Lesson Plan in Mathematics

School Agay-Ayan Elementary School Grade Level One

Teacher CECIL B. REGULACION Quarter 1
Date September 26, 2023 Week 5

A.Content Standards Demonstrates understanding of addition and subtraction of whole

B. Perfomance Standards
C. Learning Competency/
Objective
Write the LC code for
each.
numbers including money
Is able to recognize, represent, compare, and order whole numbers
up to 10 000, and money up to PhP1000 in various forms and
contexts.
At the end of 50-minute period, the learners are expected to
visualize and give place value of a digit in one -and two-digit
numbers
M3NS -Id -22.2

II. CONTENT Visualizing and Giving Place Value of a Digit in one -and two-Digit
Subject Matter Numbers
M1NS-1g10.1
A. References MELC Grade 1, Quarter 1
B. Other Learning Counters, Place Value Chart, Laptop, Flashcards, Number Cards,
Resources real objects, Activity Sheets
C. Valuing Importance of good health
D. Integration MAPEH, Edukasyon sa Pagpapakatao
E. Strategies Practical Work Approach, Game, Differentiated Instruction, Small
Group Learning
III. PROCEDURES
A. Reviewing previous Preparatory Activities
lesson or presenting the  Prayer
new lesson  Checking of attendance
 Reminding pupils of the class rules
 Drill
ICT Integration -Counting Numbers 1-100 through
video clips

 Review
-Read the words written in the
flashcards then clap once if it is a 1-
digit and clap twice if it is a 2-digit
number.

3 18 21 8 42

B. Establishing a purpose Game: Get, See and Go! Game-Based

for the lesson Theory
Say: Jean Piaget (38)
Indicator 1 Look at around you. You will see 3 and Lev Vygotsky
Apply knowledge of content (39)
stations. One is a HEART Station, the red
within and across curriculum- -Research shows
color, the other is the STAR Station, the yellow that using games in
MAPEH)
color and the Circle Station, the orange. In teaching can help
your seats, you will find a circular shape. Get increase students’
it, you wear it as a necklace then identify the participation, foster

Indicator 3
Use effective verbal and
non-verbal classroom
communication strategies to
support learner
understanding, participation,
engagement and
achievement
C. Presenting
examples/Instances of the
new lesson
Indicator 2
Use a range of teaching
strategies that enhance
learner achievement in
literacy and numeracy skills
D. Discussing new
concepts and practicing
new skills
Indicator 3
Use effective verbal and
non-verbal classroom …
color. If it is red, proceed to the red station, if social and emotional
it is yellow to the yellow station and if it is learning, and
orange, go to the orange station. strengthen bonds
In your station, identify the number you are among learners.
wearing if it is 10 or 1. Count how many tens
and ones are there in your group. Place them
in the chart placed in front.
Tens Ones
(The teacher discusses further to establish the
lesson on visualizing and giving the place
value of a a 1 and 2-digit numbers)
Today, you will be able to visualize and give Progressivism
place value of a digit in one -and two-digit (Learning by doing)
numbers. -This educational
philosophy stresses
(Practical Work Approach -PWA) that students should
test ideas by active
experimentation.
Teacher will give counters (popsicle sticks)
to four groups. They will bundle the sticks into
10 and tie them using rubber bonds. Place
the bundle of 10 in a glass labelled with 10
and the 1 in the glass labelled with 1 like the
one presented below.
10 1
They will put the sticks in the chart, read the Constructivism
number and write number of tens and ones in Learners construct
the appropriate column. knowledge rather
than just passively
take the information.
Pila ka Number Tens Ones
Buok
23 2 3
E. Discussing new
concepts and practicing
new skills # 2
Indicator 3
Using the place value chart, the teacher will Cognitivism
discuss further. -Making knowledge
meaningful &
Place Value Chart
helping learners
Number Tens Ones organize & relate
19 1 9 new information
23 2 3
32 3 2

F. Developing mastery Differentiated Instruction Constructivism

Group the pupils into 3. Each group has Learning
different activity to do. The group Tomlinson (2005)
representative will report their work. defines DI as a
Indicator 2 philosophy of
Use a range of teaching GROUP DOG teaching that is
strategies that enhance
Directions: Isulat ang saktong numero basi sa based on the
learner achievement in
literacy and numeracy skills
iyang place value. premise that
students best
Number Tens Ones learn when their
teachers
accommodate the
differences in their
readiness.
GROUP CAT Moreover, Bloom’s
Directions: Lingini ang place value sa Taxonomy states
gibadlisan nga numero. that DI enables the
teacher to
1. 63 categorize
a. Tens b. Ones activities &
questions by level
2. 28 of complexity
a. Tens b. Ones thereby ensuring a
wider range of
3. 35 Higher Order
a. Tens b. Ones Thinking
challenges are
GROUP GOAT provided to
children
Directions: Isulat ang place value sa
gibadlisan nga numero, kung kini tens o ones.

1. 12

2. 57

3. 78
G. Finding practical Say the following situation:
application of concepts
and skills in daily living Gitagaan ka sa imong Mama og P12 para

imong ipalit sa imong snacks. Pila man ka 10

ang naa sa 12 pesos? Pila pod ka 1?

Unsa man nga snacks ang imong paliton?

Ngano man?
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
Ask:
How many digits are there in tens?
What is the different place value of a 2-digit
numbers?
In 14, what is the place value of 1? 4
A. Lingini ang place value sa gibadlisan
nga numero.

1. 18
a. Tens b. Ones

2. 24
b. Tens b. Ones

3. 39
a. Tens b. Ones

A. Lingini ang insaktong tubag.

4. Sa 28, unsa nga numero ang nasa

tens?
a. 2 b. 8

5. Sa 42, unsa ang place value sa 4?

a. Tens b. Ones
J. Additional activities for I-tsek ang place value sa ginganlan nga
application or remediation numero.

Pangutana Place Value

Tens Ones
Sa 84, unsa ang place
value sa 4?
Sa 91, unsa ang place
value sa 9?
Sa 57, unsa ang place
value sa 7?
Sa 43, unsa ang place
value sa 3?
Sa 94, unsa ang place
value sa mas dako nga
numero?
IV. REMARKS
V. REFLECTION
A. No. of learners who
earned at least 75% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 75%.

Prepared by and demonstrated by:

 CECIL B. REGULACION, MT-II
Grade I Teacher
Observer:
MARY NEVA GRACE C. CHIPADA
Elementary School Principal II

Mathematics 1
Name:
School: Agay-ayan Elementary School
Teacher: Mrs. Cecil B. Regulacion

A.Lingini ang place value sa gibadlisan nga numero.

1. 18
a. Tens (Tagnapulo) b. Ones (Tinagsa)

2. 24
a. Tens (Tagnapulo) b. Ones (Tinagsa)

3. 39
a. Tens (Tagnapulo) b. Ones (Tinagsa)

B.Lingini ang insaktong tubag.

4. Sa 28, unsa nga numero ang nasa tens o tagnapulo?

a. 2 b. 8

5. Sa 42, unsa ang place value sa 4?

a. Tens (Tagnapulo) b. Ones (Tinagsa)
 Republic of the Philippines
Department of Education
REGION X – NORTHERN MINDANAO
DIVISION OF GINGOOG CITY

FORMATIVE RESULT
Class Observation 1
Learning Area: Mathematics 1
Grade Level: One
Date: October 6, 2022
Objective: Visualizes and gives the place value of a digit in one -and two-digit numbers
M1NS-1g10.1
Subject Matter: Visualizing and Giving Place Value of a Digit in one -and two-Digit Numbers

Total Number of Items: 5

Score No. of Learner Total

5 7 35
4 5 20
3 4 12
2 0 0
1 0 0
0 0 0
TOTAL 16 67
MEAN 4:18
Proficiency Level 83.60%

Submitted by:

CECIL B. REGULACION
Grade I Teacher

Submitted to:

MARY NEVA GRACE C. CHIPADA

Elementary School Principal II
 Mathematics 1
___________________________________________
___________________________________________
___________________________________________

I-tsek ang place value sa ginganlan nga numero.

Pangutana Place Value

Tens Ones
Sa 84, unsa ang place
value sa 4?
Sa 91, unsa ang place
value sa 9?
Sa 57, unsa ang place
value sa 7?
Sa 43, unsa ang place
value sa 3?
Sa 94, unsa ang place
value sa mas dako nga
numero?
 COGNITIVE ORGANIZER
A. Description

Cognitive organizer is one strategy in which learners explore links between things, ideas or people. This is to help learners
understand relationships and to build concepts specially about broad topics. It is used to illustrate the attributes related to an idea
and to show relationships among those qualities.
This strategy can be used to all learning areas such as English, Filipino, Science, Mathematics, Araling Panlipunan,
Edukasyon sa Pagpapakatao, Mother-Tongue and MAPEH.

B. Procedures

1. Select a topic.
 2. Identify the core topic or question and write it at the center of the circle/box.

3. Draw a line connecting from the circle/box (The number of lines depend on the number of ideas you may connect from the
circle/box).

4. Let the learners read the words and justify their answers if they really have the connection of the word/ideas at the center.

5. Check the work, recognize the correct answers and clarify misconceptions.

C. Additional Information

Uses of Cognitive Organizer in teaching:

 Information is organized in logical, meaningful way which helps learners to understand new knowledge and link it to
their existing knowledge about the topic.
 Provide opportunities for the learners to express ideas and understanding without having to use complex language
 Assist learners in identifying key concepts
 Provide a very useful starting point for students to discuss different understanding they have about the concept
presented.
 Enable learners to link ideas and knowledge learning one activity with what they learn in another situation.

Presented by:

CECIL B. REGULACION, MT-I

Grade III Teacher

Noted:

JOGIE F. CUANAN, HT-III

School Head