School Lubilan Integrated School Grade Level 1and 2

Detailed
Lesson Teacher Ramer P. Otu-an Subject Mathematics
Plan Time & Date Quarter 1
I. OBJECTIVES
A. Content Standard Grade 1
Demonstrates understanding of whole numbers up to 100, ordinal numbers up
to 10th, money up to PhP100.
Grade 2
Demonstrates understanding of whole numbers up to 1000, ordinal numbers
up to 20th, and money up to PhP100.
B. Performance Standard Grade 1
Is able to recognize, and represent ordinal numbers up to 10th, in various
forms and contexts.

Grade 2
Is able to recognize and represent ordinal numbers up to 20th in various forms
and contexts.
C. Learning Competencies Grade 1
Visualizes and gives the place value and value of a digit in one- and two-digit
numbers.
M1NS-Ig10.1
Grade 2
Gives the place value and finds the value of a digit in three-digit numbers.
M2NS-Ib10.2
Learning Objectives
Illustrates addition as
“Putting Together or
Combining or Joining
Sets”.
2. Add two one-digit
numbers.
3. Appreciate the
importance of
numbers Illustrates addition as “Putting Together or
Combining or Joining Sets”.
Grade 1
a) To understand and explain the concept of place value in one- and two-

II. CONTENT
Subject Matter
III. LEARNING RESOURCES
A. References
1. Teacher`s Guide Page
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources
D. Methodology/Strategies
digit numbers.
b) To visualize and identify the value of each digit in one- and two-digit
numbers.
c) To apply the concept of place value in simple mathematical operations
or real-world situations.
Illustrates addition as
“Putting Together or
Combining or Joining
Sets”.
2. Add two one-digit
numbers.
3. Appreciate the
importance of numbers
Grade 2
a) To comprehend and articulate the concept of place value and the value
of each digit in one- and two-digit numbers.
b) To visually represent three digits number to better understand their
place values.
c) To utilize the knowledge of place value and digit value in basic
mathematical operations and everyday scenarios
Mathematics
MELCS-BASED MATHEMATICS
Printed materials
Youtube.com ( Instructional Materials)
Pictures, Laptop, Visual aids , flash card, flip chart and worksheet.
Discovery Learning, Collaborative Learning and Interactive Learning
Visual Aid Integration and Technology Integration
IV. PROCEDURES
GRADE 1 GRADE 2
 Prayer Good morning Grade 1 and Grade 2 Good morning Grade 1 and Grade 2
students! students!

Before we start our class, please Before we start our class, please
stand up for our prayer. stand up for our prayer.
https://youtu.be/A5Tq-2fSTFY https://youtu.be/A5Tq-2fSTFY

 Greetings Good morning again grade 1 and Good morning again grade 1 and
Grade 2 students! How are you Grade 2 students! How are you today?
today?

Now I want you to arrange your seats Now I want you to arrange your seats
and make sure you are in line with the and make sure you are in line with the
seats in front of you. seats in front of you.

Before we start our class, I just want Before we start our class, I just want to
to introduce myself, I am Teacher introduce myself, I am Teacher Ramer
Ramer P. Otu-an or you can just call P. Otu-an or you can just call me
me teacher Ram. teacher Ram.

I'm going to check your attendance

I'm going to check your
 Attendance attendance before we begin. If
your name is called, please say
present. Okay?
1. Listen and follow directions.
2. Raise your hand before speaking or 3. Treat others with respect at all
 Classroom Routines leaving your seat.
3. Treat others with respect at all
times.
4. Listen to the teacher when s/he
speaks.
5. Ask for help when you need it.
before we begin. If your name is
called, please say present. Okay?
1. Listen and follow directions.
2. Raise your hand before speaking or
leaving your seat.
times.
4. Listen to the teacher when s/he
speaks.
5. Ask for help when you need it.

 Energizer Grade 1 and Grade 2 students are Grade 1 and Grade 2 students are you
you ready to sing? ready to sing?
M-A-T-H M-A-T-H
M-A-T-H M-A-T-H
I love math I love math
I love math I love math
It is so exciting It is so exciting
Very Interesting Very Interesting
I love math I love math
I love math I love math
(Repeat 2 times) (Repeat 2 times)
A. Reviewing the previous lesson or
presenting the new lesson
Find the Find the
sum of sum of
the the
following. following.
Preparatory Activities
1. DRILL
a. 5 + 3 =
Mental addition using flashcards

_____
1. 11+22=
2. 14+ 11=
3. 10+ 89=
4. 33+ 15=
5. 11+ 11= b. 9 + 1 =
objects.
1.
_____
2. Give the number for each set of

10
c. 3 + 2 =
10 10

1
_____ 1

2.
10 d. 4 + 4 =
10 1 1

_____
e. 2 + 7 =
_____
f. 1 + 6 =
_____
g. 6 + 2 =
_____
h. 2 + 2 =
_____
i. 1 + 2 =
_____
j. 1 + 1=
_____
Preparatory Activities
1. DRILL
Mental addition using flashcards
1. 100+ 100=
2. 109+ 0=
3. 100+ 20=
4. 200+ 80=
5. 500+ 100=

2. Give the number for each set of

objects.

1. 100 100 100

10 10 10

1 1

2.
100 100 100 100

10 10 1
B. Establishing a purpose for the Direction: What numbers are shown Write the three/3 digit number.
lesson below? Count the blocks . 1. 700+70+9=
2. 200+10+4=
3. 300+60+3=
4. 100+10=
5. 600+60+2=

C. Presenting examples/instances of
the new lesson
Lets go back to from the activity that
we did, what have you notice?
What are the process you did in order
to get the answer? What numbers did
we form?
Let's have another one.
Let's count the apples together.
Lets go back to from the activity that
we did, what have you notice?
What are the process you did in order
to get the answer? What numbers did
we form?
Let's do it again.

For numbers 779, how may hundreds

did you see? How many tens and how
many ones?

So we have 700 hundreds, 70 tens

and 9 ones.
.

1. How many groups of tens do we

have?
2. How may one/one's?
3. What number did we form?

D. Discussing new concepts and Group Activity Group Activity

practicing new skills #1
Direction: Check the place value of Direction: Complete the chart. Give
the number mentioned. Write down the place value and value in the
the answer on the answer sheet. underline in each number.

QUESTIO TENS ONES NUMBER PLACE VALUE

NS VALUE
1. In 84, 1. 187
 what is 2. 430
the place 3. 392
value of 4. 639
4? 5. 521
2. In 91,
what is
the place
value of
9?
3. In 98,
what is
the place
value of
8?
4. In 42,
what is
the place
value of
4?
5. In 57,
what is
the place
value of
7?

E. Discussing new concepts and
practicing new skills #2
Place value is the position of each
digit in a number.
When we talk about 1-digit numbers
there is only one place value that is
the ones place. When we come to 2-
digit numbers, there are two place
values - ones and tens.
Example:
12
1is tens, count from 2 which is ones
Direction: Fill in the number correctly
column with only no number. Write
the answer on the answer sheet.
3-digit numbers are those numbers
that consist of only 3 digits.
They start from 100 and go on till 999.
Every three-digit number’s value can
be found by checking the place value
of each digit.
Let us consider the number 243.
The first digit at the rightmost position
is said to be at units place, so it will be
multiplied by 1.
Hence, the product is 3 × 1 = 3. Then
the second number is 4, and because
it is at tens place, it is multiplied by 10.
The value, therefore, is 4 × 10 = 40.
The third number 2 is at the hundreds
place. So 2 is multiplied by 100 and its
value is 2 × 100 = 200. Therefore the
number is 200 + 40 + 3 = 243.

PLACE Directions: Read and analyze the

NUMBERS VALUE short story.
The Family Reunion of De Guzman
TEN ONES family last April 2, 2020 held in the
S
town of Santa Maria. This family is
59 5 _____ poured out by 300 old men, 40 young
women and young men, and 2
43 ____ 3
 13 ____ 3 children. How many members are in
24 2 the De Guzman family?
89 8 _____ What is the total number of family
members De Guzman?

F. Developing mastery Group Activity Group Activity

(Leads to Formative Assessment 3)
Direction: Write how many tens and Instructions: Determine the unit value
ones are the numbers indicated in of the number with underlined. Write
each situation. the letter of your answer in your
1. Mark was given 12 mangoes by his answer paper.
mother.
____ tens + ___ones = __ 1. 743 A. 70 B. 700 C. 7
2. 308 A. 8 B. 80 C. 800
2. The children distributed 25 boxes of 3. 413 A. 100 B. 10 C. 1
biscuits among the poor family. 4. 867 A. 80 B. 8 C. 800
____ tens + ______ ones= ___ 5. 963 A. 600 B. 6 C. 60

3. Marion picked 35 pieces of

tomatoes from their vegetable garden
in school.
______ tens +____ ones=____

4. Paul donated 28 pesos for the

typhoon victims in their community.
_____ tens + _____ ones=__

5. Allysa brought 45 cups of ice cream

for her classmates.
____ tens + _____ ones=____

G. Finding practical application of Pair Activity Pair Activity

concepts and skills in daily living
Direction: Write the equivalent tens Instructions: To master your arts skills
and ones of the stated number in get your crayons and color the place
each situation recorded below. Write it value of the underlined number in
down on the place value chart. each box, you can use any kinds of
1. Aunt Liza bought 52 pencils last colors.
Sunday.
2. Tony picked 23 santols in their
yard.
3. My brother received 36 gifts during
his
birthday
4. We are 45 in our class.
5. Our 10 teachers attended the
training in Tagaytay.

PLACE VALUE NUMBERS

TENS ONES

1
2
3
 4
5
H. Making generalizations of Why is it important to understand Why is it important to understand
concepts and skills in daily living place value? place value?
How do we use place value in real How do we use place value in real
life? life?

Place value is used in everyday life
when we read and write numbers,
count, measure, and perform
calculations. It helps us understand
the value of digits in different positions
and makes it easier to perform
operations like addition, subtraction,
multiplication, and division. Simply
defined as a way of naming or
representing numbers, place value
provides a structure that allows us to
write and say numbers, allowing for
both whole numbers and parts of
numbers to be represented, and
makes mental computation possible.
Place value is used in everyday life
when we read and write numbers,
count, measure, and perform
calculations. It helps us understand
the value of digits in different positions
and makes it easier to perform
operations like addition, subtraction,
multiplication, and division. Simply
defined as a way of naming or
representing numbers, place value
provides a structure that allows us to
write and say numbers, allowing for
both whole numbers and parts of
numbers to be represented, and
makes mental computation possible.

I. Evaluating Learning Direction: Give the place value of the Direction: Give the place value of the
underline number. underline number.
1. 89 __________ 1. 543 ____________
2. 22 __________ 2. 442 ____________
3. 15 __________ 3. 641 ____________
4. 12 ___________ 4. 789 ____________
5. 54 ___________ 5. 540 ____________

J. Additional Activities for Application
and Remediation (Assignment)
Direction: Study and write the total Let the pupils give the correct number.
number in the blank. 1. 2 hundreds +7 tens + 8 ones=
1. 5 tens, 5 ones = ________ 2. 3 hundreds +4 tens + 9 ones=
2. 8 tens, 1 ones = ________ 3.1 hundreds +3 tens + 0 ones=
3. 4 tens, 0 ones = ________ 4. 4 hundreds +0 tens + 7 ones=
4. 9 tens, 9 ones = ________ 5. 1 hundreds +9 tens + 9 ones=

Prepared by:
Ramer P. Otu-an