Grade 2 MLRK For Early Numeracy Companion Booklet v1.2

First Edition, 2022 by the U.S.
Agency for International Development (USAID) through

the ABC+: Advancing Basic Education in the Philippines Project.
ABC+ is a partnership of USAID and the Department of Education (DepEd),

implemented by RTI International together with The Asia Foundation, SIL LEAD and
Florida State University.
Prepared by RTI International. RTI International is a registered trademark and a trade

name of Research Triangle Institute.
This work is licensed under the Creative Commons Attribution-NonCommercial-

ShareAlike 4.0 International License (CC BY-NC-SA 4.0). To view a copy of this license,
visit https://creativecommons.org/licenses/by-nc-sa/4.0/.
Under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International

license, you are free to copy, distribute, transmit, and adapt this work but not for
commercial purposes and it should be under the same license as the original, with the
following conditions:
Attribution. If you copy and distribute this work in its entirety, without making changes
to content or illustrations, please label the work as follows: “Replonguced on the basis
of an original work developed under the USAID ABC+: Advancing Basic Education in the
Philippines project and licensed under the Creative Commons Attribution-
NonCommercial-ShareAlike 4.0 International License.”
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Basic Education in the Philippines project and licensed under the Creative Commons
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Adaptations. If you create an adaptation of this work, please use the following label
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___________________________________________
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This training manual is made possible by the generous support of the American people through the U.S
Agency for International Development (USAID). The author's views expressed in this
publication do not necessarily reflect the views of USAID or the United States Government.
3
ACKNOWLEDGMENTS
This companion booklet was developed under the ABC+:
Advancing Basic Education in the Philippines with the
generous support of the U.S. Agency for International
Development (USAID) and the technical guidance of the
Department of Education (DepED).
ABC+ also acknowledges the technical inputs of its team of

early education and numeracy training consultants/advisors/
specialists, namely: Janice Perez, Wendi Ralaingita, Yasmin
Sitabkhan, Jessica Carol Sucgang, Luwalhati Villanueva,
John Nico Urgena, Valerie Fir Garde-Farol, and Joanne Charina
Astilla. Their contributions have helped shape the design of this
companion booklet to make it more context-relevant and
responsive to the needs and realities of learners and home
learning partners in the time of COVID-19.
ABC+’s early numeracy initiative for remote learning is

directly aligned with DepEd’s K to 12 Mother Tongue-based
Multilingual Education (MTB-MLE) and Early Language,
Literacy and Numeracy program and will strengthen
instructional practices for early grades literacy and numeracy.
4
OVERVIEW
OF THE ABC+ PROJECT
The ABC+ Project is implemented in close collaboration with the Department of
Education (DepEd) and focused on improving outcomes in early literacy, numeracy and
socio-emotional learning in the country. Its core interventions include the
development and implementation of professional development programs for teachers
and instructional supervisors, development of developmentally appropriate reading
materials for K-Grade 3 in the Mother Tongues, and systems strengthening as well as
capacity development along these core areas of work.
USAID, through its ABC+ Project, has been supporting DepEd in implementing
innovative approaches to ensure access to a quality education, with interventions
focusing on improving early reading, math, and social and emotional skills for early
grade children (kindergarten to grade 3, or K-3) in the Philippines. One of the ways that
ABC+ pursues this goal is by improving early grade instruction and delivery systems,
through research-based teacher professional development (TPD), and close
collaboration with DepEd at the central, regional, division and school-levels across key
processes in the project implementation. ABC+ supports DepEd’s innovative thrust of
Sulong EduKalidad, which seeks to advance the quality of basic education in the country
with the goal of plongucing a new breed of learners and teachers for the 21st century.
This aligns with USAID’s education strategy where quality education is seen as the
foundational driver of development and self-reliance that leads to greater economic
growth, improved health outcomes, sustained democratic governance, and more
peaceful and resilient societies.
The Early Numeracy Initiative for School-Based Intervention

Though significant strides have been made following the implementation of the K to 12
program, critical challenges remain in the foundational skills of students. National
assessments conducted by DepEd indicate that many learners in the early grades are
struggling to meet the minimum proficiency standards in language, literacy, and
numeracy. Additionally, in the study of K-3 mathematics instruction that was
conducted by University of the Philippines National Institute for Science and
5
Mathematics Education Development (UP NISMED) during the first phase of the ABC+
project, gaps were found in instruction and curriculum resources. It was also found that
the most strategies employed by teachers were limited to promoting surface level
understanding of concepts and procedures. Clearly, there is a need to support teachers
to help them develop a robust and profound understanding of the mathematics they
are supposed to teach (Ma, 2010) and to ensure that they know the fundamental
principles on how to structure mathematical learning experiences.
With these challenges in mind, ABC+ implemented the Early Numeracy Initiative for
Remote Learning in School Year (SY) 2021 - 2022. The initiative provided training to
teachers and school administrators in selected divisions in regions 5 and 6, to improve
instruction in K-3 classrooms. The project aligned all teacher training with DepEd’s twin
goals of developing students’ critical thinking and problem solving in numeracy.
However, for SY 2021-2022, face-to-face classes were suspended in majority of the
schools and remote home learning remained to be the primary mode for delivering
lessons to learners (DepEd Order No. 29, s. 2021), ABC+ project pivoted its initial plan
to launch a full-scale pilot of its Early Numeracy Training Program to a small-scale
remote learning pilot. This supported continuity of learning in Mathematics during
remote learning, while providing an opportunity to test approaches and inform
planning of the larger pilot.
Informed by findings from the early numeracy initiative for remote-learning, ABC+ will
undertake a mathematics school-based intervention this SY 2022-2023 which is
composed on the following key activities: 1) In-service Training of Teachers; 2)
Development of Learning Action Cell Mathematics Resource Kits; 3) Development and
Distribution of Mathematics Home Learning Resource Kits; and 4) Monitoring and
Follow Through Support. The conduct, implementation and evaluation of the activities
will be continuously monitored and supported by ABC+ and UP-NISMED.
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Table of Contents
For Parents and Home Learning partners ...................................................................................... 10
Lesson 1: Visualizing Numbers ...................................................................................................... 13
Activity 1: Get Ready to Learn ............................................................................................................... 13
Activity 2: Explore and Learn ................................................................................................................. 18
Activity 3: New Challenges .................................................................................................................... 24
More Activities...................................................................................................................................... 31
Activity 1: Base Ten Bingo .......................................................................................................................................... 31
Activity 2: Base Ten Matching Game .......................................................................................................................... 32
Lesson 2: Comparing Numbers...................................................................................................... 34
More Activities...................................................................................................................................... 47
Activity 1: Roll the Dice ............................................................................................................................................... 47
Activity 2: Guess the Number ..................................................................................................................................... 47
Lesson 3: Addition of Whole Numbers .......................................................................................... 49
More Activities...................................................................................................................................... 66
Activity 1: Adding Numbers Without Regrouping ...................................................................................................... 66
Activity 2: Adding Numbers with Regrouping ............................................................................................................ 66
Lesson 4: Visualizing and Representing Multiplication .................................................................. 68
More Activities...................................................................................................................................... 81
Activity 1: Multiplying Numbers ................................................................................................................................. 81
Activity 2: Repeated Addition ..................................................................................................................................... 81
Pinayayaman mo ang iyong kaalaman sa pamamagitan ng pagtapos ng mga gawain! .............. 82
Lesson 5: Visualizing and Representing Division ........................................................................... 83
More Activities...................................................................................................................................... 97
Activity 1: Color Division Equation ............................................................................................................................. 97
Activity 2: Match the Quotient ................................................................................................................................... 97
Lesson 6: Identifying Unit Fractions .............................................................................................. 99
7
Activity 2: Explore and Learn ................................................................................................................103
Activity 3: New Challenges ...................................................................................................................107
More Activities ....................................................................................................................................109
Activity 1: Fraction Board Game .............................................................................................................................. 109
Activity 2: Comparing Unit Fractions........................................................................................................................ 110
Activity 3: Unit Fraction Board ................................................................................................................................. 110
Lesson 7: Identifying and Visualizing Straight Lines and Curves, Flat and Curved Surfaces in a 3-
Dimensional Object .....................................................................................................................112
Activity 1: Get Ready to Learn ..............................................................................................................112
More Activities ....................................................................................................................................123
Activity 1: Lines of Numbers..................................................................................................................................... 123
Activity 2: I Spy ......................................................................................................................................................... 123
Lesson 8: Measurement (Time) ...................................................................................................125
More Activities ....................................................................................................................................141
Activity 1: Matching Time......................................................................................................................................... 141
Activity 2: Tell the Time ............................................................................................................................................ 141
Lesson 9: Comparing Units of Measures ......................................................................................143
More Activities ....................................................................................................................................153
Activity 1: Scavenger Hunt ....................................................................................................................................... 153
Activity 2: Measure with Ruler ................................................................................................................................. 154
Lesson 10: ...................................................................................................................................156
Routine and Non-routine Problems Involving Mass ....................................................................156
More Activities ....................................................................................................................................166
Activity 1: Roll the Dice (Routine Problems) ............................................................................................................ 166
Activity 2: Pick a Number (Non-routine Problems) .................................................................................................. 168
Lesson Materials .........................................................................................................................171
Base Ten Cutouts .................................................................................................................................172
Base Ten Bingo Card ............................................................................................................................173
3-Digit Matching Game ........................................................................................................................174
Place Value Chart .................................................................................................................................175
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Alligator Hands (>, <, =) ....................................................................................................................... 175
Ten Frame ........................................................................................................................................... 176
Number Bond Mat .............................................................................................................................. 176
Number Line ....................................................................................................................................... 177
Division Cards ..................................................................................................................................... 178
Match the Quotient ............................................................................................................................ 179
Fraction Strips/ Board ......................................................................................................................... 180
Fraction Matching Game ..................................................................................................................... 181
Fraction Board Game .......................................................................................................................... 182
Roll and Find ....................................................................................................................................... 183
Telling Time Chart ............................................................................................................................... 184
Tic-Tac-Toe Time Board ....................................................................................................................... 184
Matching Time .................................................................................................................................... 185
Units of Measurement Cutouts ........................................................................................................... 186
Units of Measurement Cutouts ........................................................................................................... 187
9
For Parents and Home Learning partners
What is a Mathematics Learning Resource Kit?
As part of the Early Numeracy Initiative of ABC+ Project in partnership with the
Department of Education, USAID, and RTI, a Mathematics Learning Resource Kit (MLRK) has
been developed. It aims to reinforce home learning in numeracy among Grades 1-3
students in learning Mathematics with the support of parents or guardians. The MLRK will
be provided to every student in Grades 1-3 of selected schools in Regions 5 and 6.
The MLRK includes a set of developmentally, age-appropriate, concrete learning materials

(manipulatives), activity booklet, and home learning support guide for parents or
guardians. The kit highlights the importance of the Home Learning Partners (HLPs) -
parents or guardians, in helping students learn and practice their mathematical skills.
Activities are written in a more exploratory, active, and play-based approach through
conversations between the adult and the student. There are step-by- step guides and
instructions for both the adult and student to support learning with the use of different
activities, manipulatives and other learning materials that are low-cost and can be found
even at home.
10
What do I need to know about the Mathematics Learning Resource Kit?
A. Manipulatives and Reproducibles
The MLRK has a set of learning materials that can be used in school and at home when exploring
mathematical concepts and developing mathematics skills.
⬛ Manipulatives are physical objects used as teaching tools that help students in visualizing concepts
through manipulating them in a more hands-on experience.
🗆🗆 Number cards
🗆🗆 Counters (chips)
🗆🗆 Popsicle sticks
🗆🗆 Dice
🗆🗆 Ruler
🗆🗆 clock
⬛ Reproducibles are supplementary learning materials made by the writers to engage and practice the
concepts learned by the student. These can be used through games and activity drills together with
the manipulatives. You can find these in a separate brown envelope.
🗆🗆 Grade 1: Word cards, object cards, Play Money (Philippine coins and peso bills), price tags, Number
Bond mat, Number line, Base Ten Cutouts, Place value chart, Pattern Cutouts (Letter, Numbers and
shapes)
🗆🗆 Grade 2: Base Ten Cutouts, Base Ten Bingo Cards, 3-digit number card, Place Value Chart and
Alligator Comparing symbols, Ten Frame, Number Bond Mat,
0-100 Number Line, Division Cards and puzzle, Fraction Strips, puzzle and board game, Roll and Find
Surface, Tic-tac-toe Time Board and Telling Time Chart, Units of Measure and cutout
🗆🗆 Grade 3: Place Value Mat and Grids, Base Ten Cutouts, Number Disks, Fraction Circles
B. Icons as Activity Cues
This is a guide for you to know the icons that are found in the lesson unit.
It shows the target skill/s

that the student will develop at the end of the unit.
Learning Target
It shows the different activities related to the lesson

that need to be done with you and the student. There
are 3 types of Activities:
Get Ready to Learn 1. Get Ready to Learn
Explore and Learn, and 2. Explore and Learn
New Challenges 3. New Challenges
It shows the part where both the student and the

Home Learning Partner pause to talk about the
different activities done.
SEL/Growth Mindset Statements for Parents:

You can find different encouraging statements here
that you can say to the student. Feel free to add your
Student Check-in and own statements which can help boost the student’s
Parents’ Feedback Corner confidence and encourage him/her to keep on trying
the activities.
Learning math is not only about thinking and problem-

solving, but feeling engaged as well.
This icon shows how the student feels about the

activities represented through happy or sad faces.
Ask the student why he/she feels that way and talk
Student Check-In about it.
This icon shows additional activities that you can do with the
student to deepen his/her understanding of the lesson.
More Activities
It means that you will have to read instructions or provide

questions to the student.
It means that you will have to show an illustration or

manipulative to the student.
i.e. Show number disks.
Note: Make sure to prepare the materials needed.
It tells what the student needs to do in the activity.

i.e. Cut the hundreds chart into columns and put the puzzle
pieces together
This icon means to check if the student can do the activity or if

the student is struggling. There are tips you can follow to
practice more with the student.
Paalala sa mga Home Learning Partners:
■ Ang mga kagamitan sa Mathematics Learning Resource Kit (MLRK) ay makatutulong sa
mag-aaral upang mapalalim ang kanyang pagkatuto sa matematika.
■ Siguraduhing pag-usapan ang mga alituntunin (rules) sa paggamit ng MLRK sa bahay.
■ Maglaan ng oras sa bahay para sa mga pagsasanay sa matematika. Magandang isama
ang mag-aaral sa pagpili ng oras para sa mga pagsasanay. Maaaring gamitin ang mga
gawain sa bahay (chores) kasabay ng activities sa MLRK.
■ Maaaring sundan ang mga gawain na nakasulat sa MLRK booklet o maaari din kayong
gumawa ng sarili ninyong mga gawain gamit ang mga materyales na kasama sa kit.
■ Kung gagamitin ang mga gawain sa MLRK, hindi kinakailangan na tapusin ang lahat ng
mga ito sa loob lamang ng isang araw. Maaaring gawin ang ibang mga gawain sa iba
pang araw.
■ Pag-usapan kasama ng inyong anak kung kailan gagawin ang mga gawain sa loob ng
kanilang MLRK, maaari ring magpatulong sa guro sa pagpaplano nito.
■ Maaaring sundan ang script na isinulat sa MLRK para sa bawat gawain o maaari din na
gamitin lamang ito bilang gabay sa pagtuturo sa mag-aaral. Ang mahalaga ay
mapaliwanag sa mag-aaral ang mga gawain at mahikayat (encourage) siyang magbahagi
ng kanyang proseso at pag-intindi.
■ Ang mga gawain sa booklet ay hindi “homework” o “pagsusulit”. Hindi ito mamarkahan
ng kanilang guro. Ang mga gawain sa booklet ay mga pagsasanay para mas
mapagyaman pa ng mga mag-aaral ang kanilang pagkatuto ng math.
■ Ang mga gawain sa booklet ay dinisenyo upang mahikayat ang mga mag-aaral na matuto;
kaya’t mahalaga na sila ay nag-eenjoy. Ang mga gawain sa loob ng MLRK ay nakabase sa
laro kaya mag-enjoy kasama ang inyong anak sa pagkumpleto ng mga ito.
■ Gamitin ang “Student Check-in” upang malaman ang nararamdaman ng mag- aaral
tungkol sa mga gawain. Ito ay mahalaga upang matukoy ang mga gawain na kailangan ng
mag-aaral ng tulong.
Lesson 1: Visualizing Numbers
Learning Target:
At the end of the unit, the student will be able to visualize numbers up to 1000.
Prepare these materials beforehand:

 Base ten cutouts
 A pair of scissors
 Place value chart
Activity 1: Get Ready to Learn

Materials:
 Base Ten cutouts (9 for each shape) (Page 181)
 A pair of scissors
We are going to learn numbers up to 1000. We will use these base ten cut outs.
First, let’s practice using the base ten cutouts.
1 First, show to the student how to cut the base ten templates.
Cut one of each shape below.
Ipakita sa mag-aaral kung paano gupitin ang base ten. Gumupit ng isa bawat
hugis.
First Quarter | 13
These are base ten cutouts. We use them to help us show small and big
numbers.
Ito ang mga base ten cutouts. Ginagamit sila sa pagpapakita ng maliliit at
malalaking bilang.
This is a unit. This is long. This is a flat.

Ito ay Isang unit. Ito ay long. Ito ay isang flat.
2 Show one unit.

Ipakita ang isang unit.
How many is this?

Ilan ito?
“1”
One is = to 1
14 | Mathematics Learning Resource Kit for Early Numeracy Companion Booklet

3 Show 5 units.
Ipakita ang 5 units.
How many are these?

Ilan ang mga ito?
4
Now it’s your turn. Can you show me 10 units? How many units are there?
Ipakita mo sa akin ang 10 units. Ilan units meron?
5 Show one long.

Ipakita ang 1 long.
How many units do you see in one long?

Ilang units mayroon ang isang long?
6 Show two longs.

Ipakita ang 2 longs.
First Quarter | 15
How many longs do you see?
Ilang longs ang nakikita mo?
How many units are there in two longs?

Ilang units mayroon ang 2 longs?
7 Now it’s your turn. Can you show me three longs? How many units are
there?
Ikaw naman. Ipakita mo sa akin ang 3 long. Ilang units mayroon ito??
“There are 30 units”

Mayroong 30 units.
8 Show one flat.

Ipakita ang 1 flat.

How many longs do you see in one flat?
Ilang longs mayroon ang isang flat?
If one long has 10 units, how many units does 1 flat have?
Kung ang 1 long ay mayroong 10 units, ilang units mayroon and 1 flat?
Tip: If the student finds it challenging to figure out that a flat has 100 units,
give the student longs that she/he can use for counting.
Tip: Kung nahihirapan ang mag-aaral alamin na ang isang flat ay mayroong
100 units, bigyan siya ng longs na pwedeng gamitin sa pagbibilang.
9
Now it’s your turn. Can you show me two flats? What number did you get?
Ikaw naman. Magpakita ng 2 flats. Anong bilang ang nabuo mo?
“200”
If this activity is easy for the student, you can move quickly to Activity 2. If it is
difficult for him/her, show more examples and have him/her try more.
Kung ang gawain na ito ay madali sa mag-aaral, maaari ng tumuloy sa
Activity 2. Subalit kung siya ay nahihirapan, magpakita ng karagdagang
halimbawa at ipasubok sa kanya.
First Quarter | 17
Activity 2: Explore and Learn
Materials:
 Base Ten cutouts (9 for each shape) (Page 181)
Now we will use the base ten cutouts to think about big numbers. I will show you
flats, longs, and units and you will tell the number. You may touch, move, group
the base ten cut outs to help you answer.
Ngayon, gagamitin natin ang mga base ten cutouts para sa malalaking bilang.
Ipapakita ko sa iyo ang mga flats, longs, at units at sasabihin mo ang bilang na
nabuo. Maaari mong hawakan at igalaw ang mga base ten cutouts.
1 Show.
Ipakita.
How many hundreds do you see?

Ilang hundreds ang nakikita mo?
How many tens do you see?

Ilang tens ang nakikita mo?
How many ones do you see?

Ilang ones ang nakikita mo?
That makes two hundred fourteen 214.

Iyan ay 214.

2 Show.
Ipakita.
How many hundreds do you see?

Ilang hundreds ang nakikita mo?
How many tens do you see?

Ilang tens ang nakikita mo?
How many ones do you see?

Ilang ones ang nakikita mo?
What number does that make?

Anong bilang ang nabuo mo?
First Quarter | 19
3 Show.
Ipakita.
What number does that make?

Anong bilang ang nabuo mo?
Repeat with more numbers, such as: 1000 (one thousand), 543 (five hundred forty-three), 643 (six
hundred forty-three), 907 (nine hundred seven)
Ulitin ang gawain gamit ang ibang bilang tulad ng: 1000 (Isang libo), 543 (limangdaan at
apatnapu't tatlo), 643 ( anim na raan at animnapu't tatlo), at 907 (siyam na raan at pito).

If this easy for the student, continue to Step #4.
Kung nadalian ang mag-aaral, gawin na ang Step #4.
If this hard for the student, try:

Kung nahirapan ang mag-aaral, subukan:
• For each number, ask “how many thousands, how many hundreds, how
many tens, how many ones?”
Sa bawat bilang itanong,“ilang thousands, ilang hundreds, ilang tens,
ilang ones?”
• Tell the answer and and explain how to get the correct number.
Sabihin ang sagot at ipaliwanag kung paano ito nakuha.
• Try smaller numbers.
Subukan ang mga mas maliit na bilang.
For more practice, show any number with 1000s, 100s, 10s, and 1s.
Para sa karagdagang pagsasanay, ipakita ang iba’t-ibang bilang na may
1000s, 100s, 10s ,at 1s.
4 Now, I will say the number and you will show me the number using flats, longs, and
units. Please show two hundred and forty-four.
Ngayon, sasabihin ko ang bilang at ipakita mo ito sa akin gamit ang flats, longs, at
units. Ipakita ang bilang 244.
First Quarter | 21
5
Now, show seven hundred ninety-nine.
Ipakita ang 799.
Repeat with more numbers, such as 415; 723; 801.

Ulitin ang gawain gamit ang bilang tulad ng: 415, 723, 801.
If this is easy, continue to Activity 3.

Kung nadalian ang mag-aaral, gawin na ang Activity 3.
If this hard for the student:

Kung nahirapan ang mag-aaral:
● Tell the answer and explain how to get the correct number.
● Try smaller numbers.
Subukan ang mga mas maliit na bilang.
For more practice, use any number less than 1000.
Para sa dagdag na pagsasanay, gumamit ng mga numero na mas mababa sa
1000.

Student Check-In
How do you feel about this activity?

Ano ang nararamdaman mo sa ating mga gawain na ito?
Ask the student to choose happy or sad face.

Pumili mula sa masaya o malungkot na mukha.
Why did you choose (happy or sad)?

Bakit iyan ang napili mo?
Parent’s Feedback Corner

Encourage the student. You might say:
1. You are growing your knowledge by trying new things.
Pinayayaman mo ang iyong kaalaman sa pamamagitan ng paggawa ng mga bagong bagay.
2. You have improved with lots of practice.
Napabuti ka sa maraming pagsasanay.
3. What can I do to help?
Paano ako makakatulong?
First Quarter | 23
Activity 3: New Challenges
Materials:
 Base Ten cutouts (Page 181)
 Place Value Chart (Page 184)
We can also use a Place Value chart to help us think about big numbers.
1 Show.
Ipakita.
Hundreds Tens Ones
We can use the base ten and place value chart to help us think about the number
and write it.
Pwede natin gamitin ang base ten at place value chart sa pag-iisip ng bilang at sa
pagsulat nito.
What number did I make?

Anong bilang ang aking nagawa?
“One hundred twenty-three, 123”
Isang daan at dalawampu't tatlo.

How do you know?
Paano mo nalaman?
“I counted the cutouts; There are 1 hundred flat, two ten longs and 3 one
units.”
“Binilang ko ang cutouts. Mayroong 1 hundred flat, 2 ten longs at 3 one units.”
How do you think I decided where to put the flat, longs and units in the Place
Value chart?
Sa tingin mo, paano ko naisip kung saan ilalagay ang flats, longs at units sa Place
Value chart?
“The units that go under one long is (by 10s) under tens, flat (by 100s) under
hundreds.
Nilagay ko ang units sa Ilalim ng ones, ang longs sa ilalim ng tens at ang flat sa
ilalim ng hundreds.
2
Now you try. Show me three hundred twelve.
Subukan mo. Ipakita ang 312.
Hundreds Tens Ones
First Quarter | 25
3
Let’s try another one. Please show me five hundred thirty-six.
Subukan natin ang isa pa. Ipakita ang 536.
Hundreds Tens Ones
Repeat with more numbers, such as: 434 (four hundred thirty-four), 520 (five hundred twenty), and
707 (seven hundred seven).
Ulitin gamit ang iba pang numero katulad ng 434 (apat na raan at tatlumpu't apat), 520 (limang
daan at dalawampu), 707 (pitong daan at pito).

If this is easy for the student, continue to Step #4.
Kung nadalian ang mag-aaral, gawin na ang Step #4.
If this hard for the student:

Kung nahirapan ang mag-aaral:
● Practice more using just the flats, longs, and unit. Then try again with
the place value chart
Magsanay gamit lang ang flats, longs, at units. Tapos subukan muli
kasama ang place value chart.
● Tell the answer and explain how to get the correct number.
● Help them to count how many of each type of flat, long, and unit.
Turuan silang bilangin ng tama ang mga flats, longs, at units.
For more practice, say any number with 100s, 10s, and 1s.
Para sa karagdagang pagsasanay, magsabi ng iba’t-ibang bilang na may 100s,
10s,at 1s.
4 Show.
Ipakita.
Hundreds Tens Ones
First Quarter | 27
Now we can use the place value chart to help us write numbers.
Gamitin natin ang place value chart sa pagsulat ng mga bilang.
What number did I make?

Anong bilang ang nabuo ko?
“Two hundred fifty-five, 255”
I can write according to what I see in the place value chart.

Masusulat ko ang bilang ayon sa aking nakikita sa place value chart.
(Write: 255)
(Isulat: 255)
5 Show.
Ipakita.
Hundreds Tens Ones
Now your turn. Please write the number that I made.

Isulat ang bilang ayon sa nakalagay na base ten sa place value chart.
Student writes:

6 Show.
Ipakita.
Hundreds Tens Ones
Please write the number I made.

Isulat ang bilang ayon sa nakalagay na base ten sa place value chart.
Student writes:
Tip: If the student has difficulty answering this, ask him/her how many flats,
longs, and units are there for each place value. Tell them that if there is
nothing in a place value, they will write 0.
Tip: Kung nahihirapan ang mag-aaral, tanungin siya kung ilang flats, longs,
and units ang mayroon sa bawat place value. Kung wala sa isang place value,
ang isusulat nila ay 0.
7 Now can you show me this number on the place value chart.
Ipakita mo sa akin ang bilang na ito sa place value chart.
(Write 163.) (Isulat ang 163.)
Hundreds Tens Ones
First Quarter | 29
8 Can you show me this number?
Kaya mo bang ipakita ang bilang na ito?
842
Hundreds Tens Ones
Practice with more numbers. Sometimes, you make the number and ask the student to write it.
Sometimes you write the number and ask the student to make it on the place value chart.
Magsanay gamit ang iba’t-ibang bilang. Minsan, ikaw ang gagawa ng bilang at ang mag-aaralang
magsusulat. Minsan naman, ikaw ang sumulat ng bilang at ang mag-aaral ang bubuo nito sa place
value chart gamit ang base ten cutouts.

More Activities
Activity 1: Base Ten Bingo
Materials:
 Base Ten Bingo Card (Page 182)
 9 chips
Give the student a Base Ten Bingo card and nine chips. Call out some numbers. If the number is
represented in the Base Ten Bingo card, the student will mark the space using chips. Once all the
boxes are marked, the student/player shall shout BINGO!
Bigyan ang mag-aaral ng base ten bingo card at siyam na chips. Sabahin ang bawat bilang. Kung
ang bilang ay nasa base ten bingo card ng mag-aaral, mamarkahan niya ang kahon gamit ang
chips. Kapag lahat ng 9 na kahon ay namarkahan na, sisigaw ang mag-aaral ng BINGO!
Call out these numbers one by one and give the student ample time to search for the base ten
representations in his/her BINGO card.
Sabihin ang mga sumusunod na numero at bigyan ang mga mag-aaral ng sapat na oras upang
hanapin ang base ten representation sa kanyang BINGO card.
1) 45 6) 205 11) 17
2) 67 7) 165 12) 49
3) 125 8) 367 13) 120
4) 552 9) 221 14) 233
5) 113 10) 50 15) 201
First Quarter | 31
Activity 2: Base Ten Matching Game
Materials:
 3-digit number cards (Page 183)
Two players can play this game. Give each player a set of 5 three-digit number cards on page 183.
The leader will make a number using the base ten cutouts. The first player to match his/her number
card to the base ten number by gets the point. The player who matches all of his/her number cards
first wins the game.
Maaari itong laruin ng 2 manlalaro. Bigyan ang bawat manlalaro ng tig-isang set ng 5 three-digit
number cards. Pumili ng lider na pwedeng gumawa ng bilang gamit ang base ten cutouts. Ang
unang player na makakabuo ng magkaparehas ng kanyang number card sa base ten number ang
magkakaroon ng puntos. Ang player na unang maipares ang lahat ng kanyang number cards ang
panalo.

Student Check-In




Napabuti ka dahil sa maraming pagsasanay.
First Quarter | 33
Lesson 2: Comparing Numbers
Learning Target:
At the end of the unit, the student will be able to compare numbers using the
symbols <,>, and =.

 Dice (3 pieces)
 Place value chart
 Pencil and Paper
 Scissors
 Alligator hands

Materials:
 3 pieces of dice
We are going to learn how to compare three-digit numbers. We will use dice. First,
let’s practice using the dice.
Pag-aaralan natin ang pagkumpara ng three-digit na bilang gamit ang dice.
Umipsahan natin sa pagsasanay sa paggamit ng dice.
1 Show the dice.

Ipakita ang dice.
Each side of the die has a corresponding number of odds.

There is a side for 1, 2, 3, 4, 5, and 6.
Bawat bahagi ng dice ay mayroong katumbas na bilang.
Mayroong 1, 2, 3, 4, 5, at 6.

2 Show the 3 dice.
Ipakita ang tatlong dice.
4 5 6
The sides facing up tell your number.

Ang bahagi na nakaharap sa taas ng dice ang nagsasabi ng
iyong bilang
What numbers do the dice show?

Anong bilang ang ipinapakita ng dice?
“4", "5', '6”
3 Can you roll the dice to create another three-digit number?

Maaari mo bang pagulungin ang mga dice para makabuo ng iba pang three-digit
number?
What number did you make? Anong bilang ang iyong nabuo?
(Example: “465”) (Halimbawa:“465”)
4 6 5
Repeat by asking the student to create more numbers such as 546; 564; 654; 645.
Ulitin ang gawain upang makabuo ng iba pang bilang gawa ng 546; 564; 654; 645.
If this activity is easy for the student, you can move to Activity 2.
If it is difficult, throw the three dice again and have the child create a 3-digit
number using the numbers from the dice.
Kung nadalian ang mag-aaral sa gawain, pwede nang gawin ang Activity 2.
Kung nahihirapan naman siya, gamitin muli ang 3 dice at turuang bumuo ng 3-
digit number.
First Quarter | 35
Materials:
 Three pieces of dice
 Place value chart (Page 184)
 Pencil
Now we will use the dice and place value chart to compare numbers. I will show
you the dice and you will tell the number. You may touch and move the dice to
help you.
Ngayon ay gagamitin natin ang dice at place value chart upang paghambingin
ang mga bilang. Ipapakita ko sa iyo ang dice at sasabihin mo ang bilang sa taas
na bahagi nito. Maari mong hawakan at isaayos ang mga ito.
1 Roll the three dice three times. For every roll, write down the three-digit number
using the hundreds, tens and ones columns. You can decide whichh one Is In the
hundreds, tens and ones place.
Pagulungin ang mga dice ng tatlong beses. Sa bawat paggulong ng mga dice, isulat
ang three-digit number sa hundreds, tens and ones column. Ikaw ang pipili kung
ano ang ilalagay sa hundreds, tens at ones place.
Hundreds Tens Ones

NOTE: Answers will depend on the numbers that the student will get after rolling
the dice. What three-digit numbers can you make out of these dice?
Paalala: Ang mga kasagutan ay nakamag-aaraly sa mga bilang na makukuha ng
mag-aaral sa paggamit ng dice.
What are the numbers formed?

Ano ang mga bilang ng nabuo?
(Halimbawa: ang mga bilang na nabuo ay 132, 422, 215)
What are the numbers in the hundreds place?

Anu-ano ang mga bilang na nasa hundreds place?
The numbers in the hundreds place are 1, 4, and 2.
Ang mga bilang na nasa hundreds place ay 1, 4 at 2.
What are the numbers in the tens place?

Anu-ano ang mga bilang na nasa tens place?
The numbers in the tens place are 3, 2 at 1.
Ang mga bilang na nasa tens place ay 3, 2 at 1.
What are the numbers in the ones place?

Anu-ano ang mga bilang na nasa ones place?
The numbers in the ones place are 2, 2 at 5.
Ang mga bilang na nasa ones place ay 2, 2 at 5.
2 To compare three-digit numbers, we have to look for the highest place value of the
number. Can you tell me what the highest place value is in a three-digit number?
Para makakumpara ang mga bilang na may tatlong digit, kailangan nating alamin
ang pinakamataas na place value sa Isang bilang.
Maari mo bang sabihin kung ano ang pinakamataas na place value sa mga bilang na
may tatlong digits?
Ang pinakamataas na place value sa isang bilang na may tatlong digit ay hundreds.
Correct! If we will compare the three-digit numbers, we should look for the numbers
in the hundreds place and compare them. By looking at the digits in the hundreds
place, we will know which number is greater or lesser.
Tama! Kung tayo ay magkukumpara ng mga bilang na may tatlong digit, kailangan
nating tingnan ang mga bilang na nasa hundreds place. Sa pagkukumpara lamang
ng mga bilang sa hundreds places, malalaman na natin kung ano ang bilang na
masmalaki at masmaliit.
First Quarter | 37
3 Now, we will compare two three-digit numbers by identifying whichh is the greater
and the lesser number.
Ngayon naman ay pagkukumparahin natin ang dalawang bilang na may tatlong digit
sa pamamagitan ng pagtukoy kung alin ang masmalaki at masliit na bilang.
A. Look at the place value chart. Tingnan ang place value chart.
Hundreds Tens Ones

4 2 5
3 1 4
If we are to compare two three-digit numbers, what place value should we

start comparing?
Kung pagkukumparahin natin ang dalawang bilang na may three-digit, saang
place value muna tayo magsisimulang magkumpara?
If we will compare two three-digit numbers, we will start with the numbers in
the hundreds place.
Kung magkukumpara tayo ng dalawang bilang na may three digits,
magsisimula tayo magkumpara ng mga bilang sa hundreds place.

The numbers in the hundreds place are 4 for 425 and 3 for 314. Ang mga
bilang na nasa hundreds place ay 4 para sa 425 at 3 para sa 314.
Let us compare 4 and 3. Which of the two numbers is greater?

Pagkumparahin natin ang 4 at 3. Alin sa dalawang bilang ang mas malaki?
Four is greater.
Ang bilang na mas malaki ay 4.
What does this mean in comparing 425 and 314?

Ano ang ibig sabihin nito sa pagkukumpara natin sa 425 at 314.
This means that 425 is greater than 314.

Ibig sabihin, ang 425 ay mas malaki kaysa 314.

B. Look at the place value chart.
Tingnan ang place value chart.
Hundreds Tens Ones

5 3 5
2 4 0

The numbers in the hundreds place are 5 for 535 and 2 for 240.
Ang mga bilang na nasa hundreds place ay 5 para sa 535 at 2 para sa 240.
Let us compare 5 and 2. Which of the two numbers is lesser?

Pagkumparahin natin ang 5 at 2. Alin sa dalawang bilang ang mas maliit?
2 is lesser.
Ang bilang na mas maliit ay 2.

Ano ang ibig sabihin nito sa pagkukumpara natin sa 535 at 240?
This means that 250 is lesser than 535.
Ibig sabihin, ang 240 ay mas maliit kaysa 535.
First Quarter | 39
C. Look at the place value chart.
Tingnan ang place value chart.
Hundreds Tens Ones

4 3 5
4 2 1

The numbers in the hundreds place are 4 for 435 and 4 for 421.
Ang mga bilang na nasa hundreds place ay 4 para sa 435 at 4 para sa 421.
What can you say abou the two digits in the hundreds place?
Ano ang masasabi mo sa mga bilang na nasa hundreds place?
The numbers in the hundreds place are equal.
Magkapareho ang mga bilang na nasa hundreds place.
What do you think should we compare next if the numbers in the hundreds
place of two three-digits number are the same?
Ano sa tingin mo ang sunod nating ikukumpara kung ang mga bilang ng
dalawang numero na may three digits ay pareho?
We will compare next the numbers in the tens place.
Pagkukumparahin naman natin ang mga bilang sa tens place.
Correct! What are the numbers in the tens place?

Anu-ano ang mga bilang na nasa tens place?
The numbers in the tens place are 3 for 435 and 2 for 421.
Ang mga bilang na nasa tens place ay 3 para sa 435 at 2 para sa 421.
Let us compare 3 and 2. Which of the two numbers is greater?

Pagkumparahin natin ang 3 at 2. Alin sa dalawang bilang ang mas malaki?
Three is greater.
Ang bilang na mas malaki ay 3.

Ano ang ibig sabihin nito sa pagkukumpara natin sa 435 at 421.
This means that 435 is greater than 421.
Ibig sabihin, ang 435 ay mas malaki kaysa 421.

Tip: If the student finds it difficult to see which number is greatest/lowest, give
the student some base ten cutouts to help him/her in counting and visualizing.
Tip: Kung nahihirapan ang mag-aaral na matukoy ang pinakamalaki at
pinakamaliit na bilang, bigyan siya ng base ten cutouts para magamit niya sa
pagbibilang.
If this activity is easy for the student, you can move to Activity 3. If it is
difficult, throw the three dice again and have the student create a 3-digit
number using the numbers from the dice.
Kung nadalian ang mag-aaral sa gawain, pwede nang gawin ang Activity 3.
Kung nahirapan siya, gamitin muli ang mga dice at gabayan siya sa paggawa
ng three-digit number.
Tell the student:

Sabihan ang mag-aaral:
Point to a number with a _____ in the hundreds place.

Ituro ang bilang na mayroong ____ sa hundreds place.
Point to the numbers with a _____ in the tens place.

Ituro ang bilang na mayroong ____ sa tens place.
Point to a number with a _____ in the ones place.

Ituro ang bilang na mayroong ____ sa ones place.
First Quarter | 41
Student Check-In




1. You are embracing new challenges.
Nagawa mo angmga bagong gawain.
2. You tried different strategies today!
Sinubukan mo ang iba’t-bang paraan ngayon!
3. You’re a problem solver.
Ikaw ay nakapagbibigay solusyon sa mga problema.

Materials:
 Dice (3 pieces)
 Alligator hands <, >, = (Page 184)
Now we will compare our three-digit numbers with the help of our friend,
Alligator Al!
Ngayon, ay pagkukumparahin nating ang mga three-digit number gamit ang
ating kaibigan, si Alligator Al!
1 Show.
Ipakita.
This is Alligator Al.

Alligator Al likes greater numbers.
So, chomp! Al, chomp!
Chomp! Chomp! Chomp!
Ito si Alligator Al.
Paborito niya ang malalaking bilang.
Kain! Al, Kain!
Kain! Kain! Kain!
What does Alligator Al like?

Ano ang paborito ni Alligator Al?
“Greater numbers”
“Malalaking Bilang”
First Quarter | 43
2 Show.
Ipakita.
Hundreds Tens Ones
1 2 5
How many hundreds? Ilang hundreds?

How many tens? Ilang tens?
How many ones? Ilang ones?
What number does that make? Anong bilang ang
nabuo?
3 Show.
Ipakita.
Hundreds Tens Ones
1 3 5
How many hundreds? Ilang hundreds?

How many tens? Ilang tens?
How many ones? Ilang ones?
What number does that make? Anong bilang ang
nabuo?

4 Show.
Ipakita.
125 135
If Alligator Al likes greater numbers, which number would Alligator Al like to eat,
125 or 135?
Kung paborito ni Alligator Al ang malalaking bilang, alin ang bilang na kakainin
niya, 125 or 135?
How do you know that 135 is the greater number?

Paano mo nalaman na mas malaki ang 135 kaysa sa 125?
“Both numbers have 1 hundreds and 5 ones. 125 has 2 tens and 135 has 3 tens.
Three tens is greater than two tens.”
“Ang parehong bilang ay may 1 hundreds at 5 ones. 125 ay may 2 tens at 135 ay
may 3 tens. Ang 3 tens ay mas malaki sa 2 tens.”
5 Show.
Ipakita.
567 245
452 431
708 78
Which number is greater?

Anong bilang ang mas malaki?
How do you know?

Paano mo nalaman?
(Student answers)
First Quarter | 45
6 Show.
Ipakita.
211 211
211 211
Which number will Alligator Al eat this time?

Aling bilang ang kakainin ni Alligator Al?”
“None”
“Wala”
Why?
Bakit?
“Both numbers are the same.”
“Pareho ang dalawang bilang.”
Which number will Alligator Al eat this time?

Ano ang kakainin ni Alligator Al?”
“None” “Wala”
Why?Bakit?
“Both numbers are the same.” “Pareho ang dalawang bilang.”
How do you know? Paano mo nalaman?

“They both have 2 hundreds, 1 tens, and 1 ones.”
If both numbers have the same value, then they are equal to each other.
Kung ang dalawang bilang ay magkapareho, ito ay equal.
Repeat with more 3-digit numbers such as:

Magsanay sa 3-digit na mga bilang tulad ng:
1. 677 ____ 767
2. 818 ____ 818
3. 550 ____ 505

If the student is struggling, provide the student with base ten cutouts
and have him/her write the numbers in a place value chart.
Kung ang mag-aaral ay nahihirapan, magbigay ng base ten cutouts at
hayaang isulat ito sa place value chart.
More Activities
Activity 1: Roll the Dice
Materials:
 3 dice for each player
This game can be played independently or with a partner. The first player rolls 3 dice to create a
three-digit number. The partner does the same. They then compare the two numbers to see which
is greater.
Pwede itong laruin ng mag-isa o may kapareha. Ipapagulong ng unang manlalaro ang 3 dice upang
makabuo ng three-digit number. Gagawin din ito ng kanyang kapareha, kung mayroon. Ikukumpara
nila ang three-digit number na kanilang nabuo upang malaman kung sino ang mayroong higit na
mas malaking bilang.
Activity 2: Guess the Number

Materials:
 Pen and paper
One or more players can play this guessing game. The leader will say some clues about the mystery
number. The players will use the clues to figure out the number. Players can use a pen and paper to
show their answers.
Pwede itong laruin ng isa o higit pa sa isang player. Magbibigay ang lider ng mga clues para
mahulaan kung ano ang mystery number. Maaaring gumamit ng lapis at papel ang mga players sa
pagpapakita ng kanilang mga sagot.
1. I am a number that has 6 hundreds, 3 tens, and 2 ones. Ako ay isang bilang na may 6 na
hundreds, 3 na tens at 2 ones “632”
2. I am a number greater than 250 but less than 255. Ako ay isang bilang na greater than 250
ngunit less than 255 “251; 252; 253; 254”
3. I am a number that is 10 more than 430. Ako ay isang bilang na 10 more than 430 “440”
4. I am a number that is 10 less than 855. Ako ay isang bilang na 10 less than 855 “845”
5. I am a number equal to 7 hundreds, 0 tens, and 9 ones. Ako ay isang bilang na equal to 7 na
hundreds, 0 na tens at 9 na ones. “709”
First Quarter | 47
Student Check-In




Nagawa mo ang mga bagong gawain.
Ikaw ay nakapagbibigay solusyon sa mga problema.

Lesson 3: Addition of Whole Numbers
Learning Target:
At the end of the unit, the student will be able to add whole numbers with sums
up to 1000.

 Ten Frame
 Base ten cutouts
 Chips
 Number bond mat
 Scissors
 Paper and pencil

Materials:
 Ten Frame (Page 185)
 Chips
 Base ten cutouts (Page 181)
We are going to learn the addition of whole numbers up to 1000. First, let’s practice
using the Ten Frame.
Pag-aaralan natin ngayon ang addition ng mga bilang hanggang 1000. Una,
magsanay tayo gamit ang Ten Frame.
First Quarter | 49
1 Show the Ten Frame.
Ipakita ang Ten Frame.
This is a Ten Frame. We use it to break numbers apart to make ten. It has two
rows of five squares stacked against each other to form a box of spaces. We can
fill in the squares with shapes and symbols to help us see the relationship
between numbers.
Ito ang Ten Frame. Ginagamit ito para hatiin ang mga bilang upang makabuo
ng sampu. Mayroon itong 2 rows na may tig-5 kahon. Pwedeng punuan ang
bawat kahon ng hugis o simbolo upang makita natin ang ugnayan ng mga
bilang sa isa’t-isa.
2 Show the Ten Frame and put 1 chip of the same color in eight boxes. Maglagay ng
isang chip sa loob ng 8 kahon ng Ten Frame. Gumamit ng magkaparehong kulay ng
chips.
8=5+3
How many boxes does the Ten Frame have?

Ilang kahon mayroon ang Ten Frame?
How many chips did I put in the first row of the Ten Frame?
Ilang chips ang aking nilagay sa unang row ng ten Frame?
How many chips did I put in the second row of the Ten Frame?
Ilan naman ang chips ang nilagay ko na chips sa pangalawang row ng Ten
Frame?

Repeat with more numbers including 7 and 9. Each time, you ask:
Ulitin ang gawain sa iba pang bilang tulad ng 7 at 9. Sa bawat bilang maaring itanong ito:
● How many chips are in the first row?
Ilan ang chips sa unang row?
● How many chips are in the second row?
Ilan ang chips sa ikalawang row?
● What is the total number of chips?
Ano ang kabuuang bilang ng chips?
3 Show the following on the ten frame and the base ten cutouts.
Ipakita ang sumusunod sa ten frame at base ten cutouts.
= 1 tens
= 6 ones
How many tens?

Ilan ang tens?
How many ones?

Ilan ang ones?
What number did we make?

Anong bilang ang nabuo?
How did you know?

Paano mo nalaman?
First Quarter | 51
4 Now it’s your turn. Use the Ten Frame and chips to show these numbers: 25 and 37.
Gamitin ang ten frame at chips sa pagpapakita ng mga sumusunod na bilang: 25 at
37.
Let the student show these outputs.

Dapat maipakita ng mag-aaral ang mga nasa ibaba.
25 =
37 =

Materials:
 Ten Frame (Page 185)
 Chips
 Number cards
 Number bond mat (Page 185)
 Base ten cutouts (for numbers 11 and above) (Page 181)
Now, we will use another tool to connect our visual understanding to more
abstract numerical notations – Number Bonds.
Ngayon, gagamit naman tayo ng isa pang kasangkapan para maitindihang
mabuti ang notasyon ng mga bilang – ang number bonds.
1 Show the number bond mat.

Ipakita ang number bond mat.
First Quarter | 53
The number bond is a visual tool to understand the concept of “part-part-whole”.
It consists of 3 circles, the main circle contains the “whole” (the number to break
apart), while the two other circles contain the “parts” (numbers that make up the
whole).
Ang number bond ay isang tool na nagpapakita ng parte ng isang buong bilang.
Ito ay may 3 hugis bilog, nasa malaking bilog ang whole (ang paghahatiin) at ang
dalawang maliit na mga bilog ay ang parts (ang mga bilang na makakabuo sa
whole).
2 Show.
Ipakita.
How many more chips do I need to make ten?

Ilan pang chips ang kailangan para makabuo ng 10?
10 = 8 + __

3 Now it’s your turn. Use the ten frame and number bond mat to make the
following numbers:
Ikaw naman. Gamitin ang ten frame at number bond mat sa mga sumusunod na
bilang:
10 = 6 + ___ “4”
10 = 7 + ___ “3”
8 = 6 + ___ “2”
If the activity is easy, you can proceed to Step #4. If it is hard, have the student
practice more on breaking numbers apart.
Kung ito ay madali, maaari nang gawin ang Step #4. Kung nahihirapan naman,
bigyan pa ng mga pagsasanay ang mag-aaral sa pagtuloy ng mga bahagi ng
bilang.
8 = 4 + ___ 6 = 5 + ___ 9 = 2+ ___
First Quarter | 55
4 Let’s try using bigger numbers this time. Can you make the following numbers?
For these numbers, you can add the use of base ten cutouts.
Subukan naman natin ngayon sa malalaking bilang. Kaya mo bang gawin ang
mga sumusunod? Gumamit ng base ten cutouts.
Note: Say these numbers one by one.

Paalala: Sabihin ang mga bilang paisa-isa.
70 = 40 + ___
63 = ___ + 43
300 = 200 + ___
420 = ___ + 210
Draw a number bond on a paper and write your parts and whole.
Gumuhit ng number bond sa papel at isulat ang mga bahagi at ang
kabuuan.
70 = +30
63 = +20
300 =+100
420 = +210
Tip: If the student is having a hard time, guide him/her on the steps of using
ten frame and base ten cutouts especially for bigger numbers.
Tip: Kung ang mag-aaral ay nahihirapan sa pagsagot, gabayan siya sa bawat
steps ng paggamit ng ten frame at base ten cutouts lalo na sa malalaking
bilang.

Student Check-In




1. You are challenging yourself by doing these tasks.
Hinahamon mo ang iyong sarili sa pamamagitan ng paggawa ng mga gawaing ito.
2. I can help you if there something you can’t understand using the ten frames and base ten
cutouts.
Maaari kitang tulungan kung mayroong kang hindi naiintindihang mabuti sa paggamit ng
ten frames at base ten cutouts.
3. Mistakes happen, it helps you to be better.
Maaaring magkamali, nakakatulong ito para mas maging maalam.
First Quarter | 57
Materials:
 Base ten cutouts (Page 181)
This time, we are going to add numbers with and without regrouping using the
given materials.
Ngayon, tayo ay mag-aadd ng mga bilang na mayroon at walang regrouping
gamit ang mga nakatakdang materyales.
1 Show this illustration or you can write it on a paper.

Ipakita ang larawan o isulat ito sa papel.

We align each number to easily see the numbers we will add. Always start
with the ones place.
Pinagtatapat ang bawat bilang para madali nating makita ang mga bilang na
pagsasamahin.
I want to find the sum of 14 + 23. What numbers are in the ones place?
Gusto kong malaman ang sum ng 14+23. Anu-ano ang mga bilang sa ones
place?
The numbers in ones place are 4 and 3.
Ang mga bilang sa ones place ay 4 at 3
4 ones + 3 ones is equal to how many ones?

Ilang ones ang mabubuo kung mayroon kang 4 ones at 3 ones?
Four ones and three ones is equal to seven ones.
Ang 4 ones at 3 ones ay 7.
How about the numbers in tens place?

Ano naman ang mga bilang sa tens place?
The numbers in tens place are 1 and 2.
Ang mga bilang sa tens place ay 1 at 2.
1 tens + 2 tens is equal to how many tens?

Ilang tens ang mabubuo kung ikaw ay mayroong 1 tens at 2 tens?
One tens and two tens is equal to three tens.
Ang 1 tens at 2 tens ay equal sa 3 tens.
Therefore, 14 + 23 = 37
Ibig sabihin, 14 + 23 = 37
First Quarter | 59
2 Show the base ten cutouts for 14 + 23 = 37.
Ipakita ang base ten cutouts ng 14 + 23 = 37.
14 23
Using the base ten cutouts, this is how we add.

Gamit ang base ten cutouts, ganito ang pag-add.
+ = 7 ones
4 ones 3 ones
+ = 3 tens (30)
1 tens 2 tens
The answer is 3 tens and 7 ones, 37.

Ang sagot ay 3 tens at 7 ones, 37.

3 Can you try adding the following numbers? Write the same like I did and use the
base ten cutouts.
Pwede mo bang subukan i-add ang mga sumusunod na bilang? Isulat ito katulad
kung paano ko naisulat at gamit ang base ten cutouts.
Add:
You are just going to add another space for hundreds if the given is a
3-digit number.
Magdadagdag ka lang ng isa pang space para sa hundreds kung may
3-digit na bilang.
First Quarter | 61
4 Show this illustration or you can write it on a paper.
Ipakita ang larawan o isulat ito sa papel.
What about if the sum of the numbers In the ones place is 10 or more than 10?
Paano naman kung ang mga bilang na ina-add sa ones place ay 10 o mahigit pa
sa 10?
We want to find the sum of 18 and 44. What are the numbers to add in ones
place?
Gusto nating malaman ang sum ng 18 at 44. Anu-ano ang mga bilang sa ones
place?
The numbers in the ones place are 8 and 4.
Ang mga bilang sa ones place ay 8 at 4.
8 ones + 4 ones is equal to how many ones?

Ano ang mabubuo kung mayroon kang 8 ones at 4 ones?
Eight ones and four ones is equal to 12 ones.
Ang 8 ones at 4 ones ay equal sa 12 ones.
We cannot put it under 8 and 4 because 12 is a 2-digit number. We have to

Regroup 12 as 1 tens and 2 ones. Place 2 below 8 and 4, then place the
1 tens in the tens place.
Hindi natin maaaring ilagay ang 12 sa ilalim ng 8
at 4 dahil ito ay bilang na may dalawang digit. Ilagay ang 2 sa ilalim ng 8 at 4, at
ilagay ang 1 tens sa tens place.

What are the numbers to add now in tens place?
Ano naman ang mga bilang sa tens place?
The numbers In the tens place are 1,1 and 4.
Ang mga bilang sa tens place ay 1,1 at 4.
1 tens +1 tens + 4 tens is equal to how many tens?

Ano ang mabubuo kung mayroon kang 1 tens, 1 tens at 4 tens?
One tens plus one tens, plus 4 tens equals 6 tens.
Ang ones tens plus one tens plus four tens ay equal sa 6 tens.
What is the answer for 18 + 44 = ?

Ano ang sagot sa 18+44=?
“The sum is 62”.
Ang sagot ay 62.
First Quarter | 63
5 Show the base ten cutouts for 18 + 44 = 62.
Ipakita ang base ten cutouts ng 18 + 44 = 62.
18 44
Using the base ten cutouts, this is how we add.

Gamit ang base ten cutouts, ganito ang pag-add.
8 ones + 4 ones = 12 ones or 1 tens and 2 ones
We add the other

1 tens + 4 tens + = 6 tens
1 tens from 12
The answer is 6 tens and 2 ones, 62.

Ang sagot ay 6 tens at 2 ones, 62.

6 Can you try adding the following numbers? You write the same like I did and may use
the base ten cutouts.
Pwede mo bang subukan i-add ang mga sumusunod na bilang? Isulat ito kasintulad
ng pagkasulat ko at maaari mong gamitin ang base ten cutouts.
Add:
You are just going to add another space for hundreds if the given is a
3-digit number.
Magdadagdag ka lang ng isa pang space para sa hundreds kung may
3-digit na bilang.
First Quarter | 65
Tip: You can do more practice by adding numbers if the student still find it
difficult to answer and guide them through the use of base ten cutouts.
Then, you can proceed with doing more activities in addition.
Tip: Magsanay ng karagdagan sa pag-add ng mga bilang kung ang mag-
aaral ay nahihirapan sa pagsagot at gabayan siya sa paggamit ng base ten
cutouts. Pagkatapos, magpatuloy sa susunod na gawain.
More Activities
Activity 1: Adding Numbers Without Regrouping
Materials:
Write the given numbers on a piece of paper. Add the numbers.
65 10 243 405 326

+ 21 + 48 +253 +393 +271
If the student is having a hard time adding big numbers, use the chips, ten frames and base ten
cutouts. Also, remember to start adding at ones going to tens or hundreds.
Kung nahihirapan ang mag-aaral na mag-add ng malaking bilang, gamitin ang chips, ten frame at
base ten cutouts. Palaging tandaan na mag-add mula sa ones patungong tens at hundreds.
Activity 2: Adding Numbers with Regrouping

Materials:
Write the given numbers on a piece of paper. Add the numbers.
Isulat ang sumusunod na mga bilang sa isang pirasong papel. I-add ang bawat magkasamang
bilang.
7 79 68 385 679
+3 + 23 +15 +134 +426
If the student is having a hard time adding big numbers, use the chips, ten frames and base ten
cutouts. Also, remember to start adding at ones going to tens or hundreds. When regrouping, put
the tens on top of the next number to be added then leave the answer on ones.
Kung nahihirapan ang mag-aaral sa pag-add ng malaking bilang, gamitin ang chips, ten frame at
base ten cutouts. Palaging tandaan na mag-add mula sa ones patungong tens at hundreds. Sa
regrouping, ilagay ang tens sa itaas ng susunod na ia-add na bilang at iwan ang sagot sa ones.

Student Check-In




1. If you’re still having a hard time adding numbers, let’s try practicing again.
Kung ikaw ay nahihirapan pa rin sa pag-add ng mga bilang, subukan muli nating magsanay.
2. How can I help you?
3. You are enriching your knowledge on numbers by completing the tasks! Pinayayaman mo
ang iyong kaalaman sa pamamagitan ng pagtapos ng mga gawain natin!
First Quarter | 67
Lesson 4: Visualizing and Representing Multiplication
Learning Target:
At the end of the unit, the student will be able to illustrate and write a related
equation for each type of multiplication: repeated addition, array, counting by
multiples, and equal jumps on the number line.

 Base ten
 Number line
 Non-ruled index cards
 Markers

Materials:
To visualize how multiplication works, we need to review addition. Let’s start by

using the base ten cutouts.
Para maipakita kung paano ang multiplication, kailangan nating magbalik-aral
sa addition. Simulan natin sa paggamit ng base ten cutouts.

1 Show the base ten cutouts as shown below.
Ipakita ang base ten cutouts katulad ng nasa ibaba.
Count the units and let’s replace it with a number.

Bilangin natin ang mga units at palitan natin ito ng bilang.
2 + 2 + 2 =?
What is the answer?
Ano ang sagot?
“The answer is 6.”
Ang sagot ay 6.
That’s correct! But look at the equation, adding 2 is repeated. There is another
operation that we can use in this kind of number sentence. It is called
“Multiplication”.
Tama! Pero tingnan ang equation, ang pag-add ng 2 ay inuulit. Mayroong isa
pang operation na maaari nating gamitin sa ganitong number sentence. Ito ay
ang “Multiplication”.
You said 2+2+2=6, but let’s change it to multiplication. How many times do you
see number 2 in this equation?
Ang sabi mo ay 2+2+2=6, pero palitan natin ito ng multiplication. Ilang beses mo
nakita ang 2 sa equation?
“The two is added three times.”
Ang two ay ina-add natin ng tatlong beses.
We write it as 2 x 3 = 6. Instead of plus (+) to add, we use times (x) to multiply.

Isusulat natin ito ng 2 x 3 = 6. Kaysa gamitin ang plus (+) sa pag-add, ginagamit
natin ang times (x) sa pag multiply.
2 Show and write 2 x 3 = 6 on a paper.

Ipakita at isulat ang 2x3=6 sa papel.
2x3=6
Second Quarter | 69
In this equation, 2 is the number that is being repeated and is called
multiplicand. Times (x) 3 is the number of times you need to repeat 2 and it is
called the multiplier while 6 as your answer in this number sentence is called
plonguct.
Sa equation na ito, ang 2 ay ang bilang na pinapaulit-ulit at ito ay tinatawag na
multiplicand. Times (x) 3 ang bilang kung ilang beses uulitin ang 2 at ito ay
tinatawag na multiplier habang ang 6 na sagot ay tinatawag na plonguct.
3 Show another base ten cutout as shown below.

Magpakita ng isa pang base ten cutouts katulad ng nasa ibaba.
+ + + =?
Say the addition sentence for this example.

Sabihin ang addition sentence ng halimbawa na ito:
“10 + 10 + 10 + 10 = ?”
Before answering, let’s change it first to multiplication sentence. What is the

multiplicand (the number that is repeated)?
Bago natin sagutan, palitan muna natin ito ng multiplication sentence. Ano ang
multiplicand o ang bilang na ipinapaulit-ulit?
“10” x ? =
And what is the multiplier?

At ano naman ang multiplier (pang-ilang beses ito inulit)?
10 x “4” =
What is the plonguct of 10 x 4?

Ano ang plonguct ng 10 x 4?

Let’s practice with these base ten cutouts.
+ =? + + =? + =?
“10 + 10 = 20” “4 + 4 + 4 = 12” “3 + 3 = 6”

“10 x 2 = 20” “4 x 3 = 12” “3 x 2 = 6”
4 Show the pictures in groups.

Ipakita ang mga larawan na nakagrupo.
Second Quarter | 71
What can you see?
Ano ang nakikita mo?
“I can see oranges.”
Ang nakikita ko ay mga oranges.
But they are in groups. Do you think we can make it into

multiplication sentence?
Pero sila ay naka-grupo. Pwede ba natin itong gawing
multiplication sentence?
“Yes, we can make a multiplication sentence.”
Opo, makakagawa tayo ng mulitiplication sentence.
How?
Paano?
“There are 4 oranges in a group and there are 2 groups. That is 4 x
2 = 8.”
“Mayroong 4 na oranges sa loob ng isang pangkat at mayroong 2
pangkat nito. Ito ay 4 x 2 = 8.”
5 We just replaced the base ten cutouts or the numbers with pictures of objects but it
is still the same with how we put it in a number sentence using multiplication.
Pinalitan lang natin ang base ten cutouts o bilang ng mga bagay pero ito ay
kapareho pa rin ng pagsulat natin ng multiplication sentence.
Say the multiplication sentence of the following:

Sabihin ang multiplication sentence ng mga sumusunod:
“2 x 4 = 8”
“1 X 5 = 5”

Materials:
 Non-ruled index cards
 Pencil
 Eraser
 Ruler
Now, let’s practice multiplication through skip counting.
Ngayon, magsanay tayo ng multiplication sa pamamagitan ng skip counting o
laktaw na pagbilang.
1 Bring out 5 non-ruled index cards, pencil, and ruler. Next, draw these ten frames
on the index cards back-to-back.
Kumuha ng 5 non-ruled index cards, lapis at ruler. Pagkatapos ay iguhit itong ten
frames sa harap at likod ng index cards.
We are going to write the multiples of 1-10 inside these ten frames. This is for
you to practice and memorize the multiplication table.
Isusulat natin ang multiples of 1-10 sa loob nitong ten frames. Ito ay para
masanay at maalala natin ang multiplication table.
Second Quarter | 73
The easiest multiple is the multiple of 1 because you are just counting from 1 to
10. Write it down on your 1st index card.
Ang pinakamadaling multiples ay ang multiple na 1 dahil magbibilang lang mula
1 hanggang 10. Isulat ito sa unang index card.
1 2 3 4 5
6 7 8 9 10
Then at the back, we start with 2. Skip 2 times on the number line to complete
the ten frames. Let’s do it together. Use pencil with eraser so we can erase the
markings after each multiple.
Sa likod naman, magsimula tayo sa 2. Mag-skip ng 2 beses sa number line para
makumpleto ang ten frames. Gawin natin ito. Gumamit ng lapis na may
pambura para mabura ang marka sa bawat multiple.
What are the multiples of 2?

Ano ang multiples ng 2?
The multiples of 2 are 2, 4, 6, 8, 10 ,12, 14, 16, 18 and 20.

Ang multiples ng 2 ay 2, 4, 6, 8, 10, 12, 14, 16, 18, at 20.
2 4 6 8 10
12 14 16 18 20
3 Do the ten frames from 3-10. Use skip counting and complete the ten frame.. Write it
on your index cards.
Gawin ang ten frames ng 3-10. Gamitin ang skip counting para makumpleto ang ten
frame. Isulat ang sagot sa index cards.

The student uses a pencil on the number line to complete the ten frames.
Gagamit ng lapis ang mag-aaral sa number line para makumpleto ang
ten frames.
3
3 6 9 12 15
18 21 24 27 30
Erase the writings on multiples of 3 to start on multiples of 4.
Burahin ang mga marka sa multiples of 3 at simulan ang multiples of 4.
Repeat Step 3 for other multiples until 10.

Gawin ang Step 3 hanggang sa matapos ang multiples of 10.
4 Now, let’s try to use your index cards for practice.

Ngayon, subukan nating gamitin ang iyong mga index cards para magsanay.
3x4=?
What is the plonguct?

Ano ang plonguct?
3
3 6 9 12 15
18 21 24 27 30
How did you know?
Paano mo nalaman?
“I took the index card of multiples of 3 then repeated it 4 times and I
stopped at 12.”
“Kinuha ko yung index card na may multiples ng 3 tapos inulit ko ng 4
na beses at tumigil ako sa 12.”
Second Quarter | 75
5 Practice these equations:
Isagawa ang mga sumusunod na equations:
1. 5 x 5 = ?
2. 4 x 7 = ?
3. 8 x 3 = ?
The student should be able to show the plongucts.

Kailangan maipakita ng mag-aaral ang plongucts.
5 x 5 = “25”
5
5 10 15 20 25
30 35 40 45 50
8 x 3 = “24”
8
8 16 24 32 40
48 56 64 72 80
If the student is having a hard time following with the multiples on the index
cards, support it with the base ten cutouts to visualize in pictures. You can also
do repeated addition for better understanding then gradually shift to
memorizing the multiples on the index cards.
Kung nahihirapan ang mag-aaral sa pagsunod sa multiples gamit ang index
cards, magpakita muli ng base ten cutouts. Maaari ring gamitin ang repeated
addition para sa mas madaling pag intindi at unti-unting bumalik sa
pagkakabisa ng multiples gamit ang index cards.

Student Check-In




1. You are getting better in addition and multiplication!
Humuhusay ka sa pagsagot sa addition at multiplication!
2. Is there something that makes you confused especially with using the index cards multiples?
We can practice together.
Mayroon bang bagay na nakakalito lalo na sa paggamit ng index cards multiples? Maaari
tayong magsanay pa.
3. I am happy that we are learning together through this activity. Let’s try do practice again!
Masaya ako magkasama tayong natututo sa gawain na ito. Magsanay tayong muli!
Second Quarter | 77
Materials:
We are going to write and answer the multiplication sentence on a paper using word
problems.
Tayo ay magsusulat at sasagot ng multiplication sentence sa papel gamit ang word
problem.
1 Say the word problem and ask the student to draw the given objects and numbers. Then,
write the number sentence on his/her paper.
Sabihin lamang ang word problem at hayaang iguhit ng mag-aaral ang mga naibigay na
bagay at bilang nito. Pagkatapos, isulat ang number sentence sa kanyang papel.
Maya saved seven 5-peso coins. How much is the total of Maya’s coins?
Si Maya ay may naipon na pitong tig-lilimang piso. Magkano ang inabot ng mga
barya ni Maya?
What are we looking for?

Ano ang hinahanap natin?
“The total coins of Maya
“Kabuuang barya ni Maya”
What coin does she have?

Anong barya ang mayroon siya?
“5-peso coins”
“Tig-lilimang piso”

How many 5-peso coins does she have?
Ilang 5 piso na barya ang mayroon siya?
If we put it on a number sentence, the multiplicand is the first number and the
multiplier is the number of times it needs to be multiplied. How do you write it
in multiplication sentence?
Kung isusulat natin ito sa number sentence, ang unang bilang ay ang
multiplicand at ang multiplier ay ang ilang beses mo ito uulitin. Paano mo ito
isusulat sa multiplication sentence?
“5 x 7 =”
Then multiply.
“5 x 7 = 35”
The total 5-peso coins of Maya is 35 pesos.

Mayroong kabuuang 35 pesos si Maya.
2 Say the word problem.

Sabihin ang word problem.
Juan got 9 fruits of mango in their trees. They have 3 mango trees. How many
mangoes did he get in all?
Si Juan ay nakakuha ng tig-siyam na bunga sa kanilang puno ng mangga. Mayroon
silang 3 puno nito. Ilang bunga ang nakuha niya sa lahat ng mga puno ng
mangga?
The student should be able to write the following number sentence.

Kailangang maisulat ng mag-aaral ang number sentence na ito:
9 mangoes each x 3 trees = ?
“9 x 3 = 27”
Juan got 27 mangoes in all the trees

Si Juan ay may 27 na mangga galing sa lahat ng puno.
Second Quarter | 79
3 Say the word problem.
Sabihin ang word problem.
Kiko eats 2 candies a day. How many candies does he eat for 1 week?
Si Kiko ay kumakain ng dalawang kendi sa bawat araw. Ilang kendi ang nakakain
niya sa isang linggo?
The student should be able to write the following number sentence.

Kailangang maisulat ng mag-aaral ang number sentence na ito:
2 candies per day x 7 days in a week = ?
“2 x 7= 14”
Kiko eats 14 candies in a week.

Si Kiko ay kumakain ng 14 na kendi sa isang linggo.
Tip: You can practice by giving additional word problems in multiplication. If

the student finds it hard without visual objects, use the base ten cutouts,
materials at home or draw the objects on a paper to accommodate his/her
needs.
Tip: Maaari pang magsanay gamit ang mga karagdagang word problems sa
multiplication. Kung ang mag-aaral ay nahihirapan kapag walang larawan na
nakikita, gamitin ang base ten cutouts, mga bagay sa bahay o gumuhit sa
papel para mapunan ang kaniyang pangangailangan.

More Activities
Activity 1: Multiplying Numbers
Materials:
 Index cards multiples
Write the given numbers on a piece of paper. Multiply the numbers.
Isulat ang mga sumusunod sa papel. Imultiply ang mga bilang.
1. 9 x 5 = ? “45” 4. 5 x 10 = ? “50”
2. 4 x 7 = ? “28” 5. 10 x 9 = ? “90”
3. 3 x 8 = ? “24”
You may use the index cards multiples if the student has not memorized the multiples yet. Try to do
more drills in recalling the multiples in your daily conversation.
Maaaring gamitin ang index card multiples kung hindi pa nakakabisado ng mag-aaral ang multiples.
Subukang magsanay sa pag-alaala ng multiples lalo na sa araw-araw na usapan.
Activity 2: Repeated Addition

Materials:
 Index cards multiples
Give repeated addition sentence and let the student write it in a multiplication sentence with the
plonguct.
Magbigay ng repeated addition sentence at hayaang isusulat ng mag-aaral ang katumbas na
multiplication sentence nito na may product o sagot.9 + 9 =
1. 4 + 4 + 4 + 4 + 4 =
2. 6 + 6 + 6 + 6 + 6 + 6 =
3. 1 + 1 + 1 + 1 + 1 + 1 =
4. 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 =
Second Quarter | 81
Student Check-In




1. It is okay if you’re not satisfied with your work, we can always try again.
Ayos lang kung hindi mo nagustuhan ang resulta ng iyong mga gawain, pwede nating
subukang muli.
2. You took the challenges confidently! I am also happy with your performance.
Tinanggap mo ang mga hamon nang may kumpiyansa! Masaya rin ako sa iyong ipinakita.
3. You are enriching your knowledge on numbers by completing the tasks!
Pinayayaman mo ang iyong kaalaman sa pamamagitan ng pagtapos ng mga gawain!

Lesson 5: Visualizing and Representing Division
Learning Target:
At the end of the unit, the student will be able to visualize and represent division
and write a related equation for each type of situation: equal sharing, repeated
subtraction, equal jumps on the number line, and formation of equal groups of
objects.

 Chips
 Pencil and paper
 0-100 number line chart
 Color division equation
 Match the quotient
 Crayons/colored markers

Materials:
 10 chips
We are going to learn how to divide using equal sharing by counting

the chips.
Matutunan natin ngayon kung paano mag-divide sa pamamagitan ng pantay
pantay na paghahati gamit ang mga chips.
Third Quarter | 83
Ana and Lea like eating candies. One day, their friend, Pedro, gave them 10
candies. If Ana and Lea will have an equal number of candies, how much
should each one get?
Si Ana at Lea ay mahilig kumain ng kendi. Isang araw, binigyan sila ng 10
kendi ng kaibigan nilang si Pedro. Kung paghahatian nina Ana at Lea ang
mga kendi na mayroon silang parehong bilang, ilang kendi ang makukuha
ng bawat isa sa kanila?
How many do you think should we give to Ana? How about to Lea?
Ilan sa tingin mo ang dapat nating ibigay kay Ana? Ilan naman ang kay Lea?
Ana will have 5 and Lea will have 5.

Magkakaroon si Ana ng 5 at 5 din kay Lea.

How did you get that?
Paano mo yan nakuha?
I placed the candies one by one and I got five for each.
Nilagay ko ang mga kendi sa bawat lagayan isa-isa at nagkaroon ng tig-
limang kendi ang mga lagayan.
Correct! What we just did is division. Division is an operation that we used

to divide a large group of objects into smaller groups with each group having
the same number of objects.
Tama! Ang ginawa natin ay division. Ang division ay isang operasyon kung
saan ang isang malaking grupo ng bagay ay hinahati natin sa mas maliit na
grupo ng may pantay-pantay na bilang ng mga bagay.
1 Show the chips.

Ipakita ang mga chips.
Count the chips. How many chips do you have?

Bilangin ang mga chips. Ilan ang mga ito?
2 Let’s divide the 10 chips In 2 such that each group will get 5 chips.
Hatiin natin ang 10 chips sa 2 grupo kung saan ang dalawang group ay may tig-
limang chips.
Third Quarter | 85
How many groups of chips did we make?
Ilang grupo ng chips ang nabuo natin?
Does it have the same number of chips?

Pareho ba ang bilang ng chips sa dalawang grupo?
3 Division is equal sharing. We divided the 10 chips into 2 groups by putting 5 chips
together in each group.
Ang division ay tungkol sa paghahati ng pantay-pantay. Hinati natin ang
sampung chips sa dalawang grupo na may tig-limang chips.
4
Group two chips together until there is nothing left.
Igrupo mo ang chips ng dalawahan hanggang sa wala ng matira.
If we put it in a number sentence, it becomes:

Kung ipapakita natin ang number sentence, ito ang
kalalabasan:
10 ÷ 5 = 2
10 divided by 5 is equal to 2
4
Now, it’s your turn. Can you get 6 chips?
Ikaw naman. Kumuha ka ng anim na chips.
4

How many groups of chips did you make?
Ilang grupo ng chips ang nabuo mo?
Tell and write the number sentence.

Sabihin at isulat ang number sentence.
6÷2=3
5
Let’s try another one. Get 8 chips.
Subukan ulit natin. Kumuha ka ng walong chips.
4
How many groups of chips did you make?

Ilang grupo ng chips ang nabuo mo?
“4”
Tell and write the number sentence.

Sabihin at isulat ang number sentence.
8÷2=4
If this activity is easy for the student, you can start doing Activity 2. If it is
difficult, you can use more chips and examples to practice division.
Kung madali sa mag-aaral ang pagsasanay na ito, maaari nang gawin ang
Activity 2. Kung mahirap naman sa kanya, maaaring gumamit pa ng dagdag
na chips para magsanay sa division.
Third Quarter | 87
Materials:
 Chips
 Pencil
 Paper
Now, we will use the chips and repeated subtraction template to divide numbers.
Let the student use the chips to represent the dividend. Take away the chips
representing the divisor to answer the repeated subtraction.
Ngayon, gagamitin natin ang chips at repeated subtraction template. Gagamitin ng
mag-aaral ang chips para maipakita ang dividend, Alisin ang chips para ipakita ang
divisor sa repeated division.
1 Show the repeated subtraction template Item A.

Ipakita ang repeated subtraction template Item A.
20 ÷ 5 = ? 6
What is the dividend in the given number sentence?
Ano ang dividend sa number sentence?
What is the divisor?

Ano ang divisor?
The quotient is still missing. We are going to use repeated subtraction to get
the quotient.
Kailangan nating malaman ang sagot. Gagamit tayo ng repeated subtraction
para malaman ito.

2 Show 20 chips to represent the dividend.
Maglabas ang 20 chips para maipakita ang dividend.
To use repeated subtraction, take away the divisor (which is 5) from the chips
that you have until you get to zero. Start with 20 chips.
Sa repeated subtraction, alisin ang divisor (na 5) mula sa mga chips na
mayroon ka hanggang sa wala ng matira. Magsimula sa 20 chips.
20 – 5 = 15
Take away another 5 from 15 chips left.
Alisin ulit ang limang chips mula sa natitirang labing-lima.
15 – 5 = 10
Alisin ulit ang limang chips mula sa natitirang sampu.
10 – 5 = 5
Alisin ulit ang limang chips mula sa natitirang lima.
5–5=0
Do you have anything left?

Mayroon pa bang natitira?
Then, how many times did you subtract?

Ilang beses ka nagbawas ng limang chips?
The quotient/answer is 4.
Ang sagot ay 4.
Third Quarter | 89
3 Show 35 chips to represent the dividend.
Maglabas ng 35 chips para maipakita ang dividend.
35 ÷ 7 = ? 6
What is the dividend?
Ano ang dividend?

Ano ang divisor?
Subtract the divisor. Write the repeated subtraction sentence until you get to
zero.
Ibawas ang divisor mula sa dividend. Isulat ang repeated subtraction sentence
hanggang makarating sa zero.
35 – 7 = 28
28 – 7 = 21
21 – 7 = 14
14 – 7 = 7
7–7=0
How many times did you subtract?

Ilang beses ka nag-subtract?
I subtracted 5 times. So, 35 ÷ 7 = 5.
Nag-subtract ako ng limang beses. Ibig sabihin, 35 (divided by symbol) 7=5.
The quotient is 5.
Ang sagot ay 5.

4 Do repeated subtraction:
Gawin ang repeated subtraction:
18 ÷ 6 = ? 24 ÷ 4 = ?
16 ÷ 4 = ? 30 ÷ 10 = ?
Ano ang dividend?

Ano ang divisor?
Subtract the divisor. Write the repeated subtraction sentence until you ge
to zero.
Ibawas ang divisor mula sa dividend. Isulat ang repeated subtraction
sentence hanggang sa maging zero.
How many times did you subtract?

Ilang beses ka nag-subtract?
Tip: If the student finds it difficult to follow the steps, ask the questions and
guide the student in using the chips to help solve the repeated subtraction.
Tip: Kung nahihirapan ang mag-aaral dito, tulungan siya sa pamamagitan
nga pagtatanong at paggabay sa paggamit ng chips para maipakita ang
repeated subtraction.
difficult, you can give more examples to practice repeated subtraction. Make
sure to use the chips to represent the given numbers.
Kung madali ang pagsasanay na ito, maaari nang gawin ang Activity 3. Kung
mahirap naman para sa mag-aaral, maaari pang magbigay ng dagdag na
gawain. Siguraduhin na gamitin ang mga chips para maipakita ang mga
numbers..
Third Quarter | 91
Student Check-In




1. You’re on the right track.
Ikaw ay nasa tamang landas.
2. You can always improve, so keep trying.
Maaari ka pang matuto, kaya patuloy na sumubok.
Tinatanggap mo ang mga bagong hamon.

Materials:
 Chips
 0-100 Number Line Chart (Page 186)
We can also divide numbers using a number line.

Magagawa din natin ang division gamit ang number line.
1 Show the number line chart.

Ipakita ang number line chart.
Third Quarter | 93
We can also use a number line in dividing numbers. Listen up and write the
equation on the paper.
Maaari din nating magamit ang number line sa division. Makinig at isulat ang
equation sa papel.
18 ÷ 9 = ?

Ano ang dividend?
The dividend Is 18.
Ang dividend ay 18.
Put one chip on the dividend in the number line.

Maglagay ng isang chip sa dividend sa number line.

Ano ang divisor?
The divisor Is 9.
Ang divisor ay 9.
Correct! Using the chip placed on 18, count 9 times until you reach zero. For
every time that you finish counting 9 in the timeline, place a chip to indicate
where the count ends.
Tama! Gamit ang chip na nasa 18, magbilang ng 9 hanggang makaabot ka sa
zero. Sa bawat siyam na bilang, maglagay ng chips para maipakita kung saan ito
natapos.
Then, how many groups did you get?

Ilang grupo ang nabuo?
I have 2 groups.
Mayroon akong 2 grupo.
Complete the number sentence with the quotient.

Kumpletuhin ang number sentence.
18 ÷ 9 = 2
The quotient is 2.
Ang sagot ay 2.

2 Now, let’s try another one. Write the equation 50 ÷ 10 = ?
Subukan natin ang isa pa. Isulat ang equation 50 ÷ 10 = ?
Use the number line chart and the chips.

Gamitin ang number line chart at mga chips.

Ano ang dividend?
“The dividend is 50”
Ang dividend ay 50.
Put one chip on the dividend in the number line.

Maglagay ng isang chip sa dividend sa number line.

Ano ang divisor?
“The divisor is 10”
The divisor Is 10.

“I have 5 groups”
Mayroong 5 grupo.

50 ÷ 10 = 5
The quotient Is 5
Ang sagot ay 5.
Third Quarter | 95
3
How about the equation 20 ÷ 4 =?. Write it on the third row.
Sagutan naman natin ang 20 ÷ 4 =?. Isulat ito sa ikatlong hanay.

Ano ang dividend?
Circle the dividend on the number line.
Bilugan ang dividend sa number line.
Ano ang divisor?

20 ÷ 4 = 5
Repeat with more equations such as:

Ulitin gamit ang iba pang equations tulad ng:
25 ÷ 5 = ?
70 ÷ 10 = ?
16 ÷ 4 = ?
Ang mga sagot:

25 ÷ 5 = 5
70 ÷ 10= 7
16 ÷ 4= 4
Practice with more equations, if needed. You can also try dividing numbers
until 100. If the student is still having difficulty, you can also review and use
equal sharing method or the repeated subtraction.
Magsanay gamit ang mas marami pang equations kung kinakailangan.
Maaari ding gumamit ng bilang hanggang 100. Kung nahihirapan pa ang
mag-aaral, maaaring balikan at gamitin ang equal sharing method o
repeated subtraction.)

More Activities
Activity 1: Color Division Equation
Materials:
 Division Cards (Page 187)
 Crayons/colored markers
Color the given dividend and divisor. Then, solve for the quotient. Use different crayons/markers
per equation.
Kulayan ang dividend at divisor. Alamin ang sagot. Gumamit ng magkaibang kulay sa bawat
equation.
Set A: a. 35 ÷ 7 = ? (5) b. 27 ÷ 9 = ? (3) c. 60 ÷ 10 = ? (6)

Set B: a. 80 ÷ 8 = ? (10) b. 49 ÷ 7 = ? (3) c. 36 ÷ 9 = ? (4)
You can mix and match the numbers if you want more numbers to divide.
Maaari ring paghaluin ang mga bilang para makabuo pa nang ibang bilang.
Activity 2: Match the Quotient

Materials:
 Match the Quotient (Page 188)
 Scissors
 Pencil/marker
Cut the puzzle pieces. Help the student in cutting the paper using the scissors. Encircle the objects
as you group, then solve for the quotient. Write your answer. Match the puzzle pieces that have the
same quotient.
Gupitin ang mga puzzle pieces. Tulungan ang mag-aaral sa paggugupit. Bilugan ang mga bagay
habang ginugrupo mo at tukuyin ang sagot sa equation. Tukuyin ang parehong bilang ng puzzle
pieces sa sagot na nakuha mo.
Third Quarter | 97
Student Check-In




Natuto ka na dahil sa maraming pagsasanay.

Lesson 6: Identifying Unit Fractions
Learning Target:
At the end of the unit, the student will be able to visualize, represent, and identify
unit fractions with denominators of 10 and below.

 Pencil
 Marker
 Fraction Strips
 Scissors
 Fraction Board Game
 Fraction Matching Game
 10 Index Cards (Flashcards)
 Dice
 Chips

Materials:
 Fraction strips (Page 189)
We are going to visualize and represent unit fractions with denominators of 10 and
below.
Ipapakita natin ang unit fractions na may denominator na 10 pababa.
Third Quarter | 99
1 Show the fraction strips.
Ipakita ang fraction strips.
A fraction is a part of a whole. Look at the 1 whole bar, it is equal only to one
number or one object. (Point to 1 whole bar on the fraction strip).
Ang fraction ay bahagi ng isang buong bagay o mga bahaging
magkakasingtulad. Tingnan ang isang whole bar, ito ay katumbas lamang ng
isang bilang o bagay.
(Ituro ang isang whole bar sa fraction strip)
Now, we will divide this 1 whole into equal parts. Can you count how many parts
this strip has?
Ngayon, hahatiin natin ang isang whole bar sa pantay na bahagi. Ilang bahagi
ang magkapantay?
The whole strip has been divided into two equal parts.
Ang isang buong strip ay hinati sa dalawang magkapantay na bahagi
A unit fraction is a fraction whose numerator (the top number) is 1 and whose
denominator (the bottom number) is a whole number. In the unit fraction
above, each equal part of the one whole is called ½ (one-half).
Ang unit fraction ay isang fraction kung saan ang numerator (ang bilang sa
itaas) ay 1 at ang denominator (ang bilang sa ibaba) ay isang whole number. Sa
unit fraction sa itaas, ang bawat magkapantay na bahagi ng isang buo ay
tinatawag na ½ (one-half).
How many parts are on the next one?

Ilang bahagi naman mayroon ito?
The whole strip has been divided into three equal parts.
Ang isang buong strip ay hinati sa tatlong magkakapantay na bahagi.
1
There are 3 parts of 1 whole. It is called (one third). Say it again.
3
Mayroong tatlong bahagi ang 1 whole bar na ito. Ang tawag dito ay 1/3 (one
third.) Sabihing muli ang one-third.
𝟏𝟏
“ (one third)”
𝟑𝟑
Repeat Step 1 for the next fractions as you show the strips:
Ulitin ang unang hakbang para sa iba pang fractions habang pinapakita ang mga fraction strips:
1 1 1 1 1 1 1
one fourth, one fifth, one -sixth, one-seventh, one-eighth, one-ninth, and one-tenth.
4 5 6 7 8 9 10
Cut the strips. Assist the student in using the scissors if needed.
Gupitin ang mga strips. Tulungan ang mag-aaral kung kinakailangan.
Third Quarter | 101

2 Jumble the unit fractions altogether.
Pagsama-samahin ang mga unit fractions.
Use the strips cut out to form 1 whole strip again.

1
Can you complete a whole strip by combining (one fifths strips)? Mention to
5
learners that the cutout strips may also be called fraction strips.
Maaari mo bang kumpletuhin ang whole strip sa pamamagitan ng pagsasama-sama
ng mga one-fifth strips? Sabihin sa mag-aaral na ang cutout strips ay maaari ding
tawaging fraction strips.
1
The student will look for the (one fifth) strips and line it up to make a
5
whole strip.
Hahanapin ng mag-aaral ang mga 1/5 (one fifth) strips at ihihilera ang
mga ito para makabuo ng 1 buong strip.
3 1
Form a whole strip with (one-seventh) cutouts.
7
Bumuo ng isang buong strip gamit ang mga 1/7 (one-seventh) strips.
1
The student will look for the (one-seventh) strips and line it up to make
7
a whole strip.
Hahanapin ng mag-aaral ang mga 1/7 (one-seventh) strips at ihihilera
ang mga ito para makabuo ng 1 buong strip.
4 1
Complete the strips until (one-tenth). Explain that if one strip or object has more parts, that
10
means the smaller the value is. In unit fraction, only the denominator tells the parts of one
whole and the numerator stays as 1 (one).
1
Kumpletuhin ang mga strips hanggang (one-tenth). Ipaliwanag na kapag ang strip ay may
10
maraming bahagi, ang ibig sabihin nito ay mas mababa ang value ng bawat strip. Sa isang unit
fraction, ang denominator ang nagsasabi ng bahagi ng fraction sa isang buong bagay, at ang
numerator ay nanatiling 1 (isa).
If this activity is easy for the student, you can start doing Activity 2. If it is
difficult, you can do the activity one more time and let the student count out
loud the parts of the strips.
Kung madali ito para sa mag-aaral, maaari nang gawin ang Activity 2. Kung
ito ay mahirap sa kanya, maaaring ulitin ang pagsasanay at hayaan siya na
bilangin ng malakas ang mga strips.

Materials:
 10 index cards (Flashcards)
 Pencil
 Marker
 2 dice
We are going to draw and write unit fractions with denominators of 10 and below
using the dice and index cards.
Tayo ay guguhit at magsusulat ng mga unit factions na may denominator na 10
pababa gamit ang dice at index cards.
1 Show the 2 dice and index cards.

Ipakita ang dalawang dice at index cards.
Third Quarter | 103

Roll the dice to know the number of equal parts needed with a minimum of 2
and maximum of 10.
(If the dice shows more than 10, reduce it to 10 only).
Pagulungin ang dice para malaman kung ilang magkakapantay na bahagi ang
kailangan na may pinakamababang bilang na 2 at pinakamataas na 10. (Kung
mas mataas sa 10 ang nakuha, gawin lamang na 10 ang bilang.)
Using the index cards, draw one big shape (circle, square or rectangle) and draw
the equal parts inside the shape.
Gamit ang index cards, gumuhit ng isang malaking hugis (bilog,parisukat, o
parihaba) at iguhit ang mga magkakapantay na bahagi sa loob ng hugis.
Shade only one part to indicate unit fraction.

Pumili ng isang bahagi at kulayan ito para ipakita ang unit fraction.
Write the numerical unit fraction at the back of the index card.
Isulat ang numerical unit fraction sa likod ng index card.
2
Let’s try to do one together. Show these dice:
Magkasama nating gawin ito. Ipakita ang mga dice:
How many equal parts are needed?

Ilang magkakapantay na bahagi ang kailangan?
Draw a big rectangle shape and then divide it into 8 equal parts. Gumuhit ng
malaking parihaba at hatiin ito sa walong magkakapantay na bahagi.
How many should be shaded in a unit fraction?
Ilan sa mga bahaging ito ang dapat kulayan?
What is the fraction shown in your drawing?

Ano ang fraction na nakikita mo sa iyong drawing?
𝟏𝟏
“ ”
𝟖𝟖
1
Write at the back of your card.
8
1
Isulat ang sa likod ng index card.
8
Do more until you finish writing on the 10 index cards. If the number of parts is repeated, you can
ask the student to draw it in a different shape. You may also do all the unit fractions from one half
to one-tenth.
Ipagpatuloy lang ang gawain hanggang makapagsulat sa 10 index cards. Kung naulit na ang bilang
ng bahagi na kailangan, iguhit ito sa ibang hugis. Maaari ring gawin ang lahat ng unit fractions
1
mula ½ hanggang .
10
The student should be able to draw and write the unit fraction with
denominators of 10 and below. If this activity is difficult, try practicing on a
piece of paper or review the flashcards made by the student. You can proceed
to Activity 3 for more drills.
Dapat matutunan ng mag-aaral na gumuhit at magsulat ng unit fraction na
may mga denominator ng 10 pababa. Kung nahihirapan sa gawain na ito,
maaaring magsanay pa gamit ang papel o gamitin ang flashcards na ginawa
ng mag-aaral. Maaari nang gawin ang Activity 3 para sa karagdagang
pagsasanay.
Third Quarter | 105

Student Check-In




Maaari laging paghusayan kaya patuloy na sumubok.
Materials:
 Fraction matching game (Page 190)
 Scissors
Now, let’s see if you can match the different shapes with unit fractions. Ngayon,
tingnan natin kung mapapagsama mo ang iba’t ibang hugis sa kanilang tamang unit
fractions.
1 Cut the fraction matching game template. Show the shapes to the student.
Gupitin ang fraction matching game template. Ipakita ang mga hugis sa mag-
aaral.
You are going to match the shapes that have the same unit fractions. Let’s do one
together.
Pagtutugmain ang mga hugis ng magkaparehong unit fractions. Sabay nating
gawin ang una.
Third Quarter | 107

2 1
Show this shape that has a unit fraction of (one half).
2
1
Ipakita ang hugis na may unit fraction na (one half).
2
This circle has two parts and one of the parts is shaded. Can you show me its
1
match? Find another shape that is (one half).
2
Ang bilog na ito ay may dalawang bahagi: isa na walang kulay at isa na may
kulay. Ano kaya ang kapareha ng hugis na ito? Hanapin ang iba pang hugis na
nagpapakita ng ½?
“This is one half.”
3 Now, try matching the shapes on your own and say its unit fraction. Ngayon,
subukang hanapin ang mga magkakaparehong hugis at tukuyin ang kanilang unit
fraction?
“One third” “One fourth” “One fifth” “One-sixth”
“One-seventh” “One-eighth” “One-ninth” “One-tenth”
The student must show 8 other pairs of unit fractions.

Dapat maipakita ng mag-aaral ang walong pares ng may magkaparehong unit
fractions.
The student should finish matching the same unit fractions. If the student is
having difficulty, ask the student to count the parts of the shape and write
down the needed unit fraction. You can try doing more activities on unit
fraction to practice mastery of this lesson.
Dapat tapusin ng mag-aaral ang pagtugma ng magkaparehong unit fractions.
Kung nahihirapan siya sa gawain na ito maaari siyang pagbilangin ng mga
parts ng hugis at isulat na kinakailangang unit fraction. Maaaring sumubok ng
karagdagang gawain sa unit fraction upang lubusang maintindihan ito.
More Activities
Activity 1: Fraction Board Game
Materials:
 Die
 Chips per player (one color only per player)
 Fraction Board Game (Page 191)
Two players can play this board game. Each player will have one chip to race until the finish line. Roll
the die to know the number of steps you can advance in the board game. Each step has a figure of
unit fraction. Find its numeral fraction on the side and put your chip on it. The first to reach the
finish line wins the game.
Maaaring laruin ang board game ng dalawahan. Ang bawat isa ay mayroong isang chip na mag-
uunahan hanggang sa matapos ang laro. Gamitin ang dice para malaman kung ilang steps ang
maaari mong gawin sa board game. Ang bawat step sa board game ay may nakalagay na unit
fraction. Dapat hanapin ng mga manlalaro ang katumbas na numerical fraction sa bawat step at
ilagay dito ang chip. Ang unang makakarating sa finish line ang panalo.
Third Quarter | 109

Activity 2: Comparing Unit Fractions
Materials:
 Fraction flash cards
 Alligator Al (Page 184)
The student will compare the unit fractions shown in the flash card by raising Alligator Al. Place the
2 flash cards in front of the student and ask to put the answer in the middle.
Ikukumpara ng mag-aaral ang mga unit fractions sa flash card sa pamamagitan ng pagtataas ng
tamang simbolo ni Alligator Al. Ilagay ang flash card sa harap ng mag-aaral at hayaan siyang ilagay
sa gitna ang tamang simbolo.
Note: Remember that in unit fraction, smaller denominator means bigger equal parts. Tandaan: Sa
unit fraction, ang pagliit ng denominator ay ang paglaki ng mga magkakapantay na bahagi.
Activity 3: Unit Fraction Board

Materials:
 Unit Fraction Worksheet
 Crayons
Divide each fraction strip based on the numbers given on the left. Label the unit fractions for each
strip. Use different colors of crayons to complete the task. The first one is done for you.
Hatiin ang mga fraction strips base sa mga bilang na nakasulat sa kaliwa. Isulat ang mga unit
fractions na nabuo. Gumamit ng iba’t-ibang kulay ng krayola para mabuo ang unit fractions board.
Student Check-In




3. You are growing your knowledge by doing challenging things.
Pinayayaman mo ang iyong kaalaman sa pamamagitan ng paggawa ng mapaghamong
bagay.
Third Quarter | 111

Lesson 7: Identifying and Visualizing Straight Lines and Curves, Flat
and Curved Surfaces in a 3-Dimensional Object
Learning Target:
At the end of the unit, the student will be able to identify straight lines and
curves, flat and curved surfaces in a 3-dimensional object.

 Popsicle Sticks  Die
 Rubber Bands  Roll and Find Board
 Scissors  Chips
 Paper  Number Flashcards
 Glass/Cup

Materials:
 Popsicle Sticks
 Rubber Bands
 Scissors
We are going to learn about straight and curved lines using popsicle sticks and
rubber bands.
Matututunan natin ngayon ang straight at curved lines gamit ang mga popsicle
sticks at rubber bands.
1 Show the popsicle sticks and rubber bands.
Ipakita ang popsicle sticks at goma.
I am going to make something out of these popsicle sticks and rubber bands and
you have to copy what I will do.
May gagawin ako sa mga popsicle sticks at goma at ito ay gagayahin mo.
2 The student should be able to copy what is shown to him/her using the popsicle
sticks.
Dapat maipakita ng mag-aaral ang mga sumusunod gamit ang mga popsicle sticks.
A B
Third Quarter | 113

How will you describe the popsicle sticks?
Ano ang katangian ng mga popsicle sticks?
“The popsicle sticks are straight. It only has corners and endpoints”
“Ang popsicle sticks ay tuwid. Mayroon silang corners at endpoints.”
Does the student know what an endpoint is?

“Ang popsicle sticks ay tuwid. Mayroon itong corners at endpoints.”
Where are the corners of the popsicle sticks? Where are its endpoints. Popsicle
sticks are not a good representation of a line.
Nasaan ang corners ng popsicle sticks? Nasaan naman ang dulo nito? Ang
popsicle sticks ay hingi magandang representasyon ng line.
A popsicle stick is 3-dimensional. A line is only 1 dimensional. Think of finer
objects which may be a better representation of a straight line. In Geometry, a
line has length but has no width and thickness.
Ang popsicle stick ay 3-dimensional. May 1 dimension lang ang linya. Mag-isip
ng mga manipis o pinong bagay na maaaring mas magandang representasyon
ng tuwig na linya o straight line. Sa Geometry, ang linya ay may haba ngunit
walang lapad o kapal.
These are all straight lines. Horizontal line is a sleeping line, vertical is a standing
line, and slanting line can be diagonal facing left or right.
Ang mga ito ay straight lines. Ang horizontal line ay parang natutulog. Ang
vertical line naman ay parang nakatayo. Ang slanting line ay diagonal na
maaring pakaliwa o pakanan.
Now, can you look around and say 5 objects that have straight lines?
Ngayon, maaari ba na tumingin ka sa paligid at tumukoy ng limang bagay na
may straight line?
3 The student should be able to copy what is shown to him/her using rubber bands.
Use scissors to cut the rubber bands.
Dapat maipakita ng mag-aaral ang mga sumusunod gamit ang mga goma.
Gumamit ng gunting para gupitin ang mga goma.
A
B
C
D
How will you describe the rubber bands?

Ano ang katangian ng mga goma?
“The round rubber bands show curved lines. It can be bent and is not straight”
“Ang mga goma ay nagpapakita ng curved lines. Pwede itong ibaluktot at
hindi ito tuwid.”
These are all curved lines. Anything that has a curve on it is considered a curved
line.
Ang mga ito ay curved lines. Ang lahat ng bagay na may kurba ay maituturing na
curved line.
Now, can you look around and say 5 objects that have curve lines.
Ngayon, maaari ba na tumingin ka sa paligid at tumukoy ng limang bagay na
may curved line?
If this activity is easy for the student, you can proceed to Activity 2. If this is
difficult for the student, help him/her to identify straight and curved lines using
the materials and compare it to objects around your house.
Kung ang gawain na ito ay madali para sa mag-aaral, maaari nang gawin ang
Activity 2. Kung nahihirapan naman, tulungan ang mag-aaral na matukoy ang
straight at curved lines, at ikumpara ang mga ito sa ibang bagay na makikita
sa bahay.
Third Quarter | 115

Materials:
 Paper
 Glass/Cup
 Flat and Curved Surfaces at Home
Now that you know the difference between straight and curved lines, let’s talk
about flat and curved surfaces.
Dahil alam niyo na ang straight at curved lines, pag-uusapan naman natin ang flat
at curved surfaces.
1 Show a paper.
Ipakita ang papel.
What kind of lines does this paper have?

Anong uri ng linya mayroon ang papel na ito?
“Straight lines”
“Tuwid”
Once I put it in front of you, place your hand on it. Is your hand folded or
just opened?
Kapag nilagay ko ang papel sa harap mo, ipatong mo ang kamay mo dito.
Ang kamay mo ba ay nakatiklop o nakabukas?
“Opened”
“Nakabukas”
Can you feel a bump on it?
May nararamdaman ka bang hubog o nakahubog sa papel?
“No” That is because the paper has a flat surface.

“Wala” Ito ay dahil ang papel ay may flat surface.
2 Show a glass/cup.
Ipakita ang baso.
What kind of lines does the glass/cup have?

Anong uri ng linya mayroon ang baso na ito?
“Curved lines”
“Kurba”
Once I put it in front of you, hold the glass. Is your hand folded or just opened?
Kapag nilagay ko ang baso sa unahan mo, hawakan mo ito. Ang kamay mo ba
ay nakatiklop o nakabukas?
“Folded”
“Nakatiklop”
If you opened your hand, do you think you can hold the glass?
Kung nakabukas ang kamay mo, mahahawakan mo ba ang baso?
“No” That is because a glass/cup has a curved surface.
“Hindi” Ito ay dahil ang baso ay may curved surface.)
Third Quarter | 117

3 A line is different from a surface because the surface has many faces or sides, while
a line is a straight figure with no faces or sides.
Magkaiba ang line kaysa surface dahil ang surface ay may mga faces o mga gilid,
samantalang ang line ay isang tuwid na pigura at walang faces o mga gilid.I am
going to say an object. You must look for the object then touch it and say if it has a
flat or curved surface.
May sasabihin ako na mga bagay. Dapat mahanap mo ang bagay na ito at
mahawakan, at matukoy kung ito ay flat o curved surface.
Let the student hold or place their hand on the object before answering.
Hayaang mahawakan muna ng mag-aaral ang mga bagay bago tukuyin kung ito
ay may flat o curved surface.
• Table – Flat Surface
• Ball – Curved Surface
• Book – Flat Surface
• Window – Flat Surface
• Banana or Any Fruit – Curved Surface
• Dice – Flat Surface
• Marker – Curved Surface
Tip: You can always ask the student to place their hand on the objects if they
are having a hard time identifying flat and curved surfaces.
Tip: Makakatulong kung hahawakan muna ng mag-aaral ang mga bagay kung
nahihirapang matukoy kung ito ay may flat or curved surface.
You can give more examples of objects you can find at home and let the
student identify flat and curved surfaces. You can also do Activity 3 for more
practice.
Maaari ka pang magbigay ng iba pang bagay na makikita sa bahay para
matutunan ng mag-aaral ang flat at curved surfaces. Maaari ding gawin ang
Activity 3 para sa dagdag na pagsasanay.
Student Check-In




3. Mistakes help you learn better.
Ang pagkakamali ay tumutulong sa iyo na matuto nang mas mahusay.
Third Quarter | 119

Materials:
 Die
 Role and Find Board (Page 192)
 Chips
Let us see if you can identify the straight and curved lines, flat and curved surfaces
in the given pictures.
Tingnan natin kung malalaman mo kung straight o curved lines, o flat at curved
surfaces ang mga sumusunod.
1 Show the dice.

Ipakita ang dice.
Each side of the dice will have an equivalent line and surface.
Ang bawat bahagi ng dice ay magpapakita ng katumbas na line at surface.
Straight Line Flat Surface Curved Line
Curved Surface Straight Line and Curved Surface Curved Line and Flat Surface
2 Once you roll the dice, you are going to find the picture that has the correct line or
surface needed on the Roll and Find board.
Kapag pinagulong mo ang dice, kailangan mong hanapin ang larawan na may
tamang linya o surface na nasa Roll and Find Board.
Let’s try first. Roll the die.

Subukan natin. Pagulungin ang die.
If it shows 1, you need to find one picture that shows a straight line. You can put a
chip on it.
Kapag lumabas ang 1, kailangan mong maghanap ng 1 larawan na nagpapakita
ng straight line. Maaaring maglagay ng chip sa larawan.
Roll the dice again and fill each picture with chips as the student identifies the lines and surfaces.
Note that some objects can fall into two categories.
Pagulungin muli ang dice at lagyan ng chips ang mga larawan na natutukoy ng mag-aaral. Ang
ibang larawan ay maaaring mapabilang sa dalawang kategorya.
Third Quarter | 121

Answers:
Straight Line Flat Surface Curved Line Curved Straight Line Curved Line
Zigzag Ruler Cloud Surface and Curved and Flat
Ruler Table Smiley Ball Surface Surface
Book Curved Line Orange Cone Jar
Box Spiral Pail
Coin Coin
If the student is having difficulty in identifying the objects and its lines and
surfaces, you can try practicing with real objects you can find at home. If not,
then you can do more activities to reinforce the lesson.
Kung nahihirapan sa gawain na ito, maaari pang magsanay gamit ang mga
aktwal na gamit na makikita sa bahay. Kung hindi naman, maaaring gumawa
pa ng ibang pagsasanay para mas maintindihan ng mag-aaral ang lesson.
More Activities
Activity 1: Lines of Numbers
Materials:
 Number Cards
Show a number card and let the student identify if the number has straight lines, curve lines or both
straight and curved lines. The student will say SL, CL or BOTH as a card is shown.
Magpakita ng number card at hayaan na tukuyin ng mag-aaral kung ito ay straight line, curved line,
o parehong straight at curved lines. Sasabihin ng mag-aaral ang SL kung straight line, CL kung
curved line, o BOTH kung parehong straight at curved lines.
A. SL – 1, 4, 7
B. CL – 3, 6, 8, 9
C. BOTH – 2, 5, 10
Activity 2: I Spy
Materials:
None
This game develops the mastery of knowing straight and curved lines, and flat and curved surfaces.
Start by saying “I spy with my little eyes, a (name of an object)” then ask the student what kind of
line and surface the object has.
Ang larong ito ay makatutulong para mas maunawaan pa ang straight at curved lines, at flat at
curved surfaces. Sabihin ang “I spy with my little eyes, a (isang bagay)” at tanungin ang mag-aaral
kong anong uri ng line o surface ang bagay na ito.”
These are some of the objects you can say.

1. Dipper (tabo) – curved line, curved surface
2. Paper (papel) – straight line, flat surface
3. Door (pintuan) – straight line, flat surface
4. Glass/cup (baso) – curved line, curved surface
5. Slippers (tsinelas) - curved line, flat surface
You can say more objects depending on what you can see together. You can also go outside your
house for a more exciting experience.
Maaari pang magsabi ng mga bagay na pareho niyong nakikita. Maaari ding lumabas ng bahay
para mas maging kapana-panabik ang laro.
Third Quarter | 123

Student Check-In




bagay.
Lesson 8: Measurement (Time)
Learning Target:
At the end of the unit, the student will be able to tell and write time in minutes
including a.m. and p.m. using analog and digital clocks.

 Analog clock
 Match the time
 Scissors
 Chips
 Tic-tac-toe
 Tell the time

Materials:
 Analog Clock
 Pencil and Paper
We are going to learn how to tell and write time using an analog clock based on
hour and half an hour.
Pag-aaralan natin kung paano magbasa at magsulat ng oras gamit ang analog na
orasan na tungkol sa isang oras at kalahating oras.
Fourth Quarter | 125

1 Show the clock.
Ipakita ang orasan.
There are 24 hours in a day. A clock has 12 numbers, and it goes around 2 cycles
to complete a day.
Mayroong 24 na oras sa isang araw. Ang orasan ay may 12 na bilang at umiikot
ito ng 2 beses para mabuo ang isang araw.
You can see two arrows or “hands” in a clock that helps us to tell time.
Mayroong dalawang arrows o kamay na makikita sa orasan na tumutulong sa
pagtukoy ng oras.
2 Move the hands on the clock as shown below.

Ipakita ang pag-ikot ng kamay ng oras tulad ng larawan sa ibaba.
The short hand of the clock tells the hour while the long hand tells the minutes.
Ang maikling kamay ay ginagamit sa pagtukoy ng isang buong oras habang ang
mahabang kamay ay tumutukoy sa minuto.
We can determine the time by looking where the two hands are pointing to.
Remember that hour are determined by the number and the minutes are
determined by the lines in between numbers.
Matutukoy natin ang oras sa pamamagitan ng pagtingin kung saan nakaturo
and dalawang kamay nito. Tandaan na ang oras ay tinutukoy ng numbero at ang
mga minute ay tinutukoy ng mga linya na nasa pagitan ng mga numero.
What number does the long hand point to?

Anong bilang nakatapat ang mahabang kamay?
The long hand points to 12.
Ang mahabang kamay ay nakaturo sa 12.
Let’s recall that there are 60 minutes in an hour. Using skip counting, we can skip
count by 5 per number to determine the minutes.
Alam natin na may 60 minuto sa isang oras. Gamit ang skip counting, magskip
count tayo ng 5 kada bilang.
What does it mean if the long hand points to 12?

Ano ang ibig sabihin kapag nakaturo ang mahabang kamay sa 12?
It means 60 minutes.
Ibig sabihin nito ay 60 minutes.
If the long hands point to 12, we read it as o’clock.

Kapag ang mahabang kamay ay nakaturo sa 12, binabasa natin ito ng o’clock.
What time is it?

Anong oras ito?
The time is 3 o’clock (3:00).
Ang oras ay 3 o’clock (3:00).

3 How about this one? (Show the clock)
Paano naman ito? (Ipakita muli ang orasan.)
Tip: You can write the time on a piece of paper.

Tip: Isulat sa papel ang binasang oras.
What number does the short hand point to?

Saan nakaturo ang maikling kamay?
The short hand points to 7.
Ang maikling kamay ay nakaturo sa 7.

Saan nakaturo ang mahabang kamay?
What time is it?

Anong oras ito?
The time is 7 o’clock (7:00).
Ang oras ay 7 o’clock (7:00).
Tip: You can write the time on a piece of paper. Move the short hand around
the clock to practice time in hours.
Isulat sa papel ang binasang oras. Galawin muli ang maikling kamay sa ibang
bilang at sabihin ang oras.
4 Point the short hand to halfway between 12 and 1 and long hand to 6.
Itapat ang maikling kamay sa gitna ng 12 at 1 at ang mahabang kamay sa 6.
Now, when the long hand points to 6, that means half an hour. If there are 60
minutes in one hour, half an hour means 30 minutes.
Kung ang mahabang kamay ay nakatapat sa 6, ito ay ang kalahating oras. Kung
may 60 na minuto sa isang oras, ang kalahating oras naman ay 30 na minuto.

Anong bilang nakatapat ang maikling kamay?
The short hand points between 12 and 1. Ang maikling kamay ay nakaturo sa
gitna ng 12 at 1.
Correct! If the short hand is pointing in between two numbers, it tells you that we
are between those two hours. We consider the number on the left of the short
hand.
Tama! Kapag ang maikling kamay ay nakaturo sa gitna ng dalawang bilang, ibig
sabihin nito ay ang oras ay nasa pagitan ng dalawang bilang. Ang bilang na isusulat
natin ay ang nasa kaliwa ng maikling kamay.

The long hand points to 6. Ang mahabang kamay ay nakaturo sa 6.
Using skip counting by 5, how many minutes is there if the long hands point to 6?
Gamit ang skip counting ng 5, ilang minute mayroon kung nakaturo ang mahabang
kamay sa 6?
If the long hand points to 6, it means 30 minutes.

Kung ang mahabang kamay ay nakaturo sa 6, ibig sabihin nito ay 30 minutes.
What is the time? Anong oras ito?

The time is 12:30. Ang oras ay 12:30.

5 Show the time below.
Ipakita ang oras tulad ng sa ibaba.

Anong bilang nakatapat ang maikling kamay?
What number does the long hand point to in minutes?

What is the time?

Anong oras ito?
Tip: If the student says 6, remind them that 6 in minutes is 30 minutes.

Tip: Kapag 6 ang sinabi ng mag-aaral, ipaalala na ang mahabang kamay sa 6
ay 30 minuto.
Practice more time with half-hours like 7:30, 2:30 and 4:30.
Magsanay pa ng iba pang kalahating oras katulad ng 7:30, 2:30 at 4:30.
Analog clocks cannot tell us whether it is morning, afternoon or night. We have to
say 9 o’clock in the morning or 4 o’clock in the afternoon. We use AM and PM for
this.
Ang mga analog clock ay hindi makapagsasabi kung ang oras ay nangyari sa
umaga, hapon o gabi. Kailangan nating sabihin na 9 o’clock ng umaga o 4 o’clock
ng hapon. Ginagamit natin ang mga AM at PM para dito.
The AM cycle is from very shortly after 12 midnight to 12 noon. The PM cycle is
from very shortly after 12 noon to 12 midnight.
Ang AM ay ang oras makalampas lamang ang 12 o’clock ng hatinggabi hanggang
12 o’clock ng tanghali. Ang PM naman ay ang oras makalampas lamang ang 12
o’clock ng tanghali hangang 12 o’clock ng hatinggabi.
For example, you just woke up and you see the clock with this time.

Saan nakaturo ang maikling kamay. The short hand points between 7 and 8. Ang
maikling kamay ay nakaturo sa gitna ng 7 at 8.
What number do we consider in telling time?

Anong bilang ang ilalagay natin sa oras?
We write 7. Ang isusulat natin ay 7.
What number does the long hand point to? Saan nakaturo ang mahabang kamay?
The long hand points to 6. Ang mahabang kamay ay nakaturo sa 6.
kamay sa 6?
If the long hand points to 6, it means 30 minutes.

Kung ang mahabang kamay ay nakaturo sa 6, ibig sabihin nito ay 30 minutes.
What is the time? The time is 7:30.

Anong oras ito? Ang oras ay 7:30.

It is morning and you just woke up. What do you think will
we use, AM or PM? Umaga noon at kagigising mo lamang.
Ano sa tingin mo ang gagamitin natin, AM o PM?
We will use AM because it is morning.

Gagamitin natin ang AM dahil umaga noon.
What is the time? Anong oras ito?
The time is 7:30 AM. Ang oras ay 7:30 AM.
For the next one, you just finished your lunch then you saw the clock below.

Saan nakaturo ang maikling kamay.
The short hand points to 1.
Ang maikling kamay ay nakaturo sa 1
Saan nakaturo ang mahabang kamay?
kamay sa 12?
If the long hand points to 12, it means 60 minutes and we read it as o’clock.
Kung ang mahabang kamay ay nakaturo sa 12, ibig sabihin nito ay 60 minuto at
binabasa natin ito na o’clock.
What is the time? The time is 1:00.

Anong oras ito? Ang oras ay 1:00.
You just finished eating lunch. What do you think will we use,
AM or PM?
Katatapos mo lamang kumain ng tanghalian. Ano sa tingin
mo ang gagamitin natin, AM o PM?
We will use PM because it is afternoon.

Gagamitin natin ang PM dahil hapon na.
What is the time? The time is 1:00 PM.

Anong oras ito? Ang oras ay 1:00 PM.
difficult, try showing more examples of time in hours and half hours and
practice writing it on the paper.
Kung ang gawain na ito ay madali para sa mag-aaral, magpatuloy sa Activity
2. Kung hindi naman, magpakita pa ng mga halimbawa gamit ang isang
oras at kalahating oras. Magsanay rin sa pagsulat nito sa papel.

Materials:
 Telling Time Chart (Page 193)
 Pencil
Now, let us learn how to read and write time in minutes.

Ngayon, pag-aralan natin ang pagbasa at pagsulat ng oras sa minuto.
1 Show the clock.

Ipakita ang orasan.
When reading in minutes, you can skip count by 5, starting from 1-12 using the long
hand.
Magskip count ng 5 kapag binabasa ang minuto, simula sa bilang 1-12 gamit ang
mahabang kamay ng orasan.
Look at the clock. What is the hour or where does the short hand point to?
Tingnan ang orasan. Anong oras o saan nakatapat ang maikling kamay?
Now, the long hand points to 4, but we don’t say 4 minutes. Let's skip count by 5
and stop on the long hand.
Ngayon, ang mahabang kamay ay nakatapat sa 4 pero hindi ito 4 na minuto.
Magskip count by 5 tayo hanggang kung saan nakatapat ang mahabang kamay.
How many equivalent minutes does 4 have?

Ano ang katumbas ng 4 sa minuto?
“20 minutes”
“20 minuto”
The time is 1:20.

Ang oras ay 1:20.

2 Move the long hand just past 4.
Ilagay ang mahabang kamay pagkalagpas ng kaunti sa 4.
Does the long hand still point to 4?

Nakatapat pa rin ba sa 4?
The long hand does not point to 4.
Hindi na nakaturo ang mahabang kamay sa 4.
If the long hand goes past number 4 or 20 minutes, we are going to

continuously rote count until we reach where it points to.
Kung ang mahabang kamay ay lumagpas ng kaunti sa 4 or 20 na minuto,
patuloy tayo sa pagbibilang hanggang sa umabot sa mahabang kamay.
So, from 4, the long hand points to the 2nd line. 20 minutes plus 2, makes 22.
Kaya kung ang mahabang kamay ay nakaturo sa pangalawang linya
pagkatapos ng 4, ang 20 minuto ay madadagdagan ng 2, 22.
The time Is 1:22

Ang oras ay 1:22.
3 I tell the time and you show it to me using the analog clock.
Move the short hand for the hour and long hand for minutes.
Ako naman ang magsasabi ng oras at ikaw ang magpapakita nito gamit ang
orasan. Galawin ang maikling kamay para sa oras at mahabang kamay sa minuto.
A. 5: 38
B. 6:12
C. 7:46
D. 11:38
4 Now, I will say the time but you have to draw the hands of the clock on the telling
time chart and write the time properly.
Ngayon, sasabihin ko ang oras pero ikaw ang gumuhit ng mga kamay sa orasan at
isulat ito.
A. 4:48
B. 9:46
C. 2:31
Draw the short hand (hour) first then long hand (minutes) on the clock before
writing the time in numbers.
Unang iguhit ang maikling kamay at mahabang kamay sa orasan bago ito isulat.
Tip: Count together if the student is having a hard time. Guide as he/she
draws on the clock.
Tip: Samahang magbilang ang mag-aaral kung siya ay nahihirapan. Gabayan
rin sa pagguhit ng mga kamay sa orasan.
You can practice more on a separate paper or just by using the analog clock. If
the student can follow through, you can do the next activity.
Maaaring magsanay pa sa isang papel o sa paggamit ng analog clock. Kung
ang mag-aaral ay nakakasunod sa aralin, ipagpatuloy ang susunod na
gawain.)

Student Check-In




1. Mistakes help you learn better.
Ang pagkakamali ay tumutulong sa iyo na matuto nang mas mahusay.
Materials:
 Tic-Tac-Toe Time (Page 193)
 Analog Clock
 Chips (2 Colors)
Let’s play tic-tac-toe to practice telling time by looking at the clock and finding the
time on your board.
Maglaro tayo ng tic-tac-toe para masanay sa pagbasa ng oras gamit ang orasan at
hahanapin ito sa board.
1 Prepare the tic-tac-toe board and chips.

Ihanda ang tic-tac-toe board at chips.

I am going to show the time using the clock. Read the time and find it on your
board. Place a chip on the board as you find it.
Ipapakita ko ang oras. Basahin ito at hanapin sa iyong board. Ilagay ang chip
kapag nahanap na ito.
Tip: This game can be played by 2 players. Use 2 different colors of chips to
indicate turns. If playing solo, you can still use 2 colors of chips and try to
challenge yourself. The first to complete 3 marks in a row (vertical,
horizontal, or diagonal) gets the point.
Tip: Ito ay maaaring laruin ng 2 manlalaro. Gumamit ng 2 magka-ibang kulay
para sa pagpapalitan ng pagsagot. Kung mag-isang lalaruin, maaari pa ring
gumamit ng 2 kulay ng chips para hamunin ang sarili.
2 Show the clock.

Ipakita ang orasan.
What is the time?

Anong oras ito?
Place your chip on your board.
Ilagay ang chip sa board.
If there are 2 players, take turns.
Magpalitan kung may 2 manlalaro.
If this activity is easy for the student, you can do more activities.
If it is difficult, you can practice using the clock or finish all the given time on
the board even if there are no rows to complete anymore.
Kung ang gawain ay madaling sagutan para sa mag-aaral, maaaring simulan
ang iba pang gawain. Kung ito naman ay mahirap, mag-praktis muli gamit ang
orasan o kaya tapusin ang lahat ng halimbawa na nakalagay sa board.
More Activities
Activity 1: Matching Time
Materials:
 Time Puzzle (Page 194)
 Scissors
Cut the dashed lines. Read the time on the clock and place the correct time inside the blank box.
Gupitin ang may dash na guhit. Basahin ang orasan at ilagay ang tamang oras sa loob ng kahon.
4:10 10:25 6:50 8:00 2:38 12:47
Activity 2: Tell the Time

Materials:
 Clock Gear
Move the hands of the clock gear as you answer the questions. Make sure the student uses AM or
PM after telling the time.
Galawin ang mga kamay ng orasan sa pagsagot ng mga tanong. Gamitin ang AM o PM sa pagtukoy
ng oras.
A. What time is it now? Anong oras na ngayon?

B. What time did you wake up earlier? Anong oras ka nagising kanina?
C. What time do you usually go to sleep?Anong oras ka madalas natutulog?
D. What is your favorite time of the day?Ano ang paborito mong oras sa buong araw?
E. What time do you usually eat lunch? Anong oras ka madalas kumain ng tanghalian?

Student Check-In




Sinubukan mo ang iba’t-bang diskarte ngayon!
bagay.
3. You are brave enough to try.
Matapang kang sumubok.
Lesson 9: Comparing Units of Measures
Learning Target:
At the end of the unit, the student will be able to compare the following unit of
measures: a. length in meters or centimeters, b. mass in grams or kilograms, c.
capacity in mL or L.

 Units of Measure Cutouts  Marker
 Scissors  Comparing Alligator Symbols
 Ruler  Length, Weight, and Capacity (Small
 Rock Labels)
 Water in a Cup and Bottle  Ruler

 Popsicle Sticks  Pencil
 Paper

Materials:
 Units of Measure Cutouts (Page 195)
 Scissors
 Rule
 Rock
 Water in a Cup and Bottle
We are going to learn the different units of measure using objects and pictures.
Pag-aaralan natin ang iba’t ibang yunit na panukat gamit ang mga bagay at
larawan.

1 Show the ruler.
Ipakita ang ruler.
Length
Unit of Measurement
1 meter (1 m) = 100 centimeters (100 cm)
meters (m) centimeters (cm)
This ruler can measure length. When we say length, it is how short or long an
object is.
Ang ruler ay panukat kung gaano kahaba o kaikli ang isang bagay, ito ay
tinatawag na length.
We can use meter (m) for long objects to measure and centimeter (cm) for
shorter ones as units for length.
Ang meter (m) ay ginagamit na yunit sa mahahabang bagay at centimeter (cm)
para sa maiikli ang haba.
2 Now, get the Units of Measurements Cutout and cut the pictures along the dotted
lines. Identify the pictures and group them according to the unit of measurements
that should be used to measure them.
Ngayon, kunin ang Units of Measurements Coutout at gupitin ang mga larawan.
Tukuyin ang mga bagay at igrupo sila base sa yunit ng panukat na dapat gamitin
para sa kanila.
Let the student identify and cut the boxes.

Tukuyin ang mga larawan at gupitin ang mga kahon.
meter (m) – road, rope,
centimeter (cm) – crocodile, skirt
3 Show and let the student carry the rock.
Ipakita ang bato at ipabuhat sa mag-aaral.
Weight
Unit of Measurement
1 kilogram (1 kg) = 1000 grams (1000 g)
kilogram(kg) gram (g)
Is the rock heavy?

Mabigat ba?
Yes, it is. /No, it isn’t. Opo./ Hindi po. (depends on the size)
What if I get a bigger/smaller rock? Can you carry it with one hand? Paano
kapag kumuha ako ng mas malaki/maliit na bato?
Kaya mo ba itong buhatin gamit lang ang isang kamay?
When you feel how heavy or light an object is, we are looking for its weight.
Heavy objects are measured in kilograms (kg) while lighter objects are measured
in grams (g).
Kapag nagbuhat tayo ng bagay at nararamdaman natin kung ito ay mabigat o
magaan, ang tawag dito ay “weight.” Ang mabibigat na bagay ay may panukat
na kilograms (kg) at ang magagaan na bagay ay sinusukat sa grams (g).
4 Again, cut the pictures along the dotted lines and group them according to the units
of measurements based on its mass.
Gupitin ang mga larawan at igrupo ang mga ito base sa yunit ng sukat na dapat
gamitin sa pagsukat ng kanilang timbang.

kilogram (kg) – kid/girl, rice container
gram (g) – rock, basket of fruits

5 Show the cup and bottle of water.
Ipakita ang baso at bote ng tubig.
Capacity
Unit of Measurement
1 liter (1 L) = 1000 milliliters (1000 mL)
liter (L) milliliters (mL)
Which of these two do you think has more water?

Alin sa dalawang ito ang may mas maraming tubig?
“Water in a bottle”
Tubig na nasa bote
Yes, because it is in a bigger container. We measure any liquid using liters (L) and
milliliters (mL). Larger amount of liquid is measured in liters while the smaller
amount of liquid is measured in milliliters.
Oo, dahil ito ay nasa mas malaking lagayan. Ang liquid ay sinusukat gamit ang
liters (L) pag nasa malaking lagayan at milliliters (mL) naman pag nasa maliit na
lagayan.
6
Get the template and cut out pictures that show liquid.
Gupitin ang mga larawan na kabilang sa liquid.

liter (L) – gallons of water, pails of water

milliliter (mL) – milk, bottled water
You can give more examples for each unit of measure. If the student can
identify the length, weight, and capacity, you can do the next activity.
Maaaring magbigay ng iba pang halimbawa ng mga bagay sa bawat yunit na
panukat. Kapag natukoy ng mag-aaral ang tamang gamit ng length, weight, at
capacity, maaaring gawin ang susunod na activity.
Materials:
 Picture Cutout of Objects (Page 196)
 3 non-ruled Index cards
 glue
Prepare the pictures for identifying the appropriate unit of measurement for length. Also, prepare
an index card with the label “Unit of Measurement for Length”, then draw a vertical line in the
middle. Label each part as cm and m.
Ihanda ang larawan para matukoy ang tamang yunit ng panukat sa ikli o haba ng isang bagay.
Ihanda rin ang isang index card at sulatan ito ng “Unit of Measurement for Length.” Gumuhit ng
isang linyang pahaba sa gitna. Ilagay sa isang bahagi ay cm at m naman sa isa.
1 Give the cutout pictures to the student and allow him/her to identify the appropriate
unit of measurement for length for each object.
Ibigay sa mag-aaral ang mga larawan at hayaan siyang tukuyin ang tamang yunit ng
panukat sa bawat bagay.
For the next part, identify the appropriate unit of measurement for
mass of the following objects by placing the picture cutouts under g
and kg.
Ang sunod naman ay tutukuyin natin ang tamang yunit ng panukat
para sa bigat ng isang bagay sa pamamagitan ng paglalagay ng
mga larawan sa bahagi ng g o kg.
Prepare the pictures for identifying the appropriate unit of measurement for mass. Also, prepare an
index card with the label “Unit of Measurement for Mass”, then draw a vertical line in the middle.
Label each part as g and kg.
Ihanda ang larawan para matukoy ang tamang yunit ng panukat sa bigat ng isang bagay. Ihanda rin
ang isang index card at sulatan ito ng “Unit of Measurement for Mass.” Gumuhit ng isang linyang
pahaba sa gitna. Ilagay sa isang bahagi ay g at kg naman sa isa.
Give the cutout pictures to the student and allow him/her to identify the appropriate unit of
measurement for mass for each object.
Ibigay sa mag-aaral ang mga larawan at hayaan siyang tukuyin ang tamang yunit ng panukat sa
bawat bagay.

mass of the following objects by placing the picture cutouts under g
and kg.
para sa bigat ng isang bagay sa pamamagitan ng paglalagay ng
mga larawan sa bahagi ng g o kg.
Prepare the pictures for identifying the appropriate unit of measurement for mass. Also, prepare an
index card with the label “Unit of Measurement for Mass”, then draw a vertical line in the middle.
Label each part as g and kg.
Ihanda ang larawan para matukoy ang tamang yunit ng panukat sa bigat ng isang bagay. Ihanda rin
ang isang index card at sulatan ito ng “Unit of Measurement for Mass.” Gumuhit ng isang linyang
pahaba sa gitna. Ilagay sa isang bahagi ay g at kg naman sa isa.
Give the cutout pictures to the student and allow him/her to identify the appropriate unit of
measurement for mass for each object.
Ibigay sa mag-aaral ang mga larawan at hayaan siyang tukuyin ang tamang yunit ng panukat sa
bawat bagay.
capacity of the following objects by placing the picture cutouts
under mL and L.
para sa kapasidad ng isang bagay sa pamamagitan ng paglalagay
ng mga larawan sa bahagi ng mL o L.
Prepare the pictures for identifying the appropriate unit of measurement for capacity. Also, prepare
an index card with the label “Unit of Measurement for Capacity”, then draw a vertical line in the
middle. Label each part as mL and L.
Ihanda ang larawan para matukoy ang tamang yunit ng panukat sa kapasidad ng isang bagay.
Ihanda rin ang isang index card at sulatan ito ng “Unit of Measurement for Capacity.” Gumuhit ng
isang linyang pahaba sa gitna. Ilagay sa isang bahagi ay mL at L naman sa isa.
Can you tell me what objects did you write under mL?
Maaari mo bang sabihin sa akin ang mga bagay na nilagay mo sa
mL?
The appropriate unit of measurement to be used for the following
objects is milliliters.
Ang tamang yunit ng panukat na dapat gamitin sa mga sumusunod
na bagay ay milliliters.
• drinks in can (inumin sa lata)

• liquid medicine (gamot)
• handwash (panghugas ng kamay)
• water in glass (tubig sa baso)
• vitamins (bitamina)
Why do you think these objects can be measured in milliliters?

Paano mo nalaman na ang mga bagay na ito ay masusukat gamit
ang milliliters?
We use milliliters to measure small amounts of liquids.

Ginagamit natin ang milliliters sa mga kakaunting liquids.
Can you tell me what objects did you write under L ?

Maaari mo bang sabihin sa akin ang mga bagay na nilagay mo sa
L?
The appropriate unit of measurement to be used for the following
objects is liters.
Ang tamang yunit ng panukat na dapat gamitin sa mga sumusunod
na bagay ay liters.
• gallon of water (galon ng tubig)

• gallon of gas (galon ng gas)
• bottle of juice (bote ng juice)
• water jug (water jug)
• botlle of milk (bote ng gatas)
Why do you think these objects can be measured in liters?

Paano mo nalaman na ang mga bagay na ito ay masusukat gamit
ang liters?

Student Check-In




Sinubukan mo ang iba’t-bang diskarte ngayon!
Nasusolusyonan mo ang problema.
3. You can’t do it yet, but we will figure it out together.
Hindi mo pa lubos na kaya pero sabay nating aaralin.
Materials:
 Comparing Symbols (>, <, = Alligator Al) (Page 195)
 Picture Cutouts (With Converted Measures)
Now that we have the converted the measures of the cutouts, we can compare the
objects using the symbols (>, <, = alligators).
Ngayong nai-convert na natin ang mga nagupit na larawan, paghahambingin natin
ito gamit ang mga simbolong >, < at =.
1 Show and review the use of comparing symbols.

Ipakita at magbalik-tanaw sa paggamit ng mga symbols.
> is used if the first number is greater than the second number.
> ay ginagamit kapag ang unang bilang ay mas malaki kaysa sa pangalawang
bilang.
< is used if the first number is less than the second number (bigger number).
< ay ginagamit naman kapag ang unang bilang ay maliit at ang pangalawang bilang
ang malaki.
= is used if both numbers are the same.
= ay ginagamit kapag ang dalawang bilang ay magkapareho.
5>1 0>2 3=3

2 We are going to use these symbols to compare the cutouts. Sort the pictures based
on the length, weight, and capacity.
Gagamitin natin itong mga symbols para mapaghambing ang mga larawan.
Pagsama-samahin ang mga larawan base sa length, weight, at capacity.
Let the student sort the pictures first.

Pagsasamahin ng mag-aaral ang mga larawan.
Length: road, skirt, alligator, rope
Length: daan, palda, buwaya, lubid
Weight: basket of fruits, rock, kid, rice
Weight: basket ng prutas, bato, mag-aaral, kanin
Capacity: pail of water, milk, water bottles, gallons of water
Capacity: balde ng tubig, gatas, nakaboteng tubig, galon ng tubig
3 Compare the measurements by writing greater than, less than or equal to symbols.
Pagkumparahin ang mga sukat sa pamamagitan ng paglalagay ng simbolo ng
greater than, less than, o equal to.
A. 15 m _____ 900 cm
B. 200 cm _____ 3 m
C. 2000 g _____ 2 kg
D. 4000 g _____ 10 kg
E. 9000 mL _____ 7000 mL
F. 15 L _____ 20 L
If the student finds the activity difficult, you can say:

Kung ang mag-aaral ay nahihirapan sa gawain, maaaring sabihin ang mga sumusunod:
A. Look at the units of measure first. If it’s different, flip the pictures to see the written
converted measure.
Tingnan ang yunit na panukat. Kung ito ay magkaiba, baliktarin ang larawan para
makita ang naisulat na converted na panukat.
B. To remember the use of > and <, the alligator always needs to eat the larger number.
Laging tandaan ang gamit ng > at <, kinakain ng buwaya ang mas malaking bilang.
More Activities
Activity 1: Scavenger Hunt
Materials:
 Labels with units of measurements for length (cm & m), mass (g & kg) and capacity (mL & L).
Find objects at home that can be compared together. Let the student identify the unit of measure
for each object and raise/show the correct label for it.
Maghanap ng mga bagay sa bahay na maaaring paghambingin ayon sa panukat nito. Sabihin at
itaas ang tamang pangalan ng yunit na panukat sa bawat bagay.
For example:
Halimbawa:
1. 1 filled bottle of water (L) and 1 cup of water (mL) – capacity
2. 3 pieces of big stones (kg) and 1 paper (g) – mass
3. 1 pencil (cm) and 5 pieces of colored markers (m) – length
4. 1 adult (kg) and 1 pillow (g) – weight
5. 1 cup of coffee (mL) and 1 pail of water (L) – capacity
Note: If the objects are not available, you can find other objects that can be associated with length,
weight and capacity.
Paalala: Kung wala ang mga nakasulat na halimbawa, maaaring maghanap ng iba pang mga bagay
sa bahay na may sukat para sa “length, weight at capacity”.

Activity 2: Measure with Ruler
Materials:
 Ruler
 Pencil
 Paper
Let the student use the centimeter side of a ruler to measure objects. Make sure to add or subtract
centimeters if it is needed. Align the objects vertically to measure the length properly. Write the
measurements in a paper.
Ipagamit sa mag-aaral ang centimeter sa ruler para magsukat ng mga bagay. Mag-add o subtract
ng bilang kung kailangan. Ayusin ng pahaba ang mga bagay para masukat nang mabuti. Isulat ang
sukat sa papel.
Items:
 3 pieces of popsicle sticks
 1 pair of slippers,
 2 pieces of color markers
 1 ruler
 2 pairs of spoon and fork
Tip: You may add objects that are not included in the list for additional practice.
Tip: Maaaring magdagdag ng mga bagay para karagdagang gawain.
Student Check-In




2. You are growing your brain by doing challenging things.
bagay.
3. You are brave enough to try.
Matapang kang sumubok.

Lesson 10:
Routine and Non-routine Problems Involving Mass
Learning Target:
At the end of the unit, the student will be able to solve routine and non-routine
problems involving mass.

 Units of Measures Label Cutout
 Pencil or Marker
 Paper
 Non-Ruled Index Cards
 Number Flashcards
 Die

Materials:
None
Mass how much matter is present in an object. Today, we are going to practice
solving problems with the units of measurements we learned from our last lesson.
Ang mass ay tumutukoy sa matter na mayroon ang isang bagay. Ngayon,
magsanay tayo sa pag-solve ng mga suliranin gamit ang mga yunit na panukat na
napag-aralan natin.
1 Show and read the given word problem.
Ipakita at basahin ang word problem.
Mang Tonyo has 200 g and 700 g of plank woods. What is the total weight of the
two plank woods together?
Si Mang Tonyo ay may 200 g at 700 g na kahoy. Ano ang kabuuang bigat ng
dalawang kahoy?
200 g
700 g
We must remember these things whenever we solve word problems. We are

going to talk about it step by step.
Alalahanin ang mga steps na ito para ma-solve ang mga suliranin.
Pag-uusapan natin ito isa-isa.
Step 1:
We start with, "What is being asked in the problem?”
Simulan natin sa, “Ano ang hinahanap sa suliranin?

Step 2:
Look for the given data (in this lesson, we have the measures).
What are these measures?
Tingnan kung ano ang data na nakasulat (sa lesson na ito, mayroong bigat na
nakalagay) Ano ang bigat ng mga bagay?
The two planks of wood measure 200 g and 700 g.
Ang dalawang kahoy ay mag bigat na 200 g at 700 g.
Step 3:
Know the operation to use whether it’s addition, subtraction,
multiplication or division.
Tukuyin ang operation na gagamitin kung ito ba ay addition, subtraction,
multiplication o division.
What is the operation to be used if we add the total mass of two objects?
Ano ang operation kapag nais natin alamin ang kabuuang bigat ng lawingng
bagay?
We use addition if we want to find the total mass of two objects.
Gumagamit tayo ng addition kapag gusto nating alamin ang kabuuang bigat ng
dalawang bagay.
Step 4:
Write the complete number sentence.
Isulat ang number sentence.
The number sentence is 200 + 700 = ?
Ang number sentence ay 200 + 700 = ?
Step 5:
Complete the number sentence with the answer.
Kumpletuhin ang number sentence kasama ang sagot. 200 + 700 = 900
The total mass of the two planks of wood is 900 grams.
Ang kabuuang bigat ng dalawang kahoy ay 900 grams.
2 Show and read the given word problem.
Ipakita at basahin ang word problem.
The boy needs 4 pails of water to take a bath. 1 pail holds 3 L of water. How many
Liters of water does the boy need?
Kailangan ng mag-aaralng lalaki ang apat na timba ng tubig sa pagligo. Ang isang
timba ay katumbas ng 3 litro ng tubig. Ilang litro ng tubig ang kailangan ng mag-
aaralng lalaki?
3L
Step 1:
What is being asked in the problem? Ano ang hinahanap?
We are looking for the amount of water the boy needs to take a bath.”
Hinahanap natin ang ang kabuuang litrong tubig na kailangan ng mag-aaralng lalaki
para sa kanyang pagligo.
Step 2:
What are the given numbers?
Ano ang nakalagay na mga bilang?
We have 4 pails of water with each pail measuring 3 liters.
Mayroong apat na timba ng tubig at ang bawat isa ay may bigat na tatlong litro.
Step 3:
What is the operation?
Ano ang operation?
The operation to be used is multiplication.
Ang gagamitin natin ay multiplication.
Step 4:
Write the complete number sentence.
Isulat ang number sentence.
4x3=?
Step 5:
Complete the number sentence with the answer.
Kumpletuhin ang number sentence kasama ang sagot.
4 x 3 = 12.
So, the boy needs 12 liters of water when he takes a bath.
Kailangan ng mag-aaralng lalaki ng 12L ng tubig sa pagligo.

Materials:
 Non-ruled Index Cards
 Pencil/Marker
We will make step-by-step index cards for you to remember how to solve word
problems.
Gagawa tayo ng step-by-step na index cards para maalala mo kung paano mag-
solve ng mga suliranin o word problems.
1 Prepare the non-ruled index cards and pencil or marker.

Ihanda ang non-ruled index cards at lapis o marker.
Write the following steps on your index card.

Isulat ang mga sumusunod na steps sa index card.
Step 2 Step 3
Step 1
What are the given What is the operation to be
What is asked?
numbers? used?
Step 4
Step 5
What is the number
What is the answer?
sentence?
2 These index cards will be your guide in solving word problems. Let’s try with this
example.
Itong mga index cards ay magsisilbing iyong gabay sa pagsagot sa mga suliranin.
Subukan natin dito sa halimbawa.
I carry a 5 kg baby on my left arm and 2 kg of groceries on my right hand. What is the
total weight I am carrying?
Ako ay may buhat na 5 kg na sanggol sa aking kaliwa at 2 kg na mga pinamili sa
kanan. Ano ang kabuuang bigat na aking kasalukuyang dala?
The student answers as he/she raises each card of step. Itataas ng mag-
aaral ang bawat step ng index card sa pagsabi ng sagot.
Step 1. “Total weight you carry”

Step 2. “5 kg baby and 2 kg grocery”
Step 3. “Addition”
Step 4. “5 + 2 = N”
Step 5. “5 + 2 = 7 kg”
3 Let’s do another one.

Magsagot tayo ng isa pa.
Each classroom has been given a water jug with 8L of water. If there are 5
classrooms, how many liters of water were given?
Ang bawat silid-aralan ay nabigyan ng water jug na may lamang 8L ng tubig. Kung
mayroong 5 silid-aralan, ilang litro ng tubig ang naipamigay?
The student answers as he/she raises each card of step. Itataas ng mag-
aaral ang bawat step ng index card sa pagsabi ng sagot.
Step 1. “Total liters of the water jugs in all classrooms”

Step 2. “8 L of water jug, 5 classrooms”
Step 3. “Multiplication”
Step 4. “8 x 5 = N”
Step 5. “8 x 5 = 45 L”
You can practice more using the index cards if needed.

Maaaring magsanay pa gamit ang index cards kung kinakailangan.

Student Check-In




1. You are challenging yourself by doing these tasks.
Hinahamon mo ang iyong sarili sa paggawa ng mga gawaing ito.
Materials:
 Word Problem Steps Index Cards (From Activity 2)
1 Show and read the word problem. Ipakita at basahin ang word problem.
It is Christmas time! Now, we will build a Christmas tree!
Pasko na! Ngayon, bubuuin at itatayo natin ang Christmas tree!
Maya is helping her father to build their Christmas tree. The ceiling of their house
is 215 cm high.
Tinutulungan ni Maya ang kanyang ama para buuin at itayo ang Christmas tree.
Ang kisame sa kanilang bahay ay nakataas ng 215 cm.
1. They bought a new Christmas tree this year. The new Christmas tree’s
height is 190.7 cm. The height of the old Christmas tree is 172.5 cm. How
much taller is the new Christmas tree?
Bumili sila ng bagong Christmas tree ngayong taon. Ang bagong Christmas
tree ay may taas na 190.7 cm. Ang taas ng lumang Christmas tree ay 172.5
cm. Gaano kataas ang bagong Christmas tree sa lumang Christmas tree?
Let’s answer the steps using your index cards.

Sagutan natin gamit ang mga steps sa index cards.
Step 1. We are looking for the difference on the height of the new and old
Christmas tree.
Hinahanap natin ang pagkakaiba sa taas ang bago at lumang Christmas tree.
Step 2. We know that the height of the new Christmas tree is 190.7 cm and the
old one is 172.5 cm.
Alam natin na ang taas ng bagong Christmas tree ay 190.7 cm at ang luma
naman ay 172.5 cm.
Step 3. We will use subtraction.

Gagamitin natin ang subtraction.
Step 4. 190.7-172.5=?
Step 5. 190.7 -172.5 = 18.2. So, the difference on the height of the new and old
Christmas tree is 18.2 cm.
Ibig sabihin, ang kaibahan sa taas ng bago at lumang Christmas tree ay 18.2

2. The star to be placed at the top of the Christmas tree is 20.2 cm. What will
be the height of the new Christmas tree with a star?
Ang bituin na ilalagay sa itaas ng Christmas tree ay mga haba na 20.3 cm.
Ano ang taas ng bagong Christmas tree kasama ang bituin?

Step 1. We are looking for the height of the new Christmas tree when a star is
place on the top of it.
Hinahanap natin ang bagong taas ng Christmas tree kasama ang bituin sa taas
nito.
Step 2. We know that the height of the new Christmas tree is 190.5 cm and the
star is 20.2 cm.
Alam natin na ang taas ng bagong Christmas tree ay 190.5 cm at ang bituin
naman ay 20.2 cm.
Step 3. We will use addition.
Gagamitin natin ang addition.
Step 4. 190.5 + 20.2?
Step 5. 190.5 + 20.2 = 210.7. So, the height of the new Christmas tree with a
star is 210.7 cm.
Ibig sabihin, ang taas ng bagong Christmas tree kasama ang bituin ay 210.7
cm.
3. Will the new Christmas tree with a star fit in the house?
Magkakasya ba ang bagong Christmas tree at bituin sa kanilang bahay?

Step 1. We want to know if the new Christmas tree with a star on top of it fit
the house.
Gusto nating malaman kung ang bagong Christmas tree na may kasamang
bituin sa itaas ay magkakasya sa bahay.
Step 2. We know that the height of the new Christmas tree with a star is 210.7
cm and the ceiling is 215 cm high.
Alam natin na ang taas ng bagong Christmas tree kasama ang bituin ay 210.7
cm at ang kisame ay nakataas ng 215 cm.
Step 3. We will use subtraction.
Gagamitin natin ang Subtraction.
Step 4. 215 – 210.7=?
Step 5. 215 – 210.7= 4.3. So, the new Christmas tree with a star on it fits in the
house.
Ibig sabihin, ang bagong Christmas tree kasama ang bituin ay kasya sa bahay.
It is always good to practice solving word problems because it can be used in our daily lives, such as
buying items and sharing things.
Mabuting magsanay ng pagsagot sa mga suliranin o word problems dahil nakatutulong at
nagagamit natin ito sa ating pang araw-araw tulad ng pagbili at paghahati-hati ng mga bagay.

More Activities
Activity 1: Roll the Dice (Routine Problems)
Materials:
 Die
 Paper and Pencil
There are routine word problems on each face of the die. Roll the die and read the corresponding
word problem. Write your answer on a piece of paper.
May kalakip na word problem sa bawat mukha o bilang ng die. Pagulungin ang die at basahin ang
word problem na nakuha. Isulat ang sagot sa papel.
Jenny drinks 1 L of water a day. How many liters of water does she drink in 5 days?
Si Jenny ay umiinom ng 1 L ng tubig sa isang araw. Ilang litro ng tubig ang naiinom
niya sa 5 araw?
1x5=5
Jenny drinks 5L of water in 5 days.
Si Jenny ay umiinom ng 5L ng tubig sa loob ng limang araw.
Each of the six families in the subdivision are given 6 kilograms of rice. How many
kilograms of rice were given in total?
Ang bawat isa sa anim na pamilya na nakatira sa subdivision ay binigyan ng 6kg ng
bigas. Ilang kg ng bigas ang ipinamigay?
6 x 6 = 36
Thirty-six kilograms of rice were given to six families.
Naipamigay ang 36 kg na bigas sa anim na pamilya.
Pio sorted 10 kg of mango, 10 kg of bananas and 15 kg of oranges. What is the total

mass of all the fruits he sorted?
Si Pio ay nag-ayos ng 10 kg na mangga, 10 kg na saging at 15 kg na oranges. Ano
ang kabuuang bigat ng lahat ng prutas na kaniyang inayos?
10 + 10 + 15 = 35
The total mass of all fruits is 35 kg.
Ang kabuuang bigat ng mga prutas ay 35 kg.
Kiko carried 350 mL of bottled water while Juan carried 550 mL. How many milliliters
did they carry altogether?
Nagdala si Kiko ng 350 mL ng tubig na nakabote habang si Juan ay nagdala ng 550
mL. Ilang mililitrong tubig ang dala nila?
350 + 550 = 900
The total mass of the water Kiko and Juan lifted is 900 mL.
Ang kabuuang bigat ng tubig na dala nina Kiko at Juan ay 900 mL.
There are 10 kg of rice that need to be brought to the canteen. A worker carried 7
kg. How many kilograms of rice are left to be carried?
Mayroong 10 kg ng bigas ang kailangang dalhin sa kantina. Ang isang manggagawa
ay nagbuhat na ng 7 kg. Ilang kilogram pa ng bigas ang natitira.
10 - 7 = 3
There are 3 kg of rice that needs to be brought to the canteen.
Mayroon pang 3 kg ng bigas ang dapat dalhin sa kantina.
If Erin can drink 600 mL of milk in a week and she already drank 450 mL of milk for
this week. How many milliliters of milk is she expected to drink for the rest of the
week?
Si Erin ay nakakainom ng 8000 mL na gatas sa isang linggo at nakainom na siya ng
4000 mL sa ngayon. Ilang mililitrong gatas pa ang inaasahan niyang inumin sa
linggong ito?
600 - 450 = 150
Erin will drink 150 mL of milk for the rest of the week.
Si Erin ay kailangan pang uminom ng 150 mL na gatas sa linggong ito.
Tip: This game can be played by 2 players, take turns when necessary. Guide the students
every step.
Tip: Ang larong ito ay pwedeng pang-dalawahan, magsalitan sa paglalaro kung
kinakailangan. Gabayan ang mag-aaral sa bawat step.

Activity 2: Pick a Number (Non-routine Problems)
Materials:
 Number Flashcards
 Paper and Pencil
Like the 1st activity, there are given non-routine problems for each flashcard. Bring out numbers 1-3
flashcards which student can choose from. Make sure the student has his/her eyes closed when
picking the number flashcards. Write the solution on a paper.
Katulad ng unang gawain, mayroong non-routine na suliranin sa bawat flashcard. Maglabas ng
bilang 1-3 flashcards na pagpipilian ng mag-aaral. Siguraduhing nakapikit ang mata sa pagpili.
Isulat ang solusyon sa papel.
1 A pencil weighs 25g, an eraser weighs 30g, a notebook weighs 50g and a pack of markers
weigh 350g. What is the total number of the school supplies?
Ang lapis ay may bigat na 25g, ang pambura ay 30g, ang notebook ay 50g, at ang mga isang
ballot ng marker ay 350g. Ano ang kabuuang bigat ng mga school supplies?
25 + 30 + 50 + 350= 455
The total mass of the school supplies is 455 grams.
Ang kabuuang bigat ng mga school supplies ay 455 grams.
2 The vendor has a fruit basket weighing 5 kg. She also has a basket of vegetable with the
same mass. The vendors needs to sell all this in a day. What are the total kilograms of fruits
and vegetables does the vendor needs to sell in 3 days?
Ang isang magtitinda ay may basket ng prutas na may bigat na 5kg. Mayroon din siyang
basket ng gulay na may parehong timbang. Ang mga ito ay dapat maibenta niya sa isang
araw. Ano ang kabuung timbang ng mga prutas at gulay na kailangan niyang maibenta sa
loob ng tatlong araw?
5 + 5 = 10kg/ day
10 x 3= 30
The vendor needs to sell 30 kg of fruits and vegatables in three days.
Kailangan ng magtitinda na maibenta ang 30 kg ng mga prutas at gulay sa loob ng tatlong
araw.
3 Jose has 300 mL of juice and 200 mL of water for the fiield trip. Mina has 250 mL of juice and
250 mL of water. How many milliliters of juice and water do they have?
Si Jose ay may 300 mL ng juice at 200 mL ng tubig para sa field trip. Si Mina naman ay may
250 mL ng juice at 250 mL ng tubig. Ilang mililitrong juice at tubig ang mayroon silang
dalawa.
Jose: 300 + 200 = 500
Mina: 250 + 250 = 500
500 + 500 = 1000
Jose and Mina have 1000mL juice and water.
Sina Jose at Mina ay mayroong 1000 mL ng juice at tubig.
Tip: It is best to finish all the number cards but if the student has good
understanding of solving word problems, you may only do one for this
activity.
Tip: Mas mabuting tapusin ang gawain sa number cards ngunit kung ang
mag-aaral ay madaling nakakasagot sa lahat ng mga ginawang suliranin,
maaaring magsagot lamang ng isa.

Student Check-In




1. You did great in answering the word problems!
Ikaw ay magaling sa pagsagot ng mga suliranin!
2. Practice helps you to be better!
Ang pagsasanay ay nakatutulong para maging mas maalam!
3. You are enriching your knowledge on solving numbers by completing the tasks!
Pinayayaman mo ang iyong kaalaman sa pamamagitan ng pagtapos ng mga gawain natin!
Lesson Materials
Base Ten Cutouts
Base Ten Bingo Card
Lesson Materials | 173

3-Digit Matching Game
345 345
108 108
932 932
222 222
76 76
Place Value Chart
Hundreds Tens Ones
Alligator Hands (>, <, =)

Ten Frame
Number Bond Mat
Number Line

Division Cards
Color the Division Equation
Color the given dividend and divisor. Then, solve for the quotient.
Use different crayons/markers per equation.
45 60 12 3 5 10 6 5 2
A 5 8 35 ÷ 9 8 0 = 1 9 8
21 18 27 6 7 2 7 10 3
10 49 6 3 5 10 3 5 8
B ÷ =
80 28 15 9 8 11 6 10 2
36 42 55 6 7 2 9 7 4
Match the Quotient
Cut the puzzle pieces.
10 ÷ 5 = 8÷2=
7÷1= 4÷2=
16 ÷ 4 = 20 ÷ 4 =
15 ÷ 3 = 14 ÷ 2 =

Fraction Strips/ Board
Fraction Matching Game

Fraction Board Game
Roll and Find
Directions: Roll the die and find the picture that has the line or surface needed by looking at the
number of the die.
Straight Line Flat Surface Curved Line
Curved Surface Straight Line and Curved Surface Curved Line and Flat Surface

Telling Time Chart
A B C
_______________ _______________ _______________
Tic-Tac-Toe Time Board

Directions: Show the time using the analog clock, then let the student read the time and look at the
tic-tac-toe board. Put a chip on the given time.
12:45 8:12 1:50 16:40 00:15 15:00
7:20 4:28 6:30 19:38 22:05 21:00
5:00 2:05 9:35 23:10 18:25 13:20
Matching Time
12:47 8:00 4:10
2:38 10:25 6:50

Units of Measurement Cutouts
Length
Unit of Measurement
1 meter (1 m) = 100 centimeters (100 cm)
meters (m) centimeters (cm)
Weight
Unit of Measurement
1 kilogram (1 kg) = 1000 grams (1000 g)
kilogram(kg) gram (g)
Capacity
Unit of Measurement
1 liter (1 L) = 1000 milliliters (1000 mL)
liter (L) milliliters (mL)
Alligator Hands (>, <, =)
Units of Measurement Cutouts

GRADE 2
MATHEMATICS LEARNING RESOURCE KIT FOR EARLY NUMERACY
COMPANION BOOKLET

Grade 2 MLRK For Early Numeracy Companion Booklet v1.2

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This work is licensed under the Creative Commons Attribution-NonCommercial-

Under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International

ABC+ also acknowledges the technical inputs of its team of

ABC+’s early numeracy initiative for remote learning is

The Early Numeracy Initiative for School-Based Intervention

The MLRK includes a set of developmentally, age-appropriate, concrete learning materials

It shows the target skill/s

It shows the different activities related to the lesson

It shows the part where both the student and the

SEL/Growth Mindset Statements for Parents:

Learning math is not only about thinking and problem-

This icon shows how the student feels about the

It means that you will have to read instructions or provide

It means that you will have to show an illustration or

It tells what the student needs to do in the activity.

This icon means to check if the student can do the activity or if

Prepare these materials beforehand:

Activity 1: Get Ready to Learn

This is a unit. This is long. This is a flat.

2 Show one unit.

How many is this?

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How many are these?

5 Show one long.

How many units do you see in one long?

6 Show two longs.

How many units are there in two longs?

“There are 30 units”

8 Show one flat.

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How many hundreds do you see?

How many tens do you see?

How many ones do you see?

That makes two hundred fourteen 214.

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How many hundreds do you see?

How many tens do you see?

How many ones do you see?

What number does that make?

What number does that make?

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If this hard for the student, try:

Repeat with more numbers, such as 415; 723; 801.

If this is easy, continue to Activity 3.

If this hard for the student:

22 | Mathematics Learning Resource Kit for Early Numeracy Companion Booklet

How do you feel about this activity?

Ask the student to choose happy or sad face.

Why did you choose (happy or sad)?

Parent’s Feedback Corner

Hundreds Tens Ones

What number did I make?

24 | Mathematics Learning Resource Kit for Early Numeracy Companion Booklet

Hundreds Tens Ones

Hundreds Tens Ones

26 | Mathematics Learning Resource Kit for Early Numeracy Companion Booklet

If this hard for the student:

Hundreds Tens Ones

What number did I make?