MATATAG School BALANACAN ELEMENTARY SCHOOL Grade Level 1
K to 10 Curriculum Name of Teacher MARYGIN M.AYANGCO Learning Area Mathematics
Weekly Lesson Log Teaching Dates and Time Week 4-JULY 9,2025 Quarter First
DAY 3
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards The learner should have knowledge and understanding of whole numbers up to 100.
B. Performance Standards By the end of the quarter, the learners are able to count, read, write, recognize, and represent whole
numbers up to 100.
The learners
● count up to 100 (includes counting up or down from a given number and identifying a number
that is one more or one less than a given number); ● read and write numerals up to 100; and
C. Learning Competencies
● recognize and represent numbers up to 100 using a variety of concrete and pictorial models
(e.g., number line, block or bar, models, and numerals).
At the end of the lesson, the learner should be able to:
● count from 41 to 50;
● recognize and represent numerals 41 to 50;
D. Learning Objectives
● read and write numerals 41 to 50;
● count up or down from a given number (up to 50); and
● identify the number that is one more than or one less than a given number (up to 50).
II. CONTENT Numbe
r and
Algebra
III. LEARNING RESOURCES
A. References
B. Other Learning Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Using flashcards with numbers up to 40, have the learners read the number flashed
Knowledge before them.
Lesson To count, recognize, represent, read, and write numbers from 41 to 50
Purpose/Intention
Lesson Language forty-one, forty--two, forty-- three, forty--four, forty-five, forty--six, forty--seven, forty--
Practice eight, forty--nine, fifty, one more than, one less than, row, column
During/Lesson Proper
Reading the Key Idea/Stem
Developing Prepare and present a 10 x 10 grid with numbers from 1 to 40
Understanding of the only. Show only the numbers 1 to 40. Fold the lower portion with
Key Idea/Stem no numbers yet. Ask the learners to give their observations about
the chart.
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Some possible observations:
1.The numbers in the chart are from 1 to 40.
2.There are four rows of numbers.
3.There are ten columns of numbers.
4.The numbers are increasing by one.
Discuss each observation.
Support the observation
by pointing to the numbers on the chart.
Direct learners’ attention on the numbers in each row. Ask the
learners what they observe about these numbers.
Some possible observations:
1. All the numbers in row 2 starts with 1 except for the last
number.
2. All the numbers in row 3 starts with 2 except for the last
number.
3. All the numbers in row 4 starts with 3 except for the last
number.
4. The numbers in each row increase consecutively from one to
nine, except for the last number.
5. For the last number in each row, its left* side number
2
(*actually, the tens digit) is one more than the left side number
of the other numbers in the same row and its right* side
number is zero (*actually, the ones
digit).
Confirm these observations using the chart.
This time direct learners’ attention on the numbers in each
column. Ask the learners what they observe about the numbers in
each column.
Some possible observations:
1. All the numbers in column 1, from row 2 to 4, ends in 1, which
is the number in column 1 row 1.
2. All the numbers in column 2, from row 2 to 4, ends in 2, which
is the number in column 2 row 1.
3. All the numbers in column 3, from row 2 to 4, ends in 3, which
is the number in column 3 row 1.
Continuing this arrangement or pattern, all the numbers in –
Column 4 --- ends in 4
3
Column 5 --- ends in 5
Column 6 --- ends in 6
Column 7 --- ends in 7
Column 8 --- ends in 8
Column 9 --- ends in 9
Column 10 --- ends in 0
4. In each column, from row 2 to row 4, numbers increase by ten,
e.g., 11→ 21→ 31
(2nd row)(3rd row)(4th row)
Confirm these observations using the chart.
Knowing these observations, what numbers should be written in the next row? Show the 5th row.
What number should be placed in the 1st column?
Why?
Possible reason:
1. It should be 41 because the number in the next row under the same column increases by 10, so
31 increased by 10 is 41.
2. The numbers in the 1st column end in 1. The
left* side number (*actually, the tens digit) of each number in the 5th row should be one more than
the left side number of each number in the 4th row.
How about in the 2nd column? Why? Possible reason:
1. It should be 42 because the number in the next row under the same column increases by 10, so
32 increased by 10 is 42.
2. The numbers in the 2nd column end in 2. The left* side number (*actually, the tens digit) of each
number in the 5th row should be one more than the left side number of each number in the 4th row.
Use the chart to explain each answer above.
Say: Based on these observations, let us now complete the chart.
4
Have some learners do it. The completed row should be like this.
41 42 43 44 45 46 47 48 49 50
Let the learners read numbers 41-50. You may write on the board the following: 41
forty-one
42 forty-two
43 forty-three
44 forty-four
45 forty-five
46 forty-six
47 forty-seven
48 forty-eight
49 forty-nine
50 fifty
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Deepening Tell the learners to bring out their show me board. Have them write
Understanding of the the number that you are going to say. Randomly, select a number
Key Idea/Stem from 41-50.
Using the 1-50 chart, have the learners read aloud the numbers
from 41 to 50 then 50 down to 41.
Next, ask the following questions.
1. What number is one less than 50? It is 49.
2. What number is one more than 49? It is 50.
3. What number is one less than 48? It is 47.
4. What number is one more than 41? It is 42.
5. What number is one more than 44? It is 45.
6. What number is one less than 43? It is 42.
You may change the numbers and ask more questions if
necessary.
After/Post-Lesson Proper
Making Generalizations and Abstractions To summarize the lesson, ask the learners what they did to
determine numbers 41 to 50.
Expected answer: To determine numbers 41 to 50, we made use
of a chart with numbers 1 to 40 arranged in rows and columns. We
followed how the numbers were written in every row and column.
Evaluating Learning Ask the learners to do Assessment 3.
Expected answer:
I LOVE MATH
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Additional Activities for
Application or
Remediation
(if applicable)
Remarks
Reflection
