Ramon Magsaysay Memorial

School Colleges Grade 1

Level
Teacher Kimberly Santander Section
Hazel Anne Villamor
Venus Mozo
Klenee Claire Castro
Arch Alejah Azly Escovidal
Marwin Ace Ababon

Teaching October 09,2023 Learning Mathematics

Dates Area
Time 10:00-11:00am Quarter 1st

I.OBJECTIVES

A. Content Standards The learner demonstrates understanding of ordinal numbers up to 10 money up to

100 PHP.
B. Performance The learner recognizes and represent ordinal numbers up to 10 in various form of
Standards contexts.
C. Learning At the end of the lesson, the learners should be able to:
Competencies a. Identify coins and bills up to 100 PHP and their notations(M1NS-Ij-19.1)
b. State the importance of knowing coins and bills in our daily lives; and
c. Write the value of each coin.

II. TOPIC Recognizing coins and bills up to PHP 100

III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide K to 12 Mathematics Curriculum Guide August 2016 Page 12 of 257
Page
2. Learners materials
Pages
3. Textbook Pages
4. Additional Mathematics
Materials from LR Module 10: Recognizing and Comparing Coins and Bills up to PHP 100 and their
Portal Notations
https://depedtambayan.net/recognizing-and-comparing-coins-and-bills-up-to-
php-100-and-their-notations/
B. Other learning K to 12 Curriculum Guide, Play money (replicas of Philippine coins and bills),
Resources worksheets for practice.

IV. PROCEDURE
PRELIMINARY Prayer:
ACTIVITIES
The teacher will lead the prayer.
“Dear Lord and Father of all,
Thank you for today. Thank you for your ways in which you provide for us all.
For your protection and love we thank you. Guide us by your eternal light as we
discover more about the world around us. We ask all this in the name of Jesus.
Amen”.

Greetings:

The teacher will greet the students and vice-versa.

Good morning Grade 1 pupils! How are you today?

Checking of Attendance:
The teacher will check the attendance through the seating plan to check who
is/are not present.

Classroom Management:
The teacher will remind the students about the rules that students should follow
throughout the class hours:
PLEASE……
L- Listen & follow directions.
E- Enter on time, prepared and ready to learn.
A- Always try your best and do ALL of the work.
R- Respect yourself, property and others.
N- No excuses!

Checking of assignments:
The teacher will ask the students to take out their assignments for checking and
to pass it forward silently as she will be the one to check it.

1. Which numbers tell the position of an object in a set?

b. Ordinal numbers c. Number names
c. Numerals d. Counting numbers

2. What is the ordinal number for 2?

a. First c. Second
b. Third d. Fourth

3. Which number has ‘third’ as it ordinal number?

a. 1 c. 4
b. 3 d. 2

4. Which number has ‘tenth’ as its ordinal number?

a. 6 c. 8
b. 7 d. 9

5. Which of the following is the fifth from the right?

 a.

b.

c.

d.

Review:
The teacher will review the lesson that was tackled previously.

The teacher will ask the following questions:

1. What was our lesson yesterday all about?
2. What is the ordinal number for 3?
3. How are ordinal numbers used in real life?

Engage

B. Developmental Motivation:
Activities Title: “Guess the 20 PHP Bill”
The teacher will show a pictures or play money connected with the topic about
the bills and the students will need to identify the bills presented. After that the
teacher will read the scenario in-front of the class; ask questions to track
student’s comprehension

Tom wanted to buy an ice cream from the ice cream stand. He reached into his
pocket, but he had a mix of bills. He needed to give the ice cream seller the exact
amount, which was twenty pesos. Tom didn't know which coins and bills to use.
Which one do you think he should use to pay for his ice cream? (Encourage the
students to discuss in pairs or small groups how they would help Tom decide
which bills to use.)

1. Who is the child?________________

2. What did he wanted to buy?__________________
3. How much money is he going to get?____________________
4. Does he know what a twenty-peso bill looks like?_______________
5. What is the color of a twenty-peso bill? If you don’t know what the money
looks like, what will you do?_________________

Explore

Group 1
Activity: Counting coins
Students will be able to recognize coins and identify their values.

Before the activity will start, the teacher will show the students the different
coins.

Procedure:
Step 1: The teacher will pick a coin and ask the students to name the coins.
Step 2: After naming of coins, the teacher will pick 2 coins then the students will
count it.
Step 3: The teacher will pick 3 coins then the students will count the coins that
the teacher picked.

Group 2
Activity: Coin grab
Procedure:
Step 1: The teacher will place coins in a box
Step 2: Each player(students) will grab 3 coins
Step 3: Player will count the coins they grabbed.
Step 4: The player (student) with the greatest value win.

Group 3
Activity: Coin Caterpillar
Students will learn how to match coins to the correct amounts with this creative
activity.
Procedure:
Step 1: For one coin caterpillar, students should cut construction paper into six
circles that are larger than the coins.
Step 2: Students will cut out the coin circles.
Step 3: Next, the students will glue the coin cut outs onto the larger construction
paper circles. They will then glue the construction paper pieces to each other,
making a caterpillar body.
Step 4: Students can be as creative as they like when drawing a face on their
caterpillar. They may also cut two additional pieces of construction paper to
create antennas for their caterpillar. Lastly, students will write their name on the
caterpillar they created.

Discussion Questions:
• Do you understand what coins are and what they represent?
• Have you seen these coins before?
• What do you think you can do with the coins?
Explain
The teacher will provide explanations and clarify any misconceptions about the
difference between coins and bills and comparing their values.

What is Coin?
- According to research, a coin is a small object, usually round and flat, used
primarily as a medium of exchange or legal tender. They are standardized in
weight, and produced in large quantities at a mint in order to facilitate trade.
They are most often issued by a government. Coins often have images, numerals,
or text on them.

What is Bills?
- A piece of paper money worth a specified amount.
What is the difference between coins and bills?
- Coins are typically made of metal and are used for smaller denominations of
currency. They come in various sizes, shapes, and colors, and often feature
different designs and symbols representing the country or government that issued
them. Coins are usually durable and can withstand regular use. They also have a
longer lifespan compared to paper bills. On the other hand, bills, also known as
banknotes or paper money, are made of special paper or polymer materials. They
are used for larger denominations of currency. Bills typically have standardized
sizes and designs, with varying colors and images representing the country's
culture, history, or notable figures. Unlike coins, bills are more lightweight and
easier to carry in large quantities.

To identify different coins and bills by their physical characteristics, such as size,
color, and design, you can follow these steps:

1. Size: Coins and bills come in different sizes. You can measure the diameter
and thickness of coins to differentiate between them. Bills, on the other hand, can
be distinguished by their length and width.

2. Color: Coins and bills often have distinct colors. Pay attention to the dominant
color and any unique patterns or symbols on them. For example, the Philippine 5
pesos coin is predominantly silver, while the 100 PHP bill is predominantly
violet.

3. Design: Coins and bills feature various designs that can help with
identification. Look for symbols, portraits, or illustrations that are specific to
each denomination. For instance, the Philippine quarter has an image of Manuel
L. Roxas on the front.

4. Texture: Some coins have unique textures, such as ridges or grooves, which
can aid in identification. Feel the edges or surfaces of the coins to notice any
distinctive patterns.

Elaborate
Look at the coins and bills below.

Can you tell which one is a coin and which one is a bill? Write 'C' for coin and
'B' for bill beside each one and write the color of bills and coins each number.

1._________,________

2.__________,________

3._________,_______

4._______,________

Valuing
The teacher will ask reflective question.

Scenario:

Imagine you are at the park, playing with your friends. You find a shiny coin on
the ground. You pick it up and notice that it's a bit dirty. You also see a piece of
paper nearby, but it looks crumpled.

Discussion Questions:

1. Have you ever seen coins that are flattened or paper bills that are torn? What
might have caused this damage?
2. Have you ever come across money with drawings or writings on them? Why
do you think it's important not to write or draw on money?
3. Why is it crucial to use our money carefully and take good care of it? How
does respecting our money tie into its use for buying necessities?
4. Can you think of other ways to protect coins and paper bills? Why is it
important to safeguard our currency?

Evaluate
The teacher will show images or pictures of various coins and bills, and ask
student to label them with their correct names and notations.

Visual Recognition: Examine the coins and bills carefully. Write the names and
notations.
Philippine Bill Name Notation

Assignment
Direction: Solve the following word problems:

a) Tom has 3 one-peso coins, 2 five-peso coins, and 1 ten-peso coin. How much
money does he have in total?

b) Lisa wants to buy a toy that costs 65 PHP. She has a 50 PHP bill, a 10 PHP
coin, and a 5 PHP coin. Does she have enough money to buy the toy?