DETAILED LESSON IN PLAN IN MATHEMATICS 1

Classroom Observation 1

Grade: 1 Subject: MATHEMATICS

Quarter: 2nd Session No.: 1 Date: February 23, 2021

I. OBJECTIVES
Content Standard The learner…
demonstrates understanding of addition and subtraction of
whole numbers up to 100 including money
.
Performance The learner:
Standard is able to apply addition and subtraction of whole numbers up to
100 including money in mathematical problems and real- life
situations.

Learning The learner:

Competencies Visualizes and adds the following numbers using appropriate
techniques: a. two one-digit numbers with sums up to 18;
Knowledge Makahulagwag sa pagdugang o paghiusa sa hugpong/pundok o
set.
Skills Makasulat sa pahayag nga numero nga may kalambigitan sa
pagdugang o pag add.
Attitude Mapakita ang abilidad sa pagdibuho sa nagkalain-laing mga
butang.
II. CONTENT
“ Paghulagway sa Pagdugang o Paghiusa sa Hugpong o Set”

III. LEARNING RESOURCES

References Mathematics Q2, Week 1 Module; MELC;
Other Learning pictures, charts, cut-outs, Ukulele, and real objects, Slide deck
resources Presentation
IV. PROCEDURES
A. Preparation 1. Preparatory Activity
a. Action Song: “Pulo Ka Mga Tudlo”
b. Review
Do: Have a review on the numbers 1-20.

B. Motivational Do: Present a picture of Farm with Animals

Question Ask: What do you see in the pictures?
How many chicken are there in the farm? Pig?
Altogether, how many are they?
Say: Later, we will know if we got the right answer.

C. Activity 2. Skill Development

Do: Present a song ( Addition)

Ask: When we add 1 finger in the left and with another 1 finger
in the right, it becomes? 2 fingers and 2 fingers?
Do: Present an picture of an Apple Tree with fallen fruits.

Ask: Observe the picture, how many fruits had fallen at the left
side of the tree? How many fruits at the right?

Do: With pupils, count the number of fruits.

Say: There are 4 apples at the left side of the tree and 3 apples
on the right side. Now, how many leaves had fallen on the
ground?

Ask: How did we know that there are 7 apples on the ground?

Do: Let the learners derive to the concept of Addition by putting

all the apples together.

Ask: Now, observe the apple tree, how may fruit is in it?

Say: There are 7 apples on the ground and another 5 apples on

 the tree. How many apple fruits all in all?

Apples on the tree

Apples on the left

Apples on the right

Do: Let the learners count.

D. Analysis Do: Present back the picture of a Farm with animals.

Say: Now, let’s listen to a story about the picture I have shown
to you earlier.
(See Math Module Q2, W1 p.3)

Ask: 1. How many pig does Kardo have?

2. How many chicken?

Say: Kardo has 5 pigs and 7 chickens.

Do:Present pictures of 5 pigs in one set and another set for 7
chickens

Say: A set of 5 pigs and a set of 7 chickens. The word and

means we add the two sets together. We use the symbol ( + )
or plus that means to add. Addition is what we called for the
process of adding numbers.

Let’s take this as an example.

and equal

5 + 7 = 12

Do: Let the learners read the equation.

 Say: 5 & 7 is what we called addends and 12 is we called SUM.

E. Abstraction
Do: Present a story pictures.

Lenny has 3 white dogs, 2 black dogs and 4 brown dogs. How
many dogs she has?

____________________
and

__________ + ________ = ___________________

Do: Let the learners derive to the correct answer.

Do: Using Ukulele, strum while counting. Let the learners count
the number of strums you will do
Make three sets.

F. Application Activity 1: Addition is Fun with Peers.

Do: Divide the groups into 3. Give each group a box containing
materials in 3 sets. Each group will write the correct numbers on
the strips based on the materials given.

Group 1: Construction Papers

Group 2: Bottle with Different Colors

Group 3. Shapes of Different Sizes

G. Practical C. Guided Practice.
Applications
of Concepts
and Skills in Do: Let the group present their work. Guide them in deriving the
Daily Living right answers.

Put emphasis that the activity can be done at home. They

can count the sets of plates , fork and spoon etc.

H. Generalization
Ask: What do we call the process of adding? Addends? Sum?

Say: “ Ang pulong nga ( ug ) nagpasabot kini nga dugangan o

pagdugang. Ang pag-hiusa sa duha ka pundok o hugpong aron
mahimong bag-ong pundok nagpasabot kini og pagdugang.
Mao kini ang iyang simbolo ( + ) o plus.”

I. Evaluation I. Direksyon: Isulat and numero basi sa pundok nga

gihatag.

II. Direksyon: Isulat ang insaktong tubag.

3. 5 + 4 =_____________

4. 8 +3 =_____________
 J. Additional I. Direksyon: Isulat ang tubag sa mga mosunod nga
activities for pahayag nga pagdugang.
application or
remediation 1. 7 + 8 = _________________
(assignment) 2. 4 + 9 =__________________
3. 6 + 5 = ___________________
4. 2 + _______ = 10
5. ________ + 9 = 18
V. REMARKS

VI. REFLECTION

No. of learners who

earned 80% in the
evaluation
No. of learners who
continue to require
remediation
Did the remedial
lesson work? No. of
learners who have
caught up the lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked
well? Why did these
work?
What difficulties did I
encounter which
principal and
supervisor can help
or solve?
What innovation or
localized did I
use/discover which I
wish to share

Prepared by:
RONALD Q. TACAN
Teacher III/ Grade I Adviser

Checked by:
ROSEMARIE C. NAMOL
Master Teacher II
NOTES: ___________________________________________________________
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