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QUARTER II

Week 1 – Day 5

Subject: MATH Grade Level: 1

Date: __________________ Day: 5

The Learner demonstrates understanding of whole

Content Standard numbers up to 100, ordinal numbers up to 10th, money
up to PhP100 and fractions ½ and 1/4.

The learner is able to recognize, represent, and order

Performance Standard whole numbers up to 100 and money up to PhP100 in
various forms and contexts.

Competency

I. OBJECTIVES

Knowledge: ● Define

Skills: ● visualizes and represents numbers from 51 to

100 using a variety of materials.
● reads and writes numbers from 51 to 100 in
symbols and in words.
Affective: ● Write numbers neatly and legibly

II. CONTENT Numbers and Number Sense

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 1, pp. 22-25

Pages

2. Learner’s Learner’s Module (LM) in Math 1, pp. 26-31

Materials Pages

3. Textbook Pages Math and Beyond pages 25 to 31

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4. Additional Base ten blocks,pictures,real objects

Materials

5. Learning Resources
(LR) portal

B. Other Learning Retrieved from www.google.ph.com

Resources (counters, pictures, charts, longs, flats, ones)

IV. PROCEDURES

A. Reviewing or
Let pupils read numbers from 0 to 50 in the number
presenting the new chart.
lesson

B. Establishing a Let pupils take out their popsicle sticks.

purpose for the lesson Count from 0 t0 50. Add one to fifty .

Ask:
1. How many sticks do you have in all?

C. Presenting examples ACTIVITY

of the new lesson
Continue the activity until you reach 100.

Discuss with the pupils the number symbol and the

word

Explain that 50 is 5 sets of10 sticks and 0.51 is 5 sets of

tens and 1ones. Repeat the process
on ones and tens.

Show the number chart.

Let pupils read the number symbol and the word.

Reading by groups, pairs and individually.

Show pictures of 5 bundles of of ten sticks and 5 loose

sticks.

Ask:
1. How many sticks are there in all?
(4 bundles of 10 sticks and 6 loose sticks)
2. How many in all?

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D. Discussing new
concepts and
Show to the class flats , longs and ones. Discuss with
practicing new skills
the pupils that 1 flat is equal to 100, 1 long is equal to
#1 tens and 1 ones.
Ask:
5 longs is equal to____
6 longs and 3 ones is equal to _____
8 longs and 5 ones is equal to ______
1 flat is equal to ____
7 longs and 8 ones is equal to ____

E. Discussing new
concepts and
practicing new skills
#2

F. Developing Mastery Count the flats , longs and ones.\write the correct
number symbol

G. Finding practical Count :

applications of 1. Number of boys and girls inside the classroom.
concepts and skills in 2. Number of math books in the shelf.
daily living

H. Making 1. What did you do with the objects? (we ccount

Generalizations and the objects)
abstractions about 2. What can you do now?(We count from 50 to
100)
the lesson

I. Evaluating learning Write the missing number.

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J. Additional Write numbers from 50 to 100 in your math notebook

Activities for
application or
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who __ of learners who earned 80% above

earned 80% in the
evaluation

B. No. of learners who ___ of Learners who require additional activities for remediation
require additional
activities for remediation

C. Did the remedial ___Yes ___No

____ of Learners who caught up the lesson
lessons work? No. of
learners who have

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caught up the lesson

D. No. of learners who ___ of Learners who continue to require remediation

continue to require
remediation

E. Which of my teaching Strategies used that work well:

___ Group collaboration
strategies worked well? ___ Games
Why did these work? ___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks

F. What difficulties did I __ Bullying among pupils

__ Pupils’ behavior/attitude
encounter which my __ Colorful IMs
principal and supervisor __ Unavailable Technology
help me solve? Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition

G. What innovation or
localized I used/discover
The lesson have successfully delivered due to:
which I wish to share ___ pupils’ eagerness to learn
with other teacher? ___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games

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___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks

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ATTACHMENT
Session: 1 (1 day)

Content: Direct Variation

DISCUSSIONS:
A variable y varies directly as variable x if and only if . The
constant is called the variation constant or the constant of
proportionality. If we know one pair of values that varies directly, then
we can find k. Once k is known, we can write the equation of variation
and use it to determine other values.
In the same manner, that a variable y varies directly as the square
of x is expressed as .
Direct variation is also related to proportion. Let (x1,y1) and (x2,
y2) be any two solutions for , then or . Similarly you have or . Since we
can equate and to , it follows that .

SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.

DIRECTION: Which of the following situations show direct variation?

1. Water pressure on a submarine depends on the depth.

2. The area of the face of a cube is related to its volume.
3. The cost of life insurance depends on the age of the insured person.
4. The age of a used car is related to its resale value.
5. The distance an airplane fly depends on its time of travel.

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DIRECTION: Which of the equations is of the form y=kx and shows

direct relationship?
1. 3 x−2
2. y = 5x
3. y=x
4. y= x2 + 1
5. y = 3x2

DIRECTION: Write an equation for the following statements:

1. The length L of a person’s shadow at a given time varies directly as the height h of that
person.
2. The cost of electricity C varies directly as the number of kilowatt-hour consumption I.
3. The volume V of a cylinder varies directly as its height h.
4. The weight W of an object is directly proportional to its mass m
5.The area A of a triangle is proportional to its height h.

DIRECTION: Write an equation to describe these situations.

1. varies directly as .
2. varies directly as the fourth root of
3. The surface area of a sphere varies directly as the square of the radius .

DIRECTION: Read the phrases below. Tell whether each of the phrases
below represents a direct variation. If they do, write the equation to
describe the situation:
1. The time spent in walking to the rate at which a person walks.
2. The cost of life insurance to the age of the insured person.
3. The age of a used car to its resale value.
4. The amount of money raised in a concert to the number of tickets sold.

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5. The distance an airplane flies to the time travelling.

DIRECTION: Read the following situation then answer the question that
follow:
1. Your distance from lightning varies directly with the time it takes you to hear thunder.
If you hear thunder 10 seconds after you see the lighting, you are about 2 miles from
the lightning.
Question: Write a direct variation equation for the relationship between time and
distance?
2. A recipe for 2 dozen corn muffins calls for 3 cups of flour. The number of muffins
varies directly with the amount of flour you use.
Question: Write a direct variation equation for the relationship between the
number of cups of flour and the number of muffins.

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REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

EASE Modules Year 2, Module 1: Variation

Bryant, M., & et. al. (2014). Mathematics-Grade 9 Learner’s Module (1st Ed.).
Pasig City: DepEd-IMCS

B. BOOKS AND OTHER REFERENCES

Mendoza, M. and Oronce, O. (2007). e-Math Intermediate Algebra. Quezon City,

Philippines: Rex Book Store.

Bernabe, J. and Soledad, J. (2009) Intermediate Algebra Textbook for Second

Year, Rev. Ed. Quezon City: SD Publications, Inc.

K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines;

C. INTERNET SOURCES:

www.google.ph.com

Direct Variation. E-math Ii Tm' 2007 Ed.(intermediate Algebra). Retrieved on

October 10, 2017 from https://books.google.com.ph/books

Direct variation Worksheet(pdf). Retrieved on October 10, 2017 from

https://www.anderson5.net

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