Lesson Plan in Mathematics 1

Content Standards:
The learner demonstrates understanding of whole numbers up to 100, ordinal numbers
up to 10th money up to Ph100 and fractions ½ and ¼.
Performance Standards:
The learner is able to recognize, and represent ordinal numbers up to 10 th in various
forms and context.
Learning Competency and Code:
The learner visualizes and counts by 2’s, 5’s, and 10’s through 100.M1NS-Ie-8.1

Quarter: I Week: 5 Lesson: 24

I. Objectives:
At the end of 50 minutes, the learners are expected to:
1. Skip count by 5’s and 10’s through 100.
2. Perform action that skip count by 5’s and 10’s through 100.
3. Show interest in manipulating objects and working with others.

II. Content:
Subject Matter: Skip Counting by 5’s and 10’s
Integration: EsP
Strategy: Concept developing/Storytelling, Differentiated instruction
Materials: Pictures, counters, charts, flashcards
Reference: K to 12 Curriculum Guide in Mathematics p. 11
K to 12 Teachers Guide in Mathematics p. 84-86
Learner’s Material p. 53-61

III. Learning Tasks:

A. Drill
Counts by 1 through 100

B. Review
Put on the board the number chart counting by 2’s let the pupils read the chart
and recite skip counting by 2’s.

C. Motivation
Have you experience winning a contest?
Who among you here receive price for winning the contest?
How will you feel if you win the contest?
Subject Integration ( EsP) Is it good to be humble? Why?

D. Presentation
1. “Mrs. Reyes had bought candies with 50 pcs on a pack.
She will give to 10 of her pupils who won the contest.” Picture of 50 candies
How many candies will she give to each of them?
“John has 100 marbles. He groups it by 10’s.”
How many marbles in each group? Picture of 100
How many groups are there? marbles

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 2. Ask pupils to get their counters 100pcs. Tell them to group it by 5’s and by
10’s. How many group of 5’s are there? How many group of 10’s are there?

E. Discussion
Counting by 5’s means adding 5 to the preceding number marbles to get the
next number
Counting by 10’s means adding 10 to the preceding number to get the next
number

F. Application
Group Activity:
Group 1 and 2- Ring objects by 5’s and by 10’s
Group 3 and 4- Write on the blank how many 5’s and 10’s are there.
___5’s Picture of 30 ____10’s Picture of 70
oranges stars

___5’s Picture of 45 ____10’s Picture of 80

pencils lollipops

G. Enrichment
Ask the pupils to skip count by 5’s through 100 while clapping.
Ask the pupils to skip count by 10’s through 100 while stamping.

IV. Evaluation:
A. Skip count by 5’s and 10’s. Write the missing number.
By 5’s By 10’s
a. 5, ___, 15, ___, 25 a. 10, ___, ____, 40
b. 10, ___, 20, 25, ___ b. 20, ___, 40, ___
c. 25, ___, 35, ___, 45 c. ___, 20, 30, ___
d. 15, ___, 25, ___, 30 d. ___, 20, ___, 40
e. 30, ___, 40, 45, ___ e. 10, ___,30, ___50

V. Assignment:
Supply the missing number
5, ___, ____, 20, 25, ____, 35, ____45, ____
10, ____, ____, 40, ____60, ____, 80, 90, _____

Reflection:
A. No. of learners achieve 80% _______
B. No. of learners who require additional activities for remediation:__________
C. Did the remedial lessons work? _______
D. No. of learners who have caught up the lessons:________
E. No. of learners who continue to require remediation: _________
F. Which of my teaching strategies worked well? ________
G. What difficulties did I encounter which my principal or supervisors help me solve?
________
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? _______

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