED Center
18
+ =
6 + 4 = 10
Say:
 6 + 4 = 10
 Let the child repeat the number sentence: 6 + 4 = 10
2. Guided Practice

Let the child write the number sentence.
+ =
__________ __________ __________
__________
__________ + __________
__________ = __________
__________
Let the child say:

 4 doughnuts plus 4 doughnuts are equals to 8 doughnuts.
+ =
__________ __________ __________
__________
__________ + __________
__________ = __________
__________
Let the child say:

 6 strawberries plus 4 strawberries are equals to 10 strawberries.

CapSLET Regin
Illustrators: Written
C.by: AnnaT-II
Duterte Marie Lovely
Maasin R. Dael,Center
Learning T-I Mercedes Central School SPED Center
Illustrator: Anna Marie Lovely R. Dael,
Kristine Joy Antao T-III Putik Cetral SchoolT-I Mercedes Central School SPED Center
19
+ =
__________ __________ __________
__________
__________ + __________
__________ = __________
__________
Let the child say:

 4 envelopes plus 3 envelopes are equals to 7 envelopes.
Directions: Let the child answer the simple addition.
+ =
__________ __________ __________

__________
__________ + __________
__________ = __________
__________
+ =
__________ __________ __________

__________
__________ + __________
__________ = __________
__________
CapSLET
CapSLET Written
Written by:
by: Anna Marie
Ma. Ella Lovely MT
F. Fabella R. Dael, T-I Mercedes
II Maasin LearningCentral
20
+ =
__________ __________ __________

__________
__________ + __________
__________ = __________
__________
Para con el facilitator
Este leccion, ay ayuda con el bata entende el concepto de

adiccion por medio de hace junto con el maga objeto principiando na
numero 6 hasta 10. Este actividad tiene el objeto para desarolla el
habilidad na contada del numero y adicion.
Sigue con el paso abajo:
1. Man Modelo:
:
Habla:
Dale mira el grupo del maga retrato.
Este si Ana. Si Ana quiere- quiere Este tamen si Toni. Ele quiere-
come fruta. Ele tiene 6 mangga quiere tambien come mangga. Ele
maduro. tiene 4 mangga.

Illustrators:
Illustrator: Regin C. Duterte
Anna Marie T-IIR.Maasin
Lovely Learning
Dael, T-I Center
21
Habla:
 Si Ana tiene 6 mangga. Si Toni tiene 4 mangga.

 Pone junto con estos maga mangga ay tiene 10 mangga.
 6 mangga y 4 mangga igual (equals to) 10 mangga.
 Plus (+) el simbolo ta usa para aumenta.
+ =
6 + 4 = 10
Habla:
 6 + 4 = 10 (seiz aumenta cuatro igual diez)
Manda con el bata repiti con el oracion de numero: seiz aumenta cuatro
igual diez
Guia con el bata na contada del maga objeto.

Manda con el bata escribi el oracion de numero.
+ =
__________ __________ __________
__________
__________ + __________
__________ = __________
__________
 4 doughnuts aumenta 4 doughnuts igual 8 doughnuts.
CapSLET
CapSLETWritten
Writtenby:
by:Anna Marie
Ma. Ella F. Lovely
Fabella R.
MTDael, T-I Mercedes
II Maasin LearningCentral
CenterSchool SPED Center
Illustrator:
Illustrators:Anna Marie
Regin LovelyT-II
C. Duterte R. Dael, T-ILearning
Maasin MercedesCenter
22
+ =
__________ __________ __________
__________
__________ + __________
__________ = __________
__________

 6 strawberries aumenta 4 strawberries igual 10 strawberries.
+ =
__________ __________ __________
__________
__________ + __________
__________ = __________
__________

 4 sobre aumenta 3 sobre igual 7 sobre.
+ =
__________ __________ __________

__________
__________ + __________
__________ = __________
__________
CapSLETWritten
CapSLET Writtenby:
by:Anna
Ma. Marie
Ella F.Lovely
FabellaR.
MT II Maasin
Dael, Learning
T-I Mercedes CenterSchool SPED Center
Central
23
+ =
__________ __________ __________

__________
__________ + __________
__________ = __________
__________
+ =
__________ __________ __________

__________
__________ + __________
__________ = __________
__________
Let’s Practice!/ Practica Kita
Directions: Look at the objects carefully. Count the objects and encircle the correct
numeral.
Direccion: Mira con el maga retrato. Conta el maga cosa y encircula el justo numero.
7, 8
CapSLET
CapSLET Written
Written by:
by: Ma.
AnnaElla F. Fabella
Marie LovelyMT II Maasin
R. Dael, Learning Central
T-I Mercedes Center School SPED Center
24
8, 9
6, 7
9, 10
6, 7
REMEMBER/ ACORDA
It is important that the child needs to know and master the skill in counting and
recognizing numeral. They should have confidence and awareness on the concept
of addition. This includes recognizing the words like “put together,” “add to,” and
“in all” that indicate the act of adding whole numbers.
Importante para con un bata que sabe, acorda y tiene habilidad de recognisa
numero. Ta inclui aqui el saber si que modo usa el maga palabra como “omenta”
y “ todo” que ta indica el acto de addition.

Kristine Joy
CapSLET Antao
Written by:T-III
Anna Putik
MarieCetral School
Lovely R. Dael, T-I Mercedes Central School SPED Center
25
TRY /PROBA
Let us see how much you have learned today!
Directions: Look at the set of objects. Identify and count the given fruits and vegetable in
each set. Write the correct numeral inside the box.
Direccion: Mira con el maga grupo de retratro. Identifica y conta el maga fruta y gulay na
cada grupo. Escribi el justo numero na cajon.
5+4=
4+4=
7+3=
26
4+3=
6+4=
National Kindergarten Curriculum Guide pp. 367- 368 (2017)

REFERENCE/S Curriculum Development Division, Bureau of Elementary Education,
DepEd Pasig City
DISCLAIMER

CapSLET Written
Illustrators: Reginby:
C.Anna Marie
Duterte T-IILovely
MaasinR.Learning
Dael, T-ICenter
Illustrator: Anna Marie Lovely R. Dael, T-I
Kristine Joy Antao T-III Putik Cetral SchoolMercedes Central School SPED Center
27
SUBJECT &
GRADE/LEVEL
TOPIC Subtraction
 Subtract quantities up to 5 using concrete objects (MKAT-00-9)

LEARNING
COMPETENCY
 Write subtraction number sentences using concrete representations
(MKAT-00-10)
IMPORTANT: Do not write anything on this material. Write your answer on the Learner’s
activity and assessment sheets. Provided separately.
UNDERSTAND/ ENTENDE
Topic Title: Subtraction
To the facilitator
In this lesson, the activity will help the child understand concept of
subtraction by subtracting quantities up to 5 using concrete objects.
The activity aims to develop skills in counting and subtracting
numbers.
Follow the steps below.
1. Model: Present a word problem
Say: This is Jen. She has 5 guavas. She gave 2 guavas to her friend Roy. How many
guavas were left to Jen?
Say:
 Jen has 5 guavas and gave she gave 2 guavas to Roy.

 In 5 guavas we take away 2 guavas. There will be 3 guavas left.
 5 guavas take away 2 guavas equal to 3 guavas.
 We use minus sign (-) as a symbol for subtraction.
CapSLET
CapSLET Written
Writer:by: AnnaDL.
Kristel Marie Lovely
Javier, R.Maasin
T-III Dael, T-I Mercedes
Learning Central School SPED Center
Center
Illustrator: Anna
Illustrators: Marie
Kristel Lovely
DL. Javier,R.T-III
Dael,Maasin
T-I Mercedes
LearningCentral
Kristine Joy Antao T-III Putik Central School
28
5 - 2 = 3
Let the child repeat the number sentence.
2. Guided Practice

Let the child write the answer.
4-2=
Say:
We have 4 hats. We take away 2 hat. We have 2 hats left.
5-3=
Say:
We have 5 baskets. We take away 3 baskets. We have 2 baskets left.
3-2=
Say:
We have 3 caps. We take away 2 caps. We have 1 cap left.
CapSLET
CapSLET Writer:
WrittenKristel DL.Marie
by: Anna Javier, T-III Maasin
Lovely R. Dael,Learning CenterCentral School SPED Center
T-I Mercedes
Illustrators: Kristel
Illustrator: Anna DL. Lovely
Marie Javier, T-III Maasin
R. Dael, Learning Center
29
Directions: Write the correct answer.
5-1=
3-2=
4-3=
5-4=
4-2=
CapSLETWritten
CapSLET Writer: by:
Kristel
Anna DL. Javier,
Marie T-IIIR.
Lovely Maasin
Dael, Learning Center
Illustrators: Kristel DL. Javier, T-III Maasin Learning Center
30

demonstra simple menguada na entero numero principiando na
numero 0 hasta numero 5.
Este maga actividades ta inclui maga real objeto que puede
agara y manipula. Este bien effectivo manera na enseńada na
simple subtracion.
1. Modelo:
Hace : Dale mira mga retrato.
Habla: Este is Jen. Ele tiene 5 guyabas. Ya dale ele 2 guyabas con Roy. Cuanto
guyabas ya queda con Jen?
2. Chequia el entendimiendo del bata con el cosa le ya oi.

Pregunta:
 Puede ba tu habla cosa frutas tiene si Jen? Guyabas.

 Ta come ba tu guyabas? Si.
 Cuanto guyabas tiene si Jen? 5.
 Cuanto guyabas le ya dale con Roy? 2.
 Cuanto guyabas ya queda con ele? 3.
 Cosa ya hace si Jen? Ya mengua si Jen 2 guyabas y ya dale con Roy.
5 - 2 = 3
Hace:
 Manda con el bata repeti con el informacion. Chequia si amo el informacion ya

habla.
CapSLET
CapSLETWritten
Writer: by: Anna
Kristel Marie
DL. Lovely
Javier, T-IIIR. Dael, T-I
Maasin Mercedes
Center
Illustrators: Kristel DL. Javier, T-III Maasin Learning Center School SPED Center
31
Guia con el bata conta para mengua mga objeto na kada grupo. Manda identifica el
justo numero.
4-2=
Habla:
Tiene kita 4 sombrero, mengua 2 sombrero ya queda 3 sombrero.
5-3=
Habla:
Tiene 5 alat, mengua 3 alat ya queda 2 alat.
3-2=
Habla:
Tene 3 gorra, mengua 2 gorra ya queda 1 gorra.
CapSLET Writer: Kristel DL. Javier, T-III Maasin Learning Center

32
3. Practica Independiente:
Direccion: Escribi el justo contestacion.
5-1=
3-2=
4-3=
5-4=
4-2=
CapSLET
CapSLETWritten
Writer: by: Anna
Kristel Marie
DL. Lovely
Javier, T-IIIR. Dael, Learning
Maasin T-I Mercedes Central School SPED Center
Center
Illustrator:
Illustrators:Anna Marie
Kristel DL.Lovely
Javier, R. Dael,
T-III T-I Mercedes
Maasin Learning Central
33
Let’s Practice!/ Practica Kita
Directions: Look at the objects carefully. Count the objects and encircle the correct
numeral.
Direccion: Mira con el maga retrato. Conta el maga cosa y encircula el justo numero.
3,2
2,1
3,2
1,2
4,5
CapSLET
CapSLETWriter:
WrittenKristel DL.Marie
by: Anna Javier,Lovely
T-III Maasin
R. Dael,Learning CenterCentral School SPED Center
T-I Mercedes
34
Directions: Count the objects and subtract. Write the correct answer inside the box
Direccion: Conta el mga retrato y mengua. Escribi el correcto numero na cajon.
3-2=
4-2=
2-1=
5-3=
CapSLET
CapSLET Written
Writer:by: AnnaDL.
Kristel Marie Lovely
Javier, R.Maasin
T-III Dael, T-I Mercedes
Center
Illustrator: Anna
Illustrators: Marie
Kristel Lovely
DL. Javier,R.T-III
Dael,Maasin
T-I Mercedes
LearningCentral
35
REMEMBER/ ACORDA
`
Key Po
It is important that ints

the child needs to know and master the skill in counting and
recognizing numeral. They should have confidence and awareness on the concept of
subtraction. This includes recognizing the words like “take away,” “less,” and “left” that
indicate subtraction. We use minus sign (-) as a symbol to indicate subtraction.
Importante para con un bata que sabe acorda y tiene habilidad de reconoce numero.
Ta inclui aqui el saber si que modo usa el maga palabra como “mengua o quita” menos” y
“ya queda” que ta indica el acto de subtraccion. Ta usa kita el simbolo de (-) para indica
concepto de subtraccion.
TRY /PROBA
Let’s see how much you have learned today!
Checquia kita cosa tu ya aprende este dia!
Directions: Encircle the correct answer

Direccion: Escribi el justo numero.
3,4
2,1
4,1
CapSLET
CapSLETWriter:
WrittenKristel DL. Marie
by: Anna Javier,Lovely
T-III Maasin Learning
R. Dael, Center Central School SPED Center
T-I Mercedes
Illustrators:
Illustrator:Kristel DL. Javier,
Anna Marie LovelyT-III Maasin
R. Dael, T-ILearning
MercedesCenter
36
1,2
3,2
3,5
National Kindergarten Curriculum Guide, Pasig City, Curriculum

REFERENCE/S Development Division, Bureau of Elementary Education,
DepEd, 2017
DISCLAIMER
CapSLET Writer: Kristel DL. Javier, T-III Maasin Learning Center

CapSLET Written
Illustrators: Kristelby:
DL.Anna Marie
Javier, Lovely
T-III MaasinR.Learning
Dael, T-ICenter
Illustrator: Anna Marie
Kristine JoyLovely
Antao R. Dael,
T-III T-ICentral
Putik Mercedes Central School SPED Center
School

KINDER Quarter 4 Week 7 Final

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FOR ZAMBOANGA CITY DIVISION USE ONLY

NOT FOR SALE

Anna Marie Lovely R. Dael, T-I

Kristin Joy A. Zamora

Schools Division Office of Zamboanga City

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede

TOPIC Taking Away (0-5)

In this lesson, you are to guide the child on how to

To teach these, follow the steps below:

3 take away 1 2 are left

4 take away 1 3 are left

2. Guided Practice: (Materials: 5 dried leaves)

Tell to the child that you will do simple subtraction together.

5 take away 2 3 are left

Sample: (Materials: 5 pebbles)

5 take away 3 2 are left

Ask the child to prepare 5 stones on the table.

Para con el facilitador,

Para enseña este, segue el paso abajo.

2. Practica con Guia: (Materiales: 5 hojas)

Habla con el bata hace simple subtruccion.

Ejemplo: (Materials: 5 diutay piedra)

Prepara 5 piedra na mesa.

Let’s Practice! / Practica Kita!

Importante con el bata aprende y conoce el maga palabra “quita,”

Directions: Encircle the correct answer.

National Kindergarten Curriculum Guide (2011) Curriculum

TOPIC Taking Away (6-10)

In this lesson, you are to guide the child on how to

To teach these, follow the steps below:

8 take away 3 5 are left

10 take away 5 5 are left

2. Guided Practice: (Materials: 10 cotton buds)

Tell to the child that you will do simple subtraction together.

10 take away 6 4 are left

Para con el facilitador,

Para enseña este, segue el paso abajo.

2. Practica con Guia: (Materiales: 10 cotton buds)

b. El bata ay habla, 10 menos 8.

c. El bata ay conta el mga dedo ya queda. Habla, 2 el ya queda.

Let’s Practice! / Practica Kita!

Importante con el bata aprende y conoce el maga palabra “quita,”

8 take away 3 / 8 take away 5 /

6 take away 5 / 5 take away 1 /

9 take away 5 / 9 take away 4 /

7 take away 3 / 10 take away 7 /

7 take away 3 / 7 take away 4 /

National Kindergarten Curriculum Guide (2011) Curriculum

In this lesson, the activity will help the child understand

Follow the steps below:

Say. I will tell you a short story.

 Anna has 3 dogs and Toni has 2 dogs.

CapSLET Written by: Ma. Ella F. Fabella MT II Maasin Learning Center

Guide the child in counting the objects.

Let the child say:

__________ __________ __________

Let the child say:

__________ __________ __________

Let the child say:

Directions: Let the child answer the simple addition.

__________ __________ __________

CapSLET Written by: Ma. Ella F. Fabella MT II Maasin Learning Center

__________ __________ __________

__

__

__

__

__

__

__

__

__

__

__

__

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