Math 1 Q3

PROTOTYPE AND
CONTEXTUALIZED
DAILY LESSON
PLANS IN
GRADE 1
MATHEMATICS
QUARTER 3
i
ii
LIST OF DEVELOPMENT TEAM MEMBERS
PROTOTYPE AND CONTEXTUALIZED DAILY LESSON PLANS IN GRADE ONE
MATHEMATICS (THIRD QUARTER)
WRITERS
MYRA D. DULPINA LIGAYA J. BAUTISTA

ALMA S. DIGO ROWENA D. FLORES
AIZA REQUEHO EVA D. DIALOGO
SHERYLL LLORIN GLENDA D. MENDINA
MERCELITA F. BALOLOY
EDITORS
MANILYN E. FEDILLAGA ELENA D. HUBILLA
VALIDATORS
NELEUTERIO E. DELLOSA MA. NIDA L. ROCHA

JENELITA D. HILOT FE D. DON
ERMA T. ENOBIO
DEMONSTRATION TEACHERS
MELODY D. DERAMAS ELVIE L. DOLOIRAS

ANDREA DINA E. DINO MAY ANNE D. MENESES
PERLA L. LACHICA NENETH JINKY D. FABILA
AILEEN S. DE JESUS JANETTE L. GARDON
MARIFE V. YOUNG ROWENA A. JAZMIN
SHIRLEY D. DOMETITA ANGELA D. SOLIMAN
MARY GRACE D. DOCOG CATHERINE B. DIOLATA
MELISANDRA D. DESTACAMENTO IRENE D. ADAMOS
ELENA D. HUBILLA
Education Program Supervisor-1
Mathematics
MONSERAT D. GUEMO, Ph. D.

CID Chief Supervisor
MARIVIC P. DIAZ, Ed. D.

OIC, Assistant Schools Division Superintendent
Dr. NYMPHA D. GUEMO

Schools Division Superintendent
iii
iv
DAILY LESSON PLAN IN MATHEMATICS I
School Maslog Elemtary School Grade Level Grade I

Teacher Nohman C. Ebdani Learning Area Mathematics
Dates March 20, 2023 Quarter Third
I OBJECTIVES
A. Content Standard Demonstrate understanding of addition and
subtraction of whole numbers up to 100
including money.
B. Performance …is able to apply addition and subtraction of
Standard whole numbers up to 100 including money in
mathematical problems and real life situations.
C. Learning Count groups of equal quantity using concrete
Competency objects up to 50 and writes an equivalent
expression.eg. 2 groups of 5 ( MINS-IIIa-37)
LEARNING
OBJECTIVES
a Count group of objects of equal quantity up to
50.
b Explain how to make equivalent expressions
from the given group of objects.
c Write equivalent expression from the given set.
Values Integration Importance of eating nutritious food like fruits.
LEARNING
RESOURCES
Learner’s Materials 174-177
Others Real objects,counters,charted materials
II. SUBJECT COUNTING GROUPS OF EQUAL QUANTITY

MATTER: UP TO 50 AND WRITING EQUIVALENT
EXPRESSIONS
III PROCEDURE Learning Activities
A. Before the Lesson
Game: The Boat is Sinking
Ask the pupils to group themselves 8into 4.
 Review/ After forming a group:
Motivation Ask the pupils to divide their group into 2 groups
with equal quantity. Then, make a subtraction
sentence from the groups that they formed. Ex. 4
into 2 groups of 2
Subtraction sentence: 4-2=2
 Let them group themselves again into 6, 8
& 10.Repeat the process above in every
group that they formed to form a
subtraction sentence.
B. During the lesson: Present 4 pieces of guava fruits.

 Presentation Ask: What is this? What is the color of this fruit?
What is the shape of this fruit? Is this fruit good in
our body? Why?
1
Guessing Game:
I will divide this 4 guavas into 2 groups of equal
quantity.
How many guavas will there be in each group?
Show on how to divide the 4 guavas into 2 groups
of equal quantity.
(Make sure that the pupils will see & observe
the process in dividing the objects into parts
with equal quantity.)
 Discussion of Guide the pupils in counting the number of groups

New Lesson and the number of guavas in each group.
Ask: How many groups are there?
How many guavas are there in each set?
Therefore 4 guavas are divided into 2 groups of 2.
2 groups of 2 is an example of equivalent
expression.
 Recognize the pupil/s that got the correct
answer.
Get again the 4 guavas.

Present 4 boxes, divide the guavas into 4 groups
by putting each fruit inside the boxes and repeat
the process above by asking questions to create
an equivalent expression.
Present 6 popsicle sticks.

Provide boxes for the targeted number of groups
so that the pupils can easily divide the group/set in
equal parts. Make sure that they will pick one
object at a time and put it to the group where it
belongs until all the objects in a set will be
equally distributed to form new groups with
equal quantity.)
Call some volunteers to divide the 6 popsicles into
2, 3& 6 groups with equal quantity and write the
equivalent expression after they formed a group.
Ask the pupils to put out their 20 pcs, of

popsicle sticks. Guide the pupils in forming
different groups that can be made with equal
quantity. For example 20 pcs. into 2 groups, 4,5,10
& 20.
Have them write the equivalent expressions
that they formed in each group.
 Generalization Ask: How do we divide the sets?

(We divide the sets into groups with equal
quantity.)
2
After the lesson:
 Application Group Activity:
The teacher will provide the materials.

Divide the class into 3 groups:
Group 1: Count the number of objects in each set

in column A then match to the correct equivalent
expression in column B.
Column A Column B
1. 2 groups of 2
2.
4 groups of 1
3.
2 groups of 3
Group 2:Give 3 different sets of objects. Each set

have different number of subsets with equal
quantity. Let the group formed the sets according
to the given subsets, Ask them to write the
equivalent expression in each set,.
Group 3:Divide the 18 marbles into 9, 6 , 3, 2,

& 18 groups with equal quantity then write the
equivalent expression in each group. Explain how
the equivalent expression was formed.
Ask each group to read and explain their output

and rate each group using the rubrics below:
Discipline…….20%
Accuracy……..60%
Neatness……..20%
__________
100%
 Recognize the best group.
IV EVALUATION
Direction: Match the group of shapes in column A
to the equivalent expression in column B.
Column A Column B
1. 4 groups of 1
3
2.
3 groups of 2
3.
3 groups of 3
V ASSIGNMENT
Let the pupils do the Home Activity
Write the correct equivalent expression of the

following groups of objects in your notebook.
1.
2.
3.
VI REMARKS
VII
REFLECTION
4
School Maslog Elementary School Grade Level Grade I
Teacher Nohman C. Ebdani Learning Area Mathematics-I
I OBJECTIVES
A. Content Standard Demonstrate understanding of addition and
subtraction of whole numbers up to 100
including money.
B. Performance …is able to apply addition and subtraction of
Standard whole numbers up to 100 including money in
mathematical problems and real life situations.
C. Learning Visualize, represents and separates objects
Competency into groups of equal quantity using concrete
objects up to 50( MINS-IIIa-48)
LEARNING
OBJECTIVES
a. Identify group of objects of equal quantity up to
50.
b. Explain how to separate objects into groups of
equal quantity.
c. Write equivalent expression from the given set.
Values Integration The importance of book in one’s life.
LEARNING
RESOURCES
Learner’s Materials 178-179
Others Real objects,(books, popsicle sticks &
othercounters)charted materials
II. SUBJECT Separating Objects Into Groups of Equal

MATTER: Quantity
III. PROCEDURE Learning Activities
A.Before the Lesson Present 2 different books.

 Review/ Ask: What are these?
Motivation What are the differences between these
two books?
(colors ,thickness, size)
Why do we need these books in our lives?
 I will divide these books into 2 groups.

What is the correct equivalent expression
for these groups of books?
( 2 groups of 1)
B. During the
lesson: Present a situation:
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 Presentation I have 9 new books. I want to give these
books to 3 teachers to help them in teaching
reading to their non-readers. How can I divide
these books so that each teacher will receive the
same number of books?
(Guide the pupils in reading the situation.)
Call some volunteers to divide the books into
3 groups of 3.
 Discussion of
New Lesson Divide the class by pairs.
Give each pair 20 stones.
Let them divide the stones into groups with equal
quantity. Have them write down their different
answers on the provided activity sheets.
( 5 groups of 4.4groups of 5,2 groups of 10 etc.)
Check the work of each pair.
 Recognize the pair with the most number
of correct answers and on time.
Present pictures of sets and ask the pupils

to divide it into groups with equal quantity. Call
other volunteers to write the correct equivalent
expression.
Game: Tell Me
The teacher will say a number and ask the
pupils to give the possible groups with equal
quantity in 5 minutes.
 Generalization  How do we divide the set of objects?

(We divide it into groups with equal
quantity)
C. After the lesson: Group Activity:

The teacher will provide the materials.
Divide the class into 3 groups:
Group 1: Divide the 10 stones into 5 groups.

Write the number of groupings.
Group 2: Divide the 12 scoops into 2,3, & 4

groups. Then write the equivalent expressions.
Group 3: Divide the 24 paper clips into 4 different

groups with equal quantity then write the
equivalent expressions. Explain how the
equivalent expression was formed.
Ask each group to read and explain their output

and rate each group using the rubrics below:
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Discipline…….20%
Accuracy……..60%
Neatness……..20%
__________
100%
 Recognize the best group.
IV EVALUATION
A. Write the correct equivalent expression of the
following group of objects.
1.
__ groups of ____
2.
___ groups of ____
3.
___ groups of ____
B. Divide the group into 3 groups and write the

equivalent expression.
____ groups of _____
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V ASSIGNMENTS
Let the pupils do the Home Activity
Draw and divide the objects.

1.10 lollipops grouped into 2
2.12 popsicles grouped into 4
3.15 cats grouped into 5
4.30 sticks grouped into 3
VI REMARKS
VII REFLECTION:
8
School Maslog Elementary School Grade Level Grade I

I. OBJECTIVES
Demonstrate understanding of Fractions ½
A. Content Standard and ¼.
Recognize, represent, and compare
B. Performance Standards fractions ½ and ¼ in various forms and
contexts.
Visualizes and identifies ½ and ¼ of a whole
object.
C. Learning Competencies MINS -lllb- 72.1
Objectives – Write the
Values Integration: Sharing, helping
LC code
one another.
LEARNING OBJECTIVES:
LO1 : Visualizes one-half of a whole
LO2 : Identifies one-half of a whole
II. SUBJECT MATTER: Identifying One- half of a Whole
III. LEARNING RESOURCES:

A. References: K to 12 Curriculum Guide page 19-20
1. Teacher’s Guide pages 131-133

2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from LR.
Pictures
Real objects, cut outs, shapes, chart,

B. Other Learning Resources scissors, plastic knife.
IV. PROCEDURES
1. Posing the problem.

A. Reviewing lesson or Show a picture of two children and
Presenting the new lessons. post the problem on the board and ask
the pupils to read it.
Karen has one whole pineapple pie.

She wants to give one-half of it to Carlo. If
you
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were Karen, how would you divide the
pineapple pie?
1. Ask the pupils the following questions:

a. What are the names of the children?
b. What does Karen have?
c. What does she want to do with the
pineapple pie?
d. What part of the pineapple pie does
she want to give to Carlo?
e. If Karen would give one-half of the
pineapple pie to Carlo, who would get a
bigger piece?
f. What kind of behavior does Karen
have?
Today we will visualize and identify ½ of a

whole.
Let the pupils visualize and identify how 1
B. Establishing a purpose for the
whole of pineapple pie will be divided into
lessons.
halves.
Assist the pupils who cannot follow.
C. Presenting examples/ instances of Let the pupils focus on answer.

the new skills. 1. What is the shape of each part of the
pineapple pie?
(The shape of each part of the
pineapple pie is a semi-circle.)
2. What can you say about the sizes of
the two semi-circles?
(The sizes of the two semi -circles
are equal.)
3. Can you say that a whole pie is
divided into two parts of equal sizes?
(Yes, the whole pineapple pie is
divided into two parts of equal sizes.)
4. Ask the pupils to show that the two
parts of the pineapple pie are of
equal sizes.
Explain to the pupils that when a whole is
divided into two parts of equal size we call
each part one-half, Write one – half on the
board, the word and the symbol. Write ½ on
each part.
(Present other examples of objects divided
into halves.)
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D. Discussing new concepts and Group Activity (Set the standards for group activity
practicing new skills #1. including safety in using the knife)
(The teacher will distribute real objects to each
group.)
GROUP I
Divide the orange into two-equal parts.
GROUP II
Identify
Divide the fudge bar into two-equal parts.
GROUP III
Visualize
Divide the cupcake into two-equal parts.
(The real objects can be replaced with what is
existing in the community as long as it can be
divided equally)
QUESTIONS:
• What can you say about your activity?
• How did you find the activity?
• Did you follow the instructions?
Let the pupils get a piece of pad paper. Then let

them divide it into two equal sizes. It might be
horizontal or vertical, as long as they can divide it
into two equal size.
Let the pupils visualize and identify one half.

E. Discussing new concepts and
practicing new skills #2. Explain to the pupils that when a whole is divided
into two parts of equal size, we call each part “ one-
half ”. Write “ one-half ” on the board, the word and
the symbol. Write ½ on each part.
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F. Developing Mastery Group Activity
(Leads to Formative Group A (manila paper)
Assessment 3) Draw the missing part of the shapes to form a whole.
Circle the shapes that shows ½.
Write ½ on the other side.
1. 4.
2. 5.
..
3.
…
Group B
3
Identify which is ½ of a figure in A. Match A with B
. the whole object. Connect them using a line.
to form
A B
1. . .
2. . .
3. . .
4. . .
5. . .
Group C
Mark / if the whole is divided into 2 equal parts.
Mark X if not.
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1. Did you like the activities?
2. How do you show/ know ½?
3. Are you happy with group activity?
4. Did you enjoy working in a group?
5. Did you participate in the group work?
6. What did you learn from your group mates?
G. Making generalizations and What do you call one part of a whole if whole is
abstractions about the lesson. divided into 2 equal parts?
If a whole is divided into 2 equal parts, one part is
called one-half (½).
Show it on the board.
H. Finding practical application of Let them identify objects in the classroom that can
concepts and skills in daily life. be divided equally into 2 parts and explain / show
how it can be divided.
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I. Evaluating Learning Note: (The teacher may select which activity is suited
to the level of the learners.)
A. Draw a line to show 2 equal parts of each

shape.
B. Draw a line to show 2 equal parts of each

shape.
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C. Color one-half of each shape.
Group III
1.
4.
2.
5.
3.
J. Assignment Check the shape that shows ½ and color ½ of it.
V. REMARKS
VI. REFLECTION
NOHMAN C. EBDANI
Teacher
ANTONIO ROGELIO P. AÑONUEVO

ESP II
15
School Maslog Elementary School Grade Level Grade 1

I. OBJECTIVES
Demonstrate understanding of Fractions ½ and ¼.
A. Content Standard
Recognize, represent, and compare fractions ½

B. Performance Standards
and ¼ in various forms and contexts.
Visualizes and identifies ½ and ¼ of a whole
C. Learning Competencies object.
Objectives – Write the MINS -lllb- 72.1
LC code  Values Integration: Sharing, Cooperation/
Arts & Culture
LEARNING OBJECTIVES:
LO1 : Visualizes one-fourth of a whole
LO2 : Identifies one-fourth of a whole
Reads and writes one-fourth in symbols and in
LO3 :
words
II. SUBJECT MATTER: Identifying One- fourth of a Whole
III. LEARNING RESOURCES:

K to 12 Curriculum Guide page 19-20
A. References:
1. Teacher’s Guide pages Math1 TG pp. 133- 136
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from LR. Pictures
B. Other Learning Resources Square papers, pair of scissors, crayons
IV. PROCEDURES
A. Reviewing lesson or Presenting Show several illustrations and let them identify
the new lessons. which shows one-half.
Posing the problem.

The pupils of Grade I - Makahiya have
square sheets of paper. They will use these
sheets of paper to decorate.their room by
making banderitas in preparation for science
camp. But they thought that the number of
square papers are not enough. They agreed to
cut each sheet of square paper into 4 parts of
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equal sizes. If you were a pupil of Grade I –
Makahiya, how would you cut the paper?
(Show them samples of banderitas)
What is the shape of banderitas?
1. Ask the following questions:

a. What is the shape of the sheets of
paper? (The shape of the sheets of
paper is square.)
b. How do the pupils want to decorate
their room? (The pupils want to
decorate their room by putting
banderitas using the square sheets of
paper.)
c. Is the number of square sheets of paper
enough? (The number of square sheets
of paper is not enough.)
d. What did the pupils agreed upon with
the square sheets of paper?
(They agreed to cut the square sheets
of paper into 4 parts of equal size.)
A. Establishing a purpose for the Distribute the square sheets of paper to the pupils.
lessons Let them use the paper to solve the problem.
Today we will study about Visualizing
The teacher will show these different ways of

Dividing the whole into 4 equal parts.
A B C
D. E.
Which of these shapes would best used for

banderitas?
B. Presenting examples/ instances The teacher will show how to perfectly divide the
of the new skills. shape into 4 equal part using a sheet of paper.
Using the figures divided into 4.
Ask the following questions:

a. In how many parts is the sheet of paper
divided? (The sheet of paper is divided into
4 parts.)
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b. What is the shape of each part? (The shape
of each part are square, rectangle and
triangle.)
c. Can you say that the parts are equal? (Yes,
the 4 parts are equal.)
d. Why do you say that they are equal? (The 4
parts are equal because they are of the
same size.)
C. Discussing new concepts and Tell the pupils that each part is one-fourth if the
practicing new skills #1. whole square sheet of paper.
Write the word ”one-fourth” and symbol( 1 ) on
the board.( Show me board) 4
D. Discussing new concepts and Group the class into 3 groups.

practicing new skills #2. Set the standards for group activity.
GROUP I GROUP II GROUP III
Divide the Divide the Divide the
paper into 4 colored paper chocolate bars
parts. into 4 equal into 4 equal
parts. parts.
1. What is the What is the What is the
shape of each shape of each shape of each
part of the part of the part of the
paper? paper? chocolate
bars?
2. How do you How do you How do you
find the find the find the
activity? activity? activity?
3. Did you like Did you like Did you like
the activities? the activities? the activities?
Let the pupils answer the activity by group or

F. Developing Mastery individual.
( Leads to Formative
Assessment 3) Distribute different shapes. Which shape is divided
into 4 equal parts? Color ¼.
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Ask the pupils:
1. Did you like the activities?
2. Did you participate in the group activity?
3. What did you learn from your group mates?
4. How do you show or know ¼?
What do you call one part of a whole if whole is

G. Making generalizations and divided into 4 equal parts?
abstractions about the
lesson. If a whole is divided into 4 equal parts, one part is
called one-fourth (¼)
Let the pupils identify the word and symbol of one-

fourth and ¼. Write it on the board.
H. Finding practical application Let the pupils get 1 whole sheet of paper. Tell them
of concepts and skills in daily to cut it into four equal part, shade ¼ of it
life.
I. Evaluating Learning Identify the shapes with ¼ shaded part.

Write the letter of the correct answer on your
paper.
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J. Assignment Shade ¼ of each figures
1. 4.
2. 5.
3.
V. REMARKS
VI. REFLECTION
NOHMAN C. EBDANI
Teacher

ESP II
20
School Maslog Elementery School Grade Level Grade I

Teacher Nohman C. Ebdani Learning Area Mathematics I
Dates March 22, 2023 Quarter 3rd Quarter
I. OBJECTIVES
A. Content Standard Demonstrates understanding of fractions ½ and
¼.
B. Performance Is able to recognize, represent and compare
Standard fractions ½ and ¼ in forms and contents.
C. Learning Visualize, represents and divides a whole into
Competency halves and fourths.
M1NS – lllc – 73
LEARNING
OBJECTIVES
LO1 Separate a whole into halves,
LO2 Identify ½ of a whole.
LO3 Share things with others.
II. Subject Matter Separating a whole into halves
III. Learning Resources
Curriculum Guide Page page 24
Learners Materials Cutouts of different shapes, toys, chart, real
objects/fruits, straws
Others Lesson Guide in Elem, Math Grade 1, 2010 .
pp, 246-249
IV. Procedure Learning Activities
A. Before the lesson Find the other half of the shape.

1. Review Match it correctly to form a whole.
1. a.
2. b.
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3. c.
4. d.
5. e.
2. Motivation Do you know two animals who shared a fruit tree?

The monkey and the turtle
What fruit tree did they share?
banana tree
B. During the Lesson a. Briefly tell the story

1. Presentation
One day, the monkey and the turtle saw
a banana tree. They decided to cut it into 2 so
each can have a share of it to plant. The monkey
chose the part with the leaves. The turtle took the
part with the roots.
Do you know which part grew?

What do you think happened to the part which the
monkeychose and planted?
Now, the turtle’s banana tree had bore some

fruits. He saw the banana ripen. The turtle let the
monkey climb the banana fruits for him. Up the
banana tree, the monkey ate all the banana. The
turtle begged to the monkey to give him some but
the monkey never gave him even one.
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What happened to the two animals?
They quarreled.
What should the monkey do with the banana?
Shared the banana fruits with the turtle.
( Take up the values of sharing. )
b. Demonstrate on how to divide a bananainto 2

equal parts.(Use a real banana)
Ask:
Into how many parts did we divide the fruit? (2)
What can you say about the 2 parts?
Are they equal?
If we get one part of the 2 parts, what shall we call
this part? (½ or one-half)
Teacher explains that ½ is 1 of the 2 equal parts.
Do the same with the other fruits or things

available in the community.
Guide pupils in dividing fruits into 2 equal parts.

(Allow pupils to divide fruits one at a time and
observe in using the knife)
Health integration:
What are the things that can harm you at home?
at school? knife / scissors
What should we do to avoid injuries?
Follow safety rules at home and in school.
b. Introduce on how to divide shapes equally

through folding of papers.
( The teacher will demonstrate and emphasize
equality.)
d. Group Activities
Practical Work Approach
Setting of Standards
1. Follow the directions properly.
2. Work cooperatively.
Group 1
Match the other half of the fruits.
(Use educational toys)
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Group 2
Cut the fruits into halves.
(Use small cutouts of fruits)
Group 3
Cut equally the pieces ofpapers with different
shapes into 2 equal parts.
( Use basic shapes.)
2. Abstraction How do you divide ½ of a whole?

Divide the whole into 2 equal parts
One part of it is called one-half of ½.
Valuing:
If you have something, what will you do?
Share it with others.
C. After the Lesson Give a piece of biscuits to pupils.

Application Let them divide it into two and share the other half
to their seatmates.
( See to it that it can be divided into 2 equal
parts.)
Let them identify things inside the classroom that
can be divided into 2 equal parts.
D. Closure Divide the objects into 2 equal parts and color ½

Evaluation of it.
1. 2.
3. 4.
24
5.
E. Assignment Use LM activity

V. Remarks
VI. Reflection
NOHMAN C. EBDANI
Teacher

ESP II
25
School Grade Level Grade I

Teacher Learning Area Mathematics I
Dates Quarter 3rd Quarter
I. OBJECTIVES
A. Content Demonstrates understanding of fractions ½ and ¼.
Standard
B. Performance Is able to recognize, represent and compare fractions
Standard ½ and ¼ in forms and contents.
C. Learning Visualize, represents and divides a whole into halves
Competency and fourths.
M1NS – llle – 73
Learning
Objectives
LO1 Separate a whole object into fourths.
LO2 Identify ¼ of a whole.
LO3 Show generosity to one another.
II. SUBJECTMATTER Separating a whole into fourths
III. LEARNING
RESOURCES
Curriculum Guide page 24
Page
Learners’ Materials Cutouts of different shapes, toy pizza,
charts.flashcards, pictures
Others Lesson Guide in Elem. Math Grade 1, 2010
pp. 249-253
IV. PROCEDURE Learning Activities
A. Before the
Lesson
Review Show flashcards of pictures.
Identify if they show ½.
Answer with Yes or NO.
26
B. During the a. Show this illustration
Lesson
1. Presentation
Father brought home a pizza for the family.

Mother divide the pizza so that each one of them gets
an equal share.
This is the pizza that Father brought home.

(Use toy pizza)
Ask:
How many are there in the family? (4)
Into how many equal parts is it divided? (4)
Hold one part.
What shall we call it?
It is one-fourth or ¼
1/4 is 1 of the 4 equal parts.
. What does the 4 mean?

We divide the whole into 4.
What does 1 mean?
One part of the whole.
b. Activity Proper
Distribute cutouts of different shapes.

Fold the different shapes equally into 4.
Let the pupils demonstrate or show how they do it.
27
c. Differentiated Activities
Activity 1
Color ¼ of a whole
Activity 2
Find the missing part to make a whole object.
Connect it with a line.
1. a.
2. b.
3. c.
4. d.
5. e.
28
Activity 3
Draw the missing part of the object
Activity 4
Divide the shape into 4 equal parts using lines.
2. Abstraction How do we divide ¼ of a whole?

We divide the whole into 4 equal parts.
One part is called ¼ or one-fourth.
It is 1 of the 4 equal parts.
Valuing:
How do you show generosity?
Being generous is being thoughtful, we can give foods /
things to our classmates and friends.
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C. After the Lesson Shade ¼ of the object shown
Application
D. Closure
Evaluation Which shows ¼ of the given figure.
Write the letter of the correct answer.
1. a. b. c.
2. a. b. c.
3. a. b. c.
4. a. b. c.
E. Assignment 5. a. b. c.
Use activities in LM.
V. REMARKS
VI. REFLECTION
30

I. OBJECTIVES
A. CONTENT STANDARDS Demonstrates understanding of
Fraction ½.
B. PERFORMANCE Is able to recognize and represent fraction ½
STANDARDS in various forms and contexts.
C. LEARNING 1. Visualizes and divides the elements of
COMPETENCIES/ sets into two groups of equal quantities
OBJECTIVES-Write the LC to show halves. M1NS-IIIc-74.1
code 2. Identify ½ of a set.
3. Show the importance of equal sharing.
1. Visualizing and Dividing the elements of
II. CONTENT sets into two groups of equal quantities to
show halves.
2. Identifying ½ of a set.
3. Showing the importance of equal sharing.
III. LEARNING
RESOURCES
A. REFERENCES
1. TEACHER’S GUIDE Lesson Guide in Elementary Mathematics
Grade I 2010 pp. 254-257
2. LEARNER’S
MATERIALS
3. TEXTBOOK
4. ADDITIONAL
MATERIALS FROM LR
5. OTHER LEARNING 8 pieces of real guavas

RESOURCES Sets of concrete objects
Activity sheets
IV. PROCEDURES Learning Activities
A. Preparatory Activity Drill and review on identifying figures that
show ½ and ¼.
1. Drill and review on the
previous lesson.
2. Motivation Ask: Do you eat guavas? Is it good to

eat guavas? What nutrients can you get
if you eat guavas?
3. Motive question Ask: What does Ben want to do with the
guavas?
B. Developmental Activities
1. Presentation of the (Show picture of a boy.)
story problem.
31
This is Ben. He picks 8 guavas at their
backyard. He is thinking of sharing some of
the guavas to his brother, Tim.
2. Comprehension Check Who picks guavas?
What does Ben pick?
Where does Ben pick the guavas?
How many guavas does he pick?
What does Ben want to do with the guavas?
If you were Ben, how will you divide the 8
guavas?
How many guavas will you give to your
brother?
(Note: If the answer of the learner is not

equal, tackle something about equal
sharing.)
3. Introduction of the  Show real guavas.
lesson  Call two pupils to act out the given
problem.
 Ask: How many guavas does Ben
get? How about Tim?
Does each child have the
same number of guavas?
 Tell the pupils that the number
Ofguavas get by each child show
halves of the set.
 Ask: What is ½ of 8?
Ask: What can you say about Ben?

(Ben shows equal sharing.)
Valuing: Your mother brought home 5
apples. She told you to divide them equally
among you and your 3 siblings.
Since you are 4 and there are 5 apples,

what will you do with the remaining 1 apple?
Will it be good if you will get 2 apples? Why?
Why not?
 ( I Do Activity – For the Teacher )

Give more activities in separating
and finding ½ of the given set.
(Note: Finding ½ can be done by encircling,

coloring or by crossing out the objects.)
32
4. Guided Practice (We A. Advanced Group
Do Activity - Solve the problem.
Use concrete and real Lino has 10 extra sheets of paper.
objects) He wants to give these to Carlo and Ador of
the same number. How many papers will
Carlo and Ador receive?
What is ½ of 10?
B. Average Group
Use manila paper.
Draw and separate into two groups.
Color ½ of it.
8 umbrellas
C. Slow Group
Provide the group with 4 sharpeners.
Divide the objects into two equal groups.
Tell what ½ of 4 is.
5.Group output presentation Each group will present their output.

C. Post Activity How did you find the activity?
1. Generalization How do we get ½ of a set?
(We get ½ of a set by separating them into
two groups with the same number of objects,
one group shows ½ )
2. Independent Practice Separate the sets into two equal groups and
(You Do Activity) cross out ½ of it.
3. Evaluation Divide the sets into two groups and tell what
½ of it is.
Encircle the correct answer.
1. ½ of 3 4 5
2. ½ of 6 5 4
33
3. ½ of 2 1 3
4. ½ of 1 2 0
5. ½ of 7 5 6
4.Assignment Answer the following:

½ of 12 =
½ of 10 =
½ of 20 =
REMARKS
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 lesson

work? No. of learners who
have coped 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. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What Innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
34

I. OBJECTIVES
A. CONTENT Demonstrates understanding of
STANDARDS Fraction¼ .
B. PERFORMANCE Is able to recognize and represent fraction ¼ in
STANDARDS various forms and contexts.
C. LEARNING 1. Visualizes, represents and divides the
COMPETENCIES/ elements of sets into four groups of equal
OBJECTIVES-Write quantities to show fourths.
the LC code M1NS-IIId-74.2
2. Identify ¼ of a set.
3. Show kindness and concern to others.
1. Visualizing, representing and dividing the
II. CONTENT elements ofsets into four groups of equal
quantities.to show fourths.
2. Identifying ¼ of a set.
3. Showing kindness and concern to others.
III. LEARNING
RESOURCES
B. REFERENCES
1. TEACHER’S Lesson Guide in Elementary Mathematics Grade
GUIDE I 2010 pp. 258-262
2. LEARNER’S
MATERIALS
3. TEXTBOOK
4. ADDITIONAL
MATERIALS
FROM LR
5. OTHER 12 pieces of mangoes
LEARNING Sets of concrete objects
RESOURCES Activity sheets
IV. PROCEDURES Learning Activities
A. Preparatory Activity ½ of 12 =
1. Checking of ½ of 10 =
assignment
½ of 20 =
Ask: How do we get ½ of the given set?
2. Review
3. Motivation Ask: Do you play with your neighbors? Why?
Why not? How do you show your love and
concern for your neighbors?
4. Motive question What did Lila do with the 12 mangoes?
35
B. Developmental
Activities
1. Presentation of the Lila’s father brought home mangoes. She gave
story problem. the 12 to her 4 neighbors with an equal number
of mangoes. How many did each of her
neighbors get?
2. Comprehension What did Lila do with the 12 mangoes?

Check Who brought home mangoes?
How many neighbors did she give mangoes?
How many mangoes do you think did each of her
neighbors get?
If you were Lila, will you also give some of what
you have with your neighbors?
Why? Why not?
Is it good to show concern and kindness to others
especially to our neighbors? Why?
Valuing: Tell the importance of being kind to

neighbors.
3. Introduction of the  Show 12 real mangoes.

lesson  Call 4 pupils in front to act as the
neighbors.
 Give each child one mango at a time until
all the mangoes are given away.
 Ask: How many mangoes did each child
get? Does each child have equal number
of mangoes?
 Tell them that the number of mangoes got
by each child shows ¼ of the 12
mangoes.
 Ask: What is ¼ of 12?
( I Do Activity – For the Teacher )
 Use cut-outs of fruits. Demonstrate how

each set of fruits can be separated into
four.
 Tell what ¼ of the given set is

4. Guided Practice A. Advanced Group

(We Do Activity - Role Playing
Use concrete and Ben has 12paper clips. He wants to give equal
real objects) number of paper clips to his 4 friends.
What is ¼ of 12?
36
B. Average Group
Use the show-me-board.
Draw and separate into four groups.
Cross out ¼ of it.
8 pencils
C. Slow Group
Provide the group with 4 marbles and 4 empty
cans.
Separate the objects into four.
What is ¼ of 4?
5.Group output presentation Each group will present their output.
C. Post Activity How did you find the activity?

1. Generalization How do we get ¼ of a set?
(We get ¼ of a set by separating them into
fourgroups with the same number of objects,
each group shows ¼ )
2. Independent Practice Draw the sets and separate them into four equal
(You Do Activity) groups.
¼ of 20 leaves = ____
¼ of 16 flowers = ____
¼ of 8 birds = ______
3. Evaluation Divide the sets into four groups and

color ¼ of it.
1.
2.
37
3.
4.
5.
4.Assignment Answer the following:
¼ of 20 =
¼ of 12 =
¼ of 8 =
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 lesson

work? No. of learners
who have coped 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?
encounter which my
principal or supervisor
can help me solve?
38
G. What Innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?
39

I OBJECTIVES
A. Content Standard Demonstrates understanding of fractions
½ and 1/4.
B. Performance Standard Is able to recognize, represent, and

compare fractions ½ and 1/4 in various
forms and contexts.
C. Learning Competency Visualizes and draws the whole region or

set given its ½ and/or ¼
M1NS-IIId75
1. Draws the whole region or a set given

one-half of it.
2. Identify ½ of a given set of objects.
VALUES: Giving and sharing

II SUBJECT MATTER - Drawing the whole region or a set given
one-half of it.
- Identifying ½ of a given set of objects
III LEARNING RESOURCES
 Teacher’s Guide Page 142-143
 Learner’s Material
 Others Show-me-
boards,setsofrealobjects,riceCakes
IV PROCEDURE
A .Before the lesson: Drill:
Using pictures conduct drill on recognizing
½ and ¼ of a whole
 Review Divide the pupils into 3 groups. Using
show-me-boards, ask each group to
separate the whole into halves and
fourths.
Group 1: ½ of chocolate
Group 2: ¼ of bread
Group 3: ¼ of a cupcake
 Motivation Introduce the puppet.
He is Mr. Bob. He loves to cook rice cakes

(puto). This morning he cooked 4 rice cakes
and he is thinking of giving these to two
good children. Who among you would like
to taste his delicious rice cakes?
40
The one who could help me solve the
problem will have a taste of Mr. Bob’s rice
cakes.
B. During the lesson

 Presentation Today we will study about drawing the
whole region or a set given one-half of a
whole.
Show Mr. Bob’s rice cakes. (show real

puto) How will Mr. Bob separate 4 rice
cakes for 2 children? How many will each
child get?
Ask the pupils to make a guess. Call two

pupils in front. Have them stand on both
sides of the table. Give each child one rice
cake at a time until all the rice cakes are
given away.
Does each child have the same number of

rice cakes? What is ½ of 4?
Check the pupils’ guess.

Award the rice cakes to those who had
guessed it right. What can you say about
Mr. Bob?
*Valuing: Is it good to share what you

have to others? Why?
 Activity Proper Setting of Standards:

1) Read and understand the instructions
given.
2) Work cooperatively and quietly.
Divide the pupils into 3 groups

Group 1
Role-Playing
Give the situation. Have the pupils act out

the situation and demonstrate how each
set of objects can be separated into
halves.
1. Mr. Bob has 10 bananas. His two

sisters want to have an equal number of
bananas. How many will each of his sister
get?
Note: It is necessary for the teacher to

use concrete and real objects for each
41
situation for the pupils to visualize the
separation of the sets of objects into two.
Group 2
Provide sets of objects and have them
separate these sets into halves.
1: ½ of 8 cups
2: ½ of 10 glasses
3: ½ of 6 flowers
Group 3:
Draw the whole set given half of it.
C. After the lesson:

Generalization How do we get ½ of a group of objects?
We can get ½ of a group of object by
separating them into two sets with equal
number of objects
 Application Draw the sets and separate them into two

equal groups. Write the answer in the box.
1. ½ of 4 stars
2. ½ 0f 6 hearts
3. ½ of 8 triangles
42
4. ½ of 10 circles
5. ½ of 12 cans
 Evaluation Identify the numeral that shows ½ of the

group of objects. Circle the correct answer.
1. ½ of << 2, 1, 3
2. ½ of 1, 2, 4
3. ½ of U UU 2, 3, 4
U UU
4. ½ of 8 AAAA 2, 4, 6
AAAA
5. ½ of 10 SSSSS 5, 4, 6
SSSSS
ASSIGNMENT Draw the whole set given its ½ part.
<<<<<<
<<<<<<
???????
???????
V. REMARKS
VI. REFLECTION
43

I OBJECTIVES
A. Content Standard Demonstrates understanding of fractions
½ and 1/4.
B. Performance Standard Is able to recognize, represent, and

compare fractions ½ and 1/4 in various
forms and contexts.
C. Learning Competency Visualizes and draws the whole region or

set given its ½ and/or ¼
M1NS-IIId75
1. Draws the whole region or a set given

one-fourth of it.
2. Identify fourth of a given set of object
Value: giving and sharing
II SUBJECT MATTER 1. Drawing the whole region or a set given

¼ of it.
2. . Identify fourth of a given set of objects

 Teacher’s Guide Page
 Others Flash Cards of fractions, ball, puppet of
math man, 8 guavas (or any fruit), picture
of a shelf, picture of a farm
IV PROCEDURE
A.Before lesson:
 Review Pass a ball while playing the music. As the
music stops, the pupil holding the ball will
write the halves of one number on the
board.
1. ½ of
2. ½ of
44
3. ½ of
4. ½ of
5. ½ of
 Motivation 1ntroduce the puppet Math man. (Teacher

shows a puppet.)
He is Math man. He has a big farm. He

likes to share his fruits and vegetables.
This morning, he gathered 8 guavas. He is
thinking of giving these to four good
children.
Who among you would like to have some

fruits and vegetables from Math man’s

 Presentation Today we will study about drawing the
whole region or a set given one-fourth of a
whole.
How will Math man separate 8 guavas for

the 4 children?
How many will each child get?
Ask the pupils to make a guess.
Call four pupils in front. Have them stand
in a row. Give each child one guava at a
time until all the guavas are given away.
Does each child have the same number of
guavas?
What is ¼ of 8 guavas?
45
Check the pupils’ guess. Award the
guavas to those who had guessed it right.
Do the same procedure in separating the
other fruits in the farm.
Note: use available fruits in the community
 Activity Proper Direction: Read and understand the given

situation. Work cooperatively and quietly.
Group 1.
Math man has 20 eggs. His 4 neighbors

want to have an equal number of eggs.
How many will each of his neighbors get?
What is ¼ of 20?
Draw the whole set given ¼ of it then color

¼ part.
Note: It is necessary for the teacher to

use concrete and real objects for each
situation in order for the pupils to visualize
the separation of the set of objects into
four equal parts.
Group 2:
6 hearts shows ¼ of a set. Draw the
number of objects to complete the set
46
Group 3: Role Playing
.
Have the pupils act out the situation and
demonstrate how set of objects can be
separated into four.
Math man has 12 bananas. He wants to

share them equally among his 4 friends.
How many does each of his friends
receive?
What is ¼ of 12?
Generalization How do we get ¼ of a set of objects?
We can get ¼ of a group of objects by
separating them into 4 sets with equal
number of objects.
 Application Draw the whole set given ¼ of it, write

your answer on the boxes.
1. ¼ of 8
2. ¼ of 4
3. ¼ of 12
4. ¼ of 16
5. ¼ of 20
47
EVALUATION Identify ¼ of the set and box the correct
numeral representing it.
1. ¼ of AAAA 1, 2, 3
2. ¼ of áááá 2, 6, 4
áááá
3. ¼ of UUUU 4, 6, 9
UUUU
UUUU
UUUU
4. ¼ of IIIIIIII 3, 4, 5
IIIIIIII
5. ¼ of OOOOOOOO 4, 5, 6
OOOOOOOO
OOOO
V ASSIGNMENT Draw ¼ of the objects
1. ¼ of 12
2. ¼ of 8
3. ¼ of 16
V REMARKS
VI REFLECTION
48

I OBJECTIVES
A. Content Standard Demonstrates understanding of 2
dimensional and 3 dimensional figures.
B. Performance Standard Able to describe, compare and construct 2

dimensional and 3 dimensional objects.
C. Learning Competency Identifies, names, describes the four basic
shapes(square, rectangle, triangle and
circle) in 2 dimensional (flat / plane) and 3
dimensional (solid) objects. M1GE-IIIe-1
II SUBJECT MATTER Identifying the names and describe the four

basic shapes.
 Teacher’s Guide Page TG pages.144-147
 Others Manila paper, pair of scissors, paste or
tape
IV PROCEDURE
A .Before the lesson:
 Review Show a pictures having a shape of
rectangle, square, triangle, circle and oval.
Let the pupils name the objects
Match the shapes to its names
Shapes Names
circle
square
rectangle
triangle
 Motivation Song: Square and Circle

Square and circle (2x)
Triangle (2x)
Rectangle and oval (2x)
Diamond (2x)

 Presentation Show a real objects such as plate, ball,
fan, umbrella, cone, book, wallet etc.
Let the pupils name the objects.
49
Let them group the objects based on its
shapes.
Note: you can divide the class into several

groups
Example
Circle triangle rectangle square
Plate cone book wallet
Ask: how did you group the objects?

What are the shapes of objects on
the first group? Second group? And third
group?
 Lesson Proper Group 1: give them cut outs of shapes

create a robot using the different kinds of
shapes given by the teacher
Group 2: Give themdrawings.let them cut

each objects. Put together the shapes that
are alike. paste your work on the manila
paper.
Note: the teacher will provide drawings of

different objects with different shapes
Group 3: give them shapes. Color the

rectangle orange, square red. Circle blue,
and triangle yellow. Let them identify the
shapes
What are the different shapes used by

each group? Describe each shape.

Generalization What are the four basic shapes?
Describe each shape.
Application Give them a picture of objects. Let them

group the picture according to its shapes.
Paste it in a manila paper.
Evaluation Box the shapes of the objects below
1.
rectangle, circle, tiangle
50
2.
Triangle, square, rectangle
3.
Rectangle, square, triangle
4.
Rectangle, circle, square
5.
- triangle, circle, square
 ASSIGNMENT Cut a picture of objects having the shapes

of circle, rectangle, square, triangle and
oval. Paste them in your notebook.
V REMARKS
VI REFLECTION
51

I. OBJECTIVES
Demonstrates understanding of 2-
A. Content Standards
dimensional and 3-dimensional figures.
Describe,compare, and construct 2-

dimensional and 3-dimensional objects
Compares and classifies 2-dimensional

(flat/plane) and
3-dimensional (solid) figures according to
C. Learning Competencies common attributes.
(M1GE-IIIe-2)
Values Integration: Sharing, Helping one

another, Thriftiness
II. CONTENT Geometry (2-dimensional figures)
III. LEARNING RESOURCES

A. References Mathematics I Curriculum Guide p. 24
1. Teacher’s Guide Mathematics I pp. 144 - 147
2. Leraner’s Materials Mathematics I pp. 202 - 203
3. Textbook
4. Additional Materials from Cut-out of different shapes, pictures, manila
Learning Resources paper, paste/glue
B. Other Learning Resources
https://youtu.be/8jerxQ0tvtI
IV. PROCEDURES
Singing a song about shapes –

A. Reviewing previous lesson or
“Square and circle”
presenting the new lesson
What is the song about?
B. Establishing a purpose for the Show different objects to the pupils. Let them
lesson name the objects.
-Today our lesson is about can
comparing and classifying 2- magic rubik cube puzzle
dimensional figures according rectangular box
to common attributes triangular ruler
52
Group activity:
A. Setting of standards
B. Group the pupils into 5
*An activity of grouping the real objects and
indentifying
their shapes. (should be given prior to
tracing and cutting)
C.Distribute the materials to the pupils. Each
group will be
C. Presenting examples/instances
given a set of 5 objects (such as cans,
of the new lesson
magic rubik cube
puzzle, rectangular box and triangular
ruler) sheets of
manila paper, a pair of scissors and glue.
D. Let the pupils trace these shapes and cut
them.
E. Identify the different shapes that you cut
out.
F. Put together the shapes that are alike.
G. Glue them on the manila paper.
H. Posting their group work.
Ask:
How did you classify the cutouts?

-The cutouts are classified according to
shape
What are the shapes of the cutouts?
-The shapes of the cutouts are triangle,
square, rectangle
and circle
How do you describe a triangle? Circle?
Square?
Rectangle?
-A triangle has 3 corners and 3 sides
D. Discussing new concepts and
-A circle has no corner and no side
practicing new skills #1
-A square has 4 corners and 4 sides which
are equal in
lengths
-A rectangle has 4 corners and 4 sides. Its
two opposite
sides have equal lengths
*The teacher will emphasize that these

shapes are
flat/plane figures and are called 2-
dimensional figures,
with the length and the width as the 2-
dimensions
53
* How is a circle different from a square?
Rectangle? and
triangle?
-A circle does not have corners and sides
while a square,
rectangle and triangle have corners and
sides.
E. Discussing new concepts and *How is a triangle different from a square and
practicing new skills #2 a rectangle?
-Tracing the sides and pointing -A triangle has 3 sides and corners while a
the corners using real objects square and
while discussing the concepts rectangle have 4 sides and corners
*How is a square different from a rectangle?
-In a square, all sides have equal lengths
while in
rectangle, only two pairs have equal lengths
*How is a square similar to a rectangle?
-Both square and rectangle have 4 sides and
4 corners
F. Developing mastery (leads to

Formative Assessment ) Let the pupils give examples of real objects
inside the classroom having these shape
Present the video clip. (Show only the 2-

dimensional figures)
https://youtu.be/8jerxQ0tvtI
Ask:
What 2-dimensional figures are mentioned in
the video clip?
Why are they called 2-dimensional figures?
G. Finding practical applications of
concepts and skills in daily How are these shapes classified?
living Describe each group of shapes.
What is a two-dimensional shape?

H. Making generalizations and - A two-dimensional shape can be defined
abstractions about the lesson as a flat plane
figure or a shape that has two dimensions –
length and width
54
A. Which are the 2-dimensional figures?
Color them.
B.Match the figures with similar attributes.
I. Evaluating learning
J. Additional activities for Bring a tin can, rectangular box, square

application or remediation box/cube and ball tomorrow.
V. REMARKS
VI. REFLECTIONS
55

I.OBJECTIVES
Demonstrates understanding of 2-dimensional

and 3-dimensional figures.

Compares and classifies 2-dimensional

(flat/plane) and
3-dimensional (solid) figures according to
C. Learning Competencies common attributes.
(M1GE-IIIe-2)

another
II. CONTENT Geometry (3-dimensional figures)

3. Textbook
4. Additional Materials from Cut-out of different shapes, ball, cans, box,
Learning Resources cone, pictures, manila paper, paste/glue,
empty boxes
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new Give examples of 2-dimensional shapes as
lesson what we discussed yesterday
B. Establishing a purpose for Let the pupils show the things they are told to
the lesson bring.
-Today our lesson is about Name each object.
comparing and classifying can
3-dimensional figures magic rubik cube puzzle
according to common ball
attributes empty rectangular box
56
Identify and describe each object.
*Present a rectangular box. Show and count
the faces of
the box. Show to them the length, width and
height of the
box.
*Get the tin can. Tell them that the circles at
C. Presenting the top and
examples/instances of the bottom of the can are also called faces but
new lesson the one at the
side is called surface.
*Show and count the faces of a rubik cube.
Present the
length, width and height of the cube.
*Get a triangular block. Show and count the
faces. Present
the length, width and height
*Show that a ball has one round surface.
Group activity:
C.Distribute the materials to the pupils
(Empty toblerone box, box of milk, blocks of
wood, book)
*as much as possible, give the same set of
D. Discussing new concepts
objects to
and practicing new skills #1
each group of pupils
D. Pupils will observe the object and decide on
their basis
for grouping them.
E. Write your answers in a manila paper on
how you
grouped the objects.
F.Reporting their group work.
Ask:
How did you group the objects?
-We group the objects according to:
-number of faces/surfaces
-shapes of faces
-height
E. Discussing new concepts
and practicing new skills #2 Teacher will emphasize that these objects are
solid and are called 3-dimensional figures,
with the length, width and the height as the 3-
dimensions.
How about the tin can and ball, is it a 3-

dimensional figure? Why?
-Tin can and ball is not a 3-dimensional figure
57
because it
does not have 3 dimensions.
How do you describe the rectangular box?

Square box/cube? Triangular block?
-Rectangular box has 6 rectangular faces. It
has length,
width and height
F. Developing mastery (leads
-Cube has 6 square faces. It has length, width
to Formative Assessment )
and height
-Triangular block has 5 faces. It has length,
width and
height
How is a rectangular box similar to a cube?
-Both rectangular box and cube has 6 faces.
Both has
length, width and height
Put some objects in a box. Call on a pupil to

G. Finding practical
pick one object. Without showing this object to
applications of concepts
the class, let the pupil describe it and have the
and skills in daily living
other pupils identify and draw it on their ‘show
me board”
What is a three-dimensional shape?

H. Making generalizations and -A three-dimensional shape can be defined
abstractions about the as a solid figure or an object or shape that
lesson has three dimensions – length, width and
height.
A.Which are the 3-dimensional figures?

Encircle them.
B.Match the figures with similar attributes.
58
J. Additional activities for Do the Home Activity on p. 205 of Learner’s
application or remediation Materials in Mathematics I.
V. REMARKS
VI. REFLECTIONS
59

I.OBJECTIVES
Demonstrates understanding of 2-
dimensional and 3-dimensional figures.

Draws the four basic shapes

(M1GE-IIIf-3)
C. Learning Competencies
another,
accuracy,thriftiness
II. CONTENT Geometry

3. Textbook
4. Additional Materials from Cut-out of different shapes, pictures, manila
Learning Resources paper, paste/glue, scissors, crayons,
tv/computer, projector
https://youtu.be/jHHtBfUkwwA
IV. PROCEDURES
Review about shapes using a video clip.

Ask:
What are the shapes mentioned in the video
A. Reviewing previous lesson
clip?
or presenting the new
What objects can you make using these
lesson
shapes?
What are the shapes used in this object?
-train
60
-camera
What other objects can you make using

these shapes?
Posing the task

B. Establishing a purpose for
the lesson
▪Ana likes to make a design on a sheet of
-Today our lesson is about
paper by covering it completely with shapes.
drawing the four basic
She can use one or more shapes for each
shapes
sheet but the shapes should not overlap. If
you were Ana, what design would you make?
Ask the questions.
C. Presenting *What does Ana like to do?

examples/instances of the *How does she like the sheet of paper to be
new lesson covered?
*What do you think are the different shapes
that she can
use to cover the paper?
Just like Ana, you will also make a design.

D. Discussing new concepts
You should cover the sheet of paper
and practicing new skills #1
completely without overlapping of shapes or
-Teacher will demonstrate
leaving gaps.
on how to arrange the cut
outs to cover the sheet of
paper completely without
overlapping of shapes or
leaving gaps
Group activity
A.Setting of standards
C. Distribute the materials needed
-1 big figure of square, triangle and
E. Discussing new concepts rectangle
and practicing new skills #2 -cutouts of small shapes of square,
triangle and
rectangle with different colors
-a cutout of circle
Note: The size of the triangle must be one-
half the size of
the square and the size of the square
must be one-
61
half the size of the rectangle
D. Each group will be given 1 big figure and
cutouts of
small shapes
E. The pupils will arrange the cut outs to
cover the sheet of
paper completely without overlapping of
shapes or
leaving gaps.(Advance group of pupils)
F. Trace all the cutouts that you arrange
using a pencil.
G. The slow group of pupils will trace the
dotted lines of a
certain shape.
H. Showing their group work
Processing the solutions and answers
*What different shapes did you use?

-We used square, rectangle, triangle and
circle
*Can we use circle? Why?
-No. We can also use circle but only 1 of the
same size
could fit into it.
*How many squares were used to cover the
sheet of
paper? Rectangles? Triangles?
-The number of cutouts used may vary
depending on the
size of the paper used.
F. Developing mastery (leads *What do you observe about the number of
to Formative Assessment ) squares,
rectangles and triangles used?
-There are 2 triangles in 1 square; there are
2 squares in 1
rectangle; there are 4 triangles in 1
rectangle
* For those who used several shapes in their
design, how
many of each shape did you use?
-The answer may vary depending on the
size of the
cutouts and the sheet of paper used.
*How did you arrange the shapes?
-We arranged the shapes by arranging them
on a sheet of
paper completely without overlapping of
shapes or leaving
gaps.
62
Perform the following;
G. Finding practical
*Draw 2 squares in a rectangle
applications of concepts
*Draw 2 triangles in a square
*Draw 4 triangles in a rectangle
*Draw 1 circle in a circle
What did you do to draw a shape?

-We drew a shape by tracing the cutout of
the shape
-We drew a shape by following the outline
(dotted line) of
the shape
-We drew a shape by imagining and knowing
how the
shape looks like
How does each shape look like?
-A circle looks like a ball. It does not have
H. Making generalizations and
sides and
abstractions about the
corners.
lesson
-A rectangle looks like a sheet of paper. It
has 4 corners
and 4 sides.Two pairs of opposite sides
have equal
lengths
-A square looks like a handkerchief. It has 4
corners and 4
sides. Its 4 sides have equal lengths.
-A triangle looks like a piece of pizza. It has
3 corners and
3 sides.
Draw an object using 4 basic shapes.
(House, robot…)
J. Additional activities for
Do the Home Activity on p. 207 of LM.
application or remediation
V. REMARKS
VI. REFLECTIONS
63

I. OBJECTIVES
Demonstrates understanding of 2-dimensional and 3-

dimensional figures.
B. Performance Describe,compare, and construct 2-dimensional and

Standards 3-dimensional objects
Draws the four basic shapes

C. Learning
(M1GE-IIIf-3)
Competencies
Values Integration: Sharing, Helping one another,
accuracy,thriftiness
II. CONTENT Geometry
III. LEARNING
RESOURCES
2. Leraner’s
Mathematics I pp. 206 - 207
Materials
3. Textbook
4. Additional
Materials from Cut-out of different shapes, pictures, manila paper,
Learning paste/glue, scissors, crayons, tv/computer, projector
Resources
B. Other Learning
Resources https://youtu.be/jHHtBfUkwwA
IV. PROCEDURES
Review about shapes using a video clip.

Ask:
What are the shapes mentioned in the video clip?
A. Reviewing
What objects can you make using these shapes?
previous lesson or
What are the shapes used in this object?
presenting the
new lesson
-train
-camera
64
What other objects can you make using these
shapes?
B. Establishing a Posing the task

purpose for the
lesson ▪Ana likes to make a design on a sheet of paper by
-Today our lesson covering it completely with shapes. She can use one
is about drawing or more shapes for each sheet but the shapes should
the four basic not overlap. If you were Ana, what design would you
shapes make?
Ask the questions.

C. Presenting
examples/instance *What does Ana like to do?
s of the new *How does she like the sheet of paper to be covered?
lesson *What do you think are the different shapes that she
can
use to cover the paper?
D. Discussing new
concepts and
practicing new
skills #1 Just like Ana, you will also make a design. You should
-Teacher will cover the sheet of paper completely without
demonstrate overlapping of shapes or leaving gaps.
on how to arrange
the cut
outs to cover the
sheet of
paper completely
without
overlapping of
shapes or
leaving gaps
Group activity
C. Distribute the materials needed
-1 big figure of square, triangle and rectangle
-cutouts of small shapes of square, triangle and
E. Discussing new rectangle with different colors
concepts and -a cutout of circle
practicing new Note: The size of the triangle must be one-half the
skills #2 size of the square and the size of the square must be
one-half the size of the rectangle
D. Each group will be given 1 big figure and cutouts of
small shapes
E. The pupils will arrange the cut outs to cover the
sheet of
paper completely without overlapping of shapes or
leaving gaps.(Advance group of pupils)
F. Trace all the cutouts that you arrange using a
65
pencil.
G. The slow group of pupils will trace the dotted lines
of a
certain shape.
H. Showing their group work
Processing the solutions and answers
*What different shapes did you use?

-We used square, rectangle, triangle and circle
*Can we use circle? Why?
-No. We can also use circle but only 1 of the same
size
could fit into it.
*How many squares were used to cover the sheet of
paper? Rectangles? Triangles?
-The number of cutouts used may vary depending on
F. Developing
the
mastery (leads to
size of the paper used.
Formative
*What do you observe about the number of squares,
Assessment )
rectangles and triangles used?
-There are 2 triangles in 1 square; there are 2
squares in 1
rectangle;there are 4 triangles in 1 rectangle
* For those who used several shapes in their design,
how
many of each shape did you use?
-The answer may vary depending on the size of the
cutouts and the sheet of paper used.
*How did you arrange the shapes?
-We arranged the shapes by arranging them on a
sheet of
paper completely without overlapping of shapes or
leaving
gaps.
G. Finding practical Perform the following;

applications of *Draw 2 squares in a rectangle
concepts and skills *Draw 2 triangles in a square
in daily living *Draw 4 triangles in a rectangle
*Draw 1 circle in a circle
What did you do to draw a shape?

-We drew a shape by tracing the cutout of the shape
-We drew a shape by following the outline (dotted
H. Making line) of the shape
generalizations -We drew a shape by imagining and knowing how the
and abstractions shape looks like
about the lesson How does each shape look like?
-A circle looks like a ball. It does not have sides and
corners.
-A rectangle looks like a sheet of paper. It has 4
corners
66
and 4 sides. Two pairs of opposite sides have equal
lengths
-A square looks like a handkerchief. It has 4 corners
and 4
sides. Its 4 sides have equal lengths.
-A triangle looks like a piece of pizza. It has 3 corners
and
3 sides.
I.
Evaluating Draw an object using 4 basic shapes. (House,
learning robot…)
J. Additional
activities for
Do the Home Activity on p. 207 of LM.
application or
remediation
V. REMARKS
VI. REFLECTIONS
67

I. OBJECTIVES
A. Content Standard Demonstrates understanding of 2 dimensional
and 3 dimensional figures
B. Performance Standard Is able to describe, compare and construct 2
dimensional and 3 dimensional objects
C. Learning Competency Constructs three dimensional objects (solid)
using manipulatives materials
M1GE - IIIf - 4
a. Constructs 3 - dimensional objects
b. Identifies shapes of 3-dimensional objects
Integration:
Showing thoughtfulness to someone
II.CONTENT Forming Solid Figures

 Teacher’s Guide pages TG p.152 - 154 , CG p.25
 Learners Material pages Mathematics p. 208 - 213
 Additional Materials from
LRMDS
 Other Learning boxes, cardboard or any hard paper, scotch
Resources tape or masking tape, ruler, pair of scissor
IV.PROCEDURE
A. Before the lesson
 Review/Preparation Sing a song with action.
Square and circle (2×)

Triangle, Triangle
Rectangle and oval (2×)
I love shapes.
What are the shapes mentioned in the song?
Are they 2-dimentional or 3-dimentional?
When do we say that an object is 3-
dimentional?
B. During the Lesson

 Presentation The lesson for today is to constructs 3 -
dimensional objects and identifies shapes of 3
dimensional objects.
Present a problem
Ana needs rectangular boxes for her gifts

but she only has one. Would you help Ana
make some boxes? Show a box to the pupils.
68
To whom would you think the gift will be given?
On what occasions we usually give a gift?
Why?
Tell them that they will make a box similar to

the one you showed them. Let the pupils
describe the box.
Possible description: The box has 6 faces, 4 of
which are rectangular in shape while the other
2 are square.
 Activity Proper Activity 1

Show the following shapes to the pupils.
A B C D
Ask: Which of the shapes would form the box
when folded or rolled?
Possible answer: The one that would form the
box is the shape with 4 rectangles and 2
squares
Activity 2
Disassemble the box to show its shape. Ask
them to compare the disassemble box with the
shape of their choice.
Ask: What is your observation?

Possible Answer: The shape with 4 rectangles
and 2 squares looks the same as the
disassembled box except that the
disassembled box has flaps.
Using the box, the teacher can now introduce

rectangular box.
69
Say: The disassembled box may not look the
same as the shape shown because of the flaps
found in the disassembled box. These flaps are
used to paste the faces of the box together.
However, we can form a box without these
flaps. We will just tape the edges of the shape
together to form a box.
Introduce the objects showing the other 3

objects. Emphasize that there are 3 -
dimensional shapes.
Say: Look at these objects, we are going to

construct models like these using patterns.
Group Activity:
The pupils will be grouped into four. Each

group will be given the shapes. Instruct
properly the process to the pupils.
Say: Follow the broken lines of each object and

fold then tape the edges of the paper together
to form the objects. When there is no broken
lines just roll the paper and tape the edges.
(Teacher will assist during the activity)
Processing the task:

1. What object was formed from the shape with
4 rectangles and 2 squares?( Let the pupils
show the object) Rectangular box
6 squares??( Let the pupils show the object)
Cube
1 rectangle and 2 circles??( Let the pupils
show the object) Cylindrical box
a part of a circle and 1 circle??( Let the pupils
show the object) Cone
(The terms should be flashed on the board, let
them read the terms for several times)
Let the pupils identify which of the two shapes
would form a cube or would form a rectangular
box.
Ask: How is the shape of the cube different
from a shape of a rectangular box?
Show the shape of the cylindrical box and the
cone.
70
 Generalization Ask: How is the shape of the cylindrical box
different from a shape of a cone?
How do you constructs 3 dimensional objects?

Possible Answer:
Fold or roll the shapes and tape the edges of
the paper together to form the objects.
What are the objects that you construct?

(rectangular box, a cube, a cylinder and a
cone)
C. After the Lesson

 Application A. Let the pupils roam around the classroom
and look for objects which are rectangular
box, a cone, a cube and a cylindrical box
B. Present some objects. Let them identify the

shapes of 3 dimensional objects and group
them according to classification with their tag
names.
e.g. empty can, party hats, shoe box etc.
 Evaluation .Identify the shape. Match column A with

column B.
A B
1.
a. cone
2.
b. cylindrical box
3.
c. cube
4.
d. rectangular
box
71
 Assignment Do the "Home Activity" page 213 of LM in
Mathematics I
VI. REMARKS
VII. REFLECTION

earned 80% in the evaluation.
remediation who scored below.
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 the teaching
strategies worked well? Why did
these worked well?
encounter which my principal or
supervisor can help solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
72

I. OBJECTIVES
A. Content Standard Demonstrates understanding of continuous and
repeating pattern and mathematical sentences
B. Performance Standard Is able to apply knowledge of continuous
and repeating patterns and number sentences
in various situations
C. Learning Competency Determines the missing term/s in a given
continuous pattern using one attribute
(letters/numbers/events). M1 AL - IIIG - 1
Values Integration Team work in group activity
II.CONTENT Determining the Missing Term/s in a Given
Continuous Pattern
 Teacher’s Guide pages TG p.154 - 156 , CG p.25
 Learners Material pages Mathematics p. 214 - 215
 Additional Materials from
LRMDS
 Other Learning number chart, flashcards, pictures, real objects
Resources
IV.PROCEDURE
A. Before the lesson
 Review/Preparation Sing a song.
"Days of the Week"
Children, what day is today?
What day was yesterday?
What day is tomorrow?
How many days are there in a week? Let them
recite.
(Post the days in a week)
B. During the Lesson
 Presentation The lesson for today is to determine the
missing term/s in a given continuous pattern
using one attribute.
Sing the song on months of the year.

Do you know, how many months do we have in
a year? What month are we now? What month
is the next month? And what is the last month
for this year?
(Present the months in a year with missing

months)
73
 Activity Proper Pupils will be grouped into three.
Group 1
Sequencing events through pictures and
give/draw what happen next.
____ _____ _____
Group 2
Give the missing letters.
A, B, __, D, __, F , G ___,
I , ___ K, L, ___ N, ___ P
Group 3
Give the missing ordinal numbers.
1st, 2nd, ___, 4th ____, 6th,7th____,
9th _____.
 Abstraction How did you determine the missing picture in
group 1 activity ? How about the next letter in
group 2 activity?
Possible Answer: In order to determine the

missing term/s in a continuous pattern we have
to study first the pattern given and identify the
missing terms.
C. After the Lesson
 Application Make a pattern using the following attributes.
Each group will be provided with an envelope.
Valuing: Teacher emphasizes the importance

of teamwork in this activity.
Say: Sequence the events, letters or numbers

properly and give the next 2 terms.
Advance: Sequencing events through pictures
like washing the hands, taking a bath, etc. (Use
3-4 pictures only) and give the next event.
Average: Letters
Ff, Gg, Hh, ____, ____
Vv, Ww, Xx ____, ____
Slow: Number Figures

11,12, 13 _____, _____
16, 17, 18 ____, _____
74
 Evaluation Write the missing term in a given continuous
pattern.
1. 10,20,30 ____50,
2. 6th, 7th,8th ____
3. August, September, October _______
4. 71,72, 73___,75
5. Monday, Tuesday, _______ Thursday
 Assignment Let the pupils do the Home Activity page 215

in Mathematics I.
VI. REMARKS
VII. REFLECTION

earned 80% in the evaluation.
remediation who scored below.
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 the teaching
strategies worked well? Why did
these worked well?
encounter which my principal or
supervisor can help solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
75

I OBJECTIVE
A. Content Standard The learner demonstrates understanding of
continues and repeating patterns and
mathematical sentences.
B. Performance The learner is able to apply knowledge of
Standard continues and repeating patterns and number
sentence in various situations.
C. Learning Determine the missing term/s in a given repeating
Competency pattern using one attributes (letters, numbers,
colors, figures, sizes etc.)
M1AL- IIIg-2
Show patience and interest in identifying the
missing term in a pattern.
Integration: ESP (Develop sense of gratitude)
Arts ( Identify color, shape ,size etc)
Culture (Celebrating birthdays)
LEARNING OBJECTIVE
LO1
Recognize what is the pattern about.
Identify the missing term/s in a given set.
LO2
Draw/ Write the missing term in a given repeating
LO3 pattern.
Determining the missing term/s in a given

II SUBJECT MATTER
repeating pattern.`
Teachers Guide Mathematics pp.156-158
Learners Material pp.216-218
Others Pictures of objects(downloaded from
www.google.com) Activity sheet,
IV PROCEDURE
A. Before the Lesson
Let the pupils sing songs about months or days.
Review about identifying term in a continuous
pattern.
Write the missing term in a continuous pattern.

1.A B C D _ F G _
2. 15, 16, 17, _ , 19, 20, _,22
3. Monday, Tuesday, ______, Thursday,
________
4. January, February, March, _______, May,
______
76
Motivation What are the occasion that you see clowns,
banderitas? What did the clowns do? What can
you say about their costume? How about the
banderitas? What do you notice about their
color?
Presentation Mary will celebrate her 7th birthday. She and her
mother go to the party shop to buy some things
needed for the celebration like balloons, hats and
banderitas. They will also hire a clown that will
entertain the visitors on the party. Mary is very
happy on her upcoming birthday. She thanked
and kissed her mother.
- Who will celebrate birthday? Where did
she and her mother go?
- What are the things did they buy? What
does she feel? What did she do to thanked her
mother? What do you do when you received
something? Why you should be thankful?
Present a sample banderitas
Example:
What are the colors of the banderitas? How they

are arranged?
- What are the shapes /colors arranged
repeatedly/ alternately?
(Show other repeating patterns using different

attributes and ask what is each pattern all about
and let them identify the missing term/s.)
77
B. DURING THE Example:
LESSON
Discuss about its missing term in each set.And

ask what have they notice about each attribute.
The teacher will point out what is called a

repeating patterns.
- What is a repeating pattern? How will
you identify the missing term in a
given repeating pattern?
Divide the class into 3 groups to answer the

Activity Proper provided activities
(Worksheet no.1)
Following the given pattern, what is the next

figure, number, color or letters from the given
ordinal number
1. 7th color from the pattern red, blue, yellow,

green
2. 10th figure from the pattern circle, square,

heart and triangle.
3. 9th letter from the pattern D, F, H, J, L.

4. 13th numbers from the pattern 2,4 6,8, 10
78
Activity Proper
(Worksheet no. 2)
Draw/ Write the missing term.
_______
____
_
_____
6 , 8 , 10, 12 , 6 , 8 , 10, 12, ___
L, P, S, V, Z, L, P, S, __, Z
(Worksheet no.3)
Tell what is the pattern about and Draw/

Write the next color, shape/ figure, size or
number.
5, 10, 15, 20, 5, 10, 15,

___
What pattern have you learned from the lesson?

(repeating pattern)
Generalization - What helps you identify the missing
term in a given repeating pattern?
(Identify its attributes ( colors, shapes, sizes,
numbers, letters, etc. and identify changes on
color, shape, size, number or letter that repeats
in regular manner)
79
Application Tell what changes are shown then write or draw
the missing color, shape, size, number, or letter.
Evaluation Study the changes in each pattern and draw or

write the missing term.
Assignment Draw / Write an example of repeating pattern

about colors, shapes, letters or numbers.
80

I. OBJECTIVES:

repeating patterns and mathematical sentences.
B. Performance Standard Is able to apply knowledge of continuous and repeating

patterns and number sentences in various situations.
C. Learning 1. Visualize equivalent number expression using

Competencies/Objectives addition and subtraction
2. Constructs equivalent number expression using
addition and subtraction. e.g. 6 + 5 = 12 – 1
3. Appreciate the value of equal sharing.
(M1AL-IIIh8)
Patterns and Algebra
II. CONTENT Constructing Equivalent Number Expression using
Addition and Subtraction
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 158-160
Pages
2. Learner’s Material
Pages
3. Textbook Pages Pages 219-220
4. Additional Materials Real objects
from Learning Manipulatives
Resources
B. Other Learning
Resources
IV. PROCEDURES
Let pupils answer the activity as a review.
A. Reviewing previous
lesson or presenting Draw the next object/number or letter to complete the
the new lesson pattern.
1. ________
2. J K L J K L J K L __________
3. 5 10 15 5 10 15 5 10 _________
4. ________
5. ________
81
Present a story problem to
the pupils. Ask
comprehension questions
after.
Tina has 15 growing roses in

her garden. She puts fertilizer
on the 9 growing roses. How
many more growing roses
need fertilizer?
https://www.ikon-images.com
1. Who is the girl in the story?

2. What does she grow in her garden?
3. How many growing roses Tina has on her garden?
4. What did she put on her growing roses?
5. How many growing roses did Tina put fertilizer?
6. If you were Tina, how would you determine the
number of growing roses that need fertilizer?
7. How will you divide the fertilizer so that all roses will
be fertilized?
8. What will you do so that everyone should have
equal share?
Valuing: Tell the importance of equal sharing.
B. Establishing a purpose Our lesson for today is constructing equivalent number

for the lesson expression using addition and subtraction.
C. Presenting examples/ Using manipulatives or counters, teacher will show to

instances of new the pupils how to solve the problem.
lesson
/////////////// -- ///////// =
Instruct the pupils to put out their counters.

Count 15 sticks. Take 9 sticks. How many sticks are
left? Count the remaining sticks.
D. Discussing new Ask the pupils how they come up with their answer.
concept and practicing a. How many counters does we have?
new skill # 1. (There are 15 counters)
b. Suppose we get 9 counters how many counters are

left? (There are 6 counters left.)
c. Will you count how many counters were left?
Explain to the pupils that in addition, we add two
addends to get the sum. In subtraction, we subtract an
82
added from the sum, the result will become the
difference.
Say:
6 + 9 = 15
and 15 – 9 = 6
E. Discussing new Color the pail which has correct equivalent number
concepts and practicing expression using addition and subtraction. Discuss the
new skill # 2. answer afterwards.
F. Developing mastery A. Advanced Group

(Leads to formative You are given these new expression cards. Write
assessment) matching expressions to make true number sentences.
8+9 12-7 19-2 15+2
3+2 . 10+3 14-9 1+4
83
B. Average Group
Write true or false.
1.15-8=2+5 _______
2. 15-4= 6+5 _______
3. 3+0=12-9 _______
4. 18-6=4=10 ______
5. 7+3= 10-5 ______
C. Slow Group
Fill the blanks with the correct answer.
1. 18-7= ___ 4. 15-4=___

7+___=18 4+___=5
2. 19-8=___ 5. 19-8=___
8+___=19 8+---=19
3. 18-5=___ 5+___=18
G. Finding practical Group the class into 4.

applications of concepts Give each group the activity.
Using the code below, discover the names of the two
birds.
A U T R P M Y O
Code 6 7 8 10 13 14 15 17
Perform the indicated operations

1. 6+8=___ 6. 13-7=___
2. 14-8=___ 7. 5+5=___
3. 6+9=___ 8. 16-6=___
4. 15-9=___ 9. 8+9=___
5. 6+7=___ 10. 17-9+___
The two birds names are:

_____ _____ _____ _____ and
1 2 3 4
_____ _____ _____ _____ _____ _____

5 6 7 8 9 10
Criteria in Rating Group Activity

Correct Answer 80%
Timeliness 10%
Attitude while working 10%
84
H. Making generalizations Making use of the manipulatives, two numbers are
and abstractions about added. Ask the pupils:
the lesson. 1. What do we call the numbers that are being added?
(The numbers that are added are called addends.)
2. What about the result in addition? (The result or
answer in addition is the sum.)
3. Suppose we subtract an addend from the sum, what
do we call the result? (The result is called the
difference.)
Emphasize to the pupils that:

In addition, we add two addends to get the sum. In
subtraction, we subtract an addend from the sum and
the result is called the difference.
I. Evaluating Learning Write check in the box after the expression if it is correct
and cross out if not.
1. 8 + 5 = 17 – 4
2. 12 – 8 = 1 + 2
3. 1 + 3 = 14 – 10
4. 7 + 5 = 20 – 8
5. 8 – 5 = 2 + 1
J. Additional Activities for Write the equivalent number expression of column A

application or using addition. Write the answer in column B.
remediation
Given Equivalent Number

Expression
1. 13-6
2. 25-7
3. 10-5
4. 48-40
5. 34-22
V. REMARKS
VI. REFLECTION
85

I OBJECTIVE
A. Content The learner demonstrates understanding of continues
Standard and repeating patterns and mathematical sentences.
B. Performance The learner is able to apply knowledge of continues and
Standard repeating patterns and number sentence in various
situations.
C. Learning Construct equivalent number expressions, using
Competency addition and subtraction.
M1AL-IIIh -8
Integration: Health (Identify the importance of fruits to
one’s health)
LEARNING
OBJECTIVE
LO1
Recognize an addition sentence.
Identify equivalent number expression using addition
LO2
Create an equivalent number expression based on the
LO3 given facts.
SUBJECT Constructing equivalent number expression using

II MATTER addition
LEARNING
III
RESOURCES
Teachers Guide Mathematics pp.158-160
Learners Material
Others pictures of set of object, Activity sheet, counters
IV PROCEDURE
A. Before the Flashcard drill on addition facts

Lesson
Motivation When your mother goes to the market, what are the
usual “pasalubong” do you want? Do you want fruits?
What are the fruits that you like? Why do you like them?
Presentation Post a problem and ask pupils to read it aloud.
Mother and fatherwent to the market. She bought 3

green apples and 5 red apples, while Fatherbought 4 ripe
and 4 unripe mangoes. They will give it to their
children,How many fruits they have altogether?
- Who bought the fruits?what are the fruits bought

by mother? By father? What kind of apples did
she buy? What kind of mangoes did father buy?
86
What will you do to find the total number of
apples? Total of mangoes?
B. DURING Call on 2 pupils to show the fruits bought by

THE father and mother by posting cut-out pictures of
LESSON mangoes and apples.
Illustration:
Ask the pupils what they have observed from

the two given addition sentence. Tell the class
that the two number sentence are equivalent
number expression
Show counters (8 sticks) and let pupils make
another number combination having the sum of
8.
Processing the (Do the same to other numbers)

Answer
Group the pupils into 3 according to their
abilities to answer the given activities,
Worksheet no.1:
Write a number sentence for each illustration

then find out its equivalent number expression on the
right
1.
____ + ____ = ____ ___ + ___ = ____
87
2. B.
____ + ____ = ____ ___ + ___ =
3.
___ + ___ = ___ ___ + ___ =
4. D.
____ + ____ = ____ ____ + ____ = ____
5.
____ + ____ = _____ ____ + ____ = ____
Worksheet no.2
Find the answer then connect to its equivalent

number expression.
1. 7 + 6 = __ a. 9 + 2 = ___
2. 8 + 8 = __ b. 8 + 5 = ___
3. 7 + 4 = __ c. 6 + 4 = ___
4. 9 + 6 = __ d. 7 + 9 = ___
5. 2 + 8 = __ e. 8 + 7 = ___
88
Worksheet no.3:
Match the equivalent number expression.
1. 5 + 5 = 10a. 9 + 5 = 14
2. 8 + 9 = 17 b. 7 + 8 = 15
3. 6 + 8 = 14 c. 4 + 9 = 13
4. 7 + 6 = 13 d. 3 + 7 = 10
5. 9 + 6 = 15 e. 10 + 7 = 17
Generalization Ask:
How did you identify equivalent number
expression? ( if the number combination has the
same value)
What is equivalent number expression? (two
different addition sentence but with the same
AFTER THE value)
LESSON
Application Small group activity:

The teacher could show an addition expression
and pupils will look for its equivalent from the
distributed addition sentence.
Evaluation Find the sum then connect to its equivalent number

expression.
1. 8 + 3 = __ a. 6 + 6 = __
2. 9 + 5 = __ b. 6 + 5 = __
3. 7+ 2 = __ c. 7 + 7 = __
4. 9 + 3 = __ d. 2 + 4 = __
5. 1 + 5 = __ e. 5 + 4 = ___
Assignment
Find the sum then make an equivalent
number expression of the given number
sentence.
1. 7 + 9 = ___
2. 9 + 3 = ___
3. 9 + 9 = ___
REMARKS
REFLECTION
89

I. OBJECTIVES:

repeating patterns and mathematical sentences.
B. Performance Standard Is able to apply knowledge of continuous and

repeating patterns and number sentences in various
situations.
C. Learning 1. Identifies and creates patterns to compose and

Competencies/ decompose using addition. e.g. 7 = 0 + 7, 1 + 6, 2 +
Objectives 5, 3 + 4, 4 + 3, 5 + 2, 6 + 1, 7 + 0
M1AL-IIIi9
2. Show the importance of cooperation and teamwork.
II. CONTENT Patterns and Algebra

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 161-162
Pages
2. Learner’s Material
Pages
3. Textbook Pages Pages 221-223
4. Additional Materials Real objects
from Learning Manipulatives
Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Review the class on constructing equivalent number

lesson or presenting expression.
the new lesson Ask some pupils to give some examples.
B. Establishing a purpose Our lesson today is creating patterns to compose and

for the lesson decompose using addition
C. Presenting examples/ Present the story problem.

instances of new Ask comprehension questions about the story
lesson problem.
The Group A of Grade I Serenity

pupils has 6 pencils. They want to
make combination of numbers with
sums of 6.
90
How are they going to make the
combinations?
1. Who has pencils?

2. How many pencils do they have?
3. What do they want to do with the 6
pencils?
4. If you were one of the member of Group A, how will
you make combinations of 6?
Teacher asks the pupils to display different objects on

their table. (pencils, bags, umbrellas, books, etc.)
Ask the pupils the following questions:
1. How many pencils do you have? (There are 7
pencils.)
2. How many bags do you have? (There are 8 bags.)
3. How many umbrellas do you have? (There are 9
umbrellas.)
4. How many books do you have? (There are 10
books.)
Look at these pencils, I am thinking of make
combinations of numbers whose sum is 7. Can you
help me?
D. Discussing new Guide the pupils in making addition combinations (7+0

concept and practicing , 6+1, 5+2, 4+3, 3+4, 2+5, 1+6, 0+7)
new skill # 1.
E. Discussing new Let the pupils do the activity for sum of 8,9 and 10.
concepts and practicing Let them use counters and manipulatives to show
new skill # 2. addition combinations.
Guide the pupils in making different combinations with
sum of 8,9 and 10.
A. Advance Group
Make different combinations with sum of 8,9 and 10.
First one is done for you.
Sum of 8 Sum of 9 Some of 10

0+8 0+9 0+10
91
B. Average Group
Use counters (popsicle sticks) to make different
combination of sums of 8 and 9
First one is done for you
Sum of 8 Sum of 9
/ + /////// / + ////////
C. Slow Group
Using real objects (marbles, pencils, clips, erasers,

sharpeners), make combination of sums of 6 and 7.
The first one is done for you.
Sum of 6 Sum of 7
+ +
F. Developing mastery Group the class into 3. Let each group make
(Leads to formative combinations of sums of 8, 9 and 10 respectively. Let
assessment) pupils post their work on the board. Have the groups
explain their work. Remind the pupils the standard
while doing group activity. The pupils may have the
following combinations with sums of:
8= 8+0, 7+1, 6+2, 5+3, 4+4, 3+5, 2+6, 1+7, 0+0

9= 9+0, 8+1, 7+2, 6+3, 5+4, 4+5, 3+6, 4+5, 3+6, 2+7,
1+8, 0+9
10= 10+0, 9+1, 9+2, 8+3, 7+3, 6+4, 5+5, 4+6, 3+7,
2+8, 1+9, 10+0
After the group activity, ask the pupils about their

attitude while doing the activity.
(Some pupils will answer like everyone among the
group is participating, while some will answer the
opposite.)
Explain to the class the importance of working

together ,cooperation and teamwork.
92
G. Finding practical Fill in the blank with correct answer to complete the
applications of concepts pattern in composing and decomposing using
and skills in daily living addition.
1. 8 0+8 1+7 2+6 _______ 4+4
2. 9 9+0 8+1 7+2 ______ 5+4
3. 12 6+6 5+7 4+8 ______ 2+10
4. 15 11+4 12+3 13+2 14+1 ______
5. 24 22+2 21+3 ______ 19+5 18+6
H. Making generalizations How can we create pattern to compose and

and abstractions about decompose using addition?
the lesson. We can create pattern to compose and decompose
using addition by decreasing the first addend by 1 and

increase the second addend by 1.
I. Evaluating Learning Look at the numbers below. Create a pattern to

compose and decompose using addition.
10 4
3 13
J. Additional Activities for Encircle the pattern that belongs to the group.
application or
remediation 1. 7 4+3 5+2 6+1 7+2 7+0
2. 5 0+5 1+5 2+3 3+2 4+1
V. REMARKS
VI. REFLECTION
93

Math 1 Q3

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Math 1 Q3

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PROTOTYPE AND

MYRA D. DULPINA LIGAYA J. BAUTISTA

MANILYN E. FEDILLAGA ELENA D. HUBILLA

NELEUTERIO E. DELLOSA MA. NIDA L. ROCHA

MELODY D. DERAMAS ELVIE L. DOLOIRAS

MONSERAT D. GUEMO, Ph. D.

MARIVIC P. DIAZ, Ed. D.

Dr. NYMPHA D. GUEMO

School Maslog Elemtary School Grade Level Grade I

II. SUBJECT COUNTING GROUPS OF EQUAL QUANTITY

B. During the lesson: Present 4 pieces of guava fruits.

 Discussion of Guide the pupils in counting the number of groups

Get again the 4 guavas.

Present 6 popsicle sticks.

Ask the pupils to put out their 20 pcs, of

 Generalization Ask: How do we divide the sets?

The teacher will provide the materials.

Group 1: Count the number of objects in each set

Group 2:Give 3 different sets of objects. Each set

Group 3:Divide the 18 marbles into 9, 6 , 3, 2,

Ask each group to read and explain their output

 Recognize the best group.

Write the correct equivalent expression of the

II. SUBJECT Separating Objects Into Groups of Equal

A.Before the Lesson Present 2 different books.

 I will divide these books into 2 groups.

Present pictures of sets and ask the pupils

 Generalization  How do we divide the set of objects?

C. After the lesson: Group Activity:

Group 1: Divide the 10 stones into 5 groups.

Group 2: Divide the 12 scoops into 2,3, & 4

Group 3: Divide the 24 paper clips into 4 different

Ask each group to read and explain their output

___ groups of ____

___ groups of ____

B. Divide the group into 3 groups and write the

____ groups of _____

Draw and divide the objects.

School Maslog Elementary School Grade Level Grade I

LO2 : Identifies one-half of a whole

II. SUBJECT MATTER: Identifying One- half of a Whole

III. LEARNING RESOURCES:

1. Teacher’s Guide pages 131-133

Real objects, cut outs, shapes, chart,

1. Posing the problem.

Karen has one whole pineapple pie.

1. Ask the pupils the following questions:

Today we will visualize and identify ½ of a

Assist the pupils who cannot follow.

C. Presenting examples/ instances of Let the pupils focus on answer.

Let the pupils get a piece of pad paper. Then let

Let the pupils visualize and identify one half.

A. Draw a line to show 2 equal parts of each

B. Draw a line to show 2 equal parts of each

J. Assignment Check the shape that shows ½ and color ½ of it.

ANTONIO ROGELIO P. AÑONUEVO

School Maslog Elementary School Grade Level Grade 1

Recognize, represent, and compare fractions ½

II. SUBJECT MATTER: Identifying One- fourth of a Whole

III. LEARNING RESOURCES:

4. Additional Materials from LR. Pictures

B. Other Learning Resources Square papers, pair of scissors, crayons

Posing the problem.

_ groups of __

_ groups of __

groups of _