MATHEMATICS I

Date: ___________

I. OBJECTIVE:
 Recognizes cardinal numbers from 0 through 900.

Value: Cooperation

II. SUBJECT MATTER:

Recognizing cardinal numbers from 0 through 900.

References: BEC I.A.1

Materials: flashcards, counters, pictures, charts

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Drill on reading and writing numbers
3. Review:
Identifying numbers of sets
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
Do you have friends inside the classroom? How many are they? How about neighbors?

2. Presentation:
a. Present boxes one at a time.
Ask: How many objects are in a box?
b. Present pictures at the board. Let them tell the number of objects in each and ask them to
write the corresponding number symbol below each picture.

3. Discussion:
Distribute envelopes with charts of colored drawings and with the separate number
symbols.
Ask the pupils to arrange the charts from 0 to 900 and put the number name and symbol
below each chart.

C. Generalization:
How do we count the numbers?
Where do we start counting?
Where do we stop counting?

D. Fixing Skills:
Ask the pupils to get their show-me card. Let them write the number of objects in the picture
that the teacher will present.
IV. EVALUATION:
Group the pupils into four.
1. Present a chart in each group with sets of pictures.
Let them write the number of objects in each.
2. Present another chart this time containing numbers.
Let the pupils draw sets of objects that correspond to the numbers given.

V. ASSIGNMENT
Match the picture with its number of objects.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Identifies common objects according to colors: blue, green, orange, violet, and pink.

Value: Working together Love of country

II. SUBJECT MATTER:

Identifying common objects according to colors (blue, green, orange, violet and pink)

References: BEC I.A.1.1

Mathematics 2000 pp. 2-3 Teacher's Manual pp. 1-2
Materials: cut-outs, color cards, pocket chart, real objects, pictures

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Read the following numbers
1. 10 3. 45 5. 16
2. 25 4. 60
3. Review:
Pointing to the number symbol lead the pupils to read numbers 0 to 900.
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
Ask: Have you seen people from other countries? Do we have the same skin color?

2. Presentation:
a. Distribute real and plastic objects with the 5 colors to each group in a tray.
Give each group 5 color cards to match their objects.
Then let each group identify the colors of their objects.
b. Present the lesson on page 4 textbook. Have a globe and cutouts of little children:
Indians, Japanese/Chinese, Americans, Africans and Filipinos.

3. Discussion:
Recite the poem. (page 4 textbook) "Children of the World"
Ask: Do you like our poem? What is our color?

C. Generalization:
What colors have you learned today? Can you name them?

D. Fixing Skills:
Identify the colors of these objects.
IV. EVALUATION:
Match A with B.
____ 1. squash a. red
____ 2. apple b. white
____ 3. carabao c. brown
____ 4. chico d. yellow
____ 5. sampaguita e. green f. black

V. ASSIGNMENT
Encircle the letter of the correct answer.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Identifies two common objects according to size – bigger and smaller.

Value: Obedience; Appreciation of colors of nature

II. SUBJECT MATTER:

Identifying size of common objects.

References: BEC I.A.1.1

Textbook pp. 7-9; Teachers Manual pp. 4-6
Materials: bananas, real objects, pictures, cut-outs, things around the room, trays

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:

3. Review:

4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
What fruits do you like to eat? Why?
2. Presentation:
A. Show two bananas.
Label the bigger one A and the smaller one B.
Ask: Which of these bananas will you choose? Why?
Lead the class in saying that.
Banana A is bigger and Banana B is smaller.
3. Discussion
Distribute objects in a tray for each group to compare.
Each group will show two objects and compare using bigger and smaller.

C. Generalization:
What can you say about the size of two objects?

D. Fixing Skills:
Box the object asked for.
1. Which is the smaller object?

2. Which is the bigger object?

IV. EVALUATION:
Tell whether bigger or smaller should be on the blanks. (Teacher will read these, for the children)
1. A pair of scissor is _____________ nail cutter,
2. A dog is _____________ than a cat.
3. A house is _____________ than a bus.

V. ASSIGNMENT
Which is the bigger object, A or B. Encircle

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Identifying common objects according to size - longer and shorter

Value: Food value nutrients

II. SUBJECT MATTER:

Identifying common objects according to size - longer and shorter

References: BEC I.A.1.1

Textbook pp. 10-12 Teacher's Manual pp. 6-8
Materials: chart, drawings, crayons

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Drill on Philippine symbols. Let the children color the pictures.
3. Review:
Review on shapes learned Bigger and smaller
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
Ask: Who among you eat vegetables?
What vegetables do you eat? Inform the children the food nutrients that we get from
vegetables.
2. Presentation:
A. Present the lesson "longer-shorter" through the use of the vegetables "upo" and "patola".
Ask: Do you eat these vegetables?
What are the names of these vegetables?
3. Discussion
Lay on the table these vegetables and tell them to look at the size.
Ask: .Which is longer? Which is shorter?

C. Generalization:
Two objects differ in size. It can be longer or shorter.

D. Fixing Skills:
Distribute a set of objects to the children for them to identify objects as longer and shorter.

IV. EVALUATION:
Underline the correct answer.
1. A grade II pad paper is (longer, shorter) than a grade I pad.
2. A train is (longer, shorter) than a bus.
3. a spoon is (longer, shorter) than a pencil
V. ASSIGNMENT
Color the shorter objects green and the longer objects red.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Identifies common objects according to size – thicker and thinner.

Value: Cooperation

II. SUBJECT MATTER:

Identifying common objects according to size – thicker and thinner

References: BEC I.A.1.1

Textbook p. 13; Teachers Manual pp. 8-10
Materials: color cards, dictionaries, pictures, real objects, compare

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Identifying colors using color cards.
Example: Red
3. Review:
Review on longer-shorter.
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
Have you seen these books in the library?

2. Presentation:
a. Show the children an unabridged dictionary and an abridged dictionary.
Ask: Have you seen these books in the library?
b. Lead the class to look at the pages of the dictionaries.
Ask: Which has more pages?

3. Discussion:
Show other books to the children and let them identify which one is thicker, and which is
thinner.

C. Generalization:
How do we compare two objects today? What words do we use?

D. Fixing Skills:
Draw these objects. Show thicker objects and thinner objects.
1. Plate 3. brush 5. notebook
2. soap 4. book

IV. EVALUATION:
A. Give an object thicker than the objects below.
1. toothpick 2. scissors 3. doormat 4. envelope 5. paper clip
 B. Give an object thinner than the objects below.
1. slipper 4. jacket
2. dictionary 5. towel
3. workbook

V. ASSIGNMENT
Color the thicker objects orange and the thinner yellow.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Identifies common objects according to shape - circle, triangle, square, rectangle and oblong.

Value: Politeness

II. SUBJECT MATTER:

Identifying common objects according to shape - circle, triangle, square, rectangle and oblong.

References: BEC I.A.1.1

Textbook pp. 15-18 Teacher's Manual pp.10-11
Materials: different shapes of objects, trays, marbles

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Bigger and Smaller
3. Review:
Longer-shorter and thicker-thinner
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
What are the colors of our flag?
What is it’s shape?

2. Presentation:
a. Distribute objects with different shapes in a tray to each group or table.
Show the shape of a circle.
Ask: Get the objects on your tray that look like this shape.
Let each group show their object that has the shape of a circle. Let them name the
objects.

3. Discussion:
Introduce the other shapes following the same presentation with that of the circle or
round.

C. Generalization:
What are the different shapes of objects?

D. Fixing Skills:
Match column A with column B
1. square a. volcano
2. oval b. an egg
3. circle c. a picture
4. rectangle d. an ABC
5. triangle e. moon
IV. EVALUATION:
Encircle the letter only.

V. ASSIGNMENT
Draw 2 objects that have the same shape.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Classifying sets using common objects according to color, size, shape and thickness.

Value: Orderliness

II. SUBJECT MATTER:

Classifying sets using common objects according to color, size, shape and thickness.

References: BEC I.A.1.2

Textbook pp. 19-22 Teacher's Manual pp.12-14
Materials: real objects, plastic objects, cut-outs, pictures

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
On longer and shorter
3. Review:
Match the objects in column A with the shapes in column B. Draw a line across.

4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
Do you love to eat fruits? Why?
2. Presentation:
A. Present real fruits and plastic fruits on the table.
Ask: What do we have on the table? Do you love to eat fruits? Why? What fruits do
we have and what are their colors?
B. Show one fruit and the children will identify it and its color on the right, place all green
fruits and yellow fruits on the left.
3. Discussion:
Distribute different objects, cutouts of different colors which the children will group
according to color. Ask each group or table to show their objects grouped according to color.
Ask: How do we group these objects?
 C. Generalization:
How do we group objects?
-Objects can be grouped according to color, size, shape.

D. Fixing Skills:
Choose the correct answer.

IV. EVALUATION:
Group these objects.
Ring all yellow fruits. Box all that are oval. Check all big objects.

V. ASSIGNMENT
Choose the correct answer. Encircle.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
__
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Order sets with 1 to 10 objects from least to greatest.

Value: Orderliness

II. SUBJECT MATTER:

Ordering sets with 1 to 10 objects from least to greatest.

References: BEC I.A.1.3; Textbook pp. 22-27; Teacher's Manual pp.15-174.

Materials: flowers, flower vases, cards, plastic, object pictures

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Have a drill on colors, sizes and shapes
3. Review:
Group these objects according to color.
Sun amplayala milk dove heart
Apple squash cotton guava banana
Blood orange mango sampaguita coconut
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
What do we have on the table? How many flowers are there?

2. Presentation:
A. Present the lesson on page 22 of the textbook by showing to the class 3 sets of flowers
placed in a flower vase. Label it A, B, C.
B. Ask: What do we have on the table? Let us see how many flowers are there in each set.
Ask: How many flowers are there in set A? How many flowers are there in set B?

3. Discussion:
Which set has the least or smallest number of flowers? Which set comes next?
Which set has the greatest or biggest number of flowers?

C. Generalization:
What do we do with the set of flowers? How do we arrange or order these sets?

D. Fixing Skills:
Arrange these sets from least to greatest by putting numbers 1, 2, 3 under each set.
IV. EVALUATION:
Order these sets from least to greatest. Show sets of 1 up to 10 objects.

V. ASSIGNMENT
Draw the number of sets for each box. Then arrange from least to greatest by writing A, B, C.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Orders set with 1 to 10 objects from greatest to least

Value: Punctuality

II. SUBJECT MATTER:

Orders set with 1 to 10 objects from greatest to least

References: BEC I.A.1.3

Textbook pp. 27-31; Teachers Manual pp. 17-18
Materials: balls, trays, marbles, pictures

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Drill on classifying sets according to color size, shape and thickness.
3. Review:
Have a review on ordering objects from least to greatest.
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
What do we have on the table?

2. Presentation:
a. Present the lesson on page 27 of the textbook by having 3 sets of balls on a tray before
the class. Label the tray A, B, B.
b. Children, what do we have on these trays? How many trays do we have?

3. Discussion:
How many balls are there in set A? set B? set C?
Which tray has the greatest number?
Which tray comes next?
Which tray has the least of smallest number of balls?

C. Generalization:
Look at the sets of balls. How are these sets arranged?

D. Fixing Skills:
Draw sets with objects from greatest to least.
IV. EVALUATION:
Order these sets from greatest to least by drawing the objects in the boxes.

V. ASSIGNMENT
Draw the number of sets for each box. Then arrange from greatest to least by writing A,B,C.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Constructs sets with objects 1 to 10 in the one-more order.

Value: Thrift

II. SUBJECT MATTER:

Constructing sets with objects 1 to 10 in the one-more order.

References: BEC I.A.1.4

Textbook pp. 32-35 Teacher's Manual pp.19-21
Materials: popsicle sticks, different objects

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Drill on ordering sets from least to greatest.
3. Review:
Arranging sets from greatest to least.
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
Do you like to eat popsicle. What is left when you have eaten your popsicle?

2. Presentation:
a. Present the lesson on page 32 of the textbook by using popsicle sticks.
Tell the pupils to bring out their popsicle sticks in each group.
B. Say: I have one popsicle stick. Who can come to the front and make a set with one more
object?
After making a set of 2, call another pupil from the group to form another set with
one more object.

3. Discussion:
Now, let us compare the first set with the second set. How many object has set A as
compared to set B?

C. Generalization:
How many objects has set A compared to set B?

How did we arrange the sets?

D. Fixing Skills:
Write  if the sets are arranged in one-more order and x if not.
IV. EVALUATION:
Draw the objects for the missing set.

V. ASSIGNMENT
Add one-more for each set.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Constructs sets with elements 1 to 10 in one-less order.

Value: Obedience

II. SUBJECT MATTER:

Constructing sets with objects 1 to 10 in the one-less order.

References: BEC I.A.1.4

Textbook pp. 32-39 Teacher's Manual pp.20-21
Materials: cut-outs

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Arranging sets from greatest to least.
3. Review:
Draw one-more order for each number.

4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
Do you like to eat popsicle. What is left when you have eaten your popsicle?

2. Presentation:
A. Present the lesson through the song "Ten Little Indians."
B. Prepare cut-outs of little Indians and show one set at a time while singing the song. Start
from 10 down to 1 set.

3. Discussion:
Show the set of 10 little Indians. Let the pupils describe the set.
Ask a pupil to show the set of 9.
Another pupil to show the next set with one less order.

C. Generalization:
How did we arrange the sets? The children should be able to say one-less order.

D. Fixing Skills:
Draw one-less order for each number
IV. EVALUATION:
Draw the missing set. Do this on your paper.

V. ASSIGNMENT

Write  if the sets are arranged in one-less order and x if not.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Tells the number of objects in a given set of 10 or less.

Value: Thrift

II. SUBJECT MATTER:

Telling the number of objects in a given set of 10 or less.
References: BEC I.A.1.5
Textbook pp. 42-44 Teacher's Manual pp.23-24
Materials: popsicle sticks, straws, marbles, drawing, pictures

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Drill exercises on sets with one-more order.
3. Review:
Review on sets with one-less order.
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
Do you have toys? What are they? Do you share them with your classmates?
2. Presentation:
A. Present the lesson on pages 4244 of the textbook by distributing objects which the
children can make sets of 10 or less in each group.
3. Discussion
Ask: How many straws are there in your sets?
Let each group have a chance to participate in the activity.

C. Generalization:
How do we count the numbers? Where do we start counting?

D. Fixing Skills:
Provide bundles of straws and let them tell how many straws are in each set.

IV. EVALUATION:
How many objects in each set.

1.
2.
3.

V. ASSIGNMENT
Make drawing of sets. How many elements are in each set?
 Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Compares 2 sets using the expressions "fewer than and more than"

Value: Cleanliness

II. SUBJECT MATTER:

Comparing sets using the expressions "fewer than and more than".

References: BEC 1.6

Mathematics 2000 TX p. 61; Mathematics 2000 TM p. 84
Materials: spoon, forks, cut-outs

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Reading and writing numbers 0 to 10
3. Review:
Ordering numbers
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
What do you use in eating your food?
2. Presentation:
Show a set of 2 forks and a set of 3 spoons. Ask a pupil to compare the forks with the
spoons by matching them one to one.
Ask: What do we have now? Is there something wrong? Why? Which is more? Fewer?
Lead the class to say - The forks are fewer than the spoons, or the other way, the spoons
are more than the forks."
3. Discussion
Distribute different objects to each group which they can form sets and compare using
"fewer than - more than". Encourage the children to show to their classmates what their group
has done.

C. Generalization:
We can compare sets using fewer than and more than.

D. Fixing Skills:
More exercises are found on pages 85-87 of the textbook.
A. Which group is more in number? Write A or B
B. Which group is fewer in number? A or B?

IV. EVALUATION:
Underline fewer than or more than in each number
V. ASSIGNMENT
Which set has fewer objects than

A.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Compares sets using the expressions "as many as".

Value: Love and Caring

II. SUBJECT MATTER:

Comparing sets using the expressions "as many as".

References: BEC 1.6

Mathematics 2000 TX pp. 87-92; Mathematics 2000 TM p. 85
Materials: boys, animal pictures, different objects, cut-outs, chart

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Completing patterns
3. Review:
Telling the number of elements in a given set.
4. Checking of Assignment

B. Lesson Proper:
1. Motivation.
Who have pets at home? How many pets do you have? What is your pet? Do you love
and take care of your pets?
2. Presentation:
Let 5 boys stand in front of the class. Have a set of 5 pictures of animals on the table.
Pupils compare them by matching, the objects one-to-one. Ask: What did we discover?
Do the 5 boys have picture of animals? Let the pupils discover that the number of pictures is
as many a the number of boys.
3. Discussion
Which group is as many as the group of objects on the left? Write A or B.

C. Generalization:
We compare sets using as many as.

D. Fixing Skills:
Lead the pupils to use this in comparing sets using different cutouts on the chart.
IV. EVALUATION:
Draw objects as many as the set given.

V. ASSIGNMENT
Connect the 2 sets that has objects as many as" by drawing a line

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Orders numbers 1 to 10 including zero from least to greatest and vice versa.

Value: Attentiveness

II. SUBJECT MATTER:

Ordering sets from least to greatest and vice-versa.

References: BEC 1.7

Mathematics 2000 TX p. 62-79; Mathematics 2000 TM p. 27
Materials: pictures of sets of objects from 1-10

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Fewer than - more than
3. Review:
as many as
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
Rhyme 1, 2, 3, 4, 5
I caught a fish alive
6, 7, 8, 9, 10
I let it go again
2. Presentation:
Let the pupils observe the pictures of sets of objects in the chalkboard ledge.
Count the objects in each set. Which sets have the least number of objects? The greatest
number of objects?
3. Discussion
Present the lesson on page 22 of the textbook by showing to the class 3 sets of flowers
placed in a flower vase.
Let us see how many flowers are there in each set. Call someone to count the flowers for
each flower vase.

C. Generalization:
How do we order numbers?

D. Fixing Skills:
Ordering the counters in the counting stand from 1-10 and vice-versa.
- by rows
- by individual pupil

IV. EVALUATION:
Arrange these numerals from least to greatest and vice-versa.
 1. 0,3,2,1 = —,—,—,—, - —,—,—,—,
2. 3,0,1,2 = —,—,—,—, - —,—,—,—,
3. 6,0,5,4 = —,—,—,—, - —,—,—,—,

V. ASSIGNMENT
Write the missing numbers in correct order.
0 ___ ___ ___ ___ ___ ___ ___ ___ ___
10 ___ ___ ___ ___ ___ ___ ___ ___ ___

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Reads and writes numbers 0-5 in symbol

II. SUBJECT MATTER:

Reading and writing numbers from 0-5

References: BEC 1.8

Mathematics 2000 TX pp. 116-117; Mathematics 2000 TM pp. 29-37
Materials: popsicle sticks, number cards, pictures

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Telling the number of elements in a given set
3. Review:
Arranging set from greatest to least.
4. Checking of Assignment
B. Lesson Proper:
1. Motivation:
Do you have group of friends in school?
Do you enjoy working together?
2. Presentation:
Observing sets of 0-5 objects on the chalkboard. Place the number cards near the set.
3. Discussion
Is there anything in the first set?
We write 0 for the first set.
Let's write on air 0. Teacher demonstrates; pupils follow.
How many are there in the second set? We write 1, and so on until all the sets are
numbered.

C. Generalization:
How do we count the numbers? Where do we start counting? Where do we stop counting?
D. Fixing Skills:
Practice writing numbers 0-5 on the blackboard.
IV. EVALUATION:
Write the correct numeral for each of these sets.

V. ASSIGNMENT
Practice writing numbers 0-5 in your notebook.
 Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Reads and writes numbers 6-10 in symbol.

Value: Attentiveness

II. SUBJECT MATTER:

Reading and writing numbers 6-10 in symbol

References: BEC 1.8

Mathematics 2000 TX pp. 50-70; Mathematics 2000 TM pp. 27-45
Materials: pictures of sets of objects

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Reading the number cards 0-5
3. Review:
Counting sets
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
Tell a story about a girl who finds a pencil case in her table. She looks for the owner of it
and returned the pencil case. What can you say about the girl? What is her good
characteristic? If you were the girl what will you do?

2. Presentation:
Let the pupils observe sets of 610 objects on the chalkboard count the sets of 6-10
objects.

3. Discussion:
a. How many are there in the first set? We write 6 for this set. Do the same with sets of 10
objects.
b. Writing number 6 to 10 on the chalkboard.

C. Generalization:
How do we count the numbers? Where do we start counting? Where do we stop counting?

D. Fixing Skills:
Constructing sets of 6 to 10 objects in the pocket chart.
Writing the corresponding numeral for each.

IV. EVALUATION:
Write the numeral for each set
V. ASSIGNMENT
Draw a set showing numbers 0 to 10 in your notebook.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Tells the relationship of numbers using the expressions "less than" "greater than" "equal"

Value: Be sport

II. SUBJECT MATTER:

Telling the relationship of numbers using the expressions "less than", "greater than and "equal".

References: BEC 1.9

Mathematics 2000 TX pp. 146-147; Mathematics 2000 TM p.
Materials: pictures, cut-outs

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Ordering numbers 0 to 5
3. Review:
Reading and writing numbers 0 to 10
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
Ask the pupils, what kind of ball game they wanted to play?

2. Presentation:
a. Showing cut-outs

A B
 How many flowers and balls are there?
 Which is less than? Greater than? Equal? Introduce the term “less than”, “greater
than”, and “equal”.
3. Discussion:
Reading on the flashcards: less than, greater than, equal.
C. Generalization:
We compare numbers using the expression “less than”, “greater than”, and “equal”.

D. Fixing Skills:
Write a number in the box.
1. 9 is greater than
2. 10 is less than 
3. 7 is equal to 
IV. EVALUATION:
Write less than, greater than or equal on the blanks.
1. 10 is __________ 7
2. 9 is __________ 6
3. 8 is __________ 10
4. 7 is __________ 6
5. 6 is __________ 7

V. ASSIGNMENT
Compare these numbers by writing greater than, less than and equal.
1. 6 is __________ 7
2. 9 is __________ 10
3. 10 is __________ 7

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Identifies numbers of sets with 11 to 20 objects

Value: Respectfulness

II. SUBJECT MATTER:

Identifies numbers of sets with 11 to 20 objects

References: BEC 1.10

Mathematics 2000 TX pp. 92-94; Mathematics 2000 TM p. 65
Materials: empty bottles, straws, bottle caps, sticks, number cards, pictures, cut-outs

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
“fewer than”
“more than”
3. Review:
“as many as”
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
How do other people call you aside from your given name?

2. Presentation:
Present lesson on page 92 of the textbook by having 10 bottles on the table. Have the
children count them. Add one more bottle and ask – how many bottles are there now? Lead
the pupils to say – 10 bottles and one more.

3. Discussion:
Show number 11, ask the pupils to read it. Say – “Eleven is a 2 digit number. Tells the
number of tens and the number of ones.
Continue developing the concept of 11 by giving cut-outs and pictures for the group to
work on.

C. Generalization:
What is the number of sets with 11 to 20 objects?

D. Fixing Skills:
Constructing on their seats sets of 11 to 20 using counters like bottle caps, sticks.

IV. EVALUATION:
Draw objects for each set to the given number.
V. ASSIGNMENT
Draw 2 sets having 11-20 objects in your notebook.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Identifies number of sets with 21 to 30 objects.

Value: Helpfulness

II. SUBJECT MATTER:

Identifying number of sets (21 to 30 objects)

References: BEC 1.10

Mathematics 2000 TX pp. 94-96; Mathematics 2000 TM p. 65
Materials: cups, real object, cut-out, pictures, number cards, card strips, strips.

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Comparing using “as many as”
3. Review:
Identifying number of sets with 11 to 20 objects
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
Do you held your mother at home? What do you do?
2. Presentation:
Show a set of 20 cups arranged by 10's. Let the class count them.
How many cups are there? Add 1 more cup and ask - How many cups are there? Lead the
class to say 20 cups and one more.
3. Discussion:
Show number 21, and ask the pupils to read it. Ask: How many numbers do you see?
How many tens are there? Ones?'
Continue this activity using real objects for the children to manipulate by group.

C. Generalization:
We identify number of sets with 21 to 30 objects.

D. Fixing Skills:
Pupils discover numbers 22 – 30 using manipulative and cardboard strips.

IV. EVALUATION:
Encircle the correct numeral for each set.
V. ASSIGNMENT
Work out exercises on pp. 94-95. write the correct number of objects for each set.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Counts by 1’s through 100.
Value: Friendliness
II. SUBJECT MATTER:
Counting by 1’s through 100.

References: BEC 1.11

Mathematics 2000; TX pp. 112-115; Mathematics 2000; TM p. 79
Materials: spoon, forks, cut-outs

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Identifying numbers of sets with 81 to 90 objects
3. Review:
91 to 100 objects
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
Do you have toys? What are they? Do you share them with your playmates?
2. Presentation:
Show 5 balls to the class. Who can count these balls? Put the corresponding numbers on
the number chart in their proper order.
3. Discussion
Continue counting balls and putting numbers on the chart until the number on the chart
reach 100.
Tell the pupils to read the numbers correctly one by one.

C. Generalization:
How do we count the numbers? Where do we start counting? Where do we stop counting?

D. Fixing Skills:
Give the missing numbers. Begin counting with 41.

IV. EVALUATION:
Write the missing numbers in blank.
1. 33, 34, ____, 36, 37, 38 2. ___, 59, 60, 61, 62, 63 3. 17, 18, 19, 20, 21, ____

V. ASSIGNMENT
What number comes before and after _____, 89, ____ ____, 53, ____
 Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Skip counting by 2’s through 100.

Value: Thoughtfulness

II. SUBJECT MATTER:

Skip counting by 2’s through 100.

References: BEC 1.12

Mathematics 2000; TX pp. 116-117; Mathematics 2000; TM p. 80
Materials: popsicle sticks, number chart, number card

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Identifying numbers of sets with 11 to 100 objects.
3. Review:
Counting by 1s through 100
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
Do you want to make someone happy on his/her birthday or holiday time? What will you
do? What will you give her?

2. Presentation:
Present numberline
Look at the boy. What is he doing?

a. On what number did Ramon stop after each jump?

b. How many jumps did Ramon do from 1-8.

3. Discussion:
Ask the pupils to bring out their counting objects. Ask them to count 2 objects. Put
number 2 on the chart. Ask them to put 2 more sticks. How many sticks are there now?

C. Generalization:
What do we do to make counting easier?
How many do we add each time?

D. Fixing Skills:
Skip counting up to 100. Do again the rolling counting recitation.
 Have row I skip count by 2’s from 0-30.
Row II - 30 – 50
Row III - 40 – 70
Row IV - 70 - 100

IV. EVALUATION:
Which one counts by 2’s?
1. A. 6, 8, 10, 12, 15
B. 42, 44, 46, 48, 50

2. A. 18, 20, 22, 24, 26

B. 74, 76, 78, 98, 82

V. ASSIGNMENT
What number comes before and after counting 2’s.
1. ______, 20 ______
2. ______, 28 ______
3. ______, 30 ______
4. ______, 10 ______
5. ______, 12 ______

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Skip counts by 5’s through 100

Value: Honesty

II. SUBJECT MATTER:

Skip counts by 5’s through 100

References: BEC 1.12

Mathematics 2000; TX pp. 118-120; Mathematics 2000; TM p. 82
Materials: beads, pictures, cut-outs, number cards

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Counting by 1’s
3. Review:
Counting by 2’s
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
If you unintentionally broke the flower vase of your teacher, will you tell her the truth?
2. Presentation:
Present 100 beads on the table. Ask a pupil to count them by 1's.
What will you do to make counting easier?
3. Discussion
Lead the pupils to make group of 5's by putting 5 beads on a wire. Get one group of 5.
How many beads are there in this first group?

C. Generalization:
What do we do to make counting easier? How many do we add each time until we reach 100?

D. Fixing Skills:
Skip counting by 5's.

IV. EVALUATION:
Give the number before and after each number.
1. _______ 74 _______
2. _______ 40 _______
3. _______ 15 _______

V. ASSIGNMENT
Fill in the blanks with the missing numbers.
0 5 10 ___ 20 ___ 30 35 ___ 45 ___55
60 65 70 ___ 80 ___ 90 ___
 Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Skip counts by 10’s through 100

Value: Cleanliness

II. SUBJECT MATTER:

Skip counts by 10’s through 100

References: BEC 1.12

Mathematics 2000; TX pp. 120-121; Mathematics 2000; TM p. 83
Materials: trays, straws, rubber band, number chart, cut-outs, pictures

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Skip counting by 2’s
3. Review:
Skip counting by 5’s
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
What will you do before and after eating? What will you use in washing your hands?
2. Presentation:
Show a tray of straws. Ask a pupil to count 10 straws and bundle it using a rubber band.
Another pupil makes a bundle of 10 straws and adds it to the first bundle.
3. Discussion
Tell the number of one bundle, two bundles, and three bundles.
How many straws did we add to the first bundle? Second bundle? Third bundle? Ask
some patterns of questions up to 100.

C. Generalization:
What did we do to make counting easier? How many did we add each time until we reach 100?

D. Fixing Skills:
Use cut-outs and pictures to develop further the concept of skip counting by 10's through 100.

IV. EVALUATION:
Write 2 numbers before and 3 numbers after each number by counting by 10.
1. ___ ___ 40 ___ ___ ___
2. ___ ___ 70 ___ ___ ___
2. ___ ___ 30 ___ ___ ___

V. ASSIGNMENT
Write  if the numbers are arranged correctly by 10’s and x if not.
a. 10, 30, 20, 50 b. 30, 40, 50, 60 c. 10, 20, 30, 40 d. 50, 55, 60, 70
 Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Associates numbers with sets having 501 up to 900 objects/things.

Value: Safety Precautions

II. SUBJECT MATTER:

Associates numbers with sets having 501 up to 900 objects/things.

References: BEC 1.14

Mathematics for Everyday Life II; TM pp. 18-20
Materials: straws and sticks, place value chart

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Read the following numerals
102 145 240 245 130 300
3. Review:
Tell the missing numbers hundreds, tens, and ones.
326 = ____ hundreds ____ tens ____ ones
400 = ____ hundreds ____ tens ____ ones
4. Checking of Assignment

B. Lesson Proper:
1. Motivation;
What would you do if you are on the road? What safety precautions do you have to
remember?
2. Presentation:
Ask the pupils to bring out 5 bundles of 100 objects. Ask them to count by hundreds
using the objects. Tell them to put together the 5 bundles of 100 objects together. Then ask
them, how many is 5 bundles of 100 objects. Let the pupil write 500 on the board. Continue
the same procedures until the numbers 500 to 900 are written on the board.
3. Discussion:
Show the place-value chart.
h t o
5 9 2
Write these on the chart
592 432

C. Generalization:
How do you associate place-value of numbers?

D. Fixing Skills:
Read the following numbers and write in the place-value chart.

540 900
 H T O
5 9 2
639 700
825 720

IV. EVALUATION:
Write on your paper the number for each.
1. 7 hundreds 4 tens 6 ones = ________
2. 2 hundreds 0 tens 8ones = ________
3. 8 hundreds 9 tens 4 ones = ________

V. ASSIGNMENT
Write the missing number on your paper.
1. 870 ____ hundreds ____ tens ____ ones
2. 654 ____ hundreds ____ tens ____ ones
3. 900 ____ hundreds ____ tens ____ ones
4. 746 ____ hundreds ____ tens ____ ones
5. 695 ____ hundreds ____ tens ____ ones

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Skip counts by 50’s through 900.

Value: Importance of plants

II. SUBJECT MATTER:

Skip counts by 50’s through 900.

References: BEC 1.15

Mathematics 2000 I; TX pp. 120-121; TM p. 83-84
Materials: tray, straws, rubber band, number chart, cut-outs pictures

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Skip counting by 5’s
3. Review:
Skip counting by 10’s
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
What fruits do you like best?

2. Presentation:
a. Present 5 bundles of straws and put them together.
How many straws are there in 5 bundles?
Show bundles of straws grouped into 50. have the pupils count the bundles of straws.
50, 100, 150, 200, 250, 300 ___
3. Discussion:
One bundle = 50
2 bundles = 100
3 bundles = 150
4 bundles = ______

C. Generalization:
What did we do to make counting easier? How many did we add each time until we reached
900?

D. Fixing Skills:
Count by 50’s
1. ________ 100 ________
2. ________ 250 ________
3. ________ 400 ________
4. ________ 150 ________
5. ________ 600 ________
IV. EVALUATION:
Write the missing number.
1. 50 _______ 150
2. 200 _______ 300
3. 550 _______ 650
4. 350 _______ 450
5. 100 _______ 200

V. ASSIGNMENT
Count by 50’s up to 900.
50, __, __, __, __, __, __, __, 900

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Skip count by 100’s through 900.

Value: Helpfulness

II. SUBJECT MATTER:

Skip count by 100’s through 900.

References: BEC 1.15 A

Mathematics 2000; TX pp. 120-121; TM p. 83-84
Materials: tray, straws, rubber band, number chart, cut-outs pictures

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Counting by 10’s
3. Review:
Counting by 50’s
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
How can we make counting easy?
2. Presentation:
1. How many tens are there in 100?
2. Have the pupils count by 10 bungles, the 10 tens or 100
What is meant by 10 tens?
Show the class the group of 100
Have the pupils count up to 900
3. Discussion:
How many hundreds are there in _______.
400 __________ hundred
300 __________ hundred
500 __________ hundred

C. Generalization:
What did we do to make the counting easier?
What skip counting did you learn?

D. Fixing Skills:
Write the missing numbers.
____ 200 ____ ____ 300 ____ ____ 600 ____
____ 800 ____ ____ 800 ____ ____ 700 ____
IV. EVALUATION:
Skip count by 100.
100, 200, ____, ____, ____, 600, ___, ____, 900

V. ASSIGNMENT
Write skip counting by 100’s up to 900.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Reads and writes numbers through 900 in symbols and in words

Value: Fruits make our skin healthy

II. SUBJECT MATTER:

Reading and writing numbers through 900 in symbols and in words

References: BEC I.A. 2

Mathematics 2; TX pp. 24-25
Materials: cut-outs of fruits, basket, name cards

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Reading numbers in flashcards
3. Review:
Write the numeral for the following number names.
forty-five
twenty-one
ninety-seven
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
Show a basket full of fruits with 3-digit numbers. Say: "Do you like fruits? Why? What's
your favorite fruit? Why? Come and get your favorite fruit. It's yours if you can read the
number that goes with it.
2. Presentation:
a. Call on children to show their numbers to the class.
b. Ask the pupils to read it and show the number words written on the cartolina strips.
c. Do this until you read 900 in symbols and in words.
3. Discussion
- How many numbers did you read?
- How are the numbers written?
- Read the following numbers in words and in symbols.
340 - three hundred forty
206 - two hundred six

C. Generalization:
How are numbers read?
What are the two ways of writing numbers?

D. Fixing Skills:
Read the number names on the flashcards and write their symbols.
 1. five hundred ninety-six ___________
2. six hundred thirty-one ___________
3. seven hundred eleven ___________

IV. EVALUATION:
Choose five flashcards, read and write its number name
1. 198 117 126 324
667 578 358 632

V. ASSIGNMENT
Read the number and write the word name.
1. 209 4. 265
2. 386 5. 678
3. 316

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Gives the place value of each digit in 2 digit numbers.

Value: Helpfulness

II. SUBJECT MATTER:

Gives the place value of each digit in 2 digit numbers.

References: BEC 2.1

Mathematics 2000 I;
TM pp. 105-106, TX pp. 148-149
Materials: place value chart, number cards

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Write the expanded form of the following numerals.
83 = ___ + ___
90 = ___ + ___
15 = ___ + ___
3. Review:
Greater than/less than > or <
65 ____ 75
90 ____ 80
69 ____ 96
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
Do you save money?
How do you save money?
2. Presentation:
Present the lesson by showing the class the number card of 45. Ask the children to read
the number. Show 45 bottle caps. Ask the pupils to make sets of 10's. How many sets of tens
are there? How many are left? What is meant by 4 tens? What is meant by 5?

C. Generalization:
How many place value does a 2 digit number have?

D. Fixing Skills:
Give the place value of each digit. Write - tens/ones
1. 45 = 4 is in the _______ place;
5 is in the _______ place
2. 17 = 1 is in the _______ place;
7 is in the _______ place
IV. EVALUATION:
Write the place value of the underline digit.
1. 56 ______
2. 39 ______
3. 12 ______

V. ASSIGNMENT
Write these numbers in the place value chart?
1. 48 Place Value
2. 87 Tens Ones
3. 64
4. 93
5. 12

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Gives the place value of each digit in 3 digit numbers.

Value: Health Consciousness

II. SUBJECT MATTER:

Giving the place value of each digit in 3 digit numbers.

References: BEC 2.1.A

Mathematics for Everyday Life for Grade II
T.M. pp. 6-7, TX pp. 8-9
Materials: number cards, individual place value chart

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Reading numerals
464 604 616
569 700
3. Review:
Write the following numerals in the place value chart.
1. 98 Tens Ones
2. 49
3. 62

4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
Talk about the food of the children during recess time. What do you eat at recess time?
2. Presentation;
Show the numeral 653. Read the numeral. Show the place value chart. Place the numerals
in the place value chart.

Hundreds Tens Ones

5 6 3

What is the place value of 5? 6? 3?

How many hundreds are there? Tens? Ones?

C. Generalization:
What is the place value in a 3 digit number?

D. Fixing Skills:
Write the missing number of hundreds, tens and ones.
 1. 435 ____ hundreds ____ tens ____ ones
2. 334 ____ hundreds ____ tens ____ ones
3. 167 ____ hundreds ____ tens ____ ones

IV. EVALUATION:
Write the place value of the underlined number, hundreds, tens, ones.
1. 6 5 1
2. 7 0 0
3. 8 2 4
4. 4 6 2
5. 3 6 9

V. ASSIGNMENT
Write the number in short form.
1. 4 hundreds, 3 tens, 1 ones _____
2. 5 hundreds, 0 tens, 0 ones _____
3. 2 hundreds, 5 tens, 6 ones _____
4. 4 hundreds, 9 tens, 7 ones _____
5. 1 hundreds, 8 tens, 3 ones _____

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Reads numbers from 11 through 900 in symbols and in words.

Value: Helpfulness

II. SUBJECT MATTER:

Reading numbers from 11 trough 900 in symbols and in words.

References: BEC 2.2

Mathematics for Everyday Life
T.M. pp. 21-22, TX pp. 24-25
Materials: number cards and number word cards from 11 to 900

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Reading and writing numbers 0 to 10.
3. Review:
Write the place value
tens ones
64 6 4
12
35
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
Ana collected empty bottles. She will sell the bottles in the market. What kind of girl is
she?
2. Presentation:
A. Let the pupils read number cards from 11 to 900. Show the pupils the proper way of
writing numbers in hundreds, tens and ones. Use the place value chart.
B. Show numbers written in symbols and in words. Have the pupils read.
e.g. 20 - twenty
40 - forty
50 - fifty

C. Generalization:
How do we write the numbers?

D. Fixing Skills:
Read the following symbols and write the correct words.
1. 421 ______________
2. 94 ______________
3. 129 ______________
IV. EVALUATION:
Read the following words and write the correct symbol.
1. three hundred _________
2. eighty-four _________
3. ninety-five _________
4. 2 hundred eleven _________
5. 4 hundred sixty-five _________

V. ASSIGNMENT
Match the following symbols and words
1. 56 one hundred
2. 100 fifty-six
3. 95 forty-seven
4. 47 two hundred ten
5. 210 ninety-five

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Writes numbers from 11 through 900 in symbols and in words.

Value: Recycling of waste materials Eat hot dish during recess

II. SUBJECT MATTER:

Writing numbers from 11 through 900 in symbols and in words.

References: BEC 1.A.2.3

Mathematics 2, T.M. pp. 15-16, TX pp. 24-25
Materials: flashcards with number, symbols and words, popsicle sticks, pocket chart

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Have the pupils read numbers in words and in symbols on flashcards 5 6 8 7 3 2 1 0 10 4 9
seven three four two
one eight nine six
ten zero five
3. Review:
Matching the numeral and its word name.
e.g. 3 nine
6 three
9 six
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
What food do you eat during recess? Good. Some pupils eat popsicle and throw the sticks
on the ground. Is this a good practice, class? What do you do with the popsicle sticks?
- Emphasize the value of recycling waste materials
- Emphasize also the value of eating hot dish during recess.
2. Presentation:
The Grade I class collected popsicle sticks lying around on the school ground. Here are
the number of popsicle sticks collected by each "Learning Barkadas" in our class.
LB1 - thirty-five
LB2 - 22
LB3 - eight-one
LB4 - 57
- Who collected the most number of popsicle sticks?
- How many popsicle sticks did they collect?

C. Generalization:
What are the two ways of writing numbers?
Numbers can be written in words and in symbols.
 D. Fixing Skills:
Write the following numbers. I'm going to dictate them and write their word names.
22 67 15 99 46

IV. EVALUATION:
How else can you write these numbers?
Write the numbers in another way?
forty-three thirteen
eighty-nine fifty-five
sixty-one seventy-two
twenty-four one hundred
ninety-seven thirty-six

V. ASSIGNMENT
Write the following in numerals.
1. ninety-one
2. seventy-three
3. fifty-four
4. sixty-eight
5. twenty-two

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Writes numbers from 11 through 900 in symbols and in words

Value: Have a good day each day.

II. SUBJECT MATTER:

Writing numbers from 11 through 99' in symbols and in words.

References: BEC 2.3

Mathematics for Everyday Life II, T.M. pp. 5-6, TX pp. 6-7
Materials: number cards and number, word cards

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Reading numbers 0-10.
3. Review:
Reading number words — zero to ten.
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
Show a calendar. Talk about its importance. Find the important dates that we celebrate.
e.g. Christmas is in December.
2. Presentation:
Tell the children that there are 365 days in a year and 366 days in a leap year. Have the
pupils write the numeral in the place value chart.
PLACE VALUE
Hundreds Tens Ones
3 6 5
3 6 6
3. Discussion
Let them read and write the 3 digit numbers they have formed. Let them also read the
numbers in words and write them on the board.

C. Generalization:
How many numerals do a 3 digit number have?

D. Fixing Skills:
Writ the correct number word.
1. 79 _____________
2. 62 _____________
3. 52 _____________

IV. EVALUATION:
Write the correct number symbol.
 1. five hundred _____________
2. seventy-five _____________
3. ninety-two _____________

V. ASSIGNMENT
Write numbers from 11 to 900 in symbols

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Writes numbers 11 through 100 in expanded form

Value: Sportsmanship

II. SUBJECT MATTER:

Writing numbers 11 through 100 in expanded form

References: BEC 1.A.2.4

Mathematics 2000, TX pp. 128-144
Materials: place value chart, number cards, pocket chart

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Reading numbers orally (using flashcards) 0-900
3. Review:
Write on your paper the numbers that I’m going to dictate.
198 144 177 204 129 324
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
Play a guessing game. Show the class a box of rubber bands. Say" "Guess how many
rubber bands are in my box?"

2. Presentation:
a. If I have 11 rubber bands in the box, how many rubber bands do I have in the tens place?
in the ones place?
What is 1 in the tens place? (10) 1 in the ones place? (1) What does 11 mean? (1 ten
and 1 one)
b. Add one rubber band at a time until you reach 99.

3. Discussion:
a. How many rubber bands are there in all?
b. You have learned that numbers could be written in words and symbols. Look at the way
the following numbers are written.
87 = 8 tens and 7 ones
= 80 + 7

C. Generalization:
How do you write numbers in expanded form?

D. Fixing Skills:
Fill in the blanks with the correct number.
1. 14 = ____ tens ____ ones
 2. 63 = ____ tens ____ ones
3. 26 = ____ tens ____ ones

IV. EVALUATION:
Choose and write the letter of the correct answer on the blank before each number.
_____ 1. 9 tens, 5 ones a. 33
_____ 2. 4 tens, 0 ones b. 64
_____ 3. 3 tens, 3 ones c. 40
_____ 4. 6 tens, 4 ones d. 86
_____ 5. 8 tens, 6 ones e. 95

V. ASSIGNMENT
Fill in the blanks with the correct answer.
1. 6 has _______ ones
2. 27 has ______ _tens, _______ ones
3. 35 has _______ tens, _______ ones

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Regroups sets of tens into hundreds using objects including money.

Value: Love for Fruits

II. SUBJECT MATTER:

Regrouping sets of tens into hundreds using objects including money.

References: BEC 2.5

Mathematics 2000 I
T.M. pp. 109-112, TX pp. 152-157

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Place value of 2 digit numbers
3. Review:
Review regrouping sets of ones and tens.
20 ones = ________ tens
60 ones = ________ tens
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
Do you eat fruits?
What fruits do you like best?

2. Presentation:
Present 10 sets of 10. Let the class skip count by 10's. In one set of tens, how many ones
are there? In 10 tens, how many objects are there?
Add another set of 10 tens. Ask: How many hundreds are there (20)
Lead the class to understand that 20 tens is 2 hundreds.
Continue the activity by following the same procedure with 30 tens up to 100 tens, to 10
hundreds or 1 thousand.

C. Generalization:
How many tens are there in 100? 400?

D. Fixing Skills:
How many sets of tens are there in hundreds.
1. 4 hundreds is _____ tens
2. 2 hundreds is _____ tens
3. 1 hundreds is _____ tens

IV. EVALUATION:
Encircle the correct answer.
 1. 40 tens ____ a. 4 hundreds b. 2 hundreds c. 3 hundreds
2. 10 tens ____ a. 2 hundreds b. 1 hundreds c. 7 hundreds
3. 50 tens ____ a. 4 hundreds b. 5 hundreds c. 6 hundreds

V. ASSIGNMENT
Write the correct answer.
1. 3 hundreds = ________ tens
2. 9 hundreds = ________ tens
3. 4 hundreds = ________ tens
4. 5 hundreds = ________ tens
5. 7 hundreds = ________ tens

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Reads and writes ordinal numbers 1st, 2nd, 3rd up to 10th in a given set.

Value: Health Consciousness

II. SUBJECT MATTER:

Reading and writing ordinal numbers 1 2nd, 3rd up to 10th in a given set.

References: BEC 3
Growing with Math TM pp. 46-48, TX pp. 60-61
Materials: Real objects found inside the classroom cutouts

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Place value - How many tens and ones?
23 = 2 tens and 3 ones
78 = 7 tens and 8 ones
3. Review:
Identify who is the 1st 2nd 3rd among the 10 children who are standing in front of the
class.

4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
What are the fruits that are good to our body? Which one do you like best?
2. Presentation:
a. Arranging different cut-outs of fruits on the pocket chart.

b. Talk about the cutout of fruits by asking: What is the first object? second fruit? Etc.
3. Discussion
Flash the card showing ordinal names for each
First - 1s
Second - 2nd
Third - 3rd
Do the same to unlock the ordinal numbers from 6th to 10th

C. Generalization:
The ordinal numbers tell the position or order of objects in a given set.
 D. Fixing Skills:

Draw
1. second object _____________
2. fourth object _____________
3. sixth object _____________
4. ninth object _____________
5. third object _____________

IV. EVALUATION:
Write the ordinal numbers of each object.

V. ASSIGNMENT

1. Write T in the third

2. Write M in the sixth
3. Write A in the fourth
4. Write C in the tenth
5. Write A in the seventh

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Identifies the 1st, 2nd, 3rd up to the 10th objects in a given set.

Value: Health Consciousness

II. SUBJECT MATTER:

Identifying the 1`t, 2"', 3rd up to the 10th objects in a given set.

References: BEC 3.1

Mathematics 2000 T.M. pp. 112-113, TX pp. 158-159
Materials: children, boxes

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Regrouping ones into tens How many tens are there?
40 ones = _____ tens
50 ones = _____ tens
30 ones = _____ tens
3. Review:
Regrouping tens into hundreds
20 tens is hundreds
50 tens is hundreds
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
Let the 10 children dramatize falling in line in front of a doctor. Tell the children that
they are going to have an immunization with Dr. Salamat. Discuss how many are going to
behave while falling in line (Wait for one's turn)
2. Presentation:
Ask the children. Who is the first in the line? Who is the second? Third?
Let the children say 1, 2, 3rd 4th to 10tH
3. Discussion
Distribute 10 boxes covered by art paper of different colors. Ask them to arrange the
boxes in one line.
Note: Children may arrange the boxes differently from the other groups. In your group, which
color of the box is the lst? 2nd? 3rd and so on. Let them say the color of their box up to the
10th box.

C. Generalization:
What is an ordinal number?

D. Fixing Skills:
Mark an x on the correct picture.
IV. EVALUATION:
Write the ordinal numbers for the letter of the alphabet below.
A ________ G _________ J __________
D ________ I _________

V. ASSIGNMENT
Write the correct ordinal numbers.

1. C is ________
2. F is ________
3. B is ________
4. H is ________
5. E is ________

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
 MATHEMATICS I
Date: ___________

I. OBJECTIVE:
 Reads and writes money up to P50.

Value: Thriftiness

II. SUBJECT MATTER:

Reading and writes money up to P50.

References: BEC 4
Mathematics for Today’s Children.
T.M. pp. 30-32, TX pp. 74-75
Materials: play money, cut-outs

II. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Exercises in OBFAD /4 F's (One Basic Fact a Day)
2. Drill:
Comparing money
P 20 P10 P 10

P 50 P10 P 10 P 20
3. Review:
Counting of money using P5 and P10
What is the missing number?
P5, P___, P__, P20
P10 P___, ___, P___
4. Checking of Assignment

B. Lesson Proper:
1. Motivation:
Put different coins and paper bills from 25c to P50 on a tray in the table. Familiarize the
children with the different coins and paper bills.
2. Presentation:
You want to buy candies costing P2. What coins you can use to buy the candies.
Introduce the word centavos by writing 504 on the board. Introduce another way of writing
P2 in peso.
3. Discussion
Stress the use of the centavo sign for writing centavos (~) and the peso sign (P) for
writing peso.
Ask the children to pick out different coins from the tray and tell the amount aloud as he
shows it to the class.

C. Generalization:
The different denominations of coins in centavos are 1c 5c 25c 10c 50c

D. Fixing Skills:
Write the following using P sign
 1. 5 pesos and 2 centavos
2. 10 pesos and 50 centavos
3. 50 pesos and 10 centavos

IV. EVALUATION:
Read and write the value of coins.

V. ASSIGNMENT
Write the following using the peso sign.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________