DETAILED LESSON PLAN

DLP No.: 29 Learning Area: Mathematics Grade Level: 1 Quarter: 2 Duration: 50 mins

Learning Visualizes, represents, and subtracts one- to two-digit numbers with

Code: M1NS-IIg-32.2
Competency/ies: minuends up to 99 without regrouping.
Key Concepts/ In subtracting 2-digit numbers with 1-digit number, subtract the ones first, then bring down the number
Understandings to in thhe tens place.
be Developed Write the number sentence in vertical form.

1.Objectives
Knowledge Arrange the numbers in vertical form.
Skills Subtract 1- digit numbers with minuends up to 99 without regrouping.
Attitudes Show love and care to younger brothers and sisters.
Values Demonstrate love and care to younger brothers and sisters.
Visualizing, Representing, and Subtracting One-Digit Numbers with Minuends up to 99 without
2. Content/Topic
regrouping.
3. Learning
Math Worktext page 40-41
Resources/
Picture of two children, one is younger than the other, counters like popsicle sticks, straws, number line
Materials/
up to 99..
Equipment
4. Procedures (indicate the steps you will undertake to teach and indicate the no. of minutes each step will consume)
Preparation
10 minutes 1. Drill on basic subtraction facts.

2. Answer the following exercises using their show-me-boards.

11 13 14 15 16 18
-4 -3 -5 -2 -7 -9

3. Who has a younger brother /sister?

Valuing: How do you show your love and care for them?

Presentation 1. Present a story problem.

20 minutes

Show picture of two boys , then present the story problem.

Emerson had 25 marbles. He gave his younger brother 4 marbles. How many marbles does
Emerson have now?

2. Solve the problems in two different ways.

Solution 1: Role Playing
Call two pupils to volunteer as Emerson and as the younger brother
to enact the situation in front.
Let the pupil who act as Emerson use 25 marbles.
Emerson has to give 4 marbles to his brother to illustrate taking away
4 marbles from a set of 25 marbles using counters.
The remaining counters represent the number of marbles left to
Emerson. By counting this, it is equal to 21.
So, 21 marbles were left to the vendor.

Ask: Do you know other ways to solve this problem?

Solution 2: Using the Hundred Chart

Ask the pupils to show how subtraction is done by counting backwards starting at 25.
Let the pupils use their markers to mark the numbers.
Ask: How did you get your answer using the Hundred Chart?
(Starting from 25, count 4 backward. 21 is the number right before the marked ones.
This unmarked number before 22 is the answer. So we say that, 25 – 4 = 21.
So 21 marbles were left.)
 *Process the Solutions and Answers
Have the pupils explain how they got their answers in each of the 3 solutions.

Solution1: Role Play

Ask: In solution 1, How did you arrive at your answer?
(We used 25 real marbles to represent the 25 marbles in the problem. Then we acted out
the situation.
We counted the remaining marbles and this is 21. So, 21 marbles were left to
Emerson.);
How many marbles were left?(There were 21 marbles left.)

Solution 2: Using the Hundred Chart

Ask: How did you use the Hundred Chart to find 25 – 4?
(From the chart we started at 25. Then we marked it. This was our starting point
of counting 4 backwards.); b. Why did you count 12 backwards from 25?
(We counted 4 backward from 25 because we took away 4 from 25?);
How did you arrive at your answer? (The number that is unmarked right before 22
is our answer and this is 21.). So we say that 25 – 4 = 21.
21 marbles were left to the Emerson.

Emphasize:
1. Locate the minuend in the hundred chart.
2. Starting from the minuend count backwards as many numbers as the
subtrahend.
3. Mark all those numbers that are counted. The number that is
unmarked right before the last marked number is the answer.
So from your solutions, we can say that 25 – 4 = 21 which can also be
written as: 2 5
- 4
21

Tens Ones
Look closely at this (point to the vertical solution
2 5
above).What do you
- 4
observe?
2 1

Focus on the idea that In subtracting 2-digit numbers with 1-digit number, write the
number sentence in vertical form, subtract the ones first, then bring down the number
in thhe tens place.

Later on, remove the place-value chart. Just align the ones digit and also the
tens digits.So the problem can also be solved using the above process.

Repeat the activity for several times using other numbers.

(make a pocket chart similar to the table) through “Picking Fuits Game”
Pick fruits containing simple subtraction facts from the tree. Give the answers then put it in the
basket.

3. How do you subtract one-digit number from a minuend up to 99??

(*In subtracting 2-digit numbers with 1-digit number, subtract the ones first, then
bring down the number in thhe tens place.
Write the number sentence in vertical form.)
Practice
10 minutes Give the exercises as fast as you can.
Do the exercises in a relay.
Form 2 groups of 5 pupils.
Let the pupils form a line.
Flash the cards, the first pupil that can give the answer will be seated, do the same activity untill all the
pupils in a group are seated. The first group to finish will be the winner.

85 79 57 48 66
-4 -5 -3 -7 -6

5. Assessment (indicate whether it is thru Observation and/or Talking/conferencing to learners and/or

Analysis of Learners’ Product and/or Tests)
Written Test A. Directions: Find the difference
5 minutes
1. 45 2.2. 3 9
- 4 - 6 3. 9 6
- 6

6.Assignment (indicate whether it is for Reinforcement and/or Enrichment and/or Enhancement of the
day’s lesson or Preparation for a new lesson)
Reinforcement Arrange the numbers in vertical order and then subtract.
3 minutes 1. 26 - 5 =

2. 98 - 6 =

3. 87 - 7 =

7. Wrap-up/ Concluding Activity

2 minutes Close the period by wrapping-up the day’s lesson

Prepared by:

Name: Perlie G. Castro School: Lawaan Elementary School

Position/Designation: Master Teacher I Division: Danao City
Contact Number: 09232869131 Facebook Account: Perlie Gomez Castro