Prepared by:

LOIDA A. BALMORES
Lesson Plans for Multigrade Classes Teacher I
Sta. Felicitas E/S
Grades 1 and 2 Sto. Niño
Learning Area: Mathematics Quarter: 3 Week: 6
Grade Level Grade 1 Grade 2
Content Standard demonstrates understanding of continuous and repeating demonstrates understanding of continuous patterns using
The learner patterns and mathematical sentences. two attributes and mathematical sentences involving
multiplication and division of whole numbers using 2, 3,
4, 5 and 10 only.
Performance Standard is able to apply knowledge of continuous and repeating patterns is able to apply knowledge of continuous patterns using two
The learner and number sentences in various situations. attributes and number sentences involving multiplication and
division using 2, 3, 4, 5 and 10 only in various situations.
Competencies Construct equivalent number expression using addition and Determines the missing terms in a given continuous pattern
subtraction using two attributes ( any two of the following: figures,
numbers, colors, sizes, and orientations)
Day 1
Lesson Objectives To construct equivalent number expression using addition and To determine the missing terms in a given continuous pattern
subtraction. using two attributes ( any two of the following: figures,
numbers, colors, sizes, and orientations)
Process Skills: Constructing equivalent number expression using Process Skills: Determining the missing terms in a given
addition and subtraction. continuous pattern using two attributes
Values Integration: Obedience Values Integration: Determination and Preparedness
Subject Matter Constructing Equivalent Number Expression Using Addition and Determining the Missing Terms in a Given Continuous Pattern
Subtraction. Using Two Attributes
Learning Resources CG, BOW, TG, LG, LM CG, BOW, TG, LG, LM
Procedure Grouping Structures (tick boxes):
 Whole Class  Ability Groups
Use these letter icons to show Describe the parts of the lesson (for example the  Friendship Groups
methodology and assessment introduction), where you may address all grade levels as  Other (specify)
activities. one group.  Combination of Structures
 Mixed Ability Groups
DT Direct Teaching  Grade Groups
GW Group Work Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
IL Independent Learning
Introduce the song “Loo, lah, leh”
A Assessment
DT Post the problem on the board. GW Group the class into 3. Instruct each group to answer
How many roses did each child pick? assigned task to them. Appendix 5
 Illustrate your answer.
What do you observe on the illustration? Are they equal? Why?
Discuss equivalent expressions. Appendix 4

GW The class will be grouped into 3. Give instructions to each DT Call 3 girls and 3 boys in front and arrange them
group. Appendix 6 alternately.
How many girls and boys standing in front?
What is their arrangement?
What is the pattern of your classmates?
Continue the discussion and give emphasis to the concept of
the lesson.
Give more examples
IL Let them answer Appendix 7 IL Give the activity sheets. Appendix 8
GW

A Answer Appendix 9 A Answer Appendix 10

Day 2
Lesson Objectives To identify and create patterns to compose and decompose using To visualize and find the missing value in a number
addition. sentence involving multiplication or division of whole
Process Skills: Indentifying and creates to compose and decompose numbers using 2, 3, 4, 5, and 10 only.
using addition. Process Skills: Visualizing and finding the missing value in
Values Integration: Care for animals a number sentence involving multiplication or division of
whole numbers using 2, 3, 4, 5, and 10 only.
Values Integration: Orderliness
Subject Matter Indentifying and Creates to Compose and Decompose Using Visualizing and Finding the Missing Value in a Number
Addition. Sentence Involving Multiplication or Division of Whole
Numbers using 2, 3, 4, 5, and 10 only.
Learning Resources CG, BOW, TG, LG, LM CG, BOW, TG, LG, LM
Procedure Grouping Structures (tick boxes):
 Whole Class
Use these letter icons to show Describe the parts of the lesson (for example the  Ability Groups
methodology and assessment introduction), where you may address all grade levels as  Friendship Groups
activities. one group.  Other (specify)
 Mixed Ability Groups  Combination of Structures
DT Direct Teaching  Grade Groups
GW Group Work Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITIES
IL Independent Learning
Let the pupil sing “Chikadee”
A Assessment
DT Post a picture on the board. Appendix 13 IL Answer Appendix 12
 Explain the lesson through “Act it Out”
How many apples does Rosa have in each set?
What possible solutions can you do about the problem?
Call pupils to write their possible solutions on the board.
Discuss the lesson and give more examples emphasizing patterns in
composing and decomposing numbers.

GW Group the class into 3. Instruct each group to their assigned DT Post the problem on the board and let pupils read it.
task. Appendix 14-16 Appendix 17
Lead the pupils in answering the guide questions.
Show the different solutions in visualizing whole numbers
involving multiplication or division.
Give more examples.
IL
IL Answer Appendix 21 GW Group the class into 3. Instruct each group to their
GW
assigned task. Appendix 18-20

AA Answer Appendix 23 A Answer Appendix 22

Day 3
Lesson Objectives To answer the summative test with at l east 80% of the mastery. To answer the summative test with atl east 80% of the
mastery.
Subject Matter Weekly Assessment Weekly Assessment
Learning Resources Paper, pencil Paper, pencil
Procedure Grouping Structures (tick boxes):
 Whole Class  Ability Groups
Use these letter icons to show Describe the parts of the lesson (for example the  Friendship Groups
methodology and assessment introduction), where you may address all grade levels as  Other (specify)
activities. one group.  Combination of Structures
 Mixed Ability Groups
DT Direct Teaching  Grade Groups
GW Group Work Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
IL Independent Learning
Tell the pupils the standards in taking a test.
A Assessment A Answer Appendix 24 A Answer Appendix 25

Remarks

Reflection
 REFERENCES

GRADE 1 GRADE 2
CG pp. 25-26 CG p. 58
BOW BOW
TG pp. 127-136 TG pp.240-246
TG pp. 99-103 TG Math 3 pp. 119-126
LM pp. 164-178 LM pp. 291-306

Prepared by: Checked by: Validated by:

LOIDA A. BALMORES JECELYN M. DE LEON JOSE M. MATAMMU

T1/ Sto. NIño Principal 2 EPS – Filipino/MG Coordinator
APPENDICE
S
 Prepared by:
Loida A. Balmores
Appendix 1 Teacher 1
Sta. Felicitas E/S
Sto. Niño District
Day 1, Grade 2 Math12/Q3/W6

Group 1
Direction: Write the figure of the following.

1. 5, 10 , 15, ____, 25, 30 , _____

2. 4, ___, 12, 16, ____, 20, 25

3. 3, 6, ____, 12, 15, ____, 21

4. 6, 12, 18, ____, 30, 36, ____

5. 40, 42, ____, 46,48, 50, ____

Appendix 2
Day 1, Grade 2 Math12/Q3/W6
Group 2
Direction: Complete the pattern through color.

1.

2.

3.

4.

5.

Appendix 3
Day 1, Grade 2 Math12/Q3/W6

Group 3
Direction: Draw the next picture to complete the pattern.

1. __________

2. __________

3.

4.

5. _________

Appendix 4
Day 1, Grade 1 Math12/Q3/W6

Mother asked Riza and Liza to go to their garden to pick

some flowers for her two vases. Riza picked 3 roses and
another 4 roses. Liza picked 2 roses and 5 more roses. How
many roses did each girl pick in all?
Who are the two girls? Where did they go?
What did they do there? Why did they pick flowers?
(Continue the processing and show the different solutions in solving the
problem)

Appendix 5
Day 1, Grade 1 Math12/Q3/W6

Group 1

Direction: Read the problem and make the two equivalent number expressions.
 1. Gina and Brena prepared sandwiches for their classmates who would go
to their house. Gina prepared 8 sandwiches. Aiza prepared 9 sandwiches.
But not all of their classmates came. Gina gave 4 sandwiches to their
classmates who came. Brena gave 5 sandwiches to their classmates who
came also. How many sandwiches were left for each girl?

Appendix 6
Day 1, Grade 1 Math12/Q3/W6

Group 2
Direction: Write the missing number.

1. 8 – 4 = _____ 9 – 5 = ______

2. 16 – 8 = _____ 10 – 2 = _____

3. 8 + 1 = _____ 2 + 7 = _____
 4. 10 – 7 = _____ 6 – 3 = _____

5. 6 + 6 = _____ 7 + 5 = _____

Appendix 7
Day 1, Grade 1 Math12/Q3/W6

Group 3
Direction: Draw the object inside the box to represent the following equivalent
number expressions.

1. 6 – 4 4–2
 2. 8 – 5 6–3

3. 9 + 1 7+3

4. 6 + 2 4+4

5. 7 – 2 6–1

Appendix 8
Day 1, Grade 2 Math12/Q3/W6

Individual Learning
Direction: Complete the pattern.

1. _______

2.
 3.

4.

5.

Appendix 9
Day 1, Grade 1 Math12/Q3/W6

Individual Learning
Write the missing number to make 2 equivalent number expressions.

1. 6 + ____ = 7 4 + 3 = _____

2. 8 – 3 = _____ 7 – _____ = 5

3. 9 + 1 = _____ 5 + _____ = 10

4. 7 – 1 = _____ 10 – _____ = 6

5. 8 +_____ = 11 6 + 5 = _____
Appendix 10
Day 1, Grade 2 Math12/Q3/W6

Assessment
Direction: Color the shapes by following the given pattern in each item.

1.

2.

3.
 4.

5.

Appendix 11
Day 1, Grade 1 Math12/Q3/W6
Assessment
Direction: Encircle the mangoes with equivalent number expressions.

3+2 4+3 5+2 4+2

1.

3+6 7+3 2+8 6+2

2.
 2 + 10 2+5 7+5
3+8

3.

7-4 8–3 5–2 6–3

4.

6–1 8–2 9–2 10 – 3

5.
Appendix 12
Day 2, Grade 2 Math12/Q3/W6

Independent Learning
Direction: Find the product of the following.

1. 9 x 4 =

2. 6 x 3 =

3. 8 x 2 =

4. 7 x 3 =

5. 6 x 6 =
Appendix 13
Day 2, Grade 1 Math12/Q3/W6

Let us put together the apples in the two baskets and write the addition
sentences.
Solution 1 5 + 5 = 10
Solution 2 6 + 4 = 10
Solution 3 7 + 3 = 10
Solution 4 8 + 2 = 10
Solution 5 9 + 1 = 10

What have you noticed? How about the addends? What if one basket does not
contain apple? What will be the addition for that? Will also have the sum of 10?
The addition sentence is 10 + 0 = 10 or 0 + 10 = 10

Appendix 14
Day 2, Grade 1 Math12/Q3/W6

Group 1
Direction: write the possible addition combinations for each given number.

11 6

10
9
 5

Appendix 15
Day 2, Grade 1 Math12/Q3/W6

Group 2
Direction: Circle all the possible addition combinations for each given number.

1. 10 5+5 6+1 6+4 8+1

2. 9 9+1 4+5 9+0 6+2

3. 8 3+2 4+2 5+2 3+3

4. 7 4+4 2+6 6+4 8+1

5. 6 3+3 3+4 5+2 10 + 1

Appendix 16
Day 2, Grade 1 Math12/Q3/W6

Group 3
Direction: Box the possible addition combinations for each given number.

1. 5 5+0 4+1 6+4 8+1

2. 6 3+1 4+2 6+0 6+2

3. 7 3+4 6+1 5+3 3+3

4. 8 4+4 2+6 6+4 8+1

5. 9 3+3 3+4 5+4 8+1

Appendix 17
Day 2, Grade 2 Math12/Q3/W6

Carla has crayons: 2 red, 2 yellow, 2 blue, 2 green, 2

violet, and 2 orange crayons. How many crayons
does Carla have?

2 2 2 2 2 2 = 12

2 + 2 + 2 + 2 + 2 + 2 = 12

6 X 2 = 12
Appendix 18
Day 2, Grade 2 Math12/Q3/W6

Group 1
Direction: Shade the squares on the graph to show multiplication.

7 rows of 6
7 rows of 7
7 rows of 8
7 rows of 9
7 rows of 10
Appendix 19
Day 2, Grade 1 Math12/Q3/W6

Group 2
Direction: Shade the squares on the graph to show multiplication.

5 rows of 1
5 rows of 2
5 rows of 3
5 rows of 4
5 rows of 5
Appendix 20
Day , Grade 1 Math12/Q3/W6

Group 2
Direction: Draw objects to show multiplication.

3rows of 1

3 rows of 2
3 rows of 3
3 rows of 4
53rows of 5
Appendix 21
Day 2, Grade 1 Math12/Q3/W6

Individual Learning
Direction: Draw objects to represent the following addition.

1. 6 + 1

2. 5 + 2

3. 4 + 3

4. 3 + 4

5. 2 + 5
Appendix 22
Day 2, Grade 2 Math12/Q3/W6

Assessment
Direction: Draw objects to show multiplication.

1. 8 x 4 =

2. 6 x 3 =

3. 5 x 2 =

4. 4 x 3 =

5. 2 x 8 =
Appendix 23
Day 1, Grade 1 Math12/Q3/W6

Assessment
Direction: Draw 3 sets of objects to represent the following.

1. 10

2. 8
Appendix 24
Day 3, Grade 1 Math12/Q3/W6

Summative Test
Direction: Match the number expression in Column A with its equivalent
number expression in Column B.

Column A Column B

1. 4 + 4 a. 7 – 4

2. 10 – 4 b. 10 – 4

3. 8 – 2 c. 2 + 6

4. 8 – 5 d. 1 + 9

5. 6 + 4 e. 7 – 1

Direction: Write possible addition combinations of the following.

1. 11 2. 9 3. 10

Appendix 25
Day 3, Grade 2 Math12/Q3/W6
Summative Test
Direction: Complete the next pattern in a sequence.

1. 2, 4, ___, 8, 10, ____, 14, 16

2. 5, 10, 15, _____, 25, 30, _____, 40
3. 3, 6, 9, ____, 15, 18, _____, 24
4. 10, 20,____, 30, 40, _____, 60
5. 7,14, ____, 28, 35, 42, ____

Direction: Draw objects to show multiplication.

1. 6 x 5 =

2. 5 x 7 =

3. 9 x 3 =

4. 4 x 4 =

5. 3 x 6 =